Name of School - ZORA NEALE HURSTON ES School Location …znhurston.dadeschools.net/media/1377/2511_phase-i-sip.pdfZora Neale Hurston Elementary Schoo l is a Cambridge Primary School

School Location # -2511

Name of School - ZORA NEALE HURSTON ES

MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School Information

Name of School (School Number - School Name)

2511- Zora Neale Hurston Elementary

Principal (Last Name, First Name)

Valenzano, Isabel

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

Gonzalez, Christopher

Demographic Overview

Zora Neale Hurston Elementary School is a Title I School that serves approximately 560 students from gradesPre-K through five. Eighty-one percent of the students are on free/reduced lunch; 97% of students are reportedas a minority and 98% of the students are Hispanic. The school received an A rating from the state in 2017-2018. Zora Neale Hurston Elementary implements the Cambridge Primary choice program school wide. Inaddition, the school was given the Silver designation in Science, Technology, Engineering and Mathematics(STEM) for the 2017-2018 school year and the Five Star School Award for six years in a row. Zora NealeHurston Elementary School offers full time gifted in grades two through five, Extended Foreign Language ingrades Kindergarten through five, ESE Resource in grades Kindergarten through five, and Inclusion in gradesfour and five. The school's Pre-K programs include a Voluntary Pre-Kindergarten, Headstart, Inclusion, ReverseMainstream, Learning Experiences-an Alternative Program for Preschoolers and Parents (LEAP) and a separateclass for Autism Spectrum Disorder. A HealthConnect Clinic is provided daily by the Children's Trust which isstaffed with a full time nurse and a part time mental health professional.

a. Provide the School's Mission Statement

Zora Neale Hurston Elementary School prepares students with the academic skills, habits of mind and charactertraits necessary to perform on or above grade level in middle school and to succeed in rigorous high schoolcourses.

b. Provide the School's Vision Statement

The staff of Zora Neale Hurston Elementary School works diligently each day and often beyond school hours toensure that the students receive a quality educational program to meet students' academic and socio-emotionalneeds. Constant interaction with parents is initiated and nurtured by faculty and staff members. The parents andfaculty work cooperatively to enhance each child's learning potential. A sense of family exists amongadministrators, faculty, staff, parents and students.

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

Zora Neale Hurston Elementary School is a Cambridge Primary School. This program is an internationally-recognized innovative and accelerated method of academic study which promotes academic rigor in English,Math and Science. In addition to the Cambridge Primary program, the school offers full time gifted, ExtendedForeign Language, ESE Resource and Inclusion including various ESE Pre-K programs and STEM. A principal

operated After School Care program provides Drama, Chorus and Robotics classes for students. Zora NealeHurston Elementary meets the social-emotional needs of students by collaborating with district programs andcommunity agencies to provide counseling, mentoring and other services to students. This collaborationincludes: Head Start, HealthConnect Clinic through the Children's Trust staffed with a full time nurse, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education and the Miami- Dade County HealthDepartment. In addition, the Response to Intervention RTi Team meets regularly to discuss the needs of allstudents and refer students to the School Support Team as needed. A full time counselor provides individual andgroup counseling for students as designated on the Individual Education Plan or as needed when a child isreferred to the office. During Red Ribbon Week, anti-drug presentations and activities are part of the curriculum.Anti-bullying messages are presented on morning announcements and students attend anti-bullying assemblies.Teachers and staff members mentor and support students through referrals. Zora Neale Hurston builds andsustains partnerships with local community businesses. Each year, the school schedules activities that benefitboth the school and the partners such as Reading Night at Barnes and Nobles, Papa John's pizza sales forevening parent activities, Math Night at Publix, and McTeacher Night at Mcdonalds. Each of these activitiesgenerates money for the school which is used to support student achievement. In addition, all partners are invitedto come read to students for Dr. Seuss' Birthday and are recognized with a breakfast and certificate. One of ourpartners is part of the school's Educational Excellence School Advisory Council and meets regularly withstakeholders. Partners are also invited to the school's yearly Career Day and given the opportunity to distributebusiness information and flyers to parents. Zora Neale Hurston Elementary School Last

Are you a Title I School?

yes

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

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

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

Phase I: Data Analysis (July 11 – July 27, 2018)

Phase I of the School Improvement Process will begin at the 2018 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 2018-2019 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:

Phase I will be completed during the 2018 Synergy Summer Institute.

