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?

As a small community of learners, Atlantic Technical College and Technical High School has achieved outstanding results.  In the 2017-2018 school year the percent of students scoring satisfactory or higher:  Reading 92%, Math 91%, Science 96%, and Social Studies 98%.  In both ELA and Math, 64% of our students made learning gains and of the lowest 25th percent, 75% achieved gains.

An area we will focus on for improvement will be in the areas of learning gains.

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?

Atlantic Technical College and Technical High School, with an increase in the number of students on free and reduced lunch, moved up from Band 5 to Band 4.  Currently ATC is ranked third out of fifty-nine schools in SES Band 4 and only 31 points separate us from being at the top of the Band.  Through our focused and authentic professional learning communities (PLC), Atlantic Technical College and Technical High School will continue our study of high-yield strategies that improve student achievement, particularly in learning gains for both reading and math.

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

Analyzing test data is critical to improving achievement as it identifies areas of the curriculum that need to be improved as well as identify students who, given a bit more individual attention, will increase their scores and learning gains.  PLC activities will concentrate on the effective use of technology in helping students to achieve.  Atlantic Technical College and Technical High School will continue after school tutoring sessions for all subject areas and provide review sessions for Advanced Placement and courses with a state administered end-of-course exam.  Additionally, a school-wide focus on SAT and/or ACT preparation has been implemented throughout ATC in multiple subject areas.

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

ATC utilizes several progress monitoring tools.  From the state, we use data from the Florida Standards Assessments and the End of Course Exams.  The ELA data is collected once per year but since we are on a block schedule, the rest are assessed twice per year.  Additionally, ATC employs Khan Academy which is linked to specifics for each student.  Using the student results, Khan Academy adapts and tailors individual lessons to meet the unique needs of the individual.  Students are given instructional videos and then opportunities to practice.  Classroom teachers monitor students weekly to address deficiencies and provide help.

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

A partnership between ATC’s certified school counselors and classroom teachers proves to be the best vehicle for insuring fidelity for our students not progressing.  Classroom teachers use strategies to assist students in reaching school and District goals.  If these are not effective, a report is created in BASIS and a new strategy is employed.  The counselors meet with students to discuss any barriers to success.  Parents are included in the discussion at every step.  If there is no improvement, then the student is referred to the 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)?

Classroom teachers at ATC utilize the UDL framework in their classrooms.  Instruction is delivered in multiple channels such as discussion, readings, digital media, and multimedia presentations to support the various ways individuals learn. Students have many different opportunities to demonstrate their understanding including traditional tests, papers, art, multimedia presentations or recordings.  Classroom practices include multiple means of engagement to support affective learning through activities such as collaborative learning, instructional games and simulations, and real and virtual tours.

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

All students at ATC participate in a Florida Standards based curriculum through research-based practices, flexible groups are utilized to differentiate instruction, and with frequent monitoring of progress.  Through classroom observations and walk-throughs, artifacts provide evidence that the Tier 1 Standards-Based classroom instruction is being implemented including:  room set-up, posted rules, instructional bulletin boards, unit plans, standard posted for lesson, word/vocabulary walls, resource bins, teacher feedback (verbal & written), formative and summative assessments, rubrics, peer feedback, and the use of student data to drive 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?

Atlantic Technical College & Technical High School utilizes the instructional materials provided by the District.  To ensure access to informational text, every student enrolled in a course can have a physical textbook at home, and those same texts are available online through the District portal.  Students enrolled in World History are given a membership to the New York Times Upfront magazine, which provides exposure to current events.  Teachers also make use of online programs such as Math Nation, Vocabulary.com, Newsela, and Khan Academy lessons that are directly tied to student performance on the PSAT and rSAT.

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

ATC will help students develop social and emotional competence through several types of approaches. These include (1) infusing SEL in teaching practices to create a learning environment supportive of SEL, (2) infusing SEL instruction into an academic curriculum, (3) creating policies and organizational structures that support students’ social and emotional development, and (4) directly teaching SEL skills in free-standing lessons. SEL programming can happen in the context of regular curriculum and instruction activities, but it can also take place through activities such as health promotion and character education, or through prevention efforts such as those that target violence, substance use, or dropout.  Students receiving quality SEL instruction have:
· Better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction.
· Improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior.
· Fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals.
· Reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.

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

The SEL Core Competencies are: 
* Self-awareness: recognizing and labeling one's feelings and accurately assessing one's strengths and limitations.  
* Self-management: regulating emotions, delaying gratification, managing stress, motivating oneself, and setting and working toward achieving goals.  
* Social awareness: showing empathy, taking others' perspectives, and recognizing and mobilizing diverse and available supports.  
* Relationship skills: clear communication, accurate listening, cooperation, nonviolent and constructive conflict resolution, and knowing when and how to be a good team player and a leader.  
* Responsible decision making: making ethical choices based on consideration of feelings, goals, alternatives and outcomes, and planning and enacting solutions with potential obstacles anticipated

Research on SEL implementation suggests that the most effective strategies include four elements represented by the acronym SAFE: (1) Sequenced—connected and coordinated activities to foster skills development; (2) Active—active forms of learning to help students master new skills; (3) Focused—containing a component that emphasizes developing social and emotional skills; and (4) Explicit—targeting specific social and emotional skills. 

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

School-wide, ATC has created a team for the long-term implementation of SEL.  This team has a plan with goals, and an action plan to work towards achieving them.  To support SEL, there are several CASEL recommended, interrelated activities to use.  They are best organized into cycles with frequent checks and we understand that it will most likely require more than the current school-year to bring to fruition. Factors such as the history and present status of SEL-related programming, staff knowledge of SEL, school climate, sociodemographic factors, leadership style and history, and current mandates and priorities, as well as the school's capacities, will determine the timing and sequencing of these activities. 

Activity 1: Build a school infrastructure that can support SEL.
Activity 2: Assess how well-coordinated your school's SEL programs are.
Activity 3: Assess your school's culture and climate.
Activity 4: Articulate shared values, themes, and essential life habits. 
Activity 5: Provide consistent and ongoing opportunities for students to practice SEL skills. 
Activity 6: Improve faculty readiness to teach SEL.
Activity 7: Connect to those who are walking the walk.