Fremont County Joint District #215

Fremont County Joint District #215

Continuous Improvement Plan

2017-2018

Learn – Build – Lead

Reviewed: September 18, 2017 Approved by Board of Trustees: September 21, 2017

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Table of Contents

Motto, Mission, Vision .................................................................................................................... 3

Demographic Data .......................................................................................................................... 4

Student Achievement and Growth Goals ....................................................................................... 5

College and Career Readiness Goals ............................................................................................... 6

Graduation Rate Goal ................................................................................................................... 10

Progress Report 2016-2017 .......................................................................................................... 11

Appendix A: Literacy Plan ............................................................................................................. 12

Appendix B: College and Career Readiness .................................................................................. 18

Section 33-320 Idaho Statute ...................................................................................................... 20


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Motto:

Learn – Build – Lead

We seek to learn. We pursue excellence through hard work and life-long learning. We recognize that different perspectives increase our understanding. We embrace what is already working

and seek for ways to improve.

We seek to build. We seek to build bridges of collaboration to promote understanding and hope. We build individuals and place students as the top priority in decision-making.

We seek to lead. We lead forward to improve our own lives, enrich the lives of others, and

improve the organizations of which we belong.

Mission:

School District 215’s mission is to educate and prepare all learners to excel and become contributors in their communities by providing opportunities, skills and tools to communicate,

solve problems, build bridges and lead.

Vision:

We empower individuals to become builders and leaders who work hard, seek excellence in their own lives, and serve in their families and communities.


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1. Analyses of demographic data:

OUR COMMUNITY: Fremont County has a population of 12,819. 96.2% of Fremont County residents are White.

15.1% of families are below the poverty level.

The median household income in Fremont County is $44,991. 88.5% of Fremont County residents have a high school diploma or higher.

19.7% of Fremont County residents have a bachelor’s degree or higher. *U.S. Census Bureau. Quick Facts, 5-year Estimates

OUR STUDENTS:

82.5% of our students are White.

18.48% of our students are Hispanic or Latino.

17.27% of our students are American Indian/Alaska Native.

<1% of our students are Black/African American.

<1% of our students are Asian.

<1% of our students are Native Hawaiian/Pacific Islander 52.71% of our students qualify for the free/reduced lunch program.

10.09% of our students qualify for special education services.

6.55% of our students are not proficient in English.

95.45% of our students graduate from high school.


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GOALS

2. Student Achievement and Growth Goal

A. By 2018, Fremont County Joint School District #215 students in Kindergarten

through third grade will meet or exceed the IRI grade level benchmark goals.

B. Measurable Target:

Kindergarten – 60%

1st Grade – 70%

2nd Grade – 80%

3rd Grade – 85%

C. Key Performance Indicator for 2017-2018: Kindergarten through 3rd grade students

will participate in the Idaho Reading Indicator in the fall and spring each year.

IRI Spring 2017 Scores:

District Wide Kindergarten 1st 2nd 3rd

Benchmark Goal 60% 70% 80% 85%

Benchmark 77% 70% 71% 73%

Strategic 15% 21% 18% 16%

Intensive 8% 9% 11% 11%

IRI Spring 2016 Scores:

District Wide Kindergarten 1st 2nd 3rd

Benchmark Goal 60% 70% 80% 85%

Benchmark 83% 71% 70% 73%

Strategic 13% 19% 19% 12%

Intensive 4% 10% 11% 15%

See Appendix A – Literacy Plan


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3. College and Career Readiness Goals

The primary goals of the College and Career Readiness plan are to: 1. Increase staff and student usage of the CIS program; 2. Increase the number of student who meet the college and career readiness

standards/expectations; 3. Provide students with an opportunity to visit a college campus.

