Final Report 2014-2015 - Rose Creek EL
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Financial Proposal and Report
This report is automatically generated from the School Plan entered in the spring of 2014 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2014-2015.
Description / Planned Expenditures(entered by the school) / Actual Expenditures
(entered by the school) / Actual Expenditures
(entered by the District
Business Administrator)
Remaining Funds (Carry-Over to 2015-2016) / $7,153 / N/A / $37,661
Carry-Over from 2013-2014 / $15,000 / N/A / $35,740
Distribution for 2014-2015 / $52,153 / N/A / $51,788
Total Available for Expenditure in 2014-2015 / $67,153 / N/A / $87,528
Salaries and Employee Benefits (100 and 200) / $56,500 / $49,867 / $45,576
Employee Benefits (200) / $0 / $0 / $4,291
Professional and Technical Services (300) / $2,000 / $0 / $0
Repairs and Maintenance (400) / $0 / $0 / $0
Other Purchased Services (Admission and Printing) (500) / $0 / $0 / $0
Travel (580) / $0 / $0 / $0
General Supplies (610) / $0 / $0 / $0
Textbooks (641) / $1,500 / $0 / $0
Library Books (644) / $0 / $0 / $0
Periodicals, AV Materials (650-660) / $0 / $0 / $0
Software (670) / $0 / $0 / $0
Equipment (Computer Hardware, Instruments, Furniture) (730) / $0 / $0 / $0
Total Expenditures / $60,000 / $49,867 / $49,867
Goal #1
Goal
1) Achieve one year?s growth for 60% of all students in grades K-6 as measured on PALS, Dibels, SRI and Guided Reading levels between August, 2014 and June, 2015.2) Increase the number of on or above level students by 5% in grades K-6 as measured on PALS, Dibels, SRI, and Guided Reading levels en August, 2014 and June, 2015.
Academic Areas
- Writing
- Reading
- Science
- Social Studies
Measurements
This is the measurement identified in the plan to determine if the goal was reached.
Because CRT?s may no longer be used to compare achievement and growth and SAGE data will present only a baseline year for 2014-15 school year, growth and achievement will be determined by using PALS, Dibels, SRI, and Guided Reading levels. MEASUREMENT TOOLS: Guided Reading Levels K: Beginning - 2, Mid-year - A, End of Year - C 1st: Beginning - C, Mid-year - F, End of Year - I 2nd: Beginning - I, Mid-year - K, End of Year - M 3rd: Beginning - M, Mid-year - O, End of Year - P 4th: Beginning - P, Mid-year - R, End of Year - S 5th: Beginning - S, Mid-year - T, End of Year - V 6th: Beginning - V, Mid-year - X, End of Year - Y-Z SRI Lexiles: Student scores should fall within these ranges throughout the year to be considered on level. K-2nd: 100-400 2nd-3rd: 450-790 4th-5th: 770-980 6th-8th: 955-1155 Dibels Progress Monitoring: Students should score in the strategic and core areas across the year. Students scoring in the intensive area will receive tier II interventions with the Literacy Assistants. PALS Kindergarten students should achieve mastery in the following areas throughout the year: phonological awareness, alphabet knowledge, letter-sound knowledge, concept of word, and word recognition. First grade students should achieve mastery in the following areas throughout the year: word knowledge, oral reading in context, alphabetics, and phonemic awareness.
Please show the before and after measurements and how academic performance was improved.
