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?

Each grade level follows a curriculum guide and map that is created by the Team Leaders and the Instructional Coaches. It is based on the grade level Florida Standards and modified to accommodate the needs of the students in that grade level. County adopted standards based materials are used to teach the standards in each curriculum area. Each week, the teams create standards based assessments to ensure students are mastering the standard taught with 70% or higher accuracy. Additionally, end of unit summative are created by the Instructional Coaches that align with the standards taught in the classroom. Lastly, teacher lesson plans are collected by Administration on a regular basis to ensure standards are being taught and documented.

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?

Students be assessed weekly on a standard that was taught throughout the week. Teachers will form small ELA and Math groups based on the results of  the assessment. Students will be retaught within these groups on standard that they are deficit. Students that scored 70% or above will engage in enrichment activities. Summative assessments will be given at the end of a unit. Data from the summative assessments will be evaluated at data chats with Instructional Coaches and Administration.

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

This best practice will be scaled up by teachers participating in weekly Curriculum Talks that focus on the data that is collected from students each week from Teacher Created Assessments and from the I Ready Program. Students who are not performing at 70% or above will be placed into small groups to be retaught standards. Data will also be analyzed from Summative assessments, BAS, BSA, and I Ready in quarterly Data Chats with Administration and the Instructional Coaches. I Ready Diagnostic Assessments will be given three times a year and students will work on standards based pathways for a minium of 45 minutes each week in ELA and Math. The Instructional Coaches and RTI Facilitator will pull out small groups of students for additional support of retention students and the lowest 25%.

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

Students be assessed weekly on a standard that was taught throughout the week. Teachers will form small ELA and Math groups based on the results of  the assessment. Students will be retaught within these groups on standard that they are deficit. Students that scored 70% or above will engage in enrichment activities. Summative assessments will be given at the end of a unit. Data from the summative assessments will be evaluated at data chats with Instructional Coaches and Administration. The BAS or Benchmark Assessment System is administered three times a year and the data is analyzed to form small groups and curriculum throughout the school year. The students also work on the computer based iReady program. A diagnostic test is administered three times a year and a personal work pathway is formed. The data from the assessments is analyzed during student and teacher data chats.

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

The school ensure the fidelity of students not progressing towards school and district goals in many ways. First, students are placed on a PMP and parents are informed through parent teacher conferences. Next, data is collected by the classroom teacher and placed into the RTI/MTSS program. Interventions within the classroom are put into place and implemented with fidelity. Student data is closely monitored through student and teacher quarterly data chats.

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 ensures that all classroom instruction is being implemented properly and effectively in accordance with the UDL. Classroom teachers are provided with a standards based curriculum map to drive instruction and team planning. Instructional coaches and administration are present at each team meeting and PLC to ensure that data and curriculum is data driven. During the school day, administration and instructional coaches are present in the classrooms to monitor and assist teachers with small gorps and implementation of the curriculum. Lastly, each classroom is set up and maintained based on the classroom rubric that is updated based on the Balanced Literacy approach to teaching. Teachers are identified who are ESE and Gifted certified and students who have an IEP or 504 plan are identified by the ESE Specialist to ensure that accommodations are being implemented with fidelity in the classrooms.

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

Our school ensures that Tier 1 standards based classroom instruction is being implemented properly and effectively in each classroom. Classroom teachers are provided with a standards based curriculum map to drive instruction and team planning. Instructional coaches and administration are present at each team meeting and PLC to ensure that data and curriculum is data driven. During the school day, administration and instructional coaches are present in the classrooms to monitor and assist teachers with small gorps and implementation of the curriculum. Lastly, each classroom is set up and maintained based on the classroom rubric that is updated based on the Balanced Literacy approach to teaching.

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 the core curriculum materials provided by the county. For the ELA curriculum, Journeys is the core curriculum. Additional supplemental materials used are Ready Books, Ready Toolbox, and  iReady computer based program, Scholastic Book Room Guided Reading Materials, and Scholastic Social Studies Materials. Intervention materials include Wilson Fundations, LLI, Phonics for Reading, and the toolkit and write in readers provided through the Journeys program. Each classroom has a library with both fiction and non fiction books organized by BAS levels.

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 implements the Social and Emotional Learning Standards in several ways during the school day. First, each classroom teacher ensures that they are implementing the standards for a safe and positive learning environment for the students. Our school has a character trait program that includes monthly character assemblies, students of the week based on character traits, awards assemblies, and positive behavior plans in each classroom. Our school has a peer mentoring program in place and utilizes the county social worker and psychologist for students and families in need. We have monthly family nights to encourage positive interactions between the school and parents and to inform parents of community assistance programs.

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 of the SEL program are integrated into character trait lessons that are incorporated into each Friday and promote positive interactions between students and teachers. The components are also integrated into our school wide positive behavior plan and incentive programs. The components are integrated into the specials curriculum as well.

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

Our school implements the Social and Emotional Learning Standards in several ways during the school day. First, each classroom teacher ensures that they are implementing the standards for a safe and positive learning environment for the students. Our school has a character trait program that includes monthly character assemblies, students of the week based on character traits, awards assemblies, and positive behavior plans in each classroom. Our school has a peer mentoring program in place and utilizes the county social worker and psychologist for students and families in need. We have monthly family nights to encourage positive interactions between the school and parents and to inform parents of community assistance programs.