Transcript 2009 – 2010 School Improvement Plans

2012-2013
SIP Development
Office of School Improvement
SIP
Participants will:
Develop essential skills and tools for the completion of the
2012-2013 SIP
Identify resources available to be used to complete the
2012-2013 SIP
Increase the understanding of the school improvement
process
Keep in mind that SIPs require…
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a team process
ongoing communication
stakeholders’ feedback/input
ongoing reviews documented in EESAC minutes
timeline development
updates based on data analysis and students’ needs
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EESAC’s roster &
by-laws are
updated.
Needs
assessments are
conducted using
appropriate data.
Opportunities are
provided for EESAC
and staff to present
recommendations
for the 2012-2013
SIP.
EESAC assists in
developing the SIP
and assistance are
documented in
EESAC meeting
Minutes.
We are HERE!
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Staff and EESAC
provide evaluative
comments in
preparation for next
SIP.
SIP is reviewed by
district and region
staff during peer
review.
Ongoing
School
Improvement
Process
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Mid-year data and
narrative posted
to FLBSI site.
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Interim
assessments
administered and
data analyzed for
adjustments to SIP.
Ongoing
monitoring of SIP
for implementation
and effectiveness is
documented in
EESAC Minutes.
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Baseline
assessments are
administered and
needs assessments
aligned.
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SIP is presented to
District School
Board for approval.
Data results and SIP
are presented to
EESAC and staff,
and then posted to
FLBSI.
 Recommended minimum number of meetings:
 4 per school year, one per grading period
 In order to monitor and adjust progress
 Include SIP and Data Reviews on every EESAC Meeting
Agenda
 Document SIP reviews and decisions in EESAC Minutes
 Include SIP on Faculty Meeting Agendas
Accessing Bylaws, Minutes & Rosters
http://osi.dadeschools.net/
School Grade
ESEA Category
A
Reward
Schools that increase
their grade
Reward
DA Category
B
C
Prevent
D
Focus
Correct
F
Priority
Intervene
1. AMO-1, School Grade
Provides a comprehensive overview of the performance of the
school including subgroup proficiency and student learning gains
2. AMO-2, Increase Student Performance in Reading and
Mathematics
Focuses schools on increasing the proportion of students scoring
at levels 3 and above and reducing the proportion of students
scoring at levels 1 and 2 by 50% over six years
3. AMO-3, Adequate Progress of Students in the
Lowest- Performing 25% in Reading and Mathematics
Includes over representation of specific subgroups that are
low-performing and focuses schools on raising their
achievement and reducing achievement gaps
4. AMO-4, Comparison of Florida’s Student Performance
to the Highest Performing States and Nations
National: NAEP outcomes for reading and mathematics in
grades 4 and 8
International: TIMSS, PIRLS, PISA
• Locate an electronic copy of the 2011-2012
SIP.
• Open and save to your desktop an electronic
copy of the 2012-2013 SIP template from the
OSI website: http://osi.dadeschools.net
• Copy and paste all applicable sections from the
2011-2012 SIP to the 2012-2013 SIP template.
• Provide the SIP Writing team with the 20112012 SIP EOY worksheets that the grade level/
departments provided.
Update and revise:
 Highly Qualified
Administrators/Coaches
 Highly Qualified Teachers
 Staff Demographics
 Teacher Mentoring Program
 Title I – Additional Requirements
 MTSS/RTI
 Literacy Leadership Team
 Pre-school Transition
 Post-secondary Transition
Getting Started….. Insert the following:
pending
IMPORTANT
TOOLS!!!
http://osi.dadeschools.net/sip/
The principal’s
EESAC Verification
code will be
emailed to the
principal upon
request via email.
0001 – Marlin Elementary School
000011 – Sherian Demetrius
0001 –
Marlin EL
0002 Dolphin EL
HIGHLY QUALIFIED ADMINISTRATORS
READING COACH - SAMPLE
HIGHLY QUALIFIED INSTRUCTIONAL COACH
Transfer all data from the “Instructional Staff” list to the SIP template.
