52% of Midvale students are not making typical or above typical growth on Acadience Pathways of Progress. This pattern is most common in grades K-3 with 61% not making typical or above. It is most prevalent in our multilingual and students with disabilities student populations. We believe the challenge is a result of the current lack of maximizing instructional time and fidelity to standards, curriculum and instructional blocks. Another factor contributing to lack of growth is consistence attendance.

Goal #1 By May 2022, Midvale Elementary students will have demonstrated the skills necessary to meet each targeted, grade specific literacy goals that are identified below:

Kindergarten: By the end of May 2022, 65% of Midvale’s Kindergarten students will make typical or above typical growth in NWF-CLS (nonsense word fluency-correct letter sounds) according to Acadience Pathways of Progress.
First: By May of 2022, Midvale’s First Graders will increase the number of students making typical or above typical growth on the Acadience NWF WWR (whole words read) benchmark assessment to 75%.
Second: By May of 2022, 60% of Midvale’s Second Graders will make typical or above typical growth in ORF (oral reading fluency) according to Acadience Pathways of Progress.
Third: By May of 2022, 60% of Midvale’s Third Graders will make typical or above typical growth on their Reading Composite Score according to Acadience Reading Pathways of Progress.
Fourth: By May of 2022 60% or more of Midvale fourth graders will be making typical or above typical growth on their Reading Composite Score as measured by the end of year Acadience Reading Benchmark testing.
Fifth: By the end of May 2022, 80% of Midvale’s Fifth Graders will make typical or above typical growth in ORF (oral reading fluency) according to Acadience Pathways of Progress.
70% of students will also reach At or Above Benchmark in ORF according to the End of Year report.
Special Education: By the end of May 2022, 60% of Midvale’s Students with Disabilities will make typical or above typical growth on their overall Composite Score according to Acadience Reading Pathways of Progress.

1. Midvale teachers will provide high quality Tier 1 instruction that addresses the needs of ALL students.
2. Teachers will plan intentional Saxon Phonics lessons during the ELA block, and instruction will be adjusted based on the needs of their students.
3. The Saxon Phonics Foundation walk-through checklist will be utilized in teacher observations completed by coaches, administration and grade-level peers. The data collected in these observations will determine specific coaching supports for teachers.
4. Interventionists (9) will provide high quality, small group Tier ll instruction that addresses the specific needs of students that they service from all classrooms.
5. Interventionists ($98,182) will use the 95% Group Program and receive continued training from the Instructional Coaches on successful implementation.
6. Student progress will be assessed through consistent progress monitoring that is recorded in Acadience and monthly progress monitoring in math.
7. One IPLC per month (October-April) will be dedicated to analyze progress monitoring data in both ELA and Math.
8. Professional development will be planned in collaboration with our Instructional Supports, Student Advocacy, Responsive Services, and Special Education Departments.
9. Professional development will be presented throughout the year, and followed up with collaborative team planning, implementation of those plans, and finally; to reflect on the impact that their professional learning has on student achievement.
10. Substitutes for teachers to collaborate and intentionally plan after professional development ($3,000)
11. Coaching cycles, observations, and walkthroughs will be implemented to refine teaching skills and advance continuous improvement amongst our teachers.
12. Maintain our current Brain Booster Arts Technician ($18,000)
13. Hire a BrainBooster PE Instructional Technician. ($18,000)
14. Purchase Lexia ($4000) for use in the mornings to support individualized learning.
15. Hire three additional interventionists ($30,000) to support student learning in ELA and Math.
16. Hire a school data manager ($6500) to pull data from various platforms and use CSD's Datadashboard to help guide school based decisions around instruction and behavior. Data will be used with all stakeholders to monitor progress of student outcomes.

All literacy and math goals to quantify student progress will be measured using Acadience Pathways of Progress and End of Year Benchmark reports. Baseline Pathways of Progress data is available after the Winter (2021) testing.
Baseline Benchmark data will be available in the Fall, and Winter (2021) and Spring (2022).

IEP goals will be shared/communicated with general education teachers in the fall. Special Education teachers will meet with Grade Level Teams monthly to analyze shared student data, and identify additional supports and scaffolding as necessary.

We offer our Spanish Dual Language Immersion program exclusively to our neighborhood students and continue to expand it each year. We have and ASL facilitator who works with our students on individualized language development. We encourage all of our teachers to become ESL endorsed to support progress and proficiency in our population. To increase proficiency in the WIDA standards, we embed ELL supports in our professional development for teachers such as structured classroom discussion, close reading and creating sentence frames for increased language development.

Progress will be shown through Acadience Pathways to Progress and presented at meetings held with BLT, Faculty, SCC after the Fall, Winter and Spring Benchmarks. Progress will also be shared via newsletters to community and during family conferences in September and February.

Term 2 Attendance data shows that 37% of students are categorized as off-track or severe according to our Early Warning Systems.
Comparatively, Term 2 data from 2019-20 (before school closure) was 36% and in 2018-19 Term 2 data was 28% off-track or severe.
We believe the challenge is a result of our community's lack of understanding of the effects of chronic absenteeism in their child's educational progress. 30% of our McKinney Vento population is impacted by high mobility.

By the end of May 2022, we will decrease the number of Midvale Elementary students in the off-track category by 2% and in the severe category by 3%.

Classrooms with 80% attendance each day will be able to put a piece on their potato head until they have completed it. Each time a classroom as filled a Potato Heads , their picture will be taken and displayed in a common area to be determined (lunchroom, or hall). We will purchase a variety of Potato Heads for classroom use, as well as storage containers for each one. The approximate cost for this is ($1,100). Attendance books will be copied at the copy center for students to track their attendance data each day. The cost for this is estimated to be ($400). Professional Development planned with the Absenteeism & Truancy/ Interventions & Universal Procedures book at the beginning of the year. Two copies will be purchased for each grade level ($780).
Student Incentives for monthly attendance goals will be purchased. ($1400) Substitutes will be provided 2-3 times per year to our Social Emotional Learning Team for whole day collaboration for planning, reviewing of data and problem solving ($3000). New posters ($500) will be purchased presenting our new, revised PBIS Matrix for school-wide implementation.

We will use the data from Data dashboard to analyze trimester data to identify those students who are at risk, off-track and severe.

Average daily attendance will be displayed on a monthly calendar in the office for patrons to see. Announcements will be made on Thursday recognizing top classrooms and grade levels that are achieving the goals. Students will share their daily attendance logs with parents at Family Conferences. Teachers will call families when attendance concerns arise to see how students can best be supported. Newsletter each month will have attendance reminders, as well as individual students who are entered into a drawing based on meeting their attendance goal for the month.