Data Dashboard
Teacher and Student Success Plan
2022 - 2023
Overarching Goal
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:
SCC members met each month throughout the year. Over the past few months SCC members have reviewed a variety of school data to identify areas of need and strength. They also gathered stakeholder input to identify overall areas of need.
SCC members are excited for implementation of the plan developed collaboratively to address academic, behavioral, and community needs.
02/15/2022
03/15/2022
02/16/2022
01/25/2022
Academic Goals
Nothing Entered
By May 26, 2023, at least 80 percent of students will meet or exceed expected rates of improvement as measured by Acadience Pathways of Progress.
| No | Yes |
Copperview will utilize the Systematic Vocabulary routine to provide clear, concise vocabulary instruction presenting the meaning and contextual examples of words through multiple examples. To develop content and needed background knowledge we will utilize the community school model to engage all stakeholders in increasing student content knowledge and language acquisition through high quality learning experiences to improve student learning. This will occur through the following steps:
1. Grade levels utilize district curriculum and community partner materials to teach the core standards. This includes core aligned presentations through community partnerships.
2. Grade levels attend a school field trip to the location identified as a community partnership.
3. Parents are invited to participate in grade levels family learning nights at Copperview aligned to integrated core standards and in collaboration with community partnership.
4. Family learning night participants are then invited to attend a family event night at the community partnership location funded through the school.
5. Family learning center courses are then offered to learn more about:
a. Academic language being taught.
b. Careers in the field identified through community partnership experience.
c. Options for scholarships, how to apply for scholarships.
d. Considerations for middle and high school coursework to support student interest.
Resources Needed for implementation
1. Five Skill based instructional assistants ($25,275) are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
2. Library Media Books ($12,000): Books purchased will increase access to newer reading material with priority given to increasing access to a well-rounded variety of topics (e.g. books aligned to wonders reading, core aligned topics).
3. Core Aligned Community Presentations and Field Trips: buses ($2,500) and admissions ($2,500).
4. One alternate language instructional assistant ($10,000) utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
1. Grade levels utilize district curriculum and community partner materials to teach the core standards. This includes core aligned presentations through community partnerships.
2. Grade levels attend a school field trip to the location identified as a community partnership.
3. Parents are invited to participate in grade levels family learning nights at Copperview aligned to integrated core standards and in collaboration with community partnership.
4. Family learning night participants are then invited to attend a family event night at the community partnership location funded through the school.
5. Family learning center courses are then offered to learn more about:
a. Academic language being taught.
b. Careers in the field identified through community partnership experience.
c. Options for scholarships, how to apply for scholarships.
d. Considerations for middle and high school coursework to support student interest.
Resources Needed for implementation
1. Five Skill based instructional assistants ($25,275) are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
2. Library Media Books ($12,000): Books purchased will increase access to newer reading material with priority given to increasing access to a well-rounded variety of topics (e.g. books aligned to wonders reading, core aligned topics).
3. Core Aligned Community Presentations and Field Trips: buses ($2,500) and admissions ($2,500).
4. One alternate language instructional assistant ($10,000) utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
Pathways of Progress is a tool for interpreting Acadience scores that provides an evaluation of individual student growth or improvement over time, compared to other students with the same level of initial skills. Baseline data will be collected in the Fall through benchmark assessment and the Pathways of Progress measures will be used throughout the year, with final measures occurring at Spring Benchmark.
The overall school focus on language acquisition and increased content background knowledge will support increased performance for students with disabilities. Using this model, a few additional steps will be taken to support students with disabilities towards increased performance:
• Increased progress monitoring: weekly on grade level for all students with disabilities, off grade level progress monitoring for student with IEP goals significantly below grade level.
• Front loading of content information and vocabulary through increased intervention time.
• Increased progress monitoring: weekly on grade level for all students with disabilities, off grade level progress monitoring for student with IEP goals significantly below grade level.
• Front loading of content information and vocabulary through increased intervention time.