A minimum of 5% growth in students on level from the beginning of the year to the end of the year was accomplished as evidenced by the following data. There are some complexities with measuring a year's growth for 60% of our students using the measures described. For example, our upper grade high achieving students often show little to no guided reading growth because the measurement tool doesn't allow them to show their actual growth. The assessment ceiling is higher for SRI, which provides greater growth data and falls within the 60% or greater category. BOY: Beginning of the Year EOY: End of the Year Kindergarten PALS: Percent Below Level: BOY 23% Number Below Level: BOY 23 Percent Below Level: EOY 4% Number Below Level: EOY 4 Percent On/Above level: EOY 96% Growth: 19% First-Third Grade Dibels Percent Below Level: BOY 27% Number Below Level: BOY 97 Percent Below Level: EOY 23% Number Below Level: EOY 76 Percent On/Above level: EOY 77% Growth: 4% Third-Sixth Grade SRI Percent Below Level: BOY 45% Number Below Level: BOY 225 Percent Below Level: EOY 26% Number Below Level: EOY 139 Percent On/Above level: EOY 74% Growth: 19% Kindergarten-Sixth Grade Guided Reading Levels Percent Below Level: BOY 20% Number Below Level: BOY 164 Percent Below Level: EOY 15% Number Below Level: EOY 126 Percent On/Above level: EOY 85% Growth: 5%
Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.
1) Expectations for determining growth and achievement will be discussed at the opening faculty meeting in July, 2014. 2) Teachers will administer the Fountas and Pinnel assessment twice during the year, once in the Fall and again in the Spring. Additionally, teachers will use running records monthly to determine the guided reading level for each student. They will use the district leveling chart outlined previously to determine grade level proficiency for each student. 3) Teachers will administer the SRI exam three times a year, beginning, mid-year, and end of the year. They will use the grade equivalency bands outlined previously to determine grade level proficiency for each student. 4) First through sixth grade teachers will administer the Dibels grade level assessment to determine progress toward grade level proficiency for BELOW level students on a monthly basis. Additionally, district staff will administer Dibels assessments in grades 1-3 at the beginning, mid-year, and end of year. Administration will report the proficiency status to parents following each assessment. 5) Kindergarten teachers will administer the PALS assessment to all students throughout the year to identify areas of concern for instruction. 6) First grade teachers will administer the PALS assessment to students scoring in the intensive range throughout the year to determine needed interventions.
Please explain how the action plan was implemented to reach this goal.
School staff administered the plan just as stated in the action plan. Interventions were provided for students needing more time and support to learn concepts based on the assessments addressed in this document but also those deemed necessary by the teachers. Literacy assistants provided daily instruction for students scoring below level. As a result of tier I, II, and III instruction, 19% of the students who scored below level at the beginning of the year on PALS finished the year on or above level. That same trend occurred with SRI. 19% of the students scoring below level at the beginning of the year were on or above level by the end of the year. Additionally, 4% of the students below according to Dibels and 5% of the students below according to guided reading levels were able to close the gap ending the year on or above level.
Expenditures
Category / Description / Estimated Cost / Actual Cost / Actual UseTotal: / $30,000 / $28,662
Salaries and Employee Benefits (100 and 200) / Funds will provide enable staffing of three of reading assistants. / $28,500 / $28,662 / Salaries and Employee Benefits
Textbooks (641) / Additional books to be used with students during tier II instruction. / $1,500 / $0 / School textbook funds were used for purchases rather than Land Trust funds.
Goal #2
Goal
1) Increase the effectiveness of tier I instruction through consistent and meaningful professional learning communities. 2) Increase the usage of data to identify and provide tier II interventions for all students (intervention and enrichment).
Academic Areas
- Mathematics
Measurements
This is the measurement identified in the plan to determine if the goal was reached.
Teachers will meet weekly for 40 minutes or every other week for 80 minutes in PLC?s and will turn in PLC notes. Administration will meet in PLC?s with teacher teams on a consistent basis. Discussions will focus on tier I instruction, student learning based on data, and tier II interventions and enrichment. Teachers will maintain a data notebook throughout the year and will validate their intervention and enrichment decisions based on that data. Additionally, teachers will participate in conferences that support the development of best instructional practices or those that help develop content expertise. Progress will be measured through faculty participation, PLC note submission, and PLC binder usage (data will be collected and stored in teacher binders)
Please show the before and after measurements and how academic performance was improved.
