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?

Wilton Manors Elementary will focus on student learning gains in English Language Arts (ELA). According to the 2017-18 FSA data, 43% of third through fifth grade students in the lowest quartile made a learning gain.  

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?

Wilton Manors Elementary will scale up BEST Practice #2 An Embedded High Quality RtI Process to improve teaching and learning. 

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

1. Professional Development for teachers on how to enter Tier 1 strategies and refer students for CPST using BASIS.  
2. Hold MTSS meetings twice a month to ensure all students of concern are being discussed and monitored. Invite families to attend meetings to increase participation of all stakeholders. 
2. Use classroom, BAS, iReady, and intervention data to make instructional decisions regarding interventions and progress of students.
3. All teachers are receiving on-going Professional Development on BAS and guided reading to ensure instruction is of high quality and done with fidellity.
4. Literacy Coach and administrators do weekly walkthoughs during Tier 2/Tier 3 intervention time.
5. ELO for all K-5 struggling ELA students.

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

All K-3rd grade students and select 4th-5th grader students (level 1 and 2 on FSA) participate in BAS three times a year. Students also particpate in iReady Diagnostic three times a year. To progress monitor students progress towards grade level standards, Ready LAFS  unit test are administered.. 

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

Literacy PLCs are held every six weeks. During PLCs best practices are shared as curriculum, enrichment, and remediation are planned for individual students. Common trends amongst grade level teachers and students are identified. Additionally, teachers meet with administration and curriculum coaches quarterly to discuss individual students not progressing towards goals. Students are looked at closely and referred to MTSS if additional interventions are needed. 

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)?

Literacy PLCs are held every six weeks. During PLCs best practices are shared as curriculum, enrichment, and remediation are planned. Literacy coach and administration complete weekly walkthroughs to ensure classroom instruction is accessible to the full range of learners. Ongoing feedback and coaching is provided to teachers. 

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

A school wide focus has been placed on balanced literacy. Kindergarten through fifth grade teachers will attend district BAS and Guided Reading training. Ongoing training on small group guided reading and independent reading will be provided by the literacy coach. Fourth and fifth grade teachers will attend DBQ training and will receive ongoing training by literacy coach. Magnet coordinator will guided teachers in implementing social studies and science adoption curriculum in IB PYP Units. Administration and coaches will complete weekly walkthroughs to ensure implementation and provide teachers with ongoing feedback and coaching. 

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?

Kindergarten through fifth grade teachers are using Ready LAFS to provide students instruction on grade level. Teachers are working with students at their individual instructional level during small group guided reading. Leveled text, science, and social studies adoption materials are integrated and used during the literacy block. Additionally, Fourth and fifth grade teachers integrate DBQs. Intervention programs being used include LLI, IRA, Words their Way, and Making Words. 

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.

Wilton Manors Elementary focused on student learning gains in English Language Arts (ELA). According to the 2018-19 FSA data, 58% of third through fifth grade students in the lowest quartile made a learning gain. This was an increase of 17 percentage points.  

1. Professional Development for teachers on how to enter Tier 1 strategies and refer students for CPST using BASIS.  Teachers became more aware of strategies that could be applied in their classroom. 
2. Hold MTSS meetings twice a month to ensure all students of concern were being discussed and monitored. Families were invited to attend meetings to increase participation of all stakeholders. 
2. Classroom, BAS, iReady, and intervention data was used to make instructional decisions regarding interventions and progress of students.
3. All teachers received on-going Professional Development on BAS and guided reading to ensure instruction was high quality and done with fidellity.
4. Literacy Coach and administrators did weekly walkthoughs during Tier 2/Tier 3 intervention time.
5. ELO for all 3-5 struggling ELA students to give opportunity for extra practice, increasing student learning gains.