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2011-2012 SIP Development

Office of School Improvement

Workshop Objectives

Participants will:  Develop essential skills and tools for the completion of the 2011-2012 SIP   Identify resources available to be used to complete the 2011-2012 SIP Increase the understanding of the school improvement process 2

Begin with an End in Mind!

Keep in mind that SIPs require…

• • • • • •

a team process ongoing communication stakeholders’ feedback/input ongoing reviews documented in EESAC minutes timeline development updates based on data analysis and

students’ needs

EESAC’s roster & by-laws are updated.

Staff and EESAC provide evaluative comments in preparation for next SIP.

Mid-year data and narrative posted to FLBSI site.

Interim assessments administered and data analyzed for adjustments to SIP.

Needs assessments are conducted using appropriate data.

Opportunities are provided for EESAC and staff to present recommendations for the 2011-2012 SIP.

We are HERE!

EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes .

Ongoing School Improvement Process

SIP is reviewed by district and region staff during peer review.

Baseline assessments are administered and needs assessments aligned.

Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes.

SIP is presented to District School Board for approval.

Data results and SIP are presented to EESAC and staff FLBSI.

, and then posted to 5

EESAC/SIP Recommendations

 Minimum number of meetings:  For non-DA schools - 4 per school year, one per grading period  DA schools – monthly in order to monitor and adjust progress  Include SIP and Data Reviews on EESAC Meeting Agenda  Document SIP reviews and decisions in EESAC Minutes  Include SIP on Faculty Meeting Agenda  Minimum Requirements for Five Star Award: A minimum number of EESAC meetings with 80% of members in attendance 6

Accessing Bylaws, Minutes & Rosters

http://osi.dadeschools.net/ 7

Start the Process

• Locate an electronic copy of the 2010-2011 SIP.

• Open and save to your desktop an electronic copy of the 2011-2012 SIP template from the OSI website:

http://osi.dadeschools.net

• Copy and paste all applicable sections from the 2010-2011 SIP to the 2011-2012 SIP template.

• Update and revise – Part I  Highly Qualified Administrators  Highly Qualified Teachers  Staff Demographics  Teacher Mentoring Program  RTI  Post-secondary Transition 9

Getting Started….. Insert the following :

pending 10

http://osi.dadeschools.net/sip/ The principal’s EESAC Verification code will be emailed to the principal upon request via email.

000011 – Sherian Demetrius 0001 – Marlin EL 0002 - Dolphin EL

0001 – Marlin Elementary School

HIGHLY QUALIFIED ADMINISTRATORS

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for High Standards, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Degree(s)/ Number of Number of Position Name Years at Years as an Prior Performance Record( include School Grades, FCAT, [High Standards, Learning Gains, Lowest 25%], and AYP Certification(s) Current School Administrator information along with the associated school year) Principal Sherian Demetrius Elem. Ed.

Primary Ed.

5 7

(

Data must align with district spreadsheet)

‘11 ’10 ’09 ’08 ’07

Ed.

School Grades A A B C F

Leadership

AYP High Standards – Y Y N N N

(If this is the first year at the school, use “1” instead of “0” for the number of years.)

Rdg High Standards – Math Lrng Gains-Rdg Lrng Gains-Math 69 68 67 64 46 Gains-R-25 Gains-M-25 62 65 56 59 47 78 74 65 62 43 68 65 62 64 48 59 58 57 62 52 81 80 75 69 64 15

READING COACH - SAMPLE 16

HIGHLY QUALIFIED INSTRUCTIONAL COACH

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for High Standards, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject Area Reading Name Grace Jones Degree(s)/ Certification(s) Elementary Education Reading Endorsement Number of Years at Current School Number of Years as an Instructional Coach 4 2 (If this is the first year at the school, use “1” instead of “0” for the number of years.) Prior Performance Record (include prior School Grades, FCAT [High Standards, Learning Gains, Lowest 25%], and AYP information along with the associated school year)

(

Data must align with district spreadsheet)

‘11 ’10 ’09 ’08 ’07 School Grades AYP High Standards – Rdg High Standards – Math Lrng Gains-Rdg Lrng Gains-Math Gains-R-25 Gains-M-25 A Y B N C N F N A Y 65 56 59 47 74 74 65 62 43 78 65 62 64 48 85 68 67 64 46 75 58 57 62 52 83 81 80 75 69 64 18

Monitor new hires throughout the year.

