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?

English Language Arts (ELA) is the focus for improving student achievement. For the past few years we have made slow gains in ELA, but we still have more than 50% of our students who are below level in this area. It is our believe that reading is a fundamental skill that our students need to be successful. It is our belief that improvement in reading will help our students to be more successful in the other content areas. By focusing on this content area, we believe that we can get more and more students to be proficient and that will eventually transfer into the other content 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?

• A new an clear focus on the Interactive Read Aloud and Guided Reading.
• A clear and concise Instructional Focus Calendar (IFC) has been created for every grade level.
• The Phonics Word Study program by Fountas & Pinell is being used in our primary grades to build foundational skills.
• Ready LAFS is being used in the intermediate grades to improve comprehension.

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

Teachers will collaborate during planning to discuss specific strategies and resources to aling with the standards.  Tier 1 instruction will focus on small groups and targeted interventions. Student data will be reviewed weekly by the grade level teachers during meetings to identify students that need additional interventions. Students that are not responding to the Tier 1 interventions will be evaluated further during data chats with the principal. Further evaluation of the student's data will be addressed during RTI meeting to determine Tier 2 and Tier 3 interventions. The team will make recommendations based on the individual needs of the student.

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

In alignment with the district, our ongoing progress monitoring tool that we are using in ELA is the Benchmark Assessment System (BAS) in grades K-5. This assessment is issued to all students in grades K-3 three times a year, and students in grades 4-5 who scored a level 1 or 2 on the FSA the previous year three times a year.

For math we are using the Go Math Chapter Assessments that goes along with the Go Math Curriculum.

At our school, we also use the School City platform to create ELA and Math assessments for progress monitoring of the Florida Standards.

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

Highly Focused Professional Learning Communities (PLCs)

• Through our PLCs (guided by our instructional coaches) we take the time to analyze student data and to decide where more time needs to be spent on certain standards to ensure that our students are progressing. We also look for outliers in the data, and find new strategies to use with these students to ensure their success. If students continue to perform below expectancy, RTI strategies are put into place to try and help students to become successful with the academic content.

• Using a multi tiered system of support, teachers are working to meet the needs of all students.
• Tier 1 is for every student. These strategies are used by teachers to support all students. Careful attention is given to all students to ensure that their needs are met.
• Tier 2 strategies are put into place for those students who are the outliers in Tier 1. Separate programs and instructional strategies are put into place to meet the needs of this group of students.
• Tier 3 strategies are there for those students who fall far below the academic expectations of the school/district. Programs and strategies are put into place for these students to help them become successful with academic content and grade level standards.

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)?

In English Language Arts, we are working to implement small group guided reading. Using this strategy, teachers are able to meet the needs of all students. Groups are leveled using BAS data, and teachers work to meet the needs of the students in each group. Likewise, the students work in centers and independent work that are scaffolded and differentiated to meet the needs of all students. In K-2 our goal is to increase foundational skills. In 3-5 our goal is to increase reading comprehension.

In Math, we are working to implement guided math. While this is still a work in progress, teachers are working to meet the needs of all learners. Through differentiated instruction that takes into account the learning styles of the learners in their classes, teachers are ensuing that the needs of all students are met.

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

Standards Based Assessment

• Assessments are built on the FSA Math & ELA Standards and allow coaches to track student progress towards the goal. This data is used to determine if teacher instruction is effective.

• District, Cadre, and School Instructional Rounds will be used to determine if this instructional strategy is implemented properly and effectively.
• Training and PD is being provided to teachers to ensure that this strategy is being implemented with fidelity.

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?

K-5 Core English Language Arts Text : Journeys

• For students working in Tiers 2 and  3, we also have Level Literacy Intervention Groups (LLI) in place that help students to get back to grade level.

• For students working in Tiers 2 and 3, we also have strategic and intensive intervention programs that teachers can use for intervention 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.

As a result of the action plan, students in low quartile increased their learning gains from 51% to 63% on the FSA/ELA Reading.  The overall ELA/Reading Proficiency increased from 63% to 65%.  We will continue to provide targeted support and instructions to ensure that all ESSA subgroups are receiving high quality instruction.