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:
School Community Council met on March 18, 2019 to review current plan that has been in development with principal, external coaches, achievement coaches, and the building leadership team (BLT).
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Academic Goals
30% of students are not making typical or above typical growth according to Acadience Pathways to Progress. The pattern is most common in 1st through 3rd grade. 45% of students are not making typical or above typical growth according to Reading Inventory. The pattern is most common in 4th and 5th grades.
We believe the problem is the result of an inconsistent implementation of a guaranteed viable curriculum (GVC) and adherence to a school-wide master schedule. In the current schedule, some students are being pulled form whole group instruction for interventions and special education instruction. A strategy for improvement is revisiting Reading Street curriculum expectations, and creating a master schedule that maximizes instructional time for all students across all tiers.
We believe the problem is the result of an inconsistent implementation of a guaranteed viable curriculum (GVC) and adherence to a school-wide master schedule. In the current schedule, some students are being pulled form whole group instruction for interventions and special education instruction. A strategy for improvement is revisiting Reading Street curriculum expectations, and creating a master schedule that maximizes instructional time for all students across all tiers.
85% of students at Sprucewood will make typical or above typical growth in reading by May 2020.
| No | Yes |
Strategies:
Provide professional development in the following areas:
•Reading Street
•Curriculum Map - Instructional Routines
•CSD's Instructional Priorities
through faculty meetings and IPLC's
Structures:
Adherence to a school-wide master schedule, consistent implementation of a Guaranteed Viable Curriculum (GVC), coaching cycles, IPLC's and public practice.
Provide professional development in the following areas:
•Reading Street
•Curriculum Map - Instructional Routines
•CSD's Instructional Priorities
through faculty meetings and IPLC's
Structures:
Adherence to a school-wide master schedule, consistent implementation of a Guaranteed Viable Curriculum (GVC), coaching cycles, IPLC's and public practice.
•Acadience Pathways to Progress
•Targeted Observations
Core phonics and phonemic awareness assessments.
•High Quality Implementation Assessments
•Reading Inventory - Average annual Lexile growth per student
Progress monitoring probes (Acadience)
•Targeted Observations
Core phonics and phonemic awareness assessments.
•High Quality Implementation Assessments
•Reading Inventory - Average annual Lexile growth per student
Progress monitoring probes (Acadience)
Implementation of CSD's Instructional Priorities with an emphasis on scaffolded instruction, explicit instruction and systemic vocabulary development.
Implementation will be monitored through targeted observation tools.
Implementation will be monitored through targeted observation tools.
Implementation of CSD's Instructional Priorities with an emphasis on scaffolded instruction, explicit instruction and systemic vocabulary development.
Implementation will be monitored through targeted observation tools.
Implementation will be monitored through targeted observation tools.
Whole school progress will be communicated through school newsletters and the school website. Progress will also be discussed during faculty meetings, BLT, and SCC.
Grade level progress will be communicated through grade level parent newsletters and during IPLCs.
Classroom progress will be communicated through individual discussions, coaching cycles, and IPOP feedback.
Individual student progress will be communicated to parents during parent-teacher conferences, emails, phone calls, and additional conferences when necessary.
Grade level progress will be communicated through grade level parent newsletters and during IPLCs.
Classroom progress will be communicated through individual discussions, coaching cycles, and IPOP feedback.
Individual student progress will be communicated to parents during parent-teacher conferences, emails, phone calls, and additional conferences when necessary.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| MTSS Interventionists for (4) Substitutes |
$33,000.00 | Land Trust | |
| 95% Group Program | $4,500.00 | Land Trust | |
| Technology to support literacy implementation. | $6,900.00 | Land Trust |
School Climate Goals
39% of students are not on track with attendance. This pattern is more common with our students who are receiving special education services and come from economically disadvantaged backgrounds. We believe the problem is a result of inconsistent reinforcement of positive student behaviors and engagement. In addition, we believe there is a need to educate the community on the impact attendance has on student achievement.
90% of students at Sprucewood will be On Track with attendance by May of 2020.
| No | Yes |
A strategy to improve attendance is to implement a school-wide attendance incentive program, increase community education through communication, increase positive student/teacher relationships and increase the use of engagement strategies in the classroom. In addition, 100% of Sprucewood students will be greeted each morning at the door before entering their classroom.
Positive to corrective ratios and student engagement will be measured by IPOPs and targeted observations. For targeted observations the OTR-DORT and a portion of the COFF will be combined for measurement.
Teacher phone logs and attendance data on dashboard will be used to assess the effectiveness of implementation. Observations of students being greeted at the door each day by their teachers, with a plan in place to have another adult greet their students when they have outside duty.
Teacher phone logs and attendance data on dashboard will be used to assess the effectiveness of implementation. Observations of students being greeted at the door each day by their teachers, with a plan in place to have another adult greet their students when they have outside duty.
Whole school progress will be communicated through school newsletters and the school website. Progress will also be discussed during faculty meetings, BLT, and SCC.
Grade level progress will be communicated through grade level parent newsletters and during IPLCs.
Classroom progress will be communicated through individual discussions, coaching cycles, and IPOP feedback.
Individual student progress will be communicated to parents during parent-teacher conferences, emails, phone calls, and additional conferences when necessary.
Grade level progress will be communicated through grade level parent newsletters and during IPLCs.
Classroom progress will be communicated through individual discussions, coaching cycles, and IPOP feedback.
Individual student progress will be communicated to parents during parent-teacher conferences, emails, phone calls, and additional conferences when necessary.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Materials: Potato Heads for each classroom to motivate students with a visual to track each day that the students in each class meet the daily attendance goal. |
$500.00 | Supply Money | |
| Morning Meeting Book | $500.00 | Land Trust | |
| Classroom posters to be displayed outside of the classroom for tracking attendance each day. School wide attendance board to be displayed in the office for stakeholders to see as they enter the school. Attendance Data Booklets for each student to track their data. |
$300.00 | Supply |
Summary of Expenditures for all Goals
Summary - replace me
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