School Improvement Plan

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1 Washington Elementary

2 Describe the factors within your school's control that contributed to the results shown in the data. Needs Assessment Student success at Washington in reading and math can be attributed in part to the following: The implementation of Story Town and Math Expressions as school-wide programs providing comprehensive instruction that is spiraled and consistent across grade levels. > Steps continue to be taken to identify students who are at risk, at an early point, followed by targeted interventions that are planned specifically for them.teachers have received professional development in differentiating for instruction and research-based programs for Tier Two intervention including,tips, FAST Math, Early Steps, Next Steps, and Star Reading have been put in place. > We have taken steps to solidify and strengthen our PBIS in an effort to maximize instructional time. This includes hiring a new.5 counselor, an increased emphasis on character ed., and the introduction of a common language to discuss the character traits that we have chosen to highlight. > Identify particular student groups that show disparities in learning and areas of concern. While both Language Arts (LA) (51%) and Math (46%) scores show progress,our Hispanic population continues to be a focal group as we work to bridge the achievement gap reflected in these scores. > Our English Language Learners (ELL) scored 56% proficient in LA indicating that a greater emphasis needs to be made to scaffold LA instruction for them. Our ELL students scored 85% proficient in math indicating a marked increase. > Our SES population scored 60% proficient in math and 63% in LA. Both areas reflect progress from the year prior; however they still indicate the need for targeted intervention. > With our overall LA and Math scores being 66% and 65% respectively, improving the performance of all disaggregated student groups is a concern. With a high percentage of student mobility being beyond our control, it is essential that we work to ensure that all students receive quality Tier I and effective Tier II interventions in a positive learning environment. 1 Salt Lake City School District

3 What other information do you have that helps identify your school's greatest needs? Analysis of the various leadership roles in your school and community: Needs Assessment Our Assistant Principal leads us in monthly professional development meetings focused on improving Tier I and Tier II math instruction. District math and reading coaches meet collaboratively with grade levels and individually with teachers to plan for more effective instruction. Every provisional teacher has a mentor who meets regularly with them. Our PTA and SCC are growing and parents are taking advantage of opportunities that we are offering to bring them into the school as partners. Analysis of school instructional schedule and amount of instructional time available: Our schedule has been carefully constructed to protect language arts and math blocks and to provide opportunities for teachers to collaborate across grade levels. Teachers are encouraged to integrate instruction and to emphasize writing across all content areas. Analysis of student attendance: One of our greatest challenges comes from chronic absenteeism. We have hired an attendance secretary who contacts each family when students are absent. Attendance is tracked and calls are made or letters are sent from the principal to the parents of students who are chronically absent or tardy. All of these efforts make a difference in helping parents recognize the need to get their children to school on time and here every day. Parents are referred to a district hearing as necessary. Analysis of significant shifts in student demographic characteristics: Our data indicates that our Hispanic population has increased by 15%and our Caucasian population has increased by 25%. These changes in population are not firm by any means because of the mobility of our community. This constant mobility creates a unique challenge for us as we work to quickly determine and meet the needs of new students while providing consistent and effective instruction for those students who are not part of the mobility. Analysis of instructional materials including core and supplemental materials: Our math and reading coach make sure that every teacher has the materials necessary to teach our math and reading programs with fidelity. Teachers monitor the state core and district pacing maps in order to plan for comprehensive instruction. Upper grade teachers have expressed a need for nonfiction materials that support the science core. This will be addressed by conducting an inventory of existing materials and collaborating across grades to identify effective supplemental materials. > > 2 Salt Lake City School District

4 Analysis of current use of school resources: Needs Assessment We manage all of our resources in accordance with the objectives that we have set. Finances, space and human resources are all allocated toward improving student achievement. We are developing a strong partnership with Deseret Media Corporation and other business entities in an effort to magnify our resources and provide greater learning opportunities for our community. Analysis of teacher effectiveness: One of our key objectives is to increase teacher effectiveness through the collaborative analysis of student work. We use common assessments (Math Fluency, Benchmark Math, DIBELS, and DRA) to plan for instruction. Student assessment records are submitted to the administration three times each year and we are creating an electronic assessment wall. We are committed to providing a supportive climate where the focus is on student learning and the needs of the &ldquowhole child&rdquo are paramount. > Other: 3 Salt Lake City School District

