Other Items

Pahvant Elementary: Utah Title I Schoolwide Planning 

School: Pahvant Elementary School  

District: Sevier School District

Plan For School Year: 2024-2025

Title I Schoolwide Planning Team Name Signature

Principal: Chad Johnson

Title I facilitator or coordinator: Chad Johnson

Faculty member: Tia Lund

Faculty member: Kaylee Garvin

Faculty member: Chris Shaddix

Parent representative: 

Parent representative: Rebecca Damron

Parent representative: Sarah Harcourt 

Community/business representative: 

Schoolwide Title I plans must be developed with the meaningful involvement and input of parents, other members of the community to be served, and teachers and staff who will carry out the plan.

LEA Title I Director Signature _________________ Date _______________

Principal ___________________________ Signature _________________ Date _______________

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

At Pahvant Elementary, we believe that the ongoing engagement of parents is very important to the success of our student’s education. To meet the Title I Schools requirements, our school must create and support a strong parent-school partnership. In order to receive Title I funding for our school, programs that support parent engagement must be in place and implemented. As a Title I school, we encourage parent volunteerism and plan meaningful activities in which parents and families may participate. 

Each year we invite individuals to serve as a members of the Pahvant Community Council.  To be eligible you must have a student enrolled at Pahvant Elementary during the school years you are serving. (Elections will be held by September 25th each school year. We encourage anyone interested to submit an interest form) Interest forms are sent out at the beginning of each school year with up to date information for the current school year’s elections. Information is also available on our website https://www.seviersd.org/index.php/pahvant-elementary.html

Responsibilities of the community council include:

• Participate in the development of the school’s Title I Plan including an ongoing school improvement plan 

• Participate in the development of a Trust Lands proposal and budget

• Participate in the development of a school-level professional development plan.

• Serve as the school curriculum review committee

• Serve as the building needs committee

• Provide an opportunity for issues of concern in the community to be presented to the school administration

• Review and act upon all applications for the formation of student clubs 

• Work to improve and update the Title One plan for Pahvant Elementary
• Evaluates 
  • Barriers to the engagement of parents, especially parents who are economically disadvantaged, disabled, or limited English or literacy proficiency, or of any racial or ethnic minority
  • The needs that parents and families have that may prevent them from helping with their children’s learning and from engaging with school staff
  • Strategies to support successful family-school interactions.

Stakeholders are given school data and presented the school-wide plans for the current timeframe. Parents are encouraged to participate by asking questions, giving feedback, and helping with the creation of the upcoming plans as we strive to improve our practices each year. This is accomplished via in-person meetings, emails, phone calls, etc. 

The CNA is a systematic effort to acquire an accurate and thorough picture of the strengths and weaknesses of the school that impact equitable student outcomes. 1. List all sources of data collected and analyzed (i.e., longitudinal student academic and nonacademic achievement, curriculum and instruction, professional learning opportunities, school climate and culture, family and community engagement, etc.)

ESSA Sec. 1114(b)(6)

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

Our team found that our students with disabilities had the biggest discrepancy among all subgroups. As a result, we made a significant adjustment to our school's tiered programs. This involved input from several stakeholders. It is anticipated that it will take three years to see the full impact of the adjustments that have been made as a result of our work.

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

Priority 1: Increase students' abilities to read fluently, and improve Acadience Composite proficiency to a minimum of 70% 

Priority 2: Increase students' proficiency in ELA to a minimum of 55% (2024 actual 52.66%)

Priority 3: Increase students’ proficiency in Mathematics to a minimum of 65% (2024 actual 63%)

Priority 4: In coordination with Sevier School District’s Early Learning Goal:

By May 23, 2025 Sevier School District will increase the number of 3rd grade students reading at grade level from the beginning of the year to the end of the year by 22%. To achieve this we will be focused on reading fluency and comprehension with deliberate practices utilizing researched programs and practices. (i.e. Flow, PAST Assment, Phonics Blast, Paired Repeated Reading, Wonders, Acadience Progress Monitoring, Data-Driven Decision Making with PLC Practices, Common Formative Assessments, etc.) 

  Priority 5: By May 23, 2025, 70% of 3rd-grade students will be proficient readers as measured by the Acadience Reading Assessment. Students served in Special Education will make a 10%  growth improvement on the Dibels 

  Reading Assessment.

A Schoolwide Plan consists of strategies the school will use to upgrade the entire educational program and improve the outcomes for the lowest-achieving students. 

1. For each of the prioritized needs (from CNA), identify specific strategies the school will implement. 

    Detail the who, what, how, and when of strategy implementation. Strategies should be    

    evidence-based (ESEA Sec. 8101(21)(A)).

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

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

At Pahvant Elementary we keep parents informed of all activities happening as it relates to student learning. We host one-on-one back-to-school conferences, fall SEPs, and Spring SEPs. During conferences, academic successes and challenges are reviewed. Parents are given the opportunity to ask questions and learn of ways to support their children at home and school. Teachers have a minimum of two forms of communication i.e. personal text, email, School Binder app., etc. in addition to calling the school or in-person meetings, to allow for timely communication to take place.   

We also host a parent reading training each year. Parents are encouraged to attend a training where we teach them strategies to support their children at home during their busy schedules. We have a take-home library for our third-grade students. Third-grade students are sent home with a book at their level four days each week. Students read the book with their parents, the parent signs a ticket each night and returns the book and ticket to the school. Our 4th and 5th grade students continue with reading tickets each night but a book isn’t sent home. We encourage self-selection for our upper-grade levels and have had great success. The reading tickets have suggested strategies for each night i.e. summarizing, retelling, predicting, etc. 

The Schoolwide Program strategies are regularly monitored and revised as necessary, based on evolving student needs. 

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

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

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

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

All teachers and instructional paraprofessionals must meet State certification and licensure requirements. Documentation for school staff demonstrates the following:

 ____ All teachers are state certified, i.e., have a Professional License, Associate License, or LEASpecific License (Board Rule R277-301) and appear as USOE Qualified in CACTUS. 

____ All instructional paraprofessionals are highly qualified, i.e., a high school graduation/GED and one of the following: an associate degree (or higher); at least 48 semester hours

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

      School Principal/Director                                    LEA Title I Director (if different)