Data Dashboard
Teacher and Student Success Plan
2018 - 2019
Overarching Goal
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:
We spent two SCC meetings reviewing data for ELA, Math and School Climate and planning proposed goals. We went through the CSIP and LandTrust Plans and made edits during a third meeting.
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Academic Goal
According to DIBELS First Sound Fluency (FSF) winter benchmark assessment, 79.7% of Kindergarten students made typical or above typical growth OR made sufficient growth to meet or remain on benchmark. Typical to above typical growth is defined as 25+ sound gain, below typical is defined as 15-25 sound gain, and well below typical is defined as less than 15 sound gain from Fall Benchmark to Winter Benchmark on DIBELS FSF.
According to DIBELS ORAL READING FLUENCY (DORF) winter benchmark assessment, 55.3% of 1st-3rd grade students made typical or above typical growth OR made sufficient growth to meet or remain on benchmark. Typical to above typical growth is defined as demonstrating a typical, above typical or well above typical rate of growth on DIBELS Pathways of Progress. (62.1% of 1st graders; 52.2% of 2nd graders; 51.5% of 3rd graders)
According to the READING INVENTORY(RI) winter benchmark assessment, 73.7% of 3rd-5th grade students made typical or above typical growth OR made sufficient growth to meet or remain on benchmark. Typical to above typical growth is defined as at least a 100 Lexile point gain per school year or 50 Lexile point gain per benchmark period. (74.6% of 3rd grade students; 77.6% of 4th grade students; 69% of 5th grade students)
We believe this problem is a result of a need to increase our instructional intensity in oral reading fluency with a target emphasis on phonemic awareness and phonics instruction in grades K-3. In addition, we need continued instructional intensity in reading comprehension across all grade levels, particularly in 3rd-5th grade. Strategies for improvement include: 1. Providing professional development in evidence-based phonemic awareness, phonics, and reading comprehension instruction; 2. Dedicated IPLC time for unpacking the ELA standards, building assessments, and using data to plan core instruction and scaffolds; 3. Increase intensity of core instruction through the use of planned instructional priorities, specifically teacher clarity.
According to DIBELS ORAL READING FLUENCY (DORF) winter benchmark assessment, 55.3% of 1st-3rd grade students made typical or above typical growth OR made sufficient growth to meet or remain on benchmark. Typical to above typical growth is defined as demonstrating a typical, above typical or well above typical rate of growth on DIBELS Pathways of Progress. (62.1% of 1st graders; 52.2% of 2nd graders; 51.5% of 3rd graders)
According to the READING INVENTORY(RI) winter benchmark assessment, 73.7% of 3rd-5th grade students made typical or above typical growth OR made sufficient growth to meet or remain on benchmark. Typical to above typical growth is defined as at least a 100 Lexile point gain per school year or 50 Lexile point gain per benchmark period. (74.6% of 3rd grade students; 77.6% of 4th grade students; 69% of 5th grade students)
We believe this problem is a result of a need to increase our instructional intensity in oral reading fluency with a target emphasis on phonemic awareness and phonics instruction in grades K-3. In addition, we need continued instructional intensity in reading comprehension across all grade levels, particularly in 3rd-5th grade. Strategies for improvement include: 1. Providing professional development in evidence-based phonemic awareness, phonics, and reading comprehension instruction; 2. Dedicated IPLC time for unpacking the ELA standards, building assessments, and using data to plan core instruction and scaffolds; 3. Increase intensity of core instruction through the use of planned instructional priorities, specifically teacher clarity.
By May 2019, Oakdale students will demonstrate proficiency of the ELA core standards, in reading fluency and comprehension based on the following criteria:
- 70% of Kindergarten students will make typical or above typical growth based on DIBELS FSF and PSF.
- 60% of 1st-3rd grade students will make typical or above typical growth based on Pathways of Progress DIBELS composite measures.
- 70% of 3rd-5th grade students will make a 100 lexile point gain, or enough growth to remain on benchmark, on the Reading Inventory.
- 70% of Kindergarten students will make typical or above typical growth based on DIBELS FSF and PSF.
- 60% of 1st-3rd grade students will make typical or above typical growth based on Pathways of Progress DIBELS composite measures.
- 70% of 3rd-5th grade students will make a 100 lexile point gain, or enough growth to remain on benchmark, on the Reading Inventory.
Oakdale Elementary will focus on the following instructional priorities:
-Teacher Clarity: Teachers will clearly communicate the daily learning intentions, relevance, and success criteria for each lesson.
-Positive to Corrective Feedback: Teachers will strive to use a 4:1 positive to corrective ratio when giving feedback for academics and behavior.
-Teacher Clarity: Teachers will clearly communicate the daily learning intentions, relevance, and success criteria for each lesson.
-Positive to Corrective Feedback: Teachers will strive to use a 4:1 positive to corrective ratio when giving feedback for academics and behavior.
The following system structures/routines/procedures will be in place for the 2018-2019 school year:
-Core Instruction: Teachers in grades K-2 will learn and implement phonemic awareness routines to increase instructional intensity in phonological awareness and phonics. Teachers in grades K-5 will use a variety of high leverage literacy strategies and instructional routines within their ELA block to facilitate reading comprehension.
