Data Dashboard
Teacher and Student Success Plan
2020 - 2021
Overarching Goal
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:
02/13/2020
03/12/2020
02/11/2020
Not Entered
Academic Goals
On average, 76% of kindergarten students are proficient on Acadience targeted grade level measures Nonsense Word Fluency - Correct Letter Sounds (NWF-CLS) and 82% of students in 1st grade are proficient on Acadience targeted grade level measures Nonsense Word Fluency-Whole Words Read (NWF-WWR), only 58% of 2nd grade students and only 65% of 3rd grade students are making typical or better progress on Pathway of Progress (Acadience) targeted grade level measures, only 65% of 4th grade students and only 61% of 5th grade students are at or above benchmark on Reading Inventory measures. This pattern is most common in grades 2nd-5th. We believe the problem is a result of not effectively and/or consistently using the “routines” found in the curriculum map. A strategy for improvement is providing a monthly focus on a routine, receiving PD/review for that routine and reporting back in PLC’s how it is working in the classroom.
By Spring of 2021, 85% of Kindergarten and 1st grade students will achieve the district uniform and state goals. 80% of students in grades 1,2,3 will achieve typical or better progress as measured by the Pathways to Progress.
| No | Yes |
We will focus on phonemic awareness, phonics, word analysis and spelling in the foundation block. Our Professional Development trainings will be targeted towards using appropriate routines/procedures/materials for teaching foundation block skills. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development along with the continued implementation of Structured Classroom Discussion (SCD); specifically the training & implementation of Phase 1 & 2 of the SCD.
Student outcomes will be measured through weekly, bi-monthly and/or monthly progress monitoring of Whole Words Read (WWR) in 1st grade. Oral Reading Fluency (ORF) in 2nd and 3rd grade. The usage of Lexia will be monitored bi-monthly in PLC's for 1st, 2nd & 3rd grade.
Teachers will carefully follow the master schedule so as to provide our students with disabilities adequate access to the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists. During IPLC meetings, we will be following up on student progress.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $41,000.00 | Land Trust Funds will be used to: -hire four Instructional Assistants to support struggling students ($40,000) -pay for substitutes for teachers to participate in professional development goals of improved teaching practices ($1,000) |
Landtrust |
| $6,000.00 | Land Trust Funds will be used to: -Purchase updated technology to help supplement the reading instruction and goals as set forth ($6,000) |
Landtrust |
Academic Goals
On average, 76% of kindergarten students are proficient on Acadience targeted grade level measures Nonsense Word Fluency - Correct Letter Sounds (NWF-CLS) and 82% of students in 1st grade are proficient on Acadience targeted grade level measures Nonsense Word Fluency-Whole Words Read (NWF-WWR), only 58% of 2nd grade students and only 65% of 3rd grade students are making typical or better progress on Pathway of Progress (Acadience) targeted grade level measures, only 65% of 4th grade students and only 61% of 5th grade students are at or above benchmark on Reading Inventory measures. This pattern is most common in grades 2nd-5th. We believe the problem is a result of not effectively and/or consistently using the “routines” found in the curriculum map. A strategy for improvement is providing a monthly focus on a routine, receiving PD/review for that routine and reporting back in PLC’s how it is working in the classroom.
By Spring of 2021, 70% of students in 4th & 5th grade will achieve proficient or advanced level on the Reading Inventory Assessment.
| No | Yes |
We will focus on the foundation block including the following routines outlined in the curriculum map: Systematic vocabulary routine, multi-syllabic word routine, scaffolding difficult text, close reading routine. Our Professional Development trainings will be targeted towards using appropriate routines/procedures/materials for teaching foundation block skills along with the continued implementation of Structured Classroom Discussion (SCD); specifically the training & implementation of Phase 1 & 2 of the SCD.
Student outcomes will be measured through weekly, bi-monthly and/or monthly strategic progress monitoring.
Teachers will carefully follow the master schedule so as to provide our students with disabilities adequate access to the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Textbooks 641 | $1,500.00 | Land Trust Funds will be used to: -Purchase a Structured Classroom Discussion Professional Development textbook for teachers |
School Climate Goals
77% of students with ODR's are referred for aggression or disruption issues. This is most likely to occur with students who are struggling academically, behaviorally or emotionally. We believe the problem is a result of the need to improve our implementation of our school wide restorative practices, including a focus on our efforts to implement the Second Step Social/Emotional social skills lessons. Strategies for improvement include: using the district approved Second Step program school wide as well as providing staff with training on Restorative Practices. We will also continue to provide faculty and staff the strategies and tools on how to support students who are struggling behaviorally, emotionally and socially.