July 11- July 27, 2018

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 2018-2019 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 2018 – 2019 Opening of Schools

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

DAY ONE- Synergy Summer Institute

DATA AND SYSTEMS REVIEW

School Leadership Teams will review all 2017-2018 data points provided on the subsequent pages in theindividualized School Culture Data Map and Academic Programs Data Map to analyze the results using theData Driven Dialogue Protocol. Systems Review Organizers will assist the school to further examine and alignresults to the Essential Practices.

Data and Systems Review

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

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

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

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

The following Data Maps were provided to schools during the 2018 Synergy Institute. The maps are organized intwo parts, School Culture and Academic Programs. Data found on the includes:

Student Attendance ComparisonsStudent Disciplinary Referrals by Grade-level

Early Warning System Indicators by Grade-levelTeacher AttendanceTeacher RetentionSchool Climate Survey Feedback from StaffSchool Climate Survey Feedback from StudentsSchool Improvement Data from Staff on:

Commitment to StudentsFocus on Sustained ResultsDevelop OthersEngages the Team

2018 FSA Data for all Tested Subjects by Grade-level2018 SAT-10 Data by Grade-level2018 FSA Data for all Tested Subjects by Subgroup

School Culture Data Map

DATA AND SYSTEMS REVIEW ORGANIZER

SCHOOL CULTURE

Data Rating

Data Findings & Area

Be specific in defining each data element below.

Rationale for Selection ofData

Why was this data finding selected as beingmost impactful?

ConnectedEssentialPractices

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

SignificantlyImproved

Data Findings

Student attendance, in the category ofmissing 6 or more days , showed adecreaseof 5% from 61% in the 2016 - 2017school year to 56% in the 2017-2018 schoolyear.

Attendance has a direct impacton student learning andperformance. Students who areengaged have a greaterincentive to come to school.

Rewards/Incentives

AttendanceMonitoring /iAttend

According to the 2018 Data Map, in the2017-2018 school year, teacher retentionrate in the category of teaching more than 7years, was 87%. This rate was 22 percentagepoints higher than the district rate of 65%.

Teacher retention positivelyreflects the school culture.Those who enjoy what they doperform higher, which isreflected in studentperformance.

Shared Vision

Essential Practice for Significantly Improved Data Findings (Sustained)

Rewards/Incentives

Data Rating



Rationale for Selection of Data

Why was this data finding selected as being mostimpactful?


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

Neutral Data

Findings

In the 2017 -2018 school year, the numberof students who missed 16 or more daysremained neutral at 11% as compared tothe 2016 - 2017 school year at 10%.

Attendance has a direct impact onstudent learning and performance.Students who are engaged have agreater incentive to come to school.


Rewards/IncentivesAccording to the 2018 Data Map, in the2017 - 2018 school year, 28% of studentsmissed between 6-10 days, as compared tothe district which had 27%.



Essential Practice for Neutral Data Findings (Secondary)

Rewards/Incentives

Data Rating






WhichEssentialPractice(s)contributedmost to thedata findings?

SignificantlyDecreased

Data Findings

According to the 2018 Data Map, whenlooking at staff attendance, 53% of staff missedbetween 5.5 - 10.5 days, in comparison withthe district's 38%.

Planning and delivery are essentialfor student achievement;consequently, loss of instructionaltime will disrupt the continuity forstudents and affect learning.

SharedVision

According to the 2018 Data Map, in thecategory of student attendance in the 2017-2018 school year, 27% of students missed 11 ormore days of school as compared to 29% in the2016 - 2017 school year.


AttendanceMonitoring/ iAttend

Essential Practice for Significantly Decreased Data Findings (Primary)

Attendance Monitoring / iAttend

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating




Why was this data finding selected as being most impactful?


Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyImproved

Data Findings

On the SATs, ZNH performedhigher in ELA and Math in gradesK-2, as compared to the district,and tier I, II and III schools.

Performance on the SAT is an indication thatstudents are meeting grade level standards anda predictor of student performance on theFSA in the future.

ExplicitInstruction

In Math, grades 3-5 proficiencylevels on FSA increased from 72%to 80%.

Performance on the FSA is an indication thatstudents are meeting grade level standards anda predictor of student performance on theFSA and EOCs in the future.

other

Standards-basedinstruction

Essential Practice for Significantly Improved Data Findings (Sustained)

other

standards-based instruction

Data Rating


Be specific in defining eachdata element below.


