21...9/13/2019 School Improvement Process

9/13/2019 School Improvement Process

https://mdcpsportalapps2.dadeschools.net/SIP/form 1/21



School Location # -5141

Name of School - HUBERT O. SIBLEY K-8ACADEMY



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

Hubert O. Sibley K-8 Academy

Principal (Last Name, First Name)

Larkin, Chandrell

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

Diaz, Ines; Bryant, Angelica

MTSS Coordinator (Last Name, First Name)

Diaz, Ines

Demographic Overview

Hubert O. Sibley K-8 Academy is nestled in a culturally rich neighborhood and is adjacent to the worldrenowned Barry University which works with our staff and students on numerous educational projectsthroughout the school year. Our school climate is friendly, inviting and open to always pursuing ways to improveour academic performance as well as our link to the community we serve. Our school is a K-8 Academyservicing students in grades Pre-K- 8th grade. Our student population is diverse. 79% of our students are Black,19% are Hispanic, and 2% are White. 95% of our students receive free or reduced lunch, 6% of our students areESE (without gifted), and 23% of our students are ELL (level 1-4). Our school-wide efforts are data driven, andstudents are held accountable to monitor their academic progress throughout the school year. Our school grade isa C. As a school, we are all working to improve our school grade. Our school is a Title I school offering anInstructional coach to assist our staff and students in the area of reading and math. In addition, we offer after-school tutoring and Saturday Academy on select dates to provide remediation and enrichment.. Thecollaboration shared between the leadership team, teachers and our students is an integral part of the school'ssuccess.

Current School Status

a. Provide the School's Mission Statement

We provide the highest quality education so that all of our students are empowered to lead productive andfulfilling lives as lifelong learners and responsible citizens.

b. Provide the School's Vision Statement

Hubert O. Sibley K-8 Academy strives to provide a superior educational experience in an atmosphere of highexpectations where staff promotes and ensures the success of every child through a variety of academic activitiesand quality services.

School Narrative

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

Hubert O. Sibley K-8 Academy is nestled in a culturally rich neighborhood and is adjacent to the worldrenowned Barry University which works with our staff and students on numerous educational projectsthroughout the school year. Our school climate is friendly, inviting and open to always pursuing ways to improve



our academic performance as well as our link to the community we serve. We plan to continue our efforts toreach out to various business and community leaders to join our school initiatives and become an integral part ofthe school's success. Additionally, we work directly with Barry University to house interns, and students needingto complete field-experience hours. Their positive impact on our students academically and emotionally ispriceless.

Are you a Title I School?

yes

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

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

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

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

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

Phase I includes:

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

Phase I

Data Analysis

Analyze - Reflect - Identify



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

July 10 - July 19, 2019

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

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

Phase I will conclude with each school:

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

DAY ONE- Synergy Summer Institute

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

Data and Systems Review

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

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

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

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



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

3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the thirdcolumn titled “Rationale for Selection of Data” for School Culture and Academic Programs.

4. Within the Data and Systems Review Organizer, the SLTs will review each data point selected and after theSystems Review will determine which Essential Practices contributed the most or had the greatest impactfor each data finding (positive, neutral, and/or negative). The School Leadership Team will enter theEssential Practices into the fourth column titled “Connected Essential Practices”. Input no more thanthree Essential Practices for each data finding.

The Data and Systems Review process will enable the SLTs to thoroughly analyze data results and identify thefactors that have had the greatest impact on their school’s performance.

DATA AND SYSTEMS REVIEW ORGANIZER

SCHOOL CULTURE

Data Rating

Data Findings & Area

Be specific in defining each data element below.

Rationale forSelection of Data

Why was this data findingselected as being mostimpactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyImproved Data Findings

Based on our 2018-2019 school climate survey data, 87% ofour teachers feel ongoing professional development sessionskept them up to date on best practices. Compared to the 2017-2018 teacher survey where 80% of teachers expressed thatprofessional development activities keep them informed ofnew educational strategies, an increase of 7 percentage points.

In order toincrease ourstudentproficiency weneed to make sureour teacherscontinue theirgrowth process.

other

Teacherleadersattending andsharingICADS andsharing bestpractices.

