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.

We utilized prior year assessment data from the FSA sores, BAFS scores, reading scores, internal assessments and diagnostics tests that were organized into graphs, tables, and charts. Information was organized to show individual teacher, grade level, and school-wide results. Individual student results were given to classroom teachers for their  review. This data is also used to level student placement and to monitor individual progress during data chats.  

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).

At this time all of the teachers are highly qualified.

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

Our school uses multiple strategies to attract highly qualified teachers. We conduct in-school Professional Learning Communities (PLCs) during the pre-planning week, early release and teacher workdays.  We also focus on  team professional development based on areas of need. We provide multiple opportunities for growth within the school by promoting leadership training for teachers interested in becoming an administrator, and by allowing teachers the opportunity to lead grade level and needs-based PLCs. The Staff Development department, as well as a district level Teacher Recruitment Committee work collaboratively to retain and recruit highly qualified , certified-in-field, effective teachers. Pinewood Elementary 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 Pinewood Elementary to grow professionally. We retain highly qualified, certified-in-field, effective teachers in our school by utilizing the New Educator Support System (NESS TIER One Liaison), Professional Learning Communities (Instructional Coaches), 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.

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 monthly 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 resources, 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)

Pinewood does not have any Migrant students in attendance at the school at the present time. If any migrant students enroll at our school,  we will collaborate with community agencies to ensure that the migrant students receive the needed services such as health and nutrition. We will also provide remediation and tutoring services 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.  The social worker provides support and community resources.

Title II
(District professional development)

Teachers participate in district-developed workshops in Florida Standards training, as well as numerous other trainings to broaden our scope of  curriculum.

Title III
(ESOL)

ELL students receive reading and developmental language arts instruction by ESOL endorsed teachers. The multicultural department provides needed ESOL materials. Teachers are provided materials in class to work with ESOL students to help them acquire the language
and be successful academically in the classroom. Teachers adjust their curriculum, as needed, to meet the needs of ESOL students, using ESOL strategies.  The Ellevation website is an excellent resource that targets specific skills tailored to meet the needs of our ELL population.  

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 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 case management services, as well as linkages to their school social worker while maintaining school as the student's stable environment.

Supplemental Academic Instruction (SAI)

SAI funds will be utilized to fund after-school tutoring to assist all students able to attend in reading, math, and science.

Violence Prevention Programs

Pinewood Elementary 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 Conflict Mediation programs, guest speakers and student assemblies.We are a CHAMPS school, using the program school wide to provide students with consistent expectations throughout the school. 

Pinewood Elementary builds a violence prevention culture through classroom instruction in anger management, conflict resolution bullying prevention, and the Broward County adopted character traits. In addition to the classroom instruction, all teachers and staff members received training on the Anti-Bully policy.  Our Guidance Counselor instructs students on the PEACE Rangers Program and the "Don't Laugh at Me" Curriculum. 

Nutrition Programs

Nutritional programs and health education are an integral part of our curriculum, specifically through the Physical Education program and our cafeteria staff.

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.

Head Start

Pinewood Elementary does not have a Head Start program at this time.

Adult Education

Pinewood Elementary provides our parents with evening Adult Education workshops.  As part of our 21st Century Grant, families of eligible students attend Financial Literacy Training, Computer Coding, Academic Support for students and Family Counseling workshops.

Career and Technical Education

The guidance counselor provides quarterly lessons within the classroom focusing on career and technical education.  In addition, all fifth grade students will receive instruction through the Junior Achievement Biztown Program.

Job Training

Pinewood Elementary does not have a Job Training program at this time. 

Other

Extra Curricular Clubs - To ensure that our students are well-rounded and to meet the needs of our students, we offer several clubs. Pinewood Elementary has a Basketball Team, Debate Team, Sign Language Club, Cheerleading Team, Chorus and Drama Club, and Art Club. Our clubs are accesible for students in grades K-5. 

Pre-School Transition

Pinewood Elementary services two classes of Specialized PreK ESE (formerly Preschool Learning Activities Classroom Experience-PLACE) one Pre-K ASD class and one Intensive Specialized PreK ESE 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 teacher and get acclimated to their classroom. 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.

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

The goal of Pinewood Elementary is to increase parental involvement in school events by 20% for the 2018-2019 school year. All parent
involvement activities will include highly engaging activities that offer opportunities to learn about student achievement and available
resources.