MIAMI DADE COUNTY PUBLIC SCHOOLS - School Improvement Process School Information
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9/10/2020 School Improvement Process
MIAMI DADE COUNTY PUBLIC SCHOOLS
School Improvement Process
School Information
Name of School (School Number - School Name)
2331 - Charles R. Hadley Elementary
Principal (Last Name, First Name)
Hannah, Cynthia L.
Assistant Principal(s) (Last Name, First Name; Last Name, First Name)
Totorica-Gil, Cristina
MTSS Coordinator (Last Name, First Name)
Perez, Yaumara
Demographic Overview
Charles R. Hadley Elementary is a public school located in voting district 5 of Miami-Dade County, Florida. It is a Title I, Pre K- 5th
grade school with a population of approximately 588 students. The elementary school feeds into Ruben Dario Middle School and
West Miami Middle School. It is part of the Coral Park Senior High School Feeder Pattern. The school has a minority rate population
of 99% students that are reported as non-white and an economically disadvantaged rate of 80%. The percentage of students receiving
free and reduced lunch is 80%. The demographic break down of the school population is approximately 97% Hispanic, 1.3% White,
0.8 Black, Non-Hispanic, and 0.9% Other. Presently there are 28 instructional classroom staff members and 100 staff members in
total. The average years of the instructional staff members of the school are between 10-20 years of service. There is one Principal
and one Assistant Principal assigned to the school. 12% of our students receive Special Education services without including Gifted.
42% of the students are English Language Learners (ELL) levels 1-4. Charles R. Hadley Elementary is designated a Tier 1, A rated
school. The student attendance rate is commensurate to the district’s attendance rate with 45% of students missing 0-5 days of school
on average yearly. The school was established in 1986.
Current School Status
a. Provide the School's Mission Statement
Charles R. Hadley's Mission Statement is to ensure student achievement by providing a quality education in a safe, nurturing
environment.
b. Provide the School's Vision Statement
Charles R. Hadley's Vision Statement is to guarantee all students a solid foundation of knowledge.
School Narrative
1. Provide a brief description of the community the school serves as well as highlighting the unique features and programs
within the school.
Charles R. Hadley Elementary School was built in 1986 in order to better serve the community. The school is located on 11 acres in
central Miami-Dade County at 8400 NW 7th Street. The school consists of four two story buildings, one Primary Learning Center
(PLC) and twelve portables. There are three playground areas, a reading courtyard, a media center, two computer labs, a Family
Enrichment Center (FEC), a physical education shelter and court, and a covered plaza. The school has a Primary Learning Center in
which the pre-kindergarten and kindergarten students are housed. The PLC provides a school within a school in which the youngest
members of the student body find a safe and nurturing setting. Charles R. Hadley is a child-centered Comer School that operates
under the three guiding principles of collaboration, consensus, and no-fault. Based on the Comer Philosophy, all decisions are made
with the child in mind. As a result, the school provides a variety of specialized programs to meet specific individual needs. Title I
funds are also used to provide and implement additional resources and services. In addition to the academic curriculum, Charles R.
Hadley offers a wide range of services including medical, psychological, counseling, water safety, drug awareness and character
education. These services are provided in collaboration with community partners such as Miami Children's Hospital, the Children's
Psychiatric Center (CPC), and Florida International University (FIU) through the ENLACE Miami Program funded by the
Children’s Trust Fund. Tutorial services utilizing intensive one-to-one assistance, supplemental materials, and computer applications
are provided for ELL students before, during, and after school, as well as to help them achieve instructional benchmarks. The school
also offers programs in Extended Foreign Language, Robotics, Ballet, Modern Dance, Chess, Tae Kwon Do, and Soccer. Charles R.
Hadley Elementary School is led by a proactive administration that has been able to maintain a well-kept and attractive facility with
beautiful gardens that contribute to fostering a positive learning environment for students and staff. As a result, the school provides a
safe haven for all educational stakeholders.
https://mdcpsportalapps2.dadeschools.net/SIP/form 1/149/10/2020 School Improvement Process
Are you a Title I School?
yes
Please confirm the following. School Improvement Plan (SIP) district coordinated educational interventions 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 as extended learning
opportunities, summer services, before or after school tutorials, intersection and spring recess tutorial sessions, 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 this school's Title I
Schoolwide Program allocation. Such services are tailored in accordance to the educational needs of the students as depicted within the SIP/Title I Plan.
