https://docs.google.com/spreadsheets/d/176CtgQolVX_yk0pt5eP3WY9IMa2yoL9zJE3vrnwb_Fg/edit?usp=sharing
As a BLT we looked at longitudinal data across the grade level as well as looking at a cohort of students as they progressed each year nothing their growth. Teams were then able to make a specific goal for their grade level that should be obtainable but still a stretch to achieve. Our areas of biggest concern are with infrequent attendance, Students With a Disability not making sufficient progress as well as our Multilingual students. A strategy for improvement is below in our action plan.

Goal #1 - LITERACY By May 2025, Midvale Elementary students will have demonstrated the skills necessary to meet each targeted, grade specific Literacy goal identified below:
Kindergarten:
Growth: By the end of May 2025, 65% of Midvale’s kindergarten students will make typical or above typical growth in NWF-CLS (nonsense word fluency-correct letter sounds) according to Acadience Pathways of Progress.
Proficiency: Two or more students in each class will move from well below or below benchmark to at or above benchmark in NWF-CLS by the end of year.
SWD: By May of 2025, 20% of Midvale students with a disability will make typical or above typical growth in PSF (Phoneme Segmentation Fluency) accuracy according to Acadience Pathways of Progress.

First Grade
Growth: By May of 2025, 65% of Midvale’s first graders will make typical or above typical growth in NWF-WWR (nonsense word fluency-whole words read) according to Acadience Pathways of Progress.
Proficiency: Two or more students per class will move from well below or below benchmark to at or above benchmark in NWF- WWR by the end of the year.
SWD: By May of 2025, 30% of Midvale students with a disability will make typical or above typical growth in NWF CLS (Nonsense Word Fluency- Correct letter sounds) accuracy according to Acadience Pathways of Progress.

Second Grade:
Growth: By January 2025, 65% of students will make typical or better growth on their reading composite score. By May of 2025, 75% will make at or above typical growth on their reading composite score.
Proficiency: By May of 2025, two or more students will move from below or well below benchmark to at or above grade level on their reading composite score.
SWD: By May of 2025, 50% of Midvale students with a disability will make typical or above typical growth in ORF accuracy according to Acadience Pathways of Progress.

Third Grade:
Growth: By May of 2025, 65% of Midvale’s third graders will make typical or above typical growth in ORF-A (oral reading fluency accuracy) according to Acadience Pathways of Progress
Proficiency: By May of 2025, 10 students in third grade will move from below grade level to on or above grade level on the end of year ELA Acadience ORF (Oral Reading Fluency) measure.
SWD: By May of 2025, 50% of Midvale students with a disability will make typical or above typical growth in ORF (Oral Reading Fluency) accuracy according to Acadience Pathways of Progress.

Fourth Grade:
Growth: By May of 2025, 60% of Midvale's fourth graders will make typical or above typical growth in the reading composite score according to Acadience Pathways of Progress.
Proficiency: Two students in each class will move from below proficient/approaching proficiency to proficient/highly proficient on the end of year ELA RISE assessment.
SWD: By May of 2025, 70% of Midvale students with a disability will make typical or above typical growth in ORF (Oral Reading Fluency) accuracy according to Acadience Pathways of Progress.

Fifth Grade:
GROWTH: By May of 2025, 75% of fifth graders will make typical or above typical growth in Reading Composite according to Acadience Pathways of Progress.
PROFICIENCY: Three students in each class will move from Below Proficient/Approaching Proficiency to Proficient on the end of year ELA RISE Assessment
SWD: By May of 2025, 70% of Midvale student’s with a disability will make typical or above typical growth in ORF (Oral Reading Fluency) accuracy according to Acadience Pathways of Progress.

To increase word recognition skills and language development skills of our students, Midvale Elementary will continue to implement the designated curriculums (Wonders and 95% Core), incorporate strategies learned through LETRS training, focus on prioritized instructional strategies, including tier two interventions (maintain seven, tier two Interventionists $92,423 Land Trust, $6,000 TSSP) provide planning time and instructional coaching/peer observations/feedback for all teachers (substitutes for planning and observations $3,000 TSSP) School-wide student data folders (student folders $1,000 TSSP) will be introduced for students to track and take ownership of their learning. To ensure that all students have access to learning during brain booster time, and teachers have PLC time an extra art brain booster teacher ($20,000 TSSP) will be hired. To help with student engagement and motivation to meet the reading goals, student incentives will be purchased ($1,400 Land Trust).

