Title 1 Plan

Utah Title I Schoolwide Plan

Part A:            General Information


School Name     Municipal Elementary


LEA Name    Joel Frederiksen


 

Name

 Joel Frederiksen                                        

Title I Schoolwide Planning Team

Principal

Signature

 Jane Ann Keymeyer

Title I facilitator or coordinator

 
 Kristi Cool

Faculty member

 

 Cara Dayley

                                                                    

Faculty member

 

 Kathryn Haroldsen

Camille Jackson

Min

Faculty member

 

 Michelle Burton                                          

Parent representative

 

 Holly Casebolt                                            

Parent representative

 

 Clair Crouch                                               

Parent representative

 
 

 Michael Burton                                           

Community/business representative

                                                                   

Developing the Title I schoolwide plan: Schoolwide plans are developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plans.


Title I Director         JaneAnn Keymeyer


Signature                                                                          


1. Comprehensive Needs Assessment

ESEA 1114(b)(1)(A)

Refer to item # 6 of the Utah Title I Part A Monitoring Handbook

Schoolwide project schools have conducted a comprehensive needs assessment of the entire school, based on the information about the performance of children in relation to the state content and student performance standards (Utah State Core Curriculum). Quality needs assessments include multiple sources of data. Some to consider are: Student achievement trends

#1

Municipal Elementary is drawing information from multiple sources through a variety of assessments in order to evaluate all students’ performance in relation to the Common Core State Standards.  With the new standards for “Utah Comprehensive Accountability System” we will be evaluating our student’s performance in all categories. The needs and strengths of Municipal will be identified throughout this document.

Student Assessment of Growth and Excellence (SAGE):  Results for grades 3-6 in Reading and Math tests are used to evaluate student progress.

DIBELS (Dynamic Indicator of Early Literacy Skills) Students in grades K-3 will be administered the DIBELS test three times annually to assess their reading skills.

Moby Max) Students in grades K-6 will be administered the Moby Max Reading, Language Arts, and Math test in September and February to assess the core standards and skills that need to be strengthened before taking the end of year SAGE.

Utah Compose) K-6 students will be administered to assess writing skills in the six writing traits.

Graduation rates (for high schools only) N/A

Demographic data

(Population, Poverty, Ethnicity, Migration)

Asian: 8; Black: 6; Hispanic: 72; Am Indian: 4; Pacific Isl. 5 ; White: 268; Total 363

Poverty rate 59.22%; Migration 30.3%

School climate (including safe school

data)

Number of students suspended for safe school issues: 10
Course-taking patterns (secondary only) N/A
Teacher qualifications (#5, #6)

All teachers at Municipal Elementary are highly qualified.  Each teacher has a Bachelor’s degree and is certified by the State of Utah, which meets the requirements under section 1119.  Eight out of twenty-one teachers have their Master Degrees, four teachers have an ESL endorsement, and four have a reading endorsement. Four teachers are provisional in their first three years of teaching. All paraprofessionals have met the highly qualified requirements.   All paraprofessionals are under the direct supervision of a certified teacher and the principal.  Paraprofessionals are receiving regular in-service

Participation in college entrance testing

(high school only)

N/A

Other data as determined by the school

(#1, #2)

END-OF-YEAR SAGE RESULTS Municipal 2015-2016

GRADE LANGUAGE ARTS MATH
% students proficient % students proficient
3rd 22% 19%
4th 11-19 % 20-29 %
5th 39% 54%
6th 25% 25%

END-OF-YEAR WEBER SCHOOL DISTRICT RESULTS 2015-2016

GRADE LANGUAGE ARTS MATH
% students proficient % students proficient
3rd 46% 51%
4th 38% 51%
5th 44% 49%
6th 43% 39%


DIBELS:

            In the fall of 2015, all kindergarten students were tested on the DIBELS evaluation.  Municipal Elementary had 75 kindergarten students enrolled at that time with 52% being at benchmark. In May 2016, 87% of the kindergarten students were at benchmark.  The only students who did not score benchmark were in our Alternative Kindergarten class.

