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School Improvement Plan: Part D – Resource Management
Bobbi Jeffrey
School of Education, Liberty University
Part D: Resource Management
Thomas Jefferson Elementary School, Virginia
Budget Analysis and Current Resource Allocation
An analysis of the current budget and resource allocation at Thomas Jefferson
Elementary School reveals that while the school demonstrates strong overall performance,
specific achievement gaps and attendance concerns justify targeted financial adjustments.
According to the Virginia School Quality Profile, Thomas Jefferson Elementary reported a 90%
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mathematics pass rate for all students during the 2024–2025 school year, demonstrating strong
overall academic performance. However, subgroup analysis indicates disparities that require
additional instructional support. For example, Hispanic students demonstrated a lower
mathematics pass rate of 72%, compared to 94% for White students, highlighting a significant
achievement gap between student groups.
Similarly, reading and overall academic performance data indicate areas for
improvement among vulnerable student populations. While overall reading proficiency rates are
approximately 72%, exceeding the state average of 69%, economically disadvantaged and
special education students continue to perform below their peers, reinforcing the need for
targeted interventions and instructional support services.
Attendance data further reinforces the need for strategic resource investment. During
the 2024–2025 school year, 47 students at Thomas Jefferson Elementary were chronically
absent, meaning they missed 10% or more of the school year. Additionally, among economically
disadvantaged students, 40 students were chronically absent, representing a disproportionate
attendance concern within this subgroup. Chronic absenteeism is strongly correlated with lower
academic achievement and increased risk of future academic failure.
Despite these challenges, Thomas Jefferson Elementary is rated as a “Distinguished”
school with a framework score of 90.8, demonstrating strong overall performance and
leadership effectiveness. However, distinguished schools are still expected to address subgroup
achievement gaps, improve student growth, and ensure equitable outcomes for all learners.
Current budget analysis shows that approximately 82% of school funding is allocated to
personnel costs, including teacher salaries, support staff, and benefits, while relatively smaller
portions are allocated toward targeted intervention programs, professional development, and
instructional coaching. Given the documented achievement gaps and attendance concerns
identified in the Virginia School Quality Profile data, reallocating resources toward
evidencebased literacy intervention programs, math intervention services, attendance
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improvement initiatives, and instructional coaching is necessary to support equitable student
outcomes.
Specifically, increasing investment in literacy intervention programs from $18,000 to
$25,000, math intervention resources from $15,000 to $20,000, instructional coaching from
$35,000 to $40,000, and professional development from $12,000 to $15,000 over the next three
years will directly address the identified needs. These investments align with the school’s
improvement goals and support economically disadvantaged students, students with
disabilities, and other underserved subgroups.
Strategically reallocating financial resources based on Virginia School Quality Profile data
ensures that funding decisions are data-driven, equitable, and aligned with the school’s mission
of improving academic achievement and student success. Ethical and effective leadership
requires using available data to guide resource management decisions, ensuring all students
receive the instructional support necessary to achieve academic success.
Future Resource Allocation Plan (Three-Year Strategic Budget)
To ethically and equitably support school improvement goals, Thomas Jefferson Elementary
School will reallocate resources over three fiscal years to prioritize:
•Literacy intervention programs
•Mathematics intervention programs
•Targeted professional development
•Instructional coaching
•Educational technology enhancements
Proposed Strategic Budget Allocation
Category Year 1 Year 2 Year 3
Literacy Intervention Programs $18,000$22,000 $25,000
Math Intervention Programs $15,000$18,000 $20,000
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Professional Development $12,000$15,000 $15,000
Instructional Coach (partial salary allocation) $35,000 $38,000 $40,000
Technology Enhancements $14,000$10,000 $8,000
Instructional Materials $15,000$15,000 $15,000
Total Strategic Investment $109,000 $118,000 $123,000
Ethical and Equitable Resource Alignment
This reallocation reflects ethical leadership principles emphasizing equity, stewardship,
and student-centered decision-making. Increased investment in intervention programs ensures
struggling learners receive appropriate academic support. Professional development and
instructional coaching will improve instructional quality, which research identifies as the most
significant school-based factor influencing student achievement. Additionally, targeted
technology investments will support differentiated instruction, formative assessment, and
individualized student learning pathways. This strategic budgeting plan ensures resources are
aligned with improvement priorities while promoting equitable learning opportunities for all
students.
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References
Louisa County Public Schools. (2024). Thomas Jefferson Elementary School profile and reports.
https://tjes.lcps.k12.va.us/
Public School Review. (2024). Thomas Jefferson Elementary School (Louisa County, VA)
overview and test scores.
Virginia Department of Education. (2024). Virginia School Quality Profiles.
https://schoolquality.virginia.gov/schools/thomas-jefferson-elementary-2
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