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Student
Behavior


Getting
Started:
Broward
Effective
Schools
Plan
Components


Resources
 • Student
Support
Services
Office
of
Prevention
Programs
 website:
www.browardprevention.org
 • Foundations:
Establishing
Positive
Discipline
Policies
 • CHAMPS:
A
Proactive
and
Positive
Approach
to
Classroom
 Management
 • Framework
for
Understanding
Poverty,
Ruby
Payne
 • Character
–
The
Core
of
Our
Lives
activity
sheets/resources
 on
the
Broward
Enterprise
Education
Portal
(BEEP)
and
at
 the
Office
of
Prevention
Programs
website:
 www.browardprevention.org
 • Conflict
Resolution
Staff
Development,
Student
Support
 Services
Office
of
Prevention
Programs
 • Anti‐Bullying
Policy
5.9
CAB
Conference
and
Anti‐Bullying
 resources
at
www.browardprevention.org
 • Functional
Behavioral
Assessment
(FBA)‐
Exceptional
 Student
Education
Department
 For
questions
on
student
behavior,
call
the
Office
of
Prevention,
 754‐321‐2568


Where
to
Start
 1. Develop,
post,
practice
and
reinforce
school‐wide
discipline
 plan.
 2. Develop,
clearly
post,
teach,
practice
and
consistently
 implement
classroom
rules
and
consequences.
 3. Implement
positive
behavioral
approaches.
 4. Provide
staff
development
on
positive,
proactive
approaches
to
 address
classroom
management,
bullying,
conflict.
 5. Develop
Positive
Behavioral
Intervention
Plans
based
on
 Functional
Behavioral
Assessments
for
students
with
greater
 needs.
 6. Provide
focused
professional
development
on
adolescent
 development,
 culturally
responsive
ways
to
interact
with
students
in
a
calm
 and
respectful
manner,
classroom
behavior
management,
de‐ escalation
techniques,
and
conflict
resolution.



 



Student
Health

Where
to
Start
 Employ
action
steps
to
ensure
that
all
schools
have
a
 comprehensive
plan
to
access
the
health
needs
of
student.
 1. School
supports
align
with
District
and
community
health
 services
 2. Core
school
health
service
requirements
are
completed
to
 ensure
minimum
health
and
safety
standards
are
met
 3. School
staff
are
trained
in
the
areas
of
medication
 administration,
CPR/AED/First‐Aid,
and
student
health
 screenings
 4. School
and
parents
are
linked
to
community
health
resources



Resources
 • Health
Education
Service
Department
website
@
www.
 browardschools.com/Departments/Health
Education
 Services.
Select
Quick
Links
to
review
Core
School
Health
 Service
Requirements,
Medication
Administration
Training,

 Community
Health
Resources
Parent
Guide,
 CPR/AED/First‐Aid
training,
Student
Health
Screening
 Guidelines
etc.
 • Florida
School
Health
Program
@
 www.doh.state.fl.us/Family/School/reports/html
 • National
Association
Of
School
Nursing
(NASN)
website
 www.nasn.org


1


Getting
Started:
Broward
Effective
Schools
Plan
Components


 For
all
Student
Health
questions
call
Health
Services,
754‐321‐2274
 
 Resources





Exceptional
Student
Education

Where
to
Start
 1. Ensure
all
ESE
students
have
a
current
IEP
prior
to
the
start
of
 school
 2. Ensure
students’
schedules
match
IEP
placement
 3. Provide
general
education
teachers
with
a
copy
of
IEP‐
 






at
‐a
–Glance
for
ESE
students
enrolled
in
their
classes
 4.


Facilitate
collaboration
between
general
education
teachers
and
 ESE
providers
 5.



Implement
and
monitor
student
behavior
plans



 


. . .

