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 upon the results of the 2017 - 2018 Florida Standards Assessments, it was determined that only 59% of our 3rd, 4th and 5th grade students were proficient on the English Language Arts component of the FSA.  In comparison to our math data that showed that 70% of our students in grades 3rd, 4th and 5th were proficient in mathematics.  After conducted an analysis of this year's FSA data, it was determined that as a school our focus would be on English Language Arts for the 2018 - 2019 school year.    

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?

Best Practice #1 : A Focused and Authentic PLC

Best Practice #4 : Scaling up BEST Practices

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

Teachers will continue to participate in Professional Learning Communities aligned to the ELA Continuum and Montessori curriculum where BEST Practices will be shared to enhance the teaching of a balanced literacy program.

Teachers will create grade level Instructional Cycles to ensure that all standards are being met and assessed within a specific time frame.

Embeded high quality RtI Process will be scaled up by identifying student sin need through formative and summative assessments.  Identified students will receive a systematic intervention program monitored by the RtI facilitator.

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

PLCs collect data monthly in accordance with the standard(s) all teachers are discussing and assessing.  The Instructional Cycles also contain due dates for collection of summative and formative results, so all students data can be analyzed and strengths and weaknesses can be located and addressed.

RtI Meetings take place each week and collection of data takes place at that time.  Data is discussed and analyzed by all members of the RtI team.

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

VSY support staff, coaches, and administration all provide additional support for students in the lowest quartile.  Afterschool academic camps addressings both ELA and Math will start in November for all students identified as needing assistance.

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)?

School staff has already had a professional development training on Universal Designs for Learning (UDL) this year.  It is the expectation that teachers at VSY teach students at a level they can understand using classroom resources as well as Montessori methods and materials to address student needs.

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

Administrators monitor classroom instruction through observation and data collected the the iObservation tool.

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?

Classrooms are print-rich environments.  Teachers utilize a variety of material to instruct literacy.  Guided reading groups take place with leveled readers or Journeys, as well as books from the classroom libraries.  Primary grades also use Montessori materials for phonics instruction as well as letter recognition.  Teachers in the intermediate grades use Phonics for Reading for intervention as well as the Journeys Tool Kit and Fundations.  In the upper elementary grades, classes utilize Document Based Questioning (DBQ) for informational text.  

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.

Overall reading proficiency increased from 78% to 79%.  Breaking it down by grade levels:

• 3rd grade reading proficiency dropped from  76% to 74%  
• 4th grade reading proficiency increased from 79% to 80%
• 5th grade reading proficiency increased from 79% to 83%.