Data Dashboard






Teacher and Student Success Plan
2018 - 2019

Overarching Goal

Over a two year time period, all grade levels of neighborhood students will achieve a 70% proficiency level on RISE Language Arts and Mathematics.

100% of SALTA students will achieve proficient or highly proficient on  RISE 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:
 

Peruvian SCC analyzes CSIP progress toward goals throughout the year and was involved in developing our 2018 - 2019 CSIP.

In our September and October SCC meetings, we reviewed what a CSIP includes and data from the 2016-17 year. We then looked at our 2017 - 2018 CSIP to make adjustments based upon new spring SAGE data.  We reviewed our Land Trust and created a report to our community. We also review the school climate goal which needed to be postponed because of the passing of the faculty member who was to train the staff.


In our February SCC meeting, we reviewed updated winter benchmark data. We reviewed our behavior data and social emotional needs of students based on parent surveys and SCC input.  The SCC accepted the recommendation of the BLT to proceed with What Do You Stand For as a basis for our character education program in the 2018-19 school year. The council reviewed the 2017-18 Land Trust and CSIP plans and offered suggestions for drafts for the upcoming year.


In our March SCC meeting, we reviewed CSIP 2018 - 2019 plan drafted by BLT. BLT had the opportunity to have meetings in January, February, and March where we wrote, revised, and edited our plan based on faculty input and feedback. Our CSIP was approved unanimously at our March SCC meeting. 



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Academic Goal

Based on reading benchmark measures, approximately 27% of students are not on track to meet end of year ELA proficiency goals. This pattern is most common in 2nd, 3rd and 5th grades. Several 3rd grade students moved down a level on DORF. Approximately 50% of neighborhood 4th-5th grade students are not proficient on SAGE ELA, with a slight decrease in both 3rd and 4th proficiency levels. We believe the problem is a result of a deficiency in rigorous writing skills and appropriate supports for diverse learners. A lack of daily rigorous standards-based engagement tasks that allow teachers to check for understanding and adjust instruction, and a lack of targeted skill based instruction has affected progress. Strategies for improvement include utilizing PLCs to determine very specific deficiencies and identify targeted strategies weekly to meet the needs of all students, particularly those at borderline benchmark levels, purposefully planning explicit standard-based instruction for CORE and skills groups time, and to make student learning visible by implementing the most effective engagement tasks that allow for checking understanding and adjusting instruction.


80% of students K-3 will meet benchmark as measured by grade level spring DIBELS Reading Assessment, or advance one level toward benchmark.
3rd-5th grade neighborhood students will increase proficiency on RISE Language Arts relative to grade level and cohort trends.
*66% of 3rd grade neighborhood students
*66% of 4th grade neighborhood students
*66% of 5th grade neighborhood students
80% of 1st-2nd SALTA students will achieve advanced level on RI
100% of 3rd-5th SALTA students will achieve proficient on RISE Language Arts, and 90% will achieve highly proficient.


Purposeful planning to standards, effective skills-based groups, OTR (meaningful engagement tasks), increased rigor in core instruction


PLC -- efficient data entry, more emphasis on specific standards based data, targeted action plans at all meetings, backward design included in PLC, purposeful planning with district established materials
Skills based groups -- teachers will deliver urgent skill-based instruction targeted to specific deficiencies of the group with fidelity, student tasks away from skills group will provide efficient targeted practice of standards-based skills, groups will be assessed frequently using data and adjusted


Teachers will purposefully plan instruction, engagement and tasks for core instruction and SBI based on standards and instructional priorities. Teachers will analyze relevant data and implement targeted actions plans on a regular basis. Teachers will purposefully plan and discuss formative assessments.


