Data Dashboard
Teacher and Student Success Plan
2021 - 2022
Overarching Goal
The overarching goal is to
focus on increasing student engagement
using Structured Classroom Discussion techniques by maintaining
precision partnering, and discussion stems, and teaching the use of word walls, explicit vocabulary
instruction, and the Close Reading protocol. We feel by incorporating Structured classroom discussions we will increase the robustness of core
instruction. We want to increase teacher knowledge concerning teacher clarity including learning intentions and success criteria in all curriculum areas.
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 discussed data and student growth at each School Community Council meeting. We have discussed parents concerns and commendations at each meeting. As a team we decided to continue our focus on reading to keep our upward trend moving up. We see that our students need added support in math.
03/12/2021
03/17/2021
03/02/2021
Not Entered
Academic Goals
33% of students are not making sufficient progress to advance to the next levels of proficiency. This pattern is most common in below and well below students based on Acadience reading composite and below basic and basic students based on Reading Inventory. We believe this is a result of deficits in phonemic awareness, phonics, vocabulary and comprehension. A strategy for improvement is ensuring that every teacher implements the district protocols for foundations and small group instruction. Another strategy for improvement is continuing to have interventionists working with students in small groups every day. Another strategy for improvement is teachers teaching Saxon Reading in 1st and 2nd and 95% Group in 3-5 to students who fall in the below and well below category.
By spring 2022 Willow Springs will increase the percentage of kindergarten students who are proficient or above in Nonsense Word Fluency/Correct Letter Sounds by 4%, from Middle Of Year to End Of Year
By spring of 2022 Willow Springs will increase the percentage of 1st grade students who are proficient or above in Nonsense Word Fluency/Whole Words Read by 22%, from Beginning Of Year to End Of Year
By spring 2022, 82% of students in grades 1, 2, and 3 will achieve typical or better progress as measured by the Pathways to Progress in Acadience.
By spring 2022, 70% of all 4th and 5th grade students will meet or surpass their expected growth goal as measured by Reading Inventory in the Expected Growth Goals report.
By spring of 2022 Willow Springs will increase the percentage of 1st grade students who are proficient or above in Nonsense Word Fluency/Whole Words Read by 22%, from Beginning Of Year to End Of Year
By spring 2022, 82% of students in grades 1, 2, and 3 will achieve typical or better progress as measured by the Pathways to Progress in Acadience.
By spring 2022, 70% of all 4th and 5th grade students will meet or surpass their expected growth goal as measured by Reading Inventory in the Expected Growth Goals report.
| No | Yes |
TSSP - we will hire 3 aides to work in our kindergarten classes for $36,000 (4 aides for math interventions for $48,000) (Total TSSP =$84,000)
Land Trust - We will hire 7 reading interventionists to work with students during small group instruction providing teachers the opportunity to work with the lowest students for $84,000. (Interventionists are about $12,000 each)
We will purchase one Swivl device to facilitate video reflections. We will purchase additional technology needs, such as headphones or earbuds, or software for $5,505.
We will provide Professional Development on Structured Classroom Discussion techniques, maintaining precision partnering and discussion stems, and adding word walls, explicit vocabulary instruction and close reading protocol. We will provide professional development on teacher clarity with learning intentions and success criteria. Technology implementation will be through Reading Plus and Lexia. We will increase public practice to be one video reflection in English Language Arts per year, or targeted observations to be reviewed with achievement coach or principal.
Land Trust - We will hire 7 reading interventionists to work with students during small group instruction providing teachers the opportunity to work with the lowest students for $84,000. (Interventionists are about $12,000 each)
We will purchase one Swivl device to facilitate video reflections. We will purchase additional technology needs, such as headphones or earbuds, or software for $5,505.
We will provide Professional Development on Structured Classroom Discussion techniques, maintaining precision partnering and discussion stems, and adding word walls, explicit vocabulary instruction and close reading protocol. We will provide professional development on teacher clarity with learning intentions and success criteria. Technology implementation will be through Reading Plus and Lexia. We will increase public practice to be one video reflection in English Language Arts per year, or targeted observations to be reviewed with achievement coach or principal.
We will assess students in the fall using Reading Inventory for 4th and 5th grades and look at each student's Expected Growth Goal. Fall testing will include Acadience Benchmark Testing for kindergarten, 1st, 2nd, and 3rd grades. Midyear check for 4th and 5th grades will be measured by the winter Reading Inventory and student progress toward the Expected Growth Goal. Midyear check for kindergarten, 1st, 2nd, and 3rd grades will be measured by the winter Acadience Benchmark tests and Acadience Pathways to Progress reports. Reading Plus usage will be also be monitored monthly. Lexia usage will be monitored monthly. Implementation of structured classroom discussion techniques and teacher clarity will be monitored through checklists, walkthroughs, targeted observations, and coaching cycles.
Students with disabilities will be in class during core instruction in reading. They will participate in structured classroom discussions. They will be given the proper scaffolds to be successful. They will also receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher, time on Reading Plus or Lexia. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.
