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Our school

20 East 4600 South Ogden, UT 84405 | 801.452.4200 | Fax: 801.452.4219

Joomla Monster Education Template

Title One Plan:

 

Utah Title I School wide Planning Template

 
   

 

Part A:               General Information

 

School Name   Washington Terrace Elementary          ·    LEA Name Katie Amsden

 
   

 

Developing the Title I school wide plan: School wide 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.

 

 

Title I Director         Lori Rasmussen                                 Signature                                                     


  1. Comprehensive Needs Assessment

ESEA 1114(b)(1)(A)

Refer to item # 6 of the Utah Title I Part A Monitoring Handbook

School wide 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

Washington Terrace Elementary is drawing information from multiple sources through a variety of assessments in order to evaluate all students’ performance in relation to the Utah State Core Standards. As a school, we will be evaluating our student’s performance in all categories. The needs and strengths of Washington Terrace Elementary will be identified throughout this document.

SAGE Test - (Student Assessment of Growth and Excellence) Utah’s end of level testing): Results for grades 3-6 in English Language Arts, Math, and Science are used to evaluate the progress of every student.

DIBELS (Dynamic Indicator of Early Literacy Skills) Students in grades K-6 will be administered the DIBELS test three times annually to assess reading fluency and comprehension.

Surveys: Surveys are used as input regarding success and needs of the students, parents, and staff. Surveys were available on-line to parents, students and 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.

Dream box Math: Students in grades 1-2 will use Dream box Math program during the 2018-2019 school year. Students will be given a baseline test from the program and will work towards math fluency goals as well as other core standard goals during the school year. Students will work on Dream Box Math during PLC’s each week as well as during weekly computer lab time.

ALEKS Math: Students in grades 3, 5 and 6 will use ALEKS Math program during the 2018-2019 school year. ALEKS math licenses are available with a grant written by Weber School District. Additional licenses to service all students will be used with Title I monies.

Ten Marks: Students in grade 4 will use Ten Marks math program this year instead of ALEKS. The school is doing this a trial to see the comparison and benefits between ALEKS and Ten Marks programs.

Student Learning Outcomes: (SLO) Grades K-6 will choose a Student Learning Outcome (SLO) that they will focus on for the entire school year. The SLO will be in reading, writing or math. All teachers will give a baseline test to determine where students begin. They will give a mid-year, end of year test, and compare the results. All results will be graphed and presented 3 times per year to the school faculty.

Graduation rates (for high schools only)

N/A

 

Demographic data (Population, Poverty, Ethnicity, Migration)

2018-2019 demographics show the following:

Total students = 537

Asian students: 7/537 = 0.013% Black students: 13/537 = .024% Hispanic: 134 /537 = 25% American Indian 3/537 = .005% Pacific Islander: 12/537= .022 White: 368 /537 = 69%

Poverty rate 57.54% - based on free and reduced lunch Youth in Custody – 4 students for the 2018-2019 school year Classified as “Homeless” – 2 out of 537 students

School climate (including safe school

data

Number of students suspended for safe school issues in out of school suspension. 12 students for the school year 2017—2018

Course-taking patterns (secondary only)

N/A

Teacher qualifications

All teachers at Washington Terrace Elementary are highly qualified for the 2018-2019 school year. Two teachers have APT (Alternate Path to Teaching Licenses) and have been approved with a Level I license from the State of Utah. All other teachers have Bachelor’s degrees and are certified by the State of Utah, which meets the requirements under section 1119. Thirteen out of twenty-eight teachers have Master Degrees. Five teachers have an ESL endorsement. Four have a reading or math endorsement. Seven teachers are provisional in their first three years of teaching. One of the seven is provisional based on the criteria that they have come to Weber School District from another district and considered provisional for two years. Ten para-professionals work in the school and 100% of them are highly qualified. All paraprofessionals are under the direct supervision of a certified teacher and the principal.

Paraprofessionals receive regular in-service trainings. They have attended workshops on reading strategies, keeping student data, assessment techniques, and behavior strategies.

