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 evidenced in the Spring 2018 Florida Standards Assessment Reporting Categories and the recent SES Band Data, the following content area(s) will be focused upon based on less than anticipated student achievement outcomes:

• English Language Arts (ELA)  - Integration of Knowledge and Ideas Cluster - Grades 3, 4, and 5 (50%, 46%, 58%); respectively
• Math -
  • Numbers and Operations Grade 3 (56%), Grade 4 (57%)
  • Algebraic Operations, Thinking and Fractions Grade 5 (45%)

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?

To increase performance within the SES Band, the following practices will be implemented based on the analysis of the results of the Spring 2018 Florida Standards Assessment Reporting Categories: 

• Professional Learning Communities
• Literacy Continuum
• Leveled Reader Book Room
• Use of Instructional Focus Calendars (IFC's)
• Use of Text-Dependent Questions in Reading and across all content areas
• Accountable Talk in evidence - (discourse)
• Fluency Tier 1 Six Minute Solution  - Quick Reads
• High Probability Elements
• Formative Assessments - School City
• Journeys Phonics K - 2
• Science Experiments Weekly Evidence in Student Journals
• Ready LAFS in small groups Grades 2-5 - evidence in Workbooks
• Math - Student Journal evidence of Understand, Plan, Solve, Check 
• Intervention Groups in Reading and Math Groups targeting the lowest 25% 
• Use of Thinking Maps K - 5
• Differentiated Centers

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

Best practices will be scaled-up through the following:

• Re-teaching. 
• Use of Instructional Focus Calendars (IFC's) designed to address timely instruction of weakest FSA areas with focus being maintained throughout the school year.
• K-5 school-wide Tier 1 Fluency will be implemented using whole group 6 Minute Solution; Journeys Fluency Probes for assessment - school-wide quarterly Fluency Assessments will be put on the school calendar..
• K-2 Journey Phonics Daily Phonics will be implemented.
• Kindergarten will assess Fluency with DIBELS. Reading block schedules will show times for Phonics Instruction and 6 Minute Solution.
• Math Journals will be used and reviewed indicating Understand, Plan, Solve, and Check math instruction.
• All students of the lowest quartile in reading and math will be identified and assessed to determine skill levels; students will receive small group instruction targeted to deficiencies.
• Teachers will have students do more text discussion i.e. “stop and jot.” 
• More resources will be sought using Comparison of Two Texts for intermediate grades.  
• Grade 3 Teachers will have a greater focus on having students identify “author and you” and “on my own” questions when using QAR.  
• Use of Thinking Maps K – 5

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

In addition to using texts from core, supplemental, and intervention programs, Flamingo Elementary teachers are utilizing the Balanced Literacy Bookroom, online resources, and periodicals.
Progress monitoring data is collected in ELA, Math, and Science using SchoolCIty Assessments.  Formative Assessments are also collected from teachers and data is analyzed in PLC's.

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

Students who are not progressing towards school and district goals are placed on a Progress Monitoring Plan.  Teachers plan target instructions and identify interventions to help improve academic achievement.  ?Small groiup instruction occurs daily which allows for remediation and additional interventions are provided to students not meeting school and district goalsSupport is provided by classroom teacher, resource teacher, and ELA or Math Coaches.  Teachers monitor frequently to gauge the effectiveness of their teaching and adjust instructional techniques to meet the needs of the individual student.  If student isn’t responding to Tier 1 instruction.  Student is presented to RTI and moves to Tier 2 with increased interventions and 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)?

Classroom teachers plan instruction aimed at meeting the needs of every student.  Teachers confer with students and identify goals that students should be working towards achievement.  Goals are posted for specific lessons and student track their progress and reflect on their learning.  Teachers are constantly giving feedback, praise, and encouragement.   Many classrooms offer flexible sitting and flexible grouping that’s conducive to the learning environment with fewer barriers for learning.

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

Tier 1 instruction is delivered directly and explicitly. Teachers utilize a Balanced Literacy method for reading instruction.  Through whole group, small group, literacy center, and independent activities, lessons are differentiated to meet the individual needs of their students.  A Balanced Literacy Method allows for shared reading/writing, guided reading/writing, interactive read-aloud, and independent reading/writing activity that fosters a gradual release model.  

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?

K-5 administers the Benchmark Assessments to determine student’s independent, frustration, and instructional reading levels.  Teachers utilize the Scholastic Leveled Bookroom for informational and literary text to accelerate their guided reading instruction.

• Florida Ready LAFS
• Leveled Literacy Intervention
• Phonics for Reading
• Six-Minute Fluency
• Journey’s 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?

1.  K-5 utilizes the Sanford Harmony Curriculum to promote SEL lessons
2.  Move This World
3.  SEL Literature / Activities
4.  Monthly Kid of Character
5. Brag Tags
 

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

SEL Competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsibility Decision-Making and implemented School-Wide through literature to provide students with the Social and emotional Learning Skills needed to become responsible citizens and productive members of society.

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

• School-Wide mentoring programs
• Safe Learning Environment
• Academic Achievement
• Healthy Personal-Social Development