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

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?

Harbordale Elementary reached its goal of an A grade for the 2017-2018 school year; however, we are focused on continuous growth for all students.  Based on the 2018 FSA results, mathematics will be the content area focus for improving student achievement for the 2018-2019 school year.  The 2017-2018 FSA results indicated a significant decline in math achievement (from 82% to 74%; equals -8 points), math learning gains (from 74% to 60%; equals -14 points) and math lowest quartile (from 62% to 39%; equals -23 points).  These indicators relieve an urgent need to target mathematics instructional practices school-wide.

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?

Best Practice #2 – Response to Intervention (RTI)

Response to Intervention, best practice #2, was chosen because while the majority of our students are proficient, 74% math achievement, we must target those students not meeting grade level expectations and create a comprehensive individual plan for continuous improvement.  Through the RTI process and team, student performance is examined through these 4 measures to provide the best possible interventions:  screening, progress monitoring, multi-level prevention system and data-based decision making.  The RTI team, including the teacher, works with the parents to increase and support individual student success.  This system effectiveness and high quality practices will support our goal to maintain our “A” status and continue our ultimate goal of 100% of our students being proficient in mathematics.

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

 Professional development opportunities will be provided to teachers in the areas of multi-tiered instruction, interventions and data analysis.  This practice will support the improvement of teacher effectiveness in tiered instruction using curriculum and educational interventions that are research-based and have been proven to be effective for students.  Coaching and modeling with specific teachers will be scheduled and feedback provided.
The RTI team will work collaboratively to provide a comprehensive action plan for individual students.  Responsibilities have been delegated to all team members, checks and balances have been created to establish highly effective and efficient practices and parent involvement is at the forefront of every step and stage of the process.

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

The following data points are used for progress monitoring:

IReady Math Diagnostic Assessments – 3 times a year
IReady Math – week reports
Go Math Chapter Assessments – end of each chapter
Standard Based CARE Cycle Assessments – six week cycles
Analysis of Student Work (ASW) Protocols – six week cycles
RTI Tier Pyramids – semester comparisons

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

Individual data chats are held with teachers once a quarter to review, analyze and monitor all student progress.  Conversations are conducted with teachers to ensure the implementation of the tools necessary to meet the individual needs of all students.  Coaching and modeling with specific teachers will be scheduled and feedback provided based on results of data.
Data analysis through the use of data disaggregation protocols are used to interpret assessment results and pinpoint areas needed for remediation.  Teachers complete protocols individually and collaborate with grade level teams to promote system effectiveness and high quality instructional practices across the grade levels.
RTI meetings are conducted on a bi-monthly basis to support the success of students who are not meeting grade level expectations.  Individual academic and/or behavior plans are development through research-based strategies and/or instruction. Student performance and progress in Tier 2 and/or tier 3 interventions are graphed and monitored.  Identification of students with disabilities is determined through data-based decision making.

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 meet each week with grade level colleagues to plan highly effective standard based learning experiences and opportunities for a diverse range of learners in their classrooms.  Grade level data chats are conducted quarterly with support staff and administration to analyze grade level data for all groups of learners.  Administration routinely conducts classroom observations to monitor instruction for all types of learners in the classroom.  Coaching and modeling with specific teachers will be scheduled and feedback provided.

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

Individual data chats are held with teachers once a quarter to review, analyze and monitor student progress.  Conversations are conducted with teachers to ensure the implementation of the tools necessary for high quality tier 1 instruction.  Data analysis, through the use of a data disaggregation protocol, is used to interpret assessment results and pinpoint areas of strengths and weaknesses in tier 1 instructional practices.  Teachers complete protocols individually and collaborate with grade level teams to promote system effectiveness and high quality instructional practices across the grade levels.  Grade level data chats are conducted quarterly with support staff and administration to analyze grade level data and student performance.  Administration routinely conducts classroom observations to monitor tier 1 instruction in the classroom.  Coaching and modeling with specific teachers are scheduled and feedback provided to ensure highly effective tier 1 instruction.

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?

Kindergarten 
Core
Kindergarten uses Balanced Literacy, thematic units, and Journeys as our core reading program.
Supplemental
Reading A to Z: RAZ Kids, and differentiated leveled readers are used to build fluency, comprehension and confidence. Science and Social Studies leveled readers are incorporated into small groups to provide opportunities to read informational text, as well as, fiction.  Reading Raven and High Frequency Words are also used to provide the stepping stones to reading.
Intervention
The intervention program used in kindergarten is Fundation.
 
