34% of students in Kindergarten through third grade did not meet proficiency standards for Acadience Reading Composite Score (RCS) benchmark testing, and 48% of students in fourth and fifth grade did not meet proficiency standards on the Reading Inventory (RI) as of January 2021. There is a performance gap between the general population and students identified as special education and English language learners. These students need strong tier one instruction and effective tier two skills-based instruction (SBI) time using research-based reading programs. It is also important that these students have well-trained teachers, including teachers that are new to the school or profession.

Alta View Elementary will have 75% of its students, grades Kindergarten through fifth, at or above proficiency benchmark scores, using the Acadience Composite Score (grades K-3) and the Reading Inventory proficiency standards (grades 4-5), including expected and exceeded growth, by May 2022. We will use multiple measures, all of which are incorporated into compiling composite scores, including Kindergarten reading measures, oral reading fluency (ORF), ORF accuracy, retell, comprehension measures, pathways of progress, and reading inventory measures.

We will:
1. Continue using and provide ongoing professional development on structured classroom discussions and close reading across content areas to engage students in the learning process.
2. Continue to involve students and provide teacher professional development in the assessment process, with data collection, data interpretation, the use of rubrics and teacher clarity with student success criteria for better access to expectations and understanding.
3. Create grade level specific goals that support school-wide TSSP goal, that will be reviewed and adjusted as needed, throughout the year during grade level Instructional Professional Learning Community (IPLC) meetings.
4. Provide professional development and support to teachers on how to progress monitor students, how to use the data that progress monitoring provides effectively and timely to maximize student growth opportunities.
5. Hire and train seven Multi-Tiered Systems of Support (MTSS) interventionists to support students who are below proficiency standards in reading, and/or who need social skills training because it inhibits their academic progress. ($79,794)
6. Continue to use 95% Group intervention materials with students who are below proficiency standards in grades K-5, and Early Reading Intervention (ERI) with Kindergarten.
7. Continue using the Exemplary Center for Reading Instruction (ECRI) program in grades K-2 to provide phonemic awareness and phonics specific instruction.
8. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLCs to improve ELA instruction and social emotional learning by regularly meeting to monitor data and create plans for improvement. Hire substitutes for the BLT to meet seven times a year to monitor data and create on-going plans for improvement. ($5,000)
9. Continue to implement the two-teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen ELA instruction. Provide substitutes for parent/teacher conferences so the two teachers can conference together. ($1,500)
10. Continue to implement a Summer Reading Program. ($1,500 for staffing and $500 for supplies)
11. Fully fund iReady Reading software licenses in grades K-5 (whatever grade levels are not included in the state reading grant). ($8,000)

Progress will be measured through results in the Acadience (grades K-3) and Reading Inventory (grades 4-5) benchmark testing that occurs three times throughout the year. Progress monitoring and other assessment data will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

Teams, including the special education team, will plan specific lessons using structured classroom discussions throughout the year across multiple content areas, incorporating social-emotional components, that will help students with disabilities to access the content at their appropriate level, using scaffolds, including sentence frames and strategic partnering.

Grade levels all have at least one English language learner (ELL) endorsed teacher on the team that will serve and teach the English language learners in that grade. They will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ELL students the ability to access and succeed academically across contents. In addition to this, we are also identifying ELLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs) for them, and implementing them in order to accelerate their progress.

Progress reports will be shared at parent-teacher conferences, and report cards will be shared at the end of each trimester. School/Grade level data will be shared at the School Community Council (SCC) meetings. Grade level and classroom level data will be shared during meetings including: IPLC, BLT, and faculty meetings.

As of December 2020, 33% of students in Kindergarten through fifth grade did not meet proficiency standards on the Acadience Math Composite. Our BLT identified basic math fact fluency as the barrier to improving the math composite results. 69% of students were proficient on the M-Comp in December 2020. These data points only include in-person learners. It does not include the online or parent-led students.

Alta View Elementary will have 75% of its students in Kindergarten at or above the proficiency benchmark score using the Number Identification assessment by May 2022. Alta View Elementary will have 75% of its students in grades 1-5 at or above the proficiency benchmark score using the M-Comp assessment by May 2022.

We will:
1. Provide professional development opportunities around building math fluency in all grades by using Number Talks, counting routines, and structured classroom discussions during core instruction, to increase students’ conceptual and abstract understanding of number sense.
2. Continue to involve students and provide teacher professional development in the assessment process, with data collection, data interpretation, the use of rubrics and teacher clarity with student success criteria for better access to expectations and understanding.
3. Create grade level specific goals that support school-wide TSSP goal, that will be reviewed and adjusted as needed, throughout the year during grade level Instructional Professional Learning Community (IPLC) meetings.
4. Provide professional development and support to teachers on how to progress monitor students, how to use the data that progress monitoring provides effectively and timely to maximize student growth opportunities.
5. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLCs to improve math instruction and social emotional learning by regularly meeting to monitor data and create plans for improvement. Hire substitutes for the BLT to meet seven times a year to monitor data and create on-going plans for improvement.
6. Continue to implement the two teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen math instruction.
7. Purchase Number Talk books for grade levels, as well as individual student math manipulatives to be used by all grades. ($3,000)
8. Increase community support and involvement with the creation of Family Math Game Kits for all students, with the possibility of a Math Night. ($1,500)
9. Implement and use math games that are provided for math fluency in both iReady Math and within the Canyons School District Curriculum Maps.
10. Hire and train two Multi-Tiered Systems of Support (MTSS) interventionists, at least one being bi-lingual Spanish, to support students who are below proficiency standards in math, and/or who need social skills training because it inhibits their academic progress. ($24,000)
11. Fully fund iReady Math software licenses in grades K-5 (whatever grade levels are not included in the state math grant). ($4,000)

Progress will be measured through results in the Acadience Math Computation benchmark test (1-5) and Acadience Number Identification Fluency benchmark test (Kindergarten), that occurs three times throughout the year. Progress monitoring and other assessment data will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

Teams, including the special education team, will plan specific lessons using structured classroom discussions throughout the year across multiple content areas, incorporating social-emotional components, that will help students with disabilities to access the content at their appropriate level, using scaffolds, including sentence frames and strategic partnering.

