9% of our kindergarten students are not proficient on the winter benchmark PSF; 14% of our kindergarten students are not proficient on the winter benchmark NWF-CLS
31% of our 1st grade are not proficient on the winter benchmark for NWF-CLS; 25% of our 1st grade are not proficient on the winter benchmark for WWR
33% of our 1st grade students are not proficient on Acadience Reading Composite Winter Benchmark.
29% of our 2nd grade students are not proficient on Acadience Reading Composite Winter Benchmark.
27% of our 3rd grade students are not proficient on Acadience Reading Composite Winter Benchmark.
40% of our students in are not proficient in our Reading Inventory. This pattern is most common in 4th and 5th grades where the Reading Inventory is administered. We believe this problem is due to the inconsistent implementation of standardized core instruction. A strategy for improvement is team planning around the standards with coaching, alignment of the scope and sequence, and implementation of standardized and contextualized curriculum.

Students' growth has decreased on focus and evidence on the District Wide Standards Based Assessment in grades 2-5. We believe this problem is due to inconsistent implementation of standardized core instruction. A strategy for improvement is team planning around the standards with coaching, alignment of the scope and sequence, and implementation of standardized and contextualized curriculum.

We have chosen to set specific grade level goals based off of historical data from each grade level. We will be tracking the incoming class data vs. repeated grade level data. We feel it is more beneficial to understand the specifics needs of a group of students and understand the grade level standards that they will need to master. (see attached document)

East Sandy Elementary will continue to focus on Structured Classroom Discussions as well as Teacher Clarity. Structured Classroom Discussion help students to have meaningful conversations surrounding grade-level standards. Structured Classroom Discussion enables our students to build academic language, background, and critical thinking in order to be successful in ELA, Math, and Science. Students need to be able to speak, listen, ready, and write to demonstrate proficiency in their grade level standards. Structured Classroom Discussion will enable teachers and students to engage in purposeful dialogue which is the first step toward being a proficient reader and writer. To help with writing we will have teachers attend the district Writing within the CORE class. Teacher Clarity allows teachers to set clear learning intentions for their students on a daily or weekly bias for all subjects. Teachers tie their instruction to their grade level standards and create success criteria for their students to demonstrate mastery ensuring that students are experiencing learning that is strategically planned and carried out. Teacher clarity has a large impact on student learning because it explicitly informs the students about what and why of what they are learning is important.

To help move our students to proficiency we will have our first and second grade teachers attend the first and/or second grade academy. This will continue to develop our teachers skills in PA and Phonics which is an area of concern at East Sandy.

For behavior our major/minor flowchart will be updated and reviewed during our faculty meeting. As a school we will continue our push the importance of attendance and create a no tardy incentive. To improve attendance we will improve our communication to the community regarding having less than 8 absences including excused, unexcused, and vacation. For tardies we will have a classroom incentive for when students hit a certain amount of days with no tardies.

Acadience pathways to progress
Reading Inventory (RI)
Core Phonics and Phonemic awareness (PA) assessments, as needed
Informal and formal observations
Learning intention and success criteria
Progress monitoring
Targeted Observation Tools

Implementation of CSD's instructional priorities with an emphasis on scaffolded instruction, explicit instruction, and systemic vocabulary development.
Implementation will be monitored through targeted observation tools.

Implementation of CSD's instructional priorities with an emphasis on scaffolded instruction, explicit instruction, and systemic vocabulary development.
Implementation will be monitored through targeted observation tools.

SEP Conferences
Bi-monthly parent emails
Monthly SCC & PTA meetings

Nothing Entered

Reduce Discipline Referrals by 10% as measured by Data Dashboard collection.

Social emotional lessons
Restorative Circles
check-in/check-out
CEO Trait Program
Behavior Aids assistance in data collection in regards to behaviors

Data Dashboard

Nothing Entered

At East Sandy there is a significant decrease of attendance in term 1 and term 2 for the 2018-2019 academic school year. We believe this problem is due to inconsistent procedures, vacations surrounding traditional holiday breaks, lack of understanding of school start time.

We have chosen to set communication beginning in the classroom from the teacher when a student misses more than one day or has evidence of consistent attendance issues. Teachers will monitor their attendance data as well as have discussions with parents at back to school night, parent teacher conferences, and monthly emails, etc. regarding attendance. We will monitor this as a BLT by looking back at the 2018-2019 term 1 and term 2 attendance data as a base.

East Sandy elementary will make their attendance initiative public by h

We will look at the overall school data. As a BLT we will look at specific terms and grade levels.

At back to school night through teachers as well as the principal, parent teacher conferences, as attendance issues arise.