Data Dashboard
Teacher and Student Success Plan
2022 - 2023
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 2021 and February 2022. The Council supports a plan that focuses on efforts to increase math and reading growth as measured by the Acadience math and reading assessments. The council also supports our plan to implement elements of restorative practice including a school-wide focus on creating classroom communities that foster open dialogue and effective problem solving strategies. The council also supports the addition of a focus on improving school attendance.
02/25/2022
03/18/2022
03/07/2022
Not Entered
Academic Goals
At the end of the 2020-21 school year 83% of students in grades K - 3 were at or above proficiency on Acadience Reading Composite, while only 69% of students in grades K-3 made typical or above typical growth as measured by Acadience Pathways of Progress. Additionally, over the last 2 complete school years our average proficiency on the Reading Inventory for 4th and 5th grade has been 84%, while, as of December 2021, only 57% of 4th and 5th grade students are making expected growth on the Reading Inventory as measured by the Growth Goals Report. For our students not making typical or expected growth, we believe the challenge is a lack of consistency with implementation of high leverage practices at the Tier 1 level and lack of consistency with Tier 2 push-in intervention. A strategy for improvement is to support teachers in implementing Wonders and 95% Core Program and continue with push-in intervention supports during skills based instruction time.
By the end of the 2022-23 school year 75% of students in grades K-3 will meet or surpass typical progress on the Acadience Reading Pathway of Progress measure and 70% of students in grades 4-5 will meet or surpass their expected growth goal as measured by Reading Inventory in the Expected Growth Goals report.
| 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 of Progress in monthly professional learning community meetings.
3. Provide ongoing training related to Pathways of Progress and goal-setting.
4. Teachers will set goals for all students based on Pathways of Progress.
5. Implement a push-in intervention model using district-approved skills based intervention resources/Provide planning time during IPLC for skills based instructional time.
6. Provide ongoing Professional Development and coaching cycles on LETRS grades K-3.
7. Continue walkthrough observations for LETRS grades K-3.
8. Provide professional development and coaching support with Teacher Clarity so teachers are able to unpack the standards and plan lessons with clear intentions and success criteria.
9. Provide monthly training for instructional assistants.
10. Hire 8 instructional assistants (or equivalent hours) to support students reading below, at and above benchmark ($37,000).
11. Hire one Debate Coach to provide enrichment for students working above and well above benchmark ($2500).
12. Continue to provide students with decodable/Lexiled books through our lending library ($2000).
13. Support teachers in implementing Wonders and 95% Core Program through professional development, professional learning community meetings, and coaching cycles.
14. Continue using Lexia school-wide.
15. Hire one instructional assistant (or equivalent hours) to complete weekly Progress Monitoring probes ($7000).
2. Review all progress monitoring based on Pathways of Progress in monthly professional learning community meetings.
3. Provide ongoing training related to Pathways of Progress and goal-setting.
4. Teachers will set goals for all students based on Pathways of Progress.
5. Implement a push-in intervention model using district-approved skills based intervention resources/Provide planning time during IPLC for skills based instructional time.
6. Provide ongoing Professional Development and coaching cycles on LETRS grades K-3.
7. Continue walkthrough observations for LETRS grades K-3.
8. Provide professional development and coaching support with Teacher Clarity so teachers are able to unpack the standards and plan lessons with clear intentions and success criteria.
9. Provide monthly training for instructional assistants.
10. Hire 8 instructional assistants (or equivalent hours) to support students reading below, at and above benchmark ($37,000).
11. Hire one Debate Coach to provide enrichment for students working above and well above benchmark ($2500).
12. Continue to provide students with decodable/Lexiled books through our lending library ($2000).
13. Support teachers in implementing Wonders and 95% Core Program through professional development, professional learning community meetings, and coaching cycles.
14. Continue using Lexia school-wide.
15. Hire one instructional assistant (or equivalent hours) to complete weekly Progress Monitoring probes ($7000).
Monthly Progress Monitoring using Acadience
Acadience Benchmark Testing
Pathways of Progress for reading in Acadience
Expected Growth Goals from Reading Inventory
Acadience Benchmark Testing
Pathways of Progress for reading in Acadience
Expected Growth Goals from Reading Inventory
Tier I instruction in reading will include scaffolds (advance organizers, precision partnering, previewing text, sentence frames, and student work exemplars)
Grade level Instructional Professional Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
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 Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
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.
