Schoolwide Title 1 Plan

Analyzing Strengths and Challenge - Strengths

Strengths	Discussion Points
Economically disadvantaged and SWD students benefit from small-group interventions, with notable growth observed in i-Ready	These small-group interventions provide targeted differentiated instruction that directly supports ED and SWD students in closing proficiency gaps. Expanding and refining these interventions will maximize growth for the students who need it most.
Early Literacy: Strong performance in Grade 3 reading (75.3%) and science indicates a solid foundation in core academic skills.	A strong literacy foundation allows students to access grade-level content more effectively, particularly benefiting ED and SWD learners. Building on these early successes supports higher achievement and readiness for complex tasks in later grades.
Advanced Achievement: A high percentage of students achieve Advanced levels in ELA (33.9%) and Math (34.8%), showing strong enrichment opportunities.	These advanced learners demonstrate that enrichment strategies are effective and can be modeled and adapted for struggling readers. Leveraging these practices can help close achievement gaps while maintaining challenge for high-performing students.
Attendance/Engagement: Overall regular attendance is 87.3%, above the state average, supporting consistent learning opportunities.	Strong attendance ensures that students are present to benefit from both core instruction and intervention programs. Maintaining and improving engagement will increase the effectiveness of all academic support.
Academic Growth: All student groups exceed statewide growth standards in ELA (100%) and Math (89%) demonstrating effective instruction and student progress.	High academic growth indicates that current instructional practices are effective and can be targeted to support struggling subgroups. Using these growth strategies strategically can help close proficiency gaps for ED, SWD, and EL students.
Standards-aligned curriculum and frequent use of multiple assessments (Operational) - i-Ready, PVAAS, DIBELS, CDTs give actionable data.	Having multiple assessment tools provides precise information to inform instruction and interventions. Teachers can use this data to monitor progress, adjust strategies, and ensure at-risk students are supported.
Functional MTSS structures and small-group interventions (Operational) - interventions produce measurable gains (i-Ready progress).	MTSS provides a framework to identify, support, and monitor students requiring additional interventions. Leveraging this structure ensures Tier 2 and Tier 3 supports are applied consistently and effectively for ED and SWD students.
Positive school climate and engagement (attendance above state average) (Operational) - supports consistent learning opportunities.	A positive school climate fosters student motivation, engagement, and consistent attendance, which are critical for learning. Strengthening this environment allows interventions and enrichment programs to have the greatest impact on achievement.

Analyzing Strengths and Challenges - Challenges

Challenge	Discussion Points	Priority Statement
Economically Disadvantaged Students: Proficiency and advanced-level achievement remain below all-student averages (ELA 65.3%, Math 60.8%), contributing to achievement gaps.	Lower proficiency and advanced achievement for ED students is driven by limited access to academic supports outside of school, inconsistent attendance, and fewer opportunities for enrichment or targeted interventions Priority for Planning: Yes	Sheridan Terrace will implement and expand targeted, data-driven instructional interventions to ensure that economically disadvantaged students receive consistent, high-quality support in ELA and Math, with the goal of closing proficiency and achievement gaps across all grade levels.
Students with Disabilities: Lower proficiency and advanced-level percentages in ELA (47.2%, 22.2%) and Math (44.4%, 16.7%) highlight the need for targeted interventions.	SWD proficiency gaps are largely caused by insufficiently individualized Tier 3 interventions, inconsistence progress monitoring, and liimited alignment between IEP goals and daily instruction. Priority for Planning: Yes	Sheridan Terrace will ensure that students with disabilities receive differentiated, research-based instruction aligned to their IEP goals and supported by ongoing monitoring to increase proficiency and advanced-level achievement in ELA and Math.
Subgroups (economically disadvantaged, students with disabilities, and ELs) demonstrate lower performance in multi-step problem solving and algebraic thinking.	Priority for Planning: No	N/A
Targeted indentification & acceleration for Students with Disabilities & Economically Disadvantaged (currently Emerging) - stronger, consistent Tier 3 supports and goaled acceleration plans would close gaps	Emerging Tier 3 systems are not fully implemented or monitored consistently, leading to delays in acceleration for students most in need and insufficient goal-driven intervention plans. Priority for Planning: Yes	Sheridan Terrace will strengthen Tier 3 identification and intervention systems by implementing consistent, goal-driven acceleration plans and progress monitoring to provide intensive, individualized supports for students with disabilities and economically disadvantaged students.
English Learners: insufficient growth and attainment indicate a need for targeted support and differentiation.	Priority for Planning: No	N/A
Achievement Gaps Among Student Groups: Disparities between high-performing groups (e.g., White students) and other subgroups continue to impact overall school performance and statewide targets.
Persistent achievement gaps between high-performing subgroups and those at risk, impacting Sheridan Terrace’s ability to meet statewide 2033 goals.	Priority for Planning: No	N/A
Family engagement strategies targted to ED & SWD families (Emerging) - improving home-school partnerships will reduce absenteeism and increase at-home support.	Limited outreach, communication barriers, and scheduling challenges reduce participation in school events, resulting in decreased support for attendance, homework completion, and at-home learning reinforcement. Priority for Planning: Yes	Sheridan Terrace will enhance home-school partnerships by implementing structured, accessible family engagement strategies that increase participation, support student learning at home, and reduce absenteeism for economically disadvantaged and SWD students.
Schoolwide PBIS fidelity and behavioral data systems (Emerging) - consistent behavior supports would lower barriers for attendance and learning for vulnerable subgroups.	Priority for Planning: No	N/A

