Data Dashboard
Teacher and Student Success Plan
2021 - 2022
Overarching Goal
At DPMS, our overarching goal is to maintain or increase proficiency levels for all students in Mathematics, English Language Arts, and Science in spite of the unfinished learning that has occurred due to COVID-19. We will measure growth by end of level proficiency levels on RISE, winter and spring benchmarks on the Reading and Math Inventory Assessment, and end of unit tests in science. We are also working to create a more inclusive school culture where students have a variety of opportunities to interact with each other in different settings.
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:
Preliminary data was shared with the SCC during a meeting on January 20th, 2021. Members of the SCC expressed approval of having more than one day to look at the data and consider what it tells us. A draft of the TSSP and LandTrust plans was discussed at a meeting on February 17th, 2021. Revisions were made based on input the SCC gave at that meeting and the plan was presented to the council via email for approval.
01/20/2021
02/17/2021
02/11/2021
02/11/2021
Academic Goals
in the last RISE administration (2018-2019), DPMS overall proficiency rose by 1% to 70% of students proficient. Due to COVID-19, RISE was not administered in the 2019-2020 school year. Reading Inventory (RI) data from winter, 2021 indicate that 76% of DPMS students are on benchmark in reading. This is a 5% increase from the Fall 2020 RI test. 20% of DPMS student scored "Basic" on the latest RI, and 4% of students scored "Below Basic." Data indicate that English Language Learners and Students who have IEP's need more attention to be able to close learning gaps.
Our ELA Goal this year has two parts:
1) In the May 2022 RISE administration, DPMS will maintain our proficiency level of 70% in ELA despite the unfinished learning that occurred during the 2019-2020 and 2020-2021 school years.
2) Proficiency levels on RI are an indicator of expected performance on RISE. By May 2022, at least 80% of all DPMS students will be proficient or advanced on the Reading Inventory. Additionally, at least 80% of our students with disabilities, English language learners, and students in the "basic" or "below basic" range will grow by at least 50 lexile points by winter and again by the spring RI administration.
1) In the May 2022 RISE administration, DPMS will maintain our proficiency level of 70% in ELA despite the unfinished learning that occurred during the 2019-2020 and 2020-2021 school years.
2) Proficiency levels on RI are an indicator of expected performance on RISE. By May 2022, at least 80% of all DPMS students will be proficient or advanced on the Reading Inventory. Additionally, at least 80% of our students with disabilities, English language learners, and students in the "basic" or "below basic" range will grow by at least 50 lexile points by winter and again by the spring RI administration.
| No | Yes |
Our action plan for achieving our ELA goal includes the following steps:
1. As part of a school-wide focus on helping identify students who are not making expected progress, substitutes will be hired for a day of Team Data Analysis, Vertical Teaming, and Peer Observation. - 4 days per ELA and social studies teacher ($8000)
2. To promote effective literacy instruction in all classes at DPMS, elective teachers, SPED teachers and DLI teachers will participate in two days of literacy-based professional learning during the school year. Substitutes will be provided to cover elective classes on these days. ($5000)
3. Hire 1 17-hour Classroom Teacher Aide to assist English Language Learners. ($9,000)
4. Hire 4 28-hour Classroom Teacher Aide to assist students with IEPs and students below "Proficient" on RI access curriculum in 6th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
5. Hire 4 28-hour Classroom Teacher Aide to assist students with IEPs and students below "Proficient" on RI access curriculum in 7th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
6. Hire 4 28-hour Classroom Teacher Aides to assist students with IEPs and students below "Proficient" on RI access curriculum in 8th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
7. Provide training/Profession Development for Instructional Aides. ($1,000)
8. SPED/ELL/504 Summer Transition Activity to review documentation, contact parents ($1,000)
9. Supplement general supply budget for literacy supplies and materials. ($3,500)
10. Develop and create an after-school "Book Study" session on a topic of teachers' choice related to school goals. We will provide the book, a stipend for participation in group meetings, and a stipend for evidence of implementation of classroom strategies. ($10,000)
11. Provide books and supplies for the book study program. ($2,000)
12. Purchase teacher prep(s) and fund a Read 180 class for basic or below basic readers. ($14,000)
1. As part of a school-wide focus on helping identify students who are not making expected progress, substitutes will be hired for a day of Team Data Analysis, Vertical Teaming, and Peer Observation. - 4 days per ELA and social studies teacher ($8000)
