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?

The focus for this year is growth in English Language Arts using data from I-Ready and Informal Assesments to monitor student growth.

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?

Scaling up high quality instruction through deliberate PLC conversations and standards-based instruction training.

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

Specialized training for grades K-2 in balanced literacy
Standards-based training for grades 3-5 in deconstruction of standards to meet individual needs of students

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

Our school is using I-Ready as a progress monitioring tool, and collecting data once a week to monitor usage and completion/passing rate of lessons. 

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

Those identifed students are placed on MTSS intervention and progress monitored through either small group instruction and/or alternative programming (Fundations and Wilson)

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)?

Our school is able to accommodate individual learning differences by making classroom instruction accessable to the full range of learners.  In addition to classroom teachers implementing support strategies in the classroom, we have staff dedicated to providing direct and support services for our English Language Learners as well as our Exceptional Students, whether they have special needs due to a disability or they are gifted.  The services and supports include the following:  remediation of skills, enrichment activities, differentiated instruction, multi-sensory approaches, and multi-cultural informational sessions and events.  In addition, students with learning differences are monitored closely through the Response to Intervention process to ensure the students are achieving to their potential.

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

The school ensures the fidelity of students receiving appropriate intervention by including the entire RTI Team in the decision-making process, and by conducting a thorough review of performance, attendance, and other indicators.  Hunt ensures that all classroom instruction is accessible to the full range of learners by establishing this schoolwide expectation and monitoring the following: instruction with daily classroom walkthroughs, weekly PLCs and grade level planning meetings, bi-weekly Primary and Intermediate Focus Meetings, quarterly data chats with teachers, and individual teacher supports set up as needed.

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?

Our school uses Journeys as our core grade level program. We have a full A-Z Leveled Books room and leveled nonfiction texts as part of our Social Studies adoption.  All classrooms also receive weekly news articles from Scholastic News or Time For Kids. 

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

Our school uses morning welcome time and parts of Harmony Kit.

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

During scheduled meet-up times, special times whens students share and collaborate within the larger group context.  Meet up goals:
1. Foster a classroom enviroment where all students feel connected, comfortable, and part of an inclusive.
2. Effectively communicate ideas, have discussions, and make decisions as a class.
3. Provide opportunities for students to share information with each other and get to know each other better.
4. Establish a student centered forum where they develop expectations for how to interact with and treatment.
5. Guide student in resolving problems and continually revisist expectations for how to treat other.
 

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

Student are incentived to reinforce positive behaviors.  Students recieved awards such as Prasin Raisins, Golden Spoon for behavior during lunch time, lunch bunch with staff.  Mentoring programs such LIA(Latino's in Action) and MTL(Mentoring Tomorrow's Leaders) support student mentors in building relationships and supporting peers and younger students socially and academically.