Data Dashboard
Teacher and Student Success Plan
2019 - 2020
Overarching Goal
Increase academic success at Sandy Elementary by focusing on structured classroom conversations, data analysis, rigorous lesson planning incorporating all DOK levels and building community.
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 is always included in our discussion about where the school currently stands as well as where we think we need to go. They ask a lot of great questions and use the data and information provided to share their input. The goals are then created, wordsmithed, and modified. We then take a vote and finalize the plan. They are always so supportive and helpful.
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Academic Goals
Based on Pathways of Progress Data, 43.2% of 1st grade , 41.5% percent of 2nd grade, 44.7% of 3rd grade, 32.1% of 4th grade and 33.3% of 5th grade students have not made typical or better progress. Based on DIBELS 32% of Kindergarten students are not meeting benchmark on their PSF. We believe the problem is a result of inconsistent use of data analysis in IPLCs, team planning, adherence to instructional minutes and master schedule, and varying levels of teacher experience / training. A strategy for improvement is purposeful and structured IPLCs and faculty meetings with data driven PD. Effective IPLCS, adherence to the master schedule, and all teachers participating in coaching cycles with peers and the achievement coach.
As educators at Sandy Elementary, we will ensure that by May of 2020, 80% of our Sandy Elementary students will show typical or above typical progress in their pathways of progress data. Progress will be measured by DIBELS progress monitoring, pearson weekly tests, team created assessments, exit tickets and DWSBAs.
| No | Yes |
The instructional strategies and system structures that will be implemented into our plan are:
Teachers will participate in team planning and incorporate all levels of DOK.
Teachers will plan Structured Classroom Discussions with specific sentence frames and talk moves.
The master schedule will be built to reflect 30 minute foundation block, 60 minute Language and Reading Comprehension and 60 minute SBI, with walk-throughs to provide feedback.
It will be required to do Pearson tests online for simplified data collection to collaborate as a team and adjust instruction.
Teachers will set individual pathway of progress goals in DIBELS for their students, and will check in to ensure students are on their pathway and work to adjust instruction as necessary.
Continue public practice by participating in lesson studies and observing teammates, giving each other feedback, coaching cycles, or may even participate in a voluntary video reflection where the teacher films themselves and self reflects on their practice. Video recordings are never required, used for evaluation, or ever used for anything other than a teacher's own reflection.
Continue having teachers focus on teaching their red and yellow students using Phonics for Reading / Rewards, and reading connected text daily. Reading Interventionists will work with high yellow and green students by guiding students in reading rigorous texts, answering text-dependent questions to aid in comprehension and connect it with writing.
Teachers will participate in team planning and incorporate all levels of DOK.
Teachers will plan Structured Classroom Discussions with specific sentence frames and talk moves.
The master schedule will be built to reflect 30 minute foundation block, 60 minute Language and Reading Comprehension and 60 minute SBI, with walk-throughs to provide feedback.
It will be required to do Pearson tests online for simplified data collection to collaborate as a team and adjust instruction.
Teachers will set individual pathway of progress goals in DIBELS for their students, and will check in to ensure students are on their pathway and work to adjust instruction as necessary.
Continue public practice by participating in lesson studies and observing teammates, giving each other feedback, coaching cycles, or may even participate in a voluntary video reflection where the teacher films themselves and self reflects on their practice. Video recordings are never required, used for evaluation, or ever used for anything other than a teacher's own reflection.
Continue having teachers focus on teaching their red and yellow students using Phonics for Reading / Rewards, and reading connected text daily. Reading Interventionists will work with high yellow and green students by guiding students in reading rigorous texts, answering text-dependent questions to aid in comprehension and connect it with writing.
Administrator observations and participation in IPLC and Professional Development meetings.
Administrator and colleague walk throughs.
Language Arts DWSBA Assessments (discussed in IPLC and BLT meetings)
Exit Tickets & Interim Assessments (discussed in IPLC and BLT meetings)
Formal and informal IPOPS completed by Administration and Achievement Coach.
Structured Classroom Discussion Data Collection
Coaching Cycles and Lesson Study
DIBELS Progress monitoring and pathways of progress
Reading Inventory for 4th and 5th grades, MAZE for 3rd-5th
Administrator and colleague walk throughs.
Language Arts DWSBA Assessments (discussed in IPLC and BLT meetings)
Exit Tickets & Interim Assessments (discussed in IPLC and BLT meetings)
Formal and informal IPOPS completed by Administration and Achievement Coach.
