Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
Increased student growth in both ELA and Math using CBM (minimum of 80%), Typical or Above growth on Dibels Pathway (60%), RI (80% hitting proficiency), and RISE (70% and above) data.
Strengthen MTSS in the classroom and general school environments.
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:
The SCC helps review data and gives valuable feedback about our priorities. They ask questions about Land trust funding and how that supports our goals and they analyze how those monies can best be spent. They discuss our different grade goals and whether they are valid or not and the ways in which those can be achieved. They also act as a valuable sounding board as to whether our PBIS system is working and they give feedback as to how the community understands our MTSS system.
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Academic Goals
Math scores on SAGE have decreased by at least 5% on SAGE in 3rd and 5th grades. Scores maintained in 4th grade. School-wide, DWSBA scores are not at 80% benchmark. This pattern is most common in the majority of classes. We believe the problem is a result of poor utilization of the math block, lack of CRA, and a decrease of understanding of number sense. A strategy for improvement is increased coaching cycles, monitor teacher fidelity, and professional development in the areas of CRA.
By the spring of 2020, 80% of our K-2 students will be on benchmark as demonstrated by MCOMP or QD. By Spring of 2020, 70% of students in grades 3 will score in the proficient or highly proficient range on RISE, and 15% more students in grades 4 and 5 will score in the proficient or highly proficient range on RISE than scored in these ranges in 2019.
| No | Yes |
Teachers will continue to discuss Math goals through IPLC with insight from Visible Learning and District Trainings.
MCOMP and C&A
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
Continue with STMath which actually shows significant gains for students with disabilities because the not language aspect works with their strengths. Continue to work on differentiation and small groups in the classroom. Will monitor through observations, progress monitoring, and benchmark testing.
Utilizing and teaching how to use Imagine Learning in a more productive way. Explicit vocabulary instruction and structured academic discussion especially in the area of math.
CSIP goals will be shared continually with staff through faculty meetings, professional development, and IPLC's. Teachers will write and reflect upon their own goals and how they support the CSIP.
CSIP goals and progress will be shared and reviewed throughout the year with the School Community Council.
CSIP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Teacher Collaboration/PD | $3,000.00 | Trustlands | Landtrust |
Academic Goals
68% of first-grade students are at benchmark on the Winter Composite in Acadience. In grades 2nd and 3rd, benchmark scores were higher with 78% and 75%. We believe the problem is a result of lack of awareness of the components of the test and fidelity to SBI time. A strategy for improvement is increased coaching, IPLC focus on instruction, and increased technical support, .
By the Spring of 2020, 90% of students in Kindergarten will be on benchmark as shown by scores on PSF; 80% of students in grades 1-2 will be on benchmark as shown by scores on Spring Composite in Acadience; 60% of students in grades 1-3 will meet typical or above typical growth; and 15% more students in grades 3-5 will score on the advanced or proficient level on RI by the Spring of 2020 than score on advanced or proficient levels on the Fall 2019 assessment; and 60% of 3rd, 4th, and 5th grade students will improve their lexile scores by at least 100 points between Fall and Spring assessments.
| No | Yes |
We will implement literacy structures through staff trainings in MTSS, structured academic discussion, using data, and dyads. We will continue to utilize coaching cycles and strengthen IPLC's.
CBM: All Acadience Reading Curriculum-Based Measurement is given in grades 1-5
NWF: Acadience Nonsense Word Fluency is given in Kindergarten and grade 1 and 2.
PSF: Acadience Phonemic Segmentation Fluency is given in Kindergarten and grade 1.
RI (3rd, 4th and 5th grade)
DWSBA: given three times a year
IPOP and other walkthrough data will support use of instructional priorities and core curriculum
NWF: Acadience Nonsense Word Fluency is given in Kindergarten and grade 1 and 2.
PSF: Acadience Phonemic Segmentation Fluency is given in Kindergarten and grade 1.
RI (3rd, 4th and 5th grade)
DWSBA: given three times a year
IPOP and other walkthrough data will support use of instructional priorities and core curriculum
We will strengthen SBI to target specific deficits in student performance. We will monitor implementation progress by Coaching observations and progress monitoring.
By implementing structured and scaffolded academic discussion, we should increase language production in the general education classroom. This will be monitored by progress monitoring and review of IDLP progress throughout the year. Teachers will utilize Imagine Learning reports to analyze progress.
CSIP goals will be shared continually with staff through faculty meetings, professional development, and IPLC's. Teachers will write and reflect upon their own goals and how they support the CSIP.
CSIP goals and progress will be shared and reviewed throughout the year with the School Community Council.
CSIP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Teaching Collaboration/PD | $1,000.00 | Land Trust | Landtrust |
| Five aides with reading intervention and differentiation in grades K-5 ($40,000) 2. Teacher Professional Development and Collaboration. Pay teachers to attend professional development and collaborate outside of their regular contract time to strengthen Tier 1 instruction in classroom PBIS, explicit instruction, and feedback | $40,000.00 | Land Trust | Landtrust |
| Rewards books for Intervention | $420.00 | Land Trust | Landtrust |
| 30 Chromebooks to be used for intervention and assessment. School will purchase the cart and other accessories. | $8,000.00 | Land Trust | Landtrust |
School Climate Goals
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Creating positive social/emotional relationships
| No | Yes |
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Budget
| Expenditure | Cost | Description | Source |
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School Climate Goals
Overall, the PBIS system is working for Altara in all locations. Although the rates of ODRs are low, there typically is an increase during certain times in the school year (before winter and spring break). The increase of ODRs is typically during recess and lunch. We believe this is due to students having unstructured time, students lacking social and problem solving skills and having low self-esteem. Typically these ODRs are from our low SES population. We see a lack of understanding of the culture of poverty among the staff and the need to educate students on behavioral strategies. A strategy for improvement is to teach staff about restorative justice, give them behavioral strategies, and educate them on the impact of poverty on academic achievement.
Reduce the number of referrals during unstructured time by 25% from Spring of 2019 to Spring of 2020. Increase rates of specific feedback and correctives in classrooms from Spring 2019 to Spring of 2020 by 20%.
| No | Yes |
Referrals have dramatically dropped in the 2018-19 school year. This could be that teachers aren't utilizing the electronic referral system or behavior has improved. Morning meetings have improved our climate, and students are responding well to the MTSS plan. We are continuing to work on feedback.
Use data gathered from IPOP and COFF during walkthroughs
Principal's 200 Club Cards
Office Referral Data
IPLC Notes
Principal's 200 Club Cards
Office Referral Data
IPLC Notes
It will be communicated monthly through SCC and BLT meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| PBIS Team (Collaboration off contract) | $1,600.00 | Land Trust | Landtrust |
| Reinforcers for Positive Behavior | $1,080.00 | Land Trust | Landtrust |
| Behavioral Support Aide for help with lunch and recess | $1,420.00 | Land Trust | Landtrust |
| SST Team (collaboration off contract) | $900.00 | Land Trust | Landtrust |
Summary of Expenditures for all Goals
Summary - replace me
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