Title I School-Wide - Jordan School District



Title I School-WideSchool Improvement PlanWestvale ElementaryBrenda Anderson2014-2015Title I CSIP Leadership TeamPlease list the names and roles of the members of you CSIP Leadership Team. Briefly describe the process used to develop the plan, including a summary of meeting dates and how the plan was communicated to the school and community.?This is a table created in MS Word. You may insert or delete rows as needed. Highlight the row just above where you want to insert a row. Then Go to Table, Insert, and Rows below. Continue typing or adding rows as needed.Representative GroupIndividual NamesRole/ResponsibilityParentsChelsea LewisParent advocateKale SnyderParent advocateTeachersShelly Lloyd3rd Grade Team LeaderTheresa Christensen1st gd Team LeaderStaffEmily HarbisonCSIP LA SpecialistVickie DanielsCSIP Math SpecialistAdministratorsBrenda AndersonPrincipalLisa RobinsonTitle 1 CoordinatorCommunity Members?This is the place where you will briefly describe the process you went through to establish your CSIP plan and include all stakeholders in the decision-making.School Community Profile DataDisaggregated Demographic Data?In this section you can insert graphs, charts, and tables that will help to support your profile. You will want to include a short analysis of the data you include along with the graphics. Some sections already include tables that you can fill out. Insert new rows in the tables using the directions above.Enrollment Data (Info. Sys.)Total Student Enrollment2009-102010-112011-122012-132013-14Total792792797771677Daily Attendance(Info. Sys.)Average Daily Attendance K-62010-112011-122012-132013-14Whole School 638.24 or 94.52%655.74 or 94.39%663.1 or 93.5%636.4 or 94.19%List Specific Subgroup Concerns (take from AYP reports last 3 years)Socioeconomic Status (Info. Sys.) 2009-102010-112011-122012-132013-14Percent Free/Reduced41.35%42.17%48.99%45.05%45%Ethnicity (Info. Sys.)Percentage2009-102010-112011-122012-132013-14Asian2.52%1.14%1.79%1.37%1%African American1.32%1.39%1.79%1.25%1%Caucasian77.88%74.12%70.56%68.60%69.45%Hispanic15.5%17.93%18.36%22.30%21%Native American.84%.38%.95%.91%1%Pacific Islander1.92%1.64%3.34%2.84%3%Multiple Races3.41%3.22%2.73%3%English Language Learner Data (UALPA) (Info. Sys.)Total Count2010-112011-122012-132013-141 - ENTERING662 - EMERGING463 - DEVELOPING18184 - EXPANDING23175 – FLUENT/MONITOR10 19Special Education Data (Info. Sys.)Percent Student Enrollment SWD2010-112011-122012-132013-14Kindergarten51st grade72nd grade83 grade94th grade75th grade146th grade11Total61Teacher Qualification Information – 2013-14 Staff Data (Info. Sys.)Teacher NameAssignmentEducation levelLicense LevelEndorsementsLicensesTiffnee Anderson1stBS1Elementary EducationSandra Burton5thBS2ESLECE (K-3), Elementary Education (1-8)Theresa Christensen1stBS, MA2ESLEl Ed (K-6)Cynthia Cudney1stBS, MED2ReadingESLECE (K-3)Elementary Ed (1-8)Vickie Daniels4thBS, MED2ESLElementary Ed (K-8)Melanie Davenport6thBS, MED2ESLElementary Ed (1-8)Emily HarbisonCSIP specialistBS2ESLElementary Ed (1-8)Lani Hatch2ndBA, MED2Reading, Elementary Math, ESLElementary Education (1-8)Kathlynn Jaramillo5thBS2ESLElementary Education (1-8)Mary Keller2ndBS, MA2ESLElementary Education (1-8)Shelly Lloyd3rdBS, MA2ESLElementary Education (1-8)Kristin MalovichIntervention SpecialistBS, MA2ESLElementary Education (1-8)Linda MarriotSpeech-Language PathologyBS, MS2ESLCommunications Disorders (K-12)Suzanne MaxfieldKBS2ESL, ReadingEarly Childhood Ed (K-3)Amanda McCullough6BS2ESLElementary Education (K-12)Krista Mecham4BS, MA2ESLElementary Ed (1-8)Jonathan Morris5BS2Elementary Education (1-8)Jenifer Palomin2BS1ESLElementary Education (K-6)Elizabeth Pickett2BS2ESLEarly Childhood Education (K-3)Jennifer Pond6 BS1ESLElementary Education (1-8)Cami Ramirez3BS2ESLElementary Education (1-8)Rebecca Rendella5BS, MED2ESLElemenary Education (1-8)Educational StudiesLinda Seehusen4BS2Elementary Education (1-8)Valorie Streuper5BS1Elementary Education (K-6)Catherine Sullivan1BA2ESL, Library MediaECE (K-3) El. Ed. (1-8)Jaclyn TapiaKBS2ESLECE (K-3) El. Ed. (1-8)Jamie Watkins3BS1Elementary Ed(K-6)Carol Weibell1BS2Elementary Ed (1-8)Melissa WhiteSpecial EdBA2Mild/Moderate DisabilitiesSpecial Ed (K-12)Ashley WilliamsSpecial EdBS1Mild/Moderae DisabilitiesSpecial Ed (K-12)Christine WinwardSchool PsychologistBSMS2Communication Disorders (K-12)School PschologistStudent Achievement Data(Disaggregated and Trend Data where possible)C.R.TLanguage ArtsGap Analysis/Trend dataCaucasian/Hispanic Low Income/Non ELL/Non ELLSWD/NONMathGap Analysis/Trend dataCaucasian/HispanicLow Income/NonELL/Non ELLSWD/NONScienceGap Analysis/Trend dataCaucasian/HispanicLow Income/Non ELL/Non ELLSWD/Non Guided Reading Levels (FTP site)~ Insert your schools “Guided Reading School Comparative Data” UCAS DATA – ESEA FLEXABILITYDibels K-3Additional Performance DataSchool Culture Data Westvale Elementary is currently implementing the CHAMPS Behavior Management Program which focuses on individual teachers implement explicit routines and procedures along with rewards and consequences for following rules. We also focus on school-wide expectations along with rewards and consequences for following the rules School-wide rules are posted in all common areas. Think-Time is also used for misbehavior in all areas (common and classroom). Students who are unable to follow school rules and exhibit severe behavior are given behavior contracts as needed.Survey Results – I.S.Q.The ISQ survey indicates there was a regress in the areas of Instructional Quality, specifically in the areas of innovative instruction, challenging instruction that challenges and