First Grade
Core 
First grade uses balanced literacy for our core reading program. Standards based lessons are embedded into all areas. Teachers select interactive read alouds and shared readings with text complexity beyond the level most students could read independently. During guided reading, students read teacher selected books at their instructional reading level. Books are selected from Journeys, Fountas and Pinnell, science, and social studies leveled readers. Students also select interest based books to read during independent reading. These books are selected from a well-organized classroom library with books ranging in difficulties, topics, and genres. In addition, students have opportunities to participate in book clubs. 
Supplemental 
First grade uses teacher created standards based units. In addition, students are encouraged to reach independent reading goals through the use of Accelerated Reader, RAZ Kids, Reading A to Z, Pebble Go, and Scholastic News. 
Intervention programs 
Intervention groups receive targeted phonics instruction using Fundations, targeted comprehension instruction using LLI, and targeted fluency instruction using Great Leaps.
 
Second Grade
Core
Our core instruction is focused on balanced literacy. Teachers select mentor texts that align with each standard for interactive read alouds and shared reading. In addition, teachers utilize Journeys leveled readers, resources from iReady, leveled texts from Fountas and Pinnell, STEMscopes mentor texts from scholastic and the Social Studies leveled readers provided from the district for guided and independent reading. 
Supplemental
Teacher created standards-based units, which incorporate standardize anchor charts and center activities are used throughout the grade level. Students are challenged to meet reading goals through the Accelerated Reader. In addition, students have access to technology-based programs such as PebbleGo, RazKids and Science A-Z. 
Interventions
Second grade’s primary intervention program is Phonics for Reading. In addition to Phonics for reading, other programs include Great Leaps for students two levels below grade level and Journeys write in reader for comprehension.
 
Third Grade
Third grade uses Balanced Literacy as the core program. Across the grade level I-Ready LAFS Book and a variety of leveled readers including Journeys leveled readers, Science readers, and Social Studies readers are used for small group teacher directed instruction.
Supplemental
Leveled readers are used in centers to integrate Science and Social Studies and reinforce, enrich, or remediate standards taught. There is a balance of literacy and informational text in the LAFS Book and the Journeys Leveled Readers. Novels and Scholastic News are used to supplement learning.
Interventions
Super QAR is used as a comprehension intervention and Phonics for Reading is used as a phonics intervention. 
 
Fourth Grade
Core
The fourth grade uses Balanced Literacy as our Core program, along with StemScopes for Science and leveled readers for Social Studies. I-Ready LAFS Books are also used for small group teacher directed instruction.
Supplemental
Differentiated novels are used as our supplemental program.
Interventions
The Journey’s Write-In Readers are used for our Intervention program.
 
Fifth Grade
Core
Fifth grade uses Balanced Literacy for the core reading program, such as, iReady LAFS, STEMscopes, Sciencesaurus, Science A-Z, leveled Science readers, and the Social Studies readers are integrated into the literacy block.
The LAFS books provide the standards in both fiction and informational text. Including the Science and Social Studies leveled readers also provides an opportunity to read informational texts.
Supplemental
Differentiated novels are used at least once a quarter as supplemental reading. DBQ-Mini-Q’s (Document Based Questioning) which is informational text which the student must write either an informational or argumentative piece based on the text.
Intervention
For intervention programs fifth grade uses Super QAR and Journeys’ write-in-readers.

Kindergarten, First and Second Grade
Students are provided a wide variety of informational and literacy books. The school provides access to a media center library, a resource room with leveled readers, novels, radius machines, listening centers, and additional materials. Books are selected from an organized teacher resource room. In addition, our school has purchased additional resources to provide students with a variety of informational text; such as PebbleGo, Reading A to Z, RAZ Kids, Accelerated Reading, and Scholastic News.
 
