Title I Plan

__Burch Creek__  Schoolwide Title I Plan 2023-2024

Any school that operates a Title I Schoolwide Program must, with the input of stakeholders, conduct a comprehensive need assessment (CNA) and, based on the analyses of the CNA, develop a schoolwide plan. This template or a separate Title I Plan is not required if a school’s improvement plan contains all required components of the Elementary and Secondary Education Act (ESEA).

School/LEA Information

School Name:  Burch Creek Elementary 

LEA Name:  Katie Amsden 

Plan for the School Year: 2023-2024

A: Stakeholder Planning Team – ESEA Se. 114(b)(2)

1. List the stakeholders who developed, and will help implement and evaluate, the Schoolwide Program.

2. Describe the process for involving stakeholders and how their input was used to develop the Schoolwide Program.

In the Fall of 2023, data from the RISE and Acadience test results were brought to the Community Council to be evaluated for areas of concern, and to receive input from these stakeholders. Review of the information showed that there is a definite need for additional intervention in the area of Reading and Literacy. 

Special Education referrals in Reading have gone up over the past few years as well, which has caused a concern with the Resource Teachers and General Education Teachers. We adopted LETRS (Language Essentials for Teachers of Reading and Spelling) and 95% Group (small reading group intervention). 

These areas of concern were discussed in the PTA board meeting and also in the Title I Review.

Leadership team members and community members were asked to review the given information, get feedback from their respective teams and community members to create a unified plan for the coming school year. 

B: Comprehensive Needs Assessment (CNA) – ESEA Sec. 1114(b)(6)

The CNA is a systematic effort to acquire an accurate and thorough picture of the strengths and weaknesses of the school that impact equitable student outcomes.

 1. List all sources of data collected and analyzed (i.e., longitudinal student academic and   nonacademic achievement, curriculum and instruction, professional learning opportunities, school climate and culture, family and community engagement, etc.)

The data that was used in these assessments were taken from the following areas;

• Acadience reading scores from the past three years for grades K-6. 
• RISE scores from 2021-2022 and 2022-2023 for grades 3rd-6th.
• The total number of Special Education referrals over the past three years. 
• Behavioral data based on office referrals, positive vs. negative reinforcement, Check in/Check out data, and minor infraction data.
• Weber School District Panorama Survey specific to Burch Creek Elementary.
• Number of ELL students serviced

2. Summarize main findings including an examination of student, teacher, school, and family/community strengths and needs. Findings should include detailed analysis of all student groups of 10 or more, i.e., students identified as economically disadvantaged, students with disabilities, students identified as English learners, and students by major racial and ethnic groups. This analysis should show direct relationships from the data and root causes in the Comprehensive Needs Assessment to the priorities identified in the next section

Acadience reading scores for Burch Creek Elementary:

Year: 2020-2021 Number of K-6 students not proficient = 201 K-3

Year: 2021-2022 Number of K-6 students not proficient = 293 

Year: 2022-2023 Number of K-6 students not proficient = 290

Year: 2023-2024 Number of K-6 students not proficient = 289 BOY

RISE scores for Burch Creek Elementary:

Year: 2020-2021 Number of 3-6 students not proficient = ELA: 77% Science: 72% Math: 65%

Year: 2021-2022 Number of 3-6 students not proficient = ELA: 73% Science: 72% Math: 66%

Year: 2022-2023 Number of 3-6 students not proficient = ELA: 68% Science: 68% Math: 66%

Special Education referrals and students serviced: 

Year: 2020-2021 Number of students serviced = 104 

Year: 2021-2022 Number of students serviced = 117 

Year: 2022-2023 Number of students serviced = 103

Year: 2023-2024 Number of students serviced = 111 

Number of Tier 3 behavior Intervention Students: 

Year: 2022-2023 Number of students serviced = 23 

Year: 2023-2024 Number of students serviced = 29 BOY

Panorama Survey: 

Year: 2020-2021 Grit 3th-5th=57% Grit 6th=47%

Year: 2021-2022 Grit 3rd-5th=54% Grit 6th=57%

Year: 2022-2023 Grit 3rd-5th=57% Grit 6th=55%

ELL:

Year: 2020-2021 Number of students serviced = 51 1 exited students

Year: 2021-2022 Number of students serviced = 48 2 exited students

Year: 2022-2023 Number of students serviced = 56 8 exited students

Year: 2023-2024 Number of students serviced = 51 serviced and 11 on monitor

3. Prioritize the school’s top needs as evidenced by the CNA

Priority 1: School-wide literacy proficiency.

