17 - florida city elementary...teacher sintia james, teacher michael muraro, teacher as a result of...

9/17/2019 School Improvement Process

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



School Location # -2001

Name of School - FLORIDA CITY ELEMENTARY



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

If we continue to successfully implement Rewards and Incentives, then we expect to see a continued decrease inthe number of teachers who are absent 0.5-5 days during the school year. If we successfully implement

https://edudata.fldoe.org/

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



Attendance Monitoring and the iAttend initiative, then we expect to see a decrease in the percent of studentsabsent 18+ days. If we implement the school-wide PBIS program we expect to see a decrease in the percent ofstudents receiving one disciplinary referral.

Sustained Essential Practice

Rewards/Incentives

Priority Actions for the Sustained Essential Practice

Continue to incentivize teachers with quarterly and annual acknowledgements and rewards for perfectattendance. Continue to create a culture where teachers take pride in the work they engage in, have a strongsense of community and shared responsibility and are accountable to both children and colleagues.

ImplementationDate(s)

ImplementationSteps

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

Staff will wearschool-themed shirtsto support unity andcamaraderie of theschool vision.

Mrs. Rachelle A.Surrancy,Principal Mrs.Yolanda Oliu,AssistantPrincipal

Evidence of school unitywill be seen by teachersand staff wearing school-themed shirts weekly.

The Leadership teamwill observe theschool themed shirtsweekly.

Start: Tue, Sept3

End: Fri, Oct 18

During scheduledfaculty meetings,continue toacknowledge andreward teachersquarterly, forachieving perfectattendance for thenine week period.

Mrs. Rachelle A.Surrancy,Principal Mrs.Yolanda Oliu,AssistantPrincipal

Teachers will be awardedPerfect Attendancecertificates signed by theprincipal and assistantprincipal and given giftcertificates funded throughthe Parent TeacherOrganization (PTO).

The principal willmonitor faculty andstaff attendance dailythrough Payroll Sign-in sheets and Sublocator log of teacherabsences.

Start: Tue, Sept3

End: Fri, Oct 18

Staff who exhibit bestpractices and createopportunities tostrengtheninterpersonalrelationships amongststaff will berecognized monthly.

FCE Faculty andStaff

Teacher's recognition willbe recognized anddisplayed on the "Shout-Out" board, announced atmonthly faculty meetings,social media, and email.

Administration willshare recognition andreminders ofopportunities toencourageparticipation.

Start: Tue, Sept3

End: Fri, Oct 18

Celebrate successes indata from school-wideassessments with staffduring monthlyfaculty meeting.

RachelleSurrancy,Principal YolandaOliu, AssistantPrincipal ZeivierReyes, MathCoach KristenNemec, ReadingCoach

As a result of bi-weeklydata analysis, teachers andgrade levels with increasedlearning gains will berecognized on our databoard and at our facultymeeting.

Reading and MathCoaches will collectdata bi-weekly.Administrators willupdate the data boardand recognizeappropriate teachersduring meetings.



Primary Essential Practice

Social and Emotional Learning (SEL)

Priority Actions for the Primary Essential Practice

Implement a school-wide PBiS program that establishes norms, cultivates values, and sets expectations thatsupports culturally responsive practices, fosters and maintains positive teacher-student relationships andempowers students to manage emotions and make responsible decisions.


ImplementationSteps


(First & last name,position)

Expected Evidence



Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

PBiS Team willpresent the behaviorimprovement planto the FCE facultyduring ourbeginning of theyear Facultymeeting

Dawn Alvarez,School CounselorDonald Mills,Music teacherRosa Farfan,Teacher SintiaJames, TeacherMichael Muraro,Teacher

As a result of thepresentation of the PBiSplan, teachers willimplement school-widepractices and initiativesas described in the PBiSplan.

The PBiS Team willcollect and track datarelating to theimplementation of theCHIEF cash incentives.

Start: Tue, Sept3

End: Fri, Oct 18

Establish school-wide studentbehavioralexpectationsrelating toclassroom, hallway,bathroom, cafeteriaand common areabehaviors.

