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?

For the 2018-2019 school year, ELA will continue to be the focus for improving student achievement.  ELA student proficiency increased by 5 points from 37% to 42%. There was a significant increase in ELA learning gains by eight points (47% to 55%). Our lowest 25 percentage remained the same at 53%. Therefore, the goal for the 2019 Florida Standards Assessment (FSA) is to increase overall ELA proficiency from 42% to 45% or higher, as well as to improve on Learning gains (53% to 55%). This content area was chosen, due to the lowest 25th percentile ELA learning gains remaining stagnant at 53%.


 

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?

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

Best practices will be scaled-up by:

• Alignment of instruction to adopted state standards using rigorous materials such as Ready and Coach materials through the Balanced Literacy framework.  The components of a balanced literacy aproach are as follows: Interactive Read aloud, guided reading, shared reading, interactive writing, shared writing, Reading workshop, writing workshop and word study.
• Grade level teams will meet in PLC meetings to analyze and apply data from multiple assessments to diagnose students’ learning needs, and drive the learning progress as well as plan and sequence instruction for students to achieve mastery.
• Utilizing learning scales and rubrics, students will monitor their individual level of understanding on a daily basis until they achieve their end goal.
• Students will be held accountable for their individual progress, utilizing the SWAG folder (Students With Academic Goals).  Students will track and reflect on their achievements using this tool.  Students will be responsible for writing and monitoring their personal academic goal on a monthly basis.
• Grade level teams, will continue to implement the walk to read system during designated school wide CARE time, 9:15-9:45, which focuses on remediation and enrichment.

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

Fountas & Pinnell Benchmark Assessment system is a reliable tool in place to identify the instructional and independent reading levels of all students.  The Benchmark Assessment System is directly linked to classroom instruction; it provides teachers with a student's instructional and independent reading level.  The Benchmark Assessment system is a specific school-level progress monitoring tool that is in place in order to document student progress through one-on-one support.  The Benchmark Assessment system is administered three times throughout the school year.  In addition, iReady is also in place as our school-level progress monitoring tool. iReady is a computer-adaptive test that continually adjust the difficulty of each test by determining each question based on the previous resonse.  If a student answers correctly, the difficulty level of the next item increases.  The iReady diagnostic is a n adaptive assessment designed to provide teachers with actionable insight into student needs.  It offers a complete picture of student performance and growth, eliminating the need for multiple, redundant tests.  The iReady diagnostic is also administered three times throughout the school year.  

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

To ensure that struggling students are meeting school and district goals, the following has been put in place:

• Authentic PLCs - (Assessment driven planning, shared collaboration, alignment with State standards and appropriate level of Rigor using the CARE cycle on a monthly basis)
• Dial in on the lowest quartile and third grade retentions using Super QAR, Leveled Literacy Intervention (LLI), and Phonics for Reading.
• Coaches have tiered level of teacher support during the school day (modeling, planning support, professional development).
• Coaches push in to focus on lowest quartile students as well other students who have yet to acquire skills per standards mastery data
• iReady 45 minutes per week and use of the Toolbox for centers and additional support
• Monitoring curriculum frames, database, conducting walkthroughs, providing immediate feedback, etc. on a regular basis.
• Admin and Support Team are present at PLC meetings to assist with curriculum support
• Teachers assigning targeted lessons to remediate students on deficit standards according to standards Mastery
• Weekly Professional Learning Communities with a weekly laser focus on deconstructing the standards to improve tier 1 instruction. During PLCs, teachers will collaborate and organize the instructional resources that align to the level 3 learning target.
• Progress monitoring of all students with close attention to lowest quartile

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 metacognitive strategy is the method used to help students understand the way they learn via the universal Designs for Learning.  Effective metacognitive activities such as, the use of Standford Harmony curriculum which incorporates the appropriate skills and strategies to solve a problem, monitoring one's own comprehension of text, self-assessing and self-correcting in response to the self-assessment, evaluating progress toward the completion of a given task.  With greater awareness of how students acquire knowledge, students learn to regulate their behavior to optimize learning.  Students are able to see how their strengths and weaknesses affect how they perform.  The metacognitive method has offered flexibility in the ways students access material, engage with it and show what they know.  In addition, through effective implementation of the school's weekly PLCs, teachers are able to monitor curriculum frames, database where as administration implements walkthroughs and follow up with immediate feedback to teachers. 

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

The core curriculum used for tier 1 instruction is Journeys.  It is through Journeys students are able to build confidence through a flexible and individualized study.  Journeys features complex anchor texts that challenge students through the target lesson plans that meet the needs of all students.  In addtion, iReady is in place as a supplemental resource.  Furtehrmore, the school ensures that Tier 1 standards-based classroom instruction is being implemented properly and effectively by:

• Developing a curriculum team (Administration, Literacy Coach and Team Leads) that meets prior to the end of the school year to develop a school-wide annual Instructional Focus Calendar for the upcoming year.  The IFC is developed to adhere to specific district mandate per grade level Florida Standards.
• Monthly formatives are administered to students; teachers meet on a weekly basis during their PLC hour to discuss data collectively in order to look at strengths, weaknesses, and tailor Tier 1 instructional delivery as based on the analysis of formatives.
• Teachers input scores from formatives into the school’s database.  Data is monitored, by administration and Literacy Coach. Based on individual class results, the Literacy coach provides support on how to improve and effectively implement Tier 1 instrcutional strategies that meets the need of all learners

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?

• District approved ELA resources such as NewsELA (differentiated assignments based on Lexie levels); iReady (specific to student’s needs).  
• Broadview also has a book/resource room that provides students’ access to informational text for each content area for grades K-5.

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

We implement SEL using the Sanford Harmony curriculum during morning meetings and the school-wide positive behavior plan which reinforces respect, cooperation, responsibility, and safety. 

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 are explicitly taught through small group sessions by the school social worker, implementation of the Start with Hello program, monthly Kids of Character, SHINE, and a school-wide project in which students create the SEL wheel and display around the school.

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

The school-wide policy and practices to support SEL enables students to make a difference with their peers in a simple and impactful way encouraging them to take small actions to promote connectedness and inclusion.