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?

English Language Arts is the focus at Rock Island Elementary School. Based on the 2017-2018 Florida Standards Assessment (FSA), 25% of students in grades 3-5, were proficient in ELA, 30% achieved learning gains, and 35 of the lowest quartile achieved learning gains.

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?

The following BEST Practices will be implemented and/or scaled up:
1.) Standards based instruction in English Language Arts.
2.) Teachers will receive in house professional development in Guided Reading, Interactive Read Alouds, Shared Reading, Writing, Standards based-instruction, and Standards based planning.
3.) Teachers reveive tiered support in the classroom through modeling, timely feedback, and review of data.
4.) The extended hour is established at the beginning of the day and in considered sacred time. All students receive small group instruction using a research based program.
5.) 2. Tier I instruction will be provided to all students based on a Balanced Literacy Approach for teaching reading (guided reading, read alouds and use on fiction and non-fiction text). Based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data, intensive interventions will be identified for each student beginning with building foundational skills and progress based on the progression of reading development.
6.) Tier II and Tier III instruction will provide students with standards based remediation during small group instruction and the Rocket Power Hour (extended hour).  
7.) Students will be placed in homogenous groups and 4/5 grade vertical reading team by the Literacy Team. 
8. The Literacy Coach will provide professional development to teachers in implementing intervention programs in August,  how to utilize Leveled Literacy Intervention (LLI) based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data.  in early September.
9.) The ELA Action Plan for Rocket Power Hour will be implemented for students on tier II and tier III. 

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

1.The Instructional Leadership Team will implement and monitor twice monthly the progress of the Lowest Quartile ELA Flight Plan for Action. 
2. Tier I instruction will be provided to all students based on a Balanced Literacy Approach for teaching reading (guided reading, read alouds and use on fiction and non-fiction text). Based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data, intensive interventions will be identified for each student beginning with building foundational skills and progress based on the progression of reading development.
4. Tier II and Tier III instruction will provide students with standards based remediation during small group instruction and the Rocket Power Hour (extended hour).  
5. Students will be placed in homogenous groups and 4/5 grade vertical reading team by the Literacy Team. 
6. The Literacy Coach will provide professional development to teachers in implementing intervention programs in August,  how to utilize Leveled Literacy Intervention (LLI) based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data.  in early September.
7. The ELA Action Plan for Rocket Power Hour will be implemented for students on tier II and tier III. 

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

1. I-Ready Reading diagnostic will be administered three times yearly.
2. Benchmark Assessment System and progress monitoring tools for intervention programs will be administered monthly.
3. A summative ELA assessment will be administered quarterly. 
4. Data chats will be conducted with teachers after each quarterly assessment to identify further identify student support and revise goals. Teachers will leave with an action plan to remediate and enrich students.
5. Bi-weekly formative assessments in ELA will be administered based on the current standards.

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

(1) Rock Island implements the Flight Plan where our lowest quartile students receive targeted interventions each quarter. These students are monitored by the leadership team on a weekly basis.
(2) Goals are identified for each student and their performance data on each formative assessment is tracked. 
(3) Students receive support through the Multi-Tiered Systems of Support.

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)?

1.) Professional Learning Communities are established and held each week. This is considered protected time devoted to planning standards based instruction, that is rigorous, aligned to the standard, and allows for differentiation. Coaches provide guidance and support.
2.) Academic coaches and administration conduct classroom walkthroughs to collect trend data, ensure instructional fidelity, provide timely feedback, and model instruction for teachers.

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

1.) Professional Learning Communities are established and held each week. This is considered protected time devoted to planning standards based instruction, that is rigorous, aligned to the standard, and allows for differentiation. Coaches provide guidance and support.
2.) Academic coaches and administration conduct classroom walkthroughs to collect trend data, ensure instructional fidelity, provide timely feedback, and model instruction 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?

The following texts are used at Rock Island:

Core texts include for all grade levels (K-5) - Journeys 
Intervention tests include for K-2 - Phonics for Reading, Leveled Literacy Intervention, Fundations
Intervention tests include for K-2 - Phonics for Reading, Leveled Literacy Intervention, Rewards, Ready LAFS, and Document Based Questioning.

Academic Coaches provide the needed materials to each teacher based on an analysis of student need. Each classroom has a robust library filled with a variety of rich texts leveled by reading levels and genre.

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.

37% of our scholars in grades 3-5 were proficient on the Florida Standard English Language Arts assessment.  The following strategies made a sinificant impact on the increase in results:
1.) Standards based instruction in English Language Arts. Teachers were provided with ongoing professional development on implementng quality tier 1 instruction in small group and delivering standards based instruction.
2.)  Teachers received tiered support in the classroom through modeling, timely feedback, and review of data. Teacher proficiency was established at the begining of the year and levels of suppoprt identified for them. Instructional coaches provided ongoing weekly support through observations, timely feedback, and goal setting.
3.) The extended hour was  established at the beginning of the day and in considered sacred time. All students receive small group instruction using a research based program. All students received small group instruction in individualized interventions with progress monitoring data closely tracked and the intervention design revised as the data revealed.
4.)  Students were placed in homogenous groups and 4/5 grade vertical reading team by the Literacy Team. Homogenous grouping allowed us to individualize and differentiate instruction.
5.) The ELA team closely monitored student data and set goals for each student.
6.) Lowest quartile students participated in guidance groups, set goals, monitored their own progress, and participated in data chats on a monthly basis.