18 - osi.dadeschools.netosi.dadeschools.net/19-20_SIP/5131_North Dade...grade for the 2018 - 19...

9/13/2019 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/form 1/18



School Location # -5131

Name of School - N. DADE CTR. FOR MODERNLANG. ES



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

5131 - North Dade Center for Modern Languages

Principal (Last Name, First Name)

Castaigne, Maria

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

Pieze, Donna

MTSS Coordinator (Last Name, First Name)

Pieze, Donna

Demographic Overview

North Dade Center for Modern Languages Elementary is a Tier I school in the North Region. We received an 'A'grade for the 2018 - 19 school year. We are not a Title I school due to changes in our demographic. The ethnicratio of our school is 27% Hispanic, 70% Black, 1% White, and 1% other.

Current School Status

a. Provide the School's Mission Statement

The school motto "Preparing Global Thinkers for a Multicultural World," represents the educational philosophyof North Dade Center for Modern Languages (CML). The school's mission is to prepare all students forchallenges ahead by providing an academically enriched environment. We encourage creativity and promoteanalytical and reflective thinking. It is hoped that our students will acquire multicultural experiences and mutualrespect on the road to becoming multilingual and multi-literate citizens in an increasingly internationalizedworkforce.

b. Provide the School's Vision Statement

The vision of North Dade Center for Modern Languages is to develop an academically enriched environment,preparing our students to become contributing citizens and global thinkers in a multicultural 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 Dade Center for Modern Languages is located in a residential neighborhood in Miami-Gardens, an urbancommunity. Our Foreign Language Magnet Program is designed to serve students within our community as wellas bringing cultural awareness to all stakeholders. High academic standards is evident with our extended dayprogram where students are instructed using an accelerated curriculum and intensive foreign language. Foreignlanguage classes reinforce basic skills and academic standards during the 7.5 weekly hours of instruction. Thecurriculum is interdisciplinary, providing students with a comprehensive education. Additionally, students ingrades 4 - 5 have the opportunity to participate in the Cooperative Agreement with Spain. This is an agreementbetween Spain and Miami-Dade County Public Schools that is approved and accredited to implement a Spanishprogram providing dual accreditation for participating students. Students are taught science and social studiesusing textbooks published in Spain. North Dade Center for Modern Languages emphasis upon critical thinking



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

skills, problem solving skills, and the creative thinking process is evidenced by the various learningopportunities offered to our students. The integration of technology offers students enrichment and studentachievement through computer technology in science, reading, math and English. Since 1992, the students whoare enrolled in the French program have the opportunity to participate in the annual National French Contestsponsored by AATF. The Mathematics and Science Brain Bowl is an in-house competition meant to increaseperformance in mathematical reasoning skills and scientific processing skills. The Miami Gardens ScienceScience and Engineering Fair is a joint venture with St. Thomas University to promote scientific research. NorthDade Center for Modern Languages music department has a performing group and drum-line which is composedof fourth and fifth grade students trained in the areas of chours, melody bells, hand bells, drums and differentlevel of strings. The group represents 'CML' in the local community and other joint performances.

Are you a Title I School?

no

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

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



July 10 - July 19, 2019

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 with



similar 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.

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 Selectionof Data

Why was this data findingselected as being most impactful?

ConnectedEssentialPractices

Which EssentialPractice(s) contributedmost to the datafindings?

SignificantlyImproved Data Findings

According to the 2017-2018 School Climate Surveyfrom staff, 33% of the teachers disagreed with thestatement that they feel overwhelmed while workingat my school as compared to the 2018-2019 surveywhere only only 14% disagreed with the samestatement, a 19 percentage point difference.

Teachers enjoy comingto work, they providequality instruction to allstudents and arecommitted to the overallsuccess of the school.

EmpowerTeachers AndStaff

SharedLeadership

SharedVision/Mission

According to the 2017-2018 School Climate Surveyfrom staff, 76% of the teachers agreed with thestatement that they feel that their ideas are listed toand considered as compared to the 2018-2019 surveywhere 90% agreed with the same statement, a 26percentage point difference.

Teachers feel they havea voice and can speakfreely to administration.



SharedLeadership

According to the 2017-2018 School Climate Surveyfrom students, 62% of the students agreed with thestatement that their guidance counselor helps themwith school and personal problems as compared tothe 2018-2019 survey where 82% agreed with thesame statement, a 20 percentage point difference.

Our guidance counselorhas a great rapport withstudents.

Student Voice

CharacterEducation/ValuesMatter



PositiveBehaviorSupport (PBS)

Essential Practice for Significantly Improved Data Findings (Sustained)

Shared Vision/Mission

Data Rating



Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?


Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

According to the 2017-2018 School Climate Survey fromstudent, 73% of the students agreed with the statement that theoverall climate or feelings at my school is positive and helpsme learn as compared to the 2018-2019 survey where 75%agreed with the same statement, a 2 percentage pointdifference.

Consistency withstaff in buildingrelationships withstudents promotespositive/studentrelationships.

