School: Parkland Magnet Middle School
Cultural Proficiency Action Plan
Date: September 2015
SIP goal: By 2016, Parkland Middle School students will:

Decrease the percentage of ineligible students by 1% over each marking period

Decrease the number of suspensions and referrals for targeted groups (Hispanic, African American)
through implementing classroom practices that reflect a deeper understanding of Equity Literacy, that promote critical thinking, and that engage
the full diversity of the Parkland Middle School’s student population
Action / Timeline
Plan and implement professional
development sessions in which
teachers will be introduced to the
framework for Equity Literacy, what
an equitable classroom looks like, and
strategies to use to create and
maintain an equitable classroom
environment.
Persons Responsible
Arlene Barte-Lowe,
Content Specialist
English
Chad Beswick, Content
Specialist PE/Arts
Jessica Brause, Content
Specilaist World
Languages
Yael Astor, Content
Specilaist Social
Studies
Resources Needed
Scholarly Articles,
Videos, Texts related to
Equity Literacy and
Culturally Relevant
Instruction
Culturally Relevant
Instruction Look Fors
(Part of PMS
Observation Tool)
Equitable Practices
Document
UDL Strategies
Trish Thompson,
Content Specialist Math
Jennifer Wingate,
Content Specilaist
STEM
Training Plans and
Flipcharts
PD Training log
Informal and formal
observations
Monitoring:
Date/By Whom
Arlene Barte-Lowe,
Content Specialist
English
Chad Beswick,
Content Specialist
PE/Arts
Jessica Brause,
Content Specilaist
World Languages
Yael Astor, Content
Specilaist Social
Studies
Trish Thompson,
Content Specialist
Math
Shared lessons
PACE Model
Tessa Floyd, Staff
Development
Teacher/Reading
Monitoring Tools or
Data Points
(Formative and
Summative)
Equity Literacy Web
Resources
Jennifer Wingate,
Content Specilaist
STEM
Tessa Floyd, Staff
Results / Next Steps
(include evaluation of
processes for
effectiveness and
efficiency)
Specialist
Analyze student assessment data and
perceptions for evidence that an
equitable classroom environment has
been created and identify supports to
put in place if it has not been created.
Development
Teacher/Reading
Arlene Barte-Lowe,
Content Specialist
English
Student Work Samples
Chad Beswick, Content
Specialist PE/Arts
Tuning Protocol
Jessica Brause, Content
Specilaist World
Languages
Yael Astor, Content
Specilaist Social
Studies
Training Plans for PD
sessions
Student Assessment Data
(See Department
Level Action Plans
for Timeline)
Arlene Barte-Lowe,
Content Specialist
English
Reflection Log
Chad Beswick,
Content Specialist
PE/Arts
Observation Reports
Jessica Brause,
Content Specilaist
World Languages
Rubrics/Criteria for
Success
Peer Visit/Observation
Reflection Sheets
Informal Observation
Feedback Form
Yael Astor, Content
Specilaist Social
Studies
Trish Thompson,
Content Specialist Math
Trish Thompson,
Content Specialist
Math
Jennifer Wingate,
Content Specilaist
STEM
Jennifer Wingate,
Content Specilaist
STEM
Tessa Floyd, Staff
Development
Teacher/Reading
Specialist
Tessa Floyd, Staff
Development
Teacher/Reading
All Teachers
Develop and monitor department
level Student Learning Objectives
(SLOs) focused on equitable practices
and culturally relevant instruction.
Arlene Barte-Lowe,
Content Specialist
English
Student Learning
Objective
Documentation
Chad Beswick, Content
Specialist PE/Arts
Equitable Classroom
Practices Document
Jessica Brause, Content
Specilaist World
Languages
Framework for Equity
Literacy
Student Learning
Objective Documentation
Student Achievement
Data
(See Department
Level Action Plans
for Timeline)
Tessa Floyd, Staff
Development
Teacher
Staff Meeting
Training Plans and
Flipcharts, Once a
Month
Arlene Barte-Lowe,
Content Specialist
Yael Astor, Content
Specilaist Social
Studies
Trish Thompson,
Content Specialist Math
Jennifer Wingate,
Content Specilaist
STEM
Examples of culturally
relevant curriculum
Training Plans and
Flipcharts for Staff
Meeting sessions
English
Assessment rubrics
Chad Beswick,
Content Specialist
PE/Arts
Teacher reflection sheets
Jessica Brause,
Content Specilaist
World Languages
Reflective Conversation
Protocol
Leading Student
Achievement Data
Yael Astor, Content
Specilaist Social
Studies
Tessa Floyd, Staff
Development
Teacher/Reading
Specialist
Trish Thompson,
Content Specialist
Math
All Teachers
Jennifer Wingate,
Content Specilaist
STEM
Tessa Floyd, Staff
Development
Teacher/Reading
Specialist
Engage teachers in structured data
chats using disaggregated
referral/suspension data to determine
students who need support with
behavior.