EasyIEP
 ESE
Specialist
Resource
(E‐box)
 SP&P


For
all
ESE
Questions
call
your
ESE
Coordinator:
North
754‐321‐ 3450;
South
754‐321‐3620



 
 


Student
Attendance

Where
to
Start

 1. Make
attendance
a
priority
for
your
school
by
having
an
 attendance
designee

 2. Elementary
schools
–
select
a
BTIP
designee
 3. Develop
a
comprehensive
attendance
plan
for
school
(see
 guiding
document
in
the
School
Improvement
Plans,
etc.)
 4. Review
and
become
familiar
with
the
implementation
of
the
 Attendance
Policy
as
outlined
in
the
Attendance
Procedural
 Manual
 5. Use
action
steps
for
progressive
implementation
of
policy,
 outlined
in
the
Principals’
Attendance
Matrices

 6. Ensure
attendance
designee
is
added
to
the
KCW
Attendance
 CAB
Conference
in
order
to
receive
timely
attendance
updates
 7. Notify
parents
of
changes
made
to
the
attendance
policy
(Press
 Release
&
FAQ
document
posted
on
website
)
 8. Access
attendance
reports
from
the
Data
Warehouse
and
 customize
to
meet
school
needs




 

Resources
 
All
supporting
attendance
documents
can
be
accessed
at:
 http://www.broward.k12.fl.us/studentsupport/sswad/HTML/ap.htm
 
 • Policy
5.5:
Attendance
 • Policy
5.5A:
Attendance
Procedural
Manual
 • Principals’
Attendance
Matrices
(elementary
and
 secondary)
 • Press
Release
–
Changes
to
Attendance
Policy
 • FAQ
Document
 • Physician’s
Note
Template
and
Instructions
 • Attendance
Symposium
scheduled
for
Thursday,
August
 19th,
8:00
–
11:30am
for
elementary
schools
&
1:00
–
 3:00pm
for
secondary
schools
at
Piper
High
School
 • Average
daily
attendance
report
in
the
Data
Warehouse.
Go
 to
School
Reports
Menu,
Attendance
folder
and
then
 ATT1004
‐
Average
Daily
Attendance.
Customize
by
 accessing
ATT1007
–
Absences
(Minutes
Occurrences)



2


Getting
Started:
Broward
Effective
Schools
Plan
Components

For
all
attendance
questions
call
The
School
Social
Work
and
 Attendance
office
at
754‐321‐2490
or
post
questions
in
the
KCW
 Attendance
CAB
Conference.






Student
Promotion,
Retention:
Middle
and
 High
Schools



Where
to
Start
 1. Learn
 the
 graduation
 requirements
 for
 the
 year
 the
 students
  entered
high
school.
 2. Identify
 deficient
 students
 and
 make
 a
 plan
 to
 provide
 those
  students
with
additional
support
and/or
utilize
the
various
 3. Ensure
students
who
are
eligible
receive
fee
waivers
to
take
the
  SAT
or
ACT.
 4. Counselors
 should
 be
 sure
 that
 students
 are
 enrolled
 in
 intensive
reading
and
math
classes
if
needed.


  5. Enroll
students
in
ACT/SAT
preparatory
classes.
  6. Determine
 the
 high
 school
 students
 who
 have
 a
 grade
 point
 
 average
 below
 a
 2.0
 and
 apply
 forgiveness.
 
 Apply
 the
 For
assistance
in
this
area,
call
Guidance,
754‐321‐2584
 forgiveness
rules
to
all
students
each
semester.
 7. Ensure
students
meet
the
service
hour
requirements.


Resources
 Policy
6000.1:
Student
Progression
Plan
 http://www.broward.k12.fl.us/sbbcpolicies/docs/P6000.1. 000.pdf
 DWH/School
reports,
FLVS,
BVED,
APEX
–
High
School,
 Odyssey
or
school
based
credit
recovery
in
Middle
Schools
 BRACE
Advisor,
collegeboard.com
(SAT),
actstudent.org
 (ACT)
 DWH/Reports,
Opti‐spool
Report
–
ZSDBD565,
DWH
 Reports/Guidance.
 www.flvs.net,
co‐enrollment
in
community
school
 Policy
6000.1,
Forgiveness
Section



 
 


Student
Overage
for
Grade

Where
to
Start
 Employ
a
comprehensive
approach
with
early
intervention
 strategies
for
addressing
the
needs
of
potential
retainees
and
 retained
students
at
the
elementary,
middle
and
high
school
levels.
 1. Identify
students
retained
one,
two
or
three
times.
 2. Offer
intervention/options
for
retained
student
to
be
placed
 back
with
their
grade
level
cohort.
 3. Engage
student,
parent,
school
and
district
guidance,
in
 developing
an
individual
academic
plan
for
high
school
 graduation
between
ages
of
17‐19.



