Currently 29% of 3rd graders are scoring proficient on the RISE math assessment.
Currently the 4th Grade Median Growth Percentile for Math is 36 on the RISE assessment.
Currently the 5th Grade Median Growth Percentile for Math is 58.5 on the RISE assessment.

We believe this is due to several factors including low levels of student talk and discussion during Tier One Instruction. Ongoing development of teacher mastery of what is in their standards. Ongoing development of teacher capacity to plan for and increase rigor within instruction. Ongoing adjustments being made to new curriculums and how they align with standards.

By May of 2024 35% of 3rd grade students at East Midvale will demonstrate mastery of 3rd grade math standards by scoring proficient on the RISE assessment.
By May of 2024 we will increase the Mean Growth Percentile of our 4th grade students to 45 on the math RISE assessment.
By May of 2024 we will increase the Mean Growth Percentile of our 5th grade students to 60 on the math RISE assessment.

1. During the 2023/2024 School Year East Midvale Teachers will be allocated six half day Professional Development opportunities. We need $9,500 from School Land Trust to
pay for the cost of covering substitutes for this action item related to goals listed above. During that time teachers will:

-Use the Lesson Planning Guide to direct their overall work of implementing the new strategies
-Increase their understanding of the standards
-Learn how to incorporate more rigor into instruction and assessment
-Develop their skills with incorporating Structured Classroom Discussions
-Develop their skills using the Explicit Vocabulary Routine.
-Use the Structured Classroom Discussing and the Explicit Vocabulary Routine to specifically support Multi-Lingual Learners and Students with Disabilities.


2. By the middle of September 15th 2023, East Midvale teachers will use the Lesson Planning Guide provided by the district to work in grade level teams to:

-Identify an "Essential Standard" for math for the Lesson Study
-Unpack that standard using district provided materials
-Create an assessment for that standard with a balance of questions that incorporate increased rigor and understanding of Depth of Knowledge.
-Link the assessment in the Lesson Planning Guide so it can be reviewed by Admin and coaching staff.


3. Continuing to use the Lesson Planning Guide teachers will then:

-Use the Structured Classroom Discussion Implementation Checklist and the Explicit Vocabulary Routine observation tool to observe another teacher
deliver a lesson that incorporates those strategies within a math lesson.
-Complete the lesson planning document with their team or coach incorporating the new knowledge they have acquired.
-Teach the lesson and give the assessment
-Complete the reflection portion of the Lesson Planning Guide
-Share that reflection with their team at a Professional Learning Community Meeting
-Teachers will then work to incorporate the new strategy within their Tier One lesson planning for math ongoing.

4. We will also spend $12,000 of TSSA allocation a 20 hour a week interventionist who will focus on supporting Multi-Lingual students in grades 3rd-5th in acquiring Math
Vocabulary skills. They will:

-get lists of vocabulary words from teachers on a weekly basis and support ML students understanding of the vocabulary words.
-pull small groups and provide direct instruction on Math vocabulary
-Push into classrooms and support Tier One math instruction as guided by the classroom teacher

5. Ongoing and throughout the 2023/2024 school year teachers will use the PLC process to look at student data and make continued adjustments to instruction. A part of that
process will be to look at data broken out by co-populations of students to ensure equitable access to instruction.

6. We will Progress Monitor students basic math skills and provide skill based interventions for them on a weekly and monthly basis.

7. We will continue to create and offer training on Depth of Knowledge to staff during faculty Professional Development meetings at least two times during the 2023/2024 school
year.

8. Three field trips per grade level will be scheduled for the 2023/2024 school year. Teachers will incorporate the idea of a structured classroom discussion and the use of vocabulary words during field trips to increase the background knowledge students have. This will increase the willingness of students to participate in classroom discussions and enrich the vocabulary of all students, allowing for more robust and engaging lessons overall. We will spend $9,600 in Land Trust funding to support our field trip initiative. We will
spend $4500 on transportation and $5100 on admissions costs.

