School Improvement Processmiamicentral.dadeschools.net/assets/school-improvement...collaborative...

1/28/2019 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/#!/form 1/13

School Location # -7251Name of School - MIAMI CENTRAL SENIOR

HIGH



Phase III

Mid-Year Review

Reflect – Modify – Implement

Phase III will be developed and executed at the school as described below:

In addition to completing the Phase III Mid-Year Review, the School Leadership Team will create Phase III

Implementation Steps for both School Culture and Academic Programs to implement from January 28 – March

15, 2019.

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

A Data Review: is a thorough disaggregation and analysis of all pertinent data points to evaluate

outcomes and inform future actions needed to achieve school goals.

Systems Review: is a thorough analysis of the impact of the implementation steps to inform future actions

needed to achieve the school goals.

Phase III Mid-Year Review

January 7 – January 25, 2019

Complete the School Improvement Process Mid-Year Reflection utilizing the Data Review Analysis 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)

Quarter 3 Implementation

January 28 – March 15, 2019

Monitor the execution of Quarter 3 Implementation Steps to ensure a high degree of fidelity

During Quarter 3 Implementation, schools will execute Quarter 3 Implementation Steps. The school leadership

team will monitor, facilitate and assess the degree 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 each Implementation

Step

Quarter 3 Systems Review & Data Reflection

March 18 – April 12, 2019

Reflect on quantitative data using district-provided Quarter 3 Data Map

Evaluate and reflect on the success of Quarter 3 Implementation Steps prior to Quarter 4

Implementation

Revise, develop and monitor the fidelity of implementation of School Culture and Academic Programs

Quarter 4 Implementation Steps

Quarter 4 Implementation and Testing

April 15 – June 6, 2019

Monitor the execution of Quarter 4 Implementation Steps to ensure a high degree of fidelity

Data Maps Link

MID-YEAR DATA REVIEW

January 7 - January 25, 2019

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 School Leadership Team (SLT) met during the weekly leadership team meeting held on January 11, 2019.Utilizing the most recent data points, the SLT discussed the 2019 School Goals Projection in comparison to ourcurrent data, the School Improvement Plan Phase I and Phase II (including progress of implementation steps),targeted groups (Lowest 25%, ELL, SWD) progress on Topic Test and the MYA. During the week of January 14,2019, the data conversations continued with core area teachers and Transformational Coaches via data chats andcommon planning. Next steps regarding intervention and extended learning were also discussed and executed.

2. In relation to your 2019 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.

Fostering opportunities for a shared vision and monitoring student and teacher attendance have been at theforefront of the School Leadership Team’s commitment to positively impacting our school’s culture and increasestudent and teacher investment. After reviewing the most recent data points, we were encouraged by theimprovements in teacher and student attendance in comparison to the previous year. Staff feedback andattendance data indicated that more improvement is needed in the area of student tardiness. Additionalattendance strategies to address student tardiness were immediately put in place to positively impact this area ofconcern.



3. In relation to your 2019 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 continued support and monitoring of data-driven instruction and standard-based lesson planning has yieldedsome positive outcomes in the areas of ELA (MYA: 26% Prof.) and U.S. History (YTD Topic T: 51% Prof.). Inaddition, strategic use of the coaching cycles to improve instructional planning and delivery has made a positiveimpact as well. There is concern for Algebra I, which scored a 1% proficiency rate on the MYA. Discussions andplans for remediation have already taken place. Plans for intervention and extended day learning are in progress.

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

After reviewing the data by grade level, it is evident that 10th grade will need to be closely monitored andreceive additional support in the areas of ELA, Geometry and Biology. In addition to some academic concerns,this grade level has the highest percentage rate for disciplinary referrals (PBI). Regarding subject area, ELA andU.S. History are making positive progress towards increasing student achievement; however, Algebra I is aconcern and steps have already been made to address students’ remediation needs. Revisiting Teachers’instructional needs is also in progress.

5. In terms of subgroups (ELL, SWD, L25, etc.) what patterns are evident in the data examined?

Our Level 1 SWD and ELL students continue to struggle compared to their Non-SWD and Non-ELLcounterparts.

