17...9/13/2019 School Improvement Process School

9/13/2019 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/form 1/17



School Location # -2821

Name of School - LAKEVIEW ES



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

2821 - Lakeview Elementary School

Principal (Last Name, First Name)

Bleus, Marie R.

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

Louis-Jean, Kartia

MTSS Coordinator (Last Name, First Name)

Blemur, Sandra

Demographic Overview

Lakeview Elementary serves a predominantly Haitian Community. The population of the school is comprised ofthe following categories: 306 Blacks (78%), 87 Hispanics (22%), and (1%) other. 95% of the school populationreceives free/reduced lunch. 12% make up the Exceptional Student Education (ESE ), and 44% are EnglishLanguage Learners (ELL). The 2018-2019 Grade Level Enrollment involves the following data: Pre-Kindergarten 20, Pre- Kindergarten (ESE) 11, Kindergarten 71, First Grade 72, Second Grade 61, Third Grade62, Fourth Grade 64, and Fifth Grade 59. The Total Student Enrollment at Lakeview Elementary is 425.

Current School Status

a. Provide the School's Mission Statement

Lakeview Elementary School's mission is to prepare children for life through experiential learning that addressesthe needs of the whole child. We create a safe and secure school environment that promotes social and academicgrowth and develops an enthusiasm for learning, a positive self-image, and cross-cultural understanding.

b. Provide the School's Vision Statement

Our vision at Lakeview Elementary School is to provide students with the best educational services based on theFlorida Standards (FS) in grades Pre-kindergarten through five. Increase the number of students who areproficient in ELA and MATH, refinement of the FS by planning and teaching with purpose, and implementstandards and the common assessment process.

School Narrative

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

Lakeview Elementary serves a community of predominantly Haitian population who reside in the North area ofSouth Florida which includes 13% African American, and 3% Hispanic. Our community is comprised of lowsocioeconomic families whose cultural background is Haitian and are acquiring a second language. The uniquefeatures and programs involve the administration, faculty, and staff who strive to develop and maintain asupportive and inclusive community of learners. This process begins the moment parents register students at ourschool. During registration, parents complete a home language survey; this form provides insight into the familylanguage and culture. Our school’s PTA sends the parents a survey to further identify family needs in order tobest assist the child. This information is provided to the teachers, counselor, and school personnel to best



acclimate and provide support to the student and parents. Additionally, the Community Involvement Specialistand the school PTA are avenues utilized to support and build strong relationships between the parent and theschool. Relationships are fostered through outreach activities, which include monthly PTA meetings, MonthlyParent Academy Workshops, Adopt a Dolphin Program, Read-Aloud, and Pajama Night. PTA sponsored events,such as dances, pizza sales, and book fairs assist in this process. These activities allow students to buildrelationships with teachers and fellow classmates. Furthermore, our school infuses the content required byFlorida Statute 1003.42(2) and S.B. Policy 2.09 (8)(b), as applicable to appropriate grade levels, including, butnot limited to Special Education Week, History of Holocaust, History of Africans and African Americans,Hispanic Heritage Month, Haitian Contributions, Women’s Contributions, and Sacrifices of Veterans. Severaleducational programs provided at Lakeview Elementary include the following: Before/After school tutoring inReading, Mathematics, and Science, Samsung Girls, Code Bot, Big Ideas, and Citi Gardening.

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 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

Phase I

Data Analysis

Analyze - Reflect - Identify

DAY ONE- Synergy Summer Institute

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

Data and Systems Review

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

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



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

Significantly Improved Data Findings: Data findings that indicate substantial increases ascompared to previous years. Also, data findings that, when compared to schools with similardemographics, indicate above the norm performance. Select the three data points that have had thegreatest positive impact on the school’s overall success.Neutral Data Findings: Data findings that have remained constant, with little to noimprovement/decline from previous years. Also, data findings that, when compared to schools 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 forSelection of Data

Why was this data findingselected as being mostimpactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyImproved Data Findings

According to the 2018-2019 School Climate Survey, 50%of the teachers strongly agreed with the statement that theylike coming to work as compared to the 2017-2018 surveywhere only 27% strongly agreed with the same statement.This shows a difference of 23 percentage points.

When teachers enjoycoming to school theycan effectively impactand increase studentachievement.

TeamBuildingActivities

According to the 2018-2019 School Climate Survey, 44%of the teachers strongly agreed with the statement thatpersonnel works together as a team as compared to the2017-2018 survey where only 20% strongly agreed withthe same statement. This shows a difference 24 percentagepoints.