Monitor HQT Status Throughout the Year!
HIGHLY QUALIFIED TEACHERS
Who receives a mentor:
 Teachers new to the profession, without previous
teaching experience &
 First and second year teachers in Education
Transformation Office schools are eligible to
receive a MINT certified site-based mentor.
Help for 2nd and 3rd year teachers:
• Teachers with previous teaching experience and
teachers in years two and three are eligible to
receive a buddy teacher.
• A buddy teacher occupies a leadership role in the
school such as a department chair, grade-level
chair, reading coach, mathematics coach,
National Board Certified Teacher, etc.
To become a
mentor, see
Appendix _I_
Multi-Tiered Support System/Response to Instruction/Intervention (RtI) –
Schools servicing students in grades K-12 must complete.
http://www.justreadflorida.com
Align to the servicing
District CRRP - students
Literacy Leadership Team (LLT) – Schools
in grades K-12 must complete.
All High Schools must complete this section.
See the next two slides for a sampling of the High School Feedback Report.
Schools should use current available data to update possible strategies for
improving student readiness for the public postsecondary level.
GOAL AREAS
» READING
» MATHEMATICS
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Algebra I
Geometry
» SCIENCE
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Biology
WRITING
CIVICS
US HISTORY
ATTENDANCE
SUSPENSIONS
DROPOUT PREVENTION
(GRADUATION)
» PARENTAL INVOLVEMENT
» CAREER AND TECHNICAL EDUCATION
» STEM
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Guiding Questions
» In each Goal Area, click the “HELP”
» Use data sources to analyze and define areas in
need of improvement
» Specific responses to the guiding questions are
not required to be written onto the SIP template;
however, they provide relevance between the
Anticipated Barrier and Strategies
http://osi.dadeschools.net
Click Here
READING GOAL
Guiding questions for Reading
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Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Level 3?
Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Levels 4
or 5?
Based on a comparison of 2011 FCAT 2.0 data and 2012 FCAT 2.0 data, what was the
percentage point increase or decrease of students maintaining Achievement Levels 3, 4, 5?
What are the anticipated barriers to increasing the percentage of students maintaining
Achievement Level 3 or moving to Achievement Levels 4 or 5 on the 2012 FCAT 2.0?
For students scoring Achievement Levels 1 or 2, what strategies will be implemented to
provide remediation and increase achievement to Level 3?
For students scoring Achievement Level 3, what strategies will be implemented to maintain
satisfactory progress and/or increase to Achievement Levels 4 or 5?
For students scoring at Achievement Levels 4 or 5, what strategies will be implemented to
maintain above satisfactory progress and provide enrichment?
What percentage of students made learning gains?
What was the percentage point increase or decrease of students making learning gains?
What are the anticipated barriers to increasing the percentage of students making learning
gains?
What strategies will be implemented to increase and maintain satisfactory progress for these
students?
What additional supplemental interventions/remediation will be provided for students not
achieving learning gains?
What percentage of students in the lowest 25% made learning gains?
What was the percentage point increase or decrease in the lowest 25% of students making
learning gains?
What are the anticipated barriers to increasing learning gains in the lowest 25%?
Guiding questions for Reading - continued
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What additional supplemental interventions/remediation will be provided for students in the
lowest 25% not achieving learning gains?
Which student subgroups did not meet AMO 2 targets?
What are the anticipated barriers to increasing the number of subgroups meeting AMO 2 targets?
What strategies will be used to ensure students meet AMO 2 targets?
What clusters/strands, by grade level, showed a decrease in making satisfactory progress?
How will the Instructional Focus Calendar be created to address area(s) of improvement
(clusters/strands)?
How will focus lessons be developed and revised to increase students making satisfactory
progress for these clusters/strands?
