Title One Plan 2016-17

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

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

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

MOBY Max  Students in grades 3-6 will be administered the MOBY MAX computerized Math test in September, January and April to assess the Utah core standards and skills that need to be strengthened before taking the end of year SAGE test.  Moby Max will also be used to help remediate and enrich math skills.

(Words Their Way Assessment)  First and second grade students were administered this test to find gaps in their LA skills.

Graduation rates (for high schools only) N/A

Demographic data

(Population, Poverty, Ethnicity, Migration)

Asian: 8; Black: 6; Hispanic: 106; Am Indian: 7; Pacific Isl: 9; White: 319; Total 455

Poverty rate 50%; Migration 15.7%

School climate (including safe school

data) (MyStudent Tracker)

2015-16 Number of students suspended for safe school issues: 20
Course-taking patterns (secondary only) N/A
Teacher qualifications

All teachers at Valley View Elementary are highly qualified. Ten out of twenty seven teachers have their Master Degrees, four teachers have an ESL endorsement, two have a reading endorsement and two have a math endorsement. Eleven teachers are provisional in their first three years of teaching. All paraprofessionals have met the highly qualified requirements except who is currently working on completely the requirements.   All paraprofessionals are under the direct supervision of a certified teacher and the principal. 

Participation in college entrance testing

(high school only)

N/A

Other data as determined by the school

DIBEL End of Year 2015 for Kindergarten was 79.45% compared to DIBELS End of Year 2016 for Kindergarten was 79% (even score).

DIBEL End of Year 2015 for First Grade was 56.17% compared to DIBELS End of Year 2016 for First Grade was 69% (a 12.83% gain).

DIBEL End of Year 2015 for Second Grade was 81.66% compared to DIBELS End of Year 2016 for Second Grade was 74% (a 7.66% loss).

DIBEL End of Year 2015 for Third Grade was 86.11% compared to DIBELS End of Year 2016 for Third Grade was 78% (a 8.11% loss).

Our score comparison:

SAGE Language Arts 3rd grade 4th grade 5th grade 6th grade
2014 30% proficient 37% proficient 45% proficient 33% proficient
2015 32% proficient 34% proficient 36% proficient 39% proficient
SAGE Math 3rd grade 4th grade 5th grade 6th grade
2014 20% proficient 26% proficient 49% proficient 19% proficient
2015 42% proficient 50% proficient 40% proficient 44% proficient

Summary and explanation: 

Our SAGE scores for LA improved in the third grade by 2%, and in the sixth grade by 6%. We had a decrease in 4th grade by 3%, and a decrease in 5th grade by 9%.

Our SAGE scores for Math improved in all grades except 5th grade. 3rd improved by 22%, 4th grade improved by 24%, 6th grade improved by 25%. Our 5th grade had a decrease of 9%.  

We are continuing to improve by learning more about best practices in the area of Rigor and DOK levels.  We are also spending professional learning community time unwrapping standards and building common assessments.


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, classroom teachers, our reading specialist and parents.  All staff members were invited to participate in developing and implementing the plan.

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

Title I will cover 2.5 FTE for class size reduction, 1 FTE for an ESL teacher and .62 ESL paraprofessional

A school counselor is on-site five days/week.

Planners will be used in grades 4-6 to improve communication between teacher, students, and parents.

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

The reading specialist will assist the administrator in:

- Directing the Title I program

- Training and scheduling paraprofessionals

- Teaming and scheduling integrated learning opportunities

- Test preparation and coordination

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

A grant has been received for Imagine Learning (reading) interventions during the school day for Kindergarten, first, second and third grade students falling on the intensive range on the DIBELS assessment.

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

In-service training are provided for teachers in reading strategies, writing process, action research and math.

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

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


Schoolwide Reform Goals and Strategies Form

(Complete one page for each goal.)

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

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

Goal

Our goal for improvement will be 3% in both Math and Language Arts.
Strategies Positive Behavior Support, Explicit Instruction, Action Research training and goals, Student Learning Objective goals, Whole Faculty Study Groups, Jan Dole Questioning Strategies, Rigorous Curriculum Design

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.

Fister, S., Conrad, D., & Kemp, K. (1998).  Cool Kids:  A proactive approach to Social Responsibility.  Longmont, CO: Sopris West.

DuFour, R., DuFour R., Eaker R., & Karhanek G. (2004).  Whatever it Takes: How Professional Learning Communities respond when kids don’t learn. Bloomington IN:  National Education Service.

Ainsworth, L. (2010). Rigorous Curriculum Design. Englewood, CO:  Lead + Learn Press.

Knight, J., (2013).  High Impact Instruction.  Thousand Oaks, CA:  Corwin Press.

Murphy, C. (2005). Whole Faculty Study Groups. Thousand Oaks, CA:  Corwin Press.

Silver, H. R., Dewing, R. T., & Perini M. J. (2012). The Core Six: Essential strategies for achieving excellence with the Common Core. Alexandria, VA:  ASCD.

Gould J. S. & Gould E. J. (1999). Four Square Writing Method.  Dayton, OH:  Teaching and Learning Company.