 

Resources
 • Competency‐Based
education
programs
for
HS
students:
 Technical
Programs;
Alternative
programs;
Course
 Recovery;
Off‐Campus
Leaning
Center;
ACT/SAT
alternative
 to
FCAT.
 • Academic
plan
for
elementary
and
middle
schools
students
 to
reach
high
school
by
the
age
of
14.
(Recommendations
 for
elementary
and
middle
school
level
is
forthcoming.
 Overage
Students
PMOC
project
recommendations
from
 Central
Area
will
be
presented
to
Dr.
Butler)



 3



 
 
 
 


Technology


Getting
Started:
Broward
Effective
Schools
Plan
Components


 
 
 


Resources
 Go
to:

http://instructionaltech.org

web
site
for
information
on
the
 Where
to
Start
 following:

 1. Classroom
Technologies:

Ensure
that
classroom
 • Inventory
of
Teacher
Technology
Skills
(ITTS)
results.
 technologies,
including
digital
classrooms,
digital
cameras,
 • Student
Tool
for
Technology
Literacy
(ST2L)
results
for
 video
projectors,
interactive
whiteboards,
teacher
and
 eighth
grade
students.
 student
laptops,
are
functional
and
available
for
use
on
the
 • School
Snapshot
of
your
school
 first
day
of
school.
 • National
Education
Technology
Standards
(NETS)
for
 2. Teacher
Technology
Literacy:

Ensure
that
all
teachers
have
 teachers
and
students.
 completed
the
Inventory
of
Teacher
Technology
Skills
and
 • Digital
Education
Teacher
Academy
(DETA)
schedule
for
the
 results
indicate
that
teachers
are
technology
literate.
 2010­2011
school
year.
 3. Student
Technology
Literacy
(Middle
School
only):

Examine
 • Global
Learning
Initiative
through
Digital
Education
for
 results
from
the
09‐10
eighth
grade
student
survey
and
plan
 Students
(GLIDES)
program.

 a
course
of
action
to
ensure
technology
literacy
for
your
 • Instructional
Technology
Facilitator
list
by
school
 students.
 • BEEP
Instructional
Portal
for
Teachers
and
Students
 4. Professional
Development:

Incorporate
the
integration
of
 
 technology
into
the
year‐long
staff
development
calendar
 Web
sites:
 and
consider
scheduling
a
DETA
I
or
DETA
II
course
at
your
 • Integrating
Technology
into
the
Classroom
using
 school
or
within
your
innovation
zone.
 Marzano’s
Instructional
Strategies
 5. Instructional
Strategies:

Provide
opportunities
for
students
 http://www.tltguide.ccsd.k12.co.us/
 and
teachers
to
be
engaged
in
inquiry‐oriented
and
project
 instructional_tools/Strategies/Strategies.html

 based
learning
strategies
such
as
that
offered
through
the
 • What
works
in
education:

George
Lucas
Educational
 GLIDES
program.
 Foundation
 6. Instructional
Technology
Facilitator:

Find
out
the
name
of
 http://www.edutopia.org
 your
district
Instructional
Technology
Facilitator
(ITF)
and
 schedule
opportunities
for
the
ITF
to
provide
professional
 
 development
and
coaching
of
your
teachers
in
integrating
 For
assistance
with
instructional
technology,
call
your
ITF
or
visit
 technology
into
teaching
and
learning
for
your
school.
 http://instructionaltech.org
 7. Technology
Planning:

Review
the
data
provided
through
the
 
 “School
Snapshot
of
Technology”
to
assist
with
planning.


4



 
 
 
 
 


Getting
Started:
Broward
Effective
Schools
Plan
Components


 
 
 

Resources
 • K‐12
Comprehensive
Reading
Plan

 • Elementary
Struggling
Reader
Chart
 • State
Board
Rule
6A‐6.053
(K‐12
Comprehensive
Research‐ Based
Reading
Plan)
 http://www.justreadflorida.com/docs/6A‐6‐053.pdf

 • State
Board
Rule
6A‐6.054
(K‐12
Student
Reading
 Intervention
Requirements)
 http://www.justreadflorida.com/docs/6A‐6‐054.pdf

