Part A: General Information

Developing the Title I schoolwide plan: Schoolwide plans are developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plans.

1. Comprehensive Needs Assessment

ESEA 1114(b)(1)(A)

Refer to item # 6 of the Utah Title I Part A Monitoring Handbook

Schoolwide project schools have conducted a comprehensive needs assessment of the entire school, based on the information about the performance of children in relation to the state content and student performance standards (Utah State Core Curriculum). Quality needs assessments include multiple sources of data. Some to consider are:

1.  The gap between all sub-groups and Caucasians is closing in Language Arts and Math for the wrong reasons. The subgroups scores are rising while the Caucasian scores are decreasing. The Economically Disadvantaged and ELL subgroups have the greatest opportunity for improvement in Language Arts, Math and Science. All students need to be provided explicit, focused instruction and intervention to improve achievement. Both formative and summative evaluation data will need to be analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Effective, varied, and differentiated research-based instructional strategies need to be implemented in the classroom to meet the needs of all students. Materials need to be purchased and utilized to support and enhance student achievement.

2.  Maintain a master schedule. The students’ needs will be addressed through the master schedule that provides for a Language Arts block that includes Shared Reading, shared writing, and small group skills instruction. The Guided Reading block focuses on the needs of all students by grouping students according to their guided reading levels and reinforcing skills at those levels. Math will consist of a 90-minute block with an additional 30-minute block for interventions/extensions.

3.  Professional Learning Communities need to provide structure for data analysis, aligned curriculum planning and collaboration that will lead to improved instruction and student achievement. Teachers will review and analyze data and collaborate in PLCs to identify student needs and concepts that are to be retaught or enriched. There will be 90 minutes set aside for collaboration each week. Students will receive art lessons taught by a certified Art teacher for 45 minutes each week. They will be taught computer skills in a 45 minute computer period weekly and receive Character Ed classes 45 minutes a week. As money permits certified teachers will be used for these classes.

4.  Professional Development is needed to provide school wide, grade level and teacher training. Adequate resources for professional development need to be provided. Professional development in the areas of Language Arts, Math, explicit teaching, differentiation, Response to Intervention, Professional Learning Communities, SIOP, and classroom management will lead to improved student achievement. Teachers need time to clarify performance standards and ensure they are clearly evident in classrooms and observable in student work.

5.  The School Survey of Stakeholder Input Elementary School Report, and Title 1 Parent Survey Summary indicate opportunity for Climate and Culture improvement. There is a need to increase communication within the school. Educators and staff need to communicate effectively with families about academic and behavioral expectations and individual student progress. Educators and staff need to engage parents as partners in their children’s education and encourage their participation in school programs by actively removing barriers to their involvement. Staff, students, and the school community need to share a set of goals and practices aligned with a common vision for the purpose of fostering academic achievement for all students. These needs will be addressed through professional development that increases faculty and staff awareness of ethnic and disadvantaged subgroup needs and providing communication in both English and Spanish. The school will provide activities that promote parent involvement in school activities and student academic support. Title 1 will fund personnel to support goals such as a Culture/Climate Specialist to build a community of trust and support between parents and the school, Math and Language Arts Specialists to support academic goals and student academic progress, and assistants to help with Tier 2 and Tier 3 instruction.

Westvale has addressed interventions on several levels. Tier 1 interventions are delivered in the classroom by the teacher. During the 2015-16 we will be focusing on explicit Tier 1 instruction of Core concepts and monitoring student engagement during instruction. During PLC’s teachers discuss specific student needs by analyzing data and identify students who will need Tier 2 and Tier 3 interventions. There is a 30-minute math intervention/enrichment time set up each day where students across grade levels are retaught skills they have not mastered. Students who have mastered the skills attend an enrichment class. During Power Hour, students are taught the comprehension, vocabulary, and fluency skills on their reading levels. Our goal is for 80% mastery in both Language Arts and Math.

