WJ Bryan - School Improvement Plan Phase I & II · 2020. 6. 17. · School Improvement Plan ... Essential Practices that would need to be sustained or enhanced during the 2019-2020

9/13/2019 School Improvement Process

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



School Location # -0561

Name of School - W.J. BRYAN ES



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

0561 - W.J. Bryan Elementary School

Principal (Last Name, First Name)

Maytin-Miret, Milagros

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

Cunningham, Tanisha

MTSS Coordinator (Last Name, First Name)

Cunningham, Tanisha

Demographic Overview

W.J. Bryan Elementary is a Pre-K through grade 5 Museums Magnet school with a population of 673 students.Of these we have 73% (506) Black students, 23% (147) Hispanic students, 2% (15) White students, and 2% (11)Asian students. Of our student population, 96% qualify for free and reduced lunch, 40% are ELL learners and8% are non-gifted ESE students. Of the ESE students, 93% are placed in the least restrictive environment (LRE).

Current School Status

a. Provide the School's Mission Statement

In concert, the administration, faculty and staff will work together to create a safe and harmonious environmentwhere every child will have the same opportunity to learn and reach their full potential. Our students will beproficient readers by the conclusion of third grade and be capable of completing all numerical computationsnecessary to apply critical thinking skills in mathematics. Through involvement in hands-on, experimentalstudies and research, students will become qualified young scientists who are able to conduct experimentsutilizing the scientific method.

b. Provide the School's Vision Statement

The vision of W. J. Bryan Elementary School family is to develop a technology rich, literary environment whichfocuses on harmony and cultural differences, celebrating individual strengths and success. We will strive to leadevery child toward becoming a productive and successful member of society by cultivating a love of learning, ajoy in reading for pleasure, and the ability to solve problems and think critically, and an appreciation for peace ina changing global society.

School Narrative

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

W.J. Bryan Elementary is a Museums Magnet school housed in the heart of North Miami, a thriving metropolisthat continues to expand. Through our magnet program, W.J. Bryan has formed specific partnerships with localmuseums (i.e., Perez Art Museum, Frost Museum, Museum of Contemporary Arts, Lowe's, Wolfsonian), whichworks to foster project-based and object-based learning experiences. This magnet has also provided a platformfor our school to create and foster relationships with local business and community leaders, who are committedto partnering with schools in an effort to impact student achievement. Representatives from the surrounding



universities (Johnson and Wales, Barry University, Florida International University), businesses (Museum ofContemporary Art, Costco, Whole Foods) and government agencies (City of North Miami) are frequentparticipants in school activities and programs, both during and after the school day. Connections have beenestablished with these entities through administration, the School Counselor and the Community InvolvementSpecialist. These relationships are initiated through phone contact and followed up with written contact andface-to-face contact, which are nurtured frequently throughout the school year.

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, intersession and spring recess tutorialsessions, etc.), in accordance with the approved SIP/Title I Plan.

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

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

Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that willserve to: present the findings to the faculty to gain stakeholder involvement/feedback, build consensus anddevelop a collective understanding of how the school’s plan will address, and be aligned to, the school’s uniqueopportunities for improvement.

Phase I includes:

Data and Systems ReviewSchool Culture Data MapSchool Culture Data and Systems Review OrganizerAcademic Programs Data MapAcademic Programs Data and Systems Review OrganizerEssential Practices SelectionSchool Leadership Core CompetenciesPriority Actions DevelopmentOutcome StatementsOpening of School Professional Development

Phase I

Data Analysis

Analyze - Reflect - Identify



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

July 10 - July 19, 2019

During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed to analyze,reflect and identify the components that contributed to the previous year’s data outcomes. The series ofprofessional development courses on School Leadership Core Competencies will assist schools in developingand implementing the School’s Improvement Process with a high degree of fidelity to maximize the impact andinvestment by stakeholders into all school improvement initiatives.

Through data disaggregation, reflection and discussion, the SLT’s goal will be to identify and agree on theEssential Practices that would need to be sustained or enhanced during the 2019-2020 school year to ensureimprovement in School Culture and Academic Programs.

Phase I will conclude with each school:

Identifying the Priority Actions for each Essential Practice selectedIdentifying the Outcome Statements for School Culture and Academic ProgramsCreating a plan to provide the faculty with professional development and garner feedback from allstakeholders on all Phase I content during the 2019-2020 Opening of Schools

DAY ONE- Synergy Summer Institute

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

Data and Systems Review

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

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

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

Significantly Improved Data Findings: Data findings that indicate substantial increases ascompared to previous years. Also, data findings that, when compared to schools with similar



demographics, 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 AND SYSTEMS REVIEW ORGANIZER

SCHOOL CULTURE

Data Rating

Data Findings & Area

Be specific in defining each data element below.

Rationale for Selection of Data

Why was this data finding selected as beingmost impactful?

ConnectedEssentialPractices

WhichEssentialPractice(s)contributedmost to thedata findings?

SignificantlyImproved Data Findings

According to the school climate survey for 2018-2019, 76% of teachers felt that have a feeling ofjob security in their present position. This datapoint was selected because of an 11 percentagepoint increase in respondents that selected agreeand strongly agree from 2017-18 of 65%.

This data was selected because ifteachers feel safe and secure intheir job environment, they aremore prone to have betterattendance, increased efficacy,and general better performance.

TeamBuildingActivities

According to the school climate survey for 2018-2019, teachers felt that students attending theschool received a good education. This wasevidenced by a 14 percentage point increase inrespondents that selected agree and stronglyagree, which increased from 81% to 95%.

This data was selected becausegreater emphasis was placed onteacher autonomy, from aninstructional standpoint andprofessionalism.

EmpowerTeachersAnd Staff

According to the school climate survey for 2018-2019, teachers indicated that they liked working attheir school. This data point was selected becauseof a 14 percentage point increase in respondentsthat selected agree and strongly agree, asdemonstrated by the rise of 84% to 92%.

This data was selected becauseteachers who are content in theirwork environment perform attheir optimum.

