Based on school-wide DWSBA data, 65% of our students are not meeting proficiency in focus and evidence/elaboration. This pattern is present in grade levels 1-5 and has an impact on all subgroups including our ELs, Low Income, and especially our Students with Special Needs. We believe the problem is a result of our instruction (core, supplemental, and intensive) especially with our subgroups. Strategies for improvement include teaching core standards to mastery, focusing on writing strategies, increasing student talk, data discussions during IPLCs, using explicit instruction including instructional feedback and scaffolding with differentiation for all learners, and also providing support through ongoing coaching and administrative feedback.

As educators at Sandy Elementary, we will ensure that by May of 2019, 75% of our Sandy Elementary students will demonstrate proficiency by scoring a 3 or a 4 on the Language Arts DWSBA writing assessment. Progress will be measured by exit tickets and interim assessments designed by grade level teams.

Teachers will utilize the CSD Academic Framework for Core Instruction focusing on explicit instruction strategies and standardize key components of Reading Street.
Teachers will engage in a backward design approach while planning during IPLC and team meetings with a focus of meeting the diverse needs of each student.
At least three times during the year, grade level teams will meet for a “Deep Data Dive” to analyze DWSBA and ongoing assessment data, identify students who are proficient, and create a plan of action to guide instruction specific to students’ needs.

Structured classroom discussions and writing will continue to be a focus and teachers will implement strategies to allow for these conversations in their classrooms

Teachers will have structured time, professional development, and ongoing coaching to support them in planning lessons collaboratively using Reading Street, Language Central and the Canyons District Curriculum Map as resources to teach core standards. (including engagement and differentiation strategies for students with disabilities, English learners, advanced learners, etc.)

Student engagement strategies will be incorporated into lessons plans (e.g., structured classroom discussions, opportunities to respond, partnering, explicit instruction, hand signals, etc.) with the goal of getting every student to demonstrate mastery of the objectives in every lesson, every day, including English learners and students with disabilities.

Administrator observations and participation in IPLC and Professional Development meetings.

Administrator and colleague walk throughs.

Language Arts DWSBA Assessments (discussed in IPLC and BLT meetings)

Exit Tickets & Interim Assessments (discussed in IPLC and BLT meetings)

Formal and informal IPOPS completed by Administration and Achievement Coach.

Based on school-wide DWSBA data, 45% of our students are not meeting benchmark. This pattern is present in grade levels 1-5 and has an impact on all subgroups including our ELs, Low Income, and our Students with Special Needs. We believe the problem is a result of our instruction (core, supplemental, and intensive) especially with our subgroups. Strategies for improvement include teaching to mastery, data discussions during IPLCs, attending to concrete representational abstract approach, using explicit instruction including instructional feedback and scaffolding with differentiation for all learners, and also providing support through ongoing coaching and administrative feedback.

As educators at Sandy Elementary we will ensure that by May of 2019, 75% of Sandy Elementary students will achieve benchmark on DWSBA math measures. Progress will be measured by topic tests aligned to the scope and sequence.

Teachers will utilize the CSD Academic Framework for Core Instruction focusing on explicit instruction strategies and standardize key components of EnVision Math.
Teachers will engage in a backward design approach while planning during IPLC and team meetings with a focus of meeting the diverse needs of each student.
At least three times during the year, grade level teams will meet for a “Deep Data Dive” to analyze DWSBA and ongoing assessment data, identify students who are proficient, and create a plan of action to guide instruction specific to students’ needs.

Structured classroom discussions and writing will continue to be a focus and teachers will implement strategies to allow for these conversations in their classrooms

Teachers will have structured time, professional development, and ongoing coaching to support them in planning lessons collaboratively using EnVision Math and the Canyons District Curriculum Map as resources to teach core standards. (including engagement and differentiation strategies for students with disabilities, English learners, advanced learners, etc.)

Student engagement strategies will be incorporated into lessons plans (e.g., structured classroom discussions, opportunities to respond, partnering, explicit instruction, hand signals, etc.) with the goal of getting every student to demonstrate mastery of the objectives in every lesson, every day, including English learners and students with disabilities.

Administrator observations and participation in IPLC and Professional Development meetings.

Administrator and colleague walk throughs.

DWSBA and Topic Test Data (discussed in IPLC and BLT meetings)

Formal and informal IPOPS completed by Administration and Achievement Coach.

Based on school wide attendance and early warning systems data, 40% of our students did not meet our school attendance expectations, and currently, only 60% are on track. Although our overall attendance increased during the 2017-2018 school year, our tardies have greatly impacted our early warning systems data. Tardies accumulate and directly impact student learning as they miss classroom instruction.

As stakeholders of Sandy Elementary, we will ensure that by May of 2018, our students will be in attendance at least 90% of the school year and decrease the number of tardies by 10% school-wide. This will be measured on a daily basis and data announcements will be made each Friday with the current percentages.

Positive notes and phone calls home will take place on a weekly basis. Home visits will also take place.

Attendance will be closely monitored by administration, office staff, and classroom teachers. Parents/guardians will be contacted on a regular basis when attendance issues arise. Attendance announcements and awards will take place on a weekly basis and student, class, and schoolwide awards will be given out regularly.

Positive phone calls home on a consistent and regular basis in order to establish a strong partnership between home and school. Home visits will also take place by members of the Student Support Team and classroom teachers when available.

Attendance will be tracked and monitored on a weekly basis.