School culture andacademic achievementto close learner's gapincreases when staffwork and collaborateeffectively.

SharedLeadership

According to the 2018-2019 School Climate Survey, 38%of the teachers strongly agreed with the statement thatadministrators solve problems effectively as compared to

Effective leadershipincreases staff morale,

LeadershipVisibility



the 2017-2018 survey where only 13% who stronglyagreed with the same statement. This shows a difference of25 percentage points.

confidence, and schoolculture.

andAccessibility

Essential Practice for Significantly Improved Data Findings (Sustained)

Team Building Activities

Data Rating



Rationale for Selectionof Data

Why was this data finding selectedas being most impactful?


WhichEssentialPractice(s)contributedmost to thedata findings?

NeutralData Findings

According to the 2018-2019 School Climate Survey, 63% ofthe teachers agreed with the statement that students aredeficient in basic academic skills as compared to the 2017-2018 survey where 67% agree with the same statement, thisshows a sustained data points.

Basic academic skills areimpactful because theyare the foundation forstudent achievement andschool success.

Responseto EarlyWarningSystems(EWS)

According to the 2018-2019 School Climate Survey in CultureTeacher Level Data, 88% of the teachers agreed that schoolviolence does not limit their ability to do the best possible jobas compared to the 2017-2018 survey where 87% agreed, thisshows a sustained data points.

Staff members are notlimited by schoolviolence which generatesa safe and conduciveeducational environment.

Inclusivity,Toleranceand Anti-Bullying

According to the 2018-2019 School Climate Survey in CultureTeacher Level Data, 44% of the teachers disagreed that theschool building is kept clean and in good condition comparedto the 2017-2018 survey where 44% disagreed, this shows asustained data points.

Maintaining a cleanenvironment helps tocreate high staff moraleand good workingconditions.

SchoolSpirit,Pride andBranding

Essential Practice for Neutral Data Findings (Secondary)

Response to Early Warning Systems (EWS)

Data Rating



Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?


Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyDecreased Data Findings

According to the 2018-2019 School Climate Survey inCommitment to Students, 18% of the teachers respondedthat administrators provided weekly feedback to improvestudents outcome as compared to the 2017-2018 where 40%agreed with the same statement, this shows a difference of22 percentage points.

Administrators needto provide feedbackfor teachers tounderstand and meettheir learners'academic needs.

LeadershipVisibilityandAccessibility



According to the 2018-2019 School data map 17% of 3rdgrade students acquired disciplinary referrals in comparisonto 2017-2018 where 0% of the 3rd graders were referred fordisciplanary actions. This shows a difference of 17percentage points.

This can be an EarlyWarning Signal forpotential gaps inacquiring 4th gradeon level instruction.

Response toEarlyWarningSystems(EWS)

According to the 2018-2019 School Climate Survey inDeveloping Others, 29% of the teachers responded that theyreceived weekly guidance using data to plan their instructionin comparison to 2017-2018 where 55% agreed with thesame statement. This shows a difference of 26 percentagepoints.

Teachers whounderstand how togather and analyzetheir data will knowhow meet theirstudents needs.

EmpowerTeachersAnd Staff

Essential Practice for Significantly Decreased Data Findings (Primary)

Leadership Visibility and Accessibility

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating



Rationale for Selection ofData

Why was this data finding selected as beingmost impactful?

Connected EssentialPractices

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

SignificantlyImproved Data Findings

According to the 2018-2019, first-grademedian math SAT data is 65% ascompared to tier 2 and 3 schools' medianmath SAT data is 38%. This shows adifference of 27 percentage points.

This data is impactful because itdisplays how the primaryteachers are creating a strongbuilding block for the trajectoryof our students' success.

Standards-AlignedInstruction

According to the 2018-2019, FSA ELAlearning gains data in fourth grade is73% while the tier 2 and 3 average is50%. This shows a difference of 23percentage points.

This data is impactful because ithelps to close students'achievement gap.

Data-DrivenInstruction

According to the 2018-2019, FSA ELAproficiency data in fourth grade is 52%while the tier 2 and 3 average is 41%.This shows a difference of 9 percentagepoints.

This data is impactful because itreflects mastery of ELA grade-level content and standards.

EffectiveQuestioning/ResponseTechniques

Essential Practice for Significantly Improved Data Findings (Sustained)

Data-Driven Instruction

Data Rating



Rationale for Selection of Data

Why was this data finding selected as being mostimpactful?

