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, Math, and Science will be our content areas of focus.  Atlantic West Elementary’s 2017-18 FSA proficiency level for ELA was 33%, Math was 46%, and Science was 32%.  Our focus is to show an increase in proficiency by 5% which can be seen as an increase on our SES band.

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 will be using iReady standards mastery and extra lessons for differentiation in Reading and math to target individual student needs.  Students reading below grade level in grades Kindergarten to grade 3 will participate in Leveled Literacy Intervention in addition to the regular Tier One reading instruction.  Students in grades 4 and 5 identified in the bottom quartile for reading participate in reading intervention 30-45min. daily in conjunction with their regular Tier One reading instruction.  In math, students in grades 3 and 4, identified as bottom quartile will participate in push-in or pull-out intervention groups in conjunction with their regular Tier One math instruction.  Atlantic West Elementary math and reading professional development is held bi-weekly.  Math PLCs will focus on standards-based learning and differentiated instruction, while Reading PLCs will focus on guided and shared reading standards-based instruction.  The science coach will provide push-in support weekly to all grade levels along with bi-weekly team meetings to support teachers in planning effective, standards-based instruction.

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

Atlantic West Elementary grade level teams will analyze data provided from the 2017-18 Florida Standards Assessment, the Primary End of year reading assessment, BAS, and iReady Diagnostic Assessment to identify areas of strengths and weaknesses for individual students, classes, and school.  Data will drive the instruction.  Teachers will differentiate within small groups and centers for both reading and math.  Students will set goals and take ownership of their learning by utilizing “On Track” data tracking folders. Teachers and the administrative team will monitor growth through iReady and data chats.

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

Reading – The Benchmark Assessment System will be administered to all grade levels three times during the school year.  Teachers will input data into BASIS.  iReady Diagnostic Assessments will be given and data collected and reviewed three times during the year.
Math – Data will be monitored through iReady Diagnostic Assessments three times during the year and Standards Mastery assessment data will be collected according to the Assessment calendar on a monthly basis.
Science – Mini BAT assessments will be assigned as Standard Instruction is completed on a monthly basis.

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

Atlantic West Elementary teachers participate in quarterly data chats, individual grade level team meetings to help teammates brainstorm proven interventions to help students achieve success.  Grade level team leaders help team members initiate the RTI process by assisting in the Child Study referral process.  In addition, they determine common assessments to compare them to themselves, class and grade level.

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)?

Tier One instruction is provided to each student within the classroom.  Students will be allowed choices to display mastery in reading, math, and science.  Teachers will set a clear goal, anticipate barriers that may arise within the lesson or standard and provide options for engagement, representation, and actions and expressions for demonstration of their mastery of the standards. 
Universal Design for Learning Professional development for staff will be provided through the District.  Select teachers will attend and share the learning within the Professional Learning Communities.

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

Coaches and Administrative walk-throughs will be utilized to observe Tier 1 Standard-Based instruction implementation.  Coaches will provide feedback and training within PLCs.  The administration will provide feedback to individual teachers.

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?

Atlantic West Elementary utilizes the Title I Scholastic book room for core instruction through balanced literacy in all grades.  The Scholastic book room contains both literary and informational text in guided reading levels ranging from A through Z.  Journeys leveled readers and anchor texts are also resources used for literacy instruction.  Social Studies and Science content are taught schoolwide through an interdisciplinary approach using the content area leveled readers and anchor texts provided by the district.  Intervention programs at Atlantic West Elementary include Leveled Literacy Intervention for grades K-3, Fundations for grades K-2, Journey's toolkit K-5, Rewards 3-5 and Wilson for ESE students in grades 3-5. 

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.

Reading proficiency increased from an overall 33% to an overall 38% on the 2018-19 FSA assessment.  This achievement was due to our support for professional development in instructional strategies for guided reading from the district and professional development, coaching and modeling from an independent consultant for Writing in the primary grades.  We also had professional development for third-grade teachers on the Keystones.  All grade levels had instructional focus calendars and assessment calendars.  
We did not meet our goal of increasing our proficiency in the areas of math and science.