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?

As evidenced by the 2017-2018 school data based on FSA and EOC exams, there was a decline in overall learning gains in mathematics.  The lowest 25% maintained above the 50% in learning gains, however, the bubble students did not have the anticipated gains we had strived for.  One of the reasons, we believe, is that the number of students who were at level 3 and above were placed into an Algebra math class instead of math advanced (FSA class).  This decreased our denominator for FSA math scores for learning gains.  We did , however increase our ACCELL points from 74% to 79%.
Our ELA data showed an increase of 3% for proficiency and maintained at the 56% for learning gains overall. The lowest 25% growth in ELA increased by 5%, but still fell below the 50%, at a 48%.  For the 2018-2019 school year, our goal is to increase ELA learning gains for the lowest 25% to 55% which woud be a 7% increase.
Our 8th grade Science data increased by 2% from 49% of students passing with a Level 3 and above to 51% passing at that level.  This year we are aiming for an increase of 4% to 55% showing proficiency on the 8th grade Science assessment.  Our science department will utilize more hands-on labs and performance task writing in their classrooms, to increase the rigor.
 

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 will increase the opportunities for Extended Learning time for our maintenance level students with our FSA Saturday camps and an after-school Math tutoring program that will be offerred four days a week.  Students will be encouraged to attend these sessions and will also receive extra credit if they attend at least 80% of sessions available.
Additionally, there was an increase in Math support this year, with a Middle School math coach and a High School math coach that will both support all math teachers with instructional delivery methods. An after-school tutoring program will be available twice per week for all grade levels.
The school also purchased a technology-based math reteach program, I-Ready, that will begin second quarter.
The I-ready program will also be used for ELA classes, and an after-school tutoring program will begin second quarter twice per week for ELA.  

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

Best practices will be scaled up with an increase of site-based professional learning sessions as well as an increase of family math nights each quarter.  There will also be more teacher modleing by support staff and coaches.  Learning stations will be utilized as well as performance tasks provided by the District in all math classes.

ELA and Science classes will use Performance Tasks and mini-assessments that include rigorous questioning that model the rigor of the end of year assessments.  Additionally, BEST strategies (Buiding Effective Strategies for Teaching) will be used with all students as graphic organizers and templates to increase comprehension.  These will be uploaded to our One-drive folder so teachers can access the strategies at all times.
Mini-workshops will be used to model effective instructional practices in all content areas.

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

There is a filemaker databse our school has in-house called utilities.  This is where all mini-assessment data is held and anaylzed by the Leadership team.  Students will also participate in biweekly data chats with their math teachers.  teachers participate in quarterly dat chats with Adminitstration and Support Staff.  There are bimonthly Leadership team meetings where instructional practces and data area discussed and analyzed.  All Department Chairs and team Leaders participate in these Leadership meetings.
 

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

Course Recovery options will begin earlier this year, and students who are not mastering the standards each quarter will have two options to recover the material.  They will be in labs during their elective times or attend Saturday course recovery sessions. The Odyssey program will be utilized and data will be pulled weekly on these students. Our Reading Coach will administer FAIR at least twice priot to the FSA assessment window for data analysis. our school's Guidance Director will ensure staff are trained on the Odyssey reports components so they can monitor their course recovery classes.

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)?

The school uses Instructional Focus Calendars as well as aligned Curriculum Maps to ensure there is fidelity in teaching of the necessary standards with all grade  level and content areas.  Department Chairs assist in monitoring this by conducting classroom walk throughs and provide feedback during department meetings.  They then implement new strategies during their PLC time and prepare lessons.

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

Title 1 strategies are being used with all students through our B.E.S.T program (Building Effective Strategies for Teaching).  The 200 graphic organizers and research-based strategies are posted on our one-drive folder where all teachers can access and download these to use with their students.  The students maintain a BEST log sheet where they document at least 10 strategies a quarter in their reading and math classes.

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?

Students have balanced litracy opportunities through our Balanced Literacy curriculum as well as novel study and speech/debate passages.  The Reading Coach provides all teachers with the students' FAIR scores and the teachers begin to differentiate their instruction based on this data.  The schoolwide TIP project (Team Interdisciplinary Project) reinforces the balanced literacy approach by infusing a novel for each project.

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.

Our balnaced literacy curriculum and aligned curriculum maps assisted with our proficiency rates maintaining  near the 55% for ELA, Math, and Science, as well as increased proficiency in Civics.  Many of our Social Studies teachers utilized the B.E.S.T strategies (Building Effective Strategies for Teaching) and graphic organizers infused into their curriculum.   This increased our student engagement.  Our school grade maintained a "B" rating and met 54% state criteria.  Our goal for htis next year is to ahcive a least 62% mastery of state criteria to ahcive an "A"-rating.
The areas we decreased in were learning gains, specifically in the lowest 25% in ELA and Math.  Both decreased by 7% from the previous year.  We will need to refocus our efforts and conduct weekly pullouts and reteach programs.  Our overall ELA proficiency increased by 1% as a result of our common formative assessments through I-Ready and reteach/.enrichment learning stations in all ELA classrooms.