TEACHER AND STUDENT SUCCESS ACT PLAN

School Year 2021-2022

 

According to the Teacher and Student Success Act, SB 149, from the 2019 general session, under the section 53G-7-1206 (4)(a), it requires, “An LEA governing board shall adopt an LEA governing board student success framework to provide guidelines and processes for a school within the LEA governing board’s LEA to follow in developing a teacher and student success plan.”

 

School Name

Manti Elementary School

 

Due to the Superintendent

 

  1. Analyze Current Data (Current Year)

As assessments didn’t happen at the end of the 2019-2020 school year, the assessments below  are our most recent information.  

2020-2021 End of Year Acadience- 65% student proficiency, 76% student growth

2018-2019 End of Year Acadience- 79% student proficiency 

2020-2021 RISE Assessment- Language Arts: 39%, Math:  44%, Science:  N/A 

2019-2020 RISE Assessment- No Assessments due to COVID

2018-2019 RISE Assessment-  Language Arts: 53%  Math: 62%  Science: 68%

2017-2018 SAGE Assessment- Language Arts: 59%  Math: 62%  Science: 68%


* At the time of writing this plan, the 2020-2021 RISE scores for Science weren’t available.

 
  1. Goal

Our goal is to strive to have 100% of students at Manti Elementary show typical, above, or well above growth based on End of Year Acadience Reading data and increase RISE assessments scores by 1% in all assessed academic areas by May 27, 2021.

 
  1. Academic Area

Reading, Language Arts, Math, Science, Writing






  1. Measurement(s)
  1. Acadience Reading Oral Reading Assessment (DIBELS) is given to all students, K-5, three times per year.  The assessment is administered in the fall (Beginning of Year or BOY), winter (Middle of Year or MOY), and spring (End of Year or EOY) to determine progress toward end of level benchmark goals.  The assessment places students into five areas of growth: well below, below, typical, above, or well above.  Benchmarks assessments will be used for  ‘progress monitoring’ and be the compass used to determine student growth.   
  2. In addition, RISE Benchmarks (formative assessments) will be used to monitor progress of student achievement  throughout the school year in Math, Language Arts, and Science.  The RISE Summative Assessment will be used to measure our overall achievement of our goal.  In addition to these measurements, teachers will monitor student progress using district purchased programs such as ALEKS, iReady, Lexia, IXL, and others.  
  3. Math Progress will also be measured using the new Acadience Math Assessments.  The format is very similar to Acadience Reading (DIBELS) in that assessments are given at the beginning, middle, and end of year.
  4. Office referrals will be used to measure the effectiveness of the new student wellness center.  This important data is vital as students who spend more time in class have more opportunities to become proficient in core academic areas.  Those who visit the wellness center will also develop skills to help them cope and develop resilience skills. 
  1. Action Plan Steps

The Covid-19 Pandemic and associated dismissal from school has resulted in learning loss.  The action steps below will help us in our recovery plan in helping students recover. 


  • Hire paraprofessionals with TSSA funds.  The para(s) will work in multiple areas to assist our school in achieving our goal listed above.  The para(s) will assist online students in all academic areas as needed.  He or she will provide support to these students using Zoom, in person appointments, small group tutoring, etc. in order to assist students to fill holes or gaps in learning.  As time permits, the para could also work with struggling students who are attending school in person and in our STAR Reading Room.  We also plan to pay $2,000 of our Makerspace Specialist’s salary from TSSA to comply with the STEM Grant MES was awarded in 2020.
  •  Purchase a 3 Year subscription to Typsey.  Typsey is an online keyboarding program that helps students develop keyboarding, reading, and spelling skills through engaging lessons based in Core Standards.  

  • Purchase equipment and supplies that support students and teachers with in person and distance learning.  This includes textbooks including Discover Phonics for kindergarten, headphones, and other equipment/supplies as needed.  

  • Pay for teacher professional development costs such as registration fees, food, lodging, etc. Professional Development in Reading, Math,  and STEM will be prioritized.