Acadience Pathways of Progress Reports
Acadience Proficiency Reports
RISE Benchmark Assessments
RISE summative Testing Reports

Supplement the cost of another Special Education teacher to assist in the large caseload of students and to minimize the numbers of students in a small group to address their specific needs while receiving their IEP minutes ($23,000 TSSP).
IEP goals will be shared/communicated with general education teachers in the fall. Special Education teachers will meet with grade level teams monthly to analyze shared student data, and identify additional supports and scaffolding as necessary.

Pilot push-in models of instruction with the Special Education Teacher doing side-by-side teaching with the General Education Teacher.

Continue with school-wide implementation of Structured Classroom Discussion to increase student talk in the Special Education Classrooms.

To meet the needs of our multi-lingual learners, we will continue to analyze WIDA data, hold newcomer morning meetings, facilitate small group instruction focusing on language acquisition, and side-by-side teaching in classrooms. We will continue with the school-wide initiative to increase student talk during instruction (Structured Classroom Discussion), with ongoing professional learning throughout the year. Implementation of coaching for all teachers, data driven coaching cycles, classroom observations, peer observations, and continuous feedback will be a main priority.

Specific strategies include:
Teacher created structured sentence frames.
Intentional student partner assignments to increase oral language development.
Increasing background knowledge of content through visuals and discussions.
Teacher knowledge of each multilingual student in their classrooms, noting proficiency, strengths, and areas of improvement from the WIDA reports.
Intentionally planning Wonders lessons utilizing the ELL resources and scaffolds embedded in the curriculum.

Progress will be shown through Acadience Pathways to Progress/Proficiency reports as well as RISE testing results. presented at meetings held with BLT, Faculty, SCC after the Fall 2024, Winter 2025 and Spring 2025 Benchmarks. Progress will also be shared via newsletters to community, Parent Square communication, and during family conferences in September, 2024 and February, 2025.

https://docs.google.com/spreadsheets/d/176CtgQolVX_yk0pt5eP3WY9IMa2yoL9zJE3vrnwb_Fg/edit?usp=sharing
As a BLT we looked at longitudinal data across the grade level as well as looking at a cohort of students as they progressed each year nothing their growth. Teams were then able to make a specific goal for their grade level that should be obtainable but still a stretch to achieve. Our areas of biggest concern are with infrequent attendance, Students With a Disability not making sufficient progress as well as our Multilingual students. A strategy for improvement is below in our action plan.

Goal #2 - MATH By May 2025, Midvale Elementary students will have demonstrated the skills necessary to meet each targeted, grade specific Math goal identified below:

Kindergarten:
Growth: By May of 2025, 70% of Midvale’s kindergarten students will show typical or above typical growth in the Math Composite score according to Acadience Pathways of Progress.
Proficiency: Two students in each class will move from well below or below benchmark to at or above benchmark in the Math Composite score.

Proficiency: In May, 60% of our students will be at benchmark or above benchmark in the Math Composite score according to Acadience End of Year Scores.
By the end of 2025 60% of Midvale students with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

First Grade:
Growth: By May of 2025, 75% of Midvale’s first graders will make typical or above typical growth in Math Computation as measured by Acadience Pathways of Progress.
Proficiency: Two students in each class will move from well below or below benchmark to at or above benchmark in Math Computation by the end of the year.
By the end of 2025 70% of Midvale student’s with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

Second Grade:
75% will make typical or above growth on computation, 2 or more will move from WB to B on computation to at or above grade level
By the end of 2025 70% of Midvale students with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

Third Grade:
Growth: By May 2025 65% of Midvale third graders will make typical or above typical growth in computation as measured by Acadience Pathways of Progress.
Proficiency: My May of 2025 10 students in third grade will move from below grade level to on or above grade level on the Math Acadience test for the computation measure.
By the end of 2025 60% of Midvale students with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

