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?
-FSA ELA Achievement -2016 (38%), 2017 (40%), 2018 (43%), 2019 (+48%)/ +3 points
To improve on our ELA proficiency target we are focusing on improving the Balanced Literacy block. Teachers will plan standards based aligned curriculum beginning with Interactive Read Alouds, Anchor Charts, Shared Reading and Writing,
-FSA Mathematics Achievement -2016 (48%), 2017 (50%), 2018 (50%), 2019 (+55%)/ +0 points
In grades 3-5 we are focusing on using the Acaletics program with true fidelity. Teachers work on the Quick Pics for 30 minutes a day before math instruction. During monthly Scrimmage Check Points teachers meet during weekly PLC meetings to engage in WISE (Weekly Instructional Exchange Sessions) where we perform item analysis to identify remediation targets for the next five days of instruction. We understand that in order for data to work effectively it must be shared within 48 hours and teachers provided with test in hand analysis of the assessment used.
-FCAT Science- 2016 (22%), 2017 (26%), 2018 (33%), 2019 (+38%)/ +7 points
This year the fifth grade team is departmentalized similar to the middle school block scheduling. All students work with one teacher who teaches science on the grade level. This teacher has attended the Stemscopes/Science A-Z Cadre 10 training and also has trained all team leaders and the leadership team. Using the hands-on resources provided by Stemscopes, the district’s CANVAS Elementary Learning site, and the 5E Lesson Plan template teachers are able to plan for standards based aligned instruction. Students are also progressed monitored through SchoolCity assessments.
-ELA Learning Gains- 2016 (54%), 2017 (38%), 2018 (54%), 2019 (+59%)/ +16 points
-Math Learning Gains- 2016 (59%), 2017 (52%), 2018 (45%), 2019 (+50%)/ -7 points
-ELA Learning Gains Lowest 25%- 2016 (53%), 2017 (32%), 2018 (55%) 2019 (+60%)/ +23 points
-Math Learning Gains Lowest 25%- 2016 (52%), 2017 (26%), 2018 (33%), 2019 (+38%)/ 0 points
We have identified students based on how many points they would need to count for learning gains. Students know who they are and know their goals/targets. Students track their progress regularly and conference with teachers. We are ensuring students are working on the i-Ready program for at least 60 minutes a week and have designed an At-Home Tracking Plan for usage. These students are rewarded monthly for meeting i-Ready minutes of 1 hour or more each week on math and reading.
-Social Studies Achievement- 2016 (78%), 2017 (57%), 2018 (47%), 2019 (+57%)/ -10 points
-Middle Acceleration- 2016 (N/A), 2017 (N/A), 2018 (73%), 2019 (+78%)/ -5 points
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 having weekly scheduled PLCs where we will continue to analyze student data to plan next step actions. Teachers and support staff have already identified students who have met proficiency as measured by the 2017-2018 FSA ELA, Math, Science, and Social Studies scores and those who are close to proficiency. They have also determined how many points students need to make learning gains. Also, we have identified students who are on the bottom 25% in both subject areas.
We have scaled of BEST practices in the area of i-Ready usage
Describe in detail how the BEST Practice(s) will be scaled-up.
This year we are focusing in the following 3 areas; PLCs, i-Ready and Student Tracking of Data.
We have decided to improve on the Professional Learning Committees (PLCs) we provide to our staff at North Lauderdale. All teachers in grades K-2nd meeting on Tuesdays and grades 3-8th grade teachers. Teachers in grade 3-8th are departmentalized. All math subject teachers meet with the Math Coach for PLCs and all the teachers who teach literacy meet together. The teachers meet to analyze data, plan next-step actions for teaching and learning, and revisit plan of action to determine effectiveness.
Also, we are using the i-Ready program to teach and assess student learning. The i-Ready Intervention Screener Report shows that 40%(272) of students are at risk for Tier 3 (performing 2 or more levels below current grade), 45%(306) of students are at Tier 2 (1 level below), and only 15%(101) of students are working on or above grade level.
Plan of Action
Finally, we are working to improve individual student buy-in in tracking their own data. Through regularly scheduled teacher-student conferencing, students will be able to monitor, chart and reflect on their progress. We understand that when students are able to track their own learning that they can make an increase of 34%. Students will also reflect on learning using the Learning Goals and Performance Scales where students reflect on their pre-learning score as compared to their post learning rating. When teachers set goals and objectives and help students to identify where they fall in the LGPS students can make an increase of 25%.
