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 to improve student achievement are Math and Reading. These areas were chosen in accordance to our 2017-2018 FSA learning gains.  Our Math gains stayed lateral, while our Reading gains decreased by 4 points.

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?

Small group instruction, formative assessments, monthly mastery assessments, assistance from the school literacy coach with PLC’s, as well as paraprofessional push and pull out support will be implemented to improve teaching and learning in an effort to increase performance.

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

In reading - A system has been coordinated to have PLC meeting two times per month and extended PLC meetings on planning day.  The PLC’s will be organized by grade levels. The grade levels will work closely with the literacy coach to discuss and plan standard instructional cycle. Each grade level will work collaboratively to plan the resources needed for tier 1, small group and formative assessments. Grade level chairs will communicate with literacy coach to agree on a monthly mastery assessment date which will cover the standards presented on the PLC cycle. This will be followed up by a schoolwide PLC meeting where all grade levels will meet in the media center to discuss and analyze mastery assessments.  This will give an opportunity for the literacy coach and school administration to participate with each grade level in the discussion and next step planning.

Each class is expected to use whole group instruction, followed by small group and centers-based learning and standard practice/enrichment.

In math – a specials class is focused on math manipulatives and extended learning.  This class is visited by all classes on a rotation-based schedule of four continuous days every.  The math specials teacher communicates with each grade level to identify the needs and standards needed to reinforce in math. In class, whole group instruction will be followed by small group instruction and centers-based learning/standard practice/enrichment.

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

School level progress will be monitored using performance data from

• I-Ready Mastery Assessment for grades 3, 4, and 5. 
• BAS will be administered for grades K, 1, 2, and 3 in addition to teacher formative assessments
• BAS will be administered to all FSA level 1 and 2 in grades 3,4, and 5
• Teacher created formative assessments
• DBQ for grade 4 and 5
• Small group guided reading

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

To ensure fidelity of students not progressing towards school and district goals all grade levels will continuously analyze data from both reading and math assessment, particularly monthly mastery assessments. Additionally, BAS testing will take place periodically for all K,1, 2, and 3 and FSA level 1 and 2 to track student reading levels. Administration will meet with each individual teacher for a data chats to analyze scores and discuss best practices in the classroom.

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)?

Differentiated instruction is practiced in all learning environments. In addition to teacher created centers, resources are available for teachers to improve differentiated instruction and to increase student engagement though balanced literacy book sets and the school’s media center. Through SSO and other media sources, students are provided with a variety of programs that are differentiated to meet their interest and instructional need.  Some of these programs include; NewsELA, Vocabulary.com, Khan Academy, Flocabulary, Learning.com and other academic web-based programs.

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

To ensure Tier 1 standards-based classroom instruction sis being implemented properly and effectively, all grade levels have generated 2018-2019 instructional focus calendars for math. ELA and science (5th grade) that is based of the 2018 end of year data. Grades levels continue to expand and adjust the instructional focus calendars based on formative assessment data and student needs.  Monthly mastery assessments will be administered to analyze results and identify the next instructional goals to ensure all students are working toward mastery of all the standards prior to the FSA assessments.

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 school has a media room for teachers with scholastic book sets, by literacy levels, to use for intervention and small group instruction.  Teachers check out the leveled reader book sets as needed for intervention and small group instruction.  The media room also hold the LLI sets, which teachers can check out according to their intervention levels. In addition to these sources, the school also provides Phonics for Readers, Wilson Foundations, Super QAR and Quick Reads available for appropriate grade levels,  

Student have balance of literary and informational texts in their classroom libraries, the media center and through Single-Sign-On.  Some of the online programs available are: NewsELA, iReady, Vocabulary.co, Flocabulary, Khan Academy, and other academic web based programs involving informational texts.

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.

FSA results indicate that we were successful in meeting the needs of students in overall ELA Achievement. The number of students achieving learning gains in this category increased by 1 percentage points from the previous year. Our ELA gain of the lowest 25% declined by 10 percentage points. The intervention programs utilized will be reviewed to ensure we continue to realize gains in the academic achievement of our neediest students.  Additionally, we will streamline Tier I instruction to ensure our proficient students continue to demonstrate an upward trend in FSA ELA scores.  In the area of Math, we increased by 1 percentage point in the overall achievement level from the prior year among proficient students.  Students in the Lowest 30% for Math showed a 10 percentage point decrease in learning gains.  As a result of these decreases, we will review our TIER I instruction in math to ensure the proper interventions are in place.  We will also improve our MTSS/RtI process for struggling students in math.