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Targeted Assistance Schools Title One Plan (2017/2018)

Name of School: Book Cliff Elementary. Street Address: 205 S. Solomon. City, State, Zip Code: Green River, UT 84525. Phone Number: (435)-564-8102. Name of District: Emery County School District. LEA Representative: Marcy Vetere. School Poverty Percentage: 78% This plan has been developed with the involvement of the community to be served and individuals who will carry out such plan. This includes educators, principals, other staff, and where appropriate, pupil services personnel and parents. This plan will remain in effect for the duration of this school’s year under the direction of Title One. It will be periodically reviewed and revised, as necessary, to reflect changes in the school’s strategies and programs. This Title One School Plan will be made available to the Local Education Agency, parents, and the public. The information contained in this plan shall be translated, to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. The school will comply with the guidelines and standards established in this as well as the Utah State Title One Plan. The Title One funds made available to the school will be used to supplement local and state funds and will not be used to pay for services that are otherwise required from local and state funding sources. ___________________________ _______________________________ Signature of School Principal Signature of Title One Representative ___________________________ _____________________________ Date Date

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APPENDIX!A)!General!Rubric!

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Part 1- Paraprofessionals

The Title One program is led and facilitated by a certified educator acting as a coordinator for the program. In addition, there are two Title One paraprofessionals utilized in the day-to-day operations of the program. All Title One and other paraprofessionals are highly qualified by either passing the ETS Para Pro or completing two years post secondary education. All paraprofessionals who are hired in the future will also be held to this same standard. The Title One paraprofessionals will receive ongoing training and support from the Title One coordinator to make revisions and adjustment in their assignments as needed.

The current Title One paraprofessionals have also attended all of the following: MClass training

(on-site), Read Naturally training (on-site), and Imagine Learning training (on-site). They have been trained how to utilize the IPad on how to administer the MClass progress monitoring and benchmark assessments for K-6th grade. They are now able to administer DAZE utilizing an IPad or in the computer lab as well.

The Title One paraprofessionals will also be capable of switching to assessing on the HP

compatible tablets when our classroom switches over for DAZE assessments. We will be making this purchase with Title One funds, and paraprofessionals will be trained on how to assess on this technology. Other conferences and workshops will be offered for paraprofessionals throughout the year.

The majority of our paraprofessionals’ time is spent serving students within the regular classroom

setting. They also pullout small groups or individual students when this type of learning is most beneficial. The Title One coordinator will pull students with the most intense needs. She does, on rare occasions, serve students within the regular education environment.

This variation of instruction, enables us to increase instruction time and enhance the curriculum to

better meet the needs of the targeted students. Imagine Learning, Read Naturally, SSP, Signs for Sounds, 100 Easy Lessons, Soar to Success, Wonders Leveled Readers, Burst small group instruction, Go Math, Early Success are just some of the programs which are done on an individual or small group pullout basis.

There are a variety of tools utilized to determine which students need to be targeted and to

determine the appropriate interventions to best meet the needs of that student. These tools include the SAGE, DIBELS/BURST assessments, Reading Inventory, Go Math assessments, as well as classroom observations, daily work and abilities on various other formative or summative assessments.

Working as a team, the classroom educator, Title One coordinator and the paraprofessionals will

decide how to best implement the intervention(s). !

Part 2- Curriculum Selection and Implementation Instructional Strategies and Needs Assessment

Book Cliff Elementary and Emery School District utilize instructional materials and teaching methods which are current and in-line with Utah State Core Curriculum. They make certain they are in-line with SAGE testing results in as many ways as possible.

Some of these are by conducting ongoing educational and scientific research and staying up-

to-date with professional developments and trainings offered. This is to determine which materials would be best suited to each of our learners. This includes implementing scientifically based instructional practices that meet the diverse learning needs of all students, by having respect for cultural and linguistic differences, as well as providing opportunities for students by having respect for students to participate in and apply real-life experiences in the classroom. Decisions will be based on the evaluation of data from formative and summative assessments (SAGE, DIBELS, SRI, Wonders, Go Math educator evaluations, etc.) to determine whether the instruction and participation has been meaningful. We will then adjust instructional strategies based on these results, adjust our focus on core standards, objectives and learning outcomes.

