Math scores on SAGE have decreased by at least 5% on SAGE in 3rd and 5th grades. Scores maintained in 4th grade. School-wide, DWSBA scores are not at 80% benchmark. This pattern is most common in the majority of classes. We believe the problem is a result of poor utilization of the math block, lack of CRA, and a decrease of understanding of number sense. A strategy for improvement is increased coaching cycles, monitor teacher fidelity, and professional development in the areas of CRA.

By the spring of 2019, 80% of our K-2 students will be on benchmark as demonstrated by MCOMP or QD. By Spring of 2019, 70% of students in grades 3 will score in the proficient or highly proficient range on SAGE, and 15% more students in grades 3, 4 and 5 will score in the proficient or highly proficient range on SAGE than scored in these ranges in 2018.

School wide PBIS, explicit instruction, and structured classroom discussion.
Differentiated small group instruction (this includes both teachers and interventionists)

Reexamine the math block to ensure that we are utilizing time efficiently (ensuring time for skill based instruction).
Training on interventions (Math Pals, Reflex, etc)
IPLC meetings will support effective core instruction and intervention structures.
Strengthening CRA during math instruction

Lesson studies will support peer coaching that will strengthen implementation of math block and instructional priorities.
Attend and utilize professional development from Visible Learning for Math and other areas.
Deepen the understanding of the standards and how Envision can be utilized to support those standards.
Coaching Cycles focussed on CRA and sentence frames during structured class discussion.

MCOMP and C&A
DWSBA
QD
IPOP visits and other walkthroughs
Weekly IPLC Notes

72% of first grade students are at benchmark on the Winter Dorf. This pattern is most common in the majority of classes. We believe the problem is a result of lack of exposure to the test, check for understanding, and instructional planning. A strategy for improvement is increased coaching, IPLC focus on instruction, and increased technical support,

By the Spring of 2019, 90% of students in Kindergarten will be on benchmark as shown by scores on PSF; 80% of students in grades 1-2 will be on benchmark as shown by scores on DORF Fluency; and 15% more students in grades 3-5 will score on the advanced or proficient level on SRI by the Spring of 2019 than score on advanced or proficient levels on the Fall 2018 assessment; and 60% of 3rd, 4th, and 5th grade students will improve their lexile scores by at least 100 points between Fall and Spring assessments.

School wide PBIS, explicit instruction, and structured classroom discussion.
Differentiated small group instruction (this includes both teachers and interventionists)

Intervention groups are continually altered to meet the needs of individual students.
IPLC meetings will support effective core instruction and intervention structures.

Small group literacy instruction using differentiated strategies will extend learning and provide growth for proficient students and how to use the RtI toolkit gold standard protocol for struggling students

Utilize DWSBA data and other curricular assessments as tools for formative instruction, monitoring student progress, purposeful planning, and monitoring progress toward CSIP goals.

Embed social studies and science content in literacy block

Continue implementation of close reading strategy implementation in all grades

IPLC meetings will support effective core instruction and differentiation.

Students will all receive the level of intervention needed by qualified personnel through coordination of sped, interventionists, and general education services

CBM: All DIBELS Reading Curriculum Based Measurement is given in grades 1-5

NWF: DIBELS Nonsense Word Fluency is given in Kindergarten and grade 1 and 2.

PSF: DIBELS Phonemic Segmentation Fluency is given in Kindergarten and grade 1.

SRI (3rd, 4th and 5th grade)

DWSBA: given three times a year

IPOP and other walkthrough data will support use of instructional priorities and core curriculum

Overall, the PBIS system is working for Altara in all locations. Although the rates of ODRs are low, there typically is an increase during certain times in the school year (before winter and spring break). The increase of ODRs is typically during recess and lunch. We believe this is due to students having unstructured time, students lacking social and problem solving skills and having low self-esteem. Typically these ODRs are from our low SES population. We see a lack of understanding of the culture of poverty among the staff and the need to educate students on behavioral strategies. A strategy for improvement is to teach staff about restorative justice, give them behavioral strategies, and educate them on the impact of poverty on academic achievement.

Reduce the number of referrals during unstructured time by 50% from Spring of 2018 to Spring of 2019. Increase rates of specific feedback and correctives in classrooms from Spring 2018 to Spring of 2019 by 20%.

School wide PBIS, explicit instruction, and feedback.

Further training and reinforcement of MTSS
Positive reinforcement for teachers
More training on Group contingency options
Provide every class with a repertoire of appropriate intervention strategies for tier 2 and tier 3 behavior students
Examine the PBIS team and its responsibilities
Aides are adequately trained with strategies and supports for managing behavior issues
Support from the SST team

Professional development on feedback, behavioral strategies, and impact of poverty on children.
LRBI Training
Continue with a team working on PBIS (teacher led)
Train SST on intervention supports for teachers

Use data gathered from IPOP and COFF during walkthroughs
Principal's 200 Club Cards
Office Referral Data
IPLC Notes