Grade levels all have at least one English language learner (ELL) endorsed teacher on the team that will serve and teach the English language learners in that grade. They will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ELL students the ability to access and succeed academically across contents. In addition to this, we are also identifying ELLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs) for them, and implementing them in order to accelerate their progress.

Progress reports will be shared at parent teacher conferences, and report cards will be shared at the end of each trimester. School/Grade level data will be shared at the School Community Council (SCC) meetings. Grade level and classroom level data will be shared during meetings including: IPLC, BLT, and faculty meetings.

Alta View Elementary has been implementing the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) survey three times a year to identify students who exhibit high levels of internalizing and/or externalizing behaviors in the school setting. We see a higher level of externalizing behaviors, specifically aggression during recess, as per our office discipline referrals (majors) and teacher-handled incidents that require parent contact (minors). In tracking the SRSS-IE data, we expect to see a decline in our ODR data as well as our minors with parent contact being logged into the Data Dashboard.

We will decrease, by 10%, the number of students who exhibit moderate or high ratings (both internalizing and externalizing behaviors) on the SRSS-IE from fall 2021 to spring 2022. We will only measure students who attended Alta View all year.

We will:
1. Maintain a full-time Social Worker to better meet the social-emotional needs of our students (The district provides .75 already). ($23,000)
2. Spread lunch start times from 10 minutes to 15 minutes apart in order to not have more than two grades in the cafeteria or on the playground at one time.
3. Ensure our Playworks program continues to be implemented effectively by maintaining adult supervision with three-four adults during the lunchtime recess.
a. Fund three behavior interventionists in addition to the one the district provides for a total of four. ($36,000) Fund an additional three hours/week for the district-funded behavior interventionist ($2,000)
b. Make two of the behavior interventionists Playworks Co-coaches to be on the playground every day and make sure the program is being implemented successfully. These Co-coaches will also work with our current Playworks coach/Playworks Brainbooster teacher to train the Jr. Coaches and use them effectively at recess times.
c. Make one of the behavior interventionists the specialist over the Wellness Room and activities.
4. Focus on restorative practices to provide students the ability to problem solve and restore relationships across multiple settings.
5. Teachers will continue to log major incidents in the data dashboard discipline tracking system, by using the school’s Major/Minor Incident Chart developed by the school BLT.
6. Teachers will continue to log minor incidents requiring parent contact in the data dashboard discipline tracking system.
7. Administer behavioral consequences based on restorative practices.
a. Consequences for major incidents will include citizenship classes that reteach necessary skills based on the offense and are taught by the Behavior Interventionist(s), as well as parent contact, and any natural consequence that will help change student behavior.
b. Consequences for minor incidents will include reteaching of social skills/routines/expectations, verbal warning, parent contact, natural consequences that will help change student behavior.
8. Continue to use KEYS cards and Principal Pride Slips. These will be tracked regularly by the teachers during IPLC meetings, ensuring that students are being positively reinforced for exhibiting good behavior and for following the school rules. Students will be eligible for Pride Slip drawings weekly for the book vending machine or an activity, and an additional drawing at the end of each trimester for a larger prize.
9. Continue to use KEYS Kids certificates with specific positive feedback. These will be given weekly to students who demonstrate our KEYS expectations. They will be honored in an awards assembly where parents are invited. ($650)
10. Continue to implement Morning Meetings/Circles with consistency and regularity in order to build teacher-student and student-student relationships within the school. Coaching will be provided to support teachers.
11. Administer the SRSS-IE survey three times during the school year, at designated faculty meetings and IPLC meetings. Identify trends by submitting a school-wide form for students who exhibit moderate and high behaviors on the SRSS-IE to be analyzed during IPLCs.
12. Implement and fund calming corners within classrooms and a wellness room to provide a preventative resource to all students to be able to regulate feelings and to be able to re-engage in classroom expectations. ($1,000)
13. Implement Lunch Bunch groups run by the Achievement Coach and interventionists targeting specific skills as identified through the SRSS-IE data. ($500)

SRRS-IE survey data will be collected three times throughout the year in order to gather data around students who exhibit internalizing and/or externalizing behaviors in the school setting. Major and minor incidents will be logged and tracked using the data dashboard discipline system. We will monitor discipline data monthly and the SRRS-IE data three times a year, at our BLT meetings to track progress, plan appropriate interventions, including morning meeting/circle topics and specific behavior needs. We will also track KEYS cards, Principal Pride Slips, and KEYS Kids certificates to reinforce and reward positive behaviors.

Progress will be communicated through the BLT and IPLC meetings. Parents will be notified of Principal Pride Slips when the child takes the copy home to celebrate. Parents will also be notified in advance of the KEYS Kids award assembly when their student is a recipient. Parents will be notified of Lunch Bunch participation for specific skills identified through the SRSS-IE benchmark. Data will be shared with the School Community Council.