Goal Setting

Priority		Measurable Goal
Sheridan Terrace will strengthen Tier 3 identification and intervention systems by implementing consistent goal-driven acceleration plans and progress monitoring to provide intensive, individualized supports for students with disabilities and economically disadvantaged students.		By the end of the 2025-2026 school year, 75% of students identified for Tier 3 support will demonstrate measurable growth in ELA and Math as evidenced on i-Ready benchmark assessments, PVAAS growth measures, and progress monitoring data, representing a 10-percentage point increase over the previous year.
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
61% of ED students at or above grade level on i-Ready ELA diagnostic; 56% of ED students at or above grade level on i-Ready Math diagnostic.	63% of ED students at or above grade level on i-Ready ELA diagnostic; 58% of ED students at or above grade level on i-Ready Math diagnostic.	66% of ED students at or above grade level on i-Ready ELA diagnostic; 61% of ED students at or above grade level on i-Ready Math diagnostic.	70% of ED students at or above grade level on i-Ready ELA diagnostic; 65% of ED students at or above grade level on i-Ready Math diagnostic.
Priority		Measurable Goal
Sheridan Terrace will enhance home-school partnerships by implementing structured, accessible family engagement strategies that increase participation, support student learning at home, and reduce absenteeism for economically disadvantaged and SWD students.		By the end of the 2025-2026 school year, at least 75% of families of economically disadvantaged and SWD students will participate in school based or virtual engagement activities, and overall absenteeism for these student groups will decrease by 5 percentage points, as measured by event attendance logs, surveys, and attendance records.
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
50% of ED & SWD families participate in at least one school event. Reduce absenteeism by 1% from baseline.	60% of ED & SWD families participate in at least one school event. Reduce absenteeism by 2% from baseline.	70% of ED & SWD families participate in at least one school event. Reduce absenteeism by 3% from baseline.	75% of ED & SWD families participate in at least one school event. Reduce absenteeism by 5% from baseline.
Priority		Measurable Goal
Sheridan Terrace will implement and expand targeted, data-driven instructional interventions to ensure that economically disadvantaged students receive consistent, high-quality support in ELA and Math, with the goal of closing proficiency and achievement gaps across grade levels.		By the end of the 2025-2026 school year, 70% of economically disadvantaged students will demonstrate proficiency or above in ELA and 65% will demonstrate proficiency or above in Math, as measured by i-Ready benchmark assessments, PVASS growth measures, and teacher administered CDTs, representing at least a 5 percentage point increase over the previous year.
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
50% of ED & SWD families participate in at least one school event. Reduce absenteeism by 1% from baseline.	60% of ED & SWD families participate in at least one school event. Reduce absenteeism by 2% from baseline.	70% of ED & SWD families participate in at least one school event. Reduce absenteeism by 3% from baseline.	75% of ED & SWD families participate in at least one school event. Reduce absenteeism by 5% from baseline.
Priority		Measurable Goal
Sheridan Terrace will ensure that students with disabilities receive differentiated, research-based instruction aligned to their IEP goals and supported by ongoing progress monitoring to increase proficiency and advanced level achievement in ELA and Math.		By the end of the 2025-2026 school year, 60% of students with disabilities will demonstrate proficiency or above in ELA and 55% will demonstrate proficiency or above in Math, as measured by i-Ready benchmark assessments, PVAAS growth measures, and classroom CDTs, representing at least a 10 percentage point increase over the previous year.
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
50% of SWD students at or above grade level on i-Ready ELA diagnostic; 45% of SWD students at or above grade level on i-Ready Math diagnostic	53% of SWD students at or above grade level on i-Ready ELA diagnostic; 48% of SWD students at or above grade level on i-Ready Math diagnostic	56% of SWD students at or above grade level on i-Ready ELA diagnostic; 51% of SWD students at or above grade level on i-Ready Math diagnostic	60% of SWD students at or above grade level on i-Ready ELA diagnostic; 55% of SWD students at or above grade level on i-Ready Math diagnostic

Action Plan

Action Plan: Tiered Instruction and Family Partnership Model
Measurable Goals	Anticipated Output
ED Student Proficiency Gains SWD Proficiency Growth Tier 3 Acceleration Success Family Engagement and Attendance	Students actively participate in small group interventions. Completed intervention plans aligned to assessment data and IEPs. Progress monitoring logs maintained for each student.
Monitoring/Evaluation (People, Frequency, and Method)	Action Step
Who: Intervention Coordinator, Grade-Level Team Leads, Administrators Frequency: Weekly review of student logs, monthly classroom observations Method: Compare student assessment results (i-Ready, CDTs, PVAAS) with intervention group plans; adjust groups or instruction as needed	Implement data-driven small-group interventions for ED and SWD students in ELA and Math.
Lead Person/Position	Material/Resources/Supports Needed
Amy Gongaware/Angel Bellante	i-Ready and PVAAS assessment data, Tier 2/Tier 3 intervention curriculum materials, Lesson planning templates and manipulatives, Technology (computers, iPads) for individualized instruction.
Anticipated Start Date	Anticipated Completion Date
09/01/2025	05/22/2026

ST Schoolwide Plan

Sheridan Terrace Schoolwide Title I Plan Spanish