WCSD Mission Statement

Millcreek High School

Millcreek HI Final Report 2012-2013

Financial Proposal and Report - This report is automatically generated from the School Plan entered in the spring of 2012 and from the District Business Administrator's data entry of the School LAND Trust expenditures in 2012-2013.

Available Funds

Planned Expenditures

(entered by the school)

Actual Expenditures

(entered by the District

Business Administrator)

Carry-Over from 2011-2012 $0 $1,306
Distribution for 2012-2013 $8,398 $9,460
Total Available for Expenditure in 2012-2013 $8,398 $10,766
Salaries and Employee Benefits (100 and 200) $8,398 $8,366
Professional and Technical Services (300 $0   $0
Repairs and Maintenance (400) $0 $0 
Other Purchased Services (Admission and Printing) (500) $0 $0
Travel (580) $0 $0
General Supplies (610) $0 $0
Textbooks (641) $0 $0
Library Books (644) $0 $0
Periodicals, AV Materials (650-660) $0 $0
Software (670) $0 $0
Equipment (Computer Hardware, Instruments, Furniture) (730) $0 $0
Total Expenditures $8,398 $8,366
Remaining Funds (Carry-Over to 2013-2014) $0 $0


ITEM A - Report on Goals

Goal #1

Millcreek High School LAND Trust Committee has the academic goal to improve student performance with School LAND Trust funds:

Individual student skills and knowledge will increase in math.

Identified academic area(s).



This was the action plan.

The specific steps that Millcreek High School LAND Trust Committee will take to reach the above mentioned goal:

1. Hire a licensed teacher for approximately .16 of their yearly teaching contract to teach math skills and concepts. The balance of their contract (.84) will be paid from district basic funds

2. Provide noon-time remediation to students needing additional math support.


Please explain how the action plan was implemented to reach this goal.

Millcreek High School hired a licensed teacher (Cactus # 91839) for approximately .16 of their yearly teaching contract to teach one class period of Basic Math Skills #5410. The balance of the contract (.84) was paid from district basic funds.

We provided noon-time remediation to students needing additional math support.

We also provided an RTI Intervention of PLUS Time that provided additional licensed teacher support, instruction, and test taking or re-taking twice a week for students needing support.


This is the measurement identified in the plan to determine if the goal was reached.

Individual increased student skills and test proficiency will be measured as follows:

1. Individual student benchmark assessment results from fall, winter and spring

2. Academic credits awarded

3. End of level CRT test scores

4. Number of students attending noontime assistance


Please show the before and after measurements and how academic performance was improved.

Please show the before and after measurements and how academic performance was improved:

1. Math Benchmark Assessments (Fall, Winter, Spring):

Math Benchmark Assessments were given to students at Millcreek High in Secondary Math 1 and Secondary Math 2 in the Fall, Winter and Spring.

Overall, the percent correct increased with each administration.

In Secondary Math 1, 15 students tested. The Fall “mean” % correct was 26.00%, Winter 32.07%, and Spring 32.87%, which was an overall increase from the first benchmark of 6.87%.

In Secondary Math 2, 31 students tested. The Fall “mean” % correct was 16.23%, Winter 26.58%, and Spring 28.13%, which was an overall increase from the first benchmark of 11.9%


2. Academic Math Credits Awarded:

Knowing student enrollment varies between individual students, this calculation includes students who were in our school anywhere from a half-quarter of the year on up to a full school year so their opportunity to earn credits could be anywhere from .125 to 1.0 for one math course.

In the prior school year (2011-2012), 433 students who took math courses earned 146.88 total credits, which was an average of .34 credits per student.

In the 2012-2013 school year, 372 students who took math courses earned 165.5 total credits, which was an average of .44 credits per student. This was an increase of .10 per student compared to the previous year.


3. CRT Math Test Scores:

The USOE had none of the Secondary Math classes take CRT tests last year. 10th graders had the Algebra I CRT test requirement if they had not taken and passed the test previously. So many of our math students were not able to take a CRT math test during the Spring 2013 CRT testing.

In Algebra I, Geometry, and Algebra II CRT tests, 61 students tested.