5 LITERAC Overall Goal: Reduce by 10% the percentage of students not proficient on the Language Arts CRT. (Progressing from 66% to 69% proficient) Closing the Achievement Gap Goal: Reduce by 10% the percentage of Hispanic students not proficient on the Language Arts CRT. (Progressing from 51% to 56% proficient) Reduce by 10% the percentage of ELL students not proficient on the Language Arts CRT. (Progressing from 56% to 60%) Reduce by 10% the percentage of SES students not proficient on the Language Arts CRT. (Progressing from 63% %to 67%) > Which student groups are your target populations because of achievement disparities in this content area? Our Hispanic students currently present with a 15% achievement gap while, our ELL students present with a 10% gap and our SES population presents with a 3% gap as compared to the overall achievement in our building. Title I only - Selecting Assessments How will teachers be involved in selecting the assessments used to monitor student progress and improve instruction? Teachers, administration, coaches, and members of our Student Services Committee will work together to determine common assessments to be used for careful evaluation and analysis of student progress. Once collected, data will be used to create and update an electronic assessment wall. During collaborative team meetings, team members will use the data to inform instruction and intervention, and to plan further assessments as needed. 4 Salt Lake City School District

6 Aligning Curriculum, Instruction, and Assessment What tools and practices will teachers use to align curriculum, instruction, and assessment? Primary instruction will be provided through Story Town, a school-wide core literacy program, aligned with core standards objectives and assessments. Story Town will be implemented with fidelity, using the program's scope and sequence to plan. This includes the use of Story Town&rsquos intervention, ELL, and writing strands.school Improvement funds will be used to purchase the materials necessary to implement Story Town with fidelity. School Improvement funds will be used to provide each grade level with funds to purchase high quality literature to strengthen and broaden classroom libraries. Daily instruction will be guided by the use of assessment, and pacing maps. Students will engage in daily whole and small group instruction that will include culturally relevant pedagogy, modeling, and opportunities for guided and independent practice. Students will reflect upon and demonstrate learning through written response across all content areas. Funding Uses: Program Expenditure Quantity Type School Improvement Instructional Materials null items Early Childhood Transition to Kindergarten How will you help preschool children transition to kindergarten? With district support, the school will maintain a fully staffed Pre-K program for 4 year olds, two Special-Ed Pre-K programs for identified 3 and 4 year olds with special needs, and two full-day kindergartens. Opportunities for Pre-K and K collaboration will be provided for students and parents to support transition and awareness of needs. Steps will be taken to ensure that Pre-K is included as part of the regular school community through newsletters, family events etc. The early years of a child's life are critical for optimal development and to provide for success in school and life. To help better prepare our preschool students for the school experience, we will begin to implement the Parents As Teachers (PAT) program in our building. To accomplish this we will host two parent seminars during the school year. One focused on math and one focused on literacy. 5 Salt Lake City School District

7 Planning Professional Development What professional development will you offer related to your overall achievement goal? Grade level planning and collaborative meetings will be held at least monthly. These meetings will include monitoring of student progress through analysis of common assessments and the use of an electronic literacy assessment wall. Coaches and teachers will assess and determine professional development needs and then plan for them together. Coaches, teachers, and administration will teach and participate in professional development during specified faculty and monthly collaborative meetings. Teachers will participate in specific monthly professional development sessions,planned as a school Professional Learning Community, to better understand Story Town writing components, and strengthen writing instruction and assessment. Highly Impacted funds will be used to purchase professional texts for the faculty to use in professional development. Funding Uses: Program Expenditure Quantity Type Highly Impacted Meetings & Workshops - Staff 25 items Title I only - Recruiting and Retaining Highly Effective Staff What strategies will you use to recruit and retain highly effective teachers? Every effort will be made to carefully select and retain highly effective teachers. A hiring committee will interview and select candidates who meet posted specifications. Our diversity requires the need for teachers who hold an ELD Endorsement or are willing to immediately pursuit one, and those with Title One experience. Our commitments to collaboration and family involvement call for candidates who have demonstrated the ability to work effectively with others and are willing to support family involvement and community building activities. We will work to retain effective teachers and staff by offering quality professional development as well as encouraging teachers to pursuit development on their own. Using management by objectives, we will continue to provide the curriculum and materials necessary for success, support teachers through collaborative efforts, maintain our commitment to small class size, and foster a positive, rewarding learning environment 6 Salt Lake City School District

8 Supporting English Learners What support will teachers provide to English Learners during tier one instruction? All teachers will use sheltered instruction to meet the needs of their English Language Learners. Both language and content objectives will be developed, posted, and referred to in lessons. Displays of visual clues in the form of &ldquofocus walls&rdquo will be created in classrooms to illustrate and further explain objectives, vocabulary, and reading strategies. Story Town listening cds, listening centers, opportunities for discussion, graphic organizers, and other research-based strategies will be used to reach children using multiple intelligences. Families will participate in a yearly Literacy Night designed to clarify literacy goals and strategies for parents in an effort to encourage their support and interaction with their children. Improving Instructional Practice In what ways will you improve tier one instruction related to your overall achievement goal? Teachers will use whole and differentiated small group instruction to meet Tier I and Tier II student needs. Teachers will define and post essential core standards and objectives at each grade level. The Story Town program will be fully implemented with fidelity. A systematic process of common assessment will be implemented across all grade levels to evaluate student progress and inform instruction and intervention including: pre/post, end-of-unit, DIBELS, DRA, teacher made tests, and Core Phonics. Assessment data will be frequently evaluated through the use of an electronic literacy assessment wall and monthly collaborative meetings. Teachers will participate in professional development to strengthen the use of Story Town intervention, ELL, and writing instruction. Students enrolling after the beginning of the school year will be assessed by their teacher or by trained, highly qualified paraprofessionals within two weeks to determine instructional needs. 7 Salt Lake City School District

