Pahvant Elementary: Utah Title I Schoolwide Planning
Part A: General Information
School: Pahvant Elementary School
District: Sevier School District
Title I Schoolwide Planning Team Name Signature
Principal
Title I facilitator or coordinator
Faculty member
Faculty member
Faculty member
Parent representative
Parent representative
Parent representative
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 _______________
Pahvant Elementary
Our Mission
We ensure all students learn by having:
High expectations for student success, Challenging learning objectives, and Quality instruction that focuses on individual learning levels.
Success is our only option!
Pahvant Elementary
Our Vision
We ensure ALL students learn!
Our Faculty creates challenging learning environments that encourage high expectations for success through targeted instruction that focuses on individual learning levels.
Success is your only option!
Component One – Needs Assessment
Comprehensive Needs Assessment
ESSA Sec. 1114(b)(6)
Student Achievement Trends SAGE |
Pahvant Elementary School utilizes data from SAGE reading, mathematics, and language arts assessments. Data from these assessments is used for formative and summative purposes. Scores from SAGE assessments given in the spring of 2018 are summarized as follows: 3rd Grade: Math 68% proficient/No Growth Data Yet ELA 57% proficient/No Growth Data Yet 4th Grade: Math 54% proficient/ No Growth Data Yet ELA 38% proficient/ No Growth Data Yet 5th Grade: Math 68% proficient/ No Growth Data Yet ELA 63% proficient/ No Growth Data Yet Scores from SAGE assessments given in the spring of 2017 are summarized as follows 3rd Grade: Math 59% proficient/No Growth Data Yet ELA 56% proficient/No Growth Data Yet 4th Grade: Math 64% proficient/ No Growth Data Yet ELA 53% proficient/ No Growth Data Yet 5th Grade: Math 60% proficient/ No Growth Data Yet ELA 49% proficient/ No Growth Data Yet |
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3rd Grade DIBELS Composite |
Pahvant Elementary School utilizes data from DIBELS. Data is tracked throughout the school year and is used to target students who are at risk of not being at or above grade level by the end of each school year. Progress monitoring data is used to make key decisions regarding tiered instruction at the individual level. |
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Common Formative Assessments |
Each grade level team teaches the core as it has been adopted by the USBE. In addition, we use an RTI model that focuses exclusively on our Guaranteed Viable Curriculum. Each grade level creates short common formative assessments that align with our GVC. Data is reviewed by grade level teams and key stakeholders within the school to determine the next steps in planning and instruction. Our goal is that 70% of all students will achieve mastery at 80% or higher at the Tier I level. Following Tier I instruction and reviewing common formative assessment data, students will be grouped for Tier II instruction or enrichment. Tier III instruction will be ongoing. Students who receive Tier III support will be identified through multiple measures and will be selected based on data and team discussions. |
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Demographic data |
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Teacher qualifications |
All teachers hold a current Utah teaching certificate, 11 teachers have a masters degree, 7 teachers have a math endorsement, and 9 teachers have reading endorsements. |
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Instructional practices |
Tire I instruction is focused on the Utah Core as approved by USBE. Pahvant Elementary faculty and staff are focused on the core standards and have worked to identify the essential standards for each grade level. Our teams meet twice weekly at a minimum to ensure each team member understands the content that needs to be taught and learned during a given period of time. Common formative assessment data is reviewed by teams and instructional decisions are made based on the data and student needs. In addition, we use an RTI model that focuses exclusively on our Guaranteed Viable Curriculum. Each grade level creates short common formative assessments that align with our GVC. Data is reviewed by grade level teams and key stakeholders within the school to determine the next steps in planning and instruction. Our goal is that 70% of all students will achieve mastery at 80% or higher at the Tier I level. Following Tier I instruction and reviewing common formative assessment data, students will be grouped for Tier II instruction or enrichment. Tier III instruction will be ongoing. Students who receive Tier III support will be identified through multiple measures and will be selected based on data and team discussions. (see explanation in section III below) |
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Component Two–Schoolwide Reform Strategies
Goals |
Goal #1: Assure learning and academic achievement for all students with 60% of students at Pahvant Elementary reaching grade level proficiency as measured by the ELA SAGE assessment in May for reading and language arts. Also that 80% of the students, regardless of current performance levels will achieve a minimum of one year’s academic growth in reading and language arts as measured by the ELA SAGE assessment in May. Goal #2: Assure learning and academic achievement for all students with 65% of students at Pahvant Elementary reaching grade level proficiency as measured by the Math SAGE assessment in May. Also that 80% of the students, regardless of current performance levels will achieve a minimum of one year’s academic growth in math as measured by the SAGE assessment scores. Goal #3: Assure learning and academic achievement for students with 55% of students in 4th and 5th grades at Pahvant Elementary reaching grade level proficiency as measured by the SAGE assessment in Science. Also that 80% of the students, regardless of current performance levels will achieve a minimum of one year’s academic growth in Science as measured by the SAGE assessment. Goal #4: By May 24, 2019 Pahvant Elementary will increase the percentage of 3rd grade students who were well below benchmark at the BOY and are no longer well below benchmark at the EOY to 43% from 28% 2015-16, 33% in 2016-17, and 38% in 2017-18 by providing move strategic and specific interventions to reduce the percent of students who score well-below benchmark at the end of year. |
