Data Dashboard
Teacher and Student Success Plan
2017 - 2018
Overarching Goal
By focusing on evidenced based instructional practices in all classrooms and providing a multi-tiered system of supports, S.R.I, ACT scores, and graduation rates will increase.
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 SCC members decided and voted upon how Land Trust funds would be used to support Brighton students and teachers. They also approved of the goals set in the Land Trust plan, which were transferred to this CSIP plan.
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Academic Goal
Tier 1 - Based on CTESS data specifically related to the IPOP tool, our greatest need of improvement in regards to instructional priorities was feedback and specific feedback.
During the 2017-18 school year, Brighton High will focus on Teacher Clarity and Feedback as instructional priorities in every classroom. Brighton High teachers will be Effective/HighlyEffective on at least 90% of all IPOPs in the areas of hourly feedback rate, specific feedback, and feedback loops. In addition, Brighton High Teachers will demonstrate teacher clarity by having 100% of IPOPs be effective in the area of posted daily learning objectives.
Canyons School District identified instructional priorities
Provide teacher training on identifying priority standards and analyzing data related to these standards.
Analyze teacher observation data in order to determine which instructional priorities will be the focus of professional development.
Provide focused teacher training on high impact instructional priorities, prioritizing literacy strategies to use across all content areas.
Professional development will include the use of educational technology to support the implementation of high impact instructional priorities.
Provide up to 12 additional periods to reduce class sizes.
Use ACT data to provide ACT preparation classes and guide instruction in classes.
Brighton High will send 10 staff members to the Utah Coalition for Educational Technology conference and encourage many of them to apply to present at the conference.
Additional technology equipment will be purchased in order to expand the technology resources teachers have available to use in their instruction.
Analyze teacher observation data in order to determine which instructional priorities will be the focus of professional development.
Provide focused teacher training on high impact instructional priorities, prioritizing literacy strategies to use across all content areas.
Professional development will include the use of educational technology to support the implementation of high impact instructional priorities.
Provide up to 12 additional periods to reduce class sizes.
Use ACT data to provide ACT preparation classes and guide instruction in classes.
Brighton High will send 10 staff members to the Utah Coalition for Educational Technology conference and encourage many of them to apply to present at the conference.
Additional technology equipment will be purchased in order to expand the technology resources teachers have available to use in their instruction.
Teachers will work in IPLCs to identify priority standards and use common formative assessments monitor student progress toward mastering those standards.
Teachers will implement into their instruction strategies promoted at least every two weeks via coaching and in targeted professional development.
Teachers will emphasize ACT skills and knowledge that align with their core instruction, especially in the areas of math and science.
As it relates to high-quality instruction, teachers will be expected to learn how to use and implement enough of the available technology tools to pass the Level 1 Technology Certification.
Teachers will implement into their instruction strategies promoted at least every two weeks via coaching and in targeted professional development.
Teachers will emphasize ACT skills and knowledge that align with their core instruction, especially in the areas of math and science.
As it relates to high-quality instruction, teachers will be expected to learn how to use and implement enough of the available technology tools to pass the Level 1 Technology Certification.
Brighton High will use ACT data to determine a baseline and progress toward the goal.
Formal and informal observations conducted by Brighton's Administration and Achievement Coach will be used to determine the fidelity of implementation of literacy strategies and instructional priorities in all content areas.
Formal and informal observations conducted by Brighton's Administration and Achievement Coach will be used to determine the fidelity of implementation of literacy strategies and instructional priorities in all content areas.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| 4 hours of additional literacy professional development for work completed outside of contract time | $6,000.00 | Land Trust | |
| 12 periods of additional salaries and benefits | $66,000.00 | Land Trust | |
| 4 hours of Educational Technology Professional Development time for work outside of contract time | $6,000.00 | Land Trust | |
| Utah Coalition for Educational Technology Conference Registration and Substitutes | $700.00 | Land Trust | |
| Technology Equipment - Mobile Labs | $10,000.00 | Land Trust | |
| Purchase several copies of the book Teach Like a Champion | $5,000.00 | Land Trust | |
| 8 hours of professional development pay for teacher time spent completing the professional reading outside of contract time | $12,000.00 | Land Trust |
Academic Goal
Tier 2 - Our baseline data shows that 26% of our students are reading at basic or below basic based on the SRI assessment administered in the fall of 2017. Our ACT performance data in regards to percentage of students meeting ACT benchmarks are lowest in the areas of math and science.