Participation in college entrance testing

(high school only)

N/A

 

Other data as determined by the school

 

SAGE Proficient Comparison 2015-2018

 

WASHINGTON TERRACE ELEMENTARY RESULTS 2014-2017 SAGE

 

 

6th grade ELA

5th grade ELA

4th grade ELA

3rd grade ELA

2015

 

22 %

2016

 

31 %

2017

 

30%

2018

 

29%

2015

 

30%

2016

 

39%

2017

 

35%

2018

 

33%

2015

 

31%

2016

 

31%

2017

 

19%

2018

 

38%

2015

 

38%

2016

 

34%

2017

 

42%

2018

 

40%

6th grade Math

5th grade Math

4th grade Math

3rd grade Math

2015

 

8 %

2016

 

28%

2017

 

28%

2018

 

20%

2015

 

28%

2016

 

41%

2017

 

40%

2018

 

40%

2015

 

33%

2016

 

42%

2017

 

40%

2018

 

50%

2015

 

41%

2016

 

48%

2017

 

57%

2018

 

46%

6th grade Science

5th grade Science

4th grade Science

   

2015

 

17%

2016

 

28%

2017

 

30%

2018

 

NA

2015

 

32%

2016

 

42%

2017

 

47%

2018

 

32%

2015

 

43%

2016

 

28%

2017

 

28%

2018

 

38%

       

 

Washington Terrace DIBELS data 2017-2018

 
   

 

 

 

 
   

 

 

 
   

 


  1. School wide Reform Strategies

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 school wide program, required school wide 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.

Community Council:

 

The Community Council consists of the principal, reading coach, teachers, and parents. All staff members were invited to participate in developing and implementing the plan.

The Community Council meets at a minimum of four times during the school year to review state assessments, other formative assessments, and surveys. The Community Council decides where our greatest needs are and contributes input on how the Title I funding could be most beneficial. The following was decided for the 2018-2019 school year for Trustland monies:

Dream Box math program will be purchased for grades 1-2 to enhance math fluency and problem solving. A Trust land aid will be hired to help in the computer lab to ensure fidelity to time on Dream Box Math. Students will work on Dream Box math during weekly PLC meetings and teachers will have students practice two additional times during the week. ALEKS Math licenses will also be used for students in grades 3, 5 and 6. Trust land aides will assist in the computer lab to ensure weekly time requirements are met.

100% of students using Dream Box Math and ALEKS will show growth for the 2018-2019 school year.

 

Additional Strategies and Action Step for improvement:

Title I will cover 1.50 FTE for class size reduction for the 2018-2019 school year. Funding consists of .5 all-day Kindergarten teacher; 1 teacher 1.0 FTE in 1st grade. Title I money was used also used for .50 FTE for a full-time ESL teacher, 1.0 FTE Title I Coordinator, and .50 for school counselor. Title I money also covers 1.45 FTE for instructional Aides.

In grades K-6, Title I paraprofessionals will assist the teachers in teaching reading and math lessons in small groups and/or individually to those students who are not achieving at or above grade level.

In reading, we are now participating in a district directed program called Tier III. This program adds additional remediation through the Early Reading Intervention program.

A school counselor is on-site five days/week to help with behavior and emotional concerns of students.

We have seen a large increase in our ESL population. So additional time will be given to para-professional to work with the ESL population at the school.

Nicky folders will be used school wide 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:

  • Assisting the school principal in the directing the Title I program
  • Training and scheduling paraprofessionals
  • Teaming and scheduling integrated learning opportunities
  • Test preparation and coordination with DIBELS testing
  • Assist the administrator with literacy nights for the community and literacy training for the teachers and para- professionals.
  • Provide on –going professional development in DIBELS data collection
  • Reading Specialist will assist teachers during her daily coaching time – she will assist with Tier I instructional strategies.

Differentiated small groups will be used in grades K through sixth grades to meet the various levels of learners. A master schedule was put in place for the 2018-2019 school year. This gives all teachers 90 minutes of uninterrupted reading and math instruction. This was put in place to ensure all students are receiving Tier I instruction.

Time will be provided for observation of colleagues within the school and other schools in the district.

 

Provide in-service training for staff in reading strategies, writing process, and math. This summer the teachers attended a 1-day training for the new reading Treasures program that the district adopted. Teachers also have access to monthly Twitter trainings for math. Teachers will continue to be trained from the District Office Curriculum Department. The focus of 2018-2019 is Visible Learning for Literacy.