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

Expected Impact in Core Academic Areas

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

Student Assessment of Growth and Excellence (SAGE)

DIBELS (Dynamic Indicator of Early Literacy Skills)

MOBY Max 

(Words Their Way Assessment) 

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:

Student Learning Outcomes:  The staff will be trained in creating SLO’s and working together during PLC meetings to work closely on improving instruction and using data to drive instruction.

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.

Close Reads: The staff will continue to review and refine the Close Read Instructional model during faculty meetings and at district trainings.

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 be working on prioritizing the common core standards, aligning them K-6, refining their pacing guides to include intervention, identifying a system of mastery for priority standards, unpacking standards and creating common assessments for their priority standards.

Writing: The staff will use the Fours Square writing curriculum and implement it in the classroom. 

Phonics and Spelling: The staff will continue to use the “Words Their Way” program integrating it with the required basal program.

Collaboration Teams: The teachers will have the opportunity to meet in vertical collaboration between grade level teams.  Weber School District and Valley View 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, which will again be a part of our ongoing professional development.

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

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

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

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 will also be completed by the principal. Professional goals and Student Learning Objective goals, will be completed by the teachers and reviewed with the principal.


3. Instruction by Highly Qualified Teachers

ESEA 1114 (b)(1)(C)

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

In school-wide 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

Nicole Possie’ K Y
Jensen, Tyler K Y
Jodie Bybee K Y
Mikelle Skinner 1 Y
Melia Moore 1

Y

Woodward, Tracy 1 Y
Kindall, Angelia 2 Y
Hepner, Kelly 2 Y
Johnson, Wendy 2 Y
Bush, Lauren 3 Y
Bliss, Misty 3 Y
Werre, Shelby 3 Y
Baird, Janet 3 Y
Johnson, Connie 4 Y
Bell, Laurelie 4 Y

Add additional lines as needed.

Teacher/Staff Grade level or assignment

Highly Qualified?

Yes                            No

Williams, Christy 5 Y
Wells, Sheri 5 Y
Blume, Trent 5 Y
Anderson, Jason 6 Y
Clark, Mary 6 Y
Spencer, Raquel 6 Y
Fulmer, Nancy Reading Specialist Y
Yamashita, Kimberlee Speech/Language Y
Shaw, Tamara Special Education Y
Broadbent, Eleanor Special Education Y
Huerta, Ginger Special Education Alt K

Y

Burnett, Susanna Special Ed Aide y                  
Avis, Shon Special Ed Aide Y

Casey, Whitney Counselor Y
Day, Brenda ELS Teacher Y
Hansen, Lillian ESL aide Y
Holdaway, Ann Administrator Y

All teachers at Valley View Elementary is highly qualified.  Ten out of twenty seven teachers have their Master Degrees, four teachers have an ESL endorsement, two have a reading endorsement and two have a math endorsement. Eleven teachers are provisional in their first three years of teaching. All paraprofessionals, but one have met the highly qualified requirements. This paraprofessional is recently hired and is working on becoming qualified.  All paraprofessionals are under the direct supervision of a certified teacher and the principal. 

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. (Next page)

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 Jan Hess’s RIGOR strategies and continue to use Stephanie Harvey’s comprehension strategies model and Jan Dole’s Close Read strategies.

•               Math: The staff has prioritized the math common core standards.  They will continue unpacking standards, aligning them K-6, refining their pacing guides to include intervention, identifying a system of mastery for priority standards, and creating common assessments for their priority standards.

•               Writing: The staff will receive training on the Four Square writing curriculum. 

•               Phonics and Spelling: The staff will receive instruction in the “Words Their Way” program and how to implement it in the classroom.

•               Collaboration Teams: The teachers will meet twice annually in vertical collaboration between grade level teams.  Weber School District and Valley View 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, which will again be a part of our ongoing professional development.

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

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

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

Scientifically Based Research Support

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

Fister, S., Conrad, D., & Kemp, K. (1998).  Cool Kids:  A proactive approach to Social Responsibility.  Longmont, CO: Sopris West.

DuFour, R., DuFour R., Eaker R., & Karhanek G. (2004).  Whatever it Takes: How Professional Learning Communities respond when kids don’t learn. Bloomington IN:  National Education Service.

Ainsworth, L. (2010). Rigorous Curriculum Design. Englewood, CO:  Lead + Learn Press.

Knight, J., (2013).  High Impact Instruction.  Thousand Oaks, CA:  Corwin Press.

Murphy, C. (2005). Whole Faculty Study Groups. Thousand Oaks, CA:  Corwin Press.

Silver, H. R., Dewing, R. T., & Perini M. J. (2012). The Core Six: Essential strategies for achieving excellence with the Common Core. Alexandria, VA:  ASCD.

Gould J. S. & Gould E. J. (1999). Four Square Writing Method.  Dayton, OH:  Teaching and Learning Company.

Expected Impact

in Core

Academic Areas

We will use the 2015-16 SAGE scores to set goals for the upcoming year.

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

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

Budget and

Funding Sources

Title 1, Reading Plan monies, Trustland monies
Timeline Professional Learning Communities held weekly, Faculty Meeting held bi-weekly, 2 days for District Reading and Math CORE. Two days for building specific training. 

