Data Dashboard
Teacher and Student Success Plan
2023 - 2024
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 School Community Council (SCC) met twice to talk about LandTrust and TSSP goals. The SCC reviewed the data, discussed where the staff thinks they need improvement, and then helped to refine the proposed goal.
02/22/2023
03/22/2023
02/10/2023
Not Entered
Academic Goals
46% of students in grades 1-3 are showing typical or higher growth on Acadience Pathways of Progress and 48% of students in grades 4-5 are showing typical or higher growth on on Reading Inventory. We have seen an increase in student phonemic awareness skills and reading accuracy, but this is not transferring to increased fluency at this point. We believe this is a gap in implementation of our new reading curriculum as well as continued attendance problems that have persisted since COVID.
By Spring 2024:
Kindergarten: At least 80% of students will be at or above Benchmark on Phoneme Segmentation according to Acadience testing.
1-3 grades: At least 70% of students will be at or above Benchmark on ORF with at least 70% of students making typical or higher growth according to Acadience testing.
4-5 grades: At least 70% of students will make typical or higher growth on the Reading Inventory.
Kindergarten: At least 80% of students will be at or above Benchmark on Phoneme Segmentation according to Acadience testing.
1-3 grades: At least 70% of students will be at or above Benchmark on ORF with at least 70% of students making typical or higher growth according to Acadience testing.
4-5 grades: At least 70% of students will make typical or higher growth on the Reading Inventory.
| No | Yes |
To help students transfer their word recognition and language skills to unfamiliar text to develop fluency, Ridgecrest Elementary will:
-continue with implementation of a new reading curriculum
-develop Common Formative Assessments (CFA) and vertical alignment strategies during designated team time. Subs needed ($4500, Land Trust)
-provide time and substitutes for the Building Leadership Team (BLT) to develop goals, track progress, and create professional development opportunities ($1500, Land Trust)
-conduct observations of peers
-implement after school learning opportunities for students struggling with reading. Stipends for 6 teachers and provide incentives for student to attend after school ($11,000, Land Trust)
-provide training and coaching for all teachers. Supplies and incentives needed ($3000, TSSP)
-and hire and train part time licensed teacher to support Tier 2 reading ($50,000, Land Trust )
-continue with implementation of a new reading curriculum
-develop Common Formative Assessments (CFA) and vertical alignment strategies during designated team time. Subs needed ($4500, Land Trust)
-provide time and substitutes for the Building Leadership Team (BLT) to develop goals, track progress, and create professional development opportunities ($1500, Land Trust)
-conduct observations of peers
-implement after school learning opportunities for students struggling with reading. Stipends for 6 teachers and provide incentives for student to attend after school ($11,000, Land Trust)
-provide training and coaching for all teachers. Supplies and incentives needed ($3000, TSSP)
-and hire and train part time licensed teacher to support Tier 2 reading ($50,000, Land Trust )
Acadience PSF and ORF measures, and Reading Inventory
A focus on PA and Phonics instruction with weekly progress monitoring and adjusting the instruction. With more experience implementing 95% Core, Wonders, and Wonderworks, the gap should decrease.
Currently we have 65% of our Multi Language Learners (ML's) that are not meeting typical or higher growth in Acadience Pathways of Progress in 1-3 grade. Each teacher will write ILDP goals for the ML students and use Structured Classroom Discussions, Explicit Vocabulary routines, Sentence Frames, Partner Reading, and the materials specifically designed for our ML learners in Wonders. We also have added extra opportunities built into mater schedule for our ML's to work with an interventionist on their needed skills as well as structured partnerships with the Brighton High School Latinos in Action group.
3 times a year SCC, BLT, Faculty Meetings, PTA board meetings
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $4,500.00 | Subs for team planning time to develop CFA's, and vertical alignment in fall, winter, and spring | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $1,500.00 | Subs for Master Planning with BLT - February and August | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $11,000.00 | Stipends for after school programs to support unfinished learning | Landtrust |
| General Supplies 610 | $3,000.00 | Supplies for teacher professional development. | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $50,000.00 | Part time teacher to provide reading intervention for our ML's and struggling readers | Landtrust |
Academic Goals
74% of students are making typical or above typical growth on the Math Acadience Pathways of Progess in K-5 grades. Our team believes those students who are not making typical growth struggle with math computation and applied reasoning skills, the math practice standard of perseverance, and poor attendance.
By Spring 2024
At least 70% of K-5 students will be proficient on the Acadience Math Composite by Spring 2024, and at least 75% of K-5 students will meet or exceed typical growth on the Acadience Math Composite Pathways to Progress by Spring.
At least 70% of K-5 students will be proficient on the Acadience Math Composite by Spring 2024, and at least 75% of K-5 students will meet or exceed typical growth on the Acadience Math Composite Pathways to Progress by Spring.
| No | Yes |
To increase the math computation and applied reasoning skills of our students, Ridgecrest Elementary will:
-hire and train 1 MTSS interventionist to provide strategic math interventions for struggling students ($16,000, TSSP)
-focus on prioritized math strategies to increase student number sense, fluency, and perseverance.
