17...9/13/2019 School Improvement Process 2/17 School Location # -0311 Name of School - GOULDS...

9/13/2019 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/form 1/17



School Location # -0311

Name of School - GOULDS ELEMENTARYSCHOOL



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

0311- Goulds Elementary

Principal (Last Name, First Name)

Pendergrass, Alonza

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

Boyd, Alicia

MTSS Coordinator (Last Name, First Name)

Boyd, Alicia

Demographic Overview

Goulds Elementary currently enrolls 315 students with a demographic of 52.3% African American, 36.6%Hispanic, and 8.4% multiracial. It is a Title I school with an economically disadvantaged rate of 96% and aminority rate of 99%. Our diverse population of students also includes a variety of learners which staff andcommunity members work together as a team to ensure academic success and social-emotional well being.Goulds Elementary has an Exceptional Student Education Program that serves a variety of exceptionalities.

Current School Status

a. Provide the School's Mission Statement

The mission of Goulds Elementary School is to offer programs that foster children's ability to think critically.The administration, professional staff, community leaders and stakeholders utilize a challenging curriculum andprovide students with a learning environment that reflects district and state standards in literacy, mathematics,science, and social studies. The school's mission is to mold students into productive citizens in society, anddevelop civic virtue and moral character; qualities that are essential to leading productive lives in our fast pacedsociety.

b. Provide the School's Vision Statement

The vision of Goulds Elementary is to provide a positive and nurturing environment where all students areencouraged to strive toward and achieve their fullest potential. Students will be given the foundation to becomeproductive and conscientious citizens for the 21st century.

School Narrative

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

Goulds Elementary is a Title I supported school that services the community of Goulds, Florida. The school wasbuilt in 2008 and has the capacity to serve 800 students in Kindergarten through 5th grade. Goulds Elementarytakes great pride in instilling a love of learning and providing a safe learning environment that delivers rigorousacademic curriculum.

Are you a Title I School?



Phase I will be completed during the 2019 Synergy Summer Institute.

July 10 - July 19, 2019

yes

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, intersession and spring recess tutorialsessions, 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 10 – July 19, 2019) Phase I of the School Improvement Process will begin at the 2019 Synergy Summer Institute. The SchoolLeadership Team (SLT) will participate and collaborate in a 3-day development workshop to initiate theyearlong School Improvement Process. During the Synergy Summer Institute, the SLT will analyze acomprehensive set of quantitative and qualitative data within the areas of School Culture and AcademicPrograms from the previous school year. After an analysis of the data, the SLT will reflect on the currentpractices and processes contributing to the data results during a guided Systems Review. The SLT will reviewand consider Essential Practices utilized in M-DCPS and identify practices within School Culture and AcademicPrograms to sustain or enhance the implementation of the school’s continuous improvement process. The SLTwill develop overarching Outcome Statements for the 2019-2020 school year. During the Synergy SummerInstitute, the SLT will participate in coursework aimed to develop School Leadership Core Competencies tosupport the implementation of the school’s continuous improvement process.

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 Data MapSchool Culture Data and Systems Review OrganizerAcademic Programs Data MapAcademic 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



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 on School Leadership Core Competencies will assist schools in developingand implementing the School’s Improvement Process with a high degree of fidelity to maximize the impact andinvestment by stakeholders into all school improvement 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 2019-2020 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 2019-2020 Opening of Schools

DAY ONE- Synergy Summer Institute

DATA AND SYSTEMS REVIEWSchool Leadership Teams will review all 2018-2019 data points provided on the subsequent pages in theindividualized School Culture Data Map and Academic Programs Data Map to analyze the results using theData Driven Dialogue Protocol. Systems Review Organizers will assist the school to further examine and alignresults to the Essential Practices.

Data and Systems Review

1. Using the Data Driven Dialogue Protocol, SLTs will analyze the School Culture and Academic ProgramsData Maps (i.e. student level data, teacher level data, and parent 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 eachrating):

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, indicate



below 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.