Structured Classroom Discussion Data Collection
Coaching Cycles and Lesson Study
DIBELS Progress monitoring and pathways of progress
Reading Inventory for 4th and 5th grades, MAZE for 3rd-5th
Holding SPED teachers accountable with PM and having the SPED teachers meet monthly in IPLCs with teams, and adherence to the master schedule so all students are receiving their full instructional minutes.
Teachers will incorporate language standards into their structured classroom discussion. They will provide sentence frames and scaffolding for all students. Progress will be monitored by Structured Classroom Discussion data collection with help from ALS.
Newsletter, website, parent meetings throughout the school year
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Interventionists | $38,902.00 | Land Trust Funds | |
Academic Goals
Based on school-wide DWSBA data, 26% of 1st graders, 30% of 2nd graders, 44% of 3rd graders, 51% of 4th graders and 50% of 5th graders are not meeting benchmark. This pattern is present in grade levels 1-5 and has an impact on all subgroups including our ELs, Low Income, and our Students with Special Needs. We believe the problem is a result of our instruction (core, supplemental, and intensive) especially with our subgroups. Strategies for improvement include number talks, teaching to mastery, using manipulatives, data discussions during IPLCs, attending to concrete, representational, and abstract approach, using explicit instruction including instructional feedback and scaffolding with differentiation for all learners, and also providing support through ongoing coaching and administrative feedback.
As educators at Sandy Elementary we will ensure that by May of 2020, 80% of Sandy Elementary students will achieve benchmark on topic tests in EnVision math. Progress will be measured by exit tickets and team created CFA tests aligned to the scope and sequence. The long term goal will be to focus on the topic tests, to increase proficiency on the math DWSBAs.
| No | Yes |
The instructional strategies and system structures that will be implemented into our plan are:
Teachers will follow the 90 minute math block outlined in the curriculum map.
Teachers will use the mathematical teaching practices and instructional priorities to ensure mastery.
All teachers will use number talks as part of their core instruction.
Teachers will use exit tickets and assessments that include all DOK levels to identify needs and create small groups to target specific skills.
Teachers will use information from exit tickets and assessments for data discussions during IPLCs and BLT meetings.
Teachers will incorporate the CRA model and incorporate manipulatives during Tier 1 and Tier 2 instruction.
Support will be provided through ongoing coaching cycles and administrative feedback.
Teachers will follow the 90 minute math block outlined in the curriculum map.
Teachers will use the mathematical teaching practices and instructional priorities to ensure mastery.
All teachers will use number talks as part of their core instruction.
Teachers will use exit tickets and assessments that include all DOK levels to identify needs and create small groups to target specific skills.
Teachers will use information from exit tickets and assessments for data discussions during IPLCs and BLT meetings.
Teachers will incorporate the CRA model and incorporate manipulatives during Tier 1 and Tier 2 instruction.
Support will be provided through ongoing coaching cycles and administrative feedback.
Administrator observations and participation in IPLC and Professional Development meetings.
Administrator and colleague walk throughs with feedback, goal setting and action plan.
DWSBA, Topic Test Data and Exit tickets (discussed in IPLC and BLT meetings)
Formal and informal IPOPS completed by Administration and Achievement Coach.
Administrator and colleague walk throughs with feedback, goal setting and action plan.
DWSBA, Topic Test Data and Exit tickets (discussed in IPLC and BLT meetings)
Formal and informal IPOPS completed by Administration and Achievement Coach.
SPED will pull students during the 30 minute SBI of the math block to ensure they are still receiving grade level core instruction. SPED and general ed teachers will communicate on progress monitoring, exit tickets, topic tests and DSWBAs.
Teachers will incorporate language standards into their structured classroom discussion. They will provide sentence frames and scaffolding for all students. Progress will be monitored by SCD data collection with help from ALS, exit tickets that are a DOK 2-4 and incorporate the speaking, listening and writing standards.
Newsletters, website, parent meetings throughout the school year
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
School Climate Goals
Based on school wide attendance and early warning systems data, 41% of our students did not meet our school attendance expectations, and currently, only 59% are on track. Our SPED students are the sub group that have the highest risk of becoming off-track. Tardies also accumulate and directly impact student learning as they miss classroom instruction.
As stakeholders of Sandy Elementary, we will ensure that by May of 2020, our students will be in attendance at least 90% of the school year and decrease the number of tardies by 10% school-wide. This will be measured on a daily basis and data announcements will be made each Friday with the current percentages.
| No | Yes |
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Attendance will be tracked and monitored on a weekly basis.
Newsletters, website, and parent meetings throughout the year
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
Summary of Expenditures for all Goals
Summary - replace me
Nothing Entered