HIGHLY QUALIFIED TEACHERS

    Teacher Mentoring  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.

 Confirm certification of mentor  May insert TBA in “Mentee” column pending start of school year Must hold a valid professional teaching certificate Minimum of 3 years of successful teaching experience Pairing should be by grade level/subject area Activities should be ongoing 22

Response to Instruction/Intervention (RtI) School-based RtI Team See APPENDIX IV

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem Solving process is used in developing and implementing the SIP.

RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing and behavior.

Describe the plan to train staff on RtI.

Literacy Leadership Team (LLT)

Align to the District CRRP -

http://www.justreadflorida.com

Identify the school-based Literacy Leadership Team (LLT) . (Identify by Name & Position) Describe how the school-based LLT functions (e.g. Meeting processes and roles/functions).

What will be the major initiatives of the LLT this year?

Response to Intervention Core Instruction and Interventions Secondary-level interventions in specialized groups for at-risk students Tier III

Intervention Smaller Group

Tier II

Intervention Small Group

Individualized, intensive interventions Tier I

Intervention Classroom Core Instruction • Primary supports for students in the general education classroom 25

Problem-Solving Model for Response to Intervention

Define the Problem How well did students respond? Is there still a problem?

Directly observe behavior – gather data Evaluate the Results Monitor implementation and progress Involve Stakeholders Implement the Plan & Progress Monitor Analyze the Problem & Develop an Intervention Plan Identify barriers to solving the problem – Develop a plan

NCLB Public School Choice ( for Title I schools only) (The required letters will be posted to: http://osi.dadeschools.net as they are received from the District office. Do NOT use any school generated letters.) Notification of School in Need of Improvement (SINI) Status



Attach a copy of the Notification of SINI Status to Parents

•

SINI 1+ schools

Public School Choice with Transportation (CWT) Notification



Attach a copy of the CWT Notification to Parents

•

SINI 2+ schools

Supplemental Educational Services (SES) Notification



Attach a copy of the SES Notification to Parents

• •

SINI 1+ schools SINI Status and CWT notifications

may be the same letter

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.

SAMPLE HIGH SCHOOL FEEDBACK REPORT

* Data should drive responses on identifying strategies to improve post-secondary readiness.

SAMPLE HIGH SCHOOL FEEDBACK REPORT

* Data should drive responses on identifying strategies to improve post-secondary readiness.

GOAL AREAS

       

READING MATHEMATICS SCIENCE WRITING ATTENDANCE SUSPENSIONS DROPOUT PREVENTION (GRADUATION) PARENTAL INVOLVEMENT

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

Accessing & Analyzing Available Data

 Replace hunches with facts  Identify causes (

Barriers

) of a problem not just the symptoms  Assess needs and target resources   Make

informed

decisions Set goals and keep track of progress  Align professional development with the needs of the staff 34

http://osi.dadeschools.net

http://curriculum.dadeschools.net/schoolperformancereports.asp

SIP Part II

2012 Expected Level of Performance Report and Criteria

New Monitoring Tool

Monitoring Tool for FCAT 2.0/EOC Assessed Benchmarks 37

2012 Expected Improvements Part II of SIP

–

Goal Areas

2011-2012 Statewide Assessment Plan

FCAT FCAT 2.0

EOC (CBT*)

Writing (4, 8, 10) Reading (3-10) (SS) Algebra (SS) Reading Retakes (fall, spring) Math (3-8) (SS) * CBT in G7 Geometry (B) Math Retakes (fall, spring) (CBT*) Science (5, 8) (B) Biology (B) US History (FT) Selected HS

*CBT: Computer-Based Testing

Link to 2011-2012 Statewide Assessment Schedule 39

• • • •

Students to be Tested in 2011-12

    

Algebra 1

1200310 - Algebra 1 1200320 - Algebra 1 Hon.

1200380 - Algebra 1B 1209810 - Pre-AICE Mathematics 1 1200390 - IB Middle Years Program – Algebra 1 Hon.

   

Geometry

1206310 - Geometry 1206320 - Geometry Hon.

1206810 - IB Middle Years Program Geometry Hon.

1209820 - Pre-AICE Mathematics 2

Biology

• 2000310 - Biology 1 2000320 - Biology 1 Hon.