                In the fall of 2015, all 1st Grade students were tested on the DIBELS evaluation.  Municipal Elementary had 53 1st Grade students enrolled at that time with 74% being at benchmark. In May 2016, 88% of the 1st Grade students were at benchmark. 

In the fall of 2015, all 2nd Grade students were tested on the DIBELS evaluation.  Municipal Elementary had 63 2nd Grade students enrolled at that time with 79% being at benchmark. In May 2015, 77% of the 2nd Grade students were at benchmark. 

In the fall of 2015, all 3rd Grade students were tested on the DIBELS evaluation.  Municipal Elementary had 43 3rd Grade students enrolled at that time with 77% being at benchmark. In May 2016, 81% of the 3rd Grade students were at benchmark. 

2. School-wide Reform Strategies (#3)

ESEA 1114(b)(1)(B)

Refer to items #7 and #15 of the Utah Title I Part A Monitoring Handbook

For schools approved by the LEA to operate a schoolwide program, required schoolwide reform strategies are selected and implemented.

Describe the strategies and the accompanying action steps that will be used to improve student achievement. Use the following form to guide the planning. Please duplicate the form on the following page as needed for each goal.

The Community Council consists of the principal, classroom and special education teachers, and parents.  All staff members were invited to participate in developing and implementing the plan.

The Community Council meets several times during the school year to review State Core tests and other formative assessments, and surveys.  The Community Council decides where our greatest needs are and how the Title I funding could be most beneficial.  It was decided that:

Title I will cover 3.0 FTE for class size reduction.

Planners will be used in grades 3-6 to improve communication between teacher, students, and parents.

A Certified teacher with a Reading Endorsement will support teachers, students, and parents.  She will be a full time Reading Specialist.

The reading specialist will assist the administrator in:

- Training and scheduling school volunteers

- Teaming and scheduling integrated learning opportunities

- Test preparation and coordination

Guided reading groups will be used in grades K through sixth grades.

The “Imagine Learning” program will be provided for 1-3 intervention for those students testing intensive under the DIBELS evaluation.

Time will be provided for vertical teaming and observation of colleagues within the school.  Municipal Elementary is actively in involved in Professional Learning Communities.

Provide in-service training for staff in reading strategies, writing process, and math.

Certified E.S.L. aide will provide supports to LEP students.

Students will be provided with free books for reading at home.  This will be done through a partnership with our PTA and school reading program.


Schoolwide Reform Goals and Strategies Form

(Complete one page for each goal.)

Schoolwide Goals: Goals must be directly related to the results of the comprehensive needs assessment and directly tied

to the Utah State Core Curriculum.  Goals must be specific, measurable, attainable, realistic and time-based (SMART).

Goal

Academic Goals

  1. The number of students proficient in Language Arts will increase by 3%.
  2. The number of students proficient in Math will increase by 3%..
Strategies Positive Behavior Support, Explicit Instruction, Tier 3 Instructional Model, Goal Setting, Peer Assisted Learning Strategies

Scientifically Based

Research Support

Archer, A.L., Hughes, C.A. (2011) Explicit Instruction Effective and Efficient Teaching. New York, The Guilford Press.

Whitaker, T. (2004) What Great Teachers Do Differently: 14 Things That Matter Most. Larchmont, NY.

Smith, R., Johnson, Ml, Thompson, K.D. (2011) Data, Our GPS: Educational Leadership.

Tomlinson, C.A.(2013) Assessment and Student Success in a Differentiated Classroom. Alexandria, VA

Dweck, C. (2010) Mindset: The New Psychology of Success.

Sprick, R. S., Garrison, M., & Howard, L. M. (1998). CHAMPS: A proactive and positive approach to classroom management. Longmore, CO: Sopris West.