How will school level leadership ensure that student reading placement meets the criteria of the
attached student placement chart? (as outlined in State Board Rule 6A-6.054, which is also
attached)
In addition to the Baseline and Mid-Year assessment, how often will interim or mini-assessments
be administered?
How often will the teachers and School-Based Leadership Team (principal, assistant principal,
instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
based on the academic needs of students?
How often will data chats be held at each of the following levels: teacher/student;
teacher/administration?
How will the Problem-solving Model and progress monitoring be utilized to strengthen Multi-Tier
System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and differentiation?
How will the Problem-solving Model and progress monitoring be utilized to identify students in
need of MTSS/RtI Tier 2 supplemental intervention?
How will the Problem-solving Model and ongoing progress monitoring be utilized to identify
students in need of MTSS/RtI Tier 3 intensive intervention?
READING SAMPLE
APPENDIX - VI
PROFESSIONAL DEVELOPMENT & BUDGET
U.S. HISTORY GOAL
APPENDIX - XI
PROFESSIONAL DEVELOPMENT & BUDGET
ATTENDANCE GOAL
Guiding Questions for Attendance
» What was the attendance rate for 2011-2012?
» How many students had excessive absences (10 or more) during
the 2011-2012 school year?
» What are the anticipated barriers to decreasing the number of
students with excessive absences?
» What strategies and interventions will be utilized to decrease the
number of students with excessive absences for 2012-2013?
» How many students had excessive tardies (10 or more) during the
2011-2012 school year?
» What are the anticipated barriers to decreasing the number of
students with excessive tardies?
» What strategies and interventions will be utilized to decrease the
number students with excessive tardies for 2012-2013?
ATTENDANCE GOAL SAMPLE
PROFESSIONAL DEVELOPMENT & BUDGET
DROPOUT PREVENTION /GRADUATION GOAL
DROPOUT PREVENT GOAL SAMPLE
PROFESSIONAL DEVELOPMENT & BUDGET
PARENT INVOLVEMENT GOAL
Guiding Questions to Inform the Problem Solving Process
(Title I Parent Involvement Plan may be uploaded)
• Based on information from surveys, evaluations, agendas, or sign-ins, was
the percent of parent participation in school activities maintained or
increased from the prior year?
• What are the anticipated barriers to increasing parent involvement?
• Generally, what strategies or activities can be employed to increase parent
involvement?
• How will the school correlate the parental involvement activities with
student achievement?
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Title I Administration Handbook
PTA National Standards for Family-School Partnerships Assessment Guide
www.pta.org/bsp .
PARENTAL INVOLVEMENT GOAL Sample
PROFESSIONAL DEVELOPMENT & BUDGET
STEM Goal Sample
PROFESSIONAL DEVELOPMENT & BUDGET
Guiding Questions for CTE
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Based on 2011-12 data how many CTE programs were offered and what were the enrollments in those
programs?
Are CTE courses offered sequentially and cohesively allowing students to complete a program or
complete at least three credits in a program?
How many CAPE academies will be registered for 2012-13? How many career-themed courses will be
registered for 2012-13?
How often do representatives from feeder middle schools and high school meet to discuss articulation
related to CTE?
Do all CTE teachers hold the appropriate teaching certification for the program they teach?
What percentage of CTE teachers hold an industry certification for the program they teach (if applicable)?
Have CTE teachers participated in professional development related to utilizing data to drive instruction?
Are CTE teachers involved in lesson study?
What percentage of CTE teachers have been trained in CAR-PD/NGCAR-PD and/or CATER/NGCATER?
How many CTE programs have active Advisory Councils that meet on a regular basis? What are the
anticipated barriers to establishing Advisory Councils?
Do all CTE programs have safe, well equipped facilities with appropriate student/teacher ratios?
How many chapters of Career and Technical Student Organizations (CTSOs) are established?
Based on 2011-12 data how many CTE students earned an industry certification on the Industry
Certification Funding List?