-purchase and utilize ST Math and Mystery Science to support practice of applied reasoning skills ($5,000, Land Trust & $3000, TSSP)
-provide training and feedback for teachers on use of ST Math.
-hire and train 1 MTSS interventionist to provide strategic math interventions for struggling students ($16,000, TSSP)
-focus on prioritized math strategies to increase student number sense, fluency, and perseverance.
-purchase and utilize ST Math and Mystery Science to support practice of applied reasoning skills ($5,000, Land Trust & $3000, TSSP)
-provide training and feedback for teachers on use of ST Math.
Acadience Math Pathways of Progress
62% of our students with disabilities are below benchmark in math. We will continue to progress monitor students weekly. We will hold small groups to target math gaps. We will also front load the following weeks lessons.
58% of our ML students are below benchmark. We will use manipulatives as well as focus on identified essential standards. The teacher will model a think aloud during instruction. Collaboration with the classroom teacher so that the teacher can front load the material will also help.
3 times a year SCC, BLT, Faculty Meetings, PTA board meetings
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $43,700.00 | Hire 1 MTSS Aid for math interventions | TSSP |
| Software 670 | $5,000.00 | Software licenses - ST Math and Mystery Science | Landtrust |
| Software 670 | $1,400.00 | Software licenses - ST Math | TSSP |
School Climate Goals
Based on results from the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for Fall and Winter of the 2022-23 school year 5.5% of students are at high risk for externalizing and 8.7% of students are at high risk for internalizing. High Adverse Childhood Experiences (ACE) scores and trauma in our students lives and lack of previous instruction or missed instruction because of absences, may be causing the higher scores.
Our attendance data shows only 37% of students on track during term 1 and 29% on track during term 2. This is a high priority need for us to address. We believe the problem has been a lot of illness through winter, reluctance to send students to school if they are mildly ill, and poor habits of attendance established during the pandemic.
In our Ipop data, 45% of observations were less than 3:1 positive to corrective ratio. We believe we need to focus more on breaking instruction into smaller chunks so we can give more positive praise related to academics which will help to better balance our feedback.
We also looked at our Office Discipline Referrals (ODR's) and determined they are higher than we would like. We have reduced ODR's during the past year for most students but we have a couple of students with a high number of referrals. We believe we need more targeted interventions and supports to help these students be more successful in school.
Our attendance data shows only 37% of students on track during term 1 and 29% on track during term 2. This is a high priority need for us to address. We believe the problem has been a lot of illness through winter, reluctance to send students to school if they are mildly ill, and poor habits of attendance established during the pandemic.
In our Ipop data, 45% of observations were less than 3:1 positive to corrective ratio. We believe we need to focus more on breaking instruction into smaller chunks so we can give more positive praise related to academics which will help to better balance our feedback.
We also looked at our Office Discipline Referrals (ODR's) and determined they are higher than we would like. We have reduced ODR's during the past year for most students but we have a couple of students with a high number of referrals. We believe we need more targeted interventions and supports to help these students be more successful in school.
By Spring 2024
Increase percentage of students on-track with attendance by 5% from Yr 2022-2023 Term 1, 2, and 3 as measured by Early Warning Systems (EWS) data.
Increase percentage of students on-track with attendance by 5% from Yr 2022-2023 Term 1, 2, and 3 as measured by Early Warning Systems (EWS) data.
| No | Yes |
To increase regular attendance by all students and increase student time spent learning in classrooms, Ridgecrest Elementary will:
-hire 1 behavior assistant ( $21,600, TSSP) and .3 Counselor ($35,000, TSSP)
-focus on increasing our 4:1 corrective to positive feedback ratio in classrooms
-provide regular recognition and incentives for students with consistent attendance and for following our school rules ($2,400, TSSP)
-and provide the opportunity for students identified as high risk for externalizing/internalizing behaviors to receive services from our SEL team and behavior interventionists.
-hire 1 behavior assistant ( $21,600, TSSP) and .3 Counselor ($35,000, TSSP)
-focus on increasing our 4:1 corrective to positive feedback ratio in classrooms
-provide regular recognition and incentives for students with consistent attendance and for following our school rules ($2,400, TSSP)
-and provide the opportunity for students identified as high risk for externalizing/internalizing behaviors to receive services from our SEL team and behavior interventionists.
Dashboard - Attendance data, Dashboard -ODR numbers, teacher observation data for 4:1 positive to corrective feedback ratio, and SRSSIE. These tools will be monitored at least 3 times per year
3 times a year SCC, BLT, Faculty Meetings, PTA board meetings
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $28,286.25 | MTSS Aides, attendance interventions | TSSP |
| Salaries and Employee Benefits 100 and 200 | $35,096.04 | .3 counselor with benefits | TSSP |
| General Supplies 610 | $2,447.63 | PBIS Incentives | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Any extra funding will be spent supporting goals which includes additional teacher professional development, substitutes for professional development and coaching cycles, stipends for teachers to collaborate, student technology, teacher or student supplies and curriculum, field trips, student software, additional MTSS aides, PBIS student incentives or programs.