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 the SES band data, we have selected a Math focus for this school year. This area was chosen for a few reasons. The first is, we dropped significantly in our Math achievement scores as evidenced by the FSA. Third grade Math proficiency dropped from 55% to 39%, Fourth grade Math scores were 46% down from 55%, Fifth grade math proficiency decreased to 55% from the fourth grade 63% the year before.  Additionally, our learning gains dropped significantly in both fourth and fifth grade. 

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?

Driftwood Elementary has designed a Blueprint plan, that is based around the District's template for interdisciplinary units of study. Additionally, we use the CARE model, where a common formative assessment that is aligned to our MAFS standards is used to assess and remediate or enrich students on the Math Standard. We have also brought in the math program called "Acaletics." Lastly, we have implemented quarterly fluency drills for grades 1-5 to increase fluency skills needed to be proficient in Math

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

Teachers have planned eight week units of study that incorporate our Math standards within the content area block, as well as a designated 60 minutes of instruction. The common formative assessment is Standards Mastery.  Acaletics is an intensive program that spirals back to all of the math domains, and includes a progress monitoring tool. We meet weekly for RtI, where we diagnose math deficiencies based on the common formative assessments, and we provide several  options of math interventions with a progress monitoring tool.  All level 1's and 2's from last year's Math FSA will be identified and provided and opportunity for MATH Remediation Camp after school. 

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

We use the Common Formative Assessment (Standards Mastery) every two weeks. A report is generated by the math coach, and disseminated to all grade level teams to analyze in their PLC to guide instruction. We use the Pre-and Post Assessment in Acaletics, and the domain reviews weekly. Fluency drills are completed every two weeks. They are school-wide every quarter. We also administer the i-ready diagnostic three times a year. 

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

Through Data Chats, students are identified that have a bi-weekly score of a 60 percent or below on the Common Formative Assessment, Addtiionally, Students that perform below grade level on i-ready diagnostic, pre-requesite tests, and Math chapter tests are identified and brought up through the RtI process. We progress monitor the studnets every eight weeks on the intervention that has been assigned. 

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)?

We use a push in model for our ESE teachers to support our students using the same standards, but different methods of delivery. Students are receiving differentiation in their instruction becasue the teacher meets with small groups to provide this daily. Studetns that require accomodations, can take the Common Formative Assessment through a paper based assessment versus on the computer. Additionally, students are provided with hands on opportunities to use manipulatives daily or as needed. Students can also use the CRA method (Concrete, represenational, and abstract) for problem solving. Lastlly, performance tasks are utilized so that students can show mastery of the standards in a way other than multiple choice. 

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

The math coach has a schedule of support where the coaching model is utliized. Every day is devoted to a specific grade level for observation, feeback, modeling, and co- teaching. Administration follows up with a checklist of "Look Fors" when conducting classroom observations and walk-throughs. 

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?

Currently, GO MATH is the core instruction in all classrooms. Acaletics is a supplemental curriculum in grades 3-5. I ready is used as a supplment program. Intervention programs include I-ready MAFS books, the GO MATH Reteach Lessons (K-5), and the Number Worlds Program for grades 3-5 .

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 specific activites which included the blueprint planning , the CARE plan with common formtive assessments, Acaletics and school wide fluency math drills made significant improvemnet in our achool achievementt.  Based on 2018-2019 end-of-year results, Driftwood Eelmentary attained academic acheivement in both academic areas of Reading and Math. According to FSA 2018-2019 data results Driftwood's letter grade increased form a letter "C 302 points to a letter "B"  423 points overall.  This letter increase was due to the achievement scores in the following:  Math - increased form a 48 to 56 (8 point increase) Math learning gains increase from 47 to 66 (19 points increase) and our 25% lowest increased form 31 to 63 (32 point incereas). Reading - increased from 440 to 56 (12 point increase) Reading learning gains increase from 47 to 70 (23 points increase0 and the lowest 25% increased from 38 to 74 (36 points increase).