PAHVANT ELEMENTARY SCHOOL PARENTAL INVOLVEMENT POLICY
The staff at Pahvant Elementary recognizes that parental involvement is key to student academic achievement. The term parent within this policy refers to a parent or legal guardian of the child. When parents are actively involved in their child’s education, the attitudes, behaviors and achievements of students are positively enhanced.
Parents and families provide the primary educational environment for children: consequently, parents are vital and necessary partners with the schools throughout their children’s school career. The educational staff at Pahvant Elementary in conjunction with students and parents will develop the following:
1. Effective Two-Way Communication Between the Home and School
Effective communication requires school-initiated contact with the parent and parent-initiated contact with the school where both parties provide vital information about the child’s strengths, challenges, and accomplishments. Appropriate steps will be taken to allow clear communication between the school and the parents. Pahvant Elementary shall adhere to Sevier School District Board policies regarding the use of School Community Councils, Parent/Teacher, IEP, and SEP conferences to build open and effective communication with parents.
2. Support and encourage responsible parenting.
The family plays a key role in helping to create a child’s educational environment. Pahvant Elementary School personnel shall support positive parenting by respecting and affirming the strengths and skills needed by parents to fulfill their role.
3. Invite and welcome parents as volunteers in the schools.
Parent volunteers are essential for advancing student achievement. Therefore, parents shall be welcome and invited to volunteer at Pahvant Elementary School. Volunteer opportunities shall capitalize on the expertise, interests and skills of the parents, and have direct connection to classroom and school goals.
4. Consider parents as full partners in educational decisions that affect their children
Parents and educators have mutual responsibility to make informed decisions related to all aspects of their child’s education. Pahvant School personnel will actively enlist parent participation in decision-making. Efforts shall be made to recruit and support participation by parents representing diverse student groups such as: Limited English proficient, special needs, gifted and talented, and homeless. The role of parents in shared decision-making shall be continually evaluated, refined and expanded at the school level.
Utah Title I Schoolwide Planning Template
Part A: General Information
School Name Pahvant Elementary
LEA Name __Sevier School District___________________
Name
Title I Schoolwide Planning Team
Signature
Chad Johnson
Chad Johnson/ Mark F. Stewart
Principal
Title I facilitator or coordinator
_________________________________
_________________________________
Kaylee Quarnberg
Faculty member
_________________________________
Kole Krahenbuhl
Faculty member
_________________________________
Karren Allen
Faculty member
_________________________________
Misty Kuntson
Parent representative
_________________________________
Parent representative
________________________________
Parent representative
_________________________________
Community/business representative
_________________________________
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 Director __Lisa Crane_______________
Signature __________________________
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:
Student achievement trends
Pahvant Elementary School utilizes data from SAGE reading, mathematics, and language arts assessments. These assessments are given two times per year, and data from these assessments is used for formative and summative purposes. Scores from assessments given in the spring of 2016 are summarized as follows SAGE
3rd Grade: Math 68% proficient/No Growth Data Yet
ELA 64% proficient/No Growth Data Yet
4th Grade: Math 63% proficient/ No Growth Data Yet
ELA 46% proficient/ No Growth Data Yet
5th Grade: Math 60% proficient/ No Growth Data Yet
ELA 42% proficient/ No Growth Data Yet
Demographic data
2016-17
Enrollment
509
Free & Reduced Lunch
279/509 (55%)
Asian/Pacific Islander
3
African-American
5
Caucasian
465
Hispanic
24
Native American
10
English Language Learners (LEP)
3/509 1%
Students with Disabilities
61/509 12%
Teacher qualifications
All teachers hold a current Utah teaching certificate, 12 teachers have a masters degree, 7 teachers have a math endorsement, 10 teachers have reading endorsements.
Other data as determined by the school
SAGE, DIBELS
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).
Goal
Our goal at Pahvant Elementary School is that 70% of students will reach grade level proficiency and 75% of students regardless of current performance levels will achieve a minimum of one year’s academic growth in reading, and math as measured by SAGE Assessments.