Fourth Grade:
Growth: By May of 2025, 60% of Midvale’s fourth graders will make typical or above typical growth in the Math Composite score as measured by Acadience Pathways of Progress.
Proficiency: Two students in each class will move from below proficient/approaching proficiency to proficient/highly proficient on the end of year MATH RISE assessment.
By the end of 2025 60% of Midvale students with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

Fifth Grade:
Growth: By May 2025, 70% of Midvale 5th Graders will make typical or above typical growth in the Math Composite score as measured by Acadience Pathways of Progress.
Proficiency: Two students in each class will move from Below Proficient / Approaching Proficiency to Proficient/Highly Proficient on the end of year Math RISE assessment.
By the end of 2025 60% of Midvale students with a disability will make typical or above typical growth in math computations according to Acadience Pathways of Progress.

To increase the math computation and applied reasoning skills of our students, Midvale Elementary will focus on planning for the instruction of essential math standards, observations of their peers and planning days (substitutes for planning and observations $3,000 TSSP) and providing feedback for teachers.

Acadience Math Benchmark assessments: Measured in Fall, Winter, and Spring. Pathways of Progress will be available in Winter 2025 and Spring 2025.
RISE Benchmark Assessments: Measured 3 times a year to measure student progress and help predict success in summative assessment.
RISE summative Assessments: Measured in Spring 2025.

IEP goals will be shared/communicated with general education teachers in the fall. Special Education teachers will meet with Grade Level Teams monthly to analyze shared student data, and identify additional supports and scaffolding as necessary. Additionally piloting having the special education teacher pushing into the classroom with side-by-side teaching and providing support in a whole class setting.

To meet the needs of our multi-lingual learners, a school-wide initiative to increase student talk during instruction (Structured Classroom Discussion) will be implemented in the fall, with ongoing professional learning throughout the year. Implementation of coaching for all teachers, data driven coaching cycles, classroom observations, peer observations, and continuous feedback will be a main priority.

Specific strategies include:
Teacher created structured sentence frames.
Intentional student partner assignments to increase oral language development.
Increasing numeracy skills and concepts of content through visuals, manipulatives and discussions.
Teacher knowledge of each multilingual student in their classrooms, noting proficiency, strengths, and areas of improvement from the WIDA reports. Intentionally plan robust scaffolds embedded in the enVision math program for language learners and our newcomers.

Progress will be shown through Acadience Pathways to Progress and presented at meetings held with BLT, Faculty, SCC after the Fall, Winter and Spring Benchmarks. Progress will also be shared via newsletters to community and during family conferences in September and February.

Currently at Midvale Elementary, physical aggression incidents are the highest number of offenses that are reported. These incidents occur mostly during unstructured times. 229 incidents (as of 3.17.2024) have been documented this school year. We believe that this is due to the inability for many of our students to self regulate their emotions, and use appropriate social skills "in the moment". These events are most likely to occur during unstructured times during the day between the hours of 10:45 and 1:00 when lunch and recess starts.

Midvale will reduce the number of aggression office referrals by 10% in each term during the 2024-2025 school year. This will reduce the amount of time students are out of class and not engaged in learning.

To reduce student behavior that leads to Office Discipline Referrals involving aggression and to increase student time spent learning in classrooms, Midvale Elementary will maintain an additional MTSS assistant ($34,000 TSSP ) and hire an additional recess aide ($13,000 TSSP), focus on increasing our 4:1 positive to corrective feedback ratio in classrooms during the school day, increase opportunities for students to build community beyond their own classroom through buddy classroom activities, ($4,500 TSSP) use PBIS Rewards program ($2,000 TSSP) to recognize students for positive behavior, buy badges and lanyards for students ($1,000 TSSP) purchase student incentives for following school wide expectations, ($1,400 TSSP).
Purchase books for the vending machines ($3,000 TSSP), Principal’s 200 Club supplies ($1000 TSSP) and provide the opportunity for students identified as high risk for externalizing/internalizing behaviors to receive services from our Wellness team and behavior interventionists, and maintain supplies for wellness rooms and calm corners ($2,000 TSSP). Teachers will observe other teachers in classrooms and participate in coaching cycles around classroom management ($2,000 TSSP).

Use Discipline Dashboard to monitor ODR's that have been entered for aggression.

Monthly IPLC's, BLT meetings, and with our SCC.