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 school trend data our areas of focus will the Lowest 25%, Learning Gains for ELA, and Acceleration (high school courses) achievement. These areas were chosen for the following reasons:
1) The Lowest 25% are the most fragile students in our school and although we saw improvement with this subgroup, we must continue to support them and continue the initiatives that fostered growth. 
2) Learning Gains in English Language Arts was chosen because overall there was no growth here, in fact it decreased by one percent. 
3) Middle School Acceleration also saw a decrease (of 6%) and these high school courses will be an area of focus as well. 

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?

The following BEST Practices will be implemented to improve teaching and learning in respect to the following goals: 
1) Lowest 25% - BEST Practice #3 Optimal Internal/External Relationships
2) ELA Learning Gains - BEST Practice #1 A Focused and Authentic PLC
3) Middle School Acceleration - BEST Practice #1 and BEST Practice #3

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

1) Our Lowest 25% has seen increases in achievement over the last three years (41, 43, 49%) due to initiatives put in place to support this group. Our PASS (Providing Academic and Social Support) meetings where we discuss students and strategies with admin, guidance, and the teachers have been valuable in learning ways to engage and assist specific students. Discussions of what works and what doesn't are essential. These PASS sessions fall under BEST Practice #3, Optimal Internal/External Relationships, as it allows opportunity for the various internal departments to collaborate and communicate about the Lowest 25%, address concerns, and determine next steps. We will continue PASS meetings. Additionally, we will reach out to the families of these students in particular and encourage their attendance at our after school camps this Spring. 
2) ELA Learning Gains saw a decrease this past year, while overall ELA achievement and the Lowest 25% saw improvement. This leads us to believe students who are currently proficient in reading are not growing or making gains. With so much emphasis over these last few years with the lowest 25%, perhaps we need to ensure our 3s,4s, and Level 5 readers are being challenged and enriched. The work to ensure this improvement in teaching and learning will initiate through PLC. When having data chats on common formative assessment data, attention will be drawn to the progress of our proficient readers and next steps to ensure their growth. Particularly, we will be looking at ways to increase our students reading fluency and stamina as the FSA requires students to maintain focus and comprehend lengthy, often paired passages. We will also seek ways to ensure our student have ample experience with the questioning styles of the FSA; we will do this through our CFAs as well as increased NewsELA usage across disciplines. 
3) Middle School Acceleration saw a drop in six points this past year. While Algebra and Geometry students are passing their EOCs at more than satisfactory levels, we are looking to support even more students who choose to embark upon high school level courses. We will strongly support students who scored Level 3 on the FSA Math as they are enrolled in Algebra this year. They will be closely monitored to ensure their success. Additionally, we have added a Biology course for eighth grade student who are passionate about Science. This group will also be closely monitored to ensure their success. Lastly, our guidance directors will work closely with parents to ensure students who are capable and willing to take on the challenge of a high school course in middle school are well supported and guided through their personal track of course offerings 

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

Through each core subject (Math, ELA, Science, and Social Studies) a common formative assessment is administered to students. The CFA is standards-based and the data is monitored and discussed through Professional Learning Communities. 
For Level 1 and Level 2 readers, they take the FAIR (Florida Assessments for Instruction in Reading) three times a year. This test assesses word recognition, vocabulary knowledge, reading comprehension, and syntactic knowledge. This test also gives and Predictor of Literacy Success score. 

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

The school ensures the fidelity of students not progressing towards school and district goals through a variety of avenues. First of all, these students are referred for Rti where a team of individuals collaborate to personalize interventions and provide added supoort strategies. Additionally, this year the school will generate Course Recovery lessons and modules to be accessed via Canvas. This will allow students to recover from failing grades almost immediately, rather than waiting until the end of the school year to determine if course recovery is necessary. 

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)?

The school ensures that all classroom instruction is accessible to the full range of learners using UDL for effective instructional design (planning) and delivery (teaching) by a plethora of technology availability in their classrooms.  Teachers have access to laptop carts that they utilize daily as well as other means of technology to infuse 21^st century learning into their classrooms daily.  We had trainers provide Canvas training to all of our teachers as well promoted professional development in various areas of technology to further their individual growth. 

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

Every department collaborated over the summer to create Instructional Focus Calendars to ensure all standards in each core content are addressed. Within each IFC calendar, time is alotted to teach, assess, and remediate the standards. The assessing of the standards is the Common Formative Assessment each grade level course administers periodically. The results of these CFAs allow teachers to determine next steps for all students. Administration ensures this continuous cycle of instruction through both informal and formal observations. 

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 texts used for every subject area are the county adopted and issued texts. For ELA and Reading, the NG Inside and HMH Collections are mostly non-fiction in content. Therefore in order to ensure students have access to a balance and variety of texts, they must supplement with novels, classic short stories and poems that are public domain. Additionally, Reading Courses are supplemented with Rewards, Vocabulary Workshop, and Reading Plus. Additionally, all  ELA, Reading, and Math teachers have access to Triumph's Coach Digital resources. We also look forward to adding Accelerated Reader for all this school year. Math teachers also have access to the i-Ready Teacher Toolkit and also supplement with Algebra Nation and Geometry Nation workbooks. 

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.

Two of our three goals were successful. CSMS set out with a goal to make gains with the Lowest 25%. In 2018, we had a drop within this population for both ELA and Math. ELA Lowest 25% went from 49 to 43, a 6 point drop. Math Lowest 25% went from 45 to 42, a 3 point drop. Addutionally, we sought to increase overall learning gains in the ELA and succeeded with a two point increase going from 56 to 58 in learning gains for ELA and overall achievement in ELA also increased from 61 to 64 percent, a three point increase. In 2018 we also sought to increase our middle school acceleration by adding Biology as well as encouraging and closely monitoring the progress of additional Algebra students. These measures proved to be successful and our middle school acceleration increase from 67 to 81, a 14 point increase.