school information school improvement process miami ......school information school improvement...

2/12/2021 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/form 1/50

MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

3821 - North County K-8 Center

Principal (Last Name, First Name)

Marrero, Aisha

Assistant Principal(s) (Last Name, First Name; Last Name, First Name)

Jones, Alicia

MTSS Coordinator (Last Name, First Name)

Smith-Alexandre, Janeice

Demographic Overview

North County K-8 Center serves students from pre-kindergarten to eighth grade which includes two EmotionalBehavioral Disabilities Unit. The student population is 372 with an ethnic make-up of 91.9% African American,7% Hispanic, 0.81% white and 0.27% multiracial. Ninety percent of the students are economicallydisadvantaged receiving free or reduced lunch.

Current School Status

a. Provide the School's Mission Statement

The mission of North County K-8 Center is to foster academic excellence by building literacy and creativitythrough purposeful and enriching instruction and by ensuring that each student is reaching his/her optimalpotential to become a productive citizen in society.

b. Provide the School's Vision Statement

North County K-8 Center is committed to promoting life-long learning in a caring, nurturing environmentensuring that our students develop the knowledge and skills needed to succeed in a global society.

School Narrative

1. Provide a brief description of the community the school serves as well as highlighting the uniquefeatures and programs within the school.

North County K-8 Center is situated in a predominantly African American, single family community in MiamiGardens, Florida. The community is composed of low to middle-class families. It is the northernmost K-8 Centerwithin the Miami-Dade County Public School district. North County was founded in 1962 and established acommunity school several years later to better meet the needs of its citizens. The following programs are offeredduring and/or afterschool: Robotics program in grades 3 and 6, Music program, Coding Summer Camp,Intramural Sports (middle grades), Title I Chess, Literature Club, enrichment programs, and tutorial services inall core subjects.

Are you a Title I School?

yes



Phase I will be completed during the 2020 Synergy Summer Institute.

July 15 - August 14, 2020

During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed to analyze,reflect and identify the components that contributed to the previous year’s data outcomes. The series ofprofessional development courses will assist schools in developing and implementing the School’s Improvement

Please confirm the following. School Improvement Plan (SIP) district coordinated educationalinterventions to be selected by schools implementing the Title I Schoolwide Program

Participate in district coordinated efforts to improve student outcomes at the schoolsite through educational services (Such asextended learning opportunities, summer services, before or after school tutorials, intersection and spring recess tutorial sessions,etc.), in accordance with the approved SIP/Title I Plan.

Participate in discretionary educational services provided by the school district generated from the proportionate share of thisschool's Title I Schoolwide Program allocation. Such services are tailored in accordance to the educational needs of the studentsas depicted within the SIP/Title I Plan.

Phase I: Data Analysis (July 15 – August 14, 2020) Phase I of the School Improvement Process will begin at the 2020 Synergy Summer Institute. The SchoolLeadership Team (SLT) will participate in a Strategic Planning Course to initiate the yearlong SchoolImprovement Process. During the Synergy Summer Institute, the SLT will analyze a comprehensive set ofquantitative and qualitative data within the areas of School Culture and Academic Programs from the previousschool year.

After Synergy the SLT will continue the completion of Phase I by reflecting on the current practices andprocesses contributing to the data results during a Systems Review. The SLT will review and consider EssentialPractices utilized in M-DCPS and identify practices within School Culture and Academic Programs to sustain orenhance the implementation of the school’s continuous improvement process. The SLT will develop overarchingOutcome Statements for the 2020-2021 school year.

Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that willserve to: present the findings to the faculty to gain stakeholder involvement/feedback, build consensus anddevelop a collective understanding of how the school’s plan will address, and be aligned to, the school’s uniqueopportunities for improvement.

Phase I includes:

Data and Systems ReviewSchool Culture and Academic Programs Data Map via Power BI: SIP DashboardSchool Culture Data and Systems Review OrganizerAcademic Programs Data and Systems Review OrganizerEssential Practices SelectionSchool Leadership Core CompetenciesPriority Actions DevelopmentOutcome StatementsOpening of School Professional Development

Phase I

Data Analysis

Analyze - Reflect - Identify



Process with a high degree of fidelity to maximize the impact and investment by stakeholders into all schoolimprovement initiatives.

Through data disaggregation, reflection and discussion, the SLT’s goal will be to identify and agree on theEssential Practices that would need to be sustained or enhanced during the 2020-2021 school year to ensureimprovement in School Culture and Academic Programs.

Phase I will conclude with each school:

Identifying the Priority Actions for each Essential Practice selectedIdentifying the Outcome Statements for School Culture and Academic ProgramsCreating a plan to provide the faculty with professional development and garner feedback from allstakeholders on all Phase I content during the 2020-2021 Opening of Schools

PART ONE - Synergy Summer Institute

DATA AND SYSTEMS REVIEWSchool Leadership Teams will access and review all 2019-2020 data points provided on the SIP Dashboardlocated on Power BI. Systems Review Organizers will assist the school to further examine and align results tothe Essential Practices.

Data and Systems Review

1. SLTs will analyze the School Culture and Academic Programs Data on the SIP Dashboard (i.e. studentlevel data and teacher level data) and discuss findings.

2. Within the Data and Systems Review Organizer, classify data findings into the second column titled:

“Data Findings & Area” based on their appropriate rating (input no more than three data points for each rating):

Significantly Improved Data Findings: Data findings that indicate substantial increases ascompared to previous years. Also, data findings that, when compared to schools with similardemographics, indicate above the norm performance. Select the three data points that have had thegreatest positive impact on the school’s overall success.Neutral Data Findings: Data findings that have remained constant, with little to noimprovement/decline from previous years. Also, data findings that, when compared to schools withsimilar demographics, indicate with-in the norm performance. Select the data points that, ifimproved, could have the greatest impact on the school’s overall performance.Significantly Decreased Data Findings: Data findings that have declined in value from previousyears. Also, data findings that, when compared to schools with similar demographics, indicatebelow the norm performance. Select the three data points that have had the negative impact onoverall school success.

3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the thirdcolumn titled “Rationale for Selection of Data” for School Culture and Academic Programs.



4. Within the Data and Systems Review Organizer, the SLTs will review each data point selected and after theSystems Review will determine which Essential Practices contributed the most or had the greatest impactfor each data finding (positive, neutral, and/or negative). The School Leadership Team will enter theEssential Practices into the fourth column titled “Connected Essential Practices”. Input no more thanthree Essential Practices for each data finding (only one per each data finding is required).

The Data and Systems Review process will enable the SLTs to thoroughly analyze data results and identify thefactors that have had the greatest impact on their school’s performance.

DATA AND SYSTEMS REVIEW ORGANIZER

SCHOOL CULTURE

Data Rating

Data Findings & Area

Be specific in defining each data element below.

Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?

ConnectedEssentialPractices

Which Essential Practice(s)contributed most to thedata findings?

SignificantlyImproved Data Findings

According to the School Culture tab (on PowerBI),the percent of teachers with 0.5-5 absences was 68%as compared to 38% in 2018-2019. This is a 30percentage point increase from the previous schoolyear.

This data is importantbecause teacherattendance positivelyimpacts studentachievement.Teachers that arepresent are able toeffectively deliverinstruction tostudents.

SharedVision/Mission

AttendanceInitiatives

Rewards/Incentives

The 2018-2019 SIP Survey results (on PowerBI)indicated that 14% of the staff was supportedmonthly by teacher leaders (instructional coaches,department/grade level chairs, lead teachers,mentors). The 2019-2020 SIP Survey results (onPowerBI) indicated that 35% of the staff wassupported monthly by teacher leaders (instructionalcoaches, department/grade level chairs, lead teachers,mentors). This is a 21 percentage point increase.

This data is impactfulbecause providingteachers with targetedsupport will ensurethat teachers areequipped with thetools to effectivelymeet the needs of allstudents.

Effective Use ofSchool and DistrictSupport Personnel

Empower TeachersAnd Staff


The 2018-2019 SIP Survey results (on PowerBI)indicated that 47% of the staff tracked student data orstudent work products to adjust instruction on aweekly basis. The 2019-2020 SIP Survey results (onPowerBI) indicated that 61% of the staff trackedstudent data or student work products to adjustinstruction on a weekly basis. This is a 14 percentagepoint increase.

This data is importantbecause consistentlymonitoring students’progress will increasemastery of thestandards and closethe achievement gap.


Effective Use ofSchool and DistrictSupport Personnel

Response to EarlyWarning Systems(EWS)

Essential Practice for Significantly Improved Data Findings (Sustained)



Shared Vision/Mission

Data Rating



Rationale for Selectionof Data

Why was this data finding selectedas being most impactful?


Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

The 2018-2019 SIP Survey results (on PowerBI)indicated that 95% of the staff responded yes to thestatement “Professional learning opportunities on Non-Opt days were designed to meet my instructional needs”.The 2019-2020 SIP Survey results (on PowerBI)indicated that 91% of the staff responded yes to thestatement “Professional learning opportunities on Non-Opt days were designed to meet my instructional needs”.This is a 4 percentage point decrease.

This data is impactfulbecause professionaldevelopment activitiesimprove contentknowledge and increasesthe teachers ability toeffectively deliverinstruction.

Effective Useof School andDistrictSupportPersonnel

EmpowerTeachers AndStaff

Team BuildingActivities

The 2018-2019 SIP Survey results (on PowerBI)indicated that 16% of the staff responded that Myadministration sets high standards for teaching, learning,and improvement at my school site by providing bestpractice sharing opportunities. The 2019-2020 SIP Surveyresults (on PowerBI) indicated that 16% of the staffresponded that My administration sets high standards forteaching, learning, and improvement at my school site byproviding best practice sharing opportunities. There wasno change in the data from the previous school year.

This data is impactfulbecause providing time tocollaborate and share bestpractices ensures thatinstructional staff isequipped with theresources to achieveschool-wide goals,improve the academicprogram and meet theneeds of all learners.

Effective Useof School andDistrictSupportPersonnel



The 2018-2019 School Climate Survey results (onPowerBI) indicated that 22% of the students stronglyagreed with the statement “My school is safe and secure”.The 2019-2020 School Climate Survey results (onPowerBI) indicated that 20% of the students stronglyagreed with the statement “My school is safe and secure”.This is a 2 percentage point decrease.

This data is impactfulbecause a safe and secureenvironment is conduciveto quality instruction,learning and studentengagement.

ConsistentProtocols toMaintain aClean andWelcomingSchoolEnvironment

ConsistentProtocols toMaintain aHealthy andSafe SchoolEnvironment




Essential Practice for Neutral Data Findings (Secondary)

Empower Teachers And Staff

Data Rating



Rationale for Selectionof Data

Why was this data finding selectedas being most impactful?


Which EssentialPractice(s) contributedmost to the datafindings?

SignificantlyDecreased Data Findings

The 2018-2019 School Climate Survey results (onPowerBI) indicated that 30% of the staff stronglyagreed with the statement “I feel staff morale ishigh at my school”. The 2019-2020 School ClimateSurvey results (on PowerBI) indicated that 0% ofthe staff strongly agreed with the statement “I feelstaff morale is high at my school”. This is a 30percentage point decrease.

This data is impactfulbecause staff members aremore effective indelivering instruction,implementing schoolinitiatives and improvingschool wide programswhen staff morale is high.