Eaker, R., DuFour, R., DuFour, R., (2002) Getting Started; Re-culturing Schools to Become Professional Learning Communities. Bloomington, IN.

Expected Impact in Core Academic Areas

(How will success be measured on an annual basis?)

End of level SAGE (Student Assessment of Growth and Assessment) Tests

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

BOY, MOY, EOY testing, progress monitoring.

Professional

Development to

Support Strategies

Each year staff members are surveyed to determine their professional development needs.  Based upon the results of the survey, needs assessment, and ongoing projects at the school, the professional development for the year will include:

Positive Behavior Support: The staff will continue to review and refine positive behavior support strategies needed to improve student achievement during faculty meetings.

Explicit Teaching: The staff will continue to review and refine explicit teaching strategies to improve the rate of student engagement and student achievement during faculty meetings.

Tier 3 Instructional Model: The staff will continue to review and refine the Tier 3 Instructional model during faculty meetings.

Reading: The staff will continue to receive training in Stephanie Harvey’s reading comprehension strategies and how to implement them with the reading curriculum.

Open-Ended Questions: The staff will receive training on Jan Dole’s “How to write and ask open-ended questions” to help students analyze their reading. They will be given the opportunity to develop open-ended questions in professional learning communities.

Math: The staff will receive training in the Utah Math Core State Standards and how to use the district math curriculum to teach these standards.

Writing: The staff will continue to receive training in the writing curriculum and how to implement it in the classroom. 

Collaboration Teams: The teachers will have the opportunity to meet in vertical collaboration between grade level teams.  Weber School District and Municipal Elementary have been involved in developing and sustaining an active Professional Learning Community Program.  Each grade level team will meet together weekly to focus on curriculum and intervention. This teaming develops collegiality as well as being a communication tool.

  • Technology: Technology in-service is provided to all staff members by one of our Instructional Technology Teachers to support the use of  I-pads and Smart Boards. 

  • ESL: Strategies for instructing LEP students in the classroom has been presented by our certified ESL teacher during faculty meetings. We will continue to support our ESL students individually and in the classroom.

  • Teacher to Teacher Share (TTS):  TTS sessions will be provided to allow teachers to share ideas at faculty meetings and to visit one another’s classrooms to improve communication of effective teaching strategies.  This has been done both on Wednesday planning day and in-service days.  This is also being incorporated into our Professional Learning Communities Program.

  • Project Lead the Way (Launch):  Teacher leaders are meeting often to collaborate new teaching strategies that involve hands on learning in grades Kindergarten – 5th grades with Project Launch materials and in-service and collaborative training.

  • Child Study Teams:  Every other Wednesday a group of teachers , counselor, Special Education leaders discuss ways to service student’s needs and possible strategies that could help improve learning in the classroom.

Timeline 2016-2017 School Year

Responsible

Parties

District Curriculum Director, Principal, Teacher leaders who have been assigned to assist with professional development

Evaluation Process

(How will the school monitor the

implementation of

the strategies and action steps associated with this goal?)

The principal will conduct consistent drop-in observations in the classrooms to monitor the implementation of the instructional strategies. Teacher evaluations and professional goals.


3. Instruction by Highly Qualified Teachers (#5, #6)

ESEA 1114 (b)(1)(C)

In schoolwide program schools, instruction must be provided by highly qualified staff. Either list the staff on this form or download a copy of the CACTUS Highly Qualified Teacher Report.

Teacher/Staff Grade level or assignment

Highly Qualified?

Yes                            No

Laura (Lita) Moriarty Hilles

Alt K Y
Kristi Cool K Y
Whitney Greenhalgh K

Y

Julie Merrill

K

Y
Nancy Brinton

1st

Y
Jennifer Hart

1st

y
Natalie Hoy 1st   Y
Kathy Cox

2nd

Y
Oksana Zapassoff 2nd Y
Sheri Hardy

4th

Y
Maureen Panganiban 3rd Y
Sarah Hone

2nd / 3rd

Y
Krystin Amaya

3rd

Y

Add additional lines as needed.