9 Scheduling & Using Instructional Time How will you determine and protect the scheduling and use of instructional time? A three-hour block of explicit teaching time in grades K-6 will be set aside for daily literacy instruction. This will include Tier I and II instruction for all students. Special Ed. and English Language Development classes will correlate to and strengthen core instruction. Hiring and Assigning Staff What hiring practices will you use to increase student achievement? Based on teachers' strengths, how will you deliberately assign students to benefit learning outcomes? Financial resouces will be used for the following staffing purposes: One certified teacher (1 FTE) will be hired using Title One funds to reduce class sizes and blending in the upper grades. One.5 FTE will be hired using Highly Impacted funds to reduce class sizes and blending across all grades. Funding Uses: Program Expenditure Quantity Type Highly Impacted Salary-Teacher C 0.5 FTE Title I Salary-Teacher C 1 FTE 8 Salt Lake City School District

10 Assigning Paraprofessionals What duties will paraprofessionals performed to increase student achievement? Three 19.5 hour paraprofessionals will work on targeted interventions with individual students and small groups as directed by teachers and collaborative teams. These positions will be funded equally through Trust Land and Title One funds. Title One funds will be used to hire the following: One 5 hour paraprofessional to work directly with children within our Special Education department, Two 25 hr highly qualified paraprofessional two work directly with our kindergarten students to help them build a strong foundation for school. One 19.5 computer instructor to work with keyboarding, and computer processing skills in an effort to strengthen writing. > > Funding Uses: Program Expenditure Quantity Type Title I Salary-Paraprofessional hours/wk LAND Trust Salary-Paraprofessional hours/wk Title I Salary-Paraprofessional 74.5 hours/wk Identifying and Providing Interventions How will you identify students for interventions? What interventions will you provide to students during the school day to achieve your overall achievement goal? Students will be identified for interventions through teacher observation and assessment data. Individual teachers, grade level teams, our district literacy coach, and Student Services Committee members will work together to plan for targeted instruction during collaborative meetings. Teachers will provide Tier II interventions through reteaching, differentiated small group instruction, differentiated assignments and individualized instruction. Four highly qualified paraprofessionals (One procured from SPED,and three from Title One Funds) will work with identified students to provide targeted Tier II instruction and monitor progress under the direction of classroom teachers. 9 Salt Lake City School District

11 Increasing Instructional Time and/or Extending the School Day or ear How will you increase instructional time by extending the school day or year? How will those services impact your overall achievement goal and your achievement gap goal? The school will maintain an extended-day, after school program that includes academic intervention and enrichment for all students (District Title I / 21st Century Grant). Instruction provided will be coordinated with the regular day activities and in alignment with core standards and objectives. Measuring Progress of Student Achievement How will teachers assess student progress towards the goals throughout the year? How will teachers use the information on student progress to adjust instruction throughout the year? A systematic process of common assessment will be implemented across all grade levels to evaluate student progress, inform instruction, and plan for interventions including: pre/post, end-of-unit, running records, DIBELS Next, DRA, UTIPs, teacher made tests, and Core Phonics. Assessment data will be frequently evaluated through the use of an electronic literacy assessment wall and monthly collaborative meetings. Utah Write will be used to assess 4th, 5th, and 6th grade writing progress as outlined above. Teachers will share specified data points with administration monthly for students who are identified as reading at intensive levels by DIBELS next and DRA testing. Increasing Student Access to Technology How will you use technology to achieve your overall achievement goal or your achievement gap goal? All students will have weekly access to the computer lab allowing them to participate in quality reading programs as suggested by the Story Town program, UEN, USOE,and the district. Fourth, fifth, and sixth grade students will participate in &ldquoutah Write&rdquo, a web-based assessment tool enabling students to develop effective writing skills through interactive lessons and web-based scoring of writing samples. Students in the fourth through sixth grade will be scheduled for daily access to Title One mobile computer labs so they can participate in Utah Write practice and other suggested literacy building programs. Six additional Smart Boards will be purchased with Equipment funds. These Smart Boards will expand literacy instruction and technological learning opportunities for students in nine classrooms. 10 Salt Lake City School District

