Data Dashboard
Teacher and Student Success Plan
2020 - 2021
Overarching Goal
Students are advancing into new grade level classes without having mastered current grade level skills. This is creating a skill gap that makes them ill-prepared for the increasing difficulty of the new grade level tasks and the higher expectations for mastery of skills and strategies. We are striving for coherence among our grade levels and we are creating a contiguous process with similar, if not the same, interventions. School-wide, we will focus on tailoring our classroom instruction to grade level standards and not just teaching straight through the book. We will anchor our planning and assessments to the standards, and make adjustments to instruction based on the data.
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 will share reading and Core 5 data with School Community Council. Our goal is to have all 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.
03/04/2020
03/26/2020
03/26/2020
03/26/2020
Academic Goals
74% of all of our students at Crescent Elementary are making typical or better progress on Acadience Pathway to Progress. Our school goal is 80% for K-1 and 90% for grades 2-5. 1st grade is the closest to achieving their goal with 74% of their students making typical or better progress at the Mid-Year Check-in. We believe the problem is a result of underestimating the power of solid core instruction. One reason this may be occurring is incomplete understanding of solid core instruction including: standards, curriculum, assessment, coherence and public practice. A strategy for improvement is planning through backward design of standards, including structured classroom discussion and planned sentence frames.
ACADEMIC GOAL
By May 2021, 80% of all students in Kindergarten - 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 2021, 80% of all students in Kindergarten - 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 |
Standards for Instruction:
Instructional content aligned with the Utah Core Standards
Standards-based instruction and reporting
Instructional Priorities Focus:
Teacher Clarity
Explicit Instruction
Structured Classroom Discussion
Morning Meeting
Time Allocation for Instruction:
Classroom instructional time prioritized for instruction of standards
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time and abide by the designated components (ie. Foundations Block).
Grades K-2: Phonemic Awareness phonics, and spelling instruction using Saxon Phonics routines (whole group and small group), and the District Foundations Block routines, Foundations Observations Checklist, and Structured Classroom Discussions to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd).
Grades 3-5: Phonemic Awareness, phonics, and spelling instruction using the District Foundations routines, multi-syllabic word routines, spelling routines, and the District Foundations Block routines, Foundations Observations Checklist, and Structured Classroom Discussion to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd).
System Structure for All Teachers and Multi-Tiered Support System aides:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will use benchmark data to create Skills-based instruction groups. They will plan appropriate instruction to address skill gaps of the students in each group, and they will regularly progress monitor students to measure growth and adjust instruction. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals.
As part of the Canyons Teacher Effectiveness Support System (CTESS), teachers must set a Student Growth Goal at the beginning of the year and reflect on student growth at mid-year and end-of-year. In order to facilitate this goal setting and reflection we will support teachers by allowing them to choose to gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and grade level team and write a personal goal based on their own observation data.
October 14 - Interim check-in, begin progress monitoring.
November 14 - Interim check-in using progress monitoring.
In our continuing effort to support teachers, they will again gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data from the in-person observation or learning walk-throughs using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and grade level team and review their Student Growth Goal and celebrate successes and make plans to adjust instruction based on the observation data.
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 based on the data. They will complete their mid-year Reflection on their Student Growth Goal by January 30 using data they have collected from observations.
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. As we continue to support teachers through the CTESS process, teachers will again gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data from the in-person observation or learning walk-throughs using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and their grade level team and celebrate their successes and complete their end-of-year reflection based on their observation data so they can complete the Student Growth Goal by May 15.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Instructional content aligned with the Utah Core Standards
Standards-based instruction and reporting
Instructional Priorities Focus:
Teacher Clarity
Explicit Instruction
Structured Classroom Discussion
Morning Meeting
Time Allocation for Instruction:
Classroom instructional time prioritized for instruction of standards
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time and abide by the designated components (ie. Foundations Block).
Grades K-2: Phonemic Awareness phonics, and spelling instruction using Saxon Phonics routines (whole group and small group), and the District Foundations Block routines, Foundations Observations Checklist, and Structured Classroom Discussions to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd).
Grades 3-5: Phonemic Awareness, phonics, and spelling instruction using the District Foundations routines, multi-syllabic word routines, spelling routines, and the District Foundations Block routines, Foundations Observations Checklist, and Structured Classroom Discussion to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd).
System Structure for All Teachers and Multi-Tiered Support System aides:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will use benchmark data to create Skills-based instruction groups. They will plan appropriate instruction to address skill gaps of the students in each group, and they will regularly progress monitor students to measure growth and adjust instruction. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals.