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 for Selection of Data

Why was this data finding selected as being mostimpactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyImproved Data Findings

According to the 2018-2019 SchoolCulture Data Map, 17% of teachers missed10 or more days compared to 2017-2018where 34% of teachers missed 10 or moredays, a 17% difference.

Teacher attendance is importantbecause it directly affects studentachievement. Addressing this datapoint will continue to ensure thatteachers will be consistently presentwhich will impact quality instructionon a daily basis.

AttendanceInitiatives

According to the 2018-2019 MasterClimate Survey, 68% of the teachers agreewith the statement that adequatedisciplinary measures are used to deal withdisruptive behavior compared to 2017-2018 where 42% of the teachers agreedwith the same statement, a 26% difference.

Addressing discipline in an effectivematter enables quality instruction totake place and reinforces behavioralexpectations. By reducing unwantedbehavior and encouraging appropriatebehavior, a stimulating learningenvironment will be created.

PositiveBehaviorSupport(PBS)

According to the 2018-2019 MasterClimate Survey, 89% of the teachers agreewith the statement that students arereceiving a good education compared to2017-2018 where 75% of the teachersagreed with the same statement, a 14%difference.

It is important for teachers to believethat students are receiving a qualityeducation at their school site becausethis belief coincides with theirinstructional confidence. Instructionalconfidence will impact studentachievement and mastery of content.

Staff-StudentConnections

Essential Practice for Significantly Improved Data Findings (Sustained)

Staff-Student Connections



Data Rating






Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

According to the 2018-2019 MasterClimate Survey, 58% of the teachers agreewith the statement that staff morale is highat our school compared to 2017-2018where 50% of the teachers agreed with thesame statement, an 8% difference. Eventhough there was an 8% increase, the datafinding is still average.

Positive staff morale is essential to aschool site because it encourages buy-inregarding overall school initiatives. Ifteachers buy-in to these initiatives, allcomponents that are critical to studentachievement will be positively impacted.

SharedVision/Mission

According to the 2018-2019 MasterClimate Survey, 84% of the teachers agreewith the statement that their ideas arelistened compared to 2017-2018 where85% of the teachers agreed with the samestatement, a 1% difference.

If teachers feel that their ideas are heard,they will be more willing to becomeactive participants in the overall growthof the school. This will positively impacttheir relationship with their students,parents, and peers; creating anenvironment where all stakeholders feelpart of the school community.

EmpowerTeachers AndStaff

According to the 2018-2019 MasterClimate Survey, 58% of the teachers agreewith the statement that annual teacherevaluations are used to improve teacherperformance compared to 2017-2018where 55% of the teachers agreed with thesame statement, a 3% difference.

If teachers believe their evaluations areused to improve their performance theywill be more cognizant of their strengthsand weaknesses. Addressing this datapoint will open the door for teachers toimprove on their areas of need.

EmpowerTeachers AndStaff

Essential Practice for Neutral Data Findings (Secondary)

Empower Teachers And Staff

Data Rating






Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyDecreased Data Findings

According to the 2018-2019 School CultureData Map, 32% of students received onedisciplinary referral compared to 2017-2018 where 11% of students received onedisciplinary referral, a significant increaseof 21%.

This data point is important because itdemonstrates to the SLT that there wasan increase in truancy and undesiredbehaviors. This will open the door toattendance and behavior initiatives.

CelebrateSuccesses

According to the 2018-2019 Master If teachers feel that their jobs are Mindfulness



Climate Survey, 84% of the teachers agreewith the statement that their ability to theirjob is limited by student deficiencies inbasic skills compared to 2017-2018 where75% of the teachers agreed with the samestatement, a 9% difference.

limited by student deficiencies in basicskills, they will be less likely to teachto the rigor of the standard. Focusingon student deficiencies will impactstudents' mastery of standards byclosing achievement gaps.

According to the 2018-2019 School CultureData Map, 50% of teachers missed 5.5-10school days compared to 37% in 2017-2018, a 13% difference.