CelebrateSuccesses

StudentLeadership

Staff-StudentConnections

According to the 2017-2018 School Climate Survey fromstaff, 71% of the teachers agreed with the statement that staffmorale is high at my school as compared to the 2018-2019survey where 71% agreed with the same statement, a 0%difference.

When teachers andstaff enjoy theirworkingenvironment, thequality of work isexemplary.


SharedLeadership


According to the 2017-2018 School Climate Survey fromstudents, 93% of the students agreed with the statement thatteachers require students to work very hard for the grades theyget as compared to the 2018-2019 survey where only only94% agreed with the same statement, a 1 percentage pointdifference.

Teachers set highexpectations forstudents. Studentsunderstand andaccept challenges setby teachers.


Student Voice

Student Voice

Essential Practice for Neutral Data Findings (Secondary)

Staff-Student Connections

Data Rating



Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?



Significantly According to the 2017-2018 School Climate Survey from Teachers feel staff Empower



Decreased Data Findings

staff, 77% of the teachers agreed with the statement thatannual teacher evaluations are fair and reasonable ascompared to the 2018-2019 survey where only only 71%agreed with the same statement, a 6 percentage pointdifference.

evaluations byadministration arefair.

Teachers AndStaff

LeadershipVisibility andAccessibility

Effective Useof School andDistrictSupportPersonnel

According to the 2017-2018 School Climate Survey fromstudents, 69% of the students agreed with the statementstudents like coming to school as compared to the 2018-2019 survey where only only 59% agreed with the samestatement, a 10 percentage point difference.

Consistency withstaff in buildingrelationships withstudents promotespositive/studentrelationships.

CelebrateSuccesses

StudentLeadership


According to the 2017-2018 School Climate Survey fromstudents, 63% of the students agreed with the statement thatthe school building is kept clean and in good condition ascompared to the 2018-2019 survey where only only 59%agreed with the same statement, a 4 percentage pointdifference.

Maintaining a cleanenvironment willboost moral.

ConsistentProtocols toMaintain aClean andWelcomingSchoolEnvironment

Effective Useof School andDistrictSupportPersonnel

WelcomingSpaces

Essential Practice for Significantly Decreased Data Findings (Primary)

Consistent Protocols to Maintain a Clean and Welcoming School Environment

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating



Rationale for Selection of Data

Why was this data finding selected as being mostimpactful?


Which EssentialPractice(s)contributed mostto the datafindings?



SignificantlyImproved Data Findings

According to the data map, 73% of studentshad learning gains on the FSA ELA in 2019as compared to 60% in 2018. This is anincrease of 13 percentage points.

The implementation of readingstrategies to promote fluency andproficiency successfully impactedthis data.

CollaborativeData Chats

CollaborativeLearning /Structures

EffectiveCurriculumand ResourceUtilization

According to the data map, 74% of studentsin the lowest 25% were proficient on theFSA ELA as compared to 52% from 2018.This is an increase of 22 percentage points.

Hands -on and small groupstrategies to promotecomprehension were successful inincreasing student achievement andcomprehension.

CorrectiveFeedback forStudents

CollaborativeEvaluation ofStudentWork


According to the data map, 86% of fifthgrade students scored proficient on the FSAELA in 2019 compared to 70% in 2018. Thisis an increase of 16 percentage points.

The implementation of readingstrategies to promote fluency andproficiency successfully impactedthis data.



EffectiveCurriculumand ResourceUtilization

Essential Practice for Significantly Improved Data Findings (Sustained)

Collaborative Data Chats

Data Rating





Connected EssentialPractices

Which Essential Practice(s)contributed most to the datafindings?

NeutralData Findings

According to the data map, 70% ofstudents made learning gains on the FSAMath in 2019 compared to 70% in 2018.There was no change from the previousyear.

Incorporating hands-on and smallgroup instruction to promotecomprehension and proficiency inmath.

DifferentiatedInstruction

Checks forUnderstanding

CollaborativeLearning / Structures



According to the data map, 63% ofstudents scored proficient in fifth gradescience in 2019 compared to 65% in 2018.This is a 2 percentage point decrease.

Incorporating vertical planningand explicit instruction in scienceto promote proficiency.

Gradual Release ofResponsibilitiesModel (GRRM)

Vertical Planning

Extended LearningOpportunities

According to the data map, 85% ofstudents scored proficient on the FSAELA in 2019 compared to 82% in 2018.This is 3 percentage point increase.

Incorporating the Gradual ReleaseModel along with differentiatedinstruction was effective inincreasing our overall proficiency.

EffectiveQuestioning/ResponseTechniques

Gradual Release ofResponsibilitiesModel (GRRM)


Essential Practice for Neutral Data Findings (Secondary)

Gradual Release of Responsibilities Model (GRRM)

Data Rating







SignificantlyDecreased Data Findings

According to the data map, 78% ofstudents scored proficient on the FSAMath in 2019 compared to 84% in 2018.This is decrease of 6 percentage points.

Incorporating differentiated learningduring math lessons will positivelyimpact student achievement. Data chatswith students need to be conductedmore frequently.