CelebrateSuccesses



Essential Practice for Significantly Improved Data Findings (Sustained)

Empower Teachers And Staff

Data Rating




Why was this data finding selected as being mostimpactful?


Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

According to the school climate survey for 2018-2019, teachers felt that the school principaldemonstrated good interpersonal skills. This datapoint was selected because of a neutral orstagnant growth of 2 percentage point increase inrespondents that selected agree and strongly agreewhich resulted in a change of 88% to 90%.

This data finding was found to bemost impactful because a positiverelationship between the leader of aschool and the faculty/staff hastremendous bearing on allstakeholders.

CommunicateWithStakeholders

According to the school climate survey for 2018-2019, teachers felt that the principal deals withconflict constructively. This data point wasselected because of a neutral or stagnant growthof 0 percentage point increase/decrease inrespondents that selected agree and stronglyagree. Thus, the data point remained the samefrom one year to the next.

This data finding reveals thatconflict resolution is an integralcomponent of a successfulprofessional and instructionalenvironment.

LeadershipVisibility andAccessibility

According to the school climate survey for 2018-2019, students felt that teachers make me want tolearn. This data point was selected because of aneutral or stagnant growth of 0 percentage pointincrease/decrease in respondents that selectedagree and strongly agree. Thus, the data pointremained the same from one year to the next.

This data finding reveals thatstudents who feel that theirteachers are an integral part of thelearning process and are trulywilling to see them succeed, will bemore willing to work harder in theclassroom setting and live up tohigher expectations.

Staff-StudentConnections

Essential Practice for Neutral Data Findings (Secondary)

Staff-Student Connections

Data Rating



Rationale for Selection ofData

Why was this data finding selected as beingmost impactful?


Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyDecreased Data Findings

According to the school climate survey for 2018-2019, students felt that their teachers require thatthey work very hard for the grades they get. Thisdata point was selected because of a 6 percentage

This data finding was selectedbecause if students feel thattheir teachers do not have highexpectations of the work that is

Staff-StudentConnections



point decrease in respondents that selected agreeand strongly agree from 2017-18 of 91% to 85%on the current survey.

being produced in class, thegrades that they issue for thework is not a reflection of thecourse rigor required.

According to the school climate survey for 2018-2019, the students felt that the overall climate orfeeling at the school is positive and helps themlearn. This data point was selected because of a 6percentage point decrease in respondents thatselected agree and strongly agree from 2017-18 of62% to 56% on the current survey.

This data point was selectedbecause if students do not feelthat the school culture ispositive and helps them learn,they will not be as motivated toperform and reach higheracademic levels.

PromotingGrowthMindset

According to the school climate survey for 2018-2019, the teachers and staff felt that their ability todo the best possible job at the school was limitedby a lack of concern/support from parents. Thisdata point was selected because of a 8 percentagepoint increase in respondents that selected agreeand strongly agree from 2017-18 of 84% to 92%on the current survey.

This data point was selectedbecause parental involvement isa key element to school success.If teachers feel that parents areinvolved and are supportive ofthe school, they will be morevested in the academic successof the students.

FamilyEngagement

Essential Practice for Significantly Decreased Data Findings (Primary)

Promoting Growth Mindset

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating






Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyImproved Data Findings

According to the 2018-2019 FSA ELAdata, there was a 8 percentage pointincrease in overall school-wideproficiency from 38% on the 2017-2018FSA to 46% on the 2018-2019assessment. This school data is 13percentage points below the overallDistrict data.

This data point was selected becausethe ultimate goal is to meet or exceedthe District proficiency percentage inELA. Meeting or exceeding the Districtaverage would indicate that we aremaking great strides to diminish oreliminate the achievement gap.

Data-DrivenInstruction

EffectiveCurriculumand ResourceUtilization

Standards-AlignedInstruction

According to the 2018-2019 FSAMathematics data, there was a 4percentage point increase in overallschool-wide proficiency from 46% onthe 2017-2018 FSA to 50% on thecurrent assessment.

This data was selected due to the factthat we demonstrated an increase andstudents are gaining a betterunderstanding of math problem solvingand critical thinking skills.

Checks forUnderstanding

DifferentiatedInstruction



EffectiveCurriculumand ResourceUtilization

According to the 2018-2019 SSA data,there was a 14 percentage point increasein overall school-wide scienceproficiency from 35% on the 2017-2018FCAT to 49% on the 2018-2019assessment.

This data was selected because theimplementation of hands-on labs andthe use of data continuously used toguide instruction improved studentcomprehension of science and theinquiry process to create students whoare more successful in problem solving.


Hands-onLearning

ExtendedLearningOpportunities

Essential Practice for Significantly Improved Data Findings (Sustained)

Data-Driven Instruction

Data Rating





Connected EssentialPractices

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

NeutralData Findings

According to the 2018-2019 FSAELA data, grade 3 demonstratedstagnant/neutral data, increasing 3percentage points in overallproficiency from 43% on the 2017-2018 FSA to 46% on the currentassessment.

This data finding was selected due to thefact that third grade is an importantaccountability year that is a determinantof grade retention and possible futureacademic success of students.

InstructionalSupport/Coaching

Data-Driven DecisionMaking

CollaborativeLearning / Structures

According to the 2018-2019 FSAMathematics data, grade 4demonstrated stagnant/neutral data,decreasing 3 percentage points inoverall proficiency from 47% onthe 2017-2018 FSA to 44% on thecurrent assessment.

This data finding was selected due to thefact that fourth grade is the first year thatall students with a prior FSA score willcount towards Learning Gains and it isparamount that they meet or exceed theone year's growth in order to to meetacademic success.

Standards-AlignedInstruction

Standards-BasedCollaborativePlanning

Checks forUnderstanding

According to the 2018-2019 FSAELA data, grade 5 demonstratedstagnant/neutral data, increasing 1percentage point in learning gainsfrom 48% on the 2017-2018 FSAto 49% on the current assessment.

This data finding is important becausefifth grade students need to masterreading skills in order to meet therigorous requirements for graduation.