CelebrateSuccesses



The 2018-2019 School Climate Survey results (onPowerBI) indicated that 45% of the staff stronglyagreed with the statement “Inservice programskeep me up-to-date with new educationalstrategies”. The 2019-2020 School Climate Surveyresults (on PowerBI) indicated that 13% of the staffstrongly agreed with the statement “Inserviceprograms keep me up-to-date with new educationalstrategies”. This is a 32 percentage point decrease.

This data is impactfulbecause professionaldevelopment activitiesimprove contentknowledge and increasesthe teachers ability toeffectively deliverinstruction.



Effective Use ofSchool andDistrict SupportPersonnel

The 2018-2019 School Climate Survey results (onPowerBI) indicated that 35% of the students agreedwith the statement “Students in my school usuallyfollow the rules”. The 2019-2020 School ClimateSurvey results (on PowerBI) indicated that 19% ofthe students agreed with the statement “Students inmy school usually follow the rules”. This is a 16percentage point decrease.

This data is impactfulbecause the consistentimplementation of adiscipline plan thatincludes expectations andconsequences will reducedisruptions to the learningenvironment and increasestudent achievement.

PositiveBehaviorSupport (PBS)

CharacterEducation/ValuesMatter


Essential Practice for Significantly Decreased Data Findings (Primary)

Team Building Activities

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating


Rationale for Selection of Data

Why was this data finding selected as being most impactful?




Be specific in defining each data element below. Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyImproved Data Findings

According to the AcademicPrograms tab (on PowerBI), the2018 Civics proficiency is 68%and the 2019 Civics proficiency is83%. This is a 15 percentage pointincrease.

This data is important because students willmaster Civics content and successfully fulfillthe requirement for promotion.

Checks forUnderstanding

Data-DrivenInstruction

EffectiveCurriculumand ResourceUtilization

According to the AcademicPrograms tab (on PowerBI), the2018 Algebra 1 proficiency is57% and the 2019 Algebra 1proficiency is 100%. This is a 43percentage point increase.

This data is important because students willmaster Algebra 1 content and successfullyfulfill the requirement for graduation.

Standards-AlignedInstruction

CorrectiveFeedback forStudents


According to the AcademicPrograms tab (on PowerBI), the2018 Math proficiency is 39% andthe 2019 Math proficiency is 48%.This is a 9 percentage pointincrease.

This data is important because the increase inproficiency indicates that effective lessonplanning and delivery improved mastery ofthe math content. Students who achieveproficiency will successfully fulfill theirpromotion requirement.




Essential Practice for Significantly Improved Data Findings (Sustained)

Effective Curriculum and Resource Utilization

Data Rating




Why was this data finding selected as being mostimpactful?


Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

According to the Academic Programs tab(on PowerBI), the 2018 ELA proficiency is

This data is important because effectivestandards based lesson planning anddelivery will increase mastery of the




41% and the 2019 ELA proficiency is 42%.This is an 1 percentage point increase.

standards and improve studentachievement.

OngoingProgressMonitoring


According to the Academic Programs tab(on PowerBI), the 2018 Grade 8 Scienceproficiency is 44% and the 2019 Grade 8Science proficiency is 43%. This is an 1percentage point decrease.

This data is important because datadriven lesson planning and delivery willensure that student needs are met andwill increase proficiency.

Data-DrivenDecisionMaking



According to the Academic Programs tab(on PowerBI), the 2018 Grade 4 Mathproficiency is 35% and the 2019 Grade 4Math proficiency is 36%. This is an 1percentage point increase.

This data is important because studentsmust master the prerequisite skills toincrease mastery of the standards, closethe achievement gap and fulfill thepromotion requirement.

CollaborativeData Chats



Essential Practice for Neutral Data Findings (Secondary)

Checks for Understanding

Data Rating




Why was this data finding selected as being mostimpactful?


Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyDecreased Data Findings

According to the Academic Programs tab(on PowerBI), the 2018 Scienceproficiency is 61% and the 2019 Scienceproficiency is 42%. This is a 19 percentagepoint decrease.

This data is important becauseinfusing reading strategies in thecontent areas will increasecomprehension of informational textand increase overall proficiency.



AcademicVocabularyInstruction

According to the 2018- 2019 Grade 5 FSAMath results, 48% of the fifth-gradestudents scored in levels 3-5 as comparedto 59% in 2018. This is a decrease of 11%points.

This data is important becausestudents need to master theprerequisite skills to successfullymaster the standards in the next gradelevel.


Standards-BasedCollaborativePlanning




According to the 2019 SAT-10 Mathresults, the school’s median percentile rankis 40% and the district’s percentile rank is65%. This is 15 percentage points belowthe district’s average.

This data is important becausestudents need to master theprerequisite skills to successfullymaster the standards in the next gradelevel.



OngoingProgressMonitoring

Essential Practice for Significantly Decreased Data Findings (Primary)

Data-Driven Instruction

ESSENTIAL PRACTICES REVIEWSchool Leadership Teams will examine the “Connected Essential Practices” column within the Data andSystems Review Organizer for School Culture and Academic Programs. SLTs will identify and come to aconsensus on which continuing Essential Practices lead to, and/or had the greatest impact on, overall schoolimprovement.

Sustained Essential Practice

To identify the Sustained Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Improved Data Findings” section. The SLT will agree on the Essential Practice which had thegreatest impact on overall school improvement. This observed practice can exist school-wide or be grade-level or department/content specific.

Primary Essential Practice

To identify the Primary Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Decreased Data Findings” section. The SLT will determine which Essential Practice needsthe greatest enhancements to have a positive impact on the school’s overall performance during the 2020-2021 school year.

Secondary Essential PracticeTo identify the Secondary Essential Practice, SLTs will review the Essential Practices listed within the“Neutral Data Findings” section. The SLT will determine which Essential Practice needs enhancements tohave a positive impact on the school’s overall performance during the 2020-2021 school year.

The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drive theschool’s action plans for the 2020-2021 school year.

SCHOOL CULTURE







Secondary Essential Practice


ACADEMIC PROGRAMS







PART TWO

SCHOOL LEADERSHIP CORE COMPETENCIES

The School Improvement Process begins with identification of Essential Practices within a school to sustain orenhance to improve the school’s overall performance during the 2020-2021 school year. The next step in theprocess is to assess and develop the School Leadership Team’s skills to successfully lead and support theimplementation of the plan.

The School Leadership Core Competencies identified below include patterns of thinking, feeling, acting, orspeaking that are directly connected to a leader’s ability to affect change within a school. SLTs will assess theircurrent skill level in each of the Core Competencies and determine how they will be applied throughout theSchool Improvement Process.

Competency 1: Commitment to Students A relentless pursuit and commitment to student learning as evidencedby a belief in one’s own capability, and the courage to take a stand on behalf of students.

Commitment to Students includes certain behaviors such as:

taking ownership for students’ learningsetting high expectations for all learnersbelieving in students’ ability to learn regardless of barriers relentlessly pursuing the implementation of what is right for the studentssupporting decisions and policies to improve instruction and advance learning for all students

Development in Commitment to Students prioritizes the students’ learning as the foundation of the SchoolImprovement Process.

Competency 2: Focus on Sustainable Results The deliberate actions and continuous drive to set challenginggoals and reach a high standard of performance despite barriers.



A Focus on Sustainable Results includes certain behaviors such as:

prioritizing activitiesimplementing initiativesregularly tracking progressdemonstrating perseveranceconsidering innovative actionstaking courses of action to achieve desired results and minimize risks

Developing in the area of Focusing on Sustainable Results will provide short and long-range goals forsuccessful implementation of School Improvement Process.

Competency 3: Developing Others The act of influencing others, with the specific intent, to increase their shortand long-term effectiveness, perceptions, thinking, and actions.

Developing Others includes certain behaviors such as:

setting positive expectationspersonally providing instructionproviding developmental feedbackchoosing the timing and delivery of informationselecting training and work assignments to build other’s capabilitiesfully delegating so that others may learn from their own successes and mistakes

Growth in Developing Others will provide opportunities to influence and improve the skills of all stakeholdersthroughout the School Improvement Process.

Competency 4: Engages the Team A group of adults working collectively to leverage their input, to developactionable and tangible goals, and to implement change in the school.

Engaging the Team includes certain behaviors such as:

empowering otherskeeping people on the team informedensuring that the team produces as plannedpromoting the morale and performance of a teamobtaining resources that the team needs to performmotivating the team with a compelling vision and enthusiasm

Development in Engaging the Team allows for a collaborative and comprehensive effort by all stakeholdersthroughout the School Improvement Process.

Competency 1: Commitment to StudentsDescribe the School Leadership Team's current reality regarding Commitment to Students.

The School Leadership Team's current reality regarding Commitment to Students is Level 3, the team supportstransformative decisions and policies that are beneficial to students. The team believes in putting students'learning at the center of all decisions.



As evidenced by:

There was an increase in proficiency and learning gains from the previous year in ELA and Mathematics.

Describe how the School Leadership Team will use the Commitment to Students competency in the SchoolImprovement Process.

The school leadership team will continue to implement collaborative planning, coaching cycles and data driveninstruction to meet the needs of all learners. Instruction will be monitored during data chats, walkthroughs andimmediate corrective feedback.

Competency 2: Focusing on Sustainable ResultsDescribe the School Leadership Team's current reality regarding Focusing on Sustainable Results.

The School Leadership Team's current reality regarding Focusing on Sustainable Results is Level 3, the teamimplements multiple efforts to meet goals, raise goals, expand and sustain success. The team monitors theprogress of goals throughout the year by analyzing current data and conducting walkthroughs.

As evidenced by:

The trend data yields consistent growth in ELA, Mathematics and Civics.

Describe how the School Leadership Team will use the Focusing on Sustainable Results competency in theSchool Improvement Process.

The school leadership team will infuse successful strategies utilized in ELA, Math and Civics as well asintegrate new initiatives that will improve proficiency across the curriculum.

Competency 3: Developing OthersDescribe the School Leadership Team's current reality regarding Developing Others.

The School Leadership Team's current reality regarding Developing Others is Level 3, which includes promotingprofessional learning and development. The team will continue to ensure that staff members obtain theknowledge and training needed to develop new skills and levels of capability.

As evidenced by:

Providing job embedded professional development in content areas and implementing procedures, systems androutines to ensure the environment is conducive to learning.

Describe how the School Leadership Team will use the Developing Others competency in the SchoolImprovement Process.

The school leadership team will provide professional development activities to build the capacity of instructionalstaff focused on meeting the needs of all learners and increasing student achievement. The leadership team willensure that staff members receive follow-up support after PDs.

Competency 4: Engages the TeamDescribe the School Leadership Team's current reality regarding Engages the Team.

The School Leadership Team's current reality regarding Engages the Team is Level 3, which includes aligningefforts toward clear goals. The team will promote shared leadership by soliciting input for school improvementand taking action to make the team effective by providing opportunities for instructional leaders to excel.

As evidenced by:



The team will build capacity by providing mentors for new teachers, encouraging master teachers to providesupport to colleagues in their area of expertise. The Leadership team and lead teachers will provide support toassist staff with accomplishing school-wide goals.

Describe how the School Leadership Team will use the Engages the Team competency in the SchoolImprovement Process.

The School Leadership Team will use Engages the Team competency in the School Improvement Process byensuring that all staff members are familiar with all components of the SIP and that the team will activelymonitor the implementation and progress towards attaining school-wide goals.

PART THREE

PRIORITY ACTIONS DEVELOPMENT

School Leadership Teams will review the Essential Practice Enhancements to create Priority Actions necessaryto ensure the successful implementation of the Sustained, Primary, and Secondary Practices by the end of the2020-2021 school year.