MID-YEAR SYSTEMS REVIEW

January 7 - January 25, 2019

Discuss the monitoring of the Quarter 1 and Quarter 2 implementation Steps to determine the degreeof 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 the Quarter 1 and Quarter 2 Implementation Steps, we attribute the five percentage pointsdecrease in student absenteeism (category of 6-10 absences) to the consistent early attendance interventions thathave been on going this school year.

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 the Quarter 1 and Quarter 2 Implementation Steps, it is evident that we fell short of doingperfect attendance announcement “shoutouts” for teachers with perfect attendance. Although we have seen animprovement in Teacher attendance compared to last year, we believe that this Implementation Step is importantto building a positive school culture and have moved it to Phase III.

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.

We have seen significant improvement in the area of ELA and U.S. History as a result of implementingStandard-based lesson planning and coaching cycles with fidelity. Consistent professional development andcollaborative planning has also been instrumental in building teacher capacity and developing data-driveninstruction that is designed with the students’ needs in mind.

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? Provide



g g pexamples.

After reviewing the Quarter 1 and Quarter 2 Implementation Steps, we concluded that consistent practices ofintervention through differentiated instruction in our Math classes, particularly in Algebra I (A/B), need to beestablished. With consistency, we anticipate an increase in student achievement and growth in Math.

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, use Briefing

#23390.

School Leadership Core CompetenciesCompetency 1: Commitment to Students

The competency will be used to inform the School's Leadership Team decision making process as it relates to thestudents / school individualized needs (eg. academic, social emotional, and behavior).

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.

At Miami Central Senior High our commitment to students continues to be at the forefront of our daily practice.The SLT meets weekly to discuss school-wide academic progress based on various data points, coaches support,attendance, and intervention. We understand that in order to reach our goal of obtaining a B, we will have toensure that D.I. is being executed with fidelity in our accountability classes. Consistency is the key to usobtaining a B.

Competency 2: Focusing on Sustainable Results

The SLT will use the competency throughout the school year to ensure that essential best practices (eg. coachingcycles, formal and informal observation), are consistently utilized and purposefully embedded within dailyoperations to foster sustainable results.

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.

Miami Central's consistent Common Planning sessions have yielded positive results towards impacting school-wide academic achievement. By regularly tracking students' progress and taking action or adjusting based on theneeds of the school, progress continues to be made. Additional Professional Development (via CommonPlanning) on effectively developing and executing targeted remediation within the Instruction Framework wouldenhance our efforts of building teacher capacity and improving learning gains.

Competency 3: Developing Others

The School Leadership will use the Developing Others competency in supporting the work of the coaches andmore specifically to assure that the coaching cycle is delivered with intention and with fidelity.

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.

Developing and empowering our teachers is a daily practice at Miami Central Senior. Providing opportunities forteachers to collaborate and share Best Practices has enhanced instructional quality and has afforded some



teachers to engage in leadership opportunities that have helped their peers (e.g. Donors Choose). Furthermore,the Transformational Coaches are readily available to provide support to teachers via coaching cycles, modelingand/or individual lesson planning.

Competency 4: Engages the Team

School Leaders will be integral to the continued development of the School Improvement Plan. There feedbackwill directly influence the priority actions and shifts in focus.

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.

From the onset of school, SLT has actively shared our school's vision and mission. All stakeholders continue tobe updated on our school's goal of obtaining a B and our progress on achieving this goal. Instituting moments tocelebrate teachers' successes (attendance and/or academic achievement /learning gains) could boost morale andteacher engagement in the Professional Learning Community.

MID-YEAR REVIEW CONCLUSIONHow 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 all pertinent stakeholders in the Faculty Meetings, EESAC, Common Planning, andDepartment Meetings.

SCHOOL CULTUREQuarter 3 Implementation

(January 28 – March 15, 2019)

School Culture Outcome Statement

-If the School Leadership Team consistently monitors student and teacher attendance, then the school will beable to increase teacher and student investment, which will positively impact school culture. -If the SchoolLeadership Team consistently creates opportunity for a shared vision, then teacher buy-in and commitment willincrease, which will positively impact the school culture.