All families will be provided with an opportunity to attend two family nights during the 2018-2019 school year. One night will focus on Math and the other night will be literacy based. Dates for family nights for the 2018-2019 school year are: Literacy – Willy Wonka themed October 29, 2018 and Math night January 24, 2019.

Washington Terrace Elementary is actively in involved in Professional Learning Communities (PLC) on a weekly basis where Utah Common Core Standards are reviewed, data is analyzed, and planning is done based on standards and current student data. Washington Terrace Elementary in coordination with Weber School District is tracking SLO’s (Student Learning Outcomes) to determine student growth during the 2018-2019 school year.

Washington Terrace Elementary has a Leadership team that meets monthly to review data and problem solve academic school concerns. The leadership team will attend a district meeting on September 27, 2018 for additional guidance and purpose of leadership team roles with the school.

Leadership meeting dates:

August 14, 2018

September 6, 2018

September 27, 2018 – District Training

October 25, 2018

November 29, 2018

December 13, 2018

January 10, 2019

February 21, 2019

March 21, 2019

April 18, 2019

May 9, 2019

 

In addition, Washington Terrace Elementary continues to use a positive school-wide behavior system to ensure common language and behavior standards for all students. A positive reward system is in place and used throughout the school. Behavior team meets monthly to ensure rules and procedures are followed. The team also addresses other behavior concerns. Behavior data is compiled quarterly and used for decision making. Positive behavior data is compared to major and minor student infractions.

Behavior Team meeting dates:

September 11, 2018

October 9, 2018

November 13, 2018

December 11, 2018

January 8, 2019

February 12, 2019

March 12, 2019

April 9, 2019

May 7, 2019

 

School wide Reform Goals and Strategies Form (Complete one page for each goal.)

 

School wide 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

Academic Goals: All teachers will attend the professional development training on September 14, 2018 under the direction of Weber School District. 100% of teachers will implement one new strategy from the training to put in place during the 2018-2019 school year, in relationship to literacy- based strategies in the classroom.

80% of students in grades K-6 will show growth in one area of grade level SLO (Student Learning Outcomes) 80% of students will be on grade level reading for Kindergarten at the end of 2018-2019 school year.

70% of students will be on grade level reading for First Grade at the end of 2018-2019 school year. 80% of students will be on grade level reading for Second Grade at the end of 2018-2019 school year. 75% of students will be on grade level reading for Third Grade at the end of 2018-2019 school year. 80% of students will show growth using Dream Box Math/ ALEKS math computer programs.

100% of students will keep data folders to track their individual growth.

 

 

Strategies

Develop and implement a school-wide master schedule with an uninterrupted 90 minute block of time for reading and math. In addition, to the 90 minute reading and math block, 30 minutes of small group time will be implemented in all grades. An additional 30 minutes of instruction time based on targeted skills will be implemented in grades K-3.Title I aides and para-professionals will assist teachers in the classroom for small group instruction. Math or Reading Data will be reviewed bi-weekly in grade level PLC’s to monitor growth in students.

 

Scientifically Based Research Support

Fisher, Douglas; Frey, Nancy; Quaglia, Russel; Smith, Dominique; Lande, Lisa (2018) Engagement By Design

 

Brinkman, Annette; Forlini, Gary; Williams, Ellen (2016) Class Acts- Engagement Strategies

 

Fisher, Douglas; Frey, Nancy; Hattie, John (2016)– Visible Learning for Literacy

 

Hattie, John (2009) Visible Learning – A Synthesis of over 800 Meta-Analyses relating to achievement

 

Hattie, John (2012) Visible Learning for Teachers

Expected Impact in Core Academic Areas

 

(How will success be measured on

·         Student Achievement of Growth and Excellence ( SAGE) – As directed

·         Dynamic Indicators of Basic Early Literacy Skills (DIBELS) – data reviewed and analyzed. Teachers will progress monitor for additional data.

·         SLO (Student Learning Outcomes) Teachers will create or follow, under the direction of Weber School District, student learning outcomes for their grade level. Baseline data, Mid-Year and End of Year data will also be gathered and reviewed to see results.