  Teacher/Staff Grade level or assignment

Highly Qualified?

Yes                                   No

Nicole Neal

5th

Y  
Cara Dayley

5th

Y  
Erin Bishop

4th

Y  
  Dianna Gooch

6th

Y
  Jacci Strain

6th

Y
  Melissa Christensen Special Education Y
  Joel Frederiksen Administrator Y
  Shelley Sheldon Counselor

Y

  Mary Farmer Speech/Language Y
  Kathryn Haroldsen Reading Coach Y
  Holly Casebolt (Aide) EL Y
 
 
 

 
 
 
 
 
 
                 

All teachers at Municipal Elementary are highly qualified.  Each teacher has a Bachelor’s degree and is certified by the State of Utah, which meets the requirements under section 1119.  Eight out of twenty-one teachers have their Master Degrees, four teachers have an ESL endorsement, and three have a reading endorsement. Four teachers are provisional in their first three years of teaching. All paraprofessionals have met the highly qualified requirements.   All paraprofessionals are under the direct supervision of a certified teacher and the principal.  Paraprofessionals are receiving regular in-service.  They have attended workshops on reading strategies, math, and assessment techniques.


4. Professional Development Plan (#7)

ESEA 1114 (b)(1)(D)

Refer to item #9 of the Utah Title I Part A. Monitoring Handbook

Describe the professional development necessary to support the strategies. The team must include strategies to ensure that all students are taught by highly qualified teachers.

Professional

Development

Each year staff members are surveyed to determine their professional development needs.  Based upon the results of the survey, needs assessment, and ongoing projects at the school, the professional development for the year will include:

•              Reading: The staff will continue to receive training in Stephanie Harvey’s reading comprehension strategies and how to implement them with the reading curriculum.  Ongoing training and development from Jan Dole questioning strategies will be a focus.

•              Math: The staff will receive training in the new math curriculum and how to implement the Tier 3 model and small group instruction during math time.

•              Writing: The staff will continue to receive training in our school wide writing program. 

•              Collaboration Teams: The teachers will meet twice annually in vertical collaboration between grade level teams.  Weber School District and Municipal Elementary have been involved in developing and sustaining an active Professional Learning Community Program.  Each grade level team will meet together weekly to focus on curriculum and remediation. This teaming develops collegiality as well as being a communication tool.

•              Technology: Technology in-service is provided to all staff members by one of our Instructional Technology Teachers. 

•              ESL: Strategies for instructing LEP students in the classroom has been presented by our certified ESL teacher during faculty meetings. We will continue to support our ESL students individually and in the classroom.

•              Teacher to Teacher Share (TTS):  TTS sessions will be provided to allow teachers to share ideas at faculty meetings and to visit one another’s classrooms to improve communication of effective teaching strategies.  This has been done both on Wednesday planning day and in-service days.  This is also being incorporated into our Professional Learning Communities Program.

Scientifically Based Research Support

Muhammad, A., Hollie, S. (2012). The Will to Lead, the Skill to Teach. Bloomington, IN:  The Solution Tree Press

Eaker,R., Keating, J., (2012). Every School Every Team Every Classroom. Bloomington, IN: The Solution Tree Press

Glickman, C. (2002). Leadership for Learning: How to help teachers succeed.  Alexandria, VA: Association for Supervision and Curriculum Development.

Expected Impact

in Core

Academic Areas

The number of students proficient in Language Arts will increase by 3%.

The number of students proficient in Math will increase by 3%.

Budget and

Funding Sources

Title 1, Reading Plan monies, School Lands Trust monies
Timeline Professional Learning Communities held weekly, Faculty Meeting held bi-weekly,

Responsible

Parties

School administrator, District Title I director, School staff

Evaluation

Process (How Will Success Be Measured?)

