ELA Statement:
As a school, Park Lane is committed to student success and excellence. While we pride ourselves on our students' overall success we have seen similar progress trends as the district and state when it comes to reading proficiency among our students. While trending better than some other schools and areas, we want to continue to have a school-wide TSSP and Land Trust goal aimed at increasing student achievement and literacy success. Currently 79% of students in grades K-3 are at or above benchmark according to the Acadience reading composite score. Our older students were slightly lower with 75% of students in grades 4-5 at or above benchmark according to the Reading Inventory.

SMART Performance Goals: ELA
By May of 2024:
Kindergarten: 85% of students in mainstream kindergarten classrooms will be proficient in literacy as measured by Acadience Learning composite score.
1st Grade: 85% of students in mainstream 1st grade will demonstrate proficiency in Nonsense Word Fluency (correct letter sounds and whole words read) as measured by the Acadience assessment.
2nd Grade: 85% of mainstream students will demonstrate proficiency in literacy as measured by Acadience reading composite scores.
3rd Grade: 80% of mainstream classroom students will show reading proficiency as measured in Acadience reading composite score.
4th & 5th Grade: The number of proficient students in mainstream classrooms in grades 4 and 5 will increase by at least 10% from Fall 2023 to Spring 2024 as measured by the Reading Inventory.
ACC:
80% of kindergarten and 1st grade students in the Accommodated Core Classroom will increase their Nonsense Word Fluency by greater than 20% from Fall 2023 to Spring 2024 as measured by Acadience.
80% of students in the Accommodated Core Classroom in grades 2-5 will increase their Oral Reading Fluency by greater than 20% from Fall 2023 to Spring 2024 as measured by Acadience.

To meet these goals we will continue with the planned implementation of our English Language Arts Wonders program by shifting our focus to Tier 2 instruction as part of our year two implementation plan. We will do this, while continuing to utilize and refine our Tier 1 Wonders instruction begun last year. We will deepen our understanding of the new curriculum pieces and better implement Tier 2 instruction during Skill-Based Instruction (SBI) time. As a faculty we will utilize professional learning with Wonders as well as with our 95% curriculum. Additionally, we will utilize public practice to model and refine Tier 2 strategies among teachers, as well as progress monitor students in need of additional support. We will also hire, and train three MTSS interventionists to facilitate small group instruction.

Funding will be used from Land Trust monies in the following ways, and in accordance with our action plan:

$38,812 will be used to provide three Multi-Tiered System of Supports (MTSS) Interventionists. These interventionists will work with students during Skills Based Instruction (SBI) with targeted skills instruction.

$4,400 will be used to provide substitutes to support the school's Building Leadership Team (BLT) meeting and teacher professional development.

$4,000 will be used to purchase student reading software to support SBI time with the goal.

$1,000 will be used for supplies including instructional materials such as student workbooks and teacher professional development books, as well as printing costs to support instruction professional development to support this goal.

$600 will be used for MTSS student incentives (less than $2 per student).

We will use the Acadience ELA scores including composite scores, for grades Kindergarten, second, and third grades, Acadience Nonsense Word Fluency for first grade. We will use the Reading Inventory measure for our 4th-5th grade students. We will use the Acadience Nonsense Word Fluency for our Kindergarten and 1st grade Accommodated Core students. We will use the Acadience Oral Reading Fluency measure for our 2nd-5th grade Accommodated Core students.

We will work to ensure that our students with disabilities are getting all tiers of instruction in accordance with their needs. For example, we will seek to give our students serviced in special education both mainstream curriculum and educational experiences while ensuring that they receive the Tier 2 and Tier 3 instruction so that they can not only bridge the gaps in previously learned knowledge, but also remediate current learning to ensure that they are also learning essential grade level material so they do not fall further behind.

As part of our focus on Tier 2 small group instruction this year, we will seek to increase academic formal language response with our multilingual (ML) students. Increasing structured classroom discussions will help enrich our ML students through the use of skill based time to focus on targeted academic vocabulary as well as any other missing skills. This structure will help us with the implementation of additional scaffolds for our multilingual students.

Progress will be communicated three times a year after data is collected on the assessments with grade level teams during PLC meetings, the Building Leadership Team (BLT) during regular meetings, communicated to faculty members during staff meetings, and communicated to the community through the School Community Council (SCC) and Parent Teacher Association (PTA) as well as a bulletin board in the school and shared with stakeholders through the Acadience Middle of Year (MOY) composite data and monthly progress monitoring.

Our math scores, while positive in many respects, continue to be an area we want to focus our efforts on. Currently 69% of all our Park Lane students are at or above benchmark according to the Acadience math composite score. Scores are consistent across the school population, and at all levels. There continues to be a need to focus our Tier 1 math instructional time on best math practices, but also utilize our time effectively to target specific needs during Tier 2 instruction, and focus more on mathematical fluency.

