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?

2018 FSA Data demonstrates that only 47% percent of students in Grades 3-5 are proficient in English Language Arts. Based on this data, we have focused on ELA as our target for improving student achievement. This year, we will scale up Tier 1 isntruction by implementing leveled text and guided reading during the literacy block. We will also implement targeted interventions for students who are below grade level.

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 #1: PLC's (Professional Learning Communities) and BEST Practice #2: Response to Intervention will be 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 Practice #2, Response to Intervention, will be scaled-up through the close analysis of data to determine student strengths and weaknesses. It will also be scaled-up through the identification and delivery of targeted interventions to meet student needs. Data will be collected and analyzed regularly to monitor student progress. 

Best Practice #1 Professional Learning Communities will be scaled up through weekly meetings focusing on planning Tier 1 Instruction. ELA teams will meet with the Literacy Coach and school Principal to provide them needed support as they plan standards based mini lessons as well as guided reading lessons focusing on individual teaching targets and student levels.

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

School-level progress monitoring is collected after each ELA standard has been taught. (Every 1-2 weeks)

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

Fidelity of students not progressing towards school and district goals is ensured through the monitoring of TIER 2 and TIER 3 interventions during the collaborative problem solving team/RTI process.

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)?

• Supplement instructional strategies with visual aids posted in the classroom
• Choices of text within independent and instruxtional level
• Implement CHAMPS to minimize distractions
• Positive feedback to foster community and collaboration
• Teachers activities background knowledge through technology and multimedia
• One on one conferencing with students to reflect on progress and set goals

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

Tier 1 standards based instruction is planned and monitored through Professional Learning Communities where teams meet with the literacy coach to anazlyze student work to make sure students are progressing towards meeting their grade level standards. Teacher are attending professional development specific to the implementation of balanced literacy in their grade level classrooms. Administration is monitoring the implementation of new learning through classroom observations and teacher conferences/feedback. Data is being monitored to make sure that teachers are reaching all students through scaffolding instruction and chunking information into digestable bites. 

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?

• Scholastic Leveled Readers (50% Fiction; 50% Non-Fiction)
• Classroom Leveled Libraries
• Independent Reading Library
• Social Studies Leveled Readers
• Science Leveled Readers

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

• Panther Pals- General education students are paired with special education students to maintain positive relationships. 
• Inclusive Clubs
• Social Groups led by guidance counselor focusing on student emotional needs
• Student recognition events
• Kid of Character

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

The 5 competencies of Social Emotional Learning are explicitely taught by the school counselor as she visits classrooms for guidance lessons, including: Start with Hello Week; Peace Week; and Red Ribbon Week, to name a few.
 

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

Our school implements individual goal setting for each student through teacher students conferencing to discuss how students are progressing towards reaching grade level standards as well as behavior expectations. Positive Behavior strategies are implemented through the use of CHAMPS to promote positive relationships in the classroom.