2. To promote effective literacy instruction in all classes at DPMS, elective teachers, SPED teachers and DLI teachers will participate in two days of literacy-based professional learning during the school year. Substitutes will be provided to cover elective classes on these days. ($5000)
3. Hire 1 17-hour Classroom Teacher Aide to assist English Language Learners. ($9,000)
4. Hire 4 28-hour Classroom Teacher Aide to assist students with IEPs and students below "Proficient" on RI access curriculum in 6th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
5. Hire 4 28-hour Classroom Teacher Aide to assist students with IEPs and students below "Proficient" on RI access curriculum in 7th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
6. Hire 4 28-hour Classroom Teacher Aides to assist students with IEPs and students below "Proficient" on RI access curriculum in 8th grade. Priority will be given to social studies and science classes but can be shared among the team. ($60,000)
7. Provide training/Profession Development for Instructional Aides. ($1,000)
8. SPED/ELL/504 Summer Transition Activity to review documentation, contact parents ($1,000)
9. Supplement general supply budget for literacy supplies and materials. ($3,500)
10. Develop and create an after-school "Book Study" session on a topic of teachers' choice related to school goals. We will provide the book, a stipend for participation in group meetings, and a stipend for evidence of implementation of classroom strategies. ($10,000)
11. Provide books and supplies for the book study program. ($2,000)
12. Purchase teacher prep(s) and fund a Read 180 class for basic or below basic readers. ($14,000)
We will use the following data sources to measure progress towards our goal:
District Wide Standards Based Assessment results for ELA and social studies (Fall, Winter, Spring)
RISE ELA Assessment at the end of the year
Reading Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ reading
Common Formative Assessments (by grade level)
District Wide Standards Based Assessment results for ELA and social studies (Fall, Winter, Spring)
RISE ELA Assessment at the end of the year
Reading Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ reading
Common Formative Assessments (by grade level)
In an effort to bring awareness to the unique needs of every student on an IEP, we will continue with our special education transition day where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. We have also hired an instructional aide per team to assist social studies and science teachers with providing accommodations for students with IEPs. Teachers will monitor progress during data/professional learning days and collaborate with SPED teachers during those days to track progress and plan for adjustments to instruction during the year.
We will hire 4 instructional aides per team to assist English, math, social studies, and science teachers with providing accommodations for ELL students. These aides will receive training in effective strategies for supporting English learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year.
Stakeholders had an opportunity to be involved in the process of reviewing data, discussing the goals and means to support students in making academic progress, and approval from the SCC.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $180,000.00 | Hire 4 Academic Aides per grade level. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $8,000.00 | Hire substitute teachers (ELA) for data/professional learning days. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $9,000.00 | Hire a 17 hour aide to support ELL students during English Language Development | TSSP |
| Salaries and Employee Benefits 100 and 200 | $5,000.00 | Hire substitutes for Elective, DLI and SPED teachers | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | Training for instructional Aides | TSSP |
| General Supplies 610 | $3,500.00 | Supplies for elective classes | TSSP |
| Salaries and Employee Benefits 100 and 200 | $10,000.00 | Book Study stipends | Landtrust |
| General Supplies 610 | $2,000.00 | Books/Supplies for Book Study Program | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $14,000.00 | Purchase teacher prep(s) to run a Read 180 class for basic or below basic readers. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | Funds for SPED/ELL/504 transition day | TSSP |
Academic Goals
74% of our students are proficient in math while 26% are basic or below basic. Math Inventory (MI) data from winter, 2021 indicate that 50% of DPMS students are on benchmark in math. This is a 20% increase from the Fall 2020 MI test. 33% of DPMS student scored "Basic" on the latest MI, and 13% of students scored "Below Basic." Data indicate that English Language Learners and Students who have IEP's need more attention to be able to close learning gaps. We believe the problem is a result of a gap in literacy skills necessary for success in math.