prepares students for life. There was also regress in the School Safety category indicating that students do not feel safe traveling to and from school, and the school grounds and hallways need more supervision. Another area of concern was student behavior and Resource Management. With teachers and all participants believing students don’t have adequate computer access, textbooks, instructional materials, and extracurricular School Improvement Indicators –The School Improve Summary indicates that the school leader needs to communicate information regarding school improvement, curriculum expectations and student achievement to all stakeholder groups. There needs to be vertical articulation at all grade levels and teachers need to gain knowledge on how to work with students of different cultures. Professional development needs to be differentiated based on instructional staff needs with the purpose of promoting content-specific pedagogy. Westvale also needs to seek business partnerships. Other areas of concern are:Aligning assessments to Utah Core StandardsStudents monitoring their own progressProfessional development as a direct connection to student achievementProviding specific, constructive behavioral and academic feedback to studentsStudent engagement, high expectations for all studentsTeam collaborationAdditional School Culture DataAll parents are encouraged to access Skyward Gradebook. Each parent is given information on how to access Skyward and set up their passwords. Parent-Teacher conference is held two times a year with every parent given an appointment to meet with their child’s teacher. Westvale has 98% of parents attending conferences. Westvale holds a monthly Student of the Month assembly where parents are invited to attend. School Community Profile Using the community school profile data, provide a narrative of describing your school community.Westvale Elementary, located in a growing area of West Jordan City, serves a diverse socioeconomic community. The school offers a strong academic program coupled with rich extracurricular experiences to help students gain a good foundation in basic skills as well as develop a sound social and emotional foundation. Westvale Elementary is a Leader in Me School that focuses on developing leadership in every student. Students are taught self-respect and respect for the rights and property of others as well as responsibility for their own behavior. Westvale’s teachers are committed to academic excellence. Their goal is to provide a caring learning environment where students can thrive and perform to their highest level of ability. The teachers encourage active parent participation all aspects of education.Facts and highlights about Westvale:Westvale Elementary serves about 700 students in grades K-6.The school uses a Traditional year calendar.The pupil/teacher ration is 1 to 23 in first, second and third grade, and 1 to 26.5 in grades four, five and six. The actual class sizes vary.The building, which opened in 1967, is a unique design featuring self-contained classrooms. Westvale has received extensive remodeling bringing it up to current state standards.The curriculum follows State and District guidelines, and meets all requirements for elementary students.All teachers have state certification, and many are working toward advanced university degrees and endorsements.Teachers in each grade level work as a team to meet the needs of all of the students in the grade.All staff members are formally evaluated on a regular basis to assure quality education in the classroom.Opportunities are growing for all students to train with computers.Special education services are provided for students with learning disabilities and speech, visual, hearing, language and behavioral handicaps.Bus service is provided for all students who live 1-1/2 miles or more from school. A nutritious hot lunch is prepared each day in the school cafeteria. The student price is $1.75 per lunch. Westvale Elementary also serves breakfast each morning. ?The student price is $.80 per breakfast. Free and reduced price breakfasts and lunches are available to qualifying students.An active PTA, School Community Group, and Parent Volunteer Program give parents many opportunities to be involved at school.Visitors are always welcome at Westvale. State law requires that all visitors first check in at the office before visiting classrooms.Our teachers create an exciting, motivating learning environment in the their classrooms.Critical Needs and School Analysis SummaryList your school’s most critical needs. These should be aligned to your data analysis above.The gap between all sub-groups and Caucasians is closing in Language Arts and Math for the wrong reasons. The subgroups scores are rising while the Caucasian scores are decreasing. The Economically Disadvantaged and ELL subgroups have the greatest opportunity for improvement in Language Arts, Math and Science. All students need to be provided explicit, focused instruction and intervention to improve achievement. Both formative and summative evaluation data will need to be analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Effective, varied, and differentiated research-based instructional strategies need to be implemented in the classroom to meet the needs of all students. Materials need to be purchased and utilized to support and enhance student achievement. Maintain a master schedule. The students’ needs will be addressed through the master schedule that provides for a 180 minute Language Arts block. Within that block there is a Guided Reading Power Hour that focuses on the needs of all students by grouping students according to their