MIAMI DADE COUNTY PUBLIC SCHOOLS - School Improvement Process School Information - North Miami ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
MIAMI DADE COUNTY PUBLIC SCHOOLS
School Improvement Process
School Information
Name of School (School Number - School Name)
6631-North Miami Middle
Principal (Last Name, First Name)
Stewart, Miriam
Assistant Principal(s) (Last Name, First Name; Last Name, First Name)
Robles, Maite; Brantley, Chantil
MTSS Coordinator (Last Name, First Name)
Bertrand, Jean
Demographic Overview
North Miami Middle School is a comprehensive middle school located in North Miami. North Miami Middle
School serves approximately 915 students in grades 6-8, comprised of 49% female and 51% male students.
Enrollment of the student body is as follows: 84% African-American, 14% Hispanic,1% Caucasian and 1%
Other. The community that the school serves is comprised of people predominantly of Haitian descent. More
than 93% of students receive Free or Reduced Lunch. North Miami Middle School has identified several issues
that challenge student learning and achievement. Among those issues, the most prevalent are high mobility rates,
a large LEP population, and a high percentage of students reading below state standard expectations. The
majority of our students come from families where English is not spoken and parent literacy is limited.
Additionally, visits to the home by the Community Involvement Specialist, as well as the school social worker,
indicate that long working hours preclude parents from spending quality time with their children. Lack of
parental input has made it difficult for our students to be organized, manage time effectively, and for staff to
convince the students that home learning and reading are essential to their future success. While the majority of
our students speak English, they are limited in vocabulary and reading readiness. Our students are limited in
their exposure to cultural and social experiences outside of their immediate community and the need for support
is evident in multicultural understanding. There are 44 classroom teachers, 6 SPED teachers, 2 guidance
counselors, 1 Success Coach, 1 Reading Coach, 1 Math Coach, and 5 paraprofessionals. There are 3
administrators--1 principal, and 2 assistant principals who supervise all school operation, including activities and
functions.
Current School Status
a. Provide the School's Mission Statement
North Miami Middle School provides a safe and effective learning environment that promotes the educational
and career opportunities for all students while meeting the needs of our multicultural community and
emphasizing career exploration, workforce skills, self-esteem, self-discipline, interpersonal skills, and personal
values. The faculty, staff, and students of North Miami Middle School are dedicated to the excellence and to the
achievement of our goals.
b. Provide the School's Vision Statement
North Miami Middle School provides students with a learning environment that fosters academic growth,
increases awareness of values common to all cultures, and nurtures self-esteem. In an effort to improve academic
achievement and promote lifelong contributions to an ever-changing global economy, the school will cultivate
partnerships with local businesses and post-secondary institutions to assist our students in making appropriate
choices in a challenging and dynamic world.School Narrative
1. Provide a brief description of the community the school serves as well as highlighting the unique
features and programs within the school.
North Miami Middle school serves the community of North Miami east of I-95 on 135th Avenue. We are a
magnet school designed to foster student achievement within three academies: Museum, International
Baccalaureate, and Communications. Our magnet program offers students choices in Broadcasting, International
Baccalaureate, and Visual & Performing Arts. Our students are exposed to object, inquiry, and project-based
learning. North Miami Middle School provides additional opportunities to enhance student achievement. These
include an after-school tutorial program emphasizing intensive instruction in math and reading, in addition to an
early-bird and after school tutorial program. SPED students learn along-side their peers through an inclusion
program across all grade levels and exceptionalities.
Are you a Title I School?
yes
Please confirm the following. School Improvement Plan (SIP) district coordinated educational
interventions 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 as
extended learning opportunities, summer services, before or after school tutorials, intersection and spring recess tutorial sessions,
etc.), in accordance with the approved SIP/Title I Plan.
Participate in discretionary educational services provided by the school district generated from the proportionate share of this
school's Title I Schoolwide Program allocation. Such services are tailored in accordance to the educational needs of the students
as depicted within the SIP/Title I Plan.
Phase I: Data Analysis (July 15 – August 14, 2020)
Phase I of the School Improvement Process will begin at the 2020 Synergy Summer Institute. The School
Leadership Team (SLT) will participate in a Strategic Planning Course to initiate the yearlong School
Improvement Process. During the Synergy Summer Institute, the SLT will analyze a comprehensive set of
quantitative and qualitative data within the areas of School Culture and Academic Programs from the previous
school year.
After Synergy the SLT will continue the completion of Phase I by reflecting on the current practices and
processes contributing to the data results during a Systems Review. The SLT will review and consider Essential
Practices utilized in M-DCPS and identify practices within School Culture and Academic Programs to sustain or
enhance the implementation of the school’s continuous improvement process. The SLT will develop overarching
Outcome Statements for the 2020-2021 school year.
Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that will
serve to: present the findings to the faculty to gain stakeholder involvement/feedback, build consensus and
develop a collective understanding of how the school’s plan will address, and be aligned to, the school’s unique
opportunities for improvement.
Phase I includes:
Data and Systems Review
School Culture and Academic Programs Data Map via Power BI: SIP Dashboard
School Culture Data and Systems Review Organizer
Academic Programs Data and Systems Review Organizer
Essential Practices Selection
School Leadership Core Competencies
Priority Actions Development
Outcome Statements
Opening of School Professional DevelopmentPhase I
Data Analysis
Analyze - Reflect - Identify
Phase I will be completed during the 2020 Synergy Summer Institute.
July 15 - August 14, 2020
During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed to analyze,
reflect and identify the components that contributed to the previous year’s data outcomes. The series of
professional development courses will assist schools in developing and implementing the School’s Improvement
Process with a high degree of fidelity to maximize the impact and investment by stakeholders into all school
improvement initiatives.
Through data disaggregation, reflection and discussion, the SLT’s goal will be to identify and agree on the
Essential Practices that would need to be sustained or enhanced during the 2020-2021 school year to ensure
improvement in School Culture and Academic Programs.