Strategies
- Conduct ongoing comprehensive academic needs assessments of student achievement and learning, using SAGE Assessment data and implement school-wide reform strategies where needed.
- Provide a scientifically research-based curriculum and delivery framework (Core standards via Wonders, Envision, and flexible learning groups.)
- Insure that instruction is provided by highly qualified teachers.
- Offer ongoing professional development for all instructional staff.
- Attract high-quality, highly qualified teachers.
- Establish home/school partnerships anchored by effective communication.
- Conduct regular PLC collaborations to discuss student assessment and achievement data (PLC teams include; principal, literacy/math coach, regular and special education teachers).
- Provide timely, differentiated instruction using systems for prevention, intervention and accelerated learning to address individual student learning styles and needs.
Scientifically Based Research Support
Instructional Content – Reading
Pahvant Elementary teachers use the Wonders Comprehensive Reading Program, which includes instruction in the five components of reading identified by the National Reading Panel. These components are phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. In addition, our instruction addresses oral language development, concepts in print, spelling, and writing. An intervention program is included, as part of Wonders, to supplement instruction for students who are struggling in the classroom. Teachers also utilize appropriate leveled teaching materials and program as supplemental instruction for students who are more that one-year behind their grade-level peers (Read Works for 2 or more years behind). Additional programs in use for struggling learners include; EdMark, Hoffmeister Program, and Voyager Expanded Learning.
All students participate in a daily literacy block that equates to 3 hours of instruction for Grade 3 students and 2.5 hours for students in Grades 4 - 5. Each block includes a 50-minute period of differentiated instruction across the grade level with instructional assistants working with teachers to meet the needs of students in the lower groups small groups based on specific skills at each child’s level. Each student participates in skill-specific groups with the regular education teacher and the instructional assistant where appropriate. In addition, parent volunteers work with students and students participate in independent learning activities.
Instructional Content – Math
Pahvant Elementary teachers use the Pearson Envision Math program as the core instructional program to teach Utah State Common Core Curriculum Standards. A series of assessments are used to identify proficiency and growth in mathematics standards. SAGE Mathematics Assessment is administered twice each year (Fall, and Spring). The data from these assessment tools and programs are reviewed weekly in PLC/team meetings.
All students are given an additional thirty minutes of math instruction through math flex groups. Groups are based on current standards being taught and measured by Pearson’s topic assessments. Students are grouped by ability in accordance to the standard being taught and measured.
Student, Class, Grade-Level, School-Wide Goal Setting
Prior to the beginning of each school year teachers and students at Pahvant Elementary participate in a variety of goal setting activities.
Teachers analyze the previous year’s class data and current student data and set individual class growth and proficiency goals. Both class and proficiency goals are also set at the grade and school level.
Students, parents and teachers engage in individual student goal setting prior to the start of the school year. When students are involved in planning their own learning goals, they become more accountable for achieving academic growth. Individual SAGE student reports are used to guide conversations among teachers, students, and their parents. By looking at their growth over time, students and teachers can celebrate the learning that has occurred. This view allows students to acknowledge the progress they have made, and begin to think about what they will try to achieve in the future.
Expected Impact in Core Academic Areas
(How will success be measured on an annual basis?)
Prior to the beginning of each school year teachers and students at Pahvant Elementary participate in a variety of goal setting activities.
Teachers analyze the previous year’s class data and current student data and set individual class growth and proficiency goals. Both class and proficiency goals are also set at the grade and school level.
Students, parents and teachers engage in individual student goal setting prior to the start of the school year. When students are involved in planning their own learning goals, they become more accountable for achieving academic growth. Individual SAGE student reports are used to guide conversations among teachers, students, and their parents. By looking at their growth over time, students and teachers can celebrate the learning that has occurred. This view allows students to acknowledge the progress they have made, and begin to think about what they will try to achieve in the future. Success will be measured by SAGE goal attainment in relation to growth and proficiency.
