School LAND Trust Program

Our monies for Other Purchased Services were spent for admission for students to attend
math and science field trips. This gives students the experiences that build prior
knowledge.  This prior knowledge is a key component of literacy growth. These students
will benefit from these opportunities
to travel outside of their city of Layton to enjoy exposure to math and science
exhibits.

The monies in General Supplies were distributed as follows:  each teacher was given $30
per student to purchase supplies related to literacy and math instruction.  Some
examples
of what was purchased include:  levelled reading libraries, math manipulatives,
listening
centers,document cameras and projectors.  

This text box is not applicable.

With Trust Land funds we will  provide field trip money for each class.  Many of the
students we serve do not have access or the ability to discover the wonders around them. 
Teacher-guided field trips are often the only exposure these students have to the many
opportunites that our community and surrounding communities provide.  This benefits them
not only with the related math, reading, or science experience for content area reading,
but helps build prior knowledge which is so vital to reading comprehension.

The Trust Land money will also be used to match grants for technology.   We will be
providing computers to allow for more students to regularly access the ILS system which
has been proven through research to increase student achievement.

Technology, Math, and Reading classroom materials will also be purchased with the monies.
 This will help supplement the limited budgets that teachers receive from our school
budget.

Lincoln Elementary followed the plan established by the community council as described
above. Our Trust Lands funds have been primarily spent on Math/Reading materials for
teachers - this included such items as lassroom leveled reading libraries, math
manipulatives, take-home readers for students, and prereading activites for the
kindergarten students. We funded field trips focusing on Math and Science for students.
Additionally, monies were spent on technology - in the form of a matching grant for
technology (purchasing grade level technology carts and equipment) and training for our
computer prep specialist.

Reading:  Comprehension - improve student achievement, as measured by end-of-level state
assessments in the Spring of 2007, an average of 3% schoolwide.
Mathematics:  Math Fact Mastery - improve student achievement, as measured by the
SuccessMaker math program, by an average of one year among students logging at least 10
hours in the program.
Mathematics: Subpopulation - improve student achievement within the Hispanic and
African-American subpopulations, as measured by the 2008 AYP report, an average of 5%
General-Academic:  Attendance - improve At-Risk student attendance by an average of 10%
within the lowest attending 25 students - as identified at the end of each of the first
three terms.
Non-Academic:  Communication with parents and the community - improve school to home
communication, as measured by a survey given Fall 2006 and again Winter 2007.
		

Goal:  Comprehension - Improve student achievement, as measured by end-of-level state
assessments in the Spring of 2008, an average of 3% schoolwide. Progress:  Moderate.  We
increased our Comprehension scores, schoolwide, by 1.5% overall. Goal:  Math Fact
Mastery
- improve student achievement, as measured by the SuccessMaker math program, by an
average
of one year among students logging at least 10 hours in the program. Progress:  Good. 
Our
average gain amongst students with at least 10 hours in the SuccessMaker program was .90
of a year.  We would also like to note that amongst students logging at least 14 hours
in
the program, the growth was 1.06 of a year on average. Goal:  Attendance - improve
At-Risk
student attendance by an average of 10% within the lowest attending 25 students - as
identified at the end of each of the first three terms. Progress:  Moderate.  The lowest
attending students showed an attendance improvement of 6%. Goal:  Subpopulation -
improve
student achievement within the Hispanic and African-American subpopulations, as measured
by the 2008 AYP report, an average of 5%. Progress:  Very good.  Our Hispanic and
African-American subpopulations saw gains of 14% in Language Arts and 14% in Mathematics
as measured by the 2008 AYP report.

Iowa Test of Basic Skills (ITBS), 1-3 Stanford Diagnostic Reading Test (SDRT), State
Criterion Referenced Tests (CRTs), Direct Writing Assessment.

Lincoln's subpopulations performed well on the 2008 assessements.  We have compiled the
number of students proficient/not proficient using the Davis Dashboard and listed
overall
performance using the AYP report.  Math: -Asian: 11 students proficient, 1 not
proficient.
 Overall 83% proficient, a 9% improvement over 2007. -African-American: 8 students
proficient, 6 not proficient.  Overall 36% proficient; a 5% improvement from 2007.
-Caucasian: 231 students proficient, 109 not proficient.  Overall 72% proficient, this
is
the same as 2007. -Hispanic: 43 students proficient, 43 not proficient.  Overall 59%
proficient, a 9% improvement from 2007. -Economically Disadvantaged: 99 students
proficient, 83 not proficient.  Overall 61% proficient, a 2% improvement over 2007.
-Limited English Proficiency: 7 students proficient, 21 not proficient.  Overall 57%
proficient, a 2% improvement over 2007. -Students with Disabilities: 17 students
proficient, 41 not proficient. 47% proficient, an 11% improvement over 2007.  Language
Arts: -Asian: 14 students proficient, 3 not proficient.  Overall 83% proficient, a 4%
improvement over 2007. -African-American: 8 students proficient, 5 not proficient.
Overall
64% proficient, a 10% improvement over 2007. -Caucasian: 253 students  proficient, 89
not
proficient.  Overall 79% proficient, a 2% point improvement over 2007. -Hispanic: 45
students proficient, 42 not proficient.  Overall 58% proficient, a 4% point improvement
over 2007. -Economically Disadvantaged: 106 students proficient, 69 not proficient. 
Overall 67% proficient, a 1% decline from 2007. -Limited English Proficiency: 4 students
proficient, 26 not proficient.  Overall 57% proficient, a 1% decline from 2007.
-Students
with Disabilities:  18 students proficient, 39 not proficient.  Overall 44% proficient,
a
10% improvement over 2007.  Science: -Asian:  4 students proficient, 2 not proficient. 
In
2007 only two students were tested and they were both proficient. -African-American:  4
students proficient, 1 not proficient.  In 2007 only two students were tested and they
were both proficient. -Caucasian: 84 students proficient, 35 not proficient.  In 2007 53
students were tested, 28 were proficient and 25 were not proficient.  -Hispanic: 12
students proficient, 25 not proficient.  In 2007 10 students were tested, 2 were
proficient and 8 were not proficient. -Economically Disadvantaged: 34 students
proficient,
37 not proficient.  In 2007 16 students were tested, 8 were proficient, 8 were not
proficient. -Limited English Proficiency:  4 students proficient, 8 not proficient.  In
2007 3 students were tested, none were proficient. -Students with Disabilities:  5
students proficient, 20 not proficient.  In 2007 8 students were tested, 2 were
proficient
and 6 were not proficient.