 • Elementary
Literacy
Resources
CAB
conference
(K‐12
 Reading
Plan,
Elementary
Struggling
Reader
Chart,
 Professional
Development)
 • BEEP
(Online
Textbooks,
BEEP
Lesson
Plans,
Instructional
 Focus
Calendars,
and
K‐5
Reading
Resources)
 http://beep.browardschools.com/ssoPortal/index.html
 • Access
Instructional
Focus
Calendars
(IFC)
and
BEEP
lesson
 plans
for
supplemental
resources,
including
instructional
 strategies,
differentiated
instruction,
technology
 connections,
links
to
build
background,
and
additional
 practice
and
application
of
skills.
 • Florida
Department
of
Education,
Just
Read,
Florida!
 Website:
http://www.justreadflorida.com/
 • FL
DOE
Next
Generation
Sunshine
State
 Standards/Common
Core
Standards
(July
adoption
 anticipated)





Elementary
Reading


Where
to
Start
 1. Assessments:
Administer
appropriate
reading
assessments
 to
be
used
as
baseline
data
(screening,
progress
monitoring,
 diagnostic).
Analyze
assessment
data
to
guide
instructional
 planning,
form
differentiated
groups,
and
guide
small
group
 reading
instruction.

Identify
struggling
readers
and
plan
 for
immediate
intensive
interventions.
 2. Curriculum:

Instruct
students
in
a
daily,
minimal,
90‐minute
 block
of
uninterrupted,
initial
reading
instruction
following
 the
sequence
in
the
high
quality,
explicit,
and
systematic
 Comprehensive
Core
Reading
Programs,
 Macmillan/McGraw‐Hill
Treasures
or
Harcourt
Trophies.

 Provide
additional,
daily,
immediate,
intensive
intervention
 (iii)
instruction
that
extends
beyond
the
initial
90‐minute
 reading
block
for
struggling
readers
and
focuses
on
the
 specific
differentiated
needs
of
students
until
the
deficiency
 is
remedied.


 3. Professional
Development:
Provide
sharing
of
best
practices
 and
professional
development
opportunities
(see
ELR
CAB
 conference
and
BRITE)
to
ensure
fidelity
of
instruction
with
 all
reading
resources.

 4. Literacy
Leadership
Team:
Follow
the
guidelines
in
the
 School
Leadership
section
of
the
K‐12
Comprehensive
 Reading
Plan
to
form
the
School
Literacy
 
 Leadership/Reading
Leadership
Team.



 
 



 5



 
 


Getting
Started:
Broward
Effective
Schools
Plan
Components


 
 

Resources
 • Comprehensive
Core
Reading
Program
Materials
 • Supplemental
Intensive
Reading
Program
Materials
(per
 Struggling
Reader
Chart)
 • FL
DOE
Next
Generation
Sunshine
State
 Standards/Common
Core
Standards
(July
adoption
 anticipated)
 • Broward’s
Comprehensive
K12
Reading
Plan
and
Struggling
 Reader
Chart
2010
‐
2011




Secondary
Reading


Where
to
Start
 1. Analyze
Student
Data
to
identify
instructional
needs
and
gaps
in
 reading
proficiency
and
mastery
of
Sunshine
State
Standards
 2. Placement
of
Students
in
Appropriate
Programs
 3. Professional
Development
of
Teachers,
Coaches,
and
Support
 Staff
 4. Literacy
Leadership
Team
Planning
Meeting
to
identify
and
 establish
plan
to
support
classroom
teachers



 



 

Elementary
Mathematics


 Resources
 • Elementary
Math
CAB
conference
 • Instruction
Focus
Calendars
found
on
BEEP
&
Elementary
 Math
CAB
conference
 • Online
Textbooks,
BEEP
Lesson
Plans,
and
K‐5
Math
 Resources
found
at:
 http://beep.browardschools.com/ssoPortal/index.html
 • Professional
Development
Courses
found
on
BRITE/ESS


Where
to
Start
 Employ
action
steps
to
begin
K‐5
implementation
of
the
Next
 Generation
Sunshine
State
Standards
(NGSSS).
 1. Student
Needs
Assessment:

Administer
Prerequisite
Skills
 Assessment
to
all
students
to
identify
curriculum
gaps
from
 previous
grade
level.

