SCHOOL LAND TRUST
ADMINISTRATION FOR DISTRICTS & SCHOOLS
Final Report 2014-2015 - Special Programs/Other This Final Report is currently pending initial review by a School LAND Trust Administrator. You may unlock the Final Report to edit/update non-substantive changes without a vote.
Financial Proposal and Report
This report is automatically generated from the School Plan entered in the spring of 2014 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2014-2015. Description Carry-Over from 2013-2014
Planned Expenditures (entered by the school)
Actual Expenditures (entered by the District Business Administrator)
Actual Expenditures (entered by the school) $0
N/A
$1,428
Distribution for 2014-2015
$13,321
N/A
$13,804
Total Available for Expenditure in 2014-2015
$13,321
N/A
$15,232
Salaries and Employee Benefits (100 and 200)
$0
$6,500
$3,850
Employee Benefits (200)
$0
$0
$0
Professional and Technical Services (300)
$0
$0
$3,850
$0
$0
$0
$2,500
$2,500
$0
Repairs and Maintenance (400) Other Purchased Services (Admission and Printing) (500) Travel (580) General Supplies (610) Textbooks (641) Library Books (644)
$0
$0
$0
$1,500
$4,342
$4,342
$0
$0
$1,166
$2,821
$1,669
$503
Periodicals, AV Materials (650-660)
$0
$0
$0
Software (670)
$0
$0
$2,500
Equipment (Computer Hardware, Instruments, Furniture) (730)
$0
$0
$0
$13,321
$12,361
$12,361
$0
N/A
$2,871
Total Expenditures Remaining Funds (Carry-Over to 2015-2016)
Goal #1 Goal 100% of students who have been identified as ?intensive? according to the Next Steps Reading assessment will receive formal reading interventions.
Academic Areas Reading
Measurements This is the measurement identified in the plan to determine if the goal was reached.
Every student will be assessed using the Next Steps Reading assessment to determine baseline data Next Steps Reading assessment will be conducted three times per year for students in Grades 1-3.
Please show the before and after measurements and how academic performance was improved.
Each student in grades 1-3 was assessed using one of the following tools: Fountas & Pinnell, DIBELS, or Jerry Johns.
Action Plan Steps This is the Action Plan Steps identified in the plan to reach the goal.
In addition to the school?s Reading Specialist, at least one Reading aides will continue to be employed to provide small-group reading interventions to at-risk readers. Next Steps Reading assessment will be conducted at regular intervals for 1-3 students. In addition to classroom Tier II instruction, all students who are identified as ?intensive? by the Next Steps Reading assessment will receive additional reading interventions from the Reading Intervention team. A Reading Leveled-Library and the school library will continue to be enhanced to provide resources to be used for small-group reading instruction. Summer Literacy Camp will be provided to students who are identified as the most at-risk. One aide assisting with reading interventions in each division as needed. Substitute teachers and stipends will be paid to allow for the training on the Next Steps reading intervention program for those aides and teachers doing reading intervention.
Please explain how the action plan was implemented to reach this goal.
All reading specialists and several other staff members were trained on how to implement the Next Steps Reading Program. Materials were purchased to support the implementation of this program with our students. None of the funding was used to pay any salary or benefits. Instead we provided employee training and development to current staff on how to deliver the Next Steps Reading program. All items went directly to support the implementation of this program with our students and to assess their progress while implementing these techniques and strategies.
Expenditures Category Salaries and Employee Benefits (100 and 200) General Supplies (610)
Library Books (644)
Estimated Cost
Actual Cost
1/2 of the instructional reading aides salary
$3,250
$3,850
This was used to train staff to deliver explicit instruction for reading. Reading specialists and other staff members received training from the University of Utah Reading Clinic This was actually spent on Employee training and development (330).
index card, copy paper, colored dots, plastic organizer boxes, student white boards white board cleaner, binders, pencils, plastic page protectors, composition books, markers, self-adhesive labels, sharpies, timer, cardstock, library pockets, money envelopes, snack size ziplock bags, Student incentives and rewards
$1,500
$4,342
This was used to purchase index cards, markers, stickers, notebooks for students, composition books, study kits, library pockets, student incentives, binders, books and assessments.
For the Next Steps reading intervention program we are required to by Basal readers this money would go to that
$2,821
$1,669
Leveled readers were purchased and books were printed for student use. Of this total: $1,166 was spent on textbooks (641) and $503 level readers/library books (644).
