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?

Based on our FSA data from last year our focus will be to increase our proficiency in all three content areas.  In ELA and Math not only do we want to increase proficiecy, but we have a focus on our lowest 25%.  In Science the focus is to increase proficiency by at least ten percentage points.

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?

The staff at Watkins does an excellent job using data to drive our instruction.  Throughout the 2018-2019 school year we will focus on closely monitoring the individual standards within each content area for each student.

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

We have implemented a very specific calandar that focuses on assessments, PLC's and data chats.  The teachers continually work with the coaches and each other to build specific lesson plans that target student needs based on their data.  At the end of each cycle the students will be given a formative assessment.  The teachers, coaches and administration will use the data from the formative assessment to determine which students may need remediation, which need reteach and which may need enrichment.  If students were unable to master the standard, teachers will be using the supplemental and intervention materials to remediate or reteach the standards.  At the end of these lessons, students will be assessed through Standards Mastery or a ticket out the door.

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

At the beginning of the school year, all students in grades K-5 particiapted in the I-Ready ELA and Math Diagnostic Assessments. Teachers began to adminsiter the BAS assessment to all students in K-3 and the FSA Level 1 and 2 students in grades 4 and 5.  This initial data is used to begin working with students on their individual needs.  The coaches have developed Instructional Focus Calendars that include Specific Cycles of standards.  At the end of each cycle the students will be monitored using formative assessments created within the School CIty program.  The timeline of the formative assessments very by content and standards.  A cycle usually lasts between 2-3 weeks.

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

Students are monitored by administration, coaches and teachers.  For students who are not meeting goals set forth additioanl resources are put into place to improve academics.  It is also the responsibility of the teacher to begin the RTI process for any student who may need Tier 2 or Tier 3 interventions.

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)?

The teachers follow the Instructional Foucs calendar for each core content area.  The coaches worked to ensure that Science and Social Studies are integrated into the ELA block.  The teachers meet in PLC's weekly to improve on their practices.

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

Throughout our PLC's the expectation is set for what instruction is to take place during the class time.  At the beginning of the school year all grade level teams need to submit their master schedule to admnistration for approval.  Administration ensures that the daily schedule is being followed regularly.   By conducting informal and formal observations the administrative team provides immediate feedback to all teachers.

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?

All students in K-5 use the core textbooks provided by the district.  Additonally, we use I-Ready technology for Reading and Math for all students as a supplemental and intervention program.  The I-Ready consumable materials are used by the teachers for select students and select standards.  In grades 3-5 teachers and students use the Acaletics program to spiral the standards in math.  Select students use the ELA toolbox, LLI, and fluency programs to target specific needs of students.

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.

Our goal was to focus on increasing proficiency in ELA and Math as well as bringing up our lowest quartile.
Reading proficiency increased from 39% to 53% exceeding the schools goal.
Math proficiency increased from 48% to 59% exceeding the schools goal. 
In our lowest 25 we also showed an increased.
Reading moved from 38% to 61% and Math went from 40% to 56%.

We attribute our successes to our use of the Instructional Focus calendar, Common Formative Assessments, tracking data student by students as well as an increased focus on Professional Learning.  Our teachers used Exit tickets on a daily basis to ensure that students were meeting the specific standards.