Horizon Elementary School Improvement Plans 2017 2018 SCHOOL

Horizon Elementary School Improvement Plans 2017 -2018 SCHOOL LAND TRUST PROFESSIONAL DEVELOPMENT TITLE I

Community Council �Heather Nicholas �Zac Watne �Cody Giles �Lindsey Armstrong �Blair Peterson �Matt Pugsley �Allison Clark �Paige Bench �Beth Cottam �Wendy Rippa Principal Chair (Parent) Secretary (Parent) Title I Coordinator Teacher Parent

Title I Committee �Heather Nicholas Principal �Lindsey Armstrong Title I Coordinator �Trudy Burton Literacy Specialist �Wendy Larsen Parent �School Community Council members will also serve on this committee �BLT members will be asked to attend monthly meetings

School Land Trust Plan ($76, 675) Goal #1 Increase students' conceptual proficiency and procedural fluency in Math in grades K-6 by providing research and evidence-based Tier II and Tier III supports and interventions during the 2017 - 18 school year. Sub goal A: � Decrease the number of students who require Tier II and Tier III instruction by increasing the number of students who achieve proficiency from effective Tier I Instruction. � Provide effective, EVIDENCED BASED Tier II and Tier III Interventions � Provide extensions to all subgroups � Increased levels of proficiency and growth on SAGE grades 3 - 6 � Increased levels of proficiency and growth on district quarterly benchmarks and diagnostic testing Academic Areas � Math � Writing � Technology Action Plan Steps: � Utilize paraprofessional support during Tier II and Tier III to provide intervention supports. � Annette Brinkman small group/differentiated instruction PD on-going throughout the year. � Provide teachers with materials needed for new Science core, small group/differentiated materials (such as math manipulatives, small group/differentiated teacher resource math bundles) � Purchase technology to assist with Tier II and Tier III interventions and support (such as IReady or program as decided by the district) � Establish/Expect appropriate instructional time allocations for mathematics (Implemented with the master schedule but will follow district framework for the time allotment) � Implement and train the 8 Mathematical Teaching Practices (as per district plan) � Improve and deepen understanding of content, standards and mathematical practices by targeting essential learning outcomes � 8. Develop a universal writing template (graphic organizer, four square writing, common language, etc) to be used across all grade levels.

School Land Trust Plan (continued) PLANS FOR EXPENDITURES : Behavioral/Character Education/Leadership Component $5, 000. 00 � Student Engagement and classroom management is key when running effective Tier II and Tier II support within your classroom. We will continue support using PBIS school wide, PD on tough kids (motivation for all students, helping at-risk students feel success) and giving students tools to be successful in the classroom (Prevention Dimension taught to all students during PLC time for teachers). Salaries and Employee Benefits (100 and 200) $15, 000 � Hire paraprofessionals to assist with small group/differentiated math time (specific to Tier II and Tier III interventions and support). Professional and Technical Services (300) $20, 000 � Provide professional development with Annette Brinkman who will work on small group Instruction for Math Iinstruction General Supplies (610) $8, 000 � Will purchase materials for teachers that will be needed to guide small group instruction and appropriate interventions that will be used (teacher resource bundles, Time for Kids, Math Center activities, et Software (670) $7, 000. 00 � We will purchase a data management system such as the IReady teacher toolbox to move forward and be consistent with what the district has decided to purchase