guided reading levels and reinforcing skills at those levels. A 60 minute shared reading time that integrates content subjects, teaches comprehension skills and vocabulary development, and practices fluency; and a 60 minute shared and guided writing time are included in the Language Arts block. Math will consist of a 90-minute block with an additional 30-minute block for interventions/extensions.Professional Learning Communities need to provide structure for data analysis, aligned curriculum planning and collaboration that will lead to improved instruction and student achievement. Teachers will review and analyze data and collaborate in PLCs to identify student needs and concepts that are to be retaught or enriched. There will be 90 minutes set aside for collaboration each week. Students will be enriched for 45 minutes a week through Meet the Masters art lesson taught by a para-professional and will be taught computer skills in a 45 minute computer period weekly. As money permits certified teachers will be used for these classes.Professional Development is needed to provide school wide, grade level and teacher training. Adequate resources for professional development need to be provided. Professional development in the areas of Language Arts, Math, explicit teaching, differentiation, Response to Intervention, Professional Learning Communities, SIOP, and classroom management will lead to improved student achievement. Teachers need time to clarify performance standards and ensure they are clearly evident in classrooms and observable in student work.The Westvale Improvement Rubric Summary, ISQ Survey, and indicate opportunity for Climate and Culture improvement. There is a need to increase communication within the school. Educators and staff need to communicate effectively with families about academic and behavioral expectations and individual student progress. Educators and staff need to engage parents as partners in their children’s education and encourage their participation in school programs by actively removing barriers to their involvement. Staff, students, and the school community need to share a set of goals and practices aligned with a common vision for the purpose of fostering academic achievement for all students. These needs will be addressed through professional development that increases faculty and staff awareness of ethnic and disadvantaged subgroup needs and providing communication in both English and Spanish. The school will provide activities that promote parent involvement in school activities and student academic support. Title 1 will fund personnel to support goals such as a Culture/Climate Specialist to build a community of trust and support between parents and the school, Math and Language Arts Specialists to support academic goals and student academic progress, and assistants to help with Tier 2 and Tier 3 instruction. How is your school implementing multi-tiered support systems and data-driven decision-making?Westvale has addressed interventions on several levels. Tier 1 interventions are delivered in the classroom by the teacher. During the 2014-15 we will be focusing on explicit Tier 1 instruction of Core concepts and monitoring student engagement during instruction. During PLC’s teachers discuss specific student needs by analyzing data and identify students who will need Tier 2 and Tier 3 interventions. There is a 30-minute math intervention/enrichment time set up each day where students across grade levels are retaught skills they have not mastered. Students who have mastered the skills attend an enrichment class. During Power Hour, students are taught the comprehension, vocabulary, and fluency skills on their reading levels. Our goal is for 80% mastery in both Language Arts and Math.Where is your school in the process of implementing professional learning communities?Westvale Elementary is in its third year of implanting Professional Learning Communities. During the 2014-15 each team will have 90 minutes of collaboration. They will work on curriculum mapping and identifying essential rocks the students in each grade level need to learn during the year. The teachers will need to align curriculum with the Common Core Math and Language Arts interim assessments. Each grade level team will use data to drive their instruction. Each team will discuss what they want students to learn, how teachers will assess what they are teaching, and what they are going to do when students don’t learn. Grade level teams are comparing data and sharing successful strategies. Ongoing professional development to help our PLC’s become more effective will be provided. What is your vision and plan for implementing PLC’s in your school? Do you buy into this, are we all on board, what steps do we need to go through to get there, how do we take it deeper?Mission StatementOur mission is to prepare our students to become college and career ready by providing explicit instruction driven by individual student success.Vision StatementCreating Lifelong LearnersThroughSchool * Home * CommunityBelief StatementsWe believe every student can and deserves to learn. Title I School-wide School Improvement Planning Team ApprovalNameMember RoleSignatureDateBrenda AndersonAdministratorEmily HarbisonCSIP specialistVickie DanielsTeacherElizabeth PickettTeacherMelanie DavenportTeacherSandra BurtonTeacherLinda SeehusenTeacherJaclyn TapiaTeacherMelissa WhiteResource Team LeaderTheresa ChristensenTeacherKale SnyderPTA/ parentChelsea LewisSCC / parent____________________________Title 1 School-Wide Goal Planning and Implementation WorksheetLANGUAGE ARTS Statement of Need (use your data to explain why this is an area of