Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
Our goal at Mount Jordan is to support the mission of AVID by closing the achievement gap by preparing ALL students for college readiness and success in a a global society.
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:
We share CSIP data with our SCC each month and discuss growth and concerns. On January 31st, our BLT met and went through the data in order to create rough drafts of our problem statements and our proposed
goal for next year's CSIP. We carefully examined our concerns and the gaps we noticed in our data. On February 7th, the internal coach, counselors, and administrators had a district BLT meeting where we reviewed the data and went over the ideas the BLT had presented. We created a broader rough draft to take back to our stakeholder groups. We shared the rough draft with the department leads and asked them to take the information back to their teachers for feedback. We took feedback from the department leads and met with the BLT on March 5th to review all of the information we had gathered. We divided into groups and went through each goal, fine-tuning and identifying key elements. The administrative team adjusted items that were repetitive and then presented the CSIP draft to the SCC on March 13th. We took the feedback of the SCC and now are adding all of the final budget amounts that will come from our Landtrust allotment. We will also be sharing the final recommendation with the BLT and whole staff to make sure everyone is invested in the goals for next year, and that we are intentional about our planning of professional development and use of paraprofessionals. SCC members signed our signature page and will receive final copies via email for their files. We welcome input from our SCC and appreciate the time they take to
support Mount Jordan Middle School.
Not Entered
Not Entered
Not Entered
Not Entered
Academic Goals
Only 52% of students were proficient or highly proficient after the Winter RI.
By the spring of 2019-2020, 70% of MJMS students will score proficient or highly proficient on the RI (Reading Inventory).
| No | Yes |
-Implementation of AVID, WICOR and a focus on critical reading strategies (Professional development in all content areas including electives)
-Implementation of Read 180 with students strategically placed in reading classes (SPED, ELL, Literacy Strategies)
-Rewards for growth on the RI throughout the school 3 times during the year
-Implementation of Read 180 with students strategically placed in reading classes (SPED, ELL, Literacy Strategies)
-Rewards for growth on the RI throughout the school 3 times during the year
-Take data from fall, winter, and spring RI (Reading Inventory)
-Implement WICOR Walkthroughs (by the Internal Achievement coach) to provide observations of critical reading strategies across all content areas
-Implement WICOR Walkthroughs (by the Internal Achievement coach) to provide observations of critical reading strategies across all content areas
-Monitor progress of students strategically placed in Read 180 courses
-Provide paraprofessional support in science and social studies classes (in lieu of co-taught opportunities in those content areas)
-Incorporate individual goal setting (give students the necessary tools to understand the purpose of setting goals) to improve the RI
-Provide paraprofessional support in science and social studies classes (in lieu of co-taught opportunities in those content areas)
-Incorporate individual goal setting (give students the necessary tools to understand the purpose of setting goals) to improve the RI
-Monitor progress of and provide paraprofessional support for students strategically placed in Read 180 courses
-Incorporate individual goal setting (give students the necessary tools to understand the purpose of setting goals) to improve the RI
-Provide paraprofessional support in science and social studies classes (in lieu of co-taught opportunities in those content areas)
-Incorporate individual goal setting (give students the necessary tools to understand the purpose of setting goals) to improve the RI
-Provide paraprofessional support in science and social studies classes (in lieu of co-taught opportunities in those content areas)
-Share monthly updates with the SCC
-Review of data during Friday IPLC time
-Communication between department leads (monthly) and departments to review data and provide feedback to administration
-Monitor progress with students through goal setting in Mountaineer Time and discuss individual goal setting with the teacher
-Share monthly updates with staff during faculty meetings
-Provide celebrations of RI growth with parents through the newsletter
-Reward students after each RI to promote growth
-Review of data during Friday IPLC time
-Communication between department leads (monthly) and departments to review data and provide feedback to administration
-Monitor progress with students through goal setting in Mountaineer Time and discuss individual goal setting with the teacher
-Share monthly updates with staff during faculty meetings
-Provide celebrations of RI growth with parents through the newsletter
-Reward students after each RI to promote growth
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| AVID Hoodies for RI incentive | $9,000.00 | General | Other |
| AVID curriculum and materials | $500.00 | Landtrust | Landtrust |
| Reading paraprofessional | *See goal #2 for paraprofessional support | Landtrust | Landtrust |
Academic Goals
After the 2018-2019 1st term, 29% of MJMS students were off-track with Ds and Fs for graduation as evidenced by the EWS. At the end of 2nd term, 35% of MJMS students were off-track with Ds and Fs for graduation as evidenced by the EWS.