Tier I instruction in reading will include scaffolds (advance organizers, precision partnering, previewing text, sentence frames, and student work exemplars)
Grade level Instructional Professional Learning Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Language needs will be addressed in students' Individualized Language Development Plan
Grade level Instructional Professional Learning Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Reading Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Language needs will be addressed in students' Individualized Language Development Plan
This data will be shared with the Building Leadership Team and School Community Council at the end of terms 1 and 2.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $31,700.00 | 8 interventionists (or equivalent hours) to support students who are reading below and above benchmark | Landtrust |
| School Checking | $2,500.00 | one Debate Coach to provide enrichment for students working above and well above benchmark (school fundraising) | Other |
| Library Books 644 | $2,000.00 | Purchase additional decodable books and books of high-interest for the lexile library | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $7,000.00 | one instructional assistant (or equivalent hours) to complete weekly Progress Monitoring probes | TSSP |
Academic Goals
In 2020-2021, 91% of students in grades 2-5 made typical or better growth on the Acadience Math Concepts and Application assessment as measured by Pathways of Progress, while only 79% of students in grades 2-5 made typical or better growth on the Acadience Math Computation assessment as measured by Pathways of Progress. We believe the challenge results from a need for more opportunities in Tier I instruction for consistent, systematic fact fluency instruction. A strategy for improvement is to build fact fluency through consistent Number Talks as well as provide opportunities for fact fluency acquisition, automaticity and application during skills based instruction.
By the end of the 2022-23 school year, at least 80% of students in each grade (1-5) will meet or surpass typical progress on the Acadience Math Computation assessment as measured by Pathways of Progress. At least 75% of kindergarten students will meet or surpass typical growth for Next Number as measured by Acadience Pathways of Progress.
| No | Yes |
1. Train teachers on creating individual student goals through Pathways of Progress.
2. Review all progress monitoring based on Pathways of Progress in monthly team meetings.
3. Provide on-going training related to Pathways of Progress and goal-setting.
4. Provide ongoing support for teachers who have completed the Building Fact Fluency course in Canvas.
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. Hire and train three instructional aides (or equivalent hours) to support teachers in meeting the individual needs of students ($23,950).
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 one Math Olympiad/Math Counts coach to support enrichment for students achieving above and well above benchmark ($2500).
2. Review all progress monitoring based on Pathways of Progress in monthly team meetings.
3. Provide on-going training related to Pathways of Progress and goal-setting.
4. Provide ongoing support for teachers who have completed the Building Fact Fluency course in Canvas.
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. Hire and train three instructional aides (or equivalent hours) to support teachers in meeting the individual needs of students ($23,950).
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 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
Acadience math Pathways of Progress Report
Growth on Math Composite from Beginning of Year to End of Year
Acadience math Pathways of Progress Report
Tier I instruction in math will include scaffolds (advance organizers, precision partnering)
Grade level Instructional Professional Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Math Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual math needs will be addressed in students' Individualized Education Program.
Grade level Instructional Professional Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Math Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual math needs will be addressed in students' Individualized Education Program.
Tier I instruction in math will include scaffolds (advance organizers, precision partnering)
Grade level Instructional Professional Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Math Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual math needs will be addressed in students' Individualized Language Development Plan.
Grade level Instructional Professional Community meetings will focus on teacher clarity so we can provide clear learning expectations and respond with supplemental supports as needed
Targeting specific skills in Skills Based Instruction Math Groups
Ensure accommodations are being provided in daily instruction and on assessments.
Individual math needs will be addressed in students' Individualized Language Development Plan.
This data will be shared with the Building Leadership Team and School Community Council at the end of terms 1 and 2.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $23,950.00 | Three instructional aides (or equivalent hours) to support teachers in meeting the individual needs of student | Landtrust |
| Software 670 | $1,500.00 | Spatial/Temporal Math Site License | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $2,500.00 | Stipend for Math Olympiad/Math Counts coach | TSSP |
School Climate Goals
In the 2021-22 school year 97% of teachers are using all four components of Class Meetings as measured by unscheduled walkthroughs in term 2. This is our fourth year of implementation. To ensure consistency across the school we will continue to conduct walkthroughs twice a year and provide feedback. We will use this data to determine what resources and supports are needed. Our rationale for choosing Class Meeting as a focus for our school climate goal is to promote positive social/emotional relationships among students and foster the relationship between students and their teacher. While we have been successful in implementing Class Meetings the last four years we have noticed a decline in our attendance rates. We understand there are many factors that have contributed to this decline; however, we would like to address the factors we can control.