 

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:

 

Positive Behavior Support: The staff will continue to review and refine positive behavior support strategies needed to improve student achievement. A behavior committee has been implemented within the school. This committee will look at student positive reinforcement vs. student infractions. The committee will meet on a monthly basis. Washington Terrace Elementary will continue to help other schools in the Weber School District regarding MTSS (Multi-Tier System of Support) under the direction of Weber School District Elementary and Special Education departments.

Tier 2 and 3 Instructional Model: The staff will continue to review and refine the Tier 2 and 3 Instructional model during faculty meetings. The reading coach will observe teachers during small group reading and Tier I instruction. Based on her observations of strengths and area of concern, professional development strategies will be put together and presented during the school year during early-out professional learning days and faculty meetings.

Student Engagement: Teachers will be observed using the district Walk-through tool, collaborative observation tool, and Basic 5 observation form. This will help identify % of students that are engaged in the classroom during specific content areas. Teachers and staff were given the book; Engagement By Design at the beginning of the 2018-2019 school year. They will be having professional development based on this book. Teachers were also given the book; Class Acts- New engagement strategies and presented with the information at the beginning of the 2017-2018 school year to help increase classroom engagement.

Reading: The administrator and reading coach will meet in grade-level PLC’s to look at data and group students accordingly. Students will keep track of their own reading growth with school wide data folders. Students will be aware of their own reading success through graphing their progress in the data folders. Math: The school will implement, with fidelity, the newly adopted math program. Teachers will continue to identify essential learning targets, which will have the biggest impact on student learning. These standards will be focused on during the school year. Sage results or SLO results will be used to determine student growth.

Collaboration Teams: Weber School District and Washington Terrace Elementary have been involved in developing and sustaining an active Professional Learning Community (PLC). Each grade level team will meet together weekly for 90 minutes to focus on curriculum and remediation. This teaming develops collegiality as well as being a communication tool.

·         School Wide Discipline: WTE is in the 4th year of a school wide behavior system that has shown a decrease in office referrals. The school will continue to focus on positive behavior support and will team with two departments to train other schools on Positive Behavior Support.

·         Teacher-to-Teacher Share (TTS): All teachers who do not have their Level II teaching license will meet the district mentor every week school to talk about behavior and academic strategies in the classroom. This is to help the new teachers be successful during their first years of teaching.

 

Timeline

2018-19 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

implementatio n of

the strategies

The principal and Title I Coordinator will conduct consistent Walk-through observations in the classrooms to monitor the implementation of the instructional strategies. Teacher evaluations and professional goals. Data review in PLC’s. SLO presentation to the faculty three times a year to present data.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
   

 

 

  1. Instruction by Highly Qualified Teachers
  2. 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

Adami, Kara

Reading Specialist

X

 

Allen, Tina

6th Grade Teacher

X

 

Amsden, Katie

Administrator

X

 

Butler, Becky

4th Grade Teacher

X

 

Combe, Cheryl

Special Education Teacher

X

 

Cullimore, Margo

4th Grade Teacher

X

 

Donohoo, Mallorie

Counselor

X

 

Dunyon, Randi

Kindergarten Teacher

X

 

Dyer, Clay

6th Grade Teacher

X

 

Ellis, Jennifer

1st Grade Teacher

X

 

Gardner, Karen

3rd Grade Teacher

X

 

Goodwin, Mindi

4th Grade Teacher

X

 

Hales, Kimberly

3rd Grade Teacher

X

 

Johnston, Brandie

1st Grade Teacher

X

 

Jackson, Camille

ESL Teacher

X

 

Lee, Deanna

2nd Grade Teacher

X

 

 

Moore, Marnae

6th Grade Teacher

X

 

Nelson, Rebecca

5th Grade Teacher

X

 

O’Donnell, Laura

Kindergarten Teacher

X

 

Oregon, Maryellen

Kindergarten Teacher

X

 

Pulsipher, Belen

1st Grade Teacher

X

 

Reese, Riko

Title I Coordinator

X

 

Robertson, Shannon

5th Grade Teacher

X

 

Rynearson, Kyler

3rd Grade Teacher

X

 

