In schools with strong collaborative teachers, all teachers collaborate to promote professional growth. In such schools, teachers are: Active partners in school improvement Committed to the school Focused on the professional development Needs Assessment Data Indicators Data Source Variable 2015-2016 2016-2017 2017-2018 TNTP Insight Survey Peer Culture Domain 9.27 out of 10 8.46 out of 10 8.49 out of 10 TNTP Insight Survey Professional Development Domain n/a n/a 8.5600000000000005 out of 10 Gallup Q12 Q05. My supervisor, or someone at work, seems to care about me as a person. 4.44 out of 5 3.96 out of 5 4.41 out of 5 Gallup Q12 Q06. There is someone at work who encourages my development. 4.25 out of 5 3.79 out of 5 4.21 out of 5 Gallup Q12 Q09. My associates or fellow employees are committed to doing quality work. 4.21 out of 5 3.76 out of 5 4.21 out of 5 Gallup Q12 Q10. I have a best friend at work. 3.50 out of 5 3.33 out of 5 3.30 out of 5 What type of professional development opportunities will you use to address the of need within this domain? Session Title Session Objective Date Team Building We will use Dismissal trainings to have team building activities that encourage staff to share out and to work cohesively in groups to perform task. An example of and activity may ask teachers to share something personal. Ongoing Dismissal) Alignment AdvancED
Title IX, Part A - The McKinney- Vento Homeless Assistance Act provides equitable opportunities to children and youth experiencing homelessness. N/A Supplemental Academic Instruction (SAI) - Supplemental Academic Instruction – Super Categorical fund created to assist districts and schools provide supplemental instructional opportunities. N/A II, Part A – Supporting Effective Instruction through professional development targeted to administrators and teachers. N/A Parent Academy Palm Avenue Student Center will continually refer parents to the services and training programs offered by local agencies and the district. Duval County, to the extent feasible and appropriate, coordinate and integrates. Alignment AdvancED School Performance Standards Domain 1: Leadership Capacity Standard 1.2 Standard 1.3 Standard 1.8 Standard 1.10 Domain 2: Learning Capacity Standard 2.10 School Quality Factors Healthy Culture Resource Management Efficacy of Engagement Implementation Capacity Evaluation Tools CAST 1b: How we support rigorous & differentiated instruction 1c: How we support students 2a: How we recruit & retain 3a: How we invite all to participate 3b: How we promote welcoming environments 3c: How we collaborate on decisions 4c: How we are fiscally responsible Florida Principal Leadership Standards Domain 3: Organizational Leadership Standard 9
3.03 (PHA) Physical Attack of a School Board Employee or Non Student 2.28 (ZZZ) Failure to Adhere to Safety Considerations on School Bus 1.07 (ZZZ) Inappropriate Public Display of Affection 3.09 (ZZZ) Lewd, Indecent, or Offensive Behavior 2.07 (PHA) Physical Attack of a Student PBIS Goals Based on your data, what are your PBIS goals? How will you know you are progressing toward your goals? What PBIS team member(s) will monitor your progress and follow up to refine your goals throughout the year? Goal Action Responsible Progress Monitoring Goal 1: To decrease the number of physical attacks on school employee Implement and monitor Functional Behavior Assessment/Behavior Intervention Plan for identified students. IEP Team Data collection/follow up behavior meetings Goal 2: To decrease the number of bus referrals Work with bus company and EE/SS transportation on developing behavior plans for identified students Johnson Bus referrals Goal 3: To provide instruction on appropriate social skills Guidance specialist will provide instruction in social skills to identified students Gibson Data collection/referrals Equitable Outcomes In using your Equity Profile generated by the USF PBIS Project, how will you identify bias, respond to it? Identify: Utilize the Equity Profile to list evidence of disparities. (ex. The average number of referrals per student for African Americans/Black students is 2 times that for all other students) Respond: What strategies do you plan on implementing to address the evidence above? (ex. We will use professional development and district resources to implement cultural competence training with all staff members.) Identify Respond Evidence #1 The average number referrals per student for African American is 27% more than whites students (2 students) We will use professional development and behavior meetings to discuss interventions and behavior strategies to address the unique behaviors demonstrated by students. Evidence #2 Restorative Justice Practices Identify the restorative practices you have in place at your school. Letter of Apology,Social Skills Lessons,Teacher Student Mediation