Faculty surveys

Classroom observations, Teacher evaluations and professional goals


5. Recruitment and Retention of Highly Qualified Teachers (#8) (Technology, smaller class size, extra PD, collaboration, extended day, summer school)

ESEA 1114(b)(1)(E)

Refer to item #10 of the Utah Title I Part A Monitoring Handbook

Weber School District works with area universities with undergraduate field experiences, as well as student teaching placement in area schools.  Student teachers are watched and evaluated by Weber District building principals.  Exemplary student teachers are offered open contracts for the following school year.  Approximately ten of these open contracts are offered per year.

Provisional teachers are provided a one-on-one mentor during their first three years of teaching.  The district will pay for a substitute for provisional teachers so that they may go and observe other teachers. 

Weber School District has a reputation of congeniality for staff members who work well together and are highly supportive of each other.   It provides a relaxing, positive working environment with high levels of motivation, support and encouragement. Good communication is encouraged between colleagues and administration.  All staff members are included in the school family environment and the decision making process.

Individual staff member’s needs are met to ensure quality education for our children. If a person feels a need to learn more about a specific educational topic, then resources are provided for that person (i.e. visits to other schools, legislative monies and professional development). All professional development is designed and implemented by the teachers and driven by individual and school goals.

Teacher evaluation emphasizes professional learning as well as curriculum design and instruction. Evaluative criteria are clear and concise, and evaluations are based on consistent standards of performance and provide immediate feedback.

Federal assistance programs for undergraduate students that become teachers in a Title I school provide the opportunity for loan forgiveness. 

To encourage the recruitment and retention of highly qualified teachers, Title 1 monies are used to provide current technology in the classroom, e.g. document cameras, projectors, Smart Boards, and clicker systems.  Teachers in Title 1 schools also have smaller class sizes and have more opportunities for extra professional development and collaboration as well as the opportunity for extended day teaching in after school programs and summer school.


6. Parent Involvement (#13, #14, #15)ESEA 1114 (b)(2(B)ii ESEA 1114(b)(2)(B)iv

Refer to items #16 and #17 of the Utah Title I Part A Monitoring Handbook

Please answer the following and attach documentation as needed.

Describe the processes used to involve parents in the development of the school wide planning process. Attach copies of communications that were mailed or sent home, agenda with roll signatures, meeting notices, meeting minutes, etc.

Parents will be provided assessment and progress information as listed below.  An interpreter will be provided to those parents that are in need. 

            Student Education Plan (S.E.P.)     

S.E.P.s are held during regularly scheduled conferences.  Parents, students and teachers meet to discuss and formulate an educational plan to meet the needs of every child at Municipal Elementary.  S.E.Ps also provide an opportunity for parents, students and teachers to provide feedback and share information in all areas.

SAGE Results

Reading and Math results are reviewed and given to parents each fall by the classroom teacher.  At the fall conference the teacher has the responsibility of reviewing SAGE results with parents.  SAGE formative assessment was implemented spring of 2014 to replace CRT.

Parent/Teacher Conferences

District scheduled conferences are held each fall and spring. Teachers will provide written documentation to parents on the academic progress of their students.  Written documentation will include informal reading and math assessment information.  The reading specialist will be available at Parent Teacher Conferences to provide information on progress of students and services available.  The teacher will schedule additional conferences, if necessary.

Ongoing Communication

Website, home notes, telephone calls, progress reports, and planners will be used to communicate student progress.  The PTA and school produce a newsletters for parents.  Municipal Elementary also produces a Title I Newsletter to inform our parents and the community of our Title I programs and test progress.

Important Forms & Information

Through cooperation with the district and other schools, priority information and forms will be provided in Spanish.  A list of available interpreters will be maintained in the office of the school.  We have two staff members who speak fluent Spanish.

Describe how schoolwide plans will be made available to parents and the public in an understandable and uniform format.

