Campus Improvement Plan
Spring Shadows Elementary School 2023-2024
- 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
Spring Shadows Elementary School
2023-2024 Campus Improvement Plan
Mission Statement
Spring Shadows Elementary provides a safe and loving environment where personalized learning challenges the whole child to fulfill their academic and social potential.
Vision
At Spring Shadows Elementary we educate learners to build confidence, have social responsibility, and strive for academic excellence.
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
Spring Shadows Elementary School serves students in grades K-5 in the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 42 students from the 2020–2021 school year to the 2021–2022 school year. Enrollment then decreased by 18 students from the 2021-2022 school year to the 2022–2023 school year.
Enrollment Trends:
2022-2023: Enrollment – 600
2021-2022: Enrollment – 618
2020-2021: Enrollment – 576
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Spring Shadows 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, 56.8% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 77.7% At-Risk; 11.0% Immigrant; 2.3% Homeless; 17.2% of students were identified for special education services; and 2.3% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2022-2023: African American – 126 (21.0%)
2021-2022: African American – 88 (14.2%)
2020-2021: African American – 62 (10.8%)
2022-2023: American Indian-Alaskan Native – 0 (0.0%)
2021-2022: American Indian-Alaskan Native – 0 (0.0%)
2020-2021: American Indian-Alaskan Native – 0 (0.0%)
2022-2023: Asian – *
2021-2022: Asian – *
2020-2021: Asian – *
2022-2023: Hispanic – 436 (72.7%)
2021-2022: Hispanic – 496 (80.3%)
2020-2021: Hispanic – 477 (82.8%)
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 – 21 (3.5%)
2021-2022: White – 22 (3.6%)
2020-2021: White – 24 (4.2%)
2022-2023: Two-or-more – 13 (2.2%)
2021-2022: Two-or-more – 10 (1.6%)
2020-2021: Two-or-more – 10 (1.7%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2022-2023: At-Risk – 466 (77.7%)
2021-2022: At-Risk – 519 (84.0%)
2020-2021: At-Risk – 465 (80.7%)
2022-2023: Economically Disadvantaged – 548 (91.3%)
2021-2022: Economically Disadvantaged – 582 (94.2%)
2020-2021: Economically Disadvantaged – 543 (94.3%)
2022-2023: Emergent Bilingual/English Learner – 341 (56.8%)
2021-2022: Emergent Bilingual/English Learner – 375 (60.7%)
2020-2021: Emergent Bilingual/English Learner – 351 (60.9%)
2022-2023: Gifted and Talented – 14 (2.3%)
2021-2022: Gifted and Talented – 10 (1.6%)
2020-2021: Gifted and Talented – 7 (1.2%)
2022-2023: Homeless – 14 (2.3%)
2021-2022: Homeless – 7 (1.1%)
2020-2021: Homeless – 11 (1.9%)
2022-2023: Immigrant – 66 (11.0%)
2021-2022: Immigrant – 59 (9.6%)
2020-2021: Immigrant – 58 (10.1%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2020-2021: Migrant – 0 (0.0%)
2022-2023: Special Education – 103 (17.2%)
2021-2022: Special Education – 94 (15.2%)
2020-2021: Special Education – 87 (15.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2020-2021: 92.7%
2019-2020: 97.4%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2020-2021: 26.6%
2019-2020: 7.9%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Demographics Strengths
- Opportunity to serve diverse student groups.
- Students from various cultures learn and work together.
- Opportunity to increase students identified for Gifted and Talented.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Campus staff and community connections can be strengthened as that is an area of growth. Root Cause: The campus mobility rate is 24%.
