28% of students in Kindergarten through third grade are not proficient on DIBELS reading benchmark, and 39% of students in fourth and fifth grade are not proficient on the Reading Inventory. There is a performance gap between the general population and students identified as special education, low income, and English language learners. We attribute this problem to engaging students in the assessment process and monitoring their own data, having skills in close reading, and knowing how to engage in structured classrooms discussions.

We will integrate close reading, structured classroom discussions, and involve students in the assessment process throughout the school year for the purpose of increasing students' reading proficiency by spring of 2019. We will increasse our DIBELS (Dynamic Indicators of Basic Early Literacy Skills) scores and Reading Inventory (RI) by the following amounts over the baseline from winter of 2018:

Kindergarten baseline Nonsense Word Fluency-Correct Letter Sounds (NWF-CLS): Baseline will be determined in fall of 2018, since there is no data on NWF-CLS for Kinder.
GOAL: 40% above baseline, or 80% proficiency depending on fall baseline score (i.e. if baseline is 20%, the goal is 60%, if the baseline is 60%, the goal is 80%). An independent probe will be done to determine baseline in the fall since NWF-CLS is not tested until winter of 2019.

1st grade baseline DIBELS Oral Reading Fluency (DORF): Baseline will be determined in fall 2018, since there is no data on DORF for Kinder.
GOAL: 40% above baseline, or 80% proficiency depending on fall baseline score (i.e. if baseline is 20%, the goal is 60%, if the baseline is 60%, the goal is 80%). An independent probe will be done to determine baseline in the fall since DORF is not tested until winter of 2019.

2nd grade baseline DORF: 50% (scores from 1st grade winter 2018)
GOAL: 75% or better

3rd grade baseline DORF: 64% (scores from 2nd grade winter 2018)
GOAL: 85% or better

4th grade baseline RI: 56% (scores from 3rd grade winter 2018)
GOAL: 70% or better

5th grade baseline RI: 61% (scores from 4th grade winter 2018)
GOAL: 71% or better

We will focus on close reading, structured classroom discussions, and engaging students in the assessment process (teacher clarity and success criteria).

1. Teams will plan specific close reading activities throughout the year, across content areas, that incorporate both reading and writing.
2. Teams will purposefully plan for using structured classroom discussions throughout the year, across content areas, to better enhance reading and writing outcomes.
3. Teachers will plan ways to involve students in the assessment process within the classroom, across content areas, to allow students to become more involved in using rubrics and understanding their performance outcomes.

Teachers will be supported by professional development in the following areas: close reading, structured classroom discussion, and involving students in the assessment process.

Progress will be monitored through results in the DIBELS/Reading Inventory testing that occurs three times a year. Probes will be administered in Kinder and 1st grades in the fall to provide accurate and current data.

Alta View Elementary has seen a decrease in the total number of office discipline referrals (ODR's). However, recess continues to be the area in which there are the greatest amounts of referrals. Additionally, our school culture analysis tool identifies students' socioemotional well-being as a priority. We attribute this problem to a lack of the students' knowledge of appropriate social skills and conflict resolution across multiple contexts (recess, transitions, lunch, etc...).

We will encourage appropriate play at recess. We will create student recess graphs to encourage appropriate play and encourage the use of KEYS behaviors being used during recess. Students in grades 1-5, will graph their participation daily, teachers will collect data, and reward appropriately. Teachers will collect data on how many of their students met the goal. Kindergarten will begin the program in spring of 2019 with their classes to prepare them for first grade. Baseline data will be determined after the first month of the school year 2018-19.
GOAL: 20% above our baseline data

We will implement the teaching of monthly social skills and conflict resolution skills to help students resolve their own problems independently. Success will be measured by a reduction in office discipline referrals (ODR's).

Our baseline data was 32 in the winter of 2018.
Our goal is to have 80 or less ODR's being reported by June 2019.

We will create a positive learning environment by asssuring that every student earns at least 6 Roadrunner Pride Slips per year (3 Roadrunner Pride Slips for half day Kindergarten). The emphasis on our KEYS will boost student self-esteem and make every student feel successful.

A climate enhancing support will be teaching students how to collect data at recess on their participation in appropriate play. Another strategy for enhancing climate support is to highlight a social skill each month from September to May, teach how to handle conflicts that arise on the playground, and recognize students who follow each component of the KEYS (Kind, Engaged, Believe in yourself, Safe) each month.

1. Each classroom will set up a system to track approriate play and KEYS behaviors being exhibited during recess.
2. Highlight a social skill of the month taken from Skill Streaming.
3. Be Cool videos will be shown monthly as a grade level.
4. Teachers will observe students to choose a student who exhibits each of the components of our KEYS each month, for a total of four students per class.

Teachers will learn and implement a school-wide system of tracking and self monitoring playground behavior for students.
Teachers will review the KEYS and reteach the behavior matrix to students at least three times a year (Fall, Winter, Spring).
All staff will follow staff expectations to support the behavior matrix.
Introduce teachers to the Cool Kids structure (KEYS Kids), who will be chosen monthly, by classroom teachers.
Review how to use the ODR form appropriately.
Continue with emphasizing the student-teacher relationship in order to motivate students to learn and follow rules.

Progress will be measured in the following ways:
Recess graphs
KEYS/Pride Slips
ODR's