DIBELS, Reading Inventory, DWSBA, IPOP data


 
Budget
ExpenditureCostDescriptionSource
Three Intervention Assistants
Coaching Cycle and Team Collaboration Days
Technology		 $23,000
$1500
$7400		 Land Trust
Land Trust
Land Trust
Academic Goal

Approximately 30% of neighborhood students in 3rd--4th and 48% in 5th are not proficient on SAGE Math, although all grades are nearing 80% proficient on Dibels Composite winter assessment. This data is inconsistent with Math DSWBA data 3rd-5th. We believe the problem is a result of a lack of expected rigor in standards-based engagement tasks and backward design that allow teachers to target standards, check for understanding and adjust instruction. Strategies for improvement include utilizing PLCs to make adjustments to instruction and curriculum to meet the needs of all students (including backward design), purposefully planning explicit standard-based instruction for CORE and skills groups time, and to make student learning visible by implementing the most effective engagement tasks that allow for checking understanding and adjusting instruction.


85% of students K-5th will meet benchmark as measured by grade level spring DIBELS Mathematics Composite, or advance one level toward benchmark.
3rd-5th grade neighborhood students will increase proficiency on RISE Mathematics relative to grade level and cohort trends.
*78 % of 3rd grade neighborhood students
*80% of 4th grade neighborhood students
*70% of 5th grade neighborhood students
100% of 3rd-5th SALTA students will achieve highly proficient on RISE Mathematics.


Purposeful planning to standards, effective skills-based groups, OTR (meaningful engagement tasks), increased rigor in core instruction


PLC -- efficient data entry, more emphasis on specific standards based data, targeted action plans at all meetings, backward design included in PLC, purposeful planning with district established materials
Skills based groups -- teachers will deliver urgent skill-based instruction targeted to specific deficiencies of the group with fidelity, student tasks away from skills group will provide efficient targeted practice of standards-based skills, groups will be assessed frequently using data and adjusted


Teachers will purposefully plan instruction (including backward design, engagement and tasks for core instruction and SBI based on standards and instructional priorities. Teachers will analyze relevant data and implement targeted actions plans on a regular basis. Teachers will purposefully plan and discuss formative assessments.


DIBELS Computation/Concept-Application, DWSBA, IPOP data


 
Budget
ExpenditureCostDescriptionSource
Three Intervention Assistants
Coaching Cycle and Team Collaboration Days
Technology		 $14,000
$1500
$7500		 Land Trust
Land Trust
Land Trust
Academic Goal

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Budget
ExpenditureCostDescriptionSource
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School Climate Goal

Most of Peruvian Park ODR offenses are aggression and major disruptions. Three students account for 60% of ODRs in the 2017-18 school year. ODRs for other students most frequently occur at recess and in the classrooms. This is consistent across the school with most offenses in the fifth, first, and second grades. We believe the small number of major and moderate offenses are the result of positive, proactive teaching interactions by teachers and common expectations throughout the school. We also believe that Tier 2 and Tier 3 students need a more consistent implementation of current system to provide supports. Strategies for improvement will be continuing to refine the SST process including LRBI strategies and PD, implementing and monitoring effective behavior plans (including Tier 2) guided by support personnel and the teacher, developing a school wide tracking system of Tier 2 student interventions, implementing school wide strategies to build social skills and character, and continuing Panther Pride celebrations.


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Supporting all students to develop positive social/communication skills in all areas of the school environment.


Tier 2 classroom tracking system, common character/social skills instruction, increased used and refinement of SST team and process


Teachers will be able to implement evidence-based behavioral strategies and collect data for decision making; including, documenting classroom interventions, recording parent communications, and using 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 character/social skills development protocols including class meetings. Staff will regularly distribute Panther Pride tickets as a schoolwide reinforcement tool. In addition, teachers will build capacity and skills in implementing: self-monitoring, differential reinforcement, precorrection, 4:1, and de-escalation strategies.


PBIS Walkthrough, ODR/behavior data, CTFI Inventory, Stakeholder Surveys, Panther Pride data, CICO data, SIP data


 
Budget
ExpenditureCostDescriptionSource
Panther Pride $1,000.00 PTA
Summary of Expenditures for all Goals
Summary - replace me

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