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?

Mirror Lake Elementary ensures classroom instruction is aligned to grade-level Florida Standards by providing teachers with learning goals and performance scales for English Language Arts, Science, and Mathematics. Tracking students progress using iReady Reading and Mathematics is essential in making sure instructional strategies are being fully implemented and accomplished in every classroom with fidelity. Teachers are provided with support through Professional Learning Communities (PLCs) and staff developments to share best practices to remediate students who are not proficient and enrich students who have shown proficiency in order to ensure students are college and career ready.

Instructional leaders collect evidence through classroom walkthoughs, iReady Reading and Mathematics Standards Based Assessments, and formal observations to ensure that all teachers are aligning their curriculum with the Broward County Public Schools Scope and Sequence, and Florida Standards. 

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?

In our Professional Learning Community (PLC), collaborative team planning is being done to align the Standards being taught with the ELA Test Specifications, and Deconstructed Standards.  Systematic instructional adjustments are planned for to ensure the assessments (including formatives) are used to plan for remediation and enrichment within the CARE (Curriculum, Assessment, Remediation, Enrichment) cycle. Best practices are also shared in the team PLCs. Again, within the CARE cycle, Reading curriculum planning focuses on incorporating the Standards within all content areas, with emphasis on performance tasks to deepen understanding and advance students within the performance scales.
To increase achievement of the lowest 25% of our students in reading and math, we will identify and discuss these students during the multi-tier RtI approach to provide them with the support needed to address their accademic and/or behavioral needs. We will be using researched and evidenced based programs to collect data and monitor student progress. This includes (but is not limited to) intervention programs and shared data collection resources as LLI, Journeys write-in reader, and weekly unit tests. During Professional Learning Communities (PLCs), each team will analzye student data and work samples to identify lessons and strategies that will remedy specific gaps and deficits at that grade level.  In science, teachers are collaborating and engaging in vertical planning to assist in the teaching and learning process with the science specials teacher to conduct hands-on lessons and expose students to virtual labs online. In math, students will use manipulatives, small groups and CPA - concrete - pictoral - abstract style of teaching to increasae student achievement. 

In addition, we have provided extensive professional development to our staff members as well as other teachers within our district. At Mirror lake Elementary, we have the following in place:
Digital classrooms grades 1-5
Scholastic News Grades K-5, and Scholastic Storyworks Grades 2-5
CARE Packages Conceptual Unit Plans
Newsela and readworks across all grade levels
iReady Reading and Mathematics Online Program
Focus on Marzano's High Effective 7 elements of Classroom Instruction

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

BEST practices will be scaled up by ensuring that more frequent data chats, data analysis, and target goals specific to each student's ELA needs are planned for and implemented in the classroom.  Small group instuction, as well as more frequent monitoring to analyze the progress of the student will be implemented and instructin will be adjusted as evidenced by the data analysis reviewed weekly at team planning meetings.
Teachers will analyze student achievement levels and put interventions in place as delineated through the RtI process. Teachers will identify and discuss these students at team meetings so that the RtI team can assist with a plan of action. The team will review and recommend the most appropriate intervention. Grade level teams will collaborate and share best practices and strategies. Students are progress monitored in the classroom through formative and summative end of chapter assessments in the classroom in both reading and math. We will double-dose our struggling students in reading as well as have students determine their own goals and self-monitor. Teachers will continue to use conferencing practices to assist students as they self-assess their own work. Students will maintain interactive notebooks and journals to enhance their reading and writing skills through the process of scientific inquiry. 
 

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

School-level progressing monitoring is formally collected three times a year using the Benchmark Assessment  System (BAS) for all students in grades kindergarten through third grade, Level 1 and 2 FSA ELA students in grades 4 and 5 and any new student with no FSA score.  In addition, the i-ready Diagnostic assessment is administered on the computer three times a year in ELA and Math.  Also,  i-Ready Standards Mastery.  
 

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

Based on Policy 6000.1 we want all our students to reach their full potential and adhere to the highest standards of quality instruction so that our students are life ready. For children not progressing, teachers implement different Tier 1 strategies and document them in BASIS.  If collected data exhibits no or little progress teacher will then refer the student to RTI.  The MTSS/RTI Committee will set-up a date and time for the teacher to review with the committee all collected data.  A more intensive intervention will be recommended on a more frequent basis and closely monitored.  Classroom teacher will meet with MTSS/RTI Committee to review Tier 2 intervention data.




 

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)?

Through the implementation of the Universal Design for Learning (UDL) we are able to meet the various needs of our students and create a more effective learning environment for students of all abilities. To achieve this at Mirror lake Elementary, data is frequently collected and anlayzed for remediation, enrichment or students who are on trck with grade level expectations.  Based on this data, small grou instuciton is implemented with specific identified, meausreable goals and targeted skills to be implemented within these groups.  In addition, differentiated centers for independent practice is created to allow students of varying abilities to  access learning on their specific instrucitonal level.  Students in i-Ready are put on specific learnning paths based on their Diagnostic test results as well as their needs based on informative assessments and classroom teacher observation to allow additional practice in both reading and math skills on specific instructional levels. In addition, teachers will use a variety of teaching strategies to appeal to different learning modalities such as kinesthetic, auditory, etc. Lastly, through the use of technology, class discussions and project-based learning, students will be challenged to demonstrate their knowledge and understanding.  
 

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

We ensure Tier 1 standards are being implemented through a balanced literacy approach. Tier 1 Standards-Based classroom instruction is discussed and planned for at each week's team meetings based  on the target goals of the grade's Florida Standards. The Literacy Coach and support staff members are always in attendance during these planning meetings to ensure Standards based Tier 1 instruction is planned properly.  In addition, formal and informal observations are done by administration to observe Tier 1 strategies being implemented.  Small group instruciton and differentiated centers are required in all classrooms in order to meet the needs of all learners through 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?

Core Instruction - Journeys, Science A-Z, StemScopes, Scholastic, Social Studies Leveled Readers

Supplemental Instruction - Scholastic Leveled Readers (Literary and Informational Text), Scholastic News, Science Spin, Storyworks, iReady LAFS and Mathematics Integrated Learning System, Newsela

Intervention Programs - Leveled Literacy Intervention

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

On going formative assessments are showing academic growth.  Students are also reading with fluency since they recognize and are able to read the words.  In addition, children are exposed to scientific vocabulary and content material.  Formative, interim, and summative assessments will be conducted throughout the school year to determine academic growth.

Results:
MLE is a "B" rated school.  
ELA proficiency score at 55%. We dropped by4%.
Mathematics proficiency score at 55%. We dropped by5%.
An increase of 2 % in Science with a proficiency score of 55%
58% of students making learning gains in ELA
68 % of students meeting learning gains in Math 
Lowest Quartile- 56% making learning gains in ELA
Lowest Quartile- 68% making learning gains in Math