need):We need to narrow the achievement gap between subgroups and raise the growth scores of all students K-6 at Westvale by providing additional support on vocabulary instruction and development, along with support on utilizing comprehension strategies.KEY: Indicate whether your activity is intended to meet one of the following objectives: A) PLC ImplementationB) Core Alignment & ImprovementC) Data-based Decision MakingD) Intervention & ReteachingE) Enrichment & AccelerationF) Progress Monitoring & On-going AssessmentG) Extended Learning TimeH) Pre-school transitionI) Positive Behavior SupportsPerson(s) Responsible:Westvale Elementary administration, faculty, parents and students.SMART Goal for this Focus Area: (Specific, Measurable, Achievable, Realistic, Time Specific)Improve all students’ achievement by increasing the number of students meeting proficiency and growth scores on end of year testing, by reducing the number of students not meeting proficiency by 10% each year, based on end of year test scores. Actions Steps to Achieve Goal: Specify how this goal will be achieved for all students Goal Area: See KEY How will you assess your progress on strategy implementation and student achievement?TimelineBudget Needs by CategoryTitle ILand Trust1.0 Maintain the school-wide master schedule to ensure 180 minutes of language arts instruction daily and allow time for teachers to collaborate in professional learning communities to ensure that all students receive daily, highly effective language arts instruction which will include research-based, comprehensive, balanced literacy instruction to build comprehension & vocabulary skills. CInterim benchmarks, Mastery Connect, JSAS, Fountas & Pinnell, DIBELS, SRI, Common Assessments, implementation of Master ScheduleReport data monthly on JSAS. Report interim benchmark data on Mastery Connect.Weekly collaboration minutes2 PLC assistants’ wages for 45 minutes bi-weekly class coverage. $20,001.1 1 All grade levels will create team curriculum maps that follow the Utah Core Standards. Four half-day planning blocks will be provided each year to plan Language Arts curriculum.BEach grade level team will generate an on-going curriculum map to be revised and discussed in PLC’s. Aug. 18, 2014Oct. 31, 2014January 23, 2015March 13, 20152.5 professional days for teachers on the timeline dates.$4,8001.2 Implement common assessments to align instruction and assessment with the Core.BAnalyze common assessment during collaborationWeekly during team collaborationPaper to cover common assessments for all grades$501.3 Develop lesson plans that are data driven and aligned to interim benchmarksBPrincipal and coaches will check for lesson plansWeekly lesson plan checks, teachers will analyze data during weekly collaboration1.4 All students will receive Tier 1 Guided Reading Instruction during Power Hour. At-risk students, including Resource and ELL, will receive additional literacy support through Tier 2 instruction. B, CAll teachers will administer the F&P assessment program in its complete format. The forms will be placed in the students’ reading folder. All teachers will administer benchmarks and enter scores in Mastery Connect.On goingTier 2 assistants’ wages. See LA 2.01.5 Hold an annual Family Literacy Night in which families are taught how to help their child with reading. Breakout sessions, in Spanish, will be provided.EIncentives will include dog tags, $5 gift card to book fair from PTA, a book to reinforce taught literacy skill1 per year/March 25, 2015Dog TagsBooksFoodSupplies$3,000 (7802) 1.6 Select specific vocabulary from content curriculum, continuing academic vocabulary found in the core & generated by grade level. Professional development will be provided for vocabulary instruction strategies B, DVarious assessment such as grade-level common assessments & benchmarksOngoingResources and books$5,0002.0 Respond to students’ needs with highly qualified assistants and/or teachers who will be trained in implementing Tier 2 Interventions or Enrichment activities to close the achievement gap and accelerate the learning of all students.D, CMonthly running records, power hour, master schedule, common assessmentsOngoingAssistants and materials$80,0002.1 Provide at risk students with research based reading interventions. Purchase and implement district-approved intervention materials with fidelity.DMy Sidewalks unit assessments, HMH and other research based intervention materialsDailyAssistants and supplies$5,0002.2 Provide K extended dayGPre and Post assessmentPre-K PalsDailyTeacher and supplies. -Money not set aside for teacher at this time. 2.3 Provide before- or after-school programs, or summer school for at-risk students to ensure academic foundation, i.e., Homework Help; vocabulary and comprehension skillsGPre-tests and Post-testsOn-going from January 2015July and August summer schoolTeachers hourly wage. Supplies$31,5002.4 Employ a full time, certified teacher Intervention specialist to assist at risk students in reading and language arts skillsDPre-tests and post-testsOn-going from August 2015FTENot budgeted for 20143.0 Improve effectiveness in developing and implementing literacy programs and instructional strategies that meet student needs through targeted professional development and coaching for teachers and highly qualified assistants.BCoaches and principal will monitor adoption of concepts through lesson plans, classroom observations and teacher attendance at bi-monthly professional development.OngoingTeachers’ in-service pay3.1 Teachers will attend a monthly PD class that may cover explicit teaching, student engagement, shared reading, guided reading, data