Interventions/RtI

EffectiveQuestioning/ResponseTechniques

Essential Practice for Neutral Data Findings (Secondary)

Standards-Aligned Instruction



Data Rating


Be specific in defining each data elementbelow.


Why was this data finding selected as being most impactful?


Which EssentialPractice(s) contributedmost to the datafindings?

SignificantlyDecreased Data Findings

According to the 2018-2019FSA ELA data, our school wasat 46% school-wide overallproficiency, which is 13percentage points below theDistrict average of 59%.

This data finding was selected because ourstudents, although increasing 8 percentagepoints in overall proficiency this school year,are still below the District average whichwill make it more difficult for them tonarrow the achievement gap.

CollaborativeData Chats


Establishing andImplementingInstructionalFrameworks

According to the 2018-2019FSA Mathematics data, ourschool was at 50% school-wideoverall proficiency, which is 16percentage points below theDistrict average of 66%.

This data finding was selected because ourstudents, although increasing 4 percentagepoints in overall proficiency this school year,are still below the District average whichwill make it more difficult for them tonarrow the achievement gap.

CollaborativeData Chats


Establishing andImplementingInstructionalFrameworks

According to 2018-2019 SATReading data for grade 2, 48% ofthe students tested scored stanine1-4, that is and increase of 9percentage points from the 2017-2018 school year.

This data finding was selected because it isan indication that the incoming third gradestudents have more deficiencies in readingand will require additional services to meetacademic success.


OngoingProgressMonitoring

Interventions/RtI

Essential Practice for Significantly Decreased Data Findings (Primary)

Establishing and Implementing Instructional Frameworks

ESSENTIAL PRACTICES REVIEWSchool Leadership Teams will examine the “Connected Essential Practices” column within the Data andSystems Review Organizer for School Culture and Academic Programs. SLTs will identify and come to aconsensus on which continuing Essential Practices lead to, and/or had the greatest impact on, overall schoolimprovement.

Sustained Essential Practice

To identify the Sustained Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Improved Data Findings” section. The SLT will agree on the Essential Practice which had 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 needsthe greatest enhancements to have a positive impact on the school’s overall performance during the 2019-2020 school year.

Secondary Essential PracticeTo identify the Secondary Essential Practice, SLTs will review the Essential Practices listed within the“Neutral Data Findings” section. The SLT will determine which Essential Practice needs enhancements tohave a positive impact on the school’s overall performance during the 2019-2020 school year.

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

SCHOOL CULTURE





Secondary Essential Practice


ACADEMIC PROGRAMS







DAY TWO- Synergy Summer Institute

SCHOOL LEADERSHIP CORE COMPETENCIES

The School Improvement Process begins with identification of Essential Practices within a school to sustain orenhance to improve the school’s overall performance during the 2019-2020 school year. The next step in theprocess is to assess and develop the School Leadership Team’s skills to successfully lead and support theimplementation of the plan.



The School Leadership Core Competencies identified below include patterns of thinking, feeling, acting, orspeaking that are directly connected to a leader’s ability to affect change within a school. During the SynergySummer Institute, coursework will allow for the evaluation and development of these School Leadership CoreCompetencies to increase efficiency and skill mastery which can be used by school leaders to successfullyimplement the School Improvement Process.

Competency 1: Commitment to Students A relentless pursuit and commitment to student learning as evidencedby a belief in one’s own capability, and the courage to take a stand on behalf of students.

Commitment to Students includes certain behaviors such as:

taking ownership for students’ learningsetting high expectations for all learnersbelieving in students’ ability to learn regardless of barriers relentlessly pursuing the implementation of what is right for the studentssupporting decisions and policies to improve instruction and advance learning for all students

Development in Commitment to Students prioritizes the students’ learning as the foundation of the SchoolImprovement Process.

Competency 2: Focus on Sustainable Results The deliberate actions and continuous drive to set challenginggoals and reach a high standard of performance despite barriers.

A Focus on Sustainable Results includes certain behaviors such as:

prioritizing activitiesimplementing initiativesregularly tracking progressdemonstrating perseveranceconsidering innovative actionstaking courses of action to achieve desired results and minimize risks

Developing in the area of Focusing on Sustainable Results will provide short and long-range goals forsuccessful implementation of School Improvement Process.

Competency 3: Developing Others The act of influencing others, with the specific intent, to increase their shortand long-term effectiveness, perceptions, thinking, and actions.

Developing Others includes certain behaviors such as:

setting positive expectationspersonally providing instructionproviding developmental feedbackchoosing the timing and delivery of informationselecting training and work assignments to build other’s capabilitiesfully delegating so that others may learn from their own successes and mistakes

Growth in Developing Others will provide opportunities to influence and improve the skills of all stakeholdersthroughout the School Improvement Process.



Competency 4: Engages the Team A group of adults working collectively to leverage their input, to developactionable and tangible goals, and to implement change in the school.

Engaging the Team includes certain behaviors such as:

empowering otherskeeping people on the team informedensuring that the team produces as plannedpromoting the morale and performance of a teamobtaining resources that the team needs to performmotivating the team with a compelling vision and enthusiasm

Development in Engaging the Team allows for a collaborative and comprehensive effort by all stakeholdersthroughout the School Improvement Process.

School Leadership Core Competency Course Reflections

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

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

Our Leadership Team is committed to the students at W.J. Bryan Elementary through our: School-widecommitment to the empowerment of teachers and learners. Establishing rigorous goals and objectives in theinstructional environment. Vigorously working to attain teaching and learning that maximizes that which is inthe best interest of children. Implementing pedagogical practices that enhance teaching and learning for allchildren in the school community.

As evidenced by:

Our commitment to students is evidenced in the 2018-2019 school-wide state standardized assessmentinformation. This year's achievement data demonstrates a significant increase in learner progress, particularly ingrades 3-5, which will continue to be monitored in the coming school year.