12 Title One funds will be used to hire one 19.5 computer instructor. Family and School Collaboration Strengthening the Partnership with the Families and Community What are the identified strengths of the community? How will you strengthen your relationship with families to support student learning? Families within our community have a strong tradition of valuing education for their children. We will continue to build upon that strength in the following ways: School newsletters and our website will keep parents informed of upcoming events as well as give specific suggestions to support learning at home. We will hold four family nights to celebrate student growth and support parents as teachers to their children. Two parent nights will be held with our preschool parents to guide their efforts with their children in literacy, math, and English Development. Parents will be encouraged to be involved with our PTA and SCC in an effort to strengthen parental input and involvement. Business partnerships will be nurtured to magnify our abilities to provide quality instruction and to serve as a community center for families. School Improvement funds will be used to hire a 15 hour volunteer coordinator to work directly with our volunteers and business partners. Funding Uses: Program Expenditure Quantity Type School Improvement Salary-Paraprofessional 15 hours/wk Family Involvement Supplies null items 11 Salt Lake City School District

13 Family and School Collaboration Communicating with Families and Community How will you strengthen your communication with families regarding student progress and learning expectations? Parents will have access to their child's teacher and will be informed about their child's progress in meeting and maintaining grade level proficiency of essential math skills. In addition to two annual SEP conferences, teachers will routinely set aside time to meet with parents. Regularly scheduled meeting times, procedures and contact information will be provided to parents as part of each teacher's Open Disclosure Document Teachers will be encouraged to strengthen family communication through the use of newsletters. One 10 hour Family Involvement Assistant will be hired tusing Highly Impacted funds to build family and parental involvement in an effort to improve student achievement. > One 10 hour Attendance Tracker will be hired using School Improvement funds to track student attendance and communicate with parents about attendance and tardies. Funding Uses: Program Expenditure Quantity Type Highly Impacted Salary-Paraprofessional 20 hours/wk Family and School Collaboration Working Collaboratively with Families How will you increase the ways you work collaboratively with families in decision making and school governance? Family Involvement funds will be used to hold monthly Parents and Pastries events to provide an added opportunity for parents to share ideas and ask questions. These monthly events have been well received in our community and provide us with the chance to bring families into the building who may feel hesitant to participate in other ways for a variety of reasons including language or socioeconomic challenges. As we establish the members of our School Community Council for , a specific effort will be made to invite and contact groups of parents that may not have been involved in the past. > School Community Council meetings will be held a time when parents can participate fully. Funding Uses: Program Expenditure Quantity Type Family Involvement Food Purchases - Adult null items 12 Salt Lake City School District

14 Equity:Closing the Achievement Gap Tier One Support What specific tier one support will you provide to your target population(s) for your achievement gap goal? Teachers will implement the Story Town reading program with fidelity, differentiating for individual student needs as assessment guides them. > A special emphasis will be made on providing language support for our ELL students through sheltered instruction. > Teachers, coaches, and administration will collaborate to plan for and implement effective teaching based on common assessments and careful analysis of this data. Equity:Closing the Achievement Gap Professional Development What professional development will you offer specifically related to the achievement gap goal? Time will be set aside during regularly scheduled faculty meetings to provide professional development on culturally relevant pedagogy via book studies and other relevant instruction. Assistance in providing professional development will be sought from SLCSD equity, literacy and math coaches. 13 Salt Lake City School District

15 ENGLISH LANGUAGE DEVELOPMENT Overall Goal: At least 35% of ELs will improve their level of proficiency on UALPA when compared to 2010 UALPA results. Title I only - Selecting Assessments How will teachers be involved in selecting the assessments used to monitor student progress and improve instruction? Teachers will collaborate with district literacy and language coaches as well as the administration to better understand and plan for implementation of the WIDA standards and the &ldquocan Do&rdquo matrix specifically for English Language Development. Frequent collaborative meetings will include the selection of assessments for literacy and math, and the evaluation of data collected from them. Aligning Curriculum, Instruction, and Assessment What tools and practices will teachers use to align curriculum, instruction, and assessment? All curriculum, instruction and assessment will be aligned with the 5 English Language Proficiency (ELP) Standards of the WiDA Consortium adopted by the Salt Lake District. These standards include social and instructional communication, and communication of ideas and concepts necessary for academic success in Language Arts, Mathematics, Science, and Social Studies. Primary instruction will be provided through ELD interventions provided by Story Town, a school-wide core Literacy program, and Carrousel, a research-based English Language Development program. These programs will be implemented with fidelity and in correlation with each other. 14 Salt Lake City School District