analysis, effective vocabulary instruction, how to make common assessments, differentiation and other job-embedded topics that arise. Teachers will sign roll for PDOngoing3.2 Provide teachers with coaching and mentoring, as needed.BCoaches will keep data on teachers they are coaching. Mentors will maintain mentoring data. On-going3.3 Provide training on data analysis, opportunities for teachers to attend outside conferences and district professional development that will enhance teaching and student learning.C, FCoaches and principal will monitor weekly team collaboration meetings and lesson plans for data driven instruction and best teaching practicesOn-going$7,500 for conferences$3,000 for in-service pay/or sub fees3.4 Provide collaboration time for teachers to analyze student data in order to drive instruction and provide interventions and extensions as needed.C, A, FPrincipal and coaches sit in on team collaboration3.5 Provide teachers with ongoing professional development in ESL/WIDA strategies and essential outcomes D, BPrincipal, coaches, and teachers will monitor use of ESL strategies and growth data for ELL studentsOn-goingJSD’s ESL endorsement tuition$750/teacher4.0 Purchase materials, books, technology, software, apps, reading licenses to enhance learning in Language ArtsB, C, D, E, F, GStudent growth as measured by performance assessments, common assessments and end of year testing dataOn-going4.1 Purchase computers, ipads, keyboards for small group instruction time and skill practice; enhancing Tier1 and Tier 2 instruction and enrichment for all students B, C, D, E, F, GStudent growth as measured by performance assessmentsOn-going$5,0004.2 Purchase books for the Guided Reading Libraries, content-area libraries, and intervention/enrichment libraries to supplement learning and deepen understandingB, C, D, E, F, GStudents’ guided reading scoresOn-going$5,0004.3 Purchase software and apps to assist teachers with interventions/extensionsB, C, D, E, F, GMastery Connect dataOn-going$15004.4 Purchase materials and supplies to aid intervention groups and professional development B, C, D, E, F, GTeachers needs and data will be monitored by administration & coachesOn-going$3,000TotalProfessional Development Plan: to achieve above goalPD Activity Details (include presenter names, address, contact #’s, locations, dates, etc.):Person Responsible for CompletionMaterials/Resources NeededBudgeting PlanWho will attend (Teachers, Para-Professionals, Parents)Evaluation Process or Product ShownCompletion Date1. ___ Provide coaching and training, materials & substitutes for all teachers on explicit instructional strategies, data analysis, differentiation, effective vocabulary instruction, comprehension strategies, tier 2 and tier 3 strategies and ideas, and other job embedded topics that arise.Principal and coachesBinders, professional texts, paper, office supplies and additional support materialsTeachers and para professionalsLesson plans, walk-throughs, and teacher evaluationsOn going2. Provide funding for teachers seeking ESL EndorsementsPrincipal$750 per teacherNon-ESL endorsed teachersAt least 2 ESL endorsed teachers per grade levelTwo-year process from start of ESL endorsed classes.3.Provide funding for teachers to attend conferences or outside in-service classes to enhance teachingPrincipalConference fees and professional texts$5,000Teachers and principalTeachers share knowledge and skills during PDOn-going4. On-going PD on effective instructional strategies, tracking student data, making informed instructional decisions, etc.AdministrationCoachesComputers, software, ipads, apps, professional books$10,000Teachers/ instructional coaches, assistantsRoll, teacher feedback and implementation.On-goingParent/Community Involvement Plan:Describe how parents and/or community members will be involved in helping to achieve this goal through Volunteering, Parenting, Learning at Home, Communication, Community Involvement, and/or Decision Making (Put a “X” in the applicable box next to each activity.)ActivityVolunteeringParentingLearning @ HomeCommunicationCommunity InvolvementDecision Making1 Provide literacy night to instruct parents on how to help students build their literacy skills at home on a yearly basis. Preschool parents and students will be invited to attendXXXX2. __Provide opportunities for parents to volunteer in a meaningful way (at home or school)XXXXX3. __Utilize PTA, SCC and other parent involvement activities to provide academic focusXXXX4. __Provide communication—newsletters, school website, social media, etc. to parents on school activities, celebrations, goals, and student academic requirements; notification and invitations to Student of Month.XXXXX____________________________Title 1 School-Wide Goal Planning and Implementation WorksheetMATH Statement of Need (use your data to explain why this is an area of need): Based on CRT data, all students and specifically ELL students need additional support on vocabulary and math concept development. Our overall UCAS Math proficiency score in 2013 was 68% and Westvale received 23/50 points in math growth points. The school average in the district benchmark assessment is significantly below 80%, which shows that students need effective Tier 1 instruction and interventions in order to be competitive with district benchmarks.KEY: Indicate whether your activity is intended to meet one of the following objectives: 1) PLC Implementation2) Core Alignment & Improvement3) Data-based Decision Making4) Intervention & Reteaching5) Enrichment & Acceleration6) Progress Monitoring & On-going Assessment7) Extended Learning Time8) Pre-school transition9) Positive