Why was this data finding selected as being most impactful?

Connected EssentialPractices

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

Neutral Data

FindingsScience proficiencylevels on FCAT 2.0remained neutral.

Students who are proficient in science demonstrate theirproficiency in reading, which is a predictor of studentperformance on the FSA and EOCs in the future.

Inquiry-basedLearning (Projectbased/Problem basedlearning)

ELA proficiencylevels remainedneutral in grades 3-5.

ELA proficiency levels represent high standards arebeing maintained.

DifferentiatedInstruction

Essential Practice for Neutral Data Findings (Secondary)

Inquiry-based Learning (Project based/Problem based learning)

Data Rating






Which EssentialPractice(s) contributedmost to the datafindings?

SignificantlyDecreased

Data Findings

Students in the lowest 25% in grades 3-5 dropped from an 84% to 66% forlearning gains on the FSA mathematics.

Students who did not make learninggains negatively impact learning forfuture grade levels.

Interventions/RtI

On the FSA ELA, fourth grade studentsdecreased in learning gains.

Fourth grade students who did notmake learning gains are more likelyto not meet standards in future grades.

DifferentiatedInstruction

Essential Practice for Significantly Decreased Data Findings (Primary)

Interventions/RtI

ESSENTIAL PRACTICES SELECTION

School 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 hadthe greatest impact on overall school improvement. This observed practice can exist school-wide or begrade-level or department/content specific. Schools will identify the Priority Actions to ensure this successfulpractice is sustained during the 2018-2019 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 2018-2019 school year. These actions will becaptured under Priority Actions.

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 2018-2019 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 tohave a positive impact on the school’s overall performance during the 2018-2019 school year.

The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drive theschool’s action plans for the 2018-2019 school year.

SCHOOL CULTURE


Rewards/Incentives

Priority Actions for the Sustained Practice

School will continue to have quarterly attendance parties, recognition of students during morningannouncements, dress-down days for 98% school attendance and a new initiative involving administration andteacher participation in a fun activity.



Secondary Essential Practice Selection

Rewards/Incentives

ACADEMIC PROGRAMS



Priority Actions for the Sustained Practice

Priority actions are collaborative planning, quarterly data chats between administration and teachers, integrationof Thinking Maps and integration of STEM lessons.


Interventions/RtI



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 2018-2019 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 others

keeping 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 2018-2019 school year.

Competency 1: Commitment to Students

Describe the School Leadership Team's current reality regarding Commitment to Students.

The school leadership team is fully vested in all students learning at high levels.

As evidenced by:

Setting high expectations through collaboration among department grade level members to improve studentoutcomes. Furthermore, data chats are utilized to target deficiencies and drive instruction.

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

School leadership team will implement Thinking Maps, a research-based instructional strategy, and Science,Technology, Engineering, and Math (STEM) as school-wide initiatives to demonstrate commitment to studentsthrough more rigorous instruction.

Competency 2: Focusing on Sustainable Results

Describe the School Leadership Team's current reality regarding Focusing on Sustainable Results.

The school leadership team works collaboratively with teacher leaders to implement effective instructionalstrategies aligned to the school goals.

As evidenced by:

Implementing the following initiatives: Thinking maps, a research-based instructional strategy, and evidence-based writing in student journals and quarterly STEM projects.

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

School leadership team conducts walk-throughs and mini- instructional reviews to monitor student outcomes.Timely and constructive feedback is provided to teachers to ensure academic success.

Competency 3: Developing Others

Describe the School Leadership Team's current reality regarding Developing Others.

The Leadership Team conducts a school-developed professional development needs assessment survey toidentify staff needs that are aligned to the school's goal for improvement.

As evidenced by:

Artifacts such as school-developed professional development needs assessment survey results, sign-in sheets andagendas to document ongoing, quality professional development to build staff's capabilities.

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

School Leadership Team will continue to target professional development driven by results of the needs surveyand based on school-wide initiatives. Administration will continue to give teachers opportunities for continuousimprovement through district provided professional development.

Competency 4: Engages the Team

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

The school leadership engages the team by collaborating and sharing responsibility with all stakeholders.Opportunities are provided for input and recommendations for continuous improvement.

As evidenced by:

Obtain resources such as school culture survey results, minutes and sign-in sheets from grade level meetings,Professional Learning Communities (PLCs) and data chats that the team needs to perform.