Westvale Elementary is in its fourth year of implementing Professional Learning Communities. During the 2015-16 each team will have 90 minutes of collaboration. They will work on curriculum mapping and identifying essential rocks the students in each grade level need to learn during the year. The teachers will need to align curriculum with the Common Core Math and Language Arts interim assessments. Each grade level team will use data to drive their instruction. Each team will discuss what they want students to learn, how teachers will assess what they are teaching, and what they are going to do when students don’t learn. Grade level teams are comparing data and sharing successful strategies. Ongoing professional development to help our PLC’s become more effective will be provided.

Student achievement trends /
Graduation rates (for high schools only)
Demographic data /
School climate (including safe school data) / The School Survey of Stakeholder Input Elementary School Report, and Title 1 Parent Survey Summary indicate opportunity for Climate and Culture improvement. There is a need to increase communication within the school. Educators and staff need to communicate effectively with families about academic and behavioral expectations and individual student progress. Educators and staff need to engage parents as partners in their children’s education and encourage their participation in school programs by actively removing barriers to their involvement. Staff, students, and the school community need to share a set of goals and practices aligned with a common vision for the purpose of fostering academic achievement for all students. These needs will be addressed through professional development that increases faculty and staff awareness of ethnic and disadvantaged subgroup needs and providing communication in both English and Spanish. The school will provide activities that promote parent involvement in school activities and student academic support. Title 1 will fund personnel to support goals such as a Culture/Climate Specialist to build a community of trust and support between parents and the school, Math and Language Arts Specialists to support academic goals and student academic progress, and assistants to help with Tier 2 and Tier 3 instruction.
Title I Parent Survey Summary 2014-2015 (updated 5/12/15)
Parent Involvement Question / # YES / # NO / # Don’t Know
1.  The principal and teachers at this school welcome me into the building. / 103 / 8 / 9
2.  The school offers parent involvement activities and materials that assist parents in helping their children with school assignments. / 101 / 8 / 11
3.  The school staff reaches out to parents, communicates with parents, and works with parents as equal partners in the education of their children. / 100 / 14 / 7
4.  The school explains to parents the curriculum, the testing program, and the standards that students are required to meet. / 91 / 20 / 9
5.  The school holds an annual meeting to explain their School Improvement and Title I program and services that are available to my student. / 57 / 7 / 56
6.  I clearly understand how my student can receive additional help in school when it is needed. / 77 / 27 / 16
7.  I understand how to make an appointment for parent/teacher conferences. / 114 / 2 / 4
8.  I attended parent/teacher conferences either during the appointed time or through special arrangements. / 112 / 4 / 4
9.  I am familiar with the student/teacher/parent compact. / 80 / 20 / 20
10.  There are a variety of opportunities for parents to volunteer to help at school. / 104 / 3 / 13
11.  I feel I can be part of the decision making process at school. / 62 / 21 / 37
12.  Information that the school sends home to parents is easy to understand and in a language that parents use in the home. / 113 / 4 / 3
13.  Students are provided recognition for their success in the classroom. / 106 / 3 / 11