16 Early Childhood Transition to Kindergarten How will you help preschool children transition to kindergarten? With district support, the school will maintain a fully staffed Pre-K program for 4 year olds, two Special-Ed Pre-K programs for identified 3 and 4 year olds with special needs, and two full-day kindergartens. Opportunities for Pre-K and K collaboration will be provided for students and parents to support transition and awareness of needs. Steps will be taken to ensure that Pre-K is included as part of the regular school community through newsletters, family events etc. The early years of a child's life are critical for optimal development and success. To help better prepare our preschool students for the school experience, we will begin to implement the Parents As Teachers (PAT) program in our building. To accomplish this we will host two parent seminars during the school year. One focused on math and one focused on literacy. Translators will be available and materials will be sent home in English and Spanish. Planning Professional Development What professional development will you offer related to your overall achievement goal? Teachers will participate in targeted professional development to develop an understanding and the use of the WIDA English Language Proficiency (ELP) Standards for scaffolding and differentiation of core content. A WIDA seminar will be held for the faculty and staff in the fall. Grade level planning and collaborative meetings will be held at frequently. These meetings will include monitoring of student progress through analysis of common assessments and the use of an electronic literacy, math, and ELL assessment wall. Coaches and teachers will assess and determine professional development needs together. Coaches, teachers, and administration will teach and participate in professional development during specified faculty and monthly collaborative meetings. 15 Salt Lake City School District

17 Title I only - Recruiting and Retaining Highly Effective Staff What strategies will you use to recruit and retain highly effective teachers? Every effort will be made to carefully select and retain highly effective teachers. A hiring committee will interview and select candidates who meet posted specifications. Our diversity requires the need for teachers who hold an ELD Endorsement or are willing to immediately pursuit one, and those with Title One experience. Our commitments to collaboration and family involvement call for candidates who have demonstrated the ability to work effectively with others and are willing to support family involvement and community building activities. We will work to retain effective teachers and staff by offering quality professional development as well as encouraging teachers to pursuit development on their own. Using management by objectives, we will continue to provide the curriculum and materials necessary for success, support teachers through collaborative efforts, maintain our commitment to small class size, and foster a positive, rewarding learning environment Supporting English Learners What support will teachers provide to English Learners during tier one instruction? Teachers and staff will participate in targeted professional development to develop and understanding of the WIDA standards. All teachers will use sheltered instruction to meet the needs of their English Language Learners in accordance with WIDA standards. Both language and content objectives will be developed, posted, and referred to in lessons. Displays of visual clues in the form of &ldquofocus walls&rdquo will be created in classrooms to illustrate and further explain objectives, vocabulary, and reading strategies. Story Town listening cds, listening centers, opportunities for discussion, graphic organizers, and other research-based strategies will be used to reach children using multiple intelligences. Families will participate in a yearly Literacy and Math Nights designed to clarify literacy goals and share strategies with parents. 16 Salt Lake City School District

18 Improving Instructional Practice In what ways will you improve tier one instruction related to your overall achievement goal? Teachers will use whole and differentiated small group instruction to foster growth in reading, writing, listening, and speaking. Teachers will define and post essential WIDA standards and the &ldquocan DO&rdquo matrix at each grade level. A systematic process of assessment will be implemented across all grade levels to evaluate English language progress and inform instruction based on the WIDA standards and the &ldquocan DO&rdquo matrix. Assessment data will be frequently evaluated through the use of an electronic literacy assessment wall and monthly collaborative meetings. Teachers will participate in professional development to develop an understanding and the use of the WIDA English Language Proficiency (ELP) Standards for scaffolding and differentiation of core content. New students will be assessed by the ALS coordinator within two weeks to determine instructional needs, placement and to appropriately notify parents according to Title III specifications. Scheduling & Using Instructional Time How will you determine and protect the scheduling and use of instructional time? English Language Learners will receive 45 minutes of targeted English Language development daily. A three-hour block of explicit teaching time in grades K-6 will be set aside for daily literacy instruction. This will include Tier I and II instruction for all students. An uninterrupted block of 60 minutes of explicit teaching time in grades K-2 (45 minutes of Tier I and 15 minutes of Tier II) and 90 minutes in grades 3-6 (60 minutes of Tier I and 30 minutes of Tier II) will be set aside for daily math instruction. Special Ed. and English Language Development classes will correlate to and strengthen core instruction. 17 Salt Lake City School District

