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?

The area that we will focus on at Forest Hills Elementary is Literacy and Early Learning. The reason Forest Hills chose this area is because only 59% of the students were proficient on the ELA portion of the 2017-2018 Florida Standards Assessment (FSA), and only 50% of our lowest 25% posted 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?

The school will scale up guided reading practices. Since last year, we have focused on small group, guided reading that tailors to the specific needs of students. We will continue to use guided reading and scale up our practices. iReady will also be used this school. year.

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

Guided reading will continue to be a focus during our bi-weekly PLCs in order to support and scale up this practice. Student data including BAS diagnostics will be used during our PLCs for learning experiences. Teachers will brainstorm next steps from BAS as well as other diagnostics. These next steps will be implemented during the guided reading times. Guided reading provides students with the teacher scaffolding needed to stretch the student to the next goal. In addition, iReady will continue to be used in a more in depth fashion. The diagnostic portion (i.e. checkpoints) will be used as part of our progress monitoring and bi-weekly PLCs. Teachers will review the materials provided on iReady and discuss extra lessons, interventions, and continued progress monitoring using iReady.

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

The school began the school year with beginning of year data collection from iReady Checkpoint #1. This checkpoint provided areas of strength as well as weaknesses for each student. In addition, it also provided the school to view weakness for each class, grade level, and school. The school has a 3 week assessment cycle. After set standards (according to reading, writing, math, and science instructional focus calendars) are taught, the standards are assessed using School City. School City provides instant results by class, grade level, and subgroups. This allows the school to then have pertinent data chats with individual teachers and have valuable "next step" re-teaching strategies tailored to meet the needs of each student. The school will also have a mid point as well as end of year assessment to measure growth in a more holistic fashion.

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

During our progress monitoring, students who are not meeting the current benchmark are referred to the school's response to intervention team. Specific diagnostics are administered in order to analyze specific areas of need as well as strengths. These diagnostics are reviewed during the response to intervention team meeting in which the parents are also invited. At that time, rigorous interventions are prescribed to the individual student. The intervention is then provided on a regular basis by a specific individual with fidelity. Usually, weekly progress monitoring data is collected so that when the response to intervention team meets, the team can determine whether the intervention is being successful. In addition, the instructors as well as the response to intervention team can determine if the student's goal is being met.

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)?

All instruction begins with the Florida Standards. The individual grade levels have carefully used the Florida Standards to create instructional focus calendars that pace out the year's instruction. The standards are deconstructed by the teams on a regular basis during team meetings as well as PLCs to further deepen the teacher's individual knowledge of each standard. Through PLCs, professional development, and grade level planning, teachers work together to differentiate classroom instruction so that all students including lowest quartile, ELL, and ESE students can access the curriculum

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

The school ensures that tier 1 standards-based classroom instruction is being implemented properly and effectively by having an instructional focus calendar that paces out the standards in a logical progression.

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?

The school uses a variety of resources that align with the standards. Supplemental resources offer the needed text complexity and help teach the standards. In addition, interventions are research based and allow for needed progress monitoring.

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

Students with IEPs that have specific objectives and goals in these specific domains are instructed by a certified teacher as per the specific child's IEP. In addition, all students have a tier 1 social and emotional learning instructional program. Our school's guidance counselor provides lessons to each classroom. Part of these lessons include the SandyHook Promise Program that is recognized by the District, Anti-bullying, Kids of Character, and specific conflict mediation to name a few.

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

Self Awareness & Self Management:
Strategies: Breathing and de-escalation techniques with our school Guidance Counselor.
Strategies: School Guidance Counselor and Psychologist will serve as valuable resources.
Strategies: data-driven decision making and reflective practices of both students and teachers.

Social Awareness & Interpersonal Skills:
Strategies: peer mediation
Strategies: diversity awareness
Strategies: Parent Nights and Parent/Teacher conferences
Strategies: peer mediation; conflict resolution

Decision-Making:
Strategies: School Administration, School Resource Officers, and Support Staff
Strategies: Guidance social-awareness lessons
Strategies: All staff, students, and community through School Advisory Council, School Advisory Forum, and Parent Nights.
 
 
 
 

 
 

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

All staff are on-board with practicing Social-Emotional Learning throughout the day as teachable moments arise. Administration, Guidance Counselor, Psychologist, and support staff have daily discussions with students that heighten their awareness of social-emotional learning strategies, and allow them to reach their full-potential.