Transcript School Data

Putting It
All Together
SIP/DA Update
July 2009
Wade Davis, Ed.D.
Research, Evaluation Accountability Department
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“In order to succeed, you must know what you are
doing and believe in what you are doing...”
Will Rogers
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Signs of Progress-School Culture
• What makes a school culture
stronger?
• What are the indicators?
• What do administrators and teachers
do that result in exceptional
achievement?
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School Culture

Unified Vision

Collaborative Decisions

Universal Curriculum

Rigorous Instruction

Data Driven Analysis

Cooperative Attitude, True Collaboration,
Deep Discussion, Resolve of Purpose

Responsiveness to Human Dynamics
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“Why Do Differentiated
Accountability and the SIP ? ”
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“ Because we have too.”
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Differentiated Accountability
􀂄 Streamlines two accountability systems: School Grades and NCLB.
􀂄 Lengthens and minimizes the Restructuring process for higher performing
schools.
􀂄 Challenges “one size fits all ” approach under NCLB by organizing and
differentiating federal and state interventions based on school
performance.
􀂄 Specifically identifies which interventions should be applied and who is
responsible for implementation, support, and monitoring.
􀂄 Provides targeted and high-quality assistance to the State’s lowest
performing schools through the Region support system. Department now
an active participant in the school improvement process.
􀂄 Requires districts to provide students from chronically low-performing
schools with new learning environments if improvement is not made.
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2009-2010
Differentiated Accountability (DA) Reporting Timelines
June-July 2009
Regional Executive Directors (REDs) meet with
Superintendents to review district compliance with DA
August 1
Final Strategic Implementation Plan due for 2008-9 Intervene
Schools
August 28
District Improvement Plans due
September 11
School Improvement Plans due
September 18
School Baseline Data due
November
Initial Intervene Option due for 2009-2010 Intervene Schools
December 18
School Mid-Year Data due
January 15, 2010 School Mid-Year Report due
February
Strategic Implementation Plans due for 2009-10 Intervene
Schools
May
School Restructuring Plans due for SINI 4 and SINI 6
August 1
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Final Strategic Implementation Plan due for 2009-10 Intervene
Schools
What’s new for 2009-2010?
􀂄 Legislature recently approved HB 991, SB 1682, and Governor signed into law.
DA will now be the State’s official accountability system.
􀂄 Non-Title I A, B, and C schools not making AYP for two consecutive years will
be included in DA.
􀂄 SINI status will not be used to determine placement of schools in the DA
matrix.
􀂄 Department will now provide targeted assistance to Exiting Intervene and D
former F schools in 2007-08.
􀂄 Former FLaRE Coordinators will be under the direction of region offices.
􀂄 Coaches only required for Intervene, Exiting Intervene, Correct II D and F
Schools, and D former F schools in 2007-08.
􀂄 Performance and Differentiated Pay only required for Intervene, Exiting
Intervene, Correct II D and F schools, and D former F schools in 2007-08.
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􀂄 Eliminated requirement for “outside expert ” and extended learning day.
􀂄Community Assistance Team (CAT) is required for F and Intervene schools—
only one team is required per district, not per school.
􀂄FAIR required for Correct II, Intervene, and D former F schools in 2007-08 for
Level 1-3 students and State’s SIP template required for all DA schools.
􀂄Waiver can be obtained for coaches, use of FAIR, and use of State’s SIP
template for non-Title I A, B, and C schools.
􀂄Specific language relating to RtI process added to the crosswalk.
􀂄Role of the Department is clearly defined in the lowest-performing schools
within crosswalk (i.e. Intervene, F, Exiting Intervene, and D former F schools
in 2007-08)
􀂄Instructional Focus Calendars and mini-assessments are required in reading,
mathematics, and science.
􀂄Florida’s Continuous Improvement Model required.
􀂄Data chats required after assessments.
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􀂄Districts must establish a monitoring system to ensure school improvement.
Points of Clarification
􀂄 Non-Title I schools are not required to provide SES services, choice
with transportation, or go through the corrective action and/or
restructuring process!
􀂄 DA Bill did not change school grading process!
􀂄 If non-Title I A, B, and C schools choose not to use State template
(waiver), the district template must address the areas of data
analysis, RtI, and instructional strategies for subgroups not making
AYP. It must also address state statute requirements.
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An “A”, “B”, “C”, or ungraded school enters Differentiated Accountability
(DA) after missing Adequate Yearly Progress (AYP) for two consecutive
years starting from 2002-2003. An “AYP Count” value is assigned to all