Based on 2011-12 data what percentage of CTE students (seniors) qualified for the Gold Seal Vocational
Scholars Award?
Based on 2011-12 data what percentage of CTE students were enrolled in dual enrollment CTE courses
for college credit?
Do CTE students have the opportunity to participate in school-based enterprise, internships, externships,
and/or on-the-job training?
CAREER AND TECHNICAL EDUCATION
Goal Sample
APPENDIX XII
EXAMPLE GOALS: Increase student enrollment in middle school CTE courses by XX%. OR Increase student achievement in Senior
High School Career and Professional Education (CAPE) academies by XX%
Anticipated
Barriers
• CTE teacher is
not certified
with industry
certification.
Strategies
CTE Teachers
implement CTE
program state
curriculum
standards,
• Students not
program
prepared for
sequence of
certification
courses,
exam in timely
including pacing
manner.
of activities for
• Enrollment is industry
certification as
not strong
outlined within
enough for
CTE professional
student
completion of development
activities.
CTE program
or acquiring
skills necessary
for
certification.
Action Steps
 CTE teacher attends Professional Development Institute (PDI) sessions
during summer and fall training for instruction in certification skills.
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Process
Administrators
monitor the
Monitor and review student schedules with CTE teachers and guidance, effective
implementation of
to ensure enrollment of intermediate and advanced level courses,
lessons and timely
building strong academies.
instruction in the
CTE teachers integrate industry certification preparation strategies at
CTE classrooms
every level of program courses.
through common
Provide opportunity for CTE teachers to attend training of how to read planning, review
and use data for differentiated instruction for industry certification
of test data
preparation. (FCAT, FAIR or student LEXILE reading levels.)
including baseline,
practice or
CTE teachers implement baseline, practice and/or readiness exams or
activities throughout instruction.
readiness tests.
 Teachers and administrators attend FACTE and other state teacher
conferences in summer or fall of 2012 for curriculum and technical
updates.
 Promote student development of certification goals and student
awareness of industry certification timelines.
 Promote posting of certification information and timelines in
classrooms, disseminate information to parents.
 Encourage articulation of middle and high school feeder pattern
programs through school visits, recruitment activities or combined
projects.
GOAL EXAMPLE: Strengthen career academy structure increasing the use of Career Academy National Standards of Practice.
Anticipated Barriers
Strategies
Action Steps
Process
• Career
academy
students not in
cohort
schedule with
academic and
CTE teachers.
Use Project Based Learning  Arrange for common planning or lesson study time to
develop integrated lessons with all academy teachers.
to focus career themed
instructional planning
 Conduct self-assessment of career academies using National
between CTE and academic
Career Academy Coalition (NCAC) or Career Academy
teachers for students in
Support Network (CASN) resources.
cohort schedules.
Monitor the
curriculum
development
opportunities of
academy
teachers, with
common
planning,
academy
retreats, etc.
across all
disciplines.
Schedule career academy  Participate in Math-in-CTE or other integrated curriculum
development, partnering CTE and Mathematics teachers.
students in cohorts with
common academic and CTE  Promote the use of Discovery Education resources for
background information of STEM scientific principles of CTE
instructors.
Monitor and
review student
schedules, to
ensure building
pipeline for
intermediate and
advanced level
courses.
 Implement best practices of integrating CTE content with
literacy skills using Achieve 3000 online program (select
Provide opportunities for
schools.)
• Curriculum not CTE and academic teachers
aligned to
to develop and implement  Encourage or provide training in Project Based Learning
elements (online course Fall 2012 and Spring 2013.)
career theme
integrated curriculum.
content. (Attend training Fall 2012.)
 Encourage training and implementation of NGCATER model
of reading instruction of complex material based on career
themes (training Fall 2012 and Summer 2013.)
 Attend online PD “Unwrapping CTE Standards” (Fall, Winter
and Spring 2012)
 Include CTE instruction within school instructional focus
calendar.
 Plan activities school-wide during CTE Month (Feb. 2013.)