Phase I will conclude with each school:
Identifying the Priority Actions for each Essential Practice selected
Identifying the Outcome Statements for School Culture and Academic Programs
Creating a plan to provide the faculty with professional development and garner feedback from all
stakeholders on all Phase I content during the 2020-2021 Opening of Schools
PART ONE - Synergy Summer Institute
DATA AND SYSTEMS REVIEW
School Leadership Teams will access and review all 2019-2020 data points provided on the SIP Dashboard
located on Power BI. Systems Review Organizers will assist the school to further examine and align results to
the Essential Practices.
Data and Systems Review
1. SLTs will analyze the School Culture and Academic Programs Data on the SIP Dashboard (i.e. student
level data and teacher level data) and discuss findings.
2. Within the Data and Systems Review Organizer, classify data findings into the second column titled:
“Data Findings & Area” based on their appropriate rating (input no more than three data points for each rating):Significantly Improved Data Findings: Data findings that indicate substantial increases as
compared to previous years. Also, data findings that, when compared to schools with similar
demographics, indicate above the norm performance. Select the three data points that have had the
greatest positive impact on the school’s overall success.
Neutral Data Findings: Data findings that have remained constant, with little to no
improvement/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, if
improved, could have the greatest impact on the school’s overall performance.
Significantly Decreased Data Findings: Data findings that have declined in value from previous
years. 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 on
overall school success.
3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the third
column 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 the
Systems Review will determine which Essential Practices contributed the most or had the greatest impact
for each data finding (positive, neutral, and/or negative). The School Leadership Team will enter the
Essential Practices into the fourth column titled “Connected Essential Practices”. Input no more than
three Essential Practices for each data finding (only one per each data finding is required).
The Data and Systems Review process will enable the SLTs to thoroughly analyze data results and identify the
factors that have had the greatest impact on their school’s performance.
DATA AND SYSTEMS REVIEW ORGANIZER
SCHOOL CULTURE
Connected
Rationale for Selection of Essential
Data Findings
Data Practices
Data & Area
Rating
Why was this data finding selected as being Which Essential
Be specific in defining each data element below. Practice(s) contributed
most impactful?
most to the data
findings?
Significantly Consistent
When comparing the Climate Surveys, the
Improved A healthy and safe physical Protocols to
data revealed that only 29% of teachers felt
Data school environment is related to Maintain a
that there was a school violence problem in
Findings increased job performance and Healthy and
2020, in comparison to 53% in 2019, a
student achievement. Safe School
decrease of 24 percentage points.
Environment
When students are given the
When comparing the Climate Surveys, the
options and resources to
data revealed that 48% of students felt that
approach new subjects or
they liked the choice of classes they had at our Student Voice
activities, they are more
school, in comparison to 35% in 2019, an
motivated, productive and
increase of 13 percentage points.
successful.
When comparing the Climate Surveys, the
Creating a safe and desirable
data revealed that 87% of teachers agreed that Empower
environment for teachers allows
they felt they had job security, in comparison Teachers And
for building community within
to 62% in 2019, an increase of 25 percentage Staff
the school.
points.Essential Practice for Significantly Improved Data Findings (Sustained)
Empower Teachers And Staff
Connected
Essential
Data Findings Practices
Rationale for Selection of Data
Data & Area
Rating Which Essential
Why was this data finding selected as being most impactful?
Be specific in defining each data element below. Practice(s)
contributed most
to the data
findings?
Establishing a rapport and positive relationship
Neutral When comparing the Student Climate with the teachers allows students to feel more Social and
Data Surveys, 17% of students find their
comfortable about addressing concerns in/out of Emotional
Findings teachers are friendly and easy to talk their classroom. As a result, students' Learning
to in 2020, compared to 18% in 2019,
participation increases and they become more (SEL)
a decrease of 1 percentage point.
engaged with classroom activities.
According to the 2020 Data Map, 9%
When behavioral protocols are being Positive
of the students have one referral
implemented, fewer referrals are written and Behavior
compared to the average of the
more students continue to remain in their Support
T1W/T2/T3 schools at 10%, a
academic environment. (PBS)
difference of 1 percentage point.
When comparing the Staff Climate When teachers give the same high expectations Consistent
Surveys, 54% of teachers disagreed to all students across the board and establish Protocols to
that adequate disciplinary methods consistency on how to respond to certain Maintain a
are used at our school in 2020, behavior, this balanced environment creates a Healthy and
compared to 59% in 2019, a minimal stronger disciplinary method where all teachers Safe School
increase of 5 percentage points. and students understand expectations. Environment
Essential Practice for Neutral Data Findings (Secondary)
Positive Behavior Support (PBS)
Connected
Data Findings Rationale for Selection of Data Essential
Data & Area Practices
Rating Why was this data finding selected as being most
Be specific in defining each data element below. impactful? Which Essential Practice(s)
contributed most to the
data findings?
Significantly When comparing the Staff Climate
When teachers enjoy coming to work
Decreased Surveys, 38% of teachers strongly
and educating students, the academic
Data agreed they like working at the
lessons become more engaging and Rewards/Incentives
Findings school in 2020, compared to 47% of
allow students to enjoy learning in
teachers in 2019, a decrease of 9
their classrooms.
percentage points.
When comparing the Student When students are comfortable and Social and
Climate Surveys, 44% of students feel supported by their school's faculty Emotional
felt that adults at our school care and staff, it enhances the students' Learning (SEL)
about them as an individual in 2020, ability to succeed in school, careers,compared to 50% in 2019, a and life, as well as improve
decrease of 6 percentage points. collaboration with other students.
According to the 2020 Staff Climate Establishing a positive staff morale
Survey, 42% of staff felt the morale will significantly help the performance
Shared
was high, compared to 56% in and environment of staff. As a result,
Vision/Mission
2019, a decrease of 14% percentage staff is more likely to go beyond their
points. required daily routines.