By March of 2021, all classroom teachers will implement all requirements for the Phase 1 & 2 of Restorative Practices. They will also receive Professional Development each month at faculty meeting on Restorative Practices. Teachers will also learn strategies to support struggling students.
| No | Yes |
Professional Development (PD) will be provided about Restorative Practices during Faculty Meetings & if needed PLC meetings during the school year. We will work with the Responsive Services Department to help our PD needs and concerns regarding the Social & Emotional support of our students.
Currently, Quail Hollow’s social/emotional support personnel includes a three quarter time psychologist, a part-time social worker and a 25 hour MTSS behavior assistant. We plan to hire our social worker full time ($45,000) to support the rising social/emotional needs of our students.
A full time social worker will allow us to implement the following:
*Promote positive social/emotional relationships
*Instruct & support our staff in using “Trauma Informed Care” strategies
*Special counseling to address the rising need of kids with anxiety, depression, anger management, time management etc.
*Grief counseling for students who lose a loved one
*Various school-wide activities to promote inclusion & kindness including the implementation of our social/emotional curriculum, “Second Step.”
*Teacher professional development related to social and emotional health
To support our students in learning and applying social/emotional skills learned through our Restorative Practices, we will also hire our MTSS behavior support person full-time and hire one more behavioral support assistants ($15,000 total) to help with our need for behavioral support during recess, brain boosters & lunchtime. They would also be supporting a consistent check in/check out system to support with the social skills needed in our K-2nd and 3rd – 5th grades. The assistants schedule would also include time for them to support students academically in larger classes and/or classes with multiple students with social/emotional needs.
Currently, Quail Hollow’s social/emotional support personnel includes a three quarter time psychologist, a part-time social worker and a 25 hour MTSS behavior assistant. We plan to hire our social worker full time ($45,000) to support the rising social/emotional needs of our students.
A full time social worker will allow us to implement the following:
*Promote positive social/emotional relationships
*Instruct & support our staff in using “Trauma Informed Care” strategies
*Special counseling to address the rising need of kids with anxiety, depression, anger management, time management etc.
*Grief counseling for students who lose a loved one
*Various school-wide activities to promote inclusion & kindness including the implementation of our social/emotional curriculum, “Second Step.”
*Teacher professional development related to social and emotional health
To support our students in learning and applying social/emotional skills learned through our Restorative Practices, we will also hire our MTSS behavior support person full-time and hire one more behavioral support assistants ($15,000 total) to help with our need for behavioral support during recess, brain boosters & lunchtime. They would also be supporting a consistent check in/check out system to support with the social skills needed in our K-2nd and 3rd – 5th grades. The assistants schedule would also include time for them to support students academically in larger classes and/or classes with multiple students with social/emotional needs.
Teachers will track, problem solve and discuss struggling students & the strategies implemented during PLC's.
Data/information will be shared in SCC twice a year. The BLT will discuss the data and steps for improvement throughout the year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $60,000.00 | Currently, Quail Hollow’s social/emotional support personnel includes a three quarter time psychologist, a part-time social worker and a 25 hour MTSS behavior assistant. We plan to hire our social worker full time ($45,000) to support the rising social/emotional needs of our students. To support our students in learning and applying social/emotional skills learned through our Restorative Practices, we will hire our MTSS behavior support person full-time and hire one more behavioral support assistants ($15,000 total) to help with our need for behavioral support during recess, brain boosters & lunchtime. They would also be supporting a consistent check in/check out system to support with the social skills needed in our K-2nd and 3rd – 5th grades. The assistants schedule would also include time for them to support students academically in larger classes and/or classes with multiple students with social/emotional needs. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If additional funds are allocated, we will increase the time available to the instructional and Multi-tiered System Support interventionists to work with the identified students, hire subs to provide teachers with time to plan specific lesson plans together or participate in additional professional development, purchase materials to support our implementation of Restorative Practices and/or purchase more technology and/or supplies to support our goals.