Data Dashboard
Teacher and Student Success Plan
2021 - 2022
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 dat
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 have been sharing reading and Core 5 data with School Community Council. Our goal is to have students at or above grade level by the time they start their 4th grade year.
We will share behavioral and academic data including Acadience Reading K-6 and math.
03/03/2021
03/31/2021
03/05/2021
Not Entered
Academic Goals
By May 2022, 80% of students in K - 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 2022, 80% of students in K - 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 |
Instructional Priorities Focus:
Teacher Clarity
Structured Classroom Discussion
Morning Meeting
Number Talks
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time
Grades K-2: Phonemic Awarness, phonics, and spelling instruction using Enhanced Core Reading Instruction, Saxon Phonics routines, and the District PA routines, Foundations Observations Checklist, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
Grades 3-5: Phonemic Awarness, phonics, and spelling instruction using multi-syllabic routines, the District Foundations Block routines, Saxon Coding cards, Foundations Observations Checklist, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
System Structure for All Teachers:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will set Pathways to Progress goals. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals. Teachers create Skill based instruction groups for Walk to Read. Teams will create their Student Growth Goal by September 30.
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. Teachers will analyze Pathways to Progress goals and adjust paths for individual students on Pathways to Progress, and complete their mid-year Reflection on Student Growth Goal by January 30.
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. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Expenses-
ALS coordinator $50,000
Subs For BLT and Professional Development $4,562
Who is responsible:
Camie Montague, Valinda Rose, ISD Specialists, Student Advocacy & Access Specialist, all BLT members
How will this be communicated with Staff?
The written TSSP Plan will be shared through BLT to all faculty and staff members, posted in all common areas of the school, and posted on the school website.
Teacher Clarity
Structured Classroom Discussion
Morning Meeting
Number Talks
Tier 1 & Tier 2 Explicit Instruction during the ELA block.
All grade levels will adhere to the Master Schedule and maximize ELA instructional time
Grades K-2: Phonemic Awarness, phonics, and spelling instruction using Enhanced Core Reading Instruction, Saxon Phonics routines, and the District PA routines, Foundations Observations Checklist, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
Grades 3-5: Phonemic Awarness, phonics, and spelling instruction using multi-syllabic routines, the District Foundations Block routines, Saxon Coding cards, Foundations Observations Checklist, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially English Language Learners (EL) and Special Education Students (SpEd) students.
System Structure for All Teachers:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will set Pathways to Progress goals. Teachers will review Benchmark Assessment Data and set Pathways of Progress student goals. Teachers create Skill based instruction groups for Walk to Read. Teams will create their Student Growth Goal by September 30.
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. Teachers will analyze Pathways to Progress goals and adjust paths for individual students on Pathways to Progress, and complete their mid-year Reflection on Student Growth Goal by January 30.
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. After Foundations Observations Checklist is completed the teacher will meet with the principal, coach, and team and write a personal goal based on their own observation and adjust instruction.
May - End-of-Year Benchmark Assessments. Teachers will analyze Pathways to Progress goals and share successes.
Expenses-
ALS coordinator $50,000
Subs For BLT and Professional Development $4,562
Who is responsible:
Camie Montague, Valinda Rose, ISD Specialists, Student Advocacy & Access Specialist, all BLT members
How will this be communicated with Staff?
The written TSSP Plan will be shared through BLT to all faculty and staff members, posted in all common areas of the school, and posted on the school website.
Student Interim Goals:
September - Beginning-of-Year Benchmark Assessments
October 14 - Interim check-in using 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
September - Beginning-of-Year Benchmark Assessments
October 14 - Interim check-in using 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 Skill Based Instuction time.
We will offer incentives to meet our Core 5 goals if the students participate outside of their Skill Based Instuction time.
Teachers will focus on supports students with their needed skills for their WIDA level.
Teachers will instruct the students who are at greatest risk of not making benchmark during small group instruction.
Teachers will receive Professional Development on our focus Instructional Priorities: Teacher Clarity, Structured Classroom Discussion (serve and return / retell) and Number Talks in math.
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 Meeting components.
Students will complete their required minutes on Image Learning.
We will offer incentives to meet our Core 5 goals if the students participate outside of their SBI time.
Teachers will instruct the students who are at greatest risk of not making benchmark during small group instruction.
Teachers will receive Professional Development on our focus Instructional Priorities: Teacher Clarity, Structured Classroom Discussion (serve and return / retell) and Number Talks in math.
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 Meeting components.
Students will complete their required minutes on Image Learning.
We will offer incentives to meet our Core 5 goals if the students participate outside of their SBI time.
Progress will be communicated monthly during SCC Meetings, to parents monthly in the Principal's Message in the newsletter, and announced to the school as goals are met during daily Morning Announcements.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $54,562.00 | ALS Coordinator - Delfi Eme Part time ALS Coordinator - Camila Gallardo Substitutes for All-Day BLT Meetings |
TSSP |
School Climate Goals
We feel the primary concern impacting our School Climate is lack of strong student-teacher relationships.
One reason this may be occurring is more attention is needed to focus on long-lasting inter personal relationships. Social Emotional gaps that have widened due to Covid.
We have 134 minor disruptions documented in Data Dashboard. Of the 134, 110 occurred in the classroom with 48 disruptions ( 44%) and 24 work refusals (22%). Two reasons we feel these disruptions are occurring are a need to obtain attention or task avoidance. We feel using Morning Circle we will be able to arm our students and teachers with the knowledge they need to address these issues in social and emotionally appropriate ways.
One reason this may be occurring is more attention is needed to focus on long-lasting inter personal relationships. Social Emotional gaps that have widened due to Covid.
We have 134 minor disruptions documented in Data Dashboard. Of the 134, 110 occurred in the classroom with 48 disruptions ( 44%) and 24 work refusals (22%). Two reasons we feel these disruptions are occurring are a need to obtain attention or task avoidance. We feel using Morning Circle we will be able to arm our students and teachers with the knowledge they need to address these issues in social and emotionally appropriate ways.
CLIMATE GOAL
By May 2022, Crescent Elementary will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
Expense-
Student Incentives $3000
By May 2022, Crescent Elementary will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
Expense-
Student Incentives $3000
| No | Yes |
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 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message. $3,000 to be spent upon student incentives.
Teachers greeting and dismissing students at the door will be tracked monthly by principal, coach, staff, and peer observations.
Meaningful Morning Circles 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 |
|---|---|---|---|
| General Supplies 610 | $3,000.00 | PBIS rewards and incentives for students following school-wide rules and academic and climate plans. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Crescent teachers used a blended learning model during the 2020-2021 school year. If we have additional funds we would like to use the money to pay our teachers their in service rate or substitutes to continue to have additional time to collaborate and allow them to record videos of themself to use in their classroom and on CANVAS for additional instruction. We also would like to continue to update our technology, headsets as needed for all staff and supporting students.