Responsible

Parties

School administrator, District Title I director, School staff

Evaluation

Process (How Will Success Be Measured?)

Classroom observations, Teacher evaluations and professional goals


5. Recruitment and Retention of Highly Qualified Teachers

ESEA 1114(b)(1)(E)

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

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

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

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

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

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

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

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


6. Parent Involvement ESEA 1114 (b)(2(B)ii ESEA 1114(b)(2)(B)iv

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

Please answer the following and attach documentation as needed.

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

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

            Student Education Plan (S.E.P.)           

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

SAGE Results

Reading and Math results are reviewed and given to parents each fall by the classroom teacher.  At the fall conference the teacher has the responsibility of reviewing these SAGE results with parents.  Parents are now given the assessment sheet from the SAGE showing their student’s level of proficiency.

Parent/Teacher Conferences

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

Ongoing Communication

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

Important Forms & Information

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

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

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

S.E.P.’s will be held in conjunction with parent teacher conferences held 3 times during the school year. (August, October and January.) The first conferences also serve as a “Back to school night” for parents and students where parents will have an opportunity to pick up school materials and information sheets and meet with teachers.  All programs will be outlined at this time. The Student/Parent/Teacher Compact will also be presented

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: Common Core Math Strategy evenings, Reading strategy evenings, Reading Nights, Math Game Nights, etc.

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. Newsletter and school hand-outs.  Title I Newsletter

Principal, Teachers

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

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

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

Ongoing

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

Principal

Community Council

Quarterly or as needed

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

Principal, Title I Specialist, Teachers

SEP Conferences, progress reports, and daily planners

Newsletter

Website

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

Principal, Teachers Community Council

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

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

Ongoing

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

Principal, ESL Teacher, Interpreter, Parent Resource Center

Ongoing



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

ESEA 1114 (b)(1)(G)

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 Valley View Elementary are notified about kindergarten registration and orientation prior to kindergarten entrance.  In the spring, kindergarten registration forms are filled out by parents, followed by orientation activities consisting of student and parents meeting the school staff.   During the first week of kindergarten in the fall, students attend with parents for a 30-minute appointment, which provides a wonderful opportunity for student, parent, and teacher to meet on a one-on-one basis. 

Description of collaboration efforts

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

Description of transition activities

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


8. Decisions regarding the use of assessments  

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?

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

MOBY Max  Students in grades 3-6 will be administered the MOBY MAX computerized Math test in September, January and April to assess the Utah core standards and skills that need to be strengthened before taking the end of year SAGE test.  Moby Max will also be used to help remediate and enrich math skills.

(Words Their Way Assessment)  First and second grade students were administered this test to find gaps in their LA skills.

Surveys: Surveys are used as needed for input regarding success and needs of the students, parents, and staff.  Surveys were distributed to students 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

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 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.  Math fact tests (addition, subtraction, multiplication, and division) are also administered on a quarterly basis to each child.

Teachers are given results of SAGE 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 SAGE results as well as teacher recommendations.  With opportunity to review their curriculum and instructional strategies.  They will be able to analyze patterns of achievement or non-achievement.

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


9. Students who experience difficulty mastering academic achievement standards

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?

Counseling, pupil services, and mentoring services;

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

The integration of vocational and technical education programs.

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

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

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

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

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

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

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

The Valley View 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 SAGE scores are analyzed carefully

DIBELS Reading Assessment (K-3)

Measure of Academic Progress

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

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

Informal Reading & Math Assessments

Administered as a pretest to all students K-6

Results will be used to:

     Establish instructional group placement

     Help in instructional planning

     Identify a baseline reading & math level

Quarterly reading and math timings will chart growth

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

DIBELS monthly progress monitoring

Math pre/post chapter test

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

Results will be used to:

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

Administer as a posttest 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)

ESEA 1114 (b)(1)(J)

(#14 of Title I Part A Monitoring Handbook)

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

Program

Funding

Source

Allocation Describe how the funding sources will support the schoolwide plan.
Title 1 $20,000 Substitute Salaries for teacher and special education aides, Supplies, Front Desk Supplies, Parent Involvement, Instructional Equipment and/or replacing old classroom projectors and sound system.
Title 1 2.5 FTE Teacher FTE covered by Title I funds
Title 1 1 FTE ESL Teacher
Title I .62 FTE ESL Paraprofessional

Program

Funding

Source

Allocation Describe how the funding sources will support the schoolwide plan.
School Budget Varies but in excess of $7000 Supplies, Media Center Funds, Textbooks, Reading Program, Additional Aide for interventions
Reading Plan (HB 312) $6000 Supplies, Staff Development, Additional teacher-classroom libraries, take home books for students, student reading incentives, additional aide time for both reading and math interventions
Trustlands $28,806 Additional Aide time for interventions, Professional Development Workshops, DIBLES testing books and assessment fee
Business Partners Flexible PE Specialist, Reading Incentives, Student Assistance

Valley View Elementary | 2465 West 4500 South Roy, UT 84067 | Phone: 801.476.5200 | Fax: 801.476.5219