-Teachers will turn in their lesson plans with objectives and selected and targeted vocabulary words for the pre-planned field trip.
-Teachers will turn in a lesson plan reflection on the incorporation of structured discussions before and after the field trip.
-Teachers will build a lesson off of the shared experience of all students on the field trip to solidify student understanding of vocabulary.

9. We will spend $10,000 from TSSP on a standards aligned assessment program so that teachers can align their formative math assessments to the standards and include problems with
variable Depth of Knowledge levels. This budget item will support the goals to increase proficiency and mean growth percentile for 3rd, 4th, and 5th grade. Having a standards
aligned assessment system will ensure we are using the curriculum correctly to increase student understanding of the standards. It will also allow us to design assessments
with the correct amount of rigor so that our other PD plans align.

-Admin and coaches will conduct implementation observations to look at the quality of student engagement and the frequency of students interacting with the content. We will use
the structured classroom discussion implementation tool as well as the Explicit Vocabulary Routine checklist.

-Teachers will keep their lesson planning documents updated and we will look at them together once a month in PLC meetings.

-Teachers will review examples of student work once a month in PLC meetings to show how they are acquiring mastery of the standards being focussed on by the teachers.

-We will review the lists of academic vocabulary words in PLC meetings once a month.

-Teachers will turn in their lesson plans with objectives and selected and targeted vocabulary words for the pre-planned field trip.
-Teachers will turn in a lesson plan reflection on the incorporation of structured discussions before and after the field trip.
-Teachers will build a lesson off of the shared experience of all students on the field trip to solidify student understanding of vocabulary.

-Increasing the amount of student talk through the use of Structured Classroom Discussions and Explicit Vocabulary Routines during Tier One instruction will support students with
disabilities access to the core curriculum.
-Ongoing Progress Monitoring for students with disabilities and having teams report out in PLC meetings on how well students with disabilities are doing will increase their progress
on Math skills.
-Regular meetings with the Resource teacher and grade level teams will allow for more coordination of services for students with disabilities.

-Increasing the amount of student talk through the use of Structured Classroom Discussions and Explicit Vocabulary Routines during Tier One instruction will support Multi-Lingual
students access to the core curriculum and increase mastery of standards.
-Ongoing Progress Monitoring for Multi-Lingual students and having teams report out in PLC meetings on how well those students are doing will increase their progress on Math
skills.
-Attending multiple field trips a year will increase the overall language proficiency and confidence of our multi-lingual students.

Progress towards goals will be reviewed monthly by our Building Leadership Team and our School Community Council.
We will incorporate a review of goals into weekly PLC meetings.
We will share progress towards goals with parents at Parent Teacher Conference nights twice a year.

As of May of 2022 at East Midvale Elementary:

33% of Kindergarteners reached typical or better growth for reading
52% of 1st graders reached typical or better growth for reading
76% of 2nd graders reached typical or better growth for reading
70% of 3rd graders reached typical or better growth for reading
62% of 4th graders reached typical or better growth for reading
89% of 5th graders reached typical or better growth for reading
65% 1st-3rd graders reached typical or better growth for reading
63% K-5th graders reached typical or better growth for reading

We believe this is due to several factors including:

Low levels of student talk and discussion during Tier One instruction.
Ongoing development of teacher mastery of what is in their standards.
Ongoing development of teacher capacity to plan for and increase rigor within instruction.
Ongoing adjustments being made to new curriculums and how they align with standards.
Low attendance numbers.

By May of 2024 at East Midvale Elementary:

50% of Kindergarteners will achieve typical or better growth for reading
62% of 1st graders will achieve typical or better growth for reading
82% of 2nd graders will achieve typical or better growth for reading
80% of 3rd graders will achieve typical or better growth for reading
70% of 4th graders will achieve typical or better growth for reading
91% of 5th graders will achieve typical or better growth for reading
75% of students in K-2nd grade will achieve typical or better growth for reading

-By January of 2024 we will increase student talk during tier one ELA instruction using different partnering strategies and using terminology like "nice retell with your partner" as part
of developing a process for exposing 1st grade students to retell strategies.