Essential Practice for Significantly Decreased Data Findings (Primary)
Social and Emotional Learning (SEL)
DATA AND SYSTEMS REVIEW ORGANIZER
ACADEMIC PROGRAMS
Connected
Essential
Data Findings Rationale for Selection of Data Practices
Data & Area
Rating Why was this data finding selected as being most Which Essential
Be specific in defining each data element below. impactful? Practice(s)
contributed most
to the data
findings?
When teachers and staff meet students'
Significantly According to the 2019 Data Map, 6th academic needs by providing targeted
Improved Grade FSA ELA proficiency is higher in instruction for prerequisite skills, Standards-
Data 2019 as compared to 2018, with gains students are more prepared and less Aligned
Findings from 28% to 37%, a difference of 9 likely to experience a drop off in Instruction
percentage points. performance between elementary and
middle school.
According to the 2019 Data Map, the
By meeting students’ academic needs
results for 6th Grade FSA Math
more effectively, the transition from Standards-
proficiency are higher as compared to
elementary to middle school supports Based
other TW1/T2/T3 schools. The school's
success and achievement for incoming Collaborative
FSA Math proficiency was at 35% v. 23%
6th graders, and the typical drop in Planning
for TW1/T2/T3 schools, a difference of
performance is reduced.
12 percentage points.
According to the 2019 Data Map, 8th When teachers and staff meet students'
Effective
Grade FSA Math proficiency is higher in academic needs by providing targeted
Curriculum
2019 as compared to 2018, with gains instruction for prerequisite skills,
and Resource
from 9% to 25%, a difference of 16 students are more prepared when
Utilization
percentage points. articulating to high school.
Essential Practice for Significantly Improved Data Findings (Sustained)
Standards-Based Collaborative Planning
Data Data Findings Rationale for Selection of Data Connected
Rating & Area Essential
Why was this data finding selected as being most impactful? Practices
Be specific in defining each data element below.Which Essential
Practice(s)
contributed most
to the data
findings?
According to the Three-Year Trend Data
Neutral from 2017-2019, school-wide proficiency Comparing year trend results support
Data evaluation of effectiveness of instructional Standards-
on FCAT Science has remained stable
Findings throughout the period (51%, 45%, and strategies in Science, which may result in Aligned
changes in implementation the following Instruction
51% respectively), an average difference
year to achieve gains in proficiency.
of 6 percentage points.
According to Three-Year Trend Data from Comparing year trend results support
2017-2019, school-wide proficiency on evaluation of effectiveness of instructional Standards-
FSA ELA has remained stable throughout strategies in ELA, which may result in Based
the period (33%, 30%, 34% respectively), changes in implementation and in Collaborative
an average difference of 3 percentage Collaborative Planning the following year Planning
points. to achieve gains in proficiency.
According to Three-Year Trend Data from Comparing year trend results support
2017-2019, school-wide proficiency on evaluation of effectiveness of instructional Effective
the FSA Math has remained stable strategies in Math, which may result in Curriculum
throughout the period (27%, 23%, 29% changes in implementation and in and Resource
respectively), an average difference of 5 Collaborative Planning the following year Utilization
percentage points. to achieve gains in proficiency.
Essential Practice for Neutral Data Findings (Secondary)
Standards-Aligned Instruction
Connected
Essential
Data Findings Rationale for Selection of Data Practices
Data & Area
Rating Why was this data finding selected as being
Which Essential
Be specific in defining each data element below. most impactful?
Practice(s)
contributed most to
the data findings?
Significantly According to the 2019 FSA Math Data, the
There is significant opportunity to
Decreased overall school learning gains were significantly
prevent further regression and a Data-Driven
Data lower as compared to schools district-wide.
need to re-evaluate instructional Decision
Findings The school's learning gains were at 42% v.
strategies for DI in all Math Making
57% for for schools district-wide, a difference
classes.
of 15 percentage points.
According to the 2019 FSA ELA Data, the There is a significant opportunity
learning gains were significantly lower as to prevent further regression and
compared to schools district-wide. The school's a need to re-evaluate instructional Data-Driven
learning gains were at 45% v. 59% for for programs for small group lessons Instruction
schools district-wide, a difference of 14 to be utilized in ELA and
percentage points. Reading classes.
According to the 2019 6th Grade FSA Math There is significant opportunity to Differentiated
Data, the learning gains were significantly prevent further regression and a Instruction
lower as compared to schools district-wide. need to re-evaluate instructional
The school's learning gains were at 39% v.61% for for schools district-wide, a difference strategies for DI in all Math
of 22 percentage points. classes.
Essential Practice for Significantly Decreased Data Findings (Primary)
Differentiated Instruction
ESSENTIAL PRACTICES REVIEW
School Leadership Teams will examine the “Connected Essential Practices” column within the Data and
Systems Review Organizer for School Culture and Academic Programs. SLTs will identify and come to a
consensus on which continuing Essential Practices lead to, and/or had the greatest impact on, overall school
improvement.
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 the
greatest 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 needs
the greatest enhancements to have a positive impact on the school’s overall performance during the 2020-
2021 school year.
Secondary Essential Practice
To 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 to
have a positive impact on the school’s overall performance during the 2020-2021 school year.
The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drive the
school’s action plans for the 2020-2021 school year.
SCHOOL CULTURE
Sustained Essential Practice
Empower Teachers And Staff
Primary Essential Practice
Social and Emotional Learning (SEL)
Secondary Essential Practice
Positive Behavior Support (PBS)
ACADEMIC PROGRAMS
Sustained Essential Practice
Standards-Based Collaborative PlanningPrimary Essential Practice
Differentiated Instruction
Secondary Essential Practice
Standards-Aligned Instruction
PART TWO
SCHOOL LEADERSHIP CORE COMPETENCIES
The School Improvement Process begins with identification of Essential Practices within a school to sustain or
enhance to improve the school’s overall performance during the 2020-2021 school year. The next step in the
process is to assess and develop the School Leadership Team’s skills to successfully lead and support the
implementation of the plan.
The School Leadership Core Competencies identified below include patterns of thinking, feeling, acting, or
speaking that are directly connected to a leader’s ability to affect change within a school. SLTs will assess their
current skill level in each of the Core Competencies and determine how they will be applied throughout the
School Improvement Process.