School Land Trust Plan (continued) Goal 2: Increase the effectiveness of Tier 1 Math instruction. Academic Areas Mathematics Technology Writing Science Foreign Language Measurements 1. Increase levels of proficiency on SAGE grades 3 - 6. 2. Increased levels of proficiency on formative and summative assessments (including IReady or other benchmarks assigned by the district). 3. Increased awareness of small group/differentiated instruction during differentiated Math time. Math quarterly benchmarks (1 - 6) 2. Teacher observations using targeted strategies. 3. Lesson plans (turned in randomly) 4. Anecdotal check lists Action Plan Steps 1. Allow more time for data analysis during PLC meetings. May include extended PLC time utilizing substitute teachers to cover the class. 2. More time to create an action plan with the data that is given. 3. Quarterly check in with individual teachers and/or PLCs 4. Demo lessons provided by Annette Brinkman 5. Pre and post observations with interim observations as needed. 6. Utilize paraprofessional support during Tier II and Tier III to provide intervention supports. 7. Provide teachers with materials needed for new Science core, small group/differentiated mat 10 rials (such as math manipulatives, small group/differentiated teacher resource math bundles) 8. Purchase technology to assist with Tier II and Tier III interventions and support (such as IReady or program as decided by the district) 9. Establish/Expect appropriate instructional time allocations for mathematics (Implemented with the master schedule but will follow district framework for the time allotment) 10. Implement and train the 8 Mathematical Teaching Practices (as per district plan) 11. Improve and deepen understanding of content, standards and mathematical practices by targeting essential learning outcomes (completed in 15 -16 but will monitor the progress of the district as per the PD plan)

School Land Trust Plan (continued) PLANS FOR EXPENDITURES : Salaries and Employee Benefits (100 and 200) • substitute and para support $8, 000 Professional and Technical Services (300) • Annette Brinkman will facilitate group demo lessons $7, 000 General Supplies (610) $8, 000 • We will purchase necessary materials based on teacher needs (brain pop, math strategies, etc)

School Land Trust Plan (continued) Goal #3: 80% of students K-6 will make typical or better growth in Literacy skills. Academic Areas: • Reading • Writing • Technology • Fine Arts • Foreign Language Measurements: We will use DIBELS BOY to EOY benchmarks and progress monitoring data. Action Plan Steps: 1. Teachers will need extended PLC time to analyze data, and monitor students progress. 2. Teachers will be given classroom supports during Tier 2 and Tier 3 (such as additional para support, software supports, variety of diagnostic screener) 3. Provide professional development when needed to help students achieve their targeted growth. 4. Provide resources as needed (books, core phonics resources, fluency readers, and others?

School Land Trust Plan (continued) PLANS FOR EXPENDITURES : Salaries and Employee Benefits (100 and 200) $15, 000 • Hiring highly qualified reading paras to support teacher intervention during Tier 2 and Tier 3 support time. Travel (580) $15, 000 • Developing different instructional strategies that will transfer into the classroom for all teachers to help meet the individual needs of all students.

Professional Development Plan (Goal #1) School Goal: District Improvement Plan is for students to graduate college and career ready. Horizon will continue to move forward using growth scores along with proficiency scores in ELA, Math and Science. 100% of students who do not demonstrate proficiency of ELA Essential Standards in Tier I instruction will receive research-based interventions based on a multi-tiered system of supports. Actual Student Performance Indication: In the 2016 - 2017 school year, Horizon’s number of proficient students in Math and ELA across 3 – 6 has increased. We are still lower than district and state average on 3 rd and 5 th grade. Horizon teachers will continue to their focus on effective Tier 1 instruction as well as use weekly data to make adjustments to differentiated groups. They will chart progress and help students begin to self-monitor their own progress. They will use Essential Standards for each content area to measure growth and develop CFA’s across grade levels that challenged student on all DOK levels. Gap or Strength: Horizon will have a school wide focus on small group differentiated math (the Instructional skills tught to teachers will carryover to ELA and Science). We will be receiving professional development on guiding students through evidence based interventions which will allow for individual student growth based on skills needed. Horizon will continue its Core Follow up with a focus on small group differentiated instruction.