All teachers will show students are assessed and monitored on a regular basis by utilizing,

Wonders and GoMath assessments, SAGE, SRI, MClass (BURST), Imagine Learning, and other class level formative and summative assessments as needed. Each student will be tracked to see if adequate progress is being made. The instructional strategies used will be based on Utah’s most current Core Curriculum standards. They will include a variety of instructional methods. Some examples of these include: Guided Reading,100 Easy Lessons (teaches phonetics), SSP (teaches phonemic awareness), Prodigy, (all components of math), Reading Eggs, (phonics), Imagine Learning (all components of reading), IXL (all basic skill focus-math/reading), ST Math (all components of math), Mighty Math (basic math facts-repetition), Signs for Sounds (phonetic awareness, phonics, spelling), Read Naturally (fluency/comprehension), as well as many others school wide.

By mid-year, if a student continuously does not show adequate progress or he/she is falling

below benchmark level, the Title One Coordinator will have already notified parents by means of the SB150 letter and personal notification. The instructional strategies for that student will, at that point, need to be modified more drastically to include special tutoring, Title One, or possibly Special Education services, depending on the student.

Our Special Education teacher is new to our program this year. He has instructed at the high

school for one year, and he is currently obtaining his actual highly qualified certification. Mr. Kent Nelson does, however, monitor the needs of students with disabilities very closely. He develops a thorough IEP for each student and makes modifications as necessary.

Due to the fact that Mr. Nelson is currently obtaining his certification, he is very current on

state and national special education laws and how to correctly construct and IEP. Mr. Nelson, under the direction of Mr. Jones, has successfully supervised IEP meetings. He closely tracks each student’s progress, and he engages students in programs such as Hooked on Phonics. He does this while adequately monitoring the progress of students on an individual basis.

Students continue to utilize the Internet in many formats in conjunction with textbooks in

order to obtain information in the best way possible. The internet has become an irreplaceable asset within the educational environment. Furthermore, Smartboards, Chromebooks, and other technological teaching devices are such a strong avenue for students to broaden their learning and turn on their minds as well. This is true for even the youngest learner. Students have become a technological generation, and curriculum reaches them, most often, if presented in some capacity involving technology if possible. This is not always the best scenario, but it is often the case.

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Currently most of our classes, are involved again in the “Reading Buddy” program. This

program is meant to provide practice in reading skills. Each class has a separate buddy class. Our reading buddies are meant to increase basic phonic awareness and fluency for younger readers. Older readers act as peer helpers. This helps to increase their fluency and shows an increase in comprehension skills as well. Our reading buddy classes are as follows: first with sixth grades and and kindergarten with fourth grades. The other grades are not using the program this current year.

Proven educational practices and strategies currently in use school wide are as follows:

Direct Instruction Cooperative Learning Computer assisted learning: A variety of programs (some shared/ some specific to grade level) Reading/writing program integration Volunteers to read with students Small group instruction One-on-one tutoring Peer tutoring Resource support and collaboration Manipulatives for hands-on instruction Reciprocal teaching Problem solving (higher order cognitive process)

As we initially reviewed SAGE assessments, Dibels assessments, and teacher referrals to set up the Title One program for this school year, we realized once again the need to focus a great deal of our time on the lower grades. Our focus will be in both math and reading/Language Arts. However, the majority of our focus will be in reading/Language Arts. Focusing on this area will directly affect math as well.

Math services will change this well in direct relation to how our reading/Language Arts

program is changing as well. We are going to be refocusing our efforts our efforts more intensely back on BURST. These groups are all pull-out services. Therefore, math will be nearly all based upon students receiving additional services within their regular education classroom environment.

At this point, every grade is benefiting from Title One services. However, the majority of

our time is spent servicing first, second, third, fourth grade students. In the upper grades, fifth receives in class and pull-out services. The amount of time is minimal due to the fact that the majority of students are ELL, and Kaye Nelson has her ELL endorsement. Kindergarten receives the same services. The need in this class is not as intense. Sixth grade receive services on the most intensive needs basis of the three. The focus of this grade is based around improvement in writing skills and speaking (ELL). However, none of these three grades are the most intense need in comparison to our first, second, third, and fourth grades.

