Title I

PARENT AND FAMILY ENGAGEMENT POLICY

2025-2026

 

All schools receiving Title 1 funds under section 1116 of the Every Student Succeeds Act (ESSA) will develop a written parent and family engagement policy.  This policy, developed jointly with parents, describes how the school will carry out meaningful parent and family engagement.

 

GENERAL

West Elementary engages stakeholders by reviewing data, setting goals for the school, and looking at our school’s needs.  We do this through school community council, PTA meetings, and school leadership meetings.  Parents and family members are engaged in the development of the school’s engagement policy.

 

POLICY INVOLVEMENT

Annual Meeting:

An annual meeting will be held each fall.  During this meeting, information will be shared with stakeholders that will explain Title 1. These explanations will include how funds are allocated, students’ performance in literacy and math, interventions and enrichments, and ways they can communicate with the school.

Flexible Meetings:

West Elementary will maintain flexible meeting times for parents and families, allowing them to participate in decisions regarding their child.  We will offer enrichment clubs for students as well as other after-school activities. 

Parent Input:

West Elementary will use multiple ways to communicate to parents to allow family involvement in the schools planning and goals.  Data will be collected from annual surveys, PTA meetings, community council meetings, and emails.

Family Communication:

Parents and family members of West Elementary students will have several ways to be notified of family engagement policies.  We will use email, school websites, and translated paper letters to notify parents of these policies.  These communications will be updated monthly.

 

SCHOOL-PARENT-FAMILY COMPACT

The West Elementary School-Parent-Family compact outlines shared responsibilities for high academic achievement and is developed jointly with parents, teachers, administrators, and students.

 

FAMILY EMPOWERMENT

To empower families and improve academic achievement, West Elementary will do the following:

·         Share with stakeholders Utah Core Standards, assessment information, and ways parents can monitor their child’s success.

·         West Elementary will provide materials and activities for stakeholders and students to improve academic learning in core subjects.  This will be done by providing family activities that highlight STEM and literacy.

·         West Elementary staff will participate in professional development that highlights the importance of parental involvement and partnership.  We will communicate regularly with parents to include them in the education of their child.

·         West Elementary will provide information to parents about state and local programs that will benefit their students, including important information about preschool programs and school activities.  We will translate this information so that every parent can receive the information regardless of their English language abilities.

SCHOOL-PARENT-FAMILY COMPACT

2025-2026

Give Respect.  Responsible Behavior.  Obey the Rules.  Work Hard.  Listen.

 

THE STUDENT WILL

·         Take an active role in their education and growth

·         Have regular attendance and be on time to school

·         Recognize available resources to help them to have academic success

·         Follow the school wide G-R-O-W-L:  Give Respect.  Responsible Behavior.  Obey the Rules.  Work Hard.  Listen.

 

THE PARENT WILL

Support my child(ren) in their learning by:

·         Making sure my child is well rested and has breakfast/lunch/dinner every day

·         Making sure my child attends school daily and is on time

·         Establishing a homework routine and supporting my child’s efforts

·         Creating an environment at home that is learning friendly with study areas, love of reading and limiting screen time

·         Having a positive attitude about school and supporting those who help them

·         Staying up to date with information sent home-including school wide information-and respond, if necessary, in a timely manner

Participate in decisions relating to the education of my child(ren) by:

·         Attending all scheduled conferences to review my child’s achievements and areas needing improvement and support

·         Supporting the school and staff in maintaining safety, discipline, and expectations

·         Being willing to volunteer my time through opportunities presented

·         Ensuring open communication that allows meaningful discussions and observations for the benefit of my child

Support my child(ren) with a positive use of extra-curricular time by:

·         Reading time that allows me to read to my child, and my child read to me

·         Providing quality activities that my child enjoys and being a consistent source of encouragement

·         Creating an atmosphere where healthy activities are the goal

·         Ensuring a balanced schedule to avoid burning out and teach time management skills

 

THE TEACHER WILL

Provide high-quality, engaging curriculum and instruction in a supportive and effective learning environment that allows children to meet State academic standards by:

·         Teaching the curriculum in an environment that is supportive and effective for each student and their needs.