Professional Development Plan (Goal #1 cont. ) Staff Skills/Competencies Needed to Address Goal: School staff will analyze individual student data to identify students scoring below proficiency on ELA, Math and Science using CFA’s and DIBELS and develop a coordinating plan to provide interventions. School staff will have a clearer understanding of the expected student learning outcomes in the ELA, Math and Science curriculum. Common Formative Assessments, Student Learning Outcomes and Learning Targets will be developed and will determine Tier I effectiveness and Tier 2 and Tier 3 interventions for students. Intervention planning through PLC will increase staff ownership for meeting the needs of target students. PLC’s will establish feedback, provide ongoing needs assessment and determine the effectiveness of their teaching. Provisional teachers will have additional support provided Staff will attend PLC conference in Phoenix Arizona if space is available. � Supporting Professional Development: Teachers will be provided a deeper understanding of the data from assessments used throughout the year and how to access their student data on Gradebook and other district assessment data sources. Staff will received additional training on RTI using the 5 steps for Building and Maintaining the Framework. Provide staff with an overview of the writing process and how the process aligns with various aspects of the core curriculum. � Measures for the Goal: Logs/records will be maintained to monitor students progress. ILP’s will be used for those students who are not proficient and will be monitored by the classroom teacher to determine what interventions need to take place within the classroom. Students who are not proficient on DIBELS, Mclass, Voyager and CFA’s will be progress monitored using the district assessment tools and other common assessments as determined by the grade level. Provisional teachers will be supported by mentors in the building. �

Professional Development Plan (Goal #1 cont. ) � Potential Activity: School staff will familiarize themselves with Utah Core and use PLC time to identify non proficient students using DIBELS and other state assessments. Target students with multiple risk factors. Students will receive recognition for their academic proficiency gains by PLC’s. Data will be kept on the number of students displaying these gains. Writing will be a daily classroom activity during all aspects of the core. Time: This plan will begin August, 2016 and continue until June 30, 2017. Staff Time: All paraprofessionals will receive training on the Big 8 with tasking being the focus. This will build a common vocabulary and expectation for all staff across all content areas. Required Resources: Time scheduled through the year to implement PD Common Formative Assessment by Kim Bailey and Chris Jakicic Writing frameworks as needed (Anita Archer or resources available as needed) Professional Learning Community Time built in to the school day to assess students on a daily basis and build positive interventions for each student. Impact on Goal (high, medium, low): HIGH � �

Professional Development Plan (Goal #2) � School Goal: Deliver research-based Tier 2 and Tier 3 instruction that will support student mastery and differentiated strategies based upon diagnostic data. � Actual Student Performance Indication: As we look at our 2015 -16 preliminary data, it shows our students are lacking skills in writing using factual text to support their thinking. We will offer strategies to teachers to increase skills needed for students to make adequate growth throughout all content areas. � Gap or Strength: Intervention planning through PLC’s will continue to increase teacher ownership for meeting the needs of target students. Our staff will continue to identify and develop plan of assistance for our target students. Common writing rubrics will be used to assess all students. Interventions will be determined using data, not “teacher feelings”.

Professional Development Plan (Goal #2 cont. ) � Staff Skills/Competencies Needed to Address Goal: Teachers will identify which students need interventions for differentiated instruction. Students will be identified and groups will continue to change based on common writing rubrics. Interventions will address targeted weaknesses of individual students positively impacting their outcomes on assessments. Student progress will be shared analyzed during PLC time and be used to improve ILP’s and our intervention process. Student outcomes will improve due to the varied instructional strategies implemented in the classroom. � Supporting Professional Development: Develop and understand Essential Standards for identifying at-risk students. Training for effective teaching strategies will be provided. Training on diagnostic tools for identifying student weakness such as QSI, Core Phonics Survey, and common formative assessments. Understanding and implementing targeted intervention strategies/programs and varied strategies for differentiated instruction time. Tools on using paraprofessionals in the classrooms will be given. We will continue with PBIS to support engagement within instruction time. A group of teachers will be taken to Las Vegas in the summer for the School Discipline and girls bullying conference offered in June � Measures for the Goal: Logs/records of students identified as Tier 2 students. Student achievement evaluations Records of diagnostic assessments recorded by staff, indicating areas of weakness. ILP records used to determine the interventions for targeted academic deficiency. Accurate records of students assigned interventions.