Based on our 2018-2019 school climate survey data, 89% ofour teachers feel our overall climate in the school is positive.Compared to our 2017-2018 survey where only 85% ofteachers agreed. An increase of 4 percentage points.

Increasing teachermorale andimproving ourculture willultimately lead toimproved studentachievement.

School Spirit,Pride andBranding

Based on our 2018-2019 school climate survey data, 90% ofour teachers feel safe and secure at our school. Compared toour 2017-2018 survey where only 87% of teachers strongly

Due to nationwidesafety concerns, itis important forstaff and students

CommunicateWithStakeholders



agree with the same statement. An increase of 3 percentagepoints.

to feel safe whencoming to school.

Essential Practice for Significantly Improved Data Findings (Sustained)

Data Rating



Rationale for Selection of Data

Why was this data finding selected as being mostimpactful?


WhichEssentialPractice(s)contributedmost to thedata findings?

NeutralData Findings

Based on our 2018-2019 school climate surveydata, 87% our staff feel comfortable working asa team, an increase of 3 percentage points ascompared to our 2017-2018 survey of 84%.

It is important for teachers tocollaborate with each other and learnnew strategies from each other.

other

Gradelevelmeetings

Based on our 2018-2019 school climate surveydata, 73% of teachers compared to 71% ofteachers last year feel that adequate measuresare used to deal with disruptive behavior. Anincrease of 2 percentage points.

In order to create an engaging learningenvironment, teachers must havesupport with disruptive students.

PositiveBehaviorSupport(PBS)

Based on our 2018-2019 school climate surveydata, 81% of our teachers feel that their ideasare listened to and considered. Compared to our2017-2018 data where 79% of our teachers feltlistened to. An increase of 2 percentage points.

To ensure a productive work placeenvironment is provided, ourAdministrative team understands theimportance of team work/building inorder to work together for the bestresults for our students.

EmpowerTeachersAnd Staff

Essential Practice for Neutral Data Findings (Secondary)

Data Rating


Rationale for Selection of Data ConnectedEssential



Be specific in defining each data elementbelow.

Why was this data finding selected as being most impactful? Practices


SignificantlyDecreased Data Findings

Based on our 2018-2019 schoolclimate survey data, our teachersfeel that our students are lackingin basic academic skills. Thisyear 59% of our teachersstrongly agree as compared to53% last year. An increase of 6percentage points.

Identifying students early and building uponstudent prior knowledge so each student canattain at grade level or above achievement skillsis important to both teachers and theadministrative team.

CelebrateSuccesses

Based on our 2018-2019 schoolclimate survey data, 52% of ourteachers feel that parents are notinvolved in their child'seducation. Compared to our2017-2018 where 48% of ourteachers felt that parents areinvolved. An increase of 4percentage points.

Our administrative team along with teachersunderstand that parents are key in theeducational progress of students. Parents canassist in building stronger relationships and helpachieve school wide goals.

CommunicateWithStakeholders

Based on our 2018-2019 schoolclimate survey data, 57% ofteachers said they like coming toour school. Compared to the2017-2018 survey where 59%teachers liked coming to ourschool. A decrease of 2percentage points.

Our leadership team along with DistrictPersonnel provided strategically plannedtraining and support to our teachers in theaccountability grade levels. Teachers expressedthat the monthly meetings held through thereading and mathematics departments were verybeneficial because it helped teachers align theircurricular efforts and improve studentachievement.

TeamBuildingActivities

Essential Practice for Significantly Decreased Data Findings (Primary)

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Rating


Be specific in defining each data elementbelow.


Why was this data finding selected as being most impactful?


Which EssentialPractice(s)



contributed most tothe data findings?

SignificantlyImproved Data Findings

As evidenced by the 2018-2019 FSA ELA scores, 6thgrade students demonstrateda proficiency of 31%, a gainof 11 percentage points whencompared to the 2017-2018FSA proficiency of 20%.