Language production will be increased through training in and implementation of Structured Classroom Discussion techniques (precision partnering, discussion stems, word walls, explicit vocabulary instruction and close reading protocol). Implementation will be monitored through checklists, walkthroughs, and coaching cycles. English Learners will use Imagine Learning to increase basic language skills.
Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $36,000.00 | We will hire 3 aides to work in our kindergarten classes. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $84,000.00 | We will hire 7 reading interventionists to work with students during small group instruction providing teachers the opportunity to work with the lowest students. | Landtrust |
| Equipment and Technology 730 | $5,505.00 | We will purchase one Swivl device to facilitate video reflections. We will purchase additional technology needs, such as headphones, earbuds, apps or other software. | Landtrust |
Academic Goals
50% of students are not making sufficient progress to advance to the next levels of proficiency. This pattern is most common in below and well below students based on Acadience Math composite. We believe this is a result in deficits in number sense and basic math facts, as well as a lack of knowledge and experience in the concrete representation of mathematical processes.
By spring of 2022 80% of students in grades 1-5 will perform at a proficient level on the Math Computation (MCOMP).
By spring of 2022 80% of kindergarten students will perform at a proficient level on Beginning Quantity Discrimination (BQD)
By spring of 2022 80% of kindergarten students will perform at a proficient level on Beginning Quantity Discrimination (BQD)
| No | Yes |
TSSP - we will hire 4 math interventionists to work with students during small group instruction providing teachers and interventionists the opportunity to work with the lowest students $48,000.
We will provide Professional Development on the number talks (the structured classroom discussion for math) and the CRA (concrete/representational/abstract) model.
We will increase public practice to be one video reflection in math per year, or targeted observations to be reviewed with achievement coach or principal.
We will provide Professional Development on the number talks (the structured classroom discussion for math) and the CRA (concrete/representational/abstract) model.
We will increase public practice to be one video reflection in math per year, or targeted observations to be reviewed with achievement coach or principal.
We will assess students in the fall using the Acadience MCOMP. We will progress monitor with the MCOMP in winter. Implementation of number talks and the use of the CRA (concrete/representational/abstract) model will be monitored through checklists, walkthroughs, targeted observations, and coaching cycles.
Students with disabilities will be in class during core instruction in math. They will participate in number talks and the use of the CRA (concrete/representational/abstract) model. They will be given the proper scaffolds to be successful. They will also receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.
Language production will be increased through training in and implementation of Number Talks. Implementation will be monitored through checklists, walkthroughs, and coaching cycles.
Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $48,000.00 | We will hire 4 math interventionists to work with students during small group instruction providing teachers the opportunity to work with the lowest students. | TSSP |
School Climate Goals
80% of our teachers are not giving PRIDE Paw awards and recognizing individual students throughout the school. This pattern is most common in all grades among teachers. We believe this is a result of lack of prioritization for recognizing individual students outside their own classrooms.
A strategy for improvement is emphasizing the importance of recognizing students and reinforcing schoolwide pride rules across all grade levels and all locations. Another strategy for improvement is holding teachers accountable for giving out PRIDE Paws with a monthly tally.
A strategy for improvement is emphasizing the importance of recognizing students and reinforcing schoolwide pride rules across all grade levels and all locations. Another strategy for improvement is holding teachers accountable for giving out PRIDE Paws with a monthly tally.
By Spring of 2022, 80% of students (K-5) will be in the Low Risk range of externalizing behaviors as measured by the Student Risk Screening Scale (SRSS-IE).
| No | Yes |
WeWthe value of PBIS (Positive Behavior Interventions and Support) and reinforcing appropriate behavior in a schoolwide setting.
We will use the Fall, Winter and Spring SRSS-IE data to show the percentage of students in the Low Risk range for Externalizing behaviors and look for a decrease.
Teachers will share data with parents during Parent teacher conferences.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Data will be discussed quarterly in School Community Council.
Data will be discussed in Building Leadership Team (BLT) monthly.
Data will be discussed in Instructional Professional Learning Communities (IPLCs) weekly.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| General Supplies 610 | $5,000.00 | We will purchase mindfulness tools to offer opportunities to develop sensory and emotional regulation skills in a safe environment – the classroom. In order to increase the availability of mindfulness tools over all grades, we would like to purchase Calming Kits for every classroom and specialists classrooms in the school. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If we are allocated additional funds we may use the funds to provide
professional development for our teachers to support them in reaching
these goals. We may use the funds to pay for substitute teachers to allow
our teachers to attend outside professional development. We may use the
funds to hire additional aides or teachers for the classrooms, or brain boosters. We may use the funds
to purchase technology, equipment, and accessories to upgrade and enhance current
computer labs, chromebook labs, and iPad labs to allow students to have more access to
Reading Plus, Lexia, and Imagine Learning and other academic programs.
We may use the funds to purchase additional online software for academic programs.