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 content areas of focus this year are English Language Arts and Math.  Our goal  is to increase the percentage of students in the lowest quartile that made learning gains in ELA from 42% - 47% and for Math from 38% - 43%.  We chose to place greater emphasis on our lowest quartile students because the percent of students making learing gains in the lowest quartile in ELA dropped by 11% and in Math by 8% on the 2018 Florida Standards Assessment.   Working to increase learning achievement with our lowest quartile students will increase proficiency levels in both ELA and Math.  

 

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?

In order to increase performance within the SES Band, our school will be implementing BEST Practice #1 - Professional Learning Communities (PLCs).  Each grade level will host an ELA PLC group and implement the C.A.R.E. Cycle.  After deconstructing standards and identifying learning targets, teachers will develop a plan of action that will meet the varied needs of their students.  Collaborative analysis of student work will determine the type of additional instructional strategies and resources that will need to be prescribed.  Teachers will closely monitor the implementation of remedial and enrichment strategies in an effort to increase student achievement.  ELA, Math and Science curriculum leaders will work closely with the grade levels to asisst in analyzing data, determining next steps, providing additional supports and identify resources.  

Additionally, our Literacy Coach will work closely with teachers in assisting them implement small group differentiated instruction.  Analysis of student data and performance will be used to determine what resources will be utilized.  Our Math Specials Teacher will also work closely with teachers by modeling how to conduct math sprints, utilize manipulatives, create on-the-spot small groups and plan effectively for small group instruction.  

Furthermore, the Continuum of Literacy Learning Guide and BAS data will be used by all teachers to guide them in identifying learning targets for instruction.  iReady will also be used to help teachers monitor progress and prescribe lessons.

Tropical Elementary will also be implementing BEST Practice #2, Response to Intervention.  Student academic and behavior information will be analyzed to identify student needs and prescribe targeted interventions.  The Collaborative Problem Solving Team and parents will work together to develop individualized plans and monitor the effectiveness and fidelity of the implementation.  

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

BEST Practice #1:  Professional Learning Communities
Teachers will collaboratively track student progress through formative assessments and identify specific interventions or enrichment opportunities in an effort to meet the needs of all students.  The Leadership Team will participate in the PLCs and ensure that the teachers receive the necessary support to implement their C.A.R.E. cycles.  Instructional practice will be reflected upon during the PLC meetings, and the necessity for additional Adult Learning will be determined based on student achievement.  

BEST Practice #2:  Response to Intervention:  
The Collaborative Problem Solving Team will closely monitor the impact of the implementation of researched-based strategies.  Every six to eight weeks, the team will meet to determine whether the initiation of an additional or modified intervention is necessary.  Data-based decisions will be made to identify movement within the RtI process, close achievement gaps and/or identify students with disabilities in accordance with the state law.  

 

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

Fountas and Pinnel Benchmark Assessment System is used to progress monitor our studnets three times a year.  Additionally, students are administered the iReady Diagnostic during three administrative periods.  Students in second through fifth grade will also be monitored through the Standards Mastery Assessment.  

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

 Interventionists work closely with the teachers and CPS Team to make sure that students are receiving the necessary interventions and are making progress.  Every six to eight weeks, the CPST Team calls a meeting on students that are in RtI.  They discuss progress and the need for an increase or decrease of support is discussed.  Teachers bring data which supports implementation to fidelity.   Math and Literacy Coach attend PLC meetings and discuss and monitor student progress.  

 

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 school ensures that the classroom instruction is following the framework of Universal Design for Learning by adhering to the three principles.  Teachers use a variety of methods to present information in order for our ELL and ESE students to have access to the curriclulum and instruction.  Students are provided alternative ways to demonstrate what they know and are provided with choice of tools to utilize in order to increase understanding, engagement and tap into their interests.  

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

All students are exposed to a balanced literacy model of instruction as part of the Tier 1 standards-based classroom instruction.  Our Literacy Coach provides teachers with support in analyzing data, developing lesson plans and implementing the balanced literacy model in their classrooms.  Through observations, feedback on implementation will be provided to 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?

The core program that is used is Journeys.  To supplement Journeys, we use the Scholastic, Social Studies and Science Guided reading texts.  For interventions, we use Leveled Literacy Intervention, Fundations, Phonics for Reading & Rewards.  The school ensures that students have access to a blanace of literary and informational text in a variety of mediums by providing teachers with Social Studies and Science guided reading texts.  Additionally, our teachers use BrainPop and additional texts housed in our Media Center to supplement the curriculum and expose students to varied texts that explore literary and informational content.