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?

By June 2019, at least 50% of Second Grade students will demonstrate increased proficiency to Level M, as measured by BAS. The reason for this decision is traditionally, the achievement gap in reading continues to grow at the primary levels.  We are hoping that by focusing more on our primary students, they will have a more solid foundation to become better readers by 3rd grade, as a result increasing the number of proficient 3rd graders. 

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 in K-2 will be in differentiated guiding reading groups.
• Students will know their levels in order to choose books at their level and will have options to choose books based on interests in various genres.
• Teachers will begin using performance scales in collaboration with colleagues during PLCs.
• Teachers will utilize the Literacy Continuum to select goals that are appropriate for the level these children are reading on according to BAS.
• Teachers will utilize text complexity to choose read alouds that are appropriate to expanding the students' knowledge and interests at a higher level
• Teachers will utilize the Resource room to check out books for grade level content and at student's instructional level.   

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

Teachers will receive on going Professional Development in the Balanced Literacy Framework.  The New Teacher Tools, specially Analysis of Student Work will be implemented during PLCs to help guide instruction.   Students in K-2 will participate in Guided Reading Groups.  Second Grade students will be exposed to on grade level complex text during small group instruction at least twice a week.   

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

• First through firth grade student's participate in standards based School City Common Formative Assessments every four weeks.   Data is analyzed during PLCs.  Students who do not master the standards receive remediation while does who have mastered the standards receive enrichment.  
• BAS is administered school wide  during the 3 assessment periods. Data is analyzed and used to formulate flexible guided reading groups. Data is also used to identify students working below grade level expectations and in need of a PMP plan.  
• For Kindergarten students letter names recognition, letter sound recognition and concepts of prints are also measured quarterly.  These assessments help us to identify student's who are working below quarterly grade level expectations and are in need of a PMP plan.    

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

Through monitoring of student data we are able to identify those students that are not progressing towards the school's goals.  We implement and monitor effectiveness of strategies implemented in the classroom through TIER 1 instruction.   If students are not making adequate progress students are referred to RTI.   Tier 2 / Tier 3 interventions are put in place and monitored for effectiveness and student growth.   Lowest quartile ESE  students will also be monitored through school city data to determine their progress and make necessary changes to their instruction.   
 

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)?

Teacher are encouraged to get to know students interests and use this knowledge to motivate them to learn.  They also used different modalities (visual, hands on, auditory) and strategies for instruction to reach all learners.   Students are allowed various ways to express their learning through the use of white boards, writing responses on desk, project based learning, oral presentations, visual representations, and turn and talk opportunities.  
 

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

Administrators, Academic Coaches, TPLG District Team,  and Team leaders go on classroom walkthroughs to monitor and calibrate findings and expectations.   Academic coaches work with teachers through implementation of the coaching cycle of support and administrators follow up when the coaching cycle of support concludes.  Standards based conversations and sharing of best practices are ongoing through Reading PLCs.  

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 Program is used for core instruction and supplemented with a variety of resources such as: Scholastic Leveled Book Room materials, Science Library and resources, Social Studies Resources,  Ready Florida LAFS resources (Grade 2-5), Achieve 3000 Digital Program  (2-5), Smarty Ants Digital Program (K-1).  Teachers have received classroom libraries with a variety of literature and informational text including Social Studies and Science Libraries.   Students utilize the internet in order to complete research projects.  They also use other web-based resources to access a balance of literary and informational materials (Newsela, Learn Zillion, Read Works, Common Lit. org,)
Intervention programs include Journeys Write-in-Reader, Journey Tool Kit, Phonics for Reading, Fundations, LLI,  Six Minute Solution for Fluency, Quick Reads and Super QAR.   

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

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

The competencies of Social Emotional Learning are taught by the guidance counselor and  classroom teachers using a variety of programs such as Sanford Harmony, Inner Explorer, Bucket Fillers,   The lesson are implemented whole group, small group, or one on one based on the situation.   Data is being collected on two new programs 7 Habits of Happy Kids, My Big Life (Growth Mind set program).   

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

It is embedded during their daily routines through Mr.O'Neal's STAR Expectations.   Students exhibiting positive social emotional and improvement in academic skills are recognized monthly at the STAR Assembly.