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

The School Leadership Team will use this competency in the School Improvement Process through thecontinuation professional learning partnerships, continued monitoring of learner progress (data trackers, datachats), and prioritizing school-wide attendance milestones.

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

The School Leadership Team's current reality regarding focusing on sustainable results is demonstrated in the2018-2019 school-wide state standardized assessment information. Although this year's achievement datademonstrates a significant increase in learner progress, particularly in grades 3-5, there are areas that requiremore scrutiny, such as lowest 25% in mathematics and proficiency percentages in both reading and math.



As evidenced by:

Student data trackers that teachers will utilize to monitor student data, plan for DI and target students forinterventions.

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

The School Leadership Team has created a data tracking sheet that teachers in grades 3-5 will maintain in thestudent's data folder that will closely track and monitor i-Ready data, standardized assessment data, and Districtbi-weekly and topic assessment data. These data tracking sheets will be utilized during teacher and student datachats in order to guide instructional practices.

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

The School Leadership Team's current reality regarding the development of others is demonstrated by ourestablishment of professional learning partnerships; an initiative to increase pedagogical practices amongstprofessional colleagues. This process is designed to use talent within the school community to help optimizeteaching and learning and develop teacher leaders among the faculty.

As evidenced by:

This will be demonstrated through the implementation of professional learning communities, at the leadershipteam level as well as at the instructional staff level. These communities will focus of the enhancement onoutstanding leadership and exploring how to decrease the ramifications of the "Opportunity Myth", as outlinedin The New Teacher Project publication.

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

The School Leadership Team will use the Developing Others competency in the SIP to enhance collaborativeopportunities and collegial conversations within the school community.

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

The School Leadership Team's current reality regarding the engagement of the team is demonstrated by ourcommitment to the active participation of all stakeholders at W.J. Bryan Elementary School. The leadership teamwill coordinate with teacher leaders to develop an actionable plan devoted to the instructional and progressionand socio-emotional health of all learners.

As evidenced by:

The engagement of the team will be exemplified through the fostering of professional relationships. We willcontinue to accomplish this through our school's "Busy Bees" partnerships, the acknowledgement of faculty andsupport staff for best professional practices, share ideas and helpful resources, model expectations for the team,and school-wide recognition for embodying the tenets of our school's mission and vision.

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

The School Leadership Team will use the Engages the Team competency in the SIP to review strategies andaction steps on a regular basis during faculty meetings and EESAC meetings in order to make changes.

DAY THREE- Synergy Summer Institute

PRIORITY ACTIONS DEVELOPMENT



School Leadership Teams will review the Essential Practice Enhancements to create Priority Actions necessaryto ensure the successful implementation of the Sustained, Primary, and Secondary Practices by the end of the2019-2020 school year.


SLTs will identify the Priority Actions for the Sustained Essential Practice by determining a list of actionsnecessary to successfully sustain the identified practice by the end of the 2019-2020 school year.

Secondary and Primary Essential PracticesSLTs will identify the Priority Actions for the Secondary and Primary Essential Practices by reviewing theselected enhancements for each and determining a list of actions necessary to successfully implement theidentified enhancements by the end of the 2019-2020 school year.

Priority Actions

Schools will reflect on the implementation of the Sustained Essential Practice, the Primary EssentialPractice and the Secondary Essential Practice in the previous year(s) to identify what specific actions arenecessary to sustain and/or enhance the practices during the 2019-2020 school year. These actions will becaptured under Priority Actions.

The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the SchoolImprovement Process during the 2019-2020 school year.

SCHOOL CULTURE



Priority Actions for the Sustained Essential Practice

As a leadership team, we will continue to provide teachers with opportunities to promote content level expertiseby having them present at grade level meetings, collaborative planning meetings and faculty meetings.Administration will continue to provide acknowledgment to specified teachers at faculty meetings for academicand school culture achievements.



Priority Actions for the Primary Essential Practice

In order to promote student growth mindset, we will be establishing quarterly mentoring meetings withidentified students to review school progress, data tracking, and academic and social goal setting for eachquarter. In order to motivate students to put forth maximum effort into their academics, teachers willacknowledge student achievements.



Priority Actions to Enhance the Secondary Essential Practice

During faculty meetings and collaborative planning meetings, staff will participate in article reviews and videoclips to promote discussion on improving student-staff interactions throughout the school year.



ACADEMIC PROGRAMS




Teachers will continue to participate in collaborative planning on a weekly basis with the instructional coachesto ensure standards based alignment in all instructional practices. Additionally, teachers will track student dataconsistently to ensure the student needs are being met via whole group, small group and intervention groups.




Instructional coaches and administration will collaborate with instructional staff in order to monitor adherence tothe reading and/or mathematics instructional framework and the utilization and fidelity to these frameworks willbe monitored through informal and formal classroom walk-throughs and observations.



Priority Actions to Enhance the Secondary Essential Practice

During collaborative planning meetings, the teachers and instructional coaches will align standards to the studentneeds based upon the pacing guide and the individual classroom data to establish primary and secondarystandards on which to focus each week.

OUTCOME STATEMENTSThe School Leadership Team will create an overarching Outcome Statement in the areas of School Culture andAcademic Programs. The School Improvement Process Outcome Statement is the goal the school aims toaccomplish by the end of the 2019-2020 school year. SLTs will:

Participate in a protocol to assist in creating the overarching School Improvement Process vision for theirschool.Consider the predicted results if effective implementation of the identified Essential Practices (Sustained,Primary, and Secondary) occur.

Develop a statement that encompasses the intended outcome as a result of having successfully implemented theSustained Practice and Primary/Secondary Essential Practice Enhancements at the end of the 2019-2020 schoolyear.

SCHOOL CULTURE

OUTCOME STATEMENT

School Culture

As a result of empowering teachers and staff members through opportunities to show academic expertise andsharing of best practices, our school will collectively work to infuse the growth mindset in all of our studentsand increase positive teacher-student relationships in order to improve the overall culture and love of learning inour school site during the 2019-2020 school year.