SLTs will identify the Priority Actions for the Sustained Essential Practice by determining a list of actionsnecessary to successfully sustain the identified practice by the end of the 2020-2021 school year.

Secondary and Primary Essential PracticesSLTs will identify the Priority Actions for the Secondary and Primary Essential Practices by reviewing theselected enhancements for each and determining a list of actions necessary to successfully implement theidentified enhancements by the end of the 2020-2021 school year.

Priority Actions

Schools will reflect on the implementation of the Sustained Essential Practice, the Primary EssentialPractice and the Secondary Essential Practice in the previous year(s) to identify what specific actions arenecessary to sustain and/or enhance the practices during the 2020-2021 school year. These actions will becaptured under Priority Actions.

The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the SchoolImprovement Process during the 2020-2021 school year.

SCHOOL CULTURE



Priority Actions for the Sustained Essential Practice

The goal is to utilize a tracking system to continuously monitor progress and mastery of thebenchmarks/standards, provide targeted support to ensure the delivery of quality instruction and celebratesuccesses which will improve all school programs.





Priority Actions for the Primary Essential Practice

The goal is to establish, organize and facilitate team building activities to improve collegial relationships andstaff morale to foster a positive school culture.



Priority Actions to Enhance the Secondary Essential Practice

The leadership team will analyze current data to identify areas to target for professional development. The goalis to provide tailored professional development opportunities which will address the needs of the instructionalstaff, build capacity and improve student achievement.

ACADEMIC PROGRAMS




The goal is to identify and utilize effective resources that are aligned to the standards to improve studentachievement.




The goal is to utilize current data during lesson planning and delivery to increase data driven instruction.Implementing data driven instruction will improve student achievement in all content areas.



Priority Actions to Enhance the Secondary Essential Practice

The goal is to plan for and implement Checks for Understanding to ensure that learners master the standards,increase proficiency and decrease the achievement gap.

OUTCOME STATEMENTSThe School Leadership Team will create an overarching Outcome Statement in the areas of School Culture andAcademic Programs. The School Improvement Process Outcome Statement is the goal the school aims toaccomplish by the end of the 2020-2021 school year. SLTs will:

Participate in a protocol to assist in creating the overarching School Improvement Process vision for theirschool.Consider the predicted results if effective implementation of the identified Essential Practices (Sustained,Primary, and Secondary) occur.

Develop a statement that encompasses the intended outcome as a result of having successfully implemented theSustained Practice and Primary/Secondary Essential Practice Enhancements at the end of the 2020-2021 schoolyear.

SCHOOL CULTURE



OUTCOME STATEMENT

School Culture

If we implement a plan to communicate expectations and goals with stakeholders, provide job embeddedprofessional development and execute team building activities, then we will maintain a positive school climateand an environment that is safe and conducive to learning.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If we effectively plan and deliver standards based, data driven instruction, analyze data and track mastery, thenproficiency and learning gains will improve in all content areas.

OPENING OF SCHOOL PROFESSIONAL DEVELOPMENTSchool Leadership Teams will design a professional development (PD) to be provided during the Opening ofSchools Mandatory PD Day. In the plan below, specify the following: morning or afternoon sessions, topics tobe shared, protocols being used in both small and large groups, and the facilitator(s) leading the group sessions.The purpose of the professional development will be to share what was realized, acknowledged, learned, andplanned during Phase I of the School Improvement Process with teachers and staff to garner feedback.

The professional development should include a summary of the:

Data and Systems Review SummarySchool Leadership Core Competency Course ReflectionsSustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

Priority ActionsOutcome StatementsKey content and strategies from Synergy courses

The professional development should include opportunities to gather teachers’ and staff input/feedback on thefollowing:

Essential Practice Selections and Priority ActionsBrainstorm possible Implementation StepsIdentify possible roles/resources

Opening of School Professional Development Agenda

Opening of

School Date

(08/20/20) AM-PM

Phase I Topic

What topic will beshared?

Data andSystemsReviewSummary

Process Description

What process/protocol will be used to share thetopic and garner feedback from all stakeholders?

Activity Lead

Who will facilitate thesharing of the topic and thecollection and discussion of

feedback regarding the topic?



Phase II

Action Planning

Consensus – Define – Implement

Phase II will be developed and executed by the school as described below:

Phase II Development & Stakeholder Engagement

August 17 – August 28, 2020

Provide Opening of Schools Development to share Phase I results and garner stakeholder feedback usingthe OOS Development Plan

SchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriorityActionsOutcomeStatements

08/20/2020 Data and SystemsReview Summary

Explain the goals and expectations for the schoolyear. Review the School Culture and AcademicPrograms data in PowerBI. Data Protocols,Assessments, Data Tools, Data Points,

Aisha V. Marrero AliciaJones Lisa Harrison CharlesAbdella

08/20/2020 School LeadershipCore Competency

Review Core Competencies. Review theLeadership Roles in the School Identify /Request Experts

Lisa Harrison Alicia Jones

08/20/2020 Mental Health andWellness

Mindfulness strategies to support Social andEmotional Learning. Stress Reduction Janeice Smith-Alexandre

08/20/2020 Priority Actions Restorative Practices - Improving SchoolClimate and Culture Aisha V. Marrero



Develop School Culture and Academic Programs Implementation Steps

Schools will begin Phase II of the School Improvement Process with an Opening of Schools ProfessionalDevelopment led by the School Leadership Team (SLT). Topics such as Data and Systems Review Summary, theSustained Essential Practice, Primary and Secondary Essential Practices, Priority Actions, and OutcomeStatements will be discussed and examined with stakeholders. The SLT will purposefully engage stakeholders inproviding reflective feedback on the creation and implementation of specific actions aimed at achievingimproved School Culture and Academic Programs. The development of the School Culture and AcademicPrograms specific Implementation Steps will be completed by August 28, 2020.

Implementation Steps Requirements:

Align to the school’s Outcome Statement, Essential Practices and Priority ActionsProvide specific implementation datesDescribe the specific action or activity that will take placeInclude the name(s) and position(s) of the person(s) responsibleSpecify what evidence would demonstrate the intended Implementation Step was achievedDescribe the process that will be used to monitor each Implementation Step and the person(s) involved inmonitoring

Quarter 1 Implementation

August 31 – October 16, 2020

Participate with the School Leadership Team in a Region Review ProcessMeet with the EESAC to review and approve Phase I & II of the School Improvement ProcessMonitor the execution of Quarter 1 Implementation Steps to ensure a high degree of fidelity Conduct an Impact Review to gather qualitative data that will inform the Quarter 1 Systems Review

During Quarter 1 Implementation, schools will execute Quarter 1 Implementation Steps. The school leadershipteam will monitor, facilitate and assess the degree to which steps were executed based on collected evidence.Towards the conclusion of this stage, schools will conduct an internal impact review that will inform theirSystems Review and Data Reflection.

Every Student Succeeds Act (ESSA) Data Incorporation

In Phase II you will be asked to identify any subgroup(s) that fell below the 41% threshold according tothe Federal Index (link below). If applicable, your school team will determine specific actions to targetidentified subgroup(s). As specified in the Every Student Succeeds Act (ESSA) the subgroup(s) are madeup of: White, Black/African American, Hispanic, Asian, Native American, Multiracial, Pacific Islander,and Economically Disadvantaged students. In addition to the data provided on the SIP Dashboard, theschool’s entire ESSA Report Card may be viewed by using this link to the EduData site (edudata.fldoe.org)in order to assist in the identification of those target subgroup(s). Federal Index and ESSA Support Categories

After analyzing the subgroup data, strategize how the Priority Actions for the Primary Essential Practice (inAcademic Programs only) in the SIP will address the subgroup(s) of concern. Furthermore, in the first quarterImplementation Steps, include at least one Implementation Step aligned to the appropriate subgroup(s) that arebeing addressed.

https://edudata.fldoe.org/

http://www.fldoe.org/core/fileparse.php/14196/urlt/FederalIndex19.xlsx



Quarter 1 Systems Review & Data Reflection

October 19 – October 30, 2020

Evaluate and reflect on the success of the Quarter 1 Implementation Steps through the Systems Reviewand Data ReflectionRevise and/or develop School Culture and Academic Programs Quarter 2 Implementation Steps

After the Quarter 1 Implementation stage, schools will examine the success of the Implementation Steps and willhave the opportunity to adjust/modify based on qualitative and quantitative data gathered during the ImpactReview. SLTs will develop better informed and refined Implementation Steps to execute during Quarter 2Implementation.

Quarter 2 Implementation

November 2 – December 18, 2020

Monitor the execution of Quarter 2 Implementation Steps to ensure a high degree of fidelityTitle I Schools will upload their 2020-2021 Title I – Parent and Family Engagement Plan (PFEP)

During Quarter 2 Implementation, schools will execute Quarter 2 Implementation Steps. The school leadershipteam will monitor, facilitate and assess the degree to which steps were executed based on collected evidence.

SCHOOL CULTUREQuarter 1 Implementation

(August 31 – October 16, 2020)

School Culture Outcome Statement






ImplementationDate(s)

ImplementationSteps

Person(s)Responsible

(First & lastname,

position)

Expected Evidence

(What evidence would demonstratethe Implementation Step was

successfully executed?)

Monitoring

(How and Who?)

Start: Mon, Aug31

During theLeadership

Aisha V.Marrero,

The Leadership Team MeetingAgenda and sign-in sheet to review

Aisha V. Marrero,Principal The



End: Wed, Sept30

Team Meeting,compile thevarious contentspecific trackersto create auniform trackingsystem.

PrincipalAliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach

and combine the contents of varioustrackers will serve as evidence of thecompleted implementation step.Utilizing a tracking system withfidelity to monitor progress willimprove student achievement.

administrator willfacilitate theLeadership Teammeeting to review andcombine the contentincluded in the varioustrackers.

Start: Mon,Sept 7

End: Wed, Sept30

During theLeadershipTeam meeting,develop auniform trackerfor all contentareas.

Aisha V.Marrero,PrincipalAliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach

The uniform tracker for all contentareas will serve as evidence of thecompleted implementation step.Utilizing a tracking system withfidelity to monitor progress will aid inclosing the achievement gap.

Alicia Jones, AssistantPrincipal Theadministrator willfacilitate theLeadership Teammeeting to develop auniform tracker.

Start: Mon,Sept 21

End: Fri, Oct 9

Present thepreliminarytracker toinstructionalstaff during theFaculty Meetingand makeadjustmentsbased onfeedback.

Aisha V.Marrero,PrincipalAliciaJones,AssistantPrincipal

The meeting agenda and sign-in sheetto present the tracker and solicitfeedback will demonstrate successfulcompletion of the completedimplementation step. Utilizing atracking system with fidelity tomonitor mastery ofstandards/benchmarks will improveproficiency.

Alicia Jones, AssistantPrincipal Theadministrator willfacilitate the FacultyMeeting to present thepreliminary trackerand obtain feedback toimprove the tracker.

Start: Mon,Sept 28

End: Fri, Oct 16

Create a finalschoolwide,uniform tracker.

AliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach

The completed uniform tracker willserve as evidence successfulcompletion of the completedimplementation step. Utilizing atracking system with fidelity tomonitor to implement ongoingprogress monitoring will close theachievement gap and increaseproficiency.

Alicia Jones, AssistantPrincipal Theadministrator willparticipate in themeeting and monitorthe completion of thefinal tracker.