Competency 1: Commitment to Students A relentless pursuit and commitment to student learning as evidenced
by 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’ learning
setting high expectations for all learners
believing in students’ ability to learn regardless of barriers
relentlessly pursuing the implementation of what is right for the students
supporting 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 School
Improvement Process.
Competency 2: Focus on Sustainable Results The deliberate actions and continuous drive to set challenging
goals and reach a high standard of performance despite barriers.
A Focus on Sustainable Results includes certain behaviors such as:
prioritizing activities
implementing initiatives
regularly tracking progress
demonstrating perseverance
considering innovative actions
taking 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 for
successful implementation of School Improvement Process.Competency 3: Developing Others The act of influencing others, with the specific intent, to increase their short
and long-term effectiveness, perceptions, thinking, and actions.
Developing Others includes certain behaviors such as:
setting positive expectations
personally providing instruction
providing developmental feedback
choosing the timing and delivery of information
selecting training and work assignments to build other’s capabilities
fully 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 stakeholders
throughout the School Improvement Process.
Competency 4: Engages the Team A group of adults working collectively to leverage their input, to develop
actionable and tangible goals, and to implement change in the school.
Engaging the Team includes certain behaviors such as:
empowering others
keeping people on the team informed
ensuring that the team produces as planned
promoting the morale and performance of a team
obtaining resources that the team needs to perform
motivating the team with a compelling vision and enthusiasm
Development in Engaging the Team allows for a collaborative and comprehensive effort by all stakeholders
throughout the School Improvement Process.
Competency 1: Commitment to Students
Describe the School Leadership Team's current reality regarding Commitment to Students.
According to the Core Leadership Competency Descriptors, our School Leadership Team is a level 4 in
Commitment to Students. Our school currently addresses students' needs by providing a good education, in a
clean safe environment, while ensuring collaborative structures and academic feedback is provided to students.
As evidenced by:
According to the results of the 2020 Student Climate Surveys, 71% of students feel that they receive feedback
from their teachers about how they are doing on school work.
Describe how the School Leadership Team will use the Commitment to Students competency in the School
Improvement Process.
Our School Leadership Team will continue to meet and collaborate with stakeholders (students, parents, teachers
and school leaders) to create strategic student-centered plans, implement plans with fidelity and ensure feedback
practices are implemented with students.Competency 2: Focusing on Sustainable Results
Describe the School Leadership Team's current reality regarding Focusing on Sustainable Results.
According to the Core Leadership Competency Descriptors, our School Leadership Team is a level 3, in
Focusing on Sustainable Results. Our school needs improvement in tracking student progress with fidelity.
As evidenced by:
In reviewing Academic Data Reports by Grade Level, results showed inconsistency with learning gains of all
students, by grade level in both ELA and Math, with 6th and 7th Grade scoring significantly lower than 8th
grade students: ELA: 6th Grade-39%, 7th Grade-39%, 8th Grade-55%; Math: 6th Grade-26%, 7th Grade-38%,
8th Grade-62%.
Describe how the School Leadership Team will use the Focusing on Sustainable Results competency in the
School Improvement Process.
We plan to focus on sustaining results by continuing to utilize an ongoing progress monitoring system to track
data for student progress in the areas of ELA and Math. We will review mini-assessment data to monitor fidelity
of small group instruction and provide feedback for changes to processes.
Competency 3: Developing Others
Describe the School Leadership Team's current reality regarding Developing Others.
According to the Core Leadership Competency Descriptors, our School Leadership Team is a level 3 in
Developing Others. The school leadership team currently provides opportunities for teachers and staff to take on
leadership roles. Our school needs to ensure professional developments are done through a school-wide lens.
As evidenced by:
According to 2020 School Improvement Survey, 95% of staff members feel that they have the opportunity to be
considered for leadership roles at the school.
Describe how the School Leadership Team will use the Developing Others competency in the School
Improvement Process.
We will survey the staff in the areas of their strength. We plan on developing others by providing developmental
feedback and allowing personnel to provide professional development to staff on areas of strength.
Competency 4: Engages the Team
Describe the School Leadership Team's current reality regarding Engages the Team.
According to the Core Leadership Competency Descriptors, our School Leadership Team is a level 4. Our school
works collaboratively to keep others informed, include others in the decision-making process, and solicit input
from others. During various meetings held regularly, Grade Level Team meetings, Collaborative Planning and
Departments meetings serve to support in garnering feedback from all stakeholders.
As evidenced by:
Our School Leadership Team conducts weekly team and department meetings, facilitates collaborative planning,
reviews the SIP Action Steps and Essential Practices regularly and shares information via faculty meetings,
emails, staff calendars and announcements.
Describe how the School Leadership Team will use the Engages the Team competency in the School
Improvement Process.
Our School Leadership Team will continue to engage the team by identifying critical members of the team to
support and garner feedback.PART THREE
PRIORITY ACTIONS DEVELOPMENT
School Leadership Teams will review the Essential Practice Enhancements to create Priority Actions necessary
to ensure the successful implementation of the Sustained, Primary, and Secondary Practices by the end of the
2020-2021 school year.
Sustained Essential Practice
SLTs will identify the Priority Actions for the Sustained Essential Practice by determining a list of actions
necessary to successfully sustain the identified practice by the end of the 2020-2021 school year.
Secondary and Primary Essential Practices
SLTs will identify the Priority Actions for the Secondary and Primary Essential Practices by reviewing the
selected enhancements for each and determining a list of actions necessary to successfully implement the
identified enhancements by the end of the 2020-2021 school year.
Priority Actions
Schools will reflect on the implementation of the Sustained Essential Practice, the Primary Essential
Practice and the Secondary Essential Practice in the previous year(s) to identify what specific actions are
necessary to sustain and/or enhance the practices during the 2020-2021 school year. These actions will be
captured under Priority Actions.
The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the School
Improvement Process during the 2020-2021 school year.
