Ephraim Elementary Title I Plan 2019-20

 

Demographics

Total students enrolled

573

American Indian

.7%

African-American

.4%

Asian

.3%

Hispanic

13.4%

Pacific Islander

1%

Caucasian

84%

Unclassified

.2%

With disabilities

18%

ELL

13%

Economically Disadvantaged

57%

Female

285

Male

288

 

Grade

Number of classes

Number of students

Class size

Preschool

4

63

16

Kindergarten

5

93

19

1st grade

4

71

18

2nd grade

4

98

25

3rd grade

4

83

21

4th grade

4

80

21

5th grade

4

90

23

 

Levels of Achievement

 

School

District

State

 

ELA

57.7

48

47

 

Growth

44.5

35

44

 
         

Math

65.2

51

44

 

Growth

40

37

44

 
         

Science

62.7

52

51

 

Growth

48

26

43

 

Lowest 25%

63

     
         

ELL

Adq.progress

36.4

46

44

 

Proficiency

2.3

4

5

 
         

Rdg. Grade Lvl

59

56

51

 

Typical or +

77

78

69

 

 

 Staffing

Principals

1

Counselors

1 day a week

Nurses

4 - ½ days a week

Teachers

27

Paraprofessionals

55 (Reading, SPED, Preschool)

Secretaries

1.5

Bus Drivers

3

Cooks

5

Librarians

1


In recognition that the parent is the child’s first and most important teacher, and that the parent’s continued involvement in the child’s education is essential for the success of the child, Ephraim Elementary is committed to building a strong parent-school partnership.  The following is notification of how Title l funds are used to support appropriate and effective learning to ensure all students will have an equal opportunity to an outstanding education.

 

  • SCHOOLWIDE TITLE I PROGRAM

DEFINITION:  A school with at least 50% free or reduced lunch is eligible to plan a school wide program.  A school wide program must upgrade the entire educational program in the school in order to raise academic achievement for all the students.

The Ephraim Elementary school wide program:

  • Is built on school wide reform strategies, rather than on separate add-on services.
  • Provides flexibility spending the Title I fund as the school engages in strategies that increase the amount and quality of learning time and help by hiring paraprofessionals to work in each classroom and provide a high-quality curriculum for all children.
  • Teachers meet weekly in professional learning communities focusing on academic results to determine needed interventions and enrichment.
  • Teachers are provided opportunities to participate in professional development, building their capacity and knowledge in academic areas targeted for improvement.

 

  • SCHOOL COMMUNITY COUNCIL MEETINGS DESCRIPTION

Following community nominations and an election process a school community council consisting of parents, teachers and principal is organized. The School Community Council meets every other month beginning in October at the school to which all parents are welcome to attend.  Meetings held consist of:

  • Explanation of the Title I school wide program and activities provided and give parents opportunity to offer input into the planning and reviewing of the Parent Involvement policy and to sign the Parent-Teacher Compact.
  • School academic data will be examined to determine areas in need of improvement and then determine how to use Land Trust funds to facilitate academic growth and improvement.
  • Parents will be informed of school safety/emergency plans and work as a committee to ensure student safety.
  • Parents will be advised that input and suggestions concerning organization and implementation of the school wide program will be welcome at any time.

 

  • NEEDS ASSESSMENT

As a part of consolidated planning, the school conducts a comprehensive needs assessment of all children and the school based on their performance toward meeting the academic expectations.  The needs assessment will identify priority needs in student performance in content areas (reading/writing, science, mathematics, social studies, physical education/health and arts.  Decisions about how resources (personnel, supplies, etc.) are used will be based on the needs assessment and meet the requirements of a school wide program.

  • FOCUS

The focus of a school wide program is to raise performance level of all students by improving the overall instructional program in the school through the integration of the Title I program and other state and federal programs.

  • SCHOOL CURRICULUM

The school wide curriculum will be based on:

A comprehensive plan that is based on information on the performance of children in relation to the state core content and student performance standards.

  • EFFECTIVE PARENT INVOLVEMENT

Parents are encouraged and welcome to volunteer in classrooms in variety of capacities.  We have a strong, active Parent-Teacher Association (PTA) providing multiple opportunities for parents to become involved.

