Data Dashboard
Teacher and Student Success Plan
2023 - 2024
Overarching Goal
Students are advancing into new grade level classes without having mastered current grade level skills. This is creating a skill gap that makes them ill-prepared for the increasing difficulty of the new grade level tasks and the higher expectations for mastery of skills and strategies. We are striving for coherence among our grade levels and we are creating a contiguous process of interventions. School-wide, we will focus on tailoring our classroom instruction to grade level standards and not just teaching straight through the book. We will anchor our planning and assessments to the standards, and make adjustments to instruction based on the data.
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 will share reading and Core 5 data with School Community Council. Our goal is to have all students at or above grade level by the time they start their 4th grade year.
We will share benchmarks and interim goals on Acadience Reading K-6 Pathways to Progress reports.
We will celebrate student growth when they meet their interim goals.
02/01/2023
03/08/2023
03/28/2023
Not Entered
Academic Goals
70% of all of our students at Crescent Elementary are making typical or better progress on Acadience Pathways to Progress. Our school goal is 80% for students in Kindergarten - 5th grades.
We believe the challenge is a result of underestimating the power of solid core instruction. One reason this may be occurring is incomplete understanding of solid core instruction including: standards, curriculum, assessment, coherence, maximizing instructional minutes, and public practice. A strategy for improvement is planning through backward design of standards, including structured classroom discussion and planned sentence frames.
We believe the challenge is a result of underestimating the power of solid core instruction. One reason this may be occurring is incomplete understanding of solid core instruction including: standards, curriculum, assessment, coherence, maximizing instructional minutes, and public practice. A strategy for improvement is planning through backward design of standards, including structured classroom discussion and planned sentence frames.
By May 2024, 80% of all students in Kindergarten - 5th grades will show typical or above typical growth (3 to 5 stars) from fall to spring as measured by Acadience Reading K-6 Pathways to Progress reports.
| No | Yes |
Standards for Instruction:
Instructional content aligned with the Utah Core Standards
Standards-based instruction and reporting
Instructional Priorities Focus:
Teacher Clarity - Teachers will use Learning Intentions/Success Criteria to increase student achievement
Structured Classroom Discussion - Scaffold for conversation and access to grade level text
Positive Teacher-Student Relationships - To create a positive and safe learning environment - hold Morning Meetings, greet and say goodbye daily
School Rules- 100% of teachers and students will be able to state the school rules in all common areas.
1. Tier 1 and Tier 2 Explicit Instruction during the ELA block using 95% Core Phonics Program and Wonders, and Wonder Works in Special Education.
2. All grade levels will adhere to the Master Schedule and maximize ELA instructional time.
3. Grades K-2 teachers will focus on: Phonemic Awareness, phonics, spelling routines, explicit vocabulary instruction, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially Multilingual Learners (ML) and Special Education Students (SpEd).
4. Grades 3-5 teachers will focus on: Phonemic Awareness, phonics, and spelling instruction using multi-syllabic routines, explicit vocabulary instruction, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially Multilingual Learners (ML) and Special Education Students (SpEd) students.
5. System Structure for All Teachers:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will analyze Acadience Benchmark Assessment Data and set student goals in Pathways of Progress. Teachers will use data to create skill-based instruction groups for Walk to Read. Teams will create their Student Growth Goal by September 30.
Salaries and Benefits (teachers, aides, specialists, substitutes)
TSSP goal: $54,800
$26,000 for a Multi Language Coordinator
$10,000 Substitutes for All-Day BLT Meetings and for additional teacher professional development.
$18,800 Additional Hours up to 28 for 4 Instructional Aides, 1 full-time Intervention Mentor for student support.
$60,022.67- full time MTSS aide $18,178 and 6 aides $41,844.67
Student Interim Goals:
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress
October/December - Continue progress monitoring
January - Middle-of-Year Benchmark Assessments, Data Analysis and adjust paths for individual students on Pathways to Progress
February/March - Continue progress monitoring
April/May - End-of-Year Benchmark Assessments
Instructional content aligned with the Utah Core Standards
Standards-based instruction and reporting
Instructional Priorities Focus:
Teacher Clarity - Teachers will use Learning Intentions/Success Criteria to increase student achievement
Structured Classroom Discussion - Scaffold for conversation and access to grade level text
Positive Teacher-Student Relationships - To create a positive and safe learning environment - hold Morning Meetings, greet and say goodbye daily
School Rules- 100% of teachers and students will be able to state the school rules in all common areas.
1. Tier 1 and Tier 2 Explicit Instruction during the ELA block using 95% Core Phonics Program and Wonders, and Wonder Works in Special Education.
2. All grade levels will adhere to the Master Schedule and maximize ELA instructional time.
3. Grades K-2 teachers will focus on: Phonemic Awareness, phonics, spelling routines, explicit vocabulary instruction, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially Multilingual Learners (ML) and Special Education Students (SpEd).
4. Grades 3-5 teachers will focus on: Phonemic Awareness, phonics, and spelling instruction using multi-syllabic routines, explicit vocabulary instruction, and Structured Classroom Discussions using sentence frames and serve and return to strengthen all learners but especially Multilingual Learners (ML) and Special Education Students (SpEd) students.
5. System Structure for All Teachers:
August/September - Beginning-of-Year Benchmark Assessments. Teachers will analyze Acadience Benchmark Assessment Data and set student goals in Pathways of Progress. Teachers will use data to create skill-based instruction groups for Walk to Read. Teams will create their Student Growth Goal by September 30.
Salaries and Benefits (teachers, aides, specialists, substitutes)
TSSP goal: $54,800
$26,000 for a Multi Language Coordinator
$10,000 Substitutes for All-Day BLT Meetings and for additional teacher professional development.
