Data Dashboard
Teacher and Student Success Plan
2022 - 2023
Overarching Goal
Over a three year period, 70% of 3rd-5th students will achieve proficiency on RISE Language Arts and RISE Mathematics assessments.
100% of 3rd-5th grade SALTA students will achieve proficient or highly proficient on RISE Language Arts and RISE Mathematics assessments.
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:
Peruvian SCC plays an active role in developing and monitoring the TSSP.
- In our August SCC meeting, members discussed the TSSP development and reviewed the data from the previous year. We looked at our previous year's data over several months and made adjustments based upon new spring RISE data. We reviewed the school climate goal and discussed continued implementation of morning meetings and social skills lessons.
- In our February SCC meeting, members reviewed updated winter benchmark data relative to the current TSSP. We reviewed our social emotional supports and protocols. The SCC recommended that social emotional supports continue to be included in our plans and to continue to have our behavior assistant position to be full time to provide more consistent support. The SCC made draft recommendations for the 2022-23 plan. PTA leadership representatives attended both meetings.
- In our March SCC meeting, members reviewed the revised the plan draft from Peruvian Park teachers. PTA leadership representatives attended this meeting.
02/09/2022
03/16/2022
03/08/2022
Not Entered
Academic Goals
Based on current data, students across most grade levels are making expected or above expected growth in math. IPOP and informal observation indicates that explicit instruction in math practice standards, building/supporting math fluency and/or mental math would support continued growth. We believe more effective backward design that allows teachers to target standards, provide hands on concrete level math experiences/instruction (Concrete-Representational-Abstract), emphasize math practice standards, and check for understanding will increase growth.
Strategies for improvement include strategic planning and instruction that includes the explicit instruction & planning, use of the CRA model, Math Practice Standards and Mental Math strategies. We also will revisit the professional learning we have already done on these topics to reinvigorate our instruction accordingly. We will utilize PLCs more effectively in order to make adjustments to instruction and curriculum to meet the needs of all students (including backward design), increase the use of formative assessment and analysis, purposefully plan explicit standard-based instruction for CORE and skills groups time, and to make student learning visible by implementing the most effective engagement tasks that allow for checking understanding and adjusting instruction. Teacher clarity will also be reemphasized.
Strategies for improvement include strategic planning and instruction that includes the explicit instruction & planning, use of the CRA model, Math Practice Standards and Mental Math strategies. We also will revisit the professional learning we have already done on these topics to reinvigorate our instruction accordingly. We will utilize PLCs more effectively in order to make adjustments to instruction and curriculum to meet the needs of all students (including backward design), increase the use of formative assessment and analysis, purposefully plan explicit standard-based instruction for CORE and skills groups time, and to make student learning visible by implementing the most effective engagement tasks that allow for checking understanding and adjusting instruction. Teacher clarity will also be reemphasized.
*80% of students K-5th will meet benchmark as measured by grade level spring Acadience Mathematics Composite or advance one level toward benchmark.
*3rd - 5th grade students in neighborhood classes will increase proficiency rates of by at least 3% on RISE Mathematics Assessment when compared to the previous data available.
*100 % of 3rd-5th grade SALTA students will achieve proficient or highly proficient on RISE Mathematics.
*3rd - 5th grade students in neighborhood classes will increase proficiency rates of by at least 3% on RISE Mathematics Assessment when compared to the previous data available.
*100 % of 3rd-5th grade SALTA students will achieve proficient or highly proficient on RISE Mathematics.
| No | Yes |
- Focus on purposeful, data driven instructional planning, core and skills based instruction through professional development and coaching ($0)
- Provide time/resources for teachers to plan and implement school priorities and allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary. ($1500 TSSP, $7000 Land Trust)
- Evaluate and purchase appropriate materials/supplies/resources, subscriptions, curriculum enhancements for core and skills-based instruction ($500 TSSP, $1500 Land Trust)
- Hire, train and utilize at three MTSS support personnel (including but not limited to supports for returning online learners, advanced learners) ($8000 TSSP, $18,000 Land Trust)
-Purchase math software to support independent math practice ($2000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($1000 TSSP, $700 Land Trust)
- Provide time/resources for teachers to plan and implement school priorities and allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary. ($1500 TSSP, $7000 Land Trust)
- Evaluate and purchase appropriate materials/supplies/resources, subscriptions, curriculum enhancements for core and skills-based instruction ($500 TSSP, $1500 Land Trust)
- Hire, train and utilize at three MTSS support personnel (including but not limited to supports for returning online learners, advanced learners) ($8000 TSSP, $18,000 Land Trust)
-Purchase math software to support independent math practice ($2000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($1000 TSSP, $700 Land Trust)
-Progress toward our goals will be measured by Districtwide Standards Based Assessments, Acadience Benchmarks and Progress Monitoring, common formative assessments, and RISE data.