SMART Performance Goal Math:
By May of 2024:
Kindergarten: 85% of Kindergarten mainstream students will be at or above the math composite benchmark as measured by Acadience.
1st: 85% of students in mainstream 1st grade will demonstrate proficiency as measured by the Spring math District-Wide Standards Based Assessments (DWSBA).
2nd Grade: 85% of mainstream students will demonstrate proficiency in mathematics as measured by the 2nd Grade Spring Math District-Wide Standards Based Assessments (M-DWSBA).
3rd Grade: 85% of mainstream students in grade 3 will be at or above the math composite benchmark as measured by Acadience.
4th & 5th Grade: 80% of mainstream students in grades 4 & 5 will be at or above the math composite benchmark as measured by Acadience.
ACC:
80% of kindergarten students in the Accommodated Core Classroom will increase their Number Identification Fluency by greater than 20% from Fall 2023 to Spring 2024 as measured by Acadience.
80% of 1st-5th students in the Accommodated Core Classroom will increase their Math Computation by greater than 20% from Fall 2023 to Spring 2024 as measured by Acadience.

Our action plan builds upon what we have established and maintains our solid Tier 1 instruction while focusing a bit more on Tier 2 instruction. We will incorporate teacher-led professional development where teachers learn from each other through public practice. We will work to include more team discussions about best practices using these strategies, especially in grade level PLCs. With the Teacher Student Success Act money, we will hire two aides to assist students during skill-based instruction so that all students can receive instruction on their individual level ($34,000). We will increase the hours of the district provided MTSS behavior assistant, ($15,000). We will also set aside money for teachers to offer to tutor if needed ($1,500). Money will also be set aside ($4,000) for additional software licenses to support this goal. Finally, we plan to spend money ($500) to purchase mathematical manipulatives, or additional materials or supplies to enhance math instruction in the classroom or during skill-based time.

We will use the math Acadience composite scores, as well as school and district math DWSBA data. We will also use Acadience Pathways to Progress data to monitor progress. We will use the Math Acadience Number Identification Fluency measure for our kindergarten Accommodated Core students. We will use the Math Acadience computation scores for our first through fifth grade Accommodated Core students.

We will incorporate more opportunities for speaking, listening, and facilitate better understanding of mathematical reasoning by using structured classroom discussions in both our mainstream general education settings, as well as our self-contained special education settings. We will use monitoring during observations, public practice, and PLC planning to look for a focus on mastery of grade level standards; embedded structured classroom discussions to assess their understanding of the standards; planning of scaffolds and adjusting practice opportunities as indicated by daily data; utilizing all math block components for whole group and skill based instruction.

Increased language use and conversation in the classroom will be the focus. Specifically, teachers will increase the use and teaching of the explicit vocabulary routine for math and daily structured classroom discussion using targeted academic vocabulary. In addition, precision partnering for math will be implemented which will increase language scaffolds for our multilingual students.

Progress will be communicated three times a year after data is collected on the assessments with grade level teams during PLC meetings, the Building Leadership Team (BLT) during regular meetings, communicated to faculty members during staff meetings, and communicated to the community through the School Community Council (SCC) and Parent Teacher Association (PTA) as well as a bulletin board in the school and shared with stakeholders through the Acadience Middle of Year (MOY) composite data and monthly progress monitoring.

Park Lane students are wonderful people who continue to learn and grow socially as well as academically. We want to help our students develop the critical competencies included as part of Canyon School District’s Thrive Time: Skills for Success curriculum. Beginning in kindergarten and continuing throughout elementary school (and beyond), students will acquire the knowledge and skills to build resilience, set goals for personal growth, make responsible decisions, understand and serve our community, respect self and others, and resolve conflict. We believe that the benefits of this program will help to increase students' positive behavioral choices and decrease observable negative behaviors. We believe this will be demonstrated in multiple ways including through the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE).

By May of 2024 student observable behaviors as indicated on the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE) data will show a 3% increase in the number of students at low-risk for externalizing behaviors compared to fall SRSS-IE data.

To meet this goal we will provide teachers with professional development on implementing the new Thrive Time curriculum. As this will be implemented during Morning Meeting/Circle time we will provide the structure and support to have this time and be knowledgeable about the structure and content of Morning Circles. Additional training and a refresher will be provided to teachers in Positive Behavior Interventions and Supports (PBIS), as well as in Restorative practices. Funding in the amount of $600 (less than $2.00 per student), for this goal will come from Land Trust Funds. This funding will be used towards school-wide incentives to support Morning Meetings/Circles and Positive Behavior Interventions and Supports throughout the school.

SRSS-IE data will be used to identify trends in student needs and measure changes in student externalizing behaviors. Additionally, we will use anecdotal data based upon students self-reporting.

Progress will be communicated to BLT three times per year, communicated to faculty members during staff meetings, and shared with the SCC.