Data Dashboard






Teacher and Student Success Plan
2019 - 2020


Overarching Goal

The overarching goal is to focus on skill based instruction and to increase student engagement using Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and Close Reading protocol), increase robustness of core instruction, and focus on specific skill deficits.

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 have discussed data and student growth at each meeting.  We have discussed parents concerns and praises at each meeting.  As a team we decided to continue our focus on reading to keep our upward trend moving up.  



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Academic Goals

At the winter benchmark, approximately half of 4th and 5th grade students scored basic and below basic on the Reading Inventory (RI). An average of 31% of students in grades 4 and 5 moved from basic to proficient or advanced on Reading Inventory (RI). The problem is a result of not enough students advancing in Reading Inventory (RI). At least 80% of students should advance from basic to proficient or advanced in RI. Some strategies for improvement are enhanced core instruction for the foundation block and comprehension strategies, and Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol), and appropriate and consistent small group instruction using 95% Group, self monitoring techniques, or repeated readings.


By spring 2020, at least 50% of students in 4th and 5th grade will advance from basic to proficient or advanced in Reading Inventory.


No Yes


Language Arts
Reading
Math
Science
Behavior
Other


We will provide Professional Development on the district protocols for each quad and for 95% Group. Professional Development on Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Technology implementation through Reading Plus.


Student outcomes will be measured by the winter Reading Inventory. Reading Plus usage will be also be monitored monthly.
Implementation will be monitored through checklists, walkthroughs, targeted observations, and coaching cycles.


Students with disabilities will be in class during the foundation block and comprehension strategies, so they will receive this robust instruction. They will also receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher, time on Reading Plus. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Language production will be increased through training in and implementation of Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.


 
Budget
ExpenditureCostDescriptionSource
No Dollar Amount Entered
Academic Goals

72% and 92% of students in 1st grade and kindergarten, respectively, remained at benchmark on Acadience. The pattern is most common in 1st grade and kindergarten. We believe the problem is a result of not enough students maintaining benchmark. At least 95% of students need to remain at or above benchmark. A strategy for improvement is enhanced core instruction, specifically the foundations block, and concentration on Nonsense Word Fluency/Whole Words Read instruction.


By spring 2020, 85% of kindergarten and first grade students will achieve the district and state Uniform Growth Goals.


No Yes


Language Arts
Reading
Math
Science
Behavior
Other


We will focus on explicit instruction in the foundation block in phonemic awareness and phonics, with concentration on Nonsense Word Fluency/Whole Words Read. We will implement targeted Professional Development in phonemic awareness and phonics, using the routines outlined in kindergarten and first grade academies. We will provide Professional Development on Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol) Our master schedule will support instructional time allocation for the foundation block, whole group, and small group instruction. Technology integration is implementing Lexia.


Student outcomes will be measured by monthly progress monitoring of Nonsense Word Fluency, Correct Letter Sounds, and Whole Words Read. Lexia usage will be also be monitored monthly.
Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Students with disabilities will be in class during the foundation block, so they will receive this robust instruction. They will also receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher, time on Lexia. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Language production will be increased through training in and implementation of Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.


 
Budget
ExpenditureCostDescriptionSource
No Dollar Amount Entered
Academic Goals

An average of 80% of students in grades 1, 2, and 3 are making typical or better progress according to Pathways to Progress in Acadience. We believe we can increase the percentage of students making typical or better progress. A strategy for improvement would be targeted teaching of skills according to the Pathways to Progress trajectories.


By spring 2020, 82% of students in grades 1, 2, and 3 will achieve typical or better progress as measured by the Pathways to Progress in Acadience.


No Yes


Language Arts
Reading
Math
Science
Behavior
Other


We will focus on the targeted skills measured in Pathways to Progress, Correct Letter Sound/Nonsense Word Fluency/Whole Words Read, accuracy, Oral Reading Fluency, maze, retell. We will provide specific Professional Development in the Pathways to Progress domains to increase student skills in each area. We will also provide Professional Development on Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Technology integration is implementing Lexia in first and second grade, and Reading Plus in third grade.


Students outcomes will be measured at the winter benchmarking when the Pathways to Progress are available. Students will be progress monitored monthly based on their individual targeted skills. Lexia and Reading Plus usage will be also be monitored monthly.
Implementation will be monitored by reviewing teacher plans for individual students and walkthroughs to ensure that individual plans are being followed. There will be a checklist for each targeted skill.


Students with disabilities will receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher, time on Lexia or Reading Plus. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Language production will be increased through training in and implementation of Structured Classroom Discussion techniques (which include precision partnering, talk moves, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Implementation will be monitored through checklists, walkthroughs, and coaching cycles.


Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.


 
Budget
ExpenditureCostDescriptionSource
9 or 10 Reading Interventionists to work with students who need extra support during small group instruction $70,000.00 Land Trust
School Climate Goals

Less than 60% of our teachers are informed about trauma and its effects on children in the classroom. This pattern is most common across all grades in our school. We believe the problem is a result of lack of information concerning trauma and its effects. A strategy for improvement is Professional Development on trauma and its effects, and trauma informed practices.


By January 2020, 90% of Willow Springs teachers will have received Professional Development on trauma and its effects on children.


No Yes


We will hold professional development on trauma and its effects on children.


We will know that teachers have been trained on trauma by keeping a record of who attended the training.


Data will be discussed in School Community Council.
Data will be discussed in Building Leadership Team (BLT).


 
Budget
ExpenditureCostDescriptionSource
No Dollar Amount Entered
Summary of Expenditures for all Goals
Summary - replace me

Nothing Entered