·         Fostering a growth mindset that teaches students their ability can be developed through hard work

·         Providing necessary interventions and extensions for each student and being an advocate for their unique needs

·         Giving students effective feedback allowing them to understand the areas that need to be improved upon

 

THE SCHOOL WILL

Provide high quality, engaging curriculum and instruction in a supportive and effective learning environment that enables children to meet challenging State academic standards by:

·         Being aligned with state standards allowing students to build on prior knowledge and be prepared for future learning

·         Providing teachers with instructional materials that are aligned with state academic standards. This will create consistent levels of quality schoolwide

·         Having professional development meetings for teachers to ensure proficiency in providing effective instructional practices

·         Creating a culture of respect and empathy to ensure all students feel safe and valued

·         Engaging parents and the community to create strong support for students. Including opportunities for parents to volunteer, observe, and participate

This document was developed jointly by a team of parents, teachers, and administrators on various dates in September 2025

Report Card

West Elementary School

Fall 2025 Semester Plan

 

Principal: Thomas Trotter

Team Members: Aly Larsen, Kellie Thomas, Emilee Liddiard, Sydney Whatcott, Thomas Trotter

Campus Priority 1:

Annual Goal: By the end of May 2026, West Elementary will increase our Math Acadience (k-6) scores by 20% by using research-based Tier 1 instruction daily, tracking progress monitoring data weekly, and participating in professional development monthly.

Semester Goal: By the Middle of Year Acadience benchmark, West Elementary will increase our Math Acadience (k-6) scores from the beginning of the year benchmark to the middle of the year benchmark by 10% by using research-based Tier 1 instruction daily, progress monitoring data regularly, and participating in professional development monthly.

Objective: To increase the number of students proficient in all math concepts.

Prioritized Key Components: Tier 1 math instruction, CFAs and the CFA Cycle, math interventions

TCSD Strategic Model Area(s) and AHLP: Curriculum, Instruction, Assessment – Strategic Use of Assessment, Data-Informed Systems of Support

Metrics: Acadience Math benchmarks and progress monitoring, CFAs, unit assessments, intervention data

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion
Through the creation of at least one CFA focused on math, teachers will be trained on the effective use of data to improve tier 1 instruction.	Aly Larsen	PLC time, CFA resources and training, Early release time.	September 3, 16, October 1, 15, 20, November 5, 18, 18, December 3, 17, 19	Each teacher will create at least one math CFA and will successfully complete the CFA cycle, using data appropriately throughout.
GVCs created last year will guide our math instruction and will be updated at least monthly.	Emilee Liddiard	GVC spreadsheet, Time during PLCs	September 4, October 2, November 6, December 4	The GVC spreadsheet will be a living document, will be referenced and updated regularly, and will ensure appropriate math instruction.
Teachers will be given time to learn the Into Math program collaboratively to understand the resources available and make plans to use them.	Kellie Thomas	Into Math books and online access, time during PLCs	September 10	Teachers will use the appropriate resources of the Into Math program successfully during tier 1 and 2 instruction time in the classroom, data will show growth through math learning.
Schoolwide collaboration time will be used to create DAO progressions for math units as part of the CFA cycle.	Sydney Whatcott	PLC time, CFA/DAO resources and training, Early release time.	September 3, 16, October 1, 15, 20, November 5, 18, 18, December 3, 17, 19	Each teacher will create at least one math DAO progression and will successfully complete the CFA cycle.
Math intervention time will be dedicated for 30 minutes daily through the creation of the master schedule and will be utilized in each classroom.	Thomas Trotter	Master Schedule, 30 minutes daily of instruction time	September 2, daily following	Math scores will improve, and skill gaps will decrease as recorded through CFAs, unit assessments, and intervention data.

