Data Dashboard
Teacher and Student Success Plan
2023 - 2024
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. This included data disaggregated into specific neighborhood and SALTA classes. 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. The new PBIS Rewards system was introduced and discussed.
- 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 2023-24 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.
02/08/2023
03/22/2023
03/08/2023
Not Entered
Academic Goals
There has been an downward trend in RISE science proficiency - overall, 4th and 5th grade RISE science scores have decreased since the 2017/18 school year. Neighborhood 5th grade classes showed a 3% increase in RISE science last year, but are still 7% below pre-pandemic levels. 4th grade neighborhood classes showed now growth from 2021 and are 9% below pre-pandemic levels. More targeted collaboration, training, and supports are necessary to make sufficient growth. The new SEEd (Science with Engineering Education Standards) Standards require attention to analyzing and implementing new standards.
* 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. ( $500)
-Provide science software to support instruction ($3000)
- 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. ( $500)
-Provide science software to support instruction ($3000)
CFAs, RISE
The resource teacher and school psychologist will meet with all teachers within the first two weeks of school to inform a student's new teacher of Individualized Education Program (IEP) goals and service pattern. Closer coordination between resource teacher and classroom teacher on goals, instruction, and progress was begun this year and will be continued next year. The resource teacher will provide additional training and coordination with general education teachers to increase progress of students with disabilities. Co-teaching will be continued in some grades. Individual data will be tracked on differentiated levels.
All teachers have been trained in structured classroom discussions and a gradual implementation process was completed in 2020-21. A review of this training will be implemented and teachers will use structured classroom discussions to support English learners in making progress. Data will also be disaggragated to monitor English learner progress, A teacher stipend will also be provided to a staff member with extensive ELL strategy implementation, to review our current delivery model, recommend improvements and train teachers, track and discuss with classroom teachers the most recent WIDA assessments. ($ 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 |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $1,000.00 | Substitutes and stipends | TSSP |
| Software 670 | $3,000.00 | Software, apps, online subscriptions | TSSP |
| General Supplies 610 | $500.00 | Science materials, curriculum supports, materials for training | TSSP |
Academic Goals
Based on current data, students across most grade levels are making expected or above expected growth in math (Acadience Pathways of Progress) , but increases in the number of students reaching benchmark is not keeping up with that pace, particularly in 2nd-4th grade. 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, intervention materials, 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, intervention materials, 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.
*85 % 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. ($2500 TSSP, $4500 Land Trust)
- Evaluate and purchase appropriate materials/supplies/resources, subscriptions, curriculum enhancements for core and skills-based instruction ($100 TSSP, $1000 supply+1000 subscription Land Trust)
- Hire, train and utilize at two MTSS support personnel (including but not limited to supports for ML learners, advanced learners) ($22,000 TSSP, $22,000 Land Trust)
-Purchase math software to support independent math practice ($2000 TSSP, $2000 Land Trust)
-Purchase technology and accessories to support math instruction (Land Trust $700)
- 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. ($2500 TSSP, $4500 Land Trust)
- Evaluate and purchase appropriate materials/supplies/resources, subscriptions, curriculum enhancements for core and skills-based instruction ($100 TSSP, $1000 supply+1000 subscription Land Trust)
- Hire, train and utilize at two MTSS support personnel (including but not limited to supports for ML learners, advanced learners) ($22,000 TSSP, $22,000 Land Trust)
-Purchase math software to support independent math practice ($2000 TSSP, $2000 Land Trust)
-Purchase technology and accessories to support math instruction (Land Trust $700)
-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 | $26,500.00 | MTSS Assistants $22,000, Substitute and Stipend $4,500 | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $24,500.00 | MTSS Assistants $22,000, Substitute and Stipend $3,500 | TSSP |
| General Supplies 610 | $2,000.00 | Support materials, manipulatives, supplies | Landtrust |
| General Supplies 610 | $100.00 | Support materials, manipulatives, supplies | TSSP |
| Software 670 | $2,000.00 | Software | Landtrust |
| Software 670 | $2,000.00 | software | TSSP |
| Equipment and Technology 730 | $700.00 | Technology and accessories | Landtrust |
Academic Goals
Based on reading benchmark measures of growth, the 75% of grade levels are on track to meet end of year ELA Pathways of Progress goals. This pattern is not consistent in 3rd 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, rigorous small group work, 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 to include more observations and reflection.
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 to include more observations and reflection.
*85% 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. ($2500 TSSP, $4000 Land Trust)
- Evaluate and purchase appropriate materials/supplies, subscriptions, and curriculum for core and skills based instruction. ($500 TSSP, $1500 supply $3000 subscriptions Land Trust))
- Purchase and provide software to support reading skills. ($2000 TSSP, $2000 Land Trust)
- Hire, train and utilize one MTSS support personnel to facilitate targeted skill-based instruction, differentiation and behavioral supports. ($11,000 TSSP, $33,000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($1000 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. ($2500 TSSP, $4000 Land Trust)
- Evaluate and purchase appropriate materials/supplies, subscriptions, and curriculum for core and skills based instruction. ($500 TSSP, $1500 supply $3000 subscriptions Land Trust))
- Purchase and provide software to support reading skills. ($2000 TSSP, $2000 Land Trust)
- Hire, train and utilize one MTSS support personnel to facilitate targeted skill-based instruction, differentiation and behavioral supports. ($11,000 TSSP, $33,000 Land Trust)
-Purchase school initiative technology to support core and skill based instruction in the lower grades. ($1000 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.
Existing teachers have been trained in structured classroom discussions and a gradual implementation process was started in 2021. A review of this training will be implemented new teachers will be trained. 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 | $37,000.00 | Three MTSS assistants $33,000, Substitutes and Stipends $4000 | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $13,500.00 | One MTSS assistant $11,000, Substitutes and Stipends $3500 | TSSP |
| Software 670 | $2,000.00 | ELA Supporting Software | Landtrust |
| Software 670 | $2,000.00 | ELA Supporting Software | TSSP |
| General Supplies 610 | $4,500.00 | Supplies, subscriptions, ELA manipulatives | Landtrust |
| General Supplies 610 | $500.00 | Supplies, subscriptions, ELA manipulatives | TSSP |
| Equipment and Technology 730 | $1,000.00 | Technology and accessories | Landtrust |
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 data indicates 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 and will maintain this system for the 2023-2024 school year.
100% of students will identify the Panther Pride expectations.
100% of students and staff will be active participants in a robust PBIS system.
100% 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, software licenses($500) and supplies to support social emotional growth, interventions and reinforcement systems as well as to create sensory safe spots. ($1500)
-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, software licenses($500) and supplies to support social emotional growth, interventions and reinforcement systems as well as to create sensory safe spots. ($1500)
-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 and Minor Referral Data, Intervention Data, Student Behavior Plans
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 | MTSS Assistant Full Time, Support staff for PBIS rewards assistants, substitutes | TSSP |
| General Supplies 610 | $1,500.00 | Supplies and materials for school-wide emotional/behavior supports and MTSS systems (PBIS Rewards) | TSSP |
| Software 670 | $500.00 | Programming and licensing for MTSS systems | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Additional funds will be used to provide professional development and collaboration time (cost of substitutes, trainers, etc,), to purchase additional instructional materials (including software if appropriate), provide additional support staff to address gaps, and provide additional support staff/materials for full day kindergarten,