Using existing professional staff (i.e., teachers, counselors, administrators, etc.), the schools will implement a series of activities designed to encourage students to explore new career and educational opportunities. Counselors will specifically identify at-risk students who may not have other support. Increase use of CIS Teachers and students will be trained to use the CIS system more effectively to develop career and college plans. Specific activities will be identified that students will be guided to complete in CIS in grades 7-12. Additional CIS modules will be purchased that will include interest inventories, skill assessments, and college entrance exam preparation. School counselors will provide staff-specific training for their respective teachers on the relevant activities for the grade levels in the school during the district-wide inservice on January 16, 2017. Teachers who meet specific implementation requirements will have the opportunity to earn a stipend for using CIS in their classrooms. Transportation to colleges High school students in grades 10-12 who complete specific assignments and/or modules in CIS during their classes will qualify to travel with their class to visit regional college campuses. 10th graders will visit BYU-Idaho in Rexburg, 11th graders will travel to EITC and University Place in Idaho Falls, and 12th graders will visit Idaho State University in Pocatello. Parent Involvement All secondary schools will hold back-to-school nights for parents and students. The high school counselors will schedule parent meetings to discuss college and career plans. They will also hold financial aid trainings for parents and students. College and Career Days Each high school will organize a college fair and/or career day for high school students. Test Preparation Students in 8th grade will be given the opportunity to take a grade-appropriate assessment (i.e., PSAT 8/9) designed to help the students prepare for the SAT and/or ACT. Report on Performance Measures The College and Career Readiness Plan will be evaluated based on the following measures:

1. Number of students completing specific modules in CIS.

CIS Module NF SF Total

Career Cluster Inventory 50 52 102


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Entrepreneurial Career Assessment Form 0 1 1

Financial Aid Sort 0 0 0

IDEAS 24 7 31

Interest Profiler 23 24 47

Interest Profiler Short Form 1 8 9

Learning Styles Survey 2 172 174

Occupation Sort 35 5 40

Reality Check 47 50 97

School Sort 19 1 20

SKILLS 1 1 2

Work Importance Locator 47 71 118

Workplace Employability Skills 0 81 81

Application Tracker 3 39 42

Career Plan 64 4 68

Checklists 53 372 425

Course Planner 18 10 28

Resume Creator 0 0 0

Assessment Link 0 0 0

Career Plan 64 4 68

Curriculum 0 0 0


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Financial Aid 2 4 6

Green Jobs 0 0 0

Idaho Schools 17 7 24

Industries 0 0 0

Job Search 0 0 0

Military Occupations 0 0 0

Occupations 38 19 57

Programs of Study 3 3 6

Self-Employment 0 0 0

US Colleges and Universities 23 40 63

2. Number of teachers using CIS.

North Fremont JH/HS 2

South Fremont JH 1

South Fremont HS 28

3. Number of students using test preparation modules in CIS.

American College Testing Assessment 0 6 6

General Educational Development 0 1 1

Peterson’s Practice Tests for the CLEP Nat. Sci 0 1 1

PSAT 0 8 8

Peterson’s Practice Tests for the SAT 0 77 77

Peterson’s Academic Skills Question Banks-Writing 9-12 0 2 2


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Peterson’s Academic Skills Question Banks-Reading 9-12 0 1 1

Peterson’s Academic Skills Question Banks-Math 6-8 0 1 1

Peterson’s Academic Skills Question Banks-Math 9-12 0 2 2

Peterson’s Practice Tests for the ACT WorkKeys: Applied Mathematics 0 2 2

Peterson’s Online Course for the SAT 2016 0 26 26

TOTALS 0 127 127

4. Number of students who qualify to attend college visits.

North Fremont JH/HS 0 (no college visits were held)

South Fremont JH 131 7th graders 113 8th graders

South Fremont HS 80 11th and 12th graders

5. Number of parents who attend parent meetings.

North Fremont JH/HS 73

South Fremont HS 40

See Appendix B – College and Career Readiness Plan


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4. Graduation Rate Goal

A. 100% of Fremont County Joint School District #215 students will graduate from high

school.

B. Measurable Target: All Fremont County Joint School District #215 students will

graduate.

C. Key Performance Indicator: Students that graduate in four years of high school will

be counted toward the graduation rate.