Problem Statement 2: Students are not attending school on a regular basis. The attendance rate has gone down from 97.4% to 92.7%. Root Cause: There are several factors that affect student attendance such as sickness, family emergencies, and more.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Spring Shadows 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; 35% Meets; 17% Masters
2021: 3rd Grade Reading - 48% Approaches; 16% Meets; 3% Masters
2022: 4th Grade Reading - 65% Approaches; 48% Meets; 16% Masters
2021: 4th Grade Reading - 33% Approaches; 12% Meets; 2% Masters
2022: 5th Grade Reading - 58% Approaches; 39% Meets; 17% Masters
2021: 5th Grade Reading - 57% Approaches; 30% Meets; 20% 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 - 36% Approaches; 21% Meets; 0% Masters
2021: SPED All Grades Reading - 23% Approaches; 13% Meets; 2% Masters
2022: EB/EL All Grades Reading - 60% Approaches; 37% Meets; 15% Masters
2021: EB/EL All Grades Reading - 45% Approaches; 15% Meets; 9% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Mathematics passing rates:
2022: 3rd Grade Mathematics - 54% Approaches; 27% Meets; 11% Masters
2021: 3rd Grade Mathematics - 44% Approaches; 11% Meets; 0% Masters
2022: 4th Grade Mathematics - 60% Approaches; 26% Meets; 7% Masters
2021: 4th Grade Mathematics - 40% Approaches; 12% Meets; 2% Masters
2022: 5th Grade Mathematics - 69% Approaches; 39% Meets; 11% Masters
2021: 5th Grade Mathematics - 80% Approaches; 43% Meets; 22% 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 - 36% Approaches; 23% Meets; 7% Masters
2021: SPED All Grades Mathematics - 38% Approaches; 15% Meets; 6% Masters
2022: EB/EL All Grades Mathematics - 60% Approaches; 29% Meets; 9% Masters
2021: EB/EL All Grades Mathematics - 54% Approaches; 23% Meets; 9% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Third-grade students made gains as measured by the state assessment Math STAAR at the Approaches and Meets levels.
- Fourth-grade students made gains as measured by the state assessment Reading STAAR at the Approaches and Masters levels.
- Fifth-grade students made gains as measured by the state assessment Reading STAAR at the Approaches, Meets, and Masters levels.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Only 14% of current 4th & 5th grade students achieved Masters Grade Level on STAAR Reading in 2022. Root Cause: Not implementing district curriculum with fidelity.
Problem Statement 2: Only 29% of current 4th & 5th grade students achieved Meets Grade Level or higher on STAAR Math in 2022. Root Cause: Not implementing district curriculum with fidelity.
Problem Statement 3: 61% of EB students did not progress at least one proficiency level on TELPAS in Spring 2023. Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition.
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 Spring Shadows 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 – 8 FTE (18.7%)
2021-2022: Beginning – 2.0 FTE (4.7%)
2020-2021: Beginning – 2.0 FTE (5.4%)
2022-2023: 1-5 Years – 10.0 FTE (23.4%)
2021-2022: 1-5 Years – 17.0 FTE (39.6%)
2020-2021: 1-5 Years – 11.0 FTE (30.0%)
2022-2023: 6-10 Years – 18 FTE (42.2%)
2021-2022: 6-10 Years – 12.9 FTE (30.1%)
2020-2021: 6-10 Years – 6.9 FTE (18.8%)
2022-2023: 11-20 Years – 5 FTE (11.7%)
2021-2022: 11-20 Years – 9 FTE (21.0%)
2020-2021: 11-20 Years – 16.0 FTE (43.6%)
2022-2023: Over 20 Years – 1.7 FTE (4.0%)
2021-2022: Over 20 Years – 2.0 FTE (4.7%)
2020-2021: Over 20 Years – 0.7 FTE (1.9%)
2022-2023: Total – 42.7 FTE (100%)
2021-2022: Total – 42.9 FTE (100%)
2020-2021: Total – 36.7 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Mentoring program providing new staff with support from master teachers within their assigned subject/grade level
- Staff engaged in the PLC process as active participants in data analysis to better understand low performing areas and target individual student needs.
- Attended Region Job Fair.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: Staff turnover has been above 25%. Root Cause: Teachers leave the campus for job opportunities at other locations. There is a high turn over rate due to different factors such as campus mobility, behavior, and more.
Problem Statement 2: Campus climate and culture is an area of growth for the campus. Root Cause: Campus committees to promote positive campus culture and climate are not in place.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Spring Shadows 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
Spring Shadows 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
- Communities in Schools (CIS) provides specialized supports for our students and families.
- Campus Reading buddy program in place.
- Implemented family engagement strategies including school messenger.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Low parent engagement at the campus level. Root Cause: Advertisement for parent events was limited.
Problem Statement 2: Parental awareness of campus programs. Root Cause: Parent Outreach (newsletters, monthly communication, etc.) is limited.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - EARLY LITERACY
- Performance Objective 6 - EARLY NUMERACY
- Performance Objective 7 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2024, Spring Shadows 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 1 percentage points in masters.
