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?

Our focus are for this school year will be English Language Arts (ELA) and Mathematics with all students, particularly with our lowest 25th percentile. There areas were chosen due to the lack of learning gains on the ELA and Math FSA from the 2017-18 school year. 

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 goals for Maplewood Elementary are to focus and emphasize on:

• Professional Learning Communities
• Increased parent involvement 
• Use effective progress monitoring to assure all students are increasing student achievement.

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

Through grade level data chats and grade-level PLCs, best practices are discussed and implemented throughout all grade levels. Students with early indicators of being at risk of falling below or are currently below grade level are identified and discussed at these meetings. Interventions are put in place and tracked through the RtI process as well as in BASIS. Meetings are held weekly to discuss the progress of these students and to determine if interventions are being successful or if modifications need to take place and which students need more support. Academic interventions will be identified through the Elementary MTSS Literacy Interventions chart with interventions such as the Leveled Literacy Intervention (LLI).

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

In grade levels K-5, BAS data is collected every sixty school days. This data is used to determine student growth and the placement of the students for small group instruction. The data is also used for RtI and progress monitoring. 
In the ELA RtI process, Journey's Cold Reads are being used to track student growth in fluency and comprehension in grades K-5. Data is collected weekly.
In the Math RtI process, Go Math interventions are in place to track student growth in various areas in grades K-5. Data is collected weekly.
In all grade levels, students take the iReady Diagnostic assessment at the beginning, middle, and end of the school year. This data is collected to monitor student growth in ELA and math. 
In grades 2-3, students take Standards Mastery assessments on the iReady program based on ELA and Math standards. Grades 4-5 students take Standards Mastery assessments on the iReady program based on ELA, Writing, Math, and Science standards. This data is collected after the completion of a given group of standards. The data collected is used to create "reteach" groups in a whole group or small group setting.

 

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

The school ensures fidelity of students not progressing towards school and district goals through progress monitoring plans and RtI for ELA and Mathematics. These documents are discussed in data chats, PLCs, and RtI meetings.

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)?

Planning and implementation of instruction focuses around the Universal Designs of Learning to ensure the needs of all students, including ELL and ESE students, are met. As a school, we are focusing on the "why", "what", and "how" of learning. For student engagement we motivate learners and stimulate interest and motivation for learning. For example, increased amount of technology is used in the classroom. For resourceful, knowledgeable, and strategic learners, we use a variety of resources to guide our instruction. The information and content being taught is presented and practiced in different ways. Through differentiated instruction, students can express what they know. Through these methods the Universal Designs for Learning are being used for planning and teaching.

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

The Balanced Literacy framework is being implemented in all classrooms during the scheduled ELA block. The framework consists of modeled and shared read alouds, guided reading groups, and differentiated independent centers. Writing instruction is embedded in the Balanced Literacy framework through modeled and shared writing and writing about reading. 

The Modified Gradual Release of Responsibility Model is being implemented in all classrooms during the scheduled Math block. The framework consists of whole group and small group instruction, and independent centers. Enrichment and reteach practice takes place during small group instruction.

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?

ELA
Core program: Journey's 
Supplemental program: Ready Resources, Fountas and Pinnell Word Study, Fundations
Intervention program: Leveled Literacy Intervention, Fundations, Journey's Toolkit

Math
Core program: Go Math 2015
Supplemental program: Ready Resources
Intervention program: Go Math Tier 2 and 3 

Science
Core program: STEMscopes

For all resources, students have text book and online access in and outside of the classroom.

Maplewood Elementary has built an extensive informational text/non-fiction print and digital libraries for all literacy learning classrooms. The implementation and use of these libraries will help drive instruction to ensure Florida Standards are taught with fidelity while focusing on text complexity and increasing rigor. Science and Social Studies are integrated through the ELA block with the use of interdisciplinary units which help strengthen comprehension, writing, as well as speaking and listening skills. Teachers in 4th and 5th grade will incorporate DBQs to teach students numerous standards at a time. This will help reinforce previously taught standards and strengthen student knowledge and understanding of content. 

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.

• Grade-level data chats: Allowed the MTSS team to identify students' area of growth and create individualized plans for gains in the area of ELA.
• PLCs: Teachers shared best practices for instructional startegies to increase student achievement.As a result, learning gains increased in ELA.