 

Mid Semester Check-in: October 15, 2025

End of Semester Review: December 17, 2025

Campus Priority 2

Annual Goal: Teachers will fully understand and implement core PLC practices guided by data and lead by the four PLC questions.

Semester Goal: All teacher teams will be trained on effective PLC (Professional Learning Community) meetings, weekly PLC meetings will be held, and at least 80% of PLC agendas and data will be submitted to the school principal.

Root Cause: Teachers struggle to collaborate effectively and to incorporate data in PLC meetings or have not fully been trained in the practice.

Objective: Collaborate with their teams, improve tier 1 instruction, be guided by data, and provide interventions and extensions as appropriate.

Prioritized Key Components: Weekly data informed PLC meetings, Productive intervention groups, Collaboration

TCSD Strategic Model Area(s) and AHLP: Communication, Culture, Relationships – Clear, Accurate, and Timely Communication, and Curriculum, Instruction, Assessment – Strategic Use of Assessment, Data-Informed Systems of Support

Metrics: PLC agendas, Data from data meetings, Organized and intentional intervention groups

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion
A teacher from each grade level team will attend the Solution Tree PLC conference to be effectively trained in effective PLCs.	Thomas Trotter	TSSA Money to pay for the conference, substitutes for classes when teachers are at the training.	September 30 – October 2	Six teachers will have attended all three days of the conference, will have notes from each session, and will be prepared to train their teams.
Norms and responsibilities will be established and agreed upon for grade level PLC meetings.	Sydney Whatcott	PLC Agendas	September 10	Each team will have agreed upon norms on their agendas and through observations during PLC meetings, norms and responsibilities will be referenced.
Following the PLC conference, the PLC agenda will be intentionally updated, structured around the four PLC questions.	Kellie Thomas	PLC Agendas	October 16	All grade levels will have updated PLC agendas guided by the four essential questions.
Through the creation of CFAs, teachers will be trained in the effective use of data in PLC meetings.	Aly Larsen	PLC time, CFA resources and training, Early release time.	September 3, 16, October 1, 15, 20, November 5, 18, 18, December 3, 17, 19	Each teacher will create at least one CFA and will successfully complete the CFA cycle, using data appropriately throughout.
Teachers will be trained in the appropriate use of the new PLC agenda.	Emilee Liddiard	PLC time for training	October 23	All teachers will be in attendance for training, and practices learned will be observed during grade level PLC meetings weekly.

 

Mid Semester Check-in: October 15, 2025

End of Semester Review: December 17, 2025

 

Campus Priority 3:

Annual Goal: By February’s PTC, Students will conduct student led conferences, taking accountability of their data by presenting their data and progress to their parents, as recorded in their data folders.

Semester Goal: All kindergarten through sixth grade students will create goals and track monthly progress through data folders regarding academics and other areas as needed.

Objective: Increase student accountability and engagement in their learning, improve student test scores.

Prioritized Key Components: Data folders, Goal Creation and Monitoring, Feedback and Coaching

TCSD Strategic Model Area(s) and AHLP: Curriculum, Instruction, Assessment – Data Informed Systems of Supports, and Communication, Culture, and Relationships – Clear, Accurate, and Timely Communication

