centervilleelementary - davis.k12.ut.usschool!plan!–!201482015! ! centerville!elementary!!!...

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Centerville Elementary Composite School Plan

2014-‐2015

Principal Cameron Forbush

SCHOOL’S PURPOSE

MISSION

Learning First!

VISION

Davis School District provides an environment where learning comes first. Students master essential learning skills, demonstrate civic responsibility, prepare for post-‐secondary education and careers, and engage in positive personal development. Parents are invested in their student’s education. Employees recognize the value of their individual contributions and commit to excellence. The community supports the educational process.

SCHOOL PURPOSE

The purpose of Centerville Elementary is to promote the mission of learning first for all. To accomplish this our school will establish the highest standards with curriculum and behavior. We will specifically focus on the areas of language arts and math through teaching the common core.

A strong community aids in the process of educating our children. We strive to build strong community relationships by reaching out to parents and other community members. We do this by holding activities such as; literacy night, math night, fall festival, school play, reading goal movie nights, star party, field trips, fun run, grade level programs.

Composite School Plan – 2014-‐2015 Centerville Elementary


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DESCRIPTION OF THE SCHOOL

COMMUNITY

Our School is located in Centerville, Utah in a suburban residential area. We are predominantly middle income, single family dwellings, with very few apartments, which leads to a very stable population with little turnover.

STUDENT BODY

Centerville Elementary is a Pre-‐k through sixth grade school. We have around 500 students in our school with little minority, 87.8% of our school being Caucasian. Our special education students comprise about 10% of our enrollment and 21.7% are economically disadvantaged.

STAFF

Centerville Elementary currently has a principal, administrative intern, 25 certified teachers or related servers, as well as an additional 15 classified employees, including office personnel, custodians, paraprofessionals, teacher assistants, and support staff.

SCHOOL CULTURE

Learning First! All students at Centerville Elementary achieve high academic and behavioral standards. Cooperation from parents and other community members make Centerville Elementary a wonderful place to be. Centerville has many sub-‐cultures that positively affect students, teachers, and administrators. Some of the sub-‐cultures include: preschool, special needs students, resource students, gifted and talented students, orchestra, PTA parent volunteers, student council members, and skilled certified/endorsed employees. The dynamics of these sub-‐cultures create a thriving environment of learning, growth, and individual development which continues to be molded and shaped today.

UNIQUE FEATURES & CHALLENGES

Centerville Elementary School is a school of empowerment. Our “learning first” philosophy supports our district strategic plan for excellence in education. We incorporate our school rules by making good choices, respecting self and others, being



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responsible, and implementing safety procedures. We have a preschool program at Centerville Elementary and a Gifted and Talented program (Spectrum). Where these programs are part of our uniqueness, they also bring with them certain challenges when dealing with creative minds. Our Arts program is thriving through our drama, music, and visual arts programs.

ADDITIONAL INFORMATION

Centerville Elementary has the opportunity to have MindStorms/Lego League at our school. This program allows students to explore the field of engineering and robotics. This provides opportunities in the areas of math and science which directly affects our school improvement goals.



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NEEDS ANALYSIS

NOTABLE ACHIEVEMENTS

Centerville Elementary has a high level of proficient students in language arts, math, and science. Our students with special needs are scoring at a very high level (slightly below proficient) on standardized tests. We have district winners in both Science and History Fair. Many of our students participate in and place in Math/Science Olympiad and Decathlon. Centerville has a successful MindStorms/Lego League after school program. Our Arts programs (drama, music, and visual arts) has continued to be a focus and is thriving.

AREAS OF RECENT IMPROVEMENT

Centerville Elementary has maintained 90% proficiency in language arts in the past four years. In math we have maintained proficiency ranging from 84-‐87% over the past four years. Our students have consistently shown to score higher than the district average on DIBELS assessment.

AREAS OF NEEDED IMPROVEMENT

On the school grading report we received a B with a 75%. The percent is based on the combination of the proficiency and growth of the students. We will continue to focus on the growth portion of the overall score. Another area that we will concentrate on is the importance of attendance at school at all times to improve student learning. Attention will also be directed towards a high level of behavioral expectations.



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PROGRESS REPORT

REPORT PROGRESS ON CURRENT YEAR (2013-‐14) SCHOOL IMPROVEMENT PLAN

Goal #1-‐ Language Arts-‐ our goal was to improve by 2%. We did not reach that goal, but did maintain the 90% proficient. However, in our growth our goal was to improve by 5 points (Median Statewide Student Growth Percentile Rank) where we actually increased by 7 points. Our Direct Writing Assessment also increased from 84% to 97%. Goal #2-‐ Math-‐ Our goal was to increase our math by 2%. We just fell short on reaching this goal, as we went from 86 to 87%. However, once again our growth was to improve by 5 points and we increased by 6. Goal #3-‐ Technology-‐ our goal was to have 100% of our classrooms equipped and “up-‐to-‐date”. We feel like we have reached this goal as each of our classrooms have an interactive whiteboard, sound system, and at least 1 IPad.

REPORT ON CURRENT YEAR (2013-‐14) LAND TRUST SPENDING

Since a goal on our plan dealt with reading and its importance, we have spent a portion of money on the “I Can Read” tutoring program. We have also been able to pay for a Library Aide to help meet the needs of our students. The program Renaissance Learning-‐ Accelerated Reader was also purchased with Land Trust monies. All of our classrooms are now becoming more and more updated. This year we were able to finish purchasing interactive boards for all classrooms, installing sound systems in each classroom, and each teacher has an iPad for use in their classroom.

