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9/13/2019 School Improvement Process

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



School Location # -7241

Name of School - RONALD W. REAGAN/DORALSHS



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

#7241 - Ronald W. Reagan/Doral Senior High School

Principal (Last Name, First Name)

Boué. Juan Carlos

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

Buchanan, Calvin; Cabrera, Elena; Nasr, Layda; Quarles, Christopher

MTSS Coordinator (Last Name, First Name)

DeArmas, Vanessa

Demographic Overview

Overall Enrollment: 2,430 92% Hispanic 6% White Non-Hispanic 1% Black Non-Hispanic 1% Asian 47%Receive free or reduce lunch

Current School Status

a. Provide the School's Mission Statement

Ronald W. Reagan/Doral Senior High School provides a challenging and innovative curriculum that preparesour students for an evolving global community.

b. Provide the School's Vision Statement

Ronald W. Reagan/Doral Senior High School recognizes that all students can strive for success through thedevelopment of character, literacy, and philanthropy. We are committed to create an environment in whichstudents are inspired to reach their potential, become productive citizens, and embrace life-long learning.

School Narrative

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

Ronald W. Reagan/Doral Senior High, offers challenging academic programs, while providing stimulatingcoursework for all academic abilities. We have the highest performing Cambridge AICE program in our schooldistrict, an award winning Classical Fine Arts Academy, the Andrea Castillo Teaching Academy with FloridaInternational University, a new and innovative Virtual Reality Technology Academy and a cutting edgeInformation Communication Technology Academy. Ronald W. At Reagan/Doral Senior High, we create anenvironment where students feel safe and respected before, during and after school by creating policies andprocedures for students and staff members. Visibility is a key component that we utilize to create a safeenvironment. Ensuring that support personnel such as: security monitors, administrators and even teachers arevisible at all times. The implementation of clear and consistent expectations for behavior (Reagan DisciplinePlan and the District's Student Code of Conduct) and establishing routines and rituals assist students inunderstanding the expectation and furthermore feeling safe. Our high expectations for academics help thestudents remain focused on what is important and feel supported by their counselors/ administrators to discusstheir education. At Ronald W. Reagan/Doral Senior High, we have established a culture that empowers thestudent to be an active member of their education. Students feel comfortable speaking with their counselors,



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 of

TRUST counselor, CAP advisor, teachers and even administrators about any concerns that they may have. OurStudent Government even meets with the principal on a quarterly basis to address student concerns and supplyproblem solving suggestions. We have an "open door policy" that facilitates a feeling of respect and safety.

Are you a Title I School?

no

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

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



professional 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 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 for Selection ofData

Why was this data finding selected asbeing most impactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributed mostto the datafindings?

SignificantlyImproved Data Findings

The graduation rate during the 2017-2018 schoolyear was 91% and we increased by 3 percentagepoints to 94% during the 2017-2018 school year.

An increase in the number ofstudents who graduate helpsimprove school culture,parent/communitysatisfaction and reduces thenumber of students whoapply to a school of choiceand transfer out of ourschool.

CelebrateSuccesses

On the 2017-2018 School Climate Survey, whenresponding to the statement, “I feel safe in myschool” 79% of teachers and 49% of studentsresponded Strongly Agree/Agree. On the 2018-2019School Climate Survey, when responding to thestatement, “I feel safe in my school” 92% ofteachers and 76% of students responded StronglyAgree/Agree.

An increase in feelings ofsafety at the school allowsboth teachers and students tofocus on academics andstudent achievement.

ConsistentProtocols toMaintain aHealthy andSafe SchoolEnvironment

On the 2017-2018 School Climate Survey, whenresponding to the statement, “PD programs keep meinformed of new educational strategies” 73% ofteachers responded Strongly Agree/Agree. On the2018-2019 School Climate Survey, when respondingto the statement, “PD programs keep me informed ofnew educational strategies” 86% of teachersresponded Strongly Agree/Agree.

Developing effective andpertinent PD programs forthe teachers provides themwith the most current andresearch-supported strategiesto best meet the needs oftheir students.

EmpowerTeachersAnd Staff

Essential Practice for Significantly Improved Data Findings (Sustained)

Celebrate Successes



Data Rating



Rationale for Selection ofData

Why was this data finding selected as beingmost impactful?


Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

On the 2017-2018 School Climate Survey, whenresponding to the statement, “The overall climate ispositive and helps students learn” 90% of teachersresponded Strongly Agree/Agree. On the 2018-2019School Climate Survey, when responding to thestatement, “The overall climate is positive and helpsstudents learn” 87% of teachers responded StronglyAgree/Agree.

When overall staff morale ishigh, and when the staff feelssupported and encouraged bya positive work environment,the effects are directly felt bystudents who feel moreconnected and supported byteachers and administrators.

