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 content focus area for improving student achievement will be in the area of  Mathematics. The percentage of students scoring proficient in grades 3-5 on the FSA Mathematics assessment went from 82% proficient in 2016-2017 to 80% proficient in 2018. An analysis of our SES Band data reveals that Chapel Trail ranks 4th in the District  and 12th in the State in percentage of students proficient in Mathematics. There are currently 5 percentage points separating Chapel Trail elementary from the elementary school in Broward with the highest percentage points. 

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?

• Teachers will be trained in using iReady Mathematics to diagnose student needs, create instructional groups, assign online instruction and monitor student growth.
• The lowest 30% of students will be provided with additional Mathematics intervention in a small group setting for 30 minutes daily.

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

• The school has invested resources to purchase iReady Mathematics fro all students in grade K-5. Students have completed their first diagnostic assessment in iReady and are working on their online instruction for the reccomendsed 45 minutes a week.
• Administration will meet with teachers during data chats to discuss diagnostic results and individual student typical and stretch goals. 
• Teachers will assign Standards Mastery assessments on Uready to monitor student mastery of specific mathematics standards. 
• Administration has identified the lowest 30%, according to FSA scores, in grades 4 and 5. In grade 4 there are 10 non-ESE students that scored a level 2 or lower and in 5th grade there are 9 non-ESE students. These students will receive an additional 30 minutes of pull out intensive intervention in Mathematics daily help fill learning gaps. 
• ESE students will be provided mathematics intervention aligned to their IEP.
• The school will offer an afterschool FSA Mathematics Camp to our lowest 30% of students in grades 3-5

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

• Teachers at all grade levels must submit to administration monthly assessment data and standards taught.
• iReady Mathematics dtat is monitored for usage, lesson pass rate, and standards mastery.

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

• Administration reveiws clasroom data monthly.
• Students not making progress toward grade level goals are referred to CPST for review and intervention plan.

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)?

Teachers have been provided professional development in ELL Can-do Descriptors, ESE acccomodations and modifications, and Social Emotional Learning. During classroom walk-throughs, BAS data is used to plan  differentiated instruction during Guided Reading lessons. Enrichment opportunities are provided to students working above grade level through the use of self-selected activities and deeper dive into individual standards and topics. 

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

• Administartion conducts frequent classroom walk-throughs to monitor Tier 1 instruction. 
• Grade level teams meet weekly to plan for instruction in each of the content area and ensure that all standards are taught throughout the year.
• The school's Literacy Coach meets with teachers to discuss best practices and provide support as needed.
• Classroom data is monitored monthly by the classroom ateacher and administration.

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 K-5 : Journeys, TFK, iReady,  
Mathematics K-5: Go Math Mathematics, iReady
Dual Language Classes K-5: Senteros, IStation
Grades 2-5: Newsela
Science K-5: Science A-Z, Stemscopes
Social Studies K-5: Read Aloud collections
Additional teacher created resources.
The school follows the Balanced Literacy Framework, the Fountas and Pinnel Continuum, and has a Resource Book Room with a variety of leveled readers in a variety of genre's. 

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.

The percentage of students scoring proficient on the FSA ELA was 79%, therefore, we were1% shy of meeting our goal.  Even though we were 1% from meeting our goal, the following strategies that we implemented were effective:  balanced literacy instruction within the ELA Reading blocks, iReady to close the learning gaps and the lowest 25% of students in grades 3-5 were invited to FSA Reading camp.  Unfortunately, not all of the targeted students participated in the FSA Reading Camp.

The percentage of students scoring proficient on the FSA Math was 82%, therefore, we met our goal of increasing from 80% proficient to 82%.  The following strategies that were implemented were efffective:  iReady online instruction and monitored student mastery data to then form appropriate mathematics intervention lessons.