31% of our students, in grades Kindergarten through third grade, at East Sandy Elementary are not making typical or better progress on Acadience Pathway to Progress. This pattern is consistent across our student population with the exception of fourth and fifth grades where 40% of our students are not making aqueduct growth on the Reading Inventory (RI). It is even more prevalent with our students who are receiving special education services (SPED). 72% of our SPED students across grade levels 4-5 are basic or below on the RI. To help improve our students success in these areas we believe that additional professional development is needed in the areas of scaffolding and close reading routines are needed.

Language Arts

Kindergarten: By May of 2022, 60% of East Sandy's Kindergarten students will make typical or above typical growth on Acadience Pathways of Progress for a Composite Score from Fall Benchmark to Spring Benchmark.

First: By May of 2022, 70% of East Sandy's First Grade students will make typical or above typical growth on Acadience Pathways of Progress for a Composite Score from Fall Benchmark to Spring Benchmark.

Second: By May of 2022, 65% of East Sandy's Second Grade students will make typical or above typical growth on Acadience Pathways of Progress for a Composite Score from Fall Benchmark to Spring Benchmark.

Third: By May of 2022, 60% of East Sandy's Third Grade students will make typical or above typical growth on Acadience Pathways of Progress for a Composite Score from Fall Benchmark to Spring Benchmark.

Forth: 75% of students will gain 100 pts. on the Reading Inventory or maintain an RI level of 770 or higher from the fall to spring benchmark.

Fifth: By May of 2022, East Sandy's fifth grade will improve RI scores from the Fall to Spring Benchmarks in the following groups: 80% of students who are at or above benchmark will improve their scores by at least 50 points, 80% of the students who are below or well below will make the yearly growth of 75 points.

SPED: All students will make progress on their individualized goals in reading.

We will:

1. Continue the implementation scaffolding and close read routines.
2. Continue to develop teachers skill based instruction.
3. Continue to develop teachers tier I instruction.
4. Continue to develop our morning circles in every classroom.

Landtrust:
1. Maintain our two curriculum interventionists to provide Tier II interventions (estimated cost is $30,800).
2. Curriculum interventionists will be supervised and trained by the Achievement Coach on strategies and techniques for successful implementation of district approved Response to Interventions (RtI) curriculum and other supplemental programs.
3. Teachers will use collaboration time to review student data, identify student needs and plan appropriate RtI instruction. Teacher professional development may also be provided during collaboration time if needed. Substitute teachers will be provided to allow teachers this time (estimated cost - $3,000).
4. Kindergarten teachers will be provided half day collaboration time once a month in order to look at data, plan appropriate tier I instruction, and identify student needs. Substitute teachers will be provided to allow teachers this time (estimated cost - $5,000)
5. Technology devices will be used in both the classroom and the Tier II skill-based instruction groups to teach and reinforce literacy skills (estimated cost is $9,115).
6. Students will be instructed on identified skills through deeper diagnostic while receiving standardized and contextualized components of the curriculum for Tier I and for Tier II.
7. Purchase general materials and supplies to support instruction related to school literacy goal ($5,000).
8. Through the use of the Trust land monies, we hope to see our teachers addressing the needs of all of our students more effectively. We anticipate our general core instruction will continue to improve as teachers, coach and administrator spend time reviewing and discussing our academic goals on a regular basis. We also anticipate that our curriculum interventionists will be able to continue their effective intervention supports that have consistently shown growth with our Tier II students.
9. Two multi-tier systems of support (MTSS) interventionist will maintain behavioral supports with students receiving tier II intervention daily. MTSS interventionists will work closely with classroom teachers to align supports as needed with academics and attendance (estimated cost is $5,500).
10. Building Leadership Team (BLT) will meet for ongoing teacher professional development. Substitute teachers will be provided to allow teachers this time (estimated cost - $4,486.00).
11. Any carry over or extra money that is given will be spent on substitutes for teachers to participate in planning days, classroom observations, technology, and/or supplies.

Acadience Pathways of Progress
Reading Inventory (RI)
Progress Monitoring
Targeted Observations
95% Phonics and Phonemic Awareness screeners
High Quality Implementation Assessments

Teachers will instruct the students who are at greatest risk of not making benchmark during small group instruction. They will use the data collected from the benchmark and progress monitoring to adjust their instruction by regrouping for small group instruction during walk-to-Read. They will analyze Common Formative Assessments (CFA's) given during small group instruction daily, and during core instruction at least weekly, and maximize English Language Arts instructional minutes on the master schedule. Progress will be monitored during weekly IPLC meetings with teachers and observations by peers, coach and principal.

Teachers will receive professional development on our focus Instructional priorities: Morning Circles and Structured Classroom Discussion. Teachers will regularly plan and deliver lessons using sentence frames, teacher clarity, and explicit instruction in conjunction with structured classroom discussion. We will focus on coding spelling words for written language production, increased oral responses, and partner talk. Students will have additional opportunities for language production during Morning Circle components.

Professional Learning Communities - weekly
Building Leadership Team meetings - monthly
School Community Council meetings - monthly
Entry Hallway goals displayed - yearly
Land trust reports - yearly
Website - 3 times per year as data becomes available

21% of students at East Sandy students exhibit moderate to high risk externalizing behavior according to Student Risk Screening Scale - Externalizing (SSRS-IE) data in winter 2021. 25% of students at East Sandy students exhibit moderate to high risk internalizing behavior according to Student Risk Screening Scale -Internalizing (SSRS-IE) data in winter 2021. We believe students would benefit from continued explicit instruction in learning how to regulate and advocate for themselves. Strategies for improvement are continued implementation of Restorative Circles, and the introduction of a wellness room.

80% of students at East Sandy will rank low on internalizing and externalizing behaviors on the Student Risk Screening Scale (SSRS-IE) by Spring of 2022. Teachers will focus on implementing a school-wide wellness room and restorative circles. This will help students learn to cope with internalizing and externalizing behaviors within the school setting.

1. Extend the .5 FTE (half-time) school counselor ($44,000) that was allocated to us to 1.0 FTE (full-time counselor) to address the social emotional needs of the students at East Sandy Elementary.
2. Continue to provide teacher professional development in restorative circles and wellness room ($5,387).

Student Risk Screening Scale, morning meeting walk throughs, Positive Behavior Interventions, and Supports walk throughs.

Professional Learning Communities - weekly
Building Leadership Team - monthly
School Community Council Meetings - monthly