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 Manatee Bay's results and the results of the SES Band data, the content area of focus for improving student achievement at Manatee Bay will be Reading and Math learning gains, particularly in the students in the lowest 25% students. The proficiency rate of ELA and Math are solid based on the school's prior performance and in comparison to the SES band. Another area of growth that Manatee Bay needs to continue working on this 2018-2019 school year is Science. Science improved during the 2017-2018 school year from 72% to 76% but many of the schools in our SES band are already scoring above 80%. 

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?

We are implementing grade/content area based professional learning communities (PLCs) with objectives aligned to the Florida Standards.  As the school's initiative to scale up, PLCs are designed to allow colleagues the opportunity to share best practices while following the C.A.R.E (curriculum, assessment, remediation, enrichment) model for progress monitoring of student performance.  PLC's will be standard based driven, with deconstructing the standards and examining the DOK levels. We will be implementing the i-Ready reading program with the goal of improving student achievement.  This program provides an opportunity for our students to engage in differentiated instruction for non-fiction and literary reading, aligned to the Florida standards and to each student's Lexile reading level.  This will also provide teacher's with data specific to each student, along with intervention and small guided group resources. In addition, the implementation of Balanced Literacy, along with Literacy Centers will be intergrated in all classrooms.  Small guided groups will be based on Benchmark Assessment data and be analayzed on a regular basis. 

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

 Training will be provided for ELA standards based learning goals that guide progress toward mastery.  The leadership team will facilitate grade levels with available resources focused on enhancing instructional centers.  Administration will monitor alignment of classroom instruction to Florida Standards.  Grade level data chats will be implemented, with focus on bottom quartile and ELL students.  Each grade level will maintain a PLC binder, with standard based pre and post assessments for each classroom teacher. The leadership team will conduct regular walkthroughs during literacy blocks to monitor the alignment of Tier 1 instruction to the standards. 

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

Benchmark Assessment (BAS) data is collected 3 times a year, in grades K-3 along with students in Grades 4 and 5 that received scores of a 1 in the FSA Reading the year prior.  I-Ready conducts a Diagnostic Assessment 3 times thoughout the year in both reading and math.   PLC standard specific assessments are given monthly, with feedback on how to enrich and remediate students. Students are also assessed in their classroom on a regular basis through comprehension assessments.  

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

The leadership team conducts grade level data chats on a regular basis throughout the school year.  The RTI team conducts weekly "Mindful Mondays" that allow teachers to come with any questions regarding students that are not progressing, along with Tier 2 and Tier 3 intervention questions.  Grade levels meet on a regular basis to discuss best teaching practices and review PLC assessment results.  Students not progressing at the expected level are required to be placed on a Progress Monitoring Plan (PMP) and communicated with the parents. Students not meeting specific grade level requirements at that allotted time will receive small group interventions in specific areas of concern.  Parents will be communicated with regarding their child's progress. 

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)?

• Differentiation- Trainings have been provided and teachers are aware of small guided reading group being a non-negotiable classroom practice. 
• Teachers and students will be motivated to recognize their learning style and what methods work best for them to learn. Efforts should be made to vary instruction to meet all learners' need and learning style.
• Eagle Point strives to make the curriculum accessible for all. During team, PLC meetings and data chats as well as curriculum and support meetings, student data will be discussed and interventions will be put in place as needed. 
• When analyzing data, student subgroups such as ESE, ESOL, race, and free and reduced lunch (FRL) will be considered to ensure that all groups of students are performing high. Those in need of support will receive a targeted intervention.

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

The school ensures Tier 1 Standards-Based classroom instruction is being implemented by...

• Classroom walk throughs by administrators, support team, and/or team leaders
• Professional learning communities (PLCs) 
• Data chats 

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 core Reading text is Journeys. Teachers supplement this core curriculum in many ways. Many teachers use Story Works, NewsELA, and Scholastic for daily Reading practice. The continuum, and leveled readers based on BAS levels are also used to target instruction. Many teachers utliize novel studies in small and whole group. In the content areas of Social Studies and Science, leveled readers, books, and passages are also used to supplement students' knowledge in these core araes while further working on Reading skills. Classes visit the media center often to check out books. During these trips, students must chose check-out books close to or on their individual level. Many teachers encourage students to get one literacy book and one information text book when checking books out at the library. Additionally, I-Ready is used as a supplemental program. Eagle Point uses this program for diagnostic assessments, targeted supplemental practice, and grade-level standards based practice.

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.

Based on the 2018-2019 results are sub groups made gains in all areas or remained the same.  In Science we remained the same in all sub groups there was no decline or growth.  In the area of math or ESE and ELL assub groups made gains. The FSA and LEC camps were successful in making these gains. In the area of ELA there were gains made but is still an area of growth. The FSA and LEC camps helped to make gains in these areas.