Phase I: Data Analysis (July 15 – August 14, 2020)
Phase I of the School Improvement Process will begin at the 2020 Synergy Summer Institute. The School Leadership Team (SLT)
will participate in a Strategic Planning Course to initiate the yearlong School Improvement Process. During the Synergy Summer
Institute, the SLT will analyze a comprehensive set of quantitative and qualitative data within the areas of School Culture and
Academic Programs from the previous school year.
After Synergy the SLT will continue the completion of Phase I by reflecting on the current practices and processes contributing to
the data results during a Systems Review. The SLT will review and consider Essential Practices utilized in M-DCPS and identify
practices within School Culture and Academic Programs to sustain or enhance the implementation of the school’s continuous
improvement process. The SLT will develop overarching Outcome Statements for the 2020-2021 school year.
Phase I will conclude with the design of an Opening of Schools Professional Development Agenda that will serve to: present the
findings to the faculty to gain stakeholder involvement/feedback, build consensus and develop a collective understanding of how the
school’s plan will address, and be aligned to, the school’s unique opportunities for improvement.
Phase I includes:
Data and Systems Review
School Culture and Academic Programs Data Map via Power BI: SIP Dashboard
School Culture Data and Systems Review Organizer
Academic Programs Data and Systems Review Organizer
Essential Practices Selection
School Leadership Core Competencies
Priority Actions Development
Outcome Statements
Opening of School Professional Development
Phase I
Data Analysis
Analyze - Reflect - Identify
Phase I will be completed during the 2020 Synergy Summer Institute.
July 15 - August 14, 2020
During the Synergy Summer Institute, SLTs will collaborate in trainings led by District staff designed to analyze, reflect and identify
the components that contributed to the previous year’s data outcomes. The series of professional development courses will assist
schools in developing and implementing the School’s Improvement Process with a high degree of fidelity to maximize the impact and
investment by stakeholders into all school improvement initiatives.
Through data disaggregation, reflection and discussion, the SLT’s goal will be to identify and agree on the Essential Practices that
would need to be sustained or enhanced during the 2020-2021 school year to ensure improvement in School Culture and Academic
Programs.
https://mdcpsportalapps2.dadeschools.net/SIP/form 2/149/10/2020 School Improvement Process
Phase I will conclude with each school:
Identifying the Priority Actions for each Essential Practice selected
Identifying the Outcome Statements for School Culture and Academic Programs
Creating a plan to provide the faculty with professional development and garner feedback from all stakeholders on all Phase I
content during the 2020-2021 Opening of Schools
PART ONE - Synergy Summer Institute
DATA AND SYSTEMS REVIEW
School Leadership Teams will access and review all 2019-2020 data points provided on the SIP Dashboard located on Power
BI. Systems Review Organizers will assist the school to further examine and align results to the Essential Practices.
Data and Systems Review
1. SLTs will analyze the School Culture and Academic Programs Data on the SIP Dashboard (i.e. student level data and teacher
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 each rating):
Significantly Improved Data Findings: Data findings that indicate substantial increases as compared 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 the greatest positive impact on the school’s overall success.
Neutral Data Findings: Data findings that have remained constant, with little to no improvement/decline from previous
years. Also, data findings that, when compared to schools with similar demographics, indicate with-in the norm
performance. Select the data points that, if improved, could have the greatest impact on the school’s overall
performance.
Significantly Decreased Data Findings: Data findings that have declined in value from previous years. Also, data
findings that, when compared to schools with similar demographics, indicate below the norm performance. Select the
three data points that have had the negative impact on overall school success.
3. Within the Data and Systems Review Organizer, input a rationale for each data finding into the third column 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 the Systems 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 the Essential Practices into the fourth column titled
“Connected Essential Practices”. Input no more than three Essential Practices for each data finding (only one per each data
finding is required).
The Data and Systems Review process will enable the SLTs to thoroughly analyze data results and identify the factors that have had
the greatest impact on their school’s performance.
DATA AND SYSTEMS REVIEW ORGANIZER
SCHOOL CULTURE
Connected
Rationale for Selection Essential
Data Findings
of Data Practices
Data & Area
Rating
Why was this data finding selected Which Essential
Be specific in defining each data element below. Practice(s) contributed
as being most impactful?
most to the data
findings?
