Data Dashboard
Teacher and Student Success Plan
2024 - 2025
Overarching Goal
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:
On February 20, 2024, our school Acadience benchmark data was shared with SCC. We discussed the growth and struggles we see with our students. As part of our discussion, we talked about some of our potential needs and school goals we need to do. After meeting with our school BLT, the SCC met again on March 27, 2024 and shared the goals and Action Plan we discussed as a BLT. The SCC also wanted to use some funding to integrate the fine arts (visual arts and music) along with STEM into the curriculum. We rewrote some of the plan and included a small amount of funding to be used for supplies the help integrate art, music and STEM into our literacy. The SCC then agreed with the goals and signed the signature form on April 8, 2024.
02/20/2024
03/27/2024
03/12/2024
Not Entered
Academic Goals
On average, 73% of kindergarten students are proficient on Acadience Reading Nonsense Word Fluency - Correct Letter Sounds (NWF-CLS) according to grade level measures and 68% of students in 1st grade are proficient on Acadience Reading Nonsense Word Fluency - Whole Words Read assessment measures. While, only 72% of 2nd grade students and 72% of 3rd grade students are proficient on Acadience Oral Reading Accuracy assessment as measured by Acadience Reading Assessment. While 64% of 4th grade students and 79% of 5th grade students are at or above proficient level on Reading Inventory measures. We believe the strategies for addressing our primary concerns is to effectively and consistently implement Instructional Routines found in the curriculum map. These include: Structured Classroom Discussion, Explicit Vocabulary, Multi-syllabic Word Routine, Word Analysis, and Phonemic Awareness/Phonics Routines. We will also target our Professional Development during the year towards using appropriate routines, instructional priorities, procedures and materials for teaching foundation block skills, Wonders specific training and how to incorporate the new Wonders writing skills. We will also focus on Interpreting/utilizing Pathway of Progress reports.
By Spring of 2025,
*Kindergarten: Increase the percentage of K students at or above benchmark on NWF-CLS by 2% from MOY to EOY
*1st grade: Increase the percentage of students scoring at or above benchmark on NWF-WWR by 20% BOY to EOY
*2nd grade, 65% of students will make typical or better progress as measured by the Pathways to Progress
*3rd grade: 70% of students will be reading on grade level with a composite score of 410
*4th grade: 70% of students will be reading on grade level with a composite score of 450
*5th grade: 70% of students will be reading on grade level with a composite score of 470
*Kindergarten: Increase the percentage of K students at or above benchmark on NWF-CLS by 2% from MOY to EOY
*1st grade: Increase the percentage of students scoring at or above benchmark on NWF-WWR by 20% BOY to EOY
*2nd grade, 65% of students will make typical or better progress as measured by the Pathways to Progress
*3rd grade: 70% of students will be reading on grade level with a composite score of 410
*4th grade: 70% of students will be reading on grade level with a composite score of 450
*5th grade: 70% of students will be reading on grade level with a composite score of 470
| No | Yes |
As a school, we will focus on consistently implementing Instructional Routines found in our curriculum map. Specifically we will implement the following:
For grades K-2: 95% Phonics Routine, Explicit Vocabulary, Close Reading Routine, Scaffolding Difficult Text.
For grades 3-5: Multisyllabic Word Routine (grade 3-5), Structured Classroom Discussion, Explicit Vocabulary, Dyad Reading with Challenging Text, Close Reading Routine.
Our Professional Development will focus on implementing a more consistent RTI model Professional Learning Community within each grade level. Other trainings will be targeted towards using appropriate routines, instructional priorities, procedures and materials for teaching foundation block skills. Wonders specific training and how to incorporate the new Wonders writing skills. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development.
In an effort to deepen students literacy skills and connecting literacy with hands-on, interdisciplinary experiences, and to help students develop a well-rounded skill set that prepares them for academic success and lifelong learning, we will integrate more of the fine arts and STEM skills into their literacy learning. The interdisciplinary integration planning will occur during Professional Learning Communities (PLC’s).
Land Trust Funds will be used to:
1- Hire three Instructional Assistants to support struggling students with reading and/or behaviors interfering with their learning ($31,000)
2- Pay teachers and/or Building Leadership Team a stipend to participate in curriculum development professional development and/or find substitutes for teachers to help meet our school goals of improved teaching practices ($3,000).