At the end of each quarter during the 2019-2020 school year, 75% of MJMS students will be on-track with Ds and Fs for graduation as evidenced by EWS data, specifically coursework.
| No | Yes |
-Focus on Structured Classroom Discussions schoolwide
-Implementation of AVID strategies schoolwide (Binder system and WICOR)
-Maintenance of the Climb Time program at lunch to assist students in completing work
-Implementation of after school science and math tutoring with continued support from USTAR grants
-Start rewards/incentives for increased GPA or fewer D's/F's--make transparent to students what we are working toward
-Provide paraprofessional support in more content classes, specifically science and social studies
-Provide substitutes for team planning time each semester, as needed
-Implementation of AVID strategies schoolwide (Binder system and WICOR)
-Maintenance of the Climb Time program at lunch to assist students in completing work
-Implementation of after school science and math tutoring with continued support from USTAR grants
-Start rewards/incentives for increased GPA or fewer D's/F's--make transparent to students what we are working toward
-Provide paraprofessional support in more content classes, specifically science and social studies
-Provide substitutes for team planning time each semester, as needed
-Data dashboard will be used to monitor the percentage of students on-track for graduation as evidenced by the EWSI coursework indicators after each term in 2019-2020
-IPLC notes will be reviewed after each meeting to determine if interventions are being implemented consistently and with fidelity
-Pre/Post data will be collected to measure growth in reading intervention classes, math lab classes, and ELD classes
-BLT will review CSIP/EWSI monthly to ensure actions steps and professional steps are addressing student needs
-IPLC notes will be reviewed after each meeting to determine if interventions are being implemented consistently and with fidelity
-Pre/Post data will be collected to measure growth in reading intervention classes, math lab classes, and ELD classes
-BLT will review CSIP/EWSI monthly to ensure actions steps and professional steps are addressing student needs
-Providing additional para support in social studies and science classes
-Increase the number of co-taught classes in ELA and math for all grades
-Increase progress monitoring on students to check on closing the gap (CFA)
-Strategic scheduling of co-taught to keep numbers balanced
-Increase the number of co-taught classes in ELA and math for all grades
-Increase progress monitoring on students to check on closing the gap (CFA)
-Strategic scheduling of co-taught to keep numbers balanced
-Provide continued professional development for teachers to implement ELL strategies and use the WIDA guidelines for helping students
-Strategic scheduling of students to keep classes, especially co-taught, balanced
-Strategic scheduling of students to keep classes, especially co-taught, balanced
-Celebrations and tips will be shared with parents and the community through the principal's monthly newsletter
-School Community Council will also receive monthly updates of CSIP progress on the various school goals
-Teams will review their data during IPLC time on Friday morning late starts to track their students' progress and implement interventions
-Teachers will receive data updates at monthly faculty meetings or Friday late starts
-Department Leads will take grade data back to departments for review, and provide feedback to the administration
-Students will review grades and progress during weekly Mountaineer Time
-School Community Council will also receive monthly updates of CSIP progress on the various school goals
-Teams will review their data during IPLC time on Friday morning late starts to track their students' progress and implement interventions
-Teachers will receive data updates at monthly faculty meetings or Friday late starts
-Department Leads will take grade data back to departments for review, and provide feedback to the administration
-Students will review grades and progress during weekly Mountaineer Time
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Science & Math lab after school Tiers 2 & 3 para support (Climb Time at lunch, SPED resource classes, intervention classes, ISS aide, social studies or science classooms) AVID curriculum and materials Professional development (tech training, materials, stipends ,planning time for departments, AVID training and substitutes.) Teacher preps (Possible needs in elective areas) |
$0 For 102 hours it is $45, 267.51 For 154 hours it is $68, 345.06 $13,000 $20,438 (-Teacher planning days- 1 x semester per department = $8,858 -Local conferences: subs + registration (estimated for 15 people)= $5,580 -AVID Summer Institute (estimated 3 people) = $6,000) $10,000 |
USTAR Landtrust General fund Landtrust Landtrust |
Academic Goals
In fall 2018-2019 only 23% of MJMS scored proficient or advanced on the MI. On the winter 2018-2019 MI 27% of students scored proficient or advanced.
