Select School Year

School Improvement Plan (SIP)

The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.

School Name

Glades MS (2021)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

Executive Summary

Download/View Executive Summary

 


 

BEST PRACTICE #1

A Focused and Authentic PLC

PROFESSIONAL LEARNING COMMUNITIES (PLC)

A Professional Learning Community (PLC) is a process in which teachers work in teams and use student information to develop strategies to improve their classroom practices.

PLC Name

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Grade

PLC - Department meetings

Tuesday

1st, 2nd, 3rd, 4th

8/28/2018 - 5/28/2019

8:35 AM - 9:10 AM

6, 7, 8

 


 

BEST PRACTICE #2

An Embedded High Quality RtI Process

RESPONSE TO INTERVENTION (RTI)

Response to Intervention (RtI) uses student academic and behavior information to identify students with learning and behavior needs to guarantee that those in danger of failure and/or retention are receiving assistance and support.

 

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2017-2018 (Last updated: 7/18/2018)

Grade

Student Enrollment

% of students with attendance below 90%

% of students with 1 or more suspensions

% of students with course failure in ELA or Math

% of students level 1 in ELA or Math

% of students exhibiting 2 or more Early Warning Indicators

06

524

5.70

8.00

4.00

18.50

7.80

07

455

6.80

12.50

8.60

27.30

13.60

08

434

6.90

7.10

2.50

14.70

4.80

 

Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

Glades Middle School is using a variety of strategies to improve the academic performance of students who have been identfy by the early warning system.


1. The School Wide Positive Behavior Plan (SWPBP) implementation is monitored quarterly by the SWPBP Committee using the dashboard data.  Teachers and administrators will adjust strategies when increases in disruptive behavior occur.  Individual students with three or more referrals per quarter are referred to RtI.  The CPST team monitors these students. 

2. Students failing two or more classes are referred to RtI and also to the Extra Help Thursday sessions.  The guidance counselors meet individually with students in the second quarter that are in danger of failing the grade and develop individual academic success plans.

3. Additionally, each academic area is utlizing a variety of strategies to assist the lower achieving students:

  • Mathematics - Peer tutoring - high performing mathematics students are pulled into a mathematics class, during their exploratory classes, to tutor struggling students one-on-one
  • Science: Quarterly students receive additional instruction and support based on performance on the formatative assessment. This instruction can be remediative, reinforcing or enrichment. 
  • Reading and Social Studies jointly collaborate to allow for a range of comprehension and content reading strategies to be integrated into the Social Studies curriculum. 



Additional  interventions startegies that the school will employ for both reading and Math are as follows: 
In the ELA department teachers will be utilizing achievecore.org to help improve the academic performance of students whom are not on grade level. The program will also be utilized with students from various academic steps to ensure that all students are successful. In order to assess for growth in particular areas of needs the department will then use USAtestprep for mid-evaluations to identify areas of growth.

The Math department will continue to progress monitor in the form of small group pull outs throughout the school year. The Department have utilized Khan Academy for students which helps with step by step practice and can be used for remediation as well. 

The Rti Process team continues to meet twice a month to discuss students who meet the criteria for either academic or behavioral support. Teachers have been provided a training in regards to accessing ways in which to acknowledge students who may need to be on the Rti. Further training, may be provided in order for teachers to use the system effectively. 

 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 3rd

9/6/2018 - 3/21/2019

10:00 AM - 12:00 PM

Thursday

1st, 3rd

9/6/2018 - 3/21/2019

10:35 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling--Plan.pdf

11/7/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-new.docx

10/31/2018

 


 

BEST PRACTICE #3

Optimal Internal/External Relationships

ACCREDITATION PROCESS

The Accreditation Process leads schools to critically evaluate teaching and learning with a focus on academic excellence. All stakeholders (parents, students, staff, and community) are part of the accreditation process.

