Data Dashboard
Teacher and Student Success Plan
2023 - 2024
Overarching Goal
Granite Elementary strives to provide all students with a rigorous engaging education to prepare our students for college, career, and citizenship readiness
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:
Granite's SCC reviewed the draft goals in February. We discussed our 21-22 math and reading data, and also our 22-23 fall to winter math and reading data. Based on this data and discussion, the SCC provided feedback to the school team. Our building leaders took the feedback from SCC, analyzed the data by school and grade level, and revised the goals. In March the revised goals were presented to the SCC. They provided feedback again and approved the goals.
02/13/2023
03/13/2023
02/07/2023
Not Entered
Academic Goals
In the 2021-2022 school year, in grades K-3, 77% of our students made typical or greater growth as measured by Acadience Pathways of Progress. This fell short of our goal by just 3%, however, when broken into classroom data, only 4 of 11 classrooms had 80% of students make typical or greater growth. Last year, in 21-22, 78-92% of students in grades K-3 were proficient in reading, measured by Acadience Reading Composite.
In the 2021-2022 school year, in grades 4 and 5, 83% of our students scored proficient or advanced on the Reading Inventory. 68% of 4th and 5th graders, scored advanced in RI.
Of those who scored advanced on RI, 92% scored proficient and advanced on RISE ELA.
In the 2021-2022 school year, in grades 4 and 5, 83% of our students scored proficient or advanced on the Reading Inventory. 68% of 4th and 5th graders, scored advanced in RI.
Of those who scored advanced on RI, 92% scored proficient and advanced on RISE ELA.
By May of 2024, 80% of kindergarten students, will meet or exceed benchmark on NWF-CLS
By May, 2024, 85% of students in 1st grade will make typical or greater growth on NWF-WWR
By May of 2024, second, and third grades will each have 80% of students achieve typical or greater growth as measured by Acadience Pathways to Progress.
By May of 2024, 85% of students in 4th and 5th grade will score proficient or advanced on RI and, each grade will increase the percent of students scoring advanced by 5%
By May, 2024, 85% of students in 1st grade will make typical or greater growth on NWF-WWR
By May of 2024, second, and third grades will each have 80% of students achieve typical or greater growth as measured by Acadience Pathways to Progress.
By May of 2024, 85% of students in 4th and 5th grade will score proficient or advanced on RI and, each grade will increase the percent of students scoring advanced by 5%
| No | Yes |
We will create a master schedule with 150 minutes of daily ELA instruction. The schedule will include dedicated time for explicit foundations instruction, comprehension, and writing, as outlined by the CSD instructional guide.
We will facilitate professional learning and data analysis into weekly PLC discussions, which will support teachers in developing explicit lessons and assessment in response to student data.
We will provide substitute teachers in order to provide teachers with additional time for planning, observation, collaboration, and professional learning around close reading and curriculum implementation ($7000 for substitutes).
We will employ and train two reading assistants who will support teachers with tier 1 and/or tier 2 skills-based, small group phonics and reading instruction for students ($43000 for salaries and benefits for reading assistants).
We will facilitate professional learning and data analysis into weekly PLC discussions, which will support teachers in developing explicit lessons and assessment in response to student data.
We will provide substitute teachers in order to provide teachers with additional time for planning, observation, collaboration, and professional learning around close reading and curriculum implementation ($7000 for substitutes).
We will employ and train two reading assistants who will support teachers with tier 1 and/or tier 2 skills-based, small group phonics and reading instruction for students ($43000 for salaries and benefits for reading assistants).
Progress toward these outcomes will be measured by Acadience Pathways to Progress and the Reading Inventory. Both are taken 3 times per year. Intermittent progress will be monitored with Acadience progress monitoring measures, and classroom formative and summative assessments.
Embedded within professional development around close reading, teachers will advance their skills in planning for scaffolds, explicit vocabulary instruction, and structured classroom discusses. These strategies will support students with disabilities in accessing complex text.
Embedded within professional development around close reading, teachers will advance their skills in planning for scaffolds, explicit vocabulary instruction, and structured classroom discusses. These strategies will support multilingual learners in accessing complex text. We will also provide students with instruction using ML resources that are included in the Wonders curriculum, and supported use of Lexia English.
Progress will be communicated to stakeholders through SCC meetings and published notes.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $43,000.00 | Two reading assistants | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $7,000.00 | Substitute teachers in order to provide teachers with additional time for planning, observation, collaboration, and professional learning. | Landtrust |
Academic Goals
In RISE, 75% of our students are proficient in math.
In Acadience Math, 83% of our students are proficient or advanced on the Math Composite score.
In Acadience Math, 83% of our students are proficient or advanced on the Math Composite score.
By May of 2024, 87% of students in each grade level, will score proficient or advanced on Acadience Math Composite benchmark assessment.
| No | Yes |
We will provide teachers with professional development in the planning and implementation of close reading routines in Math.
We will also employ 2 Instructional Assistants to assist in classrooms with greater than 25 students with both tier 1 and tier 2 supports. ($30,000)
We will facilitate professional learning and data analysis into weekly PLC discussions, which will support teachers in developing explicit lessons and assessment in response to student data.
We will provide teachers with the opportunity to participate in professional learning to implement Basic Fact Fluency kits into their classroom ($10.000).
