35% of students in Kindergarten through third grade did not meet proficiency standards for Acadience Reading Composite Score (RCS) benchmark testing, and 40% of students in fourth and fifth grade did not meet proficiency standards on the Reading Inventory (RI) as of January 2022. 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.

We will have 70% of our students at or above proficiency benchmark scores, using the Acadience Composite Score and Reading Inventory proficiency standards (expected and exceeded growth) by May 2023.

We will:
1. Continue to implement and provide ongoing professional development on LETRS, especially as it pertains to instruction and assessment.
2. 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.
3. Teachers will continue to progress monitor students. Professional development will be provided for teachers on how to use the data effectively and timely to maximize student growth opportunities.
4. Hire and train six Multi-Tiered Systems of Support (MTSS) interventionists to support reading intervention. ($75,000)
5. Purchase reading intervention materials based on what we will learn in LETRS training during the 22-23 school year. ($5,000)
6. Purchase reading intervention software for grades K-5 ie. iReady ($11,000)
7. 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.
8. Implement the Wonders Reading Program K-5 and the 95% Core Phonics Program K-3, which is being adopted district-wide.
9. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level IPLCs to improve reading 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)
10. Continue to implement the two-teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen ELA instruction. Provide pay or substitutes for both teachers to conduct parent/teacher conferences together. ($1,500)
11. Pay for the Kindergarten Team to meet with their iPLCs outside of contract time due to Kindergarten's unique schedule challenges. ($4,000)
12. Fund two-thirds of a full-time Kindergarten teacher in order to reduce class sizes. (using $52,000 in carry over from the 2021-22 school year - permission was granted by the School Performance Director and District Business Administrator on 3/9/22)
13. Before/After School Reading Tutoring.
14. Increase community support and involvement with the implementation of a grade-level Family Reading Night for grades who choose to do so.

Progress will be measured through results in the Acadience benchmark test for grades K-3 and Reading Inventory benchmark tests for grades 4-5 that occur 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.

With the implementation of the new Wonders Reading program and the 95% Group reading programs, we will make adjustments to our master schedule and coordinate the alignment of general education and special education instruction in an effort to more fully support the students with disabilities.

Many of our Spanish Multi-lingual Learners (MLs) benefit from our DLI program. Grade levels all have at least one English as a Second Language (ESL) endorsed teacher on the team that will serve and teach the English language learners in that grade. Teachers will plan specific lessons using structured classroom discussions and other language scaffolds across content areas that will allow ML students the ability to access and succeed academically across contents. In addition to this, we are also identifying MLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs), 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 January 2022, 32% 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. 67% of students were proficient on the M-Comp in January 2022.

70% of K-5 Students will be at or above benchmark goals using the Number Identification Fluency (NIF) in Kindergarten and Computation scores from Acadience.

We will:
1. Due to the focus on the required LETRS trainings for one more year, we will provide optional 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. 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.
3. Teachers will continue to progress monitor students. Professional development will be provided for teachers on how to use the data effectively and timely to maximize student growth opportunities.
4. 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. (12000 and ISA grant)
5. Purchase math intervention software for grades K-5 ie. iReady. ($11,000)
6. 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. The BLT will meet seven times a year to monitor data and create on-going plans for improvement.
7. Continue to implement the two-teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen math instruction.
8. Implement and use math games that are provided for math fluency in both iReady Math and within the Canyons School District Curriculum Maps.
9. Encourage teachers who are concerned with their math data, to take advantage of the Math Building Fact Fluency Kits and training from the district.
10. Increase community support and involvement with the creation of Family Math Game Kits for students, with the possibility of a grade-level Family Math Night for grades who choose to do so. ($1,500)

Progress will be measured through results in the Acadience Math Computation benchmark test for grades 1-5 and Acadience Number Identification Fluency (NIF) benchmark test for Kindergarten that occur 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 number talks, counting routines, and structured classroom discussions throughout the year. We will make adjustments to our master schedule and coordinate the alignment of general education and special education instruction in an effort to more fully support the students with disabilities.

Many of our Spanish Multi-lingual Learners (MLs) Speakers benefit from our DLI program. Grade levels all have at least one English as a Second Language (ESL) endorsed teacher on the team that will serve and teach the English language learners in that grade. Teachers will plan specific lessons using number talks, counting routines, and structured classroom discussions that will allow ML students the ability to access and succeed academically across contents. In addition to this, we are also identifying MLs who are not making sufficient progress at the beginning of the year, developing Individualized Language Development Plans (ILDPs), 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). We have also seen a higher level of both internalizing and externalizing behaviors in students who are returning from online or parent-led education due to the COVID pandemic.

We will decrease, by 20%, the number of students who exhibit moderate or high ratings (both internalizing and externalizing behaviors) on the SRSS-IE from fall 2022 to spring 2023. 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. Continue to fund two MTSS Behavior Interventionists in addition to the one the district provides for a total of three. ($24,000) Continue to fund an additional three hours/week for the district-funded behavior interventionist ($3,000).
a. One of the behavior interventionist will continue to be a Playworks Co-coach, be on the playground every day, train and support our Jr. Coaches, and make sure the Playworks program is being implemented successfully.
b. One behavior interventionist will facilitate the Wellness Room and collect data on its usage.
3. Ensure our Playworks program continues to be implemented effectively by maintaining adult supervision with three adults during the lunchtime recess and making sure our Jr. Coaches are trained and functioning well.
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), include parent communication and input, as well as any natural consequences that will help change student behavior.
b. Consequences for minor incidents will include reteaching of social skills/routines/expectations, verbal warning, parent contact, and any natural consequences that will help change student behavior.
8. Continue to use KEYS cards/Positive Points 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. Continue to 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. Continue to 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. ($1000)
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. We will use the 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 faculty and the School Community Council.