Explain the activities in which your school will participate to increase your overall rating. Include specific details.

As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?

The area of focus for improving student achievement is the percent of students making learning gains in FSA mathematics. This area was chosen due to a nine percent decrease from 2017 to 2018. 

What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?

We will continue to use Grade level common assessments and performance tasks. Tier 1 small group instruction in reading and math.  Targeted reading and math interventions for all struggling students.  Professional Learning Communities will address Science and Literacy.
Quarterly data chats with all grade levels.  Continue LLI in primary grades.
 

Describe in detail how the BEST Practice(s) will be scaled-up.

Intermediate grades will participate in School City assessments with questions that mirror expected depths of knowledge questioning of FSA. Students in grades 3 - 5 will also continue using Reading Plus. Students will be assessed using common performance tasks and teachers will collaborate.  Teachers will use Instructional Focus Calendars and Scope and Sequence Maps to ensure the necessary standards are covered in a timely manner.
 School City assessments will also be used in grades 1 and 2.  Reading Plus is also being utilized in grade 2.

What specific school-level progress monitoring data is collected and how often?

BAS level data is collected twice during each assessment period.  School City data is analyzed after each standard is assessed. Each grade level's IFC lists when each standard is assessed utilizing School City.  Data is analyzed and it is determined if standard is mastered or if there needs to be remediation.
 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Using data from School City assessments, teachers use the data to strategically plan differentiated instruction. 
 

How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?

Using data from School City assessments, teachers use the data to strategically plan differentiated instruction. This includes one-on-one instruction, as well as small groups and centers targeted on specific standards based on the data. 

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

• Administration walk throughs
• Pre and Post-Observation conferences
• Grade level team meetings

Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?

Balanced literacy is ensured through:

• Classroom libraries with a mix of 50% fiction and 50% non-fiction books
• Incorporating literacy through Science STEM Scopes and Social Studies Anchor texts
• Teacher access to a Leveled Reading Resource room
• Periodicals such as Scholastic News and Storyworks
• Interactive Read aloud with students
• Guided reading
• Shared Reading
• Independent reading
• Modeled, guided, shared and independent writing. 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

Students scoring a level 3 or higher in FSA ELA decreased three points from 75% to 72%. 
Students scoring a level 3 or higher in FSA Mathematics decreased three points from 75% to 72%. 
Students scoring a level 3 or higher in Science decreased three points from 69% to 66%.
Students making annual learning gains in FSA ELA stayed the same at 70%.
Students make annual learning gains in FSA Mathematics increased five points from 67% to 72%. 
Students in the lowest 25% making learning gains in FSA ELA stayed the same at 54%.
Students in the lowest 25% making learning gains in FSA Mathematics decreased two percentage points from 50% to 48%. 

School City is utilized to determine student deficits allowing for targeted instruction.