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?

Reading will be the focus this year for improving student achievement due to our FSA Score dropping 5 percentage point last year and reading is the foundation for all subject areas.

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?

We wil be implementing Professional learning communities, in order to increase performance within the SES Band. 

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

We will conduct weekly Professional Learning Communities with a laser focus on guided reading.  In PLC’s we will be analyzing students’ data, collaboratively developing differentiated lesson plans utilizing the Continuum as a guide, work collaboratively to unwrap the Florida State Standards, and monitor the progress of all students with special attention given to our lowest quartile group. This planning will include step by step instructions, research base remediation and enrichment components, various teaching materials, strategies, and websites information that will enhance student achievement. All teachers in Grades K-2 will be required to attend the Guided Reading Training. Administration and the Literacy Coach will monitor their progress through weekly walkthroughs and provide constructive feedback. In addition, we will be progress monitoring with standard base assessments in Grades K-1 and a computer base assessment (i.e., iReady) in Grades 2-5 that align closely to the actual Florida State Assessment (FSA) given in April through May. Our data chats will focus on analyzing monthly mock data, sharing best teaching practices, enhancing instructional plans, and monitoring the academic progress of all students with special attention given to our lowest quartile group. Finally, the Literacy Coach will do the following: conduct monthly PD; model Guided Reading Lessons on an as needed basis; identify a time to meet with teachers to ensure rigor and complexity is embedded in centers; provide teachers with a framework for the literacy block; and identify what the teachers and students should be doing differently at each stage of instruction

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

The specific school level progress data we will be collecting will montly Mock Assessments given 4 times a year starting in November and ending in April, ths is in conjunction with I-Ready Assessments which are done 3 times a year, once at the beginning of the year, the second is in January, and the last one is in May.  These assessments are given, and used in data chats between teachers and  administration to address weaknesses, and strengths and the interventions which will be used to help in curriculum planning based on the classroom 

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

We conduct weekly Response to Intervention meetings to monitor data, discuss and develop action plans as needed to ensure that all students are progressing academically. We facilitate bi-weekly professional development to strengthen teachers’ teaching skills, and administration conduct weekly walkthroughs to ensure that productive teaching and learning is taking place

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 utilize the following three principals of (UDL):

• Multiple means of representation: Video captioning and video description (i.e., adding text or audio to describe what happens in a video to support access by persons with visual difficulties); highlighted vocabulary in subject matter content, such as science and social studies materials; main ideas offered through graphic organizers; vocal directions matched with printed and visual/image representations (e.g., pictured directions in learning centers); pre-teaching opportunities for new vocabulary and concepts; color shading used for emphasis; visual cueing for feedback during class.
• Multiple means of action and expression: Models of expert performance provided using differing approaches; paired voice with visual displays; outlines of subject matter content; use of Interactives: Elements of a Story to teach narrative structures.
• Multiple means of engagement: Choice of topics for projects; simple self-monitoring checklists in learning centers for students to self-assess completion and accuracy; consistent attention-getting techniques that use visual as well as auditory cues; paired peers to share small-group activities.

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 core reading program we use for Kindergarten through fifth grade is Journey’s. We use Ready and the Scholastic Readers for our supplement programs. K-3 uses Leveled Literacy Instruction (LLI) for their intervention program and in 4^th and 5^th we use Journeys Write in Reader and Journey’s Toolkit. In addition, we ensure that all students have access to a variety of text in their classroom libraries, school book room and Scholastic shorts reads.