Furthermore, Mr. Johnson has changed the direction of our current sixth grade. He is

educating students this year more closely directed aiming learning toward working curriculum to resemble that of the middle school students. Therefore, their daily schedule does as well. Thus far, this new more structured routine has been very beneficial for these students

Surveys from parents also still show a desire to focus more on the first, second, third, and

fourth grades. Therefore, although every student will receive services to the best of our abilities, we have in fact determined that the greatest need is in the lower grades with an additional emphasis on fourth and some being focused on fifth and kindergarten.

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Part 3- Professional Development

There is a lot of background that goes into deciding what professional development will best serve the educators at Book Cliff Elementary. The faculty must consider areas in which they have weakness or a teaching skill they would like to develop or improve upon. These can be expressed by an individual or as a cohesive unit. Our School Improvement Plan will also be used when deciding what professional development topics would best benefit our school.

Another tool used each year has been the SAGE summative assessments. We have been

utilizing these results as a learning tool in order to improve our school. We are breaking down the assessment results to find ways to better educate our current and future students.

Book Cliff was recently involved in the full-school academic turn around program. This was due to overall deficient scoring on the SAGE assessments. Book Cliff was able to, in a one-year time span, transform overall scores in Language Arts/reading and math from an “F” grade to an overall “B”. SAGE assessment growth scores are listed on the final pages of the plan for comparison.

Our faculty has decided to utilize this improvement in order to create professional developments around maintaining and increasing this educational growth. We were able to create a teaching continuum for each facet of education as part of our professional development program.

Some other very effective professional development programs for our faculty have included the Why Try conference, Imagine Learning training, MClass (on-site training as needed)

Furthermore, some other very effective professional development programs for our faculty

have included the Why Try conference, MClass training (continual and on-site), PLC (district), SLO (on-site training as needed), Imagine Learning trainings, Data Security training, Koha training, Secretary Conference training, New Teacher training, First Aid training, Blended Learning, and School City trainings. These, as well as many other professional developments have served as opportunities for educators to improve their personal knowledge. They are then capable of sharing their individual perspective of each learning opportunity with other educators.

As far as current MClass training is concerned, The Title One Coordinator and the

paraprofessionals are current in all components of the Amplify program. The Title One Coordinator was trained, in the past, as a trainer of trainers in the program as well. They are now conducting the DAZE assessment online for all students K-6. This is more effective for entering scores. This is done for all benchmark assessments and progress monitoring.

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The majority of supplies and/or costs of trainings, conferences, etc. are generally speaking covered by the school or district in full or at least in part. If time is taken from

school, a substitute teacher will be provided and an extended day will usually be given. For after school professional development classes, the cost of materials is covered by the school.

Part 4-Academic and Other Supportive Services

At Book Cliff Elementary, we will provide additional educational support to Title One students by using the Title One funds as well as discretionary funds. The funds used are from state and federal funding. These funds will be used to provide individualized instruction for those students who are found eligible for Title One services. Our targeted assistance program will be based on specific student needs. Some of these programs may include:

--Changes in the presentation of curriculum to meet individual student’s instructional needs and learning styles (ex. manipulatives, extra learning materials, visuals). --Alter instructional strategies to meet student’s needs (ex. Provide a one-on-one tutor, small group instruction, specialized computer programs). --In coordination with classroom teachers, the Title One paraprofessionals and coordinator will provide low achieving students who qualify for Title One services with needed academic services. This will allow them to work toward higher achievement standards (ex. Programs designed for specific learning needs).

--Students who are reading below level will receive reading support from one or more of the following support programs (these are only some of the programs utilized):

-Read Naturally-computer assisted reading (all areas of focus) with adult support -Signs for Sounds-phonemic and spelling intervention program -Imagine Learning-computer assisted reading (all areas of focus) with support -Early Success-reading intervention program -100 Easy Lessons-Early literacy intervention program -Burst Reading-Early literacy intervention program -SSP-phonemic and spelling intervention program -IXL-computer assisted reading/math program -Skills taught and reinforced in Title One (Individual/Small group setting pull out or within classroom setting). -Ready, Set, Orange! -program which compliments Read Naturally

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--Students who are below level in math will receive math support from one or more of the following support programs (these are only some of the programs utilized):

-Skills taught and reinforced in Title One (Individualized/small group

setting pull out or within the classroom setting). -Mighty Math program: administered school wide on a regular basis for -Most intense need students pulled for extra assistance. -ST Math -IXL-reinforcement of math concepts -Prodigy

Students with special needs may be referred to Special Education. Funding for this program is completely separate. However, the principal and classroom educators are made aware of IEPs and 504 plans. They are, in fact, part of the planning and implementation of them. Within our school, each educator becomes aware of special modifications that must be made for students that will affect him/her on a daily basis. Whatever accommodations need to be made generally are to the best of our ability.