Teacher attendance is importantbecause it directly affects studentachievement. Addressing this datapoint will continue to ensure thatteachers will be present which willimpact quality instruction on a dailybasis.

AttendanceInitiatives

Essential Practice for Significantly Decreased Data Findings (Primary)

Celebrate Successes

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating







SignificantlyImproved Data Findings

According to the 2018-2019Academic Data Map, overallproficiency in ELA and Mathsignificantly improved. ELAproficiency improved from 32% in2017-2018 to 40% in 2018-2019.Math proficiency improved from43% in 2017-2018 to 47% in 2018-2019.

Focusing on proficiency is essential toreading and math instruction because itexposes students to the rigor of thestandard. If addressed, overallproficiency will increase due to masteryof the standards.

Standards-AlignedInstruction

According to the 2018-2019Academic Data Map, third gradeproficiency in ELA improved from25% in 2017-2018 to 39% in 2018-2019.

According to the 2017-2018 SAT data,the majority of our rising third gradestudents are coming in below grade level.The increase in third grade proficiency isimportant; because, it is a reflection ofthe rigor in the delivery of instruction asit correlates to the mastery of ELAstandards.

Standards-BasedCollaborativePlanning

According to the 2018-2019Academic Data Map, third gradeproficiency in Math improved from53% in 2017-2018 to 66% in 2018-2019.

This data finding is significant; because,the delivery of instruction at Gouldsfocused on using problem solvingstrategies in order to attain the rigor ofthe standard. This instructional practice

GradualRelease ofResponsibilitiesModel(GRRM)



impacted student achievement incorrelation to third grade Math standards.

Essential Practice for Significantly Improved Data Findings (Sustained)

Standards-Aligned Instruction

Data Rating







NeutralData Findings

According to the 2018-2019 AcademicData Map, Science proficiency improvedby 1% from 29% in 2017-2018 to 30% in2018-2019.

This data finding is important; because,it correlates with reading proficiency. Ifreading strategies are used to facilitatecomprehension of science concepts,science proficiency will increase.

GradualRelease ofResponsibilitiesModel(GRRM)

According to the 2018-2019 AcademicData Map, Math learning gains in fourthgrade decreased by 1% from 30% in 2017-2018 to 29% in 2018-2019.

Learning gains are impacted by thestrategic planning of lessons that arealigned to student needs. An increasedfocus on differentiating instruction tobridge the gaps of students will causean increase in the number of studentswho attain their leaning gains.

DifferentiatedInstruction

According to the 2018-2019 AcademicData Map, third grade proficiency in ELAimproved from 25% in 2017-2018 to 39%in 2018-2019. ELA improved from 32% in2017-2018 to 40% in 2018-2019. Althoughthere was an increase, 60% of students ingrades 3-5 still non-proficient.

This is important because wecontinuously fall into the L300 cohortdue to lack of ELA proficiency andlearning gains. If addressed, morestudents will be able to access gradelevel texts and utilize a variety ofreading strategies.

CorrectiveFeedback forStudents

Essential Practice for Neutral Data Findings (Secondary)

Gradual Release of Responsibilities Model (GRRM)

Data Rating




Why was this data finding selected as being most impactful?



SignificantlyDecreased Data Findings

According to the 2018-2019Academic Data Map, overall Mathlearning gains decreased from 43% in2017-2018 to 38% in 2018-2019, a5% difference.

The rationale behind selecting this data isthe need to continue to build capacity indeveloping lessons that are aligned tostudent needs by making data-drivendecisions.

Data-DrivenInstruction



According to the 2018-2019Academic Data Map, fourth gradeELA proficiency decreased from 42%in 2017-2018 to 35% in 2018-2019, a7% difference.

Focusing on proficiency is essential toreading instruction; because, it exposesstudents to the rigor of the standard. Ifaddressed, overall proficiency willincrease due to mastery of the standards.

Checks forUnderstanding

According to the 2018-2019Academic Data Map, fifth grade mathlowest quartile learning gainsdecreased from 37% in 2017-2018 to21% in 2018-2019, a 16% difference.