Significantly According to the 2019-2020 School Climate Survey, 46% of teachers This finding is imperative Mindfulness
https://mdcpsportalapps2.dadeschools.net/SIP/form 3/149/10/2020 School Improvement Process
Improved disagreed or strongly disagreed with the statement that they feel because teachers feeling Celebrate
Data overloaded and overwhelmed at their job, as compared to the 2018- less overloaded and Successes
Findings 2019 School Climate Survey in which 28% disagreed or strongly overwhelmed has a
disagreed with the same statement. This represents an increase of 18 positive impact on Promoting
percentage points. student learning. Growth Mindset
Consistent
Protocols to
Maintain a
According to the 2019-2020 School Climate Survey, 97% of teachers This finding is imperative Healthy and Safe
strongly agreed or agreed with the statement that they feel safe and because the teachers School
secure at school, as compared to the 2018-2019 School Climate Survey feeling safe and secure is Environment
in which 92% strongly agreed or agreed with the same statement. This necessary to have a safe
Welcoming
represents an increase of 5 percentage points. learning environment.
Spaces
Shared
Leadership
Inclusivity,
Tolerance and
Anti-Bullying
According to the 2019-2020 School Climate Survey, 27% of students This finding is imperative
disagreed or strongly disagreed with the statement that students in my because a positive Character
school usually follow the rules, as compared to the 2018-2019 School learning environment Education/Values
Climate Survey in which 16% disagreed or strongly disagreed with the directly impacts student Matter
same statement. This represents an increase of 11 percentage points. achievement.
Positive
Behavior
Support (PBS)
Essential Practice for Significantly Improved Data Findings (Sustained)
Shared Leadership
Connected
Essential
Data Findings Rationale for Selection of Data Practices
Data & Area
Rating Why was this data finding selected as being most
Which Essential
Be specific in defining each data element below. impactful?
Practice(s) contributed
most to the data
findings?
Empower
Teachers And
Staff
Neutral According to the 2019-2020 School Climate Survey, 92% of This finding is imperative because
Data students strongly agreed or agreed with the statement that their teachers foster an environment Communicate
Findings teachers know a lot about the subjects they teach. The data for the where students can continuously With
2018-2019 school year was the same. learn. Stakeholders
Staff-Student
Connections
Communicate
With
This finding is imperative because Stakeholders
According to the 2019-2020 School Climate Survey, 100% of administrators foster an
Empower
teachers strongly agreed or agreed with the statement the Principal environment where teachers can
Teachers And
demonstrates good interpersonal skills. The data for the 2018-2019 effectively communicate and
Staff
school year was the same. continuously improve their
interpersonal skills. Leadership
Visibility and
Accessibility
According to the 2019-2020 School Climate Survey, 91% of This finding is imperative because Consistent
https://mdcpsportalapps2.dadeschools.net/SIP/form 4/149/10/2020 School Improvement Process
students strongly agreed or agreed with the statement that the the teachers feeling safe and secure Protocols to
school is safe and secure, as compared to the 2018-2019 School is necessary for an effective Maintain a
Climate Survey in which 89% strongly agreed or agreed with the learning environment. Healthy and
same statement. This represents an increase of 2 percentage points. Safe School
Environment
Consistent
Protocols to
Maintain a
Clean and
Welcoming
School
Environment
Welcoming
Spaces
Essential Practice for Neutral Data Findings (Secondary)
Empower Teachers And Staff
Connected
Essential
Data Findings Rationale for Selection of Data Practices
Data & Area
Rating Why was this data finding selected as being most Which Essential
Be specific in defining each data element below. impactful? Practice(s)
contributed most
to the data
findings?
Consistent
Protocols to
Maintain a
Clean and
Welcoming
According to the 2019-2020 School Climate Survey, 51% of School
Significantly Environment
Decreased students strongly agreed or agreed with the statement that
This finding is imperative because a
Data the school building is clean and in good condition, as
positive and clean learning environment Consistent
Findings compared to the 2018-2019 School Climate Survey in which
directly impacts student achievement. Protocols to
77% strongly agreed or agreed with the same statement.
Maintain a
This represents a decrease of 26 percentage points.