3- Land Trust funds will also be used to purchase literacy, art and STEM materials and/or supplies for a family literacy night, STEM night and/or wellness nights. Positive Behavior incentives will also be purchased, not to exceed two dollars per student. The parent nights will focus on strategies parents can use at home to help their child close learning gaps as well as how to support their children with their emotional needs. ($1,000 for art/music materials/supplies, $600 for Literacy/Wellness night supplies, $650 for STEM night supplies and $750 for Positive Behavior Incentives).
4- We will also use Land Trust funds to purchase updated technology hardware and/or software to help supplement the reading instruction and goals as set forth ($5,000).
For grades K-2: 95% Phonics Routine, Explicit Vocabulary, Close Reading Routine, Scaffolding Difficult Text.
For grades 3-5: Multisyllabic Word Routine (grade 3-5), Structured Classroom Discussion, Explicit Vocabulary, Dyad Reading with Challenging Text, Close Reading Routine.
Our Professional Development will focus on implementing a more consistent RTI model Professional Learning Community within each grade level. Other trainings will be targeted towards using appropriate routines, instructional priorities, procedures and materials for teaching foundation block skills. Wonders specific training and how to incorporate the new Wonders writing skills. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development.
In an effort to deepen students literacy skills and connecting literacy with hands-on, interdisciplinary experiences, and to help students develop a well-rounded skill set that prepares them for academic success and lifelong learning, we will integrate more of the fine arts and STEM skills into their literacy learning. The interdisciplinary integration planning will occur during Professional Learning Communities (PLC’s).
Land Trust Funds will be used to:
1- Hire three Instructional Assistants to support struggling students with reading and/or behaviors interfering with their learning ($31,000)
2- Pay teachers and/or Building Leadership Team a stipend to participate in curriculum development professional development and/or find substitutes for teachers to help meet our school goals of improved teaching practices ($3,000).
3- Land Trust funds will also be used to purchase literacy, art and STEM materials and/or supplies for a family literacy night, STEM night and/or wellness nights. Positive Behavior incentives will also be purchased, not to exceed two dollars per student. The parent nights will focus on strategies parents can use at home to help their child close learning gaps as well as how to support their children with their emotional needs. ($1,000 for art/music materials/supplies, $600 for Literacy/Wellness night supplies, $650 for STEM night supplies and $750 for Positive Behavior Incentives).
4- We will also use Land Trust funds to purchase updated technology hardware and/or software to help supplement the reading instruction and goals as set forth ($5,000).
*Student outcomes in Kindergarten and 1st grade will be measured with the Acadience Reading Composite Assessment Scores
*Student outcomes in 2nd and 3rd grade will be measured with the Acadience Pathways to Progress.
*Student outcomes in 3rd, 4th & 5th grades will be measured with the Acadience Reading Composite Scores.
*Student outcomes in 2nd and 3rd grade will be measured with the Acadience Pathways to Progress.
*Student outcomes in 3rd, 4th & 5th grades will be measured with the Acadience Reading Composite Scores.
Teachers will consistently follow the master schedule so as to provide our struggling students adequate access to the whole group instruction during the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and/or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists. During IPLC meetings, we will be following up on student progress.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $34,000.00 | 1- Hire three Instructional Assistants to support struggling students with reading and/or behaviors interfering with their learning ($31,000) 2- Pay teachers and/or Building Leadership Team a stipend to participate in curriculum development professional development and/or find substitutes for teachers to help meet our school goals of improved teaching practices ($3,000). |
Landtrust |
| General Supplies 610 | $3,000.00 | Land Trust funds will also be used to purchase literacy, art and STEM materials and/or supplies for a family literacy night, STEM night and/or wellness nights. Positive Behavior incentives will also be purchased, not to exceed two dollars per student. The parent nights will focus on strategies parents can use at home to help their child close learning gaps as well as how to support their children with their emotional needs. ($1,000 for art/music materials/supplies, $600 for Literacy/Wellness night supplies, $650 for STEM night supplies and $750 for Positive Behavior Incentives). | Landtrust |
| Software 670 | $5,000.00 | We will also use Land Trust funds to purchase updated technology hardware and/or software to help supplement the reading instruction and goals as set forth ($5,000). | Landtrust |
Academic Goals
On average, 82% of kindergarten students are proficient on Acadience Math Beginning Quantity Discrimination assessment according to grade level measures and 65% of students in 1st grade are proficient on Acadience Math Advanced Quantity Discrimination assessment measures. While, 79% of 2nd grade students and only 53% of 3rd grade students are proficient on Acadience Math Composite assessment. 72% of 4th grade students and 85% of 5th grade students are proficient with the Acadience Math Assessment measures. We believe the strategies for addressing our primary concerns is to use data more consistently during grade level Professional Learning Communities (PLC) from topic tests, progress monitoring, and common formative assessments (CFA) to make decisions about instruction, specifically for students who are struggling. Discussing students who score below and well below on benchmark assessments and planning additional instruction from teachers and trained assistants in small groups. This instruction will focus on teaching the skills in which the students are deficient. Our Professional Development trainings will be targeted towards using appropriate instructional priorities and creating math fluency activities/strategies.
