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 in the SES Data we are still performing below State levels of proficiency in Mathematics, Reading, and Science which is why these three areas will be our focus for improving student achievement. Currently, we have a passing rate of  46% in Reading, 45% in Math, and 32% in Science.  Our goals, are to move up 5% in each of these categories by the end of the 2018-2019 school year, as demonstrated by FSA results.

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?

1. Data-guided instruction through PLC's and a school-wide data monitoring template
2. School-Wide Professional Development in Active Learning strategies such as stations and centers, blended learning, and project-based learning.
3. Remediation and enrichment activities through Global Perspectives, and academic labs in Math and Science.

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

1. In order to improve our performance within the SES Band, curriculum leaders are actively training and assisting all faculty members in the use of data to guide instruction. This instruction will happen during our weekly PLC, as well as common planning.  With the help of department leaders, all faculty members are being asked to analyze data from the FSA, as well as teacher created or County created common formative assessments. The results of the common assessments are then being used to drive instruction in the classroom, remediation, enrichment, and collaborative learning groups.  Teachers will also engage in Student Data Chats with their administrators and their individual students on a quarterly basis.
2. Additionally, our Literacy coach and leadership team will be providing our staff and faculty with multiple professional growth opportunities in the areas of blended learning, active learning, literacy strategies, and the use of Canvas. Several faculty members are also taking part in the PBL initiative.
3. Based on test data, students are also being targeted for enrichment and remediation in our Math and Science labs, and our afterschool and Saturday program, SOAR.  This program aims to help close the gap in student achievement through hands-on learning, remediation, and enrichment opportunities.

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

1. In Math, teachers use a combination of iReady data, as well as District-created common formative assessments to monitor progress monthly.
2. In Reading and Language Arts, teachers are using a combination of assessment tools, including FAIR, Achieve3000, Common Formative Assessments from Collections as well as common writing assessments to monitor progress on a quarterly basis.
3. In Science, teachers are using District Canvas common formative assessments, as well as Key Scopes common summative assessment at the end of each quarter to determine students' progress and mastery levels on a quarterly basis as well as an end of year exam at the end of 6th and 7th grade.

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

The following strategies are used to support students who are not making adequate progress towards reaching the school and district goals:

• Enrollment in our academic electives such as Math and Science Labs, Reading, and Learning Strategies.
• Afterschool extended-day, and Saturday opportunities through our 21st Century Grant program, SOAR
• Behavior Support Program Specialist work one-on-one with targeted students
• Support facilitators work with individual and small-groups through the push in and pull out strategies.
• Weekly collaborative middle school meetings with zone middle schools.
• CPS Teams collaborate to create success plans for at-risk students.

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)?

• Through the District PBL initiatives and active learning, our teachers are creating lesson plans with differentiated outcomes and products based on the individual needs of students.
• Teachers are implementing centers and small-group learning to meaningfully differentiate the delivery of content to students based on individual needs.
• ELL and ESLS students receive accommodations based on their current levels of proficiency and IEP's.

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

• Administrative observations using the Focused Teacher Model by Marzano
• Peer observations for continuing improvement
• Data tracking of CFA results
• Quarterly lesson plans evaluations

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?

6th Grade

• English: Collections & Supplemental Novel Units, vocabulary.com
• Reading: Inside and Archive 3000, as well as newsela.com
• Math: Go Math
• Science: Stem Scopes
• Social Studies: World History: Ancient Civilizations
• Intervention and remediation through Newsela.com, achievethecore.com, and iReady.

• English: Collections & Supplemental Novel Units, vocabulary.com
• Reading: Inside and Archive 3000, as well as newsela.com
• Math: Go Math
• Science: Stem Scopes
• Social Studies: Civics via Clever and Canvas
• Intervention and remediation through Newsela.com, achievethecore.com, and iReady.

• English: Collections & Supplemental Novel Units, vocabulary.com
• Reading: Inside and Archive 3000, as well as newsela.com
• Math: Go Math
• Science: Stem Scopes
• Social Studies: History Alive, The US Through Industrialism
• Intervention and remediation through Newsela.com, achievethecore.com, and iReady.

How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?

Stage 1: Professional Development (SEL Corner)Teachers are introduced to social-emotional learning and the notion of conscious discipline. After teachers are introduced to SEL and its purpose all teachers are expected to complete an online brainshark administered by the school district. Teachers are then introduced to one SEL strategy each faculty meeting and invited to observe SEL Teacher Ambassadors in their classrooms. The SEL Liaison facilitates the mini-trainings.
Stage 2: Greetings Teachers and students are asked to participate in greetings week. The objective to the task is to allow teachers and students to get comfortable in greeting one another. The expectations of greetings week is to continue throughout the remaining of the school year. The SEL team reevaluates its progress.
Stage 3: Universal Signals Teachers and administrators are asked to implement SEL universal signals to obtain students’ attention, which is referred to as the hand of silence. Teachers are also asked to participate in a universal hand signal for student restroom breaks. Both universal signals should be visible in the classroom, cafeteria, auditorium, gymnasium and off campus fieldtrips.
Stage 4: Brain States Teachers are taught the three brain states indicated by conscious discipline. The brain states are practiced and discussed in scheduled professional developments to be implemented school-wide by students, teachers, and administrators.

In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?

Collaborative for Academic Social and Emotional Learning:
Attucks Middle School SEL Five Competencies 
 
Self-awareness: Ability to identify ultimately one’s feeling, thoughts, and behaviors
Teachers and students are taught the Brain States through conscious discipline. 
Self-reflection: Ability to regulate effectively one’s feelings, thoughts, and behaviors in different situations
Through guidance counseling and mentorship programs, goal setting, progress monitoring, safe places in classrooms, and peer counseling courses, students are taught the skills needed to regulate their feelings and behaviors.
Social-awareness: Ability to take other’s perspective and empathize with others while respecting different backgrounds. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and support.
Social-awareness is taught through the use of using of morning announcements using the broadcast media course, greetings, and universal signals to communicate with teachers/staff. The use of the Second Step program is used to reinforce positive communication and provide social opportunities such as dances, clubs, and other school activities are available to students.
Relationship skills: Ability to set and maintain healthy and valuable relationships
Through guidance counseling and mentorship programs, goal setting, progress monitoring, safe places in classrooms, and peer counseling students, relationships, values, and health are discussed.
Responsible decision making: Ability to make constructive and respective choices in terms of personal behavior and social interactions.
Student/Teacher conferences and parental contact. Pinnacle, to monitor academic performance. Encourage students to analyze their Brain States to create a realistic evaluation of their behavior and consequences. Implement PBIS tools.
 

How does your school-wide policy and practices support the social emotional learning for students?

Our universal signs and signals, greetings, and PBIS unify us as a school and community. SEL Ambassadors provide support to teachers and staff to encourage SEL best practices. Faculty meetings to train and communicate segments of Conscious Discipline. Implementing PBL in core classes to align SEL standards.