Graves ES will implement a comprehensive framework to maximize student achievement to address support for academic and non-academic student needs to remove barriers for success.

1. MTSS Team will meet monthly to implement a structured communication system within the team by creating a standardized data-sharing tool, and providing grade level teams with information about the importance of why this work is being monitored with fidelity and accountability throughout the school year.
2. Conduct frequent reviews with the MTSS Team to analyze progress monitoring data with tailored interventions specific to student needs, and ensure adjustments are documented and shared for consistent implementation in the classrooms (ML, Gifted, and SWD strategies) to reduce variability and increase fidelity of High Quality Tier I instruction in all classrooms.
3. Use disaggregated data (ex. i-Ready ELA and Math, District Assessments, Formative Assessments, and Imagine Learning), to identify achievement gaps for students from underrepresented backgrounds and students with IEPs, to monitor intervention effectiveness, and to provide staff training on effective teaching strategies and differentiated targeted instruction to ensure equitable support for all students. (teacher and student supplies needed)
4. Identify students for enrichment using classroom performance data and teacher input, and support their growth through academic rigorous tasks that extend beyond grade level expectations supported by professional learning. (student supplies needed)
5. Implement a schoolwide comprehensive attendance plan designed by the school counselors and the PBIS Coordinator to track student attendance by identifying students with high absences and reduce chronic absenteeism from 21% to 15%. Targeted intervention including student check-ins, small groups, and family engagement strategies will be used to inform parents about the importance of improving student attendance (1-5 days, 6-10 days, 7-15 days, and 16+ days). (teacher and student supplies needed for counselors and PBIS)
6. Meet the acceptable PBIS/MTSS criteria of decreasing chronic absenteeism while including Student and Staff Well-being school supports.

The data source that will be used will include i-Ready ELA and Math, District Data, EES Survey, Attendance, and PBIS information.

Baseline and SY 2025-2026 School Year

PBIS/MTSS Status

Baseline EOY 2024-2025 for chronic absences: 21%

• Target SY 2025-2026 District Goal: 15% 
• Local school decrease 3%: 18%

Graves ES will expand opportunities to engage and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities.

1. As an ASTI identified state school. the professional learning is being planned to focus on the grade level curriculum, content knowledge and interventions needed to support SWD student learning in the classrooms. (supplies)
2. Instructional Conversations (IC) will be implemented into all content areas during the SY 2025-2026 by having lessons targeting questioning, use of protocols, and JPA collaborative tasks that promote critical thinking, language development, and conceptual understanding.
3. Provide opportunities for students to participate in Extended Learning Programs.
4. Level 1 students will receive Sail and Soar instruction by the ML Team. (supplies)
5. Focus domain areas for i-Ready (vocabulary and comprehension) - work with district ML and ELA support for professional learning
6. i-Ready Screeners will be administered three times a year while meeting the district's participation rate goal for K-5 students.
7. i-Ready Screener results will be used to identify remedial students, gifted, and high achievers for extension activities while some students will be monitored through the use of MTSS and small group classroom interventions.
8. i-Ready Screener results will be used to compare typical growth to stretch growth during the mid-year and spring administrations.

Data to be used: i-Ready ELA and Math assessments, ACCESS results, Imagine Learning assessments, Gifted, and District Assessments

• EOY ACCESS Results using 2024-2025 WSA data which will be updated once the information is available
• Increase the number of students exiting the ML program using baseline data: EOY 2024-2025: 64 students
• Imagine Learning Participation: 52% of the students achieved at or Above Grade Level performance on the Diagnostic Assessment
• Increase number of students qualifying for gifted services using baseline data: EOY 2024-2025: 20 students
• District Assessments: use baseline data at the start of the school year for grades 3-5
• GMAS data will be reviewed once available to set goals for the SY 2025-2026

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Provide families with opportunities to learn more about attendance, daily help at home, testing, intervention and/or enrichment ideas, and Parent Center offerings and connect this to the results of the EES Parent Survey.
2. Work with Title I Specialist and/or Family Engagement Specialist to brainstorm creative ideas to increase parent participation to academic events
3. Understand the perception of what a high level of community support means to the families by participating in Parent Teacher Conferences, special events, and the virtual Town Hall meetings which are held three times a year with the principal.
4. Increase parent participation on the Local School Council.
5. Promote the importance of having a high level of engagement to build a strong partnership between home and school.

EES Parent Survey questions and participation numbers at the events