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At Ferron Elementary we are constantly looking for improvement. There is not an untouchable area that cannot be critiqued and reevaluated as we seek improvement. We are not afraid to abandon projects that are not helping us improve the quality of the education services we provide to our students. Change is necessary and can be navigated successfully when it will assist schools in meeting their vision, mission, and goals.

Describe specific programs in place to ensure that families are involved in the success of your school and students.

We have an effective PTO that coordinates parental involvement throughout the school. Parents and community members regularly attend class and school presentations and activities. We have a school community council that includes parents in the development of school goals for the school year. We also hold parent events such as parent teacher conferences, and several variations of breakfast and books.

Describe the most successful activity your school has initiated to strengthen ties to your community.

In rural communities, the school is a central part of its community. High performing schools add to the community’s sense of pride. In turn the community holds high expectations for each employee at Ferron Elementary. This relationship of mutual, high expectations encourages parents and educators to work together to reach these expectations.
To further encourage community involvement, we have community volunteers that serve in our schools. We have an active Parent Teacher Organization (PTO). IN addition, we’ve had great relationships with these organizations; Volunteers of America’s Foster Grandparent Program, The American Legion, Daughters of the Utah Pioneers, and the Rotary Club. We have an active Community Council, a positive relationship with Ferron City’s Mayor and the City Council. The school board member that represents this community frequently visits our school and frequently attends school events.

Describe your philosophy of school change or improvement.

At Ferron Elementary we are constantly looking for improvement. There is not an untouchable area that cannot be critiqued and reevaluated as we seek improvement. We are not afraid to abandon projects that are not helping us improve the quality of the education services we provide to our students. Change is necessary and can be navigated successfully when it will assist schools in meeting their vision, mission, and goals.

What are your school’s top two goals for the next year?

As a school we will continue to monitor and identify struggling learners and to prescribe the appropriate interventions to meet their individual educational needs by utilizing our resources, teachers, and intervention specialists appropriately and effectively.

Seek our areas of improvement by reviewing student performance data, current instructional practices, professional development needs, and allocate the necessary resources to fulfill those needs.

What is the single most important factor in the success of your school that others could replicate?

The school culture of Ferron Elementary insists on excellence and high expectations for everyone: principal, teachers, paraprofessionals, and all students. We have worked hard to replace a subtle culture of blame for student failure to that of collaboration and teamwork to achieve growth and success for every student.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.

Every six weeks the teacher, paraprofessionals that assist in the class, the school Title I coordinator, special education teacher, and school principal meet for about 90 minutes in a data driven PLC meeting. During these meetings formal and informal data related to each students current level of performance is discussed. As we look at the progress of each student, the effectiveness of our interventions are examined. Strategies and interventions are reviewed and adjusted according to the student’s individual needs. The key is to quickly identify our struggling learners and prescribe the most appropriate intervention to satisfy their needs.
One program that we have used that has helped us improve reading skills with our struggling readers is the BURST program. Each day our struggling readers in grades 1-3 participate in an intensive 30-minute skill-building lesson. Progress is monitored and the groups are reformulated every two weeks based on their reading needs.

Explain how Title I funds are used to support your improvement efforts.

The majority of our Title I funds are used to employ several Title I paraprofessionals. These aides are highly trained, intervention specialists that provide Tier II interventions that assist our struggling learners in developing math and language arts skills. These interventions have helped each student experience academic growth.

Identify the critical professional development activities you use to improve teaching and student learning.

Over the past several years, PD funds have been reduced and are currently unavailable. This has forced us to be creative and utilize the skills and knowledge that exists within our school. Teacher mentoring of new teachers has helped our new teachers develop quality Tier I instructional skills. Our Title I paraprofessionals receive ongoing PD by our Title I Coordinator. This training has equipped each paraprofessional with extensive Tier II interventions.

Our school culture promotes teacher creativity and risk-taking. Teachers are encouraged to experiment and use new classroom innovations and methodology. The teachers and principal are continually looking at the current literature for innovations to implement in our school.

Describe how data is used to improve student achievement and inform decision making.

Holding data driven PLC meetings has made an incredible difference at our school. Every six weeks the teacher, paraprofessionals that assist in the class, the school Title I coordinator, special education teacher, and school principal meet for about 90 minutes. During these meetings formal and informal data related to each students current level of performance is discussed. As we look at the progress of each student, the effectiveness of our interventions are examined. Strategies and interventions are reviewed and adjusted according to the student’s individual needs.

Describe your school culture and explain changes you’ve taken to improve it.

As a school we begin our day by reciting the Ram's Charge, which states, “We commit to being responsible, hard working and caring, united in creating a safe and positive learning environment.” This is the commitment that each teacher, student, and staff member makes daily.

In addition we've worked develop a school culture that eliminates the barriers that divided our students. Each adult that works in our school has ownership and responsibility for the progress of each student in our school. In the past the school culture allowed teachers to view Title I students and students with IEP’s as being the responsibility of the Title I or Special Education departments. When these students failed to achieve, the teacher was able to blame the failures on the support departments. When this negative culture of blame was replaced with teamwork and shared responsibility we began to see impressive student growth among all of our students.

• Category 1

  Selected in 2014

• Grades: pre k - 6
  School Setting: rural
  Town Population: 1,623
  Student Enrollment: 285
  Student Demographics:
  

  Black/African American: 0.4%
  White/Caucasian: 97.6%
  Hispanic: 1.4%
  Hawaiian/Pacific Islander: 0%
  Asian: 0%
  Native American: 0.7%
  Other: 0%
  

  Teacher/Student Ratio: 1:22.8
  % Reduced Lunch: 61.2%
  % ELL Learners: 0%
  Founded: 1896
• PRINCIPAL:
  Brian Dawes
• CONTACT:
  115 W Mill Road, P. B. Box 910
  Ferron, UT 84523
  435-384-2383
  dawesb@emeryschools.org