School wide Checklist Please select the practices you have incorporated in your school for each indicator below. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the State academic standards. Improved Student Skills Outside of the Academic Subject Areas Postsecondary Education and Workforce Preparation Tiered Systems of Support Professional Development Transition Strategies for Preschool Children Counseling School Based Mental Health Instructional Support Services Mentoring Career & Technical Programs College Readiness Programs Dual Enrollment Early College AICE/IB CHAMPS Positive Behavior Support Systems IEPs 504’s PD Opportunities for Improving Instruction PD Opportunities for Improving Data Literacy Transition programs Assessment What type of professional development opportunities will you use to address the areas of need within this domain? Session Title Session Objective Date Lesson Study Teachers will collaborate on developing effective lesson plans, conduct peer observations and debrief. Ongoing Assistive Technology Teachers will gain understanding of how to program AT devices to engage and meet the communication needs of students 8/11/18 De-escalation Strategies Teachers will gain an understanding of de-escalation strategies. 8/29/18 School Grade Accountability Measures 2014-15 2015-16 2016-17 2017-18 PREDICTED School Grade N/A N/A N/A N/A Achievement Components ELA Mathematics Science Social Studies Learning Gains Components ELA Mathematics ELA Bottom Quartile n/a Math Bottom Quartile n/a
School Performance Standards Domain 2: Learning Capacity Standard 2.1 Standard 2.2 Standard 2.3 Standard 2.5 Standard 2.7 Standard 2.10 School Quality Factors Healthy Culture High Expectations Impact of Instruction School Walk Through/Observation Tool Vision of Excellent Instruction Culture of Learning Rigorous Content Academic Ownership Demonstration of Learning Evaluation Tools CAST 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 2a: Creating an environment of respect and rapport 2b: Establishing a culture for learning 2c: Managing classroom procedures 2d: Managing Student Behavior 3a: Communicating with students 3b: Using questioning/ prompts and discussion 3c: Engaging students in learning 3d: Using Assessment in Instruction 3e: Demonstrating flexibility and responsiveness Florida Principal Leadership Standards Domain 1: Student Achievement Standard 1 Standard 2 Domain 2: Instructional Leadership Standard 3 Standard 5
Common Planning agenda 2. ESE lead will provide support to teachers to ensure communication devices and PECS are implemented to address student needs. Ongoing 3. 4. 5. Strategy (Step 4) Teachers will implement evidenced based practices when providing instruction to students with severe to moderate disabilities. Effectiveness: (Step 7) Common planning agenda Leadership minutes PLC minutes rubric Action Steps (Step 5) Action Step: Date: Fidelity: (Step 6) Use walk through rubric for classroom observations. Use pre-scripted questions for data chats. 1. Provide professional development in response prompting, visual supports to increase engagement, direct and explicit instruction, UDL, etc. 08/07/2018 2. and teachers will have data chats. 12:00:00 AM 3. Teachers will conduct peer observations using walk through rubric 12:00:00 AM 4. 5. Selected Barrier (Step 3) Strategy (Step 4) Effectiveness: (Step 7) Action Steps (Step 5) Action Step: Date: Fidelity: (Step 6) 1. 2. 3. 4. 5. Strategy (Step 4) Effectiveness: (Step 7) Action Steps (Step 5) Action Step: Date: Fidelity: (Step 6) 1. 2. 3. 4. 5. Strategy (Step 4) Effectiveness: (Step 7) Action Steps (Step 5) Action Step: Date: Fidelity: (Step 6) 1. 2. 3. 4. 5. Selected Barrier (Step 3) Strategy (Step 4) Effectiveness: (Step 7) Action Steps (Step 5) Action Step: Date: 1. 2.