School Land Trust - 2013 - 2014 Final Report

3/20/2015
School Land Trust - 2013 - 2014 Final Report
2013-2014 Final Report

Financial Proposal and Report - This report is automatically generated from the School Plan entered in the spring of 2013 and from the District
Business Administrator's data entry of the School LAND Trust expenditures in 2013-2014.
Actual Expenditures
Planned Expenditures
Available Funds
(entered by the District

(entered by the school)
Business Administrator)
Carry-Over from 2012 - 2013
$2,000
$0
Distribution for 2013 - 2014
$39,164
$48,206
Total Available for Expenditure in 2013 - 2014
$41,164
$48,206
Salaries and Employee Benefits (100 and 200)
$16,000
$12,933
Professional and Technical Services (300)
$2,500
$0
Repairs and Maintenance (400)
$0
$0
Other Purchased Services (Admission and Printing) (500)
$0
$0
Travel (580)
$2,000
$0
General Supplies (610)
$3,500
$2,043
Textbooks (641)
$0
$0
Library Books (644)
$0
$0
Periodicals, AV Materials (650-660)
$0
$0
Software (670)
$5,000
$4,109
Equipment (Computer Hardware, Instruments, Furniture) (730)
$10,000
$12,939
Total Expenditures
$39,000
$32,024
Remaining Funds (Carry-Over to 2014 - 2015)
$2,164
$16,182
ITEM A - Report on Goals

Goal #1
Assess, diagnose, and provide remediation for student's scoring below grade level in Language Arts.
Identified academic area(s).
Reading
This was the action plan.
Teachers will align their curriculum based on the State Common Core Standards. Teachers will review testing data to help drive instruction. Small
reading groups will be taught based on student needs. Two paraprofessionals will be hired with School Land Trust money to help with small group
instruction. Teachers will follow the Tier l, ll, and lll instruction in each classroom.
Please explain how the action plan was implemented to reach this goal.
http://www.schoollandtrust.org/school/submit/final-report-2014/view?sid=165
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We hired one 29 hour paraprofessional to work with teachers to help reinforce reading interventions in the classroom. Interventions were based on
testing results, including both summative and formative assessments, which were collected on all students. The data was reviewed during
Professional Learning Committees (PLCs) which were held approximately every month. Tier I, II, and III instruction was determined by using data
based recommendations. As a result of the data based recommendations, students were divided into small groups for explicit, sequential reading
instruction. With the help of the paraprofessional that was hired with School Land Trust money, as well as other paraprofessionals that were hired
with District funds, we were able to provide intervention activities and remediation for at-risk students throughout the day (primarily Tier II
instruction). One-to-one tutoring by classroom teachers and the paraprofessional were also offered to ensure that students were improving.
Paraprofessionals were taught a variety of classroom instructional approaches to help assist the students in reading. Through implementation of
daily interventions and data review, teachers were consistently re-evaluating and adjusting small group instruction. This helped the students feel
successful, as well as helped raise student's test scores.
This is the measurement identified in the plan to determine if the goal was reached.
DIBELS Next Benchmarks, DIBELS Next Progress Monitoring, Texas Primary Inventory (TPRI), classroom reading assessments, CRT proficiency
scores in Reading/Language Arts (grades 3-5), and other appropriate assessments determined by the classroom teacher.
Please show the before and after measurements and how academic performance was improved.
How to enter a chart
The LEA administrators and the Wayne Board of Education approved DIBELS Next benchmark assessments based at the beginning, middle, and
the end of kindergarten, first grade, second grade, and third grade within the testing windows determined by the USOE. The data was compiled
and the results of the tests were sent to all parents. The data notice informed parents of his/her student's reading proficiency. If a student scored
below benchmark, information regarding appropriate interventions were also sent home.
DIBELS Scores: Based on the following percents in grades K-3, Loa Elementary increased the percentage of students who were at or above
benchmark from May 2013 to May 2014.
Kindergarten: Assessment measure was DIBELS Next. This assessment measured proficiency in phonological awareness based on the DIBELS
Next Composite Benchmark scores in Phoneme Segmentation Fluency (PSF), First Sound Fluency (FSF), Correct Letter Sounds (CLS), and
Whole Word Read (WWR). SCORES: In May 2013, 78% of kindergarten students in Wayne School District were at or above benchmark. In May
2013, 78 % of kindergarten students in Loa Elementary were at or above benchmark. This percentage was used for the USOE goal beginning
point for Spring 2014. In May 2014, 80% of kindergarten students were at or above benchmark; therefore, increasing the percentage of students at
or above benchmark by 2%.
Second Grade: Assessment measure was DIBELS Next. This assessment measured for proficiency in applying decoding strategies to read fluent.
In May 2013, 80% of second grade students in Loa Elementary were at or above benchmark. This percentage was used for the USOE goal
beginning point for Spring 2014. In May 2014, 81% of students in second grade were at or above benchmark; therefore, increasing the percentage
of students at or above benchmark by 1%.
Third Grade: Assessment Measure was DIBELS Next. This assessment measured for proficiency in applying decoding strategies to read fluent.
In May 2013, 80% of second grade students in Loa Elementary were at or above benchmark. This percentage was used for the USOE goal
beginning point for Spring 2014. In May 2014, 81% of students in third grade were at or above benchmark; therefore, increasing the percentage of
students at or above benchmark by 1%.
In assessment documentation supplied by USOE, Loa Elementary shows very good progress in grades 3-5 in English and Language Arts. This
data includes assessment results from 2011-2013. ELA scores in all grades and across the three years show Loa Elementary scores higher than
the state averages. Grades 3-5 show continual improvement of scores for all three years. ELA scores are also higher than state averages in all
qualified subgroups. A strong emphasis on reading and language arts in Loa Elementary for many years has resulted in improved scores and
appropriate growth. SAGE testing was administered in Spring 2014. We are still waiting on testing results from these assessments. SAGE results
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and CRT results are not comparable this year.