2000322 - Pre-AICE Biology 2000430 - Biology Technology 2000800 - Biology 1 PreIB • • • 2000850 - IB Middle Years Program Biology Hon.

2002440 - Integrated Science 3 2002450 - Integrated Science 3 Hon.

Expected Level of Performance

Student Learning Demographics Reading Attendance Math Writing Science Suspensions Dropout Prevention Parent Involvement

SIP Reading/Math/Science Goals

Overall Proficient • G1 %L3 • G2 %L4 &5 Learning Gains • G3 Overall • G4 Lowest25% Sub-groups proficient • G5A-5D %L3-5

SIP GOALS for High School

Meeting high standards 2011 FCAT 2.0 Reading for 2012 Reading Goal 2011 FCAT Math G10 for 2012 Math Goal (Alg. & Geo.) ??

2011 Science G11 for 2012 Science Goal (Biology)

Writing Goal Making learning gains Reading Goal • Overall learning gain • Low 25% learning gains Math Goal (

????

) • Overall learning gains • Low 25% learning gains

2011-2012 School Improvement Plan Current and Expected Level of Performance

Science

2011-2012 SIP Part II – Expected Level of Performance Criteria

Criteria for Elementary and Middle Schools Criteria for High Schools Calculation Sheet

% Safe Harbor Proficiency Target

The percent of non-proficient students decreased by at least 10% from the preceding year in the subject being evaluated.

Example 1

2011 Performance Proficient (%L3-5)

30%

Non proficient (%L1-2) 70%

10% of 70 = 7

2012 Target

The percent of non-proficient

Proficient

students decreased by

30 70 -7 =63%

from the preceding year

Example 2

2011 Performance Proficient (%L3-5)

20%

Non proficient (%L1-2) 80%

10% of 80 = 8

2012 Target

The percent of non-proficient

Proficient

students decreased by

20 80 -8 =72%

from the preceding year

2011 - 2012 Expected Level of Performance – Calculation Sheet

New Monitoring Tool

• Monitoring Tool for FCAT 2.0/EOC Assessed Benchmarks

Monitoring Tool for FCAT 2.0 Content Assessed Benchmark By Reporting Category

Monitoring Tool for FCAT 2.0 Content Assessed Grades 3-5 Click on a subject/grade button below to go to that specific sheet .

Mathematics

Grade 3 Grade 4 Grade 5

Reading Science

Grade 3 Grade 4 Grade 5 Grade 5

http://osi.dadeschools.net/actiondata

READING GOAL

Click Here 54

READING SAMPLE FOR APPENDIX V

READING SAMPLE FOR FCAT LEVELS 4 & 5 (ENRICHMENT)

TOTAL GROUP – LEARNING GAINS

LOWEST 25% – LEARNING GAINS

AYP SUBGROUPS

PROFESSIONAL DEVELOPMENT & BUDGET

SIP Reading Grades 3-12

      

Reporting Category 1: Vocabulary

Content Focus

Context Clues Analyze Word Structure Analyze Words/Phrases derived from Latin, Greek, or Other Languages Antonyms, synonyms Shades of meaning Advanced Word Relationships Multiple Meanings 

Action Steps

Provide a variety of instructional strategies and activities that include vocabulary word maps, concept maps, word walls, personal dictionaries, instruction in shades of meaning and context, affix or root words, reading from a wide variety of texts.

Reporting Category 2: Reading Application

Content Focus Action Steps

        Main idea/relevant details Conclusions/inferences Chronological order Author’s Purpose/Perspective, Bias Compare/contrast Cause/effect, Sequence of events Text Structures/Organizational Patterns Themes/topics • Provide a variety of instructional strategies and activities that include making inferences, drawing conclusions, returning to text as support for answers, analyzing stated vs. implied main ideas, using graphic organizers to analyze text, interacting with text, understanding text structures and summarizing text.

Reporting Category 3: Literary Analysis – Fiction/Nonfiction

Content Focus

      Theme Character & Plot Development, Setting Character Point of View Conflict/Resolution Descriptive/Figurative Language Text Features •

Action Steps

Provide a variety of instructional strategies and activities that include identifying methods of development and words that signal relationships, reducing textual information to key points, using poetry to study figurative language, reading closely to identify key details through the use of graphic organizers and concept maps.

