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.
Title I DirectorNancy Ward / Signature______Mission Statement
The mission of Columbia Elementary is to partner with faculty, students and families to launch academic achievement and social confidence in a safe learning environment. This partnership will enable our students to become happy, successful, productive citizens.
Belief Statements
We believe every child can learn. We believe our mission is possible.
Vision Statement
We envision a team of parents, faculty and community working together interdependently to achieve a common goal for which members are mutually accountable. Our goal is to nurture the development of the whole child.
1.Comprehensive Needs Assessment
ESEA 1114(b)(1)(A)
Refer to item # 6 of the UtahTitle I Part A Monitoring Handbook
School widecomprehensive needs assessmentsof the entire school are done. They are based on site visits and 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:
Current (2016-17) Math Benchmark pretests and Benchmark One for all grades are being analyzed to help teachers make decisions on how best to reteach critical math concepts. Math shows need for improvement. Columbia students would benefit with class discussion that provide them to be critical math thinkers, not just doing computation.
1st / Pre-Test / Post-Test / Growth / BM 160% / 83%
41% / 69%
33% / 86%
29% / 77%
2nd / Pre-Test / Post-Test / Growth / BM 1
41% / 72%
27% / 72%
26% / 66%
31% / 73%
3rd / Pre-Test / Post-Test / Growth / BM 1
13% / 92%
26% / 56%
26% / 54%
18% / 39%
4th / Pre-Test / Post-Test / Growth / BM 1
23% / 82%
20% / 80%
19% / 79%
20% / 76%
5th / Pre-Test / Post-Test / Growth / BM 1
15% / 35%
19% / 42%
18% / 50%
6th / Pre-Test / Post-Test / Growth / BM 1
29% / 58%
22% / 26%
31% / 62%
20% / 49%
Several points of data help provide needed information to help Columbia focus on needed instruction. Guided Reading Levels using Fountas and Pinnell indicate adequate progress, but SRI, DIBLES and SAGE indicate a greater need for Language Arts improvement. On SAGE scores comparing 201415 to 2015-16: ELA shows the great need for improvement. There was a slight decline in ELA scores on the school average. Math showed slight growth. Science showed significant growth
2015-16 Guided Reading Levels / # Students Red BELOW / # Students Yellow ON / # Students Green ABOVE / % of Students On or Above GOAL for Effective Tier 1 Instruction=80%K / 7 / 28 / 50 / 92%
1 / 28 / 20 / 39 / 68%
2 / 37 / 21 / 47 / 65%
3 / 28 / 16 / 52 / 71%
4 / 24 / 19 / 40 / 71%
5 / 31 / 11 / 48 / 66%
6 / 29 / 34 / 25 / 67%
School Total / 184 / 149 / 301 / 71%
2015-16 SRI Levels / # Students Red BELOW / # Students Yellow ON / # Students Green ABOVE / % of Students On or Above GOAL for Effective Tier 1 Instruction=80%
3 / 73 / 19 / 4 / 24%
4 / 62 / 15 / 6 / 25%
5 / 68 / 16 / 8 / 26%
6 / 64 / 9 / 7 / 20%
TOTALS FOR SCHOOL / 267 / 59 / 25 / 24%
Parents are informed three times a year of their student’s progress in reading. This information has been valuable to teachers. This information is analyzed during PLC. Reading skills, fluency, decoding are taught based on this data. Data at various levels is analyzed based on student and whole class outcomes. Instruction is adjusted. This is one area we are planning on focusing as a priority.
DIBELS / # Students Red INTENSIVE / # Students Yellow STRATEGIC / # Students Green CORE / % of Students On or Above GOAL for Effective Tier 1 Instruction=80%KINDER / 51 / 16 / 19 / 22%
FIRST / 37 / 16 / 39 / 42%
SECOND / 24 / 13 / 69 / 65%
THIRD / 29 / 9 / 58 / 60%
SAGE / 2014-15
ELA / Math / Science
36% / 41% / 33%
Sage scores were also analyzed as whole school and by subgroups. The great area for growth is the English Language Learners. Their progress over the last three years has been minimal and shows the greatest gap and also the greatest potential.
