As of January 2023, 36% of students in Kindergarten through fifth grade did not meet proficiency standards on the Acadience Math Composite Score. 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 2023.

Math: We will have 68% of K-5 Students will be at or above proficiency benchmark scores using the Acadience Composite scores (expected and exceeded growth) by May 2024. (Stretch Goal: 73%. A Stretch Goal is an ambitious goal that is intentionally designed to be difficult to achieve and causes us to push beyond what is reasonably attainable)

We will:
1. Begin professional development around and implementation of Number Talks, counting routines, and structured classroom discussions during core instruction to increase students’ conceptual
and abstract understanding of number sense and math fact fluency.
2. Create grade-level specific goals that support the school-wide TSSP goal, that will be reviewed and adjusted as needed throughout the year, during grade-level Professional Learning
Community (PLC) meetings.
3. Teachers will continue to use progress monitoring to measure students’ growth. Professional development will be provided for teachers on how to use the data effectively and timely to
maximize student growth opportunities.
4. Continue to implement iReady math intervention software for grades K-5.
5. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level PLCs to improve math instruction by regularly meeting to monitor data and create plans for
improvement. The BLT will meet nine times a year to monitor data and create on-going plans for improvement.
6. Continue to implement the two-teacher model in non-Dual Language Immersion (DLI) classrooms in order to target and strengthen math instruction.
7. Explore more effective ways to increase student math fact fluency. ($2,500 Software and $1,000 Supplies TSSP)
8. Hire and train a Multi-Tiered Systems of Support (MTSS) interventionist to support math intervention. ($8,000 TSSP)

Progress will be measured three times a year, using the Composite Acadience Math benchmark scores for grades K-5. Progress monitoring and other assessment data (iReady, CFAs, DWSBA, etc) 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. We will continue to implement an A/B schedule that will be followed by the whole school, to support smaller instructional groups within the resource setting.

Many of our Spanish multilingual learners (MLs) benefit from our Spanish DLI program. We have found that the ILDP process has not been adequately meeting the needs of our MLs. Last year, we developed a push-in/pull-out program to better meet their needs. We will hire and train an ALS assistant who will work with our ML students who score at or below a predetermined proficiency level on the WIDA test. Teachers will also 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.

Progress reports will be shared at parent-teacher conferences, and report cards will be shared twice during the school year. School/grade level data will be shared at the School Community Council (SCC) meetings. Grade-level and classroom-level data will be shared during PLC, BLT, and faculty meetings.

33% of students in Kindergarten through third grade did not meet proficiency standards on the Acadience Reading Composite Score (RCS) and 43% of students in fourth and fifth grade did not meet proficiency standards on the Reading Inventory (RI) as of January 2023. There is a performance gap between the general population and students identified as special education and multilingual learners. These students need strong tier one instruction and effective tier two skills-based instruction (SBI) using research-based reading programs. It is also important that these students have well-trained teachers.

Reading: We will have 70% of K-5 students will be at or above proficiency benchmark scores using the Acadience Composite Score and Reading Inventory proficiency standards (expected and exceeded growth) by May 2024. (Stretch Goal: 75%)

We will:
1. Continue to implement and provide professional development for new teachers on LETRS, especially as it pertains to instruction and assessment.
2. Create grade-level specific goals that support the school-wide TSSP goal, that will be reviewed and adjusted as needed throughout the year, during grade-level Professional Learning
Community (PLC) meetings.
3. Teachers will continue to use progress monitoring to measure students’ growth. 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 four Multi-Tiered Systems of Support (MTSS) interventionists to support reading intervention. ($67,000 LT)
5. Continue to use iReady reading intervention software for grades K-5.
6. Continue to use 95% Group intervention materials with students who are below proficiency standards in grades K-5. ($1,000 LT)
7. Continue to implement the Wonders Reading Program K-5 and the 95% Core Phonics Program K-5, which is being used district-wide.
8. Build capacity within the Building Leadership Team (BLT) to lead and support grade-level PLCs to improve reading instruction by regularly meeting to monitor data and create plans for
improvement. Hire substitutes for the BLT to meet nine times a year to monitor data and create on-going plans for improvement. ($10,000 LT)
9. 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. ($4,000 LT)
10. Reading materials to strengthen instruction in the classroom. ($2,000 LT)
11. Hire and train an ALS assistant to support multilingual learners. This person will work with our ML students who score at or below a predetermined proficiency level on the WIDA test. ($16,000 TSSP)

Progress will be measured three times a year, using the Acadience benchmark test for grades K-3 and Reading Inventory benchmark tests for grades 4-5. Progress monitoring and other assessment data (iReady, CFAs, DWSBA, etc) will also be collected, analyzed, and used to inform and guide students and teachers toward achieving the goal.

With the continued full-implementation of the new Wonders Reading program, including the Wonderworks component, 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. We will continue to implement an A/B schedule that will be followed by the whole school, to support smaller instructional groups within the resource setting.

Many of our Spanish multilingual learners (MLs) benefit from our Spanish DLI program. We have found that the ILDP process has not been adequately meeting the needs of our MLs. Last year, we developed a push-in/pull-out program to better meet their needs. We will hire and train an ALS assistant who will work with our ML students who score at or below a predetermined proficiency level on the WIDA test.

Progress reports will be shared at parent-teacher conferences, and report cards will be shared twice during the school year. School/grade level data will be shared at the School Community Council (SCC) meetings. Grade-level and classroom-level data will be shared during PLC, 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 entering school for the first time or returning to school, due to the COVID pandemic.

School Climate: We will decrease, by 10%, the number of students who exhibit moderate or high ratings (both internalizing and externalizing behaviors) on the SRSS-IE from fall 2023 to spring 2024. We will only measure students who attended Alta View all year. (Stretch Goal: 15%)

We will:
1. Maintain a full-time Social Worker to better meet the social-emotional needs of our students (the district provides .5 already). ($48,000 TSSP)
2. Continue to fund two MTSS Behavior Interventionists in addition to the one the district provides for a total of three. Continue to fund an additional three hours/week for the district-funded
behavior interventionist ($36,000 TSSP).
    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 ensure 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. 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, identified through classroom If/Then Charts.
6. Continue to use KEYS cards/Positive Points and Principal Pride Slips. Students will be eligible for Pride Slip drawings weekly for the book vending machine and an additional
drawing at the end of each quarter for a larger prize.
7. Continue to implement Morning Meetings/Circles with consistency and regularity in order to build teacher-student and student-student relationships within the school using Thrive Time.
8. Continue to administer the SRSS-IE survey three times during the school year. Identify trends by submitting a school-wide form for students who exhibit moderate and high behaviors on the
SRSS-IE to be analyzed during PLCs.
9. Continue to implement and fund calming corners within classrooms and a wellness room to provide a preventative resource to all students to regulate feelings and re-engage in classroom
expectations. ($1,000 TSSP)
10. Implement Lunch Bunch groups run by the MINDful Room Behavior Interventionist and supported by the Instructional Coach and Social Worker/School Psychologist and interventionists
targeting specific skills as identified through the SRSS-IE data. ($500 TSSP)

SRRS-IE survey data will be collected three times to identify students who exhibit internalizing and/or externalizing behaviors in the school setting. Major and minor discipline incidents will be logged and tracked using the data dashboard 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 and Principal Pride Slips to ensure that all students are receiving sufficient positive reinforcement.

Progress reports will be shared at parent-teacher conferences, and report cards will be shared twice during the school year. School/grade level data will be shared at the School Community Council (SCC) meetings. Grade-level and classroom-level data will be shared during PLC, BLT, and faculty meetings.