Reporting Category 4: Informational Text/Research Process

Content Focus Action Steps

     Text Features Locate, interpret and organize information Synthesize information Analyze, Evaluate Information Determine Validity and Reliability of Information • Provide a variety of instructional strategies and activities that include building strong arguments to support answers, exploring shades of meaning, using reciprocal teaching and question answer relationships, questioning the author, and summarizing.

MATHEMATICS SAMPLE APPENDIX VIII

MATHEMATICS SAMPLE FCAT LEVEL 3 Middle/Senior

PROFESSIONAL DEVELOPMENT & BUDGET

Mathematics SIP Recommendations

Mathematics Success

Develop school site mathematics course-alike or grade level

learning teams

to build the capacity to research, discuss, design and implement organizational strategies: • Develop a

problem solving

process or protocol for students to use consistently • Provide teachers with training in using problem solving to create

meaning

in a real-world context for students to apply new concepts and skills • Develop departmental guidelines for student learning

notebooks

proven to increase student achievement

Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5

– Provide an opportunity for students to engage in mathematical discourse and problem solving activities through the use of cooperative student learning teams – Select rich, real-world problems, aligned to the content the students are learning – Develop the student’s writing ability through notetaking

Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5

– Implement the use of technology, graphing calculators, Florida Focus Achieves Assessment Resources, and Inquiry-based lessons to promote authentic and rigorous student engagement

Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5

– Create problem solving activities for students requiring the student to solve non-routine and open-ended real world problems. These problems should use math concepts and activities that draw upon other content areas. – Assign students to cooperative student teams and require that the students explain to their peers in both verbal and written form the process used to arrive at a solution.

Students Achieving Proficiency FCAT 2.0 Level 3

– Create cooperative learning groups of four students and provide the students an opportunity to solve problems and communicate their thinking – Utilize manipulatives for hands-on activities to introduce concepts through discovery as well as demonstrate understanding

Students Achieving Proficiency FCAT 2.0 Level 3

- Provide teachers training in helping students move from the concrete to more abstract models: - Manipulatives (national library of virtual manipulatives) - Interactive websites - Holt online textbook resources - Calculators - Provide teacher training in obtaining and analyzing assessment data related to students’ performance in mathematics - Provide common planning time for teachers to articulate these findings both vertically and horizontally in the grade-level learning team

Students Achieving Proficiency FCAT 2.0 Level 3

– Provide teachers with training in developing and selecting mathematical tasks that develop meaning, promote reasoning and sense making, require students to conjecture, and engage the students intellect by on-going real-world applications – Provide teachers time to develop mathematical expectations from one grade level to another – Provide training on the use of the graphing calculator as a tool for exploration and investigation

Subgroups Not Making AYP

– Provide students the opportunity to develop quick recall of addition, subtraction, multiplication and division facts – Use literature in mathematics to provide the meaning necessary for children to successfully grasp mathematical concepts and make connections with real-world situations – Provide students with grade-level appropriate opportunities to solve problems that require the child to explain their reasoning

Subgroups Not Making AYP

- Provide teachers with training related to infusing higher order thinking skills into the instructional process - Provide teachers with training on incorporating Compass Learning Odyssey, FCAT Explorer- Math Navigator and Riverdeep - Destination Math resources into the instructional process to aid in differentiating instruction based on students’ areas of weakness - Provide before and/or after-school tutorials

Subgroups Not Making AYP

- Provide teachers with training in integrating technology and utilizing hands-on, discovery activities in their lesson designs - Provide peer tutoring before or after school - Provide students with opportunities to illustrate problem situations with manipulatives - Utilize structured, scaffolded worksheets and investigations to model cognitive processing

SCIENCE GOAL APPENDIX IX

SCIENCE GOAL SAMPLE

PROFESSIONAL DEVELOPMENT/BUDGET

SIP Science Grades 3-12

Elementary School Science Strategies

 Conduct at least two hands-on activities per week. Each hands-on activity should be identified by the benchmark and include solid science content to ensure that full hands-on minds-on activities are addressed.  After each grading period or semester, choose 1 day to do a mini-science camp to address through hands-on activities all major benchmarks from the grading period.  Utilize differentiated instruction strategies at all level of instruction. During delivery of content use multiple media (oral, graphics, written, technology) to reach a wide range of learning styles. Assign projects and activities based on student interest and give students the opportunity to demonstrate what they have learned through alternative assessments .

 Use leveled readers to address different reading level skills in the classroom.

 Use rotational center activities and place students in mixed abilities groups.

