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 the 2017-18 Math FSA data, we had 73% of our students score a level 3 or higher and on the Statewide Science Assessment we had 58% of our students score a level 3 or higher. The content area we are focusing on for student achievement in 2018-19 is Math and Science.  We are focused on providing high quality-standards based instruction that is targeted to individual student needs.  

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 best practices that we will scale up will be our PLCs and the implementation of those targeted strategies in the classrooms.

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

In 2017-18, we had great gains in ELA due to a data-driven process.  We aim to replicate that success in Math and Science through the same process of using student work samples, standards breakdowns, and item analysis to drive our remediation and enrichment process.

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

Our school utilizes "BAS" Benchmark Assessment System by Fountas and Pinnell in order to progress monitor. We progress monitor quarterly using this assessment system.  

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

Our school determines which students are not progressing towards school and district goals by looking at the cycle data, and realigning the IFC to address the weakest standards.  Students that scored in the approaching category of their cycle assessment will be strategically assigned i-Ready lessons to address their weakest standards.  The Low Quartile and the Approaching students will be pulled for support in the AM for morning camp and during their specials.  Each teacher is responsible for monitoring student data.  Coaches and administration have weekly meetings where they analyze student and teacher data.  Using the cycle assessments coaches and administration conduct a thorough review on a two/three week rotational schedule.  Support is provided for teachers and students as the data indicates the areas of specific need.

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)?

Daily walkthroughs are conducted by coaches and administration. Teachers receive professional development on using Universal Designs for Learning. Teachers are exposed to a wide variety of training both internally and externally through BCPS.  We aim to help each teacher continue to grow by providing choice based and assigned professional development opportunities.  During PLC's Best Practices are shared and effective lessons are shared with teams.  All students benefit from this learning style including our ESOL and ESE populations.  

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

At Pinewood we focus on Balanced Literacy Approach to Instruction.  We utilize shared, guided and interactive models.  Daily walkthroughs take place and results are shared with teachers and their teams.  Feedback is given and support is provided by our coaches to those teachers who may need extra assistance.  

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?

Our Core Curriculum is Journeys.  In addition we utilize supplemental materials such as the online and text reading program entitled i-Ready, and interventions such as (LLI) Language Literacy Learning Kits, Phonics for Reading and Fundations. 

We use district adopted materials for core subject area instruction, however, many of our teachers use materials outside of the scope of district adoption.  By breaking down the standards, teachers are able to drive instruction using alternative means to ensure students are exposed to a wide variety of strategies.

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.

FSA data results indicated that Pinewood Elementary Students increased proficiency in Math from 73% to 78% proficiency.  In the area of Science, our students again achieved 58% proficiency remaining consistent in scoring for the 17-18 school year.  Pinewood met or exceeded our goals in all areas as evidenced below:

Other areas of progress include:
ELA overall proficiency increased from 60% to 65% proficiency
ELA Learning Gains increased from 68% to 70% 
ELA Learning Gains for our lowest 25% remained consistant with 71% for both years
Math overall proficiency increased from 73% to 78% 
Math Learning Gains increased from 75% to 80%
Math Learning Gains for our lowest 25% increased from 67% to 84% 
Science proficiency remained consistent with 58% for both years.

Administration and Coaches met on a regular basis to review and analyze student data. Bssed on the results of the analysis the IFC's were adjusted to be realigned address the weakest standards. In addition to realigning IFC we also assigned i-ready lessons to help close the achievement gaps