ACADEMIC PROGRAMS



OUTCOME STATEMENT

Academic Programs

As a result of implementing standards-based instruction and making sound data-driven instructional decisions,our staff will be able to implement the instructional frameworks with fidelity in order to increase overallproficiency in the areas of reading and mathematics during the 2019-2020 school year.

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

The professional development should include a summary of the:

Data and Systems Review SummarySchool Leadership Core Competency Course ReflectionsSustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

Priority ActionsOutcome Statements

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

Sustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections

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

Opening of School Professional Development Agenda

Opening of

School Date

(08/15/19)AM-PM

Phase I Topic

What topic will beshared?

Data andSystemsReviewSummarySchoolLeadershipCoreCompetencyCourseReflections

Process Description

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

Activity Lead

Who will facilitatethe sharing of the

topic and thecollection anddiscussion of

feedback regardingthe topic?



SustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriorityActionsOutcomeStatements

8/15/198:00 AM -10:30 AM

Data and SystemsReview SummarySchool LeadershipCore Competency

Provide an overview of current data and survey resultswith faculty and staff.

Administration,Synergy Team

8/15/1910:30 AM- 11:30AM

Primary &SecondaryEssential PracticeSelections PriorityActions OutcomeStatements

Provide an overview of the Primary and secondarypractices. Share priority actions and outcome statementswith faculty and staff.


12:30 PM- 1:45 PM

Primary &SecondaryEssential PracticeSelections PriorityActions OutcomeStatements

Faculty and staff will have an opportunity to discussschool culture and best practices to implement for thecurrent school year.

Administration,InstructionalCoaches

1:45 PM -3:30 PM

SustainedEssential PracticePrimary &SecondaryEssential PracticeSelections

Provide an overview of the changes made to theRTI/MTSS Process and how this will impact classroominstruction and intervention practices.


8/16/198:00 AM -10:00 AM

As Science continues to be a target area, faculty and staffwill be given exposure to the resources available for highquality practices that can be infused into the classroom.These tools and resources will include Discovery Scienceand materials available through the MDCPS STEAMwebsite.




School Location # -0561

Name of School - W.J. BRYAN ES



Phase II

Action Planning

Consensus – Define – Implement

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

Phase II Development & Stakeholder Engagement

August 14 – August 30, 2019

Provide Opening of Schools Development to share Phase I results and garner stakeholder feedback usingthe OOS Development Plan Develop School Culture and Academic Programs Implementation StepsParticipate with the School Leadership Team in a Region Review ProcessMeet with the EESAC to review and approve Phase I & II of the School Improvement ProcessTitle I Schools will upload their 2019-2020 Title I – Parent and Family Engagement Plan (PFEP)

Schools will begin Phase II of the School Improvement Process with an Opening of Schools ProfessionalDevelopment led by the School Leadership Team (SLT). Topics such as Data and Systems Review Summary, theSustained Essential Practice, Primary and Secondary Essential Practices, Priority Actions, and OutcomeStatements will be discussed and examined with stakeholders. The SLT will purposefully engage stakeholders inproviding reflective feedback on the creation and implementation of specific actions aimed at achievingimproved School Culture and Academic Programs. The development of the School Culture and AcademicPrograms specific Implementation Steps will be completed by August 30, 2019.

Implementation Steps Requirements:

Align to the school’s Outcome Statement, Essential Practices and Priority ActionsProvide specific implementation datesDescribe the specific action or activity that will take placeInclude the name(s) and position(s) of the person(s) responsibleSpecify what evidence would demonstrate the intended Implementation Step was achievedDescribe the process that will be used to monitor each Implementation Step and the person(s) involved inmonitoring

Quarter 1 Implementation

September 3 – October 18, 2019

Monitor the execution of Quarter 1 Implementation Steps to ensure a high degree of fidelity Conduct an Instructional 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 leadershipteam 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 instructional review that will inform theirSystems Review and Data Reflection.



Every Student Succeeds Act (ESSA) Data Incorporation - NEW!

In Phase II you will be asked to identify any subgroup(s) that fell below the 41% threshold according to theFederal Index (link below). If applicable, your school team will determine specific actions to target identifiedsubgroup(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 EconomicallyDisadvantaged students. In addition to the data provided on the revised 2019 Data Map, the school’s entireESSA Report Card may be viewed by using this link to the EduData site (edudata.fldoe.org) in order to assist inthe 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 (inAcademic Programs only) in the SIP will address the subgroup(s) of concern. Furthermore, in the first quarterImplementation Steps, include at least one Implementation Step aligned to the appropriate subgroup(s) that arebeing addressed.

Quarter 1 Systems Review & Data Reflection

October 21 – November 1, 2019

Evaluate and reflect on the success of the Quarter 1 Implementation Steps through the Systems Reviewand Data ReflectionRevise 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 willhave the opportunity to adjust/modify based on qualitative data gather during the Instructional Review andquantitative data provided via an End-of-Quarter Data Map. SLTs will develop better informed and refinedImplementation Steps to execute during Quarter 2 Implementation.

Quarter 2 Implementation

November 5 – December 20, 2019

Monitor the execution of Quarter 2 Implementation Steps to ensure a high degree of fidelity.

During Quarter 2 Implementation, schools will execute Quarter 2 Implementation Steps. The school leadershipteam will monitor, facilitate and assess the degree to which steps were executed based on collected evidence.

SCHOOL CULTUREQuarter 1 Implementation

(September 3 – October 18, 2019)

School Culture Outcome Statement

As a result of empowering teachers and staff members through opportunities to show academic expertise andsharing of best practices, our school will collectively work to infuse the growth mindset in all of our students

https://edudata.fldoe.org/http://www.fldoe.org/core/fileparse.php/14196/urlt/FederalIndex19.xlsx



and increase positive teacher-student relationships in order to improve the overall culture and love of learning inour school site during the 2019-2020 school year.




As a leadership team, we will continue to provide teachers with opportunities to promote content level expertiseby having them present at grade level meetings, collaborative planning meetings and faculty meetings.Administration will continue to provide acknowledgment to specified teachers at faculty meetings for academicand school culture achievements.