Our math goal this year has two parts:
1) In the May 2022 RISE administration, DPMS will maintain our proficiency level of 74% in Math despite the unfinished learning that occurred during the 2019-2020 and 2020-2021 school years.
2) Proficiency levels on MI are an indicator of expected performance on RISE. By May 2022, at least 75% of DPMS students will be proficient or advanced on the Math Inventory. Additionally, at least 75% of our students with disabilities, English language learners, and students in the "basic" or "below basic" range will grow by at least 50 quantile points by winter and again by the spring MI administration.
1) In the May 2022 RISE administration, DPMS will maintain our proficiency level of 74% in Math despite the unfinished learning that occurred during the 2019-2020 and 2020-2021 school years.
2) Proficiency levels on MI are an indicator of expected performance on RISE. By May 2022, at least 75% of DPMS students will be proficient or advanced on the Math Inventory. Additionally, at least 75% of our students with disabilities, English language learners, and students in the "basic" or "below basic" range will grow by at least 50 quantile points by winter and again by the spring MI administration.
| No | Yes |
1. Math teachers will participate in 4 data analysis/professional learning days ($4000)
2. Teachers will participate in professional development for annotating and scaffolding through precision partnering and small group instruction within the zone of proximal development in May and August 2020 ($1000).
3. Teachers will participate in summer transition days to organize materials and prepare for the next school year ($1500)
4. Supplies and materials will be purchased for math ($1500)
5. Textbooks will be purchased for Open-up Resource Math ($25000)
6. Develop and implement and series of "Book Study" groups on a topic of teachers' choice that relates to academic and school goals. Provide the books, a stipend for participation, and a stipend for evidence of implementation of instructional strategies in the classroom. (8000)
7. Fund Math Lab sections by purchasing teacher prep periods. ($15,000)
2. Teachers will participate in professional development for annotating and scaffolding through precision partnering and small group instruction within the zone of proximal development in May and August 2020 ($1000).
3. Teachers will participate in summer transition days to organize materials and prepare for the next school year ($1500)
4. Supplies and materials will be purchased for math ($1500)
5. Textbooks will be purchased for Open-up Resource Math ($25000)
6. Develop and implement and series of "Book Study" groups on a topic of teachers' choice that relates to academic and school goals. Provide the books, a stipend for participation, and a stipend for evidence of implementation of instructional strategies in the classroom. (8000)
7. Fund Math Lab sections by purchasing teacher prep periods. ($15,000)
We will use the following data sources to measure progress towards our goal:
District Wide Standards Based Assessment results for math (Fall, Winter, Spring)
RISE Math Assessment at the end of the year
Math Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ math
Common Formative Assessments (by grade level)
District Wide Standards Based Assessment results for math (Fall, Winter, Spring)
RISE Math Assessment at the end of the year
Math Inventory (Fall, Winter, Spring)
WIDA Access
EWS Data w/ math
Common Formative Assessments (by grade level)
In an effort to bring awareness to the unique needs of every student on an IEP, we will continue with our special education transition day where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. We have also hired an instructional aide per team to assist teachers with providing accommodations for students with IEPs. Teachers will monitor progress during data/professional learning days and collaborate with SPED teachers during those days to track progress and plan for adjustments to instruction during the year.
We will hire 4 instructional aides per team to assist English, math, social studies, and science teachers with providing accommodations for ELL students. These aides will receive training in effective strategies for supporting English learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year.