Strategies |
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Scientifically Based Research Support |
Instructional Content – Reading Pahvant Elementary teachers use the Wonders Comprehensive Reading Program, which includes instruction in the five components of reading identified by the National Reading Panel. These components are phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. In addition, our instruction addresses oral language development, concepts in print, spelling, and writing. An intervention program is included, as part of Wonders, to supplement instruction for students who are struggling in the classroom. Teachers also utilize appropriate leveled standard specific (according to our GVC) teaching materials and program as supplemental instruction for students who are more than one-year behind their grade-level peers (Wilson Reading for 2 or more years behind). All students participate in a daily literacy block that equates to 3 hours of instruction for Grade 3 students and 2.5 hours for students in Grades 4 - 5. Each block includes a 50-minute period of differentiated instruction across the grade level with instructional assistants working with teachers to meet the needs of students in the lower groups small groups based on specific skills at each child’s level. Each student participates in skill-specific groups with the regular education teacher and the instructional assistant where appropriate. In addition, parent volunteers work with students and students participate in independent learning activities. Instructional Content – Math Pahvant Elementary teachers use the Pearson Envision Math program as the core instructional program to teach Utah State Common Core Curriculum Standards. A series of assessments are used to identify proficiency and growth in mathematics standards. SAGE Mathematics Assessment is administered at least once each year (Spring). The data from these assessment tools and programs are reviewed weekly in PLC/team meetings. All students are given an additional thirty minutes of math instruction through math flex groups. Groups are based on current standards being taught and measured by Pearson’s topic assessments. Students are grouped by ability in accordance to the standard being taught and measured. Student, Class, Grade-Level, School-Wide Goal Setting |
Expected Impact in Core Academic Areas (How will success be measured on an annual basis?) |
Prior to the beginning of each school year teachers and students at Pahvant Elementary participate in a variety of goal setting activities. Teachers analyze the previous year’s class data and current student data and set individual class growth and proficiency goals. Both class and proficiency goals are also set at the grade and school level. Students, parents and teachers engage in individual student goal setting prior to the start of the school year. When students are involved in planning their own learning goals, they become more accountable for achieving academic growth. Individual SAGE student reports are used to guide conversations among teachers, students, and their parents. By looking at their growth over time, students and teachers can celebrate the learning that has occurred. This view allows students to acknowledge the progress they have made, and begin to think about what they will try to achieve in the future. Success will be measured by SAGE goal attainment in relation to growth and proficiency. |
Professional Development to Support Strategies |
District Level Professional Development Extensive District-wide professional development that has occurred during the past ten years include: Wonders comprehensive reading program, Envision Mathematics, Results (Schmoker), Curriculum Mapping, Standards-Based Education (Reeves), Power Standards (Ainsworth), Data Driven Decision Making (Reeves), Effective Teaching Strategies (Reeves), Six-Trait Writing (Write Traits), Classroom Practices That Work (Marzano), Balanced Leadership (McREL), and Rigor and Relevance (Daggett). Professional development first begins by training a critical mass of teachers to provide the essential school-level support for each new professional improvement initiative. Building administrators and two to five teachers from each school attend three to five days of in-depth training in order to gain the knowledge and skills required to become school level trainers prior to all other teachers being trained. As the remainder of the teachers receive training and begin to implement the new knowledge and strategies in their classrooms, school trainers provide mentor-coaching support. This strategy was used very successfully as standards-based education and six-trait writing was implemented in recent years. School Level Professional Development
addition to three teachers from each grade participating in four days of state training on the Math Common Core.
Common Core in addition to three teachers from each grade attending the Utah State Common Core Training.