ImplementationSteps


(First & lastname, position)

Expected Evidence

(What evidence woulddemonstrate the ImplementationStep was successfully executed?)

Monitoring

(How and Who?)



Start: Mon, Aug31

End: Fri, Sept25

The LeadershipTeam will meetto analyzeSchool Culturedata in PowerBito determine thedecline in staffmorale.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal, LisaHarrison,Reading CoachJaneice Smith-Alexandre,Counselor

The Leadership Team meetingagenda and PowerBi data willserve as evidence of thecompleted implementation step.Improving staff morale willensure that staff memberscollaborate to improveschoolwide programs.

Aisha V. Marrero,Principal Theadministrator willfacilitate theLeadership Teammeeting and reviewspecific areas relatedto staff morale.

Start: Mon,Sept 7

End: Wed, Sept30

Present theSchool Culturedata at theSeptemberFaculty Meeting.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal, LisaHarrison,Reading CoachJaneice Smith-Alexandre,Counselor

The September Faculty MeetingAgenda and sign-in sheet willserve as evidence of thecompleted implementation step.Identifying the reason for thedecline in staff morale will aid inimproving a collegial andcollaborative environment.

Aisha V. Marrero,Principal Theadministrator willfacilitate the FacultyMeeting and reviewspecific areas relatedto staff morale.

Start: Mon,Sept 21

End: Fri, Oct 16

Research andidentify teambuildingactivitiesfocused onimproving staffmorale.

Alicia Jones,AssistantPrincipal, LisaHarrison,Reading CoachJaneice Smith-Alexandre,Counselor

The list of team buildingactivities will demonstratesuccessful completion of theimplementation step. Improvingstaff morale will promote apositive school culture aimed atimproving schoolwide programs.

Alicia Jones, AssistantPrincipal, Theadministrator willfacilitate meetings toresearch and identifyteam buildingactivities to include ina school widecalendar.

Start: Mon,Sept 21

End: Fri, Oct 16

Develop acalendar of teambuildingactivities toimprove staffmorale.

Alicia Jones,AssistantPrincipal, LisaHarrison,Reading CoachJaneice Smith-Alexandre,Counselor

The calendar of team buildingactivities will demonstratesuccessful completion of theimplementation step. Improvingstaff morale will foster acollegial environment, increasestaff morale and achievement.

Alicia Jones, AssistantPrincipal, Theadministrator willfacilitate meetings todevelop a calendar ofteam buildingactivities to improvestaff morale.



Priority Actions for the Secondary Essential Practice



ImplementationSteps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)



Start: Mon, Aug31

End: Fri, Sept11

The LeadershipTeam will meetto analyzecurrentassessment datato determineprofessionaldevelopmentneeds toimproveproficiency in allcontent areas.

Aisha V.Marrero,PrincipalAliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The 2019 -2020 assessment resultsand 2020-2021 diagnostic test datawill be reviewed at the SeptemberLeadership Team meeting. Thecompleted Leadership TeamMeeting sign-in sheet and agendawill serve as evidence of thecompleted implementation step.Based on the data the PD offeringsand support will be tailored to meetthe needs of the instructional staff.

Aisha V. Marrero,Principal Theadministrator willfacilitate the LeadershipTeam meeting andreview the proposedareas for professionaldevelopment for finalapproval.

Start: Mon, Aug31

End: Fri, Sept11

Instructionalstaff willparticipate incontent specificprofessionaldevelopmentactivitiesincluded the2020 -2021Opening ofSchoolsProfessionalDevelopmentMenu.

AliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoachCharlesAbdella,DepartmentChairperson

The completed ProfessionalDevelopment Needs AssessmentSurvey developed by the LeadershipTeam will be evidence of thecompleted implementation step. Thetargeted PDs will increase effectiveinstructional planning and delivery.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willreview and approve theProfessionalDevelopment NeedsAssessment Survey priorto distributing to staffmembers.

Start: Mon,Sept 7

End: Fri, Sept18

Develop aCommonPlanningSchedule tocollaborate withand supportinstructionalstaff.

AliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The 2020-2021 Common PlanningSchedule will be evidence of thecompleted implementation step.Common planning sessions willensure that teachers receive supportto improve instruction and studentachievement.

Alicia Jones, AssistantPrincipal, Lisa Harrison,Reading Coach Theadministrator willprovide a schedule forteachers to attendcommon planning. Theadministrator andReading Coach willmonitor teachers’attendance at commonplanning sessions.

Start: Mon,Sept 14

End: Fri, Oct 16

Instructionalstaff willparticipate incommonplanning toeffectively planand deliveronlineinstructionutilizingInnovativeinstructionalprograms andresources.

AliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The Common Planning Agenda andmeeting notes will demonstratesuccessful completion of theimplementation step. The commonplanning sessions will ensure thatteachers implement strategies andbest practices to improveproficiency and close theachievement gap.

Alicia Jones, AssistantPrincipal Theadministrator willparticipate in andmonitor attendance atcommon planningsessions.

ACADEMIC PROGRAMS



Quarter 1 Implementation(August 31 – October 16, 2020)

Academic Programs Outcome Statement







ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence woulddemonstrate the

Implementation Step wassuccessfully executed?)

Monitoring

(How and Who?)

Start: Mon, Aug31

End: Fri, Sept18

Instructional staffwill review theInstructionalFramework duringCommon Planningthat outlines whenresources will beused duringinstruction.


The Common Planningagenda, sign-in sheet, theinstructional framework/resources and list of effectivestrategies and resources usedduring the 2019-2020 schoolyear will be evidence of thecompleted implementationstep. The teachers will utilizeeffective instructionalresources that will improveproficiency and close theachievement gap.

Alicia Jones, AssistantPrincipal Theadministrator willparticipate in the CommonPlanning Meetings toensure that effectivestrategies and resourcesutilized during the 2020-2021 school year areidentified.

Start: Mon,Sept 7

End: Fri, Oct 16

Develop lessonplans duringcommon planningthat incorporatesinnovativeinstructionalprograms resources,the instructionalframework andidentified effectivestrategies andresources.


The lesson plans developedduring common planning willbe evidence of the completedimplementation step. Theteachers will utilize effectiveinstructional resources thatwill improve proficiency andclose the achievement gap.

Alicia Jones, AssistantPrincipal, Lisa Harrison,Reading Coach Theadministrator andinstructional coach willensure that the completedlesson plans includes theinnovative instructionalprograms resources andidentified effectivestrategies and resourcesused during the 2019-2020school year.

Start: Mon,Sept 7

Instructional staffwill implementonline instruction

AliciaJones,Assistant

Completed lesson plans thatincorporate the consistent useof the identified effective

Alicia Jones, AssistantPrincipal, Lisa Harrison,Reading Coach The



End: Fri, Oct 16 that incorporateidentified effectiveresources/strategies,the instructionalframework andinnovativeinstructionalprograms resources.

Principal,LisaHarrison,ReadingCoach

strategies and resources willdemonstrate successfulcompletion of theimplementation step. Theteachers will utilize effectiveinstructional resources thatwill improve proficiency andclose the achievement gap.

administrator andinstructional coach willensure that the completedlesson plans includeinnovative instructionalprograms resources andthe identified effectivestrategies and resourcesused during the 2019-2020school year.

Start: Mon,Sept 7

End: Fri, Oct 16

Administrators willconduct weeklyfocusedwalkthroughs tomonitor theimplementation ofthe identifiedeffective strategiesand resources.


Administrators will conductwalkthroughs to ensure the useof the identified strategies andresources. Evidence of theimplementation step will bethe schedule of observationsand/or observation comments.The teachers will utilizeeffective instructionalresources that will improveproficiency and close theachievement gap.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor the consistent useof identified strategies andresources through focusedwalkthroughs.






ImplementationSteps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Mon,Sept 21

End: Fri, Oct 16

During the OctoberFaculty Meeting,instructional staff willreceive training onhow to utilizediagnostic and iReadydata to provideinstruction to addressthe needs of alllearners.


The Faculty Meeting agenda,sign-in sheet and assessmentresults will serve as evidenceof the completedimplementation step.Teachers will utilize currentdata to drive and modifyinstruction to meet the needsof all learners.

Aisha V. Marrero,Principal Theadministrator willfacilitate the FacultyMeeting ensuring thatteachers are activelyparticipating in the activityand understand how todissect and use data todrive instruction.

Start: Mon, Aug31

End: Fri, Sept 4

Instructional staff willparticipate in iReadytrainings to analyzediagnostic and iReady

AliciaJones,AssistantPrincipal,Lisa

The PD roster and schoolsite follow-up activity willbe evidence of the successfulexecution of theimplementation. Teachers

Alicia Jones, AssistantPrincipal Theadministrator will ensurethat teachers participate inthe iReady training



data to meet the needsof all learners.

Harrison,ReadingCoach

will utilize current data todrive and modify instructionto meet the needs of alllearners.

included in the 2020 -2021Opening of SchoolsProfessional DevelopmentMenu.

Start: Mon,Sept 14

End: Fri, Sept25

During CommonPlanning,instructional staff willutilize current data tocreate fluid groupsand identify resourcesto meet the needs oflearners.

AliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach K-8Teachers

The common planning sign-in sheet will be evidence ofthe successful execution ofthe implementation step.Teachers will utilize currentdata to drive and modifyinstruction to meet the needsof all learners.

Alicia Jones, AssistantPrincipal Theadministrator willparticipate in the commonplanning sessions toidentify resources that arealigned with the standardsand meet the needs oflearners.

Start: Mon,Sept 14

End: Fri, Oct 16

Use current data todevelop data drivenlesson plans duringcommon planning.


The data driven lesson plansdeveloped during commonplanning will be evidence ofthe successful completion ofthe implementation step.Teachers will utilize currentdata to plan and deliver datadriven instruction to meetthe needs of all learners.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor the developmentof data driven lesson plansby conducting focusedwalkthroughs to observedata driven lesson plansand instruction.

ESSA Reflection

To complete the following ESSA Reflection, refer to the Every Student Succeeds Act (ESSA) DataIncorporation section in the Phase II Introduction for additional information.

If you have met expectations with all subgroup(s) input n/a in the next two fields.

Identify which of the ESSA subgroup(s) did not meet the 41% threshold according to the Federal Index(White, Black/African American, Hispanic, Asian, Native American, Multiracial, Pacific Islander,Economically Disadvantaged Students, Students with Disabilities, English Language Learners).

Students with Disabilities

In the narrative below, be sure to detail how you will address the school-wide improvement priorities forthese identified subgroup(s).

The Students with Disabilities subgroup needs will be addressed through data driven lesson planning anddelivery. The lessons will include checks for understand that will ensure mastery of the standards taught duringthe lesson. Also, the teachers will provide corrective feedback to help students understand what errors weremade in answering the questions/ solving problems which will increase mastery of the standards.

Lastly, review the Implementation Steps for the Primary Essential Practice in Quarter 1Implementation above, be sure to include at least one Implementation Step to address thesubgroup(s) that fell below the 41% threshold per the Federal Index.








ImplementationSteps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Mon,Sept 7

End: Fri, Oct 16

Teachers willutilize the pacingguide and itemspecifications todevelop lessonplans duringcommon planningthat are aligned tothe standards.

LisaHarrison,ReadingCoach K-8Teachers

The completed lesson plans developedutilizing the pacing guides and itemspecifications will be evidence of thecompleted implementation step.Teachers will identify and implementchecks for understanding to ensuremastery and increase proficiency.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor lesson plansthat are aligned tothe standardsutilizing the pacingguides and itemspecificationsthrough targetedwalkthroughs.