Professional Development Plan (Goal #2 cont. ) � Potential Activity: Teachers will further diagnose Tier 2 and Tier 3 students using assessments including but not limited to: CFA’s, Essential Standard Rubrics, Words Their Way, phonics surveys and benchmark assessments aligned with the Utah Core to identify individual student weaknesses. Extended Day interventions (Iready, Waterford) will be offered to address student deficiencies. All teachers will differentiate core instruction (Math: am/pm will have 40 minutes all other grades will offer 60 minutes of core math instruction per day) to better meet individual student learning styles and needs. Staff will follow the master schedule and facilitate small group differentiated instruction based on the schedule given. � Time: August 2017 to June 2018 � Staff Time: Staff will have monthly professional development on the tools provided by Annette Brinkman, Coaches � Required Resources: Professional Learning Community Time built in to the school day to assess students on a daily basis and build positive interventions for each student. Professional Development on how to do successful differentiated groups with limited resources (Annette Brinkman) CHAMPS by Randy Sprick and Tough Kids PD by Tim Frost allowing staff to structure their classroom or group to prompt responsible student behavior, and focus more time, attention and energy on acknowledging responsible behavior to ensure that they will respond in a brief, calm and consistent manner. � Impact on Goal (high, medium, low): HIGH

Title I Targeted Assistance School Plan � Student Identification and Selection (Item 18) Eligibility for English Language Arts services through Title I is determined using the follow assessments: SAGE grade level Language Arts assessment given each spring, DIBELS NEXT reading fluency assessment, DAZE reading comprehension assessment, as well as i. Ready Diagnostic Assessment (grades 2 -6), and the Waterford placement assessment (grades K-1). All students falling below benchmark on any of the previous assessments will also be given either a Reading Level Assessment (RLA) or Early Reading Instrument (ERI) to determine reading level, as determined by the University of Utah Reading Clinic. The placement of low performing students is based on several indicators. Assessment results from the previously stated assessments, teacher observations and data collected from grade level Common Formative Assessments (CFA’s) are all analyzed and used to place all students into individual and small group reading interventions. The decisions on student service plans are made based on these indicators in grade-level PLC’s. Students receiving special education services do not typically receive Title I services, but can receive service if it is determined to be in the best interest of the student. Eligibility for Math services through Title I is determined using the following assessments: SAGE grade level Math assessment given each spring, i. Ready Diagnostic assessment, Murray City School District quarterly math benchmarks, grade level created CFA’s, as well as teacher observation and evaluation.

Title I Targeted Assistance School Plan (cont. ) � Research Based Interventions Reading Interventions: Title I Students are provided tier 2 intervention through the use of paraprofessionals in the classroom during the language arts block. Paraprofessionals meet with students in small groups to provide literacy instruction based on their individual needs. This instruction includes fluency, vocabulary, word work, or comprehension based on Utah core standards. This additional classroom support allows teachers to individualize reading instruction for all students including Title I students within the classroom. Students in need of more intensive intervention receive small group or individual tutoring from trained Title I paraprofessionals using the University of Utah Reading Clinic Early Steps, Next Steps, or Wilson Language Program, which are all research-based instructional intervention programs. Paraprofessionals will assist in the classrooms meeting the needs of individual students based on data provided by the classroom teacher during PLC (Professional Learning Communities) time. Teachers will guide paraprofessionals and use them as an academic support in the classroom. Math Interventions: The i. Ready Benchmark assessments and MCSD math quarterly benchmarks will be administered to all students in 3 -4 times a year to monitor their math computation and concepts as well as applications skills. Grade level and district CFA’s are given to all students throughout the year to monitor Utah core curriculum academic standards. These assessments, along with state tests and other teacher evaluation methods assist staff in the identification of students in need of additional math support. Paraprofessionals will support the teacher during differentiated math time and assist in small group instruction. Students are grouped by ability and meet daily. The i. Ready program will also be used by all students who fall below benchmark in mathematics daily in grades 2 -6. Kindergarten and first grade will use Waterford for ELA, Math and Science.

