School Community Council 2017 - 2018
John Roberts - Chair - firstname.lastname@example.org
Matt Carney - Vice Chair - email@example.com
Crendalyn Carney - firstname.lastname@example.org
Kim Wimmer - email@example.com
Carolyn Smith - teacher - firstname.lastname@example.org
Lisa Child - email@example.com
Julie Balhorn - firstname.lastname@example.org
Kourtney Andreason - email@example.com
Jennifer Ashley - firstname.lastname@example.org
Jesse Kiefert - email@example.com
Emily Hansen - teacher - firstname.lastname@example.org
SCC Meeting Dates:
September 27, 2017
November 15, 2017
January 10, 2018
March 14, 2018
Parents Come Help Us!
We received $113,160 for the 2017-2018 Land Trust Plan, some of that being carry-over from last year. These funds are used to directly help students. We pay for reading aides to work with students at school in language arts skills and we help teachers get endorsements and trainings that directly affect the way they teach their students to improve proficiency. By joining the School Community Council you can help influence the way these funds are spent as we discuss the needs of the school and how to spend money to help students increase proficiency in school, especially in the areas of Language Arts and Math.
Welby Land Trust Summary 2016-2017
Welby identified 2 academic areas to focus on during the 2016-2017 school year – language arts and math. A goal was set to improve our scores by 1 ½ % points and we well exceeded our goal in many areas. Most grades in most areas increased their percent of students proficient from 2 percentage points up to 16 percentage points. Amazing! In the areas where we dropped we are looking carefully to try and identify why these drops may have occurred and are working to correct those issues. We have very hard working teachers at Welby and we will work hard to improve our instruction to help all students grow.
Land Trust funds were spent to improve student academic performance. Struggling students in reading were identified by CRTs (Criterion Reference Tests), PALS (Phonological Awareness Literacy Screening), Dibels, and Fountas and Pinnell assessments. Struggling students in math were identified by CRTs, block and benchmark assessments. Tier II interventions for targeted students were provided in both reading and math. Three literacy aides were hired to support the Tier II interventions for students. We also had a reading specialist with three aides working specifically with struggling students who are close to grade level but just need a bit more help. We saw amazing results with those students. We have expanded that effort this year to have our reading specialist work with all grades and to further improve the great work our reading aides do in our younger grades. Professional Development will be offered to teachers, which directly relates to the instruction of students, professional learning communities, and/or response to intervention to improve practice within the classroom.
Funds were also used to support Professional Learning Communities (PLCs). Teachers met 45 minutes each on the first and third Wednesday’s in PLCs to review and analyze student data, collaborate to meet the needs of all students, and to participate in ongoing job embedded profession development. They also met a third time each month on a Friday afternoon where we could meet for an hour instead of 45 minutes and also have opportunities to do vertical teaming with other grades since all teachers collaborate at the same time. Common formative assessments in all content areas among teams were used throughout the school year to determine curriculum being taught within the classroom.
The Land Trust goals were worked on by using the funds to hire and pay the salaries for three 17-hour reading/writing paraprofessionals who provided support for teachers and intervention support for students who were below grade level in reading. Students received Tier II support Monday through Thursday in grades K-3 using the Star Reading Program.
The paraprofessionals also substituted for the classroom teachers so that they could meet in Professional Learning Communities to analyze student data and growth in reading and math each Monday. Reading and math interventions were based upon the data discussed in PLCs.
Teachers also participated in professional development opportunities to improve their teaching methods in reading and math and other academic areas as well.