LAND TRUST FUNDING PROJECTIONS

A -‐ Carryover from 2012-‐13 to 2013-‐14 ................................................................ $7,782.00

B -‐ New funding for 2013-‐14 ................................................................................... $27,258.00

C -‐ Total funding for 2013-‐14 .................................................................................. $35,040.00

D -‐ Estimated spending during 2013-‐14 .............................................................. $32,466.00

E -‐ Expected carryover from 2013-‐14 to 2014-‐15 ............................................. $2,574.00

F -‐ Projected new funding for 2014-‐15 ............................................................... $28,800.00

G -‐ Total projected funding for 2014-‐15 ................................................ $31,374.00



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GOALS AND PLANNED ACTIONS/RESOURCES

GOAL #1 – Literacy

Our language arts proficiency will improve, this will include reading and writing.

Academic area(s) addressed by the goal:

Language Arts (Reading) Language Arts (Writing)

Mathematics Technology

Science Fine Arts

Social Studies Health/P.E.

World Languages

Measures to determine progress/successful completion of the goal:

Decrease of percentage of students identified as below benchmark as measured on mid-‐year DIBELs assessment.

Action Plan:

• Support teachers by providing any in-‐service or training necessary to support the students.

• Fully implement the new language arts program that was adopted by the district with fidelity.

• We will also implement programs to aid teachers in delivering top quality instruction; such as Daily 5 and I Can Read.

• DIBELs data can also be used in the guidance of instruction based on student needs. • In-‐service opportunities will be provided by the Language Arts Coordinator. • Use data from multiple sources in collaborative PLC meetings to inform instruction

and interventions. • Professional development in effective collaborative PLC teams.



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Will LAND Trust funds be used to support the implementation of this goal?

Yes (complete the budget section below)

No (skip the budget section below)

Planned LAND Trust Expenses for Goal #1

Budget Category Expenditures Description

Salaries & Benefits $ 4,500.00 “I Can Read” Coordinator and Library Aide

Equipment $ 500.00 Keeping equipment up to date.

Total $5,000.00 (Add to get a total for this goal)



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GOAL #2 – College, Career, and Community Readiness

Students will develop skills in using technology in their own learning.




Science Fine Arts


World Languages


Our school will have in place a portable IPad lab to assist in the delivery of lessons and instruction. In addition, the teachers will know how to incorporate this lab into the technology that they already have available to them.

Action Plan:

• Purchase and install the needed equipment. Make sure that all teachers are trained and made aware of how to effectively use the equipment to meet the needs of their students.

• Professional development in ways to help students use technology in the classroom. • Technology use to be part of weekly review in collaborative PLC meetings.






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Software $ 1,000.00 MobiMax

Equipment $ 16,700.00 30 iPads, cases, keyboards, a charging cart, and a wireless printer

Total $17,700.00 -‐ (Add to get a total for this goal)



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GOAL #3 – Quality Staffing

Increase the knowledge and use of instructional data by having teachers participate weekly in grade level collaborative PLC meetings.




Science Fine Arts


World Languages


PLC agendas and notes showing 80% participation across the course of the year.

Action Plan:

• Professional development on collaborative PLC teams

• Shared meeting documentation across school teams

• Common planning time

• School wide goal as part of Evaluate Davis system






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Prof. Services $ 350.00 Professional Development-‐ Data Based Questions

Textbooks $ 1,500.00 Material needed to educate teachers about PLCs.

Total $1,850.00 (Add to get a total for this goal)



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ADDITIONAL LAND TRUST QUESTIONS SUMMARY OF PLANNED EXPENDITURES

F -‐ Projected new funding for 2014-‐15 ............................................................... $28,800.00

G -‐ Total projected funding for 2014-‐15 .............................................................. $31,374.00

H -‐ Total planned expenditures for 2014-‐15 ..................................................... $24,550.00

I -‐ Planned carryover after 2014-‐15 ......................................................................... $6,824.00

J -‐ Is carryover more than 10% of projected new funds?

Yes No

PLAN FOR CARRYOVER IN EXCESS OF 10% (Skip if answer to prior question was “No”)

Community council had planned on using about $5,000 for a reading program that is no longer supported by the school district. Next year’s council will consider the best way to utilize those funds in support of the reading goal in this plan.

PLAN FOR LARGER THAN PROJECTED DISTRIBUTION

Additional funds will be used to purchase salaries and technology in support of the goals in this plan.

PLAN FOR SHARING THE SCHOOL LAND TRUST PLAN WITH THE COMMUNITY

Letters to policy makers Labels to identify LAND Trust purchases

School assembly School newsletter

School website School marquee

Other (please explain)

SCHOOL COMMUNITY COUNCIL APPROVAL



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Date of council approval vote: April 24, 2014

Number who approved: 5 Number who did not approve: 0 Number who were absent or abstained: 2



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ASSURANCES

YES NO Assurances for All Schools

Are all students provided with instruction by highly-‐qualified teachers?

Does this plan include high quality and ongoing professional development?

Does the school employ strategies for attracting and retaining highly qualified teachers?

Are programs and procedures in place to support students as they transition into the school (preschool, Head Start, 7th grade transition, etc.)?

Are teachers actively engaged in Professional Learning Communities that address academic assessments and use of achievement data?

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