Data Dashboard
Teacher and Student Success Plan
2023 - 2024
Overarching Goal
80% of Oakdale students K-5 will make typical or above typical progress on Pathway of Progress (ELA- K-3 Acadience, 4-5 Reading Inventory, and K-5 Acadience pathways of progress for Math)
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 met as a council on February 9 and February 23, reviewed ELA, Math, and School Climate data, and began planning for the proposed goal. On March 30, the council went through the TSSP and LandTrust Plans and finalized the plan.
02/09/2023
02/23/2023
02/21/2023
Not Entered
Academic Goals
As of January 2023, 61% of students K-3 are making typical or above typical growth on Pathways of Progress 73% of students K-5 are making At or Above growth as measured by Acadience and Reading Inventory (4-5). Based on our 2021 Rise data, our ML students dropped by 8.3% in English Language Arts proficiency.
By May 2024, Oakdale students will demonstrate proficiency in the ELA core standards in reading fluency and comprehension based on the following criteria:
-K-3 Goal: 80% or more of K-3 students will make typical to above typical progress as shown on the Audience Pathway of Progress.
-4-5 Goal: 80% or more of 4-5 students will meet or exceed the expected growth determined by the Reading Inventory Assessment.
- 60% or more of our K-5 ML students with a Level 1 or 2 on WIDA will show Typical or above typical progress on Pathways of Progress.
-K-3 Goal: 80% or more of K-3 students will make typical to above typical progress as shown on the Audience Pathway of Progress.
-4-5 Goal: 80% or more of 4-5 students will meet or exceed the expected growth determined by the Reading Inventory Assessment.
- 60% or more of our K-5 ML students with a Level 1 or 2 on WIDA will show Typical or above typical progress on Pathways of Progress.
| No | Yes |
Our goal for the 2023-2024 school year is to align foundational skills in instruction and support Tier II instruction during skill-based groups to support the science of reading. The strategies for improvement are implementing LETRS and monitoring implementation of LETRS, Wonders/Wonder Works, and 95% Core, Progress Monitoring, Reading Interventionist, PLC/Collaborative planning, and strategic coaching of the above goals with alignment to the master schedule. In addition, we will also be supporting our Multi-Langague Students by helping to increase students' vocabulary skills, which directly affects reading comprehension. To support ML students, we will hire one interventionist ($9,185-TSSP), Two Reading interventionists ($18,370-Land Trust), and Two classroom interventionists ($22,179-Land Trust) will be hired to facilitate the instruction during small-based group instructions within the classroom and to support progress monitoring. PLC and collaboration days will take place throughout the year, and grade-level teams will meet to review benchmark data in Fall, Winter, and Spring. ($3,000 -TSSP for substitutes). Materials to support ELA goal implementation and materials needed. ($2,200-TSSP)
Progress will be measured toward this goal through the following: CBM (Acadience and Reading Inventory) Data- Pathways of progress goal setting - Acadience progress monitoring, Walkthroughs for LETRS and Teacher Clarity, 95%, Foundation, and Structured Classroom Discussion training and PDs.
Progress Monitoring (Red-Well Below: Every week, Yellow-Below: Every other week, Green-Benchmark: Once a month) Professional Learning Communities/Collaboration meeting with student discussion based on monthly data and intervention, Walkthroughs for LETRS, Wonders Works, 95% Group Multisyllabic Routines (4-5) and the 95% Group Phonics Lesson Library for Intervention and Special Education, Close Reading, and Structured Classroom Discussions.
Teachers have been encouraged to attain their English as a Second Language (ESL) certification and will continue to be encouraged to move in this direction. Additional training will be requested from the district on best practices to meet the needs of English learners' needs, and students will be provided access to Lexia English (ML software) and Wonders New Comer lessons (Levels 1 and 2) to help acquire academic language and vocabulary needed for ELA.
The School Plan will initially be publicized at the beginning of the school year through Oakdale's website, SCC, and Newsletter/Roadrunner Dash both electronically, and in hard copies. Updated information will be provided twice a year in November and April/May.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $18,370.00 | Reading Interventionist for Tier II (2) | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $22,179.00 | Classroom Interventionist to support larger class sizes - ELA (2) | Landtrust |
| Salaries and Employee Benefits 100 and 200 | $9,185.00 | ML Interventionist to work with students K-5 (1) | TSSP |
| Salaries and Employee Benefits 100 and 200 | $3,000.00 | Teacher PD - Substitutes for Special PLC - Benchmark Date Review (Pathways goal setting, SBI interventions groups) | TSSP |
| General Supplies 610 | $2,200.00 | Materials to support ELA goal implementation | TSSP |
Academic Goals
As of January 2023 benchmark assessments show that 48% of kindergarten, 60% of 1st Grade, 76% of 2nd Grade, 93% of 3rd Grade, 76% of 4th of Grade, and 91% of 5th Grade students are making typical and above typical progress according to Acadience composite Pathways of Progress.
By May of 2024 - 80% of kindergarten through 5th-grade students will make typical or above typical progress according to Acadience Pathways of Progress for Math.
| No | Yes |
The strategies for improvement are to implement structured classroom discussion, add math interventionists for small group instruction and interventionists to support within larger classrooms, and progress monitoring in iReady, Math Topic Test, Number Talks, and IPLC/Collaboration Meetings aligned to the master schedule Two Math Interventionists will be hired to facilitate the instruction during small based group instruction and to support progress monitoring. ($18,370-Land Trust) One classroom Interventionist will be hired to facilitate the instruction during small group time within the classroom setting and to support progress monitoring ($11,089 -TSSP).