ImplementationDate(s) Implementation Steps

Person(s)Responsible

(First & lastname,

position)

Expected Evidence

(What evidence woulddemonstrate the

Implementation Step wassuccessfully executed?)

Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

Provide teachers and staffmembers with recognitionsat the faculty meetingsthrough our "pin" program.Teachers and staff memberswill receive a pin forvarious accomplishmentsand accolades (ie: perfectattendance each nine weeks,highest I-Ready gains,consistent I-Ready usage,etc).

MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal

Effective implementationwill be evident based on thenumber of pins awardedduring the implementationperiod. Teachers will weartheir pins on lanyardsprovided by theadministrative team thustheir peers and students cansee their accomplishments,improving overall schoolculture.

Accolades andaccomplishmentswill be shared ateach faculty meetingby theadministrative team.Milagros Maytin-Miret, PrincipalTanishaCunningham,Assistant Principal

Start: Tue, Sept3

End: Wed, Sept18

Model teachers will beidentified at each gradelevel.

MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipalKatyaBarrett,ReadingCoach LouisHarrell,Math Coach

Effective implementationwill be evidenced throughobserved use of effectivestrategies as a result ofnewly observed behaviors.

Teachers can selectmodel classroomsduring collaborativeplanning meetingsand administrationwill providescheduling andcoverage. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant Principal

Start: Tue, Sept3

End: Fri, Oct 18

Staff members and peerscan be given release time toobserve best practices andsit in on planning with theselected model teachers ateach grade level teachers.

MilagrosMaytin-Miret,PrincipalTanishaCunningham,Assistant

Effective implementationwill be evidenced throughobserved use of effectivestrategies as a result ofnewly observed behaviors.Teachers will observe bestpractices and put them into

Coverage scheduleof model classroomvisits. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant Principal



PrincipalKatyaBarrett,ReadingCoach LouisHarrell,Math Coach

effect in their ownclassrooms.

Start: Thu, Sept12

End: Wed, Oct 9

The Literacy Leadershipteam will meet once amonth and will participatein a book study of theDisney customer servicephilosophy utilizing the"Creating Magic" by LeeCockerell book.


Effective implementationwill be evidenced by theuse of strategies from thebook to improve ourcustomer service to thestudents, parents, andcommunity stakeholders.

Leadership Teammembers willreview one chaptereach session and asa group we willselect one strategy toimplement at theschool site. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant Principal




In order to promote student growth mindset, we will be establishing quarterly mentoring meetings withidentified students to review school progress, data tracking, and academic and social goal setting for eachquarter. In order to motivate students to put forth maximum effort into their academics, teachers willacknowledge student achievements.

ImplementationDate(s)

ImplementationSteps


(First & lastname, position)

Expected Evidence


Implementation Stepwas successfully

executed?)

Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

Data chats will beheld with all coreclassroom teachersto identify studentswithin the classthat we will bemonitoring foracademic andsocial goal setting.

MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal KatyaBarrett, ReadingCoach LouisHarrell, MathCoach

Effectiveimplementation will beevidenced by the use ofdata trackers in theclassrooms to identifystudents that requireadditional assistance inorder to meet success onset goals.

Leadership Team memberswill disaggregate student andclassroom data on a weeklybasis and details of theirfindings will be shared out atvarious data chats (teacher,student and parent), as wellas in faculty and grade levelmeetings.

Start: Tue, Sept3

Promoting thegrowth mindsetphilosophy byposting growth

MilagrosMaytin-Miret,PrincipalTanisha

Effectiveimplementation will beevidence through theacknowledgement of

Accolades andaccomplishments will beshared at each facultymeeting by the administrative



End: Wed, Sept4

mindset positivemessagingthroughout theschool site.

Cunningham,AssistantPrincipal

faculty, staff andstudents who embodythe growth mindsettenets in their everydayinteractions in the schoolcommunity.

team. Milagros Maytin-Miret,Principal TanishaCunningham, AssistantPrincipal

Start: Tue, Sept3

End: Fri, Oct 18

Targeted studentswill attend afterschool tutorialservices and in-schoolinterventions toreach stated goalsas per their datatrackers.


Effectiveimplementation willensure that students arecognizant of theircurrent levels and whatacademic and affectivechanges have to takeplace in order to increasesuccess.

After-school tutoring rostersand intervention attendance.Milagros Maytin-Miret,Principal TanishaCunningham, AssistantPrincipal Katya Barrett,Reading Coach Louis Harrell,Math Coach

Start: Tue, Sept3

End: Fri, Oct 18

Encourage positiveinteractionsamongst studentsand staff membersthrough positivemessagingreminders duringmorning andafternoonannouncements.


Effectiveimplementation wouldprovide reminders tostaff and students whoembody the growthmindset tenets in theireveryday interactions inthe school community.

Morning announcementschedule of positive mindsetmessaging. Milagros Maytin-Miret, Principal TanishaCunningham, AssistantPrincipal



Priority Actions for the Secondary Essential Practice

During faculty meetings and collaborative planning meetings, staff will participate in article reviews and videoclips to promote discussion on improving student-staff interactions throughout the school year.



(First & lastname, position)

Expected Evidence

(What evidence woulddemonstrate the ImplementationStep was successfully executed?)

Monitoring

(How andWho?)

Start: Thu, Sept12

End: Fri, Oct 18

At faculty meetings, staffmembers will participatein article reviews andwill watch video clipsand TED talks gearedtowards improvingstudent-staff interactions.

MilagrosMaytin-Miret,Principal TanishaCunningham,AssistantPrincipal

As evidenced by faculty meetingagendas and copies of articles,and teacher reflection exit slips.Effective implementation willreflect in students having astronger feeling that theirteachers care about theireducation and well being.

Facultymeetingagendas.MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal

Start: Tue, Sept3

Utilizing the datatrackers in grades 3-5,

MilagrosMaytin-Miret,

As evidenced by monthly mentormeetings. Effective

Monthlymentor sign-



End: Fri, Oct 18 select students will beidentified to be pairedwith a staff member .

