Data Dashboard
Teacher and Student Success Plan
2020 - 2021
Overarching Goal
75% of all students will make typical or above typical growth in developing fluency, accuracy and/or comprehension skills.
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 spent two SCC meetings reviewing data for ELA, Math and School Climate and planning proposed goals. We went through the TSSP and LandTrust Plans and made edits during a third virtual meeting on April 2, 2020
02/20/2020
04/02/2020
04/02/2020
Not Entered
Academic Goals
72% of students in grades 1-3 are making typical or above typical progress on Acadience, which means that 28% are not making typical progress based on middle of the year data. We believe the
problem is a result of a need for additional small group instruction and adequate time for teachers to progress monitor and learn about additional strategies to improve instruction. Two strategies for improvement are to maintain small class sizes and provide teachers with ongoing professional development on progress monitoring, phonemic awareness and phonics, and small group instruction.
81% of students in grades 3-5 are making typical or above typical progress for comprehension on Reading Inventory by making at least a 100 Lexile Point gain or by staying at or above Lexile benchmark for their grade, which means that 19% of students are not making adequate progress. We believe the problem is the result of a need for additional l small group instruction and and adequate time for teachers to progress monitor and learn about additional strategies to improve instruction. Two strategies for improvement are to maintain small class sizes and provide teachers with ongoing professional development on progress monitoring, comprehension strategies academic conversation, and small group instruction.
problem is a result of a need for additional small group instruction and adequate time for teachers to progress monitor and learn about additional strategies to improve instruction. Two strategies for improvement are to maintain small class sizes and provide teachers with ongoing professional development on progress monitoring, phonemic awareness and phonics, and small group instruction.
81% of students in grades 3-5 are making typical or above typical progress for comprehension on Reading Inventory by making at least a 100 Lexile Point gain or by staying at or above Lexile benchmark for their grade, which means that 19% of students are not making adequate progress. We believe the problem is the result of a need for additional l small group instruction and and adequate time for teachers to progress monitor and learn about additional strategies to improve instruction. Two strategies for improvement are to maintain small class sizes and provide teachers with ongoing professional development on progress monitoring, comprehension strategies academic conversation, and small group instruction.
By May 2021, Oakdale students will demonstrate proficiency of the ELA core standards, in reading fluency and comprehension based on the following criteria:
- 70% of Kindergarten students will be proficient on First Sound Fluency and Phoneme Segmentation Fluency by Spring 2021.
- 65% of 1st-3rd grade students will make typical or above typical growth based on Pathways of Progress Acadience composite measures.
- 70% of 3rd-5th grade students will make a 100 Lexile point gain, or enough growth to remain on benchmark, on the Reading Inventory.
- 70% of Kindergarten students will be proficient on First Sound Fluency and Phoneme Segmentation Fluency by Spring 2021.
- 65% of 1st-3rd grade students will make typical or above typical growth based on Pathways of Progress Acadience composite measures.
- 70% of 3rd-5th grade students will make a 100 Lexile point gain, or enough growth to remain on benchmark, on the Reading Inventory.
| No | Yes |
Teachers will receive ongoing continuing professional development on phonemic awareness in K-3, multi-syllabic routine in 3-5, literacy skills (academic conversations, retell, and close reading), and skill based instruction. Additionally, teachers will receive ongoing Professional Development on progress monitoring and small group instruction that will be reviewed once per month in Instructional Professional Learning Community. Resource will be involved in all of this training as well.
Progress will be measured towards this goal through the following:
Walkthrough Observations
IPOPs
CBM (Acadience and Reading Inventory) Data
Progress Monitoring
Walkthrough Observations
IPOPs
CBM (Acadience and Reading Inventory) Data
Progress Monitoring
Students with disabilities will be included in monthly discussions of progress with both the grade level teams and special education team. Professional development will be provided on meeting the needs of students with disabilities and each teacher will have access to the Dyslexia Handbook.
Teachers have been encouraged to attain their English as a Second Language (ESL) certification and will continue to be encouraged to move in this direction. Additional training will be requested from the district on best practices to meet the needs of English Learners and students will be provided with access to Imagine Learning.
On-going discussion of progress and data with Building Leadership Team, in staff meetings, grade level IPLC's (Instructional Professional Learning Community) , School Community Council and updates to parents at parent teacher conferences and in principal updates.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $48,759.00 | This will help pay pay 60% of salary and benefits for 1 FTE or teacher salry | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $30,441.00 | 40% of salary and benefits for 1 FTE or teacher | TSSP |
| Salaries and Employee Benefits 100 and 200 | $15,300.00 | cost of 3 reading intervention assistants for 24 weeks | TSSP |
School Climate Goals
Approximately 60% of teachers are submitting positive referrals each month . This pattern is most common for specific teachers with high implementation and several teachers with low implementation. We believe the
problem is a result of new implementation and a need to develop a habit and time when these are turned in. A strategy for improvement is listing one date on the master calendar each month where each teacher will be expected to turn in at least one positive referral.
