BEST PRACTICE #4
Scaling Up BEST Practices
School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student
achievement needs, insure student progress, and may be revised when appropriate.
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?
Based on our ELA FSA data, 59% of the students who took the FSA made learning gains in fourth and fifth grade. Improvement in ELA will support students in the areas of Math and Science.
Based on our Math FSA data 62% of the students who took the test made learning gains in fourth and fifth grade.
Based on our Science SSA 2.0 data 65% of our 5th grade students received a 3 or higher.
These areas were chosen based on a decrease in learning gains.
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?
PLC's will be scaled up to focus on grade level data and to focus on disection and rigor of the Florida Standards.
Team Leaders will participate in district professional development on PLCs.
Vertical Committee meetings.
Data Anaylsis and more frequent progress monitoring.
Schoolwide assessment calendar.
Describe in detail how the BEST Practice(s) will be scaled-up.
Grade levels will disect their standards through PLCs, committee meetings, team meetings and professional development. Utilizing the PLC School Wide Agenda Form, standards will be discussed, best practices will be shared, and monitor progress.
Continue our remedial supplemental groups (LLI ,IR, Fundations) with a focus on progress monitoring and data analysis which will drive indtruction.
Utilizing BAS data and the Literacy Contiuum to select and guide reading goals throughout the ELA block.
Professional development - ELA: Small Guided Reading, DBQ, Differentiated Literacy Centers, Standards Based ELA training, BAS Calibration Math: Singapore Math, Personal Math Trainer. Standards Based Math, Science: Intro. to Standards Based Elementary Science Curriculum. ESE: Support Facilitation Effective Inclusion.
What specific school-level progress monitoring data is collected and how often?
BAS data is collected three times a year.
IReady diagnostic is administered 3 times a year.
Data Chats every 6 weeks.
Biweekly Rti/CPST meeting
Go Math Chapter Tests
Personal Math Trainer
How does the school ensure the fidelity of students not progressing towards school and district goals?
ELA: Small group instruction, reviewing BAS data to drive instruction, review selected reading goals.and prescribe iReady lessons, BSA data for grades 3-5.
Math: Small group instruction, Monitoring of fluency data, utilization of math chapter tests and Personal Math Trainter to remediate, enrich, and determine small groups, math journals with feedback, utilization of math manipulatives to take students from the concrete to the abstract.
Science: STEMScopes intervention activities, journaling with feedback,
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)?
Guided Reading groups is based on their BAS instructional levels.
Literacy Centers will be based on the students independent reading level.
During the math block teachers instruct using the CRA methodology. Students first learn math standards using concrete methods (concrete/manipulatives), then are given the opportunity to use model drawings(representational) and finally, exhibit mastery of the standards via alogorithims (abstract).
Grade levels will develop and utilize an assessment/progress monitoring calendar.
Schoolwide data reporting form will be used in data chats.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Through professional development and standards based training teachers will effectively implement Tier 1 Standards-Rased instruction.
Classroom walk-thrus by administration, literacy coach, and district personel.
Teachers will have designated days to facilitate PLC meetings, team meetings, and curriculum committee 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?
County adopted materials (Journeys, Go Math, Stemscopes, etc.) are the core materials.
In addition, supplemental materials include:
LLI (K-5), Wilson Fundations (K.1), Phonics for Reading (2,3), Intermediate Rewards (4,5), iReady Lafs (1-5), Scholastic News(peK-5), Storyworks (3-5), iReady online program(k-5), Read Works.org (1-5) , Newsela (1-5), Reading A-Z, Science A-Z (K-5), DBQ's (4,5), Literacy Continuum Guide (k-5), outdated guided reading books (k=5). CPALMS (k-5), and CANVAS (k-5).
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.
The morning supplemental groups, based on student ELA screenings contributed to the 1% increase in student achievement in the lowest quartile students. The teachers used BAS and iReady data to drive their instruction.
Strategies & Activities
| Supplemental reading groups, small guided reading groups, Utilization of the Literacy Continuum to select goals based on BAS data for guided reading groups, interactive read alouds, and shared reading.
||Administration and Literacy Coach
||BAS trainings, Response to Interventions and BAS calibration
|District professional development in ELA
||Administration and Literacy Coach
||Small Guided Reading, DBQ's, BAS, Balanced Literacy, ELA Writing