 

Self-Assessment Ratings

Accreditation Standard

Overall Rating

Purpose and Direction

Governance and Leadership

Teaching and Assessing for Learning

Resources and Support Systems

Using Results for Continuous Improvement

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

No Evidence/Artifacts

 

SCHOOL ADVISORY COUNCIL (SAC)

Each school has a School (SAC) to facilitate the development and monitor progress of the annual School Improvement Plan. Agendas and minutes reflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

 

SAC Upload Center

File Name

Meeting Month

Document Type

Uploaded Date

SAC-ATTENDANCE--10-04-18.pdf

October

SAC ByLaws

10/18/2018

SAC-Agenda-10-4-2018.doc

October

SAC ByLaws

10/18/2018

 


 

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

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.

 

Goals

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?

Glades Middle School's most recent 2018 school data shows the following trends: 
63% of the students demonstrated satisfactory or better performance. 

Grade 6
63% of students demonstrated satisfactory or better performance 

Reporting Categories Results

  • Key Ideas and Details:   54% Proficient;  46% Less than Satisfactory
  • Craft and Structure:   61% Proficient;  39 % Less than Satisfactory
  • Integration of Knowledge and Ideas:   45% Proficient;   55% Less than Satisfactory
  • Language and Editing:  82 % Proficient; 18  % Less than Satisfactory
  • Text Based Writing: 87  % Proficient;  27 % Less than satisfactory
Identified Strength: 

Text based writing: 87 % of students demonstrated satisfactory performance on  the  tested skills or benchmarks

Identified Weakness:

  • Integration of Knowldeg and Ideas:   55 % of the students  demonstrated less than satisfactory levels
Grade 7

  60 % of students demonstrated satisfactory or better performance

Reporting Categories Results

  • Key Ideas and Details:  54 % Proficient;  46 % Less than Satisfactory
  • Craft and Structure:   56 % Proficient;   44 % Less than Satisfactory
  • Integration of Knowledge and Ideas:   52 % Proficient;    48 % Less than Satisfactory
  • Language and Editing:  66  % Proficient;  34  % Less than Satisfactory
  • Text Based Writing:    76 % Proficient;  24  % Less than Satisfactory

Identified Strength: 

  • Text-based writing: 76 % of students  demonstrated satisfactory levels on the tested skills or benchmarks

Identified Weaknesses: 

  • Integration of Knowledge and Ideas:  48% of the students demonstrated less than satisfactory levels

Grade 8
68% of students demonstrated satisfactory or better performance

Reporting Categories Results

  • Key Ideas and Details:  57 % Proficient;  43 % Less than Satisfactory
  • Craft and Structure:   70% Proficient;    30% Less than Satisfactory
  • Integration of Knowledge and Ideas:   62% Proficient;  38 % Less than Satisfactory
  • Language and Editing: 86  % Proficient;  14  % Less than Satisfactory
  • Text Based Writing:    88% Proficient; 13 % Less than Satisfactory

Identified Strengths 

  • Text-based writing:  88% of students demonstrated satisfactory levels on the tested skills or benchmarks

Identified Weakness: 

  • Key Ideas and Details:  48 % of the students demonstrated less than satisfactory levels 
Mathematics
  •  59% of the students demonstrated satisfactory performance. 

    Grade 6
       67% 
    of the students demonstrated satisfactory performance. 
Reporting Categories:
  • Ratios and Proportional Relationships:  67  % Proficient;   33 % Less than Satisfactory
  • Expressions and Equations:   61% Proficient;   39 % Less than Satisfactory
  • Geometry:  48 % Proficient;  52 % Less than Satisfactory
  • Statistics and Probability:   66 % Proficient;  34  % Less than Satisfactory
  • The Number System:   58% Proficient;   42 % Less than Satisfactory
Identified Strengths
  • Ratios and Proportional Relationships:  67 % of the students demonstrated on satisfactory performance on tested skills and benchmarks

Identified Weakness

  • Geometry: 48 % of the students demonstrated less than satisfactory performance

Grade 7
   54% of the students demonstrated satisfactory performance. 