SharedVision/Mission

On the 2017-2018 School Climate Survey, whenresponding to the statement, “At my school theschool building is kept clean and in good condition”95% of teachers responded Strongly Agree/Agree.On the 2018-2019 School Climate Survey, whenresponding to the statement, “At my school theschool building is kept clean and in good condition”93% of teachers responded Strongly Agree/Agree.

A clean and healthy schoolenvironment removesdistractions and increasesteacher and student morale andrespect for their surroundings.

ConsistentProtocols toMaintain aClean andWelcomingSchoolEnvironment

On the 2017-2018 School Climate Survey, whenresponding to the statement, “My teachers …arefriendly and easy to talk to” 60% of studentsresponded Strongly Agree/Agree. On the 2018-2019School Climate Survey, when responding to thestatement, “My teachers …are friendly and easy totalk to” 57% of students responded StronglyAgree/Agree.

Creating a safe space wherestudents can share and expresstheir ideas and feelings allowsboth students and teachers tocreate a classroomenvironment that promotesacceptance and inclusivity.

Staff-StudentConnections

Essential Practice for Neutral Data Findings (Secondary)

Shared Vision/Mission

Data Rating



Rationale for Selection of Data

Why was this data finding selected as being most impactful?


WhichEssentialPractice(s)contributedmost to the datafindings?

SignificantlyDecreased Data Findings

The percentage of students with morethan 10 absences during the 2017-2018school year was 49 percent; and duringthe 2018-2019 school year there was atwo percentage point increase to 51percent.

If a student is not present to receiveinstruction it affects their ability to besuccessful and overall school performance.

AttendanceInitiatives



During the 2018-2019 school year,excessive teacher absences (5.5+ days)at our school was at 83% exceeding theDistrict average of 71%.

Teacher absences negatively impact studentperformance since students are notreceiving instruction from a certifiedteacher.

SharedLeadership

The percentage of Teacher Retention forteachers with 1-3 years of experienceduring the 2017-2018 school year was26 percent; and during the 2018-2019school year there was a 16 percentagepoint increase to 10 percent.

Support for new and beginning yearteachers should be more focused andembedded in the school culture. Byproviding support and mentors to newteachers, the school can build capacity andretain teachers with new and freshperspectives.

MentorshipPrograms

Essential Practice for Significantly Decreased Data Findings (Primary)

Attendance Initiatives

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating




Why was this data finding selected as being mostimpactful?



SignificantlyImproved Data Findings

During the 2018-2019 school year, thepercentage of our students demonstratingproficiency on the US History EOC examswas 72 percent increasing from 67 percentduring the 2017-2018 school year, anincrease of 5 percentage points.

The use of data/data chats to driveinstruction shows the continuousimprovement throughout grade levelassessments utilizing progressmonitoring and effectiveinterventions.

Data-DrivenInstruction

During the 2018-2019 school year, thepercentage of our students demonstratingproficiency on an Industry CertificationExam was 12 percent increasing from 5percent during the 2017-2018 school year,an increase of 7 percentage points.

Providing students with more accessto and variety of IndustryCertification programs that arealigned with students' interests canhelp increase students' valuing ofschool and also increase studentengagement.

Student-CenteredLearning

During the 2018-2019 school year, thepercentage of our students demonstratingproficiency on a Dual Enrollment coursewas 27 percent increasing from 15 percentduring the 2017-2018 school year, anincrease of 12 percentage points.

Providing students with access andopportunity to college prep andcollege level courses increasesawareness and interest in pursuingfurther degrees after the completionof high school.

ExtendedLearningOpportunities

Essential Practice for Significantly Improved Data Findings (Sustained)

Data-Driven Instruction



Data Rating






Which EssentialPractice(s)contributed most tothe data findings?

NeutralData Findings

During the 2018-2019 school year, thepercentage of our students demonstratingproficiency on the Biology EOC was 67percent decreasing from 71 percentduring the 2017-2018 school year adecrease of 4 percentage points.

The use of data/data chats to driveinstruction shows the continuousimprovement throughout grade levelassessments utilizing progress monitoringand effective interventions. Any slightdeviation from effective practices canadversely affect previous increases inproficiency.

Data-DrivenDecisionMaking

During the 2018-2019 school year, thepercentage of our 10th grade studentsdemonstrating proficiency on the 10thgrade FSA ELA was 54 percent showingan increase of one percentage point fromthe 53 percent proficient in 2017-2018school year.

Limited data due to unavailable practice ofstandardized assessments used to progressmonitor students effectively hindersimprovement and makes it a challenge tomaintain proficiency.

