*Submitted to the state October 20,2018
Each year the state gives Trustland monies to schools based on their enrollment. This funding is different from normal school funding in that decisions about how the money is spent is given to an elected School Community Council. It is the responsibility of the SCC to determine the greatest academic needs at the school and to develop a plan (called a School Improvement Plan) to meet those needs. This includes setting goals and determining how the goals will be accomplished and measured. A detailed report is created, approved, tracked and the results of progress toward goals submitted to the state each year to create accountability for schools. We are proud of the progress we have made this past year on our goals which are summarized below:
Report on Progress Toward Goals for 2017-2018:
Amount Awarded for 2017-2018: $66,745
In the 2016-2017 school year, the SCC determined that the greatest academic needs at the school for 2017-2018 year were improvement in overall reading scores in Kindergarten through 3rd grade and improvement in performance on science asessments for students in 4th through 6th Grade. The SCC also created a goal to increase the number of integrated art lessons being taught in classrooms throughout the year. The following is a summary of results on progress toward the goals:
Goal #1: The percent of students in grades 1-3 performing on grade level or making typical progress will improve from 81% to 83%.
Data Measures: DIBELS reading assessments from beginning, middle and end of year were used to track progress on this goal.
Results: In regards to the percentage of students who were proficient or made progress in their performance, the data shows the following:
In 2017, 81% of students were either proficient or made progress. In 2018, 87% of students were either proficient or made progress. This is an increase of 6% from 2017 to 2018.
In regards to the percentage of students who made 'typical progress' on the DIBELS Pathways of Progress calculations, the data shows the following:
In 2017, 64% of students made "typical progress" according to the DIBELS Pathways of Progress calculations. This means that students made the expected amount of progress typical for their same aged peers. In 2018, 75% of students made typical progress according to the DIBELS Pathways of Progress calcuations. This is an 11% increase from 2017 to 2018.
Expenditures: Money was spent on salaries for 5 reading aides, professional development for staff to attend workshops, conferences, and training sessions to improve their tier 1 reading instruction, take home library books and books for the tutoring lab (over 600 titles were added), reading software (Raz-kids) was purchased to support home reading, and 2 new chromebook carts were purchased to support in-class reading and writing instruction.
Goal #2: Students in grades 4-6 will show growth on end of unit science assessments.
Data Measures: Results of classroom pre and post assessments. SAGE end of year science assesmments. Teachers collected and reported pre and post test scores on 2 science units.
Results: *Growth in this context meant that students show improvement between their pre and post test scores.
6th Grade: 92% of students made growth on end of level science assessments. 5th Grade: 95% of students made growth on end of level science assessments. 4th Grade: 94% of students made growth on end of level science assessments.Additional data review of SAGE Science scores for Spring Lake Elementary showed the following:
4th Grade: 42% of students were proficient on the end of year SAGE science test. This is 5% lower than the state average (47%) and 1% lower than the district average (43%).
5th Grade: 54% of students were proficient on the end of year SAGE science test. This is 7% higher than the state average (47%) and 11% higher than the district average (43%).
We were not able to review or compare 6th grade science scores because the test was reformatted and 6th grade scores were not made available and would not be compareable as the assessment itself was changed from the previous year.
Expenditures: Science materials were puchased to enhance classroom instruction. Houghton Mifflin partnered with our 6th grade science teachers and allowed them to pilot a brand new science program free for one year, enhancing instruction in 6th grade. With the new science test, our schools test scores can be used to see if the program benefitted students in their scientific understanding in 6th grade compared to other schools.
Goal #3: Increase the number of integrated art lessons with each teacher teaching 2 more art lessons this year compared to last year.
Results: We worked collaboratively with our district Music Specialist to provide three different sessions of staff development for teachers to learn about arts integration, plan lessons, and work collaboratively with grade level teams to plan upcoming units.
Expenditures: Substitute teachers were used throghout the year to provide time for teams to meet in staff development sessions with the Music Specialist. We also purchased $2,000 in new musical instruments, creating "bucket bands" - one for each grade level.
Actual Expenditures and Carry Over:
We spent $66,410 leaving a carry over for 2019 at $1,216.