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?

Our content area of focus for the 2017-2018, based on FSA data and analysis, is ELA.  On the 2017-2018 FSA, 73% of our students demonstrated proficiency; 60% of our students made learning gains.  We aim to increase both ELA proficiency and learning gains with particular focus on those students who scored in the lowest 25%.

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?

We aim to more effectively implement and scale-up practices of focus from last year.  In order to improve teaching and learning and to increase performance within the SES Band, Silver Ridge will focus on improving instruction across all tiers.  Tier 1 will include interactive read-alouds and an emphasis on engaging authentic student talk.  Tier 2 and Tier 3 small-group instruction will be delivered through the use of evidence-based resources and interventions.  Additional training will be provided and encouraged for the improvement of guided reading practices across all grade levels.

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 leadership team collects updated progress monitoring data from all grade levels quarterly.  This data includes Benchmark Assessment System (BAS) instructional reading levels for all students.  The leadership team compares current student levels to the previous quarter's and identifies degrees of growth; students not making sufficient growth are identified, a meeting with the teacher is scheduled, and interventions are implemented.  The data sheet also includes student small-group reading groupings to monitor instructional reading levels, reading group flexibility/fluidity, and specific skills being targeted.  Additional notes are made for students receiving targeted Tier 2 and Tier 3 interventions; notes are made of the interventions and all teachers are expected to have noted intervention time in their daily schedules.  This information is updated as students are monitored in the RtI process.  Student data is extracted and evaluated based on additional classifications:  ESE, ELL, and the lowest performing 25%.

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

Silver Ridge ensures the fidelity of students not progressing towards school and district goals through careful progress monitoring, coaching, and leadership check-ins.  Student data is evaluated and monitored weekly, and those demonstrating below-grade level performance or who are not making sufficient progress are identified and brought into MTSS.  Once these students are identfied, they are placed in a Tier 2 or Tier 3 intervention group in an attempt to close the gap.  The RtI process is followed and the CPST team meets at least quarterly to analyze underlying reasons for the inadequate progress.  The implementation of interventions is monitored and supported by the leadership team, including the Reading Coach.  Teachers have dedicated intervention time in their daily schedules and receive training in intervention programs as needed.

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)?

Silver Ridge ensures that all classroom instruction is accessible to the full range of learners using UDL for effective instructional design and delivery via shared best practices, coaching, professional development, opportunities for reflection, and evaluation.  Through collaboration, our teachers share a variety of ways to present material (paper/digital, hands-on/visual/auditory, etc.) so that all students have access to engaging instruction and opportunities to be successful.  Grade levels are encouraged to plan together and share best practices that align to standards.  Students are encouraged to set and track goals in data binders, and teachers conference with students to review progress and discuss ways that each student may better understand him or herself as a learner.  Classrooms are informally evaluated for elements of text-rich environments.  Silver Ridge is working toward increasing access to digital tools which will increase access to flexible presentation and response.

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

Silver Ridge ensures Tier 1 Standards-Based classroom instruction is being implemented properly and effectively via observations, classroom support, individual teacher coaching, and sharing of best practices.  Administration conducts periodic walkthroughs and observations to monitor the intentional and meaningful posting and monitoring of standards.  Individual teachers observed to be developing in their implementation of standards-based instruction will conference with the leadership team, create a plan for improvement, and receive coaching from the leadership team and support staff.  This may take the form of professional development, reflection, data review, and monitoring.  All teachers are expected to reflect on Tier 1 data; standards-based assessments are used to ensure that at least 80% of students are demonstrating proficiency.  Teachers with strengths in the teaching of particular standards are encouraged and expected to share their best practices at team meetings and PLCs.  PLCs are designed to target particular standards deficits based on review of standardized testing data.

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?

Silver Ridge's core ELA program for K-5 is the Journey's reading program, and the core math program for K-5 is the Go Math! series.  Time for Kids and related Scholastic texts (ex: Social Studies Weekly, Science Weekly) are used to supplement instruction and encourage cross-content integrated instruction.  Teachers also use NewsELA (online), Read Works (online), and LAFS Ready books to supplement, scaffold, and differentiate standards-based instruction.  To support guided reading, we have a complete guided reading book room with a variety of texts for BAS levels A-Z.  These texts are organized by level and separated as either literary or informational text.  For students requiring intervention, we have a variety of intervention resources available: iReady (lowest 25% performing students), Fundations (K), Lively Letters (K-2), LLI (1-3), Phonics for Reading (2-5), Phonographix (K-5), and Visualizing & Verbalizing (2-5).

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.