Behavior SupportsPerson(s) Responsible:Westvale administration, Instructional Coaches, Classroom Teachers, parents and studentsSMART Goal for this Focus Area: (Specific, Measurable, Achievable, Realistic, Time Specific)Improve students’ achievement in math by increasing the number of students meeting growth and/or decrease the number of students not meeting proficiency by 10% each year based on the end of the year scores. Actions Steps to Achieve Goal: Specify how this goal will be achieved for all students Goal Area: See KEY How will you assess your progress on strategy implementation and student achievement?TimelineBudget Needs by CategoryTitle ILand Trust1.0 Provide high quality, culturally and linguistically appropriate Tier 1 instruction for all students.1.1 Implement a school-wide Master Plan that allows time for 90 minutes of daily Tier 1 math instruction and a 30-minute intervention/extension time.1, 2, 5, 6, 7 Master Schedule, teacher lesson plans, PLC’sOngoing1.2 Utilize the coaching model to increase explicit teaching in Tier 1 instruction by providing coaches/CSIP specialists2, 3, 6Coaching observation forms with teacher feedbackOngoing$185,0001.3 Ensure curriculum alignment to the Utah Common Core State standards through team collaboration.1, 2Team collaboration notes, lesson plans, curriculum mapsOngoing1.4 Purchase necessary supplemental textbooks, supplies, equipment, etc. to assist with Tier 1 instruction.2, 3, 5Data from master connect, PLC notesongoing$7,5001.5 Provide professional development to build quality instructional practices.1, 2, 3, 4, 5, 6Roll sheets, observations, teacher requestsOn-going1.6 Ensure quality lesson plans that align with school, district and state standards; and are data driven to ensure student engagement and differentiation for all. 1, 2, 3, 4Lesson plans, core curriculum maps, observationsOn-going2.0 Respond to student needs by implementing Tier 1 and Tier II interventions or enrichment activities to close the achievement gap and accelerate learning of all students by using best practices and technology.1, 4, 5, 62.1 Utilize teachers and instructional assistants as needed to provide additional instruction and interventions for students who are performing below grade level.2, 3, 5Lesson plans, data from mastery connect, PLC notes, teacher feedbackOn-going2.2 Purchase necessary supplemental textbooks, supplies, equipment, etc. to assist with Tier 2 and 3 instructions.2, 3, 5Teacher feedback, data, PLC notesOn-going2.3 Provide professional development to increase teacher capacity for helping struggling students and close the achievement gap for each of our disadvantaged subgroups.1, 2, 3, 4, 6PD rolls, teacher observation, dataOn-going2.4 Administer common, unit, and benchmark math assessments to identify students who need interventions or enrichments3, 4, 5Student data, benchmark and assessment data, mastery connect. Collaboration notesOn-going2.5 Provide before, after, summer and/or preschool program for identify at-risk students to have a solid academic foundation in math.2, 3, 4, 5, 7, 8Student data, PLC notes3 days a week, 3 weeks in August.See LA 2.32.6 Provide a math teacher specialist to assist in math instruction and interventions / enrichments.2, 3, 4, 5, 6Student and teacher dataAnnuallySee Math 1.23.0 Utilize PLCs to provide high quality core instruction for ALL students through analyzing data.3.1 Provide time for teachers to meet with their grade level teams including any support staff.1, 2, 3, 4, 6Collaboration time built into scheduleAug. 30, 20143.2 Provide professional development on appropriate use of data and PLC structure. 1, 2, 3, 4, 5Attendance sheets, observations, PLC notesOn-going3.3 Purchase necessary materials to support PLC’s1, 2, 3, 4, 5, 6Teacher feedback, PLC notes, student dataOn-going3.4 CSIP specialists and administration will provide support for each teacher and team by attending weekly team collaboration 1, 6Weekly PLC notesStudent data, teacher feedbackOn-going4.0 Use common assessments to measure student growth and inform instruction.4.1 Provide time for teachers to meet individually and in grade level teams to look at data, and make instructional decisions based on the data.1, 2, 3,4Mastery connect data, PLC dataOn-going4.2 Utilize teachers and instructional assistants as needed to assess student learning in whole group, small group, and one-on-one setting3, 4, 5, 6, 7Master schedule, data, PLC notes4.3 Provide math support to the community to help students meet grade level proficiency and an annual math night to support student learning2, 4, 5, 9Attendance, exit ticket activityAnnually$3000 (budget 7802)Professional Development Plan: to achieve above goalPD Activity Details (include presenter names, address, contact #’s, locations, dates, etc.):Person Responsible for CompletionMaterials/Resources NeededBudgeting PlanWho will attend (Teachers, Para-Professionals, Parents)Evaluation Process or Product ShownCompletion Date1. ___ PD on explicit instructionLeadership Team, PrincipalExplicit Instruction by Anita Archer$2500Teachers/ instructional coachesRoll, Teacher feedback08/2014 – 06/20152.Ongoing PD on effective instructional strategies, data analysis, coaching and training, materials & substitutes for all teachers on explicit instructional strategies, data analysis, differentiation, effective vocabulary instruction, comprehension strategies, tier 3 and tier 3 strategies and ideas, and other job embedded topics that arise.Binders, professional texts, paper, office supplies and additional support materialsTeachers and para professionalsTeachers and para professionalsLesson plans, walk-throughs, and teacher evaluationsOn