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?

Reading, Math and Science will be our content areas of focus for the 2018-2019 school year .  Our focus is to show the increase in the proficency of these subjects, which can be seen as an increase on our SES Bands. 2017-2018 FSA showed that we had an increse in overall points however, our student growth was less than expected..

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?

We will be using Learning Goals & Performance Scales, iReady Math and Reading, Differentiated Center Activities (Reading, Math and Science). Science curiculum based on STEMscopes, Science A-Z, and Scholastic.The  Science Coach will assist with recommendations and development, Thinking Maps (All subject Areas), PLC on The Continuum of Literacy,  and District Professional Development on research-based ELA interventions.

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

Grade Levels will unpack the standards and create Learning Goals and Performance Scales (including student evidence) for Mathematics ,Reading, and Science.  These goals and scales will drive instruction and activities, providing students with the ability to take ownership of their learning. Grade levels will revise the designed ELA, Math and Science activities based on the formative data. 

Administration has designated a specific amount of time per week (45 minutes per week, per subject) for students to use iReady.  First in Math is to be used as a suplimentary tool.  Science will now be instructed and supported through STEMScopes, Science A-Z, and Scholastic.

Centers will be designed to include differentiated activities to provide students with targeted practice using academically appropriate materials in Reading, Writing, Math and Science. Center skills/activities will be based upon students' formative data by skill.

Teachers will use Thinking Maps to provide students continuity across subject areas and grade levels to help them organize and represent knowledge. Students will begin to choose thinking maps without teacher prompting to organize their knowledge.

Teachers will attend an ongoing PLC on balanced literacy with a focus on interactive read-alouds using the text study of the The Continuum of Literacy as presented at the Literacy coach monthly meetings.

Professional development will be based on student formative assessment data, interventions specifically needed for their current students, as well as school-wide interventions currently being implemented.

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

Progress monitoring will be completed by teachers on a daily basis for math and reading through iReady. Administration and Support Staff will review student progress after quarterly diagnostics. Science will be monitored through summative and formative assessments.

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

The students that are not showing expected growth, or meeting the expected milestones for the specific times of the year, are placed on PMP for progress monitoring and then referred through the RTI process. Depending on the Tier that the student falls into, determins the type of additional assistance they need in order to reach their predetermined goals.

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)?

The school ensures accessibility to all students by taking the steps necessary through Universal Design, those are:

• Posted lesson goals assist teachers in planning the method of differentiated delivery to each of the students and allows students to to understand the nature of the lesson through the goals that they are expected to meet.
• Students will be offered a plethora of ways to be able to complete assignments as long as they meet the lesson goals.
• Students will be able to have a flexible working environment. They can wear headphones or ear buds to reduce the noise of a classroom and adjust their seating as long as it does not hinder anyone else's learning.
• Student feedback is an important part of UD. Students can expect to receive feed back daily, after certain assignments/projects, and after assessment.
• Text can also be offered in multiple methods either through paper, online, and embeded on Canvas.

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

Tier 1 classroom instruction is based on what is needed to benefit the good of the class as a whole. Implementation and effectiveness are monitored through administrative walk-throughs, assistance and direction from the Academic Coaching staff and classroom diagnostics.

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?

Materials that are used through our K-5 classrooms include:

• K-5- Title 1 Scholastic Book Room Leveled Readers
• K-5 Journeys text books and online resource tool kit
• K-5Social Studies Adopted Leveled Readers 
• Norcrest established Leveled Reader Book Room
• Additional materials purchased by teachers as suppliments

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

Norcrest has adopted the Zones of Regulation program to assist students in understanding their feelings and being able to discuss them in a productive manner.

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

Norcrest takes pride in incorporating the five competencies of SEL into the daily lives of our students.

• Diversity is all around us at Norcrest. We have a wide variety of students from different backgrounds. We as a school have embraced the differences of our students and families, faculty and staff and encourage the sharing of cultures.
• Health and wellness are promoted through Physical Education in our specials rotation and classroom lessons embeded through out the year.
• Instructional Strategies are provided to students constantly. Our teachers, through data and informal observations of the students, can develop strategies that can assist students in meeting their academic goals on a multiple levels and across multiple subjects.
• Substance abuse and prevention is something that is spoken about and lead by our school guidence counselor. Since it can be a sensitive subject for some students, staff discussions occur before classroom ones.
• Violence Prevention is a major topic given the climate as of recently. Staff maintain an honest and informative view on the issues plaguing the students, still being mindful of their age range and understanding of the topic.

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

Our school maintains an open door policy to all students.Students are also reminded through assemblies, class discussions, and if necessary conversations with the guidence counselor. We encourage student to report information pertain to the 5 competencies.  It is our policy that all students should feel comfortable in their school.