On the last RISE administration (2022-2023), DPMS overall proficiency in English Language Arts fell by 1% to 63% of students proficient. We did not reach our goal of increasing proficiency on RISE to 65% of students. Reading Inventory (RI) data from winter, 2023 indicate that 72% of DPMS students are on benchmark in reading. This is a 3% decrease from the previous year. 20% of DPMS student scored "Basic" on the latest RI, and 5% of students scored "Below Basic." Data indicate 49% of Multi-Lingual Learners are on track to make the target growth by the end of the year. 50% of students who have Individual Education Plans (IEP's) are currently on track to make target growth. Both subgroups need additional supports to close learning gaps. 46% of students scoring Basic or Below Basic are on track to make target growth.

English Language Arts

1) In the May 2024 RISE administration, DPMS will increase our proficiency level by two percentage points to 65% in ELA.
2) Proficiency levels on RI are an indicator of expected performance on RISE. By May 2023, at least 80% of all DPMS students will be proficient or advanced on the Reading Inventory. Additionally, at least 60% of our students with disabilities, English language learners, and students in the "basic" or "below basic" range will grow by at least 50 Lexile points by winter and again by the spring RI administration.

Our action plan for achieving our ELA goal includes the following steps:

1. As part of a school-wide focus on helping identify students who are not making expected progress, substitutes will be hired for a day of Team Data Analysis, Vertical Teaming, Peer Observation and/or professional learning opportunities as deemed appropriate. 4 days per ELA and Social Studies teacher. DPMS will identify a school-wide literacy strategy to focus on using 2022-23 literacy achievement data. ($7,000 - LandTrust)
2. To promote effective literacy instruction in all classes at DPMS, elective teachers, SPED teachers and Dual Language Immersion (DLI) teachers will participate in two days of literacy-based professional learning during the school year. Substitutes will be provided to cover elective classes on these days. DPMS will identify a school-wide literacy strategy to focus on using 2022-23 literacy achievement data. ($6,250 - LandTrust)
3. Hire 7 28-hour Instructional Aides to help students with IEPs, 504s and students below "Proficient" on RI gain access the general education curriculum. Each team will work with their grade level administrator to determine scheduling priorities and responsibilities for their aides using IEP and 504 plans, student academic and behavior data, and other information as necessary. Administrators and teachers will also develop tools to measure growth of students working with aides and track effectiveness of this intervention. ($98,000 - LandTrust)
4. Hire a 17-hour Aide to support in ELD classes. ($12,000 - LandTrust)
5. Provide training/professional learning for Instructional Aides. This training will be in addition to their regular hours and will happen before school starts. ($2,000 - LandTrust)
6. Provide compensation for SPED/ML/504 Transition Hours. Tasks may include, but not be limited to; reviewing documentation, preparing documents, contacting parents and developing plans for teacher/student success. ($3,500 - LandTrust)
7. Plan and implement professional learning opportunities related to literacy strategies. We will provide reading materials, a stipend for participation in off-contract group meetings, and a stipend for evidence of implementation of classroom strategies. ($10,000 - LandTrust)
8. Provide books and supplies for the professional learning program. ($2,000 - LandTrust)
9. Provide a stipend to an ELA teacher for the 6th grade "Honors Extension" program. ($3,000 - Landtrust)

We will use the following data sources to measure progress towards our goal:

District Wide Standards Based Assessment results for ELA and social studies (Fall, Winter, Spring)
RISE ELA Assessment at the end of the year
Reading Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ reading
Common Formative Assessments (by grade level)

. In an effort to bring awareness to the unique needs of every student on a personalized learning plan such as an IEP, 504, or students who are multi-lingual learners (ML) we will provide funding for off-contract hours where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. The instructional aides that we hire will assist DPMS teachers to provide accommodations for students with personalized learning plans. Teachers will monitor progress during data/professional learning days and collaborate with other staff as needed during those days to track progress and plan for adjustments to instruction during the year

We will hire instructional aides to assist DPMS teachers in providing supports for ML students. These aides will receive training in effective strategies for supporting ML learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year. We will also hire an aide to work in our ELD classes.