2022-23: Reading: 66% (approaches), 40% (meets), 16% (masters); Math: 64% (approaches), 34% (meets), 10% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report (TAPR)
Strategy 1: Consistent implementation of STR and district curriculum through instruction, including phonics and phonemic awareness. Ensure all classrooms have necessary resources and materials.
Strategy's Expected Result/Impact: Increased student performance on STAAR, TX-KEA, and local assessments.
Staff Responsible for Monitoring: Principal, Assistant Principal, and LIS
Title I:
2.4, 2.6
- 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: Supplies and Materials - 211 - Title I, Part A - 211.11.6399.000.120.30.0.000.FBG24 - $20,647.50, Instructional Supplies and Materials - 211 - Title I, Part A - 211.11.6399.000.120.30.0.000.FBG24 - $21,337.47
Strategy 2: Provide instructional materials and supplies that will enhance student engagement in all content areas, including, but not limited to manipulatives, content area materials, consumables, books, small group instructional materials, field trips, professional books/resources, teacher materials/resources, technology, and supplies. Additionally, Monday, April 8, 2024, a total solar eclipse will cross North America, passing over Mexico, the United States, and Canada. The solar eclipse will begin in Houston around 12:20 pm., with the deepest point of the eclipse with the Sun most hidden, around 1:40 pm. This is a unique experience/learning opportunity for our students that is aligned to science TEKS and can be integrated with ELA TEKS. Following the 2024 eclipse, the next total solar eclipse seen from the United States will be on Aug. 23, 2044.
Strategy's Expected Result/Impact: Increased student engagement and performance as measured by STAAR, TX-KEA, TELPAS, district, and local assessments.
Students will apply science practices such as TEKS 2(B) collect and record data by observing; 2(D) analyze data and interpret patterns to construct explanations; 3(B) represent the natural world using models; 4(A) collect, record and analyze information using tools to understand and be able to explain the Earth and Space science content TEKS related to the eclipse experiences.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Instructional Specialist
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 211.11.6399.000.120.30.0.000.FBG24 - $19,647.50, Supplies, Materials, Instructional Field Trips - 211 - Title I, Part A - 211.11.6399.000.120.30.0.000.FBG24 - $25,692, Technology - 211 - Title I, Part A - 211.11.6398.000.120.30.0.000FBG24 - $18,030.20, Software - 211 - Title I, Part A - 211.11.6397.000.120.30.0.000.FBG24 - $5,500
Strategy 3: Ensure all teachers have support, training, and resources to consistently implement district curriculum, including professional learning opportunities, coaching and materials.
Strategy's Expected Result/Impact: Increased student achievement and engagement.
Staff Responsible for Monitoring: Principal, Assistant Principal, and MIS
Title I:
2.4, 2.6
- 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: Other Reading Materials - 211 - Title I, Part A - 211.11.6329.000.120.30.0.000.FBG24 - $43,745, Employee Travel - 211 - Title I, Part A - 211.13.6411.000.120.30.0.000.FBG24 - $4,000, Classroom and Instructional Materials - 199 PIC 23 - Special Education - $255, Classroom and Instructional Materials - 199 PIC 11 - Instructional Services - $31,007, Miscellaneous Contracted Services - 211 - Title I, Part A - 211.11.6299.000.120.30.0.000FBG24 - $2,924, Accountability Update - 211 - Title I, Part A - 211.13.6239.000.120.30.0.000FBG24 - $255, Conference Registration - 211 - Title I, Part A - 211.13.6299.000.120.30.0.000.FBG24 - $2,000
Strategy 4: Provide extended learning time and opportunities for students failing to meet grade level requirements and/or master priority learning standards, including prior year STAAR (extended day and/or week and/or year - summer).
Strategy's Expected Result/Impact: Increased student performance and achievement -increase in % students achieving Masters Grade Level on STAAR.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Instructional Specialist
Title I:
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 5: Effective Instruction
Funding Sources: Extra Duty Pay - 211 - Title I, Part A - 211.11.6116.30.120.30.0.000FBG24 - $30,000
Strategy 5: Recruit and retain highly qualified teachers through various support structures, including mentoring, professional development, and coaching.
Strategy's Expected Result/Impact: Maintain high quality teaching staff.
