Teacher and Student Success Plan
2021 - 2022


Overarching Goal

Over a three year period, 70% of 3rd-5th students will achieve proficiency on RISE Language Arts and  RISE Mathematics assessments.

100% of 3rd-5th grade SALTA students will achieve proficient or highly proficient on  RISE Language Arts and RISE Mathematics assessments.

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:
 

Peruvian SCC plays and active role in developing, monitoring, and monitoring the CSIP. 

  • In our August SCC meeting, members discussed the TSSP development and reviewed the data from the previous year. We looked at our previous year's data over several months and made adjustments based upon new spring SAGE data.  We reviewed the school climate goal and discussed implementation of morning meetings and social skills lessons.
  • In our February SCC meeting, members reviewed updated winter benchmark data relative to the current TSSP. We reviewed our social emotional programs and protocols. The SCC recommended that social emotional supports continue to be included in our plans and our behavior assistant position be increased to full time to provide more consistent support.  The SCC made draft recommendations for the 2021-22  plan including increased support for above benchmark students in neighborhood classes.  PTA leadership representatives attended both meetings.
  • In our March SCC meeting, members  reviewed the revised  the plan draft from Peruvian Park teachers. PTA leadership representatives attended this meeting.


02/09/2021
03/09/2021

03/03/2021

Not Entered
Academic Goals

Based on current data, students across most grade levels are making expected or above expected growth in math. IPOP and informal observation indicates that explicit instruction in math practice standards and/or mental math would support continued growth . We believe more effective backward design that allows teachers to target standards, provide hands on concrete level math experiences/instruction (Concrete-Representational-Abstract), emphasize math practice standards, and check for understanding will increase growth.

Strategies for improvement include strategic planning and instruction that includes the CRA model, Math Practice Standards and Mental Math strategies (through Number Talks/Mental Math books). We also will revisit the professional learning we have already done on these topics to reinvigorate our instruction accordingly. We will utilize PLCs more effectively in order to make adjustments to instruction and curriculum to meet the needs of all students (including backward design), purposefully planning explicit standard-based instruction for CORE and skills groups time, and to make student learning visible by implementing the most effective engagement tasks that allow for checking understanding and adjusting instruction. Teacher clarity will also be reemphasized.


*80% of students K-5th will meet benchmark as measured by grade level spring Mathematics Composite or advance one level toward benchmark.

*3rd - 5th grade students in neighborhood classes will Increase proficiency rates of by at least 3% on RISE Mathematics Assessment when compared to the previous data available.

*100 % of 3rd-5th grade SALTA students will achieve proficient or highly proficient on RISE Mathematics.



No Yes


Language Arts
Reading
Math
Science
Behavior
Other


- Focus on Collective Teacher Efficacy in IPLCs - with specific attention to purposeful, data driven instructional planning, core and skills based instruction through professional development and coaching ($0)
- Provide time and resources for teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary. ($1000)
- Provide appropriate resources to plan and execute targeted Professional Development on the High Leveraging Impact Strategies (CRA, Mental Math Strategies/Number Talk, Math Practice Standards) & other targeted strategies ($500)
- Evaluate and purchase appropriate materials/supplies/resources, subscriptions, curriculum enhancements for core and skills-based instruction ($1000)
- Hire, train and utilize at least one MTSS support personnel (including but not limited to supports for returning online learners, advanced learners) ($8000)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($1000)


-Progress toward our goals will be measured by Districtwide Standards Based Assessments, Acadience Benchmarks and Progress Monitoring, common formative assessments, and RISE data.


The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels. The resource teacher and general education teacher will meet to analyze growth data for students with disabilities.


All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggregated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($200 from stipend mentioned above).


Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.


 
Budget
ExpenditureCostDescriptionSource
Salaries and Employee Benefits 100 and 200 $9,000.00 Substitutes, stipends, MTSS assistant TSSP
General Supplies 610 $1,500.00 Support materials, supplies and resources TSSP
Technology 731 $1,000.00 Technology to support core and skills based instruction TSSP
Academic Goals

Based on reading benchmark measures of growth, the majority of grade levels are on track to meet end of year ELA proficiency goals. This pattern is not consistent in 2nd grade. We believe there a need for collaborative problem-solving with specific action plans. Core instruction and foundational skills need to be balanced with targeted skill instruction and appropriate support for diverse learners. Daily rigorous standards-based engagement tasks must be included in core instruction with checks for understanding, specific feedback, and adjustments to instruction. Specific attention must be given to benchmark and advanced learners to ensure adequate progress. Data indicates that progress on online learners is significantly below that of in person learners.

Strategies for improvement include utilizing PLCs to determine very specific deficiencies/growth patterns, with special attention to returning online learners, and identify targeted strategies weekly to meet the needs of students, particularly those at borderline benchmark levels and at advanced levels. Purposeful planning needs to be consistent across grade levels using explicit standard-based instruction for CORE and skills groups time and by identifying/addressing gaps in learning through instruction and analyzing most current data. We also need to revisit the professional learning we have done on these topics and reinvigorate our instruction accordingly.