2017 Graduation Rate Fremont County Joint School District #215

Idaho State Graduation Rate (2016)* 79.5%*

North Fremont High School 92.68%

South Fremont High School 96.70%

District Total 95.45%

2016 Graduation Rate Fremont County Joint School District #215

Idaho State Graduation Rate 79.5%

North Fremont High School 100%

South Fremont High School 98.99%

District Total 99.26%


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REPORT OF PROGRESS (2016-17) – GOALS

1. Student Achievement and Growth Data

During the 2016-17 school year, district reading fluency (words read correctly) average benchmark scores as measured by the Spring 2017 RCBM assessments were as follows:

Grade Avg. Score

Proficiency

First 74 72

Second 116 92

Third 138 110

Fourth 141 139

Fifth 160 153

Sixth 88 166

2. College and Career Readiness – SAT Scores

2016 SAT Scores 2017 SAT Scores

Evidenced Based Reading & Writing 481 Reading & Writing 465

Math 481 Math 461


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Appendix A:

LITERACY INTERVENTION PROGRAM

(2017-2018)

School District #215 Name: Fremont Joint School District

Superintendent Name: Byron Stutzman Phone:208-624-2501

E-mail:[email protected]

Literacy Plan Contact Name: Byron Stutzman Phone:208-624-2501

E-mail: [email protected]

Program Summary (2016-2017)

The Literacy Intervention Program Plan from 2016-2017 provided useful information to

guide the 2017-2018 school year plan. Successful parts of the program included:

● Teachers started using Mileposts as the IMS system district-wide ● All day, every day Kindergarten started at the largest elementary school ● Extended day reading program had evidence of student growth ● EL student data drove the decision to pursue the EL grant from the state

The learning opportunities included:

● The district Literacy Plan did not include administrative follow-up ● Individual schools did not follow a standard protocol making results inconsistent ● Data was not used to inform instructional decisions ● The ineffectiveness of the plan established the need for a district wide process

for data informed decision making ● More Literacy Professional Development training is warranted

Program Summary (2017-2018) – REQUIRED

The goal of the district’s Literacy Intervention Plan for 2017-2018 is to start identifying

at-risk students in order to provide individualized interventions as early as possible. To

accomplish this goal, the instruction and processes will be streamlined to improve

teacher understanding and implementation. The district’s new ELA core curriculum,

Houghton Mifflin Harcourt (HMHCO) Journeys, includes tiered interventions. This


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program will be used for all students district-wide. Istation, which will be used for

interventions, diagnostic assessments, and progress monitoring, is also new this year.

Both of these are research-based curriculums that include phonemic awareness,

decoding, fluency, vocabulary, and comprehension instruction. Istation and Journey’s

diagnostic assessments will be used to pinpoint individual student skill strengths and

weaknesses. Additional information may be obtained through the use of CORE

(Consortium On Reading Excellence in Education) assessments.

All interventions will be delivered based upon a tiered system of support to ensure

individualized student success. Interventions will be different for Kindergarten students

and grades 1st-3rd.

Kindergarten:

● An additional teacher will be hired for the largest school ● Students will attend all day, every day at this school ● The school’s five Kindergarten teachers, two of which are EL trained, will develop

a Co-Teaching model to ensure early interventions are provided for English Language learners to meet their individual needs

● Diagnostic assessments will be administered to student needing additional support so instruction can be targeted

● Summer school will be offered if needed

1st-3rd grades:

● Additional literacy skills instruction will come from a 40-hour extended day program

● Diagnostic assessments will be administered to students needing additional support so instruction can be targeted

● Summer school will be offered if needed

District Intervention Protocol:

1. IRI, Istation, and Journeys Benchmark testing will be given to all students. This data,

along with other historical data which might include WIDA scores, will be placed into

our IMS (Mileposts).

2. The student data will be reviewed by the classroom teachers during, but not limited

to, PLC and/or preparation time.

3. Individualized student literacy plans will be created on the diagnostic testing results.

The plans will be based on a Multi-tiered System of Support for struggling students in

Tiers 2 and 3 and for students needing enrichment opportunities. Supports will be:

● Tier 2 and 3- In addition to classroom intervention, students will be provided with a 40 hour extended day literacy program. Summer School will be offered as needed. Istation and Journeys interventions, along with individualized strategies which may include small group instruction, will be used during this time.

● Enrichment opportunities will be provided in the classroom based on individual needs.


