Community Council

Agenda 11/05/2015

Community Council

LPA’s community council is an advisory body made up of willing parent volunteers and school staff who care about the success of students and the school’s overall academic success. The council’s actions and plans are overseen by LPA’s governing board. LPA values parent input and encourages parents to participate in the community council.

Although charter schools are not required to have a council, but instead are just required to have a trust land committee, LPA chooses to have a community council to seek parent input for LPA’s Title I goals as well as preparing the School Land Trust Program. The council meets five to six time during the school year.

To prepare the School Land Trust Plan, the council identifies the school's greatest academic need(s). When the council’s plan is approved, the school receives an annual dividend from the permanent State School Fund to implement the school's plan during the next school year.

The council also discusses the goals of Title I, which focuses specifically on academic success in Reading/Language Arts and Mathematics.  The council reviews disaggregated data to assure that all students, including economically disadvantaged students, receive the academic help they need to continue to make progress in these areas. The council discusses what the school is doing to maintain teacher quality and how to continue to encourage parent involvement in their children’s success.

2015-2016 Community Council Members:

Name

Association

Joined

Email

Greg Mortensen

Parent

13-Oct

 

Maren Hillbig

Parent

13-Oct

 

AnnMarie Thurgood

Parent

13-Oct

 

Nyman Brooks

Admin

13-Oct

 

Angela Bothwell

Staff

6-Oct

 

Paul Murphy

Staff

13-Oct

 

Louisa Walker

Parent

13-Oct

 

Jenny Kohler

Parent

13-Oct

 

Tina Huber

Staff

13-Oct

 

Jill Poulsen

Parent

13-Oct

 

 Jennifer Townsend        Parent    13-Oct  
 Melanie Mortensen        Parent    13-Oct  
 
Marley Ferrin 
Parent 3-Dec  
     

School Land Trust

School Land Trust Plan

Legacy Preparatory Academy (LPA) has a goal to increase language arts skills.  More specifically, LPA wants to focus on developing reading comprehension skills and improving writing skills, particularly in second through sixth grades. Although 2013 CRT proficiency scores in Language Arts were higher than state averages, proficiency levels in grades 3rd–5th were slightly lower than in grades 6th-9th. LPA also recognizes that writing skills need to be improved in earlier grades to better prepare students for entering upper elementary grades. Although 5th graders scored 97% proficient on the Direct Writing Assessment in 2013, when looking at 3rd and 4th grade 2013-14 writing scores assessed by the Utah Write Formative Writing Assessment, LPA learned that early elementary grades need to demonstrate greater writing proficiency on writing assessments. 

During the past two years since 2011, LPA has supplemented language arts instruction in kindergarten and first grades with Spalding methods and extra professional development in comprehension and writing strategies. Looking at DIBELS scores, LPA has learned that the kindergarten and first grades have shown greater improvement in reading scores in the last two years than in second and third grades as a result of this training.  Writing samples in the first grade have also shown progress in writing abilities and skills. LPA would like to implement Spalding methods and extra professional development throughout the rest of the elementary grades in order to reach the goal of developing stronger reading comprehension and writing skills for all grades.

With School Land Trust monies, LPA’s Community Council has chosen to start building skills by providing elementary teachers professional development in Spalding Methods to increase reading comprehension and writing skills. LPA has chosen the Spalding Method for the following reasons:

 

·         The Spalding Method of text comprehension includes five proven comprehension strategies: 1) self-monitoring, 2) making connections, 3) predicting, 4) categorizing information, and 5) summarizing main ideas.

·         Spalding’s Vocabulary instruction focuses on 1) high frequency core vocabulary words, 2) teaching word parts as well as usage and meanings, and 3) extending vocabulary through use of quality literature.

·         In addition to phonemic awareness Spalding incorporates systematic phonics, which integrates precise handwriting techniques with sound-symbol relationships as a multi-sensory bridge between essential phonics skills and their practical application for writing and reading.

·         The Spalding Method of teaching fluency uses proven strategies to help automate the reading process by developing automatic word recognition and modeling intonation and expression, both of which are critical pre-requisites for building reading fluency and comprehension.

·         Spalding promotes higher level thinking and the development of self-regulated writing strategies.

·         Spalding allows for instructional flexibility to differentiate instruction and to provide more cross-curricular writing opportunities.

·         It is aligned with the Common Core Standards.

 

The Spalding training will include Courses 1 and 2 over a two year period, starting in the fall of 2014.  Most teachers will participate in Course 1 before school in the fall of 2014; however, those teachers and coaches in the kindergarten and first grades who have already taken Course 1, will participate in Course 2. To provide the Spalding training, LPA will not only use School Land Trust monies to pay for the professional development services, but will also pay teachers taking Course 1 for four additional days of training before school. Those taking Course 2 during the summer will be paid for 10 additional days of training. LPA will also spend grant monies to purchase all training, teaching and student materials associated with the Spalding Method, and will purchase supplemental, scientifically- researched writing instruction books which focus on self-regulated strategy development writing goals for students.

Title 1 

LPA received the High Performing School Award from the USOE's Title I Programs in January, 2013

Teachers in the elementary grades will be trained in the grammar stage and direct instruction to help build the foundations of knowledge of basic reading and math skills. Elementary teachers will be trained to understand that during the early years of instruction, classical education has two purposes: to teach the child to read quickly, well, and habitually; and to fill the student's mind with stories of every kind, such as myths, legends, classic tales, biographies, poems, and great stories from history. In math teachers will be trained in Rocket Math for review of facts. Kindergarten-2nd grade teachers will be trained in Connecting Math Concepts, which is a direct instruction math curriculum. Higher level elementary and secondary math teachers will receive professional development in Saxon Math. Saxon Math provides unique, incremental math instruction so students can reach mastery and beyond through time to practice and process math concepts. Teachers will learn to provide instruction that takes students from understanding concrete mathematical concepts to pictorial to abstract concepts.

All LPA elementary teachers and paraprofessionals will receive professional development in Response To Intervention, which will train teachers in analyzing student data and in implementing strategies to align research-based interventions to student needs. Administration will work closely with teachers to coordinate small reading and math groups and to place students in appropriately leveled specialized English and math classes based on student data. LPA will use Title I monies to provide Instructional Coaches in the early elementary grades to support professional development to teachers and paraprofessionals in their direct instruction reading curriculum and other research-based interventions and specialized teaching strategies. Teachers will also receive support from team leaders and mentors in weekly grade and team meetings.