SCHOOL CULTURE
Sustained Essential Practice
Empower Teachers And Staff
Priority Actions for the Sustained Essential Practice
The school will continue to provide opportunities to engage in and present professional development, as well as
enlist teacher leaders throughout the building. The school will continue to conduct regular Leadership Team
meetings and create opportunities for Professional Development where they may not currently exist.
Primary Essential Practice
Social and Emotional Learning (SEL)
Priority Actions for the Primary Essential Practice
The school will continue to integrate social and emotional skills into academic instruction and establish
protocols that encourage a welcoming classroom environment.
Secondary Essential Practice
Positive Behavior Support (PBS)
Priority Actions to Enhance the Secondary Essential PracticeReview the current school-wide discipline plan, revise and implement a system of positive reinforcement
incentives. Use discipline plan to assist in interventions delineated in the plan. Identified staff will assist in
intervening for students with significant discipline issues, providing early intervention for identified students and
incentives for students following the school/class rules.
ACADEMIC PROGRAMS
Sustained Essential Practice
Standards-Based Collaborative Planning
Priority Actions for the Sustained Essential Practice
Teachers and Instructional Coaches will continue to conduct weekly Collaborative Planning sessions with an
emphasis on creating standards-based lessons, sharing of best practices, and analysis of data.
Primary Essential Practice
Differentiated Instruction
Priority Actions for the Primary Essential Practice
Teachers and Instructional Coaches will effectively plan for differentiated instruction (DI) and create DI groups
based on data. However, more emphasis will be placed on purposeful planning for DI, ongoing progress
monitoring, and modifying instruction based on student outputs.
Secondary Essential Practice
Standards-Aligned Instruction
Priority Actions to Enhance the Secondary Essential Practice
Teachers and Instructional Coaches will continue to plan for explicit instruction of lessons that scaffold towards
mastery of standards.
OUTCOME STATEMENTS
The School Leadership Team will create an overarching Outcome Statement in the areas of School Culture and
Academic Programs. The School Improvement Process Outcome Statement is the goal the school aims to
accomplish by the end of the 2020-2021 school year. SLTs will:
Participate in a protocol to assist in creating the overarching School Improvement Process vision for their
school.
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 the
Sustained Practice and Primary/Secondary Essential Practice Enhancements at the end of the 2020-2021 school
year.
SCHOOL CULTURE
OUTCOME STATEMENT
School Culture
If we successfully implement our Sustained EP, Empower Teachers and Staff, then we will create a supportive
school culture and inspire a positive school environment of continuous improvement for teachers. If we
successfully implement our Primary EP, Social and Emotional Learning (SEL), then we will ensure the
continuous integration of social and emotional skills into academic instruction. If we successfully implement ourSecondary EP of, Positive Behavior Support (PBS), then we will implement a system of positive reinforcement
incentives for students which will enable students to learn and achieve success.
ACADEMIC PROGRAMS
OUTCOME STATEMENT
Academic Programs
If we successfully implement our Sustained EP, Standards-Based Collaborative Planning, then we will provide
opportunities for teachers to collaboratively plan for effective lessons. If we successfully implement our Primary
EP, Differentiated Instruction, then we will ensure explicit instruction during the delivery of lessons by adhering
to the instructional framework and scaffolding instruction. If we successfully implement our Secondary EP,
Standards-Aligned Instruction, then we will address the individual learning needs of all students by conducting
small group lessons during differentiated instruction, improving student achievement in proficiency and learning
gains across all content areas.
OPENING OF SCHOOL PROFESSIONAL DEVELOPMENT
School Leadership Teams will design a professional development (PD) to be provided during the Opening of
Schools Mandatory PD Day. In the plan below, specify the following: morning or afternoon sessions, topics to
be shared, protocols being used in both small and large groups, and the facilitator(s) leading the group sessions.
The purpose of the professional development will be to share what was realized, acknowledged, learned, and
planned during Phase I of the School Improvement Process with teachers and staff to garner feedback.
The professional development should include a summary of the:
Data and Systems Review Summary
School Leadership Core Competency Course Reflections
Sustained Essential Practice and Priority Actions
Primary & Secondary Essential Practice Selections
Priority Actions
Outcome Statements
Key content and strategies from Synergy courses
The professional development should include opportunities to gather teachers’ and staff input/feedback on the
following:
Essential Practice Selections and Priority Actions
Brainstorm possible Implementation Steps
Identify possible roles/resources
Opening of School Professional Development Agenda
Opening Phase I Topic Process Description Activity Lead
of
School What topic will be What process/protocol will be used to share Who will facilitate the
Date shared? the topic and garner feedback from all sharing of the topic and the
stakeholders? collection and discussion of
(08/20/20) Data and Systems feedback regarding the
AM-PM Review Summary topic?
School Leadership
Core CompetencyCourse
Reflections
Sustained
Essential
Practice
Primary &
Secondary
Essential Practice
Selections
Priority Actions
Outcome
Statements
"Introduction of School Whole group opening -Why
Opening:
Culture: Making There will be an opening whole group School Culture-
9:00-9:30
Connections in a Virtual session with an ice breaker Administration (Stewart,
am
World" Robles, Brantley)
"Social Emotional
Breakout session: Staff members will learn Social Emotional Learning
08/28/2020 Learning: Revving Up
strategies to implement RJP and social & and RJP - Camacho
Session 1 with Restorative Justice
emotional learning in their classrooms. (Student Success Coach)
Practices"
"The Rules About the
Staff members will learn and understand the
Rules: Positive Behavior Behavior/Classroom
08/28/2020 importance of setting high expectations for
Supports and Effective Management - Cooper
Session 2 students, how to address students while
Classroom (Dean of Discipline)
utilizing Positive Behavior Supports system
Management"
Staff members will learn the importance of
team work and write a commitment Team Building -
08/28/2020 "Team Building: We Are
statement directed towards their role in Instructional Coaches
Session 3 The Game Changers!"
meeting the goal of improving school (Jean-Pierre and Collins)
culture.
