TSSP

Data Dashboard

Teacher and Student Success Plan
2018 - 2019

Overarching Goal

Goal Approximately 80% of students are reaching benchmark as a result of core and supplemental/Tier II instruction in reading and math. This pattern is consistent across the school. We believe this success is a result of robust core instruction, explicit instruction, small group instruction, supplemental/Tier II instruction and resources. We will continue implementing best practices to maintain success. 84% of students are at or above benchmark according to the SRI and Dibels assessments. Our goal is to maintain the 84% proficiency and increase the rate of improvement (ROI) 1-2 words per week for students not yet reaching benchmark. 73% of students are reaching benchmark according to the Dibels early release math assessment. Our goal is increase this number by 5% proficiency.

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:

Granite's SCC meets monthly to review pertinent data, discussion the family night activities, review CSIP and Landtrust goals, and discuss any concerns that are being talked about in the community. With the voice and support of the SCC, we have been able to focus on resilience and GRIT for our students. Making sure to support our students not reaching benchmark and push our students that are more gifted. We keep monthly minutes and often assign action steps for the upcoming month.

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

SCC Date 1:

Not Entered

SCC Date 2:

Not Entered

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

Staff Date 1:

Not Entered

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

AP Date 1:

Not Entered

Academic Goal

Problem Statement

73% of students are reaching benchmark according to the Dibels early release math assessment. Our goal is increase this number by 5% proficiency.

SMART Performance Goal

73% of students are reaching benchmark according to the Dibels early release math assessment. Our goal is increase this number by 5% proficiency.

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

We believe this problem is a result of a need for intensive basic skills computation. This pattern is most common in Kindergarten and 1st grade. We believe this problem is due to a lack of number sense and automaticity. Students continue to struggle with the basic base ten concept and quantity discrimination. We have noticed that in grade 3rd-5th story problems seem to be an area of concern.

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

A strategy for improvement is targeted intensive instruction, targeted skills based instruction, hands on manipulative learning and increased exposure to story problems.

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

1.Creating and building foundational skills in computation through the use of technology (ipads/Chrome Books) and academic software.
2.Consistent small group instruction that is highly impacting. Maintaining high level of results using scaffolding/differentiating instruction.
3.Better understanding of Core Standards in math by unpacking the standards through professional development and community support nights.
4.Create more opportunities for building number sense.
5. Tier II instruction from Instructional Assistants.
6. Teachers tutoring students.

How will progress toward this goal be measured?

Progress monitoring, timed tests, structured IPLC, data meetings benchmark assessments, daily problem solving tasks

Budget

Expenditure	Cost	Description	Source
Tier II instructional assistants will work on targeted skills for Kindergarten, 1st grade and 2nd Resources/supplies for small group instruction Structured tutoring for 4th and 5th grade	combined with Language Art allocation	Landtrust

Academic Goal

Problem Statement

80% of students are at or above benchmark according to the SRI and Dibels assessments.

SMART Performance Goal

Our goal is to maintain the 80% proficiency and increase the rate of improvement (ROI) 1-2 words per week for students not yet reaching benchmark.

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

We believe this problem is a result of a need for intensive phonemic awareness, phonics instruction and multiple opportunities to read in text.

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

A strategy for improvement is focused Tier II instruction, small group skills based instruction, partner reading and overall increased exposure to reading.

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

Language Arts/Reading
1.Creating and building foundational skills in DOK, vocabulary, phonemic awareness, phonics and comprehension strategies through the use of technology (ipads/Chrome Books) and academic software.
2.Consistent small group instruction that is highly impacting. Maintaining high level of results and scaffolding/differentiating instruction.
3.Better understanding of Core Standards in reading and writing by unpacking the standards through professional development and community support nights.
4.Create more opportunities for engaged independent reading.
5. Tier II instruction from Instructional Assistants.

How will progress toward this goal be measured?

Through Dibels progress monitoring, IPOP evaluations, structured IPLC reflections, and school wide implementation of professional development.

Budget

Expenditure	Cost	Description	Source
Tier II instructional aides Small group resources/supplies Technology and software support for small group instruction Supplies for Tier II intervention program	approximately $32,000	Landtrust funds

School Climate Goal

Problem Statement

According to feedback and observations from adults and students, there is a need for students to internalize positive character behavior traits, support the school wide belief that We All Have Value, make positive contributions to our community and begin to understand and develop perseverance and GRIT.

SMART Performance Goal

We often see students engaging in negative, inappropriate behaviors such as using hurtful words and teasing one another. The phrase "just kidding" will often lead to conflict and negative interaction. Students are unsure of how to persevere in difficult tasks, both academically and socially, leading to negative feelings toward school, and minimal work ethics.

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

We will continue to implement a monthly focus for personal accountability and action, support the monthly grade level meeting from our school social worker, share Words of Wisdom in our morning announcements, and build on the books; Grit in the Classroom and Building Resilience in Children and Teens.

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

As a continued effort, we will schedule 3 parent nights to explicitly address how to help our students at home. Using our school social worker/psychologist to hold grade level monthly meetings introducing and implementing positive character behavior traits. Provide monthly challenges and activities for parents to help foster building GRIT in their students. Provide a resource tab our website with articles, books, links to support building resilience and GRIT in our students.

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

Teachers will continue training on how to continue to encourage problem solving behaviors both at home and at school through faculty meetings, book study, professional articles, and monthly actions steps. In collaboration with our PTA and SCC we will reinforce and align our efforts to meet the needs of our families through parent nights, Principal's News, website resources, monthly challenges/activities, and formal communication.

How will progress toward this goal be measured?

Nothing Entered

Budget

Expenditure	Cost	Description	Source

No Dollar Amount Entered

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