Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
Jordan High will improve its overall academic performance and preparation of its students for post-high school success by increasing graduation rates, attendance rates, and literacy skills.
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:
The School Community Council examined graduation data, attendance data, and D/F data of all Jordan High students. It also examined various sub-groups within these data sets (e.g. low-income students, English Language Learners, Special Education students, and students of color). The data provided information to formulate the goals and the focus for Jordan High for the 2019-2020 school year. The Trust Lands Plan then directed money to help Jordan High achieve these school improvement goals.
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Academic Goals
Our primary concern is that our graduation rate is stagnant for all groups at Jordan High School primarily because they fall into a pattern of low achievement and failure rates early on. These students typically start high school with higher attendance rates but begin to disengage from school as they are struggling to read and receive the appropriate supports needed to be successful. This leads to a pattern of failure that makes it difficult for off-track students to get back on-track.
Jordan High School will increase its graduation rate from the 2018-2019 rate by 1%.
| No | Yes |
1) Work with teachers to put in place protocols to help students who are consistently attending to earn passing grades.
2) Enroll ninth and tenth grade students who are not proficient in reading in a Read 180 Intervention course.
3) Continue to provide a research-based reading program that is administered with fidelity to students in the reading intervention course. This program would also be made available to English Language Learners at a WIDA Level 4 or higher as well as to our freshmen Special Education students.
4) Hire three 20-hour classroom aides for the reading intervention classes to track data and monitor progress with the Read 180 program.
5) Provide additional math sections to increase the instructional time provided to freshmen to ensure success in Secondary Math 1.
6) Fund English Language Development courses to provide supports for English Language Learners to ensure they stay on track for graduation. Depending on funding available, this could be in the shape of sheltered instruction for EL Level 1's and/or a co-teaching model.
7) Continue to provide professional development for teachers on best practices. This professional development would focus on the implementation of structured academic discussions, improving teacher clarity that includes success criteria while identifying learning progressions that are tied to standards.
8) Fund AVID elective courses and professional development to increase graduation and attendance rates.
2) Enroll ninth and tenth grade students who are not proficient in reading in a Read 180 Intervention course.
3) Continue to provide a research-based reading program that is administered with fidelity to students in the reading intervention course. This program would also be made available to English Language Learners at a WIDA Level 4 or higher as well as to our freshmen Special Education students.
4) Hire three 20-hour classroom aides for the reading intervention classes to track data and monitor progress with the Read 180 program.
5) Provide additional math sections to increase the instructional time provided to freshmen to ensure success in Secondary Math 1.
6) Fund English Language Development courses to provide supports for English Language Learners to ensure they stay on track for graduation. Depending on funding available, this could be in the shape of sheltered instruction for EL Level 1's and/or a co-teaching model.
7) Continue to provide professional development for teachers on best practices. This professional development would focus on the implementation of structured academic discussions, improving teacher clarity that includes success criteria while identifying learning progressions that are tied to standards.
8) Fund AVID elective courses and professional development to increase graduation and attendance rates.
1) The graduation rate will be measured.
2) The Data Dashboard will be used to track the percentage of students on track for graduation at each grade level. We will try to compare this data to prior years' data to determine if we have more students on track with respect to grades, GPA, and overall credits earned.
3) The Data Dashboard will be used to monitor the percentage of students who are on-track with respect to D's and F's, and we will work to increase this percentage by at least 1% each quarter when compared with quarterly data for the 2018-2019 school year.
4) Because we have noticed that Special Education students and English Language Learners constitute a large number of our "off-track" students with respect to graduation, we will carefully monitor these groups using quarterly data to see if we are making progress over 2018-2019 quarterly percentages.
5) We will utilize Reading Inventory data to improve reading proficiency rates by 3%. We will also measure the progress of students enrolled in our reading intervention class to ensure that they are building basic literacy skills that will help them be successful in other academic areas. 80% of students enrolled in the reading class should improve their lexile score by 100 points or more.
6) We will utilize the Math Inventory data to improve math proficiency rates by 3%. We will also measure the progress of students who will take math everyday to ensure they are building basic math skills that will help them be successful. We will improve proficiency levels in math by 10% as measured by the ASPIRE as compared to 2018-2019 data.
2) The Data Dashboard will be used to track the percentage of students on track for graduation at each grade level. We will try to compare this data to prior years' data to determine if we have more students on track with respect to grades, GPA, and overall credits earned.
3) The Data Dashboard will be used to monitor the percentage of students who are on-track with respect to D's and F's, and we will work to increase this percentage by at least 1% each quarter when compared with quarterly data for the 2018-2019 school year.
4) Because we have noticed that Special Education students and English Language Learners constitute a large number of our "off-track" students with respect to graduation, we will carefully monitor these groups using quarterly data to see if we are making progress over 2018-2019 quarterly percentages.