"Virtually Possible:
Middle School Style"
Staff members will learn how to engage Engaging Students in a
08/28/2020 "Virtually Possible:
students in virtual lessons through Virtual Setting- Digital
Session 4 Middle School Style"
distance/blended learning. Leaders (Porro & Savron)
Phase II
Action Planning
Consensus – Define – Implement
Phase II will be developed and executed by the school as described below:
Phase II Development & Stakeholder Engagement
August 17 – August 28, 2020
Provide Opening of Schools Development to share Phase I results and garner stakeholder feedback using
the OOS Development PlanDevelop School Culture and Academic Programs Implementation Steps
Schools will begin Phase II of the School Improvement Process with an Opening of Schools Professional
Development led by the School Leadership Team (SLT). Topics such as Data and Systems Review Summary, the
Sustained Essential Practice, Primary and Secondary Essential Practices, Priority Actions, and Outcome
Statements will be discussed and examined with stakeholders. The SLT will purposefully engage stakeholders in
providing reflective feedback on the creation and implementation of specific actions aimed at achieving
improved School Culture and Academic Programs. The development of the School Culture and Academic
Programs specific Implementation Steps will be completed by August 28, 2020.
Implementation Steps Requirements:
Align to the school’s Outcome Statement, Essential Practices and Priority Actions
Provide specific implementation dates
Describe the specific action or activity that will take place
Include the name(s) and position(s) of the person(s) responsible
Specify what evidence would demonstrate the intended Implementation Step was achieved
Describe the process that will be used to monitor each Implementation Step and the person(s) involved in
monitoring
Quarter 1 Implementation
August 31 – October 16, 2020
Participate with the School Leadership Team in a Region Review Process
Meet with the EESAC to review and approve Phase I & II of the School Improvement Process
Monitor the execution of Quarter 1 Implementation Steps to ensure a high degree of fidelity
Conduct an Impact Review to gather qualitative data that will inform the Quarter 1 Systems Review
During Quarter 1 Implementation, schools will execute Quarter 1 Implementation Steps. The school leadership
team will monitor, facilitate and assess the degree to which steps were executed based on collected evidence.
Towards the conclusion of this stage, schools will conduct an internal impact review that will inform their
Systems Review and Data Reflection.
Every Student Succeeds Act (ESSA) Data Incorporation
In Phase II you will be asked to identify any subgroup(s) that fell below the 41% threshold according to
the Federal Index (link below). If applicable, your school team will determine specific actions to target
identified subgroup(s). As specified in the Every Student Succeeds Act (ESSA) the subgroup(s) are made
up of: White, Black/African American, Hispanic, Asian, Native American, Multiracial, Pacific Islander,
and Economically Disadvantaged students. In addition to the data provided on the SIP Dashboard, the
school’s entire ESSA Report Card may be viewed by using this link to the EduData site (edudata.fldoe.org)
in order to assist in the identification of those target subgroup(s).
Federal Index and ESSA Support Categories
After analyzing the subgroup data, strategize how the Priority Actions for the Primary Essential Practice (in
Academic Programs only) in the SIP will address the subgroup(s) of concern. Furthermore, in the first quarter
Implementation Steps, include at least one Implementation Step aligned to the appropriate subgroup(s) that are
being addressed.Quarter 1 Systems Review & Data Reflection
October 19 – October 30, 2020
Evaluate and reflect on the success of the Quarter 1 Implementation Steps through the Systems Review
and Data Reflection
Revise and/or develop School Culture and Academic Programs Quarter 2 Implementation Steps
After the Quarter 1 Implementation stage, schools will examine the success of the Implementation Steps and will
have the opportunity to adjust/modify based on qualitative and quantitative data gathered during the Impact
Review. SLTs will develop better informed and refined Implementation Steps to execute during Quarter 2
Implementation.
Quarter 2 Implementation
November 2 – December 18, 2020
Monitor the execution of Quarter 2 Implementation Steps to ensure a high degree of fidelity
Title I Schools will upload their 2020-2021 Title I – Parent and Family Engagement Plan (PFEP)
During Quarter 2 Implementation, schools will execute Quarter 2 Implementation Steps. The school leadership
team will monitor, facilitate and assess the degree to which steps were executed based on collected evidence.
SCHOOL CULTURE
Quarter 1 Implementation
(August 31 – October 16, 2020)
School Culture Outcome Statement
If we successfully implement our Sustained EP, Empower Teachers and Staff, then we will create a supportive
school culture and inspire a positive school environment of continuous improvement for teachers. If we
successfully implement our Primary EP, Social and Emotional Learning (SEL), then we will ensure the
continuous integration of social and emotional skills into academic instruction. If we successfully implement our
Secondary EP of, Positive Behavior Support (PBS), then we will implement a system of positive reinforcement
incentives for students which will enable students to learn and achieve success.
Sustained Essential Practice
Empower Teachers And Staff
Priority Actions for the Sustained Essential Practice
The school will continue to provide opportunities to engage in and present professional development, as well as
enlist teacher leaders throughout the building. The school will continue to conduct regular Leadership Team
meetings and create opportunities for Professional Development where they may not currently exist.
Implementation Implementation Steps Person(s) Expected Evidence Monitoring
Date(s) Responsible
(What evidence would (How and Who?)
(First & last demonstrate the
name, Implementation Step was
position) successfully executed?)Miriam
Administrators and Stewart, Administration will
Professional Principal; Evidence includes multiple monitor professional
Development Liaison Maite Robles, opportunities for teachers to development virtually
will provide multiple Assistant obtain information from and physically and
Start: Mon, Aug virtual and physical Principal; workshops and be work with the
31 professional Chantil knowledgeable on various Professional
End: Fri, Oct 16 development sessions Brantley, topics; agendas and sign in Development Liaison
to all biweekly faculty Assistant sheets for resulting virtual and the Leadership
and staff during Principal; and physical professional Team to determine
opening of schools and Mammonne development sessions. professional
faculty meetings. Onelien, PD development topics.