Reporting Categories:

  • Ratios and Proportional Relationships:  48  % Proficient;   52 % Less than Satisfactory
  • Expressions and Equations:   40 % Proficient;  60  % Less than Satisfactory
  • Geometry:  37 % Proficient;  63 % Less than Satisfactory
  • Statistics and Probability:   54 % Proficient;  46  % Less than Satisfactory
  • The Number System:   37% Proficient;   63 % Less than Satisfactory

Identified Strengths
Statistics and Probability:  54% of students demonstrated satisfactory performance on the tested skills and benchmarks

Identified Weakness

The Number Systems:  63% of students scored less than satisfactory
Geometry: 63% of students scored less than satisfactory


Grade 8
  47 % of the students demonstrated satisfactory performance. 

Reporting Categories:

  • Expressions and Equations: 39% Proficient; 61 % Less than satisfactory
  • Functions:  40% Proficient;  60% Less than satisfactory
  • Geometry: 31% Proficient; 69% Less than satisfactory
  • Statistics and Probability and the Number System:   51% Proficient; 49% Less than satisfactory

Identified Strengths
Statistics and Probability:  51%
of the students demonstrated satisfactory performance.

Identified Weakness

Geometry: 69 % of students scored less than satisfactory

Algebra
99% of the students demonstrated satisfactory performance. 

Reporting Categories:

  • Algebra and Modeling: 62% proficient; 38% of students scored less than satisfactory
  • Functions and Modeling: 59% proficient; 41% of students scored less than satisfactory
  • Statistics and the Number System: 48% proficient; 52% of students scored less than satisfactory

Identified Strengths
Functions and Modeling: 59% of the students demonstrated satisfactory performance.

Identified Weakness:
Statistics and the Number System: 52 % of students scored less than satisfactory

Geometry
100% of the students demonstrated satisfactory performance. 

Reporting Categories: 
  • Congruence, Similarity, Right Angles and Trigonometry: 80% Proficient; 20% of students less than satisfactory
  • Circles, Geometric Measurement, and Geometric Properties with Equations:  68% proficient; 32% of students scored less than satisfactory
  • Modeling with Geometry:  70% proficient; 30% of students scored less than satisfactory

Identified Strengths

  • Congruence, Similarity, Right Angles and Trigonometry:  80% students demonstrated satisfactory performance

Identified Weakness

  • Circles, Geometric Measurement, and Geometric Properties with Equations:  32% of students scored less than satisfactory

Science 
55 % of the students (364) who took the SSA demonstrated satisfactory or better performance.
100 % of students demonstrated staifactory or better performance in Biology.


Reporting Category Results
Nature of Science:  64% proficient; 36% Less than satisfactory
Earth & Space Science:  63% Proficient;  37% Less than satisfactory
Physical Science: 67 % proficient; 33% Less than satisfactory
Life Science:  67% Proficient: 33% Less than satisfactory



Strength: 
Life science: 67% Proficient demonstrated satisfactory or better performance
Physical Science: 67% proficient demonstrated satisfactory or better performance

Weakness: 
37% of students less than satisfactory


Civics (Grade 7 only)
73% of all students demonstrated satisfactory or better performance.

Reporting Category Results: 

  • Origins and Purposes of Laws and Governments: 61% Proficient, 39% Less than Satisfactory
  • Roles, Rights, and Responsibilities of  Citizens:  60% Proficient; 40% Less than Satisfactory
  • Government Policies and Political Processes :  57% Proficient; 43% Less than satisfactory
  • Organizations  and Functions of  Government: 58% proficient; 42% Less than satisfactory


Strengths :

  • Origins and Purposes of Laws and Governments: 57% of students proficient
Weaknesses
  • Government Policies and Political Processes: 43% of students scored less than satisfactory.

Goals
Reading:

Sixth through eighth grade students scheduled in an intensive reading class will increase 10 points in their percentile score by May 2019 as measured by the Florida Assessments for Instruction in Reading (FAIR) through the Florida Progress and Reporting Network (PMRN). 

English Language Arts/Reading Literacy:

The number of ELA students scoring proficient or higher on the five tested benchmarks will raise from % to % based on Common Formative Assessments and Writing Prompts given in each grade level. 