English language learners will receive additional assistance based on the functioning level from the W-APT and/or the WIDA proficiency assessments. Furthermore, preschool children with special needs will have the opportunity to be enrolled in our developmental preschool program. Those students with special needs will have funding available for their tuition. Additionally, we also have a program available for identifying students with hearing and sight deficits. Once identified, there is assistance for students with needs in these areas. Also, a free and reduced lunch program is available to students who qualify.

In addition, students and parents are encouraged to check out books from both the library at Book Cliff Elementary as well as the public library. The public library has a summer reading program to benefit students.

As a school, we are constantly reviewing the progress of our students. The Title One Coordinator, as well as the Special Education teacher, monitor through means of communication with parents and regular educators, observation, assessment, and continual discussions as each of these students’ progress. In addition, each classroom educator monitors the progress within his/her own classroom utilizing the same means.

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Furthermore, we also take into account each student’s SAGE scores as they progress through school. Also, MClass testing is administered three times each year with progress monitoring done on a consistent basis. Progress Monitoring is done biweekly for students who are far below (red), below (yellow) and English language learners. Those students who are at level (green) and above level (blue) are assessed by their regular educators monthly, or as regularly as possible, unless the Title One Coordinator proves a benefit for specific students to continue with biweekly assessment.

This testing is beneficial in not only identifying eligible students who need additional assistance, but it also aids in measuring whether the interventions and practices have been effective or if strategies should be implemented. Other data that will also be used will be taken from the SRI, formative classroom assessments, and daily work. These tests will be used to measure the success of all students, including those served by Title One.

The W-APT, WSO, and WIDA assessment are administered to our English Language Learners to determine who will receive language acquisition services. Our program is currently being serviced by Marcy Vetere. She is also the Title One Coordinator. She maintains a current certification to administer all needed assessments for this program. GRHS is currently trying to hire an ELL paraprofessional/translator. Our WIDA assessments are current and we have approximately fifty students who will be assessed this year between GRHS and Book Cliff Elementary.

As far as homeless children are concerned, our school secretary keeps an updated list of all homeless children within our school. To this point, this problem has been, minimal, and when it is a concern the community center or other community facets rally to help those individuals. These students have access to the same programs as all other students.

Finally, Kim Player is the district speech pathologist who oversees our speech program. Claudia Shaffer runs the program on a daily basis. We currently have ten students who receive services at varying degrees.

Part 5- Parent Involvement

Communication At Book Cliff Elementary, prior to the first day of school the parents/guardians of each student receive a packet. This packet contains all information about the upcoming school year. Each packet contains all information which will be pertinent for parents and students this upcoming year. A week prior to school starting, a pre-registration is held where parents are required to return all required information. This information increase student safety,

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decreases school/educator liability, identifies student language spoken at home, and identifies

all other information needed to increase communication with parents.

Each year, the school had a Back-to-School night for parents. This allows parents the opportunity to interact with their child’s teacher, and it gives the teacher a chance to explain what will be happening for the upcoming year as well as classroom policies. The Title One Coordinator will be at the Back-to-School night to speak to parents, and to inform them about the school’s targeted assistance program and encourage their involvement. After the general meeting, she will be available to answer any questions or concerns about the program parents may have.

After the completion of the program, the Title One Coordinator identified all components of

the Title One program which need to be explained more in depth to parents. These were developed into a question and answer, and it was then sent home to parents

Book Cliff Elementary has a fairly active PTSA program. The current elementary

representative is Pam Hunt. The President is Misty Bastian. In many areas, the PTSA plays large role in creating a bridge between parents and the school system as far as communication is concerned. Over the years the PTSA has worked to involve parents, and this program has shown to be an asset to the school and support for our school.

