Data Dashboard
Teacher and Student Success Plan
2020 - 2021
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 was informed of the current data of Jordan High School and its Targeted School Improvement Status. We discussed that to provide these continued supports for special education students, English Learners, and students of color and those in poverty, we must provide extra supports by paying for additional class periods and teachers who can provide this support. The School Community Council was given the plan and was given an opportunity to provide additional input at the March meeting before the Trust Lands Budget, TSSA budget, and TSSP plan were approved by the Council.
02/12/2020
03/04/2020
03/04/2020
02/06/2020
Academic Goals
Jordan High School has 10+% of students who do not graduate from high school. Jordan High's proficiency rates in Math, English, and Science are all below the state average. Jordan High's proficiency rates at the beginning of any given school year in reading are below 60%. English Language Learners, special education students, and students of color are also below their peers in academic performance and graduation rates. As a result, specific structures and interventions need to be put in place to improve academic performance for all students with specific attention paid to student groups who are currently underserved.
Jordan High will improve its graduation rate by 1% over the 2020 graduation rate.
| No | Yes |
1) Work with teachers to put in place protocols for 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 (Read 180 & System 44). This program will also be used with English Language Learners and Special Education students.
4) Enroll all ninth and tenth grade students in math everyday, except for those who are enrolled in honors math. This strategy is to significantly increase proficiency rates in math overall.
5) Train all Secondary Math 1 and 2 teachers in the Mathematics Vision Project curriculum that was adopted by the district. Utilize frequent walkthroughs to ensure fidelity in implementation.
6) Continue to provide additional supports for English Language Learners by providing appropriate English Language Development instruction based on students' World-class Instructional Design and Assessment (WIDA) scores. Provide a co-taught English Language Development teacher to push into core classes with English Learners to increase support for these students.
7) Continue to provide professional development for teachers on best practices for critical reading, writing, and academic language development for students. This professional development will focus on the implementation of Advancement for Individual Determination (AVID) strategies, with specific attention to learning intentions, focused note taking, annotation, and structured academic conversations.
8) Continue to fund the AVID elective courses to increase graduation rates and college attendance for our underserved populations.
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 (Read 180 & System 44). This program will also be used with English Language Learners and Special Education students.
4) Enroll all ninth and tenth grade students in math everyday, except for those who are enrolled in honors math. This strategy is to significantly increase proficiency rates in math overall.
5) Train all Secondary Math 1 and 2 teachers in the Mathematics Vision Project curriculum that was adopted by the district. Utilize frequent walkthroughs to ensure fidelity in implementation.
6) Continue to provide additional supports for English Language Learners by providing appropriate English Language Development instruction based on students' World-class Instructional Design and Assessment (WIDA) scores. Provide a co-taught English Language Development teacher to push into core classes with English Learners to increase support for these students.
7) Continue to provide professional development for teachers on best practices for critical reading, writing, and academic language development for students. This professional development will focus on the implementation of Advancement for Individual Determination (AVID) strategies, with specific attention to learning intentions, focused note taking, annotation, and structured academic conversations.
8) Continue to fund the AVID elective courses to increase graduation rates and college attendance for our underserved populations.
1) We will identify the graduation rate for 2019-2020 in the summer of 2020. Once the 2020 rate is identified, we want the 2021 graduation rate to be 1% higher.
2) We will track our progress towards this goal by using our district's Data Dashboard. The goal is to increase the number of students on track with regard to D's and F's (meaning they have earned no grades lower than a D), particularly focusing on our special education students, English learners, Latinx students, African American students, and Pacific Islanders. We will decrease the number of students off-track in each student group by 1%.
3) We will increase the number of students reading on a proficient or advanced level by 3% from fall to spring as measured by the Reading Inventory test, and 80% of students enrolled in reading intervention programs will improve their score on the Reading Inventory by 100 lexile points or more.
4) We will decrease our failure rates in Secondary Math 1 by 3% and in Secondary Math 2 by 5%. We will also decrease the number of students earning a "D" grade by 5% in both Secondary Math 1 and Secondary Math 2. We will also increase our proficiency rates on the Math Aspire by 3% for both Secondary Math 1 and Secondary Math 2 as measured by the 2021 Aspire.
5) We will increase our English language proficiency rates for our English Language Learners by 3%. We will also increase our language growth rates for our English Learners by 10% as measured by the Utah State Report Card system.
2) We will track our progress towards this goal by using our district's Data Dashboard. The goal is to increase the number of students on track with regard to D's and F's (meaning they have earned no grades lower than a D), particularly focusing on our special education students, English learners, Latinx students, African American students, and Pacific Islanders. We will decrease the number of students off-track in each student group by 1%.
3) We will increase the number of students reading on a proficient or advanced level by 3% from fall to spring as measured by the Reading Inventory test, and 80% of students enrolled in reading intervention programs will improve their score on the Reading Inventory by 100 lexile points or more.
4) We will decrease our failure rates in Secondary Math 1 by 3% and in Secondary Math 2 by 5%. We will also decrease the number of students earning a "D" grade by 5% in both Secondary Math 1 and Secondary Math 2. We will also increase our proficiency rates on the Math Aspire by 3% for both Secondary Math 1 and Secondary Math 2 as measured by the 2021 Aspire.
5) We will increase our English language proficiency rates for our English Language Learners by 3%. We will also increase our language growth rates for our English Learners by 10% as measured by the Utah State Report Card system.