Data will be presented twice a year, at the end of quarter two and quarter three, with the building leadership team and the (SCC).

In the last RISE administration (2021-2022), DPMS overall proficiency in math decreased by 1% to 62% of students proficient. Math Inventory (MI) data from winter, 2023 indicate that 56% of DPMS students are on benchmark in math. This is the same rate of students who scored proficient on the winter 2022 MI test. Winter 2023 scores show that 56% of DPMS students scored "Proficient" or "Advanced", 27% scored "Basic", and 17% of students scored "Below Basic." MI data indicate that 51% of ML learners are on track to make target growth by the end of the year. 56% of students who have IEP's are on track to make target growth by the end of the year. Both subgroups need additional supports to be able to close learning gaps. 70% of students scoring "Basic" or "Below Basic" are on track to make target growth by the end of the year.

Mathematics

1) On the May 2024 RISE administration, DPMS will increase our proficiency level by two percentage points to 64%.
2) Proficiency levels on MI are an indicator of expected performance on RISE. By May 2024, at least 70% of DPMS students will be proficient or advanced on the MI. Additionally, at least 60% of our students with disabilities, ML learners, and students in the "basic" or "below basic" range will grow by at least 50 quantile points by winter and again by the spring MI administration.

1. As part of a school-wide focus on helping identify students who are not making expected progress, substitutes will be hired for a day of Team Data Analysis, Vertical Teaming, Peer Observation and/or professional learning opportunities as deemed appropriate. ($3,500 - LandTrust)
2. Math teachers will participate in summer transition days to organize materials and prepare for the next school year ($2,000 - LandTrust)
3. Supplies and materials will be purchased for math (Consumables, manipulatives, etc.) ($1,000 - LandTrust)
4. Textbooks will be purchased for Open-up Resource Math ($50,000 - TSSP)
5. If enrollment is above 20 students per quarter, DPMS will provide a stipend to a math teacher to run the 6th Grade Honors Extension program in math. The stipend would be $750 per quarter. ($3,000 - LandTrust)

We will use the following data sources to measure progress towards our goal:

District Wide Standards Based Assessment results for math (Fall, Winter, Spring)
RISE Math Assessment at the end of the year
Math Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ math
Common Formative Assessments (by grade level)

In an effort to bring awareness to the unique needs of every student on a personalized learning plan such as an IEP, 504, or students who are multi-lingual learners (ML) we will provide funding for off-contract hours where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. The instructional aides that we hire will assist DPMS teachers provide accommodations for students with personalized learning plans. Teachers will monitor progress during data/professional learning days and collaborate with other staff as needed during those days to track progress and plan for adjustments to instruction during the year.

We will hire instructional aides to assist DPMS teachers in providing supports for ML students. These aides will receive training in effective strategies for supporting ML learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year. We will also hire an aide to work in our ELD classes.

Data will be communicated twice a year, at the end of quarter two and quarter three, with the building leadership team and the SCC.

In the 2021-22 school year, 81% of DPMS students scored proficient or above on the RISE science assessment. 19% of students scored lower than proficient on RISE.

Science

1) By May of 2024, DPMS students will increase proficiency on RISE by 2 percentage points to 83%.
2) By May of 2024 at least 80% of DPMS students will be proficient as measured by end of unit tests in science.

1. As part of a school-wide focus on helping identify students who are not making expected progress, substitutes will be hired for a day of Team Data Analysis, Vertical Teaming, Peer Observation and/or professional learning opportunities as deemed appropriate. (7 teachers x 4 days = 28 substitutes = $3,500.00 - LandTrust)
2. General Supplies - ($5000.00 per grade level = $15,000 - LandTrust)

We will use the following data sources to measure progress towards our goal:

Student progress on end-of-unit summative science assessments throughout the school year.
2021-22 RISE science scores

In an effort to bring awareness to the unique needs of every student on a personalized learning plan such as an IEP, 504, or students who are multi-lingual learners (ML) we will provide funding for off-contract hours where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. The instructional aides that we hire will assist DPMS teachers to provide accommodations for students with personalized learning plans. Teachers will monitor progress during data/professional learning days and collaborate with other staff as needed during those days to track progress and plan for adjustments to instruction during the year.