Metrics: Data Folders, Tracking Sheets, RISE, and Acadience Testing Data

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion
All students will create academic (and other areas as needed) goals in their data folders.	Sydney Whatcott	Data folders, class time for creation and tracking.	September 12	Goals will be recorded, and graphs will monitor the progress of each goal created. Students will be able to explain their goals and progress.
All teachers will use the CHAMPS classroom management strategies to ensure structure to provide the best setting for learning and data collection.	Aly Larsen	CHAMPS training during faculty meetings and observation time.	September 4, October 2, November 6, December 4	Observations will show the CHAMPS strategies references and students will behave appropriately. Adequate instruction and practice time will take place daily.
All teachers will meet with each student at least monthly to record data and provide feedback and coaching on goals and progress.	Emilee Liddiard	Class time for meetings	September 26, October 31, November 28, December 18	Students will graph their own progress, will have direction from their teachers, and progress on goals will be documented.
Additional data folders will be purchased as needed.	Thomas Trotter	Money for folders	September 2	All students will have their own folder to use for data collection and tracking.
Teachers will share the goals and graphs of two students quarterly with other teachers, one student who is progressing and one where collaboration from others is needed.	Sydney Whatcott	Data, Graphs, PLC time to share	October 2, December 4	Data will be monitored at least monthly, and collaboration will take place quarterly to intervene where necessary. Teachers will obtain new strategies and interventions to use with their students.
Student buddies will be assigned to each other, will meet every other week, and will focus on skills to improve data outcomes.	Kellie Thomas	Buddy assignments need to be made, time given to meet with every other week	Every other week at times agreed upon by the classroom teachers starting September 8.	Buddies will be met with regularly and academic improvement will be measured as tracked through data folders.
Teachers will train and students will present their data to their assigned buddies to practice presenting for parent teacher conferences.	Kellie Thomas	Time given in class for training by the teachers and time for students to practice with their buddies, up to date data folders.	During the month of December, as agreed upon by the classroom teachers.	Students will feel confident in presenting their data to their parents during parent teacher conferences.

 

Mid Semester Check-in: October 15, 2025

End of Semester Review: December 17, 2025

Long Term Outcomes 

Long term outcomes should be focused on students (e.g., RISE, ASPIRE+, ACT, Attendance, Behavior, etc.).  When determining these outcomes conduct a data review of the past few years (see your data dashboard in OneDrive) and identify reasonable trajectories.

School Vision: At West Elementary, we have the core values that every student can and will learn. We understand each student’s learning needs and uniquely meet those needs. Our primary goal as a school is continual improvement for both students and staff members. We expect our instructional leaders to communicate effectively and to provide constructive feedback regularly. We expect our teachers to be prepared and engaging in each lesson and to teach using the best teaching practices. We expect our students to show responsibility by making learning a priority. At West Elementary, we are shaping the future to make the world a better place.
Indicator(s)	Data Source	Baseline Data (24-25)	Y1 Results (25-26)	Y2 Target (26-27)
Outcome 1:
On EOY RISE assessments, we will achieve 50% proficiency in ELA, 54% in science, and 42% in Math.	State RISE results	ELA – 38% Science – 44% Math – 26%	ELA – 44% Science – 49% Math – 34%	ELA – 50% Science – 54% Math – 42%
Outcome 2:
75% of students in K-3 will score on or above grade level in literacy.	Acadience Reports	69% EOY	72% EOY	75% EOY
Outcome 3:
No TSI (Targeted      Support Improvement) Designation	State Designation Report	34.82% Proficient	37.50% Proficient	40.25% Proficient

 

Focus goals on the Moon Goals

 

 

 

 

 

Semester Planning Tool

Aligned with the TCSD’s Strategic Model

7 Reasons Why Creating a Semester Plan can help your school improve:

1)      Articulates a shared vision, mission, and values.

2)      Effectively organizes schools and their staff.

3)      Defines how success is measured.

4)      Aids the school board with governance decisions and provides direction for the future.

5)      Increases communication and engagement.

6)      Keeps everyone in a school – from teachers to administrators – connected.

7)      The best reason of all for semester planning comes back to every great school’s number one priority: students.

Process:

Agree on Desired Outcomes

Review current level of performance or practice and determine gaps (needs assessment)

Create a Plan and prioritize/rank based on need.

Implement Plan

Monitor Progress regularly

Adjust Plan based on Monitoring Data

 

 

Needs Assessment Section

Definition: A needs assessment is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants".

Needs Assessment Questions

These questions do not all need to be answered in your plan. They are here so you can reflect and plan in the areas you and your building leadership team deem necessary. They are also not all-inclusive - meaning you should focus on your school’s needs and those needs could be outside of the questions below.