schools. The AYP Count starts at 1 for a school that has missed AYP for
two consecutive years. The count increases for each year that a school in
DA misses AYP. A school must make AYP two consecutive years to exit
DA. If a school in DA then makes AYP one year, the school’s AYP Count
freezes. However, if that school then misses AYP in the following year, the
school’s AYP Count resumes. Reaching AYP for two consecutive years
resets the AYP Count at zero. To re-enter DA, a school would need to miss
AYP for two consecutive years or graded D or F.
DIFFERENTIATED ACCOUNTABILITY CATEGORIES
PREVENT I
“A”, “B”, “C”, or ungraded schools that have missed AYP for at least two
consecutive years, with AYP Counts from 1 to 3, and have met at least
80% of AYP criteria
􀂖 SCHOOL IMPLEMENTS INTERVENTIONS
􀂖 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT
MAKING AYP
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􀂖DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS
PREVENT II
• “D” schools that have missed AYP for fewer than two consecutive years.
• “D” schools that have missed AYP for at least two consecutive years,
with AYP Counts from 1 to 3.
• “A”, “B”,“C”, or ungraded schools that have missed AYP for at least two
consecutive years, with AYP Counts from 1 to 3, and have met less than
80% of AYP criteria
􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS
􀂖SCHOOL IMPLEMENTS INTERVENTIONS
􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS
􀂖SCHOOL IMPLEMENTS INTERVENTIONS
􀂖DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS
􀂖STATE MONITORS DISTRICT’S SUPPORT OF SCHOOLS
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CORRECT I
• “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that
have met at least 80% of AYP criteria.
􀂖 DISTRICT DIRECTS INTERVENTIONS
􀂖 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT
MAKING AYP
􀂖 SCHOOL IMPLEMENTS INTERVENTIONS
􀂖 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS
CORRECT II
• All “F” schools regardless of AYP status.
• “D” schools with AYP Counts of 4 or greater.
• “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that
have met less than 80% of AYP criteria
􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS
􀂖SCHOOL IMPLEMENTS INTERVENTIONS
􀂖DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT
SCHOOLS
􀂖INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE
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FOR “F”AND “D Former F (2007-2008)”SCHOOLS
Differentiated Accountability Prevent II
Schools
DA Requirements
1
In conjunction with District-based Leadership Teams, School Advisory Council develops and
leadership team implements the School Improvement Plan. (1001.452, F.S.)
Educator Quality
DA Requirements
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3
Teachers assigned to subgroups not making AYP are highly qualified and certified in-field. (Sec.
1119(a))
All paraprofessionals are highly qualified. (Sec. 1119(f))
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Reading coaches must maintain a daily log of activities on the Progress Monitoring and
Reporting Network (PMRN) and the school and district leadership teams must monitor these
logs. District ensures that coaches are not the teacher of record and do not provide pull out
instruction outside the context of providing professional development for teachers. (6A-6.053)
Professional Development
DA Requirements
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School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of
subgroups not making AYP. (Sec. 1116(b)(3)(A)(iii) & Sec. 9101(34))
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First Year Insights..
Keys to Success
1)
2)
3)
4)
5)
Instructional Leadership of Principal
Data Analysis-Differentiated Instruction
Effective use of Coaches
Strong reading instruction—fidelity to the core
Use of common planning time
Areas in need of Improvement
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Review of low-performing principals and teachers
Creating a culture of data analysis
District monitoring and support
Use of Coaches
Supporting schools to attract and retain the best teachers
Use of purchased resources and programs
Higher order questioning
Too many worksheets
Deep teaching of the benchmarks
Fidelity to secondary reading program
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School Improvement Plan
How did we do?
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Very good in our Witch
reduction goal!
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Data Analysis
1. Gather information using Review, Interview,
Observation, and Test (RIOT) procedures.
(Fact Finding)
2. Apply professional knowledge of content.
(Content Knowledge)
3. Generate Hypothesis and predictions.
(Assumed Causes)
4. Validate Hypothesis
(Record and analyze results of data collected)
5. Link assessment to intervention and enrichment
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(Write the intervention to be implemented)
Here’s where we are at
this point …
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Creating S.M.A.R.T. Goals
Specific, Measurable, Attainable, Realistic, Timely
Specific - A specific goal has a much greater chance of being
accomplished than a general goal. To set a specific goal you must
answer the six "W" questions:
*Who:
Who is involved?