1) Students with disabilities will be enrolled in Read 180, and we will use the progress monitoring tools of this program to ensure that students meet the the literacy goals.
2) Students with disabilities will be enrolled in Secondary Math resource or co-taught classes which will be taught everyday to increase their time with specialized instruction, with a goal of improving their proficiency rates by 3%.
2) Students with disabilities will be enrolled in Secondary Math resource or co-taught classes which will be taught everyday to increase their time with specialized instruction, with a goal of improving their proficiency rates by 3%.
1) English Language Learners who are WIDA Level 1 or Level 2 will be enrolled in an English Language Development class and a Read 180 or System 44 reading support class.These students will also be placed in core classes with an English as a Second Language (ESL) certified teacher along with an English Language Development co-taught teacher to provide additional supports.
2) English Language Learners who are a Level 3 will be enrolled in an English Language Development class where the Read 180 intervention curriculum will be utilized. These students will also be placed with core teachers who are ESL certified.
2) English Language Learners who are a Level 3 will be enrolled in an English Language Development class where the Read 180 intervention curriculum will be utilized. These students will also be placed with core teachers who are ESL certified.
Building Leadership Team meetings (at least once a month)
School Community Council meetings (once a month)
Faculty meetings and professional development (monthly)
Newsletter to the community
Department meetings and PLCs (weekly)
School Community Council meetings (once a month)
Faculty meetings and professional development (monthly)
Newsletter to the community
Department meetings and PLCs (weekly)
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $70,000.00 | 1 full FTE for Reading Teacher (8 sections) | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $35,000.00 | .5 FTE (4 sections) to provide AVID (Advancement Via Individual Determination) elective classes | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $87,500.00 | 1.25 FTE (10 sections) to provide English Language Development courses and co-taught courses for English Language Learners | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $17,500.00 | .25 FTE (2 sections) to assist in providing math everyday to Secondary Math 1 & 2 students | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $140,000.00 | 2 FTE (16 sections) to reduce math and English Language Arts class sizes to improve growth rates and proficiency rates in these subject areas | TSSP |
School Climate Goals
Students at Jordan High School based on past climate surveys have identified that while they like Jordan High School, many students do not feel safe. 15% of students report that they do not have a trusted adult at the school with whom they can express concerns. This concern about safety affects students' ability to learn and to stay connected to the school so that they can earn their high school diploma.
Increase the number of students who report they feel connected to one or more adults at the school by 3%, and increase the number of students who report that they feel safe at school by 3%.
| No | Yes |
1) Continue to provide professional development to teachers on how to create culturally inclusive classrooms so that more students feel connected to the adults in the building.
2) Administer a school climate survey three times per year and track data on student connectedness to the school and feelings about school safety. Identify specifically which student groups feel the most vulnerable and provide specific training to faculty to ensure that they build personal relationships with these students.
3) Provide an academic and emotional support intervention specialist to build further relationships with the students and to track their academic progress and connectedness to the school.
4) Continue to fund our Alternative Language specialist as a full-time employee to track attendance and academic progress of our English Learners.
2) Administer a school climate survey three times per year and track data on student connectedness to the school and feelings about school safety. Identify specifically which student groups feel the most vulnerable and provide specific training to faculty to ensure that they build personal relationships with these students.
3) Provide an academic and emotional support intervention specialist to build further relationships with the students and to track their academic progress and connectedness to the school.
4) Continue to fund our Alternative Language specialist as a full-time employee to track attendance and academic progress of our English Learners.
1) We will use a school-created school climate survey to measure student connectedness to the adults in the school as well as student feelings about their safety at school. We will increase the number of students who report they feel connected to one or more adults at the school by 3%, and increase the number of students who report that they feel safe at school by 3%.
2) We will reduce the number of students who are earning D's or F's who are English Learners, Special Education students, Latinx students, African American students, and Pacific Islander students by 2%.
2) We will reduce the number of students who are earning D's or F's who are English Learners, Special Education students, Latinx students, African American students, and Pacific Islander students by 2%.
Building Leadership Team meetings (monthly)
School Community Council meetings (monthly)
Faculty meetings and professional development (monthly)
Department Meetings and PLCs (weekly)
Newsletters to the community
PTSA Meetings (monthly)
Student Council meetings
School Community Council meetings (monthly)
Faculty meetings and professional development (monthly)
Department Meetings and PLCs (weekly)
Newsletters to the community
PTSA Meetings (monthly)
Student Council meetings
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $35,000.00 | .5 FTE for social worker (emotional support intervention specialist) | TSSP |
| Salaries and Employee Benefits 100 and 200 | $35,000.00 | .5 FTE for counselor to work with student groups in targeted school improvement | TSSP |
| Salaries and Employee Benefits 100 and 200 | $10,000.00 | Fund Alternative Language Specialist full-time (currently funded at 30 hours; increase to 40 hours/week) | Landtrust |
| $35,000.00 | .5 FTE for counselor to work with student groups in targeted school improvement | Landtrust |
Summary of Expenditures for all Goals
Summary - replace me
Additional funds would be used to provide the following: 1) Additional sections of AVID, Read 180, English Language Development, English Language Development co-taught classes, English Language Arts classes, Secondary Math 1, or Secondary Math 2; 2) Provide technology, particularly to upgrade, increase, or maintain Chromebook carts; 3) Purchase Read 180 licenses and materials; 4) Purchase materials for new math curriculum (Mathematics Vision Project) for Secondary Math 1, 2, and 3; 5) Provide aides to support students in reading or English Language Development classes.