Sustained Essential Practice

Attendance Monitoring / iAttend

Priority Actions for the Sustained Essential Practice

We will continue the use of iAttend for attendance monitoring, create systems to implement school-wideattendance incentives as well as utilization of support for attendance interventions.

ImplementationDate(s)

ImplementationSteps

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

action.)

Person(s)Responsible

(First & lastname, position)

Expected Evidence

(What evidence woulddemonstrate the Implentation

Step was successfullyexecuted?)

Monitoring

(How and Who?)

Start: Mon, Jan28

End: Fri, Mar 15

Administrators willcontinue to checkAttendance Reportsweekly to monitor

Mr. GregoryBethune,Principal; Mr.Robert

As a result of consistentattendance monitoring,we should see iAttendlogs that capture what

Mr. Megias, Vice Principal(12th) Ms. Greene,Assistant Principal (9th)Mr. Nelson, Assistant



students' attendancefor excessive absencesand tardiness,implementinterventions (e.g.,refer to counselor,parent conference,attendance contract,refer to socialservices, etc) andtrack attendanceintervention progressvia iAttend.

Megias, VicePrincipal; Ms.StarsheemaGreene,AssistantPrincipal; Mr.StanleyNelson,AssistantPrincipal;Mrs. QuinteraParris,AssistantPrincipal

attendance interventionswere implemented andwhen they took place.The logs will also be usedduring leadership teammeetings to discuss whatincentives can beimplemented to decreasethe number of studentswith excessive absencesand excessive tardiness.

Principal (11th) Mrs.Parris, Assistant Principal(10th) will monitorattendance progress bygrade level respectively.During Leadership Teammeetings, Mr. Megias willfacilitate an attendanceprogress discussion andnext steps needed based oniAttend logs andAttendance reports.

Primary Essential Practice

Empower Teachers And Staff

Priority Actions for the Primary Essential Practice

Create teacher best practice opportunities via Principal's Corner Teacher Spotlight. Highlight successful bestpractices during Department Meetings and Faculty Meetings. Provide opportunities for teachers to model bestpractices to their peers.


ImplementationSteps

(Include the action,the frequency of the

action, and thepurpose of the

action.)


(First & last name,position)

Expected Evidence

(What evidence woulddemonstrate the

Implentation Step wassuccessfully executed?)

Monitoring

(How and Who?)

Start: Mon, Jan28

End: Fri, Mar 15

Administrationwill continue tofoster a culture ofhighlightingsuccessful bestpractices via theTeacher Spotlightsection of thePrincipal'sCorner. Thismonthlypublication willbe a means of

Mr. Gregory Bethune,Principal Mr. RobertMegias, Vice Principal

Consistent monthlypublications of thePrincipal's CornerTeacher Spotlightfeaturing teacher's orstaff's best practices andstrategies used toincrease students'academic achievementand/ or contributes tothe overall success ofthe school.

Mr. Megias, VicePrincipal, will facilitatethe selection process forTeacher's Spotlight bysoliciting suggestionsfrom the SLT.Selections will be basedon teacher data trendsand administrationobservations.



sharing bestpracticessuccessfullyimplemented byMiami Centralteachers andstaff.

Start: Tue, Jan29

End: Tue, Mar12

Teacher leaderswill continue tofacilitateprofessionallearning or bestpractice mini-sessions duringfaculty meetingsto empowerteachers in theirprofessionalgrowth andcreateopportunities toshare bestpractices.

Mr. Gregory Bethune,Principal; Mr. RobertMegias, Vice Principal;Ms. Starsheema Greene,Assistant Principal; Mr.Stanley Nelson,Assistant Principal;Mrs. Quintera Parris,Assistant Principal

Utilizing adepartmentalized PDtracking tool andwalkthrough log, theAdministrative team(Mr. Bethune, PrincipalMr. Megias, VicePrincipal, Ms. Greene,Assistant Principal Mr.Nelson, AssistantPrincipal Ms. Parris,Assistant Principal) willselect teachers topresent (for faculty anddepartment meetings)best practices as well asmonitor the successfulimplementation.

