COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Our focus at Tedder Elementary School is to continue to build optimal internal and external relationships through high expectations and culture of caring and support.  Throughout the school year, Tedder's teachers will promote and visually demonstrate high expectations for all students in all classrooms.
Using prior year assessment data and students BAS levels we will correlate the data to ensure we provide differentiated instruction for all students. Teachers will conduct quarterly Parent/ Teacher Conferences to review the progress of each student using their quarterly report card. In addition, adminstration will conduct data chats with teachers to monitor students' academic progress.

Tedder Elementary will host monthly parent/student engagement seminars.  Throughout the school year, teachers will participate in on-going conversations during Professional Learning Communities (PLCs), Common Planning, Data Chats, and Leadership Team Meetings that will include understanding differences and reinforcing our work to build positive relationships between teachers and students.
Parents are also a vital part of the process. A parent survey is sent home each spring to gather input concerning curriculum, environment, and communication. Results from this survey are used to help write goals and objectives for the school.
Parents are invited to meet with administration to discuss student achievement results and strategies for improving scores. Suggestions are discussed with staff and considered for inclusion in school wide plans.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

Ronette Yarbrough
Nino Lodmize
Genear Brown
Laureen Shadoin
Susan James
Myriam Acevedo
Antonio Presas
Pricilla Shephard
Victoria Brant
Marqueta Ellis
Guillande Legiste
Katherine OHare
Melissa Roberts
Fanny Pacheco-Chacon
Helga Milian
Marie C. Desrivieres
Heather Young

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

When a position becomes available, Tedder Elementary follows Broward County procedures and contractual policies pertaining to hiring qualified staff. Interviews teams consisting of the Principal, Assistant Principal and Leadership Team members are developed to hire the most qualified candidate. The Principal checks references and certification qualifications of all candidates.  Weekly team meetings provide support to Tedder’s faculty. Support staff members are assigned to faculty as a resource.  Mentoring and coaching programs such as Teacher Induction for Effectiveness and Retention (T.I.E.R.) are utilized to support new teachers.

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Staff Development funds are used to develop a comprehensive professional training program to improve delivery of instruction through a variety of workshops designed to move teachers to mastery and improve student achievement.

Parental Involvement funds are utilized to fund academic parent nights that provide parents with new skills to support student learning at home. Improving the frequency and quality of family participation and increasing family literacy are also goals of our parental involvement component. Monies are used to purchase food, supplies/materials and provide stipends for teacher presenters.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

Three migrant students have been identified. Collaboration with community agencies will take place to ensure that needed services such as health and nutrition are provided. Remediation and tutoring services will be provided as needed.

Title I, Part D
Neglected and Delinquent

Students identified as neglected and/or delinquent will be connected to a school social worker through the Student Services Department who provides support and community resources.

Title II
(District professional development)

Teachers participate in professional development linked to improved student achievement in the Florida State Standards.

Title III
(ESOL)

Tedder Elementary has one full time ELL Resource teacher to supplement classroom instructional strategies. The ELL Resource teacher provides intensive remediation in small group settings as well as coaching classroom teachers. In addition, she is responsible for maintaining ELL folders and administering ELL tests required by state and/or federal government. Tedder Elementary receives supplemental reading materials from the District's Multicultural Department.

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

Teachers and staff members are responsible for helping identify homeless students and referring them to the Homeless Education program offered by the district. The purpose of the Homeless Education Program is to identify homeless students, remove barriers to their education - including school enrollment-, provide them with supplemental academic and counseling  services as well as linkages to their school social worker while maintaining school as the students stable environment.

Supplemental Academic Instruction (SAI)

Identified students will receive additional services including but not limited to push in/pull out small groups. These groups will be skilled specific to provide intensive remediation. Supplemental materials will be provided based upon identified need. Funds will also be used to provide additional before and after school tutoring for students who need academic assistance.

Violence Prevention Programs

 Tedder builds a violence prevention culture through classroom instruction in anger management, conflict resolution, bullying prevention, and the Broward County adopted character traits. All teachers and staff members received training on the Anti-Bully policy. A behavior committee revises Tedder Elementary’s discipline plan, as needed, to include CHAMPS for common areas. All teachers implement CHAMPS and develop and maintain a positive classroom management plan. In addition, our School Resource Officer (SRO) monitors and  educates students on Gang Resistance and Drug Free Education as well as assists in providing a safe and secure learning environment.

Nutrition Programs

Tedder Elementary has been participating in the Fresh Vegetables and Fruit Program/grant for many years. All students are provided with a fresh vegetable or fruit as a snack in the afternoon three times per week. This exposes our students to fruits and vegetables they may not be familiar with, allowing them to learn about various produce as well as gaining the benefits of the vitamins and nutrients these foods provide. Tedder Elementary will be participating in the Healthy Schools Alliance Program. The Healthy Schools Program will focus on assisting schools in developing a wellness council that can support the implementation of the wellness policy during the school year. Our Tedder Wellness Committee plans several activities throughout the year for students to participate in to increase their knowledge of healthy living.

Housing Programs

Referrals are made to the school social worker when parents are in need of housing or food.  Additionally, the front office staff takes note of families expressing a need and passes this information on to administration and/or the guidance counselor to help with providing assistance.

Head Start

To ensure school readiness, the Head Start Program provides literacy, math, and science curricula that align with the K-3 national standards to improve educational outcomes. This connection between curricula and child expectations has contributed to better prepare students to succeed in Kindergarten. An end-of-the year Creative Curriculum Continuum report, detailing students’ ongoing assessment, is placed in the students’ cumulative folder to familiarize kindergarten teachers with the Head Start students’ progress in the program.

Adult Education

Parents and other adults from the community requesting ESOL, GED, or other continuing education programs are referred to the district's community school for services through our school social worker.

Career and Technical Education

All fifth grade students participate in the Junior Achievement curriculum which is a 20-hour economic curriculum focused on career opportunities.

Job Training

Through the STEM (Science, Technology, Engineering, and Mathematics) students work through rigorous curriculum, use technology to build skills; they also research and experience different career fields, colleges and universities.  Students participate in Career Day. In addition, Fifth grade students participate in an annual trip to Junior Achievement (JA) Finance Park to explore different career options and receive minor training in selected fields.

Other

Pre-School Transition

The Head Start Program at Tedder Elementary is designed to transition pre-school aged children to local elementary school programs. Our Head Start teachers incorporate the curricular facets of Kindergarten with many early childhood activities. It is through the Head Start program that many students advance to the upper level Kindergarten classes. Our teachers incorporate teaching strategies in a myriad of unique ways including the use of technology and field trips. Our students are provided with a learning environment encompassing varied complexities of experiences to help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age, individual interest, temperament, language, and cultural background. Each year Kindergarten round-up is held to assist parents and their children transition to Tedder Elementary. The community is notified via newsletter, parent links, and school website. Kindergarten teachers give parents an orientation on a typical kindergarten day, a tour of classrooms in session, and suggest ways to help them prepare their child for kindergarten.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

The goal of Tedder Elementary is to increase parental involvement in school events to at least 60% for the 2018-2019 school year.  All parent involvement activities will include engaging activities that offer opportunities to learn about student achievement and available resources.