Budget Template In The Budget Below Think Of Everything
Sheet1budget Templatein The Budget Below Think Of Everything That You
In the budget below, think of everything that you will need to effectively and efficiently meet the goal that you have set---ideal number of staff, space, etc. We’ve listed items just to get you started, but remember that each project is different. MOST IMPORTANT: The budget as a whole should thoroughly explain all items presented to anyone reviewing it. This is where the narrative in the explanation column is very important. Items listed below are for example only & can be changed as needed.
Total Cost | In kind or Match (what you already have or plan to raise/get) | Requested | Explanation
Personnel
Salaries: (include full-time and part-time folks that will work in the project) think of drivers, tutors, etc) | $ | 0 |
Fringe Benefits (for full-time personnel, you must provide fringe benefits; usually multiply annual salary by 17%; for part-time, you must pay for FICA & Medicaid; usually multiply by 7.65%) | $ | 0 |
Total Personnel Costs | $ | 0 |
Facility Expenses
Classroom and office space | $ | 0 |
Utilities | $ | 0 |
Maintenance (cleaning) | $ | 0 |
Internet connection | $ | 0 |
Total Facility Expenses | $ | 0 |
Supplies
Office supplies (provide details such as $20 per month x 12 months) | $ | 0 |
Workbooks | $ | 0 |
Arts & crafts supplies | $ | 0 |
Software | $ | 0 |
Classroom supplies (for students and teachers) | $ | 0 |
Curriculum | $ | 0 |
Total Supplies | $ | 0 |
Equipment
Desktop computers | $ | 0 |
Laptop computers | $ | 0 |
Printer | $ | 0 |
Scanner | $ | 0 |
Furniture | $ | 0 |
Other equipment | $ | 0 |
Total Equipment | $ | 0 |
Contractual
Outside evaluator for program | $ | 0 |
Experts we hire to come train our personnel | $ | 0 |
Total Contractual | $ | 0 |
Communications
Telephone | $ | 0 |
Long distance | $ | 0 |
Cellular phones | $ | 0 |
Postage | $ | 0 |
Internet | $ | 0 |
Total Communications | $ | 0 |
Travel
Local travel (field trips? transportation for kids to and from their homes or school, for personnel to attend training or conferences—think of mileage, food, and hotels) | $ | 0 |
Out of state travel (consider how many traveling, mileage, food, and hotels) | $ | 0 |
Total Travel | $ | 0 |
Other Expenses
List here | $ | 0 |
And here | $ | 0 |
Total Other Expenses | $ | 0 |
Total Project Costs/Total Request
$ | 0 | 0 |
Problem Identification & SMART Goal Setting
The problem is that 50% of the students do not know their letters/letter sounds, blending, adding/deleting phonemes. Students need to know what letter comes before, next, and after. Phonological awareness skills are compound words, blending, adding/deleting phonemes. To address this, I will set a SMART goal related to improving alphabet recognition and phonological awareness in the lowest performing students.
Specific: I aim to increase alphabet recognition and phonological awareness among the lowest achieving students by teaching effective strategies focusing on letter order, sounds, and phonemic skills.
Measurable: Progress will be tracked through small and whole group assessments, take-home activities emphasizing letter recognition and blending, flashcards, short videos, and worksheets. The goal is for at least 50% of these students to achieve 75% proficiency in uppercase/lowercase letter recognition and phonemic awareness by the target date.
Achievable: The goal is feasible by implementing daily small group sessions, assigning home practice, and monitoring progress via weekly quizzes. The intervention will be supported by engaging instructional strategies and parental involvement.
Relevant: This goal supports kindergarten readiness, as letter knowledge and phonological awareness are foundational for reading development. Enhancing these skills aligns with educational standards and promotes early literacy success.
Time-bound: The target date for achieving this goal is January 25, 2022.
Action Steps to Achieve the Goal
1. Conduct daily small-group instruction for at least 30 minutes focusing on letter recognition, sounds, and phonological activities.
2. Send home activities regularly to reinforce learning and encourage parent involvement in daily practice.
3. Administer weekly quizzes to monitor student progress and adjust instruction as needed.
4. Engage parents through meetings or parent nights to promote support at home, addressing potential obstacles like lack of resources, internet access, or support at home.
Anticipated Obstacles and Support Strategies
Potential obstacles include inconsistent student attendance, lack of parental support for home activities, and limited resources such as internet or materials. To overcome these, regular communication with parents, offering resources and support services like parenting classes or food assistance, and fostering a collaborative environment will be essential.
Overall, this comprehensive plan combines targeted instruction, parent engagement, and ongoing assessment to improve early literacy skills among the lowest-performing students, facilitating their readiness for kindergarten and subsequent academic success.
References
- Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. MIT Press.
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
- Ehri, L. C. (2005). Development of sight word reading: Phases and findings. Reading Research Quarterly, 40(2), 176-200.
- Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: A review of the literature. Journal of Learning Disabilities, 31(2), 131-154.
- Yopp, H. K. (1995). The Yopp-Singer Phoneme Segmentation Test. The Reading Teacher, 48(3), 266-270.
- Torgesen, J. K. (2000). Individual differences in reading fluency. Journal of Educational Psychology, 92(3), 538-554.
- Hatcher, P. J., Hulme, C., & Snowling, M. J. (2002). Explicit phoneme awareness instructions help young children پک learn to read: A placebo-controlled evaluation. Journal of Child Psychology and Psychiatry, 43(8), 951-959.
- National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Center for Family Literacy.
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
- Foorman, B. R., & Torgesen, J. K. (2001). Perspective on phonological awareness programs. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 153–174). Guilford Press.