19 Hiring and Assigning Staff What hiring practices will you use to increase student achievement? Based on teachers' strengths, how will you deliberately assign students to benefit learning outcomes? Financial resouces will be used for the following staffing purposes: One certified teacher (1 FTE) will be hired using Title One funds to reduce class sizes and blending in the upper grades. > One.5 FTE will be hired using Highly Impacted funds to reduce class sizes and blending across all grades. One FTE from the regular school program will be used to hire a highly qulaified ALS coordinator and ELD teacher. One.5 FTE from the regular school program wil be used to hire a math intervention teacher. Assigning Paraprofessionals What duties will paraprofessionals performed to increase student achievement? Trust Land and Title One funds will be used to equally to hire three 19.5 hour paraprofessionals. These paraprofessionals will work on targeted interventions with individual students and small groups as directed by teachers and collaborative teams. Title One funds will be used to hire the following: One 19.5 computer instructor to work with keyboarding, and computer processing skills in an effort to strengthen writing. One 5 hour paraprofessional to work directly with children within our Special Education department, Two 25 hr highly qualified paraprofessional kindergarten assistants to help provide a solid foundation of basic skills for our kindergarten students. Identifying and Providing Interventions How will you identify students for interventions? What interventions will you provide to students during the school day to achieve your overall achievement goal? Students will be identified for interventions through teacher observation and assessment data. Individual teachers, grade level teams, our district literacy coach, and Student Services Committee members will work together to plan for targeted instruction during collaborative meetings. Teachers will provide Tier II interventions through reteaching, differentiated small group instruction, differentiated assignments and individualized instruction. Four highly qualified paraprofessionals (One procured from SPED,1.5 from Title One,and 1.5 from Trust Land Funds) will work with identified students to provide targeted Tier II instruction in literacy and monitor progress under the direction of classroom teachers and the Student Services Committee. One.5 certified teacher will work with identified students to provide targeted Tier II instruction in math and 18 Salt Lake City School District

20 monitor progress under the direction of classroom teachers and the Student Services Committee. Increasing Instructional Time and/or Extending the School Day or ear How will you increase instructional time by extending the school day or year? How will those services impact your overall achievement goal and your achievement gap goal? The school will maintain an extended-day, after school program that includes academic intervention and enrichment for all students (District Title I / 21st Century Grant). Instruction provided will be coordinated with the regular day activities and in alignment with core standards and objectives. Measuring Progress of Student Achievement How will teachers assess student progress towards the goals throughout the year? How will teachers use the information on student progress to adjust instruction throughout the year? A systematic process of assessment will be implemented across all grade levels to evaluate English language progress and inform instruction and intervention based on the WIDA standards and the &ldquocan DO&rdquo matrix. A systematic process of common assessment will be implemented across all grade levels to evaluate student progress, inform instruction, and plan for interventions including: pre/post, end-of-unit, running records, DIBELS Next, DRA, UTIPs, teacher made tests, Core Phonics, FAST MATH, and benchmarks. Assessment data will be frequently evaluated through the use of an electronic assessment wall and monthly collaborative meetings. Utah Write will be used to assess 4th, 5th, and 6th grade writing progress as outlined above. 19 Salt Lake City School District

21 Increasing Student Access to Technology How will you use technology to achieve your overall achievement goal or your achievement gap goal? All students will have weekly access to the computer lab allowing them to participate in quality reading programs as suggested by the Story Town program, UEN, USOE, and the district. Fourth, fifth, and sixth grade students will participate in &ldquoutah Write&rdquo, a web-based assessment tool. Students in the third through sixth grade will be scheduled for daily access to Title One mobile computer labs so they can participate in Utah Write practice and other suggested literacy building programs. Six additional Smart Boards will be purchased with Equipment funds. Smart Boards will expand literacy instruction and technological learning opportunities for all students in nine classrooms and in the media center. Teachers will observe classrooms where literacy instruction is strengthened through the use of Smart Boards and participate in professional development opportunities to enhance the use of Smart Boards in their classrooms. Family and School Collaboration Strengthening the Partnership with the Families and Community What are the identified strengths of the community? How will you strengthen your relationship with families to support student learning? Families within our community have a strong tradition of valuing education for their children. We will continue to build upon that strength in the following ways: School newsletters and our website will keep parents informed of upcoming events as well as give specific suggestions to support learning at home. We will hold three family nights each year to celebrate student growth in specific areas and to support the parents as teachers to their children. Two parent nights will be held specifically with our preschool parents to guide their efforts with their children in literacy, math, and English Language Development. Parents will be encouraged to be involved with our PTA and SCC in an effort to strengthen parental input and involvement. Business partnerships will be fostered to magnify our abilities to provide quality instruction for our students and to serve as a community center for families. 20 Salt Lake City School District