going3.Provide funding for teachers to attend conferences or outside in-service classes to enhance teaching AdministrationConference fees and professional texts, $5,000Teachers and principalTeachers share knowledge and skills during PDOn-going4. Provide funding for presenters to work with staff on researched practices in teachingAdministrationPresenter and materials fees $7000Teachers and principalsRoll, Implementation of skills as evidenced during observationsAs needed5. Provide on-going PD for assistants who work with students CoachesHourly wage and materials$600Assistants and specialistsRoll3 times/yrParent/Community Involvement Plan:Describe how parents and/or community members will be involved in helping to achieve this goal through Volunteering, Parenting, Learning at Home, Communication, Community Involvement, and/or Decision Making (Put a “X” in the applicable box next to each activity.)ActivityVolunteeringParentingLearning @ HomeCommunicationCommunity InvolvementDecision Making1. __Provide math night to instruct parents on ways to assist students with math skills on a yearly basis. Preschool parents and students will be invited to attend.XXXX2. __Provide opportunities for parents to volunteer in meaningful way (at home or school)XXXX3. __ Utilize PTA, SCC and other parent involvement activities to provide academic focusXXXX4. __ Provide communication—newsletters, school website, social media, etc. to parents on school activities, celebrations, goals, and student academic requirements: notification and invitations to Student of Month.XXXX____________________________Title 1 School-Wide Goal Planning and Implementation Worksheet SCHOOL CLIMATE Statement of Need (use your data to explain why this is an area of need):Westvale Elementary has experienced a change in school demographics and culture within the last 10 years. The socio-economic level has diminished, numbers of ELL students have in increased and the lack of focused Tier 1 instruction has caused a decline in academic achievement. We must promote a new culture that helps every child learn and experience success in order to move forward in its education.Westvale will become a high performing school with an intense focus on assuring that every child reaches high levels of success. It will be clear to all students, parents, and patrons that LEARNING matters most. We will do this by:Implementing a school-wide behavior planFocused Tier 1 instruction to maximize student growth and transparent evidence of student learning Explicit and frequent communication of our focus and goals to the Westvale Elementary communityReducing tardies and absences by making every minute count (bell-to-bell)Establishing clear and explicit rules and procedures in every classroomKEY: Indicate whether your activity is intended to meet one of the following objectives: 1) PLC Implementation2) Core Alignment & Improvement3) Data-based Decision Making4) Intervention & Reteaching5) Enrichment & Acceleration6) Progress Monitoring & On-going Assessment7) Extended Learning Time8) Pre-school transition9) Positive Behavior SupportsPerson(s) Responsible:Principal, Instructional Coaches, Classroom Teachers, Title One assistants, ESL assistant, classified staff, district leadership, community partners, parents, and studentsSMART Goal for this Focus Area: (Specific, Measurable, Achievable, Realistic, Time Specific)Improve daily core instruction by decreasing the amount of non-academic time due to discipline problems, tardies and absences: teaching bell-to-bell, and communicating data with parents, teachers, and the community. Actions Steps to Achieve Goal: Specify how this goal will be achieved for all students Goal Area: See KEY How will you assess your progress on strategy implementation and student achievement?TimelineBudget Needs by CategoryTitle ILand Trust1.0 Develop and implement a school-wide discipline plan including standardized rules, expectations, positive and negative consequences.9Track discipline, Think Times, office referrals, suspensions, Wolf tickets, behavior and academic bucksOn-going1.1 Provide professional development on proper implementation and follow through of discipline plan, including CHAMPS Behavior Management and the Leader in Me.9Roll, CHAMPS bulletin board, Student of the Month Pre-contract days, scheduled PD times$5,0001.2 Implement and support school-wide rules and procedures as they relate to CHAMPS3, 6, 9CHAMPS bulletin board, Behavior dataOn-going1.3 Support the Leader in Me Habits by holding monthly student of the month assemblies that focus on using the Habits9, 3Monthly assembly studentsMonthly1.4 Hire paraprofessionals as needed to increase supervision of students at times when high incident of office referrals may occur. Purchase equipment for structured recess activities.9, 3, 4, 5Behavior data, Educators’ HandbookAs needed$1,000 for equipment1.5 Collect monthly data concerning frequency, type, location, and time of offenses, as well as number of WOLF tickets, Behavior and Academic Bucks given for positive behavior.3, 4, 5, 9Behavior data, Educators’ HandbookOn-going$500 for Educators’ Handbook1.6 Students will be rewarded with WOLF tickets, Behavior and Academic Bucks for demonstrating specific behavior and academic values.9Behavior and academic dataOn-going1.7 Weekly drawings for student incentives will be held to recognize students who have earned WOLF tickets. A quarterly store will be set up for students to spend Behavior and Academic Bucks.9Behavior and academic dataOn-going$2,0002.0 Provide additional behavioral and academic support to students at all levels in order to promote a culture of learning.2.1 Provide a full-time