Shupe, Jessica

2nd Grade Teacher

X

 

Smith, Jamie

3rd Grade Teacher

X

 

Thredgold, Angela

2nd Grade Teacher

X

 

Woodland, Sara

Speech Pathologist

X

 

Zierenberg, Amy

Special Education Teacher

X

 

All teachers at Washington Terrace Elementary are highly qualified. All other teachers in the school have Bachelor’s degrees and are certified by the State of Utah, which meets the requirements under section 1119. Thirteen of thirty teachers have Master’s Degree, five teachers have an ESL endorsement, and four have a reading or math endorsement. Four teachers are provisional in their first three years of teaching.

 

  1. Professional Development Plan

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.

 

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 receive training on reading strategies through district scheduled professional development days. Additional professional development will continue during faculty meetings, leadership meetings and other available off-site workshops. School Administrator will create opportunities for all teachers to observe one Stephanie Harvey Reading lesson in the classroom. Professional Development on Imagine Learning will be conducted in faculty meetings and grade level PLC’s to better learn how the program can benefit struggling readers.
  • Math: The staff will receive training in math curriculum from Jennifer Boyer-Thurgood – District Math and PLC Coach. She will train teachers on the new math program Engage New York. Essential Learning Targets will continue to be a target in PLC meetings within grade level teams. Teachers can also use the live monthly Twitter professional development feeds for additional training.
  • Collaboration Teams: Weber School District and Washington Terrace Elementary have been involved in developing and sustaining an active Professional Learning Community Program. Each grade level team will meet together weekly to focus on curriculum and remediation. This teaming develops collegiality as well as being a communication tool.
  • School Wide Discipline: The school behavior team will continue with BRAVE Bulldogs as a school-wide discipline programs. We will continue monthly behavior team meetings to identify success and concerns regarding school wide discipline. Based on concerns, we will have staff professional development. The school counselor and Title I Coordinator will participate in District MTSS training. Washington Terrace Elementary has asked to help other schools in the district with positive behavior strategies. Quarterly data will be shared with behavior team members, which will be then shared with grade level teams.
  • Technology: Technology in-service on Imagine Learning has been implemented for all staff. Additional training will be given to grade level teams to better utilize technology programs in the classroom. The reports generated from Imagine Learning will assist teachers in targeted instruction. Washington Terrace has a specified staff member who is the tech coach. This person will attend district trainings and then train the staff on new technology and educational uses of technology.
  • ESL: Strategies for instructing LEP students in the classroom has been presented by our certified ESL teacher during faculty SLO meetings. We will continue to support our ESL students individually and in the classroom.

 

Utah State Office of Education                                                                                                                                                                      21

Title I School wide Planning

 

Scientifically Based Research Support

Fisher, Douglas; Frey, Nancy; Quaglia, Russel; Smith, Dominique; Lande, Lisa (2018) Engagement By Design: Thousand Oaks, CA: Corwin Harvey, S. (2007). Strategies that Work. Portland, Maine: Stenhouse Publishers

Archer, A. (2011). Explicit Instruction. New York, NY: The Guilford Press Hattie, J. (2009) Visible Learning New York, NY; Routledge

Hattie, J.; Fisher, N.; Fisher, D; (2016) Visible Learning for Literacy

Expected Impact

in Core Academic Areas

The number of students proficient in Language Arts will increase by 2% according to SAGE scores. The number of students proficient in Math will increase by 2% according to SAGE scores

Budget and Funding Sources

Title I, Reading Plan monies, Trust land monies

Timeline

Professional Learning Communities held for 90 minutes weekly, Faculty Meeting held bi-weekly, The teachers will receive 2 days for planning and preparation. The school district will also provide Professional Development days during the school year.

Responsible Parties

School administrator, District Title I director, School staff

Evaluation

Process (How Will Success Be Measured?)

Faculty surveys

Classroom observations, Teacher evaluations and professional goals. DIBELS scores, SAGE Scores (end of level state tests).

 
   

 

 

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. Washington Terrace Elementary will host students from Weber State University who are Level 3 and 4 students. Our staff will train these university students.

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. The school administrator also meets bi-weekly with the provisional teachers and presents both academic and behavior strategies to use in the classroom.