This data was impactful because despite the teacherbeing out for over 6 weeks, we were able toincrease the proficiency in our current 6th gradeELA classes. When the teacher returned shecollaborated and planned weekly with InstructionalCoach, Curriculum Support Specialist, andAssistant Principal and followed the recommendedaction plan with fidelity.

Standards-BasedCollaborativePlanning

As evidenced by the 2018-2019 FSA Math scores, 8thgrade students demonstrateda proficiency of 43%, a gainof 8% percentage pointswhen compared to the 2017-2018 Math FSA proficiencyof 35%.

This data was impactful because the teachers useddata to create and implement DI groups and useappropriate level materials. Best practices wereimplemented with fidelity and will be applied againthis school year.

DifferentiatedInstruction

As evidenced by the 2018-2019 FSA Math scores,Algebra studentsdemonstrated a proficiencyof 89%, a gain of 14%percentage points whencompared to the 2017-2018Math FSA proficiency of75%

Teachers planned with their department chair andfollowed the instructional focus calendar withfidelity.

other

InstructionalFocuscalendar

Essential Practice for Significantly Improved Data Findings (Sustained)

Data Rating







NeutralData Findings

As evidenced by the 2018-2019 FSAELA scores, 5th grade studentsdemonstrated a proficiency of 35%, anincrease of 2 percentage points when

This data was impactful because despitestudent deficiencies (lack of basic skills)we were able to slightly increase ourstudent proficiency. l interventionists wereused to remediate foundational skills.

Data-DrivenDecisionMaking



compared to the 2017-2018 proficiencyof 33%As evidenced by the 2018-2019 FSAELA scores, 5th grade studentsdemonstrated a proficiency of 49%, anincrease of 1 percentage point whencompared to the 2017-2018 proficiencyof 48%

This data was impactful because thestrategies utilized were implemented withfidelity and will be applied again thisschool year.

DifferentiatedInstruction

As evidenced by the 2018-2019 FSAMath scores, 5th grade studentsdemonstrated a proficiency of 22%, anincrease of 5 percentage point whencompared to the 2017-2018 proficiencyof 17%

This data was impactful because despitestudent deficiencies (lack of basic skills)we were able to slightly increase ourstudent proficiency.

Data-DrivenDecisionMaking

Essential Practice for Neutral Data Findings (Secondary)

Data Rating


Be specific in defining each dataelement below.



Connected EssentialPractices

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

SignificantlyDecreased Data Findings

As evidenced by the2018-2019 FSA ELAscores, 4th gradestudents demonstrated aproficiency of 29%, adecrease of 6percentage points whencompared to the 2017-2018 FSA proficiencyof 35%.

This data finding was selected because FSA dataresults indicated that students in grade 4declined in ELA significantly by 6 percentagepoints. Despite lesson planning, lesson delivery,and modeling with guided instruction with theteacher. By increasing the rigor, and on gradelevel instruction through the use of higher orderquestions, we expect to see an increase in ourLowest 35% gains, Learning Gains, andimproved proficiency.

EffectiveQuestioning/ResponseTechniques

As evidenced by the2018-2019 FSA ELAscores, 7th gradestudents demonstrated aproficiency of 26%, adecrease of 12percentage points whencompared to the 2017-2018 FSA proficiencyof 38%.

This data finding was selected because FSA dataresults indicated that students in grade 7declined in ELA significantly by 12 percentagepoints. By creating appropriate lesson plans withengaging activities and creating an environmentwhere students are more engaged with thecontent we expect to see an increase in ourLowest 35% gains, Learning Gains, andimproved proficiency.

Student Engagement



As evidenced by the2018-2019 8th gradescience scores, 8thgrade studentsdemonstrated aproficiency of 29%, adecrease of 20percentage points whencompared to the 2017-2018 proficiency of49%.

This data finding was selected because sciencedata results indicated that students in grade 8declined in proficiency significantly by 20percentage points. Despite lesson planning,lesson delivery, and modeling with guidedinstruction. By offering additional learningopportunities and planning for essential labs, weexpect our proficiency to increase.

Extended LearningOpportunities

Essential Practice for Significantly Decreased Data Findings (Primary)

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





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.