We will also employ 2 Instructional Assistants to assist in classrooms with greater than 25 students with both tier 1 and tier 2 supports. ($30,000)
We will facilitate professional learning and data analysis into weekly PLC discussions, which will support teachers in developing explicit lessons and assessment in response to student data.
We will provide teachers with the opportunity to participate in professional learning to implement Basic Fact Fluency kits into their classroom ($10.000).
Progress toward these outcomes will be measured by Acadience Math Assessments which are taken 3 times per year. Intermittent progress will be monitored with Acadience progress monitoring measures, and classroom formative and summative assessments.
Embedded within professional development around close reading in Math, teachers will advance their skills in explicit Math vocabulary instruction, and structured classroom discussions. These strategies will support students with disabilities in accessing grade level standards (content)
Embedded within professional development around close reading in Math, teachers will advance their skills in planning for scaffolds, explicit Math vocabulary instruction, and structured classroom discusses. These strategies will support multilingual learners in accessing grade level standards/content. We will also provide students with instruction using ML resources that are included in the Wonders curriculum.
Progress will be communicated to stakeholders through SCC meetings and published notes.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Software 670 | $8,000.00 | Math Software | TSSP |
| Salaries and Employee Benefits 100 and 200 | $30,000.00 | Instructional Assistants to assist classrooms with >25 students in Tier 1 and Tier 2 student supports | TSSP |
| General Supplies 610 | $10,000.00 | Basic Fact Fluency Kits (BFF Kits) and math materials | TSSP |
School Climate Goals
District-wide, teachers are reporting decreased job satisfaction, and decreased perception of adequate support. Granite teachers have reported feelings of being overwhelmed and in need of additional time for planning and collaboration.
In the end of the 2021-2022 school year, 18% of our students showed moderate or high risk for internalizing behaviors, and 18% of students showed moderate or high risk of externalizing behaviors. In fall of 2022-2023 school year, 20.2% of students displayed moderate or high risk in externalizing behaviors based on teacher reported SRSS-IE data.
Based on this anecdotal teacher reporting, and student data, we would like to prioritize student and teacher wellness for the 23-24 school year.
In the end of the 2021-2022 school year, 18% of our students showed moderate or high risk for internalizing behaviors, and 18% of students showed moderate or high risk of externalizing behaviors. In fall of 2022-2023 school year, 20.2% of students displayed moderate or high risk in externalizing behaviors based on teacher reported SRSS-IE data.
Based on this anecdotal teacher reporting, and student data, we would like to prioritize student and teacher wellness for the 23-24 school year.
By May of 2024, less than 15% of students will be experiencing high or moderate internalizing behaviors, as measured by spring SRSS-IE.
By May of 2024, less than 10% of students will be experiencing high or moderate externalizing behaviors, as measured by spring SRSS-IE.
By May of 2024, less than 10% of students will be experiencing high or moderate externalizing behaviors, as measured by spring SRSS-IE.
| No | Yes |
We will continue to implement morning meetings daily, with dedicated time in the master schedule.
We will implement weekly Thrive Time lessons to teach and promote wellness skills.
We will refine and communicate the referral process for our Student Support Team in order to provide students and teachers with the support they need.
We will supplement the salary of our MTSS Behavior Assistant to employ her full time in order for her to support multi-lingual learners with intervention and relationship building, support behavior and wellness interventions, and to facilitate inclusive play and problem solving at recess (10,000).
We will form a Student Connection Team to analyze school wide data and develop school plans, supports, and training for student belonging, inclusion, and restorative practice ($1,800).
We will provide teachers with calm down corner supplies and training to give students a space to regulate emotions ($3,200).
We will provide teachers with a paid day to prepare their classrooms before their contract days start ($11,000).
We will implement weekly Thrive Time lessons to teach and promote wellness skills.
We will refine and communicate the referral process for our Student Support Team in order to provide students and teachers with the support they need.
We will supplement the salary of our MTSS Behavior Assistant to employ her full time in order for her to support multi-lingual learners with intervention and relationship building, support behavior and wellness interventions, and to facilitate inclusive play and problem solving at recess (10,000).
We will form a Student Connection Team to analyze school wide data and develop school plans, supports, and training for student belonging, inclusion, and restorative practice ($1,800).
We will provide teachers with calm down corner supplies and training to give students a space to regulate emotions ($3,200).
We will provide teachers with a paid day to prepare their classrooms before their contract days start ($11,000).
We'll measure progress with SRSS-IE data and behavior intervention data
Progress will be communicated with stakeholders in February and May, after winter and spring screeners are administered.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $11,000.00 | Teachers will be given the opportunity to be paid for up to 8 hours, in August, in order to prepare their classrooms for students and begin planning for instruction. | TSSP |
| Salaries and Employee Benefits 100 and 200 | $10,000.00 | Ten hours of pay per week, plus benefits, for our MTSS Behavior Assistant so she can be here full-time. | TSSP |
| General Supplies 610 | $3,200.00 | School wide PBIS incentives, and wellness supplies (i.e. fidgets, sensory items, calm corner tools, etc.) | TSSP |
| Salaries and Employee Benefits 100 and 200 | $1,800.00 | Stipends for the staff that volunteer for Student Connection Team (6 people X $300) | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If we have unused TSSA or Land Trust funds, we will spend the funds by increasing instructional assistant hours or staff, investing in professional learning materials and opportunities for teachers, purchasing instructional materials to support student growth, purchasing materials to support student wellness or attendance, or purchasing software or hardware to meet staff or student use..