Based on feedback from the parent survey, the following strategies will be used at North Park Elementary to increase parental involvement:

S.E.P.’s will be held in conjunction with parent teacher conferences held 2 times during the school year. (October and January) Back to school night will be held in August for parents and students where parents will have an opportunity to pick up school materials and information sheets and meet with teachers.  All programs will be outlined at this time. The Student/Parent/Teacher Compact will also be presented and signed

Information concerning Title I Programs, S.E.P.’s and other programs will be posted on the website and available to parents in paper form as needed.  The school calendar/newsletter will also help to increase parent and community involvement.

Title I progress reports will be provided in conjunction with parent teacher conferences. 

Parents will have access to the district portal via the internet, which will provide current demographics, lunch accounts, and grades for each student.

Daily planners are used to build communication between home and school.

Family activity nights are scheduled to draw more parent involvement in the school. Some of the activities will include: Writing Celebration Evening, Reading Nights, Math Game Nights, Project Lead the Way events, School Play, and Grade Level music presentations etc.

Parent workshops will be held dealing with phonics techniques, reading skills, math skills, discipline, technology and self-esteem.  These will be held at our Parent nights and through the Family Resource Center at Club Heights Elementary.

A variety of other supports will be provided to parents through the cone Parent Literacy & Support Center at Club Heights Elem.

Identify the parent involvement strategies that the school will use to involve parents.

Identify how the school will fulfill each of the following Title I parent involvement requirements.

Person responsible

and timeline

With input from parents, PTA, teachers, and community partners develop a school policy for parental involvement. Create an environment of cooperation and collaboration that encourages parental involvement.

Principal, Teachers, PTA, Community Council

Ongoing

Convene an annual meeting for parents to explain the Title I program and inform parents of their right to be involved. Newsletter and school hand-outs.  Title I Newsletter

Principal, Teachers

Back To School Night, Family Night, PTA meetings, Community Council meetings

Offer a flexible number of meetings, such as meetings in the morning or evening and provide, as appropriate, support from Title I funds for parent participation, such as transportation, childcare, or home visits, as such relate to parental involvement.

Principal, Resource, Partners, Teachers, Title I Specialist, Counselor

Ongoing

Involve parents in an organized, ongoing and timely way in the planning, review and improvement of school parental involvement policy and Title I programs.

Principal

Community Council

Quarterly or as needed

Provide parents timely information about the Title I program, school and student performance profiles, curriculum and assessment information, opportunities to meet with other parents, and timely responses to parents’ suggestions. Newsletters and notes home on Title I programs and events.

Principal, Title I Specialist, Teachers

SEP Conferences, progress reports, and daily planners

Newsletter

Website

Jointly develop with parents for all children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement.

Principal, Teachers Community Council

Consistently build the capacity of parents, the school, and the community for involvement that will lead to improved student achievement. Encourage parents to come to school and be involved.  Set a climate that is inviting and friendly.

Principal,  Counselor, Teachers, Community Council, PTA,  Parent Resource Center

Ongoing

To the extent practicable, provide full opportunities for the participation of parents with limited English proficiency or with disabilities by providing information and school profiles in a language and form so parents understand.

Principal, ESL Teacher, Interpreter, Parent Resource Center

Ongoing



7. Transition from early childhood programs to local elementary school programs (Elementary schools only)

ESEA 1114 (b)(1)(G)(#9)(Family Resource Center, Title 1 Preschool, Midland Elementary)

Refer to item #11 of the Utah Title I Part A Monitoring Handbook

In schoolwide program schools, there is clear evidence of transition activities between early childhood programs/home and the local elementary school.