EXAMPLE GOAL: Increase opportunities for STEM applied learning by increasing opportunities for students to participate in CTSO career and
technical skill competitions by XX%.
Anticipated Barriers
• Teachers not
trained as CTSO
advisors to
provide
technical and
leadership
support
required for
CTSO student
achievement.
• Teachers not
trained in
Project Based
Learning
instructional
frameworks.
• Teachers not
trained in
adding rigorous
problemsolving
activities to
lessons.
Strategies
Action Steps
 Begin or increase enrollment of CTSO aligned to CTE
Utilize Career Technical Student
program curriculum standards.
Organization (CTSO) Career
Development Events and related  Teachers attend curriculum and leadership CTSO Advisor
training at the district and /or state level.
curriculum aligned to appropriate
CTE program to increase rigor,
 Align curriculum to appropriate CTSO, and/or other
relevance, and opportunities for
competitions, such as: Miami- Dade County Fair, NFTE,
Fairchild Challenge or other district-approved competition
STEM activities.
curriculum.
Process
Monitor the
implementation
of the guidelines
and timeline for
the teacher
training and the
progress of the
CTE student
 Implement (or develop) career development events lesson competition
plans using Project Based Learning instructional elements. projects.
 Develop a timeline of training, attending informational
workshops; and plan for meeting deadlines for event
registration, etc.
 Provide opportunities for students to apply literacy skills,
STEM principles, as well as leadership skills solving realworld problems during CTSO Career Development and
Technical Skills events at district, state and national
events. (budget funds for bus, substitutes, etc.)
 Provide opportunities for teachers to join Professional
Learning Communities, such as STEM Robotics PLC, or
attend district and/or state workshops. (provide
substitutes and/or travel expenses.)
 Teachers participate in Project Based Learning Online
Professional Development offered by FACTE (Fall and
Spring 2012-13)
PROFESSIONAL DEVELOPMENT & BUDGET
FINAL BUDGET
This area will automatically be calculated when you post your goal budgets to the
flbsi website, once your final 2012-2013 SIP has been approved. There is no
need to complete this section at this time.
Monitor implementation of the SIP through ongoing data analysis…………
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School Advisory Councils (EESACs)
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Majority of members must be non-District employees
Schedule appropriate meetings
Describe how you are going to use the EESAC funds
Describe the activities of the EESAC for 2012-2013
 Check the OSI website (Sept. 14, 2012) for your school’s “Current
and Expected Improvements” (http://osi.dadeschools.net).
 Upload the DRAFT (Parts I & II) by June 22, 2012, to the OSI
website.
 Update the 2012-13 SIP draft based upon feedback from the Region
or appropriate office(s) prior to the scheduled Peer Reviews (Sept. 928, 2012).
 Complete revisions, share with school staff (faculty meeting), and
EESAC prior to posting to http://www.flbsi.org by October 12,
2012.
 EESAC Minutes must document the review and approval of the
2012-13 SIP.
 Administer the Baseline Assessments and complete Edusoft scans by
Friday, September 7, 2012, 5:00 p.m.
 Post Baseline data to http://www.flbsi.org by October 19, 2012.
Click here
• Use your WL#
to save the
draft
• Find your
saved SIP on
your desktop/
drive by
clicking the
“Browse”
button
• Click Submit
to save.
http://www.flbsi.org
DUE October 12, 2012
DISTRICT TIMELINES ARE 1 WEEK
PRIOR TO STATE TIMELINES!!
Make sure that you check the
2012-2013 DA School list during
the summer to ensure required
timelines.
Pending
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all areas.
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2012-2013 SIPS
LEAD THE WAY!
Ms. Linda G. Fife
305-995-2692
[email protected]
Ms. Dolores de la Guardia
Dr. Sherian Demetrius
305-995-7686
305-995-7046
[email protected]
[email protected]
Ms. Pamela Wentworth
305-995-1520
[email protected]