Progress notes, calendars, Parent Link, the school marquis, and the school website will be

utilized to promote parent and family involvement in each student’s education. The classroom teacher will also update any curriculum and activity information to parents as needed. This will be done through newsletters, telephone calls, progress notes, or by various online systems. Each year in Title One, we revise a parent student compact. This will be sent out at the first of the school year. We also send a letter to parents notifying them about the program itself and any changes to it. The teacher will also share the student’s SAGE scores, SRI scores, benchmark scores and other assessment scores to show progress throughout each term.

Committees

The School Community Council, which is made up of parents, teachers, the Title One Coordinator, and the administrator, meet to make decisions regarding the school. The school plan, Title One Plan, Parent Involvement Policy, etc. will be developed in conjunction with staff and reviewed by the Community Council. All plans will be made available to the community, the council, and all faculty. The PTSA program at Book Cliff Elementary is very helpful in providing positive activities for parent and family involvement including bake sales and the Red Ribbon Week activities.

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Volunteers

volunteers are a valuable asset to Book Cliff Elementary. This year they have provided a great deal of help with students who need individualized help with reading. We also have a volunteer who works with small reading groups.

Other parents have spent time helping with the book fair, field trips, class holiday parties, as well as other PTSA sponsored activities.

Parent Training

The classroom educator trains the parent or other volunteer on how to most effectively work with students within the classroom. Assessments are generally done by the educators themselves or by paraprofessionals while the parents work in more small group or one-on-one activities.

The Title One Coordinator is available for parents to talk to and train during all three parent teacher student conferences and Back-to-School night. She is also available at the request of parents as needed. Parents often request information on how to better interpret Dibels information.

Activities

Our school has activities throughout the year. Some of these include the annual book fair, Dad’s and Donuts and Mom’s and Muffins, and the science fair. The science fair is aimed at encouraged academic achievement, and increasing parental involvement among our student body.

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EVENT TIMELINE

Item Person responsible and timeline

1.! Continue to revise the school handbook as necessary. Make the changes whenever they are needed.

Jones/faculty ongoing

2.! Send out information involving the Title One program to parents, and inform them of their right to be involved

Vetere By: 10/17

3. Offer a flexible number of meetings, such as meetings in the morning, afternoon, or evening to discuss a student’s current educational plan.

Vetere ongoing

4. Involve parents in an organized, ongoing and timely way in the planning, review and improvement of Title One programs.

Vetere Yearly and ongoing

5. Provide parents of participating students timely information about the Title One program, school and student performance profiles, curriculum and assessment information, opportunities to meet with other parents and timely responses to parent’s suggestions and/or questions.

Vetere Yearly and ongoing

6.! Utilizing parent comments and suggestions, prepare for students serviced by Title One a school-parent compact which outlines how parents, the school, staff, and students will share the responsibility for improved student achievement.

Vetere 09/17

7.! Consistently build the capacity of parents, the school, and the community for involvement that will lead to improved student achievement.

Vetere/Jones Yearly and ongoing

8.! Keep apps and educational programs updated to provide an effective learning environment for Title One students.

Vetere Yearly and ongoing

9.! Make staff aware of any effective upcoming training possible for their benefit.

Vetere Yearly and ongoing

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Part 6- Full and Appropriate Integration of Technology

Book Cliff Elementary is utilizing many effective strategies to ensure that both students and parents are made aware and kept up to date on techniques used to improve academic achievement using technology literacy. We are using technology in both the classroom and the school lab setting to maximize each student’s learning potential.

Additionally, the Title One Coordinator makes an effort to utilize even more technology than ever

before within her classroom. This is true for all concepts. Through the effective use of technology in every classroom, and the capacity of educators to integrate technology into curriculum, instruction, and assessment, each educator will better meet the needs of all learners. This includes those learners with the most diverse needs.

The educators at Book Cliff are willing to make available any classroom-based

materials and resources needed by parents. A parent letter is sent home to act as a support for what concepts are being learned. Each of the grades are now utilizing the SIS grading system. Beginning next year, this system will be supported by an additional system called School City. This will be used to make monitoring and grading students more effective.

Book Cliff Elementary is equipped with a school lab, where classes receive grade

level technology instruction from our trained computer specialist. She works closely with our educators in order to implement technological instruction which supports the core curriculum. The school also has fully functioning Ipad and Chromebooks labs. These can be used by all educators within each of the classroom settings.