Checks forUnderstanding

During the 2018-2019 school year, thepercentage of our 9th and 10th gradestudents demonstrating learning gains ontheir respective FSA ELA exams was 56percent showing a decrease of onepercentage point from the 57 percentproficient in 2017-2018 school year.

Limited data due to unavailable practice ofstandardized assessments used to progressmonitor students effectively hindersimprovement and makes it a challenge tomonitor and ensure learning gains.

EffectiveCurriculumand ResourceUtilization

Essential Practice for Neutral Data Findings (Secondary)

Data-Driven Decision Making

Data Rating







SignificantlyDecreased Data Findings

During the 2018-2019 school year,the percentage of our 9th gradestudents demonstrating proficiencyon the FSA ELA was 46 percentshowing a decrease of 13 percentagepoints from the 59 percent proficientin 2017-2018 school year.

Limited data due to unavailable practice ofstandardized assessments used to progressmonitor students effectively hindersimprovement and makes it a challenge tomaintain proficiency.

TechnologyIntegration

During the 2018-2019 school year, The use of data/data chats to drive Collaborative



the percentage of our studentsdemonstrating proficiency in Math(including both the Algebra 1 EOCand Geometry EOC) was 47 percentshowing a 11 percentage pointdecrease from the 58 percentproficient in 2017-2018 school year.

instruction shows the continuousimprovement throughout grade levelassessments utilizing progress monitoringand effective interventions. Any slightdeviation from effective practices canadversely affect previous increases inproficiency.

Data Chats

During the 2018-2019 school year,the percentage of our studentsdemonstrating learning gains Math(including both the Algebra 1 EOCand Geometry EOC) was 38 percentshowing a 14 percentage pointdecrease from the 58 percentproficient in 2017-2018 school year.

The use of data/data chats to driveinstruction shows the continuousimprovement throughout grade levelassessments utilizing progress monitoringand effective interventions. A moreeffective use of Performance Matters datacollected from topic tests will allowteachers a better understanding of students'areas of weakness.

Standards-AlignedInstruction

Essential Practice for Significantly Decreased Data Findings (Primary)

Technology Integration

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 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




Celebrate Successes



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.

Ronald W. Reagan/Doral’s School Leadership Team prioritizes its "Commitment to Students" by creating astudent-focused learning environment which emphasizes academic rigor, academic potential, and personalsafety.

As evidenced by:

According to responses from the 2018-2019 School Climate Survey: 94% of school staff answeredAlways/Sometimes to the following statement: "When my student(s) exhibit early warning or disruptivebehaviors, they are provided interventions." 92% of school staff answered Quarterly or more to the followingstatement: "How often does collaboration take place among dept/grade level members to improve studentoutcomes?"

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

The School Leadership Team will use the "Commitment to Students" competency in the School ImprovementProcess by utilizing Data-Driven Instruction as our "Academic Program Essential Practice for SignificantlyDecreased Data Findings (Primary)". Our data indicated a drop in both ELA and Math student performance, sowe will increase the depth and analysis of student assessment data in Data Chats between teachers and studentsand administrators and teachers.

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

Ronald W. Reagan/Doral’s School Leadership Team is driven by a "Focus on Sustainable Results" by ensuringthe continued growth of successful programs and initiatives, by monitoring student achievement and addressingareas of student deficiency, and by implementing innovative approaches to student learning.

As evidenced by:

According to responses from the 2018-2019 School Climate Survey: 95% of school staff answered Yes to thefollowing statement: "Was school-wide data shared to inform staff of the school's progress in the 2018-2019School Improvement Process?" 96% of school staff answered Always/Sometimes to the following statement:"Progress monitoring data is utilized throughout the school year to ensure students receive appropriateremediation/ enrichment."

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

The School Leadership Team will use the "Focusing on Sustainable Results" competency in the SchoolImprovement Process by utilizing "Celebrate Success" as our "School Culture Essential Practice forSignificantly Improved Data Findings (Sustained)". This Essential Practice was proven effective through ourincreased graduation rate, so we will continue to demonstrate growth through its implementation.

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

Ronald W. Reagan/Doral’s School Leadership Team is dedicated to "Developing Others" both academically andprofessionally by encouraging teachers to take on leadership roles, by offering professional development that is



directly linked to student achievement, and by having authentic conversations about student performance andteacher responsibilities.

As evidenced by:

According to responses from the 2018-2019 School Climate Survey: 90% of the school staff responded Weeklyto Yearly on the following question: "How often do you receive guidance in using data to plan your instruction?"90% of school staff answered Always/Sometimes to the following statement: "Following a PD opportunity, I amprovided with support/resources to implement the newly learned strategy."

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 School Improvement Processby strategically creating professional growth opportunities that not only allow teachers to develop new skills andlevels of capability, but allows them to develop new skills which directly impact our "Commitment to Students"and "Focusing on Sustainable Results" competencies.

