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Title One Plan 2017-2018

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.

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

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: 11; Black: 10; Hispanic: 113; Am Indian: 8; Pacific Isl: 9; White: 292; Total 443

Poverty rate 52%; Migration 16%

School climate (including safe school

data) (MyStudent Tracker)

2016-17 Number of students suspended for safe school issues: 8

Course-taking patterns (secondary only)

N/A

Teacher qualifications

All teachers at Valley View Elementary are highly qualified. Ten out of twenty-five teachers have their Master Degrees, seven teachers have an ESL endorsement, three have a reading endorsement and two have a math endorsement. Five teachers are provisional in their first three years of teaching. All paraprofessionals have met the highly qualified requirements. All paraprofessionals are under the direct supervision of a certified teacher and the principal.

Participation in college entrance testing

(high school only)

N/A

Other data as determined by the school

DIBEL End of Year 2016 for Kindergarten was 87% compared to DIBELS End of Year 2017 for Kindergarten was 75% (12% loss).

DIBEL End of Year 2016 for First Grade was 73% compared to DIBELS End of Year 2017 for First Grade was 76% (3% gain).

DIBEL End of Year 2016 for Second Grade was 74% compared to DIBELS End of Year 2017 for Second Grade was 81% (7% gain).

DIBEL End of Year 2016 for Third Grade was 88% compared to DIBELS End of Year 2017 for Third Grade was 72% (16% loss).

Our score comparison:

SAGE Language Arts	3^rd grade	4^th grade	5^th grade	6^th grade
2015	32% proficient	34% proficient	36% proficient	39% proficient
2016	34% proficient	43% proficient	42% proficient	41% proficient

SAGE Math	3^rd grade	4^th grade	5^th grade	6^th grade
2015	42% proficient	50% proficient	40% proficient	44% proficient
2016	31% proficient	59% proficient	49% proficient	37% proficient

Summary and explanation:

Our SAGE scores for LA improved in the third grade by 2%, fourth grade by 9%, 5^th grade by 6% and in sixth grade by 2%.

Our SAGE scores for Math improved in the fourth and fifth grade by 9%. Third grade had a decrease of 11% and sixth grade showed a decrease of 7%.

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, collaborating as teams, unpacking 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, 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/or Utah Compose curriculum 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

2017-2018 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	X
Melony Gordon	K		X
Jodie Turley	K	X
Jennifer Whitney	1	X
Melia Moore	1	X
Woodward, Tracy	1	X
Kindall, Angelia	2	X
Hepner, Kelly	2	X
Johnson, Wendy	2	X
Bliss, Misty	3	X
Were, Shelby	3	X
Baird, Janet	3	X
Johnson, Connie	4	X
Bell, Laurelie	4	X
Stone-Booth, Sheri	4	X

Add additional lines as needed.

Teacher/Staff	Grade level or assignment	Highly Qualified? Yes No
Williams, Christy	5	X
Blume, Trent	5	X
Clark, Mary	6	X
Montgomery, Rebecca	6	X
Fulmer, Nancy	Reading Specialist	X
Yamashita, Kimberlee	Speech/Language	X
Shaw, Tamara	Special Education	X
Broadbent, Eleanor	Special Education	X
Huerta, Ginger	Special Education Alt K	X
Kimberlee Marker	Special Ed Aide	X
Moeller, Jennifer	Special Ed Aide	X
Casey, Whitney	Counselor	X
Day, Brenda	ELS Teacher	X
Hansen, Lillian	ESL Aide	X
Ann Holdaway	Administrator	X

All teachers at Valley View Elementary are highly qualified. Ten out of twenty-five teachers have their Master Degrees, seven teachers have an ESL endorsement, three have a reading endorsement and two have a math endorsement. Five teachers are provisional in their first three years of teaching. All paraprofessionals, have met the highly qualified requirements. All paraprofessionals are under the direct supervision of a certified teacher and the principal.

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

• 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 use the Four Square writing curriculum and Utah Compose 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