CorrectiveFeedback forStudents


CollaborativeEvaluation ofStudent Work

According to the data map, 56% ofstudents in the lowest 25% scoredproficient on the FSA Math in 2019compared to 67% in 2018. This is a 11percentage point decrease.

Incorporating differentiated learningduring math lessons will positivelyimpact student achievement. Data chatswith students need to be conductedmore frequently.


Data-DrivenInstruction


According to the data map, 79% of thirdgrade students scored proficient on theFSA ELA in 2019 compared to 92% in

Incorporating differentiated learningduring math lessons will positivelyimpact student achievement. Data chats


Data-DrivenInstruction



2018. This is a decrease of 13 percentagepoints.

with students need to be conductedmore frequently.

CollaborativeEvaluation ofStudent Work

Essential Practice for Significantly Decreased Data Findings (Primary)

Differentiated 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





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.

North Dade Center for Modern Languages School Leadership Team commitment to students by setting school-wide goals, implementing these goals and maintaining high levels of achievement. North Dade Center forModern Languages assumes responsibility for student's and believes in the students' ability to learndemonstrating our commitment to students.

As evidenced by:



This is evidenced by data indicating significant increased student achievement scores on standardizeassessments.

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

The School Leadership Team will monitor data to drive instruction as part of our Commitment to Studentscompetency.

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

North Dade Center for Modern Languages current reality regarding Focusing on Sustainable Results toimplement initiatives and regularly track student progress by creating schedules to allow forcommon/collaborative planning among grade-levels to ensure all students receive standard-aligned instruction.

As evidenced by:

This is evidenced by tracking student progress based on goals and actions identified.

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

The School Leadership Team will use data from statewide assessments to Focus on Sustainable Results in theSchool Improvement Process.

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

North Dade Center for Modern Languages encourages leadership development by providing teachersopportunities to attend professional development training and provide feedback to the faculty.

As evidenced by:

This is evidenced by monthly faculty curriculum planning meetings where teachers provide feedback on in-service training they have received.

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

The School Leadership Team will continue to incorporate/share best practices to Develop Others in the SchoolImprovement Process.

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

North Dade Center for Modern Languages engages the team by making sure every voice is heard.

As evidenced by:

The administration includes teachers in implementing programs and expressing ideas in goal setting.

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

The School Leadership Team will continue to include teachers in the decision-making process during the SchoolImprovement Process.



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

To ensure that teachers feel empowered, we will conduct team building activities, recognize staff achievements,and reward teachers.



Priority Actions for the Primary Essential Practice

To ensure that we combine our efforts to provide a clean, safe, welcoming learning environment, we willimplement a checklist for teachers to assist and help maintain cleanliness.



Priority Actions to Enhance the Secondary Essential Practice



To ensure that students continue to be engaged cognitively, behaviorally, and emotionally, we will conductteacher-student conferences throughout the year to set and track academic goals.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice

To ensure standard based data driven instruction is being implemented, facilitate data chats and strategicplanning meetings.



Priority Actions for the Primary Essential Practice

To ensure that effective use of technology and reading strategies are implemented, teachers will participate inProfessional Development to review Wonder Works implementation, maximize using data to generate DI groupsand for pull-out intervention.



Priority Actions to Enhance the Secondary Essential Practice

To ensure that purposeful student-centered instruction is occurring and students are more responsible for theirlearning, the Gradual Release of Responsibility Model during instruction will be used in core subject areas.

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 we successfully implement a shared vision, staff-student connections, and use consistent protocols to maintaina clean and welcoming school environment, then we expect sustained teacher retention, increased studentachievement, and an overall welcoming school environment.

ACADEMIC PROGRAMS



OUTCOME STATEMENT

Academic Programs

If we successfully implement collaborative data chats, Gradual Release of Responsibilities Model (GRRM), anddifferentiated instruction, then we expect to maintain and increase proficiency levels, an increase in thepercentage of fifth grade students scoring level 3 or above in science, and narrowing the achievement gapbetween struggling students and those working on or above grade level.

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 andSystemsReviewSummarySchoolLeadershipCoreCompetency

Process Description

What process/protocol willbe used to share the topic and

garner feedback from allstakeholders?

Activity Lead

Who will facilitate the sharing of the topic andthe collection and discussion of feedback

regarding the topic?



CourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriorityActionsOutcomeStatements

8:30 am -9:00 am

Team Building topromote schoolculture

Yarn Exercise: using a stringyarn, faculty members willcompliment each other toshow how we are allinterconnected.

The Leadership Team that attended SynergyTraining: Maria A. Castaigne, Principal DonnaPieze, Assistant Principal Jattie Branch, StudentServices Shontel Holts, PD Liaison JenniferMayol, Grade-level Representative

9:00 am -10:00 am

Discuss SIPSchool Culturegoals

Review data from the Schoolclimate surveys. Discuss SIPgoals for School Culture.Brainstorm ideas toimplement and reach goals.


10:00 am- 11:00am

Review data fromSAT-10, FSAELA and Math,and Science FCAT

Look at data points selectedby synergy team.


12:00 pm- 1:00 pm

Share EssentialPractices Get feedback from faculty.


1:00 pm -2:00 pm Get feedback from faculty.


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