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?

* Teachers will implement differentiated centers, along with directed instruction meeting all students with enrichment, instructional and remedial strategies. The Florida State Standards (MAFS AND LAFS) will drive curriculum in all grade levels. In addition,we will use implementation of SIM Quality Assurance for primary literacy and focus on primary literacy through small guided groups.
*  In Reading, we will focus school-wide on our weakest LAFS standards, specifically Integration of Knowledge and Ideas, Craft and Structure, and Key Ideas and Details.
*  In Math we will be focusing on Numbers and Operations/Fractions, and Geometry Thinking. We will target  the lowest quartile in Math in order to form a push in program with our support staff..
*  In Math, primary grades will work on increasing math fluency to better prepare students for the third grade Math FSA, specifically Operations, Geometry Thinking.
* In Science teachers have been trained in the new Science series A-Z and Stem Scopes which have incorporated all Science  Standards.

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?

At our school, we are working on improving processes pertaining to RTI and data analysis. With regard to RTI, we are ensuring the prescription fits the ailment, or deficiency, experienced by the student.  Norm-referenced data will be one source collected for progress monitoring, in addition to individualized data, data compared to other struggling students as well as class averages. Data analysis at CCES now contains a holistic approach designed to effect a whole-school sense of accountablity (all students belonging to all staff members).  In essence, during planning times, grade level data is shared amongst the entire grade level to foster best practice sharing and greater alignment between teaching and learning.

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

* Teachers will implement differentiated centers, along with directed instruction meeting all students with enrichment, instructional and remedial strategies. The Florida State Standards (MAFS AND LAFS) will drive curriculum in all grade levels. In addition to, implementation of SIM Quality Assurance for primary literacy and focus on primary literacy through small guided groups.
*  In Reading, we will focus school-wide on our weakest LAFS standards, specifically Integration of Knowledge and Ideas, Craft and Structure, and Key Ideas and Details.
*  In Math we will be focusing on Numbers and Operations/Fractions, and Geometry Thinking. We will target on the lowest quartile in Math in order to form a push in program with our support staff..
*  In Math, primary grades will work on increasing math fluency to better prepare students for the third grade Math FSA, specifically Operations, Algebraic Thinking.

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

At our school, we are working on improving processes pertaining to RTI and data analysis. With regard to RTI, we are ensuring the prescription fits the ailment, or deficiency, experienced by the student.  Norm-referenced data will be one source collected for progress monitoring, in addition to individualized data, data compared to other struggling students as well as class averages. Data analysis at CCES now contains a holistic approach designed to effect a whole-school sense of accountablity (all students belonging to all staff members).  In essence, during planning times, grade level data is shared amongst the entire grade level to foster best practice sharing and greater alignment between teaching and learning.

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

Title One Reasource Teacher' LLI reading pull out
Small Group Instruction
Academic Camps after school.
Nova Tutor

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)?

We strive to meet the needs of every student in every classroom. We get to know the students strengths and weaknesses as well as their learning styles. We remove barriers to Tire 1 instruction by using Anchor Charts, Thinking Maps, Oral and Visual teaching modalities. In toher words we teach in different way in order to reach individual learning styles. We also offer choice on how students can demonstrate their knowledge of content taught. we use and expose students to a variety of digital programs.

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

* Trainings with RTI Facilitator
* Formals and infomals, walk throughs
*Standards Based Instruction
* Aligned to Instructinal Focus Calendar
* Through Core Process
 

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?

*Foundations, LLI grades 1-5, Journeys tool kit, Write In Reader, QUick Reads, 
*Reading Resources Room, Leveled Books, Big Books, Readers Theater, Different Geners, Read Works, DIscovery Education, Learning .com, Newswla, Vocab.com

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 2018 - 2019, our school focused on the achievement of our students in the area of literacy through the use of the Benchmark Assessment System to guide our small group guided reading instruction.  We stayed the same in overall proficiency (level 3)  in ELA of 57%. ELA Learning Gains increased to 60% - an increase of 6 percentage points. Our lowest quartile students also saw a gain of 55% - an increase of 5 percentage points.  However, we found fifth grade was an area we could work on. We see that Key Idea and Details as well as Integrating Knowledge and Ideas are areas of growth for our school. 

In math, we saw a decrease in all of our math areas. We went from 58 to 51 in overall proficiency, a loss of 7 percentage points.  In math learning gains we went from 57 to 50 with a loss of 7 percentage points.  Math lowest quartile went from 45 to 31, a loss of 14 percentage points. 

In Science, our scores decreased. We went from 39 to 36, a loss of 3 percentage points. We have had the Science Instructional Facilitator giving support across all grade levels in an effort to build science content area knowledge schoolwide.