Weber School District has a reputation of congeniality for staff members who work well together and are 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 I monies are used to provide current technology in the classroom, e.g. document cameras, projectors, and smartboards. Teachers in Title I schools also have smaller class sizes and have more opportunities for extra professional development and collaboration as well as the opportunity for after school programs.

 

  1. 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 Washington Terrace Elementary. S.E.P’s also provide an opportunity for parents, students and teachers to provide feedback and share information in all areas.

SAGE Results

ELA, Math and Science results are reviewed and given to parents at the fall S.E.P. conferences by the classroom teacher. At the fall conference, the teacher has the responsibility of reviewing the SAGE results with parents. Parents are now given the assessment sheet from the SAGE showing their student’s level of proficiency. Parents are also given instructions on how to view SAGE scores digitally on the district website.

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 Nicky folders will be used to communicate student progress. The school produces a quarterly newsletter for parents. Every grade level team or teacher sends home a monthly newsletter to parents. Spanish newsletter are provided for those parents and students whose primary language in the home is Spanish.

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 two staff members who speak fluent Spanish.

Sample of a newsletters sent / communication for current school year 2018-2019:

 
   

 

 

                                                                   


Sample of times when Title I information was presented to the public for 2017-2018 school year:

 
   

 



Describe how school-wide 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 Washington Terrace Elementary to increase parental involvement:

S.E.P.’s will be held in conjunction with parent teacher conferences held 2 times during the school year. (October 2018 and February 2019) Back to school night will be held in August 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 and given to all families within the school in a take-home folder at back to school night.

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.

Progress reports will be provided in conjunction with parent teacher conferences, and Title I plan will be available in paper format to all parents at Parent Conferences.

Parents will have access to the district portal via the internet, which will provide current demographics, lunch accounts, and grades for each student. School website www.wsd.net – click on schools – then Washington Terrace Elementary

Per parent feedback, planners will no longer be used at the school. Nicky Folders will be used instead to build communication between home and school.

Family activity nights are scheduled to draw parent involvement in the school. Activities will include a literacy and math evening. The 2018- 2019 schedule events are: Literacy - October 29, 2018, and Math - January 24, 2019.

Parent information and helps will be provided during family nights.

 

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, Title I Coordinator, 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 handouts. School newsletter or letters that contain Title I information.

Principal, Title I Coordinator, Teachers,

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

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, Title I Coordinator, 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, Title I Coordinator, Teachers,

SEP Conferences, progress reports, 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, Title I Coordinator, 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, Title I Coordinator, 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

 

  1. 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 school wide 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. Washington Terrace will have a pre-school located in the building, during the 2018-2019 school year.

Through the parent library and the parent resource center, located at Burch Creek Elementary, parents will be provided with instruction in early childhood skills.

All preschool students that may potentially attend Washington Terrace 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. One week before school starts kindergarten students meet with teachers for a 30-minute appointment, which provides a wonderful opportunity for relationship building and one-on-one time between student and teacher.

Flyers about pre-school opportunities are present in the office and posters are displayed in the school.

Description of collaboration efforts

The special education and the Title I Department in Weber School District collaborate to provide preschool at Midland Elementary, Bonneville High School and Roosevelt 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.

A pre-K summer program is offered for incoming Kindergarten students to orient them to their teachers, the classroom setting, school environment, and basic curriculum.

 

  1. 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 school wide program schools, teachers are included in decisions regarding the use of assessments.

What assessments will be used to measure student progress and inform instruction?

SAGE: Student Assessment of Growth and Excellence: Results for grades 3-6 in ELA, Math and Science

(Spring 2018 administration) This SAGE test is used to evaluate the progress of all students’ grades 3-6. Scores are shared with leadership and grade-level teams for academic decision-making.

DIBELS (Dynamic Indicator of Early Literacy Skills) Students in grades K-6 will be administered the DIBELS

test three times annually to assess their reading fluency and comprehension skills.

Grade level common assessments and SLO’s have been put in place for the 2018-2019 school year. This

will help teachers focus in on key skills for the SLO they are focusing on. Teachers will also identify

 

Essential Learning Targets in Math to increase math proficiency.

