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?

Based on the 2018 FSA data,  ELA continues to be our focus.  This area was chosen because 21% of the students were not proficient in ELA.  Additionally, 45% of our lowest quartile did not make adequate learning gains.  Even though we saw an increase in percentage points in this area, we will continue our focus on closing the acheivement gap in ELA.  Additionally, Math will be focused upon to improve student achievement and overall learning gains. Our overall proficiency in math increased 1% point; however, our annual learning gains decreased by 2 points.  The learning gains of the lowest quartile decreased by 6% points.

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 will integrate content area reading through schoolwide Project Based Learning quarterly units of study in grades K-5.  Additionally, we will utilize and progress monitor the iReady computer-based, fiction/non-fiction reading program in grades K-5.  We saw a need for a unified writing curriculum.  Grades K-2 will utilize the Lucy Calkins units of study.  Grades 3-5 will incorporate Document Based Questioning (DBQ) in the classroom.

Project Based Learning will increase math proficiency.  We will utilize iReady in grades K-5 to increase math fluency, mathematical operations and algebraic thinking.

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

We will integrate  schoolwide Project Based Learning quarterly units of study in grades K-5.  In order to make ELA learning gains, we will integrate content area reading and progress monitoring the iReady reading and math program in grades K-5.   We are using the LAFFS book, iReady for reading and math, and the iReady ToolBox.  Additionally, we are incorporating the Lucy Calkins writing method in grades K-3, and we are incorporating Document Based Questioning Strategy (DBQ in grades 3-5.)

In order to increase reading proficiency, we will also focus on early literacy by implementing Wilson Fundations (grade 1) Reading Program in kindergarten classes.  Students not showing mastery will receive intensive intervention. 

In order to increase learning gains in math, we utilize the iReady math data to remediate and provide small-group interventions, if needed.

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

The school-level progress monitoring data collected is iReady Diagnostics in Reading and Math three times per year in grades K-5.  The BAS is administered to students in grades K-3, and in the lowest quartile is grades 3-5.  We are using the iReady standards mastery to drive our PLC's.

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

In order to ensure the fidelity of students not progressing towards school and district goals, students are referred to the RTI process.  The CPST meets biweekly to monitor the progress of the students to ensure that the interventions are implemented with fidelity.  The Literacy Coach provides support and professional development 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)?

Indian Trace Elementary focuses on standards-based instruction.  Each grade level maps out their curriculum to ensure that all standards are taught.  Curriculum is aligned to the standards.  The PLC's monitor the standards being covered and mastered in the classrooms.

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

Indian Trace Elementary focuses on standards-based instruction.  Each grade level maps out their curriculum to ensure that all standards are taught.  Curriculum is aligned to the standards.  The PLC's monitor the standards being covered and mastered in the classrooms.

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?

Based on the Fountas and Pinnell BAS levels, we have a Resource Room available with a balance of literary and informational text in a variety of mediums.  Additionally, we have a Media Center with a variety of books available for teachers and students to be used within the classrooms.

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

To ensure students are developing social and emotional skills, we utilize the Sanford Harmony curriculum schoolwide.

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

• Sanford Harmony is incorporated into daily classroom morning routines
• Student of the Month/Monthly Character Trait recognition
• SEL classroom support
• SEL Mystery Reader

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

Our school-wide practices support the social emotional learning for students.  We have SEL programs, i.e. Sanford Harmony, Tracer Buddy Mentors,  SEL classroom support and SEL support groups.  These programs assist our students to build upon their overall relationship building skills, such as:  diversity, empathy, communication, problem solving, and peer relationships.