It is important for students in the lowestquartile to know that growth is expected.This expectation will cause an increase inthe amount of students who attain theirleaning gains.

Data-DrivenDecisionMaking

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 2019-2020 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 2019-2020 school year.

The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drive theschool’s action plans for the 2019-2020 school year.

SCHOOL CULTURE




Celebrate Successes



Secondary Essential Practice


ACADEMIC PROGRAMS







DAY TWO- Synergy Summer Institute

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 2019-2020 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. During the SynergySummer Institute, coursework will allow for the evaluation and development of these School Leadership CoreCompetencies to increase efficiency and skill mastery which can be used by school leaders to successfullyimplement the School 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.

School Leadership Core Competency Course Reflections

School Leadership Teams will participate in a series of courses during the Synergy Summer Institute to measureand develop School Leadership Core Competencies and utilize these high-level competency skills to implementthe identified Essential Practice Enhancements to improve outcomes within School Culture and AcademicPrograms. SLTs will reflect on their current leadership roles and implementation of the core competencies andconsider opportunities for growth and application of each core competency for the 2019-2020 school year.

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



The school leadership team sets high expectations for all learners, believes in students’ ability to learn, andencourages students to take ownership of their learning.

As evidenced by:

Data from the school climate survey reveals 74% of the students feel as if the teachers make them want to learn.Also, 88% of students feel that the teachers require them to work hard for the grades that they earn.

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

The SLT will use the competency of Commitment to Students in the SIP by implementing and utilizingbehavioral and instructional incentives which will cause students to take ownership of their learning and meetthe high expectations set by their teachers and the SLT.

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

The SLT motivates teachers to continue to utilize best practices that are proven to be successful.

As evidenced by:

Based on FSA data, ELA proficiency increased from 32% to 40%, learning gains increased from 50% to 57%,and L25 learning gains increased from 50% to 58%. Math proficiency increased from 43% to 47% and L25learning gains increased from 34% to 48%.

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

The SLT will use the competency of Focusing on Sustainable Results in the SIP by regularly tracking progressas well as take specific courses of action to achieve desired results. The SLT will ensure that teachers analyzedata, utilize DI/intervention folders, monitor and track students' progress, as well as provide timely feedback.The SLT will monitor the implementation of rigorous instruction via walk-throughs, observations, andcollaborative planning.

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

The SLT provides guidance in using data to plan for instruction. Following a PD opportunity, teachers areprovided with support/resources to implement newly learned strategies. Instructional strategies are discussedduring leadership team meetings, faculty meetings, and common planning. Teachers are provided withopportunities to share best practices.

As evidenced by:

Data from the school climate survey shows that 81% of teachers at Goulds Elementary felt as if ProfessionalDevelopment programs kept them informed of new educational strategies and we would like to continue to buildon that trend.

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

The SLT will provide professional learning opportunities for teachers during the 2019-2020 school year basedon areas of need. The PDs will be facilitated by our coaches, teacher leaders, and administration. We will openthe school year with a PD focusing on cultural responsiveness and team building/collaborative planning.

Competency 4: Engages the Team



Describe the School Leadership Team's current reality regarding Engages the Team.

The SLT shares opportunities in decision making, provides feedback on instruction, and provides guidance onbest practices.

As evidenced by:

The vision is communicated during the opening of school meeting. Grade level chairs share one best practice atfaculty meetings. Teachers also share best practices during collaborative planning.

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

The SLT will involve teachers in defining academic, cultural, and behavioral goals. The initiatives implementedwill be documented through agendas, reflection documents and committees.

DAY THREE- Synergy Summer Institute

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 the2019-2020 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 2019-2020 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 2019-2020 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 2019-2020 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 2019-2020 school year.

SCHOOL CULTURE



Priority Actions for the Sustained Essential Practice

The SLT will implement protocols and procedures that will encourage and facilitate positive connectionsbetween staff and students.




