Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
ACADEMIC GOAL
By May 2020, 80% of students in Kindergarten and 1st grade will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress reports.
By May 2020, 90% of students in 2nd - 5th grades will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress reports.
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:
We have been sharing reading and Core 5 data with School Community Council. Our goal is to have students at or above grade level by the time they start their 4th grade year.
We will share benchmarks and interim goals on Acadience Reading K-6 Pathways to Progress reports.
We will celebrate student growth when they meet their interim goals.
We will share attendance data monthly.
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Academic Goals
By May 2020, 80% of students in Kindergarten and 1st grade will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
By May 2020, 90% of students in 2nd-5th grades will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
By May 2020, 90% of students in 2nd-5th grades will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
By May 2020, 80% of students in Kindergarten and 1st grade will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
By May 2020, 90% of students in 2nd-5th grades will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
By May 2020, 90% of students in 2nd-5th grades will show typical or above typical growth (three or more stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress Reports.
| No | Yes |
Instructional Priorities Focus:
Teacher Clarity
Structured Classroom Discussion
Morning Meeting
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time
Grades K-2: PA, phonics, and spelling instruction using Saxon Phonics routines, and the District PA routines, Foundations Observations Checklist, and Structured Classroom Discussions to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
Grades 3-5: PA, phonics, and spelling instruction using REWARDS multi-syllabic routines, Foundations Observations Checklist, and Structured Classroom Discussion to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
System Structure for All Teachers and Multi-tiered Support System aides:
September - Beginning-of-Year Benchmark Assessments. Teachers will have the opportunity, if they choose, to video themselves during an ELA lesson using a Swivl. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video, unless they decide to share it. After Foundations Observations Checklist is completed, the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals.
October 14 - Interim check-in, begin progress monitoring.
November 14 - Interim check-in using progress monitoring. Teachers will have the opportunity to if they choose to video themselves during an ELA lesson using a swivel. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video unless they decide to share it. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
December 14 - Interim check-in using progress monitoring.
January - Mid-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and adjust paths for individual students on Pathways to Progress, and complete their mid-year Reflection on Student Growth Goal by January 30.
February 14 - Interim check-in using progress monitoring. Teachers will participate in Learning Walk-throughs based on the Foundations Observation Checklist and meet with the principal, coach, and team and share celebrations, a-ha moments, and choose one area for improvement.
March 14 - Interim check-in using progress monitoring.
April 14 - Interim check-in using progress monitoring. Teachers will have the opportunity to if they choose to video themselves during an ELA lesson using a swivel. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video unless they decide to share it. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Teacher Clarity
Structured Classroom Discussion
Morning Meeting
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time
Grades K-2: PA, phonics, and spelling instruction using Saxon Phonics routines, and the District PA routines, Foundations Observations Checklist, and Structured Classroom Discussions to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
Grades 3-5: PA, phonics, and spelling instruction using REWARDS multi-syllabic routines, Foundations Observations Checklist, and Structured Classroom Discussion to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
System Structure for All Teachers and Multi-tiered Support System aides:
September - Beginning-of-Year Benchmark Assessments. Teachers will have the opportunity, if they choose, to video themselves during an ELA lesson using a Swivl. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video, unless they decide to share it. After Foundations Observations Checklist is completed, the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals.
October 14 - Interim check-in, begin progress monitoring.
November 14 - Interim check-in using progress monitoring. Teachers will have the opportunity to if they choose to video themselves during an ELA lesson using a swivel. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video unless they decide to share it. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
December 14 - Interim check-in using progress monitoring.
January - Mid-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and adjust paths for individual students on Pathways to Progress, and complete their mid-year Reflection on Student Growth Goal by January 30.
February 14 - Interim check-in using progress monitoring. Teachers will participate in Learning Walk-throughs based on the Foundations Observation Checklist and meet with the principal, coach, and team and share celebrations, a-ha moments, and choose one area for improvement.
March 14 - Interim check-in using progress monitoring.