LEVEL 2: The School Leadership Team at Hubert O. Sibley works together to meet school wide goals. Thereality of our school's leadership team as it relates to Commitment to Students is that teachers believe in studentsability to learn. Teachers assume responsibility for students learning; publicly expresses personal accountabilityfor all aspects of leadership around instruction. As an administrative team, we set high expectations for alllearners, and inspire them to work hard each day.

As evidenced by:



According to the 2019 climate survey, 81% of our students stated their teachers make me want to learn. 88% ofour students stated their teachers require they work hard for the grades they receive. Our administrative team andteachers understand the importance of team work in order to work together for the best results for our students.Our leadership team along with District Personnel will provide strategically planned training and support to ourteachers in accountability grade levels. We will also continue our monthly meetings held through the Readingand Mathematics departments to build capacity.

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 to drive the school improvementprocess within our school building. Our students are our first priority. Their education is paramount. Thefoundation of all educational goals is increasing teacher capacity which in turn will result in higher studentachievement. The school leadership team along with teacher input will plan collaboratively to impact studentacademic outcomes. This includes setting high expectations/school-wide goals, providing all necessary academicresources, providing a beautiful/clean school building, a positive and safe school environment, and providinghighly effective teachers that support decisions and policies geared to improve and/or advance learning for allstudents regardless of academic level. Most importantly, our leadership team believes in our students, andcommunicates this belief to them.

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

LEVEL 3: The School Leadership Team at Hubert O. Sibley works together to meet school wide goals. Thereality of our school's leadership team as it relates to Focusing on Sustainable Results is that our teachers arecommitted to using data to drive instruction. As an administrative team, we set high expectations for all learners,and inspire them to work hard each day. Teachers are committed to sharing best practices to improve instructionand improve student engagement.

As evidenced by:

At Hubert O. Sibley K-8 we consistently using data to focus on sustainable results. Our teachers are using datatrackers in the classroom to identify students strengths and weakness. Students are tracking their data in journals.This year we implemented educational boot camps in math, science and civics. Common planning meetings arebased on data to drive instruction where we create action plans for the upcoming weekly cycles.

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

Our leadership team understands that developing on focusing sustainable results is critical as it will help us reachshort and long-range goals. We will continue to be strategic when creating challenging goals and actions basedon student data. We will implement additional content based camps throughout the year to improve student skillsand continue to motivate students. We will continue to use data to drive our planning meetings, and create actionplans to improve student engagement. Our reading and mathematics coaches will assist teachers on how toeffectively plan for engaging lessons. Planning effectively and preparing materials and activities in advancehelps build a fostering environment for student engagement. The leadership team will monitor progress throughdaily walk-thus.

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

Level 3 The School Leadership Team at Hubert O. Sibley works together to meet school wide goals. The realityof our school's leadership team as it relates to Developing Others is that most teachers feel supported by teacherleaders within the school. Our teacher leaders include grade level chairpersons. Grade chairpersons actively leadthe teachers within their grade levels by communicating to others how to do their work, providing specificinstructions. The Leadership team also provides information, support, assistance with common planning andoverall school-wide goals.



As evidenced by:

The 2018-2019 teacher survey on culture, 87% of teachers expressed that they like working at our school.Additionally most teachers feel supported by their teacher leaders, administration, and school Principal.

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

We will continue to express positive expectations, and regularly give positive and negative feedback to facultyand staff on specific practices and strategies.

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

Level 3 The School Leadership Team at Hubert O. Sibley works together to meet school wide goals. The realityof our school's leadership team as it relates to Engages the Team is that our teachers expressed that our overallclimate is positive. Several actions must be implemented in order to increase staff morale and engage employeesto work together as a team. Administration sees the importance of joint effort and attempts to solicitcontributions or input from others.

As evidenced by:

The 2018-2019 teacher survey on culture, 87% of our teachers feel the overall climate at our school is positiveand helps students learn. We attribute this to our commitment to communicating and working with our schoolteams.

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

We will identify critical members of our teams and harness input for our school improvement.