Staff Responsible for Monitoring: Principal and Lead Mentor
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 3: Positive School Culture
Funding Sources: - 199 PIC 99 - Undistributed - $3,000
Strategy 6: Enhance and sustain leadership capacity to lead and support learning teams through professional development opportunities.
Strategy's Expected Result/Impact: Increased leadership capacity and high-functioning professional learning teams.
Staff Responsible for Monitoring: Principal
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Funding Sources: Employee Travel - 211 - Title I, Part A - 211.23.6411.000.120.30.0.000.FBG24 - $1,000, - 199 PIC 99 - Undistributed - $6,920, Conference Registration - 211 - Title I, Part A - 211.23.6299.000.120.30.0.000.FBG24 - $1,000
Strategy 7: Include small group instruction in lesson plans to ensure students receive accelerated instruction.
Strategy's Expected Result/Impact: Close Learning Gaps
Staff Responsible for Monitoring: Instructional Specialists
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2024, Spring Shadows 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: 60%/22% (Reading); 66%/36% (Math) Baseline Year
Evaluation Data Sources: 2023 TAPR
Strategy 1: The campus will utilize interventionist specialists to provide targeted instruction with broader impact in math, science, and reading.
Strategy's Expected Result/Impact: Increase in student outcomes for STAAR Math and Reading.
BPrincipal, Assistant Principal
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 2: Strategic Staffing, Lever 5: Effective Instruction
Funding Sources: Payroll Intervention and Instructional Specialists - 211 - Title I, Part A - 211.11.6119.000.120.30.0.000.FBG24 - $88,167.80
Strategy 2: Teachers will implement and document small group instruction in order to provide targeted instruction that will help students grow academically.
Strategy's Expected Result/Impact: Increased growth in STAAR assessments.
Staff Responsible for Monitoring: Principal and Assistant Principal
Title I:
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 5: Effective Instruction
Strategy 3: Engage, train, and support families through a Parental and Family Engagement policy with flexible meeting times. The campus will host several opportunities for families.
Strategy's Expected Result/Impact: Increased family engagement and stakeholder satisfaction.
Staff Responsible for Monitoring: Principal, CIS, Support Staff
Title I:
4.1, 4.2
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 211.61.6499.000.120.30.0.000.FBG24 - $4,000
Performance Objective 3 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: CLOSING THE GAPS: By June 2024, Spring Shadows 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 28 component points.
2022-23: 10 of 32 Academic Achievement Points Met; 31.3% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: Campus teachers will be supported through coaching cycles and opportunities for job-embedded professional learning. Teachers and school leaders will attend targeted and aligned professional development opportunities.
Strategy's Expected Result/Impact: Improved teaching and learning for all students as well as closing gaps.
Staff Responsible for Monitoring: Principal, Assistant Principal
Title I:
2.4
- TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Strategy 2: We will identify all tier 2 and tier 3 students through our campus student success committee (SSC) and implement explicit and systematic evidence-based intervention systems for our students in tiers 2 and 3. The interventions will be provided by either a trained interventionist or a classroom teacher utilizing small-group instruction. Progress monitoring will be documented and reviewed weekly. Additionally, materials for students in Special Education will be provided so instruction is supported.
Strategy's Expected Result/Impact: Increase in student achievement.
Staff Responsible for Monitoring: CAIS, Principal, and Assistant Principal
Title I:
2.4, 2.6
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: - 199 PIC 23 - Special Education - $555
Strategy 3: Several curriculum nights will be held throughout the year to provide our parents with instructional resources and strategies to help support their children at home. Resources provided will be aligned with TEKS that our students are needing extra support in. Additionally, resources will be determined utilizing district and campus benchmarks demonstrating student need.
Strategy's Expected Result/Impact: Increased Parental Awareness in supporting their children at home.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Instructional Specialist
Title I:
2.4, 2.6, 4.2
- ESF Levers:
Lever 5: Effective Instruction
Strategy 4: After school tutoring and Saturday School will be held to help address students' academic needs.
Strategy's Expected Result/Impact: Increase in students' STAAR scores.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Team Leads
TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: - 199 PIC 99 - Undistributed - $525
Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows 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 56% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: Train and support teachers in best practices on language acquisition, utilizing PLDs, and the ELD block.
Strategy's Expected Result/Impact: Increase in students growing in proficiency level on TELPAS.