Liaison
Miriam
Administrators will Stewart, Evidence includes current
Administrators will
conduct biweekly Principal; teacher leaders being
Start: Mon, Aug Leadership Team meet virtually with the
Maite Robles, empowered to understand
31 Leadership Team
meetings virtually to Assistant the expectations with their
weekly to discuss
End: Fri, Sept establish, review, and Principal; new roles and
strategies to increase
reflect on leadership Chantil responsibilities, improved
18 multiple components
roles and Brantley, job performance, sign in
of school culture.
responsibilities. Assistant sheets and meeting agendas.
Principal
Miriam
Stewart, Evidence includes increased
Administrators and
Principal; knowledge of leadership
Professional
Maite Robles, practices in an effort to Administration will
Development Liaison
Assistant enhance school-wide meet virtually with the
Start: Mon, Aug will provide virtual Principal; success, increased Leadership Team
31 professional
Chantil engagement in virtual weekly and garner
development
Brantley, professional development, feedback for
End: Fri, Oct 2 opportunities for
Assistant agendas and sign-in sheets professional
teachers who are
Principal; for resulting virtual development interests.
interested in leadership
Mammonne professional development
roles.
Onelien, PD sessions.
Liaison
Potential teacher leaders
who are not in designated
Leadership Assessment positions of leadership will Administration will
Start: Thu, Sept Survey will be be empowered to emerge monitor review survey
3 Maite Robles,
conducted to identify with new roles and results for those
Assistant
End: Tue, Oct interest in leadership responsibilities, as interested in additional
Principal
13 roles by teachers and evidenced by completed leadership roles
staff. survey and newly available.
established leadership
assignments.
Primary Essential Practice
Social and Emotional Learning (SEL)
Priority Actions for the Primary Essential PracticeThe school will continue to integrate social and emotional skills into academic instruction and establish
protocols that encourage a welcoming classroom environment.
Expected Evidence
Person(s) Responsible Monitoring
Implementation Implementation (What evidence would
Date(s) Steps (First & last name, demonstrate the (How and
position) Implementation Step was Who?)
successfully executed?)
Administrators will
plan with
Community
Involvement Evidence includes
Specialist (CIS) to implementation of the 2020-
Administration
create the 2020- 2021 Parent and Family
will monitor
Start: Mon, Aug 2021 Parent and Lucie Lucas, Community
Engagement (PFEP) and
the
31 Family increased attendance at the
Involvement Specialist; development of
Engagement Plan virtual Parent Academy
End: Fri, Sept (PFEP) and garner Maite Robles, Assistant the Parent and
meetings, virtual PTSA
Principal Family
18 input from all meetings and virtual teacher-
Engagement
stakeholders to parent conference meetings
(PFEP).
ensure the needs of on Monday and Tuesday
the parents and mornings.
students are
addressed virtually
during Stage I.
Administrators will
utilize various
modes of
communication
Evidence includes messages
(i.e. School
and posts elevating the Administration
Messenger,
school positively, an increase will monitor
Newsletters, Miriam Stewart,
Start: Mon, Aug Fortify, Twitter, of student and parent modes of
Principal; Lucie Lucas,
31 engagement in virtual communication
Instagram, local Community Involvement
meetings and positive and approve
End: Wed, Oct media, and the Specialist; Mammonne
feedback from parents, messages prior
school’s website) Onelien, Magnet/IB
14 students, and the community to sending
to virtually Coordinator
regarding school-wide them out to
promote and
success on the School parents.
inform students
Climate Survey.
and parents about
upcoming
activities, meetings
and successes.
Start: Mon, The Community Lucie Lucas, Community Evidence includes increased Administration
Sept 7 Involvement Involvement Specialist; attendance virtually at will monitor
Specialist (CIS) Carolina Camacho, monthly Parent Academy the partnership
End: Fri, Oct 16 and Success Coach Student Success Coach meetings, an increase of activities with
will invite virtual attendance and various
community communication/collaboration community
partners and other with the school’s Student partners and
agencies that target Services staff as evidenced other agencies.social-emotional by completion of the forms
needs of students for attendance to increase
to virtually growth of social-emotional
collaborate with attributes of students.
the school and
provide services to
families.
Mechele Collins, Math
Coach; Fabiola Jean-
Pierre, Literacy Coach;
Department Chairs Darline Jacques-Meggie,
and Language Arts
Transformation Department Chair; Zakiya
Administration
Coaches in Willies, Reading Evidence includes
will monitor
Literacy and Math Department Chair; Dr. implementation of strategies
the
will facilitate Marie Denis, Math from MAWI into daily
Start: Mon, implementation
weekly Department Chair; virtual activities while
Sept 7 and infusion of
Collaborative Sheldon Allen, Science focusing on social-emotional
the MAWI
Planning sessions Department Chair; learning of students in real-
End: Fri, Oct 16 program
with teachers to Fernande Saint Jean, world situations, as
throughout
develop lessons to Social Studies evidenced by lesson plans
classroom
include social- Department Chair; Dr. and student engagement.
instruction.
emotional learning CaLester Chaney, ESE
into the daily Department Chair; Janice
curriculum. Lovett, ESOL Department
Chair; Latoya Harris,
Electives Department
Chair
Secondary Essential Practice
Positive Behavior Support (PBS)
Priority Actions for the Secondary Essential Practice
Review the current school-wide discipline plan, revise and implement a system of positive reinforcement
incentives. Use discipline plan to assist in interventions delineated in the plan. Identified staff will assist in
intervening for students with significant discipline issues, providing early intervention for identified students and
incentives for students following the school/class rules.
Expected Evidence
Person(s)
Monitoring
Implementation Responsible
Implementation Steps (What evidence would
Date(s) demonstrate the Implementation (How and
(First & last name,
Step was successfully Who?)
position)
executed?)