Our school could use additional technology equipment such as projectors, laptops, and
carts for individual teachers to check out and use in their classrooms.

Our school did purchase a cart, document camera, projector and DVD/VCT for each grade
level.  This equipment not only aids teachers in instruction but also introduces more
technology into the classroom, giving the students more experience with technology. 
This
indirectly helps prepare them for on-line testing.  

The Trust Lands Plan and School Improvement Plan are created together as one plan. Trust
Lands is part of the School Improvement Plan.

9,200

RIF Grant $5,700; Community Fundraising/Donations $3,500

• Governor: Jon Huntsman Jr.
• Orrin Hatch
• Rob Bishop
• Dist. 14 -- Curtis Oda
• Dist. 15 -- Douglas C. Aagard
• Dist. 16 -- Keven S. Garn
• Dist. 49 -- Greg J. Curtis

Mathematics

Reading

Reading:  Comprehension - improve student achievement, as measured by end-of-level state assessments
in the Spring of 2007, an average of 3% schoolwide.	
Mathematics:  Math Fact Mastery - improve student achievement, as measured by the SuccessMaker math
program, by an average of one year among students logging at least 10 hours in the program.		
General:  Attendance - improve At-Risk student attendance by an average of 10% within the lowest
attending 25 students - as identified at the end of each of the first three terms.			
Mathematics:  Subpopulation - improve student achievement within the Hispanic and African-American
subpopulations, as measured by the 2008 AYP report, an average of 5%		

Our process for improving student learning at Lincoln Elementary is multifaceted.  We have used our
Title I funds to further enhance the reading and ELL assistance that the district gives us.  Our
students are identified as needing additional academic interventions using CRT, DIBELs, Iowa, QRI
and other assessments.  A comprehensive plan is developed for each of these students which may
include Tier I interventions with the classroom teacher/reading specialists or Tier II interventions
using our trained tutors and/or after-school tutoring.  Teachers are meeting quarterly to reassess
student progress and interventions to determine what further strategies may be needed for each
child.

Our TrustLands funds help support our goals by providing teachers with leveled reading materials,
document cameras and video projectors.  In August/September of 2008, teachers will submit grant
applications to the Community Council detailing which materials they will purchase and their link to
our school goals in Reading and Math.  As part of the grant application, teachers will: 1) identify
the greatest academic needs within their grade level based on the Spring CRT and DIBELS assessment
results; 2) identify 1-2 goals that address the identified academic needs; and 3) outline a plan of
action and the steps to be taken to reach these goal(s), including the data that will be gathered to
show progress towards the goal(s).  In April/May of 2009 teachers will submit a written summary
report to the school Community Council using data to detail the progress made towards the goal(s)
and the impact that the Trust Lands funded items have had on student achievement.
   
Encouraging student attendance continues to be a focus for Lincoln, it is the first and most
important step towards our goal of improving student achievement in math and reading.  We have
received district support towards hiring an attendance coordinator and have supplemented this
support with funding from Title I.  Our attendance coordinator works with teachers, families and the
administration to do everything possible to ensure that all our students are present at Lincoln for
the instruction and interventions that we have put in place to improve student achievement in our
goal areas.  School funds, including those from Community Council approved fundraisers, will be used
to support our attendance goal by providing incentives for student attendance.

Lincoln uses a number of measures to gather the data needed to evaluate student progress.  In
addition to the state CRT scores, we assess using DIBELS three times yearly for all students. 
Students receiving services from the Reading Specialists are assessed using the QRI, those receiving
Resource services are assessed weekly by the Special Education teachers.  Our ILS reports provide
information about gains in reading and/or math for those participating with their class or as part
of their Tier II intervention.  Finally, our classroom teachers are experienced in informal
assessments within their class on core standards.

If Lincoln Elementary receives additional funding, we will purchase a portable classroom sound
enhancement system to enhance communication and learning from teacher to student.

The Trust Lands Plan and School Improvement Plan are created together as one plan. Trust Lands is
part of the School Improvement Plan.

Teachers will submit proposals to the Community Council for classroom supplies to support reading,
math, and technology in their classrooms.  Teachers will receive funding "per pupil" based on our
final Trust Lands allocation.  Items to be purchased will include classroom leveled reading
libraries, math manipulatives, video projectors, document cameras and take-home books for students. 

This question is not applicable.

A portion of the Trust Lands funds were used to secure a matching Technology grant from Davis
District.  These combined funds were then used to purchase document cameras and projectors for each
grade level.

Letters to State Senators, Representatives, Governor, Attorney General, State Treasurer, and Congressional Delegation

The school U-PASS Report is published on the district website at http://www.davis.k12.ut.us/rad