SAGE / 2015-16ELA / Math / Science
34% / 42% / 40%
SAGE Data 2015-16
Whole School SAGE: This year Columbia SAGE scores were close to the previous years. In previous years, after a large improvement year the following year there was a noticeable drop. We feel that the scores stayed relatively close to the previous year is a new trend.ELL Subgroup: English Language Learners gap was consistent with ELA and Science. Math shows slight increase in the gap between whole school and English Language Learners. Another interesting point, is that Columbia’s ELL subgroup has surpassed the state average.
Economic Disadvantaged: Trend for Math and Science shows constant minor growth. ELA had a slight loss in percent proficiency. Through analyzing data, we will determine the skills and strategies that will best support our school.
SWD Subgroup: Data indicates there is a significant decline in student proficiency. This is an area of concern. There is a need to investigate options to support greater learning and closer monitoring of student progress, lessons focused on needed skills and professional development.
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 school wide program, required school wide reform strategies are selected and implemented.
Describe the strategies and the accompanying action stepsthat will be used to improve student achievement.Use the following form to guide the planning. Please duplicate the formon the following page as needed for each goal.
This year Columbia leaders and faculty are receiving training from UVA and is the Turnaround Program. There is a shepherd person assigned to our school, which is Teri Timpson. She has support from Jill Durrant. There are also site visits and training set up by the UVA faculty. A 90-Day Plan is formed to help Columbia leadership and faculty focus on targeted areas.
School Wide Priority #1 of 90-Day Plan
School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Loss of instruction due to too many students off task and misbehavior within and out of the classroom.Desired Outcome: (What will be different if you are successful in addressing this priority?)
Students will demonstrate appropriate hallway behavior, which will establish a positive climate and positive learning environment. Teachers will establish specific, clear hallway expectations. The PLC-plus team will identify students with Tier III behaviors and/or repeated office referrals and provide needed intervention to support to teachers and students. The number of office referrals will decrease by 50% in the initial 90 days of school.
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?)
Lack of school wide expectations. Some teachers have not understood the need, implemented, expected, or known how to create consistent expectations of appropriate student hallway behaviors. Some veteran teachers did not believe student’s behavior could improve. 66% teachers are new to our faculty this year.
School Wide Priority #2 of 90-Day Plan
Turnaround Initiative Focus Area (Big Rock): Specific, clear, focused Tier I InstructionSchool’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)
Teachers do not fully understand how to create or state specific, clear, focused instructional objectives to help students achieve high proficiency levels on the EOY assessment. Teachers are not effectively planning their classroom instruction to support learning needed to help students meet academic goals. / School Leader Responsible:
Taryn Cox
Desired Outcome: (What will be different if you are successful in addressing this priority?)
Teachers will be able to plan, write and incorporate specific, clear, focused content and language objectives in daily math lessons by using “I can” statements to increase student learning and depth of knowledge and focus. Evidence of increased student learning using various depth of knowledge levels and increase performance of students’ baseline plus 15% increase on Utah Core Standards Connectivity component of content and language objective rubric.
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?)
Based on classroom observations and the number of new teachers hired this year, teachers do not have enough background or content knowledge, understanding or training to be able to write specific, clear, focused content and language objectives. From conversations with teachers and school leadership members, it is evident that Columbia teachers lack basic knowledge of how to write, incorporate specific, clear focused lesson objectives on Utah Core Math Standards.
Our second source of support is the Jordan District Leadership. Nancy Ward, Laura Finlinson and specialist in all curriculum area help the Columbia leadership and staff with focused curriculum, using best teaching practices from the SIOP model, providing Engish Language Endorsement classes, class management, pedagogy and content classes. Also, the Tile One department also provides staff support with bi-weekly classroom and leadership visits from Ardy Vallett to support teachers and train leadership on coaching. This CSIP Plan presses faculty and staff to have relentless focus and determination and then the district provides financial support, personnelsupport, PLC time, on-going training and regular site visits to provide the greatest opportunity for success in all areas of behavior, content and pedagogy as Columbia strives their goals of helping every child every day.