The amounts, categories and descriptions of expenditures planned to implement this goal are listed here:
Amount
Category
Description
14500
Salaries and Employee Benefits
Two paraprofessionals will be hired
(100 and 200)
to assist with small group instruction

in reading/language arts. This
instruction will consist of
interventions targeted at student's
instructional level.
Please describe the expenditures made to implement this goal as identified in the Financial Proposal and Report displayed above. Please
list the amount, category and description for each expenditure category.
One 29 hour paraprofessional was hired to work with teachers to help reinforce reading interventions in the classroom and to increase student's
academic success in Language Arts/Reading. We had originally planned on hiring two part time paraprofessionals, but due to other District
funding, we ended up hiring one paraprofessional for 29 hours.

The amount was $12,933.00 from the salaries and employee benefits category (100 and 2000).
Goal #2
Provide music and fine arts experiences to all students at Loa Elementary.
Fine Arts
We will provide funding for assemblies, field trips, and activities/programs to enhance student's fine arts experiences.
Students at Loa Elementary were actively involved in multiple assemblies and activities throughout the school year to enhance fine arts
experiences. Students were able to attend assemblies that featured art work and musical instruments, as well as spotlighting local artists and
musicians. School Land Trust money was used to purchase supplies for art activities grades K-5. Student art was displayed throughout the halls
for parents and students to view. This year we did not have a music specialist so all teachers made an added effort to teach music and fine arts
within the classroom instruction.
Students will be required to participate in assemblies, activities, music programs and art exhibits.
We had active participation in all assemblies and classroom activities. Parents were invited to attend and help with group activities, as well as
classroom activities that took place this year. Students were introduced to a variety of musical instruments throughout the school year.
Participation in sixth grade band has increased dramatically this year.
Amount
Category
Description
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2500

Professional and Technical
This amount would be used to pay
Services (300)
professionals both in and out of our

community to provide services to our
school in the fine arts area.
2000
Travel (580)
This amount is field

trips/transportation for assemblies and
or programs to enhance student's fine
arts experiences..
Fourth grade
will travel to Price to the Eastern Utah
Dinosaur Museum.
Fourth and
Firth grades travel to a campground on
either Boulder Mountain or Fishlake.
The Forest Service educational
office has many different agencies to
discuss multiple use of public lands.
Students attend 10 to 15
workshops during the day to learn about
such things as; wildland fires,
fisheries, soil conservation, logging,
plan identification and many other
topics.
3500
General Supplies (610)
This amount is to purchase music,

