Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
Increase reading proficiency and comprehension of all students at Park Lane.
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:
https://webapps.canyonsdistrict.org/differentialshttps://webapps.canyonsdistrict.org/differentials 
DifferentialsThe School Community Council helped in the creation and finalization of the CSIP document as evidenced in the SCC notes from 3/21/19.
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Academic Goals
Park Lane students are not demonstrating adequate reading proficiency or growth in literacy skills at rates we’d like to see. Currently, 70% of students are proficient in literacy based on their grade level measures [NWF-CLS (K), Acadience Composite (1-2), and Reading Inventory(3-5)]. Additionally, we currently have 39% of students in Accommodated Core Classroom who are making below typical growth as measured by Acadience Pathways of Progress. This problem affects students across all grade levels and sub-groups. We hypothesize that increased supports need to be enacted in the specific area of reading comprehension. Specifically, we will increase teacher training and use of research-based comprehension strategies such as Close Reading and Structured Classroom Discussions.
By May of 2020:
90% of students in mainstream kindergarten classrooms will be proficient in literacy as measured by Acadience Learning nonsense words: correct letter sounds.
85% of students in mainstream 1st and 2nd grade classrooms will demonstrate proficiency in literacy as measured by Acadience reading composite scores. Additionally, 95% of students who do not demonstrate proficiency will show typical or above typical growth as measured by Acadience Pathways to Progress.
The number of proficient students in mainstream classrooms in grades 3 through 5 will increase 5% from May 2019 to May 2020 as measured by Reading Inventory. Additionally, 95% of students in grades 3 through 5 who do not demonstrate proficiency will show typical or above typical growth as measured by Acadience Pathways to Progress
80% of students in the Accommodated Core Classroom in grades 1-5 will show typical or above typical growth as measured by Acadience Pathways to Progress
90% of students in mainstream kindergarten classrooms will be proficient in literacy as measured by Acadience Learning nonsense words: correct letter sounds.
85% of students in mainstream 1st and 2nd grade classrooms will demonstrate proficiency in literacy as measured by Acadience reading composite scores. Additionally, 95% of students who do not demonstrate proficiency will show typical or above typical growth as measured by Acadience Pathways to Progress.
The number of proficient students in mainstream classrooms in grades 3 through 5 will increase 5% from May 2019 to May 2020 as measured by Reading Inventory. Additionally, 95% of students in grades 3 through 5 who do not demonstrate proficiency will show typical or above typical growth as measured by Acadience Pathways to Progress
80% of students in the Accommodated Core Classroom in grades 1-5 will show typical or above typical growth as measured by Acadience Pathways to Progress
| No | Yes |
Our action plan consists of steps to build teachers' capacity in utilizing close reading routines and strategies to advance student comprehension and incorporating structured classroom instruction into lessons across content areas to give all learners more access to content and text. Our action plan also includes training teachers to collect and use progress monitoring data to make decisions about students' reading comprehension needs and adjust instruction accordingly.
We will use Acadience NWF-CLS to measure kindergarten progress, Acadience Composite scores and Pathways to Progress to measure progress for students in grades 1-2, and Reading Inventory as well as Acadience Pathways to Progress to measure progress for students in grades 3-5.
We will incorporate more opportunities for speaking and listening using structured classroom discussion into our general education and special education classrooms giving students more access to text and content. We will monitor progress using Acadience Pathways of Progress measures and goal setting.
The use of structured classroom discussion will increase opportunities for English learners to access and use language with their peers on a more regular basis.
Progress will be communicated to BLT during regular meetings, communicated to faculty members during staff meetings, and communicated to the community through a bulletin board in the school and shared with PTA and SCC each year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Multi-tiered System of Supports (MTSS Interventionists | $35,000.00 | Land Trust | |
| Substitutes and/or stipends to support BLT meetings and teacher professional development | $4,200.00 | Land Trust | |
| Technology programs, equipment, textbooks, and other instructional materials to support school goals | $8,281.00 | Land Trust |
School Climate Goals
Teachers report, and our SRSS-IE data supports, an increased frequency of students demonstrating internalizing and externalizing behaviors in class. Currently, 22% of students are at moderate or high risk for internalizing or externalizing behavior as measured by SRSS-IE. In conjunction with the school district, we believe that these instances will be addressed with a focus on restorative practices within our school. School climate will be improved by increasing teacher’s capacity through trauma informed practices training. With these new tools, and with an increased awareness of supports for students, teachers will use Morning Meetings more impactfully to build student relationships.
By May of 2020 school SRSS-IE data will show a 5% decrease in the number of students at high or moderate risk for internalizing and/or externalizing behaviors compared to fall SRSS-IE data.
| No | Yes |
To meet this goal we will provide teachers with professional development on school-wide and classroom PBIS expectations, morning meetings, and restorative practices. Additionally, provisional educators will have coaching cycles focused on classroom management.
SRSS-IE data will be used to identify trends in student needs and measure changes in student internalizing and/or externalizing behaviors
Progress will be communicated to BLT during regular meetings, communicated to faculty members during staff meetings, and shared with PTA and SCC at least twice per year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| School-wide incentives to support Morning Meetings and Positive Behavior Interventions and Supports throughout the school (not to exceed $2.00 per student). | $600.00 | Land Trust |
Summary of Expenditures for all Goals
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