Brighton High will integrate literacy strategies into all instructional areas; specifically focusing on identifying the main idea of the text and supporting it through evidence from the text using annotation. Additionally, Brighton High will promote a school-wide focus on academic vocabulary. As a result, Brighton High will increase the number of students reading at the proficient level on S.R.I by 5% and increase the number of students meeting all 4 ACT Benchmarks by 3% on the junior test administration by the end of the 2017-18 school year.
Textual Annotation - We will make a concerted effort to read informational texts in all curricular areas and teach students how to annotate text in an attempt to identify the main idea and support that assertion with information from the text.
Continue to schedule two sections of a Reading class for students who score Below Basic on SRI, implementing targeted reading curriculum to improve these students' vocabulary, syntax and phonics. The teacher of these classes will be provided this curriculum, as well as needed training.
Use Land Trust funds to open extra sections of math/science course in an effort to reduce class sizes and accommodate more individual instruction.
Use Land Trust funds to open extra sections of math/science course in an effort to reduce class sizes and accommodate more individual instruction.
All teachers will learn proper annotation techniques through professional development at Brighton High School.
All teachers will receive training in the use of Cornell Notes as a tool to integrate annotation and literacy strategies in all courses.
All teachers will receive training in the use of Cornell Notes as a tool to integrate annotation and literacy strategies in all courses.
Teachers will work in professional learning communities and keep progress data on literacy integration efforts.
We will look at our mid-year SRI scores for freshmen and sophomores to help determine progress towards our literacy goals.
We will look at our mid-year SRI scores for freshmen and sophomores to help determine progress towards our literacy goals.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Two periods of the Reading Intervention class and professional development for the Reading teacher | $8,250.00 | Land Trust | |
| 12 additional periods in math and science | $62,700.00 | Land Trust | |
School Climate Goal
According to Brighton's discipline data, disrespectful behavior in the classroom is increasing from year to year. This is most likely to occur right before and right after lunch. The problem seems to be a result of a lack of engagement and inconsistent behavior expectations. A strategy for improvement is to provide clarification of school-wide expectations and to establish consistent implementation of behavior expectations and a frequent reward system.
Consistently implement Brighton's multi-tiered Positive Behavioral Interventions and Supports (PBIS) program with at least 80% of teachers utilizing the immediate rewards system and explicitly teaching behavior expectations. As a result, at least 80% of students will receive one or more immediate rewards cards. Additionally, the parent survey data will increase from an overall score of 0.92 to 1.20.
Consistent implimentation of a school-wide Positive Behavioral Interventions and Supports (PBIS) system
Discipline flow chart explicitly taught to staff
Provide professional development on strategies for explicit behavior instruction
Create PBIS posters and rewards cards
Adoption of the BHS Code in all classrooms and Brighton areas
Students will continue to be recognized for perfect attendance and improvement of grades each trimester (GO BIG! Program)
Provide professional development on strategies for explicit behavior instruction
Create PBIS posters and rewards cards
Adoption of the BHS Code in all classrooms and Brighton areas
Students will continue to be recognized for perfect attendance and improvement of grades each trimester (GO BIG! Program)
Learn BHS Code and how it applies to their content
Explicitly teach and model appropriate classroom behavior
Implement the immediate rewards system
Follow the discipline flow chart to guide response to problem behaviors
Explicitly teach and model appropriate classroom behavior
Implement the immediate rewards system
Follow the discipline flow chart to guide response to problem behaviors
TFI and other climate surveys
Brighton PBIS data for teacher implementation
Brighton PBIS data for teacher implementation
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| PBIS materials and prizes | $5,000.00 | Cell Tower | |
| GO BIG! Program | $3,500.00 | Cell Tower |
Summary of Expenditures for all Goals
Summary - replace me
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