School LAND Trust Program

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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.

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   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

• Dist. 12 -- Brent Goodfellow
• Dist. 32 -- Ron Bigelow

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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