On average, 86% of kindergarten students are proficient on Acadience Math Beginning Quantity Discrimination assessment according to grade level measures and 65% of students in 1st grade are proficient on Acadience Math Advanced Quantity Discrimination assessment measures. While, 79% of 2nd grade students and only 53% of 3rd grade students are proficient on Acadience Math Composite assessment. 72% of 4th grade students and 85% of 5th grade students are proficient with the Acadience Math Assessment measures. We believe the strategies for addressing our primary concerns is to use data more consistently during grade level Professional Learning Communities (PLC) from topic tests, progress monitoring, and common formative assessments (CFA) to make decisions about instruction, specifically for students who are struggling. Discussing students who score below and well below on benchmark assessments and planning additional instruction from teachers and trained assistants in small groups. This instruction will focus on teaching the skills in which the students are deficient. Our Professional Development trainings will be targeted towards using appropriate instructional priorities and creating math fluency activities/strategies.

*By Spring of 2024, 8o% of students in kindergarten will achieve at or above benchmark as assessed by the Acadience Beginning Quantity Discrimination.
*By Spring of 2024, 80% of students in 1st grade will achieve at or above benchmark as assessed by the Acadience M-Comp.
*By Spring of 2024, 80% of students in 2nd grade will achieve at or above benchmark level on the Acadience Math M-Comp and 85% of 2nd grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*By Spring of 2024, 73% of students in 3rd grade will achieve at or above benchmark level on the Acadience Math M-Comp.
*By Spring of 2024, 70% of students in 4th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 4th grade students will achieve at or above benchmark on the Acadience Math M-Cap.
*By Spring of 2024, 80% of students in 5th grade will achieve at or above benchmark level on the Acadience Math M-Comp and 80% of 5th grade students will achieve at or above benchmark on the Acadience Math M-Cap.

Grade level Professional Learning Communities (PLC) will use data from topic tests, progress monitoring, and common formative assessments (CFA) to make decisions about instruction, specifically for students who are struggling.

Students who score below and well below on benchmark assessments will receive additional instruction from teachers and trained assistants in small groups. This instruction will focus on teaching the skills in which the students are deficient.

Our Professional Development trainings will be targeted towards using appropriate instructional priorities and creating math fluency activities/strategies.

Land Trust funds will be used to hire one Instructional Assistant to provide extra intervention support to students who are struggling in math. ($11,000)

Student outcomes in Kindergarten through 5th grade will be measured using the Acadience Math Assessment Scores. Specifically: Kindergarten will use the Acadience Math Computation Assessement. 1st grade will use the Acadience Math Beginning Quantity Discrimination 2nd - 5th grades will use the Acadience Computation and Application Assessements.

Teachers will consistently follow the master schedule so as to provide our struggling students adequate access to the whole group instruction during the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and/or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.

Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists. During IPLC meetings, we will be following up on student progress.

The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.

On average, 79% of kindergarten students are proficient on Acadience Reading First Sound Fluency according to grade level measures and 68% of students in 1st grade are proficient on Acadience Reading Nonsense Word Fluency - Whole Words Read assessment measures. While, only 72% of 2nd grade students and 72% of 3rd grade students are proficient on Acadience Oral Reading Accuracy assessment as measured by Acadience Reading Assessment. While 64% of 4th grade students and 79% of 5th grade students are at or above proficient level on Reading Inventory measures. We believe the strategies for addressing our primary concerns is to effectively and consistently implement Instructional Routines found in the curriculum map. These include: Structured Classroom Discussion, Explicit Vocabulary, Multi-syllabic Word Routine, Word Analysis, and Phonemic Awareness/Phonics Routines. We will also target our Professional Development during the year towards using appropriate routines, instructional priorities, procedures and materials for teaching foundation block skills, Wonders specific training and how to incorporate the new Wonders writing skills. We will also focus on Interpreting/utilizing Pathway of Progress reports.

Grades K-1:
*By Spring of 2024, 80% of Kindergarten students will achieve at or above benchmark on the Acadience Reading Composite score.
*By Spring of 2024, 80% of 1st grade students will achieve at or above benchmark on the Nonsense Word Fluency – Whole Word Read (NWF-WWR).

Grades 2nd – 3rd:
*By Spring of 2024, 70% of students in 2nd grade will achieve typical or better progress as measured by the Pathways to Progress in Acadience.
*By Spring of 2024, 78% of students in 3rd grade will achieve typical or better progress as measured by the Pathways to Progress in Acadience.

Grades 4th – 5th:
*By Spring of 2024, 75% of students in 4th and 5th grade will achieve proficient or advanced level on the Reading Inventory Assessment.

As a school, we will focus on consistently implementing Instructional Routines found in our curriculum map. Specifically we will implement the following:
•   For grades K-2: 95% Phonics Routine, Explicit Vocabulary, Think, Discuss, Write, Read, Share Routine, Close Reading Routine, Scaffolding Difficult Text, Decodable Reader Routine, and Spelling Dictation Routine.
•   For grades 3-5: Multisyllabic Word Routine (grade 3-5), Structured Classroom Discussion, Explicit Vocabulary, Dyad Reading with Challenging Text, Spelling Dictation Routine, Close Reading Routine, and Think, Discuss, Write, Read, Share Routine.
•   Our Professional Development trainings will be targeted towards using appropriate routines, instructional priorities, procedures and materials for teaching foundation block skills, Wonders specific training and how to incorporate the new Wonders writing skills. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development.