Utilizing adepartmentalized PDtracking tool andwalkthrough log, theAdministrative team(Mr. Bethune, PrincipalMr. Megias, VicePrincipal, Ms. Greene,Assistant Principal Mr.Nelson, AssistantPrincipal Ms. Parris,Assistant Principal) willselect teachers topresent (for faculty anddepartment meetings)best practices as well asmonitor the successfulimplementation.

Start: Mon, Jan28

End: Fri, Mar 15

Continue toreflect on currentpractices toensure that weare not onlycelebratingsuccesses but thatwe are actuallytargeting theessential practiceof empoweringteachers.

Mr. Gregory Bethune,Principal; Mr. RobertMegias, Vice Principal;Ms. Starsheema Greene,Assistant Principal; Mr.Stanley Nelson,Assistant Principal;Mrs. Quintera Parris,Assistant Principal; Mr.Anthony White, Dean;Ms. RoshondaShotwell, ActivitiesDirector; Ms. KayasaCobb, Science Coach;Ms. Lakesha Rolle,Reading Coach; Mr.Andre Jackson, ReadingCoach

The agendas fromLeadership Teammeetings will serve asevidence that the LTmet to discuss currentteacher empowermentpractices and plannednext steps.

The AdministrationTeam (Mr.Bethune,Principal; Mr. Megias,Vice Principal; Ms.Greene, AssistantPrincipal; Mr. Nelson,Assistant Principal; Ms.Parris, AssistantPrincipal) will overseethe implementation ofthe empoweringTeachers and Staff.

Secondary Essential Practice

Shared Vision

Priority Actions for the Secondary Essential Practice



The School Leadership Team will ensure that incentives programs are implemented for teachers and students.Teacher learning cohorts will be created with essential personnel to address, identify and monitor attendanceissues. Quarterly collaborative discussions will be conducted to review attendance practices with allstakeholders.


ImplementationSteps


action, and thepurpose of the action.)

Person(s) Responsible

(First & last name, position)

ExpectedEvidence

(What evidencewould

demonstrate theImplentation Stepwas successfully

executed?)

Monitoring

(How and Who?)

Continue to makesure all faculty andstaff are aware ofthe RocketChallenge studentsand mentors. Sharethe current datatrends of this groupand interventionsthat are in place topropel studentachievement andacademic growthfor our L25%.

Mr. Gregory Bethune,Principal; Mr. Robert Megias,Vice Principal; Ms.Starsheema Greene, AssistantPrincipal; Mr. Stanley Nelson,Assistant Principal; Mrs.Quintera Parris, AssistantPrincipal; Ms. Kayasa Cobb,Science Coach; Ms. LakeshaRolle, Reading Coach; Mr.Andre Jackson, ReadingCoach

The agendasandpresentationsfrom thefacultymeetings andDepartmentalData Chats willserve asevidence thatthe RocketChallenge(L25%)updates arebeing providedwith fidelity.

As team leaders of theTeacher LearningCohorts, the SchoolLeadership Team willmonitor the progress ofthe cohorts by providingupdates to the Facultyregarding the programs'progress.

Continue withperfect attendanceshout outs forteachers.

Ms. Roshonda Shotwell,Activities Director

Utilizing theperfectattendancereport, theLeadershipTeam willconductannouncement"shoutouts" toacknowledgeteachers withperfectattendance.

Ms. Roshonda Shotwell,Activities Director, withthe assistance of theAdministration Team(Mr.Bethune, Principal;Mr. Megias, VicePrincipal; Ms. Greene,Assistant Principal; Mr.Nelson, AssistantPrincipal; Ms. Parris,Assistant Principal) willoversee the execution ofthe AttendanceIncentives.

Continue toprovide cross-curricular bestpractices viaPrincipal’s Corner,Faculty Meetings,and CommonPlannings.