Staff Responsible for Monitoring: Principal, LIS
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: - 199 PIC 25 - ESL/Bilingual - $3,000
Strategy 2: Review student/teacher schedules to ensure students are receiving instruction in accordance with the district's time and content allocation. Additionally, ensuring that students have opportunities to speak, write, read, and listen in English daily. Provide teachers with instructional materials that are in alignment for English Language Acquisition.
Strategy's Expected Result/Impact: Increase students growing in proficiency level in TELPAS.
Staff Responsible for Monitoring: Principal, Assistant Principal, and Instructional Specialist
Title I:
2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: - 199 PIC 25 - ESL/Bilingual - $3,700
Performance Objective 5 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: EARLY LITERACY: By June 2024, Spring Shadows 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 Running Records
Strategy 1: Student Support Committee (SSC) will collaborate and align intervention services with instructional specialists, classroom teachers, and intervention specialists. The use of Oral Reading Analysis will be used to help guide the services the students need. Materials for reading and supplies will be provided to ensure students are provided with the support needed.
Strategy's Expected Result/Impact: Effective processes for student progress monitoring through RTI.
Staff Responsible for Monitoring: Assistant Principal and CAIS
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: - 199 PIC 30 - At Risk School Wide SCE - $10,800
Strategy 2: Engage, train, and support families to assist students with effective strategies for reading. The campus will host Family Academic nights for all grades.
Strategy's Expected Result/Impact: Increased percent of students reading on or above grade level by EOY Oral Reading Analysis.
Staff Responsible for Monitoring: Intervention Teacher
Title I:
2.4, 4.2
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 211.61.6399.000.120.30.0.000.FBG24 - $3,375, Supplies and Materials - 211 - Title I, Part A - 211.61.6399.000.120.30.0.000.FBG24 - $2,324, Materials for Families - 211 - Title I, Part A - 211.61.6329.000.120.30.0.000.FBG24 - $43,854.53
Strategy 3: Provide students with reading materials to create a joy of reading from the start. Additionally, provide students with time to develop a love for reading through the campus library. Librarian may purchase instructional materials and supplies to enhance instruction.
Strategy's Expected Result/Impact: Increased student engagement and stamina in reading.
Staff Responsible for Monitoring: Librarian
ESF Levers:
Lever 5: Effective Instruction
Funding Sources: - 199 PIC 99 - Undistributed - $1,750
Performance Objective 6 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2024, Spring Shadows 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: Student Support Committee (SSC) will collaborate and align intervention services with instructional specialists, classroom teachers, and intervention specialists. K-2 Math Progress Monitoring will be used to help guide the services the students need.
Strategy's Expected Result/Impact: Effective processes for Progress Monitoring through RTI.
Staff Responsible for Monitoring: Assistant Principal and CAIS
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Campus teachers will implement district curriculum with fidelity as they receive support from MIS and campus staff.
Strategy's Expected Result/Impact: Increased understanding in foundational math.
Staff Responsible for Monitoring: Instructional Specialist
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Performance Objective 7 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY NUMERACY: By June 2024, Spring Shadows 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: Student Support Committee (SSC) will collaborate and align intervention services with instructional specialists, classroom teachers, and intervention specialists. K-2 Math Progress Monitoring will be used to help guide the services the students need.
Strategy's Expected Result/Impact: Effective processes for Progress Monitoring through RTI.
Staff Responsible for Monitoring: Assistant Principal and CAIS
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Campus teachers will implement district curriculum with fidelity as they receive support from MIS and campus staff.
Strategy's Expected Result/Impact: Increased understanding in foundational math.
Staff Responsible for Monitoring: Instructional Specialist
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - INTERVENTIONS
- Performance Objective 3 - STUDENT ATTENDANCE
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Spring Shadows 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, Spring Shadows 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: Classroom teachers will utilize Student Support Focus meetings to support and enhance Core Characteristics through targeted activities.
Strategy's Expected Result/Impact: Increase in student connectedness and a decrease in discipline referrals.
Staff Responsible for Monitoring: Instructional Specialist
Title I:
2.5
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Campus committees will deploy a variety of strategies to increase student engagement.
Strategy's Expected Result/Impact: Impact on assessments and positve school culture.
Staff Responsible for Monitoring: Principal and Assistant Principal
ESF Levers:
Lever 3: Positive School Culture
Strategy 3: Classroom guidance lessons will focus on and support Core Characteristics.
Strategy's Expected Result/Impact: Increase in student connectedness and attendance. Decrease in discipline referrals.