*80% of students K-3 will achieve typical or above typical growth as measured by grade level fall to spring Acadience Reading Assessment Pathways of Progress
*3rd - 5th grade students in neighborhood classes will Increase proficiency rates by at least 3% on RISE Language Arts Assessment

*85% of 1st-2nd SALTA students will achieve advanced level on Reading Inventory
*100% of 3rd-5th SALTA students will achieve proficient or highly proficiency on RISE Language Arts.


No Yes


Language Arts
Reading
Math
Science
Behavior
Other


- Focus on Collective Teacher Efficacy in IPLCs - with specific attention to purposeful, data driven instructional planning, core and skills based instruction through professional development and coaching. ($0)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends and substitutes. ($1000)
- Provide appropriate resources to plan and execute targeted Professional Development on the High Leveraging Impact Strategies and other targeted strategies. ($0)
- Evaluate and purchase appropriate materials/supplies, subscriptions, and curriculum for core and skills based instruction with focus on students at advanced levels and returning online learners. ($2000)
- Purchase and provide software to support reading skills. ($6500)
- Hire, train and utilize three MTSS support personnel including but not limited to supports for returning online learners, facilitate differentiation and behavioral support in SALTA, and support advanced learners in neighborhood classes. ($16,000)


-Progress toward our goals will be measured by Districtwide Standards Based Assessments, Reading Inventory, Acadience Benchmarks and Progress Monitoring as well as Acadience Pathways of Progress and RISE data.

-We will look at the Reading Inventory Growth Goals Report to monitor if students are meeting their expected growth on the Reading Inventory.


The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels.


All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggregated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($200 from stipend above)


Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.


 
Budget
ExpenditureCostDescriptionSource
Salaries and Employee Benefits 100 and 200 $17,000.00 substitutes, stipends for PD and planning, 3 MTSS assistants TSSP
Software 670 $6,500.00 software, apps and subscriptions TSSP
General Supplies 610 $2,000.00 Supplies, subscriptions, reading materials TSSP
Academic Goals

Emphasis on science curriculum has yielded a 6% increase of RISE/SAGE data (2% per year) from last testing data available. Neighborhood 4th-5th classes averaged 60% proficient on the most recent RISE/SAGE data available. The New SEEd Standards require attention to analyzing and implementing new standards. This will require extensive collaboration within and across grade level teams.



* 4th & 5th grade classes will increase proficiency on the RISE Science assessment 3% by May 2022 (compared to our last available RISE/SAGE scores).


No Yes


Language Arts
Reading
Math
Science
Behavior
Other


- Focus on Collective Teacher Efficacy in IPLCs - with specific attention to purposeful, data driven instructional planning, standards aligned core and skills based instruction through professional development and coaching. ($0)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary ($1500)
- Plan and execute targeted Professional Development on the High Leveraging Impact Strategies, SEEd Science standards & other targeted strategies ($0)
- Evaluate and purchase appropriate materials/supplies, subscriptions, curriculum tools to implement the SEEd standards effectively. ( $1500)
-Provide science software to support instruction ($500)


CFAs, RISE


The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels.


All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggragated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($ funding allocated in reading and math goals)


Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.


 
Budget
ExpenditureCostDescriptionSource
General Supplies 610 $1,500.00 Science materials , curriculum supports, and materials for PD TSSP
Salaries and Employee Benefits 100 and 200 $1,500.00 substitutes and stipends for PD and planning TSSP
Software 670 $500.00 software, apps, subscriptions TSSP
School Climate Goals

21.8% of students show moderate to high externalizing behaviors and 26.9% demonstrate moderate to high externalizing behaviors on the Student Risk Screening Survey (SRSS-IE). This pattern is most common in first and fifth grades. We believe the problem is a result of a student lack of social-emotional skills and coping strategies. A strategy for improvement is to implement Second Steps in all classrooms and provide a trained behavior assistant to assist the school counselor and psychologist in helping students problem-solve and build skills.


100% of students will participate in Second Steps and identify social emotional strategies with support.
100% of students will identify the steps in the bullying prevention action plan.


No Yes


•   Maintain the Responsive Services behavior assistant as a full-time to support the social-emotional needs of students in all classes. ($30,000)
•   Purchase supplementary materials and supplies to support social emotional programs and interventions and create sensory safe spot. ($1500)
- Focus on Collective Teacher Efficacy in IPLCs - with specific attention to social-emotional needs including professional development (0)
- Provide time and resources to teachers to plan and implement school SEL priorities by providing stipends and substitutes as necessary ($500)


Student Risk Screening Survey, Office Referral Data, Intervention Data


Progress data and will be shared with stakeholders via newsletters and at faculty/SCC/BLT/PLC meetings. Communications will maintain individual student privacy and be reported in general terms.


 
Budget
ExpenditureCostDescriptionSource
Salaries and Employee Benefits 100 and 200 $30,500.00 Full-time behavior assistant, substitutes, PD stipends TSSP
General Supplies 610 $1,500.00 supplementary supplies and materials for SEL instruction TSSP
Summary of Expenditures for all Goals
Summary - replace me

Additional TSSA funds will be used to provide professional development and collaboration (cost of substitutes/trainers), to purchase instructional materials (including software if appropriate), provide additional support staff to address possible gaps with returning online learners, and purchase school initiative technology.