Hillborough County Public Schools 2017-18 School Improvement Plan
Hillsborough - 2421 - - 2017-18 SIP 4409 W SLIGH AVE, Tampa, FL 33614 [ no web address on file ] School Demographics School Type and Grades Served (per MSID File) High School 9-12 2016-17 Title I School 2016-17 Economically Disadvantaged (FRL) Rate (As Reported on Survey 3) Yes 85% Primary Service Type (per MSID File) Charter School 2016-17 Minority Rate (Reported as Non-white on Survey 2) K-12 General Education No 89% School Grades History Year 2016-17 2015-16 2014-15 2013-14 Grade C C C* C *Informational Baseline School Grade Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serve as informational baseline data that schools can use to improve in future years. School Board Approval This plan is pending approval by the Hillsborough County School Board. SIP Authority and Template Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district that has a school grade of D or F. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all noncharter schools with a current grade of D or F (see page 4). For schools receiving a grade of A, B, or C, the district may opt to require a SIP using a template of its choosing. This document was prepared by school and district leadership using the FDOE s school improvement planning web application located at https://www.floridacims.org. Last Modified: 2/6/2018 Page 2 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP Table of Contents Purpose and Outline of the SIP Differentiated Accountability Current School Status Supportive Environment Family and Community Engagement Effective Leadership Public and Collaborative Teaching Ambitious Instruction and Learning 8-Step Planning and Problem Solving Implementation Goals Summary Goals Detail Action Plan for Improvement Appendix 1: Implementation Timeline Appendix 2: Professional Development and Technical Assistance Outlines Professional Development Opportunities Technical Assistance Items Appendix 3: Budget to Support Goals 4 5 6 6 12 13 21 23 35 35 35 38 44 46 46 49 49 Last Modified: 2/6/2018 Page 3 https://www.floridacims.org
Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school s Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. Part II: Needs Assessment Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., SMART goals ) for the coming school year in context of the school s greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation. Part III: 8-Step Planning and Problem Solving for Implementation Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1) Identify barriers that could hinder achieving those goals and resources that could be used to eliminate or reduce barriers (Step 2) Select high-priority barriers they want to address initially (Step 3) Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7) Determine how they will monitor progress toward each goal (Step 8) Appendices Hillsborough - 2421 - - 2017-18 SIP The following appendices, automatically-generated from content entered in Part III, are included in this document: Appendix 1 is a timeline of all action steps and monitoring activities Appendix 2 is an outline of all professional development opportunities and technical assistance items Appendix 3 is a report of the budget needed to implement the strategies Last Modified: 2/6/2018 Page 4 https://www.floridacims.org
Differentiated Accountability Florida s Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is a statewide network of strategic support, differentiated by need according to performance data, provided to districts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Through a data-driven planning and problem-solving process, DA field teams collaborate with district leadership to design, implement, and refine strategic goals and action plans that are documented in the SIP. DA Regions Florida s DA network is divided into four geographical regions, each served by a field team led by a regional executive director (RED). DA Categories At the start of each academic year, traditional schools are classified for DA support in two categories based on the most recent school grades data available. Descriptions of each DA category along with the state support and interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code: Not in DA - A school with a current school grade of A, B, or C; charter schools; and ungraded schools. Targeted Support and Improvement - A school with a current school grade of an initial D. Comprehensive Support and Improvement - A school with a current school grade of F or two consecutive grades of D, or a high school with a graduation rate of 67 percent or less in the most recent data release. DA Turnaround Status Hillsborough - 2421 - - 2017-18 SIP Additionally, Comprehensive Support and Improvement schools have a turnaround status of "Implementing," based on a school s grades history, including the current school grade: Implementing - A school with a status of "Implementing" requires the district to submit a turnaround plan to the State Board of Education for approval and implementation. A school remains in "Implementing" status until its school grade improves to a C or higher. 2017-18 DA Category and Statuses for DA Region and RED Southwest - Julio Valle DA Category and Turnaround Status Not In DA - N/A Last Modified: 2/6/2018 Page 5 https://www.floridacims.org
