Title I Plan

    Utah Title I Schoolwide Planning Template

    Part A:           General Information


    School Name     Burch Creek Elementary


    LEA Name    Richard Proffer                        


     

    Name

    Richard Proffer                                          

    Title I Schoolwide Planning Team

    Principal

    Signature

    Brent Hogan                                                

    Title I facilitator or coordinator

     

    Jessica Volpe                                              

    Faculty member

     

                                                                        

    Faculty member

     

    Camille Jackson

    Min

    Faculty member

     

    Nicole McGarry                                     

    Parent representative

     

    Melanie Wilhelmsen                              

    Parent representative

     

    Amy Rich                                                   

    Parent representative

     
     

                                                                        

    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                                                               


    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

    Burch Creek Elementary is drawing information from multiple sources through a variety of assessments in order to evaluate all students’ performance in relation to the Utah Core State Standards.  The needs and strengths of Burch Creek will be identified throughout this document.

    Student Assessment of Growth and Excellence (SAGE):  Results for grades 3-6 in Reading and Math SAGE tests are used to evaluate the progress in No Child Left Behind.

    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.

    Utah Compose:  Fifth grade students will be administered the Utah Compose assessment to assess writing skills in the six writing traits.

    Surveys:  Surveys are used, as needed, for input regarding success and needs of the students, parents, and staff.  Surveys were distributed to parents and certified staff.  These surveys involve, but are not limited to curriculum, safety, communication, parent resources, and relationships.  Our Community Council and PTA board are also involved in the development of surveys and community input.

    Graduation rates (for high schools only) N/A

    Demographic data

    (Population, Poverty, Ethnicity, Migration)

    Asian: 5; Black: 22; Hispanic: 175; Am Indian: 7; Pacific Isl: 10; White: 417; Total 636

    Poverty rate: 63%

    School climate (including safe school

    data) (MyStudent Tracker)

    Number of students suspended for safe school issues: 9
    Course-taking patterns (secondary only) N/A
    Teacher qualifications (#5, #6)

    All teachers at Burch Creek 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.  Eighteen out of thirty-three teachers have their Master’s degrees, seven teachers have an ESL endorsement, nine teachers have a reading or math endorsement.  Five teachers are provisional in their first three years of teaching. All paraprofessionals have met the highly qualified requirements, except one recently hired aide, who is pursuing certification.   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, six writing traits, math, and assessment techniques. (refer to data sheet pg. 11-13)

    Participation in college entrance testing

    (high school only)

    N/A

    Other data as determined by the school

    (#1, #2)

    We are now in the third year of administering the SAGE (Student Assessment of Growth and Excellence for the state of Utah) assessment and have started to analyze this data for trends in student achievement and patterns of need.


    DIBELS:

    Due to the merging of Club Heights and MarLon Hills Elementary there is no data, as of yet.

    2. Schoolwide 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, 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 reviews where our greatest needs are and provides input as to how the Title I funding could be most beneficial.  It was decided that:

    Title I will cover 2.5 FTE for class size reduction, 1 FTE for ESL and .5 for the counselor.

    In grades K-6, Title I paraprofessionals will assist the teachers in teaching reading and math lessons in small groups and/or individually to those students who are not achieving at or above appropriate levels.  We are now participating in a district directed program called Tier III.  This program adds additional remediation through the Early Reading Intervention program. A school counselor is on-site five days/week.

    Planners will be used school wide to improve communication between teachers, 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:

    - Directing the Title I program

    - Training and scheduling paraprofessionals

    - Teaming and scheduling integrated learning opportunities

    - Test preparation and coordination

    Differentiated small group reading will be used in grades K-6.

    Time will be provided for collaboration with colleagues within the school.  Burch Creek Elementary is actively     involved in Professional Learning Communities.

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

    Certified E.S.L. teachers and highly qualified aides will provide supports to LEP students.

    Students will be provided with free books for reading at home.  This will be done through volunteer donations and with reading plan funding.