Professional Development to Support Strategies
District Level Professional Development
Extensive District-wide professional development that has occurred during the past ten years include: Wonders comprehensive reading program, Envision Mathematics, Results (Schmoker), Curriculum Mapping, Standards-Based Education (Reeves), Power Standards (Ainsworth), Data Driven Decision Making (Reeves), Effective Teaching Strategies (Reeves), Six-Trait Writing (Write Traits), Classroom Practices That Work (Marzano), Balanced Leadership (McREL), and Rigor and Relevance (Daggett).
Professional development first begins by training a critical mass of teachers to provide the essential school-level support for each new professional improvement initiative. Building administrators and two to five teachers from each school attend three to five days of in-depth training in order to gain the knowledge and skills required to become school level trainers prior to all other teachers being trained. As the remainder of the teachers receive training and begin to implement the new knowledge and strategies in their classrooms, school trainers provide mentor-coaching support. This strategy was used very successfully as standards-based education and six-trait writing was implemented in recent years.
School Level Professional Development
- Teachers have been given PD on depth of knowledge, asking higher-level questions, and response rates.
- SB 103: Teachers completed 1 day of PD regarding PLCs and Envision Math.
- Google Docs, Sheets, Slides etc.
- Making a difference in the life of every child… Let them know how much you care! Ongoing PD and support (every PLC)
- Overdrive media
- IReady Language/Reading/Math
- All Pahvant Elementary Teachers completed two days of follow-up Math Common Core training in
Common Core.
- All Pahvant Elementary teachers completed three days of follow-up training to the Utah Language
Training.
- All teachers participated in one of the Common Core content 4 day follow-up trainings summer
- All teachers are receiving ongoing training regarding the states Effective Teaching Standards
- All teachers received training on Marzano’s Leaders of Learning
- All Pahvant teachers participated in two days of workshop training of the Wonders reading program.
- The principal participated in a two-year Literacy Academy Experience.
- The Special Education Teachers attended a two-year Mentor Academy.
- The principal and math coach lead and direct the successful implementation of the 90-minute math instruction block with 30 minutes of differentiated instruction.
- Regular planning meetings for grade-level teams have been scheduled to reinforce the successful implementation of core curriculum program, analyze and disaggregate student data and focus instruction and interventions to meet all student’s individual learning needs.
- PLC meetings are regularly scheduled between administration, Literacy Coach, Math Coach, Learning Coordinator, and grade-level teachers to analyze data and focus instruction and interventions to meet all student’s individual learning needs. PLCs also serve as professional development opportunities.
- Instructional Assistants receive ongoing training in classroom management, reading and comprehension instruction, and math instruction.
See Above
Responsible Parties
All teachers and administrators at Pahvant Elementary are responsible parties. Each teacher has evaluated their class data and set goals accordingly. Accepting responsibility for outcome data is ongoing and requires deliberate planning at the teacher, team and school level.
Evaluation Process
(How will the school monitor the implementation of the strategies and action steps associated with this goal?)
Teachers receive monthly class and team data from the instructional coach regarding language arts and mathematics performance indicators. Teachers meet each Monday for one and a half hours to discuss the needs of their grade level based on data from SAGE, DIBELS, Wonders and other data as needed. The instructional coach and principal participate in the weekly team PLC meetings to ensure continuity across grade levels.
Benchmark data is reviewed three times each year and adjustments to curriculum guides and instructional timelines are made as needed. Reading and Math Flex groups are designed around standards and skills that have been taught in the regular classroom, but need additional support for growth and proficiency.
Classroom observations (formal and informal) are conducted on a weekly basis to determine classroom and school needs. Observations are focused on researched practices according to the Utah Effective Teaching Standards and district adopted scientifically based programs. Teachers receive feedback via observation tools, email and two way verbal communications.
At the end of each school year summative data is reviewed and articulated. Each teacher participates in a post conference with the principal to review data to celebrate successes and discuss areas in need of improvement. Each teacher receives a copy of classroom achievement data, grade level data and school data.
The principal and instructional coach review data on a monthly basis to determine effectiveness of instructional strategies. PLCs are held monthly to review data, discuss areas to focus on and provide professional development as needed. PLCs also serve as a discussion for scope and sequence by grade level. The principal and instructional coach provides guidance and direction to ensure continuity across all grade levels. At the end of each year summative data is reviewed and becomes the basis for the following years action plan.
