Data Dashboard
Teacher and Student Success Plan
2018 - 2019
Overarching Goal
77% of 3rd – 5th grade students will achieve proficient on SAGE Language Arts
76% of 3rd – 5th grade students will achieve proficient on SAGE Mathematics
100% of 3rd - 5th grade SALTA students will achieve proficient or highly proficient on SAGE Language Arts and Mathematics
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:
Sunrise SCC monitors CSIP goals and played an integral part in developing our 2018 - 2019 CSIP.
- In our October SCC meeting, we reviewed what a CSIP includes and its purpose. We then looked at our 2017 - 2018 CSIP to make sure all SCC members understood our goals and what we are doing to achieve them. We reviewed our LAND Trust end of year communication to our community. We looked at our fall CBM data, last year's SAGE scores, and made connections to our CSIP goals.
- In our January SCC meeting, we reviewed a Deseret News article where Sunrise performed as the 8th highest elementary school in the state on SAGE. We reviewed our behavior data and made connections to our PBIS/School Climate CSIP goal. We discussed allocation of LAND Trust resources, initial planning for CSIP goals, and plans to achieve them.
- In our March SCC meeting, we reviewed winter CBM data to assess our progress towards our CSIP goals. We also reviewed our CSIP 2018 - 2019 plan. BLT had the opportunity to have meetings in January, February, and March where we wrote, revised, and edited our plan based on all Sunrise teachers’ input and feedback. Our CSIP was approved unanimously at our March SCC meeting.
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Academic Goal
Based on reading benchmark measures, 16% of students are not meeting our proficiency goal. Currently 4 out of the 6 grade levels met the recommended proficiency for student achievement. We believe the problem is lack of using specific engagement tasks and assessment data to check for student understanding. Strategies for improvement are utilizing PLCs to make adjustments to meet the needs of all students, implementing backwards design with DWSBA, utilize vertical alignment, purposeful planning of explicit instruction for CORE, purposeful planning for skill-based groups, implementing OTRs, and implementing feedback cycle. Strategies for writing improvement are PD on writing that includes understanding the rubric, teaching the rubric, and using it to plan for instruction (backwards design). PLCs need to be utilized to find and share resources on elaboration and including evidence. It is key that teachers understand that writing is a process, not a product.
75% of 3rd grade students will achieve proficient on SAGE Language Arts
77% of 4th grade students will achieve proficient on SAGE Language Arts
78% of 5th grade students will achieve proficient on SAGE Language Arts
100% of 3rd - 5th grade SALTA students will achieve proficient or highly proficient on SAGE Language Arts
77% of 4th grade students will achieve proficient on SAGE Language Arts
78% of 5th grade students will achieve proficient on SAGE Language Arts
100% of 3rd - 5th grade SALTA students will achieve proficient or highly proficient on SAGE Language Arts
Skill-based groups, OTRs, Feedback Cycle
Vertical alignment: schedule times for grade levels to collaborate across grade levels on what specific skills students need more support with in previous grades
PLCs: continue to build teacher capacity to utilize PLCs to make adjustments to meet the needs of all students through purposeful planning and backwards design
Skill Based Instruction: teachers will implement sbi with fidelity across all grade levels
Tier 2: teachers use data to group students based on skill needs
PLCs: continue to build teacher capacity to utilize PLCs to make adjustments to meet the needs of all students through purposeful planning and backwards design
Skill Based Instruction: teachers will implement sbi with fidelity across all grade levels
Tier 2: teachers use data to group students based on skill needs
Teachers will purposefully plan their explicit instruction for CORE and skill-based groups based on standards and utilizing PLCs to make adjustments to meet the needs of all students, including ELs, Low-Income, and Special Education students.
DWSBA, DIBELS, RI, and IPOPs
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Three Instructional Aides | $27,000.00 | Land Trust | |
| Learning Walk Throughs | $1,000.00 | Land Trust | |
| 1st Grade iPads | $9,000.00 | Land Trust | |
| 1 Technology Instructional Aide | $9,500.00 | Land Trust |
Academic Goal
40% of students in grades 3rd - 5th are not proficient on SAGE Mathematics. Currently 1 out of the 5 grades, with the exception of 1st grade, are proficient on MCAP. We believe the problem is lack of using specific engagement tasks and assessment data to check for student understanding. Strategies for improvement are utilizing PLCs to make adjustments to meet the needs of all students, implementing backwards design with DWSBA, utilize vertical alignment, purposeful planning of explicit instruction for CORE, purposeful planning for skill-based groups, implementing OTRs, and implementing feedback cycle.
