Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
By the end of the 2019-2020 school year, our teachers will have a deeper understanding of instructional strategies to help with core instruction and intervention. Our teachers will also develop a better understanding of social and emotional learning and implement a curriculum for all students.
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 School Community Council reviews the plans at the start of every school year. Throughout the year we monitor and discuss the different items we have addressed in our plans and how things are going. When it comes time to formulate and approve the new plan, the SCC gets to see the proposed plan and give input and ask questions before approving.
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Academic Goals
76% of students made typical progress on the math DIBELS MCAP score from fall to winter. This is an increase from last year. We want to continue this momentum as well as increase the numbers moving from below grade level to at grade level or above.
80% of students will make typical progress on the math DIBELS composite score from Fall to Spring measurement.
| No | Yes |
* Teachers will be provided materials and knowledge on how to administer progress monitoring probes on a monthly basis in COMP and CAP.
* 1:1 Coaching will be provided for teachers who need additional support in implementing classroom discussion as a part of the math block.
* Professional development opportunities to enhance teacher knowledge and skill in administering math intervention will take place.
* 1:1 Coaching will be provided for teachers who need additional support in implementing classroom discussion as a part of the math block.
* Professional development opportunities to enhance teacher knowledge and skill in administering math intervention will take place.
We will look at the winter progress monitoring to check the progress our students are making.
* Classroom discussion strategies should be scaffolded in order to accommodate for students with disabilities. * Progress monitoring will also help teachers and student be more aware of their learning and receive more targeted intervention. * Professional development will be given to the resource teacher for her math instruction in the resource setting.
* Classroom discussion strategies should be scaffolded in order to accommodate for EL students.
A report will be shared with stakeholders at the end of the 2018 - 2019 school year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Interventionists x1 | $7,500.00 | School Land Trust |
Academic Goals
74 % of students made typical progress or better on the DIBELS Reading Composite score. This is an increase from the previous years. Our implementation of progress monitoring has impacted student scores.
80% of our students will make typical progress or better on the DIBELS Reading composite score on the 2018-2019 Fall to Spring Pathways to Progress report.
| No | Yes |
* Engage collaborative teams in building shared knowledge regarding essential curriculum and instructional strategies.
We will conduct targeted observations on implemented instructional strategies learned through PD and PLC conversations.
* As teachers are learning and building shared knowledge of essential curriculum and instructional strategies, there will be a specific focus on how to scaffold and support for SSD students.
* As teachers are learning and building shared knowledge of essential curriculum and instructional strategies, there will be a specific focus on how to scaffold and support for EL students.
Reports are provided for all stakeholders through annual reports, SCC meetings, school newsletters, etc.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Intervention support x2 for SGI (Tiger Time) and assistance in progress monitoring | $15,000.00 | School Land Trust account |
School Climate Goals
50% of students are at risk for internalizing or externalizing behaviors. This pattern is most common in 1st and 4th grades. We believe the problem is a result of a lack of social and emotional learning for all students. A strategy for improvement is to implement a school-wide SEL curriculum in all grade levels.
Our student SRSS-IE results will decrease between 7-10% from the 2018-2019 winter results to the 2019-2020 winter results.
| No | Yes |
* We will purchase an SEL curriculum recommended by the district (Second Step).
* We will provide training and support for teachers to implement the program.
* The program will be implemented by teachers on a weekly/daily basis following the outlined curriculum.
* We will provide training and support for teachers to implement the program.
* The program will be implemented by teachers on a weekly/daily basis following the outlined curriculum.
We will use the SRSS-IE to evaluate student outcomes.
Annually through stakeholder reports, SCC meetings, newsletters, etc.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
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Summary of Expenditures for all Goals
Summary - replace me
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