3. Instruction by Highly Qualified Teachers
ESEA 1114 (b)(1)(C)
Refer to item #8 of the Utah Title I Part A Monitoring Handbook
In schoolwide program schools, instruction must be provided by highly qualified staff. Either list the staff on this form or download a copy of the CACTUS Highly Qualified Teacher Report.
Teacher/Staff
Grade level or assignment
Highly Qualified?
Yes No
Lance Norris
3rd Grade
X
Tonya Christensen
3rd Grade
X
Lucinda Rowley
3rd Grade
X
Melissa Blake
3rd Grade
X
Melinda Barton
3rd Grade
X
DeAnn Henrie
3rd Grade
X
Jordan Kole Krahenbuhl
4th Grade
X
Amy Nielsen
4th Grade
X
Marilynn Erickson
4th Grade
X
Jodi Brown
4th Grade
X
Amber Payton
4th Grade
X
Julie Curtis
4th Grade
X
Kelly Winn
4th Grade
x
Jeff Raisor
5th Grade
X
Wesley Blake
5th Grade
X
Ashlie Scott
5th Grade
X
James Steimle
5th Grade
X
BethAnn Rickenbach
5th Grade
X
Karren Allen
Special Education
X
Kaylee Quarnberg
Special Education
X
Mark F. Stewart
Instructional Coach
X
Chad Johnson
Principal
X
Add additional lines as needed.
4. Professional Development Plan
ESEA 1114 (b)(1)(D)
Refer to item #9 of the Utah Title I Part A Monitoring Handbook
Describe the professional development necessary to support the strategies. The team must include strategies to ensure that highly qualified teachers teach all students.
Professional Development
In addition to the items listed below continued professional development will be need to help teachers understand best practices in reading, writing and mathematics instruction. Ongoing professional development will be provided during PLCs and district allocated times throughout the school year. This year there will be an increased focus on our comprehensive reading program, Wonders. After reviewing our Spring Sage data, it is clear that our whole group reading time is lacking sufficient instruction and student learning. I have scheduled additional time into our PLC schedule to allow for a more in-depth focus on the essential components of Wonders. The literacy coach will guide PD in accordance with the school principal. A minimum of 75 formal observations, with feedback will be, conducted during whole group Wonders instruction by the principal. A minimum of 38 formal observations, with feedback will be, conducted during whole group Wonders instruction by the instructional coach. In addition to formal observations, at least one grade per school day will have observed in a walk-through format. All observations will provide information as to where PD is working and where we could better serve our PD efforts. The focus on Wonders whole group instruction will continue into team PLCs each Monday at 3:15. Teachers will share their weekly learning and efforts. The principal and literacy coach will share ideas and information learned through their daily observations. Select teachers will attend various grade levels PLCs to share as we determine individual teachers understanding of the program and unique abilities to teach the Wonders program effectively.
District Level Professional Development
All teacher were trained on Pearson Success Net, our current math program, follow-up training has take place the past two years during team PLCs.
All teachers will be trained on iReady, a program designed to teach and assess reading and language specific skills. The program allows teachers to see what each child strengths and areas of focus are while allowing the child the opportunity to excel at an independent pace.
Teachers participated in two 2.5 hours district wide PLCs with teachers from their grade level across the district. The PLCs were focused on reading and writing strategies.
The principal attended Solution Tree’s
School Level Professional Development
- All Pahvant Elementary Teachers completed two days of follow-up Math Common Core training in
Common Core.
- All Pahvant Elementary teachers completed three days of follow-up training to the Utah Language
Training.
- All teachers participated in one of the Common Core content 4 day follow-up trainings summer
- All teachers are receiving ongoing training regarding the states Effective Teaching Standards
- All Pahvant teachers participated in two days of workshop training in the new version of the Wonders reading program.
- The principal participated in a two-year Literacy Academy Experience.
- The Special Education Teachers attended a two-year Mentor Academy.
