School Improvement Planning

District: Miami-Dade County Public Schools

Date: January 9, 2013

Education Transformation Office

2012-2013 Midyear Instructional Review

READING:

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

There is limited evidence of effective common planning being implemented with the literacy classes.

X

Professional Development on the purpose of common planning was presented by ETO Instructional Supervisor.

The Reading Coach and the ETO CSS modeled effective common planning from bell to bell, utilizing the common planning protocols.

Reading Coaches, Assistant Principal of Reading and Principal, attended common planning and observed Best Practices at Miami Northwestern Sr. High

Allow Reading teachers to observe common planning at another high school, Northwestern Senior High.

1/31/13

Administration

ETO Instructional Supervisor

There is limited understanding and application of the gradual release model of instruction and limited use of Higher Order Thinking Questions.

X

Professional Development on higher order thinking questions and the gradual release model was conducted during common planning.

Coaches have provided active coaching in the utilization of higher order thinking questions and gradual release as evident by their logs.

Continue to provide active coaching in the utilization of higher order thinking questions and gradual release with Tier 2 and 3 teachers.

Ongoing

Literacy Coaches

Administration

ETO Curriculum Support Specialists

There is limited understanding of the utilization of purpose driven instruction and the use of the student agenda to drive instruction.

X

Professional Development was provided during Early Release 10/25/12, on the utilization of the common board to drive instruction.

Coaches have modeled effective use of the agenda to drive instruction as evident by their logs.

Continue to have coaches provide active coaching to those Tier 2 and 3 teachers who do not regularly utilize the common board or who still do not see the purpose in using one.

Additionally, administration will continue to encourage teachers to utilize an agenda or use the common board.

Ongoing

Literacy Coaches

Administration

There is limited availability of interactive whiteboards and computers for student use.

X

No enhancements have been made at this time in the use of technology in literacy classrooms by adding student computer stations (English) and interactive whiteboards.

A rotational computer lab schedule has been implemented. Laptop carts are also being push-in to all Reading and Language Arts classes

Ongoing

Administration

ETO Instructional Supervisor

There is little evidence of interactive learning strategies being utilized in the classroom consistently and with a purpose for learning.

X

Coaches have provided Professional Development on the use of active learning strategies during early release.

Coaches have provided active coaching on interactive learning strategies through modeling in the classrooms.

Coaches modeled interactive learning strategies at department and faculty meetings.

Provide an ongoing lesson study on research-based strategies which engage students in the learning process

2/28/13

Literacy Coaches

Administration

ETO Curriculum Support Specialists

There is limited evidence that data is being used to group students and drive instruction.

X

Professional Development has been provided on how to analyze data and group students according to their needs during common planning and early release.

Additionally, professional development has been provided during common planning on the alignment of resources to target the students areas of need.

Coaches are actively coaching on the utilization of data to group students and drive differentiated instruction.

There is still limited use of data to drive instruction. Reading teachers are rotating their groups but utilizing the station approach rather than targeting students reading deficiency. To address this deficiency reading teachers will observe teachers at Northwestern Senior High. Additionally, the reading coach will continue to support Tier 2 and 3 teachers regarding data, grouping and matching materials to deficiencies.

1/31/13- for observation/walkthroughs

Ongoing- for Coaches

Literacy Coaches

ETO Curriculum Support Specialists

Administration

ETO Instructional Supervisor

Additional READING Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

WRITING:

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

There is limited evidence of the use of mentor texts to teach specific targeted writing skills based on class deficiencies.

X

The ETO CSS and the Reading Coach have supported teachers during common planning with the use of mentor texts and in making that reading and writing connection.

The ETO CSS and the Reading Coach have provided active coaching on the implementation of mentor text.

Disaggregate Mid-Year Write Score data and make adjustments to writing curriculum as data dictates.

1/14/13 or as soon as data is available.

Literacy Coach

10th Grd English Teachers

ETO Curriculum Support Specialist

Administration

There is limited use of the FCAT rubric to peer edit students writing samples and the implementation of the exemplar and calibration papers to reinforce the structure of writing.

X

The ETO CSS and Reading Coach have provided professional development for English teachers on how to use the FCAT rubric to peer edit students writing samples and incorporate the exemplar and calibration papers to reinforce the structure of writing.

The ETO CSS and the Reading Coach have modeled the utilization of rubrics, exemplar and calibration papers to reinforce the structure of writing.

Disaggregate Mid-Year Write Score data and realign support to those teachers and students who are not making adequate gains with writing.

1/14/13 or as soon as data is available.

