917 E. Larkspur Drive Sandy, UT 84094
Office: 801-826-7600
Fax: 801-826-7601

Spanish Dual Language Immersion School

Teacher and Student Success Plan (TSSP)

Teacher and Student Success Plan
2021 – 2022

Overarching Goal:
Improve student achievement in English language arts (ELA) and mathematics, while supporting student emotional well being in and out of the classroom.

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:

Enter the dates where the SCC was involved with developing the TSSP
SCC Date 1: 02/16/2021
SCC Date 2: 03/16/2021

Enter the date when school staff was able to provide input for TSSP
Staff Date 1: 03/01/2021

Enter the date when assistant principals were able to provide input for TSSP (If applicable)
AP Date 1: Not Entered

Analysis Summary:

34% of students in Kindergarten through third grade did not meet proficiency standards for Acadience Reading Composite Score (RCS) benchmark testing, and 48% of students in fourth and fifth grade did not meet proficiency standards on the Reading Inventory (RI) as of January 2021. There is a performance gap between the general population and students identified as special education and English language learners. These students need strong tier one instruction and effective tier two skills-based instruction

(SBI) time using research-based reading programs. It is also important that these students have well trained teachers, including teachers that are new to the school or profession.

Goal:

Alta View Elementary will have 75% of its students, grades Kindergarten through fifth, at or above proficiency benchmark scores, using the Acadience Composite Score (grades K-3) and the Reading Inventory proficiency standards (grades 4-5), including expected and exceeded growth, by May 2022. We will use multiple measures, all of which are incorporated into compiling composite scores, including Kindergarten reading measures, oral reading fluency (ORF), ORF accuracy, retell, comprehension measures, pathways of progress, and reading inventory measures.

Action Plan Summary:

We will:

1. Continue using and provide ongoing professional development on structured classroom discussions and close reading across content areas to engage students in the learning process.

2. Continue to involve students and provide teacher professional development in the assessment process, with data collection, data interpretation, the use of rubrics and teacher clarity with student success criteria for better access to expectations and understanding.

3. Create grade level specific goals that support school-wide TSSP goal, that will be reviewed and adjusted as needed, throughout the year during grade level Instructional Professional Learning Community (IPLC) meetings.

4. Provide professional development and support to teachers on how to progress monitor students, how to use the data that progress monitoring provides effectively and timely to maximize student growth opportunities.

5. Hire and train seven Multi-Tiered Systems of Support (MTSS) interventionists to support students who are below proficiency standards in reading, and/or who need social skills training because it inhibits their academic progress. ($79,794)

6. Continue to use 95% Group intervention materials with students who are below proficiency standards in grades K-5, and Early Reading Intervention (ERI) with Kindergarten.

7. Continue using the Exemplary Center for Reading Instruction (ECRI) program in grades K-2 to provide phonemic awareness and phonics specific instruction.

8. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLCs to improve ELA instruction and social emotional learning by regularly meeting to monitor data and create plans for improvement. Hire substitutes for the BLT to meet seven times a year to monitor data and create on-going plans for improvement. ($5,000)

9. Continue to implement the two-teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen ELA instruction. Provide substitutes for parent/teacher conferences so the two teachers can conference together. ($1,500)

10. Continue to implement a Summer Reading Program. ($1,500 for staffing and $500 for supplies)

11. Fully fund iReady Reading software licenses in grades K-5 (whatever grade levels are not included in the state reading grant). ($8,000)

Measurement:

Progress will be measured through results in the Acadience (grades K-3) and Reading Inventory (grades 4-5) benchmark testing that occurs three times throughout the year. Progress monitoring and other assessment data will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

Explain how will you increase performance so that students with disabilities are more likely to meet or exceed your TSSP goals? Include how you will monitor implementation progress:

Teams, including the special education team, will plan specific lessons using structured classroom discussions throughout the year across multiple content areas, incorporating social-emotional components, that will help students with disabilities to access the content at their appropriate level, using scaffolds, including sentence frames and strategic partnering.