Celebrate Successes

Priority Actions for the Primary Essential Practice

Priority actions will include celebrating staff and student accomplishments that will decrease undesiredbehaviors, increase teacher attendance, and close achievement gaps.



Priority Actions to Enhance the Secondary Essential Practice

The SLT will provide support and guidance to teachers and staff in order to facilitate their growth as leaders. TheSLT will implement protocols where staff feel comfortable sharing their ideas.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice

The SLT will provide support and guidance to all subject area teachers in developing and delivering standards-aligned lessons via whole group instruction, differentiated instruction, and intervention.



Priority Actions for the Primary Essential Practice

The SLT will implement protocols and procedures that will encourage teachers to use data to drive and adjustinstruction.



Priority Actions to Enhance the Secondary Essential Practice

The SLT will implement opportunities through already established protocols and procedures where teachers canensure that there is a gradual release of responsibility taking place.

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 2019-2020 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 2019-2020 schoolyear.



SCHOOL CULTURE

OUTCOME STATEMENT

School Culture

If the SLT implements the essential practice of celebrating successes, then undesired behaviors will decrease,teacher attendance will increase, and achievement gaps will be minimized. If the SLT implements the essentialpractice of empowering teachers and staff, then teachers will grow as leaders and all staff will feel morecomfortable sharing their ideas. If the SLT implements the essential practice of staff-student connections, thenpositive relationships between students and staff members will be developed and fostered.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If the SLT implements the essential practice of standards-aligned instruction, then overall proficiency andlearning gains will improve across all subjects. If the SLT implements the essential practice of data-driveninstruction, then administration, coaches, teachers, and students will all play a role in analyzing and utilizingdata to guide/shift instruction. If the SLT implements the essential practice of gradual release of responsibility,then teacher expectation will increase and student achievement will increase.

OPENING OF SCHOOL PROFESSIONAL DEVELOPMENTSchool Leadership Teams will design a professional development to be provided during the Opening of Schoolactivities on one or both Teacher Planning Day(s). In the plan below, specify the following: morning orafternoon sessions, topics to be shared, protocols being used in both small and large groups, and thefacilitator(s) leading the group sessions. The purpose of the professional development will be to share what wasrealized, acknowledged, learned, and planned during Phase I of the School Improvement Process during theSynergy Summer Institute 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 Statements

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

Sustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

Priority Actions - How will the priority actions be addressed during the school year? Brainstorm possible Implementation StepsIdentify possible roles/resources

Opening of School Professional Development Agenda



Opening of

School Date

(08/15/19)AM-PM

Phase I Topic

What topic will beshared?

Data andSystems ReviewSummarySchoolLeadership CoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriority ActionsOutcomeStatements

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

the collection anddiscussion of feedback

regarding the topic?

8:30-9:00 Breakfast/Welcome Network and share experiences. Administration Coaches

9:00-9:15 Reflective Practitioner

- Ice Breaker (Post-its): Reflect on your growthas an educator and your students last year. Howwill you use that to continue to drive you thisyear?

Margarita Nova-MarshLaurelynn Morrison-Young

9:15-10:00

Literacy andMathematics

-Table Carousel -Power of Genres -PowerPointPresentation

Laurelynn Morrison-Young Margarita Nova-Marsh

10:00 -11:30

TeamBuilding/CollaborativePlanning

Teachers will get in groups based on grade leveland content. Each teacher will be assigned a role.Teachers will collaborate on the first week ofinstruction, academically as well as classroommanagement.

Teachers Margarita Nova-Marsh LaurelynnMorrison-Young

1:00 -3:00 Parallel Purpose

Teachers will get in groups based on grade leveland content. Each teacher will be assigned a role.Teachers will collaborate on the first week ofinstruction, academically as well as classroommanagement.


3:00 -3:30 Parallel Purpose

One member from each grade level group willshare the gist of their first week plans. Othergroups will provide feedback.


Date post:	05-Aug-2021
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

17...9/13/2019 School Improvement Process 2/17 School Location # -0311 Name of School - GOULDS...

Documents