5) We will utilize Reading Inventory data to improve reading proficiency rates by 3%. We will also measure the progress of students enrolled in our reading intervention class to ensure that they are building basic literacy skills that will help them be successful in other academic areas. 80% of students enrolled in the reading class should improve their lexile score by 100 points or more.
6) We will utilize the Math Inventory data to improve math proficiency rates by 3%. We will also measure the progress of students who will take math everyday to ensure they are building basic math skills that will help them be successful. We will improve proficiency levels in math by 10% as measured by the ASPIRE as compared to 2018-2019 data.
Jordan will offer one READ 180 class specifically for 9th grade SPED students whose IEP is for Reading. This will help them build basic reading skills to be successful in other classes. This will be monitored through the RI.
New for the 2019-2020 school year READ 180 is offering System 44 with the READ 180 license. System 44 supports our ELL's with phonics and basic reading skills. As they progress through this, in alignment with their ELD classes, students will make 4-6 years growth in Reading which will help support them in their other classes. This will help increase the graduation rate by building skills with our EL's to be successful in all classes. We will monitor our EL's success by measuring their progress on the RI and also measuring the number of D's and F's they receive for each quarter. Our EL's will also receive Math everyday to help close the achievement gap and build skills necessary for graduation. We will measure their progress through the MI and also their overall D's and F's in math each quarter. AVID will continue to be implemented school wide to provide scaffolds for our EL's.
The following data pieces will be tracked and shared monthly to the BLT/Department Chairs, School Community Council, and faculty:
1) D and F data broken down by quarter and by sub-group.
2) On-track for graduation data broken down by grade level and sub-group (special education, ELL students, low-income students, etc.).
3) Reading Inventory scores for all students. This test will be administered three times a year to measure our progress.
4) Math Inventory scores for 9th graders. This test will be administered three times a year to measure our progress and make adjustments to instruction based on results.
1) D and F data broken down by quarter and by sub-group.
2) On-track for graduation data broken down by grade level and sub-group (special education, ELL students, low-income students, etc.).
3) Reading Inventory scores for all students. This test will be administered three times a year to measure our progress.
4) Math Inventory scores for 9th graders. This test will be administered three times a year to measure our progress and make adjustments to instruction based on results.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Sections of reading, math, ELD, and AVID | $166,000.00 | School Trust Lands | |
| 3 20-hour reading aides | $30,000.00 | School Trust Lands | |
| 1.5 Math teachers to offer Math everyday to 9th graders | $105,000.00 | Math Grant from the State of Utah; USTAR money | |
| Licenses for intensified math curriculum for Secondary Math 1 | $50,000.00 | Math Grant from the State of Utah; USTAR money |
School Climate Goals
Jordan High School has students that do not feel connected to the school and therefore are not attending. 30% of our students have a high rate of absenteeism. More interventions need to be put in place to pull students that are at-risk into the on-track category. This can be done by teachers having more personal relationships with students, making their classes more engaging, and creating contracts with students with tangible rewards for improvements in attendance and grades.
Jordan High will increase the percentage of students who are on track (meaning a student has fewer than 18 absences in a school year) for attendance by 1% from 2018-2019 measurements.
| No | Yes |
1) Develop a comprehensive attendance plan, which would include the utilization of our attendance secretary to track students who are "at-risk" for attendance and formulate contracts to get them back on track.
2) Provide professional development in creating culturally relevant classrooms to increase the positive environment in the school to improve attendance.
3) Administer a school climate survey at least three times per year and track data on our two lowest scoring categories.
4) Provide up to 1 FTE for a school counselor or social worker to provide academic and emotional support to help improve attendance and academic performance for all students.
2) Provide professional development in creating culturally relevant classrooms to increase the positive environment in the school to improve attendance.
3) Administer a school climate survey at least three times per year and track data on our two lowest scoring categories.
4) Provide up to 1 FTE for a school counselor or social worker to provide academic and emotional support to help improve attendance and academic performance for all students.
1) Attendance rates will be measured each quarter and compared with 2018-2019 data.
2) A school climate survey will be created to measure students' overall feelings and connectedness to the school; the goal will be to improve our scores in our two lowest scoring areas by 3% over the course of the year.
2) A school climate survey will be created to measure students' overall feelings and connectedness to the school; the goal will be to improve our scores in our two lowest scoring areas by 3% over the course of the year.
Progress will be communicated monthly with the BLT/Department Chairs, School Community Council, and entire faculty using the following data sets:
1) School climate survey results
2) Attendance Data broken down by quarter and by sub-groups (special education, English Language Learners, low-income students, etc.).
1) School climate survey results
2) Attendance Data broken down by quarter and by sub-groups (special education, English Language Learners, low-income students, etc.).
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Additional counselor and/or social worker | $70,000.00 | School Trust Lands | |
| Attendance Tracker | $10,000.00 | Allocated FTE for secretaries | |
| AVID Training | $10,000.00 | Instructional Supports Budget |
Summary of Expenditures for all Goals
Summary - replace me
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