Start: Mon,Sept 14

End: Fri, Oct 16

During commonplanning, teacherswill identifychecks forunderstandingthat are aligned tothe standards andwill ensuremastery of thestandard(s)presented in thelesson.

LisaHarrison,ReadingCoach K- 8Teachers

The completed lesson plans developedduring common planning whichinclude checks for understanding thatare aligned with the standards will beevidence of the completedimplementation step. Teachers willidentify and implement checks forunderstanding to ensure mastery andincrease proficiency.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor lesson planswhich include checksfor understandingthrough targetedwalkthroughs.

Start: Mon,Sept 14

End: Fri, Oct 16

Teachers willgrade the checksfor understandingand providefeedback toensure mastery ofthe standards.


The student work samples that includechecks for understanding that aregraded with corrective feedback willbe evidence of the completedimplementation step. Teachers willidentify and implement checks forunderstanding to ensure mastery andincrease proficiency.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor that teachersare grading checksfor understandingwith correctivefeedback, throughtargetedwalkthroughs.

Start: Mon,Sept 14

End: Fri, Oct 16

Administratorswill conducttargetedwalkthroughs toobserve checksfor understanding

Aisha V.Marrero,PrincipalAliciaJones,

Administrators will conductwalkthroughs to observe student worksamples to ensure that checks forunderstanding are aligned to thestandards and are graded withcorrective feedback. Evidence of the

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor the



that are aligned tothe standards andgraded withcorrectivefeedback.

AssistantPrincipal

implementation step will be theschedule of observations and/orobservation comments. Teachers willidentify and implement checks forunderstanding to ensure mastery andincrease proficiency.

consistent use ofchecks forunderstandingthrough targetedwalkthroughs.

Parent Family Engagement Plan (PFEP)

SCHOOL CULTUREQuarter 2 Implementation

(November 2 – December 18, 2020)








ImplementationSteps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Mon, Nov2

End: Fri, Dec18

Monitor thecompletion of theTopic / UnitAssessments forall core subject(reading, math,science and socialstudies) throughthe GoogleDocument.


The completed tracker willserve as evidence successfulcompletion of theimplementation step. Utilizinga tracking system with fidelityto the completion of districtassessments that monitormastery ofstandards/benchmarks willimprove proficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators will monitorthe completion of districtassessments by analyzingthe trackers and providingfeedback to improvestudent achievement.








ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence woulddemonstrate the Implementation

Step was successfullyexecuted?)

Monitoring

(How and Who?)

Start: Mon, Nov9

End: Fri, Nov20

Grade Level Teamswill meet duringdepartment / gradelevel meetings toanalyze the SchoolCulture data inPowerBi to determinethe decline in staffmorale.

Alicia Jones,AssistantPrincipal, LisaHarrison,ReadingCoach JaneiceSmith-Alexandre,Counselor

The Grade Level Team MeetingAgenda and PowerBi data willserve as evidence of thecompleted implementation step.Improving staff morale willensure that staff memberscollaborate to improveschoolwide programs.

Alicia Jones,Assistant PrincipalThe administratorwill facilitate theGrade Level TeamMeetings andreview specificareas related to staffmorale.

Start: Mon, Nov16

End: Fri, Dec 4

DepartmentChairpersons willmeet with theirrespective teammembers and compilea list of the top threereasons for the declinein staff morale basedon the School Culturedata in PowerBi.

StaceySrebnick,PrimaryChairpersonCharlieAbdella.IntermediateChairpersonDr. MelissaOrr, MiddleGradesChairperson

The Department MeetingAgenda and the list of threereasons for the decline in staffmorale will serve as evidence ofthe completed implementationstep. Identifying the reason forthe decline in staff morale willaid in improving a collegial andcollaborative environment.

Alicia Jones,Assistant PrincipalThe administratorwill facilitate theDepartmentMeetings andprovide guidelinesfor completing thepriority list relatedto staff morale.

Start: Wed, Dec2

End: Wed, Dec9

The Leadership Teamwill combine the topthree reason into onedocument and sharewith the staff duringthe December FacultyMeeting.

Alicia Jones,AssistantPrincipal, LisaHarrison,ReadingCoach JaneiceSmith-Alexandre,Counselor

The December Faculty MeetingAgenda and sign-in sheet willserve as evidence of thecompleted implementation step.Identifying the reason for thedecline in staff morale will aidin improving a collegial andcollaborative environment.

Aisha V. Marrero,Principal Theadministrator willfacilitate theFaculty Meetingand review specificareas related to staffmorale.

Start: Tue, Dec1

DepartmentChairpersons willmeet with their

StaceySrebnick,Primary

The list of team buildingactivities will demonstratesuccessful completion of the

Alicia Jones,Assistant PrincipalThe administrator



End: Fri, Dec18

respective teammembers to researchand identify teambuilding activitiesfocused on improvingstaff morale.

ChairpersonCharlieAbdella.IntermediateChairpersonDr. MelissaOrr, MiddleGradesChairperson

implementation step. Improvingstaff morale will promote apositive school culture aimed atimproving schoolwideprograms.

will facilitatemeetings toresearch andidentify teambuilding activitiesto include in aschool widecalendar.






ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence would demonstrate theImplementation Step was successfully

executed?)

Monitoring

(How and Who?)

Start: Mon, Nov2

End: Fri, Dec18

Instructionalstaff willcontinue toparticipate incontent specificprofessionaldevelopmentactivities.

Aisha V.Marrero,PrincipalAliciaJones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The My Learning Plan registrationconfirmation page will serve asevidence of the completedimplementation step. The targeted PDswill increase effective instructionalplanning and delivery.

Aisha V. Marrero,Principal Theadministrator willmonitor instructionalstaff participation inprofessionaldevelopmentactivities.

Start: Mon, Nov2

End: Fri, Dec18

Teachers willadhere to theCommonPlanningSchedule tocollaborate withand supportinstructionalstaff.


The Common Planning Agenda will beevidence of the completedimplementation step. Commonplanning sessions will ensure thatteachers receive support to improveinstruction and student achievement.

Alicia Jones,Assistant Principal,Lisa Harrison,Reading Coach Theadministrator andReading Coach willcontinue to monitorteachers’ attendanceat common planningsessions.

Start: Mon, Nov2

End: Fri, Dec18

Instructionalstaff willcontinue toparticipate incommon

AliciaJones,AssistantPrincipal,Lisa

The Common Planning Agenda andmeeting notes will demonstratesuccessful completion of theimplementation step. The commonplanning sessions will ensure that

Alicia Jones,Assistant PrincipalThe administratorwill participate in andmonitor attendance at



planning toeffectively planand deliverphysical andonlineinstruction.

Harrison,ReadingCoach / PDLiaison

teachers implement strategies and bestpractices to improve proficiency andclose the achievement gap.

common planningsessions.

Start: Mon, Nov2

End: Fri, Dec18

Administratorswill conductweeklywalkthroughs tomonitor thedelivery oflessonsdevelopedduring commonplanning.


Administrators will conductwalkthroughs to monitor theimplementation of lessons developedduring common planning. Evidence ofthe implementation step will be lessonplans developed during commonplanning. The common planningsessions will ensure that teachersimplement strategies and best practicesto improve proficiency and close theachievement gap.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor theconsistent delivery oflessons developedduring commonplanning sessionsthrough targetedwalkthroughs.

ACADEMIC PROGRAMSQuarter 2 Implementation

(November 2 – December 18, 2020)








ImplementationSteps


(First & lastname,

position)

Expected Evidence


Monitoring

(How and Who?)

Start: Mon, Nov2

End: Fri, Dec18

Instructional staffwill continue todevelop lessonplans duringCommon Planningthat outlines whenresources andstrategies will beused during


The Common Planning Agendaand completed lesson plans thatincorporates the consistent use ofthe identified effective strategiesand resources will demonstratesuccessful completion of theimplementation step. The teacherswill continue to utilize effectiveinstructional resources that will

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willcontinue to participatein the CommonPlanning Meetings andconduct walkthroughsto ensure the consistentuse of identified



physical andonline instruction.

improve proficiency and close theachievement gap.

strategies andresources.






ImplementationSteps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Mon, Nov2

End: Mon, Nov9

Conduct data chatsutilizing the resultsfrom the iReadyDiagnostic TestAP1.


The Data Chat sign-in sheetand assessment results willserve as evidence of thecompleted implementationstep. Teachers will utilizecurrent data to drive andmodify instruction to meet theneeds of all learners.

Aisha V. Marrero, PrincipalThe administrator willfacilitate Data Chats toensure that teachersunderstand how to analyzeand use data to driveinstruction.

Start: Mon, Nov2

End: Fri, Nov13

Instructional staffwill utilize iReadyDiagnostic Test datato identify studentsto include in Tier 2and Tier 3Intervention groups.


The list of students in Tier 2and Tier 3 intervention willserve as evidence of thecompleted implementationstep. Teachers will utilizecurrent data to guideintervention instructionaldelivery and meet the needsof all learners.

Alicia Jones, AssistantPrincipal The administratorwill ensure that Tier 2 andTier 3 students areidentified and interventionis provided during thescheduled block on theMaster Schedule.

Start: Mon, Nov2

End: Fri, Dec18

Instructional staffwill implementinterventionutilizing the Tier 2and Tier 3InterventionCalendar andidentified resources.


The Tier 2 and Tier 3Intervention Calendar andlesson plans will be evidenceof the successful execution ofthe implementation step.Teachers will utilize theIntervention Calendar toprovide instruction that will

Aisha V. Marrero, PrincipalAlicia Jones, AssistantPrincipal Theadministrators will monitorthe implementation of theTier 2 and Tier 3Intervention Calendarthrough targetedwalkthroughs.



close the achievement gapand increase proficiency.

Start: Mon, Nov9

End: Fri, Dec18

Instructional staffwill print andanalyze the iReadyOnline InstructionReport (Class)weekly to ensurestudents are meetinginstructional usagetime and lesson passrates.


The iReady OnlineInstruction Report will beevidence of the successfulcompletion of theimplementation step. Teacherswill utilize current data tomonitor instruction andimprove student achievement.

Aisha V. Marrero, PrincipalAlicia Jones, AssistantPrincipal Theadministrators will monitoriReady usage time andlesson pass rates byanalyzing the OnlineInstruction Report (School)to monitor progresstowards mastering thestandards.






ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence woulddemonstrate the Implementation

Step was successfullyexecuted?)

Monitoring

(How and Who?)

Start: Mon, Nov2

End: Fri, Dec18

Teachers willcontinue to utilize thepacing guide and itemspecifications todevelop lesson plansduring commonplanning that arealigned to thestandards.


The completed lesson plansdeveloped utilizing the pacingguides and item specificationswill be evidence of thecompleted implementation step.Teachers will plan for andimplement checks forunderstanding to ensure masteryand increase proficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor lesson plansthat are aligned to thestandards utilizing thepacing guides and itemspecifications throughtargeted walkthroughs.

Start: Mon, Nov2

End: Fri, Dec18

During commonplanning, teacherswill plan for theadministration of thedistrict topic/unitassessments in allcore subjects as acheck forunderstanding thatwill ensure mastery ofthe standard(s)/benchmark(s).

AliciaJones,AssistantPrincipalLisaHarrison,ReadingCoach K- 8Teachers

The completed lesson plansdeveloped during commonplanning which includes theadministration of the districttopic/unit assessments as acheck for understanding will beevidence of the completedimplementation step. Teacherswill identify and implementchecks for understanding toensure mastery and increaseproficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor lesson planswhich include checksfor understandingthrough targetedwalkthroughs.

