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Our expenditures for General Supplies were for instructional supplies for the Reading Center. These included bins to hold materials, pencils, reams of paper, and totes to hold materials. These were necessary because we increased the number of tutors from 4 to 15. These tutors are supplying supplementary reading support to our classroom teachers.
Next year, we plan to spend Trust LANDS money on computers so that we can continue to upgrade technology in the school. We will use this technology to conduct math and reading assessments, and to provide math and reading interventions. We plan to spend Trust LANDS money to conduct an annual survey of our parents, students, teachers and staff to gauge the academic priorities of each group. We plan to spend Trust LANDS money on a subscription to provide online SEP scheduling. We have found that more parents schedule conferences since we added this option. The more teachers and parents communicate, the better students perform academically. We plan to spend Trust LANDS money on salaries and benefits for aides, tutors and other supervisory staff. In a highly impacted school like Fremont Elementary, student turnover and student anonymity are factors that not only threaten our students emotionally, but effect them academically as well. While we receive Title I money, we will need to supplement these expenditures for supervision and support from our Trust LANDS budget. The resulting additional tutors, supervisory staff and customer service help will provide smoother student transitions, fewer delays in academic services, reduced bullying, and higher academic scores as measured through our DIBELS and ILS assessments.
Fremont Elementary followed the plan established by the community council as described above. $3563 was spent on computers and printers for upgrading technology in the school. We used this technology to conduct math and reading assessments, and to provide math and reading interventions.$3320 was spent on software for upgrading technology in the school. We used this technology to help teachers become more productive in the presentation of math and reading curriculum and assessments.$1597 was spent on carts for new 3D document projectors that were donated to the school. We will use this technology to help teachers become more productive in the presentation of math and reading curriculum and assessments.$4850 was spent on books to help support our reading programs in the school.$595 was spent on Accelerated Reader quizzes to help support our reading programs in the school.$500 was spent on math materials to help provide our first grade students with additional interventions.$2863 was spent on salaries and benefits for aides, tutors and other supervisory staff. In a highly impacted school like Fremont Elementary, military deployment, economic instability, student turnover and student anonymity are factors that not only threaten our students emotionally, but affect them academically as well. While we spent over $150,000 on payroll out of our Title I budget to provide reading and math interventions, we have needed to supplement these expenditures for supervision and support from our Trust LANDS budget. The resulting additional staffing for tutoring, anti-bullying playground supervision, additional attendance and registration help for parents and students in transition have resulted in smoother student transitions, fewer delays in academic services, reduced bullying, and higher academic scores as measured through our DIBELS and ILS assessments.We anticipate that our total expenditures for the 2007-2008 school year will be about $17,288.
Reading: In READING, using our 3-Tiered Model for intervention, we will reduce academic risk and/or increase proficiency as compared to the previous year using the CRTs, SDRTs and the DIBELS as assessments. Writing: In WRITING, using the Step-Up to Writing program, we will reduce academic risk and/or increase proficiency over the previous year as measured by the 6th grade writing proficiency exam. Mathematics: In MATH, using curriculum mapping and common assessments, we will improve instruction and reduce academic risk, over the previous year as measured by CRTs. Science: In SCIENCE, using curriculum mapping and common assessments, we will improve science instruction and reduce academic risk over the previous year as measured by CRTs. Technology: In TECHNOLOGY, we will use data and research, provide to us through the use of technology, to improve student achievement in all areas.
Our goals for last year were as follows. Goal 1: Each teacher will have a web presence on the school's web site. This goal was achieved. All teachers have a web presence on our website. Verification can be done by examining our website. Goal 2: Foster the use of technology by students and teachers. This goal was achieved. All teachers received IP phones, digital projectors and document cameras in their classrooms. They also received training on how to effectively use these new materials. All students Grades 1 through 6 were given access to our Integrated Learning System in Mathematics instruction two hours a week. Additional instruction was provided to students in keyboarding, word-processing and PowerPoint. Goal 3: In Math, we will increase grade equivalency by an average of 1.2 years as measured by the SuccessMaker ILS and STAR assessments. This goal was mostly achieved. Our growth in Grade 1 was 1.43 years. In Grade 2 - 1.15 years. In Grade 3 - 1.15 years. In Grade 4 - 1.05 years. In Grade 5 - 1.45 years. In Grade 6 - .65 years. Goal 4: In Reading, we will increase reading proficiency in those students identified as being below proficiency by an average of more than one year. We will measure this using the DIBELS assessments. This goal was achieved. Using the DIBELS assessments, by comparing the percentage of students in the AT RISK category at the beginning of the year to the percentage of students in that same category at the end of the year, we saw significant reductions of risk, especially in the lower grades. By comparing the percentage of students in the ON BENCHMARK category at the beginning of the year to the percentage of students in that same category at the end of the year, we saw a significant increase in those students who were not at risk. These two factors demonstrate increased reading proficiency. Goal 5: In Science, we will increase CRTs of those students below proficiency by an average of 5%. This goal was mostly achieved. In 4th Grade, our proficiency percentage increased from 48% to 51%. In 5th Grade, our proficiency percentage increased from 41% to 54%. And in 6th Grade, our proficiency percentage decreased from 56% to 53%. Goal 6: We will increase the number of teachers that are ESL endorsed. This goal was achieved. At the beginning of the school year, we had 7 teachers who were not ESL endorsed. At the end of the school year, 6 teachers received their endorsement and the last teacher has only two more classes to complete her endorsement. Goal 7: Insure that the school improvement plan is completed in a timely manner. This goal was achieved. The SIP was adjusted, approved and submitted by the date due. Goal 8: Students using the SuccessMaker ILS will do so for an minimum of 14 hours per year. This goal was achieved. The average student used the SuccessMaker ILS for at least 20 hours last year. Many students used the program for more time.
