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?

As evidenced in the SES band data, we are working to improve student achievement in reading. Although our lowest area was math, we struggle with reading in the primary grades. We also struggle increasing learning gains in our ESE and lowest quartile students. 

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?

Best practice 2, RtI, is being scaled up to improve teaching and learning. 

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

A new RtI coordinator has implemented an RtI schedule that is done weekly. The RtI team meets with teachers to have consultations to ensure that no students are missed for the RtI process. Teachers have been trained in BASIS. When a teacher wants to add a student to RtI they meet with academic coaches to review data and decide on the best intervention. Case managers have been assigned to each grade level to conduct classroom walk throughs to make sure interventions are completed with fidelty. Case managers are also respoinsible for meeting with teachers to assist with basis and graphs.  There is a new database created in addition to BASIS to monitor the steps in the RtI process. Parents are notified by letter and in person during RtI meetings. 

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

Progress monitoring is done weekly. The database is reviewed and notifications are sent to teachers when needed. Data for all RtI students is kept seperately in a database and reviewed during weekly RtI meetings and monthly data chats with administration. 

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

Data chats for each teacher are done monthly with support staff to monitor standards based assessments. Walk throughs are conducted to ensure fidelity of interventions. Weekly meetings are done in which teachers provide work samples and data for interventions for students that are not meeting goals. 

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)?

All teachers are required to create and use differentiated ela and math centers. Guided reading groups are differentiated based on reading assessments. Classroom walkthroughs are used to ensure UDL is effective. ESOL push in is provided for students in addition to ESOL strategies. ESOL strategies are used for every lesson design and delivery. 

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

All teachers follow an instructional focus calendar that was designed for tier 1 . Standards are aligned including ela, math, social studies, and science. An assessment calendar was created and data is entered into a database that is monitored weekly. Balanced literacy is being implemented through coaching in and out of the classroom. Teachers are focusing on balanced literacy through PLCs, porofessional development, IFCs, and lesson plans. 

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 grades- Scholastic book room, Journeys, Coach , iReady, and School City. 
Interventions - Phonics for Reading, LLI , Support Coach

The instructional focus calendars require standards to be a balance between literature and informational standards. Materials are provided through the Scholatic Book Room, Science A-Z, Newsela, etc. The ifc implementation is monitored by coaches and administration. 

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.

Meadowbrook did not meet the FSA goals for 2018-2019. ELA profieciency for 2018-2019 was an overall 46% and overall math was a 60%. Individually 3rd grade ELA was a 43, 4th grade was 52, and 5th grade was a 45 percent. Individually 3rd grade math was a 63, 4th grade was a 71, and 5th grade was a 45.  Although we did not meet the goals, we did have pockets of success. Our 4th and 5th grade writing scores increased.Writer's Cafe was implemented in 4th and 5th Grade writing. Students met in the cafe to learn writing lessons, participate in mock testing, learned from writers of the week, etc. A unified planning sheet was taught to 4th and 5th grade. Teachers were given professional development by the district for elaboration in writing. Our 4th grade ELA and math scores increased. RtI enhancments were very successful in 4th grade. The ELA teachers began LLI for their RtI students and the students who received these interventions showed Learning Gains on the FSA. After school and Saturday tutoring was provided in both ELA and Math and also proved to successful.