Dawn Alvarez,School CounselorDonald Mills,Music teacherRosa Farfan,Teacher SintiaJames, TeacherMichael Muraro,Teacher

Established expectationswill be clearly outlined,taught and displayedthrough out the school.Students will exhibit theappropriate behaviors.

The PBiS Team willcollect and track datarelating to theimplementation of theCHIEF cash incentives.Diminished number ofstudents requiringnegative discipline orredirection.

Start: Tue, Sept3

End: Fri, Oct 18

Using ValuesMatters Miami corevalues, studentsdisplaying themonthly targetbehavior will berecognized byreceiving specificChief cash.

FCE faculty andstaff

Distribution of core valuespecific Chief Cash toappropriate studentsrecognized for displayingthis value will also benominated on the districtlevel Values MattersMiami initiative

A tracker will be used bythe counselor to monitorstudent recognition fordisplaying the monthlycore value.

Start: Tue, Sept3

End: Fri, Oct 18

Using ValuesMatters Miami corevalues, studentsdisplaying themonthly targetbehavior will earnthe privilege to buyinto the VIP event.

FCE faculty andstaff

Distribution of core valuespecific Chief Cash toappropriate studentsrecognized for displayingthis value will participatein the VIP event.

Collection of the VIPspecific Chief cash.Student participation inthe VIP event.

Secondary Essential Practice



Empower Teachers And Staff

Priority Actions for the Secondary Essential Practice

Continue, as an iAttend school, to work with District-assigned (i.e., iAttend Interventionist, School SocialWorker, etc.), and school-based personnel (i.e., School Counselor and Community Involvement Specialist(CIS)), to implement the targeted, comprehensive school-wide plan to address chronic absenteeism and toimprove student attendance. Implement daily, weekly, and monthly student attendance recognition andincentives to promote the importance of being present at school daily.

ImplementationDate(s) Implementation Steps


(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

Determine, along with theassigned iAttendinterventionist and SchoolSocial worker, thedesignated day on whichthe iAttend/ARC meetingswill be conducted

Erica Piloto,Social WorkerMirlynVenero,iAttendInterventionist

A monthly calendar has beencreated and adhered to withdesignated ARC meetingdays.

The AssistantPrincipal willcollect and fileapplicable iAttendforms

Start: Tue, Sept3

End: Fri, Oct 18

The iAttend Interventionistwill monitor studentattendance on a weeklybasis

MirlynVenero,iAttendInterventionist

An analysis of the dailyattendance bulletin will beconducted in order todetermine patterns ofabsences

The iAttendInterventionistwill maintain aweekly log withparent contactsand assistanceneeded/provided

Start: Tue, Sept3

End: Fri, Oct 18

The iAttend interventionistwill contact the parent(s) ofstudent(s) who demonstratecontinuous/habitualabsences to determinereason for absences andpossible needs.

MirlynVenero,iAttendInterventionist

A parent contact log will bemaintained for each studentdemonstrating excessiveabsences and result of theparent contact. This practiceis expected to yield in adecrease in overall absences.

iAttendInterventionistwill maintain a logwith parentcontacts andassistanceneeded/provided

Start: Tue, Sept3

End: Fri, Oct 18

Daily School Messengermessages will be sent to theparent(s) of each studentwho is absent from schoolto advise of absence.

RachelleSurrancy,Principal

As part of the school-wideattendance procedures, aSchool Messenger will bescheduled and sent to theparent(s) of each student whois absent from school.

Yolanda Oliu,Assistant Principalwill maintain amonthly report ofConnect-EDmessages thatwere sent to theparent(s).

ACADEMIC PROGRAMSQuarter 1 Implementation

(September 3 – October 18, 2019)

Academic Programs Outcome Statement



If we continue to successfully implement structures that facilitate planning for the effective delivery of Data-Driven, small group instruction (DI) and a system of On-going Progress Monitoring, then we can expect to see,increases in ELA and Math student learning gains as well as, increases in proficiency in ELA and Math acrossall accountable grade levels.


Ongoing Progress Monitoring


Continue to implement structures to assess and provide for the effective delivery of instruction during thedifferentiated instruction and intervention blocks through on-going progress monitoring and the analysis and thedisaggregation of data.



(First & lastname,

position)

Expected Evidence


Implementation Stepwas successfully

executed?)

Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

During CollaborativePlanning, the InstructionalCoaches will introduce anInstructional Framework forDI to facilitate theinstructional delivery ofdeficient standards andaligned to lesson plans.

Ms. KristenNemec,ReadingCoach Mr.ZeivierReyes, MathCoach

Weekly walkthroughsduring the scheduled DIblock will serve tocapture instructionaldelivery aligned tolesson plans and the DIframework.

At least oneadministrator will bepresent duringcollaborative planning.The administrator willcollect the agenda andutilize the information toobserve theimplementation of the DIframework and alignedlesson plans.

Start: Tue, Sept3

End: Fri, Oct 18

During CollaborativePlanning, the ReadingCoach will introduce theIntervention EnrichmentChart for to the ELAIntervention teachers tofacilitate the instructionaldelivery of Tier 2/Tier 3intervention andEnrichment.

Ms. KristenNemec,ReadingCoach

Weekly walkthroughsduring theEnrichment/Interventionblock will serve tocapture the explicit,systematic,differentiated andmultisensory instructionin small group using theappropriate resources.

At least oneadministrator will bepresent duringcollaborative planning.The administrator willcollect the agenda andutilize the information toobserve theimplementation of theEnrichment/Interventionframework.

Start: Tue, Sept3

End: Fri, Oct 18

During CollaborativePlanning, the ReadingCoach will introduce theIntervention PlacementChart for ELs to the ELAIntervention teachers tofacilitate the instructionaldelivery of ESOL Levels 1and 2.

Ms. KristenNemec,ReadingCoach

Weekly walkthroughsduring theEnrichment/Interventionblock will serve tocapture the scaffoldedinstruction according tothe WIDA CAN-DODescriptors.

At least oneadministrator will bepresent duringcollaborative planning.The administrator willcollect the agenda andutilize the information toobserve theimplementation of the



Enrichment/Interventionframework.

Start: Tue, Sept3

End: Fri, Oct 18

During CollaborativePlanning, the InstructionalCoaches will introduce thesystem of utilization forstudent DI folders i.e. OPM,Standards-Based assessmenttrackers.


Weekly walkthroughsduring the scheduled DIblock and data chatswill serve to capture theimplementation of thesystem of utilization forstudent DI folders.

The InstructionalCoaches and at least oneadministrator will bepresent during thewalkthroughs and datachats


Data-Driven Instruction


Continue to implement collaborative structures for effective planning and analyzing data to gauge instruction forthe delivery of aligned interventions and appropriate utilization of resources during differentiated instruction.



(First & lastname,

position)

Expected Evidence



Monitoring

(How and Who?)

Start: Tue, Sept3

End: Fri, Oct 18

During CollaborativePlanning, theInstructional Coacheswill present the Data-Driven InstructionContinuum to developan understanding ofthe three phases ofData-DrivenInstruction.


Common Planning agendasand Power Point Presentationwill serve as evidence ofpresenting the Data-DrivenInstruction Continuum.

At least oneadministrator will bepresent duringcollaborative planning.The administrator willcollect the agenda andutilize the information toobserve the presentationof the Data-DrivenInstruction Continuum.

Start: Tue, Sept3

End: Fri, Oct 18

During VerticalPlanning theInstructional Coacheswill facilitate aprofessionaldevelopment with afocus on utilizingPerformance MattersReports for analyzingdata.


As a result of the professionaldevelopment we should seeevidence of teacher's use ofidentified reports, after eachassessment, to complete thedata debriefing protocol inpreparation for planning thedelivery of data-driven smallgroup instruction, during DI.

During classroomwalkthroughs andcollaborative planning,instructional coachesand administrators willsee the implementationof planned small groupinstruction andutilization of identifiedreports.

Start: Tue, Sept3

End: Fri, Oct 18

During common/collaborative planning,teachers will utilize thedata debriefingprotocol to alignresources and plan for

ELA/MATHTeachers

Weekly walkthroughs willserve to capture evidence ofsmall group instruction lessonplans that are aligned toidentified data reports

During classroomwalkthroughs andcollaborative planning,instructional coachesand administrators willsee the implementationof planned small group



small groupinstruction.

instruction andutilization of identifiedreports.