*What:
What do I want to accomplish?
*Where:
Identify a location.
*When:
Establish a time frame.
*Which:
Identify requirements and constraints.
*Why:
Specific reasons, purpose or benefits of accomplishing the
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goal.
Measurable - Establish concrete criteria for measuring progress toward
the attainment of each goal you set. When you measure your progress,
you stay on track, reach your target dates, and experience the
exhilaration of achievement that spurs you on to continued effort required
to reach your goal.
Attainable - When you identify goals that are most important to you,
you begin to figure out ways you can make them come true. You
develop the attitudes, abilities, skills, and financial capacity to reach
them. You begin seeing previously overlooked opportunities to bring
yourself closer to the achievement of your goals.
You can attain most any goal you set when you plan your steps wisely
and establish a time frame that allows you to carry out those steps.
Goals that may have seemed far away and out of reach eventually
move closer and become attainable, not because your goals shrink,
but because you grow and expand to match them. When you list your
goals you build your self-image. You see yourself as worthy of these
goals, and develop the traits and personality that allow you to possess
them.
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Realistic - To be realistic, a goal must represent an objective toward
which you are both willing and able to work. A goal can be both high
and realistic; you are the only one who can decide just how high your
goal should be. But be sure that every goal represents substantial
progress. A high goal is frequently easier to reach than a low one
because a low goal exerts low motivational force. Your goal is probably
realistic if you truly believe that it can be accomplished. Additional
ways to know if your goal is realistic is to determine if you have
accomplished anything similar in the past or ask yourself what
conditions would have to exist to accomplish this goal.
Timely - A goal should be grounded within a time frame. With no time
frame tied to it there's no sense of urgency.
Tangible - A goal is tangible when you can experience it. When your
goal is tangible you have a better chance of making it specific and
measurable and thus attainable.
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Data sources to use while writing School Improvement Plans:
Florida School Indicators Reports
NCLB School Public Accountability Reports
Graduation and Dropout Rates
High School Feedback Reports
FCAT Student Performance Results-Demographic Reports (2000 - 2007)
School Safety and Discipline Data (SESIR reports 1997-2007)
Strategies for Evaluating Your School Improvement Process (pdf)
Flowchart of the annual School Improvement Process (pdf)
Planning and Evaluating Your School Improvement Process (11th edition, 2008)
Promising Instructional Practices from the School Recognition reporting database
(2002-2007)
Five Star School Awards (for exemplary community involvement)
Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December
13, 2001 regarding School Advisory Council and Sunshine Law
"Sunshine Law" (Section 286.011, Florida Statutes)
Robert's Rules of order (this resource for SAC meetings is NOT required-use is
optional)
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DART 2009
A process for using the Florida Comprehensive Assessment Test (FCAT) to
disaggregate student achievement data toward improving teaching and
learning 11th Edition - 2009
Florida Department of Education
325 W. Gaines Street, Suite 314
Tallahassee, FL 32399-0400
(850) 245-0426, SunCom 205-0426
http://www.flbsi.org
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Foundation of FCIM Process
􀂄Baseline and Midyear Assessment for Reading, Mathematics, Science, and
Writing
􀂄Monthly or Bi-Weekly Assessments
􀂄Data Chats with Students and Teachers
􀂄Use of common planning time to analyze data
􀂄Highlighting of Assessment Data and Grouping of Students
􀂄Development of Instructional Focus Calendars in Reading, Math, Science, and
Writing by Grade Level
􀂄Instructional time allocated for particular benchmarks should not be equal
􀂄IFCs aligned to benchmarks
􀂄After assessments, students are grouped for differentiated instruction
􀂄Above mastery or at mastery (enrichment), near, and severely below mastery
􀂄Use of Focus Lessons
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􀂄Administration monitors implementation
In A Nutshell
Focus on:
 SSS related curriculum
 School wide basic skills in teaching and learning
 Rigorous curriculum
 Intervention for those who need help and enrichment
Data driven Accountability
 Efforts demonstrated and supported by state
assessments
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Our challenge is to provide an
education for the kind of kids we
have. Not the kind of kids we used
to have or want to have or the
kind that exists in our dreams.
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An A ???
No Problem !!!
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Coming together is a
beginning.
Keeping together is
progress.
Working together is
success.”
A
A
Henry Ford
A
A
A
A
Happy Ending
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