-We will progress monitor students who score below proficient every other week starting in September of 2023 to give them feedback and help them understand how they are
progressing towards meeting their reading goals.

-We will progress monitor students who score proficient with the MAZE assessment every other week starting in September of 2023 to give them feedback and help them
understand how they are progressing towards meeting their reading goals.

-We will use the Wonders lessons purposefully to including the grammar, vocabulary, reading, and context clues lessons to increase students grade level text comprehension by
December of 2023.

-We will complete a mid-year data analysis and complete action plans for improvement at every grade level by February of 2024.

-Starting in September of 2023 and ongoing until May 2024 we will use two 28 hour interventionists to help provide small group skill based instruction for students who need basic
reading skills instruction at a cost of $57,500.

-We will look at the progress monitoring scores once a month starting in September 2023 to discuss how feedback is being given to students and to problem solve for students who
are not making progress. We will use the PLC notes as our measure of implementation for this.

-We will complete lesson studies with teachers on how to incorporate the comprehension strategies from the Wonders program.

-Teachers will complete an action plan summary and share that out in an PLC meeting in February.

-Our special education teachers will collaborate with grade level teams 1x a month to review progress monitoring data, scaffolding and accommodations and to align reading
curriculum with classroom instruction
-Structured classroom discussions and using vocabulary routines within Tier One instruction will increase the achievement of students with disabilities.

-We will use scaffolding strategies such as sentence frames, pictures for vocabulary, and structured classroom discussions for ML's during Tier One for reading comprehension to increase access to text.

-We will use our 20 hour interventionist to build vocabulary routines from the Wonders curriculum.

We will communicate progress to stakeholders once a month at School Community Council meetings.

Currently we our average daily attendance is a 88%. We think this is due to poor engagement of students with the school, a lack of relationship building between parents and teachers and low levels of student talk and discussion during classroom instruction.

By May of 2024 we will increase our average daily attendance to 95%.

-We will continue to implement our school wide positive behavior plan during the 2023/2024 school year to ensure school is a positive, organized, and predictable learning
environment in order to increase our attendance numbers.
-By August of 2023 teachers will have contacted each family of their students and welcomed them to school with a personal communication.
-By September of 2023 all teachers will have their classroom expectations aligned with our school wide expectations of S.O.A.R, which is Self-Management, Ownership, Acceptance,
and Resilience.
-Students will receive reinforcement through Dojo points for following classroom and school wide expectations throughout the school year in all environments, including before and
after school, the hallways, the cafeteria and during brain boosters.
-Twice a month during the 2023/2024 school year all students will have the opportunity to attend the school store and exchange their Dojo points for items in the store.
-Throughout the 2023/2024 school year classes will earn class prizes for reaching certain amounts of total Dojo points.
-Throughout the 2023/2024 school year the whole school will earn whole school prizes such as fun assemblies for reaching certain amounts of total Dojo points.
-During our Student Support Team meetings and during Professional Learning Community meetings teachers and teams will identify students who are not attending school regularly. -We will reach out to parents to problems solve. If a student continues to have poor attendance we may put them on an attendance tracker as an intervention.
-We will spend $20,000 of our TSSP allocation on supplies for our school wide positive behavior support program which funds our school store, class parties, and whole school
incentives.
-We will spend $40,000 of our TSSP allocation to pay for a 35 hour student intervention mentor looking after chronically absent students and providing intervention and support for
them. They will also communicate with families on a weekly basis who are struggling to get their student to school.

-We will review the average daily attendance numbers once a month in Student Support Team meetings to discuss progress towards meeting the goal.
-We will keep track of and report out data from the tier two interventions once a month at Student Support Team meetings.
-We will review how many Dojo points are being awarded by classroom once a month at Student Support Team meeting and at Building Leadership Team meetings.

-We will communicate progress with stakeholders once a month at School Community Council meetings.
-We will share out progress on our website and social media outlets when students hit class parties.