Start: Tue, Sept3

End: Fri, Oct 18

Ensure that systemsand routines for smallgroup instruction (DI),and rotations areestablished.


Weekly walkthroughs willserve to capture the consistentevidence of establishedsystems and routines forsmall group instruction (DI),and rotations.

During classroomwalkthroughsinstructional coachesand administrators willsee the implementationof established systemsand routines throughstudent transitions anddisplay rotations chart.

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).

The ESSA Subgroup, Black Students, did not meet the 41% threshold according to the Federal Index.

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

We will strengthen Tier 1 Core instruction for black students by providing teacher professional development inthe implementation of the DI block framework for instruction, with a specific focus on the Teacher-led Centerinstruction for both Reading and the Extended Math DI Block, to teachers. Moreover, school-wide, we willcontinue to target this population for participation in Extended Learning opportunities, including, the EarlyMorning Program for iReady, and the after-school program. Finally, students in this population group who alsocomprise the lowest quartiles in Reading and Math, will be targeted for pull-out interventions during SpecialAreas.


Differentiated Instruction


Continue to implement systems and structures that are aligned to student performance data evidenced by lessonplans, DI student work folders, data trackers, and collaborative planning attendance.



(First & lastname,

position)

ExpectedEvidence

(What evidencewould

demonstrate theImplementation

Step wassuccessfullyexecuted?)

Monitoring

(How and Who?)



Start: Tue, Sept3

End: Fri, Oct 18

After the administration andanalysis of ELA and Mathassessments, identify appropriatesupplemental resources aligned tothe standards for Language ArtsFlorida Standards (LAFS) andMathematics Florida Standards(MAFS) to target deficiencies.

ELA/MATHTeachers

Weeklywalkthroughswill serve tocaptureevidence ofsmall groupinstructionlesson plans thatare aligned toidentifieddeficientstandards.

During classroomwalkthroughsinstructional coaches andadministrators will seesupplemental resourcesaligned to the standards.

Start: Tue, Sept3

End: Fri, Oct 18

Develop a DI and on-goingprogress monitoring calendar basedon assessment data to schedulelessons that address secondarystandards and OPM assessmentdates.

ELA/MATHTeachers

As a result ofdeveloping a DIand OPMcalendar weshould seeteachersimplementingand assessingsecondarystandards onspecified dates.

During walkthroughs,administrators willobserve instructionaldelivery of secondarystandards andadministration of OPMs.In addition, student worksamples and utilization ofOPM trackers willevidence implementation.

Start: Tue, Sept3

End: Fri, Oct 18

Implement data-driven instructionwhich includes explicit,differentiated, and scaffoldedinstruction that focuses onremediation skills and standards.

ELA/MATHTeachers

Weeklywalkthroughswill serve tocaptureevidence ofsmall groupinstruction thatis aligned toidentifiedremedial skillsand standards,

During classroomwalkthroughsinstructional coaches andadministrators should seescaffolded instruction thatfocuses on the identifiedremedial skills andstandards.

Start: Tue, Sept3

End: Fri, Oct 18

After the administration of OPMassessments, teachers will conductstudent-teacher data chats toinform and track student data.

ELA/MATHTeachers

DI folders willserve to capturethe evidence ofongoingteacher-studentdata chats andidentifiedstudent goalsfor growth.

During classroomwalkthroughsinstructional coaches andadministrators should seecompleted teacher andstudent data trackers andidentified goals.

Parent Family Engagement Plan (PFEP)All Title 1 schools will submit the 2018-2019 PFEP to the Title 1 office for approval on or before, Tuesday,October 9, 2018. Once approved, the PFEP will be uploaded into the School Improvement Process (Phase II).

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,

position)

Expected Evidence


executed?)

Monitoring

(How andWho?)

ACADEMIC PROGRAMSQuarter 2 Implementation

(November 5 – December 20, 2019)

Academic Programs Outcome Statement






ImplementationSteps


(First & lastname,

position)

Expected Evidence


executed?)

Monitoring

(How andWho?)




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


(First & lastname,

position)

Expected Evidence


executed?)

Monitoring

(How andWho?)

17 - florida city elementary...teacher sintia james, teacher michael muraro, teacher as a result of...

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