17osi.dadeschools.net/19-20_SIP/6161_Lawton Chiles Middle... · 2019. 9. 16. · 9/13/2019 School...

9/13/2019 School Improvement Process

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



School Location # -6161

Name of School - LAWTON CHILES MS



MIAMI DADE COUNTY PUBLIC SCHOOLS

School Improvement Process

School InformationName of School (School Number - School Name)

6161 - Lawton Chiles Middle School

Principal (Last Name, First Name)

Tudor, Stephanie

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

Homma, Adalys

MTSS Coordinator (Last Name, First Name)

Homma, Adalys

Demographic Overview

White Non-Hispanic 1.98%; Black Non-Hispanic 18.84%; Hispanic 77.08%; Asian 0.99%; Multi 1.11%

Current School Status

a. Provide the School's Mission Statement

We the faculty and staff of Lawton Chiles Middle School will continue to build a professional learningcommunity of life-long learners who will increase student achievement, personal integrity, civic responsibility,and workplace literacy and productive citizens of our community.

b. Provide the School's Vision Statement

The Lawton Chiles Middle School faculty, parents, students, and community are committed to providing alearning atmosphere that fosters maximum student achievement in a technologically advanced and creativeenvironment for all students.

School Narrative

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

The faculty and staff of Lawton Chiles Middle School will continue to promote a professional learningcommunity of life-long learners who will increase student achievement, personal integrity, civic responsibility,and work place literacy and productive citizens of our community. The surrounding community is made up ofsingle-family homes. The community supports the Lawton Chiles Middle School Cambridge magnet program.Students are given real world experience through the law studies program.

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



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.

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



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 impact



for 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 Selectionof Data

Why was this data finding selectedas being most impactful?

ConnectedEssentialPractices

Which EssentialPractice(s)contributedmost to the datafindings?

SignificantlyImproved Data Findings

According to the 2018-2019 School Climate Survey, thepercent of students with Early Warning System Indicatorswas ten percent as compared to the district which wasthirteen percent (a decrease of three percentage points).

Early warning systems(Our SOAR Program)shows practices in placehave been proven to beeffective.

MentorshipPrograms

According to the 2018-2019 School Climate Survey,student’s attendance rates of 0-5 absences was forty-fivepercent as compared to the 2017-2018 School ClimateSurvey which was forty-one (an increase of fourpercentage points).

Attendance monitoringand the SOAR Programhave improvedattendance have beeneffective.

AttendanceInitiatives

According to the 2018-2019 School Climate Survey, thepercent of students with Disciplinary Referrals wastwenty-three percent as compared to the district whichwas thirty percent (a decrease of seven percentagepoints).

Our students' behaviorhas shown improvementbased on the number ofreferrals.

RestorativeJusticePractices(RJP)

Essential Practice for Significantly Improved Data Findings (Sustained)

Attendance Initiatives

Data Rating



Rationale forSelection ofData

Why was this datafinding selected asbeing mostimpactful?


Which EssentialPractice(s) contributedmost to the datafindings?

NeutralData Findings

According to the 2018-2019 School Climate Survey, Ninety percentof teacher’s felt that students are provided interventions whenexhibiting early warning or disruptive behaviors as compared to the

Behavioralinterventionsare the

Effective Use ofSchool and



2017-2018 School Climate Survey where Ninety-five percent feltinterventions were provided (a decrease of five percentage points).

foundation soacademiclearning cantake place.

District SupportPersonnel

According to the 2018-2019 School Climate Survey, Ninety-threepercent of teachers felt professional learning opportunities on Non-Opt days were designed to meet their instructional needs ascompared to 2017-2018 school year where one hundred percent ofthe teachers felt professional learning opportunities on Non-Optdays were designed to meet their instructional needs. (a decrease ofseven percentage points)

RedesigningPD's to fitwithin thework day waseffective.

EmpowerTeachers AndStaff

According to the 2018-2019 Spring Panorama Data, students senseof growth mindset was 45% as compared to the Fall Panorama Datawhich was 48%. (a decrease of three percentage points).

Growthmindsetincreases andimproves grit.

CharacterEducation/ValuesMatter

Essential Practice for Neutral Data Findings (Secondary)

Empower Teachers And Staff

Data Rating



Rationale forSelection of Data

Why was this data findingselected as being most impactful?


Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyDecreased Data Findings

According to the 2018-2019 School Climate Survey,teacher absences for 10.5 or more days was fortypercent as compared to the 2017-2018 School ClimateSurvey which was ten percent (a increase of thirtypercentage points).

When teachers arepresent studentachievement increases.