Our Professional Development trainings will be targeted towards using appropriate routines, procedures and materials for teaching foundation block skills. LETRS and 95% materials will be used for trainings. Interpreting/utilizing Pathway of Progress reports will also be integrated into professional development.

Funding will be used to hire four intervention aides to support Reading interventions $42,000 (Land Trust).
We will provide time and resources for teachers to plan and implement school priorities and allow our teachers and/or BLT to meet to analyze school data and action plan by providing stipends & substitutes as necessary. ($3,000 TSSP, $3,000 Land Trust).
$5,000 from Land Trust will be used to purchase materials or supplies for a parent literacy, math and/or wellness night. The parent night will focus on strategies parents can use at home to help their child close learning gaps as well as how to support their children with their emotional needs. Positive behavior incentives will also be purchased, not to exceed two dollars per student. We will purchase updated technology hardware and/or software to help supplement the reading instruction and goals as set forth ($3,000 Land Trust). We will also hire two Instructional Assistants ($20,000 TSSP) to support students with academic and behavioral struggles within grade levels that have large class sizes.

*Student outcomes in Kindergarten and 1st grade will be measured with the Acadience Reading Composite Assessment Scores
*Student outcomes in 2nd and 3rd grade will be measured with the Acadience Pathways to Progress.
*Student outcomes in 4th and 5th grade will be measured with the Reading Inventory Assessment.

Teachers will consistently follow the master schedule so as to provide our struggling students adequate access to the whole group instruction during the foundation block. Students will receive small group instruction, tier 2 & tier 3 instruction from a teacher and/or para professional. Implementation of this will be monitored by walk throughs, coaching cycles and checklists.

Our ELL students will be given increased opportunities for language production through precision partnering, talk moves and sentence frames. Implementation of this will be monitored by walk throughs, coaching cycles and checklists. During IPLC meetings, we will be following up on student progress.

The data will be discussed in monthly BLT meetings, weekly PLC meetings and shared with our School Community Council twice a year. The data is communicated with parents during parent teacher conferences.

Due to current circumstances in our society, we have seen an increase in anxiety and stress among students. There is a need for Social Emotional skills and support for students. Our SSRS-IE data indicates that K- 27%, 1st - 15%, 2nd - 23%, 3rd - 40%, 4th - 21%, 5th -11% which is an average of 23% of our students who are exhibiting internalizing behaviors which include anxiety, withdrawn, sad/depressed, low academics, peer rejection, behavior problems, negative attitude, emotionally flat, aggressive behaviors, lonely. Some of the anxiety our students experience have an impact on their attendance. Inconsistent attendance at school has an impact on student’s academic and social progress.
There continues to be a steady number of students (99) in need of supports for learning social skills, coping skills as well as providing positive incentives to attend school consistently.

As a result of not having an SEL curriculum, we continue to see an increase in anxiety and stress among students. Students need to develop various social skills including: conflict resolution, emotional regulation and friendship skills. In an effort to provide supports for all students, our classroom teachers will receive training with the new Canyons District Thrive Time Curriculum materials.

Digital Wellness continues to be an important skill students need to develop as they are using technology more in their classes and at home. We will provide monthly reminders and work with our School Community Council (SCC) to hold activities during our Digital Safety Week to help kids learn the skills that will keep them safe digitally and emotionally as well as help them become good digital citizens. All trainings will be done by Spring of 2024.

At the beginning of the year, teachers will receive Professional Development on the materials for the new Canyons Thrive Time Curriculum. Teachers will also receive follow up training with Restorative Circles and Positive Behavior Support strategies.

Teachers will also participate in our school-wide Digital Safety Week and provide reminders to students throughout the year regarding digital citizenship.
Currently, Quail Hollow’s social/emotional support personnel includes a full-time psychologist, a part-time school counselor and a 25 hour MTSS behavior assistant. We plan to hire our school counselor full time to support the rising social/emotional needs of our students.

We will use funds to hire our MTSS behavior assistant full time ($5,700) and provide more hours to our part-time office secretary ($6,000) to support school-wide attendance incentives, attendance letters and plans.
A full time school counselor ($40,000) will allow us to implement the following:
*Promote positive social/emotional relationships
*Support our school-wide Positive Behavior Interventions Supports (PBIS) efforts to improve our school climate.
*Instruct & support our staff in using “Restorative Practice” strategies, including the new Thrive Time Curriculum, Zones of Regulation and the Peace Path.
*Various school-wide activities to promote inclusion & kindness.
*Teacher professional development related to social and emotional health.

We will provide a stipend for our teacher advisor ($300) for their time and resources to support our student council in helping to implement our school wide PBIS initiatives.

Walkthrough observation data of implementation, Teachers will track, problem solve and discuss struggling students & the strategies implemented during PLC's time.

Data/information will be shared in SCC twice a year. The BLT will discuss the data and steps for improvement throughout the year.