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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

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.

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.   

Demographic data


 

2017-18

Enrollment

551

Free and Reduced Lunch

279/551 (51%)

Asian/Pacific Islander

1

African-American

4

Caucasian

551

Hispanic

26

Native American

11

English Language Learners (LEP)

4/551   1%

Students with Disabilities

64/551  12%

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.





Teacher/Staff

Grade level or assignment

Highly Qualified?

       Yes                    No

Lance Norris

3rd Grade

X

 

Brock Willes

3rd Grade

X

 

Shelby Newby

3rd Grade

X

 

Lucinda Rowley

3rd Grade

X

 

Melissa Blake

3rd Grade

X

 

Melinda Barton

3rd Grade

X

 

DeAnn Henrie

3rd Grade

X

 

Shyla Anderson

4th Grade

X

 

Amy Nielsen

4th Grade

X

 

Marilynn Erickson

4th Grade

X

 

Amber Payton

4th Grade

X

 

Julie Curtis

4th Grade

X

 

Kelly Winn

4th Grade

x

 

Jeff Raisor

5th Grade

X

 

Wesley Blake

5th Grade

X

 

Ashlie Robins

5th Grade

X

 

Amy Moore

5th Grade

X

 

BethAnn Rickenbach

5th Grade

X

 

Jodi Brown

5th Grade

X

 

Karren Allen

Special Education

X

 

Kaylee Quarnberg

Special Education

X

 

Mark F. Stewart

Instructional Coach

X

 

Chad Johnson

Principal

X

 

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)

   






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

  1. Conduct ongoing comprehensive academic needs assessments of student achievement and learning, using SAGE Assessment data and implement school-wide reform strategies where needed.
  2. Provide a scientifically research-based curriculum and delivery framework (Core standards via Wonders, Envision, and flexible learning groups that follow the Tiered instructional approach.)
  3. Insure that instruction is provided by highly qualified teachers.
  4. Offer ongoing professional development for all instructional staff with a specific focus based on individual teacher needs.
  5. Attract high-quality, highly qualified teachers.
  6. Establish home/school partnerships anchored by effective communication.
  7. Conduct regular PLC/Team collaborations to discuss student assessment and achievement data (PLC teams include; principal, literacy/math coach, regular and special education teachers). Team meetings will be held no less than twice each week. In addition, teams will meet twice each month during the regular school day to collaborate, review data, and plan.
  8. Provide timely, differentiated instruction using systems for prevention, intervention and accelerated learning to address individual student learning styles and needs.
  9. Support to provide and sustain a highly engaging take-home library for 3rd grade
  10. Student support nights will be offered to provide students additional support in math and or reading concepts being taught, parents will be invited to support their children.
  11. Tier III reading will be in place throughout the school year to support readers who are well below grade level


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

  • June 5-7 2018 Fifteen faculty members from Pahvant Elementary attended PLC at Work from Solution Tree to be further trained and to support our next steps in reform strategies including our RTI model. Teachers were trained by Mike Mattos on next step for Pahvant based on our current practices (June 6, 2018)
  • September 26-28 2017, team leaders attended a training on PLC at Work from Solution Tree and in turn trained their teams at the school level as to the essentials of PLC work.
  • Multiple teachers participated in SAGE Writing training on September 28, 2017 and in turn trained our staff on the new learning from the SAGE conference.
  • Three teachers attended the Wasatch Reading Summit on October 6-7 2017 and returned and provided professional development to their teams.
  • Three teachers and our SRO attended the BERR Conference on working with difficult students
  • Two teachers attended the Integration of Knowledge and Ideas conference in Alpine (these same teachers returned and provided PD for all teachers)
  • SB103 January 2017- District level PD including instructional strategies in reading fluency and math computation. Teachers were able to select from a wide variety of PD sessions in relation to school and classroom goals.
  • Teachers have been given PD on depth of knowledge, asking higher-level questions, and response rates.
  • SB 103: Teachers completed 1 day of PD regarding PLCs and Envision Math.
  • Google Docs, Sheets, Slides etc.
  • Making a difference in the life of every child… Let them know how much you care! Ongoing PD and support (every PLC)
  • Overdrive media
  • IReady Language/Reading/Math

  • All Pahvant Elementary Teachers completed two days of follow-up Math Common Core training in

    addition to three teachers from each grade participating in four days of state training on the Math

    Common Core.

  • All Pahvant Elementary teachers completed three days of follow-up training to the Utah Language

   Common Core in addition to three teachers from each grade attending the Utah State Common Core

   Training.

  • All teachers participated in one of the Common Core content 4 day follow-up trainings summer

    2013

  • All teachers are receiving ongoing training regarding the state’s Effective Teaching Standards
  • All teachers received training on Marzano’s Leaders of Learning


  • All Pahvant teachers participated in two days of workshop training of the Wonders reading program.
  • The principal participated in a two-year Literacy Academy Experience.  
  • The Special Education Teachers attended a two-year Mentor Academy.
  • The principal and math coach lead and direct the successful implementation of the 90-minute math instruction block with 30 minutes of differentiated instruction.
  • Regular planning meetings for grade-level teams have been scheduled to reinforce the successful implementation of core curriculum program, analyze and disaggregate student data and focus instruction and interventions to meet all student’s individual learning needs.
  • PLC meetings are regularly scheduled between administration, Literacy Coach, Math Coach, Learning Coordinator, and grade-level teachers to analyze data and focus instruction and interventions to meet all student’s individual learning needs. PLCs also serve as professional development opportunities.
  • Instructional Assistants receive ongoing training in classroom management, reading and comprehension instruction, and math instruction.





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.