SharedVision/Mission

According to the 2018-2019 School Climate Survey,thirteen percent of teachers never use data to plan forinstruction as compared to the 2017-2018 which wasone hundred percent (a decrease of thirteen percentagepoints).

In order to be effectivein increasing studentachievement datadriven instruction isvital.

EmpowerTeachers AndStaff

According to the Spring Panorama Data, students senseof belonging was at forty-two percent as compared tofall data which was forty-six percent (a decrease of fourpercentage points).

When students feelthey belong theyperform better whichimproves academicsand attendance.

Social andEmotionalLearning(SEL)

Essential Practice for Significantly Decreased Data Findings (Primary)

Social and Emotional Learning (SEL)

DATA AND SYSTEMS REVIEW ORGANIZER

ACADEMIC PROGRAMS

Data Data Findings Rationale for Selection Connected



Rating & Area


of Data


EssentialPractices

Which EssentialPractice(s) contributedmost to the datafindings?

SignificantlyImproved Data Findings

According to the 2018-2019 Academic Programsdata map, the FSA ELA proficiency was fifty-fivepercent as compared to the 2017-2018 AcademicPrograms data map which was fifty-one percent (anincrease of four percentage points).

i-Ready lab time hasproven to be effective inincreasing ELAproficiency.

Interventions/RtI

According to the 2018-2019 Academic Programsdata map, the FSA Math learning gains was sixtypercent as compared to the 2017-2018 AcademicPrograms data map which was fifty-seven percent (anincrease of three percentage points).

Teacher tutoring hasproven to be effective inincreasing Mathlearning gains.

Interventions/RtI

According to the 2018-2019 Academic Programsdata map, Social Studies English Language Learnersproficiency was fifty five percent as compared to the2017-2018 Academic Programs data map which was48 percent (a difference of seven percentage points).

Pairing ELL studentswith non-ELL studentshas been proven to beeffective in increasingsocial studiesproficiency.

CollaborativeLearning /Structures

Essential Practice for Significantly Improved Data Findings (Sustained)

Interventions/RtI

Data Rating



Rationale for Selectionof Data



Which EssentialPractice(s)contributed mostto the datafindings?

NeutralData Findings

According to the 2018-2019 Academic Programs data map,the FSA ELA learning gains was fifty seven percent ascompared to the district which was fifty six percent (anincrease of one percentage point).

Collaborative planninghas proven effective inmaintaning learninggains.

Standards-BasedCollaborativePlanning

According to the 2018-2019 Academic Programs Data Map,the FSA Math achievement was fifty-nine percent ascompared to the 2017-2018 Academic Programs data mapwhich was fifty-eight percent (an increase of one percentagepoint).

Data driven instructionhas proven effective inmaintaining Mathachievement.

Data-DrivenInstruction

According to the 2018-2019 Academic Programs Data Map,ELA students with disabilities proficiency was twentypercent as compared to the 2017-2018 Academic Programsdata map which was eighteen percent (an increase of twopercentage points).

Goal oriented learninghas proven effective inmaintaining ELAproficiency of studentswith disabilities.

GoalOrientedLearning



Essential Practice for Neutral Data Findings (Secondary)

Standards-Based Collaborative Planning

Data Rating



Rationale forSelection ofData

Why was this datafinding selected asbeing mostimpactful?


Which EssentialPractice(s)contributed most tothe data findings?

SignificantlyDecreased Data Findings

According to the 2018-2019 Academic Programs Data Map,Science proficiency was forty-nine percent as compared to the2017-2018 Academic Programs data map which was fifty-threepercent, showing a decrease of four percentage points.

Classroomwalk throughsis vital forteachaccountability.

other

ClassroomWalkThroughs

According to the 2018-2019 Academic Programs Data Map,Civics proficiency was sixty-eight percent as compared to the2017-2018 Academic Programs data map which was seventy-three percent, showing a decrease of five percentage points.

Differentiatedinstruction isvital to studentachievement.

DifferentiatedInstruction

According to the 2018-2019 Grade Matrix, ELA lowest 25%proficiency was forty-five percent as compared to the 2017-2018Academic Programs data map which was forty-eight percent,showing a decrease of three percentage points.

Data-Driveninstruction isvital to studentachievement.

Data-DrivenInstruction

Essential Practice for Significantly Decreased Data Findings (Primary)

Data-Driven Instruction

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 Practice



To 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







ACADEMIC PROGRAMS


Interventions/RtI





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.

The School Leadership Team's current reality regarding commitment to students is at a level 2 competency.School leaders stand behind potentially transformative decisions and/or policies debriefing students.

