Of the students who had two data points, 43% of the students met or exceeded the expected growth on the Mathematics Inventory. Over 51% of the students met or exceeded the expected growth at least once during the school year. Multilingual Learners (ML), Hispanic, and African American students have the lowest percentage of students making expected growth. Strategies for improvement are implementing a school-wide focus on graphing, small group instruction, increasing structured classroom discussion based on standards, increasing active engagement, math tutoring, and professional development for teachers to implement these strategies systemically.

Analysis Document: https://docs.google.com/spreadsheets/d/1paZf0Wu474xUrQhF8cw9bc9BrMgP6eJJFKASKRk2em4/edit?usp=sharing

60% of students will meet or exceed expected growth rates on the Math Quartile Assessment in the 2024-2025 school year

1. Provide two interventionists to support classroom instruction, small group instructions, and individualized support in math at a cost of $20,000 each interventionists for a total cost of $40,000 (TSSP $10,000 & LANDTrust $30,000)
2. Provide high-quality intervention instruction by continuing to implement Math 180 courses by paying for four periods of math instruction or paying teachers to teach during their preparation period (TSSP $25,250)
3. Provide substitutes to support teacher professional development, participating in public practice, and vertical articulation planning ($2,500 LANDTrust)
4. Purchase curriculum/technology materials to support high-quality STEM instruction (LANDTrust: $7,000 curricular materials & $6,500 technology)
5. Provide stipends for all teachers to attend professional development focused on graphing, interdisciplinary math connections, small group instruction, and active engagement (LANDTrust $8,000)
6. Provide math intervention/enrichment during the after-school program (District funded, no cost to the school)
7. Provide real-world experience through field trips that support interdisciplinary connections in mathematics (LANDTrust: $4,000 Bussing & $3,000 admission)
8. Purchase math/science manipulatives, to support best STEM teaching practices (LANDTrust $3,000)
9. Pay teachers their hourly rate to work with students before or after school or during their prep period (TSSP $9,500)
10. Pay for conference admission to professional development aligned with our STEM goals (TSSP $1,000)
11. Provide incentives, not to exceed $2 a student, who meet Mathematics Inventory (MI) growth goals (LANDTrust $1,800)
12. Purchase supplies to teach engaging STEM lessons (LANDTrust $1,200)

The Math Inventory (MI) assessment will be given in the Fall of 2023 to provide baseline data. It will be given again in the Winter of 2023 to track progress. The final administration of the MI will occur in the Spring of 2024.

Students with disabilities will be provided a learning environment that focuses on their individual needs, while ensuring that the priority standards are being taught. Professional development and team time will focus on the best strategies for implementing math with students with disabilities. Progress will be monitored through the Math Inventory (MI), iReady assessments, and teacher created assessments.

Multilingual learners will be provided a learning environment that focuses on their individual needs, while ensuring that the priority standards are being taught. When available, additional staff will support students in their math classes. We will also provide a Math 180 intervention class for qualifying students. Progress will be monitored through the Math Inventory (MI), iReady assessments, Math 180 assessments, and teacher created assessments.

Progress will be communicated through announcements sent to parents and School Community Council meetings. Growth reports will also be available during Parent Teacher Conferences. Teachers will receive communication during professional development and through accessing data dashboard.

Of the students who had two data points, 59% of the students met or exceeded the expected growth on the Reading Inventory. Over 65% of the students, met or exceeded the expected growth at least once during the school year.
Analysis Document: https://docs.google.com/spreadsheets/d/1paZf0Wu474xUrQhF8cw9bc9BrMgP6eJJFKASKRk2em4/edit?usp=sharing

75% of students will meet or exceed expected growth rates on the Reading Inventory (RI) in the 2023-2024 school year.