Mr. Gregory Bethune,Principal; Mr. Robert Megias,Vice Principal; Ms.Starsheema Greene, AssistantPrincipal; Mr. Stanley Nelson,Assistant Principal; Mrs.Quintera Parris, AssistantPrincipal; Mr. Anthony White,Dean; Ms. RoshondaShotwell, Activities Director;

The Principal'sCorner as wellas the agendasfrom thefacultymeetings andCommonPlanningsessions willserve as

The AdministrationTeam (Mr.Bethune,Principal; Mr. Megias,Vice Principal; Ms.Greene, AssistantPrincipal; Mr. Nelson,Assistant Principal; Ms.Parris, AssistantPrincipal) will overseethe implementation of



Ms. Kayasa Cobb, ScienceCoach; Ms. Lakesha Rolle,Reading Coach; Mr. AndreJackson, Reading Coach

evidence thatcross-curricular bestpractices arebeingdiscussed andshared.

the cross-curricular bestpractices.

Academic ProgramsQuarter 3 Implementation

(January 28 – March 15, 2019)

Academic Programs Outcome Statement

-If the School Leadership Team consistently expects and supports data-driven instruction, then the school will beable to increase learning gains and achieve the necessary points to earn a B. -If the School Leadership Teamconsistently expects and supports the creation of standard-based lesson plans, then the school will be able toincrease proficiency and learning gains. -If the School Leadership Team consistently supports and guides thecoaches work throughout the coaching cycle, then teacher quality will be positively impact by the coachingsupport.

Sustained Essential Practice

Data-Driven Instruction

Priority Actions for the Sustained Essential Practice

Continued utilization of common planning to create plans that are directly influenced by data.


Implementation Steps

(Include the action, thefrequency of the action, andthe purpose of the action.)


(First & Last Name,Postion)

ExpectedEvidence

(What evidencewould

demonstrate theImplementation

Step wassuccessfullyexecuted?)

Monitoring

(How and who?)

Start: Mon, Jan28

End: Fri, Mar 15

Continue to provideinterventions(enrichment/remediation)and flexible grouping viadifferentiated instruction.

TransformationCoaches (Ms.Kayasa Cobb,Science; Ms.Lakesha Rolle,ELA/SS; Mr.Andre Jackson,Reading/Writing)with theassistance ofadministration.

We shouldseedifferentiatedinstruction(D.I.) thatincludesevidence ofinterventionand flexiblegroupingbased onstudents'data.

The Administrative Team (Mr.Gregory Bethune, Principal; Mr.Robert Megias, Vice Principal;Ms. Starsheema Greene,Assistant Principal; Mr. StanleyNelson, Assistant Principal; Mrs.Quintera Parris, AssistantPrincipal) will conduct weeklyinformal walk-throughs andcheck evidence of interventionand flexible grouping during D.I.portion of the InstructionalFramework.



Primary Essential Practice

Coaching Cycles

Priority Actions for the Primary Essential Practice

Continue implementation of clear expectations of coaching cycles to align with school's instructional goals.


ImplementationSteps

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

action.)


(First & LastName, Postion)

ExpectedEvidence


Implementation Stepwas successfully

executed?)

Monitoring

(How and who?)

Start: Mon, Feb4

End: Mon, Mar11

Coaches will continueto provide FSAWriting Best Practicesbased on FSA WritingRubric for thepurposes of gradingand providing explicitcorrective feedback toimprove students'ability to process andrespond to multipleresources.

TransformationCoaches: Ms.Lakesha Rolle,ELA/SS; Mr.Andre Jackson,Reading/Writing

We should continueto see evidence ofteachers' feedback onstudents' essays thatis explicit andaligned to the FSAWriting Rubric .

The Administrative Team(Mr. Gregory Bethune,Principal; Mr. RobertMegias, Vice Principal; Ms.Starsheema Greene,Assistant Principal; Mr.Stanley Nelson, AssistantPrincipal; Mrs. QuinteraParris, Assistant Principal)will conduct weekly informalwalk-throughs and checkstudent folders for evidenceof explicit feedback.

Start: Mon, Jan28

End: Fri, Mar 15

Continue to providecoaching that isfocused on the areas ofpacing and transitionsfor identified teachers.