Literacy Coach

10th Grd English Teachers

ETO Curriculum Support Specialist

Administration

There is little evidence of teachers implementing the writing process from planning to publishing in different forms of writing that includes peer editing and explicit, corrective feedback on student work.

X

Professional Development was provided to all teachers on the writing process in all core content area and how to provide explicit, corrective feedback.

Professional Development was held at Faculty meeting where writing strategies and explicit feedback in students folders were reviewed.

There is still little evidence in students portfolios, of the complete writing process: planning, drafting, revising, editing, and publishing. The coach will continue to provide active coaching on the use of portfolios and the writing process.

Ongoing

Literacy Coach

ETO Curriculum Support Specialist

Administration

Limited evidence of authentic writing in student journals.

X

Coaches have planned with teachers in an effort to increase the use of journal writing with explicit corrective feedback.

Teachers were provided professional development during Early Release on explicit, corrective feedback.

Teachers have increased their use of journaling however lack the explicit, corrective feedback. Continue to provide active coaching on the use of explicit, corrective feedback.

Ongoing

Literacy Coach

ETO Curriculum Support Specialist

Administration

Additional WRITING Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

MATH:

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

There is limited evidence of guided and independent practice. The gradual release of content is not executed well.

X

The teachers have received the lesson delivery document from the ETO.

The teachers have modified their lesson plans to include the gradual release model. This is evident in the Algebra 1, and Geometry classes by their lesson plans and common board configuration.

Overall we are at approximately 60% implementation.

Algebra II teacher has increased his implementation .

The ETO will provide professional development for math teachers on lesson delivery. Additionally, the Math Coach and the Algebra and geometry teachers will plan lessons during common planning utilizing the gradual release model. The coach will continue provide active coaching for Tier 1 and Tier 2 teachers.

12/13/12

Ongoing

1/15/13

Mathematics Coach

9th and 10th Grade Algebra and Geometry Teachers

Administration

There is little evidence of organized and comprehensive notebooks.

X

All the teachers require their students to have a notebook

Approximately 60-70 % of the student have notebook.

Teachers will establish incentives to promote purposeful and meaningful instruction for students to bring their notebook to class every day and ensure that these notebooks are maintained and organized.

1/15/13

1/11/13

Mathematics Coach

9th and 10th Grade Algebra and Geometry Teachers

Administration

Benchmark-level data in between the interim assessments is not being used to drive instruction

X

Data has been disaggregated by teacher after each unit test and Fall Interim. Instruction has been modified based on those results.

We have fully implemented data chats after each ETO unit assessment and the Fall Interim. We need to continue to ensure that data is being used to drive instruction so that true DI is occurring.

Currently we are about 70% implementation

During common planning we will continue to disaggregate data and use it to drive instruction. The Math coach will provide active coaching to Tier 2 and Tier 3 teachers struggling with DI.

3/29/13

Mathematics Coach

9th and 10th Grade Algebra and Geometry Teachers

Administration

Lessons in general have minimal rigor and are not strategically preparing the students for what is required on the EOC exams and the SAT/ACT.

X

The level of rigor has increased in all the Algebra, Geometry and College Readiness classes. This is evident by the use of the ETO website sample item questions in the Algebra and Geometry classes.

Additional Professional Development will be provided on lesson delivery and the math coach will provide active coaching to those Tier 2 and Tier 3 teachers struggling to increase the rigor.

During common planning the math coach will model the use of bell-ringers and hooks that keeps the students engaged. Additionally, the teacher and the coach will plan lessons that link benchmarks to real word problems.

On going

1/15/13

Mathematics Coach

9th and 10th Grade Algebra and Geometry Teachers

Administration

Additional MATH Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

SCIENCE:

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Minimal evidence of instruction in the Biology classes aligned to the Biology EOC Item Specs

X

Common Planning (CP) agendas

Completed lesson plans

Student work folders

Focus on the development of higher order questions within the lesson design

01/15/13

Science Coach

Administration

Limited evidence of Common Planning and detailed Lesson Plans

X

Common Planning (CP) agendas Completed lesson plans

Data binders and chat logs

Biology teachers attended CP unprepared

Continue goal of lesson plan completion during CP; Evaluate lesson plans for bimodal approach, questioning strategies, and inclusion of activities/questions for different types of learners.

Communicate importance of outside preparation and stress goal of creating engaging lesson.

01/15/13

Science Coach

Administration

Limited evidence of strategies that intellectually challenge students.

X

Common Planning (CP) agendas

Completed lesson plans Incorporation of thought- provoking essential questions

Rubrics for lab reports, projects, and home learning assignments

Completed work products

Promote rigorous instruction and critical thinking opportunities through the development of higher order questions

Activities/assignments embedded with purposeful grouping and accountability talk in all science classes.