Start: Mon, Nov Teachers will Alicia The Performance Matters Aisha V. Marrero,



2

End: Fri, Dec18

administer the districttopic/unit assessmentsas a check forunderstanding.

Jones,AssistantPrincipalLisaHarrison,ReadingCoach K- 8Teachers

Report displaying the results ofthe district topic/unitassessments will be evidence ofthe completed implementationstep. Teachers will plan for andimplement checks forunderstanding to ensure masteryand increase proficiency.

Principal Alicia Jones,Assistant Principal Theadministrators willanalyze PerformanceMatters and PowerBireports to monitor theadministration andresults of the districttopic/unit assessments.

Start: Mon, Nov2

End: Fri, Dec18

Teachers willcomplete a GoogleDocument to recordthe results of thedistrict topic/unitassessments to ensure100% reporting.


The Google Document tomonitor the consistentadministration of the districttopic/unit assessments will beevidence of the successfulcompletion of theimplementation step. Teacherswill plan for and implementchecks for understanding toensure mastery and increaseproficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willanalyze the GoogleDocument,Performance Mattersand PowerBi Reportsto monitor theconsistentadministration of thedistrict topic/unitassessments.

MDCPS Levels of Support for Addressing Learning Loss

To complete the MDCPS Levels of Support for Addressing Learning Loss section, refer to the2020-2021 MDCPS Continuous Learning Plan: A Plan to Mitigate Loss of Learning Due toCOVID-19. Please address Levels 1, 2 and 3 by responding to the specific questions below.

Level 1: Accelerating Student Learning- Describe the steps the school is taking to ensure high-qualitygrade level instruction is being provided to all students both Schoolhouse and My School Online (MSO).

The school is implementing the following steps to ensure high-quality grade level instruction is being providedto all students both Schoolhouse and My School Online (MSO): • Training was provided to ensure that teachersutilize data to guide instruction to address the needs of all learners. • Teachers participate in common planningutilizing the pacing guides, item specifications and district resources to ensure that instruction (Schoolhouse andMy School Online) is aligned with the standards/benchmarks. • Current data is utilized to develop and deliverdata driven instruction to meet the needs of all learners. • Employ checks for understanding to include thedistrict’s topic/unit/quarterly assessments to ensure mastery of the standards. Consistently provide feedback afterassessments. • Develop fluid groups and monitor their progress towards mastering the standards/benchmarks. •Instructional staff will continue to collaborate to identify and utilize effective resources and strategies to increaseproficiency.

Level 2: Assessing and Addressing Student Learning Gaps- Describe the steps the school is taking toprovide targeted interventions to tier 2/3 students in addition to support and services during the schoolday that are above and beyond Tier 1 instruction.

The school is implementing the following steps to provide targeted interventions to Tier 2/3 students in additionto support and services during the school day that are above and beyond Tier 1 instruction. • Analyze data fromiReady Diagnostic Test and Baseline Assessments to ascertain students’ current academic levels. • Conduct datachats (administrator/teacher/student). • Utilize various resources such as the Reading Placement Decision Treesto group students for intervention, remediation, differentiated instruction and after school tutoring. • ImplementTier 2/3 intervention with fidelity using the Tier 2/3 Calendars. • Provide ongoing progress monitoring throughvarious assessments (iReady Diagnostic/Growth Monitoring, district topic/unit/mini assessments, etc.) • Utilizecomputer-based resources that targets and addresses the individual needs of learners.



Level 3: Providing Extended Learning Opportunities- Describe the steps the school is taking to offerstudents opportunities to participate in extended learning opportunities that are inclusive of SaturdayAcademy, Winter Break Academy, Spring Break Academy, and before and after school tutoringprograms.

The school is implementing the following steps to offer students opportunities to participate in extended learningopportunities that are inclusive of Saturday Academy, before and after school tutoring programs. • The schoolwill identify and invite students to participate in extended learning opportunities. • Highly qualified instructorswill deliver lessons during Saturday Academy and tutorial programs. • Effective resources will be used toaddress learning loss and close the achievement gap. • Implement ongoing progress monitoring to determinelearning gains and mastery.

Phase III & IV

Mid-Year Review & Q3/Q4 Implementation

Reflect – Modify – Implement Phases III & IV will be developed and executed at the school as described below:

In addition to completing the Phase III Mid-Year Review (January 4 – January 29, 2021), theSchool Leadership Team will create Phase IV Implementation Steps for both School Culture andAcademic Programs to implement from February 1 – April 30, 2021.

Mid-Year Readiness Data and Systems Review should directly inform the Quarter 3 and 4Implementation Steps.

A Data Review: is a thorough disaggregation and analysis of all pertinent data points toevaluate outcomes and inform future actions needed to achieve school goals.Systems Review: is a thorough analysis of the impact of the implementation steps to informfuture actions needed to achieve the school goals.

Phase III: Mid-Year Review

January 4 – January 29, 2021

Complete the School Improvement Process Mid-Year Reflection utilizing the Data ReviewAnalysis and Systems Review Gather teachers and staff feedback regarding progress of Phase II Implementation Steps Develop Phase III Implementation Steps with School Leadership Team Review Phase III of the School Improvement Process (EESAC)

Phase IV: Quarter 3 & Quarter 4 Implementation

February 1 – June 9, 2021



Monitor the execution of Quarter 3 & Quarter 4 Implementation Steps to ensure a highdegree of fidelity. During Quarter 3 & Quarter 4 Implementation, schools will execute Quarter 3 & Quarter 4Implementation Steps. The school leadership team will monitor, facilitate and assess thedegree to which steps were executed, and the impact obtained based on collected evidence.

Implementation Steps Requirements:

Align to the school’s Outcome Statement, Essential Practice and Priority Action Provide specific implementation dates Describe the specific action or activity that will take place Include the name and position of the person responsible Specify what evidence would demonstrate the intended Implementation Step was achieved Name the person responsible and describe the process that will be used to monitor eachImplementation Step

Mid-Year Data MapFor the 2020-2021 school year the Data Maps will be accessible via the SIP (School Improvement Process)Dashboard on Power BI. Schools will be notified of availability via a Weekly Briefing.

Access the SIP Dashboard:Administrators, members of the School Leadership Team, and Synergy participants all have access to the SIPDashboard via www.powerbi.com using your MDCPS Office 365 Credentials. Launch the SIP Dashboard from“Shared with me,” adding this report to “Favorites” is a recommendation for ease and future reference. Onceon the SIP Dashboard, the reports are separated into several tabs navigated at the bottom of the screen. Tofurther disaggregate the data, use the following functions: buttons, filters, slicers, and drill down (availabilityvaries from tab to tab). In each report, examine the titles and descriptions for each visual. Additional text willbe provided to describe any features that might be available to you.

MID-YEAR DATA REVIEW

January 4 - January 29, 2021

Convene the SLT to examine, interpret and disseminate the Mid-Year Data Map for School Cultureand Academic Programs.

1. Describe the process used by the SLT to examine, interpret, and disseminate the Mid-Year Data Mapfor School Culture and Academic Programs.

The following process was used to analyze, interpret and disseminate the Mid-Year Data Map: • The leadershipteam analyzed the data and compared various data sources (iReady and Performance Matters) to make decisionsthat would positively impact the school’s culture and academic programs. • The leadership team reviewed theschool’s current goals and identified necessary adjustments to ensure continuous improvement and achievementof the school grade goals. • Data chats were conducted with grade level / subject area teams. The data map wasshared with teachers in addition to disaggregating data from Performance Matters and iReady. Administratorsand teachers examined data by class, subgroup and individual students. • Action steps were developed

https://nam10.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.powerbi.com%2F&data=02%7C01%7CXChristian%40dadeschools.net%7C9736d07408234275f8a008d81ea6aa6c%7C4578f68f86cd4af9b31793e3826ca0f5%7C0%7C0%7C637293048454752789&sdata=iqSZOskjfkxuUWrjwDKII1OfmINKgiBpdUWqquOk00c%3D&reserved=0



collaboratively to increase proficiency in all subject areas and subgroups, improve student’s attendance andreduce the Early Warning System Indicators. • The Mid-Year data was shared with parents and communityleaders at the EESAC meeting.

2. In relation to your 2021 school grade goals and your Outcome Statement for School Culture describewhich data finding(s) are most encouraging and which data finding(s) are most concerning. Explain why.

The following data findings were encouraging in relation to the 2021 school grade goals: • 95% of the staffmembers indicated all staff participate in continuous professional learning and development based on identifiedneeds of the school. • 93% of the staff members indicated that the school’s leadership team expects staff to holdall students to high academic standards. The data is encouraging because it indicates that the focus oncommunicating expectations and goals with stakeholders and providing job embedded professional developmenthas a positive impact on the school climate and promotes an environment that is safe and conducive to learning.The following data findings were concerning in relation to the 2021 school grade goals: • Only 80% of the staffindicated that the leadership team ensures all staff members use corrective feedback to improve student learning.• Only 85% of the staff indicated that the School Improvement Process is formally reviewed and revised withinvolvement from stakeholders. This is concerning because the goal is for all stakeholders to be activelyinvolved in the process of continuous improvement in all school programs and maintain a positive schoolclimate.

3. In relation to your 2021 school grade goals and your Outcome Statements for Academic Programs,describe which data finding(s) are most encouraging and which data finding(s) are most concerning.Explain why.

The following data findings were encouraging in relation to the 2021 school grade goals and outcome statementfor Academic Programs: • There is an increase in the percent of students that achieved Tier 1 on the iReadyDiagnostic Test when comparing AP1 to AP2 results in ELA (30% to 33%) and Math (19% to 28%). The datafindings are encouraging because it is an indication that data driven instruction and tracking mastery of thestandards is positively impacting proficiency and closing the learning gap. The following data findings wereconcerning in relation to the 2021 school grade goals and outcome statement for Academic Programs: • Therewas a decrease in the percent of students that achieved Tier 1 on the iReady Diagnostic Test when comparing2020 to 2021 AP2 results in ELA (36% t o 33%). The data findings are concerning because it is an indicationthat there is a lack of mastery of prerequisite skills required to master grade level the standards.

4. In terms of grade-levels and/or subject areas, what patterns are evident in the data examined?

The following patterns are evident when comparing the iReady Diagnostic Data from AP1 to AP2 in ELA andMath: • In ELA, there was an increase in students scoring in Tier 1 (+3%) and a decrease in the students scoringin Tier 3 (-2%). • In Math, there was an increase in students scoring in Tier 1 (+9%) and decrease in studentsscoring in Tier 3 (-7%).

5. In terms of the MDCPS Levels of Support for Addressing Learning Loss, what patterns are evident fortier 2/3 students receiving interventions and additional support/services beyond tier 1 instruction?

In terms of the MDCPS Levels of Support for Addressing Learning Loss, what patterns are evident for tier 2/3students receiving interventions and additional support/services beyond tier 1 instruction? • Comparing theiReady Diagnostic Data from AP1 to AP2 the following patterns are evident for Tier 2/3 students receivinginterventions and additional support/services beyond tier 1 instruction. • In ELA, there was a 3% decrease in thestudents scoring in Tier 2 and a 2% decrease in the student scoring in Tier 3. In Math, there was a 3% decreasein the students scoring in Tier 2 and a 6% decrease in the students scoring in Tier 3.