A. Supportive Environment 1. School Mission and Vision Hillsborough - 2421 - - 2017-18 SIP a. Provide the school's mission statement I. Part I: Current School Status will be a productive, well-respected academic institution where competent, caring staff support and encourage all students, where students are engaged in rigorous, relevant work grounded in core content and literacy standards, and where preparation for life is the ultimate goal of learning. b. Provide the school's vision statement The students and staff at A.P. Leto Comprehensive High School will strive to build a community for successful teaching and learning, that is student-centered, that cultivates caring, confident, respectful citizens, and life-long learners. 2. School Environment a. Describe the process by which the school learns about students' cultures and builds relationships between teachers and students The first 4 days of school for the 2017-18 school year will be teachers building rapport and connecting with their students by engaging in activities that foster classroom culture and community. Teachers will have the opportunity to tell their students all about them and learn about their students as well by engaging in Icebreakers and Teambuilding activities. During the first 4 days, teachers will also cover classroom rules and procedures with their students so that all students are aware of the expectations in the classrooms. Our motto at Leto is "no statistics, only success stories". Every year the school administers a school climate survey in order to acquire information from students and family about the school. This information is then utilized to enable school staff and faculty to make improvements to the school as necessary. Additionally, during Open House, teachers and students build an initial rapport prior to the beginning of the school year. During this time frame, teachers introduce themselves to students and parents. Teachers also share important information about their class with students to ensure that students start the school year with clear expectations. The Student Government, Grad Nation (student leadership), and Latinos in Action at our school are another resource that the school uses to give students a voice and get feedback from students about the school. This information is used to help strengthen the school culture and continuously build relationships with students and teachers. Perhaps most telling of our relationship with our students and our community are the Welcome signs at the front door: one is written in English, the other in Spanish. - Conference Nights for Parents four times a year - Pep Rally schedule during school - Club Periods for students to become involved with others at the school with similar interests. - Extra-curriculuar sports teams and interest groups that all students are invited to join. Last Modified: 2/6/2018 Page 6 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP b. Describe how the school creates an environment where students feel safe and respected before, during and after school In order for students to learn, they must feel safe and secure in their learning environment. - Teachers are expected to remain in the hallways during passing periods. - Administrators are expected to rotate throughout their assigned areas during passing periods. - Administrators and teachers are assigned lunch duty posts each day for supervision. - Cameras are strategically placed throughout the campus and are monitored by administrative staff and school deputy. The school creates an environment where students feel safe by using a variety of methods. The primary one would be adults directly supervising any areas where students are present. Students should not have to go far to find an adult to report issues or express any concerns that reflect feelings of not being safe. This presence of adults includes a mandate of teachers at their doors during passing periods as well as a schedule of administrators posted in the busiest halls of student traffic. In addition, the school has always communicated to students the importance of reporting suspicious, questionable, and/ or inappropriate activities to administrators and teachers. Students also have the opportunity of communicating activities utilizing Crimestoppers as well as our School Resource Officer (SRO). Teachers have the Crimestopper poster visible in their classroom so that students can report suspicious activities, bullying activities, and/or criminal activities to the appropriate authorities. The School Resource Officer (SRO) is present at the school every day with a police vehicle parked in front of the school. The SRO is employed at the school to enforce the law and maximize student safety in the school. The SRO also helps with maintaining and containing order in the school. At the end of the day, there are administrators and teachers on the bus ramp and patio area to ensure that students get on their assigned bus and that order and safety are maintained in these areas. Moreover, all individuals entering our campus, who are not currently a student, need to present photo I.D at the front office, state the purpose for their visit, and sign-in using our Visitor Sign-In System. Also, when a parent or guardian comes to sign out a student in Student Affairs Office, that parent or guardian's I.D is checked to see if that person matches up with what we have in our database and Emergency Contact Card. Last but certainly not least, the purchase and installation of surveillance cameras in the campus has proved to be a vital resource in ensuring the safety at times and in places where human eyes are not accessible for monitoring. The installation of surveillance cameras has also acted as a deterrent to prevent students from getting into trouble as they know that they are being watched at all times. The surveillance cameras are a great addition to our school that helps us maximize the safety in our school. c. Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced Our school administrators will strive to be in classrooms very frequently for evaluative and nonevaluative purposes. It is strongly believed that if students see administrators in the classrooms more often that this will express to students that administrators value what transpires in the classroom instructional-wise. In addition, our school has a discipline committee that will meet periodically throughout the school year. We plan to devise 3 subgroups for our discipline committee: students, parents, and faculty; this will enable all subgroups to have a voice. We will most likely use students from our Grad Nation and Last Modified: 2/6/2018 Page 7 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP Student Government to be part of our student version of the discipline committee. The parent version will work in concordance with the SAC Committee; the faculty version has already been established and consists of a diverse group of teachers. Finally, Guidance and Administration will meet periodically as well to conduct the MTSS/RTI process; the Administration will also discuss "Student Concerns" for academics, behavior, and/or attendance on a weekly basis during Admin. Staff Meetings. The school-wide behavior system applies to every student in the school. Although discipline is handled on a case-by-case individual basis, it is the intent of the system to ultimately extend beyond the offices into the halls as an operating pulse of the climate of the school in terms of discipline. The school utilizes a school-wide classroom discipline plan that consists of step-by-step strategies for correcting behaviors. These classroom teacher steps include verbal warnings, student-teacher conference, change of seat, parent communication/conference to ultimately ending in administrative intervention in its most extreme degree of disruption. Teachers are also highly encouraged to contact parents throughout the disciplinary intervention process and not just before submitting a referral to Student Affairs Office (SAO). Furthermore, teachers will be highly encouraged to utilize Behavior Tracker for behaviors that may not require an immediate referral and/or behaviors that do not need a SAO referral, but should still be documented. For example, a student coming to class unprepared, sleeping in class, blurting out responses without raising hand. It's also important that teachers understand that Behavior Tracker is for documentation purposes only and incidents documented in Behavior Tracker will not receive any disciplinary consequences from SAO, but teacher may decide to use "Teacher Assigned Lunch Detail" for infractions documented in Behavior Tracker. Additionally, once a student referral has landed in SAO, our administrators use a progressive model to make decisions about discipline and consequences. Our administrators also look at the big picture prior to making a disciplinary decision; for instance, student grades, attendance, discipline history, and ESE status, etc. Our objective is to hold students accountable but keep them in class as much as possible. Therefore, ISS and OSS will be reserved for major infractions only. Timeout from a class period will be utilized frequently as well as opposed to a full day of ISS for students who are unruly only in one class. The timeout will be coupled with either lunch detention, after school detention (work detail), or Discipline Saturday School. Lastly, the school district no longer allows schools to suspend students for excessive tardies (serving ISS). Instead, students with excessive tardies will serve lunch detention, after school work-detail, and/ or Discipline Saturday School as a consequence. d. Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services Given that one of the main tasks of the Leadership Team/PSLT is to monitor student data related to instruction and interventions, the Leadership Team/PLST monitors the effectiveness of instruction and intervention by reviewing student data as well as data related to implementation fidelity (teacher walk-through data). The Leadership Team/PSLT communicates with and supports the PLCs in implementing the proposed strategies by distributing Leadership Team members across the PLCs to facilitate planning and implementation. Once strategies are put in place, the Leadership Team members who are part of the PLCs regularly report on their efforts and student outcomes to the larger Leadership Team/PSLT. The Leadership Team/PSLT and PLCs both use the problem solving process (Problem Last Modified: 2/6/2018 Page 8 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP Identification, Problem Analysis, Intervention Design and Implementation and Evaluation to: o Use the problem-solving model when analyzing data: 1. What is the problem? (Problem Identification) 2. Why is it occurring? (Problem Analysis and Barrier Identification) 3. What are we going to do about it? (Action Plan Design and Implementation) 4. Is it working? (Monitor Progress and Evaluate Action Plan Effectiveness) o Identify the problem (based on an analysis of the data disaggregated via data sorts) in multiple areas curriculum content, behavior, and attendance o Develop and test hypotheses about why student/school problems are occurring (changeable barriers). o Develop and target interventions based on confirmed hypotheses. Interventions may include academic interventions as well as counseling, mentoring, and other pupil services. o Identify appropriate progress monitoring assessments/data collection tools to be administered at regular intervals matched to the intensity of the level of instructional/behavioral/intervention support provided. o Develop grading period or units of instruction//intervention goals that are ambitious, time-bound, and measureable (e.g., SMART goals). o Review progress monitoring data at regular intervals to determine when student(s) need more or less support (e.g., frequency, duration, intensity) to meet established class, grade, behavior, and/or school goals (e.g., use of data-based decision-making to fade, maintain, modify or intensify intervention and/or enrichment support). o Each PLC develops PLC action plan for SIP strategy implementation and monitoring. o Assess the implementation of the strategies on the SIP using the following questions: 1. Does the data show implementation of strategies are resulting in positive student growth? 