TSSP

Data Dashboard

Teacher and Student Success Plan
2019 - 2020

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:

Enter the dates where the SCC was involved with developing the TSSP

SCC Date 1:

Not Entered

SCC Date 2:

Not Entered

Enter the date when school staff was able to provide input for TSSP

Staff Date 1:

Not Entered

Enter the date when assistant principals were able to provide input for TSSP (If applicable)

AP Date 1:

Not Entered

Academic Goals

Analysis Summary

According to data from the Reading Acadience Pathway of Progress report, 32% of students across 1st through 5th grade are not showing typical or better progress. We find that scores vary amongst individual classrooms in each grade level. We believe the problem can be addressed by improving structured classroom discussions; purposeful team planning for core and small group instruction as well as enrichment; scaffolding and differentiation for students receiving tier II interventions; English Language Learners and special education students. A strategy for improvement is regular, focused team planning and utilizing data through backwards design.

Goal

By the end of the 19-20 school year 80% of students will meet Acadience benchmark in ELA as measured by grade level composite scores in grades 1-3, 85% of Kindergarten students will reach benchmark using the First Sound Fluency (FSF)/Phonemic Segmentation Fluency (PSF)/Nonsense Word Fluency (NWF) Acadience scores; 80% of students in grades 4-5 will meet or exceed their Lexile growth goal in Reading Inventory.

Is this also a Land Trust Goal?

Yes

Academic Areas
Language Arts
Reading
Math
Science
Behavior
Other

Action Plan Summary

We will continue to focus on implementing Structured Classroom Discussion (SCD) during instruction and will make this our professional development focus as well. With this focus, we will be creating Vertical Integration Teams to synchronize how SCDs are being utilized from Kindergarten to 5th grade.

Measurement

Team created assessments, progress monitoring and DWSBAs. (District Wide Standards Based Assessment)
Structured Classroom Discussion Observations and data collection

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.

Our Resource team will receive professional development and support in delivering targeted instruction that is specifically focused on student's individual IEP goals. Time will also be structured and scheduled to communicate with the classroom teacher in order to communicate progress.

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.

We are focusing on Structured Classroom Discussion for our professional development and classroom practice which includes supports of sentence frames and more targeted language practice during whole and small group instruction.

How and when will progress be communicated with stakeholders?

Progress will be communicated weekly in IPLCs, monthly with progress monitoring and three times a year with DWSBAs. We will post data on our data wall in the main hallway.

Budget

Expenditure	Cost	Description
MTSS Interventionist	$24,733.00	Land Trust
Substitutes and Professional Development	$1,000.00	Land Trust
Teacher	$25,000.00	Land Trust

Academic Goals

Analysis Summary

30% of 3rd grade, 28% of 4th grade, and 21% of 5th grade did not meet proficient or above on the SAGE test in 2017-2018. We believe the problem can be addressed by improving structured classroom discussions; purposeful team planning for core and small group instruction; as well as enrichment, scaffolding, and differentiation for students receiving tier II interventions, English Language Learners, and special education students. A strategy for improvement is regular, focused team planning, and utilizing data through backwards design.

Goal

By end of the 19-20 school year, 80% of students in each grade will demonstrate benchmark in math of core standards as measured by their grade level Acadience composite score. 80% of the Kindergarten students will be at benchmark as measured by BQD and NNF Acadience measures.

Is this also a Land Trust Goal?

Yes

Academic Areas
Language Arts
Reading
Math
Science
Behavior
Other

Action Plan Summary

We will continue improving structured classroom discussions, purposeful team planning for core and small group instruction, as well as enrichment, scaffolding, and differentiation for students receiving tier II interventions, English Language Learners, and special education students. A strategy for improvement is regular focused team planning, and utilizing data through backwards design.

Measurement

Team created assessments, progress monitoring and DWSBA's. (District Wide Standards Based Assessment)
Structured Classroom Discussion Observations and data collection

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.

We are focusing on Structured Classroom Discussion for our professional development and classroom practice which include supports of sentence frames and more targeted language practice during whole and small group instruction.

How and when will progress be communicated with stakeholders?

Progress will be communicated weekly in IPLC's, monthly with progress monitoring and three times a year with DWSBA's. We will post data on our data wall in the main hallway.

Budget

Expenditure	Cost	Description	Source
No Dollar Amount Entered

School Climate Goals

Analysis Summary

According to the Multi-Tiered Systems of Supports, a school-wide positive behavior intervention system should impact a minimum of 80% of students on a regular basis. There is currently a minimal uniform data collection system for recording which students are receiving Bengal Bucks. This can be solved by increasing the distribution of Bengal Bucks and having a uniform data collection system for students receiving them.

Goal

Maintain Tier I PBIS school-wide bengal bucks distribution and tracking of distribution. Monitor the distribution of bengal bucks monthly in each classroom. Grades 4-5 track their own quantity for bengal bucks and writing it in their planner or charts, weekly. Grades K-3 track using a one sheet tracking system, filling out weekly.

Is this also a Land Trust Goal?

Yes

Action Plan Summary

Spring 2019 - PD on discipline and bengal bucks accountability
Fall 2019 - Time provided to develop tracking systems
Ongoing monitor during BLT and Team meetings.

Measurement

Teacher Tracking System
Discipline Dashboard Data
Bengal Buck data

How and when will progress be communicated with stakeholders?

Ongoing communication in IPLC's, faculty meetings, BLT, SCC.

Budget

Expenditure	Cost	Description	Source

No Dollar Amount Entered

Summary of Expenditures for all Goals

Summary - replace me

There are times when the planned expenditures in the goals of a plan are provided by the district, a grant, or another unanticipated funding source leaving additional funds to implement the goals. If additional funds are available, how will the council spend the funds to implement the goals in this plan?

Nothing Entered