 Utilize online resources from Scott Foresman to conduct virtual labs and to assist students in understanding abstract concepts. Take-it-to-the net is an excellent tool. At this site the following resources are available: lab zones activities, e-tools, sci-links, and educational games.  We also recommend having a science night for students and parents. This is a good strategy to increase parental involvement.

 Fair Game Concept in FCAT 2.0 (3-5) 91

Middle School Science Strategies

 Schedule grade 8 students taking Earth/Space Science Honors and/or Biology Honors into the same homerooms /advisement periods for review of the FCAT 2.0 Annually Assessed benchmarks.

 Incorporate advisement period activities to help students develop appropriate social and academic coping skills.

 Monitor the implementation of reading informational text and writing in science.

 Conduct inquiry-based, hands-on, laboratory activities  Monitor the implementation of Formative Assessment Probes and higher-order questioning/discussions.

 Fair Game Concept in FCAT 2.0 (6-8)

Senior High School Science Strategies

 Develop professional learning communities of science teachers to research, discuss, design, and implement strategies to increase inquiry-based learning.

 Provide opportunities for Level 1 and 2 students to participate in enrichment activities, after school tutorials, and science clubs.

 Provide all students the opportunity to compare, contrast, interpret, analyze, and explain science concepts during laboratory activities and classroom discussions.

 Provide inquiry-based, hands-on, laboratory activities for students to make connections to real-life experiences, and explain and write about their results and experiences .

General Science Strategies

 Encourage teachers to actively improve their science content knowledge to become proficient in their grade-level NGSSS.

 After each assessment (monthly or interim), conduct data disaggregation of test results to identify benchmarks with unsatisfactory and satisfactory performance. Identify students’ performance within those categories and develop differentiated instruction activities to address the different needs through remediation and enrichment activities. Also conduct mini-assessments and utilize results to drive instruction.

 Conduct data chats at all levels. Administrators with teachers and teachers with students and with parents , when possible.

 Utilize Gizmos  Encourage student to participate in science fair activities, SECME, and other types of science competitions.

WRITING GOAL APPENDIX VII

WRITING GOAL SAMPLE

AYP SUBGROUPS

PROFESSIONAL DEVELOPMENT & BUDGET

SIP Writing Grades 3-12

Writing Process

Content Focus

    Focus Organization Support Conventions 

Action Steps

Formulate a writing plan which includes developing a Writer’s Notebook and/or Portfolio centered on prewriting, drafting, revising, editing, and publishing. Model effective writing; use mentor text, rubrics and anchor papers; incorporate sentence variety, writing conferences and writing for a variety of audiences and purposes.

Writing Applications

Content Focus

   Creative Informative Persuasive •

Action Steps

Develop writing techniques for a variety of audiences and purposes, use figurative and descriptive language to convey style and tone, understand how word connotations/denotations impact meaning, analyze mentor text such as poetry, speeches, print and media advertisements to enrich student writing.

ATTENDANCE GOAL

103

ATTENDANCE GOAL SAMPLE

104

PROFESSIONAL DEVELOPMENT & BUDGET

105

SUSPENSION GOAL

Refer to 2011 COGNOS 106

Suspension Goal Sample

107

PROFESSIONAL DEVELOPMENT & BUDGET

108

DROPOUT PREVENTION GOAL

109

DROPOUT PREVENT GOAL SAMPLE

110

PROFESSIONAL DEVELOPMENT & BUDGET

111

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?

  Title I Administration Handbook PTA National Standards for Family-School Partnerships Assessment Guide www.pta.org/bsp .

112

PARENTAL INVOLVEMENT GOAL Sample

113

PROFESSIONAL DEVELOPMENT & BUDGET

114

Miami-Dade County Public Schools Title I Administration

May 17, 2011 through May 24, 2011



Title I Technical Assistance Session



2011-2012 School Level Parental Involvement Plan (PIP)



Presented by Arnaldo A. Gonzalez



Do not contact the Florida Department of Education for assistance with your school’s PIP. If further assistance is required, please contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-995 1755.