2. To what extent are we making progress toward the school s SIP goals? 3. If we are making progress, what can we do to sustain what is working? 4. What barriers to implementation are we facing and how will we address them? 5. What should we do next? What should be our plan of action? 3. Early Warning Systems The school's response to this section may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(7)(A)(i) and (b)(7)(a)(iii)(iii). a. Describe the school's early warning system and provide a list of the early warning indicators used in the system Early warning indicators include: Attendance (5 or more absences of any type per grading period) One or more suspension (in or out of school) Excessive tardies (5 or more per grading period) ELA/Math course failure Level 1 FCAT score Early warning system data can come from the following sources: **Core Curriculum (Tier 1) - Information format: DATA SOURCE: Database Management Systems: Person Responsible/Group Responsible. FSA/EOC RELEASED TESTS: School generated excel database; Reading Coach/Math Coach/AP. BASELINE & YEAR DISTRICT ASSESSMENTS: Scantron Achievement Series; Leadership Team/ PLCs/Individual teachers. DISTRICT GENERATED ASSESSMENTS FROM THE OFFICE OF ASSESSMENT AND Last Modified: 2/6/2018 Page 9 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP ACCOUNTABILITY (NAME THE ASSESSMENTS): Scantron Achievement Series; Data Wall, Dashboard; Leadership Team/PLCs/Individual teachers. SUBJECT-SPECIFIC ASSESSMENTS GENERATED BY DISTRICT-LEVEL SUBJECT SUPERVISORS IN READING, LANGUAGE ARTS, MATH, WRITING, & SCIENCE (NAME THE ASSESSMENTS): Scantron Achievement Series, Data Wall, PLC Logs; Leadership Team/PLCs/ Individual teachers. FAIR: Progress Monitoring and Reporting Network (PMRN), IPT, Data Wall; Reading Coach/Reading Resource Teacher/Reading PLC Facilitator. WIDA: Sagebrush (IPT); ELL/PSLT Representative. TEACHERS COMMON ASSESSMENTS ON UNITS OF INSTRUCTION/BIG IDEAS: PLC Database, PLC Logs; Individual teachers/team Leaders/PLC Facilitators/Leadership Team Member. DRA-2: School generated excel database; Individual teacher. **Supplemental/Intensive Instruction (Tiers 2 and 3) - Information format: DATA SOURCE: Database: Person Responsible/Group Responsible. ASSESSMENTS DATA COLLECTED FROM EXTENDED LEARNING PROGRAMS: School generated excel database; Leadership Team/ELP Facilitator. FAIR OPM: School generated excel database; Leadership Team/Reading Coach. ONGOING ASSESSMENTS WITHIN INTENSIVE COURSES (Middle/High): Database provided by course materials (for courses that have one, e.g., Read 180), School generated excel database; Coaches. CURRICULUM BASED MEASUREMENTS: easycbm Reports; Leadership Team/PLCs, Individual Teachers, Reading Coaches. RESEARCH-BASED COMPUTER-ASSISTED INSTRUCTIONAL PROGRAMS (e.g., istation): Assessments included in computer-based programs; PLCs/Individual teachers/reading coaches. **Engagement - Information format: DATA SOURCE: Database: Person Responsible/Group Responsible. ATTENDANCE DATA (Absenteeism, Chronic Absenteeism, Truancy): District Databases: Reports on Demand, IPT, EASI; Attendance Clerk/Attendance Committee/PSLT/PLCs. DISCIPLINE DATA (Out-of-school suspensions, in-school suspensions, ATOSS, Discipline Referrals): District Databases: Reports on Demand, IPT, EASI; PSLT/PLCs/Behavior Intervention Committee/PBS Team. DROPOUT PREVENTION DATA (Withdrawal codes, academic outcomes, attendance, discipline data): District databases: Reports on Demand, IPT, EASI, Dashboard, Site generated early warning systems; PSLT/Dropout Prevention Specialist/PLCs/Guidance Counselors/Dropout Prevention Committee. b. Provide the following data related to the school's early warning system Last Modified: 2/6/2018 Page 10 https://www.floridacims.org
1. The number of students by grade level that exhibit each early warning indicator: Indicator Hillsborough - 2421 - - 2017-18 SIP Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Attendance below 90 percent 0 0 0 0 0 0 0 0 0 134 155 142 119 550 One or more suspensions 0 0 0 0 0 0 0 0 0 112 114 56 43 325 Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 139 204 175 41 559 Level 1 on statewide assessment 0 0 0 0 0 0 0 0 0 238 272 133 72 715 The number of students identified by the system as exhibiting two or more early warning indicators: Indicator Total Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Students exhibiting two or more indicators 0 0 0 0 0 0 0 0 0 174 212 135 55 576 c. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system Based on our school-wide data, we have decided to focus on three instructional priorities: what we teach; how we teach; and authentic literacy. The three instructional priorities will be exhibited and evident in teachers' classrooms, PLC meetings, ILT meetings, etc. "It is increasingly clear that the primary reason so many students don't even have the option of attending college is our manifest failure to provide a coherent, content-rich curriculum that includes adequate opportunities for [students] to read, write, and talk thoughtfully" (Schmoker, 2011, p. 26). The "What we Teach" is making sure all of our courses have a coherent, content-rich, and rigorous curriculum. The topics and standards for each course will be carefully looked at by a team of teachers from the school site and/or the school district to ensure that students are getting what they need to be successful academically. All students will have the opportunities to speak, write, listen, to make and evaluate logical arguments, solve problems, and offer potential solutions to problems. Moreover, students will have ample opportunities to connect literature to their lives in order to analyze and interpret what they are reading; students will also benefit from research opportunities to