One of the classrooms in our school contain a mini-lab where students can work on projects related to the core curriculum. Many of the classrooms are also now equipped with student computers and/or new document cameras. In the Title One room, the mini-lab is also used for Read Naturally Live (a fluency and comprehension program) Imagine Learning, ST Math, and many other reading and math learning games to teach various concepts. All labs have internet access and appropriate software.

Furthermore, both the resource and Title One labs were able to implement Ipads

into their programs. The resource lab received one and the Title 1 program received five and another one for the ELL program. Resource only uses theirs occasionally and Title One utilizes their Ipads on a daily basis.

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The majority of the classrooms are utilizing document cameras to improve instruction. They are

an effective means to better model many skills being taught. Each of our classrooms are now innovatively using technology involving the Smart Board as well.

As anticipated, this has proven over the years, to have become an even more an effective means

of direct and interactive means of instruction within each classroom. Student are becoming more “hands-on” learners.

Our educators are continuously becoming better trained and “self-trained” on how to utilize the

Smart Boards effectively. This technology has proven very beneficial in teaching Core information. It opens a whole new way to implement concepts to students while utilizing the web and all it encompasses.

Each classroom has also been equipped with an amplification system. This helps the teacher to communicate more clearly to the students. Teachers can choose to wear a microphone and speakers are located at the front and back of the classroom for optimum sound distribution.

In order to improve parents’ efforts to have access to student information/grades. the SIS system, an online grade book, which can be accessed by parents, is utilized. Teachers have been trained and will continue to receive training as needed on the use of this program. The Parent Link, a communication tool which gives all parents access to important information via the telephone, is used to inform parents or attendance, emergency messages and reminders about upcoming school activities and conferences. Our electronic school marquis is also used to inform parents of important upcoming events and information. All grades are currently utilizing the same grading system. This allows parents to have a direct link to their student’s daily activities. As stated, School City will be an additional educator monitoring tool which will be added this upcoming year.

Through the use of interactive video distance conferencing, educators may receive professional development without leaving the school.

The SESC provides a Regional Technology Integration Specialist, Nathan Wilson, who is available to help our educators. He offers assistance with technology instruction that is currently available. He also does all maintenance on our Macintosh systems.

In addition, the current IVC system provides opportunities for educators to do

grade level meetings, conferences, and a variety of other meetings without leaving our facility.

Finally, as previously stated, Book Cliff has a fully functioning Ipad lab. We have worked in conjunction with Nathan Wilson to update all of our accounts, and he has worked to update all apps on our system. We should be able to utilize the Ipad lab for the MOY benchmark DAZE assessments.

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Part 7- System of Support for Schools

Meeting the needs of the students includes the following:

**Regular evaluations, meetings, and assessments given by the Title One Coordinator and the regular educator. These are a means used to then modify and best meet the needs of students who are at-risk and those who are not.

**Utilizing Student Educational Plans and Individual Education Plans to help students, parents and teachers focus on each student’s needs. This will then help involve parents as well as educators from the school in the educational process.

**Emery County School District and Book Cliff Elementary administration remain current on effective and up-to-date teaching information and data. This is made readily available to teachers and staff. Over the past few years, many improvements have been made to ensure that effective instructional programs are available at both a school and district level.

Testing administration:

Teachers are required to read information about how to administer testing prior to administering that testing each year. They are then required to date, sign and return a paper to administration stating that the testing will be administered in an ethical manner. The administration and computer lab specialist are all trained on how to administer the SAGE assessments.

In the fall, each educator reviews their SAGE scores in order to set goals for each

individual child. They analyze the results and use the information to calculate which areas of the state core each student could improve upon. The Title One Coordinator reviews each student's score in math and language arts to help determine eligibility for Title One services. These scores are reviewed along with the observations and assessments of educators to determine the needs of students.

Furthermore, these scores will be reviewed by administration and faculty to help

determine professional development. If there is a significant need in a particular area, there will be focus put upon that area.

