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?

According to the 2018 Florida Standards Assessment in English Language Arts, students’ proficiency levels for the Reporting Category Integration of Knowledge & Key Ideas were below 60%. The target goal is 70% of the students will achieve a level three or higher in the category. Student achievement in this focus area will increase by 20% with strategic and intentional academic instruction. Teachers will provide students with rigorous learning opportunities, which require higher-order thinking skills. Students will engage in literary and informational paired-text during Tier 1 whole group instruction and differentiated small group instruction.

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 best practices implemented or scaled-up to improve teaching and learning in order to increase performance are incorporating interactive read aloud, close reads, and shared reading. These best practices are implemented school-wide grades K through five. Teachers carefully select books to read aloud to students focusing on specific standards, vocabulary words, and reading strategies. Students are given the opportunity to interact with each other by engaging in tasks aligned with the reading. Teachers also maximize student learning by close reading the text. Lastly, shared reading is implemented daily to improve student performance.

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

: Professional Learning Community will be scaled-up by professional learning taking place using the CARE Cycle. ELA will improve from 45% to 48% in student proficiency. Math will improve from 48% to 51% student proficiency. Strategies/Activities include: focusing on the curriculum, what students and staff know, creating assessments to determine whether students and staff meet expectations, responding to students and staff who do not meet mastery, and responding to students and staff who meet and exceed mastery.  During the PLC the teachers focus on unpacking the standards, planning for instructional cycles and utilizing the conceptual topics to integrate content areas. Teachers also discuss strategies that they can implement in their classrooms depending on their student needs. Coaches, teachers and administrators are responsible for ensuring that the CARE cycle is being implemented. Our PLC communities meet weekly, beginning September and ending in May. Coaches and teaches are encouraged to attended district professional development opportunities which include:
Small Group Guided Reading
Balanced Literacy
Benchmark Assessment Training
Effective Math Block
Measurement, DATA and Geometry
During these professional development opportunities, budget is set aside for these professional development opportunities. PLC’s are monitored by administration. Minutes, agendas and sign-in sheets are reviewed monthly by the in-service facilitator and PD administrator. During the PLC’s teachers and coaches discuss students data from assessments, authentic student work and performance tasks. Based on the student data teachers make instructional decisions to meet the specific needs of students following the CARE cycle.
 

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

The school progress monitors various student data. We use BAS for K-3 students and the frequency is August- December, December- February, and February- May. Standard- Based Reading Assessments and Math Check- Points are every 3 weeks for grade 2-5. We have ELA Text- Based Writing Assessments once a month. Science Assessments are every 4 weeks. I- Ready Reading and Math Diagnostic is from August- December, December- February, and February- May. Oral Reading Fluency Assessments are assessed in August, January, and May.

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

According to student data, teachers reteach skills and provide opportunities for students to show understanding of the concepts taught by means of performance tasks and guided practice. Students are also given the opportunity to increase their success with push in support to assist in their areas of weakness. On-going progress monitoring tools such as checkpoints, cold reads, student work, interactive journals, performance tasks and center activities. Teachers are also given professional development to increase their knowledge of the standards, skills and concepts that will support the teachers instruction to assist the students that are not progressing towards their goal.

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)?

Through PLC’s, professional learning days and attending district professional learning opportunities, teachers prepare and plan effective instruction to meet the needs of all learners. This involves using effective teaching practices, providing differentiate instruction, using different modalities of learning and tracking student data. Teachers focus on the representation of learning the WHAT of learning, action and expression the HOW of learning and the engagement, the WHY of learning.

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

The school ensure Tier 1 standards-based classroom instruction is being implemented properly and effectively through accountability of all stakeholders. The team consisting of administration, curriculum coaches, team leaders, teachers, ESE specialist, and guidance counselor meet to disaggregate student data. Once the data is analyzed, a plan of action is developed for all subject areas. Curriculum coaches create grade level standards-based pacing guides for reading/social studies, writing, math, and science. The teachers use the pacing guides when planning lessons aligned to the standards. Teachers also engage in daily planning with curriculum coaches to help with gathering resources needed to successfully impact student achievement. Professional Learning Communities are another important element to ensure Tier 1 standards-based instruction is implemented with fidelity. Teachers share best practices and analyze authentic student work.

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 and supplemental programs are: Journeys, leveled text, mentor text, science and social studies text, Storyworks, Readworks, CommonLit, paired text, text from Keystones, GO MATH!, EngageNY, ReadyMAFS Teacher toolkit
 
The text that are used for intervention programs are: i-Ready lessons, Go Math! Intervention and Strategic Intervention for Go Math!, LLI, Phonics for Reading, Fundations, Quick Reads, 6-Minute Solutions, Journeys Toolkit.

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

These are the resources that our school currently uses for SEL.
1. Leaps
2. Sanford Harmony
3. Biblo-Therapy
4.Kid of Character- Publix magazine and videos from Prevention department
5. www.browardprevention.org

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

The lessons are taught in the classroom by teachers and the guidance counselor using the resources listed above.

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

The lessons focus on self-management, respect, self-esteem, and more. Students make connections with various activities, book discussions with peers, and having the opportunity to share their personal feelings.