During the 2019-20 school year, MJMS will move 126 students (14% of MJMS students) to proficiency between the fall and spring MI administration.
| No | Yes |
-Provide professional development for math teachers, especially in regard to implementing PBL (problem-based learning) teaching and inquiry strategies, with the new Illustrative math curriculum
-Provide professional development for effectively teaching math to ELD students
-Math intervention classes during the day for those students scoring in the basic category on the MI
-After school math lab will continue to be provided based on the USTAR Grant
-Student rewards will be provided based on MI scores
-Provide professional development for effectively teaching math to ELD students
-Math intervention classes during the day for those students scoring in the basic category on the MI
-After school math lab will continue to be provided based on the USTAR Grant
-Student rewards will be provided based on MI scores
-Data will be collected after the fall, winter, and spring administration of the MI to monitor the number of students in the below basic, basic, proficient, and highly proficient categories. This data will be used to determine MI rewards and placement in math lab classes.
-RISE will also be reviewed to examine student growth and proficiency
-RISE will also be reviewed to examine student growth and proficiency
-Provide additional co-taught classes to lower the student/teacher ratio
-Provide paraprofessionals in math lab classes if possible
-Provide paraprofessionals in math lab classes if possible
-Provide additional paraprofessional support in math lab classes
-Incorporate skills learned in professional development for ELD students and specific ways to help in math
-Access to at least one chromebook for google translate for ELD students
-Incorporate skills learned in professional development for ELD students and specific ways to help in math
-Access to at least one chromebook for google translate for ELD students
-Data will be shared with staff, BLT, and SCC after each administration of the MI
-Students will track their scores on the fall/winter/spring MI as motivation towards incentives and progress
-Students will track their scores on the fall/winter/spring MI as motivation towards incentives and progress
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Licenses of ALEKS for students school wide (or other programs as determined by school) Math tutoring after school Instructional aide support in math lab classes MI incentive program |
0 Hourly rate of 1 math teacher per day per week -See goal #2 for paraprofessional support salaries $2,000 |
STEM Action Center USTAR grant Landtrust General school fund |
School Climate Goals
In the winter 2018 school climate survey, 27% of MJMS students reported they "disagree" or "strongly disagree" on the question "I have a positive attitude towards school". On the question "I feel like I belong at Mt. Jordan" 30% of student reported they "disagree" or "strongly disagree" with the statement.
During the 2019-2020 school year, MJMS teachers will use AVID strategies and SEL (social emotional learning) lessons during their 26 minute Mountaineer Time class once a week to increase student motivation/attitude/emotional well-being. These skills will help students increase their positive attitude toward school and their personal feelings of belonging to the school. This increase will be measured during climate surveys given in fall, winter, and spring.
| No | Yes |
-Adjust Mountaineer Time in the following ways:
1) Keep Second Step lessons
2) Teaming-Have students in our class that are on the same team-this will promote stronger positive relationships
-School will continue to implement schoolwide PBIS and the Mountaineer Market
-Provide PBIS incentives quarterly and periodically throughout the year
-Teachers will receive continued PD on SEL and AVID lessons to teach students during Mountaineer Time
1) Keep Second Step lessons
2) Teaming-Have students in our class that are on the same team-this will promote stronger positive relationships
-School will continue to implement schoolwide PBIS and the Mountaineer Market
-Provide PBIS incentives quarterly and periodically throughout the year
-Teachers will receive continued PD on SEL and AVID lessons to teach students during Mountaineer Time
-Students will be given a school climate survey in the fall, winter and spring to analyze the impact of Mountaineer Time and lessons being taught
-Data will be collected on EWS to see the impact on attendance and coursework (Ds and Fs)
-Data will be collected on EWS to see the impact on attendance and coursework (Ds and Fs)
-Progress will be shared with teachers, BLT, and SCC after each of the school climate surveys in the fall, winter, and spring
-Data will also be collected and analyzed at the end of each quarter to review how many lessons teachers are teaching during Mountaineer Time each month
-Parents/community will be involved through newsletters regarding social/emotional information
-Teachers will receive monthly updates at faculty meetings
-Data will also be collected and analyzed at the end of each quarter to review how many lessons teachers are teaching during Mountaineer Time each month
-Parents/community will be involved through newsletters regarding social/emotional information
-Teachers will receive monthly updates at faculty meetings
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Mountaineer Market | $1,900.00 | Landtrust | Landtrust |
| Social Emotional Learning Program | $2,800.00 | General fund | Other |
| Mountaineer Wellness Club | $5,000.00 | Landtrust | Landtrust |
Summary of Expenditures for all Goals
Summary - replace me
Nothing Entered