The Title One Coordinator has given Professional Development training on

how to do the progress monitoring testing. This training is required for all classroom educators. Both of the new educators went through the training. There was also a review session held for others educators. The Title One staff will be doing the benchmark assessments on a quarterly basis. Title One students will be progress monitored by the Tile One staff every two weeks as well. Regular educators progress monitor students who meet anticipated grade level or above, on a monthly basis. The Title One

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Coordinator has instructed regular educators on the correct methods about using their DlBELS results as one referral to help determine a student’s reading level. The training review will better help teachers decipher the meaning of each facet of the testing. Planning for effective Assistance Programs and Practices:

Book Cliff Elementary faculty and the administrator meet before school starts to develop a school improvement plan. The plan is based on student performance data gathered from areas such as: SAGE assessment scores, DIBELS, needs assessments results, and a variety of assessment as deemed necessary). By analyzing the data they devise a plan to implement effective instructional programs and practices that are based on scientific research.

After a school improvement plan is formulated, resources such as time, people

and money are allocated to meet identified needs. Book Cliff Elementary does not have barriers to prevent it from consolidating funds necessary for targeted assistance. Based upon school-wide assessment, those needing additional assistance may receive any or all of the following services: --Receiving services from the Title One and/or the Special Education departments as will be determined on an individual basis. --Changing the curriculum, or it will be presented to better meet the individual's instructional needs and learning style. --Utilizing a variety of teaching methods which may better serve a particular child (ex. one-on-one tutoring, small group instruction, peer tutoring, computer assisted learning, etc. ) -- Working and coordinating with the regular educator, the Title One paraprofessionals, and the Title One coordinator will provide students with needed academic assistance. This will make certain that all students achieve higher performance standards. Students who are not reading on grade level will receive reading support from several if not all of the programs listed throughout this Title One Plan. Each student WILL be tracked and monitored on programs set up for his/her best interest. Kindergarten Attendance

To assist students who are entering school, parents of preschools children are invited to a kindergarten preregistration in the spring. They are able to visit the kindergarten room and tour the school. At registration, they participate in a vision and hearing screening, and they are able to visit with the kindergarten teacher. They discuss how to help students be prepared for school and are given pamphlets which are prepared by the Utah State Office of Education.

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During the first week of kindergarten. Educators meet with individual students and

their parents to administer a developmentally appropriate kindergarten pre-assessment.

The information gathered there is used to plan the kindergarten curriculum for the upcoming year. All students are currently enrolled in full day kindergarten. Those students identified as “at risk” will receive either Title One, ELL, or Special Education services. This determination is made on an individual basis. Some students may receive a combinations of the services listed above. They will receive additional core instruction, so they are better capable of meeting the state's high academic achievement standards.

Part 8-Evaluation Plans

The Title One Coordinator, faculty, and the administrator will review our Title One plan. The Title One Coordinator will present the plan before the Community Council for approval as well. The Title One Coordinator will determine areas she feels need to be addressed and discuss these with the administrator. The administrator will need to determine which areas should be addressed with the faculty, staff, etc. The administrator, to determine effectiveness, will evaluate the educators at Book Cliff Elementary at least twice yearly. These evaluations are done, in part by educators themselves as well on the Utah Ontrack site. Each educator must also develop his/her own Student Learning Objectives plan. They will be tracked by administration to determine whether goals for both were met. The administrator evaluates the educators on the same Utah Ontrack site. Each educator also meets with the administrator to discuss personal evaluations as well as all goals and learning plans set. It is then determined how teaching methods can improve and current effectiveness. To determine whether our school is making satisfactory progress meeting student achievement goals, we will use the data that is available as a guide. The results from the SAGE assessments, Dibels, Burst, SRI testing, as well as all individual educator assessments will be utilized to measure if students are making adequate progress in meeting achievement goals. Furthermore, the Title One Coordinator, Special Education teacher, and all regular education teachers regularly give assessments, make observations, take notes, etc. according to their own educational programs within their classroom environments. !

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The individuals below have read the Title One Plan for the 2017-2018 school years. They agree to help make changes within Book Cliff Elementary to improve each student’s State Performance Standards.