During the 2012-13 school year, Rose Creek was given a 'C' school grade. During the 2013-14 and 2014-15 school years, Rose Creek received a 'B' school grade. It is difficult to correlate PLC's to a school grade with confidence. Anecdotally, though, there has been a direct correlation between team effectiveness in PLC's and student achievement. As we continue to improve in our effectiveness in the PLC process, we have observed a notable rise in student growth and proficiency. 2013-14 School Year Overall: 342/600 points or 53% Growth: 178/300 or 59% Proficiency: 137/300 or 46% 2014-15 School Year Overall: 353/600 points or 59% Growth: 196/300 or 65% Proficiency: 157/300 or 52% The overall school score is up 6% points. Growth is up 6% points and proficiency is up 4% points. This indicates a level of effectiveness school wide that I believe can be correlated back to our collaborative work done in PLC's. That being said, teachers collected and analyzed students learning data on a consistent basis. While they didn't necessarily maintain data in a data notebook, as much of it is now stored on their computers, they had ready access to student data. Teachers provided interventions for students not on level on a daily basis. They also provided enrichment or acceleration for students needing advanced study. Literacy assistants also provided tier II interventions on a daily basis.
Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.
1) Administration will survey teachers to determine the structure of PLC?s for the 2014-15 school year. 2) PLC?s will begin within the first three weeks of school. 3) Teachers will participate in PLC?s focused on improving tier I instruction and providing tier II interventions and acceleration. 4) Administration will provide a template for recording PLC notes and will require submission within one week of each PLC. 5) Administration will attend PLC's on a regular basis to support teacher's work relative to student growth and achievement.
Please explain how the action plan was implemented to reach this goal.
A survey was conducted to determine the best time to hold PLC's. It was determined that PLC's would be held Friday mornings in hour increments. A PLC template was provided and a member of each team gave the principal and team members a copy of the notes each week. The principal attended 75-80% of all PLC's.
Expenditures
Category / Description / Estimated Cost / Actual Cost / Actual UseTotal: / $2,000 / $0
Professional and Technical Services (300) / Teachers will attend appropriate PLC conferences to enhance their ability to create strong PLC's. / $2,000 / $0 / District funds were used to support PLC work done in the school.
Goal #3
Goal
Improve teacher effectiveness in teaching mathematics through focused professional development.
Academic Areas
- Mathematics
- Science
- Writing
Measurements
This is the measurement identified in the plan to determine if the goal was reached.
Teachers will take an assessment about teaching mathematics to children at the beginning of the professional development and again at the end of the year to determine growth in teacher understanding of both teaching practices and understanding of core mathematics. The assessment has been developed through CITES and the BYU Math Partnership Project. Additionally, the professional development materials and program were developed by the same committee and will be used in this setting. The actual assessment is copyrighted, but this represents what a question might look like on the exam. Shade 8 small squares in a 4 x 10 rectangle. Using the rectangle, explain how to determine each of the following: a) the percent of the area that is shaded, b) the decimal part of the area that is shaded, and c) the fractional part of the area that is shaded.
Please show the before and after measurements and how academic performance was improved.
I am unable to provide specific data related to the assessment teachers took as it is proprietary to BYU. At the conclusion of the training, I will be given pre and post scores as an indication of teacher learning. At this point, that data is not available.
Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.
1 - The mathematics team will conduct a site visit at Columbia Elementary to observe the Comprehensive Mathematics Instruction Framework in action. 2 ? A time line for professional development will be developed by the math team and will be presented to team leaders for input. This time line will reflect a two and one-half year commitment to this professional development. The 2014-15 year will be the initial launch of the program and will most likely include five months of professional development. Subsequent years will require a full year of professional development consisting of 2 two-hour blocks of training per teacher each month along with additional lesson study cycles. 3 ? Administration will work with district staff to identify a mathematics specialist to help offer trainings on site. 4 ? Administration will obtain curricular materials through the BYU Partnership. Additional materials will be purchased through a vendor.