Principal TanishaCunningham,AssistantPrincipal RoseJasmin,CounselorClassroomTeachers

implementation would bedemonstrated by an increase intarget students growth towardstheir goals.

ins. MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal

Start: Tue, Sept3

End: Fri, Sept27

Staff mentors andassigned students willmeet on a monthly basisto discuss goal progress.

MilagrosMaytin-Miret,Principal TanishaCunningham,AssistantPrincipal RoseJasmin,CounselorClassroomTeachers

Effective implementation wouldbe demonstrated by an increasein target students growth towardstheir goals.

Monthlymentor sign-ins. MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal

Start: Tue, Sept3

End: Fri, Sept20

Establish grade levelassemblies to discusspositive interactionsbetween students andhave staff members sharepositive behavioranecdotes that haveoccurred in theirclassrooms.

MilagrosMaytin-Miret,Principal TanishaCunningham,AssistantPrincipal

As evidenced by scheduled gradelevel assemblies, incentives andrewards disseminated within thestudent body and shared out onthe school's social mediaplatforms.

Assemblyschedule.MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipal

ACADEMIC PROGRAMSQuarter 1 Implementation

(September 3 – October 18, 2019)

Academic Programs Outcome Statement

As a result of implementing standards-based instruction and making sound data-driven instructional decisions,our staff will be able to implement the instructional frameworks with fidelity in order to increase overallproficiency in the areas of reading and mathematics during the 2019-2020 school year.




Teachers will continue to participate in collaborative planning on a weekly basis with the instructional coachesto ensure standards based alignment in all instructional practices. Additionally, teachers will track student dataconsistently to ensure the student needs are being met via whole group, small group and intervention groups.


ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence would demonstratethe Implementation Step was

successfully executed?)

Monitoring

(How and Who?)



Start: Tue, Sept3

End: Fri, Oct 18

Core classroomteachers willparticipate indata chats withadministration.


Classroom teachers will have accessto the most recent data available. Thisdata will be indicative of theinstructional needs of the students ineach classroom and the teachers willutilize it to create instructionalgroups. These groups will remainfluid during the school year to meetthe academic needs of learners.

I-Ready groupingsevident in allclassrooms observablethrough informalwalk-throughs byadministration.Milagros Maytin-Miret, PrincipalTanisha Cunningham,Assistant Principal

Start: Tue, Sept3

End: Fri, Oct 18

Identify studentacademic levelsand createinstructionalgroupings.


Classroom teachers will haveinstructional groupings andintervention groupings evident intheir classroom settings based uponthe most recent data available. Thesegroups will remain fluid during theschool year to meet the academicneeds of learners.

I-Ready groupingsevident in allclassrooms observablethrough informalwalk-throughs byadministration.Milagros Maytin-Miret, PrincipalTanisha Cunningham,Assistant Principal

Start: Tue, Sept3

End: Fri, Oct 18

Classroomteachers willparticipate inweeklycollaborativeplanningsessions with afocus on data-driveninstruction.


Collaborative planning will ensurethat teachers are staying on coursewith pacing guide and teachers areable to share best practices andstrategies for data-driven instruction.

Collaborativeplanning agendas andsign-in sheets.Milagros Maytin-Miret, PrincipalTanisha Cunningham,Assistant PrincipalKatya Barrett,Reading Coach LouisHarrell, Math Coach

Start: Tue, Sept3

End: Fri, Sept27

Classroomteachers willcomplete andkeep studentdata trackers inthe DI foldersfor all students.


On-going data trackers in the DIfolders will provide both teachers andstudents current assessment data andareas for improvement. Duringregularly scheduled data chats, andduring collaborative planning,teachers and the leadership team canmonitor student data and identifyareas for improvement.

Data trackers evidentin DI folders.Milagros Maytin-Miret, PrincipalTanisha Cunningham,Assistant PrincipalKatya Barrett,Reading Coach LouisHarrell, Math Coach




Instructional coaches and administration will collaborate with instructional staff in order to monitor adherence tothe reading and/or mathematics instructional framework and the utilization and fidelity to these frameworks willbe monitored through informal and formal classroom walk-throughs and observations.


Implementation Steps Person(s)Responsible

Expected Evidence Monitoring

(How and Who?)



(First & lastname,

position)



Start: Tue, Sept3

End: Fri, Oct 18

Instructional coaches willmeet with all core teachersto review instructionalframeworks, access topacing guides, toolboxresources and instructionalbest practices.

MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipalKatyaBarrett,ReadingCoach LouisHarrell,Math Coach

Through the collaborativeplanning process andutilizing classroommodelling techniques, coreinstructional teachers willimprove their instructionalprocesses in order to improvestudent achievement. Studentlearning gains from AP1 toAP2 would successfullydemonstrate student growth.

Instructional lessonplans, collaborativeplanning meetings,coaching logs,classroom walk-throughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach

Start: Tue, Sept3

End: Fri, Oct 18

Instructional coaches willmodel instructionalframework is selectedclasses in order to improveteacher efficacy,particularly within ourStudents With Disabilitiessubgroup.


Through the collaborativeplanning process andutilizing classroommodelling techniques, coreinstructional teachers willimprove their instructionalprocesses in order to improvestudent achievement. Studentlearning gains from AP1 toAP2 would successfullydemonstrate student growth,particularly within our SWDsubgroup.

Instructional lessonplans, collaborativeplanning meetings,coaching logs,classroom walk-throughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach

Start: Tue, Sept3

End: Fri, Oct 18

Classroom teachers willmeet with student onceevery quarter to havestudent data chats basedon their tracker data. Datatrends in their classroomswill be discussed atcollaborative planningmeetings to guideinstruction.


Student progress will bedocumented on data chatforms, which will be used todrive instructionalconversations with L35students, across the schoolcommunity.

