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 2017-2018 FSA data, the content areas we will focus on this school year will be ELA  and Math. Our first goal will be improving ELA learning gains for our lowest quartile students by 3% on the 2018-2019 FSA.  Currently 48% of the lowest quartile are proficient. This percentage is down from 51% the previous year. Our second goal will be improving Math learning gains by 6% on the 2018-2019 FSA.   In 2017, 71% of the students were proficient. 

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?

Some best practices that we will implement or Scale-up for the 2018-2019 school year to improve teaching and learning in order to increase our performance within the SES band are as follows:  in-depth professional development on how to utilize standards-based instruction effectively in our math blocks, more focus on small-group instruction and the gradual-release model; use of a spiral review curriculum as part of our daily instructional activity; and utilizing strategies from data-driven instruction to meet after every interim assessment for individual data chats that will begin during the second quarter of the school year. 

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

We will be scaling up our Math instruction and small group interventions.  Professional development during pre-planning week focused on effective standards- based math block focusing on the You do, I do, we do model where students are being given "stuggle" time first to attempt new concepts. This also aides in the use of the gradual release model in our math block.   This year, we are using the Reflex Math prograim as additional supplement to support math fluency.  Teachers will utilize data-driven instruction model to conduct data chats after each interim assessment.  We will also be utilizing the push-in model for ESE support facilitators to instruct both ESE and general education students.  The district's math department will also provide professional development to our staff during November's teacher's planning day.  ESE support facilitators along with two teachers from each grade level were sent to a Math Number Sense training to support struggling math students. Two teachers from each grade level in grades 3-5 along with our curriculum coach was sent to a two-day Effective Math Block Training as well.  Teachers will be utilizing the Standards Mastery portion of the Iready program for data-driven instruction and will use the teacher toolbox, Go Math reteach and other research-based interventions as small group remediation.  Teachers will also be utilizing the Ready Math Problem Solver books as supplemental materials as well.  

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

Some specific school-level progress monitoring data that will be collected will be the Iready Standards Mastery every 4-6 weeks in ELA and Math.  Iready diagnostics for both reading and math will be given three times throughout the year (Beginning-August, Middle-January, and End-May).  Fifth grade science assessments will be collected every 3-4 weeks after each standard has been taught.  Monthly fifth and fourth grade writing prompts will be collected each month from November-April.

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

Our daily 30-minute intervention block providing remediation helps to ensure the fidelity of students who are not prgressing towards our school and district goals.  The use of research-based interventions for both ELA and Math.  Small group instruction, guided reading, and a balanced literacy progams in our ELA block helps to ensure this.  The use of the Iready program in school and at home to aide in closing achievement gaps that our students might have.  Students are also building math fluency through the use of Reflex Math.  Teachers also use the teacher-led activities located in the teacher toolbox portion of the Ready program.  Teachers also have high expectations for lower performing students.  The use of data chats and data-driven instruction helps to ensure the fidelity of students not progressing towards our school and district goals.  Students and teachers keep track of learning using learning goals and scales.  Our ESE support facilitators push in to classes and aide small group instruction.

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)?

We address the needs of all students. In intermediate we have a 1-1 ratio with computers to allow students access to curriculum. In addition, we provide targeted small group instruction in both reading and math to ensure that each child is receiving instruction on their level. We include an intervention block per grade level where students may walk to read to make sure their deficits are addressed. In the area of math, we are using small group and additional intervention for students that need support. We are using the I-Ready program to support students in reading and math in grades 2-5. In addition we are using Reflex math 1-5. We have added a new Phonics program that will be delivered for all students.in Kindergarten.

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

Administration and literacy coach conduct daily walkthroughs and provide targeted feedback.  Our literacy coach attends meetings on a weekly basis to provide feedback from walkthroughs.

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 school uses our Scholastic Book Room for all leveled readers.  We also use leveled books from the Journeys Basal.  Leveled Literacy Intervention (LLI) is used in grades 1 and 2 and the Phonics Word Study is used in Kindergarten.  Super QAR ( Question Answer Relationships), Soar to Success are both utilized for Intervention programs in grades 3-5.