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%. Multi-lingual 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.

Increase the graduation rate by 1% from the 2021 rate or reach 93%, whichever is higher.

1) Teachers will be given a list of all students enrolled in their classes who fall into our TSI categories (special education, African American students, and multi-lingual learners). Each quarter, teachers will keep track of the interventions they use with these students in addition to each time they reach out to parents.

2) Enroll ninth and tenth grade students who are not proficient in reading in a Read 180 intervention course. Five different levels of reading courses will be created to meet the needs of all students who are not proficient in reading. These courses will also provide the necessary language supports for our multi-lingual students. ($70,000-- TSSP)

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, Newcomer Access). These programs will also be used with multi-lingual 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. Students will be utilizing the Mathematics Vision Project (MVP) curriculum and Assessment and Learning in Knowledge Spaces (ALEKS) computer-based software to spiral math skills. Students in special education will also be enrolled in math everyday but will utilize the Agile Mind and ALEKS curricula. Special education students and multi-lingual students will receive additional supports in these math courses by being enrolled in a co-taught class with either a special education teacher or an English Language Development teacher, depending on the needs of the student. ($102,000 Land Trust; $102,000 TSSP; Total $204,000)

5) Train all Secondary Math 1 and 2 teachers in the Mathematics Vision Project (MVP) or Agile Mind curriculum and Assessment and Learning in Knowledge Spaces (ALEKS) computer program. Utilize frequent walkthroughs to ensure fidelity in implementation.

6) Continue to provide additional supports for multi-lingual students 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 multi-lingual learners to increase support for these students. ($51,000 Land Trust)

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 (teacher clarity), focused note taking, annotation, and structured academic conversations.

8) Continue to fund the AVID elective courses to increase college attendance for our underserved populations ($35,000 Land Trust).

9) Encourage students to take at least one Concurrent Enrollment or Advanced Placement course before graduating from high school to improve their chances of success in post-secondary educational experiences.

10) Provide two part-time aides to help in the English Development classrooms with reading and language instruction ($20,000 Land Trust).

11) Provide two part-time aides to help in the reading classrooms with reading intervention programs ($20,000 TSSP)

1) We will identify the graduation rate for 2020-2021 in the summer of 2021. Once the 2021 rate is identified, we want the 2022 graduation rate to be 1% higher, or at least 93%. We will target specific groups as part of our Targeted School Improvement status to improve their overall graduation rates. African American students should have a graduation rate higher than 90%. Multi-lingual students should have a graduation rate of 85% or higher, Special Education students should have a graduation rate of 85% or 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, multi-lingual students, 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 5% 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 increase the proficiency rates on the Language Arts Aspire by 5% over the 2021 rate. We will target specific student groups as part of our Targeted School Improvement Status to improve their proficiency rates on the Language Arts Aspire test as well. We want African American students, multi-lingual students, and special education students to increase their proficiency rates by 5% over 2021 rates. For each of these targeted groups, we want to move 5% of our students out of Level 1 (Below Basic) in comparison to the 2021 Language Arts Aspire scores.

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 5% for both Secondary Math 1 and Secondary Math 2 as measured by the 2022 Aspire. We will target specific student groups as part of our Targeted School Improvement Status to improve their proficiency rates on the Math Aspire test as well. We want African American students, multi-lingual students, and special education students to increase their proficiency rates by 5% over 2021 rates. For each of these targeted groups, we want to move 5% of our students out of Level 1 (Below Basic) in comparison to the 2021 Math Aspire scores.

5) We will increase our English language proficiency rates for our multi-lingual students by 5%. We will also increase our language growth rates for our English Learners by 10% over the reported 2021 data as measured by the Utah State Report Card system.

1) Students with disabilities will be enrolled in the same reading intervention programs offered to our general education students (Newcomer Access, System 44, and Read 180), and we will use the progress monitoring tools of this program to ensure that students meet the literacy goals.

2) Ninth grade special education students will be enrolled in a specific math curriculum (Agile Mind) with supports from a software program (ALEKS) and will be enrolled in this program for two years. They 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 5%.

1) Multi-lingual learners who are WIDA Level 1 or Level 2 will be enrolled in an English Language Development class which utilizes the Newcomer Access program and a 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) Multi-lingual learners who are a Level 3 will be enrolled in an English Language Development class where the System 44 or the Read 180 curriculum will be utilized. These students will also be placed with core teachers who are ESL certified and possibly placed in co-taught core classes with a certified English Language Development teacher.

3) Multi-lingual learners who are struggling with numeracy skills will be placed in a specific math course that utilizes Agile Mind and ALEKS curriculum over the course of two years to bring them up to grade level. This math class will be taught everyday to provide important spiraling and scaffolds for students.

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)

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. If students do not feel connected to a significant adult in the school, their academic performance and potential for graduation decreases.

Increase the number of students who report they feel connected to one or more adults at the school by 5% as measured by a survey administered in the fall of 2021 and again in spring of 2022.

1) Establish an advisory class period for students to receive social and emotional curriculum, to help students track academic progress, and to build a relationship with a significant adult in the building. Create an advisory committee of teachers to help develop curriculum and train teachers ($5000 Land Trust; $5000 TSSP; Total $10,000).
2) Administer a school climate survey three times per year and track data on student connectedness to the school. 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 ($35,000 Land Trust; $35,000 TSSP).
4) 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.

1) We will use a school-created school climate survey to measure student connectedness to the adults in the school. We will increase the number of students who report they feel connected to one or more adults at the school by 5%, from fall to spring.
2) We will reduce the number of students who are earning D's or F's who are multi-lingual learners, special education students, Latinx students, African American students, and Pacific Islander students by 3%.

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