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In order to support our school wide commitment to improve literacy, materials were purchased specifically to support our Literacy Leadership training for reading in grades K through First. These materials included games and activities to assist in small group instruction. Supplies were also purchased to provide supplemental instructional materials for parents to help their students in both literacy and math. These home practice materials were distributed to parents at our Literacy Night and our Numeracy Night. The materials were also distributed to parents at our SEP Conferences. Math manipulatives were also purchased for all grade levels to supplement hands on instruction of math concepts. As teachers on each grade level attended math training from our district's math specialists, supplies were purchased for teachers to create materials for student use in their classrooms. These supplies were used to help teachers differentiate classroom instruction to meet individual student needs as determined by our stated assessment tools.Other purchases included wall card charts for all first grades and kindergarten classes, as well as a school wide set of approximately 200 picture books that tied specific math core concepts to literacy curriculum for cross curricular instruction. Incentives for students’ YPP and Acuity progress were purchased and given out at the end of the year.
We will continue to use trust land funds to provide teachers with the instructional tools they require. ..We will purchase a new mathematics program or supplemental math materials to assist in implementing the district and state math curriculum. ..We will purchase materials for classroom and school leveled libraries to support teacher efforts in differentiating instruction. We will hire 4-5 aides to provide student tutoring support in reading. We will provide professional development in reading, focusing on small group instruction and collaboration between our reading specialist, resource teachers, aides, and classroom teachers.
1. Provided substitutes for teachers to attend professional development in math and literacy leadership. 2. Purchased math manipulatives and provided materials for literacy leadership. 3. Purchased supplies to implement literacy leadership program. 4. Hired three classroom aides to support literacy and math instruction.
Students will demonstrate mastery of Utah Core Curriculum in language arts by showing growth in the number of students reaching grade level reading skills in fluency, phonemic awareness, and phonics by 5% as measured by those reaching DIBELS benchmarks in each of the tested areas. Students will demonstrate mastery of Utah Core Curriculum in math by showing growth on quarterly math assessments, reaching a score of at least 70% on each post test. They will also demonstrate mastery of basic math computation facts, developing fluency with multiplication/division facts by the end of fourth grade and addition/subtraction facts by the end of second grade.
Students on average, increased their DIBELS reading levels by 15%. This exceeded our goal. Due to the change from the Quarterly Benchmarks to the Acuity program, we were not able to collect the necessary data to see if we reached the 70%. However, we did increase our literacy and numeracy CRT scores by 10% and made AYP by Safe Harbor.
We will measure academic improvement through use of the CRT, Granite District Quarterly Math Assessment, DIBELS, informal assessment of math facts mastery, math computation skills, and reading skills. We are also capturing data on independent reading outside of school to measure the amount of practice they devote to their reading skills and the extent to which we are encouraging and developing reading enjoyment.
Many assessments were used to measure students’ progress. Individual classroom assessments were used as well as school-wide, district, and state assessments. The first week of school, every Kindergarten student was tested individually. The same test was given to each student at the end of the year to show growth. Our Kindergarten students had over a 70 % growth during the year. Trust Land funds were used to purchase AR (Accelerated Reading) tests. Students read books according to their assessed reading level and then took a specific test for that book. This was intended to measure comprehension. In combination, the STAR reading tests measured reading levels and growth throughout the year. Weekly YPP (Yearly Progress Pro) tests were taken by every student in grades one through six in reading, language arts, and math to show progress. Quarterly math benchmark tests were given in grades one through six. During the year this program changed over to a computer based program called Acuity. It also measured growth in math, according to our district’s math map. Using DIBELS, reading fluency was formally tested three times during the year by a team of trained staff members, including the classroom teacher. Students’ scores placed them into three categories: Benchmark – students on or above grade level, Strategic – approaching grade level, or At Risk – below grade level. Students scoring in the At Risk levels received weekly progress monitoring assessments. Students in the Strategic level received bi-weekly progress monitoring. End of year testing, or the CRT tests were taken by all students in grades two through six. Grades three through six were taken on the computer, while second grade took the tests with paper and pencils. Our school passed the AYP (Adequate Yearly Progress) as mandated by the NCLB (No Child Left Behind) legislation. CRT. Acuity, YPP, AR, STAR, and DIBELS assessments were used to measure progress.
Should additional funds be available we will add to our efforts to provide additional instructional support through the use of aides. We are also seeking opportunities to provide students better access to quality literature through expanding our building and classroom libraries.
In addition to our classroom aides, we hired an aide for our computer lab. The aide coordinated the assessments for teachers and students and provided teachers with support for assigning individual student exercises in areas needing remediation. She also coordinated self-monitoring tools for students to chart their progress.
Our Trust Lands plan supports our school improvement plan directly. Trust Lands funds support teacher instructional efforts to intervene on behalf of students who are not experiencing success by providing materials, professional development and aide assistance. We are using the same assessment methods and tools. Goals are the same, target populations are the same, and areas of concern are the same. The primary focus of our school improvement plan is teacher directed interventions that provide additional instructional contact with those students who are not making adequate yearly progress as measured by state testing, district testing, and school and teacher informal assessment.
District and State USOE websites
Mathematics
Reading
We will increase the number of students reaching Benchmark Level in the DIBELS testing by 5% at the mid year testing as compared to the beginning test. We will increase the number of students reaching Benchmark Level in the DIBELS testing by 10% at the year end testing as compared to the beginning test. We will have 85% of our students show an increase between the pre and post testing on each of our District Math Benchmark testing periods.
We will use the $28283 carry over funds to hire a YPP lab aide who will assist students and teachers with the weekly YPP testing and the quarterly Acuity testing. We will also use LAND Trust funds to provide monthly substitutes for each grade level to meet and collaborate two hours monthly to study and analyze the data from DIBELS, YPP, and Acuity Testing. This will help the teachers to colloborate together in order to analyze the needs of students and differentiate instruction to meet those needs. We will also use funds to provide up to four aides for grades K-3. These aides will help facilitate the push-in instructional model by collaborating with the classroom teacher and reading specialist to work with identified students in small group settings to reach the goal of increasing scores by 10% by the end of the year. The aides will also work with students to increase their math scores. We will continue to update our reading and math curriculum and math manipulatives to allow the teachers to use the most recent resources available. We will also provide inservice trainings for staff members to implement those resources.
Success will be measured by ongoing testing using the DIBELS program for the reading and language arts skills and the District Math Benchmark testing for the math skills. We will also use weekly YPP testing in language arts, reading, and math to show progress for each student. As we analyze the data for each student, teachers will be able to individualize their teaching for individual student needs. This will enable students to continually progress on their level.
If additional funds become available they will be used to provide more aide time or small group instruction of students.
All aspects of the LAND Trust plan fulfill a part of the School Student Improvement Plan. Our overall goal is to get students to Benchmark Level in all areas in all grade levels. By reaching Benchmark students will have the knowledge they need to pass the CRT tests and the end of the year.
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