Staff Responsible for Monitoring: Principal and Assistant Principal
Title I:
2.6
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Spring Shadows Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2024, Spring Shadows Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: The campus SSC committee will calendar out data study meetings to meet at least once each nine weeks. Campus data trackers will be maintained to ensure that multiple data points are reviewed as part of RtI process.
Strategy's Expected Result/Impact: Increase in percentage of students performing on grade level in reading and math.
Staff Responsible for Monitoring: CAIS
Title I:
2.4
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Implement systems of academic support and intervention (RtI) to close learning gaps and accelerate instruction. Ensure full implementation of dyslexia identification process with parental notification.
Strategy's Expected Result/Impact: Increased student performance and achievement.
Staff Responsible for Monitoring: Assistant Principal and CAIS
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Spring Shadows Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2024, student attendance at Spring Shadows Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data, TAPR
Strategy 1: Campus attendance committee will deploy a variety of strategies to increase student attendance and engagement.
Strategy's Expected Result/Impact: Increase in end of year average daily attendance to at least 98%.
Staff Responsible for Monitoring: Principal
Title I:
2.4, 2.5
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Spring Shadows 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: The campus will deploy a campus-wide structure (ROAR) to support student success and internalization of positive behaviors. (ROAR) Campus Counselor will provide students with support for implementation of our campus ROAR.
Strategy's Expected Result/Impact: Increase in student connectedness and decrease in discipline referrals.
Staff Responsible for Monitoring: Assistant Principal and PBIS Leader
Title I:
2.5
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: - 199 PIC 99 - Undistributed - $500
Strategy 2: Classroom teachers will utilize a variety of strategies to support positive behaviors, including interactive modeling and logical consequences.
Strategy's Expected Result/Impact: Increase in student connectedness and engagement. Decrease in discipline referrals.
Staff Responsible for Monitoring: Assistant Principal and PBIS Leader
Title I:
2.5
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Strategy 3: Student behavior support will be part of RtI process and include a variety of stakeholders.
Strategy's Expected Result/Impact: Decrease in discipline referrals.
Staff Responsible for Monitoring: Assistant Principal and PBIS Leader
Title I:
2.5
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Strategy 4: Campus Nurse will provide classroom teachers with a first aid kit in order to promote safety in the classroom. The nurse will also provide vision and hearing screenings for students.
Strategy's Expected Result/Impact: Increased awareness of student health.
Staff Responsible for Monitoring: Nurse
Funding Sources: - 199 PIC 99 - Undistributed - $1,000
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Shadows 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: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Campus Safety team will refine safety practices as documented in meeting minutes.
Staff Responsible for Monitoring: Principal and Assistant Principal
Strategy 2: Participate in 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: Principal, Assistant Principal, and Campus Safety Committee
Strategy 3: Students will receive lessons on digital citizenship safety.
Strategy's Expected Result/Impact: Students will know how to protect themselves and behave responsibly in a digital environment.
Staff Responsible for Monitoring: Campus Leadership Team and Teachers
Title I:
2.5
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 4: Establish partnership with district police department for student safety and security.
Strategy's Expected Result/Impact: Increased campus safety.
Staff Responsible for Monitoring: Safety Officer.
Funding Sources: - 199 PIC 99 - Undistributed - $313
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Shadows 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 district deadline.
Staff Responsible for Monitoring: Principal and Assistant Principal
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.
Staff Responsible for Monitoring: Principal and Assistant Principal
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Shadows 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 all budgets. Ensure budget lines and codes support campus priorities.
Strategy's Expected Result/Impact: Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal and Administrative Assistant
Strategy 2: Provide opportunities for all staff to receive training in best practices for customer service, financial services, and safety procedures. Provide for coverage for all staff as needed.
