BEST PRACTICE #4
Scaling Up BEST Practices
School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student
achievement needs, insure student progress, and may be revised when appropriate.
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?
Literacy will be the area of focus for improving student achievement. Currently, our 2018 FSA Achievement proficiency for 3-5 is 27%. Our 2019 goal is 38%. Our 2018 FSA Learning Gains proficiency is 35%. Our 2019 goal is 50%. Our 2018 FSA Lowest Quartile Learning Gains proficiency is 34%. Our 2019 goal is 54%.
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?
Literacy Areas to Scale-Up:
- Deconstructing reading standards and use of Question Stems
- Establishing resources for PLC work (IFCs, Test Specs, DOK Wheel, Deconstruct Guide, Technology)
- Plan effective lessons
- Effective delivery of instruction
- Using formative assessments to check for understanding
- Instruction aligned to new Test Specs
- Make & Take Artifacts (Anchor Charts & Lesson Plan Outline)
- Guided Reading Scaffloding
- IReady Follow-up PD
- UBD - Understanding by Design - Assessment Analysis, Student Work Analysis, and Item Analysis
- Marzano's Super Seven Instructional Best Practices
- Uninterrupted Intensive Reading Hour in grades K-5 (Extended Hour)
- Uninterrupted 90-Minute ELA Block in grades K-5
Describe in detail how the BEST Practice(s) will be scaled-up.
Through ongoing PLCs, PD, Data Analysis Sessions, Video Viewing, Case Studies, Role Play, Discussions, Experiential Leanring, Probing Questions, and Coaching teachers will be able to:
- incorporate Marzano's Super Seven Instructional delivery strategies to increase students' understanding of reading concepts.
- analyze asessments and students' work to inform instruction.
What specific school-level progress monitoring data is collected and how often?
Progress Monitoring Data:
- District BAS (quarterly)
- Keystones (3rd Gd.)
- SchoolCity (end-of-cycle)
- Core Program Assessments (end-of-cycle)
- iReady (quarterly)
How does the school ensure the fidelity of students not progressing towards school and district goals?
According to student data, teachers reteach skills/strategies and provide opportunities for students to show understanding of the concepts taught by means of authentic tasks and guided practice. Students are also given the opportunity to increase their success with push in support from academic coaches to assist in their areas of weakness. On-going progress monitoring through checkpoints, cold reads, student work, interactive journals, performance tasks and center activities. Teachers are also given professional development to increase their knowledge of the standards, skills and concepts that will support the teachers instruction to assist the students that are not progressing towards their goal.
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)?
All teachers plan high quality instruction to meet the needs of all learners by involving effective teaching practices and differentiation of instruction based on student need and instructional levels. Collaborative planning and PLCs support teachers with individual classroom needs. In addition, there's professional learning days and attending school & district professional learning opportunities, teachers prepare and plan effective instruction to meet the needs of all learners. This involves using effective teaching practices, strategies, providing differentiate instruction, using different modalities of learning and tracking student data.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Tier 1 standards-based classroom instruction is being implemented properly and effectively through support of the school Literacy Coach. Teachers are actively attending training sessions on Balanced Literacy through Broward County Professional Development as well as through integrating Balanced Literacy stratgeies into PLC practices. Teachers are using exemplar lessons for shared and interactive reading via the Elementary Learning Canvas course.
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?
Core: Journeys Program and Leveled Literacy and Informational Text Titles
Intervention & Supplemental:
- Leveled text, mentor text, paired text, science & social studies text
- Primary Phonics used for phonics instruction in grades K-1
- Phonics for Reading used for phonics instruction in grades 2-5
- Wordly Wise used for vocabulary development in grades 3-5
- Super QAR used for comprehension support in grades 2-5
- QuickReads used for fluency practice in grades 2-5
- Journeys Literacy and Reading Tool Kit used to support all components of reading in grades K-5
- Leveled Literacy Intervention (LLI) used to support all components of reading in grades K-5
- i-Ready used to support all components of reading in grades K-5
- Push-in Support by Instructional Coaches
- ELO English/Language Arts Camp for grades 3-5
Strategies & Activities
|Deconstructing reading standards and use of Question Stems, Establishing resources for PLC work (IFCs, Test Specs, DOK Wheel, Deconstruct Guide, Technology), Plan effective lessons, Effective delivery of instruction, Using formative assessments to check for understanding, Instruction aligned to new Test Specs, Make & Take Artifacts (Anchor Charts & Lesson Plan Outline), Guided Reading, Scaffolding, iReady, Follow-up PD
||Guided Reading, Instructional Scaffolding