Special education services are available for qualified students with learning disabilities, speech or language difficulty, guidance needs, or students who are English Language Learners. Four full-time teachers support the faculty and students; BYU Facilitator, Title I Specialists in Math and Title I Specialist in Language Arts. Teachers participate in Professional Learning Communities weekly. They collaborate on individual student needs and best teaching practices. Columbia enjoys the services of a supportive PTA and School Community Council. Columbia has a Family Learning Center that provides support for qualified children and parents with financial, social or counseling needs and computer, GED and English classes are offered Critical Needs and School Analysis Summary 1. Maintain a Master Schedule. Grade levels need to collaborate to reach common curriculum goals. Educators need to focus on the Utah State Core Curriculum, instruction and assessment to improve student achievement. Professional Learning Communities could provide structure for data analysis, aligned curriculum planning and collaboration that will lead to improved instruction and student achievement. 2. Continued professional development is needed to provide school wide, level and teacher training. Adequate resources for professional development need to be provided. Teachers need time to clarify performance standards and ensure they are clearly communicated, evident in classrooms, and observable in student work. Professional development in the areas of Language Arts, WIDA training, Math, Response to Intervention training and Professional Learning Communities will lead to improved student achievement. 3. The Economically Disadvantaged and ELL subgroups have the greatest opportunity for improvement in Language Arts, Math and Science. These students need to be provided additional instruction and intervention to improve achievement. CRT data indicates an upward growth trend but there is still opportunity for growth. Both formative and summative evaluation data will need to be analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Effective, varied, and differentiated research-based instructional strategies need to be implemented in the classroom to meet the needs of all students. Materials need to be purchased and utilized to support and enhance student achievement. These needs will be addressed through the Master Schedule that provides for a 180-minute Language Arts block. Within that block there is a Guided Reading Hour that focuses on at-risk students. Highly qualified trained
Special education services are available for qualified students with learning disabilities, speech or language difficulty, guidance needs, or students who are English Language Learners. Four full-time teachers support the faculty and students; BYU Facilitator, Title I Specialists in Math and Title I Specialist in Language Arts. Teachers participate in Professional Learning Communities weekly. They collaborate on individual student needs and best teaching practices. Columbia enjoys the services of a supportive PTA and School Community Council. Columbia has a Family Learning Center that provides support for qualified children and parents with financial, social or counseling needs and computer, GED and English classes are offered Critical Needs and School Analysis Summary 1. Maintain a Master Schedule. Grade levels need to collaborate to reach common curriculum goals. Educators need to focus on the Utah State Core Curriculum, instruction and assessment to improve student achievement. Professional Learning Communities could provide structure for data analysis, aligned curriculum planning and collaboration that will lead to improved instruction and student achievement. 2. Continued professional development is needed to provide school wide, level and teacher training. Adequate resources for professional development need to be provided. Teachers need time to clarify performance standards and ensure they are clearly communicated, evident in classrooms, and observable in student work. Professional development in the areas of Language Arts, WIDA training, Math, Response to Intervention training and Professional Learning Communities will lead to improved student achievement. 3. The Economically Disadvantaged and ELL subgroups have the greatest opportunity for improvement in Language Arts, Math and Science. These students need to be provided additional instruction and intervention to improve achievement. CRT data indicates an upward growth trend but there is still opportunity for growth. Both formative and summative evaluation data will need to be analyzed to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Effective, varied, and differentiated research-based instructional strategies need to be implemented in the classroom to meet the needs of all students. Materials need to be purchased and utilized to support and enhance student achievement. These needs will be addressed through the Master Schedule that provides for a 180-minute Language Arts block. Within that block there is a Guided Reading Hour that focuses on at-risk students. Highly qualified trained
Columbia-Title-I-Plan-2014-15-compressed.docx