school psychologist as a behavioral intervention/prevention3,4,9Time and Effort report$35,0002.2 Provide support through instructional coaches for assistance in math, language arts, and classroom management1, 2, 3, 4, 5, 6, 9Personnel Activity Report2.3 Provide enrichment opportunities for students who are above grade level3, 5Enrichment schedule, dataOn-going2.4 Provide summer school, after school, and before school remediation programs for students on an as-needed basis.2.5 Provide a sixth grade student council and Pack Protectors to help with academic, anti-bullying activities, and charity events.9Schedule of planned activities as submitted by advisorOn-going$3,0003.0 Implement an attendance/tardy incentive plan3.1 Recognize classes and students with 100% attendance and no tardies with various rewards9, 3Attendance dataOn-going3.2 Provide Behavior Bucks to spend in quarterly store and/or monthly “No Tardy Parties” for students with 0 tardies, to spend in quarterly store9, 3Attendance dataOn-going$1,0003.3 Implement “Bell to Bell” policy with teachers and students. Music plays at 8:20, teachers bring students in at 8:25, instruction starts at 8:309, 3, 6Daily music, data gathered on teacher instruction start timeBeginning 8/26/20143.4 Post attendance and on-time data on building chart, social media, school communication.9,3,6Bulletin Board, Facebook, home notesOn-going4.0 Provide models and resources to build positive relationships, encourage leadership opportunities, and improve social skills. Celebrate successes.4.1 Recognize students at our Leader of Month assembly4.2 Celebrate students achievement and personal growth through use of Data NotebooksOn-going4.3 Recognize student achievement by posting data throughout the school which may include but is not limited to: class averages of Math and Language Arts unit and benchmark tests, monthly reading minutes, daily attendance and on time, and classroom behavior incentives.On-going4.4 Organize student leadership teams (Bully protectors, Spirit Club)9Advisor minutes and calendar of planned activitiesOn-going4.5 Fund assemblies and other presenters to reinforce the 7 habits, anti-bullying, teach positive character traits, and enrich the core2, 9Staff and student feedback On-going4.6 Provide students the opportunity to attend field trips or in school activities that tie into the core curriculum and celebrate cultural diversity.2, 9Staff and student feedbackOn-going5.0 Establish consistent communication of clear expectations and information.95.1 Print school documents in both English and Spanish, to the extent possible9Parent surveyOn-going5.2 Send all communication home in Monday mailers using Nicky folders9Track weekly 12/2014 and on/going$5005.3 Maintain a school website that is current at all times 9Track monthly12/2014 and on-going5.4 Provide parents with curriculum expectations through teacher disclosure statements sent home the first week of school 9Disclosure statements, parents returned signature pageFirst week of school, first SEP conference5.5 Provide information at SEP conferences that inform parents of curriculum used in each grade, academic assessments used to measure student progress, and expected grade level proficiency standards.9Teacher SEP accountability reports,Parent surveyTwice yearly SEP conferencesProfessional Development Plan: to achieve above goalPD Activity Details (include presenter names, address, contact #’s, locations, dates, etc.):Person Responsible for CompletionMaterials/Resources NeededBudgeting PlanWho will attend (Teachers, Para-Professionals, Parents)Evaluation Process or Product ShownCompletion Date1. ___ Provide PD on proper implementation of school discipline planAdministrationClimate and Culture specialist, classroom teachersLesson plans, posters, Think Time forms, Wolf tickets, Behavior and Brain Bucks, incentives $3000All certified and classified staffDataFull staff meeting 8/25/2014 and on-going after that2. Provide PD for CHAMPS and other school behavior management programs.AdministrationCC specialistCHAMPS materials and resources$500Certified and classified staffRoll and implementation in classroomOn-going3. Provide Leader in Me professional developmentAdministrationLIM website and materials1,000Certified and classified staffRoll, posters On-going4. 5. Parent/Community Involvement Plan:Describe how parents and/or community members will be involved in helping to achieve this goal through Volunteering, Parenting, Learning at Home, Communication, Community Involvement, and/or Decision Making (Put a “X” in the applicable box next to each activity.)ActivityVolunteeringParentingLearning @ HomeCommunicationCommunity InvolvementDecision Making1. __ Provide communication—newsletters, school website, social media, etc. to parents on school activities, celebrations, goals, and student academic requirements: notification and invitations to Student of Month.Use multiple forms of communication when informing/reminding parents of events, in both English and Spanish: paper, email, skylert, website, Facebook.X2. __Maintain a Take Home Library for students in order for students to practice reading skills in the home.XX3. __ Use parent volunteers to help with school wide behavior incentives: school store, student of the month, reading incentives. Encourage parents to volunteer in the classrooms.XXXX4. __. Invite members from the community who exemplify leadership to participate in monthly Student of the Month assembliesX5. Create a Family Learning Center using Joyce Epstein’s 6 elements of family involvement as the foundation for all activitiesXXXXXX ................
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