- The principal and literacy coach lead and direct the successful implementation of the three-hour literacy block using the District adopted Wonders reading program.
- The principal and math coach lead and direct the successful implementation of the 90-minute math instruction block with 30 minutes of differentiated instruction.
- Regular planning meetings for grade-level teams have been scheduled to reinforce the successful implementation of core curriculum program, analyze and disaggregate student data and focus instruction and interventions to meet all student’s individual learning needs.
- PLC meetings are regularly scheduled between administration, Literacy Coach, Math Coach, Learning Coordinator, and grade-level teachers to analyze data and focus instruction and interventions to meet all student’s individual learning needs. PLCs also serve as professional development opportunities.
- All teachers and administrators spent one week aligning the SAGE MAPP assessment with the Utah Core Standards.
- Instructional Assistants receive ongoing training in classroom management, reading and comprehension instruction, and math instruction.
Scientifically Based Research Support
Instructional Content – Reading
Pahvant Elementary teachers use the Wonders Comprehensive Reading Program, which includes instruction in the five components of reading identified by the National Reading Panel. These components are phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. In addition, our instruction addresses oral language development, concepts in print, spelling, and writing. An intervention program is included as part of Wonders (Wonder Works) to supplement instruction for students who are struggling in the classroom. Teachers also utilize appropriate leveled teaching materials and programs as supplemental instruction for students who are more that one-year behind their grade-level peers. Additional programs in use for struggling learners include; EdMark, Great Leaps, Hoffmeister Program, and Voyager Expanded Learning.
All students participate in a daily literacy block that equates to 3 hours of instruction for Grade 3 students and 2.5 hours for students in Grades 4 - 5. Each block includes a 55-minute period of differentiated instruction across the grade level with instructional assistants working with teachers to meet the needs of students in the lower groups small groups based on specific skills at each child’s level. Each student participates in skill-specific groups with the regular education teacher and the instructional assistant where appropriate. In addition, parent volunteers work with students and students participate in independent learning activities.
Instructional Content – Math
Pahvant Elementary teachers use the Pearson Math program as the core instructional program to teach Utah State Common Core Curriculum Standards. A series of assessments are used to identify proficiency and growth in mathematics standards. SAGE Mathematics Assessment is administered twice each year (Fall, and Spring). Benchmark and progress monitoring assessments are used to guide instruction in the classroom as well as in flexible groups throughout the school. The data is reviewed weekly in PLC/team meetings.
Students are identified, through data, and invited to participate in an accelerated program before the regular school day. All students are given an additional thirty minutes of math instruction through math flex groups. Groups are based on current Pearson Success Net data and are at the child’s individual level by skill. Students are in their regular education classrooms for one hour of instruction and are broken out into flexible groups for an additional 30 minutes. In 3rd grade, students attend flexible groups for approximately 18 weeks each year. In 4th and 5th grades, students attend flexible groups Tuesday-Thursday all year beginning mid September.
Student, Class, Grade-Level, School-Wide Goal Setting
Prior to the beginning of each school year teachers and students at Pahvant Elementary participate in a variety of goal setting activities.
Teachers analyze the previous year’s class data and current student data and set individual class growth and proficiency goals. Both class and proficiency goals are also set at the grade and school level.
Students, parents and teachers engage in individual student goal setting prior to the start of the school year. When students are involved in planning their own learning goals, they become more accountable for achieving academic growth. Individual SAGE student reports are used to guide conversations among teachers, students, and their parents. By looking at their growth over time, students and teachers can celebrate the learning that has occurred. This view allows students to acknowledge the progress they have made, and begin to think about what they will try to achieve in the future.
Expected Impact in Core Academic Areas
Improved growth and proficiency in Language Arts and Mathematics
Budget and Funding Sources
Title I, Trust Lands, School PD Funds
Timeline
Ongoing- Year-to-year as instructional decisions are made based on data and observations.
Responsible Parties
All teaches, administrators, and parents of Pahvant Elementary School students
Evaluation Process (How Will Success Be Measured?)