-Skills-based Instruction: Teachers and reading interventionists will use the RtI kit, Reading Street differentiated lessons, Lexia, and Reading Plus, and Imagine Learning for differentiated instruction and intervention.
-Team IPLCs: Teams will focus on Standards-Based Instructional Cycle and backwards design.
-Professional Development and Coaching Cycles: Professional Development and Coaching Cycles will be provided for all teachers in Teacher Clarity, Phonemic Awareness, Comprehension Strategies, and ELA skill-based instruction. Substitutes will be hired so teachers can participate in classroom observations and coaching cycles to improve their capacity in reading whole group and small group skills instruction.
-Core Instruction: Teachers in grades K-2 will learn and implement phonemic awareness routines to increase instructional intensity in phonological awareness and phonics. Teachers in grades K-5 will use a variety of high leverage literacy strategies and instructional routines within their ELA block to facilitate reading comprehension.
-Skills-based Instruction: Teachers and reading interventionists will use the RtI kit, Reading Street differentiated lessons, Lexia, and Reading Plus, and Imagine Learning for differentiated instruction and intervention.
-Team IPLCs: Teams will focus on Standards-Based Instructional Cycle and backwards design.
-Professional Development and Coaching Cycles: Professional Development and Coaching Cycles will be provided for all teachers in Teacher Clarity, Phonemic Awareness, Comprehension Strategies, and ELA skill-based instruction. Substitutes will be hired so teachers can participate in classroom observations and coaching cycles to improve their capacity in reading whole group and small group skills instruction.
Through professional development and coaching cycles, Oakdale teachers will focus on the following three goals for the 2018-2019 school year:
1. Teachers in K-2 will purposefully plan and use phonemic awareness routines for 7-10 minutes daily that align with their daily phonics instruction in Reading Street.
2. Teachers in K-5 will purposefully plan and use high leverage comprehension strategies and routines (including but not limited to: concept mapping, vocabulary instruction, close reading, annotation, summarizing text, discussion & questioning) daily during their literacy block that align with their target core standard for that weeks lesson.
3. Teachers will post and state learning intentions, and state the relevance and success criteria for their lesson. Additionally, teachers will focus on using a positive to corrective feedback ratio of 4:1 throughout their day.
1. Teachers in K-2 will purposefully plan and use phonemic awareness routines for 7-10 minutes daily that align with their daily phonics instruction in Reading Street.
2. Teachers in K-5 will purposefully plan and use high leverage comprehension strategies and routines (including but not limited to: concept mapping, vocabulary instruction, close reading, annotation, summarizing text, discussion & questioning) daily during their literacy block that align with their target core standard for that weeks lesson.
3. Teachers will post and state learning intentions, and state the relevance and success criteria for their lesson. Additionally, teachers will focus on using a positive to corrective feedback ratio of 4:1 throughout their day.
Progress will be measured towards this goal through the following:
Walkthroughs
IPOPs
CBM Data
DWSBA Data
Progress Monitoring
Walkthroughs
IPOPs
CBM Data
DWSBA Data
Progress Monitoring
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Substitutes for Professional Learning | $2,000.00 | Land Trust | |
| Reading Interventionists | $27,000.00 | Land Trust |
Academic Goal
According to our 2017-2018 Winter CBM benchmark, Oakdale demonstrated the following proficiency:
Kindergarten (DIBELS Beginning Quantity Discrimination)- 75%
1st Grade (DIBELS Computation)-83%
2nd Grade (DIBELS Computation)-68%
3rd Grade (DIBELS Computation)-67%
4th Grade (DIBELS Computation)-77%
5th Grade (DIBELS Computation)-64%
We believe this problem is a result of a need to increase our instructional intensity in math computation with a target emphasis on skill-based instruction. 1. Providing professional development and dedicated planning time in math skill-based instruction, 2. Dedicated IPLC time for unpacking the math standards, building assessments, and using data to plan core instruction and scaffolds; 3. Increase intensity of core instruction through the use of planned instructional priorities, specifically teacher clarity.
Kindergarten (DIBELS Beginning Quantity Discrimination)- 75%
1st Grade (DIBELS Computation)-83%
2nd Grade (DIBELS Computation)-68%
3rd Grade (DIBELS Computation)-67%
4th Grade (DIBELS Computation)-77%
5th Grade (DIBELS Computation)-64%
We believe this problem is a result of a need to increase our instructional intensity in math computation with a target emphasis on skill-based instruction. 1. Providing professional development and dedicated planning time in math skill-based instruction, 2. Dedicated IPLC time for unpacking the math standards, building assessments, and using data to plan core instruction and scaffolds; 3. Increase intensity of core instruction through the use of planned instructional priorities, specifically teacher clarity.
By May 2019, Oakdale students will demonstrate proficiency of the Math core standards in math computation based on the following criteria:
-70% of Kindergarten students will be proficient on the DIBELS Math BQD and NNF.
-75% of 1st-5th grade students will be proficient on the DIBELS computation measure.
-70% of Kindergarten students will be proficient on the DIBELS Math BQD and NNF.
