Data Dashboard
Teacher and Student Success Plan
2021 - 2022
Overarching Goal
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:
Reviewed academic proficiency and growth data with SCC in November 2020 and February 2021. The Council supports the plan to continue our focus on efforts to increase math proficiency and reading growth as measured by the Acadience math and reading assessments. The council also supports our plan to implement elements of restorative practice beginning with a school-wide focus on creating classroom communities that foster open dialogue and effective problem solving strategies.
02/19/2021
03/19/2021
02/10/2021
Not Entered
Academic Goals
After analyzing data from the past three school years, we noticed a decrease in proficiency on the Acadience math composite for grades K-5 from the first year of implementation of new tier I and tier II intervention supports and programs (Spatial Temporal (ST) math and Walk to Math). We believe the decrease in proficiency could be related to a dip in implementation of our tier I and tier II intervention programs and supports. A strategy for improvement is refocusing on highly effective instructional priorities and implementing math language routines across grades.
By May of 2022, grades K-5 will see an increase of at least 17% in proficiency as measured by Acadience Math Composite data from fall to spring.
| No | Yes |
1. Train teachers on creating individual student goals through Pathways of Progress (if available through Acadience).
2. Progress Monitor all students once a month using Acadience math assessments.
3. Review progress monitoring monthly.
4. Train teachers on lesson embedded enrichment through blended learning.
5. Promote structured academic discussion through math language routines, specifically continue implementation of Number Talks and Math Close Read Routine.
6. Continue our walk-to math intervention program.
7. Continue school-wide Spatial/Temporal (ST) Math implementation including ongoing professional development and data analysis.
8. Secure Spatial/Temporal (ST) Math site license ($1500).
9. Hire and train three Multi Tiered System of Support assistants (or equivalent hours) to support students who are below benchmark in math ($24,000).
10. Hire one Math Olympiad/Math Counts coach to support enrichment for students achieving above and well above benchmark ($2500).
2. Progress Monitor all students once a month using Acadience math assessments.
3. Review progress monitoring monthly.
4. Train teachers on lesson embedded enrichment through blended learning.
5. Promote structured academic discussion through math language routines, specifically continue implementation of Number Talks and Math Close Read Routine.
6. Continue our walk-to math intervention program.
7. Continue school-wide Spatial/Temporal (ST) Math implementation including ongoing professional development and data analysis.
8. Secure Spatial/Temporal (ST) Math site license ($1500).
9. Hire and train three Multi Tiered System of Support assistants (or equivalent hours) to support students who are below benchmark in math ($24,000).
10. Hire one Math Olympiad/Math Counts coach to support enrichment for students achieving above and well above benchmark ($2500).
Monthly Acadience progress monitoring for math computation and math concepts/application
Growth on Math Composite from Beginning of Year to End of Year
Growth on Math Composite from Beginning of Year to End of Year
Instruction in math will include math language routines, including Number Talks implementation.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Walk to Math groups.
Ensure accommodations are being provided in daily instruction and on assessments.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Walk to Math groups.
Ensure accommodations are being provided in daily instruction and on assessments.
Instruction in math will include math language routines. Implement Number Talks in math instruction.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Walk to Math groups.
Ensure accommodations are being provided in daily instruction and on assessments.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Walk to Math groups.
Ensure accommodations are being provided in daily instruction and on assessments.
We will share our Math Composite Growth in January and again in May 2022. This data will be shared with Building Leadership Team, School Community Council, Parent Teacher Association and school staff.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $24,000.00 | Hire and train three Multi-Tiered System of Support assistants (or equivalent hours) to support growth for students who are below benchmark in math | Landtrust |
| Software 670 | $1,500.00 | purchase additional licenses for the state approved Spatial/Temporal Math program (ST Math) | TSSP |
| Salaries and Employee Benefits 100 and 200 | $2,500.00 | Hire and train one Math Olympiad/Math Counts coach to support growth for students achieving well above benchmark | TSSP |
Academic Goals
86% of students are at or above proficiency on Acadience Reading Composite, while We’ve identified that 41% of students who were below or well below proficiency on Reading composite made typical growth and 74% of students who are at or above proficiency on Reading composite made typical growth. We believe this is partially the result of increased absences and inconsistencies with attendance. According to our data, we see a higher percentage of students below proficiency struggling with attendance. For all of our students not making typical growth, we believe the problem is a lack of consistency with implementation of high leverage practices. A strategy for improvement is to continue to use ECRI (K-2), Structured Classroom Discussion (K-5), and implement Close Reading with writing (3-5). Additionally we will use our Tier 2 intervention program to provide Skills based instruction in small groups for all students.
90% of students in grade 1-3 will achieve at or above typical growth from BOY to EOY as measured by Acadience Reading assessment given in spring 2022.
| No | Yes |
1. Progress monitor students at least once a month for students on level, bi-weekly for students below level, and weekly for students well below level.
2. Review all progress monitoring based on Pathways to Progress monthly in IPLC's.
3. Provide on-going training related to Pathways of Progress and goal-setting.
4. Teachers will set goals for all students based on Pathways of progress.
5. Continue Tier 2 intervention program including the push-in intervention program and some pull-out using the RTI Kit resources, The 95% Phonics Lesson Library, The 95% Multisyllabic Lesson Library, The 95% Phonemic Awareness Program, as well as KPals and ERI for Kindergarten.
6. Provide on-going Professional Development and coaching cycles on ECRI for grades K-2.
7. Implement walkthrough observations for ECRI grade K-2 In September of 2021.
8. Provide Professional Development and coaching cycles on Close Reading with Writing routines for grades 3-5.
9. Provide monthly training for Reading Assistants.
10. Hire and train eight Multi Tiered System of Support assistants (or equivalent hours) to support students who are below benchmark in reading ($32,000).
