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.

During pre-planning week administration, teachers, and support staff participated in school-wide data chats. All participants involved in the data chats discussed and anaylzed the most recent data. Data discussed included but was not limited to BAS, I-ready, and BSA assessments & 2016- 2017 Florida State Assessment. These discussionS were instrumental in:​

• formulating classes
• aligning resources 
• developing master schedule
• providing staff development
• instructional changes in targeted intermediate grade level
• incorporating more Science resources and the use of a lab

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

Sasha Oliver
Jenay Cavalancia

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

The district's Human Resources and Staff Development departments, as well as a district level Teacher Recruitment Committee work collaboratively to retain and recruit highly qualified, certified-in-field, effective teachers. The district also has a website used to attract teachers to Broward County based upon regional perks, "Teach Near the Beach" and opportunities to receive benefits beyond a paycheck. Peters Elementary's collaboration with the district is evidenced by participation in Broward Teacher Recruitment Fairs. Vacancies are filled with candidates interviewed at the recruitment fair and referred by the district's instructional staffing department. Retention of teachers is a top priority of our school. Teachers are cultivated and nurtured at Peters Elementary to grow professionally. We retain highly qualified, certified-in-field, effective teachers in our school by utilizing the New Educator Support System (NESS Liaison), Professional Learning Communities (Literacy Coach), District Trainings (District Personnel), School-Based Professional Development (Leadership Team / Team Leaders), Teacher Recognition and Incentives (Administration).

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

Parent Involvement allocations are utilized to fund academic parent nights. Parents in attendance are presented with instructional strategies that are aligned to support student learning at home. Presently our goals include increasing the number of parent nights and offering strategies aligned to all core subjects. 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)

N/A

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. In collaboration with the guidance counselor the Student Services Department will provide support and community resources.

Title II
(District professional development)

Teachers participate in professional development linked to improved student achievement in the Florida State Standards. Early release days, planning days, PLC"s, and/or planning periods are times in which teachers participate in professional development. Professional development is designed to increase teacher effectiveness which should then result in increased student achievement.

Teachers participate in professional development (PD) aligned to increase their knowledge of both the Florida State Standards and subject content area. Teachers are also given the opportunity to participate in peer observations. Through peer observations teachers are afforded the opportunity to collaborate and share best practices.

Title III
(ESOL)

ELL students receive reading and developmental language arts instruction by a certified ESOL teacher. 

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

Teachers and staff members are responsible for helping to identify homeless students. One identifed students are then referred to  the Homeless Education program.  In collaboration with the school counselor the Homeless Education Program will work to resolve barriers impacting the student's education. Assistance is offered with school enrollment, supplemental academic, and counseling services as well as linkages to the school's social worker.  It is the goal of all stakeholders to maintain a safe learning stable environment. 

Supplemental Academic Instruction (SAI)

 
Supplemental Academic Instruction funds will be utilized to fund intervention groups and extended
learning opportunities to assist striving students. 

Violence Prevention Programs

 
Peters Elementary School implements the County Student Code of Conduct and follows the District Discipline Matrix. Our school enforces the District’s Anti-Bullying Policy and has a zero tolerance for bullying and violence. Bullying prevention programs are supported through school counselor led groups, guest speakers, and student assemblies. In addition to the classroom instructions, all teachers and staff members received training on the Anti-Bully policy.  The school also implements the Passport to Peace program that fosters positive behavior for school, home, and community.

Nutrition Programs

Nutritional programs and health education are an integral part of our Physical Education and Science curriculum.

Housing Programs

When parents express either verbally or in written request  for need of shelter and/or food referrals, are then passed on to the school's social worker. Referrals are also generated when students express the need for shelter and / or food. In receiving the referrals the social worker, administration, and the guidance counselor will take measures to address this barrier. 

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 of 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

The guidance counselor provides  lessons aligned to career and technical education.  In addition, all fifth grade students will receive instruction through the Junior Achievement Biztown Program

Job Training

Throughout all the grade levels, teachers enhance the delivery of instruction through the use of technology. In addition, students participate in project base learning which requires critical thinking and collaboration. It is through this collaboration and infusion of technology that students research and experience different career fields, colleges and universities.  Students also participate in Career Day and fifth grade students participate in Junior Achievement BIzTown to explore different career options.

Other

Selected students participate in the Pet Therapy Reading program as recommended through our RtI Process. These listeners (pets) are trained to work with students.

Pre-School Transition

Peters Elementary School includes one class of Specialized PreK ESE, one class of Intensive PreK ESE, one class of Deaf Hard of Hearing PK ESE, one class of VPK and PreK ESE, two Head Start and two Early Head Start classes. The teachers conduct vertical articulation meetings during the school year to ensure that the transition from the early childhood programs to kindergarten program is smooth.

A Kindergarten orientation is also held prior to the beginning of the school year. This gives the incoming kindergarten students an opportunity to meet their new teachers and get acclimated to their classrooms. Additionally, parents are given an overview of the kindergarten curriculum and expectations.

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

The goal of Peters Elementary is to increase parental involvement in school events by at least 20% for the 2018 - 2019 school year.  All parent involvement activities will include engaging activities that will offer opportunities for the parents to learn about their child/children's achievement and available resources.