• Quarterly Assessments scores - English
• Quarterly Assessments scores - Mathematics
• PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
• PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

Key Challenge #2:  Student Assessments

In reviewing our quarterly assessments, PARCC data in mathematics, and our spring 2018 Fountas & Pinnell (F&P) Reading Benchmark data, we noted performance trends by certain student groups. Specifically, our students with disabilities (SWD), Limited English Proficiency (LEP) students, and students receiving free and reduced meals (FARMS) did not perform as well as our overall population on standardized assessments. 

In order to reduce these gaps in performance and increase the percentage of students in grades 3-8 who meet or exceed expectations on standardized English/Language Arts and Mathematics assessments, Belvedere will refine their practice of higher-level questioning across content areas. Teachers will plan rigorous, higher-level questions in all subject levels. Consistent use of test bank items and available technology to prepare for county-based standardized assessments (Quarterly Assessments) and new state standardized accountability tests (M-CAP, MISA, etc.) will be a routine practice to ensure students are familiar with the format and the demand of the assessments. 

Additionally, teachers will participate in vertical teaming sessions as a routine component of collaborative planning to ensure that they have planned for the progression of standards. Teachers will also have regular opportunities for coaching and feedback to help them refine their teaching practice. Our dynamic reading teachers are available to meet with teachers to plan for instruction, model lessons, observe teaching, and provide coaching to help each teacher become a reflective practitioner. We will also ensure that our special educators, English Language Acquisition teachers, and related service providers are afforded regular opportunities to plan collaboratively with general educators to ensure that ALL students are prepared to perform at their optimal levels on assessments. (Indicators 5, 6)

Key Challenge #1:  Supporting students’ social-emotional well-being at school

The majority of our Belvedere students come to school each day ready to learn.  However, we have noticed an increase in the number of students with social-emotional challenges who have difficulty resolving minor peer conflicts without adult support  We have also observed that students are coming to school with fewer coping strategies for managing their emotions. We have noted an increase in students who are not able to articulate their emotions or determine solutions to typical friendship problems, such as how to join a game at recess, choosing between two friends when deciding who to play with, and expressing their opinions. We have also noted an increase in anxiety over the years, in particular fear of making mistakes and not performing as well as peers, difficulty separating from parents, and difficulty accepting feedback from peers and adults. These anxieties have resulted in an increase in school refusal, causing some students to arrive to school late or miss school altogether.

To provide students with a regular, predictable time for working on communication and problem-solving skills, we will embed the Second Step social-emotional learning curriculum within the Morning Meeting structure to ensure that our students are equipped with the social-emotional skills they need to be successful both in school and in their communities. Teachers will utilize social-emotional learning strategies based on the CSEFEL research and interventions, such as teaching social skills, reframing problem behaviors, and using calming strategies within the classroom to help students regulate their emotions. Finally, to meet the needs of struggling students, teachers are also trained in a variety of strategies including verbal de-escalation strategies and best practices for implementing Behavior Intervention Plans (BIPs). By following BIPs, our teachers are equipped to accommodate the small number of students who require additional behavior supports to access their education.  This allows us to include students with more challenging behaviors in the general education setting. 

We also recognize that every community has students who have been impacted by traumatic experiences, such as the loss of a family member through death or divorce, exposure to violence or abuse, or separation from a caregiver. Students who have experienced traumatic events may not be available to learn, whether or not this is always evident to their teachers and classmates. We have found that trauma is often hidden, and it is not immediately apparent to adults in our building which students may have experienced a traumatic incident. Thus, the Belvedere staff has been trained in trauma-informed approaches to classroom teaching, and our teachers are familiar with approaches that meet the needs of students who have experienced traumatic events in their lives. We have found that trauma-informed strategies are good for ALL students and create a culture that is safe, supportive, and welcoming for students. (Indicators 1, 2, 3, 4, 10)

• Significant changes over time in student/community demographics
• Significant increase/reduction in student enrollment numbers