The overall school focus on language acquisition and increased content background knowledge will support increased performance for students with disabilities. Using this model, a few additional steps will be taken to support multilingual students towards increased performance:
• Weekly progress monitoring.
• Front loading of content information and vocabulary through increased intervention time.
• Additional staff in decrease small group size (funded through Title 1).
• Weekly progress monitoring.
• Front loading of content information and vocabulary through increased intervention time.
• Additional staff in decrease small group size (funded through Title 1).
Communication will occur at a minimum of three times per year.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $25,275.00 | Skill Based Instructional Assistants Five Skill based instructional assistants are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading. |
Landtrust |
| General Supplies 610 | $12,000.00 | Library Media Books Books purchased will increase access to newer reading material with priority given to increasing access to a well-rounded variety of topics (e.g. books aligned to wonders reading, core aligned topics). |
TSSP |
| Transportation, buses 599 | $2,500.00 | Core Aligned Community Presentations and Field Trips | TSSP |
| Admission/Registration 569 | $2,500.00 | Core Aligned Community Presentations and Field Trips | TSSP |
| Salaries and Employee Benefits 100 and 200 | $10,000.00 | Alternative Languages Instructional Assistant One instructional assistant utilized to provide small group intervention based on student data to address individualized instructional needs. |
TSSP |
Academic Goals
Nothing Entered
By May 26, 2023, at least 80 percent of students will meet or exceed expected rates of improvement as measured by Math Acadience Pathways of Progress.
| No | Yes |
Through school and district common assessments, we have found that students need additional time understanding the academic language associated with math core standards. Copperview will utilize the Systematic Vocabulary routine to provide clear, concise vocabulary instruction presenting the meaning and contextual examples of words through multiple examples. To develop content and needed background knowledge we will utilize the community school model to engage all stakeholders in increasing student content knowledge and language acquisition through high quality learning experiences to improve student learning. This will occur through the following steps:
1. Grade levels utilize district curriculum and community partner materials to teach the core standards. This includes core aligned presentations through community partnerships.
2. Grade levels attend a school field trip to the location identified as a community partnership.
3. Parents are invited to participate in grade levels family learning nights at Copperview aligned to integrated core standards and in collaboration with community partnership.
4. Family learning night participants are then invited to attend a family event night at the community partnership location funded through the school.
5. Family learning center courses are then offered to learn more about:
a. Academic language being taught.
b. Careers in the field identified through community partnership experience.
c. Options for scholarships, how to apply for scholarships.
d. Considerations for middle and high school coursework to support student interest.
Resources Needed for implementation
1. Five Skill based instructional assistants ($30,000) are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
2. Library Media Books: Books purchased will increase access to newer reading material with priority given to increasing access to a well-rounded variety of topics (e.g. books aligned to wonders reading, core aligned topics) as referred to in ELA goal.
3. Core Aligned Community Presentations and Field Trips as referred to in ELA goal.
4. Alternate languages instructional assistant ($10,722.49) utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
1. Grade levels utilize district curriculum and community partner materials to teach the core standards. This includes core aligned presentations through community partnerships.
2. Grade levels attend a school field trip to the location identified as a community partnership.
3. Parents are invited to participate in grade levels family learning nights at Copperview aligned to integrated core standards and in collaboration with community partnership.
4. Family learning night participants are then invited to attend a family event night at the community partnership location funded through the school.
5. Family learning center courses are then offered to learn more about:
a. Academic language being taught.
b. Careers in the field identified through community partnership experience.
c. Options for scholarships, how to apply for scholarships.
d. Considerations for middle and high school coursework to support student interest.
Resources Needed for implementation
1. Five Skill based instructional assistants ($30,000) are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
2. Library Media Books: Books purchased will increase access to newer reading material with priority given to increasing access to a well-rounded variety of topics (e.g. books aligned to wonders reading, core aligned topics) as referred to in ELA goal.
3. Core Aligned Community Presentations and Field Trips as referred to in ELA goal.
4. Alternate languages instructional assistant ($10,722.49) utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading.
