Data Dashboard
Teacher and Student Success Plan
2020 - 2021
Overarching Goal
Increased student growth in both ELA and Math using Curriculum Based Measures (CBM) (minimum of 80%), Typical or Above growth on Acadience Pathway (60%), Reading Inventory (RI) (80% hitting proficiency), and the RISE Test (Readiness Improvement Success Empowerment) (70% and above) data.
Strengthen restorative practices throughout Altara.
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 and TSSP 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.
02/27/2020
03/26/2020
03/26/2020
Not Entered
Academic Goals
58% of students in 1st grade are making typical or above typical growth on Acadience pathways. The state requires a minimum of 60% typical to above typical growth. We believe that this is due to a lack of consistent focus on phonics and Phonemic Awareness (PA) routines in ELA. A strategy for improvement is to continue work with district coaches on phonics and PA routines and analyze growth data in order to focus on areas of weakness.
By the Spring of 2021, 88% of students in Kindergarten will be on benchmark as shown by scores on NWF-CLS (nonsense word fluency - correct letter sounds); 60% of students in grades 1-3 will meet typical or above typical growth; and 15% more students in grades 4-5 will score on the advanced or proficient level on RI (Reading Inventory) by the Spring of 2021 than score on advanced or proficient levels on the Fall 2020 assessment.
| 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: Reading Inventory(3rd, 4th and 5th grade)
DWSBA: District Wide Standards Based Assessment which is 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: Reading Inventory(3rd, 4th and 5th grade)
DWSBA: District Wide Standards Based Assessment which is given three times a year
IPOP and other walkthrough data will support use of instructional priorities and core curriculum
We will strengthen Skill Based Instruction (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 Individual Language Development Plan (IDLP) progress throughout the year. Teachers will utilize Imagine Learning reports to analyze progress.
TSSP 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 TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $19,781.00 | One Instructional Assistant to run our extended learning program in order to provide extension of our high achieving students in the area of ELA, teach students research and critical learning skills, expand writing skills, teach strategies for comprehension and extend the core curriculum that is taught in the regular classroom. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $46,000.00 | Three aides with reading intervention and differentiation in grades K-5 | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $1,500.00 | 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. May be used to pay substitutes to help with dual language collaboration and conferences. | Landtrust |
| Textbooks 641 | $420.00 | Rewards textbooks to be used for differentiation during skill-based instruction in 4th grade. | Landtrust |
| Equipment and Technology 730 | $10,022.00 | 30 Chromebooks and a Chromebook cart to be used for intervention and assessment. | Landtrust |
Academic Goals
Currently, 79% of students in kindergarten and 66% of students in first grade are at or above benchmark in quantity discrimination and math computation. We believe the problem is a result of poor utilization of the math block, lack of Concrete Representational Abstract (CRA) instruction, 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 2021, 80% of our K-5 students will be on benchmark as demonstrated by MCOMP (math computation) or QD (quantity discrimination).
| No | Yes |
Teachers will continue to discuss Math goals through IPLC with insight from Visible Learning and District Trainings.
MCOMP and Concepts and Applications (C&A)
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
Continue with ST Math 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.
TSSP 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 TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $15,000.00 | Two interventionists who will work with teachers to push into classrooms or pull out students to either enhance math learning or do intervention as needed. | TSSP |
| Software 670 | $3,000.00 | Software to make sure that every student has a STMath license after the state grant has been approved. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | Pay teachers to plan and collaborate outside of normal contract hours. Pay for professional development opportunities. | Landtrust |
School Climate Goals
71.7 % of students are in the low range for externalizing behaviors on the Winter Student Risk Screening Scale (SRSS-IE). This pattern is most common in the upper grades. We believe the
problem is a result of students feeling increased anxiety and an increased need for social/emotional supports. A strategy for improvement is to increase behavioral supports and implement second step curriculum.
problem is a result of students feeling increased anxiety and an increased need for social/emotional supports. A strategy for improvement is to increase behavioral supports and implement second step curriculum.
75% of students (K-5) will be in the low risk range of externalizing behaviors by Spring of 2021 as measured by the Student Risk Screening Scale (SRSS-IE).
| No | Yes |
Students identified as high risk on the SRSS-IE will be tracked by the student support assistant who will check in with them weekly and work with the student support team to provide supports such as counseling, academic and community assistance. The student support assistant will supervise and play with students during recess to help foster positive play and conflict resolution. Teachers will begin to use the Second Step Social Skills curriculum to aide in the development of this social skills curriculum throughout the school. Altara will add an after school program of choir to aide in developing relationships, providing an opportunity for building friendships, and extending our positive supports.
Student Risk Screening Scale
TSSP 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 TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $12,960.00 | This would pay for an additional behavior assistant to support students by running Playworks games at recess, supervising a lunch social skills program, and supporting the social skills curriculum. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $2,000.00 | Stipend for a teacher to run an after school choir program throughout the school year. | TSSP |
| Textbooks 641 | $2,800.00 | Purchase additional Second Step Curriculum to ensure that every teacher receives their own copy. | TSSP |
| General Supplies 610 | $5,000.00 | Tents, stress toys, and sensory items to create a wellness corner in all classrooms | TSSP |
| Salaries and Employee Benefits 100 and 200 | $3,000.00 | $1600 on a PBIS team of approximately 5 teachers who will work outside of contract hours to compile data and teach professional development on feedback and positive behavior supports. $900 to members of the Student Support team to meet as a team and manage student caseloads. $1500 to an aide to help with behavioral supports during lunch and recess. | Landtrust |
| General Supplies 610 | $1,000.00 | Reinforcers for student positive behaviors and recognitions such as small toys, certificates, pencils, and books. No more than $2.00 per student. | Landtrust |
Summary of Expenditures for all Goals
Summary - replace me
In the event of additional funds, monies will be spent on substitutes for collaboration, technology to use for intervention and assessment, additional aides to to help in impacted classrooms, and faculty resources such as textbooks and materials.