Total:
$7,571
$9,861
Description
Actual Use
Goal #2 Goal Our goal is to have 100% of students receive technology-related instruction. the school is currently working on having a device in the hands of every student in our school. We have planned and will purchase iPads or laptops for the students who currently are without a device. We are planning to schedule technology time for each class at least weekly
therefore every student will receive at least the basic technology instruction during the 2014-2015 school year. Our goal is to have all student with at least a classroom device by October 1, 2014. We plan on meeting the goal of all student receiving technology-related instruction by May, 2015.
Academic Areas Technology
Measurements This is the measurement identified in the plan to determine if the goal was reached.
Two qualified computer aides who will continue to provide instruction in computer skills, research skills, and typing skills. This instruction will be provided on a weekly schedule to every student, K-6, in the computer lab or through the mobile computer lab. In addition, classrooms will continue to have their SMART boards, voice-enhancement systems, and projectors supported, iPads for each student. Every classroom is now equipped with each of these items, however, there remains maintenance costs to keep them functioning.
Please show the before and after measurements and how academic performance was improved.
We used other funding to purchase and maintain our iPads and laptops for student use.
Action Plan Steps This is the Action Plan Steps identified in the plan to reach the goal.
We will pay 1/2 of the wages for a computer aide who will provide classroom assistance to enrich the technological instruction provided in the classroom. This aide will also be used to assist any of our severely disabled student and their classroom teacher on which device might work the best with this child and their specific needs. To provide in-service opportunities to develop skills with classroom technology (I.e. SMART boards, iPads, etc.) To support existing technology plan with necessary replacement items (i.e. bulbs, projector replacements, voice enhancement repairs/replacements
Please explain how the action plan was implemented to reach this goal.
Instead of hiring aides to support existing technology. We provided training to current teaching staff on how to use the technology. Funds to support necessary replacement of bulbs, projector replacements, etc. were taken from another funding source.
Expenditures Category
Description
Estimated Cost
Actual Cost
Actual Use
Salaries and Employee Benefits (100 and 200)
1/2 of an instructional technology aides salary, these aides will assist students in classrooms as well as in our computer labs with their technology needs. Currently we have no technology aides. We plan on hiring these aides for the 2014-2015 school year. Because we have schools in 3 different locations we may not be able to hire an aide for each area during the 2014-2015 year but this is a good starting place to help us reach this goal.
$3,250
$0
We were unable to hire any aides to support this goal. Instead we have trained teachers and current aides on how to use various technologies with students.
Other Purchased
Renewal of the MAPs assessment license. This is the assessment that we are currently using to assess our students annually to determine progress towards meeting our annual academic goals. This assessment test
$2,500
$2,500
The MAPs assessment subscription was
Purchased Services (Admission and Printing) (500)
students annually to determine progress towards meeting our annual academic goals. This assessment test our students in Math and Reading at this time. We are considering purchasing the assessment for the Science area however this money will not cover this expenditure during the 2014-2015 school year.
Total:
subscription was renewed. This should actually be accounted for under 670, but this was not available in this tracking tool. $5,750
$2,500
Actual Carry-over In the Financial Proposal and Report, there is a carry-over of $2,871 to the 2015-2016 school year. This is 21% of the distribution received in 2014-2015 of $13,804. Please describe the reason for a carry-over of more than 10% of the distribution.
We had such a small amount of funding, so we focused spending on specific items needed to implement the Next Steps Reading program. We did not purchase as many materials and incentives as we anticipated. We intend to use the carry forward amount to continue to expand the utilization of this program next year.
Increased Distribution
Edit
The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.
If we have any increased distribution we would use it towards the salary of our instructional aides.
Description of how any additional funds exceeding the estimated distribution were actually spent.
As described.
Publicity The following items are the proposed methods of how the Plan would be publicized to the community: School newsletter School website Sticker and stamps that identify purchases made with School LAND Trust funds. The school plan was actually publicized to the community in the following way(s): School website Other: Please explain. Parents were notified during individual parent conferences and IEP meetings for their child.
Policy Makers 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. Barbara W. Corry
State School Board: Brittney Cummins David L. Crandall David Thomas Dixie Allen Jefferson Moss Jennifer Johnson Joel Wright Laura Belnap Leslie Castle Linda Hansen Mark Huntsman Spencer Stokes Stan Lockhard Terryl Warner
Summary Posting Date A summary of this Final Report was provided to parents and posted on the school website on 20151030
Council Plan Approvals Number Approved
Number Not Approved
8
Number Absent 0
BACK
| | | | Copyright © 2015 State of Utah All rights reserved.
Vote Date 0
2014-03-18