As part of the Canyons Teacher Effectiveness Support System (CTESS), teachers must set a Student Growth Goal at the beginning of the year and reflect on student growth at mid-year and end-of-year. In order to facilitate this goal setting and reflection we will support teachers by allowing them to choose to gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and grade level team and write a personal goal based on their own observation data.
October 14 - Interim check-in, begin progress monitoring.
November 14 - Interim check-in using progress monitoring.
In our continuing effort to support teachers, they will again gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data from the in-person observation or learning walk-throughs using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and grade level team and review their Student Growth Goal and celebrate successes and make plans to adjust instruction based on the observation data.
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 based on the data. They will complete their mid-year Reflection on their Student Growth Goal by January 30 using data they have collected from observations.
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. As we continue to support teachers through the CTESS process, teachers will again gather data during an ELA lesson through public practice applications of self-reflection, observations and/or learning walk-throughs. Teachers may then reflect on the data from the in-person observation or learning walk-throughs using the Foundations Observations Checklist. After the Foundations Observations Checklist is completed, the teacher will meet with the Principal, Coach, and their grade level team and celebrate their successes and complete their end-of-year reflection based on their observation data so they can complete the Student Growth Goal by May 15.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Student Interim Goals:
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress,
October 14 - Interim check-in begin 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
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress,
October 14 - Interim check-in begin 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, Explicit Instruction and Structured Classroom Discussion. Teachers will regularly plan and deliver lessons using teacher clarity, explicit instruction, and sentence frames in conjunction with 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 Circle components.
Students will complete their required minutes on Image Learning, and be incentivized to complete minutes on Core 5.
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 Circle components.
Students will complete their required minutes on Image Learning, and be incentivized to complete minutes on Core 5.
Progress will be communicated monthly during SCC Meetings, to parents monthly in the Principal's Message in the school newsletter, and announced to the school as goals are met during daily Morning Announcements. Attendance will be displayed daily in the office and updated weekly on our Attendance Bulletin Board.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $23,966.00 | Taking Part-time Employees to Full-time | TSSP |
| Salaries and Employee Benefits 100 and 200 | $59,227.00 | Taking Part-time Employees to Full-time | Landtrust |
| General Supplies 610 | $3,978.57 | PBIS incentives for meeting reading goals | TSSP |
| Technology 731 | $7,000.00 | Replace out dated technology | TSSP |
| Salaries and Employee Benefits 100 and 200 | $8,000.00 | Substitutes for professional development | TSSP |
| Textbooks 641 | $6,000.00 | Purchase approved reading programs (ie. Saxon, 95% group). | TSSP |
School Climate Goals
We feel the primary problem impacting our School Climate is a result of teachers and students possessing limited skills for social, emotional, and academic success. One reason this may be occurring is students have limited understanding of how to deal with feelings and emotions and teachers are limited in their skills in teaching coping mechanisms to students. Strategies for improvement are continuing to build relationships by greeting students at the door daily and holding meaningful Morning Circles integrating Second Step lessons.
Climate Goal: We will track student attendance by class and celebrate classrooms with 100% attendance daily on the Morning Announcements, posting the attendance in the office, and posting on an Attendance Bulletin Board in the hallway. 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 Meetings that include a greeting, sharing, activity, and Morning Message.
Professional Development on Morning Meetings and building positive teacher-student relationships will be delivered in August before school begins and reiterated monthly in Faculty Meetings and grade level IPLCs.
Professional Development on Morning Meetings and building positive teacher-student relationships will be delivered in August before school begins and reiterated monthly in Faculty Meetings and grade level IPLCs.
| 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 |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $12,844.43 | Taking Part-time Employees to Full-time, Attendance incentives for students, and PBIS incentives for faculty and staff | TSSP |
School Climate Goals
Nothing Entered
Nothing Entered
| No | Yes |
Nothing Entered
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Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
School Climate Goals
Nothing Entered
Nothing Entered
| No | Yes |
Nothing Entered
Nothing Entered
Nothing Entered
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| No Dollar Amount Entered | |||
Summary of Expenditures for all Goals
Summary - replace me
Purchase iPad/Chrombook devices and carts to support student success. They will replace outdated Chromebooks/iPads. This supports our technology intervention programs for math and literacy skills. This supports our CSIP/TSSA literacy goal.
PBIS teams for ongoing academic incentives and rewards for classroom and team goals.