Description of communication

Weber School District has developed a program for Pre-school programs and has offered training and support for local pre-schools.  Through the parent library and the Parent Resource Center, parents will be provided with instruction in early childhood skills.  Municipal also offers a jump start program made available for all new kindergarten students in early August. All preschool students that will attend Municipal Elementary are notified about kindergarten registration and orientation prior to kindergarten entrance.  In the spring, kindergarten registration forms are filled out by parents, followed by orientation activities consisting of student and parents meeting the school staff.  During the first week of kindergarten in the fall, students attend with parents for a 30-minute appointment, which provides a wonderful opportunity for student, parent, and teacher to meet on a one-on-one basis. 

Description of collaboration efforts

The special education and the Title 1 Department in Weber School District collaborate to provide preschool at Midland Elementary.

Description of transition activities

In the spring, a list of incoming Special Education students is received and the school team, made up of principal, teachers, special education teachers and parents are invited to discuss the students’ needs for the upcoming school year.  This gives the school the opportunity to be prepared to deal with the needs of the child before school begins.  Each special education student comes with an individual IEP that is updated and followed. 


8. Decisions regarding the use of assessments  (#1, #11)

ESEA 1114 (b)(1)(H)

Refer to item #12 of the Utah Title I Part A Monitoring Handbook

In schoolwide program schools, teachers are included in decisions regarding the use of assessments.

What assessments will be used to measure student progress and inform instruction?

(#1)

Student Assessment of Growth and Excellence (SAGE):  Results for grades 3-6 in Reading and Math core test are used to evaluate student progress.

DIBELS (Dynamic Indicator of Early Literacy Skills) Students in grades K-3 will be administered the DIBELS test three times annually to assess their reading skills.

DRP (Degrees of Reading Power) Students in grade 6 will be administered the DRP to assess reading skills before entering junior high.

Surveys: Surveys are used as needed for input regarding success and needs of the students, and staff.  .  These surveys involve, but are not limited to curriculum, safety, communication and relationships. 

Please describe how teachers were included in decisions regarding the use of assessments(#11)

Teacher input was received at faculty meetings, and Child Study team meetings, and during each grades’ Professional Learning Community regarding the use of assessments for reading and math.  Teachers are using “best practices” and current training to implement programs that show positive results in student achievement. Students K through 3 are given the DIBELS assessment.  Additional curriculum and interventions in small groups will be implemented for those students that score in the “some risk and at risk” areas.  The Kindergarten students receive the Early Reading Intervention Program; first grade, Reading For all Learners; second and third grade receive Read Naturally, Triumphs or Treasures. First grade-Third grade students who score intensive on the DIBELS assessment, receive intervention on the “Imagine Learning” computer based program. These programs are researched based and provide positive results in student achievement.  Monthly progress monitoring is administered to determine student achievement and to make adjustments in the interventions as needed.  Math fact tests (addition, subtraction, multiplication, and division) are also administered on a quarterly basis to each child.

Teachers are given results of SAGE data with a breakdown of areas with which students in their classes need more explicit instruction and areas in which teachers need to adjust teaching techniques.  Strategies and ideas on how to strengthen teaching methods are discussed.  Teachers also give input as to what services the children receive based on the SAGE results as well as teacher recommendations.  With opportunity to review their curriculum and instructional strategies.  They will be able to analyze patterns of achievement or non-achievement.

The teacher/parent/student team creates student Education Plans.  Teachers provide information to Title I staff from these SEP’s that may be helpful in planning individual interventions.


9. Students who experience difficulty mastering academic achievement standards (#10)

ESEA 1114 (b)(1)(I)

Refer to item #13 of the Utah Title I Part A Monitoring Handbook

In schoolwide program schools, procedures are in place to ensure that students who experience difficulty mastering any of the proficient or advanced levels of academic standards are provided timely and additional assistance.

How will the school identify which students experience difficulty in mastering academic standards?

(#18)

Counseling, pupil services, and mentoring services;

College and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

The integration of vocational and technical education programs.

To provide effective, timely and additional assistance to students, the classroom teachers will alter teaching strategies, adapt curriculum, and reduce teacher to pupil ratio by doing the following:

Title I paraprofessionals will offer individual/small group instruction using materials supplied by a Title I teacher and/or the classroom teacher.

