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 results of the SES Band data, the content area of focus for improving student achievement at Eagle Point Elementary will be ELA

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 are implementing grade/content area based professional learning communities (PLCs) with objectives aligned to the Florida Standards.  As the school's initiative to scale up, PLCs are designed to allow colleagues the opportunity to share best practices while following the C.A.R.E (curriculum, assessment, remediation, enrichment) model for progress monitoring of student performance.  PLC's will be standard based driven, with deconstructing the standards and examining the DOK levels. We will be implementing the i-Ready reading program with the goal of improving student achievement.  This program provides an opportunity for our students to engage in differentiated instruction for non-fiction and literary reading, aligned to the Florida standards and to each student's Lexile reading level.  This will also provide teacher's with data specific to each student, along with intervention and small guided group resources. In addition, the implementation of Balanced Literacy, along with Literacy Centers will be intergrated in all classrooms.  Small guided groups will be based on Benchmark Assessment data and be analayzed on a regular basis. 

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

 Training will be provided for ELA standards based learning goals that guide progress toward mastery.  The leadership team will facilitate grade levels with available resources focused on enhancing instructional centers.  Administration will monitor alignment of classroom instruction to Florida Standards.  Grade level data chats will be implemented, with focus on bottom quartile and ELL students.  Each grade level will maintain a PLC binder, with standard based pre and post assessments for each classroom teacher. The leadership team will conduct regular walkthroughs during literacy blocks to monitor the alignment of Tier 1 instruction to the standards. 

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

Benchmark Assessment (BAS) data is collected 3 times a year, in grades K-3 along with students in Grades 4 and 5 that received scores of a 1 in the FSA Reading the year prior.  I-Ready conducts a Diagnostic Assessment 3 times thoughout the year in both reading and math.   PLC standard specific assessments are given monthly, with feedback on how to enrich and remediate students. Students are also assessed in their classroom on a regular basis through comprehension assessments.  

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

The leadership team conducts grade level data chats on a regular basis throughout the school year.  The RTI team conducts weekly "Mindful Mondays" that allow teachers to come with any questions regarding students that are not progressing, along with Tier 2 and Tier 3 intervention questions.  Grade levels meet on a regular basis to discuss best teaching practices and review PLC assessment results.  Students not progressing at the expected level are required to be placed on a Progress Monitoring Plan (PMP) and communicated with the parents. Students not meeting specific grade level requirements at that allotted time will receive small group interventions in specific areas of concern.  Parents will be communicated with regarding their child's progress. 

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)?

• Differentiation- Trainings have been provided and teachers are aware of small guided reading group being a non-negotiable classroom practice. 
• Teachers and students will be motivated to recognize their learning style and what methods work best for them to learn. Efforts should be made to vary instruction to meet all learners' need and learning style.
• Eagle Point strives to make the curriculum accessible for all. During data teams and data chats as well as curriculum and support meetings, student data will be discussed and interventions will be put in place as needed. 
• When analyzing data, student subgroups such as ESE, ESOL, race, and free and reduced lunch (FRL) will be considered to ensure that all groups of students are performing high. Those in need of support will receive a targeted intervention.

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

Strong Tier 1 Standards- based classroom instruction is monitored through

• Classroom walk throughs by administrators, support team, and/or team leaders
• Professional learning communities (PLCs) 
• Data chats 

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 core Reading text is Journeys. Teachers supplement this core curriculum in many ways. Many teachers use Story Works, NewsELA, and Scholastic for daily Reading practice. The continuum, and leveled readers based on BAS levels are also used to target instruction. Many teachers utliize novel studies in small and whole group. Classes visit the media center often to check out books. During these trips, students must chose check-out books close to or on their individual level. Many teachers encourage students to get one literacy book and one information text book when checking books out at the library. Additionally, I-Ready is used as a supplemental program. I-Ready is used for diagnostic assessments, targeted supplemental practice, and grade-level standards based practice.

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

Start with Hello/Sandy Hook promise program was implemented in the 2018-2019 school year. Through the morning announcements, diversity is celebrated during different months of recognition. Cultural diversity is also celebrated by announcing facts about special holidays and events, as well as recognizing and celebrating differnet languages and cultures. A special night event was held to celebrate Hispanic Heritage Month. Eagle Point celebrated Peace Week by reading and writing about different ways to be kind to each other. Our guideance counselor created small groups that meet on a weekly basis to discuss social and emotional coping skills.  Eagle Point also implements The Leader in Me program which focuses on teaching students different coping skills, as well as ways to get along wtih each other.  Eagle Point Foundation implemented Spirit Sticks, which allows teachers to reward students throughout the school when they show kindness, initiative or helping others. The guidance counselor also visits each classroom once a month to reaad a book about a specific character trait and then leads a class discussion with real life scenarios. Students will also being "Hello Mondays", where student council members will go on the morning announcements every Monday to feature an act of kindness, or positive social skill.

The above are ways that the school as a whole reinforces social emotional skills, but much of this work is done in classrooms. Many teachers have class meetings where students are able to voice their opinions about how things are going in the class. Greeting students each morning at the door is in a non-negotiable and is a great way for teachers to build rapport with students

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

Eagle Point implements The Leader in Me program, which teaches students to create goals and plans to acheive their goals. This program also teaches students how to work with others, create accountability and how to deal with adversity.  Teachers are required to use Leader in Me language within their classroom on a daily basis.  Each teacher recognizes one student a month who exemplifies that specific targeted Leader in Me skill for the month.  Teachers also conduct classroom meetings and discussions to ensure the classroom is a community and everyone feels safe.  The leadership team recognzies students on the morning announcements for community work, or times when they are "caught doing the right thing".  The guidance counselor also creates a monthly schedule of rotating social skills, in which she comes into the classroom to discuss different coping strategies and ways to show that specific skill. 

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

Eagle Point implements the Leader in Me program in our everyday teaching.  Teachers promote Leader in Me language in their everyday classroom activities, along with classroom meetings to promote a sense of community.  Our guidance counselor has monthly visits in each classroom to promote a different social or coping skill.  Eagle Point Foundation has begun a Spirit Stick initiative, in which students are rewarded for random acts of kindess or when helping others.  The media center has created a Maker's Space, which promotes team building activities for groups of students. Students must work together, problem solve and communicate with each other to achieve their goal.  The guidance counselor has also created a sign up sheet for teachers, if needed, for her to come in and have class discussions on specific social/emotional skills.  Eagle Point promotes a safe, learning environment for all students.