Mathematics:  
In the 2018-2019 school year, data from teacher created Common Formative Assessments (CFA) developed at DOK level 3 or higher will show that   % of students will master the standard(s) tested in 6th-8th grade Math.  Mastery is considered to be receiving a score of 70% or higher.  This data will be collected bi-quarterly and will be used to restructure instruction by providing remediation/enrichment to students through the use of Khan Academy, small group learning centers, and direct explicit instruction.  

Science:
In the 2018/2019 School Year, the number of 8th-grade students demonstrating proficiency on combined Science and Biology Assessment through a score of  percent or higher on the Science Curriculum Assessment will increase from  % to  % by May 2019.

Civics:
In the 2018/2019 School Year, the percentage of 7th-grade students demonstrating satisfactory or better levels on the  Common Formative Assessment will increase from %  to %. The students demonstrating  less than satisfactory levels of their skills or benchmark understanding will decrease by 5%.
 

 

?

 

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?

In aligning with the BEST Blueprint, Glades Middle will implement initiatives  that improve teaching and learning  in the following ways:

English Language Arts and Reading Literacy

  • Teachers will engage students in using close reading strategies with complex texts along with text-dependent questions and performance tasks aligned to the Language Arts Florida Standards (LAFS) for their particular grade level.
  • English Language Arts (ELA) and Reading teachers implement instruction to support student success with LAFS.
  • ELA and Reading teachers utilize data to differentiate and scaffold instruction to increase student performance.
  • o Teachers provide students with extensive writing opportunities in both Argumentative and Expository essays in order to prepare students for the Florida Standards Assessment in ELA.?
Mathematics
  • Mathematics teachers utilize data to differentiate and scaffold instruction to increase student success with the Mathematics Florida standards (MAFS).
  • Mathematics teachers present rigorous lessons that pursue conceptual understanding, procedural skills and fluency, and application with equal intensity.
  • Mathematics teachers increase the use of meaningful problem-solving investigations to develop new mathematical understandings.
  • Mathematics teachers engage students in solving and discussing tasks that promote mathematical reasoning and problem solving which allows for varied solution strategies.
  • Mathematics teachers facilitate discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments
  • Mathematics teachers utilize models or representations to manipulate and communicate mathematical ideas that support students in making connections among mathematical ideas, understanding computations, and solving problems.

Science  
  • Science teachers will present rigorous lessons that incorporate differentiated inquiry learning to support student success with the NGSSS standards.
  • Science teachers will integrate reading literacy strategies to reinforce science concepts to support student success with the NGSSS standards.
  • Science teachers utilize data to differentiate and scaffold instruction to increase student success with the NGSSS standards.

Civics:
  • Teachers will engage students in using close reading strategies with complex texts along with text-dependent questions and performance tasks aligned to the Language Arts Florida Standards (LAFS) for their particular grade level.
  • Civics teachers utilize data to differentiate and scaffold instruction to increase student success with the Civics Florida Standards.
  • Teachers will present rigorous lessons to support student success with the Civics Florida Standards.

 

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

 English Language Arts (ELA) and Reading 

Strategies to facilitate the process of engaging students in using close reading strategies along with text-dependent questions:

  • Teachers receive professional development regarding standards, assessment, and instructional methods via weekly Professional Learning Communities.
  • Using supplemental texts, teachers regularly include shorter, challenging passages that elicit close reading and re-reading.
  • Teachers will utilize the Collections Pathways provided by the district.
  • Administrator visits classroom(s) and provides feedback to teacher(s) and literacy coach, and administrator and literacy coach collaborate to determine next steps.
  • Principals, in conjunction with the Literacy Coach and the Administrator over Reading/ELA department monitor students’ close reading of a complex text by reviewing strategies and student samples as evidence of implementation.
  • Principal and Administrator will attend PLC meetings.
  • Assistant Principal for Reading/ELA meets with Curriculum Leader at least twice a month during to develop strategies appropriate for their content and students.
Strategies to facilitate the English Language Arts (ELA) teachers implement instruction to support student success with LAFS.
  • English Language Arts (ELA) teachers follow a pacing calendar for focusing on the same LAFS.
  • ELA teachers will implement grade-specific exemplar lessons aligned to the LAFS and including tasks designed using Florida Standards Assessment (FSA) test item specification and additional online resources individually researched or provided by the Curriculum Leader.
  • ELA teachers attend various trainings during summer or throughout the school year to analyze student work from exemplar lessons and plan for instruction based on student data. Resources on this content are also shared by the Curriculum Leaders.
  • Curriculum Leader will support teachers with implementing the instructional shifts required by the Florida Standards.
  • Formative Assessments aligned to Florida Standards are used in grades 6-12 through a pre-test, mid-test, and post-test administered in ELA, Reading, and Social Studies classes respectively.
  • ELA teachers in grades 6-8 will use newly adopted curriculum aligned to LAFS from various purchased resources or web-based programs.
  • Curriculum Leader will hold writing workshops with 6th-grade teachers to model exemplar lessons to drive up FSA scores in writing.


Strategies to facilitate the utilization of data by the ELA and Reading teachers to differentiate and scaffold instruction to increase student performance.
  • Teachers meet in PLCs weekly to review student data including responses to tasks and plan text-dependent questions, close reading, and skill/strategy based groups to implement with students to support their success with complex text.
  • Administrators encourage teachers to allow students to struggle and work through vocabulary and comprehension using appropriate strategies.
  • Using supplemental texts, teachers regularly include shorter, challenging passages that elicit close reading and re-reading.
  • Administrators monitor and support the implementation of reading programs– including the use of grade-appropriate complex texts in reading intervention classes, typically during small group instruction.
  • Teachers conduct data chats with students and support students with setting learning goals based on data and monitoring progress.
  • Curriculum Leader will conduct individual meetings with teachers to check on the students’ progress.


Teachers provide students with extensive writing opportunities in both Argumentative and Expository essays in order to prepare students for the Florida Standards Assessment in ELA.
  • Teachers use FSA writing rubrics in their classrooms.
  • ELA teachers will use data sheet created by Curriculum Leader for collecting and assessing writing, reviewing student data, and guiding instruction.
  • ELA and Reading teachers and students in grades 6-8 will utilize a variety of online platforms designed to help students recognize plagiarism in their own work, check for proper English conventions, and apply reading strategies and skills learned in the classroom in order to be successful in the Florida Standards Assessment.
Mathematics
Strategies that facilitates the utilization of data to differentiate and scaffold instruction to increase student success with the Mathematics Florida standards (MAFS)
  • Teachers meet in professional learning communities by grade level to collaborate on planning lessons and sharing best practice.
  • Teachers meet, in professional learning communities, by grade level to examine student responses on individual test items (questions) in order to assess overall student performance and to make instructional decisions.
  • Teachers incorporate the utilization of learning centers to increase student success with MAFS.
  • Teachers Increase availability of tutoring for students, utilizing such strategies as peer-led tutoring, push-in and pull-out, and teacher-led tutoring, to increase student success with MAF.
  • Teachers incorporate the utilization of digital learning resources, such as Khan Academy and Ten Marks, to increase student success.
 

Strategies that facilitates mathematics teacher’s ability present rigorous lessons that pursue conceptual understanding, procedural skills and fluency, and application with equal intensity
  • Teachers provide all students access to mathematical tasks at a variety of rigor levels emphasizing the use of the mathematical practices.
  • Teachers incorporate games into the curriculum in order to provide opportunities for students to deepen their mathematical understanding and reasoning.
 

Strategies that facilitates mathematics teacher’s ability to increase the use of meaningful problem-solving investigations to develop new mathematical understandings.
  • Teachers use problems to provide intellectual challenges in order to enhance students' mathematical understanding and development of mathematical skills.
 