Connected EssentialPractices

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



NeutralData Findings

According to the 2018-2019, FSA ELAproficiency data in third grade is 36%while the 2017-2018 third grade FSAELA proficiency was 36%. This shows asustained data point.

The students are not makingsufficient grade-level ELAprogress to close the academicachievement gap in third grade.

DifferentiatedInstruction

According to the 2018-2019, FSA ELAschool-wide data in grades 3 through 5 is43% proficient while the 2017-2018 FSAELA data shows a 44% proficiency. Thisshows a sustained data point.

The students are not makingschool-wide ELA grade-levelacademic expectation norappropriate content progress inthird through fifth grades.

EffectiveQuestioning/ResponseTechniques

According to the 2018-2019 FSA ELAdata, third grade proficiency is 36% whiletier 2 and 3 data in third grade stand at37%.

The tier 1 watch, tier 2, and 3students are not mastering third-grade standard-based ELAcomprehension instruction. Thiscreates a gap for the next gradelevel.

Standards-AlignedInstruction

Essential Practice for Neutral Data Findings (Secondary)

Effective Questioning/Response Techniques

Data Rating



Rationale for Selection ofData

Why was this data finding selected as beingmost impactful?


Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyDecreased Data Findings

According to the 2018-2019 Academic DataMap, FSA ELA learning gains data in fifth gradeis 35% while the tier 2 and 3 FSA ELA learninggains data in fifth grade is 48 %. This shows adifference of 13 percentage points.

The students are not makingsufficient grade-level ELAprogress to close the academicachievement gap in fifth grade.

CollaborativeData Chats

According to the 2018-2019 Academic DataMap, FSA math proficiency data in third gradeis 48% while the tier 2 and 3 FSA mathproficiency data is 53%. This shows a differenceof 5 percentage points

The students are not makingschool-wide math grade-levelacademic expectation norappropriate content progress inthird through fifth grades.

Checks forUnderstanding

According to the 2018-2019 Academic DataMap, FSA ELA proficiency data in fourth gradeis 52% while the 2017-2018 FSA ELAproficiency data is 68%. This shows a differenceof 16 percentage points.

The students are not masteringfifth -grade standard-basedELA comprehensioninstruction.

Job-embeddedProfessionalDevelopment

Essential Practice for Significantly Decreased Data Findings (Primary)

Job-embedded Professional Development

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 a



consensus on which continuing Essential Practices lead to, and/or had the greatest impact on, overall schoolimprovement.

Sustained Essential Practice

To identify the Sustained Essential Practice, SLTs will review the Essential Practices listed within the“Significantly Improved Data Findings” section. The SLT will agree on the Essential Practice which had thegreatest impact on overall school improvement. This observed practice can exist school-wide or be grade-level or department/content specific.

Primary Essential Practice

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

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

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

SCHOOL CULTURE





Secondary Essential Practice


ACADEMIC PROGRAMS







DAY TWO- Synergy Summer Institute



SCHOOL LEADERSHIP CORE COMPETENCIES

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

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

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

Commitment to Students includes certain behaviors such as:

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

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

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

A Focus on Sustainable Results includes certain behaviors such as:

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

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

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

Developing Others includes certain behaviors such as:

setting positive expectationspersonally providing instructionproviding developmental feedbackchoosing the timing and delivery of information



selecting 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.

Lakeview's Leadership Team addresses Commitment to Students by empowering the staff to utilize data to plan,reflect, and make instructional decisions to improve school's practices of instruction and advance learning for allstudents.

As evidenced by:

Teachers accomplished this through the implementation of DI, Data Chats and Intervention as well as theutilization of best practices that address students' basic needs.

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

Lakeview's Leadership Team will use Commitment to Students in the School Improvement Process to identifyadditional assistance needed through the Response to Intervention (RtI) process and/or referred to the StudentSupport Team (SST) as needed. Referrals to student services may include guidance counseling, mentoring,academic, and/or behavioral strategies. Additionally, the following sustainable Essesntial Practices will beimplemented to enhance school culture and academics: Data-driven instruction, effective questioning/responsestechniques, job-embedded professional development, team building activities, leadership visibility andaccessibility, and response to Early Warning Systems (EWS).



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

Lakeview's Leadership Team current reality regarding the Focusing on Sustainable results includes theimplementation of initiatives and tracking students' progress in Differentiated Instruction.

