Teacher and Student Success Plan (TSSP)
Academic Goal #1: To increase the number of students achieving proficiency or higher in Science to at least 65% on the end of year state tests and student growth score of at least 55 points.
Action Plan Summary: We will provide professional development support of teachers to refine and master the CSD instructional priorities. In addition, teacher data teams will work with the academic coach to design and implement curriculum that is DOK appropriate for their expected outcomes.
Expenditures:
- After School ‘Warrior Support’ (Landtrust)
- Professional Development Days (Landtrust)
Outcomes: Each data partner team met three times during the year with their achievement coach to strengthen instruction through backward design, DOK levels, intentional learning outcomes, and the instructional priorities (with an emphasis on Structured Classroom Discussions).
After identifying faculty needs for specific instructional priorities, school-provided professional development focused on individual elements of the instructional priorities as determined by need. Teachers strengthened and implemented backward design, DOK levels, intentional learning outcomes, and the instructional priorities in their classrooms. After-school Warrior Support provided enrichment and one-on-one support for students specifically in Science one day a week. Due to the COVID-19 Pandemic, end of the year tests were not administered, and as such there is not data to show progress.
Academic Goal #2: To increase the number of students achieving proficiency or higher in Math to 55% or greater on the end of year state tests and student growth score of at least 50 points.
Action Plan Summary: We will provide professional development support of teachers to refine and master the CSD instructional priorities. In addition, teacher data teams will work with the academic coach to design and implement curriculum that is DOK appropriate for their expected outcomes. Each data partner team will meet three times per year with their achievement coach to strengthen instruction through backward design, DOK levels, intentional learning outcomes, and the instructional priorities (with an emphasis on Structured Classroom Discussions). After-school Warrior Support will provide enrichment and one-on-one support for students specifically in math three days a week.
Expenditures:
- Substitute Teachers for Data Teams (Landtrust)
- After School Warrior Support (Landtrust)
- Math Lab (FTE)
- MI Student Rewards (Landtrust)
- Professional Development Day (Landtrust)
- Illustrative Math Consumables (Landtrust)
Outcomes:
Each math lesson was designed with additional supports to help meet the needs of students with disabilities. Our continuum of services was a key factor to providing proper academic placement. Students were targeted and discussed as a subgroup to ensure consistent support and monitoring. Each math lesson was designed to have an ELL enhanced support built into daily practice. One math lab period for each grade level was provided for Tier 2/3 intervention for our most struggling students. Each data partner team met three times per year with their achievement coach to strengthen instruction through backward design, DOK levels, intentional learning outcomes, and the instructional priorities (with an emphasis on Structured Classroom Discussions). After identifying faculty needs for specific instructional priorities, school-provided professional development focused on individual elements of the instructional priorities as determined by need. Teachers strengthened and implemented backward design, DOK levels, intentional learning outcomes, and the instructional priorities in their classrooms. After-school Warrior Support provided enrichment and one-on-one support for students, specifically math, 3 days a week. Due to the COVID-19 Pandemic, end of the year tests were not administered, and as such there is not data to show progress via the RISE platform. However, there is data to show a drop in students achieving advanced or proficient year to year as well as on the fall Math Inventory test.
Academic Goal #3: To achieve growth of at least 100 Lexile points for 55% of our students scoring basic or below basic in reading proficiency as measured from 2019 Fall Reading Inventory to the 2020 Spring Reading Inventory.
Action Plan Summary: BLT (Building Leadership Team) representatives, in conjunction with department teams, will focus on systemic vocabulary development across the curriculum in addition to one disciplinary literacy strategy per department. The systemic vocabulary and disciplinary literacy strategies will act as scaffolds for these students. We will monitor the progress of students through formative assessments in their Language Arts classes.
Expenditures:
- Professional Development Materials (Landtrust)
- Student rewards for Reading Inventory growth (Landtrust)
- After school Warrior Support (Social Studies and ELA) (Landtrust)
- Professional Development Day (Landtrust)
Outcomes: Departments discussed Disciplinary Literacy strategies and chose a single focus for the 19-20 school year. Departments created an implementation plan that included instructional priorities and disciplinary literacy strategies, making sure they vertically aligned these strategies as a school. Ongoing Review of Instructional Priorities and Disciplinary Literacy strategies at the beginning of the year and revisited regularly. Continuous Professional Development was provided on Instructional Priorities and Disciplinary Literacy Strategies via faculty meetings and professional development days were held throughout the year. Monthly department agendas included sharing evidence of implementation plan and reviewing data as departments. We provided after school Warrior Support for additional ELA and Social Studies literacy support. Due to the COVID-19 pandemic, the Spring Reading Inventory was not administered. However, Winter 2019 Reading Inventory shows an increase of 5% of students scoring advanced or proficient over Fall 2019 Reading Inventory scores. From Fall 19 to Winter 19, 42% of the basic and below basic students increased 100 points or more. As such, we were well on our way to meeting our goal of 55% of those students making 100 or more Lexile points of growth.
School Climate Goal: To increase the number of students reporting that they feel recognized for positive behavior by 5% or greater by May, 2020, through a student survey that will measure students’ perception of positive reinforcement and following school rules.
Action Plan Summary: A Fall and Spring survey will be created to track data. Formal and informal iPops will be used to measure the 4:1 positive feedback ratio. Warrior Card distribution will be tracked by grade level based on the number turned in at the Warrior store and/or daily, weekly, monthly drawings.
Expenditures:
- Student Reward Items (Landtrust)
Outcomes: Each staff member received a stack of Warrior cards in their box to start the year, with more available. A survey was administered to the student body October 15, 2019. The ‘Warrior Store’ was created, offering various items for ‘sale’ with the currency being Warrior Cards. In addition to the Warrior Store, daily, weekly, monthly, and term drawings were held for students to win prizes for turning in their Warrior Cards. 88% of our teachers achieved ‘highly effective’ by having a positive to corrective feedback ratio of greater than 3:1.