 

Surveys: Surveys are used as needed for input regarding success and needs of the students, parents, and

staff. Surveys are distributed to parents and certified staff. These surveys involve, but are not limited to curriculum, safety, communication, parent resources, and relationships. Surveys are developed on a district level.

       

 

Please describe how teachers were included in decisions regarding the use of assessments

Teacher input was received at faculty 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 6 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 through sixth grades receive Triumphs intervention. 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 tests are also administered on a quarterly basis to each child. Dream Box math, ALEKS, and Ten Marks math programs will also provide teachers with data to review for student growth and development.

Teachers are given results of SAGE (RISE) 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. Benchmark SAGE tests will be used for the 2017-2018 school year.

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.

 

  1. 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 school-wide 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?

Each month a Child Study team meeting is held. Teachers bring data and work samples of students that are struggling either academically or behaviorally. The team discusses strategies to implement which will potentially help student achievement. The team consists of the regular education teacher, special education teachers, reading coach, ESL teacher, Counselor, and Principal.

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. We also have the help of Weber Human Services on site.

Nicky folders 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. The school provides a choir and play opportunities for no cost to give students additional exposure to arts programs.

 

What interventions will the school provide for students having trouble in mastering academic standards?

The Washington Terrace 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 to the above mentioned Child Study Team

State SAGE scores are analyzed by individual teachers, special education teachers and leadership team

DIBELS Reading Assessment (K-6)

AmeriCorps Attendance person in the school will check to see if the child is missing too many days of school. Students will be put on a positive tracker to track and encourage regular attendance.

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.

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.

·         Common Assessments developed by grade level teams in PLC meetings based on Essential Learning Targets.

·         Results will be used to:

Establish instructional group placement Help in instructional planning

Identify baseline reading & math levels Guide classroom instruction

·         Quarterly reading and math timings will chart growth in students

·         DIBELS testing 3 times a year (Fall, Winter, and Spring) in K-6

·         DIBELS monthly progress monitoring

·         SLO pre-assessment and two subsequent assessments will be given to all students in the school.

·         Results will be used to:

1.       Establish a baseline score

2.       Guide instructional strategies and planning

3.       Help find areas of strengths and areas of improvement for students

Data will show:

·         Adequate progress by a score of 80% or an increase of points on a rubric scale.

·         Teacher’s involvement in evaluation of projects and team collaboration within their grade level.

·         Individual student assessments will show student growth and progress, as well as, attitude and enjoyment in learning.

 

  1. Coordination of Budgets (Federal, State, Local funds)

ESEA 1114 (b)(1)(J)

(#14 of Title I Part A Monitoring Handbook)

 

In school wide 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                                                                          school-wide plan.

Title I

$19,000 on the school level - additional funds are allocated by the District.

$5000.00 for Parent Involvement - $4700.00 for General Supplies - $6000.00 Other Expenditures ( PLC Conference for teachers) $1600.00 for Extended day extra time - $1000.00 Instructional Equipment $1000.00 for text books

Title I

.50 FTE

Kindergarten Teacher/For full day Kindergarten

Title I

1.00 FTE

Teachers/For class size reduction in first grade

Title I

1.45 FTE

Para professionals to help with small group instruction

Title I

.50 FTE

Additional Counseling Support – District Office pays for a .50 counselor and Title I pays for .50 to ensure a full-time counselor to meet the needs Title I students.

Title I

.50 FTE

ESL Teacher

Title I

1.0 FTE

Title I Coordinator

 

Program Funding

Source

Allocation

Describe how the funding sources will support the school wide plan.

School Budget

$5000.00

Supplies, Media Center Funds, Textbooks, Reading Program, Additional Aide for interventions

Reading Plan (HB 312)

$5,540.00

Supplies, Staff Development, Additional teacher-classroom libraries, take home books for students, student reading incentives, additional aide time for interventions

Trust land

$54,063

Additional Aide time for interventions, Professional Development Workshops and purchase of technology to enhance instruction.

Business Partners

Flexible

PE Specialist, Reading Incentives, Student Assistance

Weber Human Services

Grant funding

Weber Human Services provides a therapist to the school 2 days per week to work with individual students and families. Therapy sessions are provided within the school day to students.

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