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?

English Language Arts - The overall percentage of students demonstrating proficiency on the 2018 Florida Standards Assessment (FSA) English Language Arts (ELA) was 30 percent. Average learning gains in ELA ws 42 percent and the Lowest 25 percent making gains in ELA was 57 percent.  
Mathematics - The overall percentage of students demonstrating proficiency on the 2018 FSA Mathematics was 42 percent.  Average learing gains was 50 percent and the lowest 25 percent of students making gains was 38 percent. 
These areas were chosen based on trend data.  The percentage of students making learning gains has decreased in both math and ELA for both categories (overall population and lowest quartile). 

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?

To increase performance in the SES Band, Tier I instruction will be scaled-up to improve the quality of teaching and learning in order to increase performance within our SES band. 
 

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

ELA - The ELA Block will be modified to enhance and support a balanced literacy approach for teaching which includes modeled, shared, guided and independent opportunities for all students.  These opportunities will be adjusted for each individual student based on their level of need according to bi-weekly progress monitoring data for standards and the Benchmark Assessment System (BAS) results. 

• Teachers will attend professional development in BAS, Read Alouds, Guided Reading, and Close Reading.
• Teachers will receive consistent coaching and support in the instructional planning and delivery of lessons.
• Students will be assessed bi-weekly on standards taught to ensure progress towards proficiency.
• Students will receive feedback and opportunities for reteaching/enrichment based on performance on the bi-weekly assessments
• Push-in support (Academic Tutors) will be provided to students struggling to demonstrate mastery (specifically for those in the bottom quartile). 

• Teachers will attend professional development in Calendar Math, Small Group Instruction for Math, and Utilizing resources to enhance instruction.
• Teachers will receive consistent coaching and support in the instructional planning and delivery of lessons.
• Students will be assessed bi-weekly on standards taught to ensure progress towards proficiency.
• Students will receive feedback and opportunities for reteaching/enrichment based on performance on the bi-weekly assessments
• Push-in support (Academic Tutors) will be provided to students struggling to demonstrate mastery (specifically for those in the bottom quartile). 

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

ELA - Writing assessments are administered monthly to all students in grades 3-5 to monitor progress in writing for both the informative and opinion style of writing. 
ELA - The Benchmark Assessment System (BAS) is administered to all students a minimum of 3 times per year to monitor student progress and determine instructional targets for reading. 
ELA - Bi-weekly standards mastery assessments are being used to monitor student progress on grade level standards and expectations.  
ELA - Quarterly Show What You Know assessments are administered and reviewed to all students in grades 3 - 5. 
Math - Standards Mastery Assessments are administered at the end of Each Chapter of Go Math to monitor student progress in K-5. 
Math - Quarterly Show What You Know assessments are administered and reviewed to all students in grades 3 - 5. 

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

Academic Tutors have been hired to provide additional push-in support to students not demonstrating proficiency or progressing towards academic school goals in both math and reading.  These tutors service individuals and small groups of students in grades 3 - 5. 

Leveled Literacy Intervention (LLI) is provided to students in need of Tier III support for reading based on their academic needs.

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)?

Classroom walkthroughs are conducted by administration and coaching staff to ensure all classroo instruction is accessible to the full range of learners.  Coaching support and feedback is provided to teachers to support the effectiveness of teacher planing and lesson delivery.  
All teachers attend PLCs every 7 days to plan and discuss quality teaching opportunities accessible for all students. 

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

Classroom walkthroughs are conducted by administration and coaching staff to ensure Tier I Standards-based instruction is implemented properly and effectively in classrooms.   Coaching support and feedback is provided to teachers to support the effectiveness of teacher planing and lesson delivery.  
?All teachers attend PLCs every 7 days to plan and discuss quality teaching opportunities accessible for all students. 
All student data is monitored by teachers, coaches, and administration to make recommendations, adjustments and changes for students based on the level of need and progress being made toward reaching proficiency on standards-based assessments and BAS. 

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?

To ensure students have access to a blance of literary and informational texts, a full resource room is available to all teachers.  This resource room offers more than 5,000 books for teachers and students to have access to a variety of text to supplement core instruction. 
Core Instruction materials more than 5,000 leveled books from the Resource Room, Social Studies leveled books, Scholastic Science leveled books, Florida Ready LAFS student books, and Scholastic online Guided Reading Programs at all grade levels K-5.  These resources support a core balanced literacy approach for instruction.  
Supplemental materials for grades K-5 include iReady, Accelerated Reader, iStation, and Discovery Learning to enhance/support the quality of core instruction and the materials available through a variety of mediums. 
Intervention materials for grades K-5 include Phonics for Reading, Question/Answer/Relationships (QAR), Rewards, Words Their Way, and Leveled Literacy Interventions (LLI) for students to ensure students have access to specific materials and programs based on their skill deficit and need. 

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.

As a result of our specific strategies /activities, our 2019 FSA Reading proficiency increased form 30% to 37%.  Even though we did not meet our goal of 40% proficient, an increase in proficiency is a move in the right direction. In addition to our gain in ELA proficiency, our ELA learning gains also increased from 42% to 60%.

Our specific strategies/activities in Math  led to a proficiency increased from 42% to 50% in Math and also supported learning gains causing an increase from 50% to 66% and our Lowest 25 learning gains also increased from 38% to 61%.  

The activities/strategies which led to the success in these grade levels included small group instruction, increased monitoring of student performance, small group pull-out support, small-group push in support and targeted standards-based teaching.  These activities and strategies were implemented with fidelity throughout the 2018-19 school year.