$18,800 Additional Hours up to 28 for 4 Instructional Aides, 1 full-time Intervention Mentor for student support.
$60,022.67- full time MTSS aide $18,178 and 6 aides $41,844.67
Student Interim Goals:
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress
October/December - Continue progress monitoring
January - Middle-of-Year Benchmark Assessments, Data Analysis and adjust paths for individual students on Pathways to Progress
February/March - Continue progress monitoring
April/May - End-of-Year Benchmark Assessments
Student Interim Goals:
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress
October/December - Continue progress monitoring
January - Middle-of-Year Benchmark Assessments, Data Analysis and adjust paths for individual students on Pathways to Progress
February/March - Continue progress monitoring
April/May - End-of-Year Benchmark Assessments
August/September - Beginning-of-Year Benchmark Assessments, Data Analysis and set paths for individual students on Pathways to Progress
October/December - Continue progress monitoring
January - Middle-of-Year Benchmark Assessments, Data Analysis and adjust paths for individual students on Pathways to Progress
February/March - Continue progress monitoring
April/May - End-of-Year Benchmark Assessments
Teachers will analyze Pathways to Progress data and set goals that include making more than one year's growth. They will adjust paths for individual students on Pathways to Progress based on the data. They will also use the data collected from the benchmark and interim check-ins to adjust their instruction. They will analyze Common Formative Assessments (CFAs) given during small group instruction daily, and during core instruction at least weekly, and maximize ELA instructional minutes on the Master Schedule. Progress will be monitored during weekly PLC meetings with teachers and observations by peers, coach and principal.
We will offer incentives to meet their Core 5 goals if the students participate outside of their SBI time.
We will offer incentives to meet their Core 5 goals if the students participate outside of their SBI time.
Teachers will receive Professional Development on our focus Instructional Priorities: Morning Circle, Teacher Clarity, Explicit Instruction and Structured Classroom Discussion. Teachers will regularly plan and deliver lessons using teacher clarity, explicit instruction, and sentence frames in conjunction with structured classroom discussion.
We will focus on written language production, increased oral responses, and partner talk. Students will have additional opportunities for language production during Morning Circle components.
Students will complete their required minutes on Lexia English, and be incentivized to complete minutes on their Lexia Core 5 goals if the students participate outside of their SBI time.
We will focus on written language production, increased oral responses, and partner talk. Students will have additional opportunities for language production during Morning Circle components.
Students will complete their required minutes on Lexia English, and be incentivized to complete minutes on their Lexia Core 5 goals if the students participate outside of their SBI time.
Progress will be communicated monthly during SCC and PTA Meetings, to parents monthly in the Principal's Message in the school newsletter, to BLT monthly in meetings, and announced to the school as goals are met during daily Morning Announcements.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $54,800.00 | $26,000 ALS Coordinator $10,000 Substitutes for All-Day BLT Meetings and for additional teacher professional development. $18,800 Additional Hours up to 28 for 4 Instructional Aides for student support, and additional hours up to 35 for 1 full-time Intervention Mentor. |
TSSP |
| Salaries and Employee Benefits 100 and 200 | $60,022.67 | Salaries and Benefits of $18,178.00 for a full time MTSS aide and $41844.67 hiring 6 part time, up to 28 hour, instructional mentors that will push in daily during small/whole group instruction using the 95% Phonics Lesson Library in grades K-5. |
Landtrust |
School Climate Goals
We feel the primary concern impacting our School Climate is lack of strong student-teacher relationships.
One reason this may be occurring is more attention is needed to focus on long-lasting interpersonal relationships and address the Social Emotional gaps that have widened due to Covid.
Strategies for improvement are: continuing to build relationships by greeting students at the door daily, saying goodbye to them daily, and holding meaningful morning circles. We feel using morning circle we will be able to arm our students and teachers with knowledge they need to address these issues in social and emotionally appropriate ways.
One reason this may be occurring is more attention is needed to focus on long-lasting interpersonal relationships and address the Social Emotional gaps that have widened due to Covid.
Strategies for improvement are: continuing to build relationships by greeting students at the door daily, saying goodbye to them daily, and holding meaningful morning circles. We feel using morning circle we will be able to arm our students and teachers with knowledge they need to address these issues in social and emotionally appropriate ways.
CLIMATE GOAL
By May 2024, Crescent Elementary will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
Professional Development on Morning Circles and building positive teacher-student relationships will be delivered in August before school begins and reiterated monthly in faculty meetings and grade level PLCs.
By May 2024, Crescent Elementary will build strong, positive student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and holding daily meaningful 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message.
Professional Development on Morning Circles and building positive teacher-student relationships will be delivered in August before school begins and reiterated monthly in faculty meetings and grade level PLCs.
| No | Yes |
100% of classroom teachers will build strong student-teacher relationships by greeting students at the door and saying goodbye to them at the door daily, and by holding daily meaningful 15-minute Morning Circles that include a greeting, sharing, activity, and Morning Message. $10,000 to be spent on incentives.
Teachers greeting and dismissing students at the door will be tracked monthly by principal, coach, staff, and peer observations.
Meaningful Morning Circles will be tracked monthly by principal, coach, staff, and peer observations.
Meaningful Morning Circles will be tracked monthly by principal, coach, staff, and peer observations.
Data will be shared monthly in SCC, PTA, BLT, Faculty Meetings, and in the school's newsletter.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| General Supplies 610 | $10,000.00 | PBIS rewards and incentives for our academic and climate plans. | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If there are additional funds we would like them to go towards PBIS (team building) (class, cub credit cards, and incentives) for students and staff. Diverse books for the library, technology, supplies and costs for the 95% Phonics Lesson Library, headset for students, Lexia Core 5 additional licenses, supplies and costs for the Phonics Lesson Library, and Word Study program for 4th and 5th grades.