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 FSA scores, ELA will be our main focus to increase student achievement. We will utilize high effect size strategies during instruction, including, but not limited to graphic organizers, reciprocal teaching, and cooperative learning. We will also provide ongoing professional development to improve teachers’ instructional practice, teacher ability to implement Balanced Literacy, increase teachers’ knowledge of Florida Standards, enhance their ability to use data to drive instruction in order to prepare students to be college and career ready. 

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?

• Text-based questions will be utilized only in reading through multiple text
• School wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment)
• Real world math application activities
• Performance  based writing instruction/assessment utilizing multiple text
• Lucy Caulkins common core writing assessment
• Scales and rubrics align with the Florida Standards to set purpose for learning, guide teacher instruction and monitor student progress
• School-wide monitoring of student and teacher

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

• Text-based questions will be scaled-up in all content area through multiple text
• School-wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment) will be facilitated on a weekly basis across all grade levels
• Real world math application activities will be scaled-up to include performance based projects
• Performance based writing instruction/assessment utilizing multiple text will be scaled-up by implementing writing mini lessons, independent writing, shared writing, and guided writing activities
• Scales and rubrics align with the Florida Standards to set purpose for learning, guide teacher instruction and monitor student progress
• School-wide monitoring of student and teacher data will be scaled-up by teachers conducting ongoing data chats with students, and administration conducting monthly data chat with teachers

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

Student progress is monitored and data is collected by a variety of methods and time frames such as

• Bi-Weekly Formative Assessments – Administered to all students in grade levels KG – 5^th.
• Monthly Checkpoints – Administered to all students in grade levels KG – 5^th.
• Quarterly Benchmark Assessment System (BAS) Running Records – Administered all students K-3 and Level 1 and 2 students in 4-5.  This is collected and analyzed three times per year.
• Annual Broward Standards Assessment (Mid-Year) – Administered to students in grade levels 3^rd – 5^th.
• Annual Florida Standards Assessment (End-of-Year) – Administered to students in grade levels 3^rd – 5^th.
• Letter Names, Sounds and Concepts of Print- All K students are provided this four times per year.
• i-Ready Diagnostic- Given to all students K-5 for reading and math.  This data is collected and analyzed three times per year.
• Standards Mastery Assessments-  Provided to students in 2-5.  The is given after every instructional cycle according to the grade level curriculum map.
• Keystones- All third grade students are given this eight times per year.

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

Palmview Elementary School ensures the fidelity of students not progressing towards school and district goals by utilizing the MTSS/RtI process to support the academic improvement of students identified by the early warning system and progress monitoring data.  The Collaborative Problem Solving Team meets every Tuesday to discuss students experiencing academic difficulties.  Students identified by the early warning system, data and classroom teacher observation are referred to Response to Intervention.  A team consisting of administration, school counselor, ESE specialist, school psychologist, school social worker, curriculum coaches, the classroom teacher, and parents meet to discuss the student.  If necessary, the team will create Tier 2 interventions and set goals to monitor student progress.  The team will reconvene in 6-8 weeks to look at student progress.  If the goals have been met, the team will continue with interventions and create new goals.  If the goal has not been met, Tier 3 interventions will be created and monitored.  During these meetings, the team also looks at social indicators that may be hindering student progress and collaborate with the school counselor, school social worker and community liaison to provide support. This process is continuous and allows the team to monitor the academic performance of each student across all grade levels.

 

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)?

Palmview Elementary School ensures 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) by implementing the UDL principles and conducting ongoing classroom observations that provides the school with data regarding the progress towards school improvement goals and supporting a student-centered environment.  Content area coaches also ensure all classroom instruction is accessible to the full range of learners using the UDL principles for effective instructional design and deliver.  Tools and resources are provided to assist with supporting teachers with UDL and Personalized Learning.
 

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

Palmview Elementary School ensures that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively by use of our school-wide instructional focused calendars aligned with Florida Standards, which are collaboratively created by staff and coaches in all subject areas across each grade level.  These calendars are completed prior to the school year and submitted to administration.  Learning goals and performance scales are aligned to the Florida Standards are posted, used daily to set purpose for learning and guide teacher instruction.  Lesson plans are written in accordance with Florida Standards, collected and reviewed by administration bi-weekly. Monthly, authentic student work aligned with Florida Standards is created by students and displayed to demonstrate mastery of standards.  Student progress with each standard is monitored and data is collected through bi-weekly formative assessments and monthly checkpoints.  Once the data is analyzed and discussed decisions are then made in reference to instruction and instructional strategies.
 

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?

Palmview Elementary School ensures students have access to informational text for each content area in a variety of mediums through individualized classroom libraries, access to hardback books, paperback books, and e-books through the media center, and through computer based programs such as iReady, Achieve 3000 and Newsela. The school utilizes a variety of programs to meet student needs such as

• Go Math
• Engage NY
• Leveled Readers
• Content Area Readers
• Leveled Literacy Intervention
• Super QAR
• Phonics for Reading
• Common Core Coach (ELA & Math)
• Quick Reads
• Journeys Write-In Reader and Toolkit
• Go Math Intervention

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.

In order to pursue our ELA goal on last year's FSA, we implemented multiple strategies and activities such as morning and afternoon tutorials to lower 25th percentile students. We also pushed in and pulled out based on students weakest reading skills. We monitored students progress through different assessments such as iReady diagnostics, monthly checkpoints,  formative and summative assessment. Prior to 2019 FSA, we were confident that we would meet our ELA goal. After analyzing the results, we found out that ESE and ELL populations were the two subgroups that we need to allocate more resources to reach out to these students.