Data Dashboard
Teacher and Student Success Plan
2022 - 2023
Overarching Goal
Increased student growth in both ELA and Math using Curriculum Based Measures (CBM) (minimum of 80% on benchmark), Typical or above growth on Acadience Reading Pathway (70%) in grades 1-3, Reading Inventory (RI) (80% hitting proficiency) in grades 4 and 5 and the RISE Test (Readiness Improvement Success Empowerment) (70% and above) data.
Strengthen restorative practices throughout Altara.
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:
The SCC helps review data and gives valuable feedback about our priorities. They ask questions about Land Trust and TSSP funding and how that supports our goals and they analyze how those monies can best be spent. They discuss our different grade level goals, whether they are valid or not, and the ways in which those can be achieved. They also act as a valuable sounding board as to whether our PBIS system is working, and they give feedback as to how the community understands our MTSS system.
02/18/2022
03/18/2022
03/23/2022
Not Entered
Academic Goals
52% of our 4th grade and 56% of our 5th grade students are scoring on the advanced or proficient level on the Reading Inventory (RI) in the winter. In the fall, 42 % of 4th grade students scored at the proficient or advanced and 44% of fifth grade students scored in this range. Altara's goal is to have 15% of these students meet typical or above typical growth. Multilingual and special education students are not performing at the levels of their peers. They are scoring, on average, about 10% less than their peers on pathways of of progress. We believe that this is due to a lack of consistent focus on academic discussion, teacher clarity, and consistent multilingual supports. A strategy for improvement is to continue to the school wide focus on structured academic discussion, student success criteria, and increasing multilingual and special education supports through the Wonders curriculum.
By the Spring of 2023, 88% of students in Kindergarten will be on benchmark as shown by scores on NWF-CLS (nonsense word fluency - correct letter sounds); 70% of students in grades 1-3 will meet typical or above typical growth; and 15% more students in grades 4-5 will score on the advanced or proficient level on RI (Reading Inventory) by the Spring of 2023 than score on advanced or proficient levels on the Fall 2022 assessment.
| No | Yes |
We will increase literacy structures through staff trainings in multi-tiered systems of support (MTSS), structured classroom discussions, success criteria, the use of data, and LTRS. We will continue to utilize coaching cycles in Instructional Professional Learning Communities (IPLCs). School wide professional development will continue to focus on success criteria, intervention, and teacher clarity through the use of success criteria. We will pay teachers to attend professional development and collaborate outside of their regular contract time to strengthen Tier 1 instruction in classroom PBIS, explicit instruction, and feedback. We may also pay substitutes to help with dual language collaboration and conferences. We may pay substitutes for conferences for teachers teaching in the dual model. We may pay for stipends for teachers doing conferences outside of conference time. ($1500). The use of five intervention aides to instruct small groups using 95% Group ($60,000). HIre three kindergarten aides to help with small groups, progress monitoring, and supervision ($25,000).
CBM: All Acadience Reading Curriculum-Based Measurement is given in grades 1-5
NWF: Acadience Nonsense Word Fluency is given in Kindergarten and grade 1 and 2.
PSF: Acadience Phonemic Segmentation Fluency is given in Kindergarten and grade 1.
RI: Reading Inventory(3rd, 4th and 5th grade)
DWSBA: District Wide Standards Based Assessment which is given three times a year
IPOP and other walkthrough data will support use of instructional priorities and core curriculum
NWF: Acadience Nonsense Word Fluency is given in Kindergarten and grade 1 and 2.
PSF: Acadience Phonemic Segmentation Fluency is given in Kindergarten and grade 1.
RI: Reading Inventory(3rd, 4th and 5th grade)
DWSBA: District Wide Standards Based Assessment which is given three times a year
IPOP and other walkthrough data will support use of instructional priorities and core curriculum
We will strengthen Skill Based Instruction (SBI) to target specific deficits in student performance through the use of 95% Group. We will continue the focus on structured academic discussion and train on the use of success criteria. We will monitor implementation progress by Coaching observations and progress monitoring. We also believe that our LTRS training and the Wonders curriculum will help our students with disabilities.
By implementing structured and scaffolded academic discussion, we should increase language production in the general education classroom. This will be monitored by progress monitoring and review of Individual Language Development Plan (IDLP) progress throughout the year. Teachers will consistently use Rosetta English for their ML students. Teachers will utilize Rosetta English reports to analyze progress.
