Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
By June 2022, 70% of Corner Canyon High School students will meet ACT benchmarks in two or more areas.
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 will review the CSIP and use it to approve the LandTrust funds.
02/07/2019
03/07/2019
02/06/2019
02/06/2019
Academic Goals
Between 45% to 52% of CCHS juniors are missing college ready skills in reading (49%), math (45%), and science (52%) as measured by the 2017-18 ACT. This pattern is most common in CCHS low SES populations. In 2017-18, between 74% to 82% of low SES students at CCHS were missing college ready skills in reading (82%), math (74%), and science (82%). We believe the problem is a result such students earning Fs and Ds in their courses at a higher rate than their peers. In addition we believe the problem may also stem from some lack of rigor and cohesion across disciplines and within departments, as well as a lower community connection for some students. A strategy for improvement is to strengthen the instruction Core Academic Skills (see ACT's report of Core Skills), improve IPLCs and their abilities to analyze data to adjust instruction, and improve the multi-tiered systems of supports available to students who need support.
By June 2020, 66% of Corner Canyon High School students will meet the ACT benchmark in two or more areas. This is an increase of 2% in the percentage of students who met on the previous test (2017-18) and will assist students in becoming college ready.
| No | Yes |
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1) Specific feedback rates on formal Instructional Priorities Observation Protocol (IPOPs).
2) EWS students who are at risk or off track with Fs and Ds.
3) SRI and ACT data.
4) IPOP data.
5) Results from IPLC observations using targeted observation forms.
6) Skyward grade entries.
7) ACT Aspire data (when it becomes available).
2) EWS students who are at risk or off track with Fs and Ds.
3) SRI and ACT data.
4) IPOP data.
5) Results from IPLC observations using targeted observation forms.
6) Skyward grade entries.
7) ACT Aspire data (when it becomes available).
Students with disabilities have a higher representation within our population of low-income students. By improving the educational outcomes of low-income students we will in turn improve the performance of students with disabilities. In addition, by improving our systems of support across the school we will be able to both identify and provide evidence based interventions for those students with disabilities. Finally, we hire two additional sped para educators for our resource program. This program serves the largest sub-group of our students on IEPs and has the greatest opportunity for growth.
English learners have a higher representation within our population of low-income students. By improving the educational outcomes of low-income students we will in turn improve the performance of English learners also. In addition, by improving our systems of support across the school we will be able to both identify and provide evidence based interventions for these students. Finally, by providing two ELD classes, despite having low ELL numbers, we will also better serve the academic needs of English learners.
Progress will be communicated monthly through the following methods: triumvirate meetings to analyze progress, faculty meetings to share data and remind of school initiatives, BLT meetings to analyze and make adjustments, and reports to the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and employee benefits to maintain two reading periods. | $18,000.00 | Land Trust Funds | |
| Salaries and employee benefits to expand the number of English Language Development courses to two. | $18,000.00 | Land Trust Funds | |
| ACT vocabulary resources. | $500.00 | Land Trust Funds | |
| Salaries and employee benefits to create a 504 and testing aide accommodations for students. | $13,000.00 | Land Trust Funds | |
| Costs associated PD, teacher workshops, and teacher collaboration potentially include the following: substitutes, presenters, registration, travel, books, or materials to facilitate teacher professional development on instructional strategies. In addition, teachers will share their learning with the faculty/BLT/department. | $8,000.00 | Land Trust Funds | |
| Salaries and employee benefits to maintain CREW teacher and teacher aide. | $64,000.00 | Land Trust Funds | |
| Salaries and employee benefits to maintain Math Lab classes. | $27,000.00 | Land Trust Funds | |
| Salaries and employee benefits for STEM enrichment/support after school program. | $5,500.00 | Land Trust Funds | |
| Create a student support transition position in the student center to help students transitioning issues like incoming 9th graders, new students, refugee students, isolated students, blended learners, etc. | $13,000.00 | Land Trust Funds | |
| Create a 17 hr instructional aide/tracker position to track students who are instructional at-risk. | $13,000.00 | Land Trust Funds | |
| Create two 17 hour sped para positions for resource. | $13,000.00 | Land Trust Funds | |
| Pay for 650 ACT Tessera Assessment licenses | $6,500.00 | Land Trust Funds | |
| Pay for two periods of AP or concurrent classes | $18,000.00 | Land Trust Funds | |
| Pay for Membean vocabulary licenses for 9th, 10th, and 11th grade student | $12,000.00 | Land Trust Funds |
School Climate Goals
CCHS students indicated through the Student Stakeholder Survey that "my teachers know when I don't understand" as one of the lowest rated survey items. In addition, IPOP data from 2017-18 states that 59% of CCHS teachers provide specific feedback at the highly effective rate (3 or more instances). These two data points suggest CCHS teachers have the opportunity to provide students with more specific feedback in their classes. We believe the problem is a result of teachers providing too much general feedback. Our strategy for improvement is to provide school wide, department, and IPLC professional development regarding specific feedback instructional strategies. Hattie indicates that feedback have an effect size of 0.75.
By June 2020, 65% of Corner Canyon High School teachers will receive a highly effective rating on Specific Feedback on their formal IPOPs. This is an increase of 6% of teachers reaching an highly effective for Specific Feedback on their 2017-18 IPOPs.
| No | Yes |
The administration and achievement coach will provide school wide PD regarding specific feedback instructional strategies. The achievement coach will followup with each department and IPLC to create content based specific feedback resources. The administration and achievement will observe and provide feedback regarding teachers' use of specific through formal and informal IPOPs.
1) Specific Feedback rate in IPOP results.
2) Student Stakeholder Survey data.
2) Student Stakeholder Survey data.
Progress will be communicated through monthly in the following ways: to staff at professional development and/or faculty meetings, reports to School Community Council members, and reports to the BLT.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| We anticipate minimal to zero cost other than some handouts. | $0.00 | N/A |
Summary of Expenditures for all Goals
Summary - replace me
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