6. In terms of the MDCPS Levels of Support for Addressing Learning Loss, what patterns are evident forstudents participating in extended learning opportunities?

Comparing the iReady data from AP1 to AP2 the following patterns are evident for student participating inextended learning opportunities. • In ELA, there was an increase in students meeting the usage and lesson passrate goals. Tier 2 students usage goal increased by 13% and Tier 3 students increased usage goal by 9%. Tier 2students lessons passed goal increased by 10% and Tier 3 students increased lessons passed goal by 1%. • InMath, there was an increase in students meeting the usage and lesson pass rate goals. Tier 2 students usage goalincreased by 5%. Tier 2 students lessons passed goal increased by 3% and Tier 3 students increased lessonspassed goal by 2%.



MID-YEAR SYSTEMS REVIEW

January 4 - January 29, 2021

Discuss the monitoring of the Quarter 1 and Quarter 2 implementation Steps to determine thedegree of impact on School Culture and Academic Programs.

School Culture1. Considering the outcomes of the Quarter 1 and 2 Implementation Steps and corresponding data forSchool Culture, what actions led to data surpassing expectations? Provide examples.

After reviewing Quarter 1 and 2 Implementation Steps for School Culture, the following actions steps led topositive outcomes in the data: • Developing and implementing a tracker for district assessments. • Participationin professional development activities. • Participation common planning. • Grade level teams analyzing SchoolCulture data. • Identifying the top reasons for the decline in staff morale.

2. Considering the outcomes of the Quarter 1 and 2 Implementation Steps and corresponding data forSchool Culture, what actions (or lack thereof) led to data falling short of expectations? Provide examples.

After reviewing Quarter 1 and 2 Implementation Steps for School Culture, the following actions steps led tomarginal outcomes in the data due to inconsistent implementation: • Research and identify team buildingactivities focused on improving staff morale. • Develop a calendar of team building activities to improve staffmorale.

Academic Programs1. Considering the outcomes of the Quarter 1 and 2 Implementation Steps and corresponding data forAcademic Programs, what actions led to data surpassing expectations? Provide examples.

After reviewing Quarter 1 and 2 Implementation Steps for Academic Programs, the following actions steps ledto positive outcomes in the data: • Participation in common planning and utilizing effective resources andstrategies. • Develop/implement data driven lesson plans. • Administering district assessments as a check forunderstanding to ensure mastery of the standards. • Participation in iReady and Performance Matters Training •Implement trackers to monitor students’ progress. • Administrative walkthroughs to monitor use of strategiesand resources.

2. Considering the outcomes of the Quarter 1 and 2 Implementation Steps and corresponding data forAcademic Programs, what actions (or lack thereof) led to data falling short of expectations? Provideexamples.

After reviewing Quarter 1 and 2 Implementation Steps Academic Programs, the following actions steps led tomarginal outcomes in the data due to inconsistent implementation: • Analyze the iReady Online InstructionReport. • Complete a Google Document to record the results of the district topic/unit assessments to ensure100% reporting.

3. As a result of the data review, will you be changing your school grade goals?

No

If yes, what school grade goals need to be revised and why?

N/A

Be sure to resubmit the School Grade Goal Survey if you have made changes to your goals, sharedvia Weekly Briefing.

School Leadership Core Competencies



Competency 1: Commitment to Students

The school leadership team will continue to implement collaborative planning, coaching cycles and data driveninstruction to meet the needs of all learners. Instruction will be monitored during data chats, walkthroughs andimmediate corrective feedback.

Review the Phase I description of how the School Leadership Team will use the Commitment to Studentscompetency within the School Improvement Process. To what extent has this been implemented? Whereare areas in need of improvement? Provide evidence.

The School Leadership Team’s has partially implemented the Commitment to Students competency. Anopportunity for improvement is ensuring immediate corrective feedback is provided after walkthroughs.

Competency 2: Focusing on Sustainable Results

The school leadership team will infuse successful strategies utilized in ELA, Math and Civics as well asintegrate new initiatives that will improve proficiency across the curriculum.

Review the Phase I description of how the School Leadership Team will use the Focusing on SustainableResults competency within the School Improvement Process. To what extent has this been implemented?Where are areas in need of improvement? Provide evidence.

The School Leadership Team’s has partially implemented the Focus on Sustainable Results competency. Thearea in need of improvement is integrating initiatives that will improve proficiency for virtual students.

Competency 3: Developing Others

The school leadership team will provide professional development activities to build the capacity of instructionalstaff focused on meeting the needs of all learners and increasing student achievement. The leadership team willensure that staff members receive follow-up support after PDs.

Review the Phase I description of how the School Leadership Team will use the Developing Otherscompetency within the School Improvement Process. To what extent has this been implemented? Whereare areas in need of improvement? Provide evidence.

The School Leadership Team’s has partially implemented the Developing Others competency. The leadershipteam successfully provided job embedded professional development. An opportunity for improvement isensuring that staff members receive consistent follow-up support after professional development activities.

Competency 4: Engages the Team

The School Leadership Team will use Engages the Team competency in the School Improvement Process byensuring that all staff members are familiar with all components of the SIP and that the team will activelymonitor the implementation and progress towards attaining school-wide goals.

Review the Phase I description of how the School Leadership Team will use the Engages the Teamcompetency within the School Improvement Process. To what extent has this been implemented? Whereare areas in need of improvement? Provide evidence.

The School Leadership Team’s has partially implemented the Engages the Team competency. The leadershipteam was successful in ensuring staff members are familiar will all components of the SIP. An area forimprovement is increase the frequency in which implementation steps are monitored.

MID-YEAR REVIEW COMMUNICATIONHow will the findings and the next steps from the Data and Systems Review on School Culture andAcademic Programs be disseminated to all pertinent stakeholders?

The findings and next steps from the Data and Systems Review on School Culture and Academic Programs willbe disseminated to stakeholders in the following manner: • The information will be shared with school staffmembers during a faculty meeting and common planning. • The information will be shared with parents and



community leaders during EESAC meetings and the updated SIP is available in the school’s Parent ResourceCenter.

SCHOOL CULTUREQuarter 3/4 Implementation(February 1 – June 9, 2021)








ImplementationSteps

(Include the action,the frequency of the

action, and thepurpose of the

action.)



Expected Evidence

(What evidence would demonstratethe Implentation Step wassuccessfully executed?)

Monitoring

(How and Who?)

Start: Mon, Feb1

End: Fri, May 21

Monitor thecompletion of theTopic / UnitAssessments forall core subject(reading, math,science and socialstudies) throughthe GoogleDocument.

Aisha V.Marrero,PrincipalAlicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach

The completed tracker willserve as evidence successfulcompletion of theimplementation step. Utilizinga tracking system with fidelityto the completion of districtassessments that monitormastery ofstandards/benchmarks willimprove proficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor the completion ofdistrict assessments byanalyzing the trackers andproviding feedback toimprove studentachievement.








ImplementationSteps

(Include the action, thefrequency of the action,and the purpose of the

action.)



Expected Evidence

(What evidence would demonstrate theImplentation Step was successfully

executed?)

Monitoring

(How and Who?)

Start: Mon, Feb1

End: Fri, Feb 19

Grade Level Teamswill meet duringdepartment / gradelevel meetings toprovide supportingdetails for the threereasons thatcontributed to thedecline in staffmorale based on theSchool Culture datain PowerBi.


The Department Meeting Agendaand the list of three reasons withaccompanying details for thedecline in staff morale will serveas evidence of the completedimplementation step. Clarifyingthe reason for the decline in staffmorale will aid in improving acollegial and collaborativeenvironment.

Alicia Jones,AssistantPrincipal Theadministrator willfacilitate theDepartmentMeetings andprovide guidelinesfor adding detailsto the list ofreasons related tostaff morale.

Start: Mon, Feb8

End: Fri, Feb 19

DepartmentChairpersons willcomplete the Googleform listing thesupporting details forthe three reasons thatcontributed to thedecline in staffmorale based on theSchool Culture datain PowerBi.


The completed Google Form thatincludes the supporting details forthe three reasons that contributedto the decline in staff morale willserve as evidence of the completedimplementation step. Explainingthe reasons for the decline in staffmorale with supporting details willaid in improving a collegial andcollaborative environment.

Alicia Jones,AssistantPrincipal Theadministrator willmonitor thesuccessfulcompletion of theGoogle Form.

Start: Mon, Feb22

End: Fri, Mar 5

DepartmentChairpersons willmeet with theirrespective teammembers to researchand identify teambuilding activitiesfocused on improvingstaff morale.


The list of team building activitieswill demonstrate successfulcompletion of the implementationstep. Improving staff morale willpromote a positive school cultureaimed at improving schoolwideprograms.

Alicia Jones,AssistantPrincipal Theadministrator willfacilitate meetingsto research andidentify teambuilding activitiesto include in aschool widecalendar.

Start: Mon, Mar8

End: Wed, May26

The DepartmentTeams will facilitatetheir team buildingactivities during thefaculty meetings inMarch, April andMay.

StaceySrebnick,PrimaryChairpersonCharlieAbdella.Intermediate

The March, April and May FacultyMeeting Agendas and sign-in sheetwill serve as evidence of thecompleted implementation step.Implementing team buildingactivities will aid in improving a

Aisha V. Marrero,Principal Theadministrator willfacilitate theFaculty Meetingand highlight howteam building



ChairpersonDr. MelissaOrr, MiddleGradesChairpersonK-8 Teachers

collegial and collaborativeenvironment.

activities arebeneficial toimproving staffmorale.






ImplementationSteps



action.)



Expected Evidence

(What evidence would demonstrate theImplentation Step was successfully

executed?)

Monitoring

(How and Who?)

Start: Mon, Feb1

End: Fri, May 28

Instructional staffwill continue toparticipate incontent specificprofessionaldevelopmentactivities.

Aisha V.Marrero,PrincipalAlicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The My Learning Plan registrationconfirmation page will serve asevidence of the completedimplementation step. The targetedPDs will increase effectiveinstructional planning and delivery.

Aisha V. Marrero,Principal Theadministrator willmonitor instructionalstaff participation inprofessionaldevelopmentactivities.

Start: Mon, Feb1

End: Fri, Jun 4

Teachers willadhere to theCommonPlanningSchedule tocollaborate withand supportinstructionalstaff.

Alicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach

The Common Planning Agenda willbe evidence of the completedimplementation step. Commonplanning sessions will ensure thatteachers receive support to improveinstruction and student achievement.

Alicia Jones,Assistant Principal,Lisa Harrison,Reading Coach Theadministrator andReading Coach willcontinue to monitorteachers’ attendanceat common planningsessions.

Start: Mon, Feb1

End: Fri, Jun 4

Instructional staffwill continue toparticipate incommonplanning toeffectively planand deliverphysical and

Alicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach / PDLiaison

The Common Planning Agenda andmeeting notes will demonstratesuccessful completion of theimplementation step. The commonplanning sessions will ensure thatteachers implement strategies andbest practices to improve proficiencyand close the achievement gap.

Alicia Jones,Assistant PrincipalThe administratorwill participate inand monitorattendance atcommon planningsessions.



onlineinstruction.

Start: Mon, Feb1

End: Wed, Jun 9

Administratorswill conductweeklywalkthroughs tomonitor thedelivery oflessonsdeveloped duringcommonplanning.

Aisha V.Marrero,PrincipalAlicia Jones,AssistantPrincipal

Administrators will conductwalkthroughs to monitor theimplementation of lessons developedduring common planning. Evidenceof the implementation step will belesson plans developed duringcommon planning. The commonplanning sessions will ensure thatteachers implement strategies andbest practices to improve proficiencyand close the achievement gap.