PRINT SIGNATURE

Principal/SPED ____________________ ______________________ Teacher _____________________ _____________________ Teacher _____________________ _____________________ Teacher _____________________ _____________________ Teacher _____________________ _____________________ Teacher _____________________ _____________________ Teacher ______________________ ______________________ Teacher _____________________ _______________________ Title One/ELL ____________________ _______________________ Paraprofessional ____________________ _______________________ Paraprofessional ____________________ _______________________ Parent ____________________ ________________________ Parent ___________________ _________________________ Parent ___________________ _________________________

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Appendix B-spreadsheets

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SAGE RESULTS

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Title One/ELL Qualifying Students 2017-2018

Forms&returned&

Kindergarten&& Cola%Kelsey% SPED%(LA)/speech% %%%%X%

Yaniria%Betancourt% LA/ELL%% Isaac%Trejo% LA/ELL%% Jade%Barney% LA/M% %%%X%

1st&Grade&& Cooper%Meadows% SPED%(LA/M)%% %%X%

Dania%Gallegos% SPED%(LA/M/ELL)% %%X% Yariesy%Trejo% %SPED%(LA/M)/speech%

% Matthew%Guzman% SPED%(LA)/speech%% Elena%Escalante% LA/M%% Gracie%Burnett% LA/M%% Kayzen%Mayall% LA% X%

Quianna%Quintana% LA/M%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% X% Skyler%Davis% LA%(consultative)%

% Leena%Soto% LA%(consultative)%% Kenley%Dinkins% LA%(consultative)%%

2nd&Grade&& Jesus%Escalante% SPED(LA)/ELL/M/speech% X%

%Ian%Gomez% ELL/M% X%%Oraldo%Mendoza% ELL% X%%Haylie%Nelson% LA% X%%Kenzie%Brown% SPED%(LA)% X%%Sergio%Zumidio% ELL/M% X%%3rd&Grade&

& Marybeth%Burdett% SPED%(both)/speech% X%%David%Mendez% ELL% X%%Rodolfo%Mendez% ELL% X%%Luis%Quintana% ELL% X%%Seth%Wilmarth% SPED%(LA)% X%%

4th&Grade&&

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%%%%%Christine%Aguilera% LA%

% Rolando%Anguiano% ELL% X%%Brooklyn%Gingerich% LA% X%%Juan%Gutierrez% ELL% X%%Dominick%Jarvis% SPED%(LA)% X%%Cristian%Mendoza% ELL% X%%Anthony%Montes% ELL% X%%

5th&&Grade&& Emma%Grimmett% SPED%(LA)% X%

%Antonio%Macias% SPED%(both)/speech% X%%Mason%Sant% SPED%(both)% X%%Brian%Saucedo% ELL% X%%Florelisa%Trejo% ELL% X%%Cristian%Venzor% SPED%(both)% X%%

6th&Grade&& Pricila%Alvarado% SPED%(both)% X%

%Julissa%Escalante% ELL/LA/M%consultative%%Kamila%Escalante% ELL%

% Luis%Hernandez% ELL%% Hoyt%Hunt% SPED%(both)% X%

%Raul%Mendoza% ELL%% Michelle%Velasquez% ELL/SPED(both)% X%

%Daisy%Zamudio% ELL/SPED(LA)% X%%

Preschool speech: McCoy Nelson Magic Kelsey Ayden Ambrose Luis Leon

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Highly Qualified Paraprofessional Staff School Year 2017/2108

Staff Position Years District YRS HS grad. Higher Ed Teaching lic. PD (read/math/other)

Dallice Webster

Parapro. 3 yes minimal no MClass (on-site)

Claudia Shaffer

Parapro. 6 yes Assoc. no MClass(on-site

Sarena Shorts

Parapro. 5 yes ----- no Cindy

Mcfarlane secretary 6 yes Assoc. no Secretary

training Ashley Reyes

Preschool/SPED 2 yes Assoc. no Preschool training

Emily Nelson

preschool 11 yes Assoc. no Preschool training

Andrea Erwin

SPED 1 yes ----- no

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Highly Qualified Educators

Book Cliff Elementary 2017/2018

Faculty member position Yrs. in District Highest Degree credits beyond Endorsements JR Jones 20 BS 20+ Gaylene Erwin kindergarten 3 BS Pam Hunt first grade 12 BS 10+ Markie Vetere second grade 2 Alyssa Clark third grade 2 BA 20+ math Burton Sant fourth grade 2 BS 40+ Kaye Nelson fifth grade 13 BA 40+ ESL Nolan Johnson sixth grade 1 MS 40+ math/science Marcy Vetere T1/ELL 12 BS 10+ Kent Nelson SPED 2 **Markie Vetere (second grade) and Kent Nelson (SPED) are the only two educators who are still not highly qualified on our faculty.