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 focus for student improvement will be Literacy based on FSA results. We will continue to target our lowest 30% by monitoring with iReady and BAS and providing interventions based on individual needs.

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 conduct focused PLC's to implement standards-based instruction. This data will be discussed at the PLC's to improve Tier 1 instruction at all grade levels. We are focused on Tier 1 strategies in reading through Balanced Literacy to ensure every child receives high-quality reading instruction. BAS assessments are administered schoolwide to provide quality literacy data and to identify those students who are struggling early so that all students get the additional support that they need.

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

All teachers will identify struggling students very early in the year and target interventions for them. The RtI team will monitor their progress and assist in implementing those interventions. Teachers will document interventions using BASIS and consult with the RtI team when providing Tier 2 or 3 interventions.

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

Benchmark Assessment System (BAS) is administered quarterly. 

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

Our RtI team meets weekly to analyze data and discuss interventions for struggling students. Interventions are administered and results determine the next steps for that individual child. 

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 plan collaboratively to ensure that the standards are accessible for all students. Students with special needs receive push-in instruction from our support teachers alongside the classroom teacher to ensure that students maximize instructional time and that reading difficulties do not impede progress across the curriculum.

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

Teachers are attending or have attended ongoing professional development in Balanced Literacy. Through grade level PLCs, teachers discuss best practices for each area of the literacy block. Reading coaches observe and provide feedback and/or modeling for teachers.

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?

We use our leveled book room to provide reading instruction for K-5. Journeys is used to supplement as the core text adopted by our school district. We utilize our newly acquired social studies books that align with thematic units for K-5 and Science A-Z and Science Fusion provide a variety of informational texts based on the science standards, also for K-5. 

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.

Identifying students for targeted interventions early in the school year allowed us to make learning gains with those students. The RtI process started earlier and more students were identified as needing interventions and this provided a great deal of support. Teachers focused on Tier 1 reading instruction through Balanced Literacy and analyzed student Reading data to meet individualized goals. This focus on individual needs and in-depth knowledge of state standards allowed us to maintain our school grade and see modest gains amongst our lowest performing students.