Trustland/School Improvement Plan 2015-2016
Details Published: 14 May 2015 Hits: 1463
Delta Elementary School
School Improvement Plan 2015-2016
Table of Contents
School Discipline Plan
- Student Conduct
School Land Trust Proposal
- Professional Development
Child Access Routing Plan
- Routing Map
Reading Achievement Plan
School Improvement Plan
- Current Programs in place
- Resources and materials needed
- Professional Development
Delta Elementary School
School Discipline Plan
2015 – 2016
Student Conduct . . .
Our motto at DES is “Be Our Best”
Delta Elementary Bulldogs Pledge:
I have the Power to:
Be Respectful
Be Responsible
Make Good Choices – And Be My Best
The following Behaviors are expected of all students attending Delta Elementary
- Show respect for everyone.
- Follow the directions of the supervisors.
- Avoid distracting behaviors such as fighting, tattling, horseplay, etc.
- Keep hands, feet, and all objects to yourself.
- Use equipment as it is designed to be used.
- Be responsible for your classroom work, completing it to the very best of your ability and handing it in on time.
- Use an appropriate voice at all times.WALK when you are in the building and on campus sidewalks.
- Avoid loitering. Be where you are supposed to be .
- Do not throw rocks or other harmful objects.
When students intentionally violate any of these behaviors, they will meet with the classroom teacher or activity supervisor to develop a plan for improved behavior.
When students repeatedly violate expected behaviors, they must develop an oral or written plan for improved behavior with our School Counselor. A Conference with parents may be scheduled.
Some behaviors will not be tolerated. These behaviors include:
Possession of dangerous weapons, fighting/hazing, obscenities, gang activity, theft, vandalism, threats, and substance possession or abuse.
- If students exhibit these behaviors, they will confined to the Principal’s Office until a conference involving the principal, parents, supervisor, student, etc. can be held. Violation of these behaviors may result in suspension or expulsion from school.
A copy of the District’s Safe School Policy is given to parents at the time of registration.
School Land Trust Proposal
Projected Budget $31,240
Funds will be allocated in the following categories:
Professional Development:
Our plan is to have teachers trained in Thinking Maps to become trainers. The estimated cost for the training is as follows:
| 4 trainers @ 1,200 = | $4,800.00 |
| Mileage for one car = | 152.20 |
| Meals @ 24 per day = | 480.00 |
| $5,432.20 |
There will be a total of 21 employees take part in this training, the 4 who have previously been trained, 4 instructional assistants and 13 teachers. Each trainer and teacher will be paid $20 an hour.Instructional Assistants will also be trained at the time of teacher training. Each Instructional Assistant will be paid $10 an hour.
| 17 @$20 for 4 hours = | $1360.00 |
| 4 instructional Assistants @ $10 for 4 hours = | $160.00 |
| Total cost of employee training = | $1,520.00 |
| Two Instructional assistants | $18,606.60 |
| Early morning intervention | $1,000.00 |
| Writing Specialist | $4,450.50 |
| Total cost | $24,057.10 |
| Total Budget Expenses: | $31,009.30 |
Addendum: Any additional funds will be used for the behavior program (Utah Behavior Initiative).
Language Arts (Writing)
Our teachers analyzed the Language Arts portion of the SAGE assessment, mainly because we did not do as well in the writing portion. 30% percent proficiency for the third grade and 24% percent for the fourth grade is not acceptable for our school, our teachers, and our students.
In order to reach our goal by the end of school year 2016-2017, we must first have the trainers trained in the Thinking Maps and Write from the Beginning…and Beyond program. Once the teachers have been trained we feel that our test scores will improve not only in Language Arts but also in other subjects.
- Grade level teachers will work together at PLC’s to identify or develop a common rubric which will be used to score student’s work. Proficiency will be determined by the rubricdeveloped by each grade level. Our goal is to ensure that at least 80% of the students in each grade level score at proficiency on the writing assessments. It is our desire to improve classroom writing instruction and we anticipate improving upon this goal as we move forward in the future.
All supplemental services are to supplement, not supplant, regular classroom instruction. Some of the programs provided to our students are:
Before School Interventions and tutoring
- Read Naturally Live
- Peer Tutoring
- Practice with phonograms, sight words, Fry Phrases, and fluency passages
Homework Club
- Homework help for students
- Practice with Sight Words and Fry Phrases
During School Interventions
- Star tutoring
- Latinos in Action tutoring
- English as a Second Language
- Special Education
- Tier 11 and Tier 111 interventions in the classroom
- Spalding Stories used to help students make a connection between phonograms and the passages they read. Students are provided tutoring with the following components:
- Phonograms
- Rules
- Words
- Passages
After School Interventions
- Parent Math Night
- Parent Reading Night
Child Access Routing Plan
All visitors (no one is excluded) must come to the office and sign in during school hours. Remember that all doors to the school are locked with the exception of the Main Entrance. This is for the safety of your children. The school is responsible for all students during school hours. Please do not go to your child’s classroom to pick them up. It is important that you go to the office to check them out. If you do not check them out, we assume they are in school. Also, it is disruptive to have parents or siblings come to the classroom during regular instruction time.