Data will be communicated twice a year, at the end of quarter two and quarter three, with the building leadership team and the SCC.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $4,000.00 | Hire substitute teachers for data/professional learning days. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | Professional learning on annotation, scaffolding, precision partnering and literacy in math skills. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,500.00 | Summer transition day for math teachers to organize materials and prepare for the new school year. | TSSP |
| General Supplies 610 | $1,500.00 | Supplies and materials for math instruction | TSSP |
| Textbooks 641 | $25,000.00 | Purchase consumable workbooks for use with Open Up Resources curriculum | TSSP |
| Salaries and Employee Benefits 100 and 200 | $7,000.00 | Stipends for Book Study sessions | TSSP |
| General Supplies 610 | $1,000.00 | Books for book study groups | TSSP |
| Salaries and Employee Benefits 100 and 200 | $15,000.00 | Purchase teacher prep periods for math lab classes. | TSSP |
Academic Goals
In the 2018-2019 school year, 81% of DPMS students scored proficient or above on the RISE science assessment. 19% of students scored lower than proficient on RISE.
Our science goal this year has two parts:
1) Overall, 5% of students will improve proficiency level on the 2021-22 Science RISE assessment.
2) Proficiency levels on end of unit tests are an indicator of expected performance on RISE. By May 2022, at least 80% of DPMS students will be proficient as measured by end of unit tests in science.
1) Overall, 5% of students will improve proficiency level on the 2021-22 Science RISE assessment.
2) Proficiency levels on end of unit tests are an indicator of expected performance on RISE. By May 2022, at least 80% of DPMS students will be proficient as measured by end of unit tests in science.
| No | Yes |
1. One Data/Professional Learning day per quarter for each science teacher (10 teachers x 4 days) = 40 substitutes = $4000.00
2. General Supplies $2500.00 per grade level = $7500
2. General Supplies $2500.00 per grade level = $7500
We will use the following data sources to measure progress towards our goal:
Student progress on end-of-unit summative science assessments throughout the school year.
2021-22 RISE science scores
Student progress on end-of-unit summative science assessments throughout the school year.
2021-22 RISE science scores
In an effort to bring awareness to the unique needs of every student on an IEP, we will continue with our special education transition day where teachers, special education teachers, and administrators get together to discuss each child's needs and help prepare for the upcoming school year. We have also hired an instructional aide per team to assist social studies and science teachers with providing accommodations for students with IEPs. Teachers will monitor progress during data/professional learning days and collaborate with SPED teachers during those days to track progress and plan for adjustments to instruction during the year. Teachers and teacher aides will scaffold for students with disabilities - including reteaching, small group instruction, explicit vocabulary instruction, sentence frames for structured classroom discussions and sentence frames and paragraph frames for writing.
We will hire 4 instructional aides per team to assist English, math, social studies, and science teachers with providing accommodations for ELL students. These aides will receive training in effective strategies for supporting English learners at the beginning of the year. Teachers will monitor progress during data/professional learning days and collaborate with aides/ELD teachers during those days to track progress and plan for adjustments to instruction during the year. Teachers will increase language production by providing sentence starters and paragraph frames for both structured classroom discussion and writing production. Language production will also be increased with explicit vocabulary instruction, using visual supports, and providing graphic organizers specific to vocabulary.
Progress will be communicated to all stakeholders using the Skyward and Canvas platforms following unit assessments. Progress will also be discussed during teacher collaboration each Friday throughout the school year. Progress will also be shared with administration and the BLT using Google docs. In addition, the SCC will be informed by the principal.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $4,000.00 | Hire substitute teachers for data/professional learning days. | TSSP |
| General Supplies 610 | $7,500.00 | General science supplies - $2500 per grade level. | TSSP |
School Climate Goals
Many students report feeling anxious or apprehensive about attending school. In an effort to provide meaningful opportunities for students to build relationships with other students and staff members and decrease averse feelings towards school, DPMS will continue our "Club Thursday" after school program.
