PARKSIDE ELEMENTARY 1
Norms • This is a meeting of the GO Team. Only members of the team may participate in the discussion. Any members of the public present are here to quietly observe. • We will follow the agenda as noticed to the public and stay on task. • We invite and welcome contributions of every member and listen to each other. • We will respect all ideas and assume good intentions. 2
GO Team Budget Development Process YOUR SCHOOL STRATEGIC PLAN … is your roadmap and your role. It is your direction, your priorities, your vision, your present, your future. Step 1: Data Review Step 2: Strategic Plan Review Step 3: Budget Parameters Step 4: Budget Choices
FY20 Budget Development Process Principal’s Role Design the budget and propose • operational changes that can raise student achievement Flesh out strategies, implement and • manage them at the school level Focus on the day-to-day operations • Serve as the expert on the school • Hire quality instructional and support • personnel The GO Team’s Role: Focus on the big picture (positions and • resources, not people) Ensure that the budget is aligned to • 4 the school’s mission and vision and that resources are allocated to support key strategic priorities
Parkside Elementary School (Jackson Cluster) Cluster Mission & Vision District Mission & Vision School Mission & Vision Vision: To build a foundation for students who will graduate Mission: With a caring culture of trust and collaboration, Mission: Developing inquiry, knowledge and character: as productive, caring and life-long learners. every student will graduate ready for college and career. every student, every teacher, every leader, every day in Mission: Cultivating and developing independent thinking, collaboration with every stakeholder. exemplary citizenship, and healthy life-long learning: Every Vision: A high-performing school district where students student, every teacher, every leader, every day in love to learn, educators inspire, families engage and the Vision: To graduate students who are productive, caring, community trusts the system. and life-long learners. collaboration with every stakeholder . Signature Program: International Baccalaureate Key Performance School Strategies School Priorities Measures 1A. Teacher in K-2, EIP, ESOL, and Special Ed will complete the Complete To increase the percent of Reading Series(CRS) – Early Literacy & Focused on Phonics students in grades 3-5 who score 1B. Implement Wilson’s Fundations and/or OG Phonics (K-3) at the proficient level or higher in 1C. Small group instruction the area of Reading/ELA on the 1. Strengthen Early Literacy Program spring 2019 administration of the phonics, phonemic awareness, 1D. Asses reading levels three times yearly using the STAR assessment GMAS by 5% from 27.7% in spring fluency instruction, and increase 1E. Increase the use of the Accelerated Reader Program of 2018 to 32.7% in spring 2019. Lexile levels for all grade levels. 2A. Increase use of manipulative to teacher math concepts 2B. Incorporate small group instruction and centers in daily lessons Academic 2. Strengthen students conceptual To increase the percent of To increase the number of 2C. Use of the Gradual Release Model for instruction Program students in grades 3-5 who score understanding of math skills and students in grades 3-5 who score 2D. Increase RIGOR in all content areas by implementing the APS at the proficient level or higher in concepts. at the proficient level or higher in Instructional Practices the area of Math on the spring the area of Reading/ELA on the 2019 administration of the GMAS 2E. Implement APS Instructional Practices and Units of Study(ELA, Math, spring 2019 administration of the by 5% from 30.9% in spring 2018 Science and Social Studies) GMAS by 5% from 27.7% in spring to 35.9% in spring 2019. of 2018 to 32.7% in spring 2019. To increase the percent of students in grades K-2 who show To increase the number of 1A. Provide targeted professional learning for all K-3 teachers to improve significant growth in the area of students in grades 3-5 who score early literacy instruction using the CRS and OG Reading from fall 2018 to spring 1. Recruit and retain SEL and Gifted at the proficient level or higher in 2019 on the STAR assessment. certified teachers. 1B. Provide targeted professional learning for 4-5 teachers using Wilson the area of Math on the spring Language Coaches 2. Support the shift in the gifted Talent 2019 administration of the GMAS To increase the percent of program’s delivery model. 2A. Provide targeted professional learning for all teachers to understand Management by 5% from 30.9% in spring 2018 students in grades K-2 who show and implement the APS Instructional Practices significant growth in the area of to 35.9% in spring 2019. Math from fall 2018 to spring 2019 on the STAR assessment. To increase the number of 1A. Ensure the school budget and personnel decisions are aligned to the students absence less than 10% strategic plan 1. Continue the process of becoming an To increase the percent of of the number of days enrolled by IB authorized school. 1B. Build homeroom classes with 18 students or less in grades K-3 students who “Agree” or Strongly 5% from 84.4% in 2018 to 89.4% Agree” with felling safe at school Systems & 1C. Build master schedule to maximize instructional time based on the spring 2019 climate Resources in 2019. survey. 1A. Create a welcoming environment for families, students and staff 1B. Build community awareness, knowledge and support for IB PYP To increase staff and parent 1. Inform and engage the school 1C. Improve school online presence (eg. Website) satisfaction survey data based on community 2A. Implement Social and Emotional Learning (SEL) the spring 2019 climate survey. 2B. Build systems and resources causes to promote social and emotional growth. 2. Foster a positive school culture Culture 2C. Implement a positive approach to discipline 2D. Implement IB Learner Profile and Attitudes school-wide
FY20 Priorities & SMART Goals School Priorities SMART Goals To increase the percent of students in grades 3-5 who score at the proficient level or higher in the area of Reading/ELA on the spring 2019 To increase the number of students in grades 3-5 who score at the proficient level or higher in the area of administration of the GMAS by 5% from 27.7% in spring of 2018 to Reading/ELA on the spring 2019 administration of the GMAS by 5% from 27.7% in spring of 2018 to 32.7% 1. Strengthen Early Literacy Program 32.7% in spring 2019. in spring 2019. phonics, phonemic awareness, To increase the number of students in grades 3-5 who score at the proficient level or higher in the area of fluency instruction, and increase To increase the percent of students in grades 3-5 who score at the Math on the spring 2019 administration of the GMAS by 5% from 30.9% in spring 2018 to 35.9% in spring Lexile levels for all grade levels. proficient level or higher in the area of Math on the spring 2019 2019. administration of the GMAS by 5% from 30.9% in spring 2018 to 35.9% 2. Strengthen students conceptual To increase the number of students absence less than 10% of the number of days enrolled by 5% from in spring 2019. understanding of math skills and 84.4% in 20 concepts. To increase the percent of students in grades K-2 who show significant growth in the area of Reading from fall 2018 to spring 2019 on the STAR assessment. To increase the percent of students in grades K-2 who show significant ttO18 to 89.4% in 2019. growth in the area of Math from fall 2018 to spring 2019 on the STAR assessment. To train all new staff all new staff with the level of professional development by spring 2020. 1. Continue the process of becoming an IB authorized school. To create, implement and revise units in preparation for an authorization 6 visit in the fall of 2020 .
Discussion of Budget Summary (Step 4: Budget Choices) 7
Executive Summary This budget represents an investment plan for our school’s • students, employees and the community as a whole. The budget recommendations are tied directly to the school’s • strategic vision and direction. The proposed budget for the general operations of the school are • reflected at $5,942,906 This investment plan for FY20 accommodates a student • population that is projected to be 533 students, which is a decrease of 47 students from FY19. 8
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