Healthy and
Safe School
Environment
Welcoming
Spaces
Response to
Early
According to the 2019-2020 School Climate Survey, 62% of Warning
teachers strongly agreed or agreed with the statement that Systems
This finding is imperative because (EWS)
students come prepared to class academically, as compared
students need a strong foundation on
to the 2018-2019 School Climate Survey in which 72%
which to build new knowledge. Collaborative
strongly agreed or agreed with the same statement. This
Spaces
represents a decrease of 10 percentage points.
Mentorship
Programs
According to the 2019-2020 School Climate Survey, 75% of This finding is imperative because staff Celebrate
teachers strongly agreed or agreed with the statement that morale is necessary to create a culture of Successes
staff morale is high at the school, as compared to the 2018- inclusivity, and it eliminates feelings of
2019 School Climate Survey in which 92% strongly agreed distrust and uncertainty, and allows the Empower
Teachers And
https://mdcpsportalapps2.dadeschools.net/SIP/form 5/149/10/2020 School Improvement Process
or agreed with the same statement. This represents a all stakeholders to have an active voice Staff
decrease of 17 percentage points. in the decision-making process.
Team
Building
Activities
Essential Practice for Significantly Decreased Data Findings (Primary)
Welcoming Spaces
DATA AND SYSTEMS REVIEW ORGANIZER
ACADEMIC PROGRAMS
Connected
Essential
Data Findings
Rationale for Selection of Data Practices
Data & Area
Rating
Why was this data finding selected as being most impactful? Which Essential
Be specific in defining each data element below. Practice(s)
contributed most to
the data findings?
Ongoing
Significantly According to PowerBi iReady This data finding is impactful because teachers participated Progress
Comparision Report, proficiency for in Professional Development activities that focused on Monitoring
Improved
Data Fourth grade students in the area of Math strategies such as Differentiated Instruction, Analyzing
Differentiated
Findings significantly increased by 28 percentage Math Topic Assessments and Implementation of the Math
Instruction
points from 38% in tier 1 in AP1 to 66% Standards. The results proved that proficiency increased
in tier 1 in AP2. using these strategies. Data-Driven
Instruction
Ongoing
According to PowerBi iReady This data finding is impactful because teachers participated Progress
Comparision Report, proficiency for in Professional Development activities that focused on Monitoring
Third grade students in the area of Math strategies such as Differentiated Instruction, Analyzing
Differentiated
significantly increased by 27 percentage Math Topic Assessments and Implementation of the Math
Instruction
points from 21% in tier 1 in AP1 to 48% Standards. The results proved that proficiency increased
in tier 1 in AP2. using these strategies. Data-Driven
Instruction
Job-
embedded
According to PowerBi iReady Professional
Comparision Report, proficiency for This data finding is impactful because a Push-In Development
Fourth grade students in the area of Intervention Program was implemented, along with job-
Reading significantly increased by 19 embedded Reading Professional Development. The results Differentiated
percentage points from 37% in tier 1 in proved that proficiency increased using these strategies. Instruction
AP1 to 56% in tier 1 in AP2.
Data-Driven
Instruction
Essential Practice for Significantly Improved Data Findings (Sustained)
Ongoing Progress Monitoring
Connected
Essential
Data Findings Rationale for Selection of Data Practices
Data & Area
Rating Why was this data finding selected as being most
Which Essential
Be specific in defining each data element below. impactful?
Practice(s)
contributed most to
the data findings?
https://mdcpsportalapps2.dadeschools.net/SIP/form 6/149/10/2020 School Improvement Process
Neutral According to PowerBi iReady Comparision Report, proficiency There has been a consistent trend in Effective
Data for ESE Kindergarten students in the area of Math remained the data-driven instruction and the focused Curriculum
Findings same at 17% in tier 1 and 83% in tier 2 on the AP1 iReady use of Math data to differentiate student and Resource
results. This was the same percent that was achieved on AP2 strengths and opportunities for Utilization
iReady. improvement.
Data-Driven
Instruction
Differentiated
Instruction
Effective
Curriculum
According to PowerBi iReady Comparision Report, proficiency There has been a consistent trend in and Resource
for ESE Kindergarten students in the area of Reading remained data-driven instruction and the focused Utilization
the same at 33% in tier 1 and 67% in tier 2 on the AP1 iReady use of Reading data to differentiate
Data-Driven
results. This was the same percent that was achieved on AP2 student strengths and opportunities for
Instruction
iReady. improvement.