Our Second Step character development program sends home school to home connection sheets that highlight the social skill students have been working on that week. Parents are encouraged to go over the sheet and discuss the skill with their child.

The Star Reading program requires a minimum of 30 volunteer tutors consisting of parents and community members to work with qualifying students 30 minutes per day, two days per week.

The DARE program coordinated through the Sanpete County Sheriffs educates and informs children and parents on drug awareness, peer pressure, and responsible citizenship behaviors.

Parents will be given useful information on their child’s progress including Utah’s SAGE test results; DIBELS test results, professional formal/informal assessments and observations, and daily work progress twice a year during parent-teacher conferences. In addition, they will be advised as to how to how to use this information to help improve their child’s performance. 

 

 

2019-20 Ephraim Elementary School Improvement Plan

 

School Improvement:

  • Implement a refocus room to provide a positive place for students who need a break or someone to talk to so they can get refocused and back in the classroom learning environment.
  • Hire extra support and paraprofessionals to assist in increasing reading ability and achievement in first grade because of their large classroom size this year.
  • Continue using Reading Street and My Math, programs that are specifically designed to meet the requirements and rigors of the Utah Common Core in language arts and math.
  • Purchase the Reading Horizons phonics and spelling program to utilize in Tier 1,2, and 3.
  • Utilize our DIBELS Coordinator, Jodi Hansen, in strategic ways such as: reading assessments, DIBELS benchmarking and teacher training, at risk student diagnosis, and small group intervention to meet the needs of at-risk students.
  • Use DYAD reading in the classroom and promote parents to also incorporate DYAD reading at home.
  • Seek support from Janika Broomhead, our school counselor, for those students who may need counseling services. She will also teach lessons to students in the classroom to develop positive habits and strategies in school.
  • Successfully train teachers to implement our math and language arts programs along with using RISE benchmark tests, Illuminate, and Utah Compose to guide instruction.
  • Have grades 3-5 develop a common plan to utilize the RISE benchmarks and Illuminate to provide extra support and practice for students in language arts, math and science.
  • Use Lexia, IXL and ALEKS computer programs to provide extra support for all of our students.
  • Continue to use IXL in the second grade as a program to provide online assessment practice in both math and language arts. We feel this will help make a smoother transition from second grade to doing the state mandated RISE end of the year testing in third.
  • Continue improving our power hour reading intervention in first and second grades and add it to our kindergarten. Our overall goal is to have at least 90% of students at or above grade level.
  • Continue the Second Step program to teach specific social skills and bullying prevention.
  • Continue pushing growth mindset in the classroom.

 

Staff Professional Development Plan:

  • Faculty received training in August on promoting growth mindset in the classroom.
  • Teachers and paras received training on Reading Horizons phonics.
  • We took a half day to relook at our essential language arts standards.
  • We are sending many teachers to the Wasatch Reading Summit.
  • Teachers will receive continued training in effective and research-based reading, writing, and math strategies.
  • Teachers will continue to receive training on how best to implement PLC’s.
  • During the summer teachers will be given the opportunity to attend the Utah Rural Schools Convention.
  • Receive training on the RISE benchmark tests.
  • Receive continued training on the Utah Compose writing program.
  • Provide training on the CANVAS teacher evaluation, growth, and professional development system.
  • Provide teachers the opportunity to attend professional workshops and training opportunities dealing with effective instruction in math, language arts, science, and PLC’s.
  • Provide weekly teacher collaboration time built into the school day where grade level teams can meet for PLC’s. Teachers will look at student’s data to determine how they can best meet the needs of each student and target the specific skills needed during Tier 2/3 intervention.
  • Utilize Jodi Anderson, our district technology trainer, to provide training on how to better implement and utilize iPads in the classroom.
  • Send a teacher from each grade to a Growth Mindset training.
  • Teachers in grades four and five went to trainings on the new science core.