70% of 3rd grade students will achieve proficient on SAGE Mathematics
80% of 4th grade students will achieve proficient on SAGE Mathematics
80% of 5th grade students will achieve proficient on SAGE Mathematics
100% of 3rd - 5th grade SALTA students will achieve proficient or highly proficient on SAGE Mathematics
80% of 4th grade students will achieve proficient on SAGE Mathematics
80% of 5th grade students will achieve proficient on SAGE Mathematics
100% of 3rd - 5th grade SALTA students will achieve proficient or highly proficient on SAGE Mathematics
Skill-based groups, OTRs, Feedback Cycle
Vertical alignment: schedule times for grade levels to collaborate across grade levels on what specific skills students need more support with in previous grades
PLCs: continue to build teacher capacity to utilize PLCs to make adjustments to meet the needs of all students through purposeful planning and backwards design
Skill Based Instruction: teachers will implement sbi with fidelity across all grade levels
Tier 2: teachers use data to group students based on skill needs
PLCs: continue to build teacher capacity to utilize PLCs to make adjustments to meet the needs of all students through purposeful planning and backwards design
Skill Based Instruction: teachers will implement sbi with fidelity across all grade levels
Tier 2: teachers use data to group students based on skill needs
Teachers will purposefully plan their explicit instruction for CORE and skill-based groups based on standards and utilizing PLCs to make adjustments to meet the needs of all students, including ELs, Low-Income, and Special Education students.
DWSBA, MCOMP, MCAP and IPOPs
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| Two Math Instructional Aides | $18,000.00 | Land Trust |
School Climate Goal
The majority of Sunrise ODRs are offenses (aggression and insubordination) that happen at recess and in the classroom. This pattern is common throughout the school with 6 students receiving the bulk of our referrals. We believe the problem is a result of adults understanding and dealing with students who are struggling (behaviorally, emotionally, socially). Data dashboard has 110 incidents on record, of which, 29 are Think Times and 43 are attendance logs. Strategies for improvement are focusing on students’ behavior, emotional, and social needs which includes continuing use of learning of Melisa Genaux pd and implement instructional behavioral priorities.
100% of students and adults can identify all four of our SOAR behavior expectations.
100% of teachers will the use effective feedback practices, 4:1 and 2 feedback cycles in formal ipops, in the instructional setting to provide timely and descriptive feedback that will promote quality student work and increase engagement.
100% of teachers will the use effective feedback practices, 4:1 and 2 feedback cycles in formal ipops, in the instructional setting to provide timely and descriptive feedback that will promote quality student work and increase engagement.
Our focus is understanding and supporting students who are struggling (behaviorally, emotionally, socially).
Student Support Team needs to utilize the SST form.
Teachers will be able to implement evidence-based behavioral strategies and collect data for decision making; including, documenting repeated minors through think times and discipline module on data dashboard. Teachers will use behavior plans, contracts, and positive reinforcements to better support student behavior needs. They will continue to implement social skills curriculum aligned with schoolwide citizenship program and promote Something to Celebrates as a schoolwide reinforcement tool. In addition, teachers will work on implementing: self-monitoring, differential reinforcement, precorrection, 4:1, and de-escalation strategies.
EWS, CTFI Inventory, PBIS Walkthrough, IPOP, CTESS Stakeholder, Something to Celebrates total, ODR data, Think Time data, Review of Student Intervention Plans, Check-In and Check-Out data, SRSS-IE
Budget
| Expenditure | Cost | Description | Source |
|---|---|---|---|
| SOAR Prizes (Monday drawings and 200 club) | $800.00 | Cell Tower | |
| SOAR Week and Booster Days | $1,000.00 | Cell Tower | |
| Check In and Check Out Rewards | $200.00 | Cell Tower |
Summary of Expenditures for all Goals
Summary - replace me
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