Differentiated
Instruction
Effective
Curriculum
There has been a consistent trend in and Resource
According to PowerBi iReady Comparision Report, proficiency Utilization
data-driven instruction and the focused
for ESE Fourth grade students in the area of Math remained the
use of i-Ready data to differentiate
same at 14% in tier 3 on the AP1 iReady results. This was the Data-Driven
student strengths and opportunities for
same percent that was achieved on AP2 iReady. Instruction
improvement.
Differentiated
Instruction
Essential Practice for Neutral Data Findings (Secondary)
Data-Driven Instruction
Connected
Essential
Data Findings
Rationale for Selection of Data Practices
Data & Area
Rating
Why was this data finding selected as being most impactful? Which Essential
Be specific in defining each data element below. Practice(s) contributed
most to the data
findings?
Differentiated
Instruction
Significantly According to PowerBi iReady This data finding was selected because data trends show
Decreased Comparision Report, proficiency for Fifth that over a three-year period our fifth grade students Data-Driven
Data grade 14 students in the area of Math have steadily increased in proficiency. It is evident that Instruction
Findings regressed more than 10 points when our teaching strategies were not effective with this
comparing AP1 to AP2. group. These strategies will be revamped. Job-embedded
Professional
Development
Differentiated
According to PowerBi iReady This data finding was selected because 26 students in Instruction
Comparision Report, proficiency for Fifth fifth grade decreased 10 or more points from AP1 to
grade 26 students in the area of Reading AP2. It is evident that our teaching strategies were not Data-Driven
regressed more than 10 points when effective with this group. These strategies will be Instruction
comparing AP1 to AP2. revamped.
Interventions/RtI
According to PowerBi iReady This data finding was selected because ESE students in Differentiated
Comparision Report, proficiency for ESE fifth grade decreased 4 percentage points from AP1 to Instruction
Fifth grade students in the area of AP2. It is evident that our teaching strategies were not
Reading decreased 4 percentage points
https://mdcpsportalapps2.dadeschools.net/SIP/form 7/149/10/2020 School Improvement Process
from 9% in tier1 AP1 to 5% in tier 1in effective with this group. These strategies will be Data-Driven
AP2. revamped. Instruction
Job-embedded
Professional
Development
Essential Practice for Significantly Decreased Data Findings (Primary)
Differentiated Instruction
ESSENTIAL PRACTICES REVIEW
School Leadership Teams will examine the “Connected Essential Practices” column within the Data and Systems Review Organizer
for School Culture and Academic Programs. SLTs will identify and come to a consensus on which continuing Essential Practices
lead to, and/or had the greatest impact on, overall school improvement.
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 the greatest 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 needs the greatest enhancements to have a positive
impact on the school’s overall performance during the 2020-2021 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 to have a positive impact on the school’s overall
performance during the 2020-2021 school year.
The selection of each Essential Practice (Sustained, Primary and Secondary) and Priority Actions will drive the school’s action
plans for the 2020-2021 school year.
SCHOOL CULTURE
Sustained Essential Practice
Shared Leadership
Primary Essential Practice
Welcoming Spaces
Secondary Essential Practice
Empower Teachers And Staff
ACADEMIC PROGRAMS
Sustained Essential Practice
Ongoing Progress Monitoring
Primary Essential Practice
Differentiated Instruction
Secondary Essential Practice
Data-Driven Instruction
https://mdcpsportalapps2.dadeschools.net/SIP/form 8/149/10/2020 School Improvement Process
PART TWO
SCHOOL LEADERSHIP CORE COMPETENCIES
The School Improvement Process begins with identification of Essential Practices within a school to sustain or enhance to improve
the school’s overall performance during the 2020-2021 school year. The next step in the process is to assess and develop the School
Leadership Team’s skills to successfully lead and support the implementation of the plan.
The School Leadership Core Competencies identified below include patterns of thinking, feeling, acting, or speaking that are directly
connected to a leader’s ability to affect change within a school. SLTs will assess their current skill level in each of the Core
Competencies and determine how they will be applied throughout the School Improvement Process.