By the end of the 2023 school year, 100% of teachers will hold Class Meetings a minimum of 4 times per week, with each meeting exhibiting all four components (Message, Greeting, Sharing, Activity) as measured by unscheduled walkthroughs and survey data from both teachers and students.
At the end of each term, 65% of students will have attended school at least 95% of the time, making them On Track for graduation based on student attendance as an early warning sign as measured by Data Dashboard.
At the end of each term, 65% of students will have attended school at least 95% of the time, making them On Track for graduation based on student attendance as an early warning sign as measured by Data Dashboard.
| No | Yes |
1. Pay .5 FTE for full-time social worker ($4300).
2. Hire one 17 hour MTSS aide to track attendance and coordinate incentive program ($8000).
3. Provide an attendance incentive at the end of each term for all students who reach the 95% attendance goal.
4. Implement weekly 100% class attendance incentive.
5. Purchase site license for PBIS Rewards ($1100).
6. Purchase student rewards for our school store and attendance incentives ($4000).
7. Provide social/emotional curriculum resources for teachers to use in Class Meeting.
8. Implement and adjust the survey for students related to Class Meeting implementation (Term 2 and Term 3).
9. Create Class Meeting modeling opportunities for teachers through coaching cycles from the school social worker and/or achievement coach and observations of other teachers.
10. Continue to include Class Meeting time in the Master Schedule.
11. Conduct Class Meeting observation walkthroughs during terms 1 and 2.
12. Incorporate monthly social/emotional topic in Class Meetings.
13. Social Worker will conduct specialized group counseling to address anxiety, anger management, time management, grief, etc.
14. Social Worker will provide ongoing teacher professional development related to social and emotional health.
15. Teachers will place a PBIS Rewards QR code on each student desk.
16. Weekly teacher email will include a principal's attendance message.
2. Hire one 17 hour MTSS aide to track attendance and coordinate incentive program ($8000).
3. Provide an attendance incentive at the end of each term for all students who reach the 95% attendance goal.
4. Implement weekly 100% class attendance incentive.
5. Purchase site license for PBIS Rewards ($1100).
6. Purchase student rewards for our school store and attendance incentives ($4000).
7. Provide social/emotional curriculum resources for teachers to use in Class Meeting.
8. Implement and adjust the survey for students related to Class Meeting implementation (Term 2 and Term 3).
9. Create Class Meeting modeling opportunities for teachers through coaching cycles from the school social worker and/or achievement coach and observations of other teachers.
10. Continue to include Class Meeting time in the Master Schedule.
11. Conduct Class Meeting observation walkthroughs during terms 1 and 2.
12. Incorporate monthly social/emotional topic in Class Meetings.
13. Social Worker will conduct specialized group counseling to address anxiety, anger management, time management, grief, etc.
14. Social Worker will provide ongoing teacher professional development related to social and emotional health.
15. Teachers will place a PBIS Rewards QR code on each student desk.
16. Weekly teacher email will include a principal's attendance message.
Class Meeting survey data from teachers
Class Meeting survey data from students
Class Meeting Checklist data from morning circle walkthroughs.
Counselor logs
Attendance EWS Data from Data Dashboard
Class Meeting survey data from students
Class Meeting Checklist data from morning circle walkthroughs.
Counselor logs
Attendance EWS Data from Data Dashboard
This data will be shared with the Building Leadership Team and School Community Council at the end of terms 1 and 2.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $43,000.00 | salary for .5 FTE for a full-time social worker | TSSP |
| Salaries and Employee Benefits 100 and 200 | $8,000.00 | 17 hr MTSS aide to track attendance and coordinate incentive program | TSSP |
| Software 670 | $1,100.00 | PBIS Rewards site license | TSSP |
| General Supplies 610 | $4,000.00 | PBIS School Store and Attendance incentives | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Additional funds will be spent supporting goals which may include increasing the number of instructional assistants and/or hours, substitutes for coaching cycles and other professional development, teacher stipends, field trips, software programs, equipment and/or supplies.