With support from Turnaround training and district auxiliaries Columbia is in a great position for improvement of proficiency scores, student growth and student deeper understanding of content, which will better prepare student for success in life.
Schoolwide Reform Goals and Strategies Form
For LITERACY
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).Goal / The goal for Columbia faculty, staff and students is to increase student proficiency by 7% and to ensure a year’s growth for each student in Language Arts. Language Arts proficiency was 35% in 2015-16. The Columbia Literacy goal for Language Arts Proficiency for 2016-17 is 42%.
Strategies / 1. Collaborative experiences:build lessons and common assessments, provide a master schedule for PLC and common planning time during PE, media, computer, Leader in me, Art and Drams. Assistants and teachers will be hired as appropriate.
2. Build deeper understanding of mathematical understanding through student and teacher discussions by analyzing literacy concepts. Teachers will be provided professional development to support an environment where students well participate.
3. Provide an environment where students can develop, explain and prove their Language Arts comprehension and writing ability.
4. Provide different settings such as whole class, small groups and individuals to ensure opportunity for discussion, high engagement and opportunity to teach specific skills needed.
5. Extended learning times will be provided in the form of extended day kindergarten, after school programs and summers school. Teachers will be provided compensation at contract rate.
6. Assistants will be hired to provide to enrichment and RTI in small group settings.
7. Teachers will be provided compensation for working beyond contract hours while attending family nights and professional development and providing student instruction.
8. Extra supplies, materials and technology will be provided as needed for student instruction and professional development.
9. Teachers will be hired to reduce class size.
10. Additional teachers and assistants will be hired to teach RTI classes.
11. Coaches/Specialists will be hired to provide teacher support to improve instruction and provide professional development.
12. Substitutes will be provided for teachers to attend professional development.
13. Enrichment classes, assemblies, field trips and activities to support the Utah Core Curriculum will be provided for students. This will be paid for through title one, district gifted grants, Jordan Education Foundation, cell tower funds and PTA donations.
14. Teachers will create common grade level scope and sequence for the year and create common lesson objectives to guide Tier I instruction.
15. Teach core curriculum (review to solidify and enrichment to explore) through arts and movement. The guaranteed five learning objectives for each grade level will be taught using arts and kinesthetic activities.
16. 90-Day plan will be implemented to support literacy. “Teachers will be able to plan, write and incorporate clear, focused content and language objectives in daily literacy lessons by using “I can” statements to increase student learning, depth of knowledge and focus.
Scientifically Based Research Support / Focus, M. Schmoker, 2011. Teach Like a Champion, D. Lemoy, 2010. Driven by Data, P. Bambrick-Santoyo, 2010. High-Poverty Schools into High-Performing School, w. Parrett, 2012. Help Teacher Engage Students, A. Brinkman, 2009. What Works in Schools, Translatin Research into Action, R. Marzano, 2003. Making Content Comprehensible for English Language Learners, The SIOP Model, J. Echevarria2013. Accountability for Learning, D. Reeves, 2004. Never Under Estimate Your Teachers, R. Jackson, 2013, Building Academic Vocabulary, R. Marzano, 2005. Classroom Instruction that Works, R. Marzano2001. Instructional Coaching, J. Knight, 2007. Learning by Doing, R. DeFour, 2006. Transforming Professional Development into Student Results, D. Reeves, 2010. Leverage Leadership, P. Bambrick-Santoyo, 2012.
Expected Impact in Core Academic Areas
(How will success be measured on an annual basis?) / Expected Impact in core academic areas will increase depth of knowledge and proficiency in Core Language Arts content by 7% assessed with SAGE, Pre-and Post Fountas and Pinnell reading levels, DIBELS, Pre-andPost-Benchmarks for Language Arts.