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4. Progress monitoring will take place monthly for Tier 2 and Enrichment students and

bi-monthly for Tier 3 students. Adjustments in student interventions will be

administered based on PLC and/or individual teacher recommendations.

Monitoring of Student Progress:

Individual student progress will be tracked using progress monitoring data derived from

information in Mileposts and Istation. Monitoring will be documented in Mileposts and in

PLC notes. This documentation will need to be provided to administration by the 10th of

each month to ensure success of the students. Monitoring information will be shared

with parents on a monthly basis as well.

Comprehensive Literacy Plan Alignment - REQUIRED (see Instructions)

Comprehensive Literacy Plan Alignment

The following excerpts from the district’s Comprehensive Literacy Plan are in alignment

with the Idaho Comprehensive Literacy Plan.

● The IRI assessment will be administered to all K-3 students and will be used for Benchmarking purposes.

● Parents will be informed in writing, within 30 instructional days of the IRI assessment, if their student scored in the Basic (2) or Below Basic (1) categories. They will also receive a copy of their child’s Individualized Reading Intervention Plan.

● All students receiving a Basic or Below Basic score on the IRI assessment will receive diagnostic testing so individualized plans can be created.

● Intervention instruction will be focused on improvement of specific student skill deficits.

● Bi-monthly or monthly monitoring of student data housed in Mileposts will be required.

● Focused instruction will be given based on the five essential reading components: phonemic awareness, decoding, vocabulary, fluency, and comprehension.

● District Teacher Support Specialists and building administrators will be available to assist teachers in understanding and implementing the literacy plan.

● 2017-2018 Professional Development will center on K-3 student literacy improvement.


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Parent Involvement - REQUIRED

Within 30 instructional days of the IRI testing results being presented to the district’s

elementary schools, written notice will be provided to all parents of students scoring in

the basic (2) or below basic (1) on the assessment, and whose scores have been

validated with multiple measures.

Initial notification will include:

● A statement indicating the deficiency in reading and a plan for improvement ● A description of current services being provided to the student ● A description of supplemental instructional services and supports available to

the student

Parents will be given the opportunity to approve the Individualized Reading Plan

designed to meet their child’s specific needs and make any changes.

Monthly progress reports and access to Istation will be provided to the parent(s) so

they stay informed of the student’s progress.


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REQUIRED Performance Metrics

(must be included in LEA Continuous

Improvement Plan)

SY 2015-16

(Yr 1)

SY 2016-17

(Yr 2)

Improvement

/ Change

(Yr 2 – Yr 1)

Benchmarks

(LEA Chosen

Spring 2018

Performance

Targets)

# of students who scored

“proficient” on the Kindergarten

Spring IRI

132 120 -12 +8%

% of students who scored

“proficient” on the Kindergarten

Spring IRI

83% 77% -6% 83%


“proficient” on the Grade 1

Spring IRI

105 110 5 +8%



Spring IRI

71% 70% -1% 76%



Spring IRI

124 112 -12 +8%



Spring IRI

70% 71% 1% 76%



Spring IRI

142 127 -15 +8%



Spring IRI

73% 74% 1% 80%

Performance Metrics Notes

The Performance Targets are based on an 8% increase for all grade levels on the Spring

IRI 2018 scores. The number of students scoring in the proficient range will vary

depending on 2017-2018 enrollment numbers, but should also increase by 8% over the

2016-2017 school year.

Performance Targets will be reviewed by the grade levels after the fall assessments have

taken place.


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Please proceed to the Literacy Intervention Program Budget and