- Ensure that students are on the i-Ready program for reading and math at least 45 minutes a week for each subject.
- Use the i-Ready Teacher Tool Box to plan standard aligned instruction for both whole group and small group teaching.
- Utilize the i-Ready Standards Mastery Form A and Form B assessments to track student progress towards mastery of standards.
- Utilize the i-Ready Standards Mastery assessments to examine test questions in hand to reteach and enrich student learning before administering Form B.
- Create specified student instructional groups to identify targeted instruction/interventions.
What specific school-level progress monitoring data is collected and how often?
The data used as a school-level to progress monitor are the following:
Quarterly Assessments- Benchmark Assessment System (BAS), i-Ready Diagnostics 1, 2, and 3,
i-Ready Standards Mastery- Used to monitor students on Common Formative Assessments performed every 3 weeks
SchoolCity Assessments- Also used to progress monitor student performance on standard specific areas in math and reading.
Acaletics Scrimmage- Used on a monthly basis to monitor student performance on math specific standards. The goal is for students to make a 10% increase each month as they are assessed on the same 50 test items in October through April.
In kindergarten students are assessed on the Letter Names and Letter Sounds four times a year.
How does the school ensure the fidelity of students not progressing towards school and district goals?
Students who are not progressing towards district goals are presented in RTI. Once we have ensured that Tier 1 instruction have been implemented with fidelity and ruled out as a process, we ensure that a Tier 2 and/or Tier 3 intervention is added to support the learner. If neither of the Tier interventions have shown that the students is making adequate progress then the student is further evaluated to determine if there is a learning disability.
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)?
Students in the intermediate grade levels have access to laptops at a 1-to-1 ratio.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Teachers in K-3 follow the Balanced Literacy ACE-It teaching framework. This template identifies specific areas of the reading block for planning such as the Interactive Read Aloud resource, standards being covered, whole group and small group resources, and center activities.
Teachers have received the Look-Fors for a Balanced Literacy Block and use this to plan for the literacy block.
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?
The core text that our school have decided to use is the i-Ready LAFS for all grade levels in the area of literacy. For math all teachers use Go Math. In addition to GO Math, teachers in the intermediate grade levels use the i-Ready MAFS textbooks.
Also, all teachers have access to the Scholastic’s A-Z Book room. These books are used in small groups to plan instructional level support to students. The intervention resources used are the following; Phonics for Reading and i-Ready Teacher Tool Box and Lesson Plans for Student Domain Profile Groups.
Students in the middle school grade levels also use i-Ready, LAFS and MAFS, GO MATH, and INSIGHT.
Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.
Our math proficiency scores increased significantly in particular grade levels
3rd grade 36% proficiency (-27 points)
4th grade 56% proficiency (+8 points)
5th grade 58% proficiency (+23 points)
6th grade 20% proficiency (-10 points)
7th grade 17% proficiency (-15 points)
8th grade 71% proficiency (+36 points)
The math teachers used the iReady math program with fidelity. The iReady BLUE LESSONS were used early on in the school year. This allowed for students to be exposed to grade level material although the students worked on GREEN LESSONS which provide practice on students' independent level
In ELA the following are the results
3rd grade 24% proficiency (-14 points)
4th grade 34% proficiency (-14 points)
5th grade 31% proficiency (-10 points)
6th grade 18% proficiency (-20 points)
7th grade 18% proficiency (-6 points)
8th grade 28% proficiency (-7 points)
This year we are increasing our efforts in the area of ELA in all grade levels. We have been receiving numerous professional learning opportunities in grades K-8. So far our teachers have had BAS, CLI, Guided Reading Groups, Learning Stations, on or off our school campus.
We have also tightly streamlined our PLCs to only work with a team of grade 3-8 ELA teachers and K-2 teachers seperately. At the PLCs we work with teachers in planning, analyzing, and developing a next plan action.
Strategies & Activities
|iReady, CLI, District Training, PLCs, ASW
||District Based, CLI
|iReady, Phonics for Redaing, PLCs, Analyzing Student Work, Designing Standards Based Instruction using the IPG
||CLI, BAS, Guided Reading Instruction, Writing, Learning Stations
|Some of strategies that we will employ are guided reading and strategic small groups where we will monitor student learning.
||Literacy Coach, Principal, and Assistant Principal.
||School Leadership Team
||Phonics for Reading