14.  Students are provided recognition for their success at school wide programs. / 89 / 3 / 28
15.  The information provided on my school’s website is helpful and easy to find. / 87 / 8 / 25
Requested parent training programs / # / #
Parenting skills / 8 / Reading skills / 29
Health & Fitness / 37 / Nutrition / 26
Mathematics skills / 33 / Helping with Homework / 38
Sewing and Crafts / 16 / Test taking skills / 26
English classes / 19 / Other: Music and arts / 4
Computer classes / 29
Grades Represented by # / K = 36 / 1 = 35 / 2= 27 / 3 = 15 / 4 = 21 / 5 =15 / 6 =15
Total returned = 120 Spanish = 11 Comments: Love the math and reading nights! More book swaps.
Course-taking patterns (secondary only)
Teacher qualifications / Teacher Qualification Information – 2013-14 Staff Data (Info. Sys.)
Teacher Name / Assignment / Education level / License Level / Endorsements / Licenses
Sandra Burton / 5th / BS / 2 / ESL / ECE (K-3), Elementary Education (1-8)
Theresa Christensen / Climate & Culture specialist / BS, MA / 2 / ESL / El Ed (K-6)
Ed Leadership
Cynthia Cudney / 1st / BS, MED / 2 / Reading
ESL / ECE (K-3)
Elementary
Ed (1-8)
Vickie Daniels / Teacher Specialist / BS, MED / 2 / ESL / Elementary Ed (K-8)
Melanie Davenport / 6th / BS, MED / 2 / ESL / Elementary Ed (1-8)
Rachael Fawcett / 4th / BS / 1 / Elementary Ed (1-8)
Emily Harbison / CSIP specialist / BS / 2 / ESL / Elementary Ed (1-8)
Lani Hatch / 2nd / BA, MED / 2 / Reading, Elementary Math, ESL / Elementary Education (1-8)
Kathlynn Jaramillo / 5th / BS / 2 / ESL / Elementary Education (1-8)
Amber Johnson / 1st / BS / 2 / Elementary Educaion (1-8)
Shari Killpack / 3rd / BS, MA / 2 / ESL, English, Reading / Elementary Education (1-8)
Roxanne Koontz / 1st / BS / 1 / Elementary Education (1-8)
Shelly Lloyd / 3rd / BS, MA / 2 / ESL / Elementary Education (1-8)
Linda Marriot / Speech-Language Pathology / BS, MS / 2 / ESL / Communications Disorders (K-12)
Suzanne Maxfield / K / BS / 2 / ESL, Reading / Early Childhood Ed (K-3)
Amanda McCullough / 6 / BS / 2 / ESL / Elementary Education (K-12)
Jonathan Morris / 5 / BS / 2 / Elementary Education (1-8)
Jenifer Palomin / 2 / BS / 2 / ESL / Elementary Education (K-6)
Elizabeth Pickett / 2 / BS / 2 / ESL / Early Childhood Education (K-3)
Jennifer Pond / 6 / BS / 1 / ESL / Elementary Education (1-8)
Cami Ramirez / 3 / BS / 2 / ESL / Elementary Education (1-8)
Rebecca Rendell / 5 / BS, MED / 2 / ESL / Elementary Education (1-8)
Educational Studies
Linda Seehusen / 4 / BS / 2 / Elementary Education (1-8)
Valorie Streuper / 5 / BS / 1 / Elementary Education (K-6)
Catherine Sullivan / 1 / BA / 2 / ESL, Library Media / ECE (K-3) El. Ed. (1-8)
Jaclyn Tapia / K / BS / 2 / ESL / ECE (K-3) El. Ed. (1-8)
Jamie Watkins / 3 / BS / 2 / Elementary Ed
(K-6)
Carol Weibell / 2 / BS / 2 / Elementary Ed (1-8)
Ashley Williams / Special Ed / BS / 2 / Mild/Moderae Disabilities / Special Ed (K-12)
Caitlyn Szalay / School Psychologist / BS
MS / 1 / Communication Disorders (K-12)
School Pschologist
Participation in college entrance testing (high school only)
Other data as determined by the school

2. Schoolwide Reform Strategies

ESEA 1114(b)(1)(B)

Refer to items #7 and #15 of the Utah Title I Part A Monitoring Handbook

For schools approved by the LEA to operate a schoolwide program, required schoolwide reform strategies are selected and implemented.

Describe the strategies and the accompanying action steps that will be used to improve student achievement. Use the following form to guide the planning. Please duplicate the form on the following page as needed for each goal.

Schoolwide Reform Goals and Strategies Form

(Complete one page for each goal.)

Schoolwide Goals: Goals must be directly related to the results of the comprehensive needs assessment and directly tied to the Utah State Core Curriculum. Goals must be specific, measurable, attainable, realistic and time-based (SMART). /