  • Should additional funds become available, they will be used to purchase supplies, textbooks, and professional development.
 
  1. Expenditures (Use Excel Spreadsheet)

Funds will be used to 

  • Hire paraprofessionals as described above ($14,759.24 in Aide Salary, $1,128 in FICA)
  • Purchase Typesy Keyboarding Software ($1600) 
  • Purchase textbooks, headphones, and other supplies/equipment for teacher use ($2400)
  • Professional Development for teachers: Wasatch Reading Professional, STEM PD, etc. ($1,250). 
 

Measures to Improve Performance or School Academic Achievement

List threshold of points under the statewide accountability system

School’s Current Points

School’s Expected Points

Trajectory Points Needed for 1% Improvement

Did School Achieve the Needed Points?

/pts.

/pts.

/pts.

[  ]  Yes        [   ] No

TEACHER AND STUDENT SUCCESS ACT PLAN

School Year 2019-20

According to the Teacher and Student Success Act, SB 149, from the 2019 general session, under the section 53G-7-1206 (4)(a), it requires, “An LEA governing board shall adopt an LEA governing board student success framework to provide guidelines and processes for a school within the LEA governing board’s LEA to follow in developing a teacher and student success plan.”

School Name

Manti Elementary School

 

Due to the Superintendent

1.  Analyze Current Data (Current Year)

We do not have data from the current school year, yet.  Beginning of Year data will be available in mid-September.  However, End of Year data from the 2018-2019 school year indicates that 79% of students were proficient (at or above grade level) compared to 68% at the Beginning of Year.   

 

2.  Goal

Improve student reading fluency based on Acadience Reading (DIBELS) scores with 80% of our students reaching at or above grade level benchmark by April 2020.

 

3.  Academic Area

Reading

 

4.  Measurement(s)

Acadience Reading Oral Reading Assessment (DIBELS) is given to all students, K-5, three times per year.  The assessment is administered in the fall (Beginning of Year or BOY), winter (Middle of Year or MOY), and spring (End of Year or EOY) to determine progress toward end of level benchmark goals.  The assessment places students into four areas of proficiency: well below, below, at, or above grade level.  These benchmarks assessments will be used to determine student reading fluency.   

5.  Action Plan Steps

-       Hire a STAR Reading Coordinator.  The STAR Coordinator will manage (recruit, train, and support) a group of volunteers who will read with students (K-5) that reading at a below benchmark level and don’t qualify for reading room interventions.  Volunteers in the program will use a research based reading model, DYAD reading, to help participating students improve their reading fluency.  The coordinator will manage student performance data and collaborate with the principal and teachers on student progress related to reading proficiency.  Coordinator will collaborate with teachers regarding BOY, MOY, and EOY Acadience Reading (DIBELS) scores of participating students.  Coordinator will receive training from AmeriCorps and onsite (as needed).     

-       Hire a paraprofessional with the remaining funds to work in Power Hour and our reading room.  Our reading room works with students on two fronts: Power Hour and Next Steps Reading.  Both programs are reading interventions.  During Power Hour, this paraprofessional will work with a small group of students to develop reading fluency in students on a needs basis.  For instance, if students are struggling with fluency, then the paraprofessional would facilitate a fluency learning opportunity.  The paraprofessional can pull information from a number of resources already available.  This paraprofessional will also work with students who need extensive reading interventions. The reading room uses a research based reading intervention program, Next Steps, to help students who are struggling with reading.  Paraprofessional will receive on-site literacy training.

 

6.  Expenditures (Use Excel Spreadsheet)

$10,308.86 for Aides

$853.96 for FICA

 

Measures to Improve Performance or School Academic Achievement

List threshold of points under the statewide accountability system

School’s Current Points

School’s Expected Points

Trajectory Points Needed for 1% Improvement

Did School Achieve the Needed Points?

83/pts.

85/pts.

2/pts.

[  ]  Yes        [   ] No

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