• Category 1

    Selected in 2022

  • Grades: pre k - 5
    School Setting: rural
    Town Population: 20
    Student Enrollment: 454
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 88.2%
    Hispanic: 10%
    Hawaiian/Pacific Islander: 0.2%
    Asian: 0.2%
    Native American: 0.2%
    Other: 0%

    Teacher/Student Ratio: 1:23
    % Reduced Lunch: 45%
    % ELL Learners: 5%
    Founded: 1985
  • PRINCIPAL:
    Keith Palmer
  • CONTACT:
    590 West 500 South
    Price, UT 84501
    435-637-0828
    palmerk@carbonschools.org
Creekview Elementary School
Price, UT
"Our school has committed to providing "whatever each student needs."
1. Tell us about your school’s success.
Due to the challenges during Covid, we had been tracking progress and data towards reading levels based on accuracy and comprehension. We have increased our percentage of students on grade level over the past three years from 47.98% in spring 2020, to 58.57% in spring 2021, to conclude this past school year with 61.66% of our students reading on their grade level.

The efforts extended over the past few years to improve knowledge and practices among the staff has resulted in exemplary growth reflected in the Utah Rise testing, which we attribute to the improvements made in our reading instruction. We are pleased with the growth reflected in the three content tests, but we are exceptionally proud of the lowest 25% of students reflecting 72.3% growth in their performance. Our school has celebrated and committed to the intentional focuses and actions that have been implemented, and we continue to refine our efforts and analyze data to meet the individual needs of our students.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
Our teachers have participated in professional development about quality instruction. The teachers have analyzed the core requirements, and they have defined the essential standards within their grade levels. For each essential standard, the teachers have created "models of instruction" which detail the prerequisite skills, vocabulary, concepts, and skills that must be learned for each standard. Within the model, instruction is outlined to include the strategies that students will implement, the type of assessments that will be used during instruction, as well as what mastery will look like when achieved. The models are not exclusive to the teachers. They are created with the intention that the students have access and can refer to the targets as well as know what the goals for learning are and how to demonstrate their success in learning.

To assist in student progress, the support staff have been trained specific to their range of support.
3. How has ESEA funding supported the school's success?
The ESEA funding has supported the salaries for some teachers and specific Title I support staff working with students. In addition, the funding has provided supplemental programs, training opportunities, and intervention materials.
4. What professional development activities were used to improve teaching and learning?
Teachers have participated in professional development centered around quality instruction. The training has addressed intentional planning to provide the foundation and/or background knowledge the teachers need specific to the standards or skills they are teaching.

Teachers and aides have received training specific to the value and process of effective conferences and interventions with students. By learning how to immediately address and support students, specifically with reading concerns, has been instrumental in our growth.

Primary grade teachers and paraprofessionals have been trained in an explicit phonics program. The program is sequenced and explicit in delivery, support, and practice.

The school leadership team has also participated in professional development to strengthen school culture. There has been a significant effort extended to build connections and to support all members of the school to build relationships. Everyone works harder for those they care about.
5. Talk about the cultural shift leading up to your school's success.
Throughout the past several years, there has been an intentional and extensive effort to strengthen the PLC culture. We have advanced through resistance and challenge to now a productive, high expectations, and positive structure. The PLCs involve support staff working with the teachers collecting and analyzing data. The teachers support the paraprofessionals by providing them specific training and resources to meet the individual needs of students because our school has committed to provide "whatever each student needs", and that requires constant monitoring and analyzing to make appropriate adjustments as students struggle and/or progress.

The school leadership team has provided training and expectations for all staff in the building in relation to school culture and building connections. These efforts have improved the relationships among the staff which has supported the efforts to help students build connections with staff.
6. How has community involvement strengthened your success?
Our school is fortunate to have an active PTA that searches for ways to include community organizations and/or members into school events, activities, and initiatives. It not unusual to have community members part of assemblies, classroom visitors, lunchroom visitors in connection to themed weeks or school-wide initiatives that are being implemented.

We have a local company that sends representatives to the school weekly to connect with our upper grade students by providing STEM lessons. Students are being challenged and inspired by the value of the skills they are learning have a connection to real-world situations.

We have an active School Community Council that is dedicated to addressing the needs of the school by making goals and ensuring that the efforts being extended fiscally are addressing those greatest needs. We are fortunate that the council recognizes supporting students in reading and foundational skills is essential for student success.
Stats
  • Category 1

    Selected in 2022

  • Grades: pre k - 5
    School Setting: rural
    Town Population: 20
    Student Enrollment: 454
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 88.2%
    Hispanic: 10%
    Hawaiian/Pacific Islander: 0.2%
    Asian: 0.2%
    Native American: 0.2%
    Other: 0%

    Teacher/Student Ratio: 1:23
    % Reduced Lunch: 45%
    % ELL Learners: 5%
    Founded: 1985
  • PRINCIPAL:
    Keith Palmer
  • CONTACT:
    590 West 500 South
    Price, UT 84501
    435-637-0828
    palmerk@carbonschools.org