22 Family and School Collaboration Communicating with Families and Community How will you strengthen your communication with families regarding student progress and learning expectations? Parents will have access to their child's teacher and will be informed about their child's progress in meeting and maintaining grade level proficiency of essential math skills. Parents will receive information in a language the can understand. In addition to two annual SEP conferences, teachers will routinely set aside time to meet with and contact parents. Regularly scheduled meeting times, procedures and contact information will be provided to parents as part of each teacher's Open Disclosure Document. Teachers will be encouraged to strengthen family communication through the use of newsletters. Family and School Collaboration Working Collaboratively with Families How will you increase the ways you work collaboratively with families in decision making and school governance? We will hold monthly Parents and Pastries events to provide an added opportunity for parents to share ideas and ask questions. We have found that these events particularly bring out families who may not feel comfortable participating in PTA or SCC due to language barriers. As we establish the members of our School Community Council for , a specific effort will be made to invite and contact groups of parents that may not have been involved in the past. School Community Council meetings will be held a time when parents can participate fully. Equity:Closing the Achievement Gap Tier One Support What specific tier one support will you provide to your target population(s) for your achievement gap goal? Teachers will implement Story Town ELD interventions with fidelity, differentiating for individual student needs as assessment guides them. A special emphasis will be made on providing language support for our ELL students through sheltered instruction. Teachers, coaches, and administration will collaborate to plan for and implement effective teaching based on common assessments and careful analysis of this data. Text Talk (K-3) and Powerful Vocabulary (4-6) will continue to be implemented to improve vocabulary and comprehension skills during the ELD time. Science materials will be purchased using Title III funds to provide hands on experiences in science for all 21 Salt Lake City School District

23 students. These materials will strengthen authentic science instruction for all students. Each grade level will receive Title III funds to expand classroom libraries with an emphasis on a scope of leveled and nonfiction literature to build skills and background knowledge. Funding Uses: Program Expenditure Quantity Type Title III Instructional Materials null items Equity:Closing the Achievement Gap Professional Development What professional development will you offer specifically related to the achievement gap goal? Time will be set aside during regularly scheduled faculty meetings to provide professional development on culturally relevant pedagogy via book studies and other relevant instruction. Assistance in providing professional development will be sought from SLCSD equity, literacy and math coaches. A WIDA seminar will be held in the fall to build teacher awareness and understanding of the WIDA standards and the &ldquocan DO&rdquo matrix which details language growth. 22 Salt Lake City School District

24 MATH Overall Goal: Reduce by 10% the percentage of students not proficient on the Math CRT. (Progressing from 65% to 68% proficient) Closing the Achievement Gap Goal: Reduce by 10% the percentage of Hispanic students not proficient on the Math CRT. (Progressing from 54% to 59%proficient) Reduce by 10% the percentage of SES students not proficient on the Math CRT. (Progressing from 60%to 64%) Which student groups are your target populations because of achievement disparities in this content area? Our Hispanic students currently present with a 11% achievement gap while our SES population presents with a 5% gap as compared to the overall achievement in our building. Title I only - Selecting Assessments How will teachers be involved in selecting the assessments used to monitor student progress and improve instruction? Teachers, administration, coaches, and members of our Student Services Committee will work together to determine common assessments to be used for careful evaluation and analysis of student progress. Once collected, data will be used to create and update an electronic assessment wall. During collaborative team meetings, team members will use the data to inform instruction and intervention, and to plan further assessments as needed. 23 Salt Lake City School District

25 Aligning Curriculum, Instruction, and Assessment What tools and practices will teachers use to align curriculum, instruction, and assessment? Primary instruction will be provided through Math Expressions, a school-wide core mathematics program, aligned with core standards objectives and assessments. Math Expressions will be implemented with fidelity, using the program's scope and sequence to plan and implement instruction, and common terminology to teach essential skills and strategies. School Improvement funds will be used to purchase the materials necessary to teach Math Expressions with fidelity. Daily instruction will be guided by the use of pacing maps, Essential Trackers and student assessment. Students will engage in daily whole and small group instruction that will include culturally relevant pedagogy, modeling, and opportunities for guided and independent practice. Students will reflect upon and demonstrate learning through written response, Math Talk, and performance-based tasks thematically linked to other core content curriculum. Funding Uses: Program Expenditure Quantity Type School Improvement Instructional Materials null items Early Childhood Transition to Kindergarten How will you help preschool children transition to kindergarten? With district support, the school will maintain a fully staffed Pre-K program for 4 year olds, two Special- Ed Pre-K programs for identified 3 and 4 year olds with special needs, and two full-day kindergartens. Opportunities for Pre-K and K collaboration will be provided for students and parents to support transition and awareness of needs. Steps will be taken to ensure that Pre-K is included as part of the regular school community through newsletters, family events etc. The early years of a child's life are critical for optimal development and to provide for success in school and life. To help better prepare our preschool students for the school experience, we will begin to implement the Parents As Teachers (PAT) program in our building. To accomplish this we will host two parent seminars during the school year. One focused on math and one focused on literacy. 24 Salt Lake City School District

