Reading fluency and comprehension scores are an area of concern. Reading is a critical aspect of academic achievement. There are 21% of students at risk for academic success in reading in first grade through third grade according to the DIBELS Composite scores. There are 29% of fifth and fourth grade students scoring below proficient on the RI test of reading comprehension. A strategy for improvement is professional development for providing small group, skill - based instruction including phonemic awareness, using the close reading strategy, and using academic language in the classroom.

Willow Canyon will increase student scores on the DIBELS reading test from 79% of students in first grade through third grade scoring on benchmark to 80% of students scoring on benchmark by spring of 2019. The DIBELS Composite scores will report good growth for all students.

Willow Canyon will increase the percent of students scoring proficient on the RI in fourth grade and fifth grade. Currently, there are 71% of students scoring proficient. We will increase the percentage of students scoring proficient on the RI by four percentage points and show good growth for all students.

Goals will be achieved by spring testing in 2019.

Willow Canyon's focus will be on small group, skill based instruction including phonemic awareness, using academic language and vocabulary, and the close reading strategy. Willow Canyon teachers have participated in professional development provided by the District. They have learned about the close reading strategy and phonemic awareness. We will continue to work on implementing the professional development taught during 2018/19.

Continued professional development and coaching for teachers during IPLC meetings, faculty meetings, and vertical teaming meetings for implementing close reading and phonemic awareness into small group instruction. Tier 2 reading interventionists will be provided professional development for implementing the programs selected from the "Tier II Interventions and Supports for ELA" provided by the Instructional Supports Department (ISD) and presented in the March, 2018 District BLT meeting. There will be continued collaboration meetings between teachers, the principal, the achievement coach, and Tier 2 reading interventionists with discussions about appropriate instruction meant to meet student learning needs. Plans for enrichment will also be determined during IPLC meetings.

Teachers will increase their knowledge of providing small group, skill based instruction, close reading for comprehension, and explicitly teaching academic language. They will be observed by the achievement coach and principal to provide support for implementing these strategies.

This goal will be monitored through teacher participation in professional development, participating in coaching, practicing in their classrooms, and IPOP observations. The DIBELS and RI testing will be used to make decisions about progress monitoring and what types of supports students need.

Willow Canyon has identified math fluency as a need. There is a high level of problem solving ability required for learning the math core standards at each grade level. We will focus on students' "fluidity and flexibility with numbers" taught during the March, 2018 District BLT meeting. There will also be a focus on students memorizing math facts so these are automatic.

The data from the DIBELS Math Composite scores for computation and concepts and application testing reports that 88% of students in first grade through fifth grade are scoring at the grade level benchmark. Our goal is to have 89% of students in first through fifth grade scoring on benchmark by May of 2019.

Strategic practice of math facts using student graphs to report progress toward memorization. Consistent positive reinforcement for practicing, acquiring, and retaining math facts at each grade. Instruction focused on students developing a strong foundation for understanding number sense and problem solving.

Building in a few minutes of fluency practice during math instruction. Following the master schedule, Tier 2 services will be provided for students who are below benchmark using ISD approved instruction and progress monitoring students to track improvement.

Willow Canyon teachers have identified math fact fluency as a need and will work in IPLC meetings to determine the best way to implement math fact practice time in their classrooms. We will work as a school to understand "fluidity and flexibility with numbers" to help students develop a strong understanding of number sense and problem solving.

Progress will be monitored through increased scores on the DIBELS Math Composite scores, classroom assignments, and progress monitoring data.

Willow Canyon has started a Tier 2 process for behavior supports with the help of the MTSS Behavior Assistant. We have been able to provide better support for students who struggle with behaviors that are counter productive to learning. We have been able to put students on contracts to assist with tracking and improving behaviors. We are beginning to implement what we call Reset Time where students have the opportunity to go to a different location for a few minutes and rethink their behavior and how they can make improvements. We will learn about adding behavior information into Dashboard to help with tracking student behaviors and making decisions as a BLT. We are also concerned about attendance. We have several students missing more than ten days of school.

Willow Canyon has 29.05% of students at risk as reported in the Early Warning System (EWS) data for all indicators. There are 25.71% of students at risk because of attendance and 4.88% at risk with ODRs. We will work to decrease the percent of students at risk by three percentage points by May of 2019 as reported in the overall EWS.

Perfect attendance awards every month during the school year with some fun activities for students who attend regularly. Peer coaching through Playworks to provide increased support for all students during less structured time.
Tier 2 targeted instruction for students needing more support provided by the MTSS Assistant.

The addition of more formal Tier 2 behavior supports. Increased support for promoting good attendance on a consistent basis.

Teachers will implement reset time, similar to think time, as a way to prevent behavior from escalating. They will use precision requests and monitor student contracts with the school psychologist for students at risk. They will be provided continued professional development for precision requests. Also, we will discuss EWS data in BLT meetings and faculty meetings in an effort to decrease these risk factors.

Office discipline referrals should decrease by implementing a more formal Tier 2 program for behavior and increased support during recess through Playworks peer coaching. Attendance data, and EWS trend data. Also, increased implementation of Tier 2 activities as reported on the TFI assessment by spring of 2019.