Skip to main content

Posted in Meeting Minutes.

Meeting Minutes October 8, 2019

Community Council Meeting Minutes

10-8-19

In attendance:

Ryan Stokes 

Nicole Meibos 

Kari Gordon

 

  • Review last years data for student performance
    • Graduation Rate should be around 94% for Two Rivers. 24 students from New Pathways graduated with either Two Rivers or through Adult Ed. 
  • Presentation on School Improvement Plan and Process
    • Discussed school improvement plan priorities and milestones. 
    • Priority/Goal #1 - Provide professional development that is differentiated, based on the needs of instructional staff and student performance data to promote deeper knowledge of the Utah Core Standards and effective, evidenced-based, content-specific pedagogy.
    • Priority/Goal #2Instructional staff consistently provides additional evidence-based instruction, intervention, and enhanced learning opportunities, as needed, for continuous improvement for each student.
    • Priority/Goal #3  Students regularly monitor and track their own academic progress toward clearly established benchmarks and standards.
    • Priority/Goal #4 School leadership regularly celebrates short-term successes of students and teachers while keeping the focus on long-term achievement and growth.

 

  • Review last year's Trust Lands plan and financials
    • While enrolled in Two Rivers High students will demonstrate grade level reading skills. It is our goal that every student enrolled at Two Rivers for at least one semester will take the Scholastic Reading Inventory (SRI) at least twice and score above one thousand on the SRI reading assessment, or they will be included in one of our academic intervention plans.
    • The SRI reading assessment is no longer available for us to use in the 2018-2019 school year.  The TABE test was used instead to determine reading and math levels for students. 
    • 232 students were tested in reading at least twice during the school year. Teachers had access to student scores in a google spreadsheet. 
    • Reading scores: 6 students (2.6%) tested Below Basic, 27 students (11.6%) tested Basic, 46 students (19.8%) Proficient and 24 students (10.3%) Advanced. The lowest score average was 477.7 with the highest score average was 519.1. Student average growth was 41.5 points.
    • Step one: Teachers collaborated to discuss best practices in reading strategies. English teachers supported all faculty members in providing reading strategies for students.

 

    • Step Two: Technology was purchased (computers, wiring, projectors and document cameras) to support student growth and achievement. The full $5,100 was spent on this technology. The full $4,800 was spent on the computer lab lease. 

 

    • Step three: Students were assessed at the beginning of the year. Teachers who had students with Below Basic and Basic reading scores implemented reading strategies in curriculum and instruction. A student advocate was employed to monitor student progress. (Actual cost $8,107)
  • Goal #2
    • All students in traditional math courses will take the Test of Adult Basic Education (TABE) Math Assessment on a quarterly basis. Students scoring below sixty percent will be placed in a math essentials course to help bolster their basic math skills and support them in their regular curriculum. It is our goal that every student enrolled at Two Rivers for one semester will take the TABE at least twice and will either score above ninth grade level, or the group will show an average two grade level gains from the time they entered to the end of the year.
    • 232 students were tested in math at least twice during the school year. Teachers had access to student scores in a google spreadsheet. 
    • Math Scores: 2 students (0.9%) Beginning, 77 students (33.2%) Below Basic, 68 students (29.3%) Basic, 26 students (11.2%) Proficient, 8 students (3.4%) Advanced.  The average lowest score was 5.4 and the highest average score was 5.6. The average start to end growth was 1.8.
    • Step one: Teachers discussed problem solving strategies in faculty meetings and professional development time on how to work with students who are struggling. 
    • Step two and three:  Teachers were notified of students math scores from the TABE testing. Funds were used to support teachers with resources. Students who were below basic and basic were placed in a Math Decision Making course, ALEX math or an online Edgenuity remedial course. 
    • Step four: Students were retested to determine growth. Their math class was changed if needed. 
    • Step five: Students were enrolled in a personalized learning math course to help strengthen their skills if needed.