TransformationCoaches: Ms.Kayasa Cobb,Science; Ms.Lakesha Rolle,ELA/SS; Mr.Andre Jackson,Reading/Writing

TransformationCoaches' logs shouldreflect coachingcycles that arefocused on pacingand transitions forselect teachers.Coaches will meetwith administrationto discuss selectteachers' progressand plan next steps.

Mr. Gregory Bethune,Principal; Mr. RobertMegias, Vice Principal; Ms.Starsheema Greene,Assistant Principal; Mr.Stanley Nelson, AssistantPrincipal; Mrs. QuinteraParris, Assistant Principalwill use the District's sharedGoogle Docs file (coachingcalendar and coaching logs)to monitor coaching cycles.

Start: Mon, Feb4

End: Mon, Mar11

Continue to providecoaching cyclesinformation onto theone-sheet data tracker.

TransformationCoaches: Ms.Kayasa Cobb,Science; Ms.Lakesha Rolle,

We should seecoaching cycleinformation added tothe one-sheet datatracker.

The Administrative Team:Mr. Gregory Bethune,Principal; Mr. RobertMegias, Vice Principal; Ms.Starsheema Greene,



ELA/SS; Mr.Andre Jackson,Reading/Writing

Administratorsmeeting withTransformationCoaches weekly todiscuss the mostrecent data andensure that thecoaching cycles areaddressing theschool's needs.

Assistant Principal; Mr.Stanley Nelson, AssistantPrincipal; Mrs. QuinteraParris, Assistant Principal

Secondary Essential Practice

Standards-based Lesson Planning

Priority Actions for the Secondary Essential Practice

The School Leadership Team (SLT) will conduct a training focused on standards-based lesson planning, utilizecommon planning to review and incorporate resources needed to enhance standards-based lessons, anddetermine next steps for the continual improvement.


ImplementationSteps


action, and thepurpose of the

action.)


(First & LastName, Postion)

Expected Evidence


Implementation Step wassuccessfully executed?)

Monitoring

(How and who?)

Start: Mon, Jan28

End: Fri, Mar 15

Coaches willcontinue toprovide tieredadditionalplanning withselect teachers.


We should seeTransformationCoaches' calendarsdenoting time that hasbeen designated toplan with selectteachers. Coachesmeeting with selectteachers on aconsistent basis towork on targetedgrowth needs with theteachers.

Mr. Gregory Bethune, Principal;Mr. Robert Megias, VicePrincipal; Ms. StarsheemaGreene, Assistant Principal; Mr.Stanley Nelson, AssistantPrincipal; Mrs. Quintera Parris,Assistant Principal will use theDistrict's shared Google Docs file(coaching calendar and coachinglogs) to monitor coachingcalendars and logs.

Start: Mon, Jan28

End: Fri, Mar 15

Stopping pointswill be embeddedin the lessonplans forstandards -basedStudentAccountable Talkopportunities.


During walkthroughs,we should seestudents engaging inconversations atspecific points in thelesson. Thediscussions should becentered on a specific

The Administrative Team (Mr.Gregory Bethune, Principal; Mr.Robert Megias, Vice Principal;Ms. Starsheema Greene,Assistant Principal; Mr. StanleyNelson, Assistant Principal; Mrs.Quintera Parris, AssistantPrincipal) will conduct weeklyinformal walk-throughs and



question, problem orskill.

check evidence of AccountableTalk during the InstructionalFramework.

Start: Mon, Jan28

End: Fri, Mar 15

Coaches willcontinue toprovide supporton the GradualRelease ofResponsibilityModel (GRRM)within theInstructionalFramework.


We should see lessonplans with clearlydefined action stepsfor the teacher andthe students.

The Administrative Team (Mr.Gregory Bethune, Principal; Mr.Robert Megias, Vice Principal;Ms. Starsheema Greene,Assistant Principal; Mr. StanleyNelson, Assistant Principal; Mrs.Quintera Parris, AssistantPrincipal) will conduct weeklyinformal walk-throughs andcheck evidence of GRRM duringthe Instructional Framework.

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