Title I Targeted Assistance School Plan (cont. ) � Highly Qualified Staff and Staff development: Classroom instruction is provided by highly qualified, licensed teachers, and supported by highly qualified paraprofessionals. All paraprofessionals will be required to pass the Para. Pro assessment in order to be “highly qualified” prior to beginning work during the 17 – 18 school year. Staff development and collaboration with teachers occurs in faculty meetings and daily grade level professional learning community (PLC) meetings as well as weekly PLC meetings with support staff. The coordination of services for Title I, Special Education, ESL, and Reading intervention takes place during these meetings. Continuing staff development will be provided on Marzano’s work Designing and Teaching Learning Goals and Objectives, Brinkman’s work on Engaging student learners, using RTI model and helping all sub groups move at a successful pace will be provided. All staff will participate in our Positive Behavior Interventions and Supports discipline plan and will receive training in differentiated instruction from Annette Brinkman during the 2017 - 18 school year. All staff is highly qualified and evaluated by their immediate supervisor. Paraprofessionals will receive monthly Professional Development from the Professional Learning Specialist and Literacy Specialist. Provisional teachers will also have their own “Rookie Meetings” once a month provided by the Literacy Specialist and the Professional Learning Specialist.

Title I Targeted Assistance School Plan (cont. ) � Progress Monitoring: Student academic progress is reviewed in daily grade level PLC meetings. Students’ reading fluency performance is tracked using Mclass or Voyager Sopris Learning. Team members attend to those students in the “At risk” and teachers track these students through intervention tracking forms. Students performing below expectations are discussed and further interventions are explored and implemented based on student needs. Students can be switched to other groups, added to additional tutoring services, or referred to the school’s support team if the group feels it is necessary to look into possible Special Education referral. Teachers will administer their own progress monitoring tests as opposed to having para educators administer them. Student progress in mathematics is reviewed on a regular basis. Use of i. Ready progress monitoring, and MCSD quarterly benchmark assessments help teachers track the growth their students are making. Grade level teams and paraprofessionals will work together on building common formative assessments, using the guidelines found in Bailey and Jackies book, related to their text, Math Expressions, but align them to the Essential Mathematics Standards determined by the district, and Utah Core State Standards.

Title I Targeted Assistance School Plan (cont. ) � District and School Parent Involvement: The Horizon Elementary Title I Committee will develop a School Parent Involvement Policy. This document will describe how parents will be involved in planning, reviewing and improving the school’s Title I program; how the school-parent compact is developed; how parents of children receiving Title I support will be provided with information about the program and the services their child is receiving; how the school will provide assistance to parents to understand State academic core content standards and assessments used to measure student progress; and how parent schedules and other needs will be met in school/home communications and activities. Parents are encouraged to participate in the School Community Council and PTA. A school report card indicating overall academic progress of the school is sent annually to all homes. Literacy and math nights for families are held throughout the school year.

Title I Parent/Student Compact (English) Horizon Elementary School Home-School Compact A compact is an agreement between two or more people. Commitment from Parents/Guardians I want my child to have a successful school experience therefore I will: See that my child attends school regularly See that my child is on time to school each day Support the school and classroom discipline program Establish a time and place for homework and see that it is completed and returned to school. Read with my child and let my child see me read. Support my child’s efforts and celebrate my child’s learning. Commitment from the Student I want to learn to the best of my ability, therefore I will: Attend school regularly and on time Come to school ready to learn Complete and return homework assignments Follow school rules Commitment from Teachers and the Principal We want our students to have successful school experience, therefore we will: Provide a challenging, safe, and enjoyable learning environment Provide reasonable homework assignments Provide assistance to parents so they can help their children with assignments and homework Provide students and parents with timely and regular feedback regarding student progress Promote positive communication between home and school.