Teachers will track student progress of Student Learning Outcomes by giving the JSD Language Arts pre-test benchmark and end of year post-benchmark. Daily quick checks will be given and the end of Tier I instruction to identify individual student understanding. Common assessments will be given every two weeks to check progress of Tier II. This will guide instruction and identify student the need further interventions. Formative assessments and mid-year common assessment will be given to guide instruction. Other JSD created benchmarks will be given as scheduled. Practice SAGE tests will be given.
Professional Development to Support Strategies / 1. Forty-minute, grade level Language Arts professional development twice a month will be held during PLC.
2. PLC and common planning time will be provided weekly.
3. Coaches and principal will observe classroom and identify Tier I literacy strengths and areas for growth.
4. Coaching will also be provided as requested by grade levels or individual teachers as needed.
5. Teachers and coaches will be given opportunities to attend imbedded and beyond contract professional development at school and conferences and district classes to increase knowledge in Language Arts as applicable.
6. Qualified presenters may be hired as needed.
7. UVA Leadership and Jordan Districts’ Shepherds Teri Timpson and Jill Durrant.
Timeline / Bi-weekly Faculty meetings and weekly one PLC will be utilized to provide each grade level to provide individualized professional development in content and pedagogy.
Responsible Parties / Kathe Riding, Suzette Johnson, Taryn Cox, Nancy Ward, and Becky Gerber.
Evaluation Process
(How will the school monitor the implementation of the strategies and action steps associated with this goal?) / Informal and formal observations. The JSD pre-test benchmark will establish the baseline for the year. Three other benchmarks will be used as formative assessments to track student progress and mastery. Student progress will be monitored and evaluated through DIBELS, SRI tests given monthly (4-6) and monthly-guided reading progress will be assessed through running records. During PLC, each grade level use formative assessments to help teachers make decision on how best to align Tier I and Tier II instruction to support student progress.
For writing, students will turn in a complete writing essay weekly (K-6) and teachers will analyze by using a common rubric and Utah Compose. They will discuss student work samples in PLCs to determine growth and need for further Tier I instruction or RTI. Weekly participation in PLC’s will result in the generation and implementation of effective strategies teachers to support continued progress.
Schoolwide Reform Goals and Strategies Form
For MATHEMATICS
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).Goal / The goal for Columbia faculty, staff and students is to increase student proficiency by 7% and to ensure a year’s growth for each student in mathematics. Mathematics Proficiency was 43% in 2015-16. The Columbia Literacy goal for Language Arts Proficiency for 2016-17 is 50%.
Strategies / 1. Collaborative experiences:build lessons and common assessments, provide a master schedule for PLC and common planning time during PE, media, computer, Leader in me, Art and Drams. Assistants and teachers will be hired as appropriate.
2. Build deeper understanding of mathematical understanding through student and teacher discussions by analyzing mathematical concepts. Teachers will be provided professional development to support an environment where students well participate.
3. Provide a setting where peers (student to student or teacher to teacher) can develop mathematical concepts, explain and prove their mathematical thinking.
4. Provide different settings such as whole class, small groups and individuals to ensure opportunity for discussion, high engagement and opportunity to teach specific skills needed.
5. Extended learning times will be provided in the form of extended day kindergarten, after school programs and summers school. Teachers will be provided compensation at contract rate.
6. Assistants will be hired to provide to enrichment and RTI in small group settings.
7. Teachers will be provided compensation for working beyond contract hours while attending family nights and professional development and providing student instruction.
8. Extra supplies, materials and technology will be provided as needed for student instruction and professional development.
9. Teachers will be hired to reduce class size.
10. Additional teachers and assistants will be hired to teach RTI and enrichment classes.
11. Coaches/Specialists will be hired to provide teacher support to improve instruction and provide professional development.
