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:
Academic data was shared with SCC members throughout the year. During SCC meetings, the data was discussed and all members agreed with the need to continue to focus on Literacy. SCC also brought up the question of what we are doing for kids who struggle socially or emotionally. This spurred the conversation with our BLT of having a goal to support kids with their emotional and social skills.
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Academic Goals
On average, 82% of kindergarten students are proficient on Acadience (DIBELS) targeted grade level measures (NWF-CLS) and 83% of students in 1st grade are proficient on Acadience (DIBELS) targeted grade level measures (NWF-WWR), only 59% of 2nd grade students and only 70% of 3rd grade students are making typical or better progress on Pathway of Progress (Acadience/DIBELS) targeted grade level measures, only 61% of 4th grade students and only 69% of 5th grade students are at or above benchmark on Reading Inventory measures. This pattern is most common in grades 2nd-5th. We believe the problem is a result of not effectively and/or consistently using the “routines” found in the curriculum map. A strategy for improvement is providing a monthly focus on a routine, receiving PD/review for that routine and reporting back in PLC’s how it is working in the classroom.
By Spring of 2020, 75% of students in 4th & 5th grade will achieve proficient or advanced level on the Reading Inventory Assessment
| No | Yes |
We will focus on the foundation block including the following routines outlined in the curriculum map: Systematic vocabulary routine, multi-syllabic word routine, scaffolding difficult text, close reading routine). Our PD's will be targeted towards using appropriate routines/procedures/materials for teaching foundation block skills along with the continued implementation of Structured Classroom Discussion (SCD); specifically the training & implementation of Phase 1 of the SCD.
Student outcomes will be measured through weekly, bi-monthly and/or monthly strategic progress monitoring of the MAZE.
Teachers will carefully follow the master schedule so as to provide our students with disabilities adequate access to the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
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Academic Goals
On average, 82% of kindergarten students are proficient on Acadience (DIBELS) targeted grade level measures (NWF-CLS) and 83% of students in 1st grade are proficient on Acadience (DIBELS) targeted grade level measures (NWF-WWR), only 59% of 2nd grade students and only 70% of 3rd grade students are making typical or better progress on Pathway of Progress (Acadience/DIBELS) targeted grade level measures, only 61% of 4th grade students and only 69% of 5th grade students are at or above benchmark on Reading Inventory measures. This pattern is most common in grades 2nd-5th. We believe the problem is a result of not effectively and/or consistently using the “routines” found in the curriculum map. A strategy for improvement is providing a monthly focus on a routine, receiving PD/review for that routine and reporting back in PLC’s how it is working in the classroom.
By Spring of 2020, 85% of Kindergarten and 1st grade students will achieve the district uniform and state goals. 80% of students in grades 1,2,3 will achieve typical or better progress as measured by the Pathways to Progress.
| No | Yes |
We will focus on phonemic awareness, phonics, word analysis and spelling in the foundation block. Our PD's will be targeted towards using appropriate routines/procedures/materials for teaching foundation block skills. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development along with the continued implementation of Structured Classroom Discussion (SCD); specifically the training & implementation of Phase 1 of the SCD.
Student outcomes will be measured through weekly, bi-monthly and/or monthly progress monitoring of NWF- (CLS & WWR). First and second grade usage of Lexia and 3rd grade usage of iReady will be monitored bi-monthly in PLC's
Teachers will carefully follow the master schedule so as to provide our students with disabilities adequate access to the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
School Climate Goals
68% of students with ODR's are referred for aggression or disruption issues. This is most likely to occur with students who are struggling academically, behaviorally or emotionally. We believe the problem is a result of not providing the needed Trauma Informed Care (ACES) Training to staff or focusing our efforts on school-wide social skills lessons. Our school also lacks an effective program that meets the social/emotional needs of our students. Strategies for improvement include: using a character program school wide as well as providing staff with training to understand ACES. Providing faculty and staff the strategies and tools on how to support students who are struggling behaviorally, emotionally and socially.
By March of 2020 all classroom teachers will receive Professional Development on Trauma Informed Care with an emphasis on the ACES. Teachers will also learn strategies to support struggling students.
| No | Yes |
PD will be held during Faculty Meetings & if needed PLC meetings during the school year.
Teachers will track, problem solve and discuss struggling students & the strategies implemented during PLC's.
Data/information will be shared in SCC twice a year. The BLT will discuss the data and steps for improvement throughout the year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
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Summary of Expenditures for all Goals
Summary - replace me
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