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.

Interim and summative assessment data (BSA/FSA) from the previous year, diagnostic test and  internal monthly formative assessments were administered, collected, and organized by graphs, tables, and charts. Information was used to show individual teacher, grade level, and school wide results. Individual student results were provided to all clasroom teachers for instructional grouping, lesson planning, etc. 

Parents also play a vital role in the process. Parent feedback is always welcomed and solcitied. Most feedback is captured via parent surveys. In particular, 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 upcoming school year. 

The School Improvement Plan (SIP)  was consistently  reviewed and revised throughout the school year. All stakeholders were given the opportunity to provide input and feedback in relation to the SIP each month. 

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

The following teachers are note highly qualified:  Ericka Clark, Jasmine Stone, Elisa Diaz and Deatria Watson.

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

Strategies that will be used to attract, retain, and sustain highly qualified teachers are as follows: mentorship (TIER),TIF IV, use of school webpage, participation in annual job fairs, implementation of professional learning communities, monthly Sunshine staff appreciation and celebrations, and on-going teacher support.  

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 deisgned to improve teacher effectiveness and increase student achievement.

Parental involvment funds are utlized 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 resources.

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

Five migrant students have been identified for the 2017-2018. Collaboration with community agencies wil take place to ensure that necessary services such as health and nutrition are extended and provided. Remediation and tutoring services will be provided as needed through the Title I office. Lastly, out school's social worker and guidance counselor will work close with our migrant families to connect them with appropiate resources. 

Title I, Part D
Neglected and Delinquent

Students who are identified as neglected and/or delinquent will be connected to a school worker through the Student Services Department who will provide support and community resources. The school's guidance counselor will aid in this arrangement. 

Title II
(District professional development)

Teachers participate in district led and in-house professional development linked to research-based instructional practices which are intended to improve student achievement in the Florida State Standards. 

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 and referring them to the Homeless Education (HEART) 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 students stable environment.

Supplemental Academic Instruction (SAI)

SAI funds will be utilized to fund a Saturday academic camp to remdiate and enrich student learning. 

Violence Prevention Programs

Charles R. Drew Elementary school implements the district's Student Code of Conduct and follows the Discipline Matrix. Our school enforces the district's Anti-Bullying Policy and has zero tolerance for bullying and violence. In addition students participate in classroom lessons using the Stanford Harmon, students participate in annual school-wide behavior assembly and receive consultation from school guidance counselor. Lastly, all teachers and staff members receive training on the Anti-Bullying policy in the workplace and CHAMPS behavior management tool. 

Nutrition Programs

Nutritional programs and health education are an integral part of our school, specifically through the Physical Educational curriculum and federal initiatives of the Broward County Public Schools Food & Nutrition Department.

Housing Programs

Referrals are made to the school social worker when parents are in need of housing or food. Additionally, all clerical staff makes note of families expressing a need and provides this information to administration and/or guidance counselor. 

Head Start

Charles R. Drew Elementary does not have a Head Start 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 school's 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

Through the STEM (Science, Technology, Engineering, and Mathematics) specials, students work through rigorous curriculum and use technology to build skills and research. Students also participate in our annual career day where they are exposed to a variety of professions and careers.

Other

N/A

Pre-School Transition

Charles R. Drew services three specialized PreK ESE classes. The teachers conduct vertical matriculation meetings during the school year to ensure that the transition from 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 and their families an opportunity to meet their new teacher, become acclimated with their classroom, and survey the campus. Additionally, parents are given an overview of the kindergarten curriculum and school expectations.  

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

A current focus is increasing parental involvement, particularly increasing the number of parents who consistent attend School Advisory Council (SAC) meetings. A parent involvement committee has been formed to collaborate and discuss methods and strategies for improving/increasing parent participation.