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

Ronald W. Reagan/Doral’s School Leadership Team actively "Engages the Team" by encouraging stakeholdersto assess the effectiveness of current school practices and provide constructive feedback so that all stakeholdersare invested in and feel part of creating and shaping the school’s vision and mission.

As evidenced by:

According to responses from the 2018-2019 School Climate Survey: 86% of the school staff answered Yes to thefollowing statement: "Professional learning opportunities on Non-Opt days were designed to meet myinstructional needs." 97% of the school staff answered Yes to the following statement: "Each year, all staffmembers have the opportunity to be considered for leadership roles at my school."

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 School Improvement Processby allowing teachers to guide the focus of the professional development opportunities offered so that the PD isdirectly aligned with the current data findings based on student performance on district and school created mini-assessments. Listening to the needs of our teachers which are based on the needs of our students will allow theleadership team to create an inclusive school vision.

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 Practices



SLTs 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


Celebrate Successes

Priority Actions for the Sustained Essential Practice

We will continue to monitor student performance as related to graduation requirements and inform students oftheir progress.



Priority Actions for the Primary Essential Practice

We will monitor and address student attendance concerns in order to reduce the frequency of student absences;we will address faculty absenteeism by providing incentives to faculty members who have few to no absences.



Priority Actions to Enhance the Secondary Essential Practice

We will continue to offer opportunities for teachers to take leadership roles in order to leverage teacherownership in the school's overall mission and vision.

ACADEMIC PROGRAMS



Priority Actions for the Sustained Essential Practice

We will continue to perform quarterly data chats with teachers and provide professional development to improveinstruction.



Priority Actions for the Primary Essential Practice



We will consistently monitor student activity and usage of various adaptive computer applications and programs.



Priority Actions to Enhance the Secondary Essential Practice

We will collaborate in discussing how best monitor student data and implement differentiated instructionstrategies.

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 we successfully implement the "Attendance Initiatives" Primary Essential Practice, we expect to improveoverall student attendance. If we successfully implement the "Shared Vision/Mission" Secondary EssentialPractice, we expect to increase teacher morale and satisfaction. If we successfully implement the "CelebrateSuccess" Sustained Essential Practices, we expect to raise our graduation rates.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If we successfully implement the "Technology Integration" Primary Essential Practice, we expect to diversifythe use of technology in ELA classrooms. If we successfully implement the "Data-Driven Decision Making"Secondary Essential Practice, we expect to increase collaborative conversations on how best to implementlessons based on student performance data. If we successfully implement the "Data-Driven Instruction"Sustained Essential Practices, we expect to hold quarterly data chats to enrich data-driven instruction.

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 thetopic and garner feedback from all

stakeholders?

Activity Lead

Who will facilitate the sharingof the topic and the collection

and discussion of feedbackregarding the topic?

7:30-9:00am

Welcome andBreakfast WOOPIce-breaker

2019 Data analysis and reflections, shared SIPvision and mission

Juan Carlos Boue, Principal;Elena Cabrera, AssistantPrincipal of Curriculum; andPatrick M. Vega, PD Liaison



9:10-10:00am(1 hr)

Data and SystemsReview Summary;Primary &Essential Practice

Understanding Data - Interpreting andanalyzing student data. - Learning gains Quiz -Power BI -Performance Matters

Elena Cabrera, AssistantPrincipal of Curriculum; andPatrick M. Vega, PD Liaison

10:10-11:00am(1 hr)

School LeadershipCore CompetencyCourseReflections

Nature in November - Cross-curricular lessonbuilding focusing on STEAM objectives andbest practices.

Alicia Romero, Co-LeadTeacher of STEAM initiative;and Andres Torres, Co-LeadTeacher of STEAM initiative

11:10-12:00pm(1 hr)

Priority Actions

Do's and Don'ts When Addressing MentalHealth Issues -TRUST Counselor ReferralForm - Mandated Reporters – See Something,Say Something - Q&A/ Scenarios -

Vanessa DeArmas, TrustCounselor and MTSSCoordinator; and ChristopherQuarles, Assistant Principal

(Lunch)1:00-2:00pm


Show Up to Show Out (Attendance) -Importance of Reg. Attendance - UTD Policy -IPEGS - Scenarios/Q&A

Calvin Buchanan, AssistantPrincipal; and Layda Nasr,Assistant Principal

2:00-2:30pm


Connected day's activities to SchoolLeadership Core Competencies.

Juan Carlos Boue, Principal;Elena Cabrera, AssistantPrincipal of Curriculum; andPatrick M. Vega, PD Liaison

18 - osi.dadeschools.netosi.dadeschools.net/19-20_sip/7241_ronald w. reagan/7241_phase i.pdf1. using...

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