 

Strategic Model Area 1: Teachers, Leaders, Support Staff

This is the staff capacity building element of the strategic model. How are you building your staff’s capacity and are you hiring and supporting the best people possible? Are you holding people accountable and expecting them to be responsible for performing at high levels? How do you track it? What do you do when they are not performing?

Are you distributing resources (material needs, human support, etc.) in such a way that teachers have all they need to be their best? Consider your building’s budget. What percentage is spent on academics and in what ways? Do departments/teams get equitable resources? How do you know?

Are you providing professional development that is relevant, timely, and targeting individual teacher needs rather than relying solely on whole-group professional development? How do you know it is relevant to all and at their level? How do you measure this?

Review new teacher feedback for your building. Did they feel supported, what suggestions did they make?

Look at teacher data, what areas of growth are needed to support them? What professional development do they need and how will you facilitate it in a differentiated way?

Think about your hiring practices. Are they timely? Are you able to attract staff that you need and of high quality? If not, what can you do differently?

How do you onboard new teachers to your school in areas such as: PLCs, systems, etc.?

Additional Resources to consider:

reproducible2.2level2longformleadingindicatorsurveyforadministrators.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

 

Strategic Model Area 2: Curriculum, Instruction, Assessment

Does every classroom provide daily lessons following a coherent instructional format including the components of the Instructional Framework? What components of the framework are strengths and weaknesses?

Does every classroom have a scope and sequence creating a guaranteed and viable curriculum that reflects grade level standards? Are these documents shared among teacher teams and administrators? Have the essential skills within the units been identified?

Does every classroom have and utilize common formative assessments (CFA) to determine the learning progress of each student? Do current CFA’s produce the feedback students and teachers need? Are there any units that still need CFA’s to be created?

Are procedures established to regularly review student learning progress and respond in a timely manner? Do PLC’s have norms and processes to support this work? Do teachers have systems to support reteaching? Does the school have systems to deliver interventions on the highest leverage skills?

This is also where you can put your specific smart goals for growth in academic areas and how you plan to address them and monitor them. Do not forget to include special populations, intervention, and extension.

How are you engaging with your school’s data? How are teachers using data? How often do you meet with teachers to review data and support them in a plan of action?

*A clear and precise plan of action for meeting with staff and troubleshooting with them in small groups or individually on a regular basis should be well described in this section.

Additional resources to consider:

Selecting an MTSS Data System | NCII (intensiveintervention.org)

Utah MTSS 3-Tier Critical Components Definitions

https://cde.videossc.com/archives/021715/MTSS%20Needs%20Assessment%20Tool.pdf

figure2.2surveyforassessingperceptionsaboutresponsibility.pdf (solutiontree.com)

figure12.1principalleadershipactionsinaplccultureevaluationtool.pdf (solutiontree.com)

figure12.2plccollaborativeteacherteamactionsforcollectiveteacherefficacy.pdf (solutiontree.com)

figure5.1processforidentifyingstandardswithahigherdegreeofimportancethanothers.pdf (solutiontree.com)

 

Strategic Model Area 3: Communication, Culture, Relationships

How frequently and effectively do you communicate with parents on a school-wide basis? What is your expectation of staff/parent communication? How do you check it? How frequently are teachers expected to update grades? How often do you check?

What does the entryway of your school look like? Is it inviting? Is it clean? Does your office staff smile and greet everyone who enters in a similar way? How are you measuring things you are targeting in this goal area?

 What is your parent engagement plan? How will you target all groups in your school? How will you accommodate for Spanish-speaking families?

What do you have in place to consider staff morale? Do you consider the ups and downs of the year and how to target those known dips? How will teachers feel supported? How will you know?