April 14 - Interim check-in using progress monitoring. Teachers will have the opportunity to if they choose to video themselves during an ELA lesson using a swivel. The teacher may then reflect on their video using the Foundations Observations Checklist. The teacher is the only one to see the video unless they decide to share it. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Student Interim Goals:
September - Beginning-of-Year Benchmark Assessments
October 14 - Interim check-in using progress monitoring
November 14 - Interim check-in using progress monitoring
December 14 - Interim check-in using progress monitoring
January - Mid-Year Benchmark Assessments
February 14 - Data Analysis and adjust paths for individual students on Pathways to Progress
March 14 - Interim check-in using progress monitoring
April 14 - Interim check-in using progress monitoring
May - End-of-Year Benchmark Assessments
September - Beginning-of-Year Benchmark Assessments
October 14 - Interim check-in using progress monitoring
November 14 - Interim check-in using progress monitoring
December 14 - Interim check-in using progress monitoring
January - Mid-Year Benchmark Assessments
February 14 - Data Analysis and adjust paths for individual students on Pathways to Progress
March 14 - Interim check-in using progress monitoring
April 14 - Interim check-in using progress monitoring
May - End-of-Year Benchmark Assessments
Teachers will instruct the students who are at greatest risk of not making benchmark during small group instruction. They will use the data collected from the benchmark and interim check-ins to adjust their instruction by regrouping for small group instruction during Walk-to-Read. They will analyze Common Formative Assessments (CFAs) given during small group instruction daily, and during core instruction at least weekly, and maximize ELA instructional minutes on the Master Schedule. Progress will be monitored during weekly IPLC meetings with teachers and observations by peers, coach and principal.
We will offer incentives to meet our Core 5 goals if the students participate outside of their SBI time.
We will offer incentives to meet our Core 5 goals if the students participate outside of their SBI time.
Teachers will receive Professional Development on our focus Instructional Priorities: Morning Meeting, Teacher Clarity, and Structured Classroom Discussion.
We will focus on coding spelling words for written language production, increased oral responses, and partner talk. Students will have additional opportunities for language production during Morning Meeting components.
Students will complete their required minutes on Image Learning.
We will focus on coding spelling words for written language production, increased oral responses, and partner talk. Students will have additional opportunities for language production during Morning Meeting components.
Students will complete their required minutes on Image Learning.
Progress will be communicated monthly during SCC Meetings, to parents monthly in the Principal's Message in the newsletter, and announced to the school as goals are met during daily Morning Announcements. Attendance will be displayed daily in the office and on our Attendance Bulletin Board.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| $59,227.00 | $0.00 | Land Trust monies |
School Climate Goals
We feel the primary problem impacting our School Climate is lack of strong student-teacher relationships.
One reason this may be occurring is our current school-wide attendance is 86% and parents play a large role in establishing behaviors surrounding the importance of attendance. Our target school-wide attendance is 95%. This absenteeism problem impacts the ability to build positive classroom climates and a positive school-wide climate.
One reason this may be occurring is our current school-wide attendance is 86% and parents play a large role in establishing behaviors surrounding the importance of attendance. Our target school-wide attendance is 95%. This absenteeism problem impacts the ability to build positive classroom climates and a positive school-wide climate.
CLIMATE GOAL
By May 2020, Crescent Elementary will have an average student attendance of 95%. To support increased attendance, we will post daily attendance in the office for all stakeholders to see and celebrate classrooms with 100% attendance daily. In addition, we will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 20-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
By May 2020, Crescent Elementary will have an average student attendance of 95%. To support increased attendance, we will post daily attendance in the office for all stakeholders to see and celebrate classrooms with 100% attendance daily. In addition, we will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 20-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
| No | Yes |
We will track student attendance by class and celebrate classrooms with 100% attendance daily on the Morning Announcements, posting the attendance daily in the office, and posting weekly on an Attendance Bulletin Board in the hallway with our district theme: "Less than 8 is Great!"
100% of classroom teachers will build strong student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and by holding daily meaningful 20-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
100% of classroom teachers will build strong student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and by holding daily meaningful 20-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
Student attendance will be tracked and displayed daily by office staff and teachers.
Teachers greeting and dismissing students at the door will be tracked weekly by principal, coach, staff, and peer observations.
Meaningful Morning Circles will be tracked weekly by principal, coach, staff, and peer observations.
Teachers greeting and dismissing students at the door will be tracked weekly by principal, coach, staff, and peer observations.
Meaningful Morning Circles will be tracked weekly by principal, coach, staff, and peer observations.
Data will be shared monthly in SCC, PTA, BLT, Faculty Meetings, and in the School's newsletter.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
Summary of Expenditures for all Goals
Summary - replace me
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