write papers and give presentations. The "How we Teach" is making sure that teachers utilize effective strategies (AVID & Kagan) to "level the playing field" and scaffold for students. This part also entails frequent "checks for understanding" for teachers to gauge whether or not students are mastering the material (formal and informal assessments/formative assessments), guided practice, and interactive lecture. Interactive lecture is "where the focus is on the teacher's words and directions, but students take part in lots of pairsharing, note-taking, or quick-writing" (Schmoker, 2011, p. 68); it's highly recommended that teachers don't lecture for no more that five minutes before giving the students an opportunity to digest the new information by writing and/or interacting with their classmates on the learning target or lesson objective for that day (Schmoker, 2011, p. 72). "The essential parts of a good lesson include: a clear learning objective [or learning target] with some effort to provide background knowledge or create interest in the topic; teaching and modeling; guided practice; checks for understanding/formative assessment, and independent practice/assessment (which can be one in the same)" (Schmoker, 2011, p. 53). -"Clear Learning Objectives: The learning objective should be a topic, skill, or concept selected from the agreed-upon curriculum Last Modified: 2/6/2018 Page 11 https://www.floridacims.org
-Teaching/Modeling/Demonstrating: These are often variations on lecture or direct teaching-- explaining, demonstrating, instructing. But mere teacher talk doesn't assure learning. Two more elements are critical, and often simultaneous: guided practice and checks for understanding (a nearsynonym for the most common forms of "formative assessment"). -Guided Practice: Throughout the lesson, at brief intervals, the teacher must allow students to practice or apply what has been taught or modeled while he or she observes and guides their work. This step should include frequent opportunities for students to work in pairs and occasionally in groups, as they are often teachers and translators of what we just taught. -Checks for Understanding/Formative Assessment: As students practice and between each step in the lesson, the teacher should conduct "formative assessment" by checking--assessing--to see how many students have mastered that particular step. This ongoing "check for understanding" allows the teacher to see what needs to be clarified or explained in a different way, when to slow down, or when it's all right to speed up the pace of the lesson. Common forms of checking for understanding: Circulating, observing, and listening as students work in pairs; calling on a sampling of students or pairs randomly between each step (non [only] on students who raise their hands); having students signal their understanding [with] thumbs up or thumps down [or] red, green, or yellow Popsicle sticks; having students hold up dry-erase boards with answers/solutions" (Schmoker, 2011, p. 53, 54). "Literacy is integral to both what and how we teach; it's the spine that holds everything together and ties content together in every subject. The best teaching emerges from this simple combination of a good question and good text--in every subject" (Schmoker, 2011, p. 37). The "Authentic Literacy" piece is ensuring that students have multiple opportunities to read, analyze, and interpret complex text in the classroom; this also includes reading of textbooks, current event articles, and other print sources that tie back to the current topic being taught in the English, Science, Social Studies, Math, and Elective courses. Students will also have intellectual discussions in small groups and whole groups about what they are reading and be able to take a position, make a conclusion, and/or give an interpretation based on textual evidence. After the intellectual discussions, students will also get opportunities to engage in text-based writing where they are doing Quickwrites (short-responses), reflections, and/or essays (long responses). According to Schmoker, the template for authentic literacy has three parts and is usually, but not always in this order: 1. Close reading/underlining and annotation of text. 2. Discussion of the text. 3. Writing about the text informed by close reading, discussion, and annotation (2011, p. 74). B. Family and Community Engagement The school's response to this section may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(2) and (b)(7)(a)(iii)(i). 1. Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school's mission and vision, and keep parents informed of their child's progress a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy this question? Yes 1. PFEP Link The school completes a Parental Involvement Plan (PFEP), which is available at the school site. 2. Description Hillsborough - 2421 - - 2017-18 SIP Last Modified: 2/6/2018 Page 12 https://www.floridacims.org
2. Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement understands the importance of business partnerships and how they can have a positive affect on a school and its community. Leto has created a marketing team that consists of parents, teachers, and administrators. We found that if we all talk the same talk, we have one voice. When we are out in the community and find ourselves engaged with a future business partner, the following will occur: Initial contact- Not only touting about Leto, but also proving information on how collaborating with us would also benefit them. Exchange of information- Ask for their contact information and who would be the best person to contact at their establishment. We always give them Leto s phone number with appropriate person to contact. THE PASS- We share contact information if we feel that the new business partner would best work with another team member. In addition, we will