Competency 1: Commitment to Students A relentless pursuit and commitment to student learning as evidenced by 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’ learning
setting high expectations for all learners
believing in students’ ability to learn regardless of barriers
relentlessly pursuing the implementation of what is right for the students
supporting 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 School Improvement Process.
Competency 2: Focus on Sustainable Results The deliberate actions and continuous drive to set challenging goals and reach a high
standard of performance despite barriers.
A Focus on Sustainable Results includes certain behaviors such as:
prioritizing activities
implementing initiatives
regularly tracking progress
demonstrating perseverance
considering innovative actions
taking 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 for successful implementation of
School Improvement Process.
Competency 3: Developing Others The act of influencing others, with the specific intent, to increase their short and long-term
effectiveness, perceptions, thinking, and actions.
Developing Others includes certain behaviors such as:
setting positive expectations
personally providing instruction
providing developmental feedback
choosing the timing and delivery of information
selecting training and work assignments to build other’s capabilities
fully 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 stakeholders throughout the School
Improvement Process.
Competency 4: Engages the Team A group of adults working collectively to leverage their input, to develop actionable and tangible
goals, and to implement change in the school.
Engaging the Team includes certain behaviors such as:
https://mdcpsportalapps2.dadeschools.net/SIP/form 9/149/10/2020 School Improvement Process
empowering others
keeping people on the team informed
ensuring that the team produces as planned
promoting the morale and performance of a team
obtaining resources that the team needs to perform
motivating the team with a compelling vision and enthusiasm
Development in Engaging the Team allows for a collaborative and comprehensive effort by all stakeholders throughout the School
Improvement Process.
Competency 1: Commitment to Students
Describe the School Leadership Team's current reality regarding Commitment to Students.
The Commitment to Students Competency is a collective strength of the School Leadership Team. The SLT encourages teachers to
take ownership of their students' learning, set high expectations for all learners, and believe in their students' abilities to learn
regardless of barriers.
As evidenced by:
This is evidenced by helping the students set high expectations and owning their progress while mapping their academic success
through data tracking and quarterly data chats.
Describe how the School Leadership Team will use the Commitment to Students competency in the School Improvement
Process.
The School Leadership Team will use the Commitment to Students competency in the School Improvement Process by improving
the school's practice of data-driven instruction and advance learning for each and every student through quarterly data chats and
weekly data tracking.
Competency 2: Focusing on Sustainable Results
Describe the School Leadership Team's current reality regarding Focusing on Sustainable Results.
The Focusing on Sustainable Results Competency is a collective strength of the School Leadership Team. The SLT focuses on
sustainable results by prioritizing activities that will continuously track progress and demonstrate perseverance to achieve desired
results.
As evidenced by:
This reality is evidenced by frequently monitoring Topic Assessments, i-Ready, data-driven instruction, as well as new and
additional programs to meet our current needs.
Describe how the School Leadership Team will use the Focusing on Sustainable Results competency in the School
Improvement Process.
The School Leadership Team will use the Focusing on Sustainable Results Competency in the School Improvement Process by
tracking progress monthly, and conducting Data Chats to discuss progress towards sustained success.
Competency 3: Developing Others
Describe the School Leadership Team's current reality regarding Developing Others.
The Developing Others Competency is a collective strength of the School Leadership Team. The SLT develops others by providing
experiences in training that is needed to develop new skills and levels of capability that will allow teachers to teach at a more
rigorous level.
As evidenced by:
This reality is evidenced by job-embedded professional development aligned to teacher needs, and provided by select classroom
teachers.
Describe how the School Leadership Team will use the Developing Others competency in the School Improvement Process.
https://mdcpsportalapps2.dadeschools.net/SIP/form 10/149/10/2020 School Improvement Process
The School Leadership Team will use the Developing Others competency in the School Improvement Process by regularly providing
positive and constructive feedback that promotes effective practices that will lead to teacher growth.
Competency 4: Engages the Team
Describe the School Leadership Team's current reality regarding Engages the Team.
The Engages the Team Competency is a collective strength of the School Leadership Team. The SLT engages the team by
communicating a compelling vision to motivate and empower others, and promoting the morale and performance of our team.
As evidenced by:
This reality is evidenced by shared leadership through our Educational Excellence School Advisory Council (EESAC), Quality
Improvement and Deployment Team (QIDT), committee meetings, weekly grade level meetings, and monthly faculty meetings.