Explain how you will increase language production so that English learners are more likely to meet or exceed TSSP goals. Include how you will monitor implementation progress:

Grade levels all have at least one English language learner (ELL) endorsed teacher on the team that will serve and teach the English language learners in that grade. They will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ELL students the ability to access and succeed academically across contents. In addition to this, we are also identifying ELLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs) for them, and implementing them in order to accelerate their progress.

How and when will progress be communicated with stakeholders?

Progress reports will be shared at parent-teacher conferences, and report cards will be shared at the end of each trimester. School/Grade level data will be shared at the School Community Council (SCC) meetings. Grade level and classroom level data will be shared during meetings including: IPLC, BLT, and faculty meetings.

Academic Goals

Analysis Summary:

As of December 2020, 33% of students in Kindergarten through fifth grade did not meet proficiency standards on the Acadience Math Composite. Our BLT identified basic math fact fluency as the barrier to improving the math composite results. 69% of students were proficient on the M-Comp in December 2020. These data points only include in-person learners. It does not include the online or parent-led students.

Goal:

Alta View Elementary will have 75% of its students in Kindergarten at or above the proficiency

benchmark score using the Number Identification assessment by May 2022. Alta View Elementary will have 75% of its students in grades 1-5 at or above the proficiency benchmark score using the M-Comp assessment by May 2022.

Action Plan Summary:

We will:

1. Provide professional development opportunities around building math fluency in all grades by using Number Talks, counting routines, and structured classroom discussions during core instruction, to increase students’ conceptual and abstract understanding of number sense.

2. Continue to involve students and provide teacher professional development in the assessment process, with data collection, data interpretation, the use of rubrics and teacher clarity with student success criteria for better access to expectations and understanding.

3. Create grade level specific goals that support school-wide TSSP goal, that will be reviewed and adjusted as needed, throughout the year during grade level Instructional Professional Learning Community (IPLC) meetings.

4. Provide professional development and support to teachers on how to progress monitor students, how to use the data that progress monitoring provides effectively and timely to maximize student growth opportunities.

5. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLCs to improve math instruction and social emotional learning by regularly meeting to monitor data and create plans for improvement. Hire substitutes for the BLT to meet seven times a year to monitor data and create on-going plans for improvement.

6. Continue to implement the two teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen math instruction.

7. Purchase Number Talk books for grade levels, as well as individual student math manipulatives to be used by all grades. ($3,000)

8. Increase community support and involvement with the creation of Family Math Game Kits for all students, with the possibility of a Math Night. ($1,500)

9. Implement and use math games that are provided for math fluency in both iReady Math and within the Canyons School District Curriculum Maps.

10. Hire and train two Multi-Tiered Systems of Support (MTSS) interventionists, at least one being bilingual

Spanish, to support students who are below proficiency standards in math, and/or who need social skills training because it inhibits their academic progress. ($24,000)

11. Fully fund iReady Math software licenses in grades K-5 (whatever grade levels are not included in the state math grant). ($4,000)

Measurement:

Progress will be measured through results in the Acadience Math Computation benchmark test (1-5) and Acadience Number Identification Fluency benchmark test (Kindergarten), that occurs three times throughout the year. Progress monitoring and other assessment data will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

Explain how you will increase performance so that students with disabilities are more likely to meet or exceed your TSSP goals. Include how you will monitor implementation progress.

Teams, including the special education team, will plan specific lessons using structured classroom discussions throughout the year across multiple content areas, incorporating social-emotional components, that will help students with disabilities to access the content at their appropriate level, using scaffolds, including sentence frames and strategic partnering.

Explain how you will increase language development so that English Learners are more likely to meet or exceed your TSSP goals and state requirements for adequate English language progress and proficiency.

Grade levels all have at least one English language learner (ELL) endorsed teacher on the team that will serve and teach the English language learners in that grade. They will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ELL students the ability to access and succeed academically across contents. In addition to this, we are also identifying ELLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs) for them, and implementing them in order to accelerate their progress.

How and when will progress be communicated with stakeholders?

Progress reports will be shared at parent teacher conferences, and report cards will be shared at the end of each trimester. School/Grade level data will be shared at the School Community Council (SCC) meetings. Grade level and classroom level data will be shared during meetings including: IPLC, BLT, and faculty meetings.

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