Expenditures

District Name and Number: Fremont School District #215

Estimated Total Literacy Funding for 2017-2018 : $101,000.00

PERSONNEL COSTS Proposed Budget

Position / Item Details FTE Cost Per

FTE Total Cost

Amount from

Literacy Funds

Amount from Other

Funds

Kindergarten Teacher

1 Kindergarten Teacher for Henry's Fork Elementary - All Day, Everyday

1.0 48,145.00 48,145.00 24,072.00 24,073.00

Substitutes Stipends 32.0 60.00 2,420.00 1,920.00 500.00

Benefits

1 Kindergarten Teacher for Henry's Fork Elementary - All Day, Everyday

0.5 7,633.00 3,817.00 3,817.00 3,816.00

Benefits 32 substitutes stipends

32.0 13.00 519.00 416.00 103.00

Extended Day Teachers

Stipends 5.0 1,100.00 5,500.00 5,500.00 0.00

Benefits Extended Day Teachers

5.0 227.00 1,135.00 1,135.00 0.00

Literacy Trainer 2 days 2.0 3,500.00 7,000.00 7,000.00 0.00

Personnel Subtotal 68,536.00 43,860.00 28,492.00

PROGRAMS / CURRICULA COSTS Proposed Budget

Item Details # Items Cost Per

Item Total Cost

Amount from

Literacy Funds

Amount from Other

Funds

0.00 0.00

Programs / Curricula Subtotal 0.00 0.00 0.00

TRANSPORTATION COSTS (NOTE: Literacy Funds may not be used in excess of $100 per student for transportation)

Proposed Budget

Item Details #

Students Cost Per Student

Total Cost

Amount from

Literacy Funds

Amount from Other

Funds

0.00 0.00

Transportation Subtotal 0.00 0.00 0.00

OTHER COSTS Proposed Budget


Item Total Cost

Amount from

Literacy Funds

Amount from Other

Funds

Chrome Books w/licenses

Devices to complete assessments

120 225.00 27,000.00 27,000.00 0.00

Headphones Used with Chromebooks

250 15.00 3,750.00 3,750.00 0.00

Istation licenses HFE, PE, AE, & Teton School Licenses

4 21,530.00 21,530.00 0.00

Chromebook Carts

Mobile Labs 4 800.00 3,200.00 3,200.00 0.00

Supplies PD Supplies 1,660.00 1,660.00 0.00

Other Costs Subtotal 57,140.00 57,140.00 0.00

TOTAL COSTS & BUDGET $125,676.00 $101,000.00 $28,492.00


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Appendix B:

COLLEGE AND CAREER ADVISING AND MENTORING PLAN

(2017-2018) Pursuant to Idaho Code §33-1212A your school district/charter school must have a College and Career Advising and Mentoring Plan, plans must be submitted to the State Board of Education and the effectiveness of your plan must be reported annually. College and Career Advising and Mentoring Plan (Plan) must be submitted by October 1st of each year by emailing the plan to mailto:[email protected]. Plans may be submitted as a:

Consolidated plan combined with your school district Continuous Improvement Plan (incorporated within the plan or as an appendix to the plan) – When combining plans the consolidated plan must meet all of the requirements of each of the plans; or

Standalone College and Career Advising and Mentoring plan Pursuant to Idaho Code §33-1212A, school districts and charter schools:

May employ non-certificated staff to serve in the role of college and career advisors and student mentors.

Appropriate alternative forms of advising and mentoring must be research-based and may include the following:

1. High contact programs such as: a. Near peer or college student mentors; and b. Counselor, teacher or paraprofessional as advisor or mentor;

2. Collaborative programs such as: . Student ambassadors; and a. Cooperative agreements with other school districts or postsecondary institutions; and

3. Virtual coach or mentor programs Must provide professional development in the area of college and career advising to all staff

serving in the role of student mentors or advisors. All individuals providing services in the role of a college and career advisor must have a basic level of training or experience in the area of advising or mentoring to provide such services.

Must notify parents or guardians of all students in grades 8 through 12 of the availability of college and career advising provided by the district and how to access such services.

Must report annually on the effectiveness of their college and career advising programs as part of their annual continuous improvement plan.

Pursuant to Idaho Administrative Code, IDAPA 08.02.02.801, the following metrics must be included as part of the College and Career Advising and Mentoring Plans:

Percent of learning plans reviewed annually by grade level in grades 9 through 12 Number and percent of students who go on to some form of postsecondary education one and

two years after graduation (this information may be obtained from the State Board of Education Office)

Number of students graduating high school with a career technical certificate or an associate’s degree.