Continuous
monitoring
and
analysis
of
 student
data
is
necessary
to
ensure
student
mastery
of
Big
 Ideas
and
Supporting
Ideas.
 2. Core
Textbook
Organization:
Participate
in
professional
learning
 communities
at
the
school
level
and
District
trainings
for
the
 new
Go
Math
program
to
begin
implementation
of
newly
 adopted
textbooks.
 3. Articulated
Curriculum:

Refer
to
Instructional
Focus
Calendars
 (IFC)
which
provide
teachers
with
course
pacing
and
resources
 to
ensure
instruction
of
all
benchmarks
found
in
the
NGSSS.


6


Getting
Started:
Broward
Effective
Schools
Plan
Components


4. Instructional
Strategies:

Access
BEEP
lesson
plans
which
 provide
lesson
lead‐ins,
vocabulary,
instructional
strategies,
 differentiated
instruction,
assessments
and
technology
links.
 5. Content
Knowledge:
Provide
sharing
of
best
practices
(see
 Elementary
Math
CAB
conference)
and
professional
 development
opportunities
(see
BRITE)
to
ensure
teachers
are
 aware
of
and
implement
current
practices
such
as
Professional
 Learning
Communities,
Lesson
Study,
Data
Analysis,
etc.



 

Secondary
Mathematics

Where
to
Start:
 Direct
the
Department
Chair
(with
Math
Coach)
to
engage
course
 Professional
Learning
Communities
(PLC).

Learning
Communities
 will
work
on:
 1. Proper
Student
Placement:
Review
student
data
to
insure
 proper
placement
of
students
in
course(s).

Ongoing
 analysis
student
data
to
ensure
students
have
mastered
Big
 Idea/Supporting
Idea/
Body
of
Knowledge
Benchmarks.

 2. Instructional
Strategies:

Use
of
Course
BEEP
lesson
plans
 which
have
been
populated
with
lesson
openers,
 vocabulary,
instructional
strategies,
differentiated
 curriculum,
assessments
and
more.
 3. Articulated
Curriculum:

Use
of
course
Instructional
Focus
 Calendar
(IFC)
which
provides
teachers
with
course
pacing
 calendars
to
ensure
teachers
instruct
all
mandated
content.
 4. Core
Textbook
Organization:
Participate
in
training
for
the
 new
book
adoption
to
ensure
use
of
new
adopted
textbooks
 (based
on
the
course
IFC
which
is
aligned
with
the
BEEP
 lesson
plans.
 5. Content
Knowledge:
Provide
sharing
of
best
practices
 (Secondary
Mathematics
WIKI)
and
professional



 
 Resources
 • Course
BEEP
Lesson
Plans
found
at:
 http://beep.browardschools.com/ssoPortal/index.html
 • Secondary
Best
Practices
WIKI
 o http://secondarymathematics.pds‐ hrd.wikispaces.net/
 • Instruction
Focus
Calendars
found
on
BEEP
&
Secondary
 Best
Practices
WIKI
 • Professional
Development
Courses
found
on
BRITE/ESS
 


7


Getting
Started:
Broward
Effective
Schools
Plan
Components

development
opportunities
(BRITE)
to
ensure
teachers
are
 aware
of
and
implement
current
practices
such
as
 Professional
Learning
Community
Lesson
Study,
course
 common
assessments
and
data
study,
and
analysis
of
 chapter/quiz/mini‐assessment
results.



Elementary
Science



 Where
to
Start
 1. Analyze
BAT
data
and
FCAT
cluster
data
to
determine
 strengths
and
weaknesses
as
a
school.
 2. Administer
and
analyze
data
to
determine
individual
 student
needs
and
interventions.
Utilize
BAT
data
and
Mini‐ BAT
data
for
grade
5
and
Mini‐BAT
data
for
grades
3
and
4.
 3. Plan
for
daily
science
instruction
utilizing
the
District
 Instructional
Elementary
Science
Instructional
Focus
 Calendars
(IFCs)
and
BEEP
lessons.
Instruction
must
align
 to
State
Science
Standards.
Implement
the
plan.
 ‐ Kindergarten
through
4th
grades
are
implementing
 curriculum
aligned
to
the
Next
Generation
Sunshine
 