    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

    Increase ELA proficiency from 25% to 50% by Spring 2016, as measured by SAGE.

    Strategies

    Positive Behavior Support, Explicit Instruction, Comprehension Strategy Instruction, Tier 3 Instructional Model (small group instruction), Goal Setting, Reading and Math Coaching

    Assisted Learning Strategies

    Scientifically Based

    Research Support

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

    Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32

    JRosenshine, B. (1987). Explicit teaching and teacher training. Journal of Teacher Education, 38(3), 34-36

    Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp109-113). College Park: University of Maryland Press.

    Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1996). Peer-assisted learning strategies: Making classrooms more responsive to diversity. Nashville, TN: Vanderbilt University. (ERIC Document Reproduction service No. ED 393269)

    O’Neill, J. (2004). Teachers learn to set goals with student. Journal for Staff Development, 25(3), 32-37.

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

    Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse.

    Brendtro, L.K., Brokenleg, M., & Van Bockern, S. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: National Education Service.

    Ci

    Expected Impact in Core Academic Areas

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

    Student Assessment for Growth and Excellence (SAGE)

    Utah Compose

    Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

    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.

    Comprehension Strategy Instruction:  The staff will continue to receive training on Stephanie Harvey’s Comprehension Strategies.

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

    Turn Around Schools Model: The teachers receive training in establishing exceptional systems in collaboration, standards alignment, assessments, and data collection, goal setting, and interventions.

    Reading: The staff will continue to receive training in Stephanie Harvey’s reading comprehension strategies.

    Math: The staff will receive training in the Math Common 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 use of the Six Traits 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 Burch Creek Elementary have been involved in developing and sustaining an active Professional Learning Community Program.  Each grade level team will meet together at least bi-weekly to focus on curriculum and remediation. This teaming develops collegiality as well as being a communication tool.

    • School Wide Discipline: We are continuing to build our school wide discipline program centered on the positive behavior support model which includes school-wide rules and procedures and positive school-wide reinforcement.  This will again be part of our ongoing professional development.(Using the LRBI model)

    • 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.

    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)

    Refer to item #8 of the Utah Title I Part A Monitoring Handbook

    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

    Rick Proffer Principal Y
    Brent Hogan Intern Y
    Rosa Conde Counselor Y
    Jeanine Smith Reading Coach Y
    Sarah Harris Kinder Y
    Stacy Martin Kinder Y
    Tina McMahon Kinder Y
    Marissa Meadows Kinder Y
    Betty Rabe Kinder Y
    Holly Dube 1 Y
    Julie Furniss 1 Y
    Tina Hunter 1 Y
    Tina Thompson 1 Y
    Angela James 2 Y
    Jade Peay 2 Y

    Add additional lines as needed.

    Teacher/Staff Grade level or assignment

    Highly Qualified?

    Yes                            No

    Gerry Sianez 2 Y
    Jessica Volpe 2 Y
    Christy Aschliman 3 Y
    Diane Cooper 3 Y
    Karalee Kemp 3 Y
    Marianne Sorenson 3 Y
    Connie Hunter 4 Y
    Melinda Messerli 4 Y
    Micah Rodenbough 4 Y
    Angie Snowden 4 Y

    Charity Wardleigh 4

    Y

    Dawn Jorgensen 5 Y
    Christie Lammers 5 Y
    Kaitlyn Marchant 5 Y
    Audria Salcido 6

    Y

    Valerie Sanchez 6 Y
    Lanette Stephens 6 Y
    Pilar Caballero ESL Y
    Rebecca Dibble Sped Y
    Cherrie Smith Sped Y
    Susan Swenson Speech

    Y


    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.   

    •              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 on using the Six Writing Traits in writing instruction. 

    •              Collaboration Teams: The teachers will meet twice annually in vertical collaboration between grade level teams.  Weber School District and Burch Creek 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.

    •              School Wide Discipline: We are continuing to build our school wide discipline program, which will again be a part of our ongoing professional development including school-wide rules, procedures and social skills.(LRBI)

    •              Technology: Technology in-service is provided to all staff members. 

