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Alta View’s 2020-21 Teacher and Student Success Plan (TSSP)
Approved by the SCC 3/31/20

Overarching Goal:
Improve student achievement in English language arts (ELA), while supporting student emotional well being in and out of the classroom.

Analysis Summary:
26% of students in Kindergarten through third grade, do not meet proficiency standards for Acadience Reading Composite Score (RCS) benchmark testing, and 40% of students in fourth and fifth grade do not meet proficiency standards on the Reading Inventory (RI) as of January 2020. There is a performance gap between the general population and students identified as special education, low income, and English language learners. We attribute this gap to not fully engaging students in the assessment process, monitoring and using their own data, and knowing how to engage in ongoing structured classroom discussions.

Goal #1 – Academic:
Alta View Elementary will have 80% of its students, grades Kindergarten through fifth, at or above proficiency benchmark scores, using the Acadience Composite Score (grades K-3) and the Reading Inventory proficiency standards (grades 4-5), including expected and exceeded growth, by May 2021. We will use multiple measures, all of which are incorporated into compiling composite scores, including Kindergarten reading measures, oral reading fluency (ORF), ORF accuracy, retell, comprehension measures, pathways of progress, and reading inventory measures.

Action Plan:

  1. Continue using and provide ongoing professional development on structured classroom discussions and close reading across content areas to engage students in the learning process.
  2. Continue to involve students and provide teacher professional development in the assessment process, with data collection, data interpretation, the use of rubrics and teacher clarity with student success criteria for better access to expectations and understanding.
  3. Create grade level specific goals that support school-wide TSSP goal, that will be reviewed and adjusted as needed, throughout the year during grade level Instructional Professional Learning Community (IPLC) meetings.
  4. Hire and train approximately ten Multi-Tiered Systems of Support (MTSS) interventionists to support students who are below proficiency standards in reading, and/or who need social skills training because it inhibits their academic progress.
  5. Continue to use 95% Group intervention materials with students who are below proficiency standards in grades 1-5, and Early Reading Intervention (ERI) with Kindergarten.
  6. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLC’s to improve ELA instruction and social emotional learning by regularly meeting to monitor data and create plans for improvement. Hire substitutes for the BLT to meet seven times a year to monitor data and create on-going plans for improvement.
  7. Continue to implement the two teacher model in non-Dual Language Immersion (DLI) classrooms in order to strengthen ELA instruction.
  8. Continue to implement a Summer Reading Program – Year #2.

Measurement:
Progress will be measured through results in the Acadience (grades K-3) and Reading Inventory (grades 4-5) benchmark testing that occurs three times throughout the year. Progress monitoring and other assessment data will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

How will you increase performance so that students with disabilities are more likely to meet or exceed your TSSP goals? Include how you will monitor implementation progress:
Teams, including the special education team, will plan specific lessons using structured classroom discussions throughout the year across multiple content areas, incorporating social-emotional components, that will help students with disabilities to access the content at their appropriate level, using scaffolds, including sentence frames and strategic partnering.

Explain how you will increase language production so that English learners are more likely to meet or exceed TSSP goals. Include how you will monitor implementation progress:
Grade levels all have at least one English language learner (ELL) endorsed teacher on the team that will serve and teach the English language learners in that grade. They will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ELL students the ability to access and succeed academically across contents. In addition to this, we are also identifying ELLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs) for them, and implementing them in order to accelerate their progress.

How and when will progress be communicated with stakeholders?
Progress reports will be shared at parent teacher conferences, and report cards will be shared at the end of each trimester. School/Grade level data will be shared at the School Community Council (SCC) meetings. Grade level and classroom level data will be shared during meetings including: IPLC, BLT, and faculty meetings.

Goal #2: School Climate:

Analysis Summary:
Alta View Elementary has been implementing the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) survey three times a year to identify students who exhibit high levels of internalizing and/or externalizing behaviors in the school setting. We see a higher level of externalizing behaviors, specifically aggression during recess, as per our office discipline referrals (majors) and teacher-handled incidents that require parent contact (minors). In tracking the SRSS-IE data, we hope to see a decline in our ODR data as well as our minors with parent contact being logged into Data Dashboard.

Goal:
We will decrease, by 10%, the number of students who exhibit moderate or high ratings (both internalizing and externalizing behaviors) on the SRSS-IE from fall 2020 to spring 2021. We will only measure students who attended Alta View all year.

Action Plan:

  1. Increase our social worker from half time to full time to better meet the social-emotional needs of our students.
  2. Spread lunch start times further apart (from 10 minutes to 15 minutes) in order to not have more than two grades in the cafeteria or on the playground at one time.
  3. Ensure our Playworks Program continues to be implemented effectively by increasing the number of adults supervising the playground from two to three.
    1. Continue to fund two behavior interventionists.
    2. Make one of the behavior interventionists, a Playworks Co-coach, to be on the playground every day and make sure the program is being implemented successfully. This Co-coach will also work with our current coach to train the Jr. Coaches.
  4. Focus on restorative practices to provide students the ability to problem solve and restore relationships across multiple settings.
  5. Teachers will continue to log major incidents in the data dashboard discipline tracking system, by using the school’s Major/Minor Incident Chart developed by the school BLT.
  6. Teachers will continue to log minor incidents requiring parent contact in the data dashboard discipline tracking system.
  7. Administer behavioral consequences based on restorative practices.
    1. Consequences for major incidents will include citizenship classes that reteach necessary skills based on the offense and are taught by the Behavior Interventionist(s), parent contact, and any natural consequence that will help change student behavior.
    2. Consequences for minor incidents will include reteaching of social skills/routines/expectations, verbal warning, parent contact, natural consequences that will help change student behavior.
  8. Continue to use KEYS cards and Principal Pride Slips. These will be tracked regularly by the teachers during IPLC meetings, ensuring that students are being positively reinforced for exhibiting good behavior and for following the school rules. Students will be eligible for Pride Slip drawings weekly for the book vending machine or an activity, and an additional drawing at the end of each trimester for a larger prize.
  9. Continue to use KEYS Kids certificates with specific positive feedback. These will be given weekly to students who demonstrate our KEYS expectations. They will be honored in an awards assembly where parents are invited.
  10. Implement Morning Meetings/Circles with consistency and regularity in order to build teacher-student and student-student relationships within the school. Coaching will be provided to support teachers.
  11. Incorporate and implement the Second Steps social-emotional curriculum with guidance by the school social worker.
  12. Administer the SRSS-IE survey three times during the school year, at designated faculty meetings and IPLC meetings.

Measurement:
SRRS-IE survey data will be collected three times throughout the year in order to gather data around students who exhibit internalizing and/or externalizing behaviors in the school setting. Major and minor incidents will be logged and tracked using the data dashboard discipline system. We will monitor discipline data monthly and the SRRS-IE data three times a year, at our BLT meetings to track progress, plan appropriate interventions, including morning meeting/circle topics and specific behavior needs. We will also track KEYS cards, Principal Pride Slips, and KEYS Kids certificates.

How and when will progress be communicated with stakeholders?
Progress will be communicated through the BLT and IPLC meetings. Parents will be notified of Principal Pride Slips when the child takes the copy home to celebrate. Parents will also be notified in advance of the KEYS Kids award assembly when their student is a recipient. Data will be shared with the School Community Council.

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