DAY THREE- Synergy Summer Institute

PRIORITY ACTIONS DEVELOPMENT

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


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

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

Priority Actions

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



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

SCHOOL CULTURE


Priority Actions for the Sustained Essential Practice

As a leadership team, we recognize that actions must be implemented in order to increase school spirit and pride.These actions include, creating committees which will provide our staff and students opportunities to celebrateour school accomplishments.


Priority Actions for the Primary Essential Practice

At Hubert O. Sibley K-8 Academy we recognize that actions must be implemented in order to improveeffectiveness and create sustainability within our school culture. We will continue working together as a team tohighlight both student and teacher successes over the PA, our school counselors will recognize studentsnominated as doing the right thing, we will monitor student data and I-ready reports to provide incentives. As aschool, we all want our students to be proud of themselves and our school.


Priority Actions to Enhance the Secondary Essential Practice

At Hubert O. Sibley K-8 Academy we recognize that positive behavior leads to overall student success. We arecreating a school wide behavior plan which will incorporate ideas from administration, teachers and staff.

ACADEMIC PROGRAMS




Priority Actions for the Sustained Essential Practice

As a leadership team, we recognize that actions must be implemented in order to improve effectiveness andcreate sustainability within our academic programs. Focusing on standards-based lesson planning will helpteachers instruct students on specific areas that they may be lacking in. In order to increase our effectiveness inthis area, our administrative team along with our coach will continue to hold weekly common planning meetingsfocusing on standard based lesson planning.


Priority Actions for the Primary Essential Practice

In order to increase our effectiveness in this area, our coach will continue to build teacher capacity concentratingon implementation of DI by using leveled readers and I-Ready Teacher Tool Box resources. A monthly focuscalendar and a walk-thru reflection sheet will be developed to assist administration to follow-up with theprogress of this action.


Priority Actions to Enhance the Secondary Essential Practice

Planning for the delivery of instruction with a focus on Differentiated instruction using student data. Focusing onstandards-based lesson planning will help teachers instruct students on specific areas that they may be lacking in.In order to increase our effectiveness in this area, our administrative team along with our coach will continue tohold weekly common planning meetings focusing student data to drive instruction.

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 to



accomplish 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

Hubert O. Sibley K-8 Academy will continue to increase staff morale and build a positive school culture. If ourteachers share and present best practices during common planning sessions, then we will be providingopportunities for teacher leaders to lead and model developing a culture of collaboration. If we create schoolcommittees where teachers and staff have the opportunity for continuous communication and collaboration, thenour teachers will have opportunities for leadership roles.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

Hubert O. Sibley K-8 Academy will strive to increase proficiency, if we use data to drive our instruction whenimplementing Differentiated Instruction, then our students will receive appropriate remediation and enrichment.If we have high expectations for all students and increase student engagement, then we will have more studentsscoring at proficiency, and we will achieve higher learning gains in the areas of Reading, Mathematics, andScience .

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 andSystems ReviewSummarySchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriority ActionsOutcomeStatements

Process Description

What process/protocol will be usedto share the topic and garner

feedback from all stakeholders?

Activity Lead

Who will facilitate the sharing of thetopic and the collection and discussion

of feedback regarding the topic?

8:30-9:30 Data Review andAnalysis 2019 Data map Ms. Angelica Bryant, Assistant

Principal

9:30-10:30

School ImprovementPlan review 2019 Data Map and SIP template

Ms. Angelica Bryant, AssistantPrincipal:Ms. Jacqueline Salgan,Instructional Coach

10:30-11:30

Core leadershipCompetency

Core leadership Competencyoutline

Ms. Angelica Bryant, AssistantPrincipal: Ms. Jacqueline Salgan,Instructional Coach

11:30-12:30 Lunch Lunch Lunch

12:30-3:30

Utilizing bestpractices.

Reading Math Science SpecialArea

Ms. Angelica Bryant, AssistantPrincipal: Ms. Jacqueline Salgan,Instructional Coach

Utilizing bestpractices.

Ms. Angelica Bryant, AssistantPrincipal :Ms. Jacqueline Salgan,Instructional Coach

21...9/13/2019 School Improvement Process

Documents

Transcript of 21...9/13/2019 School Improvement Process