Additional Resources to consider:

21st_century_communications.pdf (solutiontree.com)

school_communication_survey.pdf (solutiontree.com)

School AO | Wayne K. Hoy (waynekhoy.com)

Parent-Engagement-and-Leadership-Assessment-Guide-and-Toolkit-COMPREHENSIVE.pdf (cssp.org)

Example of a form created by a HS to gather parent feedback specific to communication and parent needs:

Parent Needs Assessment Form (google.com)

Sample parent questionnaire (Marzano - High Reliability Schools): reproducible1.4level1longformleadingindicatorsurveyforparents.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

Sample student questionnaire (Marzano- High Reliability Schools):

reproducible1.3level1longformleadingindicatorsurveyforstudents.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

Strategic Model Area 4: Safe and Orderly Environment

This is where you can evaluate the number of office referrals you have and make behavior goals. What is your school-wide behavior/student culture approach? How will you measure its success?

Think about the beautification of your building. Is it inviting? Is student work what people see or old photos and canned posters?

How will you ensure your school always looks clean and orderly? Has your building struggled with vandalism? What are strategies you plan to incorporate to discourage it, respond when it happens, etc.

Consider student arrival and dismissal as well as areas that are less supervised and cause problems. How will you address those?

Additional Resources to Consider:

blanktemplateofmenuoftiertwointerventions.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

5d8a9fcaeef280a574699251_SET_v2.1.doc (live.com)

School Safety Site Assessments - National School Safety Center

Strategic Model Area 5: Systems of Operations

What school-wide processes do you need to put in place? Consider areas like attendance, tardies, etc.

 Are duty schedules effective and covering all areas needed? What are the expectations when on duty, are they followed? How do you know or track it?

Consider all the systems in your building and choose at least one to target for improvement.

 

 

Any school that operates a Title I Schoolwide Program must, with the input of stakeholders, conduct a comprehensive needs assessment (CNA) and, based on the analyses of the CNA, develop a schoolwide plan. This template or a separate Title I Plan is not required if a school’s improvement plan contains all required components of the Elementary and Secondary Education Act (ESEA).

LEA Name: Tooele County School District

School Name: West Elementary

Plan for the School Year : 2025-2026

1.    List the stakeholders who developed, and will help implement and evaluate, the Schoolwide Program (add extra lines for any additional stakeholders).

 

Stakeholder Title	Stakeholder Name	Stakeholder Signature
Principal/Director	Thomas Trotter
LEA Title I Director (required)	Stephanie Rowley
Faculty Member	Aly Larsen
Faculty Member	Emilee Liddiard
Faculty Member	Kellie Thomas
Faculty Member	Stephanie Fenton
Faculty Member	Sydney Whatcott
Parent, non-school employee	Kristina Hansen
Parent, non-school employee	Brooke Bevan
Parent, non-school employee	Brian Hadzik
Community Member, not associated with school	Terra Sherwood
Paraprofessional	Deanna Young
PTA President	Jennifer Andrews

 

2.    Describe the process for involving stakeholders and how their input was used to develop the Schoolwide Program.

•       Our school team put together a presentation of our comprehensive needs assessment and presented it to the staff, the community council, and to the school board and district leadership. The data was shared, it was discussed where we have been successful and where we need to improve, and time for questions and comments was provided.

The CNA (Comprehensive Needs Assessment) is a systematic effort to acquire an accurate and thorough picture of the strengths and weaknesses of the school that impact equitable student outcomes.

1.    List all sources of data collected and analyzed (i.e., longitudinal student academic and nonacademic achievement, curriculum and instruction, professional learning opportunities, school climate and culture, family and community engagement, etc.)

•       School vision statement

•       PBIS Initiatives

•       The Happiness Advantage staff book study

•       Faculty, parent, and student stakeholder surveys

•       Safety and building improvements

•       Semester plan goals

•       Acadience reading data

•       Acadience reading pathways of progress

•       Observation data

•       Student data folders

•       Staff utilization

•       ATSI Designation – Economically disadvantaged students data

•       Multilingual student data

•       Acadience math data

•       RISE math data – yearly and longitudinally

•       RISE science data – yearly and longitudinally

•       AAPPL German proficiency data

•       Attendance data

•       Educator’s Handbook behavior data

 

2.    Summarize main findings including an examination of student, teacher, school, and family/community strengths and needs. Findings should include detailed analysis of all student groups of 10 or more, i.e., students identified as economically disadvantaged, students with disabilities, students identified as English learners, and students by major racial and ethnic groups. This analysis should show direct relationships from the data and root causes in the Comprehensive Needs Assessment to the priorities identified in the next section.