By Spring of 2025
Grades K-1:
*8o% of students in kindergarten will achieve at or above benchmark as assessed by the Acadience Beginning Quantity Discrimination.
*80% of students in 1st grade will achieve at or above benchmark as assessed by the Acadience M-Comp.
Grades 2-5th:
*80% of students in 2nd grade will achieve at or above benchmark level on the Acadience Math M-Comp and 85% of 2nd grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*80% of students in 3rd grade will achieve at or above benchmark level on the Acadience Math M-Comp and 75% of 3rd grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*70% of students in 4th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 4th grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*80% of students in 5th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 5th grade students will achieve at or above benchmark on the Acadience Math M-Cap.
Grades K-1:
*8o% of students in kindergarten will achieve at or above benchmark as assessed by the Acadience Beginning Quantity Discrimination.
*80% of students in 1st grade will achieve at or above benchmark as assessed by the Acadience M-Comp.
Grades 2-5th:
*80% of students in 2nd grade will achieve at or above benchmark level on the Acadience Math M-Comp and 85% of 2nd grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*80% of students in 3rd grade will achieve at or above benchmark level on the Acadience Math M-Comp and 75% of 3rd grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*70% of students in 4th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 4th grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*80% of students in 5th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 5th grade students will achieve at or above benchmark on the Acadience Math M-Cap.
| No | Yes |
Our Professional Development will focus on implementing a more consistent RTI model Professional Learning Community within each grade level. Each grade level will use data from topic tests, progress monitoring, and common formative assessments (CFA) to make decisions about instruction, specifically for students who are struggling.
Students who score below and well below on benchmark assessments will receive additional instruction from teachers and trained assistants in small groups. This instruction will focus on teaching the skills in which the students are deficient.
Our Professional Development trainings will be targeted towards using appropriate instructional priorities and creating math fluency activities/strategies and developing number sense.
*Land Trust funds will be used to hire two Instructional Assistant to provide extra intervention support to students who are struggling in math. ($23,000)
Students who score below and well below on benchmark assessments will receive additional instruction from teachers and trained assistants in small groups. This instruction will focus on teaching the skills in which the students are deficient.
Our Professional Development trainings will be targeted towards using appropriate instructional priorities and creating math fluency activities/strategies and developing number sense.
*Land Trust funds will be used to hire two Instructional Assistant to provide extra intervention support to students who are struggling in math. ($23,000)
Student outcomes in Kindergarten through 5th grade will be measured using the Acadience Math Assessment Scores.
Specifically:
• Kindergarten will use the Acadience Math Beginning Quantity Discrimination.
• 1st grade will use the Acadience Math Computation Assessment.
• 2nd - 5th grades will use the Acadience Computation and Math Concepts and Application Assessments.
Specifically:
• Kindergarten will use the Acadience Math Beginning Quantity Discrimination.
• 1st grade will use the Acadience Math Computation Assessment.
• 2nd - 5th grades will use the Acadience Computation and Math Concepts and Application Assessments.
Teachers will consistently follow the master schedule so as to provide our struggling students adequate access to the whole group instruction during the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and/or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.
Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists. During IPLC meetings, we will be following up on student progress.
The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $23,000.00 | Land Trust funds will be used to hire two Instructional Assistant to provide extra intervention support to students who are struggling in math. ($23,000) | Landtrust |
School Climate Goals
Due to current circumstances in our society, we have seen an increase in anxiety and stress among students. There is a need for Social Emotional skills and support for students. Our SSRS-IE data indicates that K- 17%, 1st - 13%, 2nd - 32%, 3rd - 36%, 4th - 32%, 5th -21% which is an average of 25% of our students who are exhibiting internalizing behaviors which include anxiety, withdrawn, sad/depressed, low academics, peer rejection, behavior problems, negative attitude, emotionally flat, aggressive behaviors, lonely. Some of the anxiety our students experience have an impact on their attendance. Inconsistent attendance at school has an impact on student’s academic and social progress.
There continues to be a steady number of students (102) in need of supports for learning social skills, coping skills as well as providing positive incentives to attend school consistently.