11. Hire and train one Debate Coach to provide enrichment for students working above and well above benchmark ($2500).
2. Review all progress monitoring based on Pathways to Progress monthly in IPLC's.
3. Provide on-going training related to Pathways of Progress and goal-setting.
4. Teachers will set goals for all students based on Pathways of progress.
5. Continue Tier 2 intervention program including the push-in intervention program and some pull-out using the RTI Kit resources, The 95% Phonics Lesson Library, The 95% Multisyllabic Lesson Library, The 95% Phonemic Awareness Program, as well as KPals and ERI for Kindergarten.
6. Provide on-going Professional Development and coaching cycles on ECRI for grades K-2.
7. Implement walkthrough observations for ECRI grade K-2 In September of 2021.
8. Provide Professional Development and coaching cycles on Close Reading with Writing routines for grades 3-5.
9. Provide monthly training for Reading Assistants.
10. Hire and train eight Multi Tiered System of Support assistants (or equivalent hours) to support students who are below benchmark in reading ($32,000).
11. Hire and train one Debate Coach to provide enrichment for students working above and well above benchmark ($2500).
Monthly Progress Monitoring using Acadience
Acadience Bechmark Testing
Pathways of Progress.
Acadience Bechmark Testing
Pathways of Progress.
Instruction in Reading will include Structured Classroom Discussion and will provided sentence frames.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual language needs will be addressed in students' IEP's.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual language needs will be addressed in students' IEP's.
Instruction in Reading will include Structured Classroom Discussion and will provided sentence frames to help with language progress and acquisition.
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual language needs will be addressed in students' Individual Language Development Plans (ILDP).
Grade level Instructional Professional Learning Community meetings will focus on implementation of structured academic instruction.
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual language needs will be addressed in students' Individual Language Development Plans (ILDP).
We will share our Pathways of Progress Reading data in January and again in May 2022. This data will be shared with Building Leadership Team, School Community Council, Parent Teacher Association School Board and school staff.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $32,000.00 | Hire and train eight Multi Tiered System of Support assistants (or equivalent hours) to support students who are below benchmark in reading | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $2,500.00 | Hire and train one Debate Coach to provide enrichment for students working above and well above benchmark |
TSSP |
School Climate Goals
In the 2020-21 school year 99% of teachers are using all four components of morning meetings and 81% of teachers are holding Morning Meetings at least 4 times per week. This is our third year of implementation and we’d like to increase the frequency and quality of meetings. This will require us to continue working toward the goal of holding Morning Meetings at least 4 times per week and continue to provide support, training, and coaching cycles.
By the end of the 2022 school year, 100% of teachers will hold Morning Meeting a minimum of 4 times per week, with each meeting exhibiting all four components (Message, Greeting, Sharing, Activity). The purpose continues to be promoting positive social/emotional relationships between students that will benefit them in both academic and recreational arenas. Additionally, students will develop positive relationships with teachers.
| No | Yes |
1. Pay .5 FTE for full-time social worker ($42,000)
2. Hire 1.5 aides to support social worker ($9,000)
3. Purchase site license for PBIS Rewards ($1600)
4. Provide readily available resources to teachers to use for Morning Meeting (hands on resources - not digital).
5. Implement and adjust the survey for students related to Morning Meeting implementation (November and March).
6. Create Morning Meeting modeling opportunities for teachers through coaching cycles from the school social worker and/or achievement coach and observations of other teachers.
7. Continue to include Morning Meeting time in the Master Schedule.
8. Conduct Morning Meeting Checklist thorough classrooms walkthroughs in November and February.
9. Provide Biweekly Social Emotional Lessons for all grade levels.
10. Incorporate monthly social emotional topic in Morning Meetings at least once a month.
11. Social Worker will conduct specialized group counseling to address anxiety, anger management, time management, grief, etc.
12. Social Worker will provide ongoing teacher professional development related to social and emotional health.
2. Hire 1.5 aides to support social worker ($9,000)
3. Purchase site license for PBIS Rewards ($1600)
4. Provide readily available resources to teachers to use for Morning Meeting (hands on resources - not digital).
5. Implement and adjust the survey for students related to Morning Meeting implementation (November and March).
6. Create Morning Meeting modeling opportunities for teachers through coaching cycles from the school social worker and/or achievement coach and observations of other teachers.
7. Continue to include Morning Meeting time in the Master Schedule.
8. Conduct Morning Meeting Checklist thorough classrooms walkthroughs in November and February.
9. Provide Biweekly Social Emotional Lessons for all grade levels.
10. Incorporate monthly social emotional topic in Morning Meetings at least once a month.
11. Social Worker will conduct specialized group counseling to address anxiety, anger management, time management, grief, etc.
12. Social Worker will provide ongoing teacher professional development related to social and emotional health.
Morning Meeting survey data from teachers
Morning Meeting survey data from students
Morning Meeting Checklist data from morning meeting walkthroughs.
Social Worker logs
Morning Meeting survey data from students
Morning Meeting Checklist data from morning meeting walkthroughs.
Social Worker logs
The data that will be shared will be our morning meeting checklist data, teacher survey data, student survey data. We will collect survey and walkthrough data in November of 2021 and February of 2022. This data will be shared in BLT, SCC, PTA and faculty meetings.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $42,000.00 | salary for .5 FTE for a full-time social worker | TSSP |
| Salaries and Employee Benefits 100 and 200 | $9,000.00 | hire 1.5 behavioral assistants to support school social worker | TSSP |
| Software 670 | $1,600.00 | purchase site license for PBIS Rewards program | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If additional funds are available they will be used to hire additional Multi-Tiered System of Support assistants, hire substitutes so teachers can participate in professional development, and purchase supplies, textbooks, technology and software to support our goals.