TSSP goals will be shared continually with staff through faculty meetings, professional development, and IPLC's. Teachers will write and reflect upon their own goals and how they support the TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $60,000.00 | Five aides to help with reading intervention and differentiation in grades K - 5. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $1,500.00 | Teacher Professional Development and Collaboration. Pay teachers to attend professional development and collaborate outside of their regular contract time to strengthen Tier 1 instruction in classroom PBIS, explicit instruction, and feedback. May be used to pay substitutes to help with dual language collaboration and conferences. May be used to pay substitutes for conferences for teachers teaching in the dual model. May pay for stipends for teachers doing conferences outside of conference time. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $8,400.00 | One kindergarten aides to help with small groups, progress monitoring, and supervision. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $16,600.00 | Two kindergarten aides to help with small groups, progress monitoring, and supervision. | Landtrust |
Academic Goals
Data indicates that students are scoring lower on benchmark scores in math than in previous years. This was most pronounced in first grade where MCOMP (math computation) proficiency was at 53% in the fall. We believe that this is due to a lack of explicit instruction, lack of Concrete Representational Abstract (CRA) instruction, a decrease of understanding of number sense, and a lack of academic vocabulary knowledge.
By the spring of 2023, 80% of our K-5 students will be on benchmark as demonstrated by MCOMP (math computation) or QD (quantity discrimination).
| No | Yes |
Teachers will participate in professional development and coaching cycles centered on Number Talks, the use of manipulatives, and success criteri. Hire an aide to work with the Dual Language Immersion teachers for mathematical and behavior success ($11,000). Purchase manipulatives to solidify student understanding of concrete mathematical concepts ($1000).
MCOMP and Concepts and Applications (C&A)
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes
Continue with ST Math which actually shows significant gains for students with disabilities because the non-language aspect (there is no written directions or problems) works with their strengths. We will add Imagine Math in the upper grades. Continue to work on differentiation and small groups in the classroom. Will monitor through observations, progress monitoring, and benchmark testing.
Utilizing and teaching how to use Rosetta English in a more productive way. Explicit vocabulary instruction and structured academic discussion especially in the area of math. Utilize Number Talks to help students with number sense. Professional Developments in the use of manipulatives.
TSSP goals will be shared continually with staff through faculty meetings, professional development, and IPLC's. Teachers will write and reflect upon their own goals and how they support the TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| General Supplies 610 | $1,000.00 | Math manipulatives to supplement math instruction | TSSP |
| Salaries and Employee Benefits 100 and 200 | $11,000.00 | Aide for dual language immersion to help with on task behavior and math progress monitoring. | TSSP |
School Climate Goals
Less students are in the low risk percentages in both externalizing and internalizing behaviors on the winter Student Risk Screening Scale (SRSS-IE) than on the fall SRSS-IE. This drop is most prevalent in grades 3 -5. We believe the challenge is a result of students feeling increased anxiety and an increased need for social/emotional support. A strategy for improvement is to increase behavioral support and implement social skills.
75% of students (K-5) will be in the low risk range of externalizing behaviors by Spring of 2023 as measured by the Student Risk Screening Scale (SRSS-IE).
| No | Yes |
Students identified as high risk on the SRSS-IE will be tracked by the student support assistant who will check in with them weekly and work with the student support team to provide supports such as counseling, academic, and community assistance. Hire 1.5 student support assistants who will supervise and play with students during recess to help foster positive play and conflict resolution ($21,000). These assistants will also help with external and internal behaviors in the classroom and will help supervise lunch to support students who may struggle socially. Social worker will train students on Zones of Regulation. Pay for .4 of a social worker to provide for a social worker at Altara 80% of the time ($42,000).
Student Risk Screening Scale
TSSP goals will be shared continually with staff through faculty meetings, professional development, and IPLC's. Teachers will write and reflect upon their own goals and how they support the TSSP.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
TSSP goals and progress will be shared and reviewed throughout the year with the School Community Council.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $42,000.00 | Pay the salary and benefits for .4 of a social worker to provide for having a social worker full time. This will allow for staffing of the wellness room and consistency for our students. The social worker would also help to strengthen and run our wellness program. This will also pay for additional hours as our social worker continues to develop a social emotional curriculum. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $21,000.00 | Hire two additional behavior assistants to support students by running Playworks games at recess, supervising lunch, and helping with behavioral issues as they arise. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
In the event of additional funds, monies will be spent on substitutes for collaboration, technology to use for intervention and assessment, additional aides to help in impacted classrooms, faculty resources such as textbooks and materials, and stipends to run after school programs for students.