 State
Science
Standards.
 ‐ Fifth
grade
is
implementing
curriculum
aligned
to
 both
the
Sunshine
State
Standards
(SSS)
and
the
 Next
Generation
Sunshine
State
Science
Standards
 (NGSSSS).
[Incoming
fifth
grades
will
be
assessed
on
 the
old
standards
(SSS)
on
FCAT
in
2011.]
 4. Utilize
the
District
approved
major
instructional
materials:
 Harcourt
Science
Text
and
Broward
County
Customized
 Hands‐On
Science
Kits.
 5. Design
a
plan
for
monitoring
of
curriculum
implementation
 and
student
progress.
The
plan
should
included
a
system
for
 monitoring
the
implementation
of
the
instructional
focus
 calendar,
inquiry‐based
learning
utilizing
hands‐on



 
 Resources
 • District‐developed
Instructional
Focus
Calendars
(IFCs)
 • BEEP
Lessons
 • BEEP
Resources
(Including
BEEP
lessons,
e‐item
specs
and
 online
kit
guides,
etc.)
 • Harcourt
Science
Text
 • Broward
County
Customized
Hands‐On
Science
Kits
 • United
Streaming
(Discovery
Streaming)
 • Mini
Benchmark
Assessments
(Mini
BATs)
 • Benchmark
Assessments
(BATs)
 • Virtual
Counselor
 • BRITE
(ESS
for
Staff
Development)


8


Getting
Started:
Broward
Effective
Schools
Plan
Components

activities,
District
developed
mini‐assessments
and
 assessments
in
IFCs.
Implement
the
plan.

 6. Participate
in
school‐based
professional
learning
 communities
focused
on
implementation
of
the
science
 curriculum,
inquiry‐based
learning
and
sharing
of
best
 practices.
 7. Participate
in
District
Elementary
Science
Staff
 Development.




Secondary
Science


Where
to
start
 1.

Ensure
students
are
placed
in
appropriate
courses:
 
 Middle
grades
comprehensive
science
6,7,8
 
 High
School:
 
 
 Struggling
students:
 
 
 
 grade
9
‐
integrated
 
 
 
 grade
10
‐
biology
 
 
 
 grade
11
‐
chemistry
 
 
 
 Advanced
students:
 
 
 
 grade
9
biology
honors
 
 
 
 grade
10
chemistry/chemistry
honors
 
 
 
 grade
11
physics/physics
honors
 
 2.

Analyze
student
data
for
grouping
and
interventions
 3.

Develop
lesson
plans
to
address
differentiated
instruction
based
 on
the
district
IFC/Map
 4.

Assess
students
periodically
to
determine
needs
and
develop
an
 individualized
instructional
focus
calendar
based
on
those
needs.
 5.

Utilize
district‐designed
mini‐assessments
to
assist
in
the
 monitoring
of
student
progress
and
the
development
of



 
 
 Resources
 • BEEP
IFCs,
Maps,
Mini‐assessments,
and
lesson
plans
 • BEEP
curriculum
enhancements:

United
Streaming
and
 other
virtual
tools.
 • Publisher
text
books
and
resources
 • Virtual
Counselor
Reading,
Math
and
Science
Data
 


9



 
 
 


Getting
Started:
Broward
Effective
Schools
Plan
Components


individualized
instructional
focus
calendars
based
on
observed
and
 measured
needs


Resources:
 
 Where
to
Start
 • Broward
Enterprise
Education
Portal
(B.E.E.P.)
 1. Schedule
an
uninterrupted
block
of
time
for
instructional
 http://beep.browardschools.com
 writing.
 • FL
DOE
Next
Generation
Sunshine
State
 2. Analyze
student
writing
through
the
collection
of
a
writing
 Standards/Common
Core

 sample.
 http://www.floridastandards.org/Standards/
 3. Determine
student
writing
needs
and
plan
instruction
 FLStandardSearch.aspx

 through
the
use
of
grade
specific
BEEP
lessons.
 • Elementary
Literacy
CAB
conference
(Grammar
 4. Within
the
instructional
writing
block
of
time
schedule
 Lessons,
District
Writing
Plan)
 individual
conferencing
time
for
every
student.

 5. Plan
professional
development
of
teachers
and
support
staff
 
 on
the
use
of
BEEP,
and
proper
implementation
of
the
plans
 using
the
writing
process.
 6. During
Literacy
Leadership
Team
Planning
Meeting,
identify
 and
establish
plan
to
support
classroom
teachers
(PLC’s).
 
 



Elementary
Language
Arts



 
 
 
 


10