 

Successes:

·         The Happiness Advantage improved moral throughout the school

·         Reading scores improved in all grade levels

·         Attendance was 94.6% for the year

·         Behavior data constantly decreased all year

·         District awards for reading improvement

 

   Areas Needing Improvement

·         Economically Disadvantaged ATSI designation

·         Math scores are well below proficient

·         Family and parent involvement is low

·         Building safety improvements are needed

·         Training is needed to improve PLC meeting effectiveness

·         Science data is pretty stagnant

3.    Prioritize the school’s top needs as evidenced by the CNA.

·         Priority 1: Our school is designated an ATSI school for our economically disadvantaged student population. We have had this designation for the last 4 years now. It is essential that we target this group of students to help them succeed, to help them build confidence, to overcome this ATSI designation, and to show our economically disadvantaged students their potential.

 

·         Priority 2: Our student’s math scores have shown a lack of appropriate growth on both Acadience and RISE tests. A greater focus on tier 1 math instruction and regular math interventions need to happen. Teachers also need to become more familiar with the math standards and math curriculum and to appropriately adjust instruction based on data through the PLC process.

·         Priority 3: Our parents and families have had very few opportunities to be in our building and to be involved. We need to change this, so that parents and families feel a part of our school community. Through events focused on academics, climate and culture, positivity, involvement, and belonging, we will be able to grow our community outside the walls of the school. This will also help parents to understand the academics and other needs of our school.

Show how Title I funds, along with other local, state and/or federal resources, will be used to implement the Schoolwide Program strategies.

Schoolwide Program Initiatives	Funding Stream/Program* (list all that apply)	Approximate $ Amount	Additional Resources**
Initiative: Instructional aides will be hired to help with tier 1 reading and math instruction and interventions and to allow teachers appropriate time to meet in PLCs and address needs.	·         Title I, Part A ·         TSSA ·         Trustlands ·         At Risk Funds	$119,000   ($30,989.74 from Title 1)	** Teacher quality, academic rigor, instructional time and attention, early learning/interventions.
Initiative:   After school classes for economically disadvantaged students to promote academics, social and emotional skills, and behavior	·         Title I, Part A ·         Local school funds	$7,500   ($6,947.59 from Title 1)	** Academic rigor, instructional time and attention, early learning/interventions, diverse and inclusive school approaches.
Initiative:   Morning and evening events focused on academics, climate and culture, parent and family involvement, and positivity will take place throughout the year.	·         Title I, Part A ·         Building Leadership Stipend Money ·         Local school funds ·         PTA Funds	$5,000   ($2,396.51 from Title 1)	** Academic rigor, instructional time and attention, early learning/interventions, diverse and inclusive school approaches, family academic engagement.

 

*Additional Programs/Funding Streams: Title I, Part C, Education of Migratory Children; Title I, Part D, Programs for Children and Youth Who are Neglected, Delinquent, At-Risk; Title II, High Quality Teachers and Principals; Title III, Language Instruction for Limited English Proficient and Immigrant Students; Title VI, Indian Education; Title VII, Part B, McKinney-Vento, Education for Homeless Children and Youths; IDEA, Part B, Assistance for Children with Disabilities; Carl D. Perkins, Vocational and Technical Education (CTE); Title I, Family Engagement; Title I, Sec. 1003(a) and (g), School Improvement; State School Turnaround; Utah Trust Lands; State Enhancement for At-Risk Students (EARS); etc.

 

**Additional Equity Resources: teacher quality, school leadership quality, academic rigor, instructional time and attention, early learning/interventions, whole child approaches, diverse and inclusive school approaches, family academic engagement, etc.

Title I Meeting: September 29, 2025, at 3:45 pm.