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?

Coral Park Elementary will focus on improvements in all content areas.  However, our schoolwide deliberate practice is on increasing each grade level's proficiency in their English Language Arts (ELA), math and science 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?

The specific best practices that will be implemented and scaled-up to improve teaching and learning in order to increase performance within the SES Band are high quality Professional Learning Communities, Response to Intervention, push-in and pull-out Reading and Math support for remendiaton and enrichment, along with providing an extended learning opportunity for students in grades 3-5.

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

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

The specific school-level progress monitoring data that is collected at Coral Park are: the Benchmark Assessment System (BAS) and the I- Ready Diagnostic Assessments,  that are both administered three times a year; at the beginning, middle, and end of each school year. In addition, I-Ready Standards Mastery Checkpoints, and subject area chapter tests are administered at the end of each instructional cycle for the intermediate grades.  

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

The school ensures the fidelity of students not progressing towards school and district goals by implementing a "Walk to Read" model in grades 1-3.  In addition, Coral Park has an ability based grouping model in grades 4 and 5.  The school's administration and support staff meet with each teacher to monitor individual student progress in grade level Data Chats. Also, the MTSS/Response To Intervention (RTI) team meet to monitor the progress of all students in 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)?

Teachers' lessons include multiple ways of representing information, including text, videos, visual graphic organizers, hands-on experiences, etc., in order to access materials in a way best suited for their students. Classroom teachers have been trained in multiple ways to engage students on how to interact with materials. In addition, students are providing multiple ways of showing what they have learned, such as pencil-paper test, oral presentations, group projects, and technology-based assessments.

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

Tier 1 Standards-Based classroom instruction is implemented and aligned to meet students' needs utilizing resources such as standards mastery and BAS to give information regarding student progress and what areas need to be targeted. Teams collaborate to discuss Tier 1 Standards-Based instruction and that it is being properly and effectively implemented. Classroom walk-throughs and observations are conducted to discuss the effectiveness of Tier 1 instruction. Data is gathered, and data chat meetings are held with teachers, administration and support staff to discuss student progress and growth, which included discussion of Tier 1 instruction and resources used. 
 

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 texts that are used for core instruction for English Language Arts (ELA) is the Journeys series. The supplemental and intervention programs that are used for ELA include: I-Ready LAFS book and Toolkit, Fun-dations, Soar to Success, Leveled Literacy Intervention (LLI), Super QAR, Lively Letters, Words Their Way, Quick-reads, Rewards, etc.
The texts that are used for core instruction for Math is the Go Math series. The supplemental and intervention programs that are used are the I-Ready MAFS book and Toolkit, Go Math Intensive Intervention, and Touch Math.
 
The texts that are used for core instruction in Science is Stem-scopes and Science A to Z.  The supplemental and intervention program that is used in 4^th and 5^th grade is “Science Coach”.

 

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

Teachers are encouraged to create a warm, safe and supportive learning environment by developing positive relationships with all their students. All staff members must demonstrate care, concern and a belief in all students’ ability to succeed. Lesson plans are created with opportunities for cooperative learning, relationship-building and communication activities. In addition, student interests, experiences, and cultural heritage are integrated throughout the curriculum and school activities.

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

CASEL identifies five key competencies that are seen as instrumental in developing positive relationships and managing life stressors: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. A school-wide focus on fostering a growth mindset in students (students with a growth mindset believe that intelligence can be developed, as opposed to those with a “fixed” mindset who believe that people are born with a certain amount of intelligence and ability) is expected and taught. Emotional richness is incorporated into all classes through the delivery of classroom guidance lessons, because students learn and remember best when their emotions are engaged.

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

The school-wide behavior plan and the school-wide leveled colored behavior chart, as well as the school-wide behavior assembly encourages positive behavior, expectations and it provides a safe learning environment. School-wide guidance classes/lessons are conducted by the school guidance counselor, who supports the social and emotional learning for all students.