Dr. Magaly C. Abrahante Assistant Superintendent Title I Administration, Early Childhood Programs and Summer Services Title I Administration Dr. Sharrie Dean Collins District Director Mr. Edgardo L. Reyes Executive Director Ms. Rhoda O. Shirley Executive Director Dr. Eduardo Barreiro District Supervisor Ms. Deborah Y. Parrott District Supervisor Mr. Eduardo E. Darde Budget Director

Overview

This document is designed by Title I Administration to assist schools in developing comprehensive and high quality parental involvement plans (PIP) which will meet the requirements of Section 1118 of the Elementary and Secondary Education Act (ESEA). The format for this guidance includes:

 Title I Parent Involvement Plan (PIP) Expected Outcomes and Goals  2011-2012 Title I Parent Involvement Plan (PIP)  Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders  Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations  Navigation Instructions for the School-Level Title I Parent Involvement Plan (PIP) Online Template   The Florida Parental Information and Resource Center (PIRC) of FND Navigation Instructions for The Florida Parental Information and Resource Center (PIRC) of FND  PIRC at University of South Florida (USF)  Questions/Answers

Title I Parent Involvement Plan (PIP) Expected Outcomes and Goals

Expected Outcomes:

Scope and Sequence, No Child Left Behind Act of 2001, Section 1118.

Parental Involvement - Title I Compliance All project and program activities help to:   1.

Understand and implement the No Child Left Behind (NCLB) Act Increase academic achievement through Parent Involvement

Goals:

Implement programs, and activities that are linked to improving academic achievement.

research-based parental involvement plans, practices, Provide training, information, and support services that strengthen the relations between parents and schools in meaningful ways that improve academic achievement.

Coordinate, collaborate, and network to increase collaboration; and coordinate efforts related to family involvement and academic achievement to inform parents of the NCLB Act.

2011-2012 Parent Involvement Plan (PIP)

The 2011-2012 School Parent Involvement Plan (PIP) will be due to the Florida Department of Education (FDOE) by September 23, 2011.

The Department is

not

planning any significant changes to the 2011 2012 parental involvement plan template in content or format of the responses. FDOE is planning to make the following types of updates:

 Increase the character limits in the tables;  Provide a printer friendly link to the public;  Update the review section;  Pre-populate the 2011-2012 system with the responses included in the 2010-2011 system; and pre-populate the 2010-2011 evaluation included in the 2011-2012 template with the plans from the 2010-2011 building capacity and staff development sections. If the school implemented all of the activities planned, then the school will only need to enter the number of sessions and number of participants. The Department will have a feature to delete or add rows in case the school’s plan changed.

Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

 Do not contact the Florida Department of Education for assistance with the completion of your school’s PIP. If further assistance is required, please contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-995-1755.

   Remember that you will need to upload evidence of parent involvement in development of the Parent-School Compact and evidence of parent involvement in development of the PIP, as well as upload an electronic version of the compact.

Be proactive. Conduct a PIP and School-Parent Compact Review Meeting for parents and staff, before the 2010-2011 school year ends, in order to compile evidences of parent input in the development of the PIP and the Parent-School Compact for the 2011-2012 school year. Also, identify barriers which could have hindered participation by parents in parental involvement activities during the 2010-2011 school year, and the steps the school will take to overcome the identified barriers. Further, when reviewing the school’s 2011-2012 PIP, results from the school’s M-DCPS Title I Parent/Family Involvement Survey 2011 should be utilized with revisions.

Refer to the school PIP Assurances in order to meet State guidelines, applicable statutes, regulations, and procedures.

Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

    Schools should begin the review/evaluation process for the Title I program as a whole and the PIP, at this time. Schools should begin to gather all of their plans (e.g. PIP, School-Parent Compact, and the School Improvement Plan (SIP) and take them to their parent groups for input into the changes that need to be made for the next year.

Send a signed and dated copy of the school’s PIP Assurances to the Title I Office with the school’s Title I Annual Parent Meeting Documentation Packet by the 1 st week of November.

Inform parents and parent organizations of the purpose and existence of both Parent Information and Resource Center(s) (PIRC) in Florida, i.e. PIRC of Family Network on Disabilities in Florida (FND) 1-800-825-5736 or visit website at: 558-5096 www.floridapirc.org

or and PIRC at University of South Florida (USF). For more information contact the Florida Parent Information Resource Center (FL PIRC) @ The University of South Florida at: 1-813 1-866-775-8661.

