Literacy (reading and writing) and the ability to be successful in high school and college is interdependent on demonstrating the highest caliber of reading fluently, comprehending, analyzing, and synthesizing various texts. We have seen a consistent school pattern and trend of underserved demographics of students (i.e., ELL, SPED, low-income, and students of color) scoring lower than their Caucasian peers at the school, district, and state level. We have decided as educational leaders within our Alta cone feeder system to focus on improving growth and proficiency outcomes for low-income students at all three levels and articulate supports for individual students as they transition between levels (elementary, middle, and high).

Students will demonstrate 75% of lexile proficiency at each grade level, will show at least 80 lexile points of improvement (gains) each year (9, 10, 11, and 12) in school, and increase our low-income lexile proficiency range by 3% each year in school. The SRI (Scholastic Reading Inventory) will be the standard of measurement each year in school (grades 9-12).

Using meta-analysis with each student so that they understand what a exile score is and how such is interrelated to success in high school and college. This will be completed across each grade level through the advisory classes. English teachers will work with each individual student in terms of areas of weaknesses and improvements and scaffold realigning instructional strategies. Professional development will be aligned All core teachers will align their instructional goals to meet the needs of individual student's in each content area. We will continue to promote our weekly literacy day (Monday's), in which all students and staff read for 30 minutes.

Possibly SAGE assessment may be omitted if the assessment standard is removed by the state legislature. Also, the continuation of effective PLC's (Professional Learning Communities) will be evaluated and monitored, with training and supports being offered at the state and national level (Dufour's) of PLC best practices.

An understanding of literacy instructional best practices, a commitment to the Monday "literacy day," and a conceptual framework of the SRI lexile score and relevancy and connection with their grade level (grades 9-12).

Fidelity checks with literacy professional development and literacy day in advisory, and by pre and post annual SRI scores. Also, administrative fidelity checks each Tuesday late-start with PLC teams, use of common CFA's, and individual student data analysis.

Only 26% of current juniors have met all four college readiness benchmark standards on the ACT exam.

Increase proficiency by 2% to aim at 28% proficiency on all four college readiness benchmark standards of the ACT exam (with a strong emphasis on Math and Science) within the next three years (by 2020).

Incorporating ACT testing support strategies through an ACT Prep class, lessons infused within the junior year advisory classes two months prior to the state exam, and reviewing ACT math and science practice problems from prior years as starter activities across disciplines.

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An understanding of Alta students' strengths and weaknesses as it relates to ACT outcome measures and targeted needs of areas of improvement to drive a deliberate approach to instruction.

Utilizing outcome measures with the statewide ACT exam.

We have seen a slight decrease in the number of advanced and honors diploma recipients and regents' scholarship qualifiers (which are ways to analyze a college-going readiness culture).

Increase number of advanced and honors diplomas by 3% for the 17-18 SY by using the platform of Plan for CCR's with counselors as a catalyst to inform, market, and promote these unique college preparatory diplomas for students.

As stated above, utilize the Plan for CCR conferences and individual advisement with students to inform, market, and promote college preparatory coursework and encourage students to engage in rigorous and challenging levels of coursework.

Continue to guide and encourage students to take a rigorous course of study in preparation for post-secondary education and continue to evaluate participation and pass rates in AP courses.

Counselors will be expected (as indicated above) to take the lead in informing, marketing, and promoting the college preparatory diplomas in Plan for CCR's, Advisory classes, and through individual advisement. Counselors will work to create presentations for teachers to continually promote these unique opportunities.

Formative and summative measurements of numbers (and percentages) of students completing a college preparatory course sequence for proper preparation for next-step transition.

We have seen a significant increase in student's individual social and emotional supports, as such is directly related to positive achievement outcomes, such as attendance, engagement, learning, and success in school.

Creation and development of a HopeSquad which meets bi-monthly with appropriate advisement and training, a wellness week (aimed at positive social/emotional behaviors) each semester, and a referral process for SST (Student Success Team) for students who need Tier-I, Tier-II, and Tier-III instructional interventions, and number of SAFEUT tips reported by students.

Positive relationships and engagement in school, plus, moving student/counselor ratios closer to the state (350 to 1) and national (250 to 1) recommendations. We are currently at 400 to 1 on ratios.

Maintenance of Hope Squad, MTSS/SST, and SafeUT application

Understanding the scope of Hope Squad, and understanding the proper SST referral process

Attendance, and number of students who find success (grades, behavior, etc.) in school from the MTSS/SST referral and case management process.

Currently, attendance at school continues to decline at significant rates (37.50%) attend less than 90% of the time. We also see that our underserved demographic of students are more chronically absent (47.1% Latino vs. 37% Caucasian). Either percentile is a cause for concern here.

Our counseling team has put together an attendance promotion campaign that highlights the reasons and rationale of why attending school is important and related to academic achievement. We have also incorporated parent nights specific to our underserved demographic of students (i.e., Latino/a parent night) that is focused on the importance of attendance and correlation with college going rates. Our goal is to increase attendance (bring about improvement) by 5% for the 17-18 school year, through these components identified and through an attendance policy revision.

Creating positive relationships and increase active engagement by utilization of the IPOP's.

Attendance Policy revision, Counseling marketing campaign, and additional parent nights for our underserved demographic of students.

Starter activities and positive feedback as assessed on the IPOP

Assessing attendance data (aggregated and disaggregated) by quarter and annually

A high number of students are not attending school, and we're interested in finding additional ways to increase engagement both in school (through curriculum) and through extracurriculars. This is especially the case for our underserved student demographics.

Monitor and assess the number (and which types of students) are earning "engagement" points on our Hawk Medallion Engagement award each year annually, with a target range of 10% of all students at each grade level (9-12).

Advertise and expand the opportunities in which students can earn engagement points for being involved in school.

Expand the current Alta Hawk Medallion engagement award to include point structures for all extra-curricular (and some co-curricular) opportunities.

Work towards a target range of 70% active engagement via IPOP's (formal observations).

By the number of students who earn the rights to the Hawk Engagement Medallion Award, and though engagement (active vs. passive) on IPOP's (formal observations).