Leanne Hood, 6th Grade
Team Leader
Debbie Coppula, 7th
Grade Team Leader
D/E lists
Data Chat Protocol
PBIS data
Walk-through
Observation Data
Referral Data
(See Department
Action Plans for
Timelines)
Leanne Hood, 6th
Grade Team Leader
Debbie Coppula, 7th
Grade Team Leader
Town Hall meetings
Matthew Parker, 8th
Grade Team Leader
Rick Bergman,
Instructional Data
Assistant
Engage teachers in structured data
chats using disaggregated student
achievement data to reduce the
All Team Members
Leanne Hood, 6th Grade
Team Leader
Matthew Parker, 8th
Grade Team Leader
Suspension Data
Early Warning Indicator
Database Data
At least twice per
quarter
D/E lists
Data Chat Protocol
PBIS data
Walk-through
Leanne Hood, 6th
Grade Team Leader
number of Ds/Es and implement
supports for students who are in need.
Debbie Coppula, 7th
Grade Team Leader
Observation Data
Referral Data
Debbie Coppula, 7th
Grade Team Leader
Town Hall meetings
Matthew Parker, 8th
Grade Team Leader
Rick Bergman,
Instructional Data
Assistant
Implement the Parkland Scholars
Program to help bridge the
achievement gap that exists with
Hispanic and African American
students.
All Team Members
Michelle Kay, Parkland
Scholars IRA Chair
Leanne Hood, 6th Grade
Team Leader
Debbie Coppula, 7th
Grade Team Leader
Matthew Parker, 8th
Grade Team Leader
Equity Literacy IRA
Committee Members
Matthew Parker, 8th
Grade Team Leader
Suspension Data
Early Warning Indicator
Database Data
At least twice per
quarter
Students for Program
Report card data
Lessons that emphasize
leadership skills and
character traits that
promote academic
success in school and on
their final Scholar’s
project
Eligibility data
Culturally relevant
articles/texts(Teaching
for Tolerance website)
Blooms Taxonomy
All Teachers
Enrollment in extra
curricular activities
Referral/suspension data
Quarterly reflections from
students/supervisor
Linkages to Learning
Staff participation and
feedback on student
progress
Copy of grades
Teacher feedback based
on academics & behavior
KID museum data
Glenstone data
Leanne Hood, 6th
Grade Team Leader
Debbie Coppula, 7th
Grade Team Leader
Matthew Parker, 8th
Grade Team Leader
Progress reports
Debbie EskenaziPerez, PBIS Team
Leader
Guest speakers
Video clips focusing on
effective leadership
Michelle Kay,
Equity Literacy IRA
Chair
One on one informal
discussions/check in
before, during, after
school
Blooming Orange
Parent Outreach
Coordinator
Aaron Shin, Magnet
Coordinator
Quarterly teacher survey
based on evaluation of
students’ academic
performance, effort, and
motivation
Classroom observations
Family
outreach/communication
ABC party eligibility
Equity Literacy IRA
Committee Members
(See Group Action
Plans for Timeline
for Data Monitoring)
Implement the Positive Behavioral
Intervention and Supports (PBIS)
program with fidelity to improve
student academic and behavior
outcomes.
Debbie Eskenazi-Perez,
PBIS Team Leader
Leanne Hood, 6th Grade
Team Leader
Debbie Coppula, 7th
Grade Team Leader
Student reflection
Analyzed referral and
suspension data
Analyzed
Referral/Suspension Data
Student scenarios
Training Plans
Professional
Development Plan
Student Scenario
Discussion Results
Debbie EskenaziPerez, PBIS Team
Leader
Monthly (with team
leaders)
Leanne Hood, 6th
Grade Team Leader
Articles
Matthew Parker, 8th
Grade Team Leader
All Teachers
Tessa Floyd, Staff
Development Teacher
Panther Paws
Items for Weekly and
Monthly Raffles
Debbie Coppula, 7th
Grade Team Leader
Matthew Parker, 8th
Grade Team Leader
Monthly (with team
members)