26 Planning Professional Development What professional development will you offer related to your overall achievement goal? Grade level planning and collaborative meetings will be held frequently. These meetings will include monitoring of student progress through analysis of common assessments and the use of an electronic math assessment wall. Coaches and teachers will assess and determine professional development needs together. Coaches, teachers, and administration will teach and participate in professional development during specified faculty and monthly collaborative meetings. Title I only - Recruiting and Retaining Highly Effective Staff What strategies will you use to recruit and retain highly effective teachers? Every effort will be made to carefully select and retain highly effective teachers. A hiring committee will interview and select candidates who meet posted specifications. Our diversity requires the need for teachers who hold an ELD Endorsement or are willing to immediately pursuit one, and those with Title One experience. Our commitments to collaboration and family involvement call for candidates who have demonstrated the ability to work effectively with others and are willing to support family involvement and community building activities. We will work to retain effective teachers and staff by offering quality professional development as well as encouraging teachers to pursuit development on their own. Using management by objectives, we will continue to provide the curriculum and materials necessary for success, support teachers through collaborative efforts, maintain our commitment to small class size, and foster a positive, rewarding learning environment 25 Salt Lake City School District

27 Supporting English Learners What support will teachers provide to English Learners during tier one instruction? All teachers will use sheltered instruction to meet the needs of their English Language Learners. Both language and content objectives will be developed, posted, and referred to in lessons. An emphasis will be placed on common math vocabulary terms from the core and our Math Expressions program. Displays of visual clues will be created in classrooms to illustrate and further explain common math vocabulary terms and strategies. Manipulatives, math talk, graphic organizers, and other research-based strategies will be used to reach children using multiple intelligences. Families will participate in a yearly Math Night designed to clarify math goals and strategies for parents in an effort to encourage their support and interaction with their children. Improving Instructional Practice In what ways will you improve tier one instruction related to your overall achievement goal? Teachers will use whole and differentiated small group instruction to meet Tier I and Tier II student needs. Teachers will define and post essential core standards and objectives at each grade level. The Math Expressions program will be fully implemented with fidelity. All students will use FAST MATH daily to improve fluency. A systematic process of common assessment will be implemented across all grade levels to evaluate student progress and inform instruction and intervention including: pre/post, end-of-unit, benchmark, UTIPs, teacher made tests, and the Curriculum Based Measure (CBM) Program to benchmark and progress monitor student performance. Assessment data will be frequently evaluated through the use of an electronic math assessment wall and monthly collaborative meetings. Students who enroll after the beginning of the school year will be assessed by their teacher or by trained, highly qualified paraprofessionals within two weeks to determine instructional needs. 26 Salt Lake City School District

28 Scheduling & Using Instructional Time How will you determine and protect the scheduling and use of instructional time? An uninterrupted block of 60 minutes of explicit teaching time in grades K-2 (45 minutes of Tier I and 15 minutes of Tier II)and 90 minutes in grades 3-6 (60 minutes of Tier I and 30 minutes of Tier II) will be set aside for daily math instruction. Hiring and Assigning Staff What hiring practices will you use to increase student achievement? Based on teachers' strengths, how will you deliberately assign students to benefit learning outcomes? One certified teacher (1 FTE) will be hired using Title One funds to reduce class sizes and blending in the upper grades. > One.5 FTE will be hired using Highly Impacted funds to reduce class sizes and blending across all grades. One.5 FTE will be used within our Regular Program funds to provide a certified math intervention teacher. Students will be assigned to this interventionist based on teacher referrals and the recommendation of the Student Services Committee. > Assigning Paraprofessionals What duties will paraprofessionals performed to increase student achievement? > Title One funds will be used to hire the following: One 5 hour paraprofessional to work directly with children within our Special Education department, Two 25 hr highly qualified paraprofessional two work directly with our kindergarten students to help them build a strong foundation for school. 27 Salt Lake City School District

29 Identifying and Providing Interventions How will you identify students for interventions? What interventions will you provide to students during the school day to achieve your overall achievement goal? Students will be identified for interventions through teacher observation and assessment data. Individual teachers, grade level teams, our district math coach, and Student Services Committee members will work together to plan for targeted instruction during collaborative meetings. Teachers will provide Tier II interventions through reteaching, differentiated small group instruction, differentiated assignments and individualized instruction. A.5 certified teacher will work with identified students to provide targeted intervention for Tier II students under the direction of classroom teachers and the Student Services Committee. Increasing Instructional Time and/or Extending the School Day or ear How will you increase instructional time by extending the school day or year? How will those services impact your overall achievement goal and your achievement gap goal? The school will maintain an extended-day, after school program that includes academic intervention and enrichment for all students (District Title I / 21st Century Grant) &bull Instruction provided will be coordinated with the regular day activities and in alignment with core standards and objectives. 28 Salt Lake City School District

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