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.

Prior-year assessment data from the FSA, Benchmark Assessment Tests, end-of-the-year tests, and alternate assessments
were gathered for teachers. Information was organized to show individual teacher, grade level, and school wide results. Individual student
results were given to classroom teachers for their review.
Teachers and administrators came together in data chats to review and discuss this data. Teachers analyzed academic achievement results and used the data to inform their instruction.

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

Raed Hamad

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 do multiple in-school Professional Learning Communities (PLCs),
including 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.

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. These workshops include professional
development focused on using Accountable Talk to increase student achievement based on data gathered from previous year test scores. Professional Learning Communities are also done in grade level teams that focus on areas of need based on last year's assessment data.

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

We have no migrant students at this time. If any were to register, collaboration with community agencies will take place to ensure that
needed services such as health and nutrition are provided. Remediation and tutoring services will also be provided, as needed.

Title I, Part D
Neglected and Delinquent

We currently have no students identified as neglected and/or delinquent. If we were to have a situation arise, we would put the family in
contact with our school social worker, and would make the necessary referrals for needed services (ie. Food bank, counseling, etc.)

Title II
(District professional development)

Teachers participate in district-developed workshops in Florida Standards training, as well as other trainings to enhance 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.

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

Challenger 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. We are a CHAMPS school, using the program school wide
to provide students with consistent expectations throughout the school. We use the Broward County adopted character traits monthly to
support building strong citizenship throughout the school, as well as Cloud 9, a program that provides materials to every student to reinforce the character traits being taught. All teachers and staff members have received training on the Anti-Bullying policy and have implemented the curriculum that goes with the training.

Nutrition Programs

N/A

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

N/A

Pre-School Transition

Challenger Elementary School invites students scheduled to enter the school starting at the Kindergarten level to our Kindergarten
Round-Up held twice during the school year. This event welcomes new parents and incoming Kindergarten students. They are able to tour
the school, meet the Kindergarten teachers, and ask questions to get ready for the next school year. Then, parents have the summer to put
into place strategies learned to prepare students for the upcoming school year. Prior to students starting Kindergarten, parents and students attend a Meet and Greet where they can meet their teacher, see their classroom, and walk the school to prepare them for the first day of school.

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

The goal of Challenger Elementary is to increase parental involvement in school events by 10% 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.