Of those 61 students, here are some facts taken from our 2013 CRT Proficiency with Student Growth Percentiles (SGP) data:

  • 47 of the 61 students had no prior year Math CRT test to be able to earn Student Growth Percentile Points.
  • 23 of the 61 students were accommodated for either one or more of the following: ELL (English Language
  • Learners), Special Education, and/or Section 504
  • Only 26 of the 61 students were Full Academic Year (FAY) with our school.
  • Of those 26 FAY students, only 8 had a math CRT test from the prior year to be able to receive Student Growth
  • Percentile Points.
  • Of those 26 FAY students, 21 were from low income families, and 10 were in Special Education.
  • 19 of the 61 were at a Level 2 Partial Proficiency
  • 42 of the 61 were at a Level 1 Minimal Proficiency
  • Of the 44 Caucasian students tested, 19 were FAY, 0 were ELL, 16 had accommodations, 31 were low income, and only 11 received SGP.
  • Of the 14 Hispanic students tested, 5 were FAY, 3 were ELL, 6 had accommodations, all 14 were low income, and only 3 received SGP.
  • Of the 2 Mixed Race students tested, both were FAY, neither were ELL, neither had accommodations, both were low income, and neither received SGP.
  • Of the 1 Pacific Islander student tested, he/she was not FAY, not ELL, did have accommodations, was low income, and received no SGP


4. Students Attending Noontime Assistance:

We provide students with an opportunity for added academic assistance during lunch which we call Noontime Assistance. There were a total of 530 students who took advantage of this opportunity during the 2012-2013 school year which totaled 268 hours. Various teachers, including the math teachers, are available in their classrooms during lunch so students can take their lunch into the room and get academic help from the teachers. For our specific math teachers, 17.5 hours were spent in their rooms during Noontime Assistance. Other students could have also been getting help with their math in other non-math teacher’s classrooms during this time.


The amounts, categories and descriptions of expenditures planned to implement this goal are listed here:

Amount  Category Decription


Salaries and Employee Benefits 


.16 of the insurance expense for "Two 

Party Coverage" is $1,633 which

leaves a balance of $6,765 for Salary,

Social Security and Retirement.  

Social Security is 7.65% and

Retirement is 20.26% for a total of

27.91% of $8,398 which is $1,888

which leaves $4,877 for salary.


Please describe the expenditures made to implement this goal as identified in the Financial Proposal and Report displayed above.

$8,366 was used for the salary and employee benefits for Cactus # 91839.


ITEM B - In the Financial Proposal and Report, there is a carry-over of $2400 to the 2013-2014 school year. This is 25% of the distribution received in 2012-2013. Please describe the reason for a carry-over of more than 10% of the distribution.

The reason for the carry-over of more than 10% is due to the distribution of 2012-2013 actual funds being greater than anticipated.


ITEM C - The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.

This is a multi-year project and any additional funds that may be received will be used to fully fund this years expenditures of approximately .16 of a teacher salary. If there are funds beyond that expenditure, they will be used to hire a licensed teacher to create Secondary Math One, Two and Three Credit Recover packets if a continued effort to support the ongoing goals of the Council, school, teachers, and students.

The distribution was about 14% more that the estimate in the school plan. Please explain how the additional money was spent, if it was spent for items other than expenditures described in the approved goals above. If all expenditures were spent for items in the goals, please enter "Not applicable."

All expenditures were spent for the items in the goals. The 14% that was more than anticipated was not used during the school year but will be applied to our math area as we move forward.


ITEM D - The school plan was advertised to the community in the following way(s):

Please select from the pull down menus the names of policymakers the council has communicated with about the School LAND Trust Program. To choose more than one name on a list, use CTRL while selecting. To unhighlight a selected name, choose another name or use CTRL and select it.

State Leaders

State Treasurer: Richard Ellis

State Attorney General: John Swallow

Governor: Gary R. Herbert.

State Senators

Dist. 29 Steve Urquhart

State Representatives

Dist. 71 Last, Bradley G.

Dist. 72 Westwood, John R.

Dist. 73 Noel, Michael E.

Dist. 74 Snow, V. Lowry

Dist. 75 Ipson, Don L.

State School Board

Debra G. Roberts

U.S. Senators

Mike Lee

Orrin Hatch

U.S. Representatives

Chris Stewart

Jason Chaffetz

Jim Matheson

Rob Bishop

District School Board

Cal Durfey

Debra Zockoll

Laura Hesson

Kelly Blake

Wes Christiansen

Craig Seegmiller

Barbara Beckstrom

ITEM E - The State Board Rule requires reporting of the dates when local boards approved the other plans school community councils are responsible for. Please enter the most recent approval date for each plan listed. These approval dates are for plans being implemented in the 2013-2014 school year and require a 2013 approval date.

2013 - 2014 School Plans

School Improvement Plan

(required for all schools) 11/12/2013

Professional Development Plan

(required for all schools) 10/08/2013

Reading Achievement Plan

(required for all schools with K-3 grades) Not Required

Note for Charter Schools: Charter Schools are only required to have a Reading Achievement Plan, if they receive

funding for the program. The other plans are not required.

ITEM F - A summary of this Final Report must be provided to parents and posted on the school website by 
November 15th of the 2013. When was this task completed?

Not required for Charter Schools.



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