Final Report 2015-2016 - Bennion EL
Financial Proposal and Report
This report is automatically generated from the School Plan entered in the spring of 2015 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2015-2016.
(entered by the school)
(entered by the school)
(entered by the District
|Remaining Funds (Carry-Over to 2016-2017)||$0||N/A||$12|
|Carry-Over from 2014-2015||$10,853||N/A||$10,675|
|Distribution for 2015-2016||$16,044||N/A||$18,882|
|Total Available for Expenditure in 2015-2016||$26,897||N/A||$29,557|
|Salaries and Employee Benefits (100 and 200)||$23,102||$26,099||$26,099|
|Employee Benefits (200)||$0||$0||$2,487|
|Professional and Technical Services (300)||$0||$0||$0|
|Repairs and Maintenance (400)||$0||$0||$0|
|Other Purchased Services (Admission and Printing) (500)||$0||$0||$0|
|General Supplies (610)||$0||$0||$0|
|Library Books (644)||$0||$0||$0|
|Periodicals, AV Materials (650-660)||$0||$0||$0|
|Equipment (Computer Hardware, Instruments, Furniture) (730)||$0||$0||$0|
Goal #1 Edit Answers
By the end of the 2015-16 school year, increase the number of 3-6th grade students scoring proficient on the SAGE math and language arts assessments by 10% and increase the number of 4-6th grade students scoring proficient on the SAGE science assessment by 10%. By the end of the 2015-16 school year, increase the number of 1st and 2nd grade students scoring proficient on the end of level district wide assessment by 10%. By the end of the 2015-16 school year, 80% to 90% of kindergarten students will score proficient on the end of level district wide kindergarten assessment.
This is the measurement identified in the plan to determine if the goal was reached.
Interim assessments will be administered four times during the academic school year in math and language arts for students in grades 1-6 and grades 4-6 in Science. Data from Interim assessments will be used to track and monitor individual student progress to ensure adequate growth is being made throughout the year and students are on track to reach end of year goals successfully. DIBELS assessment will be given three times per year for all students in grades K-6 and progress monitoring will occur weekly for targeted students. First and second grade teachers will assess students using the DRA assessment 2-3 times per year and use data to plan and deliver interventions as needed. Kindergarten teachers will assess students multiple times throughout the year to ensure students are on track to meet end of year goals.
Please show the before and after measurements and how academic performance was improved.
DIBELS Reading on Grade Level Grade Spring 2014 Spring 2015 Spring 2016 0 94.59% 86.05% 67.50% 1 61.76% 62.86% 64.10% 2 75.00% 59.09% 60.53% 3 69.44% 62.50% 46.15% 4 66.67% 67.57% 66.67% 5 37.93% 58.33% 45.45% 6 82.14% 62.07% 53.13% K--6 SAGE & End of Level Proficient LA Spring 2015 Spring 2016 44% 33% K-6 SAGE & End of Level Proficient Math Spring 2015 Spring 2016 47% 37% 4-6 SAGE Science Spring 2015 Spring 2016 35% 24%
Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.
Teachers will meet weekly in a grade level PLC meetings to review data results from assessments given at scheduled times throughout the year. Teachers will come prepared to discuss individual student progress and determine what standards and skills require reteaching and students who will benefit from individual student interventions. A plan of action for each teacher will be developed as a result of the discussion and review of data. Interventions will include Tier II small group instruction delivered by the classroom teacher, ERI for Kindergarten students delivered by classroom teacher and paraprofessionals assigned to each class; Lead Tutoring provided after school by a certified teacher for each grade level. The Resource Teacher and her paraprofessional will provide Tier III intervention support for students targeted for additional instructional support. Homework Hall will be held five days a week during the Extended Day Program with support from volunteers and students from the University of Utah and Westminister College.
Please explain how the action plan was implemented to reach this goal.
PLC meetings were held weekly throughout the year for each grade level alternating weeks for Language Arts and Math. Teachers reviewed interim data and discussed student performance for individual students in each grade level classroom. Intervention plans were developed and implemented.
|Category||Description||Estimated Cost||Actual Cost||Actual Use|
|Salaries and Employee Benefits (100 and 200)||
Salary for one computer lab instructor for 24 hours per week 37 weeks during the 2015-16 school year. Lab instructor will facilitate student use of software to enhance and extend instruction in core content areas such as math, language arts, writing and science. Salary for one paraprofessional for 29.5 hours per week 37 weeks during the 2015-16 school year . This person will provide intervention support for students following Tier One instruction in math or language arts.
Funds were used to hire a computer lab instructor, the partial salary of an intervention specialist.
Purchase licenses and software for student use to enhance instruction in core content areas such as Math, Science, Language Arts and Writing for use in the classroom and Computer Lab.
Moby Max software was purchased to support math, language arts and science instruction.
Increased Distribution Edit
The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.
Carry over funds will be used to hire an additional paraprofessional to provide intervention support to students following Tier One instruction in the classroom or to extend the hours of one person by an additional 14.5 hours for a total of 29.5 hours. Additional funds will be used to purchase software and licenses to enhance and support student learning in core content areas. Additional funds will be used to purchase instructional materials for math or science instruction.
Description of how any additional funds exceeding the estimated distribution were actually spent.
Carry over funds were used to pay the partial salary of an intervention specialist.
The following items are the proposed methods of how the Plan would be publicized to the community:
- Letters to policy makers and/or administrators of trust lands and trust funds.
- Sticker and stamps that identify purchases made with School LAND Trust funds.
- School newsletter
The school plan was actually publicized to the community in the following way(s):
- School website
The school community council has communicated with the following policy makers about the School LAND Trust Program. Communication with Policy makers is encouraged and recommended. It is not required.
- State Senators
Dist. 1 Luz Escamilla
- State Representative
Dist. 35 Wheatley, Mark A.
Council Plan Approvals
|Number Approved||Number Not Approved||Number Absent||Vote Date|