Progress will be measured towards the goal through the following: Acadience Math Pathways of Progress of the Math Composite score. Professional Learning Community/Collaboration meetings and PD, monthly progress monitoring.
Math Benchmark Data Dives, IReady Data Dives (If awarded through STEM Action Grant), Math Topic Test Data Dives, Unpacking/backward designing the math standards, Number Talks, and Math Close Read.
Teachers have been encouraged to attain their English as a Second Language (ESL) certification and will continue to be encouraged to move in this direction. Additional training will be requested from the district on best practices to meet the needs of English learners' needs, and students will be provided access to Lexia English (ML software) and Wonders New Comer lessons (Levels 1 and 2) to help acquire academic language and vocabulary needed for mathematics. Additionally, when needed, EL learners will have access to Math Interventionist to solidify key concepts in math learning.
The School Plan will initially be publicized at the beginning of the school year through Oakdale's website, SCC, and Newsletter/Roadrunner Dash both electronically, and in hard copies. Updated information will be provided twice a year in November and April/May.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $11,089.00 | Classroom Interventionist to support larger class sizes | TSSP |
| Salaries and Employee Benefits 100 and 200 | $18,370.00 | Tier 2 Math Interventionists (2) | Landtrust |
School Climate Goals
Oakdale's behavior expectations are for students and adults to Be Safe, Be Responsible, Be Respectful so they are Ready to Learn. Students cannot be ready to learn if they are not in school. From our Term 1 Data, we have approximately 51% of our students who exhibit chronic absenteeism with 9+ school days. This compounding time, and over the years makes it difficult to close the learning gap from grade to grade.
Our goal for 2022-2023 is that 80% of the Oakdale students will have less than 10 absences to decrease the number of absences school-wide. We want to create a culture of learners in our school to give students the skills to develop intrinsic behaviors that will support them in school and the community.
By the Spring of 2024, Students will participate in our school-wide incentive management system where students can earn points when 90% of peers are at school for school-wide and class incentives.
By the Spring of 2024, students will participate in Thrive Time: Skills for Success as part of morning meetings, six units in total. Upon completing each unit, students will be recognized for their ability to emulate the still taught through our CEO (Chief Example to Others) Awards.
By the Spring of 2024, Students will participate in our school-wide incentive management system where students can earn points when 90% of peers are at school for school-wide and class incentives.
By the Spring of 2024, students will participate in Thrive Time: Skills for Success as part of morning meetings, six units in total. Upon completing each unit, students will be recognized for their ability to emulate the still taught through our CEO (Chief Example to Others) Awards.
| No | Yes |
As part of our Canyons comprehensive strategic plan, Human Centered Supports, we will be implementing a new content pending approval in Spring 2023 called Thrive Time: Skills for Success will be implemented as part of our Morning meetings. The curriculum focuses on developing critical competencies that support students to be successful in school and life. Beginning in kindergarten and continuing through middle school, students will acquire the knowledge and skills to build resilience, Set goals for personal growth, Make responsible decisions, Understand and serve our community, Respect themselves and others, and Resolve conflict.
With this implementation, we are working to establish a school climate where students are engaged in learning and feel safe and welcomed, reducing the number of behaviors, and creating an environment where students want to be, are involved in learning, and want to come to school. Our School Counselor ($38,000 -TSSP) will support students' engagement with Thrive Time, and learning environment supports to help reduce the number of behaviors and create an environment where students want to be, are involved in learning, and come to school.
With this implementation, we are working to establish a school climate where students are engaged in learning and feel safe and welcomed, reducing the number of behaviors, and creating an environment where students want to be, are involved in learning, and want to come to school. Our School Counselor ($38,000 -TSSP) will support students' engagement with Thrive Time, and learning environment supports to help reduce the number of behaviors and create an environment where students want to be, are involved in learning, and come to school.
Daily Attendance submission
Teacher contact via email after two absences in a row to offer support.
Teacher contact via phone after five days of absences to problem-solve solutions to get students to school.
Teachers and Administration will work with parents and students on an Attendance Intervention Plan for ten absences
PBIS Rewards
Class points (Potato Head) for every ten days the class has 90% or more students attending.
Monthly grade level incentives for the class with the most complete potato heads (Music at lunch, Extra recess, Special
treat, etc.)
Parent Education - Back to School Night (Teacher letters), Attendance Newsletter, Roadrunner Dash, PTC, Oakdale website.
Chief Example to Others Awards -CEO awards - will align to 6-Thrive Time: Skills for Success Units.
Teacher contact via email after two absences in a row to offer support.
Teacher contact via phone after five days of absences to problem-solve solutions to get students to school.
Teachers and Administration will work with parents and students on an Attendance Intervention Plan for ten absences
PBIS Rewards
Class points (Potato Head) for every ten days the class has 90% or more students attending.
Monthly grade level incentives for the class with the most complete potato heads (Music at lunch, Extra recess, Special
treat, etc.)
Parent Education - Back to School Night (Teacher letters), Attendance Newsletter, Roadrunner Dash, PTC, Oakdale website.
Chief Example to Others Awards -CEO awards - will align to 6-Thrive Time: Skills for Success Units.
The School Plan will initially be publicized at the beginning of the school year through Oakdale's website, SCC, and Newsletter/Roadrunner Dash. SCC will receive updated information will be provided twice a year in November and April/May. Parent will also be invited to participate in CEO awards specific to their student on a monthly basis.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $38,000.00 | Funds to support full time counselor | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
Funds will be used to support additional instructional assistant support or extended contract time for interventionists at the beginning or end of the school year. Funds will also be used to purchase materials for instructional needs, additional professional development, Technology, incentives, iReady software not awarded through the STEM Action, and any supplies needed to support our goals.