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?

According to 2018, 81% of our students in third through fifth grade were proficient in the Reading FSA. This is a three percent increase from our previous 2017 Reading FSA proficiency. Embassy Creek is currently using a blended learning model to increase Reading score in grades 3-5, as well as implementing i-Ready as an interventions program from all grades. In addition, we will be scaling up our practice by providing training and enforcing Balanced Literacy in all grades in paticular interactive read aloud, shared reading.

According to 2018, 84% of our students in third through fifth grade were proficient in the MATH FSA. This is five percent increase from the previous 2017 MATH FSA proficiency.  ECE is currently using Reflex Math (Grades 2-5) as a fluency tool for all classes 2-5 as well as implementing I-Ready Math for all grade levels. 

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?

Fundations in all K-1 Classes
Pre- Mid- Post Diagnostics in i-Ready
Leveled Non-Fiction and Fiction Literacy Interventions
Team-created Instructional Focus Calendar
Comprehension QAR Strategies 
REFLEX Math

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

Last year we focused on guided reading as part of Balanced Literacy.
This year our Balanced Literacy focus will be on Interactive Read Alouds for our first semester and Shared Reading for our second semester. 

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

School level progress monitoring data that is collected is the Benchmark Assessment System (BAS) data. It is collected three times a year in November, February and May.
I-Ready's Reading and Math Diagnsotics which is also collected three times a year in October, January and May.
Broward Student Assessment (BSA) for third-fifth grade students in January. 

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

In response to the I-Ready Diagnostics, teachers will meet with their grade level teams to identify the students that need interventions.
Administrative team will meet with grade levels for Quartely data chats to identify and discuss student weaknesses. 
Students that meet the progress monitoring plan criteria will be put on the plan and interventions will be put in place to meet the need of the student.

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 are effectively instructing a diverse group of learners by applying the three UDL principals (listed below):

Engagement: Teachers are using multiple ways to motivate their students by providing them choices for how to grasp new concepts, as well as choices on tools and strategies they can use to interact with new content.
Representation: Teachers are providing text, audio, video and hands-on learning to give all students a chance to access the material in whichever way is best suited to their learning strengths. 
Action and Expression: Teachers are giving students more than one way to interact with the material and show what they’ve learned.




 

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

Teachers are participating in Professional Learning Communities (PLC) twice a month as well as Team Meetings to plan. We are also seeing a decrease in Tier 2 and 3 academic interventions which support that the Tier 1 strategies are being implemented properly and effectlively within the academic setting. 
 

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?

Teachers are using a wide variety of text within the classroom for core, supplemental, and intervention programs. 
Kindergarten through Second Grade- Journeys, Fundations, Just Words, Phonics for Reading, Accessible Literacy Learning, Great Leaps, Leveled Literacy Intervention (LLI), Visualizing and Verbalizing, Write-In Reader (Grades 1-2), Reading Tool kit
Third Grade- Journeys, Keystones, Soar to Success, Phonics for Reading, Great Leaps, Visualizing and Verbalizing, Write-In Reader, Reading Tool kit 
Fifth Grade- Journeys, DBQ, Rewards, Soar to Success, Great Leaps, Just Words, Visualizing and Verbalizing, Write-In Reader, Literacy Tool kit

The school ensures students have access to a balance of literary and informaional text in a variety of mediums by providing classroom teachers have a wide variety leveled texts within the classroom. The school also has a resource room with supplemental and intervention resources available for teachers. 

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.

Once again, Embassy Creek Elementary continues to show improvement and maintained its school grade of an A. The largest increase this year came from Learning Gains of all of our students in grades 4 and 5 as well as the lowest 25%ile in both reading and math. One of the amazing findings was that 93% of our 4th graders were proficient in Mathematics- this is the best in the district! 
Of the 44 students that attended the Mighty Math Camp during the 2018-2019 year, 89% of them were proficient, with 15 of them scoring either a Level 4 or Level 5. Tha's not all, 91% of the students that attended the Mighty Math Camp showed Learning Gains.  
Overall proficiency for students in grades 3,4,5 was 82% in ELA and 85% in Mathematics.