One or more additional metrics chosen by the school district or charter school to determine the effectiveness of the College and Career Advising and Mentoring plan

Plans must include baseline data (previous year at a minimum) and annual benchmarks (performance targets).


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School District Fremont County Joint School District #215

Supt. Byron Stutzman [email protected] Phone: (208)624-7542

Contact Name: David Marotz Phone: (208) 624-7880

E-mail: [email protected]

Summary of 2016-2017 School Year College and Career Advising and Mentoring Efforts:

School counselors purchased additional modules in CIS to help students more deeply explore their personal interests, dependable strengths, career opportunities, and college options. They conducted trainings for their respective staffs at South Fremont and North Fremont High Schools during the district-wide inservice on January 16, 2017. Teachers were encouraged to identify at least one activity or module in CIS that could be used in their classrooms and could be included in each individual student’s CIS portfolio. The counselors provided ongoing trainings and support for teachers as they experimented with the new modules. The counselor at South Fremont Junior High purchased access to CIS Junior and developed a three-year plan to introduce students to their individual strengths (grade 6), career aspirations (grade 7), and college/training planning (grade 8). At South Fremont Junior High, 104 out of 109 8th grade students took the PSAT 8/9 assessment. The administration and counselors spent two days (during Advisory) to teach students to read the score reports and interpret the results. Overall, 60% of the students met the benchmark on the English Language Arts test, and 25% met the benchmark in Mathematics compared to 50% and 35% scored at the national level on the tests respectively. in May, all 7th grade students traveled to Brigham Young University-Idaho to visit the planetarium and the botanical gardens. The 8th grade traveled to Idaho State University for a campus tour that included the history museum. Earlier in the year (October), the 8th grade traveled to Idaho Falls to the Museum of Idaho and EITC for a campus tour. North Fremont High School hosted a parent financial aid night during which the counselor and other staff were available to help students and parents complete the FAFSA form online. They later held a scholarship night in which representatives from various higher education institutions as well as local scholarship representatives taught students and parents about opportunities for financial aid. Both North Fremont and South Fremont participate in the College Application Week during the first week in November. Students were taught the process of applying for colleges, and nearly every student applied to at least one institution. College and Career Advising Model used by the LEA (if using research based model not identified in Section 33-1212A, Idaho Code, site research used):

Description of Model The primary goals of the College and Career Readiness plan are to:

1. Increase staff and student usage of the CIS program; 2. Increase the number of student who meet the college and career readiness

standards/expectations; 3. Provide students with an opportunity to visit a college campus.


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Using existing professional staff (i.e., teachers, counselors, administrators, etc.), the schools will implement a series of activities designed to encourage students to explore new career and educational opportunities. Counselors will specifically identify at-risk students who may not have other support and provide individual college and career counseling based on the individual student needs and interests. A part-time (10 hours per week) paraprofessional will be hired to help coordinate college and career activities with the counselors and administration of all secondary schools in the district. Description of college and career advising and or mentoring plan, break out plan by grade level (if variable by grade):

Increase use of CIS Teachers and students will be trained to use the CIS system more effectively to develop career and college plans. Specific activities will be identified that students will be guided to complete in CIS in grades 6-12. Additional CIS modules will be purchased that will include interest inventories, skill assessments, and college entrance exam preparation. Students at the junior high level (grades 6-8) will create portfolios in CIS Junior, while high school students (grades 9-12) will create and maintain portfolios in CIS documenting their four year plans, college and career interests, research, standardized test preparation, etc.. School counselors will provide staff-specific training for their respective teachers on the relevant activities for the grade levels in the school during. The counselors will provide technical support for teachers who are learning to implement CIS as part of their regular curriculum. Teachers who meet specific implementation requirements will have the opportunity to earn a stipend for using CIS in their classrooms. The counselors will be responsible for documenting their CIS related support for teachers in order to earn a stipend. Travel Expenses to Colleges Junior high and high school students will have the opportunity to travel to regional higher education institutions (i.e., Idaho State University, East Idaho College, Brigham Young University-Idaho, University Place in Idaho Falls, etc.) and participate in events, tours, and demonstrations sponsored by the hosting institution. Each school (North Fremont, South Fremont Junior High, South Fremont High) will be responsible for determining the most relevant opportunities for their respective students and for making the travel arrangements. College and Career Days/Application Week Each high school will organize a college fair and/or career day for high school students. They will also participate in College Application Week during the 1st week in November. South Fremont Junior High will organize a college and career week with activities to increase student awareness of available opportunities. Test Preparation Students in 8th and 9th grades will be given the opportunity to take a grade-appropriate assessment (i.e., PSAT 8/9) designed to help the students prepare for the SAT and/or ACT. The results will be uploaded into Mileposts. Students will be advised on how to read the reports and interpret the results.