2013
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Timeline |
See Above |
Responsible Parties |
All teachers and administrators at Pahvant Elementary are responsible parties. Each teacher has evaluated their class data and set goals accordingly. Accepting responsibility for outcome data is ongoing and requires deliberate planning at the teacher, team and school level. |
Evaluation Process (How will the school monitor the implementation of the strategies and action steps associated with this goal?) |
Teachers and Administration review common formative data regarding language arts and mathematics performance indicators. Teachers meet each Monday for one hour to discuss the needs of their grade level based on data from Illuminate,SAGE, DIBELS, Wonders, Pearson, and other data as needed. The instructional coach and principal participate in the weekly team PLC meetings to ensure continuity across grade levels. Benchmark data is reviewed three times each year and adjustments to curriculum guides and instructional timelines are made as needed. Reading and Math Flex groups are designed around standards and skills that have been taught in the regular classroom, but need additional support for growth and proficiency. Classroom observations (formal and informal) are conducted on a weekly basis to determine classroom and school needs. Observations are focused on researched practices according to the Utah Effective Teaching Standards and district adopted scientifically based programs. Teachers receive feedback via observation tools, email and two way verbal communications. At the end of each school year summative data is reviewed and articulated. Each teacher participates in a post conference with the principal to review data to celebrate successes and discuss areas in need of improvement. Each teacher receives a copy of classroom achievement data, grade level data and school data. The principal and instructional coach review data on a regular (Weekly or no less than once each month) basis to determine effectiveness of instructional strategies. PLCs are held monthly to review data, discuss areas to focus on and provide professional development as needed. PLCs also serve as a discussion for scope and sequence by grade level. The principal and instructional coach provides guidance and direction to ensure continuity across all grade levels. At the end of each year summative data is reviewed and becomes the basis for the following years action plan. |
Component Three–Activities to Ensure Mastery
Tire I instruction is focused on the Utah Core as approved by USBE. Pahvant Elementary faculty and staff are focused on the core standards and have worked to identify the essential standards for each grade level. Our teams meet twice weekly at a minimum to ensure each team member understands the content that needs to be taught and learned during a given period of time. Common formative assessment data is reviewed by teams and instructional decisions are made based on the data and student needs (see below).
In addition, we use an RTI model that focuses exclusively on our Guaranteed Viable Curriculum. Each grade level creates short common formative assessments that align with our GVC. Data is reviewed by grade level teams and key stakeholders within the school to determine the next steps in planning and instruction. Our goal is that 70% of all students will achieve mastery at 80% or higher at the Tier I level. Following Tier I instruction and reviewing common formative assessment data, students will be grouped for Tier II instruction or enrichment. Tier III instruction will be ongoing. Students who receive Tier III support will be identified through multiple measures and will be selected based on data and team discussions.
ELA
All students participate in a daily literacy block that equates to 3 hours of instruction for Grade 3 students and 2.5 hours for students in Grades 4 - 5. Each block includes a 50-minute period of differentiated instruction across the grade level with instructional assistants working with teachers to meet the needs of students in the lower groups small groups based on specific skills at each child’s level. Each student participates in skill-specific groups with the regular education teacher and the instructional assistant where appropriate. In addition, parent volunteers work with students and students participate in independent learning activities.
Math
All students are given an additional thirty minutes of math instruction through math flex groups. Groups are based on current standards being taught and measured by Pearson’s topic assessments. Students are grouped by ability in accordance to the standard being taught and measured.
(See diagrams of Pahvant Elementary design and expectations below for instruction, RTI process, and common planning time to ensure successful learning for all students)
Example II (supporting example of the above RTI example. Students are learning the main idea and supporting details using a six-paragraph passage. The passage is about alligators and crocodiles. The teacher's main objective is to ensure students learn how to identify the main idea and supporting details. The article is used to walk the students through the process of breaking each paragraph down using a systematic approach. A second article will be used to allow students to practice the skills learned through the first article. The teacher guides the students through the first article as a class and only has ten minutes remaining. The teacher has the students read the second article in partners of two and tells the students to begin underlining etc. The next day the teacher reviews the prior day's lesson and a student makes a statement regarding the difference between crocodiles and alligators. A second student makes a similar statement and the teacher takes the opportunity to discuss text structure by talking about keywords being used in the text. The teacher then has a student reread a few sentences aloud and discusses keywords that indicate that the text was written in a compare and contrast format. The teacher then steps back to main ideas and supporting details. The article has a chart indicating the life expectancy of alligators compared to crocodiles based on four regions of the world. The teacher has the students look at the chart and has them explain to each other the information they are able to obtain from the chart. The teacher then asks the students if the information in the chart is a key detail. They discuss with partners once again and determine the chart's information is important and is a supporting detail. The teacher directs students to continue reading in partners to find two additional supporting details..... In this example, the teacher's lesson objective was to teach students to find the main idea and supporting details. The article has some natural elements that created good discussion but didn't detour the lesson into something completely different. The teacher touched on objectives outside of the current lesson objectives but stayed maintained a focus on the main idea and supporting details.
Pahvant Elementary has a part time counselor to support students with challenges of life and to support social skills development. We also work as a partnership with Central Utah Counseling to offer support at a higher level for students who are at risk of falling further behind based on social and emotional issues stemming from their personal lives.
Four–Coordination and Integration
Program Funding Source |
Allocation |
Describe how the funding sources will support the schoolwide plan. |
Trustlands |
$62,080 |
Funds will be used on salaries, software, and professional development for teachers to support the literacy and mathematics needs of at risk learners. |
Technology Leeway |
$20,366 |
Technology funds will be utilized to implement promethean board for each of our classrooms including professional development in best practices |
Reading Achievement Program |
$20,878 |
These funds are used to provide reading services and interventions for “at risk” learners in grades K-5. |
Title I Part A |
???? |
Funds will be used on salaries, software, and professional development for teachers to support the literacy and mathematics needs of at risk learners. |