Strategies that facilitates mathematics teacher’s ability engage students in solving and discussing tasks that promote mathematical reasoning and problem solving which allows for varied solution strategies.
  • Teachers use a variety of discussion strategies such as whole group discussion, partner talk, and questioning to promote mathematical reasoning and problem solving.
 

Strategies that facilities the mathematics teachers use of discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments
  • Teachers use a variety of discussion strategies such as whole group discussion, partner talk, and questioning to promote mathematical reasoning and problem solving.
 

Strategies that facilities Mathematics teacher utilization models or representations to manipulate and communicate mathematical ideas that support students in making connections among mathematical ideas, understanding computations, and solving problems
  • Teachers incorporate manipulatives into the instructional setting, in order to provide students a way to do mathematics in a concrete manner as they developmental transition between the Concrete Operational stage and the Formal Operational stage of cognitive development.

Science
Strategies to facilitate the efforts of the  science teachers in presenting rigorous lessons that incorporate differentiated inquiry learning to support student success with the NGSSS standards.
  • Teachers  meet in professional learning communities by grade level to collaborate in planning lessons and sharing best practices.  

Strategies to reinforce science concepts to support student success with the NGSSS standards
  • Teachers will develop/plan remediation, reinforcement, and enrichment activities to review content from Life Science, Space Science and Earth Science and Physical Science.
  • Teachers use developed activities to hold "extra help sessions" for students based on their identified proficiency, using the formative assessment data.
  • Teachers use a variety of reviewing activities, including vocabulary activities, to  reinforce concepts in Life Science, Earth Science and Space Science. 


Strategies to facilitate the utilization of data, by  Science teachers, in order to differentiate and scaffold instruction to increase student success with the NGSSS standards.
  • Teachers meet in professional learning communities weekly to review student data on science benchmarks.
  • Teachers  use  the common formative assessment data to identify students for instructional intervention strategies. 
  • Teachers use a variety of instructional intervention strategies, that include listening, speaking, reading, and writing  to remediate, reinforce and enrich student understanding of NGSSS standards.
  • Teachers use a variety of  instructional intervention strategies, including listening, speaking, reading, and writing  vocabulary activities, to  reinforce concepts in Life Science, Earth Science and Space Science. 


To facilitate the integration of reading literacy strategies for the purpose of reinforcing science concepts to support student success with the NGSSS standards.
Teachers use a variety of  instructional  strategies, that include listening, speaking, reading, and writing  and  vocabulary activities such as graphic organizer, utilization of cloze activities, word walls, accountability talk,  and vocabulary games, and deliberate teaching of prefixes, suffixes and root words.


Civics: 

Strategies to facilitate the  engagement of students in using close reading strategies with complex texts along with text-dependent questions.
  • Teachers utilize primary sources that evolve higher order thinking when answering text-dependent questions.
  • Teachers incorporate the use of reading strategies to interpret the information found in the complex text.
Strategies to  utilize data to differentiate and scaffold instruction and to present rigorous lessons to increase student success with the Civics Florida Standards.
  • Teachers  meet in professional learning communities  to collaborate in planning lessons and sharing best practices. 
  • Teachers will plan remediation, reinforcement, and enrichment activities.
  • Teachers meet in professional learning communities weekly to review student data on science benchmarks.
  • Teachers collaborate, with Reading Literacy teachers and coach, to share best practices to integrate reading strategies in the curriculum.

 

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

Students who are not progressing towards district goals will recieve enrichment programs provided by the school. The school will implement the push-in/pull-out program to focus on the targeted group.

 

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

Weekly wakthtough and observations by administration, reading, math coaches will take place to ensure the plan is being implemented with fidelity.

 

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 school utilizes computer-based programs that are aligned to state standards. These programs are funded by the district to assist in student achievement.

 

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 have access to the Suite 360 which is being incorparated in each core classes. The program have modules where students can read and learn about Social Emotional needs.

 

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

The five competencies are assigned to the different core subjects so that all five are being taught.

 

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

The school have a mentoring program for a selected group of students.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget

BPIE Files

File Name Uploaded Date
GladesBPIE.pdf 10/24/2018