There continues to be a steady number of students (102) in need of supports for learning social skills, coping skills as well as providing positive incentives to attend school consistently.
To increase student social/emotional and coping skills, which impacts their academic performance, all classroom teachers will receive training by Spring of 2025, with the new Canyons District Thrive Time Curriculum materials. These trainings will support students in developing various social skills including: conflict resolution, emotional regulation and friendship skills. The school counselor also works with the Thrive Time Curriculum to deliver additional classroom lessons on conflict resolution, emotional regulation and skills with friends and peers. Teachers and staff will also receive additional training in faculty meetings on classroom behavior management and conflict resolution. Teachers will consistently implement Morning Circles in their classrooms to build positive relationships amongst students and teachers. Teachers and staff will receive ongoing Digital Wellness reminders/training and work in conjunction with our School Community Council (SCC) to hold activities during our Digital Safety Week to help kids learn the skills that will keep them safe digitally and emotionally.
| No | Yes |
At the beginning of the year, teachers will receive Professional Development on the materials for the new Canyons Thrive Time Curriculum. Teachers will also receive follow up training with Restorative Circles and Positive Behavior Support strategies. Teachers and staff will also receive additional training in faculty meetings on classroom behavior management and conflict resolution.
Teachers will also participate in our school-wide Digital Safety Week and provide reminders to students throughout the year regarding digital citizenship.
Currently, Quail Hollow’s social/emotional support personnel includes a full-time psychologist, a part-time school counselor and a 25 hour MTSS behavior assistant. We plan to hire our school counselor full time to support the rising social/emotional needs of our students.
We will use funds to hire our MTSS behavior assistant full time ($6,000) and provide more hours to our part-time office secretary ($6,000) to support school-wide attendance incentives, attendance letters and plans. We will also hire an Instructional Assistant ($10,000) to support students with academic and behavioral struggles within grade levels that have large class sizes.
A full time school counselor ($50,000) will allow us to implement the following:
*Promote positive social/emotional relationships
*Support our school-wide Positive Behavior Interventions Supports (PBIS) efforts to improve our school climate and purchase PBIS incentives ($1,500)
*Instruct & support our staff in using “Restorative Practice” strategies, including the new Thrive Time Curriculum.
*Various school-wide activities to promote inclusion & kindness.
*Teacher professional development related to social and emotional health.
Teachers will also participate in our school-wide Digital Safety Week and provide reminders to students throughout the year regarding digital citizenship.
Currently, Quail Hollow’s social/emotional support personnel includes a full-time psychologist, a part-time school counselor and a 25 hour MTSS behavior assistant. We plan to hire our school counselor full time to support the rising social/emotional needs of our students.
We will use funds to hire our MTSS behavior assistant full time ($6,000) and provide more hours to our part-time office secretary ($6,000) to support school-wide attendance incentives, attendance letters and plans. We will also hire an Instructional Assistant ($10,000) to support students with academic and behavioral struggles within grade levels that have large class sizes.
A full time school counselor ($50,000) will allow us to implement the following:
*Promote positive social/emotional relationships
*Support our school-wide Positive Behavior Interventions Supports (PBIS) efforts to improve our school climate and purchase PBIS incentives ($1,500)
*Instruct & support our staff in using “Restorative Practice” strategies, including the new Thrive Time Curriculum.
*Various school-wide activities to promote inclusion & kindness.
*Teacher professional development related to social and emotional health.
Walkthrough observation data of implementation, Teachers will track, problem solve and discuss struggling students & the strategies implemented during PLC's time.
Data/information will be shared in SCC twice a year. The BLT will discuss the data and steps for improvement throughout the year.
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Salaries and Employee Benefits 100 and 200 | $72,000.00 | We will use funds to hire our MTSS behavior assistant full time ($6,000) and provide more hours to our part-time office secretary ($6,000) to support school-wide attendance incentives, attendance letters and plans. We will also hire a classroom aide to support students with academics and behavior in the larger classes. ($10,000) We will also hire our school counselor full-time ($50,000). |
TSSP |
| General Supplies 610 | $1,500.00 | Purchase supplies for Positive Behavior incentives | TSSP |
Summary of Expenditures for all Goals
Summary - replace me
If there are any unexpected expenditures or funds, we will increase the time available to our instructional and Multi-tiered System Support interventionists to work with identified students, hire subs or pay a stipend to provide teachers with increased time to plan specific lesson plans together or participate in additional professional development and/or purchase more technology and/or supplies, materials, incentives to support our goals.