Aisha V. Marrero,Principal AliciaJones, AssistantPrincipal Theadministrators willmonitor theconsistent deliveryof lessons developedduring commonplanning sessionsthrough targetedwalkthroughs.

Academic ProgramsQuarter 3/4 Implementation(February 1 – June 9, 2021)








ImplementationSteps



action.)


(First & LastName, Postion)

Expected Evidence

(What evidence would demonstrate theImplementation Step was successfully

executed?)

Monitoring

(How and who?)

Start: Mon, Feb1

End: Fri, Jun 4

Instructional staffwill continue todevelop lessonplans duringCommon Planningthat outline whenresources andstrategies will beused duringphysical andonline instruction.

Alicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach K-8Teachers

The Common Planning Agendaand completed lesson plans thatincorporates the consistent use ofthe identified effective strategiesand resources will demonstratesuccessful completion of theimplementation step. The teacherswill continue to utilize effectiveinstructional resources that willimprove proficiency and close theachievement gap.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willcontinue to participatein the CommonPlanning Meetings andconduct walkthroughsto ensure the consistentuse of identifiedstrategies andresources.








ImplementationSteps

(Include the action, thefrequency of the

action, and the purposeof the action.)



Expected Evidence


Monitoring

(How and who?)

Start: Mon, Feb1

End: Fri, Feb 26

Conduct data chatsutilizing the resultsfrom the iReadyDiagnostic TestAP2, Topic/UnitAssessments andMid-YearAssessments.


The Data Chat sign-in sheetand assessment results willserve as evidence of thecompleted implementationstep. Teachers will utilizecurrent data to drive andmodify instruction to meetthe needs of all learners.

Aisha V. Marrero,Principal Theadministrator will facilitateData Chats to ensure thatteachers understand how toanalyze and use data todrive instruction.

Start: Mon, Feb1

End: Fri, Jun 4

Instructional staffwill utilize iReadyDiagnostic Test,Topic/UnitAssessment andMid-YearAssessment data toupdate Tier 2 /Tier 3Intervention groupsand tutoring groups.

Alicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach

The list of students in Tier 2and Tier 3 intervention willserve as evidence of thecompleted implementationstep. Teachers will utilizecurrent data to guideintervention instructionaldelivery and meet the needsof all learners.

Alicia Jones, AssistantPrincipal Theadministrator will ensurethat Tier 2 and Tier 3students are identified andintervention is providedduring the scheduled blockon the Master Schedule.

Start: Mon, Feb1

End: Fri, Jun 4

Instructional staffwill continue toimplementinterventionutilizing the Tier 2and Tier 3InterventionCalendar andidentified resources.

Alicia Jones,AssistantPrincipal,LisaHarrison,ReadingCoach K-8Teachers

The Tier 2 and Tier 3Intervention Calendar andlesson plans will be evidenceof the successful executionof the implementation step.Teachers will utilize theIntervention Calendar toprovide instruction that willclose the achievement gapand increase proficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators willmonitor theimplementation of the Tier2 and Tier 3 InterventionCalendar through targetedwalkthroughs.

Start: Mon, Feb1

End: Fri, Apr 30

Instructional staffwill implementbefore and afterschool tutoring for

Alicia Jones,AssistantPrincipal,Lisa

Tutoring attendance, IReadylesson pass rate, and tutoringpost-test results will beevidence of the successful

Aisha V. Marrero,Principal Alicia Jones,Assistant Principal Theadministrators will



studentsexperiencinglearning lossutilizing districtidentified/providedresources.

Harrison,ReadingCoach K-8Teachers

completion of theimplementation step.Teachers will utilize currentdata to monitor instructionand improve studentachievement.

monitor tutoringattendance, iReady lessonpass rates by analyzing theOnline Instruction Report(School) to monitorprogress towardsmastering the standards.






ImplementationSteps

(Include the action, thefrequency of the action,and the purpose of the

action.)



Expected Evidence



Monitoring

(How and who?)

Start: Mon, Feb1

End: Fri, May 21

During commonplanning, teacherswill plan for theadministration of thedistrict topic/unitassessments in allcore subjects as acheck forunderstanding thatwill ensure mastery ofthe standard(s)/benchmark(s).

Alicia Jones,AssistantPrincipalLisaHarrison,ReadingCoach K- 8Teachers

The completed lesson plansdeveloped during commonplanning which includes theadministration of the districttopic/unit assessments as acheck for understanding will beevidence of the completedimplementation step. Teacherswill identify and implementchecks for understanding toensure mastery and increaseproficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant PrincipalThe administratorswill monitor lessonplans which includechecks forunderstanding throughtargeted walkthroughs.

Start: Mon, Feb1

End: Fri, May 21

Teachers willadminister the districttopic/unit assessmentsas a check forunderstanding.

K-8 Teachers

The Performance MattersReport displaying the results ofthe district topic/unitassessments will be evidence ofthe completed implementationstep. Teachers will plan for andimplement checks forunderstanding to ensuremastery and increaseproficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant PrincipalThe administratorswill analyzePerformance Mattersand PowerBi reportsto monitor theadministration andresults of the districttopic/unit assessments.

Start: Mon, Feb1

End: Fri, May 21

Teachers willcontinue to completea Google Documentto record the resultsof the districttopic/unit assessments


The Google Document tomonitor the consistentadministration of the districttopic/unit assessments will beevidence of the successfulcompletion of theimplementation step. Teachers

Aisha V. Marrero,Principal Alicia Jones,Assistant PrincipalThe administratorswill analyze theGoogle Document,Performance Matters



to ensure 100%reporting.

will plan for and implementchecks for understanding toensure mastery and increaseproficiency.

and PowerBi Reportsto monitor theconsistentadministration of thedistrict topic/unitassessments.

Start: Mon, Feb1

End: Fri, May 28

Teachers will analyzeassessment data toadjust instructionand/or provideremediation to ensuremastery of thestandards.

K-8 Teachers

The Lesson Plans andPerformance Matters Report(Baseball Card and ItemAnalysis) displaying the resultsof the district topic/unitassessments will be evidence ofthe completed implementationstep. Teachers will modifylessons plans according tocurrent data to ensure masteryand increase proficiency.

Aisha V. Marrero,Principal Alicia Jones,Assistant PrincipalThe administratorswill analyzePerformance Mattersand PowerBi reportsto monitor theadministration, resultsof the districttopic/unit assessmentsand mastery ofstandards.

MDCPS Levels of Support for Addressing Learning Loss

To complete the MDCPS Levels of Support for Addressing Learning Loss section, refer to the2020-2021 MDCPS Continuous Learning Plan: A Plan to Mitigate Loss of Learning Due toCOVID-19. Please address Levels 1, 2 and 3 by responding to the specific questions below.

Level 1: Accelerating Student Learning- Describe the steps the school is taking to ensure high-qualitygrade level instruction is being provided to all students both Schoolhouse and My School Online (MSO).

The school is implementing the following steps to ensure high-quality grade level instruction is being providedto all students both Schoolhouse and My School Online (MSO): • Training was provided to ensure that teachersutilize data to guide instruction to address the needs of all learners. • Teachers participate in common planningutilizing the pacing guides, item specifications and district resources to ensure that instruction (Schoolhouse andMy School Online) is aligned with the standards/benchmarks. • Current data is utilized to develop and deliverdata driven instruction to meet the needs of all learners. • Employ checks for understanding to include thedistrict’s topic/unit/quarterly assessments to ensure mastery of the standards. Consistently provide feedback afterassessments. • Develop fluid groups and monitor their progress towards mastering the standards/benchmarks. •Instructional staff will continue to collaborate to identify and utilize effective resources and strategies to increaseproficiency. • Intervention is implemented with fidelity utilizing the intervention calendar and iReady and ReadyInstructional materials. • Tutoring sessions (before, after and Saturday school) are conducted to reduce learningloss and improve proficiency. • Students identified as not making adequate progress are encouraged to return toSchoolhouse instructional delivery model.

Level 2: Assessing and Addressing Student Learning Gaps- Describe the steps the school is taking toprovide targeted interventions to tier 2/3 students in addition to support and services during the schoolday that are above and beyond Tier 1 instruction.

The school is implementing the following steps to provide targeted interventions to Tier 2/3 students in additionto support and services during the school day that are above and beyond Tier 1 instruction. • Analyze data fromiReady Diagnostic Test AP2, Topic/Unit Assessments and Mid-Year Assessments to ascertain students’ currentacademic levels. • Conduct data chats (administrator/teacher/student). • Ensure students groups are fluid forintervention, remediation, differentiated instruction and before/after/ Saturday school tutoring. • Implement Tier2/3 intervention with fidelity using the Tier 2/3 Calendars. • Implement before/after/Saturday school tutoring. •Provide ongoing progress monitoring through various assessments (iReady Diagnostic/Growth Monitoring,district topic/unit/mini assessments, etc.) • Utilize computer-based resources that targets and addresses theindividual needs of learners.



Level 3: Providing Extended Learning Opportunities- Describe the steps the school is taking to offerstudents opportunities to participate in extended learning opportunities that are inclusive of SaturdayAcademy, Winter Break Academy, Spring Break Academy, and before and after school tutoringprograms.

The school is implementing the following steps to offer students opportunities to participate in extended learningopportunities that are inclusive of Saturday Academy, before and after school tutoring programs. • The schoolwill identify and invite students to participate in extended learning opportunities. • Highly qualified instructorswill deliver lessons during before/after/Saturday school tutorial programs. • Effective resources will be used toaddress learning loss and close the achievement gap. • Implement ongoing progress monitoring to determinelearning gains and mastery. • Students identified as not making adequate progress are encouraged to return toSchoolhouse instructional delivery model and participate in the existing tutorial program.

Phase V

End of Year Reflection

Input – Feedback – Outcome AnalysisPhase V will be developed and executed by the school as described below:

During Phase V, teachers and staff will be given the opportunity to collaborate with the SchoolLeadership Team and provide meaningful input after the review of the School Improvement Processimplemented during the 2020-2021 school year. The School Leadership Team will complete Phase VEnd of Year Reflection for both School Culture and Academic Programs considering the success ofthe Outcome Statements.

Phase V Stakeholder Feedback and Reflection

May 3 – June 9, 2021

Use the 2020-2021 Continuous Improvement Reflection Worksheet, to meet with all gradelevel/departments to solicit input with the following:

Areas of strength and opportunities for improvement in both School Culture and AcademicProgramsReflections and predictions for School Culture and Academic Programs

Meet to reflect on the feedback gathered from the grade level/departments. The team will use the feedbackreceived to guide the development of one comprehensive 2020-2021 Continuous Improvement ReflectionWorksheet.Schedule a faculty meeting during the month of May where faculty/staff will complete the 2020-2021School Improvement Survey.During this May faculty meeting, share the findings from the 2020-2021 Continuous ImprovementReflection Worksheet and seek consensus from all faculty/staff to ensure that the findings accuratelyrepresent the identified areas of strength and opportunities for improvement along with the identifiedprocesses that will be sustained, developed, or enhanced in the areas of School Culture and AcademicPrograms for the 2021-2022 school year.After the May faculty meeting, schedule an EESAC meeting to share the outcomes.

2020-2021 Continuous Improvement Reflection Worksheet

School CultureMay 3 – June 9, 2021

school information school improvement process miami ......school information school improvement...

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