Evaluate lesson plans for high expectations, support for learning with questions, and performance opportunities.

02/20/13

Science Coach Administration

Limited reading and writing in the science classes.

X

Common Planning (CP) agendas Writing Interventionist schedule Lesson plans

Faculty meeting, department meeting, e-mail communication and ppt distribution

Lab reports and work folders

Continue to increase writing opportunities throughout science

11/03/12

Literacy Coach, Science Coach Administration

Additional SCIENCE Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

CTE:

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Common plan with Reading Coach on the development of higher order questions and essential questions.

X

Literacy Coaches have worked with CTE teachers during monthly departmental meetings.

To conduct a Professional Development workshop on January 17, 2013

Ongoing

CTE Administrator

Develop and implement higher order questions and rigorous activities to be included during class instruction.

X

Literacy Coaches distributed Higher Order Questioning strategies to CTE teachers

Allow CTE Instructors to observe the utilization of higher order thinking questions and gradual release from the Reading and Language Arts teachers.

Ongoing

Literacy Coach

CTE Administrator

Monitor through classroom walkthroughs and informal observations.

X

Informal observations by CTE Administrator

Continue to conduct informal observations, and meet monthly to discuss any concerns.

Ongoing

CTE Administrator

Establish a consistent instructional routine in the CTE classes by using the Explicit and Systematic I do, we do, you do (Gradual Release) model.

X

Early release professional development has been provided by Reading Coaches and CTE teachers to assist in the facilitation of this process.

Teachers will continue to participate in all school wide PD, because CTE does not have common planning and no CTE coach has not been provided.

Ongoing

CTE Administrator

Reading Coach to model and provide workshops via department meetings.

X

This has been difficult to provide due to time, Literacy coaches are modeling in Reading, Language Arts, Science, and Social Studies classes. CTE does not have common planning, this can only be done through early release PD.

Teachers will continue to participate in all school wide PD, because CTE does not have common planning and no CTE coach was provided.

Ongoing

Literacy Coach

CTE Administrator

Provide professional development on the effective use of CBC as a teaching tool.

X

Professional Development on the usage and development of CBC was held October 25, 2012

To continue to monitor via walkthroughs and informal observations

Ongoing

CTE Administrator

CTE Instructors

Maintain an inventory of all students by grade that is enrolled in an industry certification course.

X

Creation and maintenance of a databases- Accelerated Participation /Performance

Continue to maintain this database and add additional students

Ongoing

CTE Administrator

Graduation Coach

Develop an action plan to address industry certification and timelines and continue to refine through department meetings

X

Continue to have monthly meetings to ensure CTE and industry certification examination preparation

Begin Testing ICE- January 2013

Ongoing

CTE Instructors

CTE Administrator

Graduation Coach

Technology outdated

X

Meeting with ETO CTE CSS Specialist

12/20/12 meeting with ETO CTE CSS Specialist

Ongoing

ETO CTE CSS

CTE Administrator

Ms. Ruiz, Technology AP

Additional CTE

Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

Second 800 points

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Clearly identify graduation cohort, at-risk cohort, reading and math readiness on one spreadsheet

X

Graduation Coach has completed and identify these students on two spreadsheets

Update daily as needed

Ongoing

Graduation Coach

CSS

Encourage Saturday School / after-school tutoring and monitor attendance.

X

Graduation coach maintains attendance spreadsheets of Tutorials.

To increase attendance of re-takers and all students who will take the EOC

Ongoing

Graduation Coach

Administration

Leadership Team

Meet with coaches and club sponsors to require attendance in Saturday School and after-school tutoring.

X

Administration has met with all coaches, club sponsors, Activities Director and Athletic Director to ensure participation is highly encouraged.

Incentives have been implemented to encourage participation for all students.

Ongoing

Graduation Coach

Administration

Encourage participation in ACT / SAT testing

X

Tutorial program has been established for students in preparation for the ACT/SAT testing.

Administration will monitor and follow-up with graduation coach

Ongoing

Graduation Coach

Administration

Develop week long FCAT - ACT/SAT camp to work on weak benchmarks and test taking tips.

X

TBA Spring Break Academy

Administration will monitor and follow-up with graduation coach.

Ongoing

Graduation Coach

Literacy Coaches

Mathematics Coach

Administration

Identify 11th and 12th grade students who are not enrolled in AP, DE, or CTE courses

X

Graduation Coach has completed a spreadsheet that has identified students who are not enrolled in AP, DE, or CTE courses. (125 students)

Graduation Coach will provide training in small groups through electives to have students tested before end of the year (125 students)

Ongoing

Graduation Coach

Student Services

Administration

Identify 9th and 10th graders in CTE courses.