As evidenced by:

Teachers monitored students' growth by utilizing OPM trackers.

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

Lakeview's Leadership Team will use the Focusing on Sustainable Results competency in the SchoolImprovement Plan by prioritizing and tracking students progress of goals and actions by aligning students' datawith iReady Tool Box lessons and Foundational Skills to provide remediation with an additional TLC.

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

Lakeview's Leadership Team's current reality regarding Developing Others indicates that teachers receive andshare information during common planning and execute the lessons as planned.

As evidenced by:

Teachers and coaches met at designated times to plan for the coming weeks.

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

Lakeview's Leadership Team will use the Developing Others Competency in the School Improvement Plan byensuring that teachers take lead roles during common planning, present their student's data, and collaborate tomake sound instructional decisions to ensure students' academic success.

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

Lakeview's Leadership Team's current reality regarding Engaging the Team is the communication, sharing ofinformation, and instructional resources that are needed to close the students' academic gap.

As evidenced by:

Teachers were empowered to retrieve, evaluate, and analyze iReady Reports with students' data as well as utilizealigned DI resources provided.

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

Lakeview's Leadership Team will use the Engaging the Team competency in the School Improvement Plan byinvolving the team in defining specific goals that will ensure the academic growth of all students by asking themto pull and analyze their data to align resources to instruct students, thus, closing the academic gap.

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

The leadership team will continue to build collaboration among all teachers in the building.



Priority Actions for the Primary Essential Practice

The Leadership Team will ensure visibility and access at all times.



Priority Actions to Enhance the Secondary Essential Practice

The Leadership Team and the SST Team will continue to ensure an understanding of the EWS.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice



The teachers will utilize data to plan for and deliver instruction that meet the needs of various levels of students.



Priority Actions for the Primary Essential Practice

The teachers will be provided with opportunities to be professionally developed by their peers.



Priority Actions to Enhance the Secondary Essential Practice

The teachers will implement effective standards-based questioning strategies that are aligned to the variouslevels of students.

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

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

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

SCHOOL CULTURE

OUTCOME STATEMENT

School Culture

If the Leadership Team empowers teachers with team building activities and monitors schoolwide instruction,then students' academic achievement will increase.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If the teachers empower students through data-driven instruction and effective questioning strategies thenstudents' academic achievement will increase in various disciplines.

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 andSystemsReviewSummarySchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriorityActionsOutcomeStatements

Process Description

What process/protocol will be used to share the topicand garner feedback from all stakeholders?

Activity Lead

Who will facilitate thesharing of the topic and

the collection anddiscussion of feedback

regarding the topic?

8/15/19AM

Icebreaker(Protocol)

The participant will participate in a scavenger huntwhere they will look for specific items on a list.

Dr. Marie R. Bleus,Principal Ms. Kartia,



Louis-Jean, AssistantPrinpal

8/15/19AM

School Goals andVision (MissionStatement)Review of SIP-School Culture

Participants will engage in watching the opportunitymyth video where they will answer pre-draftedquestions. They will also participate in reviewing theschool culture portion of the SIP by utilizing the sowhat, now what protocol.

Dr. Marie R. Bleus,Principal Ms. Kartia,Louis-Jean, AssistantPrinpal

8/15/19AM

Review ofSchoolwide Data(Results)Individual DataResults with a 2year comparison

Participants will engage in a reflection about our currentschool grade and data. They will also review their owndata and analyze how their data contributed to the class'overall data. Lastly, they will participate in creatingtheir own goals for our 2020 FSA data.

Dr. Marie R. Bleus,Principal Ms. Kartia,Louis-Jean, AssistantPrinpal

8/15/19AM

MTSS processand procedures

Participants will engage in learning about the newMTSS process and specific roles each person will take.

Ms. Sandra Blemur,School Counselor Dr.Marie R. Bleus,Principal Ms. Kartia,Louis-Jean, AssistantPrinpal

8/15/19PM

Reading BestPractices

Participants will engage in learning about strategies thatwill enhance their pedagogical practices. They will alsogroup students in order to meet the needs of eachstudent.

Dr. Onaidy Moran,Literacy Coach

8/15/19PM

Reading BestPractices

Participants will engage in learning about strategies thatwill enhance their pedagogical practices. They will alsogroup students in order to meet the needs of eachstudent.

Dr. Onaidy Moran,Literacy Coach

17...9/13/2019 School Improvement Process School

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