Formative and summative data from iReady, SAGE, DIBELS, Pearson, and other assessments as needed
5. Recruitment and Retention of Highly Qualified Teachers
ESEA 1114(b)(1)(E)
Refer to item #10 of the Utah Title I Part A Monitoring Handbook
Strategies are implemented to attract, recruit, and retain highly qualified teachers in high need schools.
Describe strategies, policies, and incentives to recruit and retain teachers.
Sevier School District is committed to attracting and retaining high quality, highly qualified teachers. Research clearly demonstrates the most important student achievement variable over which schools have significant control, is having a highly effective teacher in every classroom. The characteristics of highly effective teachers include, caring experienced instructors with an in-depth knowledge and understanding of the subject area they teach, and expertise in a variety of instructional skills and strategies. A district-wide hiring pool of pre-screened, HQ teaching candidates is provided, and principals are required to hire from the pool. If no HQ candidate is available, candidates are required to received ARL state authorization or Praxis testing as a condition of employment. Teacher quality requirements are part of the application and interview process. Additionally, as a means to attract future teachers, Sevier School District allows Pahvant Elementary School to host student teachers. Getting these teachers into our school allows them to witness the positive atmosphere at our school.
The depth of knowledge of the subject area includes, knowledge of critical academic standards (i.e., power standards) that are essential precursors to future learning and the degree of rigor and depth of understanding expected of students. Little will change academically for students unless the teacher’s instructional behavior and classroom practices change.
Effective pedagogy includes knowledge of powerful instructional strategies in the content area including strategies for special education, ELL, and other students performing below expectations, as well as strategies to challenge accelerated learners. To best meet the needs of each student, it is essential to have collaborative efforts among teachers at and between grade levels, and in the Core subject areas.
Instructional assistants often work with students who have the most serious learning challenges. Therefore, instructional assistants must be highly trained as they work with special needs students under the direction of professional educators. As a condition of employment, all Sevier School District instructional assistants (IA's) must meet the HQ requirements via 1 of 3 methods: have a minimum of 48 semester hours from an accredited institution of higher education, obtained an associate (or higher) degree from an accredited institution of higher education, met a rigorous standard of quality and can demonstrate, through passing the ParaPro exam, knowledge of and the ability to assist in instructing reading, writing, and mathematics Financial incentives are provided in steps and lanes on the salary schedule for employees who complete additional college level education courses.
Several District instructional assistants have a teaching degree, which provides principals additional options for organizing instruction to address learning needs of students. Because most of the instructional assistants reside in the area and as they become teachers, the probability of them remaining in the District, their entire career is significantly enhanced.
6. Parent Involvement
ESEA 1114 (b)(2(B)ii
ESEA 1114(b)(2)(B)iv
Refer to items #16 and #17 of the Utah Title I Part A Monitoring Handbook
Please answer the following and attach documentation as needed.
Describe the processes used to involve parents in the development of the schoolwide planning process. Attach copies of communications that were mailed or sent home, agenda with roll signatures, meeting notices, meeting minutes, etc.
Annual Title I Parent Meetings/Conferences
All teachers at Pahvant meet with parents at their convenience prior to the first day of school. Parents are informed of the Title I program at Pahvant Elementary and their right to be involved. They are also provided with a copy of the School Compact. All information related to school and parent programs, meetings and other activities are sent to the parents of participating children in a format and to the extent practicable in a language that parents can understand.
Review of Title I Plan
The Title I plan is provided to parents at the annual goal setting conferences. The Pahvant Elementary Community Council serves as the planning committee for Title I and parental involvement updates. Community Council meetings are open to the public and parents are welcome to attend any time. The committee convenes on a quarterly basis to discuss policies. Times and dates of Community Council meetings are provided through parent calendars, the online school calendar and on the Sevier School District website and or Pahvant Elementary’s website www.pahvantelementary.org.
The staff at Pahvant Elementary recognizes that parental involvement is key to student academic achievement. The term parent within this policy refers to a parent or legal guardian of the child. When parents are actively involved in their child’s education, the attitudes, behaviors and achievements of students are positively enhanced.
