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 SES band data indicates that we scored 71% proficiency in math which was slightly below the 2017-18 target of 75%.
The SES band data indicates that we scored 71% proficiency in reading which indicates we exceeded the target of 68%. Although we met the target we are still concerned with the lowest quartile since 42% of the lowest quartile made gains.
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?
- Student Journals - Understand, Plan, Solve, Check Strategy
- Differentiated Centers
- Intervention Groups
- Reflex Math (BP4)
- i-Ready Math (BP4)
- MAFS Ready Books (BP4)
- RtI (BP2)
- Literacy Continuum
- Leveled Reader Book Room
- Instructional Focus Calendars
- Differentiated Centers
- Ready LAFS in small groups grades 2-5
- i-Ready Reading (BP4)
- Academic notebooks (BP3)
- Intervention Groups for the lowest quartile (BP4)
- ELA (English Language Arts) PLCs (Professional Learning Community) (BP1)
- Staff Development (BP1)
- RtI (BP2)
Describe in detail how the BEST Practice(s) will be scaled-up.
- Student Math Journals - wil be used to make notes and utilize the Understand, Plan, Solve, Check Strategy.
- Differentiated Centers will allow practice for students at all levels.
- Instructional focus calendars will be followed to ensure that all standards are being taught in a timely manner.
- Intervention Groups for the lowest quartile will target specific skills and weaknesses.
- Reflex Math will be implemented in grades 2-5 in order to increase students' math fluency skills.
- i-Ready Math Diagnostic Assessments will be used for monitoring school wide math progress and provide teachers with specific areas of weakness in order to focus instruction.
- I-Ready lessons will target specific individual needs in grades K-5.
- MAFS Ready books will be utilized to support math instruction.
- The RTI team will provide ongoing staff development to ensure all teachers can: Input intervention data in BASIS (Behavioral and Academic Support Information System), create academic graphs, implement behavior intenventions, target specific areas of need and provide appropriate interventions and assessments.
- Teachers will have access to and utilize the Literacy Continuum to create authentic experiences in reading, thinking, speaking, writing, and reflecting in order to promote literacy.
- The reading resource room will be used to provide high quality classroom-based literacy instruction in a variety of genres.
- The instructional focus calendars will be followed to guide teachers to ensure that specific objectives are met through instruction and assessment.
- Differentiated instruction/centers will provide instruction through a variety of instructional strategies and practice at varying levels of difficulty based on the ability of each student.
- i-Ready Reading will be implemented in grades K-5.
- Students in grades 2-5 will use the Ready LAFS books for supplemental instruction and practice.
- Students will use Academic notebooks to set goals and monitor their i-Ready progress.
- Support Staff will monitor i-Ready data and share out weekly.
- Students in the lowest quartile will receive additional support using intervention programs such as Reaching for New Reading Standards.
- ELA (English Langauge Arts) PLCs (Professional Learning Communities) have been estabilished at each grade level. Each PLC has developed a goal based on specific student data. The PLCs will focus on teaching strategies to develop and increase student achievement and monitor progress.
- The Literacy Coach will provide LIT BIT trainings that focus on building the framework of balanced literacy throughout the school.
- Support Staff memebers will provide Digestible Bites to ensure that teachers are utilizing the components of i-Ready to plan for instruction.
- The RtI team will provide ongoing staff development to ensure all teachers can: input intervention data in BASIS (Behavioral and Academic Support Information System), create academic graphs, implement behavior interventions, target specific areas of need and provide appropriate interventions and assessments.
What specific school-level progress monitoring data is collected and how often?
- School-wide progress monitoring data of the i-Ready Diagnostics (Math and Reading) will be analyzed three times a year.
- Progress monitoring for Time on Task and Passing Rate for i-Ready lessons will be monitored weekly.
- Standards Mastery Data will be collected and analyzed by teams at PLC meetings.
- BAS data will be collected and analyzed three times a year.
How does the school ensure the fidelity of students not progressing towards school and district goals?
- Students in the lowest quartile have been identified and their progress will be monitored by classroom teacher and support staff.
- Students in the lowest quartile will benefit from push in/pull out reinforcement of skills from student support teachers.
- Data is monitored and students not meeting proficiency will receive Tier 2 or 3 intervention instruction in addition to the Tier 1 instruction and will be monitored by the CPST (Child Problem Solving Team).
- Students that meet criteria will be placed on a PMP (Progress Monitoring Plan) to ensure that student needs are being met.
- Parents of students placed on a PMP (Progress Monitoring Plan) will receive the BCPS (Broward County Public Schools) Read at Home plan to provide specific strategies to make a positive impact on their child's school success. This is an important school/home connection.
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)?
Teachers at Fox Trail collaborate within their teams in order to create flextible learning environments that can accommodate individual learning differences. This instructional design involves data disaggregation by the school leadership team and the grade level PLCs (Professional Learning Communities) in order to ensure lessons meet the needs of all learners and the use of a variety of instructional strategies to make certain teacher is differentiated and meets the needs of all students at all levels.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
- Administration will conduct classroom walkthroughs and observations.
- Administration will review lesson plans.
- Literacy Coach and Support Staff will provide classroom support to teachers to ensure appropriate instruction is being implemented.
- Administration and Support Staff will be present at PLC meetings.
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?
- Journey's Reading Program (Core, All grades)
- Harcourt Math Program (Core, All grades)
- Fountas and Pinnell Small Group Guided Reading (Supplemental/Intervention-All grades)
- Scholastic Short Reads (Supplemental/Intervention- Intermediate)
- LAFS Ready Books (Supplemental-Grades 2-5)
- MAFS Ready Books (Supplemental-Grades 4-5)
- Phonics for Reading (Intervention-Grades 1-5)
- Reaching for New Reading Standards (Intervention-Grades 3-5)
- Scholastic News