We will hire instructional aides to assist DPMS teachers in providing supports for ML students. These aides will receive training in effective strategies for supporting ML learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year. We will also hire an aide to work in our ELD classes.

Progress will be communicated to all stakeholders using the Skyward and Canvas platforms following unit assessments. Progress will also be discussed during teacher collaboration each Friday throughout the school year. Progress will also be shared with administration and the BLT using Google docs. In addition, the SCC will be informed by the principal.

As of the end of 2nd Quarter (January 2023), 29% of students are receiving one or more D's or F's this school year. This represents a 3% decrease from last year at this time. A strategy for improvement is providing a Secondary Mentor to support students who are at-risk due to failing classes or poor attendance.

By May 2024, students who work with our school mentors for academics will be passing 50% of their classes.
By May 2024, students who work with our school mentors for attendance will be in school 70% of the time.

1. A district level grant provides DPMS with one Secondary Mentor. DPMS will hire an additional secondary mentor for a total of two individuals in that role. These mentors will work with students, families, teachers, counselors, and administrators to create individualized plans for student success. These plans will include one or more of the following: check in/check out, trackers for homework completion, trackers for behavior, contracts and rewards for attendance. ($40,000 - LandTrust)
2. Hire a 17-hour aide to track data for student interventions. This aide will support the administration, student center, and school mentors. ($12,000 - TSSP)

Quarter 1 grades and attendance will be used for baseline data. Progress will be monitored at the end of second, third and fourth quarter.

Progress will be communicated with the SCC and BLT twice a year - during second quarter and during third quarter.

Many DPMS Students report feeling anxious or apprehensive about attending school. In order to provide opportunities for students to build relationships, make connections, widen networks with teachers and friends, and provide opportunities for "extra-curricular" type activities before and after school, DPMS will continue to run the Club Thursday program, Jazz Band, and provide student recognition programs to highlight growth, progress, and achievement.

By May 2024, DPMS will see a 10% increase in attendance to our Club Thursday activities. DPMS will also hold quarterly recognition activities for students.

1. Club Thursday: Funds will be used to provide students with the opportunity to participate in faculty-led after school programs designed to promote school connectedness. Club Thursday will serve as an extracurricular activity for students who would like to pursue projects in subjects such as art, physical fitness, robotics, theater, FACS, CTE, and Music. Additionally, the instrumental music teacher will be paid a stipend to run a before school jazz band program. Teachers participating in these programs will be paid their hourly rate. ($25,000 - TSSP)

2. After School Tutoring: Provide funding for after school tutoring provided by school staff 2 nights per week. ($7,500 - TSSP)

3. Hire a 10-hour lunch aide to assist with lunch activities. ($5,000 - TSSP)

4. Student Recognition: Funds will be used to provide additional funding for student recognition programs, individual team stores, and other school-wide Positive Behavioral Intervention Supports (PBIS) programs, including PBIS Rewards. ($35,000- TSSP)

5. Field Trips: Funds will be used to pay for transportation for field trips. ($7,500 - TSSP)

6. Supplement FTE from district to provide a full-time registrar in the student center ($30,000 - TSSP)

7. Supplement FTE from district to provide 4.0 school counselors instead of 3.5 ($40,000 - TSSP)

Attendance at Club Thursday activities will be tracked by the student center. We will track data across each quarter to measure the increase.

We will inform the community weekly when we post sign ups for Club Thursday activities. Progress will be shared with the BLT and SCC monthly in regularly scheduled meetings.