Third, Fourth and Fifth Grade 
A wide variety of texts during the integrated literacy block are used including literature and informational texts. During the integrated literacy block students rotate to standard based centers that include the Science and Social Studies leveled readers. The StemScopes Science books and Social Studies leveled readers provide another resource for informational text. Fiction and informational texts, via I-Ready LAFS are implemented on a daily basis. Interactive read alouds are conducted with novels or informational text. Novels and other texts from our school resource room are an additional resources to promote access to a balance of varied texts. The Accelerated Reader program is used to encourage reading a variety of texts. 

 

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

Harbordale utilizes the Zones of Regulation program, which encourages students to identify their current emotion and prioritize a task plan to move towards an ideal color or zone of emotional wellbeing.  This program fosters emotional awareness and promotes emotional self-regulation.  Teachers implement this program in the classroom throughout the year.  The first two-weeks of school, daily lessons were conducted to teach all student the foundations of the zones program and self-regulation.  Throughout the school year, teachers imbed the zones of regulation into their curriculum and many teachable moments.

In addition, Sanford Harmony program is utilized encourages students to embrace their inner qualities through the utilization of positive self-awareness, the discovery of one’s self, and the development of interpersonal relationship-building skills. It also encourages students to spread positivity and act as allies and support systems for one another. Teachers implement “mindful minute conversation cards” weekly to help foster self-awareness.  Peace Rangers and Lunch Bunches also help to foster interpersonal skills and emphasize the importance of empathy, kindness, and friendship.

The Start With Hello-Sandy Hook Promise program promotes social inclusion and community connectedness.  Students are taught how to interact and include all students through a simple 3-step process:  see someone alone, reach out and help, and start with help.  Additional tools are taught to students to foster inclusion and develop a sense of community, which is an important life skill for success.

Growth Mindset practices are continued from the previous year, to help to foster a student’s sense of self worth. These initiatives highlight the importance of perseverance and encourage students to strive not for perfection, but more so, for self-fulfillment. Through the use of Growth Mindset activities, students visualize success within their unique, subjective perspective and create goals for personal and academic success.  Teachers implement growth mindset lessons continuously throughout the year.

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

The mission of Harbordale Elementary School is to ensure every student’s intellectual and emotional growth is cultivated to foster successful and emotional healthy citizens.  Through the implementation of the Zones of Regulation, Sanford Harmony and Start With Hello-Sandy Hook Promise programs, with the additional of the Growth Mindset principals, all five social and emotional learning competencies addressed continuously throughout the school year.
 
Self-Awareness and Self-Management Skills
Harbordale utilizes the Zones of Regulation program, which encourages students to identify their current emotion and prioritize a task plan to move towards an ideal color or zone of emotional wellbeing.  This program fosters emotional awareness and promotes emotional self-regulation.  Teachers implement this program in the classroom throughout the year.  The first two-weeks of school, daily lessons were conducted to teach all student the foundations of the zones program and self-regulation.  Throughout the school year, teachers imbed the zones of regulation into their curriculum and many teachable moments.
Growth Mindset principals are continued school-wide from the previous year, to help to foster a student’s sense of self worth. These initiatives highlight the importance of perseverance and encourage students to strive not for perfection, but more so, for self-fulfillment. Through the use of Growth Mindset activities, students visualize success within their unique, subjective perspective and create goals for personal and academic success.  Teachers implement growth mindset lessons continuously throughout the year.
 
Responsible Decision-Making and Relationship Skills
The Sanford Harmony program is utilized encourages students to embrace their inner qualities through the utilization of positive self-awareness, the discovery of one’s self, and the development of interpersonal relationship-building skills. It also encourages students to spread positivity and act as allies and support systems for one another. Teachers implement “mindful minute conversation cards” weekly to help foster social and self-awareness.  Peace Rangers and Lunch Bunches also help to foster interpersonal skills and emphasize the importance of empathy, kindness, and friendship.
 
Social Awareness
The Start With Hello-Sandy Hook Promise program promotes social inclusion and community connectedness.  Students are taught how to interact and include all students through a simple 3-step process:  see someone alone, reach out and help, and start with hello.  Additional tools are taught to students to foster inclusion and develop a sense of community, which is an important life skill for success.

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

Our practices and policies support the social and emotional learning of students in that they encourage emotional awareness, foster self-understanding, and promote the development of the whole child, both academically and personally. They enhance a student’s progression of self-awareness and instill a drive to appreciate one’s strengths and recognize one’s weaknesses in an effort to promote success both inside and outside of school.