Stop! Look! Listen!
There are currently two locations at Delta Elementary for dropping off or picking up students who travel to school by car. They both provide easy access to grade level playgrounds and building doors on the west of the building. Drivers can easily watch departing students until they reach their destinations from either of these sites. These two areas are specifically located to allow convenience for parents and drivers and to address safety concerns.
The sides of the building that are excluded from student loading and unloading are the east side of school, along 150 East and the entire north side of the school. 150 East has been designated as a service entrance and staff parking area only. Freight and food, deliveries and garbage collections occur along this street.During much of the regular school day, the only available parking along 150 East is in the handicapped or fire zones. Parking along the street curb is prohibited as this is a Delta City street and illegal parking may result in a fine or citation. The north side of the building is reserved for school buses only. Please do NOT use these streets for dropping off or picking up your children.
A detailed map on the next page highlights the areas where you may drop your children off safely. Zone 2 is for parking for a few minutes to come in and pick up a student during regular school hours for an appointment. Students may be dropped off in the morning but you may NOT park there for after school pick-up. Parking in the Lovell Pharmacy parking lot is prohibited. Zone 1, the west parking lot, is intended for drive through drop-off and pick-up all along the sidewalk edges. Students exiting cars MUST use the sidewalks provided. Parking in the middle of this lot is for teachers only. Parents may park and wait for an empty spot in the old church parking lot. Parents may also walk to the sidewalk to drop off or pick up a child. UNDER NO CIRCUMSTANCES WILL CHILDREN BE ALLOWED TO WALK TO A CAR PARKED IN THE MIDDLE OF EITHER LOT!
- This information will be explained to your students. Please review with them as a family and determine which of the two zones you will use. Then use that zone exclusively so your children will know where to meet you. There are parking spaces available for more than 50 cars in the church parking lot.
- We are genuinely concerned about the safety and well-being of each and every child who attends Delta Elementary. Please help us ensure their safety by following this directive. The life saved by complying with this request may be that of your own child. Thank you for your continued support of school policy.
Reading Achievement Plan
The DIBELS test defines early literacy performance as benchmark, below benchmark, and well- below benchmark. A student whose scores fall in the benchmark category is reading at or above grade level and is currently on track for continued academic success. Students falling in the below or well below benchmark categories are reading below grade level and are currently receiving intervention help to improve their skills in the following instructional process.
Tier I Instruction:
All students will receive instruction in the regular classroom from highly qualified teachers. Instruction will focus on literacy skills as outlined in the Utah Core Standards.
Tier II Instruction:
Based on student progress and specific needs some students will be given additional assistance. Special education, English Language Learners, and Title I will be served in a small group setting.
Tier III Instruction:
Based on student progress and specific needs, a few students will receive intensive Tier III interventions. This may include additional time in small group or individual instructions by Special Education instructors, ELL instructors, and Title I assistants. Progress will be monitored and adjustments made to meet the needs of students. Parents will be notified if these interventions are not resulting in adequate progress.
Assessment:
Progress will be monitored using data from the following assessments:
- DIBELS Assessment – administered three time per year
- DIBELS Progress Monitoring – ongoing
- Pre and Post Assessments – administered twice annually
- Grade Level Common Assessment – ongoing
School Improvement Plan
Area of Focus:
Our focus is to ensure that at least 80% of the students in each grade level score at proficiency on the writing assessments. It is our desire to improve classroom writing instruction and we anticipate improving upon this goal as we move forward in the future.
Goal:
Our teacher analyzed the Language Arts portion of the SAGE assessment, mainly because we did not do as well in the writing portion. 30% percent proficiency for the third grade and 24% percent for the fourth grade is not acceptable for our school, our teachers, and our students.
Current Programs in place:
- Tier I Instruction
- Tier II Instruction
- Tier III Instruction
Before School Interventions and tutoring
- Read Naturally Live
- Peer Tutoring
- Practice with phonograms, sight words, Fry Phrases, and fluency passages
Homework Club
- Homework help for students
- Practice with Sight Words and Fry Phrases
During School Interventions
- Star tutoring
- Latinos in Action tutoring
- English as a Second Language
- Special Education
- Tier 11 and Tier 111 interventions in the classroom
- Spalding Stories used to help students make a connection between phonograms and the passages they read. Students are provided tutoring with the following components:
- Phonograms
- Rules
- Words
- Passages
After School Interventions
- Parent Math Night
- Parent Reading Night
Resources and Materials Needed:
- Teachers train in Thinking Maps to become trainers
- Trainers to train others
- Rehire two instructional assistants
- Pay for early morning intervention
- Writing Specialist
- Mileage and meals for trainers
Professional Development:
- Ongoing math, Spalding, writing, and science.