12% of our kindergarten students are not proficient on the winter benchmark PSF
26% of our Kindergarten and 1st grade are not proficient on the winter benchmark for NWF-CLS
38% of our K-3 students are not proficient on DIBELS screeners.
45% of our students in are not proficient in our Reading Inventory. This pattern is most common in 4th and 5th grades where the Reading Inventory is administered. We believe this problem is due to the inconsistent implementation of standardized core instruction. A strategy for improvement is team planning around the standards with coaching, alignment of the scope and sequence, and implementation of standardized and contextualized curriculum.

Students' growth has decreased on focus and evidence on the District Wide Standards Based Assessment in grades 2-5. We believe this problem is due to inconsistent implementation of standardized core instruction. A strategy for improvement is team planning around the standards with coaching, alignment of the scope and sequence, and implementation of standardized and contextualized curriculum.

We have chosen to set specific grade level goals based off of historical data from each grade level. We will be tracking the incoming class data vs. repeated grade level data. We feel it is more beneficial to understand the specifics needs of a group of students and understand the grade level standards that they will need to master. (see attached document)

We will focus on core instruction for the 2018 - 2019 school year with coaching on the instructional priorities of structured classroom discussion and teacher clarity. Phonemic Awareness (PA) and Phonics are areas we will focus on for all teachers and curriculum aides.

*Teaching clarity in PA and phonics is a critical component to improving student outcomes. Teachers will be supported through first grade academy as well as any additional teachers attending that academy. Teachers not attending first grade academy will be supported through coaching cycles and professional development.
*Those who are not currently implementing standardized and contextualized classroom curriculum will be supported through teacher clarity, coaching, professional development and planning.
*Teachers will implement the digital component that is standardized and contextualized (i.e. concept talk video).
*Continue the routine of morning meeting to build better stronger relationships with students. This routine will parallel with building relationships with parents through weekly/monthly communication.

Teachers will...

Have clarity when teaching PA and phonics.
Ensure appropriate pacing using the curriculum guide and master schedule.
Continue to unpack the standards during IPLC's and planning.
Purposely plan to grow in their identified area of need with instructional priorities (structured classroom discussion and teacher clarity) through a coaching cycle with our achievement coach.
Continue to build relationships with morning meetings.
Continue to increase team planning efforts.
Purposely plan for whole group and skill-based instruction that is targeting skills that lead to mastery.
Improve teacher clarity
Improve structured classroom instructions

DIBELS, PM, RI, SAGE, grade level DWSBA, team created exit tickets, implementation of writing to sources
Core Phonics and PA assessments, as needed
Informal and formal observations
Learning intention and success criteria

At East Sandy there is a significant decrease of attendance in term 1 and term 2 for the 2017-2018 academic school year. We believe this problem is due to inconsistent procedures, vacations surrounding traditional holiday breaks, lack of understanding of school start time.

We have chosen to set communication beginning in the classroom from the teacher when a student misses more than one day or has evidence of consistent attendance issues. Teachers will monitor their attendance data as well as have discussions with parents at back to school night, parent teacher conferences, and monthly emails, etc. regarding attendance. We will monitor this as a BLT by looking back at the 2017-2018 term 1 and term 2 attendance data as a base.

We will have a systematic approach for working with students who have attendance concerns starting with the classroom teacher as the main point of communication to the home.

Teachers will contact a students home after they have been absent more than one day. Teachers will also monitor tardies and communicate with families after more than three tardies.

Teachers are responsible to be the first point of contact and logging the communication in regards to attendance and tardies.

We will look at the overall school data. As a BLT we will look at specific terms and grade levels.