    •              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.

    • Teams will meet with Maribel Luengo on SIOP strategies.

    Scientifically Based Research Support

    Boyer, E. (1995). The basic school: A community for learning. Princeton, NJ:  The Carnegie Foundation for the Advancement of Teaching

    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 I, Reading Plan monies, School Land Trust monies
    Timeline Professional Learning Communities held weekly, Faculty Meetings held bi-weekly, 2 days for District Math CORE. The teachers will receive 2 days for planning and preparation.

    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 collegiality 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 I monies are used to provide current technology in the classroom, e.g. document cameras, projectors, smartboards, and clicker systems.  Teachers in Title I 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 schoolwide 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 Burch Creek Elementary.  S.E.Ps also provide an opportunity for parents, students and teachers to provide feedback and share information in all areas.

    SAGE Test Results

    SAGE end-of-level test results will be shared with parents once they are released by the state.

    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 school produces a principal newsletter once a month for parents.  Burch Creek Elementary also produces a Title I parent packet 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 three 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.

    • 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 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: Math/Science Night, Junior Authors Night, Celebration Evening, Reading Nights, etc.

    • Parent workshops will be held dealing with phonics techniques, reading skills, math skills, discipline, and self-esteem.  These will be held at our Parent Nights and through the Family Resource Center at Burch Creek Elementary.

    A variety of other supports will be provided to parents through the cone Parent Literacy & Support Center at Burch Creek Elementary.

    See attached Parent Involvement section 1118

    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.  School hand-outs Title I information packet

    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, PTA, Teachers,  Counselor, Media Aide, Reading Specialist

    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

    PTA

    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. Information and notes home on Title I programs and events.

    Principal, Teachers

    SEP Conferences, progress reports, and daily planners

    Newsletters

    Website

    Ongoing

    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

    School Staff

    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 I 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.

    All preschool students that will attend Burch Creek 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 I 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. 

    A pre-K summer program is offered for incoming Kindergarten students to orient them to their teachers, the classroom setting, school environment, and basic curriculum.


    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 for Growth and Excellence (SAGE):  Results for grades 3-6 in Reading and Math.  This end-of-level test is used to evaluate the progress in No Child Left Behind.

    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.

    Utah Compose:  Students in grade 5 will be administered the Utah Compose writing assessment to assess writing skills in the six writing traits.

    Surveys: Surveys will be used as needed for input regarding success and needs of the students, parents, and staff.  Surveys were distributed to parents and certified staff.  These surveys involve, but are not limited to curriculum, safety, communication, parent resources, and relationships.  Our Community Council and PTA board are also involved in the development of surveys and community input.

    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 or Sidewalks; second and third grade receive Sidewalks, Read Naturally, Six Minute Solution, Triumphs or Treasures. 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. 

    Teachers are given results of end-of-level test scores 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 end-of-level 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.

    Child Study teams are held including the regular teacher, SpEd teacher, administrator, and counselor, to plan and implement interventions for struggling students.

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

    (#10)

    The Burch Creek 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

    State end-of-level scores are analyzed carefully

    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:

    Title I 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.

    After School Tutoring

    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

    Adequate yearly progress will be determined by student’s reading on grade level or having an increase of at least one reading level.

    Math pre/post chapter test

    Administered where applicable, as a pretest to all students 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 I $30,000 Substitute Salaries, Contracted Services, General Supplies, Textbooks, Parent Involvement
    Title I

    $292,653

    Teachers/For class size reduction in fifth and sixth grade. Additional Counseling Support
    Title I $201,221 Para-professionals
    Title I $166,008 State retirement, Social Security, Group Insurance.
    Reading Plan (HB 312) $5,148 Supplies, Staff Development, Additional teacher-classroom libraries, take home books for students, student reading incentives, additional aide time for interventions
    Trustlands $21,600 Additional Aide time for interventions, Professional Development Workshops
    Business Partners Flexible Classroom teachers, Reading Incentives, Student Assistance

     

     

     

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