follow up with team members to make sure we have established proper communication with the surrounding businesses. Meet and Greet- We invite the organization to come and take a tour of our wonderful school site, or we may go to them. Level of commitment- Nobody likes a pushy person, so Leto s marketing team created a menu of services document. It is a nonthreatening way for a business owner to indicate their level of commitment. See attached document. The call: One of our marketing volunteers will always follow up with a call or email. DECA is one of our organizations that is involved in sustaining the relationships that we have with our business partners. We are part of a national academy called NAF (www.naf.org); this academy has various themes. The one that we have at Leto is Hospitality & Tourism. As part of the Academy of Hospitality & Tourism, we have an advisory board that provides work based learning opportunities, which includes field learning experiences, job shadowing, guest speakers, mock interviews, etc. In Junior year, students can complete an internship. Many of the students have obtained part-time jobs at Publix or McDonald's. Business partners include: Marriott, T. Pepin Hospitality Center, McDonald's, Publix, AAA, Grand Hyatt Hotels, Tampa International Airport, Hilton Hotels, Embassy Suites, Busch Gardens, Florida Aquarium, South University, HCC, and Johnson & Wales. Our DECA at Leto has two chapters. Mrs. Linda Cannon has Fashion DECA; Mrs. Sandra Gault has Hospitality DECA. Additionally, DECA has national partners that also support us on the local level. The national partners have local partners (Publix, Marriott, Men's Wearhouse, Journey's, etc.) that we work with. Also, we have some business partners that supports our Collegiate Academy at our school... C. Effective Leadership 1. School Leadership Team Hillsborough - 2421 - - 2017-18 SIP a. Membership Identify the name, email address and position title for each member of the school leadership team.: Last Modified: 2/6/2018 Page 13 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP Name McCoy-Mitti, Larissa Pask, Kera Risher, Neil Daley, Ruth Asgedom, Marikos Eugene, Manley Philpot, Eva Sciullo, Francesca Sullivan-Jackson, Robyn Title Principal Instructional Coach Assistant Principal Assistant Principal Assistant Principal Assistant Principal Instructional Coach Instructional Coach Instructional Coach b. Duties 1. Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision making Middle/High PSLT Members The leadership team includes: Principal Assistant Principal for Curriculum Assistant Principal for Administration Guidance Counselor School Psychologist School Social Worker Academic Coaches (Reading, Math, etc. and other specialists on an ad hoc basis), ESE teacher Subject Area Leaders (Middle) Team Leaders (Middle) Department Heads (High) SAC Chair ELP Coordinator ELL Representative Attendance Committee Representative Student Success Coach (Note that not all members attend every meeting, but are invited based on the goals and purpose for the meeting) PSLT Coordinator Principal/Assistant Principal: Coordinate and oversee the decision making process to ensure integrity and consistency of the PS/RtI implementation at the building level. The principal should attend PSLT meetings at the Tier 1 level, provide specific procedures for resource allocation, and monitor the fidelity of instruction/intervention at the school-wide and classroom levels (Tier 1) PSLT Meeting Facilitator e.g., School Psychologist, Reading Coach, School Social Worker, Guidance Counselor, ESE Specialist, and/or Student Success Coach (Facilitator) : The facilitator opens the meeting with a brief description of what the team expects to accomplish during the meeting. The facilitator is to establish and maintain a supportive atmosphere throughout the meeting Last Modified: 2/6/2018 Page 14 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP by encouraging participation from team members, clarifying and summarizing information communicated during the meeting, design specific procedures for ongoing communication between school staff and PSLT, and assist with monitoring the fidelity of intervention implementation across each tier. PSLT Content Specialist e.g., Administrator, Reading Coach, Math Coach, Writing Coach, ESE Specialist, and/or Behavior Specialist: Ensures that when new content curricular materials are obtained, implementers are adequately trained to use the materials, check fidelity of use of curricular materials and strategies, determine what elements need to be included in an effective core instructional program and assist the team in identifying which instructional strategies are most effective to address areas of concerns. The Content Specialist may also assist with monitoring the fidelity of instruction and intervention implementation across each tier. PSLT Data Consultant e.g., Assistant Principal, Reading Coach, Math Coach, Science Coach, Academic Intervention Specialist, Behavior Specialist, Technology Support Personnel, School Psychologist, School Social Worker, ESE Specialist, and/ or Guidance Counselor: Prior to the meeting, the Data Consultant assists team members with collecting, organizing, analyzing, graphing and interpreting data. The data should be presented in easily understandable visual displays to guide the decision making process. PSLT Timekeeper Ensures that meeting times are respected and helps the team stay focused on the respective agenda. Because many decisions need to be made during the meeting, the timekeeper should redirect the team s discussion when necessary. The timekeeper should know who are working on specific projects and set timelines for completion/implementation as well as monitor the fidelity across each tier. PSLT Recorder Records the plans of the team, including meeting minutes/notes. This person will capture all important information, especially related to instruction/ intervention specifics, progress monitoring, data analysis, and future meeting dates. The recorder may need to ask for clarification several times during the meeting to ensure that enough detail is recorded so that a person who did not attend the meeting would be able to clearly understand the nature and implementation of the instructional/intervention plan The Leadership Team/PSLT communicates with and supports the PLCs in implementing strategies by distributing Leadership Team members across the PLCs to facilitate planning and implementation. Once strategies are put in place, the Leadership Team members who are part of the PLCs regularly report on their efforts and student outcomes to the larger Leadership Team/PSLT. 2. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impact At the end and beginning of each year, schools take an inventory of resources, including materials, staff and allocation of funds for their building to determine the necessary resource materials and personnel available to meet the needs of their students. The leadership team/pslt develops a resource map to identify gaps in resources and to ensure resources are available and allocated across the building for use by all grade levels and teachers. To ensure teacher support systems and small group and individual needs are met, the Problem Solving Leadership Team (PSLT): 1. Review school-wide assessment data on an ongoing basis in order to identify instructional needs Last Modified: 2/6/2018 Page 15 https://www.floridacims.org
Hillsborough - 2421 - - 2017-18 SIP across the school and all grade levels. 2. Support the implementation of high quality instructional practices during core and intervention blocks. 3. Review progress monitoring data at the core to ensure fidelity of instruction and attainment of SIP goal(s) in curricular, behavioral, and attendance domains. 4. Communicate school-wide data to PLCs and facilitate problem solving within the content/grade level teams. The PSLT meets regularly (e.g., bi-weekly/monthly) The PSLT meeting calendar is structured around the district s assessment calendar to ensure there are opportunities to review assessment outcome data and engage in the problem solving process for appropriate data-driven decisions. The members on the team include administrator(s), guidance counselor(s), school psychologist, ESE specialist, content area coaches/specialists, PLC liaisons, and other school personnel as needed. To build capacity multi-tiered system of instructional delivery (Tier 1/Core, Tier 2/Supplemental and Tier 3/Intensive), the PSLT: Supports school teams with creating, managing and updating the school s resource maps for academic and non-academic areas. Ensures the master schedule incorporates allocated time for intervention support at all grade levels and assist teacher teams in identifying evidence-based strategies and materials for intervention delivery. Coordinates data sorts at the beginning of each year to identify students in need of enrichment, remediation and intervention support at each tier. Facilitates the implementation of specific programs (e.g., Extended Learning Programs during and after school; Saturday Academies) that provide support to students in need of remediation of core skills. Determines the school-wide professional development needs of faculty and staff and arrange trainings aligned with the SIP goals. Organizes and support systematic data collection (e.g., universal screenings, formative, ongoing progress monitoring and summative data). Assists and monitor teacher use of SMART goals for core instruction and intervention groups. (data will be collected and analyzed by PLCs and reported to the PSLT) Strengthen Tier 1 core instruction by: o Implementing evidence-based instructional strategies and/or interventions. (as outlined in the SIP) o Supporting PLCs with planning and delivering rigorous core instruction. o Ensuring opportunities for common assessments are provided across each grade level. o Reviewing common assessment data to monitor students Response to Core Instruction. o Monitoring the fidelity of instructional practices. The HCPS Fidelity of MTSS-RtI Practices Rubric (found on the RtI icon) will be used to evaluate the schools implementation of MTSS practices. The rubric is broken into 4 domains (Administrative Support, Tier 1 Practices, Tier 2 Practices, and Tier 3 Practices). Each domain has 5-7 items are rated on the scale below: Not Evident (0) the PSLT indicates that the school has not implemented/engaged in MTSS practices on an identified item. Developing (1) the PSLT indicates that the school has implemented/engaged in MTSS practices but no documented evidence exists to support the specified item. Operational (2) The PSLT indicates that the school has implemented/engaged in MTSS practices but the documented evidence and data does align with or support the specified item. Exemplary (3) the PSLT indicates that the school has implemented/engaged in MTSS practices and the documented evidence clearly aligns with and supports the specified items Last Modified: 2/6/2018 Page 16 https://www.floridacims.org
