Data Dashboard
Teacher and Student Success Plan
2023 - 2024
Overarching Goal
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.
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.
02/21/2023
03/21/2023
02/14/2023
02/21/2023
Academic Goals
Copperview’s 2023 midyear data indicate that 40.2 percent of students have met or exceeded expected rates of improvement as measured by Reading Acadience Pathways of Progress. We believe the problem is a result of lack of exposure to academic vocabulary and critical content background knowledge. A strategy for improvement is to increase use of the systematic vocabulary routine to explicitly teach core vocabulary words.
By May 26, 2024, at least 50 percent of students will meet or exceed expected rates of improvement as measured by Acadience Pathways of Progress in Reading.
| No | Yes |
Through school and district common assessments, we have found that students need additional time understanding the academic language associated with 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 identified below:
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. One STEM Instructional Technician provide STEM education integrated with science core standards. This time will be used for additional collaborative planning time to review student data and determine instructional needs. ($15,921.08)
2. Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during reading. (($16,000)
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. One STEM Instructional Technician provide STEM education integrated with science core standards. This time will be used for additional collaborative planning time to review student data and determine instructional needs. ($15,921.08)
2. Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during reading. (($16,000)
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 students with IEP goals significantly below grade level.
*Frontloading 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 students with IEP goals significantly below grade level.
*Frontloading 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.
*Frontloading of content information and vocabulary through increased intervention time.
*Additional staff to decrease the whole group and small group size (funded through Title I).
*Weekly progress monitoring.
*Frontloading of content information and vocabulary through increased intervention time.
*Additional staff to decrease the whole group and small group size (funded through Title I).
Communication will occur at a minimum of three times per year.
1. 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 meetings, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
2. 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.
3. 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
1. 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 meetings, with parents during back-to-school night and through whole school parent newsletter, and during our first SCC, BLT, and PTA meeting.
2. 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.
3. 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $15,921.08 | One STEM Instructional Technician provide STEM education integrated with science core standards. This time will be used for additional collaborative planning time to review student data and determine instructional needs. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $16,000.00 | Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during reading. | Landtrust |
Academic Goals
Copperview’s 2023 midyear data indicate that 47 percent of students have met or exceeded expected rates of improvement as measured by Mathematics Acadience Pathways of Progress. We believe the problem is a result of lack of exposure to academic vocabulary and critical content background knowledge. A strategy for improvement is to increase use of the systematic vocabulary routine to explicitly teach core vocabulary words.
By May 26, 2024, at least 57 percent of students will meet or exceed expected rates of improvement as measured by Acadience Pathways of Progress in Math.
| 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 identified below:
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. Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during math. ($22,000)
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. Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during math. ($22,000)
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 students with IEP goals significantly below grade level.
-Frontloading 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 students with IEP goals significantly below grade level.
-Frontloading 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.
-Frontloading of content information and vocabulary through increased intervention time.
-Additional staff to decrease the whole group and small group size (funded through Title I).
-Weekly progress monitoring.
-Frontloading of content information and vocabulary through increased intervention time.
-Additional staff to decrease the whole group and small group size (funded through Title I).
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 meetings, 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
-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 meetings, 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $22,000.00 | Two Instructional assistants provide small group intervention based on student data to address individualized instructional needs during math. | Landtrust |
School Climate Goals
Copperview’s 2023 midyear data indicate that 40 percent of the surveyed students can identify all three school rules and identify at least one school wide expectation. We believe the problem is a result of lack of exposure to consistent use of the same rules and expectations for all classrooms, particularly as new students enroll. A strategy for improvement is ongoing daily exposure to the school rules through instruction and use of the same language.
By May 26, 2024, at least 80 percent of students will be able to identify the three school rules (safe, kind, and responsible) and one expectation for a given location
| 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. Throughout the year, students will engage in morning meeting and other learning to be able to identify school rules, expectations, and how they relate to social skills needed. 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.
Resources Needed for Implementation
1. 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.). ($15,000)
2. Two student intervention mentors provide student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement. ($41,000)
3. Professional Development and Behavior Consultation ($28,780.38)
-Intensive classroom coaching support
-Four Day professional learning
-SEL/Behavior systems development and consultation
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.
Resources Needed for Implementation
1. 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.). ($15,000)
2. Two student intervention mentors provide student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement. ($41,000)
3. Professional Development and Behavior Consultation ($28,780.38)
-Intensive classroom coaching support
-Four Day professional learning
-SEL/Behavior systems development and consultation
Data will be collected through the use of the TFI specifically the tier 1 section. This data determines the percentage of students able to identify school rules and expectations.
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 meetings, 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
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 meetings, 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 in May for employees during faculty meetings, with parents through school and parent newsletter, and during SCC, BLT, and PTA meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| General Supplies 610 | $15,000.00 | 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 |
| Salaries and Employee Benefits 100 and 200 | $41,000.00 | Two student intervention mentors provide student support and intervention to increase student self-regulation skills through one-on-one behavior management, small group support, and attendance/behavior reinforcement. | TSSP |
| Professional Contracted Services 334 | $28,780.38 | Professional Development and Behavior Consultation -Intensive classroom coaching support -Four Day professional learning -SEL/Behavior systems development and consultation |
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).