props, art material and other supplies
for Loa Elementary programs, assemblies,
and activities.
General supplies were purchased for art activities and assemblies. The amount was $2,043 from the general supplies category (610). We had
originally set aside money for Professional and Technical Services. We did not end up using any of this money because local artists and musicians
volunteered their time for assemblies and activities. Money was also set aside for travel. Wayne School District provided funding for field trips so
we did not have to use this money.
Goal #3
Purchase current technology equipment and software to assist with teacher instruction and enhance student learning.
Technology
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We will purchase a computer software program for each grade level to help monitor student performance. Additional iPad's, cart and computer will
be purchased to add to our mobile iPad lab.
We used School Land Trust money to purchase educational software to help with classroom instruction. Moby Max and other apps for the iPads
were purchased for all students to use in the classroom. These programs help reinforce skills that has been taught in the classroom. Students
spent at least two hours per week in the computer lab working on academic areas in both math and reading. Students were also able to access
these apps on their iPads during scheduled class time, as well as from home. Teacher's were able to monitor student's performance through
computer generated reports. Incentives were given throughout the school year to encourage student participation.
Computer software programs will be used to check student's progress. With the use of iPad's, students are able to practice math facts, fluency
timings, and other curriculum related material. Each program keeps track and monitors each student's progress. Other measurements will be
established by each individual teacher.
Moby Max, iPad apps, as well as other assessments and interventions, helped increase and maintain our Spring Language Arts/Reading scores to
80% mastery. Moby Max was used to practice math facts and timings. Each teacher has assessment reports showing monthly student
achievement. Teachers used these scores to help guide their math instruction. Small groups were formed based on the data.
Amount
Category
Description
1500
Salaries and Employee Benefits
Stipends for teachers to maintain the
(100 and 200)
computer lab and mobile iPad lab.

5000
Software (670)
This amount will be used to purchase

software programs and iPad apps for each
grade level.
10000
Equipment (Computer Hardware,
This amount will be used to purchase
Instruments, Furniture) (730)
iPads, computers and access points.

Moby Max and other iPad apps were purchased for grade K-5. The amount was $4,109 from the software category (670). Computers, printers,
and other equipment was purchased to add to our mobile iPad lab and for individual classrooms. The amount was $12,939 in category (730).

We did not use any money to pay salaries and employees benefits.
ITEM B - In the Financial Proposal and Report, there is a carry-over of $16182 to the 2014-2015 school year. This is 34% of the distribution
received in 2013-2014. Please describe the reason for a carry-over of more than 10% of the distribution.
Loa Elementary has a carry-over of 34% because the distribution of money was about 14% more than the original estimate. We only hired one
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paraprofessional instead of two and that paraprofessional took some days off not using all monies allocated to her. The District paid for our field trips
so no money was spent in our travel budget.
ITEM C - The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.
Additional funds will be used to support Goal #1 by providing Professional Development in Reading for teachers and paraprofessionals.

The distribution was about 14% more that the estimate in the school plan. Please explain how the additional money was spent, if it was
spent for items other than expenditures described in the approved goals above. If all expenditures were spent for items in the goals, please
enter "Not applicable."
Not applicable.
ITEM D - The school plan was advertised to the community in the following way(s):
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
School website
ITEM E - Please select from the pull down menus the names of policymakers the council has communicated with about the School LAND
Trust Program. To choose more than one name on a list, use CTRL while selecting. To unhighlight a selected name, choose another name
or use CTRL and select it.
State Leaders
U.S. Senators
Governor: Gary R. Herbert.
Orrin Hatch
State Senators
U.S. Representatives
Dist. 24 Ralph Okerlund
Rob Bishop
State Representatives
District School Board
Dist. 24 Chavez-Houck, Rebecca
Troy E. Brian
David Chappell
Joni Taylor
State School Board
Dennis Ekker
Dixie Allen
April Torgerson
ITEM G - A summary of this Final Report must be provided to parents and posted on the school website by October 20th of the 2014. When
was this task completed?
Not required for Charter Schools.
10/15/2014
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Copyright 2015 School LAND Trust Program at the Utah State Office of Education. Terms of Use.
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3/20/2015