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

The leadership team works collectively with faculty to develop actionable and tangible goals through facultymeetings, grade level meetings, data chats and PLCs.

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 the2018-2019 school year.


SLTs will review the Priority Actions for the Sustained Essential Practice.

Secondary and Primary Essential Practices

SLTs 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 2018-2019 school year.

The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the SchoolImprovement Process during the 2018-2019 school year.

SCHOOL CULTURE


Rewards/Incentives

Priority Actions for the Sustained Essential Practice

School will continue to have quarterly attendance parties, recognition of students during morningannouncements, dress-down days for 98% school attendance and a new initiative involving administration andteacher participation in a fun activity.

Primary Essential Practice Selection


Priority Actions for the Primary Essential Practice

Attendance Review Committee will monitor the daily attendance bulletin, Early Warning Systems reports andthe attendance dashboard and implement the School Attendance Action Plan which includes contacting parents,one on one counseling, attendance contracts and home visits as needed.


Rewards/Incentives

Priority Actions to Enhance the Secondary Essential Practice

School will continue to implement rewards and incentives to improve attendance.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice

Priority actions are collaborative planning, quarterly data chats between administration and teachers, integrationof Thinking Maps and integration of STEM lessons.

Primary Essential Practice Selection

Interventions/RtI

Priority Actions for the Primary Essential Practice

Students in the lowest 25% will be given equitable access to robust and rigorous instruction and will be providedinterventions outside the core instruction through i-Ready labs, targeted morning tutorials and the ELL tutoringprogram to ensure academic success.



Priority Actions to Enhance the Secondary Essential Practice

Teachers will provide inquiry-based instruction in science through STEM projects and the Promoting Scienceamong English Language Learners (P-Sell) curriculum, a research-based Science hands-on curriculum.

OUTCOME STATEMENTS

The 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 2018-2019 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 2018-2019 schoolyear.

SCHOOL CULTURE

OUTCOME STATEMENT

School Culture

If we create an engaging school culture by implementing incentives and continue to monitor student attendancewith fidelity, then students will be motivated to attend class daily.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If we successfully implement standards based instruction, inquiry-based learning and differentiated instruction ,then we will improve student learning gains and proficiency levels in all academic areas.

OPENING OF SCHOOL PROFESSIONAL DEVELOPMENT

School 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 was

realized, 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

Openingof

School Date

(08/14 -08/17)

AM-PM

Phase I Topic

What topic will beshared?

Data andSystemsReviewSummarySchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPracticePrimary &SecondaryEssentialPracticeSelectionsPriorityActions

Process Description

What process/protocol will be used to share the topic andgarner feedback from all stakeholders?

Activity Lead

Who will facilitate thesharing of the topic and

the collection anddiscussion of feedback

regarding the topic?

OutcomeStatements

8/16/1AM Data Reflection

2017-2018 assessment data was presented through aPowerPoint presentation. Teachers received data fromindividual homerooms from previous school year andwill receive current student data during data chats.

Isabel Valenzano,Principal

8/16/18AM

School Cultureand TeamBuilding Activity

School Theme was introduced- The Power of One; videoand school culture survey was completed. Schoolleadership core competency course reflections werediscussed. Recommendations for improvement werediscussed.


8/16/18AM

CurriculumUpdates andSTEM

Provided the staff with curriculum updates and changesas well as relevant resources in Reading/LA,Mathematics, Science, Social Sciences and EnglishLanguage Learners (ELL). STEM designation wasannounced and preliminary integration updates wereshared.

Christopher Gonzalez,Assistant Principal,Christina McCrink,Reading Coach

8/16/18AM

SIP Primary,Secondary andSustainedEssential Practices

The Primary, Secondary and Sustained EssentialPractices were discussed. Grade levels provided feedbackfor discussion and recommendations were given forimplementation plan.


8/16/18AM Thinking Maps Professional Development Needs Survey was

implemented to target PD.Christina McCrink,Reading Coach

8/17/18AM Thinking Maps Professional Development was provided to teachers for

the roll-out of Thinking Maps school- wide initiative.

Caridad Aday, FirstGrade Chair EvelynDiaz, 3rd GradeTeacher

Documents

Name of School - ZORA NEALE HURSTON ES School Location …znhurston.dadeschools.net/media/1377/2511_phase-i-sip.pdfZora Neale Hurston Elementary Schoo l is a Cambridge Primary School