1. Provide two interventionists to support classroom instruction, small group instructions, language acquisition, and individualized support in reading at a cost of $20,000 for each interventionists for a total cost of $40,000 (TSSP $10,000 & LAND Trust $30,000)
2. Provide high-quality intervention instruction by continuing to implement Read 180 courses by paying for four periods of math instruction or paying teachers to teach during their preparation period (TSSP $25,250)
3. Provide stipends for teachers to attend professional development focused on small group instruction, language acquisition, structured classroom discussion, and active engagement (LANDTrust $8,000)
4. Provide substitutes to support teacher professional development, participating in public practice, and vertical articulation planning (LANDTrust $2,500)
5. Purchase curriculum/technology materials to support high-quality language arts, language acquisition, and reading instruction (LANDTrust: $7,000 curricular materials & $6,500 technology)
6. Provide reading intervention/enrichment during the after-school program (no cost to school, district funded)
7. Provide real-world experience through field trips that support interdisciplinary connections to our literacy goal (LANDTrust: $4,000 Bussing & $3,000 admission)
8. Pay teachers their hourly rate to work with students before or after school or during their prep period (TSSP $9,500)
9. Pay for conference admission to professional development aligned with our literacy goals (TSSP $1,000)
10. Provide incentives, not to exceed $2 a student, who meet Reading Inventory (RI) growth goals and improve their language acquisition skills (LANDTrust $1,800)
11. Purchase supplies to teach engaging reading lessons (LANDTrust $1,200)

The Reading Inventory (RI) assessment will be given in the Fall of 2023 to establish baseline data. It will be given again in the Winter of 2023 to track progress. The final administration of the Reading Inventory (RI) will occur in the Spring of 2024.

Students with disabilities will be provided a learning environment that focuses on their individual needs, while ensuring that the priority standards are being taught. Focus will be on ensuring that the Individual Education Plan (IEP) is being met and appropriate supports and classes are provided. Progress monitoring will be monitored through the Reading Inventory (RI), Read 180 assessments, and teacher created assessments.

Multingual learners (MLs) will be provided a learning environment that focuses on their individual needs, while ensuring that the priority standards are being taught. Students' WIDA and Reading Inventory (RI) scores will be analyzed and professional development on specific strategies to support multilingual learners will be provided to all teachers. Progress will be monitored through the Reading Inventory (RI), Read 180 assessments, and teacher created assessment.

Progress will be communicated through announcements sent to parents and at School Community Council meetings. Parents will be provided growth scores at both Parent Teacher Conferences. Teachers will receive communication during professional development and through accessing data dashboard.

In the post-survey from 2022, 83.34% of the students agreed that they know an adult at school who they can talk with and get help, an increase of 1.28% from the pre-survey. Students also responded in the post-survey that 96% of them had friends at Midvale Middle School, an increase of 4.03% from the pre-survey. We will continue to focus on providing support for all students and ensuring that students feel listened to and valued.

By May of 2024, student connectivity and wellness will increase as measured by improved scores from the pre and post wellness survey through the implementation of the after-school program, counseling supports, and lessons in homeroom on Portrait of a Graduate.

1. Administer the wellness survey to students in fall and spring (no cost)
2. Wellness staff will review the survey and follow up with any concerns (no cost)
3. Pay to maintain a third full-time counselor ($45,000)
4. Provide funds for wellness staff to go on home visits ($2,500)
5. Continue the after-school program to support student wellness (District funded, no cost to school)
6. Pay for supplied to use during homeroom lessons to build a common vocabulary using Portrait of a Graduate and build awareness of the PBIS recognition system ($5,000)

The wellness survey will be administered in the Fall of 2023 and Spring of 2024 to compare the growth on the wellness responses.

Progress will be communicated to stakeholders in fall and spring during professional development, School Community Council (SCC), Building Leadership Team (BLT), and Professional Learning Communities (PLCs).

On average, 97% of our students are currently being recognized monthly through our school-wide positive behavior intervention system. To increase the number of students who are being recognized we will focus on professional development on positive feedback and building positive student-to-teacher relationships.

On a monthly basis, at least 98% of students will be recognized through our school-wide positive behavior intervention system.

1. Provide stipends for teachers to attend professional development on restorative and trauma-informed practices to build positive student-to-teacher relationships (TSSP $3,500)
2. Purchase PBIS Rewards to encourage positive feedback and recognize students for following the school rules (TSSP $3,200)
3. Purchase items, not to exceed $2 per student, for the school store for students to use their recognition points (LANDTrust $1,800)
4. Purchase supplies, to advertise and teach the recognition system (LANDTrust $3,200)

Each month, we will review the data from our positive behavior intervention system, specifically focusing on the percentage of students that are being recognized.

Progress will be communicated to stakeholders quarterly during professional development, School Community Council (SCC), Building Leadership Team (BLT), and Professional Learning Communities (IPLCs).