According to data from the Winter 2023 Reading Acadience Pathway of Progress report, 32% of Kindergarten through 3rd grade students are not showing typical or better progress. 36% of 4th & 5th grade students are not meeting proficiency on the Reading Inventory measure. We believe the challenge can be addressed by teachers and interventionists providing targeted support for students' small group instruction, by reviewing progress monitoring data regularly in PLCs and improving Structured Classroom Discussions in all content areas. A strategy for improvement is a continued focus on high yielding educator practices through consistent self-evaluation and support.

By the end of the 2023-24 school year 80% of students in each grade will meet typical progress or above on the Pathway of Progress measure and 80% of students in grades 4-5 will be proficient or above based on the Spring Reading Inventory measure.

1. Teachers will receive support with the Wonders and 95% Language Arts curriculum through professional development, regular check-ins during PLCs, and fidelity checks throughout the year.

2. Teachers will receive continued support with Structured Classroom Discussion strategies and the i-Ready Math & Reading programs through professional development, regular check-ins during PLCs, and fidelity checks throughout the year.

3. Curriculum supports will be provided for targeted small group and special education instruction, including the 95% intervention program for students needing assistance with phonics.

4. English Language Arts writing instruction will be an area of focus in BLT, PLCs, and staff meetings to ensure linear progression of instruction kindergarten through fifth grade.

5. 5 MTSS Interventionists will be hired and funded to support students scholastically ($55,000 Land Trust, $20,000 TSSP).

6. Funds will be provided for teachers and Building Leadership Team Leads to cover the cost of substitutes ($5,000 Land Trust) and registration ($3,000 Land Trust) for participation in professional development for high yielding educational and leadership practices.

7. Funding will be provided to support any necessary materials needed (such as consumables, training materials, manipulatives, or supplementary software) for the ELA curriculum, Structured Classroom Discussion, and tier II intervention supports ($7,000 Land Trust).

8. Each teacher will develop a personalized learning plan based on a self-observation (recorded lesson, and/or lesson study) with the support of the instructional coach.

9. Supports for grade level Team Leads in leadership, purposeful planning, problem solving, and data analysis with monthly Building Leadership Team Meetings.

State benchmarks, team created assessments, progress monitoring and DWSBAs. (District Wide Standards Based Assessment)
Instructional Priority Observation Protocols (IPOPs)
Structured Classroom Discussion Observations and Walk-through Checklist
95% Group Assessments

Our Resource team will coordinate with our classroom teachers to ensure collaborative and targeted small group instruction. Our Resource department also instructs with the 95% Group and Wonders curriculum and receives professional development for this program as well.

We are focusing on Structured Classroom Discussion for our professional development and classroom practice which includes supports of sentence frames and targeted language practice during whole and small group instruction.

Progress will be communicated weekly in PLCs, monthly with progress monitoring and three times a year with benchmark testing and DWSBAs. Data will also be shared in our School Community Council meetings and in the meeting minutes.

According to our Winter SRSS-IE (Student Risk Screening Scale of Externalizing and Internalizing Behaviors) data, 19% of students demonstrated moderate to high levels of concerning externalizing behaviors and 18% demonstrated concerning internalizing behaviors. We believe the challenge can be addressed by providing social and emotional supports through regular classroom SEL (Social Emotional Learning) instruction, provide student and teacher supports by our school counselor and school psychologist and by reviewing our SRSS-IE data regularly throughout the year. A strategy for improvement is regular, focused team discussions regarding students' social and emotional needs and SEL instruction utilizing data to determine necessary interventions for tier II and III student plans.

By May 2024 85% of students will be within the low risk range on the Spring SRSS-IE (Student Risk Screening Scale of Externalizing and Internalizing Behaviors) with both internalizing and externalizing behaviors.

1. Continue funding to maintain the extension of our school counselor's position as a full-time position instead of half-time employee ($40,000 TSSP)
2. Provide funding to expand our behavior assistant's role to full-time to support our students with their behavior goals ($43,000 TSSP)
3. Continue sustained professional development for teachers and grade level Team Leads throughout the year for student social emotional support and the Thrive Time curriculum.
4. Grade level teachers will regularly incorporate morning meetings, growth mindset, and character development into their weekly schedules.
5. Provide support for teachers through the SST (Student Support Team) process for students who need tier II and III behavioral interventions.
6. Teachers will receive PD and support in incorporating restorative practices in their morning meetings, and behavior management plans & strategies.

SRSS-IE data will be monitored and analyzed on a regular basis.

Teachers will discuss the progress of their students during weekly IPLCs and Team Leads will discuss grade level milestones and challenges monthly during BLT (Building Leadership Team) meetings. Individual students needing support will also be discussed when necessary during our monthly SST meetings. This information will also be shared with our School Community Council throughout the year as well.