Priority 2: Special education and ELL students proficiency on end of level testing, RISE.

C. Develop a Comprehensive Schoolwide Plan – ESEA Sec. 1114(b)(7) A Schoolwide Plan consists of strategies the school will use to upgrade the entire educational program and improve the outcomes for the lowest-achieving students. 

1. For each of the prioritized needs (from CNA), identify specific strategies the school will implement. Detail the who, what, how, and when of strategy implementation. Strategies should be evidence based (ESEA Sec. 8101(21)(A)).

Priority 1:

Priority 2:

2. Outline a communication plan specifying how staff, families, and other stakeholders will be made aware of the Schoolwide Program.

Burch Creek Elementary will communicate with staff, families, and other stakeholders in a variety of ways to support awareness of the schoolwide program.  The faculty will review data concerning the needs of the school and the schoolwide plan through the Leadership team, Behavior Team, and in faculty meetings. Burch Creek Elementary will communicate with families to support awareness of the schoolwide program at our Back to School Night, Community Council meetings, Parent/Teacher Conference days, Two Title I Family Engagement nights, and Burch Creek’s website.  The schoolwide plan is available on the website, which is active and updated frequently for Stakeholders to view.  A printed copy is also available upon request in the office. 

3. Summarize parent and family engagement strategies that will be implemented to improve student learning, e.g., literacy training, using technology, etc. (ESEA 1118(e)(2))

We will implement a monthly student reading incentive program and will host 2 Title I family literacy nights. During the family literacy nights, we will teach parents reading fluency and comprehension strategies to use at home with their children. Parents will be trained on how to assist their students with IXL and Lexia online reading programs at home.

D. Regular Monitoring and Plan Revision – ESEA Sec. 1114(b)(3) The Schoolwide Program strategies are regularly monitored, and revised as necessary, based on evolving student needs. 

- Articulate the benchmarks to be used to evaluate program effectiveness, including, but not limited to, measuring the academic progress of each student. 

- Indicate the frequency, e.g., monthly, quarterly, annually, etc. with which each benchmark will be monitored.

 - Specify the resources, e.g., time, personnel, methods, that will be dedicated to monitoring and evaluating the implementation of the Schoolwide Program.

3D page 5:

E. Coordination and Integration of Services and Resources – ESEA Sec. 1114(b)(5)

 Show how Title I funds, along with other local, state and/or federal resources, will be used to implement the Schoolwide Program strategies.

Please list any of the following if they apply:

*Additional Programs/Funding Streams: Title I, Part C, Education of Migratory Children; Title I, Part D, Programs for Children and Youth Who are Neglected, Delinquent, At-Risk; Title II, High Quality Teachers and Principals; Title III, Language Instruction for Limited English Proficient and Immigrant Students; Title VI, Indian Education; Title VII, Part B, McKinney-Vento, Education for Homeless Children and Youths; IDEA, Part B, Assistance for Children with Disabilities; Carl D. Perkins, Vocational and Technical Education (CTE); Title I, Family Engagement; Title I, Sec. 1003(a) and (g), School Improvement; State School Turnaround; Utah Trust Lands; State Enhancement for At-Risk Students (EARS); etc. 

**Additional Equity Resources: teacher quality, school leadership quality, academic rigor, instructional time and attention, early learning/interventions, whole child approaches, diverse and inclusive school approaches, family academic engagement, etc.

F. Staff Qualifications – ESEA Sec. 1111(g)(2)(J)

 All teachers and instructional paraprofessionals must meet State certification and licensure requirements. 

Documentation for school staff demonstrates the following:

WE, THE UNDERSIGNED, HEREBY CERTIFY that to the best of our knowledge we have complied with all the components in our Title I Schoolwide Program and have developed our plan based on needs and strengths identified through a comprehensive analysis of current academic and nonacademic data. We have built into our plan a process for evaluating whether the evidence-based strategies are resulting in improved student outcomes.