Start: Mon, Aug Review the school- Dr. Robert As evidenced by a decrease in Administration
31 wide Discipline Plan, Cooper, Dean of student/counselor referrals and will meet with
make revisions and add Discipline; Maite disciplinary incidents during members of the
End: Fri, Sept virtual Robles, Assistant virtual learning; practices to be Leadership
11 situations/consequences Principal; Chantil implemented throughout the Team to garner
to best reach the Brantley, school will be clear for staff and feedback prior
students’ and teachers’ Assistant teachers to follow, which will to final version.needs throughout the Principal; Team allow for the school to address
school during Stage I.Leaders (various); the students’ needs and support
Discipline multiple levels of behavioral
Committee concerns of all students.
(various teachers
and staff)
Dr. Robert As evidenced by revised
Cooper, Dean of incentives designed to fit into
Administration
Start: Mon, Distribute and discuss Discipline; Maite the virtual environment during
will share new
Sept 7 newly revised Robles, Assistant Stage I; Administration will
Discipline Plan
Discipline Plan with Principal; Chantil observe, plan, and meet with
End: Fri, Sept faculty and staff during Brantley, with all staff
members of the Leadership
and
25 the faculty meeting. Assistant Team to determine progress and
stakeholders.
Principal; Team possible changes to improve the
Leaders (various) Incentive Plan.
Carolina
Evidence includes increased
Camacho, Student
participation of parent
Success Coach; Administration
conferences and implementation
Referrals to Chandrell Brooks, will monitor
of RJP strategies using virtual
Start: Mon, Aug Administration and Guidance the referrals
Zoom RJP circles and classroom
31 Counselors will be Counselor; Jean using an OPM
strategies to address students’
tracked for possible Bertrand, Tracker for
End: Fri, Oct 16 interventions as needs in a timely manner;
Guidance academic and
interventions will take place and
needed. Counselor; Maite behavioral
guarantee improvement for
Robles, Assistant issues.
students who continuously
Principal over
engage in disruptive behaviors.
Student Services
Administration
Strategies learned from Fabiola Jean-
will monitor
school-wide book study Pierre, Literacy
Evidence includes teachers will the
“Empowering All Coach and Book
Start: Mon, Aug Learners” by Mawi incorporating strategies to help implementation
Study Leader;
31 increase student engagement and and infusion of
Asgedom will continue Mechele Collins,
support positive behavior the MAWI
End: Fri, Oct 16 to be implemented Math Coach;
thereby decreasing classroom program
virtually to assist with Chantil Brantley,
infractions. throughout
reinforcing strategies in Assistant
classroom
the classroom. Principal
instruction.
ACADEMIC PROGRAMS
Quarter 1 Implementation
(August 31 – October 16, 2020)
Academic Programs Outcome Statement
If we successfully implement our Sustained EP, Standards-Based Collaborative Planning, then we will provide
opportunities for teachers to collaboratively plan for effective lessons. If we successfully implement our Primary
EP, Differentiated Instruction, then we will ensure explicit instruction during the delivery of lessons by adhering
to the instructional framework and scaffolding instruction. If we successfully implement our Secondary EP,
Standards-Aligned Instruction, then we will address the individual learning needs of all students by conducting
small group lessons during differentiated instruction, improving student achievement in proficiency and learning
gains across all content areas.
Sustained Essential PracticeStandards-Based Collaborative Planning
Priority Actions for the Sustained Essential Practice
Teachers and Instructional Coaches will continue to conduct weekly Collaborative Planning sessions with an
emphasis on creating standards-based lessons, sharing of best practices, and analysis of data.
Expected
Evidence
Person(s)
Implementation Responsible (What evidence Monitoring
Implementation Steps would demonstrate
Date(s)
(First & last the Implementation (How and Who?)
name, position) Step was
successfully
executed?)
Transformation Coaches in Literacy
Evidence includes
and Math will facilitate weekly
Fabiola Jean- effective lesson Administrators
Start: Mon, Aug virtual Collaborative Planning Pierre, Literacy plans, will attend
31 sessions weekly with teachers to
Coach; Mechele Collaborative Collaborative
support in developing structured
End: Fri, Oct 16 lessons in innovative learning Collins, Math Planning agendas, Planning
Coach and completed end sessions weekly.
platforms that are aligned to
product/exit tickets.
standards-based learning.
Administrators
Evidence includes
Transformation Coaches in Literacy will attend
effective lesson
and Math will facilitate weekly Collaborative
plans,
virtual Collaborative Planning Planning
Fabiola Jean- Collaborative
Start: Tue, Sept sessions with Intensive and Core Pierre, Literacy Planning agendas,
sessions weekly
8 teachers to identify skills/standards and ensure that
Coach; Mechele Instructional Focus
that require remediation/ data reports are
End: Fri, Oct 16 intervention for small group Collins, Math Calendars (IFC),
utilized to
Coach and analyzed data
instruction based on data review of identify deficient
reports from 2019
last year I-Ready AP2 Data and standards to be
I-Ready AP2 and
current AP1 Data. included on the
2020 I-Ready AP1.
IFC.
Miriam Stewart,
Administrators and Transformation Principal; Maite
Evidence includes Administrators
Coaches in Literacy and Math will Robles, Assistant
completed will conduct
conduct daily virtual walkthroughs Principal; Chantil
walkthrough virtual
Start: Mon, in innovative learning platforms to Brantley,
monitoring tool/ walkthroughs
Sept 14 monitor the implementation of the Assistant
note-taking daily to monitor
data-driven standards-based lessons Principal;
End: Fri, Oct 16 that were created during the weekly document, effective that developed
Fabiola Jean-
coaching logs, lessons are
virtual Collaborative Planning Pierre, Literacy
completed lesson implemented
sessions for whole group and small Coach; Mechele
plans. with fidelity.
group instruction. Collins, Math
Coach
Start: Mon, Aug Administrators and Transformation Miriam Stewart, Evidence includes Administrators
31 Coaches will develop an Principal; Maite completed will monitor and
Intervention Plan and assign Robles, Assistant Intervention Plan ensure
Principal; Chantil with assigned staff development ofYou can also read