Pathways of Progress is a tool for interpreting Acadience scores that provides an evaluation of individual student growth or improvement over time, compared to other students with the same level of initial skills. Baseline data will be collected in the Fall through benchmark assessment and the Pathways of Progress measures will be used throughout the year, with final measures occurring at Spring Benchmark.
The overall school focus on language acquisition and increased content background knowledge will support increased performance for students with disabilities. Using this model, a few additional steps will be taken to support students with disabilities towards increased performance:
• Increased progress monitoring: weekly on grade level for all students with disabilities, off grade level progress monitoring for student with IEP goals significantly below grade level.
• Front loading of content information and vocabulary through increased intervention time.
• Increased progress monitoring: weekly on grade level for all students with disabilities, off grade level progress monitoring for student with IEP goals significantly below grade level.
• Front loading of content information and vocabulary through increased intervention time.
The overall school focus on language acquisition and increased content background knowledge will support increased performance for students with disabilities. Using this model, a few additional steps will be taken to support multilingual students towards increased performance:
• Weekly progress monitoring.
• Front loading of content information and vocabulary through increased intervention time.
• Additional staff in decrease small group size (funded through Title 1).
• Weekly progress monitoring.
• Front loading of content information and vocabulary through increased intervention time.
• Additional staff in decrease small group size (funded through Title 1).
Communication will occur at a minimum of three times per year.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $30,000.00 | Skill Based Instructional Assistants Five Skill based instructional assistants are utilized to provide small group intervention based on student data to address individualized instructional needs during math and reading. |
Landtrust |
| Salaries and Employee Benefits 100 and 200 | $10,722.49 | Alternative Languages Instructional Assistant One instructional assistant utilized to provide small group intervention based on student data to address individualized instructional needs. |
TSSP |
School Climate Goals
Nothing Entered
By May 26, 2023, at least 80 percent of students will be able to identify a developmentally appropriate number of emotions and self-regulation strategies to manage their identified emotion.
| No | Yes |
Copperview has aligned school PBIS Expectations with four Utah Portrait of a Graduate Competencies to prioritize specific areas of social emotional well-being for all students. They are:
Safe
• Wellness: Develop self-awareness, self-advocacy skills and the knowledge to maintain healthy lifestyles that provide balance in life and improve physical, mental and social-emotional well-being.
• Respect: Acknowledge differences by looking for the good in everyone, including oneself, and show due regard for feelings, rights, cultures and traditions.
Kind
• Collaboration and Teamwork: Contribute ideas, perspectives and experiences to cultivate a community of shared accountability and leadership.
Responsible
• Honesty, Integrity, and Responsibility: Are trustworthy, ethical, reliable and are accountable for the results they produce.
Students will participate in Zones of Regulation lessons taught whole group during the first six weeks of school. Once complete, students will be assessed to determine mastery of the school climate goal using a grade level common assessment. Students who have not met mastery through assessment will participate in small group skill instruction with the School Social Worker.
Implementation of Tiered Behavior Interventions
The student wellness team has identified and will prioritize use of evidence-based behavioral interventions at each tier in a multitiered system of support. Behavior interventions will also be paired with social skill group intervention.
For additional information go to: https://create.piktochart.com/output/58370790-copperview-2022-2023-tssp-and-landtrust-action-plan
Student Intervention Mentors and MTSS Behavioral Assistants
Two student intervention mentors and one MTSS behavioral assistant ($19,000) provides student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement.
Student Incentives ($13,000)
Items purchased will be used to supply the school store, maintain the book vending machine, and provide student incentives for larger rewards (e.g. student of the month, academic achievements, etc.).
• Specific incentives are utilized to reward student mastery of grade level content and skills.
• Small incentives, such as items for the school store, are utilized to implement evidence-based interventions such as: token economies, differential reinforcement, and individualized behavior support plans.