As a result of school closure for the CoVid19 virus we believe that students and staff may be experiencing significant trauma and/or grief upon the return to school. A strategy for improvement will be to develop ways of connecting with students by holding Morning Meetings and Circles and implementing lessons from the Second Step Curriculum.
problem is a result of new implementation and a need to develop a habit and time when these are turned in. A strategy for improvement is listing one date on the master calendar each month where each teacher will be expected to turn in at least one positive referral.
As a result of school closure for the CoVid19 virus we believe that students and staff may be experiencing significant trauma and/or grief upon the return to school. A strategy for improvement will be to develop ways of connecting with students by holding Morning Meetings and Circles and implementing lessons from the Second Step Curriculum.
By Spring of 2021, each teacher will turn in at least one or more positive office referrals per month. Additionally, 90% of teachers will continue to give 3 or more positives for every corrective.
By Spring of 2021, each class in the school will have had at least 8 social skill instruction meetings through morning meetings or classroom lessons that will focus on lessons from the Second Step Curriculum and character trait of the month A survey will be given at the beginning and end of the year to identify if students understand the social skills that are be focused on and how to implement appropriate behaviors.
By Spring of 2021, each class in the school will have had at least 8 social skill instruction meetings through morning meetings or classroom lessons that will focus on lessons from the Second Step Curriculum and character trait of the month A survey will be given at the beginning and end of the year to identify if students understand the social skills that are be focused on and how to implement appropriate behaviors.
| No | Yes |
1. All educators in the building will have professional development on how to deal with trauma and grief in their students and for themselves. This will be provided with a combination of in-person staff meetings and online learning.
2. Professional development will be provided to all teachers on how to implement the lessons per grade level from Second Step by the counselor, school psychologist and/or principal.
3.. Each grade level team, with assistance from the Social Emotional Team, will give students a brief survey based on grade level Second Step Curriculum to identify needs of students in regards to social skills and demonstrating appropriate behaviors. The results will be used to select the most appropriate lessons for each class. A follow up survey will be given at the end of the year to identify progress. Additionally, each teacher will complete the Student Risk Screening Scale to measure how students are doing with internal and external risk factors.
4. The Social Emotional Team will collect data on positive referrals, provide incentives for students with a positive referral and incentives and encouragement to teachers for completion.
2. Professional development will be provided to all teachers on how to implement the lessons per grade level from Second Step by the counselor, school psychologist and/or principal.
3.. Each grade level team, with assistance from the Social Emotional Team, will give students a brief survey based on grade level Second Step Curriculum to identify needs of students in regards to social skills and demonstrating appropriate behaviors. The results will be used to select the most appropriate lessons for each class. A follow up survey will be given at the end of the year to identify progress. Additionally, each teacher will complete the Student Risk Screening Scale to measure how students are doing with internal and external risk factors.
4. The Social Emotional Team will collect data on positive referrals, provide incentives for students with a positive referral and incentives and encouragement to teachers for completion.
1. Data from Ipops and informal evaluations
2. Tracking of Positive Referrals by Social Emotional Team
3. Overview of survey results without identification of students.
4. Tracking of Office Discipline Referrals to look for increases and specific times and problem areas.
2. Tracking of Positive Referrals by Social Emotional Team
3. Overview of survey results without identification of students.
4. Tracking of Office Discipline Referrals to look for increases and specific times and problem areas.
Progress will be communicated in updates throughout the year in Building Leadership Team Meetings, staff meetings, grade level Instructional Professional Learning Community (IPLC) meetings and brief summaries to parents twice a year in October and April/May.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| School Checking | $1,000.00 | Funds from the school donations, PTA fundraiser and Boxtop monies will be used to purchase incentives. Cell tower monies will be accessed as needed to help pay for professional development. District specialists and counselors will also be utilized. Curriculum has been provided by the district for Second Step. Additional Second Step kits may be purchased from cell tower monies with approval from the School Community Council. | Other |
Summary of Expenditures for all Goals
Summary - replace me
Additional funds will be used to increase hours for Reading Interventionists and the half-time district allocated school counselor. Additional funds will also be used to help provide technology such as Chromebooks and I-pads for student access and licenses for Lexia and I-Ready if we do not receive all licenses requested. An increase in funding will also be used to purchase guidance materials to support Social Emotional Learning.