On average, sixty-nine percent of the Union Middle students are currently able to demonstrate mastery of state core standards on our Union common formative assessments. GOAL: 75% of students will maintain proficiency
on Union's common assessments in all subject areas through
May, 2020. (Scoring 70% or above on a common assessment will be
School Community Council and Staff Involvement in the TSSP
School Community Councils play an integral part in the development and monitoring of TSSP goals. Please briefly describe the participation of SCC members in the development process of this TSSP:
On February 21, 2019, the School Community Council members reviewed data measuring progress on the academic and cultural goals contained in the 2019-20 Continuous School Improvement Plan (CSIP).
On March 21, 2019, the School Community Council members unanimously approved the Continuous School Improvement Plan as well as the Land Trust Plan and budget for the 2019-20 school year.
69% of the students are not proficient at grade level standards. This is due to the misalignment of curriculum, instruction, and assessment. We want to increase the use of high quality assessments and evidence-based instructional strategies on a daily basis.
75% of students will demonstrate proficiency on Union's common assessments. (Scoring 70% or above on a common assessment will be considered proficient.)
We are strengthening our Tier One instruction through teacher professional development and providing teachers time to collaborate and plan. We will support Tier Two instruction with instructional support aides and teaching study skills classes. Finally, we will utilize our Building Leadership Team to design and support school initiatives and school improvement goals.
IPLCs will track the percent of students proficient on: * Union Common Assessments (based on state standards) for each unit across all content areas
Implement 5 Essential Practices, adapted for students with disabilities, as embedded in Tier 1 instruction in core classes. Student progress will be tracked through progress on assessments in core classes, RI, and Rise assessments.
Implement 5 Essential Practices for ELD with fidelity in ELD classes and in core classrooms. Student language proficiency will be tracked through WIDA, Middlebury, and progress monitoring in ELL classes. This implementation will help ELL's make gains on WIDA, RI, and RISE testing, which in turn help students meet or exceed school proficiency goals.
IPLC teams will report progress to achievement coaches and administrators on their data team planning days. Student proficiency will be posted on the wall in the coaches' office and in the hallway. Throughout the year, we will share our progress with the School Community Council. School Community Council notes will be shared with all parents.
1. We will hire two reading aides and two academic trackers to work with students that are struggling with academics or behavior.
2. We will provide teachers time during the school year to facilitate backwards design of units, analyze student data, and professional development. (Substitute teachers)
3. We will pay a certified teacher to teach 2-3 sections of Study Skills.
4. We will meet with school building leadership team (BLT) during the summer in order to plan for the upcoming year.
5. We will allocate three days during the summer for our math teachers to work on the implementation of the new math curriculum for the upcoming school year.
6. We will provide a stipend for teachers to read a book, discuss, and implement ideas related to our school vision and mission and goals.
7. We will continue to purchase technology in order to facilitate instruction and assessment in all content areas.* (surplus)
School Climate Goals
On our most recent CAYCI Survey, 64% of students reported that, "I feel l belong at my school." We want to foster a feeling of family and school spirit that will provide an emotionally safe environment for our students.
85% of students will report feeling connected to school on targeted school climate survey questions.
As a faculty we are focusing on strengthening relationships between students and teachers on their grade level teams. Strong relationships with adults at school improves school attendance, increases student motivation, increases the sense of safety at school, and helps the student progress socially and emotionally. All of these factors increase the likelihood of academic success. These teams of teachers help to create individual and group behavioral and academic plans, as well as administering Check-In, Check-Out. They also plan team building activities and service projects to help students feel connected and part of a team. We are planning to spend $1660 on student incentives and team activities to reward positive behaviors and strengthen team unity. In addition, we will spend $4500 on a social emotional support curriculum. Students will learn communication, conflict resolution, and stress management skills. These skills will have a direct impact on school attendance and academic success.
The Social Emotional Team will conduct a yearly targeted school climate survey to measure progress.
We will use school social media to post pictures of team activities. This will also be a vehicle to build school culture. In addition, we will share student survey results with the School Community Council.