As evidenced by:

This is evidenced by the student results which indicated that fifty-nine percent of students felt that adults at theschool help them when needed.

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 student’s competency in the school improvement processto establish an action plan that forces the entire team to remain consistent in setting and holding all students tohigh expectations and believing in all our students' abilities to learn regardless of current circumstances.

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

The School Leadership Team's current reality regarding focusing on sustainable results is at level 3 competency.Faculty and staff need assistance using data to plan for instruction.

As evidenced by:

This is evidenced by the school climate survey, thirteen percent of the faculty felt they were never comfortablewith using data to plan for instruction.

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

The school leadership team will use focusing on sustainable results in the school improvement process byproviding PD opportunities to enhance faculty understanding of data and improve the ability to use dataeffectively.

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

The School Leadership Team's current reality regarding developing others is at a level 2 competency. The SLTknows that teachers strive to deliver instruction that is aligned to the FSA standards however, the reality is thatteachers from all departments have expressed the desire for more support and training.



As evidenced by:

This is evidenced by the school climate survey, 13% of teachers felt they never receive guidance in using data toplan their instruction.

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

The school leadership team will use developing others in the school improvement process by setting clearexpectations for standard based instruction with each department at the beginning of the school year. They willalso provide ongoing feedback and opportunities for development and training based on the needs of teachers ineach department.

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

The School Leadership Team's current reality regarding engaging the team is at a level 2 competency. The SLThas received feedback that members of the faculty and staff do not know the members of PLST and theirexpertise in developing teacher’s knowledge and skills.

As evidenced by:

This is evidenced by the school climate survey, thirteen percent of teachers did not know the member of PLSTand their expertise in developing teachers’ knowledge and skills.

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

The school leadership team will use engages the team in the school improvement process by empoweringteachers by keeping them informed of PLST members and their expertise along with giving teachers the chanceto provide feedback.

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

A school-wide attendance monitoring program will be implemented in order to increase student attendance andexcused absences.



Priority Actions for the Primary Essential Practice

Mawi 2.0 will be utilized to target social-emotional learning.



Priority Actions to Enhance the Secondary Essential Practice

In order to empower teachers in our school we will implement social-emotional learning throughout the year.

ACADEMIC PROGRAMS


Interventions/RtI

Priority Actions for the Sustained Essential Practice

Offering various opportunities for additional support through intervention programs.



Priority Actions for the Primary Essential Practice

Using data, we will target the lowest twenty-five percent by providing strategic intervention services tostrengthen reading skills.



Priority Actions to Enhance the Secondary Essential Practice

Continue collaborative planning among teachers to enhance academic strategies in the classroom.

OUTCOME STATEMENTS



The 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 Primary, Secondary, and Sustained Essential Practices in our school culture,then we will be able to maintain a healthy, positive and productive environment for the students, faculty andstaff.

ACADEMIC PROGRAMS

OUTCOME STATEMENT

Academic Programs

If we successfully implement the Primary, Secondary, and Sustained Essential Practices in our academicprograms, then we will influence students to be accountable for their academic learning while achievingacademic growth.

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

The professional development should include a summary of the:

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

Priority ActionsOutcome Statements

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

Sustained Essential Practice and Priority ActionsPrimary & Secondary Essential Practice Selections



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

Opening of School Professional Development Agenda

Opening of

School Date

(08/15/19)AM-PM

Phase I Topic

What topic will beshared?

Data andSystemsReviewSummarySchoolLeadershipCoreCompetencyCourseReflectionsSustainedEssentialPractice Primary &SecondaryEssentialPracticeSelectionsPriorityActionsOutcomeStatements

Process Description

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

Activity Lead

Who will facilitatethe sharing of the

topic and thecollection anddiscussion of

feedback regardingthe topic?

08/14/19AM

Mawi 2.0Introduction, Data

Principal conducts whole group instruction then staff willbe given data and break off into groups to discuss theapplication of Mawi 2.0 to their academic goals bycomparing effective and non-effective strategies.

Stephanie Tudor,Principal

08/14/19AM Moral & Ethics

Principal conducts whole group instruction then staff willbreak off into groups to discuss implementationthroughout the school day. Teacher will reflect onpositive and negative interactions within the schoolcommunity and develop 3 ways they can personallyimprove their impact.

Stephanie Tudor,Principal

08/14/19PM

Opening ofSchoolsProcedures

Assistant Principal conducts whole group instruction thenstaff will break off into groups to prepare for opening ofschool. Teachers will create a focus calendar for the first12-weeks of school.

Adalys Homma,Assistant Principal

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