12. Substitutes will be provided for teachers to attend professional development.
13. Enrichment classes, assemblies, field trips and activities to support the Utah Core Curriculum will be provided for students. This will be paid for through title one, district gifted grants, Jordan Education Foundation, cell tower funds and PTA donations.
14. Teachers will create common grade level scope and sequence for the year and create common lesson objectives to guide Tier I instruction.
15. Teach core curriculum (review to solidify and enrichment to explore) through arts and movement. The guaranteed five learning objectives for each grade level will be taught using arts and kinesthetic activities.
16. 90-Day plan will be implemented to support mathematics. “Teachers will be able to plan, write and incorporate clear, focused content and language objectives in daily math lessons by using “I can” statements to increase student learning, depth of knowledge and focus.
Scientifically Based Research Support / Focus, M. Schmoker, 2011. Teach Like a Champion, D. Lemoy, 2010. Driven by Data, P. Bambrick-Santoyo, 2010. High-Poverty Schools into High-Performing School, w. Parrett, 2012. Help Teacher Engage Students, A. Brinkman, 2009. What Works in Schools, Translatin Research into Action, R. Marzano, 2003. Making Content Comprehensible for English Language Learners, The SIOP Model, J. Echevarria2013. Accountability for Learning, D. Reeves, 2004. Never Under Estimate Your Teachers, R. Jackson, 2013, Building Academic Vocabulary, R. Marzano, 2005. Classroom Instruction that Works, R. Marzano2001. Instructional Coaching, J. Knight, 2007. Learning by Doing, R. DeFour, 2006. Transforming Professional Development into Student Results, D. Reeves, 2010. Leverage Leadership, P. Bambrick-Santoyo, 2012.
Expected Impact in Core Academic Areas
(How will success be measured on an annual basis?) / Expected impact on core academic areas will increase depth of knowledge and proficiency in Core Mathematics content by 7%.
Teachers will track student progress of Student Learning Outcomes by giving the JSD Math pre-test benchmark and end of year post-benchmark. Daily quick checks will be given and the end of Tier I instruction to identify individual student understanding. Common assessments will be given every two weeks to check progress of Tier II. This will guide instruction and identify student the need further interventions. Formative unit assessments and mid-year common assessment will be given to guide instruction. Other JSD created benchmarks will be given as scheduled. Practice SAGE tests will be given.
Professional Development to Support Strategies / 1. Forty-minute, grade level Math professional development will be held during PLC and Faculty meetings.
2. PLC and common planning time will be provided weekly.
3. Coaches and principal will observe classroom and identify Tier I literacy strengths and areas for growth.
4. Coaching will also be provided as requested by grade levels or individual teachers as needed.
5. Teachers and coaches will be given opportunities to attend imbedded and beyond contract professional development at school, conferences and district classes to increase knowledge in Math as applicable.
6. BYU and JSD are providing Comprehensive Math Instruction (CMI).
7. UVA Leadership and Jordan Districts’ Shepherds Teri Timpson and Jill Durrant.
8. Qualified presenters may be hired as needed.
Timeline / Professional development during the 2016-17 school year starting in October and continuing monthly until new teachers are trained on basic concepts of CMI.
Responsible Parties / Sterling Hilton, BYU Mathematic Professor, Melissa Garber and Bruce Gunn, JSD mathematic specialists, Taryn Cox, Columbia Mathematic specialists and coach, Stacey Leavitt, Columbia multi-grade intervention teachers, Caroline Hagman, science teacher and Kathe Riding, principal.
Evaluation Process
(How will the school monitor the implementation of the strategies and action steps associated with this goal?) / Informal and formal observations. Assessments will be reviewed during PLC. Teachers will evaluate their effectiveness of strategies used during instruction through the review of common assessments. Data will be analyzed by student proficiency results. RTI groups will be created and monitored every two weeks. SLO progress will be the major focus. On-going benchmarks assessments will also guide Tier I, II and III instruction.
School Wide Reform Goals and Strategies Form