Student data chatartifacts, classroomwalk-throughs.Milagros Maytin-Miret, PrincipalTanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach

Start: Tue, Sept3

End: Fri, Oct 18

Teacher I-Ready data willbe monitored school-widethrough our "BuzzWorthy" data wall whichwill encourage healthycompetition betweenclasses and grade levels.Teachers will follow the


Student learning gains fromAP1 to AP2 wouldsuccessfully demonstratestudent growth.

Student I-Readydata, classroom walkthroughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant PrincipalKatya Barrett,



instructional frameworkand focus on small groupinstructional practices tomake instructional gains.

Reading CoachLouis Harrell, MathCoach

ESSA Reflection - NEW!

To complete the following ESSA Reflection, refer to the Every Student Succeeds Act (ESSA) DataIncorporation section in the Phase II Introduction for additional information.

If you have met expectations with all subgroup(s) input n/a in the next two fields.

Identify which of the ESSA subgroup(s) did not meet the 41% threshold according to the Federal Index(White, Black/African American, Hispanic, Asian, Native American, Multiracial, Pacific Islander,Economically Disadvantaged Students, Students with Disabilities, English Language Learners).

Students With Disabilities

In the narrative below, be sure to detail how you will address the school-wide improvement priorities forthese identified subgroup(s).

In order to be able to address these deficiencies, the leadership team will target selected students in the StudentsWith Disabilities subgroup in order to receive push in interventions and will target students to receive afterschool tutorial services. These selected students will be assigned to a mentor that will meet with them once amonth to review their data trackers and discuss strategies within the instructional framework that can be adjustedto meet academic growth goals.




During collaborative planning meetings, the teachers and instructional coaches will align standards to the studentneeds based upon the pacing guide and the individual classroom data to establish primary and secondarystandards on which to focus each week.



(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Sept 6

Members of theLeadership Team willmeet with all coreteachers to review allresources needed forinstructional planning anddelivery (i.e., instructionalframeworks, pacingguides, toolbox resourcesand sharing ofinstructional bestpractices).

MilagrosMaytin-Miret,PrincipalTanishaCunningham,AssistantPrincipalKatya Barrett,ReadingCoach LouisHarrell, MathCoach

Student artifacts produced asa result of instructionalstrategies implemented in thelearning environment.

Student artifacts,classroom walk-throughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach



Start: Tue, Sept3

End: Fri, Oct 18

Experienced teachers andnew instructionalpersonnel will be pairedas part of our "Busy Bees"mentoring initiative. Thispartnership will providean opportunity to discussbest instructionalpractices and criticalconcerns that impacteducators.


Expected evidence will bedemonstrated through the useof Reflective Practices ExitSlips. These documents willbe completed jointly andspeak to the monthly topicsof discussion covered in eachsession.

Teacher artifacts,classroom walk-throughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant Principal

Start: Tue, Sept3

End: Fri, Oct 18

Members of theLeadership Team willmeet with review studentachievement data.


Expected evidence will bedemonstrated through thecreation of an instructionalartifact tailored to thecurricular needs of individualclasses and grade levels.These documents will beutilized to drive theinstructional planning anddelivery in the learningenvironment.

Instructionalartifacts, classroomwalk-throughs.Milagros Maytin-Miret, PrincipalTanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach

Start: Tue, Sept3

End: Fri, Sept20

Develop instructionalfocus calendars designedto the meet the needs ofall learners.


Expected evidence will bedemonstrated through thecreation of instructionalfocus calendars tailored tothe curricular needs ofschool-wide needs and gradelevels. This documents willbe utilized to drive theinstructional planning anddelivery in the learningenvironment.

Instructional focuscalendars,classroom walk-throughs. MilagrosMaytin-Miret,Principal TanishaCunningham,Assistant PrincipalKatya Barrett,Reading CoachLouis Harrell, MathCoach

Parent Family Engagement Plan (PFEP)All Title 1 schools will submit the PFEP to the Title 1 office for approval. Once approved, the PFEP will beuploaded into the School Improvement Process (Phase II) on or before the date outlined on the SIP/EESACTimeline.

SCHOOL CULTUREQuarter 2 Implementation

(November 5 – December 20, 2019)

School Culture Outcome Statement






ImplementationSteps


(First & lastname,

position)

Expected Evidence

(What evidence would demonstrate theImplementation Step was successfully

executed?)

Monitoring

(How andWho?)






ImplementationSteps


(First & lastname,

position)

Expected Evidence


executed?)

Monitoring

(How andWho?)




ImplementationSteps


(First & lastname,

Expected Evidence


executed?)

Monitoring

(How andWho?)



position)

ACADEMIC PROGRAMSQuarter 2 Implementation

(November 5 – December 20, 2019)

Academic Programs Outcome Statement




ImplementationSteps


(First & lastname,

Expected Evidence


executed?)

Monitoring

(How andWho?)



position)




ImplementationSteps


(First & lastname,

position)

Expected Evidence


executed?)

Monitoring

(How andWho?)



ESSA Reflection - NEW!

To complete the following ESSA Reflection, refer to the Every Student Succeeds Act (ESSA) DataIncorporation section in the Phase II Introduction for additional information.

If you have met expectations with all subgroup(s) input n/a in the next two fields.

Identify which of the ESSA subgroup(s) did not meet the 41% threshold according to the Federal Index (White, Black/AfricanAmerican, Hispanic, Asian, Native American, Multiracial, Pacific Islander, Economically Disadvantaged Students, Studentswith Disabilities, English Language Learners).

In the narrative below, be sure to detail how you will address the school-wide improvement priorities for these identifiedsubgroup(s).

Lastly, review the Implementation Steps for the Primary Essential Practice in Quarter 1Implementation above, be sure to include at least one Implementation Step to address thesubgroup(s) that fell below the 41% threshold per the Federal Index.




ImplementationSteps


Expected Evidence Monitoring



(First & lastname,

position)


executed?)

(How andWho?)

Documents

WJ Bryan - School Improvement Plan Phase I & II · 2020. 6. 17. · School Improvement Plan ... Essential Practices that would need to be sustained or enhanced during the 2019-2020