Parents and families provide the primary educational environment for children: consequently, parents are vital and necessary partners with the schools throughout their children’s school career. The educational staff at Pahvant Elementary in conjunction with students and parents will develop the following:
- Effective Two-Way Communication Between the Home and School
- Support and encourage responsible parenting.
- Invite and welcome parents as volunteers in the schools.
- Consider parents as full partners in educational decisions that affect their children
Describe how schoolwide plans will be made available to parents and the public in an understandable and uniform format.
Review of Title I Plan
The Title I plan is provided to parents at the annual goal setting conferences. The Pahvant Elementary Community Council serves as the planning committee for Title I and parental involvement updates. Community Council meetings are open to the public and parents are welcome to attend any time. The committee convenes on a quarterly basis to discuss policies. Times and dates of Community Council meetings are provided through parent calendars, the school newsletter and on the Sevier School District website and or Pahvant Elementary’s websit www.pahvantelementary.org.
Identify the parent involvement strategies that the school will use to involve parents.
All teachers at Pahvant meet with parents at their convenience prior to the first day of school. Parents are informed of the Title I program at Pahvant Elementary and their right to be involved. They are also provided with a copy of the School Compact. All information related to school and parent programs, meetings and other activities are sent to the parents of participating children in a format and to the extent practicable in a language that parents can understand.
Home/School Connections
Students receive a copy of their weekly DIBELS reading and math fluency practice sheets to take home to review with their parents.
Parent resource materials are available for checkout at the school media center
Parent volunteers assist daily during reading workshops and in math facts.
All teachers have a Remind account and or alternative method of texting and or emailing weekly
The principal communicates with parents in a variety of ways including an open door policy, Remind texting, website info, open community council meetings, and information sent home with students.
All third grade students participate in the Pahvant Elementary take-home reading program. Each third grader is given a book, on his or her level, to take-home and read four nights each week. The parent is given directions on how to support their child in comprehension and fluency as he or she reads each book. The parent then signs the accompanying accountability sheet and returns the book to the school to receive a new book each day.
7. Transition from early childhood programs to local elementary school programs (Elementary schools only)
ESEA 1114 (b)(1)(G)
Refer to item #11 of the Utah Title I Part A Monitoring Handbook
In schoolwide program schools, there is clear evidence of transition activities between early childhood programs/home and the local elementary school.
Description of communication
Pahvant Elementary school hosts students in grades 3-5. Efforts have been made by Pahvant Elementary’s administration and Ashman Elementary’s administration team to make the two schools uniform in multiple ways. This effort has unified the two schools making the transition easier for students and parents. Pahvant Elementary sends kindergarten registration letters home for Ashman elementary school. Efforts have been made to unify PTA/PTO projects and programs.
Description of collaboration efforts
The principals of both schools meet regularly to discuss the needs of each school. Efforts are made to establish common expectations for teachers and students at each school. Both school currently provide reading flex groups in a very common format. Parent teacher conferences are held at the same time for both schools. The principals work together to create continuity between reading programs. Both schools are using the Wonders basal reader, which uses a set of procedures and vocabulary that build as students move from grade level-to-grade level. The teachers participate in common professional development from the district level.
Description of transition activities
Parents receive a letter in the spring prior to their child beginning Pahvant Elementary School notifying them of what to expect from Pahvant Elementary School. Teachers send letters to parents notifying them of classroom expectations. All third grade teachers host individual conferences to get to know the students prior to the first day of school. At the conferences teachers familiarize parents and students with school procedures and expectations. This helps to alleviate stress due to the transition from school to school.
8. Decisions regarding the use of assessments
ESEA 1114 (b)(1)(H)
Refer to item #12 of the Utah Title I Part A Monitoring Handbook
In schoolwide program schools, teachers are included in decisions regarding the use of assessments.
What assessments will be used to measure student progress and inform instruction?