The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels. The resource teacher and general education teacher will meet to analyze growth data for students with disabilities.
All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggregated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($200 from stipend mentioned above).
Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $9,500.00 | Substitutes and Stipends $1500, MTSS Assistant $8000 | TSSP |
| General Supplies 610 | $500.00 | Support Materials, Supplies, Resources | TSSP |
| Technology 731 | $1,000.00 | Technology | TSSP |
| Salaries and Employee Benefits 100 and 200 | $25,000.00 | Two MTSS Assistants $18,000, Substitutes and Stipends $7000 | Landtrust |
| Equipment and Technology 730 | $700.00 | Technology and Accessories | Landtrust |
| General Supplies 610 | $1,500.00 | Supplies, materials | Landtrust |
| Software 670 | $2,000.00 | Software | Landtrust |
Academic Goals
Based on reading benchmark measures of growth, the majority of grade levels are on track to meet end of year ELA proficiency goals. This pattern is not consistent in 2nd grade. We believe there a need for collaborative problem-solving with specific action plans. Core instruction and foundational skills need to be balanced with targeted skill instruction and appropriate support for diverse learners. Daily rigorous standards-based engagement tasks must be included in core instruction with checks for understanding, specific feedback, and adjustments to instruction. Specific attention must be given to benchmark and advanced learners to ensure adequate progress.
Strategies for improvement include utilizing PLCs to determine very specific deficiencies/growth patterns and identify targeted strategies weekly to meet the needs of students, particularly those at borderline benchmark levels and at advanced levels. Purposeful planning needs to be consistent across grade levels using explicit standard-based instruction for CORE and skills groups time and by identifying/addressing gaps in learning through instruction and analyzing most current data. We also need to revisit the professional learning we have done on these topics and reinvigorate our instruction accordingly.
Strategies for improvement include utilizing PLCs to determine very specific deficiencies/growth patterns and identify targeted strategies weekly to meet the needs of students, particularly those at borderline benchmark levels and at advanced levels. Purposeful planning needs to be consistent across grade levels using explicit standard-based instruction for CORE and skills groups time and by identifying/addressing gaps in learning through instruction and analyzing most current data. We also need to revisit the professional learning we have done on these topics and reinvigorate our instruction accordingly.
*80% of students K-3 will achieve typical or above typical growth as measured by grade level fall to spring Acadience Reading Assessment Pathways of Progress
*3rd - 5th grade students in neighborhood classes will increase proficiency rates by at least 3% on RISE Language Arts Assessment
*90% of 1st-2nd SALTA students will achieve advanced level on Reading Inventory
*100% of 3rd-5th SALTA students will achieve proficient or highly proficiency on RISE Language Arts.
*3rd - 5th grade students in neighborhood classes will increase proficiency rates by at least 3% on RISE Language Arts Assessment
*90% of 1st-2nd SALTA students will achieve advanced level on Reading Inventory
*100% of 3rd-5th SALTA students will achieve proficient or highly proficiency on RISE Language Arts.
| No | Yes |
- Focus on purposeful, data driven instructional planning, core and skills based instruction through professional development and coaching. ($0)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends and substitutes. ($1500 TSSP, $8500 Land Trust)
- Evaluate and purchase appropriate materials/supplies, subscriptions, and curriculum for core and skills based instruction. ($2000 TSSP, $4500 Land Trust))
- Purchase and provide software to support reading skills. ($6800 TSSP, $2000 Land Trust)
- Hire, train and utilize five MTSS support personnel to facilitate targeted skill-based instruction, differentiation and behavioral supports. ($16,000 TSSP, $26000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($700 Land Trust)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends and substitutes. ($1500 TSSP, $8500 Land Trust)
- Evaluate and purchase appropriate materials/supplies, subscriptions, and curriculum for core and skills based instruction. ($2000 TSSP, $4500 Land Trust))
- Purchase and provide software to support reading skills. ($6800 TSSP, $2000 Land Trust)
- Hire, train and utilize five MTSS support personnel to facilitate targeted skill-based instruction, differentiation and behavioral supports. ($16,000 TSSP, $26000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($700 Land Trust)
-Progress toward our goals will be measured by Districtwide Standards Based Assessments, Reading Inventory, Acadience Benchmarks and Progress Monitoring as well as Acadience Pathways of Progress and RISE data.
-We will look at the Reading Inventory Growth Goals Report to monitor if students are meeting their expected growth on the Reading Inventory.
-We will look at the Reading Inventory Growth Goals Report to monitor if students are meeting their expected growth on the Reading Inventory.
The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels.
