As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?
Boulevard Heights Elementary will be focusing on the Math SES Band Results. We will be implementing C.A.R.E., and collaborative planning sessions to drive our instruction. Our school participates in visiting schools who are models in our SES in order to view Best Practices.
What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?
We are implementing C.A.R.E. into our collaborative planning sessions. Our curriculum is data and standard driven. We differentiate our assessment based on student needs, using the Florida Standards to target skills mastered. Assessment are analyzed to differentiate instruction in order to meet the students' individual need.
The leadership team will assure fidelity of implementation by developing structures and time effective action plan.
Describe in detail how the BEST Practice(s) will be scaled-up.
Boulevard Heights restructured the PLC framework in order to dive deeper into the standards and dive instruction with higher levels of complexity. The leadership team created a curriculum map that scaffolded the standards from simple to complex. Student data are continously tracked by teachers and monitored by the leadership in order to differentiated and deliver effective instruction.
What specific school-level progress monitoring data is collected and how often?
Our data is tracked via Pinnacle to collaborate and guide our data chats.
Boulevard Heights established an effective RTI process in order to guarantee Tiered interventions with for students that are performing below grade level.
Using the MTSS model, our collaborative planning team implemented a tirered approach for instructional delivery that includes implementation of current intervention programs such as: LLI, Fundations, Wilson, and I Ready. Through data tracking and graphing of student progress on targeted skills effective strategies that results in student achievement are determined. Our school-wide monitoring plan consist of several assessments, IReady, BAS data, Standard Based Mastery Assessments, Chapter test as teacher summative and formative assessment.
How does the school ensure the fidelity of students not progressing towards school and district goals?
We use a system PLC cycle, we use RTI, Pinnacle and quarterly data chats.
How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?
The school uses a variety of instructional strategies. Students are immersed in standard based instruction via technology to include powerpoints, recordex, mobile and audio devices, and hands on manipulatives. All students are afforded many different modalities of learning.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Our Tier I Standards based instruction is being implemented by monitoring of classroom instruction via Iobservations. We ensure we use our daily schedule with a 90-120 minute of uninterrupted reading block to include all of the components of a Balanced Literacy block. Our teachers developed standard based curriculum guides and we monitor the fidelity of them through classroom walk through feedback and PLC's. We track each standards to ensure mastery, when students are not mastering a standard we reteach and discuss results as a PLC. Each Grade level developed a Curriculum Pacing Guide aligned with LAFS and MAFS standards. The pacing guide is aligned to standards based on formative assessments to monitor student progress periodically. Data chats are conducted monthly to analyze data in order to assess student needs and differentiate instruction. As an administrative team we provide feedback of the data we view monthly, we visit classroom and we hone in on differentiated instruction.
As a result of these practices we have found success this year in the area of Science with a growth of 14%. However, we are now revamping the math and reading standards spiraling of standards to ensure the students in the lowest quartile increase their learning gains.
Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?
Teachers use a variety of text that contain rigor to meet the demands and complexity of the Florida State Standards. We have a number of interventions at our school to ensure students who are below grade level or struggling meet on grade level demands. We use a push in process and use Fundations, LLI, Quick Reads, Comprehension via LAFS and leveled reading little books via small group instruction. Teacher use informational text as well as narrative text as they will encompass both on the FSA. Teachers in the upper grades use DBQ as a source of a rigorous curriculum which focuses a great deal on Social Studies and Science.
In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?
Through the five competencies are access their own strenghts and limitations with a well grounded sense confidence, optimism and growth mindset.
How does your school-wide policy and practices support the social emotional learning for students?
Boulevard Heights Elementary School has a school-wide behavior program titled “Paws”itive Bobcats. We are excited to provide incentives to our students for good work and behavior daily. Our behavior program begins with “Paws”itive Behavior Expectations which are listed below:
P.A.W.S and Think!
- Practice Respect
- Act Responsibly
- Work Together
- Show Self Control
These expectations are expected of all BHE students in all areas of the school. There are rules assigned in each classroom and in all the common areas of the building. The common areas of the school include: the cafeteria, the restrooms, the hallways, the playground, and all dismissal areas.
Students are taught the rules for each area of the school. The students practice these rules and procedures at the beginning of the school year and assemblies are held to remind students to make good choices throughout the year. Students will participate in role playing activities where both good and bad examples of appropriate behavior are demonstrated and discussed.
In order to promote “paws”itive behavior, Boulevard Heights Elementary students earn “paws” for making good choices throughout their school day. Students may earn paws from any staff member who witnesses them making “paws”itive choices. Examples include: walking appropriately in the hall, demonstrating outstanding behavior, eating appropriately in the cafeteria, being respectful to others, playing safely on the playground, and keeping their hands and feet to themselves.
A visual classroom behavior card system is used in each classroom in order to help students monitor their behavior. Students begin each school day on the color Green. If students display negative behavior, they will be directed to turn their card to another color. Students have the opportunity to move up or down on their B.H.E. color chart.
Classroom Behavior Card System
We hope that this “Paws”itive approach to behavior will encourage students to make good choices throughout their school year.
- Pink—Way to Go
- Blue—Excellent Effort
- Green—Ready to Learn
- Yellow—Make Better Choices
- Orange-Teacher’s Choice
- Red – Parent contact