Describe how the School Leadership Team will use the Engages the Team competency in the School Improvement Process.
The School Leadership Team will use the Engages the Team competency in the School Improvement Process by reflecting on current
practices to engage all stakeholders in carrying out a well-defined vision collectively.
PART THREE
PRIORITY ACTIONS DEVELOPMENT
School Leadership Teams will review the Essential Practice Enhancements to create Priority Actions necessary to ensure the
successful implementation of the Sustained, Primary, and Secondary Practices by the end of the 2020-2021 school year.
Sustained Essential Practice
SLTs will identify the Priority Actions for the Sustained Essential Practice by determining a list of actions necessary to
successfully sustain the identified practice by the end of the 2020-2021 school year.
Secondary and Primary Essential Practices
SLTs will identify the Priority Actions for the Secondary and Primary Essential Practices by reviewing the selected
enhancements for each and determining a list of actions necessary to successfully implement the identified enhancements by
the end of the 2020-2021 school year.
Priority Actions
Schools will reflect on the implementation of the Sustained Essential Practice, the Primary Essential Practice and the
Secondary Essential Practice in the previous year(s) to identify what specific actions are necessary to sustain and/or enhance
the practices during the 2020-2021 school year. These actions will be captured under Priority Actions.
The Priority Actions will assist in prioritizing the detailed action plans to be developed throughout the School Improvement Process
during the 2020-2021 school year.
SCHOOL CULTURE
Sustained Essential Practice
Shared Leadership
Priority Actions for the Sustained Essential Practice
Charles R. Hadley's Educational Excellence School Advisory Council (EESAC) will meet monthly to inform all stakeholders of
imperative academic concerns. The Quality Improvement Deployment Team (QIDT) will meet on a monthly basis to discuss
imperative academic concerns. Imperative Information will also be shared with teachers during monthly faculty meetings and
weekly grade level meetings.
Primary Essential Practice
Welcoming Spaces
Priority Actions for the Primary Essential Practice
https://mdcpsportalapps2.dadeschools.net/SIP/form 11/149/10/2020 School Improvement Process
At Charles R. Hadley Elementary, the Family Enrichment Center will unite parents, community, and the school to achieve the
common goal of promoting a welcoming space that will build on student success. Resources that focus on growth mindset, as well as
the culture, vision, and mission of the school will be provided to all stakeholders to become an integral part of the school community.
Secondary Essential Practice
Empower Teachers And Staff
Priority Actions to Enhance the Secondary Essential Practice
At Charles R. Hadley Elementary, collaborative learning and planning will take place on a weekly basis. Instructional Rounds will be
conducted by teachers two times within the school year. At the beginning of each monthly faculty meeting, teachers will share best
practices across content areas.
ACADEMIC PROGRAMS
Sustained Essential Practice
Ongoing Progress Monitoring
Priority Actions for the Sustained Essential Practice
At Charles R. Hadley Elementary, students will learn how to track and monitor their data through a Data Chats Classroom Form that
will be utilized for Reading and Math Topic Assessments, as well as i-Ready Diagnostic Assessments. Collaborative conversations
with students will occur on a weekly basis. Teachers will provide skill-specific differentiated instruction within their classrooms on a
daily basis.
Primary Essential Practice
Differentiated Instruction
Priority Actions for the Primary Essential Practice
At Charles R. Hadley Elementary, teachers will provide skill-specific differentiated instruction within their classrooms on a daily
basis. Classroom walk-throughs will be conducted regularly to ensure that effective differentiated instruction is occurring. The
WonderWorks Intervention Program will occur with fidelity on a daily basis for all Tier 2 and Tier 3 students. Tutoring will take
place weekly for students that are in the ELL Program.
Secondary Essential Practice
Data-Driven Instruction
Priority Actions to Enhance the Secondary Essential Practice
At Charles R. Hadley Elementary data-driven instruction will be utilized to create a culture that promotes positive learning
behaviors, analyze student performance on summative and formative assessments, and use student learning data to make informed
decisions to increase student achievement.
OUTCOME STATEMENTS
The School Leadership Team will create an overarching Outcome Statement in the areas of School Culture and Academic Programs.
