Última modificación: 23 de agosto de 2024

Policy No 6040 Teacher and Student Success Act District Framework

• Download Policy No 6040 Provo City School District Teacher and Student Success Act District Framework

Provo City School District Teacher and Student Success Act District Framework

Provo City School District will use the Teacher and Student Success Act (TSSA) funding in the following manner:

• Up to 25% of the funding will be used by the District to increase salary and benefits for school or district-certified personnel serving in an academic function, according to USBE Rule. (The actual percentage will be determined by the Board of Education each year.)
  • USBE Rule R277-927
• Up to 5% of the funding will be used by the District for teacher retention. This funding represents one-time performance recognition as per guidelines developed by Human Resources, not to be added to the salary schedule or ongoing.
• The remaining 70% will be distributed to schools based on the school’s average daily membership (ADM) to the total ADM in the District for the previous year.

Each school will use funding to improve school performance or academic success aligned with their overall school improvement plan. TSSA funds cannot supplant current allocations from the District or other programs. Schools may expend TSSA funds in the following areas:

• Stipends for taking additional responsibilities outside the typical work assignment.
  • Approximately 2.5% of school-based distribution will be eligible for stipends including benefits.
  • Principals can award points based for, including but not limited to, serving on School Leadership Teams, Grade or PLC Team Leads, Department Chairs, teaching before- or after-school programs, student clubs or activities, STEM activities or other activities outside of the school day which support the school’s success plan.
  • No employee can receive a stipend greater than $300 plus benefits.
  • Timesheets will need to be submitted to principals and Assistant Superintendents over Elementary and Secondary Education to monitor the stipends.
  • These stipends may be in addition to current District-paid stipends.
• Class size reduction strategies
• May hire additional contracted teachers, in any state approved content above the District allocation.
• May hire hourly instructional assistants to provide classroom support. The assistants cannot work more than 28 hours per week or become benefit eligible.
• Cannot displace current District programs located in the school (i.e. Dual Immersion Programs);
• Cannot be used for capital improvements or the relocation of portable classrooms
• Human Resources practices and policies must be followed:
  • Job description must remain identical to other employees in the same role.
  • District policies and standards for accountability, reporting, and evaluation must be followed.
  • Costs of associated benefits must be covered by the school.
  • Due to the annual allocation of funds, contracted employees funded by TSSA must be on a one-year contract only
• Technology purchases which meet District standards;
• Expenditures associated with multilingual students, graduation, and other district priorities provided that these are supplemental and not meant to supplant basic guarantees for a free and appropriate education;
• Professional learning for teachers and staff that align with district and school improvement plans;
• Field trips or consumables meant to augment existing school-based programs
• District-approved instructional materials
• Vendor-specific curriculum programs or supplies must follow the District’s curriculum approval process.
• Carry-over amounts should not exceed 10% of the allocation.

TSSA School Plans:

Each school’s Student Success Plan will be integrated with their overall School Improvement Plan and must integrate school-specific goals and criteria for improving the school’s performance within the state accountability system.

• Principals must solicit input from School Community Councils (SCC) in at least two separate meetings and provide applicable data;
• Plans must be approved by the principal’s supervisor (Assistant Superintendent over Elementary or Secondary Education), Superintendent, and Board of Education;
• SCC members will be given the opportunity to comment on success plan and process and must sign off on the final plan;
• Principals must solicit faculty input through their School Leadership Team, Department Chairs, Grade Level Team Leads, and/or full faculty;
• Principals must solicit input from assistant principals, where applicable;
• Principals must solicit input from parents;
• An approved plan may be amended provided the changes meet the Board framework and are discussed with the School Community Council and faculty, and submitted to the principal’s supervisor (Assistant Superintendent over Elementary or Secondary Education) and Board of Education for approval
• The school’s plan should be posted on the school’s website.

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