Strategy's Expected Result/Impact: 100% compliance with local, state and federal guidelines for programs and safety
Staff Responsible for Monitoring: Principal and Administrative Assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 1 | 3 | Classroom and Instructional Materials | $31,007.00 | |||||||||
| Sub-Total | $31,007.00 | ||||||||||||
| Budgeted Fund Source Amount | $31,007.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||
| 199 PIC 23 - Special Education | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 1 | 3 | Classroom and Instructional Materials | $255.00 | |||||||||
| 1 | 3 | 2 | $555.00 | ||||||||||
| 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 | $3,000.00 | ||||||||||
| 1 | 4 | 2 | $3,700.00 | ||||||||||
| Sub-Total | $6,700.00 | ||||||||||||
| Budgeted Fund Source Amount | $6,700.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||
| 199 PIC 30 - At Risk School Wide SCE | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 5 | 1 | $10,800.00 | ||||||||||
| Sub-Total | $10,800.00 | ||||||||||||
| Budgeted Fund Source Amount | $10,800.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||
| 199 PIC 99 - Undistributed | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 1 | 5 | $3,000.00 | ||||||||||
| 1 | 1 | 6 | $6,920.00 | ||||||||||
| 1 | 3 | 4 | $525.00 | ||||||||||
| 1 | 5 | 3 | $1,750.00 | ||||||||||
| 3 | 1 | 1 | $500.00 | ||||||||||
| 3 | 1 | 4 | $1,000.00 | ||||||||||
| 3 | 2 | 4 | $313.00 | ||||||||||
| Sub-Total | $14,008.00 | ||||||||||||
| Budgeted Fund Source Amount | $14,008.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||
| 211 - Title I, Part A | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 1 | 1 | Supplies and Materials | 211.11.6399.000.120.30.0.000.FBG24 | $20,647.50 | ||||||||
| 1 | 1 | 1 | Instructional Supplies and Materials | 211.11.6399.000.120.30.0.000.FBG24 | $21,337.47 | ||||||||
| 1 | 1 | 2 | Software | 211.11.6397.000.120.30.0.000.FBG24 | $5,500.00 | ||||||||
| 1 | 1 | 2 | Technology | 211.11.6398.000.120.30.0.000FBG24 | $18,030.20 | ||||||||
| 1 | 1 | 2 | Supplies and Materials | 211.11.6399.000.120.30.0.000.FBG24 | $19,647.50 | ||||||||
| 1 | 1 | 2 | Supplies, Materials, Instructional Field Trips | 211.11.6399.000.120.30.0.000.FBG24 | $25,692.00 | ||||||||
| 1 | 1 | 3 | Miscellaneous Contracted Services | 211.11.6299.000.120.30.0.000FBG24 | $2,924.00 | ||||||||
| 1 | 1 | 3 | Other Reading Materials | 211.11.6329.000.120.30.0.000.FBG24 | $43,745.00 | ||||||||
| 1 | 1 | 3 | Employee Travel | 211.13.6411.000.120.30.0.000.FBG24 | $4,000.00 | ||||||||
| 1 | 1 | 3 | Accountability Update | 211.13.6239.000.120.30.0.000FBG24 | $255.00 | ||||||||
| 1 | 1 | 3 | Conference Registration | 211.13.6299.000.120.30.0.000.FBG24 | $2,000.00 | ||||||||
| 1 | 1 | 4 | Extra Duty Pay | 211.11.6116.30.120.30.0.000FBG24 | $30,000.00 | ||||||||
| 1 | 1 | 6 | Conference Registration | 211.23.6299.000.120.30.0.000.FBG24 | $1,000.00 | ||||||||
| 1 | 1 | 6 | Employee Travel | 211.23.6411.000.120.30.0.000.FBG24 | $1,000.00 | ||||||||
| 1 | 2 | 1 | Payroll Intervention and Instructional Specialists | 211.11.6119.000.120.30.0.000.FBG24 | $88,167.80 | ||||||||
| 1 | 2 | 3 | Supplies and Materials | 211.61.6499.000.120.30.0.000.FBG24 | $4,000.00 | ||||||||
| 1 | 5 | 2 | Supplies and Materials | 211.61.6399.000.120.30.0.000.FBG24 | $2,324.00 | ||||||||
| 1 | 5 | 2 | Supplies and Materials | 211.61.6399.000.120.30.0.000.FBG24 | $3,375.00 | ||||||||
| 211 - Title I, Part A | |||||||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||||||
| 1 | 5 | 2 | Materials for Families | 211.61.6329.000.120.30.0.000.FBG24 | $43,854.53 | ||||||||
| Sub-Total | $337,500.00 | ||||||||||||
| Budgeted Fund Source Amount | $337,500.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||
| Grand Total Budgeted | $400,825.00 | ||||||||||||
| Grand Total Spent | $400,825.00 | ||||||||||||
| +/- Difference | $0.00 | ||||||||||||