Safe
• Wellness: Develop self-awareness, self-advocacy skills and the knowledge to maintain healthy lifestyles that provide balance in life and improve physical, mental and social-emotional well-being.
• Respect: Acknowledge differences by looking for the good in everyone, including oneself, and show due regard for feelings, rights, cultures and traditions.
Kind
• Collaboration and Teamwork: Contribute ideas, perspectives and experiences to cultivate a community of shared accountability and leadership.
Responsible
• Honesty, Integrity, and Responsibility: Are trustworthy, ethical, reliable and are accountable for the results they produce.
Students will participate in Zones of Regulation lessons taught whole group during the first six weeks of school. Once complete, students will be assessed to determine mastery of the school climate goal using a grade level common assessment. Students who have not met mastery through assessment will participate in small group skill instruction with the School Social Worker.
Implementation of Tiered Behavior Interventions
The student wellness team has identified and will prioritize use of evidence-based behavioral interventions at each tier in a multitiered system of support. Behavior interventions will also be paired with social skill group intervention.
For additional information go to: https://create.piktochart.com/output/58370790-copperview-2022-2023-tssp-and-landtrust-action-plan
Student Intervention Mentors and MTSS Behavioral Assistants
Two student intervention mentors and one MTSS behavioral assistant ($19,000) provides student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement.
Student Incentives ($13,000)
Items purchased will be used to supply the school store, maintain the book vending machine, and provide student incentives for larger rewards (e.g. student of the month, academic achievements, etc.).
• Specific incentives are utilized to reward student mastery of grade level content and skills.
• Small incentives, such as items for the school store, are utilized to implement evidence-based interventions such as: token economies, differential reinforcement, and individualized behavior support plans.
Students will participate in Zones of Regulation lessons taught whole group during the first six weeks of school. Once complete, students will be assessed to determine mastery of the school climate goal using a grade level common assessment. Students who have not met mastery through assessment will participate in small group skill instruction with the School Social Worker.
We know that once students can identify emotions and self-regulation strategies, they are more likely to demonstrate use of self-regulation strategies. Additional outcomes and measurements include:
• Decreased number of minor infractions, office discipline referrals, and behavior support response measured monthly through discipline dashboard.
• Decreased number of in school and out of school suspension measured monthly through discipline dashboard.
• Increased student attendance measured monthly through early warning systems in data dashboard.
We know that once students can identify emotions and self-regulation strategies, they are more likely to demonstrate use of self-regulation strategies. Additional outcomes and measurements include:
• Decreased number of minor infractions, office discipline referrals, and behavior support response measured monthly through discipline dashboard.
• Decreased number of in school and out of school suspension measured monthly through discipline dashboard.
• Increased student attendance measured monthly through early warning systems in data dashboard.
Communication will occur at a minimum of three times per year.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• At the beginning of the year, school goals and action plan summary will be reviewed with all stakeholders. This will occur for employees during their first week back in opening faculty meeting, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
• After midyear benchmarks, progress data, a review of school goals and action plan summary will be reviewed with all stakeholders. This will occur in February for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
• After end of year benchmarks, progress data, a review of school goals, and action plan summary will be reviewed with all stakeholders. This will occur for in May for employees during faculty meeting, with parents during through whole school parent newsletter, and during SCC, BLT, and PTA meeting.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $19,000.00 | Student Intervention Mentors and MTSS Behavioral Assistants Two student intervention mentors and one MTSS behavioral assistant provides student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement. |
TSSP |
| General Supplies 610 | $13,000.00 | Student Incentives Items purchased will be used to supply the school store, maintain the book vending machine, and provide student incentives for larger rewards (e.g., student of the month, academic achievements, etc.) |
TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If there is a larger distribution of money, we may increase the hours for Tier 2 intervention services (Skills-Based Instruction - SBI), thereby serving additional students. We may also use additional funds to supplement any of the previously identified action steps in our TSSP, LandTrust, or Title I plan (i.e. instructional assistants, library media books, student incentives, instructional software, professional development, parent engagement, and core aligned field trips).