-75% of 1st-5th grade students will be proficient on the DIBELS computation measure.
Oakdale Elementary will focus on the following instructional priorities:
-Teacher Clarity: Teachers will clearly communicate the daily learning intentions, relevance, and success criteria for each lesson.
-Positive to Corrective Feedback: Teachers will strive to use a 4:1 positive to corrective ratio when giving feedback for academics and behavior.
-Teacher Clarity: Teachers will clearly communicate the daily learning intentions, relevance, and success criteria for each lesson.
-Positive to Corrective Feedback: Teachers will strive to use a 4:1 positive to corrective ratio when giving feedback for academics and behavior.
The following system structures/routines/procedures will be in place for the 2018-2019 school year:
-Skills-based Instruction: Teachers and math interventionists will use the enVision 2.0 reteach and intervention lessons, and Reflex math for differentiated instruction and intervention.
-Team IPLCs: Teams will be given the dedicated paid collaboration days to meet for 7 hours in August to develop activities and lessons to aide in small group instruction. Teams will also focus on the Standards-Based Instructional Cycle and backwards design throughout the year.
-Professional Development and Coaching Cycles: Professional Development and Coaching Cycles will be provided for all teachers in Teacher Clarity and Math Skill-Based Instruction.
-Skills-based Instruction: Teachers and math interventionists will use the enVision 2.0 reteach and intervention lessons, and Reflex math for differentiated instruction and intervention.
-Team IPLCs: Teams will be given the dedicated paid collaboration days to meet for 7 hours in August to develop activities and lessons to aide in small group instruction. Teams will also focus on the Standards-Based Instructional Cycle and backwards design throughout the year.
-Professional Development and Coaching Cycles: Professional Development and Coaching Cycles will be provided for all teachers in Teacher Clarity and Math Skill-Based Instruction.
Through professional development and coaching cycles, Oakdale teachers will focus on the following two goals for the 2018-2019 school year:
1. Teachers in K-5 will purposefully plan for math skill-based instruction activities and instruction daily during their math block to reteach and build conceptual understanding of math computation.
2. Teachers will post and state learning intentions, and state the relevance and success criteria for their lesson. Additionally, teachers will focus on using a positive to corrective feedback ratio of 4:1 throughout their day.
1. Teachers in K-5 will purposefully plan for math skill-based instruction activities and instruction daily during their math block to reteach and build conceptual understanding of math computation.
2. Teachers will post and state learning intentions, and state the relevance and success criteria for their lesson. Additionally, teachers will focus on using a positive to corrective feedback ratio of 4:1 throughout their day.
Progress will be measured towards this goal through the following:
Walkthroughs
IPOPs
CBM Data
DWSBA Data
Progress Monitoring
Walkthroughs
IPOPs
CBM Data
DWSBA Data
Progress Monitoring
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Math Intervention Assistant | $10,000.00 | Land Trust | |
| 7 Hours of Inservice for Classroom Teachers | $4,100.00 | Land Trust |
School Climate Goal
During the 2016-2017 school year, Oakdale had 142 major Office Discipline Referrals and 120 moderate Office Discipline Referrals. During the 2017-2018 school year, Oakdale has had 27 moderate Office Discipline Referrals and 9 Major Office Discipline Referrals. We believe that the drop has been due to an increase in teacher awareness and implementation of positive behavior and support strategies, tough kid strategies and implementation of Playworks. To ensure that Office Discipline Referrals maintain or continue to drop we need to continue learning about and implementing positive behavior supports and strategies.
By Spring of 2019, teachers will increase their use of positives by at least 10% based on data collected from the 2017-2018 school year. Ipop data will also be used to increase the number of teachers implementing a positive to corrective feedback ratio of 3 to 1 or above to 80%. Additionally, teachers will give at least 2 specific positive feedback statements during a 10-20 minute formal and/or informal observation.
Implementation of the theme of "Stand 4 Kind" with specific social skills addressed each month. One student from each class will be nominated as the Chief Example to Others. Students will also be recognized for doing kind acts.
Teachers will also continue to review and implement positive procedures from the "Tough Kid" Book.
Teachers will also continue to review and implement positive procedures from the "Tough Kid" Book.
Continue to explicitly teach school and class rules and expectations at least two times per year. Rules and What If Charts will be prominently displayed. Review incentives given for reaching goals for Road Runner Tickets.
1. Teachers will learn about positive mindset statements and specific feedback statements.
2. Staff will review strategies from the "Tough Kid" Book, CHAMPS and LRBI manual.
3. Staff will identify social skills for each monthly character skill and implement at least one short activity into morning meetings monthly.
2. Staff will review strategies from the "Tough Kid" Book, CHAMPS and LRBI manual.
3. Staff will identify social skills for each monthly character skill and implement at least one short activity into morning meetings monthly.
Progress will be measured through:
Walkthroughs
Formal/Informal IPOPs
ODRs
Walkthroughs
Formal/Informal IPOPs
ODRs
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Incentives for classrooms and Road Runner ticket winners | $1,000.00 | Box Top funds and General Budget |
Summary of Expenditures for all Goals
Summary - replace me
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