Summary of method used to notify parents of available resources:

Parent Involvement All secondary schools will hold back-to-school nights for parents and students. The high school counselors will schedule parent meetings to discuss college and career plans. They will also hold financial aid trainings for parents and students (i.e., FAFSA nights, scholarship nights, etc.).


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Performance Measures Provide effectiveness measures chosen by the school district/charter school, required metrics, baseline data and benchmarks:

Performance Measure 2015-2016

(optional)

2016-2017

Benchmark

Percent of Learning Plans reviewed annually by grade level, in grade 9 through 12 Number of Students Graduating High School with a Career Technical Certificate Number of Students Graduating High School with an Associate’s Degree

Number and percent of students who go on to some form of postsecondary education, one and two years after graduation (school district and charter school go on rates may be retrieved from the State Board of Education)

1 Year # 1 Year # (i.e. 10%

increase from prev. year) 1 Year %

1 Year %

2 Year # 2 Year #

2 Year %

2 Year %

Additional effectiveness metrics chosen by the school district/charter school Number of teachers completing a minimum of one assignment in CIS. Number of students participating in CIS modules.

Number of students using test preparation modules in CIS. Number of parents who attend parent meetings.

Average Score on PSAT 8/9-English Language Arts

Average Score on PSAT 8/9-Mathematics

Please proceed to the College and Career Advising and Mentoring Budget and Expenditures Template (Template 4)

TOTAL BUDGET

AVAILABLE: $47,328.00 College and Career Advising and Mentoring Plans submitted for the 2017-2018 school year must show

how the additional funds received will be used to expand current college and career advising efforts in schools. Add additional lines or pages as needed

Additional Funds may not be used to supplant current efforts.

Personnel (100 Salaries & 200 Benefits)

Position / Item Details # Items Cost Per

Item Total Cost

Counselor Stipends Training & supporting staff on CIS implementation

4.0 1,000.00 4,000.00

Teacher Stipends Implementing CIS in their classrooms

75.0 150.00 11,250.00

Paraprofessional Salary $20/hr x 10 hrs/wk x 36 wks 1.0 7,200.00 7,200.00

0.00

Benefits-Taxes PERSI, FICA, Medicaid (21%)

4,714.50

Subtotal 27,164.50

Supplies/Equipment (400 Supplies)


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Item Total Cost

College & Career Days/Parent Nights

Supplies & materials for SFHS

2,500.00

College & Career Days/Parent Nights

Supplies & materials for NFHS

2,500.00

College Week/Parent Nights Supplies & materials for SFJH

2,453.50

0.00

Subtotal 7,453.50

Transportation (300 Travel)

Item Details # Students Cost Per Student

Total Cost

College Visit Transportation SFHS

2,500.00

College Visit Transportation NFHS

2,500.00

College Visit Transportation SFJH

2,500.00

0.00

Subtotal 7,500.00

Other Costs (300 Purchased Services)


Item Total Cost

CIS Subscription NF, SFJ, SFH (w/ additional modules)

1,760.00

PSAT 8/9 SFJH & NFJH PSAT for all 8th grade students

180 10.00 1,800.00

PSAT 8/9 SFHS & NFHS PSAT for all 9th grade students

165 10.00 1,650.00

0.00

Subtotal 5,210.00

Professional Development/Training (300 Purchased Services)

Item Details # Hours Cost Per

Item Total Cost

0.00

0.00

0.00

Subtotal 0.00

TOTAL COSTS $47,328.00

Unbudgeted Balance $0.00

Fremont County Joint District #215

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