Classroom teacher will contact parent with information and materials to do follow-up work at home with the child.

When requested, counseling services will be provided to support students in the school process.

Tracking and planners will be used to help facilitate communication between home and school.

Students will be given an opportunity to explore areas of interest and attitude through Character Education programs, multi-media, technology, and fine arts.

What interventions will the school provide for students experiencing difficulty in mastering academic standards?

(#10)

The Municipal staff has a variety of interventions for providing additional assistance to students not adequately mastering State performance standards.  The following procedures are followed for identifying students in a continued and timely manner:

Teacher recommendations

SAGE assessment

DIBELS Reading Assessment (K-3)

Textbook and teacher made Tests are administered to determine student mastery of a specific content area.

Parent Referrals

To provide effective, timely and additional assistance to students, Title I and classroom

Teachers will alter teaching strategies, adapt curriculum, and reduce teacher to pupil ratio by doing the following:

School paraprofessionals will offer individual and/or small group instruction using materials supplied by the Reading specialist and/or the classroom teacher.

The reading specialist/classroom teacher will individualize a program and work independently or in a small group with students until concepts are mastered.  A variety of instructional methods and published programs and materials will be utilized.

Classroom teacher or reading specialist will contact parents with information and materials to do follow-up work at home with the child.

Additional aide time will be given to students for individual or small group remediation.

How will the school evaluate the effectiveness of the chosen interventions and make adjustments as needed(#19)

Multiple assessments will be used to continually check the progress of students.  Surveys will be used to continue to assess parents and teachers opinion on student progress and attainment of goals.

Informal Reading & Math Assessments

Administered as a pretest to all students K-6

Results will be used to:

        Establish instructional group placement

        Help in instructional planning

        Identify a baseline reading & math level

Quarterly reading and math timings will chart growth

DIBELS testing 3 times a year (Fall, Winter, and Spring) in K-3

DIBELS monthly progress monitoring

Math pre/post chapter test

Administered where applicable, as a pretest to all student at the beginning of a math unit

Results will be used to:

  1. Establish a baseline score
  2. Guide instructional group placement
  3. Help in instructional planning

Administer as a post-test to all students

  1. Adequate progress will be a score of 80% or a minimum increase of 20 points.
  2. Teacher Assessment on Projects and Individual Assignment
  3. Teachers will evaluate projects and individual assignments in terms of student growth and progress, as well as, attitude and enjoyment in learning.


10. Coordination of Budgets (Federal, State, Local funds) (#12, #16)

ESEA 1114 (b)(1)(J)

(#14 of Title I Part A Monitoring Handbook)

In schoolwide program schools, there is coordination and integration of federal, state, and local services and programs.

Program

Funding

Source

Allocation Describe how the funding sources will support the schoolwide plan.
Title 1 $20,000.00 Substitute Salaries, Supplies, Front Desk Supplies, Instructional Equipment, Parent Involvement, Reading Specialist and Parent Involvement Coordinator
Title 1 1.0 FTE Kindergarten Teacher/For full day Kindergarten
Title 1

1.0 FTE

1.0 FTE

Teachers/For class size reduction in first, third grade
     
     
     
     

Program

Funding

Source

Allocation Describe how the funding sources will support the schoolwide plan.
School Budget $19,454.00 Supplies, Media Center Funds, Textbooks, Reading Program, Additional Aide for interventions
Business Partners $4,500.00 Project Lead the Way, and other school Projects, Printing supplies and Computer supplies
Reading Plan (HB 312) $5,814.00 Supplies, Staff Development, take home books for students, student reading incentives, additional aide time for interventions
USOE Trustlands

$12,200.00

$5,000.00

Additional Aide time for Music, and Computer Lab instruction

PLTW Supplies

     
     
     

5775 South 2200 West, Roy, UT | Phone: 801-452-4120| Fax: 801-452-4139