Teacher and Student Success Plan
2020 - 2021

Overarching Goal

On average, sixty-nine percent of the Union Middle students are currently able to demonstrate mastery of state core standards on our Union common formative assessments.  GOAL:   75% of students will maintain proficiency on Union's common assessments in all subject areas through May, 2021.  (Scoring 70% or above on a common assessment will be considered proficient.)  This goal will be achieved through: the development of high quality common comprehensive/unit assessments, purposeful collaboration in Instructional Professional Learning Communities (IPLCs), appropriate rigor (ready for end-of-level state assessments), and frequency (at least one per quarter) - including data for English Language Learners and students on Individual Education Plans - to support student achievement.   

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:

On February 20, 2020, the School Community Council members reviewed data measuring progress on the academic and cultural goals contained in the 2020-21 TSSP.

Due to community health directives to slow the spread of Covid-19, the Union SCC members reviewed an emailed version of the TSSP for 2020-2021.  We responded to questions and incorporated feedback from council members.  By April 13, 2020, the School Community Council members (via email) unanimously approved the TSSP/Continuous School Improvement Plan, the expenditures for the TSSA funding, as well as the Land Trust Plan and budget for the 2020-21 school year.



Academic Goals

69% of the students are not proficient at grade level state standards in Language Arts, Reading, Math, Science, and Social Studies. This is due to the misalignment of curriculum, instruction, and assessment. We want to increase the use of high quality assessments and evidence-based instructional strategies on a daily basis.

75% of students will demonstrate proficiency on Union's common summative assessments for each unit of study across all content areas. (Scoring 70% or above on a common assessment will be considered proficient.)

No Yes

Language Arts

1. To strengthen our Tier One instruction, we will give teachers time to collaborate, review achievement data, and plan. We will pay for substitutes for these collaboration days. We have allocated $22,546.4 for this action step.
2. We will pay teachers stipends for curriculum development during the summer. We’ve allocated $25,106.60 for this action step,
3. We will hire aides (number to be determined, based on hours) to support reading classes, our ELL students, to run Check and Connect, and to help support and track students' academics. We've allocated $68,327 for this action step.
4. We will pay for .714 of an FTE for an English Language Arts teacher to support literacy and help students develop writing skills. We've allocated $55,954.50 for this action step.

Instructional Professional Learning Communities (IPLCs) will measure the percent of students proficient on Union Common Summative Assessments (based on state standards) for each unit across all content areas. We will also track progress on the Reading Inventory (RI), the Math Inventory (MI), RISE data, and WIDA scores (ELL Students).

Implement 5 Essential Practices, adapted for students with disabilities, as embedded in Tier 1 instruction in core classes. Student progress will be tracked through progress on assessments in core classes, Reading Inventory (RI), and Rise assessments.

Implement 5 Essential Practices for ELD with fidelity in ELD classes and in core classrooms. Student language proficiency will be tracked through WIDA, Middlebury, and progress monitoring in ELL classes. This implementation will help ELL's make gains on World-class Instructional Design and Assessment (WIDA) Tests, Reading Inventory, and state end of level testing, which in turn help students meet or exceed school proficiency goals.

IPLC teams will report progress to achievement coaches and administrators on their data team planning days. Student proficiency will be posted on the wall in the coaches' office and in the hallway. Throughout the year, we will share our progress with the School Community Council. School Community Council notes will be shared with all parents.

Salaries and Employee Benefits 100 and 200 $55,954.50 This budget item is to pay for .714 of an FTE for an English Language Arts teacher who will support student development in literacy and writing skills. TSSP
Salaries and Employee Benefits 100 and 200 $22,546.40 This budget item is to pay for substitute teachers, allowing teachers time to meet, analyze data, collaborate, and plan. Landtrust
Salaries and Employee Benefits 100 and 200 $68,327.00 This budget item would be used to hire aides to support reading classes and our ELL students. We will also hire an aide to track and support student academics as well as some Counseling Center support to administer the Check and Connect program. Landtrust
$25,106.60 This budget item is to pay teachers stipends for curriculum development during the summer. Landtrust
School Climate Goals

On our most recent CAYCI Survey, 64% of students reported that, "I feel l belong at my school." We want to foster a feeling of family and school spirit that will provide an emotionally safe environment for our students.

85% of students will report feeling connected to school on targeted school climate survey questions.

No Yes

Feeling Connected Through Grade Level Teams
As a faculty, we are focusing on strengthening relationships between students and teachers on their grade level teams. Strong relationships with adults at school improves school attendance, increases student motivation, increases the sense of safety at school, and helps the student progress socially and emotionally. All of these factors increase the likelihood of academic success. These teams of teachers and counselors help to ensure that all students have equal access to curriculum and social and emotional supports. Where necessary, these teams create and administer individual and group behavioral and academic plans. They also plan team building activities and service projects to help students feel connected and part of a team.
Social/Emotional Supports for Students
We will hire a full time social worker to facilitate targeted groups - including restorative circles - and support students’ social and emotional well-being.

The PBIS team will conduct a yearly targeted school climate survey to measure progress.

We will use school social media to post pictures of team activities. This will also be a vehicle to build school culture. In addition, we will share student survey results with the School Community Council.

Salaries and Employee Benefits 100 and 200 $55,954.50 We will pay for half of the cost of a full time social worker. The other half is being paid for out of the 0050 Budget. TSSP
Summary of Expenditures for all Goals
Summary - replace me

Any additional or unused funding may be used for one or more of the following categories: hiring instructional aides, supplies, software, teacher stipends, textbooks (including online curriculum), additional technology to support instruction and assessment, and paying for substitutes to allow teachers time to develop curriculum.