By May of 2022, We will increase the number of opportunities available to support students' social and emotional health through specialized programs and additional personnel by 10%.
| No | Yes |
1. Club Thursday: Funds will be used to provide students with the opportunity to participate in faculty-led after school programs designed to promote school connectedness. We will hire a part time aide to facilitate this program with the aim of increasing participation by students and teachers during the school year. Club Thursday will serve as an extracurricular activitie for students who would like to pursue projects in subjects such as art, physical fitness, robotics, theater, FACS, CTE, and music. Funds will also be used to provide an after school enrichment opportunity for students in the DPMS theater and stage tech programs. Additionally the instrumental music teacher will be paid a stipend to run a before school jazz band program. Teachers participating in these programs will be paid their hourly rate. ($20,000)
2. Hire a 17-hour lunch aide to assist with lunch activities. ($6000)
2. Student Recognition: Funds will be used to provide additional funding for student recognition programs, such as Vikings with Courage, Viking Scholar, Viking Express, individual team stores, and other school-wide PBIS programs. ($12,000)
3. Field trips: Funds will be used to pay for transportation for field trips for all three grade levels. ($10,000)
4. Funds will be used to pay guest speaker on technology. ($5000)
2. Hire a 17-hour lunch aide to assist with lunch activities. ($6000)
2. Student Recognition: Funds will be used to provide additional funding for student recognition programs, such as Vikings with Courage, Viking Scholar, Viking Express, individual team stores, and other school-wide PBIS programs. ($12,000)
3. Field trips: Funds will be used to pay for transportation for field trips for all three grade levels. ($10,000)
4. Funds will be used to pay guest speaker on technology. ($5000)
We will grow the program by at least 10% this year. We will track the number of students who sign up for Club Thursday during first semester and compare to baseline data.
We will inform the community weekly when our Club Thursday events are happening in an effort to encourage students to sign up. Progress will be communicated with stakeholders monthly first semester through the Counseling Update at the SCC meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $15,000.00 | Salary and benefits for Club Thursday program and Jazz Band | TSSP |
| General Supplies 610 | $5,000.00 | Supplies and materials for Club Thursday. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $6,000.00 | Cafeteria Aide | TSSP |
| General Supplies 610 | $12,000.00 | Student Recognition | TSSP |
| Transportation, buses 599 | $10,000.00 | Field Trips - Transportation | TSSP |
| Professional Contracted Services 334 | $5,000.00 | Guest speaker on Technology | TSSP |
School Climate Goals
32% of students are receiving one or more D's or F's this school year. This represents a 6% decrease from last year at this time. The number of D's and F's is highest in the 6th grade and decreases in 7th and 8th. A strategy for improvement is providing a Secondary Mentor to support students who are at-risk of failing classes or dropping out.
In order to reduce failing grades and improve attendance with our most at-risk students, our Secondary Mentor will support a rolling caseload of up to fifty at-risk students, identified by administration and counselors, to reduce the number of Fs per quarter by 10% and improve attendance by 10% per quarter.
| No | Yes |
Our Secondary Mentor will create individualized plans for student success. These plans will include one or more of the following: check in/check out, trackers for homework completion, trackers for behavior, contracts and rewards for attendance. ($45,000)
Quarter 1 grades and attendance will be used for baseline data. Progress will be monitored at the end of second quarter and the end of fourth quarter.
Progress will be communicated with the SCC and BLT twice a year - during second quarter and during third quarter.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Admission/Registration 569 | $45,000.00 | Funds will be used to assist with the social-emotional needs of our students by providing a full-time intervention specialist to support students who are at-risk of failing classes or dropping out. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If the actual distribution is more than the estimated amount, we will spend the additional funds on supplies, equipment, technology, contracted services and/or personnel.