Title I Parent/Student Compact (Spanish) La Escuela Horizon Compromiso entre la Escuela y el Hogar Un compromiso es un acuerdo entre dos personas o más. El Acuerdo del Padre/Tutor Quiero que mi hijo/a tenga éxito en sus estudios, por eso haré lo siguiente: Asegurar que mi hijo/a asista a la escuela con regularidad. Asegurar que mi hijo/a sea punctual cada día. Apoyar el plan de disciplina de la escuela y de la clase. Establecer una hora y un lugar específico para hacer las tareas escolares y asegurar que sean cumplidas y entregadas a la escuela. Leer con mi hijo/a y dejar que él/ella me ve leer. Animar los esfuerzos de mi hijo/a y celebrar su aprendizaje. El Acuerdo del Estudiante Quiero aprender lo mejor que pueda, por eso haré lo siguiente: Asistir a la escuela con regularidad y ser punctual. Llegar a la escuela preparado/a para el aprendizaje. Cumplir y entregar las tareas escolares. Seguir las reglas escolares. El Acuerdo del Maestro/a y la Directora Queremos que nuestros/as estudiantes tengan éxito, por eso haremos lo siguiente: Asegurar que el ambiente de la clase aumente el aprendizaje de los estudiantes y a la vez que sea un lugar seguro y agradable. Preparar las tareas escolares apropriadas. Ofrecer el apoyo necesario para que los padres/tutores puedan ayudar a su hijo/a a cumplir las tareas escolares. Ofrecer información acerca del progreso estudiantil con regularidad. Apoyar la comunicación positiva entre el hogar y la escuela.

Title I Parent Involvement Policy Horizon Elementary School believes that parent involvement plays an important role in a student’s academic success and encourages parents and guardians to participate in various ways to support their student's education. As partners in helping their student achieve, parents have the right to be involved in the design and operation of their school's Title I program and, at the same time, have a responsibility to help their own child succeed in school. The Horizon Elementary Title l committee serves jointly as the school community council. This committee is made up of Title l parents, teachers, the school administrator, and the Title l coordinator. It oversees the development and approval of the school Title l plan, the home-school compact, and the parent involvement policy. All Title l documents are reviewed by the committee on an annual basis and revised as deemed necessary. Ongoing communication with parents is key to parental involvement and student achievement. Our parent involvement policy includes, but is not limited to, the following methods of communication. These communications will include information on expected state, district and school academic standards, assessments and student achievement expectations. Back To School Night Weekly home note Home-school compact Annual school report card Parent conferences at flexible times Additional parent/teacher meetings to address student achievement School website During an annual meeting, parents will be notified of the school’s participation in the Title l program including the requirements of the program and their right to be involved. Families of students who qualify for Title I services will be notified of their student’s participation and will be given a description of the services students will receive. Information on curriculum standards and district assessments will be addressed by classroom teachers. Additional information on the Utah State Core Curriculum is available through the Utah State Office of Education website and at the school office upon request. Families will receive annual reports showing their student’s level of proficiency on the state assessments. These reports include CRT results and the Utah Performance Assessment System for Students report. Horizon Elementary will provide various activities throughout the school year to promote literacy and math training for parents to help improve student learning. Activities may include family workshops and materials to provide academic support at home. Title I funds may be used to implement research-based proven practices, as well as to pay reasonable and necessary expenses associated with parent involvement activities. These expenses may include transportation, childcare, or home visit costs to enable parents to participate in school-related meetings and training sessions.

Mentor Program � The role of the mentor teacher is to TEACH the provisional teacher what is known about how to teach, COACH the provisional teacher so that their skills can be developed in a supportive environment that promotes risk-taking, and provide opportunities for the provisional teacher to REFLECT on the many aspects of the teaching and learning process. By encouraging the provisional teacher to analyze his/her own progress and to identify problems and possible solutions, the transfer into the role of decision maker in his or her own classroom will be more easily made. � Horizon will use District allotted monies and have the Professional Learning Specialist (Title I coordinator) and the Literacy Coach mentor and coach provisional teachers. We will have a monthly “Rookie” meeting to discuss classroom management procedures, assessment, classroom organization, planning, Tier 1 teaching strategies, and the intervention process. � The Professional Learning Specialist and the Literacy Specialist will use the Cognitive Coaching model. As the specialist, they will model good teaching strategies and watch the teachers use the strategy. A dialogue will then take place where ideas are clarified and questioned. The specialist and teacher will analyze objectives and essential questions. We will be using the Elements of Lesson Design to plan and organize effective lessons.

Child Access Routing Plan