The Pahvant Elementary Intervention Program is designed to target reading and math instruction for students in grades 3 - 5. A series of assessments that include screening, diagnostic, progress monitoring, and outcome are utilized to identify students in need of additional instruction in these areas. These assessments will vary depending on the grade level of the student and are as follows:
Reading
- Screening – SAGE Assessments, Wonders Reading Assessments, DIBELS
- Diagnostic –DIBELS, Voyager
- Progress Monitoring – Wonders reading assessments, DIBELS
- Outcome – SAGE Assessments and DIBELS
Math
- Screening –Envision, Math Fluency assessments
- Diagnostic –Envision
- Progress Monitoring – Envision, IXL
- Outcome – SAGE Assessments
Please describe how teachers were included in decisions regarding the use of assessments.
The Sevier School District provides SAGE summative assessments. These assessments become nonnegotiable in their minimal use. The teachers were given a voice at the beginning of the year as to which data they valued and why. This information was then used to determine how we would determine a scope and sequence for reading and math flex groups. All three grade level teams selected Envision as a means to determine a scope and sequence as well as a way to progress monitor effectiveness of each flex group.
Teachers were give guidelines for the other mentioned assessments, but were given choice in variations on how they felt the programs worked best for them.
9. Students who experience difficulty mastering academic achievement standards
ESEA 1114 (b)(1)(I)
Refer to item #13 of the Utah Title I Part A Monitoring Handbook
In schoolwide program schools, procedures are in place to ensure that students who experience difficulty mastering any of the proficient or advanced levels of academic standards are provided timely and additional assistance.
How will the school identify which students experience difficulty in mastering academic standards?
Students enrolled at Pahvant Elementary are referred for participation in the intervention program by teacher, grade level team, or parent recommendation. Additional indicators for referral are classroom performance, if students have scored significantly below grade level on initial screening assessments, or failed to meet growth and/or proficiency levels on the SAGE Assessments.
Student Intervention Team Meetings are held and team members include the regular education teacher, special education teacher (if the student participates in the special education program), parents, principal, and the school literacy/math coach. The intervention program is outlined for parents in conjunction with a plan for home activities to reinforce targeted skills.
What interventions will the school provide for students experiencing difficulty in mastering academic standards?
Students receive instruction that targets their individual needs in relationship to Power Standards identified from the Utah State Core Curriculum. The standards to be targeted for reading and math intervention are as follows:
Reading/Language ArtsKey Ideas and details
Craft and Structure
Integration of Knowledge and Ideas
Range of reading and Level of text Complexity
Reading Literature
Language
Informational Text
Writing
Mathematics
- Operations and Algebraic Thinking
- Number and Operations in Base Ten
- Number and Operations—Fractions
- Measurement and Data
- Geometry
Reading Intervention Schedule
Time
Dates
Starting and Ending Date
Take-home books
3rd Grade
Monday - Thursday
September 8th
Time
Dates
Start and Ending Date
During School
3rd 10:30 – 11:25
Monday - Friday
September 8th
May 1st
4th 9:30-10:25
Monday - Friday
September 8th
May 1st
5th 8:30-9:25
Monday - Friday
September 8th
May 1st
- To supplement and support classroom curriculum and skills taught in the intervention program, students will be provided with take-home activities at their independent levels on a daily basis.
- The reading/math intervention program is under the direction of Mark F. Stewart, the Literacy/Math Coach at Pahvant Elementary. Additional staffing will consist of qualified instructional assistants and teachers who will work under the direction of Mr. Stewart.
- Both reading and math intervention will make use of a variety of instructional techniques, with small group instruction as the primary method for teaching.
How will the school evaluate the effectiveness of the chosen interventions and make adjustments as needed?
Effectiveness will be determined by assessment data from Envision, DIBELS and SAGE. Teachers and administrators will discuss the success of interventions during team meetings and PLCs. Data will be reviewed and observations will be discussed.
10. Coordination of Budgets (Federal, State, Local funds)
ESEA 1114 (b)(1)(J)
(#14 of Title I Part A Monitoring Handbook)
In schoolwide program schools, there is coordination and integration of federal, state, and local services and programs.
Program Funding Source
Allocation
Describe how the funding sources will support the schoolwide plan.
Trustlands
$39,998
Funds will be used on salaries, software, and professional development for teachers to support the literacy and mathematics needs of at risk learners.