36% of General Education students and 14% of Dual Immersion students are not proficient on DIBELS English Language Arts benchmarks. 57% of General Education students and 30% of Dual Immersion students are not proficient on Reading Inventory benchmarks. We believe the problem is a result of a lack of phonemic awareness and phonics skills. A strategy for improvement is to explicitly teach Phonemic Awareness on a daily basis. Another strategy will be to continue implementing the Reading Street Intensified Plan in the general education classes as well as implement the Walking to Read structures in grades 2-5. There will be a focus on embedding phonemic awareness into instructional routines in Tier 1 and Tier 2 settings, as well as fidelity to standardized curriculum.

In the fall of 2018, if

*80% of students in a particular class in grades 1-2 meet fall Dibels benchmark scores then 90% of the students will be proficient by Spring 2019 .
* less than 80% of students in a particular class in grades 1-2 meet fall Dibels benchmarks scores then 80% of the students will be proficient by Spring 2019.
*70% of students in a particular class in grades 3-5 meet fall SRI benchmark scores then 80% of the students will be proficient by Spring 2019.
* less than 70% of students in a particular class in grades 3-5 meet fall SRI benchmarks scores then 70% of the students will be proficient by Spring 2019.

In the spring of 2019, 90% of our kindergarten students will be on benchmark on the PSF assessment.

Phonemic Awareness and the Intensified Plan

Add how to embed PA into daily instruction, refine Walking to Read and continue to implement the Intensified Plan

PA routines, Reading Street Intensified Plan

Targeted walkthroughs and observations, progress monitoring data, professional development, student growth

34% of students are not proficient on DIBELS composite benchmarks. We believe the problem is a result of a lack of conceptual understanding. A strategy for improvement is to implement the CRA model using manipulative on a daily basis in grades K-5. Teachers will also utilize problem based learning, as intended in the curriculum. There will be a focus on incorporating the math practice standards.

In the fall of 2018, 100% of teachers will demonstrate high quality implementation of problem-based learning in the curriculum and incorporate the CRA model in all levels of instruction. This will be demonstrated through three fidelity walkthroughs by Spring 2019.

CRA model, problem-based learning

Routines for using manipulatives will need to be taught. Fidelity walkthroughs will need to be developed.

The CRA model and problem-based learning.

Fidelity walkthroughs

21% of teachers have a feedback ratio below 3 to 1. We believe this problem is a result of a lack of support for students that are impacted by poverty and teacher relationships with students. Each classroom will have a focus on providing a positive based classroom environment.

By May of 2019, 100% of teachers will have a positive to corrective feedback ratio of 3 to 1. A baseline will be established by June 2018 through school-wide IPOP data.

Positive to corrective feedback; precision commands

A school-wide system of precision commands and reinforcements aligned by teams.

A strategy for improvement is for teachers to allow for adequate wait time as they consistently apply positive and negative consequences after using precision directions. A second strategy is to build a climate that is focused on students feeling safe, valued, and successful by building positive relationships with all students through specific targeted interactions. A focus on 3 to 1 positive to corrective feedback will create a safe and successful school.

Teachers Observations; discussions in IPLCs, targeted observations by the coach and principal