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?
According to our 2017-18 FSA results, Riverside Elementary ranked 88 out of 118 in SES Band 6. Our over-all Learning Gains in ELA were 63% and 57% in Math. The Learning Gains for our lowest quartile in ELA were 48% and 31% in Math. Therefore, increasing our learning gains over-all in both ELA and Math are our targets for the 2018-19 school year.
We will also focus on Science K-5 as our FCAT Science data was 63%, increasing 16% from the previous year. Our goal is to continue improving upon our Science achievement.
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?
- Utilize diagnostic Benchmark Assessments System (BAS)
- Implement instructional components from the Literacy Continuum
- Daily Tier 1 small group instruction
- Daily Science instruction through the ELA block
- Differentiated math practice through small group instruction
- On-Going Professional Learning Communities (PLC)
- Targeted double dose ELA and math intervention
Describe in detail how the BEST Practice(s) will be scaled-up.
- Benchmark Assessments System (BAS) – The implementation of assessing students using Benchmark Assessments System (BAS) will be continued. Teachers will use BAS data to diagnose reading targets, group students and align specific reading instruction to all students based on their most current needs. All teachers will/have attended the latest and most updated BAS training to ensure our implementations of the assessments are uniform and valid with county expectations.
- Literacy Continuum – Teachers will become more familiar with the instructional components of the continuum in relation to students’ BAS. The Literacy Continuum, a balanced literacy approach, will help teachers break standards into teaching targets in order to implement instruction, conferencing, create instructional groups and provide specific feedback. Professional development and continuous support will be provided.
- Tier 1 Small Group Instruction – The practice of small group instruction is the expectation for Tier 1 instruction in both reading and math. Students will be grouped by their specific academic needs to progress through their development and understanding of the standards. A variety of manipulative and materials will be utilized.
- Daily Science Instruction – All classrooms will engage in science daily through interactive read alouds, shared reading, scientific inquiries, and experiments.
- Differentiated Math Practice – The differentiation of math skills for supplemental independent practice will be done through I Ready individual pathways, standards-based lessons, individual center activities, and performance tasks. Students will be able to practice current skills, review areas of need, or progress on to forthcoming skills by use of videos, lessons, and practices aligned to the FSA. Professional development and continuous support will be provided.
- Professional Learning Communities (PLC) – Teams will collaborate through data-driven PLCs. Each grade level team will meet throughout the year to analyze student data, plan culturally responsive instruction, adjust and break down curriculum and standards, share best practices and instructional strategies, create scope and sequences for instruction.
- Targeted Double Dose Intervention – Double dose reading and math intervention groups will be made based off students’ specific needs. The instructional focus for reading intervention groups will be targeted and guided by data collected from student BAS, I Ready performance and classroom observations. I Ready lessons will be pulled to meet students’ needs toward reading development. In math, intervention groups will be targeted and guided by data collections from student performance on grade level common assessments, classroom observations, and individual I Ready pathways through I Ready (intermediate grade levels). FSA Camp will be provided closer to the assessment windows to provided instructional support in areas needed.
What specific school-level progress monitoring data is collected and how often?
Primary Grade Levels
Kindergarten – Letter Names & Sound and Concepts of Print, Individual students’ reading BAS (as needed)
First - Second – Individual students’ reading BAS (Quarterly and as needed)On-going LLI data
Intermediate Grade Levels
Third – Individual students’ reading BAS (Quarterly and as needed), district mandated Keystones, I Ready Diagnostic (beginning, middle and end), I Ready Standards Mastery Assessments (every two-four weeks, depending on the standard)
Fourth and Fifth – Individual students’ reading BAS (Quarterly and as needed), I Ready Diagnostic (beginning, middle and end), I Ready Standards Mastery Assessments (every two-four weeks, depending on the standard)
How does the school ensure the fidelity of students not progressing towards school and district goals?
Teachers, along with the instructional leadership team, will meet continuously for Data Chats in which each students’ progress and current academic standing is addressed and action plans for success are put into place. RtI meetings dates are provided for the team to work collaboratively to evaluate specific students' progress and adjust instructional support as needed.
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 Grade level PLCs collaborate to plan student specific instructional opportunities using the balanced literacy approach and culturally responsive teaching. Continued learning and support will be provided to teachers on culturally responsive teaching. Teachers use WIDA standards, IEP, EP and 504 goals and strategies to guide their instructional delivery. These expectations are documented within teacher lesson plans and grade level PLC minutes.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
To ensure classroom instruction is aligned to grade level Florida Standards, we incorporate the following in all classrooms:
- School-wide Balanced Literacy training will be provided for the staff by the district. Teachers will implement Balanced Literacy instruction in the classrooms with continued support.
- Professional Development aligned with standards will be provided to all teachers based on grade level and/or teacher specific needs. (BAS Administration and Implementation, Differentiated Instruction, Small Group Guided Instruction, Math Standards-Based Instruction)
- Daily Schedule – maximizes instructional time and creates a uniform intervention block to meet the needs of all learners.
- Calendared common assessment and performance tasks demonstrating an understanding of grade-level standards.
- Flexible grouping that aligns standard based instruction guided by BAS continuum per students’ needs.
- Reading resource room provides leveled readers and content leveled readers to ensure instruction for all levels, while aligned with standards.
- Computer-based individualized interventions to reinforce and support instruction towards meeting grade level standards
- Data evaluation and continuous progress monitoring in order to guide instruction is on-going within grade level PLCs and discussed at Data Chats and RtI meetings with the instructional leadership team.
- Utilizing instructional materials and resources aligned to the standards for all subject areas.
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?
- Journeys small group leveled reading books.
- Social Studies Adoption anchor texts and leveled readers
- Science A-Z
- Reading Resource Room – Leveled readers in all content areas and non- fiction Scholastic Short Reads
- Classroom libraries include fiction and non-fiction books in a variety of genres.
- Regularly scheduled class visits to the media center to borrow nonfiction books, amongst other genres.
- Students have digital codes to access public library resources
- Increased number of student laptops in grades K-3 classrooms with access to eBooks and more informational text.
- All fourth and fifth graders are assigned individual laptops providing ample access to informational text throughout the school day.
How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?
Based on the Broward County SEL standards and school needs, programs, strategies, and practices are implemented throughout the year and as needed.
In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?
The initiative of Social Emotional Learning was introduced to the staff through collaborative brainstorming and guidance towards expanding on current practice for Social Emotional Learning. Teachers expanded their resources for implementing Social Emotional Learning within the classrooms.
Students will be introduced to the five competencies through the district powerpoint. These skills will be expanded on through a wide variety of programs, strategies, and practices as noted on our Riverside SEL Plan
How does your school-wide policy and practices support the social emotional learning for students?
Riverside's school-wide policies and practices support the SEL for students by providing avenues for students to learn and practice the needed strategies for success today and in tomorrow's world.
Our schoolwide behavior management plan fosters support of social emotional learning for all students. Students are encouraged and recognized for making good choices throughout campus. Rocky Rewards are given as incentives for continued following of Rocky’s rules and expectations.
Community involvement assists in the implementation of social emotional learning for our students through, Book Buddies, Listeners, and Latinos in Action.