All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggregated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($200 from stipend above)
Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $17,500.00 | Two MTSS Assistants $16,000, Substitutes and Stipends $1500 | TSSP |
| Software 670 | $6,800.00 | Software | TSSP |
| General Supplies 610 | $2,000.00 | Supplies, subscriptions, reading materials | TSSP |
| Salaries and Employee Benefits 100 and 200 | $34,500.00 | Three MTSS Assistants $26,000, Substitutes and Stipends $8500 | Landtrust |
| Software 670 | $2,000.00 | Software, Apps | Landtrust |
| General Supplies 610 | $4,500.00 | Materials, subscriptions, and supplies | Landtrust |
| Equipment and Technology 730 | $700.00 | Landtrust |
Academic Goals
There has been an downward trend in RISE science proficiency - overall, 4th and 5th grade RISE scores have decreased 5% since the 2017/18 school year. Neighborhood 4th-5th classes averaged 60% proficient on the most recent RISE data available. The new SEEd Standards require attention to analyzing and implementing new standards. This will require extensive collaboration within and across grade level teams.
* 4th & 5th grade classes will increase proficiency on the RISE Science assessment 3% by May 2023 (compared to our last available RISE scores).
| No | Yes |
- Focus on purposeful, data driven instructional planning, standards aligned core and skills based instruction through professional development and coaching. ($0)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary ($1000)
- Evaluate and purchase appropriate materials/supplies, subscriptions, curriculum tools to implement the SEEd standards effectively. ( $1500)
-Provide science software to support instruction ($3200)
- Provide time and resources to teachers to plan and implement school priorities as well as to allow the BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary ($1000)
- Evaluate and purchase appropriate materials/supplies, subscriptions, curriculum tools to implement the SEEd standards effectively. ( $1500)
-Provide science software to support instruction ($3200)
CFAs, RISE
The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels.
All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggragated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($ funding allocated in reading and math goals)
Progress monitoring data and benchmark data will be shared with stakeholders via the school website/newsletters and at faculty/SCC/BLT/PLC meetings. Communications are scheduled in conjunction with district benchmark dates.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| General Supplies 610 | $1,500.00 | science materials, curriculum supports, materials for PD | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | substitutes, stipends | TSSP |
| Software 670 | $3,200.00 | software, apps, subscriptions | TSSP |
School Climate Goals
19% of students show moderate to high internalizing behaviors and 17% demonstrate moderate to high externalizing behaviors on the Student Risk Screening Survey (SRSS-IE). This is a slight decrease from last year. This pattern is most common in fourth and fifth grades. We believe this challenge is a result of a disruption of the school environment over the last few years, lack of social-emotional and coping skills/strategies and meaningful school connections. A strategy for improvement is to continue morning meetings and restorative practices in all classrooms and provide a trained behavior assistant to assist the school counselor and psychologist in helping students problem-solve and build skills. We have revised our PBIS system in order to reinforce positive behaviors and build strong connections to school for our students. We will continue to maintain these systems.
100% of students will identify the Panther Pride expectations.
!00% of students and staff will be active participants in a robust PBIS system.
!00% of students and staff will be active participants in a robust PBIS system.
| No | Yes |
• Maintain the Responsive Services behavior assistant as a full-time to support the social-emotional needs of students in all classes. ($40,000)
• Purchase supplementary materials, licenses($500) and supplies to support social emotional growth, interventions and reinforcement systems as well as to create sensory safe spots in new classrooms. ($3500)
-Training, coaching and support on SEL support programs and reinforcement system ($0)
- Provide time and resources to the staff to plan and refine school-wide SEL support programs and MTSS systems by providing salary, stipends, and substitutes as necessary ($1500)
• Purchase supplementary materials, licenses($500) and supplies to support social emotional growth, interventions and reinforcement systems as well as to create sensory safe spots in new classrooms. ($3500)
-Training, coaching and support on SEL support programs and reinforcement system ($0)
- Provide time and resources to the staff to plan and refine school-wide SEL support programs and MTSS systems by providing salary, stipends, and substitutes as necessary ($1500)
Student Risk Screening Survey, Office Referral Data, Intervention Data
Progress data and will be shared with stakeholders via newsletters and at faculty/SCC/BLT/PLC meetings. Communications will maintain individual student privacy and be reported in general terms.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $41,500.00 | Full-time behavior assistant, substitutes, stipends | TSSP |
| General Supplies 610 | $3,500.00 | supplies and materials for school-wide SEL support programs and our MTSS system; system tools and reinforcers | TSSP |
| Software 670 | $500.00 | Programming to support school-wide SEL support programs | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Additional TSSA funds will be used to provide professional development and collaboration (cost of substitutes/trainers), to purchase instructional materials (including software if appropriate), provide additional support staff and salary to address possible learning gaps and PBIS needs, and purchase school initiative technology.