Please explain how the action plan was implemented to reach this goal.
The actions steps were followed as stated in the plan with additional steps added to prepare the facilitation team for their role in the professional development. In the spring of 2014, the math leadership team observed a lesson at Columbia Elementary using the Comprehensive Mathematics Instruction framework. They committed at that time to continue to explore the option of participating in the CMI professional development. In July of 2014, the team attended a four-day professional development in Heber City, Utah, with a school faculty in their second year of the program. The intent of participating was to further expose the math team to the training to better insure a successful outcome at Rose Creek. At this point, the team was 100% in support of proceeding so we worked with district staff to arrange for the professional development to begin in the Spring of 2015. District staff included Laura Finlinson, Wendy Harmon, Melissa Garber, and Bruce Gunn. We also worked with Sterling Hilton, chair of the CITES Math Initiative Committee and Educational Leadership Department Chair. At this time, we instituted a CMI professional learning community for principals interested in bringing the training to their school. This was done to provide an infrastructure within the district to support changes being made at the school site. The first ten hours of training (foundations seminar) were taught over the course of four months beginning in February of 2015. Teachers attended a two-hour training approximately once a month. In August of 2015, the leadership team attended a four-day leadership seminar to prepare them to help facilitate year 1 curriculum. Classes began in July of 2015 with support from district math specialists, Melissa Garber and Bruce Gunn. Curricular materials were purchased through the school textbook budget. Other funding for the program was done solely through land trust funds during the 2014-15 school year.
Expenditures
Category / Description / Estimated Cost / Actual Cost / Actual UseTotal: / $9,000 / $6,823
Salaries and Employee Benefits (100 and 200) / Funds will provide substitute coverage so that teachers may attend four hours of training per month. It will also pay an in service stipend for those who attend when off-track. / $9,000 / $6,823 / Salaries and benefits for substitutes to enable teachers to attend CMI professional development.
Goal #4
Goal
Improve the use of technology in the building to support student learning and to increase the communication between school, home and the community.
Academic Areas
- Foreign Language
- Social Studies
- Science
- Writing
- Technology
- Health
- Fine Arts
- Reading
- Mathematics
Measurements
This is the measurement identified in the plan to determine if the goal was reached.
Communication will increase with the community in the following ways and will be measured based on the stated time markers. Monthly: Administrative newsletter on the web site keeping parent up to date on school events, etc. Administration and a school designated web master will maintain the school web site. Bi-annually: Data newsletter published by administration in print and on the school web site. Skylert: Utilized to remind parents of important events, mail administrative newsletters, and to notify the community in the event of emergency situations. Annually: Student-centered family event focused on Core Standards.
Please show the before and after measurements and how academic performance was improved.
Newsletters were distributed in written form and posted monthly on the school web site from July-June. Student achievement and growth data was included in the November newsletter. Additionally, the school calendar was posted on the web site. Skylerts were sent as needed throughout the year. Four student-centered family programs were held during the year: Fall, Spring, and two leadership days in June.
Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.
1 ? Hire two 17-hour assistant to help maintain the technology in the school, work with students and teachers on specific curricular needs, and manage the school web site. 2 ? Work with PTA, SCC, and faculty through current meeting structures to plan events and distribute information.
Please explain how the action plan was implemented to reach this goal.
Two 17-hour technology assistant positions were filled with three assistants. One assistant worked 17 hours and the other two assistants shared the second 17-hour position. The benefits of having these technology assistants have been better than we could have imagined. They've kept the devices functioning on a consistent basis, which is a significant feat given that multiple students use each device daily. They've installed updates, done troubleshooting, maintained ipad apps, helped teachers with lessons, monitored and managed testing, and ensured a well functioning computer lab. Additionally, one of the assistants maintained the school web site and electronic sign in front of the school.