 

Ephraim Elementary Reading Achievement Plan:

  • Continue to use “Reading Horizons” a phonics program for grades 1-3.
  • Purchase additional reading intervention programs for first, second, and third grades such as Reading Horizons and Phonics for Reading to use during our Power hour intervention.
  • Implement a school wide take home library system.
  • Provide DIBELS benchmark assessments three times a year on all students in grades K-3.
  • Have teachers in grades 4-5 use the Reading Street fluency and comprehension program and turn in beginning, middle, and end of the year scores to the principal.
  • Provide ongoing collaboration between our DIBELS Coordinator Jodi Hansen and the teachers to provide specific help and intervention for struggling readers.
  • Continue to strive to meet the school reading goal of having 90% of students reading at or above grade level by the end of third grade.
  • Utilize the Reading Street language arts and My Math programs to better meet the requirements of the Utah Common CORE.
  • Continue to utilize leveled reading libraries in the library and in the classroom.
  • Utilize the STAR program and the AmeriCore grant to recruit tutors from the community to work one-on-one with struggling readers in grades 1-5.
  • Emphasize the importance of students reading 20 minutes a night by promoting our new nightly reading program that is run by our reading specialist.
  • Use the many high interest books that were purchased from a $10,000 donation from our PTA to promote reading.
  • Purchase classroom sets of books to strengthen our DYAD reading program.
  • Utilize our attendance person to emphasize the importance of regular attendance.
  • Work collaboratively with parents and encourage parent volunteers to help in the classroom to provide extra reading support for students.

 

Ephraim Elementary Actions Toward South Sanpete School Board Goals:

  • Ephraim Elementary will continue to take steps forward to implement high functioning and focused PLC’s.
  • Each grade level team meets for an hour each week.
  • We will meet as a whole school on the second Monday of each month.
  • We will be focusing on the four essential questions of PLC’s

      1. What knowledge and skills should every student acquire as a result

                  of this unit of instruction.    

      2. How will we know when each student has acquired these essential  

                  knowledge and skills?

      3. How will we respond when some students do not learn?

      4. How will we extend and enrich the learning for students who are 

                  already proficient?

  • Teachers will use PLC forms at each meeting to track student growth and common assessments.
  • We will also be focusing on developing more relevant and rigorous curriculum by continuing to implement math and language arts programs that better meet the requirements of the Utah Common CORE.

 

Gifted and Talented Program:

  • Mary Witt will continue to volunteer her time as our music specialist. Students will receive music instruction once a week.
  • Students will also have numerous opportunities to be involved in before and after school programs such as: 4H, Reflections, and Junior Genius.
  • The Power Hour program also focuses on the specific needs of individual students.
  • After school robotics and coding program.
  • Power Hour and rotations offer opportunities to provide gifted and talented students academic challenges on their level.

 

Promote Positive Results:

  • EES Parent Informer newsletter sent home each month and posted on the website.
  • Local newspaper utilized on a regular basis.
  • School Marquee and morning announcements.
  • Encourage volunteers in the classroom and in our STAR program.
  • Keeping clean, well-kept building and grounds.

 

School Emergency Plan:

  • Continue to improve our emergency procedures and plans.
  • Keep working to improve our lockdown procedures.
  • We have window covers and door magnets in place in every room in the building.
  • We have metal sleeves in every classroom that slide over the hinges that make the doors unable to open from the hallway.
  • Keep improving our reunification plan.

This plan was reviewed by our School Community Council consisting of parents, teachers, and administrators. The council voted unanimously to approve the plan. 


Funding

Trust Lands

$97,000

 

Funds are used to address specific needs at the school with the input of the School Community Council.

Title 1

$137,775

 

To provide all children significant opportunity to receive a fair, equitable, and high quality, well-rounded education, and to close educational achievement gaps.

Funds supplement state and local funds to ensure students from low-income families have equitable access and additional support to meet the state’s academic standards.

TSSA

$46,646

Funds are used to provide a literacy coach for teachers and paraprofessionals. It also helps provide essential academic resources and technology.

K-3

$38,000

To ensure that students in K-3 get the additional help they need to meet academic achievements.

Title III

$26,000

 

To ensure that students who are English learners, including immigrant children and youth, and refugees, develop English proficiency and meet the same academic content and achievement standards that other students are expected to meet.

Funds are used to implement language development instruction programs designed to help English learners

 

   

achieve these standards.

Total

$345,421

 

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