Federal, state, and local funds, services, and programs will be coordinated and integrated in the school, including Title I, Part A; Title I, Part C Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training as applicable. Title I, Part A Services are provided to ensure students who need additional remediation are provided support through: after-school, Saturday School and summer programs, quality teachers through professional development, content resource teachers, and mentors. Title I, Part C- Migrant The migrant advocate provides services and support to students and parents. The advocate works with teachers and other programs to ensure that the migrant students needs are being met. Title I, Part D The district receives funds to support the Alternative Education Program which provides transition services from alternative education to school of choice Title II The district receives funds for staff development to increase student achievement through teacher training. In addition, the funds are utilized in the Salary Differential Program at Renaissance Schools. Title III Services are provided through the district for educational materials and ELL district supported services to improve the education of immigrant and English Language Learners Title X- Homeless Supplemental Academic Instruction (SAI) SAI funds will be coordinated with the Title I funds to provide summer school, reading coaches, and extended learning opportunity programs. Violence Prevention Programs NA Nutrition Programs NA Housing Programs NA Headstart We utilize information from students in Head Start to transition into Kindergarten. Adult Education NA Career and Technical Education The career and technical support is specific to each school site in which funds can be utilized, in a specific program, within Title I regulations. Job Training Hillsborough - 2421 - - 2017-18 SIP Last Modified: 2/6/2018 Page 17 https://www.floridacims.org
Job training support is specific to each school site in which funds can be utilized, in a specific program, within Title I regulations. 2. School Advisory Council (SAC) Hillsborough - 2421 - - 2017-18 SIP a. Membership Identify the name and stakeholder group for each member of the SAC.: Name Larissa McCoy James Henrickson Ebony Faison Loide Sparkman Miguel Alonso Theresa Smith Thomas Chapman Manley Eugene Alejandro Paradelo Aurora Gonzalez Kristen Colvin Gina Ulmo Krystal Brown Mindy Esquivel Patti Sanchez Sharla Horne Raylene Oates Yaitza Franco Michelle Rosello Alex Collazo Glendy Diaz Christen Wilkerson Daniel Nardo Leah Velez Andrea Ruiz Kayleigh Amador-Hyde Diana Skidmore Daniel Silva Daisy Facio Christina Crocker Ethan Skidmore Brian Skidmore Principal Teacher Teacher Teacher Teacher Teacher Teacher Teacher Parent Parent Parent Parent Parent Parent Parent Parent Parent Parent Parent Student Student Student Student Student Student Student Parent Parent Student Student Student Parent Stakeholder Group Last Modified: 2/6/2018 Page 18 https://www.floridacims.org
b. Duties Hillsborough - 2421 - - 2017-18 SIP 1. Provide a description of the SAC's involvement with the following activities, as required by section 1001.452(2), Florida Statutes The school's response to this question may address the requirements of ESSA, P.L. No. 114-95, 1114(b)(2). a. Evaluation of last year's school improvement plan In partnership with the School Leadership Team, the SAC will analyze and assess all pertinent school data that affects student achievement, and evaluate progress towards meeting the prior year s school improvement goal(s). That analysis will then guide the development of this year s SIP. b. Development of this school improvement plan In partnership with the School Leadership Team, the SAC will analyze and assess all pertinent school data that affects student achievement, develop the school improvement plan, vote on the school improvement plan, monitor the school improvement plan, review the school improvement plan as needed, plan and carry out activities that support the school improvement plan, develop a SAC budget to support the school improvement plan goals, monitor the spending of the SAC budget, and make adjustments to the budget as needed. c. Preparation of the school's annual budget and plan SAC submits a budget within the SIP to support strategy implementation and/or professional development. In the event that the state does not allocate SAC funds to schools, the district may elect to allocate district dollars to schools to support SIP goals. If and when they become available, schools will be notified of the allocation by the Business Division. An initial allocation of 90% is based on the average un-weighted FTE from the prior year. The second allocation is based on the current year s average un-weighted FTE minus the amount initially allocated. The second allocation usually falls in the month of March. Schools are notified by the Business Division when the first and second allocations have been completed. The law encourages each local SAC to design their own budget (without infringement at the district level) in order to carry out the school improvement process in their school. Subject to the following restrictions, the law does not set any limitations on how the money can be spent. The principal may not override the recommendation of the SAC. Funds may not be used for capital improvement. Funds may not be used for any project or program that has a duration of more than one year. However, a program or project formerly funded may receive funds in a subsequent year. The SAC is responsible for determining how funds will be appropriated. The SAC must vote on each item in the budget. 2. Describe the use of school improvement funds allocated last year, including the amount budgeted for each project SAC submits a budget within the SIP to support strategy implementation and/or professional development. In the event that the state does not allocate SAC funds to schools, the district may elect to allocate district dollars to schools to support SIP goals. If and when they become available, schools will be notified of the allocation by the Business Division. An initial allocation of 90% is based on the average un-weighted FTE from the prior year. The second allocation is based on the current year s average un-weighted FTE minus the amount initially allocated. The second allocation usually falls in the month of March. Schools are notified by the Business Division when the first and second allocations have been completed. Last Modified: 2/6/2018 Page 19 https://www.floridacims.org