X

Graduation Coach has created a spreadsheet identifying all 10th graders participating in CTE courses.

Graduation Coach will identify 9th graders

Ongoing

Graduation Coach

Student Services

Administration

Additional Second 800 Points Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

College Summit

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Schedule Common Planning once a month with educators delivering college summit

X

A common planning schedule has been developed to meet once a month with all educators delivering College Summit (9th and 12th Grade)

Conducted a professional development on the purpose of common planning as it relates to student achievement

Continue with common planning

Ongoing

Assistant Principal

Limited evidence of reading and writing strategies infused into 9th grade College Summit classes

X

Develop pacing guides to include novel study

Identify 9th grade novels already in building

Once the teachers are done with the current novel (only 2 teachers)they will swap.

Still having difficulty finding novels to use in the college summit class.

Teachers have received an email with the novels that are available.

Ongoing

ETO Literacy Support Team, Reading and Writing Coaches, Assistant Principal

Additional College Summit Points Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

ELL

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Limited evidence of effective common planning for ESOL.

X

A yearlong schedule for ESOL common planning has been created. Common planning is taking place on Wednesdays and is been led by DR. Mar.

Follow the ESOL common planning schedule to fidelity. Reading Coach over ESOL and ESOL Coach will collaborate to prepare in advance mini lessons on pre-identified topics. Focus on rigorous student products and rubrics for assignments.

Continue to facilitate common planning

Ongoing

School site Reading Coach over ESOL: Ms. Medina; ESOL Coach Dr. Mar

Limited evidence of the application of the gradual release process during whole and small group instruction

X

Teachers have been provided by email with a research-based article on the gradual release process and the agenda for common planning; during common planning on October 8th discuss article and model the gradual release process.

Through common planning and individual coaching cycles with ESOL teachers the gradual release process has been modeled focusing on specific reading strategies and targeted FCAT benchmark practice

Monitor the gradual release model

Ongoing

School site Reading Coach over ESOL: Ms. Medina; ESOL Coach Dr. Mar

Limited availability of interactive whiteboards and computers for student use.

X

Contact Bilingual Technology Department to ask about the relocation of the ESOL Title III computers that are currently in the ESOL lab to the ESOL teacher classrooms in order to facilitate small group differentiated instruction.

Computers have been relocated to the following classrooms.: (2 to Paul; 2 to LaFrance; 6 to Katz); Ms. Blanco has received 6 computers as well

Ongoing

ETO ESOL Instructional Supervisor

Additional ELL Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

Social Studies

Strategies Identified During Instructional Review

Status of Implementation

(Please check one)

Evidence of

Implementation

Next Action Steps

Expected Date of

Completion

(MM/DD/YY)

Person or Position Responsible for

Monitoring

Full

Partial

No

Limited evidence of common planning and adherence to the common planning protocols.

X

Coach has provided support on the importance of the Common Planning Protocol and facilitated sharing of best practices in support of pacing and rigor.

American History Teachers have attended common planning at North Miami Senior

Assistant Principal will continue monitoring common planning.

There is still limited use of data to drive instruction Teachers will infused rotations and use data to drive instruction.

Ongoing

Coaches, Administration,

Department Head

X

11th Grade US History teachers registered and attended the new textbook book training for the new textbook in order to maximize the resources available

Implementation of technology and planning using the available resources provided by the textbook.

Ongoing

ETO CSS

Mr. Ridore, AP-Social Studies

Limited understanding and application of the gradual release model of instruction and limited use of higher order thinking questions.

X

Through common planning and individual coaching cycles with teachers, the Literacy Coaches has model the use of the gradual release (I Do, We Do, They Do, You Do) process and higher order questioning strategies.

Monitor the effective implementation of gradual release and higher order questioning.

Provide an ongoing lesson study on research-based strategies which engage students in the learning process.

Assistant Principal will monitor the implantation of gradual release

1/23/13

Coaches, Administration

Limited use of the Common Board, specifically in the use of the Essential Question.

X

Conducted common planning sessions that involved the thorough understanding of the use of Common Board Configuration to support student understanding.

Utilizing common planning session, teachers created essential questions that are aligned to the Pacing Guide and set a purpose for learning for the student

Walk through classroom to ensure that common boards are being used.

Teachers and coach will continue to work together to ensure that essential questions are purposeful.

Teachers will observe other departments in sharing Best Practices and instructional strategies.

Ongoing

Coaches, Administration

Additional Social Science

Strategies Identified

During Follow-Up Visit

Next Action Steps

Person or Position Responsible

Timeline

(Introduced to Completed)

(MM/DD to

MM/DD/YY)

1