TSSP

Data Dashboard

Teacher and Student Success Plan
2018 - 2019

Overarching Goal

To see progress among our students in both academic and behavioral areas through the implementation of our district MTSS framework and AVID.

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:

Met with SCC on February 13, 2018. The entire 2017-2018 plan was discussed and explained. The SCC asked questions and we sought their input on our current course and moving forward. None of them suggested different types of goals so, we will move forward in the areas of Reading, targeted sub-groups and PBIS.

Enter the dates where the SCC was involved with developing the TSSP

SCC Date 1:

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SCC Date 2:

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Enter the date when school staff was able to provide input for TSSP

Staff Date 1:

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Enter the date when assistant principals were able to provide input for TSSP (If applicable)

AP Date 1:

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Academic Goal

Problem Statement

Based on the 2017-18 winter RI, 8.2% of our projected 2018-19 student are at below basic and 26.4% are basic. 50% of students in the below basic range will have achieved 1.5 times their expected growth, and 53% of basic students will have achieved 1.5 times their expected growth. 96% of advanced and proficient student will have maintained proficiency.

SMART Performance Goal

55% of students in the below basic range will achieve 1.5 times their expected growth, and 60% of the students in the basic range will achieve 1.5 times their expected growth.

What evidence-based instructional strategy will be your focus for the year?

Reading and writing across the curriculum, along with other WICOR strategies.

What system structures/routines/procedures (if any) will need to be added, altered, or omitted?

Every teacher in the building needs to have a starter each day focusing on writing-to-learn. Patriot Time will be planned by department based on identified standard deficits.

Learning Goal(s)—What are teachers expected to learn and implement in the classroom?

High-yielding reading and writing strategies for their content area. Teachers will identify student deficits by standard in order to provide remediation.

How will progress toward this goal be measured?

Using the RI data administered three times per year.

Budget

Expenditure	Cost	Description	Source

No Dollar Amount Entered

Academic Goal

Problem Statement

Low SES and special education students continue to earn more D's and F's than the general Eastmont population.

SMART Performance Goal

Over the 2018-19 school year, we will increase the percentage of our special education students who are on track to graduate with no D's or F's from 61% to 75% and increase our percentage low socio-economic status students who are on track to graduate with no D's or F's from 71% to 75% as shown with the early warning systems (EWS) data on data dashboard.

What evidence-based instructional strategy will be your focus for the year?

Specific feedback

What system structures/routines/procedures (if any) will need to be added, altered, or omitted?

An academic vs. behavioral feedback observation tool will be used by achievement coach. Teachers will receive their individual data disaggregated by behavioral and academic as well as general and specific. Data from March 2018 will be used as baseline data.

We will continue with two 24 hour para-educators. These para-educators will work with special education and low socioeconomic status students by pulling them out to reteach concepts, read tests aloud, and run Friday morning school.

A check-in/check-out system will also be implemented using licensed educators as facilitators.

Learning Goal(s)—What are teachers expected to learn and implement in the classroom?

Teachers are expected to meet or exceed feedback ratios as indicated by the IPOP in addition to implementing WICOR strategies in their classroom with an emphasis on reading and writing.

How will progress toward this goal be measured?

We will review the EWS data for our special education and low socioeconomic status students after each quarter and share it with the BLT.

Budget

Expenditure	Cost	Description
2 para-educators	$20,000.00	Landtrust
Up to 4 additional PD hours per faculty member for book study	$6,000.00	Landtrust
Book(s) for book study (35 copies of each)	$1,000.00	Landtrust

Academic Goal

Problem Statement

Currently, 44% of students in the basic range on the MI have achieved their mid-winter growth goals of 1.5 times expected growth, and 62% of students in the below basic range achieved their growth goal.

SMART Performance Goal

67% of students in the below basic range will achieve 1.5 times their expected growth, and 50% of the students in the basic range will achieve 1.5 times their expected growth.

What evidence-based instructional strategy will be your focus for the year?

In addition to reading and writing to learn, teachers will focus on high-yielding, standards-based instructional strategies.

What system structures/routines/procedures (if any) will need to be added, altered, or omitted?

Patriot Time will be altered to including targeted standards-based sessions. Patriot time for math will be planned by department.

Learning Goal(s)—What are teachers expected to learn and implement in the classroom?

Teachers will identify student deficits by standard in order to provide targeted remediation.

How will progress toward this goal be measured?

Using the MI which is administered three times per year.

Budget

Expenditure	Cost	Description	Source

No Dollar Amount Entered

School Climate Goal

Problem Statement

Based on baseline academic vs. behavioral feedback observations conducted by the achievement coach in March, 2018, teacher behavioral correctives are at a 1:1 ratio with behavioral positives.

In addition, feedback from the CTESS stakeholder student survey, indicate that 88% of students have a positive adult connection and 80% report feeling safe at school.

SMART Performance Goal

Currently at Eastmont, behavioral positive to corrective ratios in the classrooms are 1:1. In order to improve adult to student relationships, we will increase the behavioral positive to corrective ratio to 3:1 for 75% of our teachers.

In addition, we will increase the percentage of students having a positive adult connection to 90% and the percentage of those feeling safe to 85% base on student survey data.

What climate enhancing support will be your focus for the year?

Specific positive feedback for behavior in every classroom.

What system structures/routines/procedures (if any) will need to be added, altered, or omitted?

Continue the use of Patriot Bucks linked to specific positive feedback. Increase incentives tied to achievement of academic and behavioral goals. Will increase school to home communication about positive interactions with students, to include post cards and phone calls.

Learning Goal(s) - What are teachers expected to learn and implement in the classroom?

Teachers will learn and implement the strategies of specific behavioral feedback.

How will progress toward this goal be measured?

Parental contact logs will be maintained by each teacher.
Student survey will be administered via TA once each semester (twice a year).
Academic vs. behavioral feedback observations will be conducted by the achievement coach at least once per semester.

Budget

Expenditure	Cost	Description	Source
Postcards and stamps	$1,000.00	Supplies
Incentives for "Aim High" Award and for students meeting behavioral benchmarks, POM, Persistent Patriots	$1,000.00	Supplies

Summary of Expenditures for all Goals

Summary - replace me

There are times when the planned expenditures in the goals of a plan are provided by the district, a grant, or another unanticipated funding source leaving additional funds to implement the goals. If additional funds are available, how will the council spend the funds to implement the goals in this plan?

Nothing Entered