The School Improvement Process Outcome Statement is the goal the school aims to accomplish by the end of the 2020-2021 school
year. SLTs will:
Participate in a protocol to assist in creating the overarching School Improvement Process vision for their school.
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 the Sustained Practice
and Primary/Secondary Essential Practice Enhancements at the end of the 2020-2021 school year.
SCHOOL CULTURE
OUTCOME STATEMENT
School Culture
If we successfully implement the Sustained Essential Practice of Shared Leadership, then all stakeholders will have an authentic role
in decisions which affect instruction and the delivery of programs. If we successfully implement the Primary Essential Practice of
Welcoming Spaces, then all stakeholders will achieve the common goal of promoting a welcoming space that will build on student
success. If we successfully implement the Secondary Essential Practice of Empowering Teachers and Staff, then teachers will be able
https://mdcpsportalapps2.dadeschools.net/SIP/form 12/149/10/2020 School Improvement Process
to engage in powerful and collaborative conversations that will allow them to share creative and innovative ideas with their
colleagues.
ACADEMIC PROGRAMS
OUTCOME STATEMENT
Academic Programs
If we successfully implement the Sustained Essential Practice of Ongoing Progress Monitoring, then the students will become more
aware of their own performance. Teachers will continually evaluate the effectiveness of their teaching to make more informed
instructional decisions. If we successfully implement the Primary Essential Practice of Differentiated Instruction, then the school will
see improvement in the areas of Reading, Mathematics, and Science. If we successfully implement the Secondary Essential Practice
of Data-Driven Instruction, then we will provide a stimulating and rigorous curriculum that provides specific feedback to all
stakeholders.
OPENING OF SCHOOL PROFESSIONAL DEVELOPMENT
School Leadership Teams will design a professional development (PD) to be provided during the Opening of Schools Mandatory PD
Day. In the plan below, specify the following: morning or afternoon sessions, topics to be shared, protocols being used in both small
and large groups, and the facilitator(s) leading the group sessions. The purpose of the professional development will be to share
what was realized, acknowledged, learned, and planned during Phase I of the School Improvement Process with teachers and staff to
garner feedback.
The professional development should include a summary of the:
Data and Systems Review Summary
School Leadership Core Competency Course Reflections
Sustained Essential Practice and Priority Actions
Primary & Secondary Essential Practice Selections
Priority Actions
Outcome Statements
Key content and strategies from Synergy courses
The professional development should include opportunities to gather teachers’ and staff input/feedback on the following:
Essential Practice Selections and Priority Actions
Brainstorm possible Implementation Steps
Identify possible roles/resources
Opening of School Professional Development Agenda
Opening Phase I Topic Process Description Activity Lead
of
School What topic will be What process/protocol will be Who will facilitate the sharing of the topic and the collection and
Date shared? used to share the topic and discussion of feedback regarding the topic?
garner feedback from all
(08/20/20) Data and stakeholders?
AM-PM Systems
Review
Summary
School
Leadership
Core
Competency
Course
Reflections
Sustained
Essential
Practice
Primary &
Secondary
https://mdcpsportalapps2.dadeschools.net/SIP/form 13/149/10/2020 School Improvement Process
Essential
Practice
Selections
Priority
Actions
Outcome
Statements
Virtual Training regarding the Dr. Cynthia L. Hannah, Principal Cristina Gil, Assistant
08/27/20
Phase I SIP different components of Phase I Principal Stacey Vazquez, Reading Coach Ana Martinez, Math
8:30 AM -
Overview of the School Improvement Coach Leonardo Acebo, Teacher Leader Lourdes Artiles, Pre-K
3:00 PM
Plan. Teacher
Virtual Training regarding the
08/27/20
Returning Smart, different components of My
8:30 AM - District Trainers
Reopening Together School Online and the K12
3:00 PM
Platform
08/27/20 Data and Systems Delving Deeper Into the
8:30-3:00 Review / Breakout Standards per Grade Level and Ana Martinez, Math Coach Stacey Vazquez, Reading Coach
PM Sessions Subject Areas
08/27/20 Data and Systems
Using Data to Create Flexible
8:30-3:00 Review / Breakout Naymi Diaz, Professional Development Liaison
Groups
PM Sessions
https://mdcpsportalapps2.dadeschools.net/SIP/form 14/14You can also read