Iowa Test of Basic Skills (ITBS), 1-3 Stanford Diagnostic Reading Test (SDRT), State Criterion Referenced Tests (CRTs), Direct Writing Assessment, DIBELS.
Fremont made Adequate Yearly Progress in Language Arts, Math and Science - School-wide and in each sub-population. - In Language Arts, - We saw our overall percentage proficiency increase from 64% in 2007 to 73% in 2008. - Percentage proficiency among our Caucasian students increased 5%, from 72% to 77%. - Proficiency among our Hispanic students increased by 24%, from 29% to 53%. - Proficiency among our Economically Disadvantaged students increased by 10%, from 62% to 72%. - Proficiency among our Limited English Proficient students decreased by 2%, from 50% to 48%. - Proficiency among our Students With Disabilities increased by 19%, from 20% to 39%. - All other sub-populations were too small to effectively measure. - In Mathematics, - We saw our overall percentage proficiency drop 1% from the previous year, from 57% in 2007 to 56% in 2008. - Percentage proficiency among our Caucasian students decreased 4%, from 63% to 59%. - Percentage proficiency among our Hispanic students increased 14% from 20% to 34%. - Percentage proficiency among our Economically Disadvantaged students decreased 4%, from 56% to 52% . - Percentage proficiency among our Limited English Proficient students increased 9%, from 30% to 39%. - Percentage proficiency among our Students with Disabilities increased 1%, from 21% to 22%. - All other sub-populations were too small to effectively measure.
All funds will be used to support programs that were created specifically to address our School-Improvement Plan. Programs such as our Reading Center, or Math Center, the SuccessMaker ILS are examples of this type of program. Since these programs are often under-staffed, they would be a good use for additional Trust LANDS money.
Additional Funds were used to purchase books for the elementary libray. We also purchased levelled readers (reading anthologies which are the same subject on different reading levels). We also bought some levelled readers to support reading development in the content area of Science.
The Trust Lands Plan and School Improvement Plan are created together as one plan. Trust Lands is part of the School Improvement Plan.
170,830
Quality Teaching - $6,500, ETI Funds - $7,100, ETI Matching Funds - $4,230Reading Initiative Grant - $5,000, Title I funds - $148,000
Mathematics
Reading
Science
Technology
Reading: In Reading, we will increase reading proficiency in those students identified as being below proficiency by an average of more than one year. We will measure this using the DIBELS assessments. Mathematics: In Math, we will increase grade equivalency by an average of 1.2 years as measured by the SuccessMaker ILS and STAR assessments. Science: In Science, we will increase CRTs of those students below proficiency by an average of 5%. Technology: Each teacher will have a web presence on the school's web site. Technology: Students using the SuccessMaker ILS will do so for an minimum of 14 hours per year.
We have multiple processes for improving student learning at Fremont Elementary. 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 meet 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, carts for donated document cameras and video projectors. Additional Title I funds have been used to provide professional development in the Optional Extended Day Kindergarten Program, Houghton-Mifflin Reading program and enhanced math teaching strategies. In a highly impacted school like Fremont Elementary, technology can be a powerful tool. We intend to use TrustLands funding to help pay for technology that would allow our teachers to more effectively deliver math, science and language arts instruction in the classroom.
Fremont 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. Our ILS reports provide information about gains in math for those participating with their class or as part of their Tier II intervention. In addition, we administer the STAR Math and Reading tests three times a year.
Additional money will be used to purchase additional library books for reading, or technology for the classrooms.
This question is not applicable.
We used $2424 towards a matching technology grant.
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