Visit website at: www.partnershipcenter.usf.edu

the Title I Neighborhood Resource Center – North, (Northside Shopping Center) 7900 NW 27 th for many free, downloadable resources, and Avenue, Miami Florida 33147, 305-694-7120 and the Title I Neighborhood Resource Center – South, (FDLRS) 5555 SW 93 Avenue, Portable# 3, Miami, Florida 33165, 305-274-7468.

rd Display hard copies of the District PIP and school-level PIP and make them available in the school’s main office and also in the Parent Resource Center/Parent Corner.

Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations

It is recommended that the Title I Parent Involvement Plan (PIP) and School-Parent Compact Evaluations/Reviews are included in the next EESAC meeting. The discussions should also be included in the minutes of this meeting. The PIP guidance document (See FDOE’s online template) outlines examples and non-examples of methods for documenting parental input.

Recommended Example

The Principal distributed a draft of the PIP and the amount of Title I funds set aside for parental involvement to the parents. The Principal led a discussion on each of the components included in the PIP and appropriate and legal uses of Title I funds.

Through careful deliberation and discussion, revisions were made to the “Building Capacity” sections based on the discussions.

Those present made no suggestions for revisions to the other sections. The Principal

Non-Example

The PIP was reviewed and approved.

This entry only indicates that parents were provided an opportunity to review the plan. It does not indicate that the parents had an opportunity for meaningful input.

Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations

Non-Example Recommended Example

will make the updates to the online template as requested. Ms. Brown (parent) made a motion to approve the PIP with the indicated revisions. Mr. Gomez (parent) seconded. The motion carried unanimously.

This entry indicates that the parents reviewed a draft of the PIP and were provided an opportunity to give input.

While school it’s not necessary to make all the changes suggested by the parents, leaders should take their suggestions into careful consideration

THE Florida Parental Information and Resource Center (PIRC) of FND

Navigation Instructions to Contact The Florida Parental Information and Resource Center (PIRC) of FND

PIRC at University of South Florida (USF)

Questions/Answers

FINAL BUDGET

This area will automatically be calculated when you post your goal budgets to the flbsi website, once your final 2011-2012 SIP has been approved. There is no need to complete this section at this time.

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Confirm your school’s designation once School Grades are released.

Checklists Compliance forms will be available at: http://www.flbsi.org



Differentiated Accountability

◦ Put an “X” in the appropriate category based on the 2011-2012 designation. (July 2011 release) ◦ ◦ ◦ Download the DA Checklist of Compliance from the FLBSI website: http://www.flbsi.org Complete the Checklist and then upload it to the online SIP document (FLBSI).

Correct II (D and F schools) and Intervene schools must have Reading Coaches who are endorsed or certified.

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Monitor implementation of the SIP through ongoing data analysis………… 

School Advisory Councils (EESACs)

◦ 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 2011-2012 131

Next Steps

 Check the OSI website (Sept. ‘11) for your school’s “2011 School Improvement Plan – Current and Expected Performance Values”

(http://osi.dadeschools.net).

  Upload the DRAFT by

June 16, 2011

, to the OSI website.

Update the 2011-12 SIP draft based upon feedback from the Region or appropriate office(s) prior to the scheduled Peer Reviews

(Sept. 6-16, 2011).

 Complete revisions, share with school staff (faculty meeting), and EESAC prior to posting to

http://www.flbsi.org

September 23, 2011

 EESAC Minutes must document the review and approval of the 2011-12 SIP.

 Administer the Baseline Assessments and complete Edusoft scans by Friday,

September 23, 2011, 5:00 p.m

 Post Baseline data to

http://www.flbsi.org

October 3, 2011

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Upload the DRAFT 2011-2012 SIP

Click here 133

• WL# • Region • Find on your desktop/drive • Click UPLOAD 134

Posting the 2011-2012 SIP

http://www.flbsi.org DUE SEPTEMBER 23, 2011 135

DISTRICT TIMELINES ARE 1 WEEK PRIOR TO STATE TIMELINES!!

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areas.

• Insert “Pending” • Click 138

• Open each section from the left side menu.

• Update per information on your MSWord template.

• Save after each entry.

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Office of School Improvement

Ms. Caryl D. Grant 305-995-7292 [email protected]

Ms. Linda Fife (Regions IV and V)

305-995-2692 [email protected]

Ms. Dolores de la Guardia (Region III, CS, ALT. Ed, SPED, Adult/Voc.) 305-995-7686 [email protected]

Dr. Sherian Demetrius (Regions I and II) 305-995-7046 [email protected]

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