Transcript 2009-2010 School Improvement Plans

2009-2010 School
Improvement Plans
Leading the School Improvement Process
Florida Department of Education
Dr. Eric J. Smith
Commissioner
Division of Public Schools (PreK -12)
1
Florida Department of Education
Why are we here today?
• School improvement should focus on 1) improving instruction and 2)
increasing student achievement.
• Improving instruction leads to increased student achievement.
• School Improvement Plans (SIPs) should focus on improving
instruction.
• Professional development should focus on improving instruction.
• All administrators and teachers need to know what effective instruction
looks like, how to plan for it, how to deliver it, and how to assess it.
• SIP “Needs Assessment” data analysis, objectives, and action steps
should be targeted in not only a manageable way, but also in a way to
be monitorable.
Division of Public Schools (PreK -12)
2
Florida Department of Education
Agenda: Leading the School Improvement Process
Mark Klauder
Vision and Mission Statement
Coordination and Integration
RtI & Progress Monitoring
Bob Brust
Student Achievement Trend Data
School Profile/Demographics
High Qualified (HQ) Administration, Instructional Coaches, and Teachers
Non-Highly Qualified Instructors
Staff Demographics
Patrick Simon
Florida’s Continuous Improvement Model (FCIM)
Professional Learning Communities (PLCs)
Postsecondary Transition
BREAK (15-minute)
Mark McCoy
Goals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)
NCLB Public School Choice
Professional Development (PD)
Budget
Mark Klauder
School Advisory Council (SAC)
Tom Curry
School Groups
Division of Public Schools (PreK -12)
3
Florida Department of Education
School Improvement Plan (SIP) Development
• School Improvement is an ongoing process engaging all education
stakeholders.
• SIPs are fluid so changes and updates happen as needed.
– SIP template in “DRAFT” form and subject to minor changes.
– The on-line system should open in July.
– Currently, SIPs should be submitted via the on-line system no later than
September 11, 2009.
– The on-line system reopens for revisions in November.
– The web design team will include a “Date Last Updated” in the ‘print-view’
format.
Division of Public Schools (PreK -12)
4
Florida Department of Education
Changes in 2009-2010 SIP Template
• Assists schools in defining strategies to improve instruction and
increase student achievement.
• Consolidates many sections under the old SIP.
• Includes Differentiated Accountability (DA) requirements.
• Removes selected sections that were not required by state or
federal law.
• Two new sections, Response to Instruction/Intervention (RtI)
and Florida’s Continuous Improvement Model (FCIM), replace
previous “Schoolwide Improvement Model.”
• References to “Required for Title I” were removed. Completing
the SIP template fulfills all state and federal requirements
regarding SIPs for all schools.
• While some requirements may not be stand alone questions in
the SIP, all requirements are embedded.
Division of Public Schools (PreK -12)
5
Florida Department of Education
Vision and Mission Statements
• Vision Statement
– Indicates what the school is striving to achieve. Statements
should be brief and functional.
Sample MNO Middle School Vision Statement:
MNO Middle School team joins the parents and community to assist all students regardless of
background in achieving success in middle school, high school, postsecondary options, and life
beyond.
• Mission Statement
– Answers three key questions: What do we do? For whom do we do
it? What is the benefit? Statements should be brief and
measurable.
Sample MNO Middle School Mission Statement:
MNO Middle School prepares students with the academic skills, habits of mind, and character
traits necessary to perform on or above grade level in middle school and succeed in rigorous
high school courses.
Division of Public Schools (PreK -12)
6
Florida Department of Education
School Profile and Demographics
• Brief History and Background of the School
– Describe the background history of the school.
• Unique Strengths
– Identify unique strengths for the upcoming year (e.g., describe new
initiatives, awards achieved by the school, administration, faculty,
and/or staff).
• Unique Weaknesses
– Identify unique weaknesses for the upcoming year (e.g., the loss of
the principal, assistant principals, budget cuts, drop in enrollment).
• Student Demographics
– Describe the community of students the school serves. Include
specific demographic background of students that contains
race/ethnicity, ESE, ELL, and Free and Reduced Lunch Percentage.
SIP Template Suggestion: While Section 504, migrant status, and gender are not
included on the template, schools may want to refer to these groups if any are
significant to the school’s demographics.
• Student Attendance Rates
– Discuss the school’s attendance rate over the past three years and
the district’s average.
Division of Public Schools (PreK -12)
7
Florida Department of Education
Student Achievement Data
• Trend data will assist schools in analyzing, synthesizing,
and hypothesizing student achievement data to improve
instruction and increase student achievement.
– School Grades Trend Data
– AYP Trend Data
– FCAT Trend Data
SIP Template Suggestion: There will be a link to each school’s achievement data in
this section. Longitudinal School Grade, AYP, and FCAT trend data provided in the
links will automatically appear at the end of the school’s SIP when the ‘print-view’
format is selected.
Division of Public Schools (PreK -12)
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Florida Department of Education
School Profile/Demographics
• Student Mobility
– Discuss the mobility rate of students.
• Student Suspension Rates
– Discuss the school’s in-school and out-of-school suspension rate
over the past three years.
• Student Retention Rates
– Discuss the retention rate of students.
• Class Size
– Discuss class size by grade level and subject area. Include ESE and
ESOL classes.
• Academic Performance of Feeder Pattern
– Describe the academic performance of schools in the feeder
pattern. Include school grades and AYP status.
• Partnerships and Grants
– Indicate partnerships with local businesses or the community and
grants that the school has received.
Division of Public Schools (PreK -12)
9
Florida Department of Education
Sample Academic Performance of Feeder Pattern
•
•
•
Analyze academic performance feeder pattern data to identify trends in student achievement.
Anticipate the needs of incoming students and to plan Tier 1, Tier 2, and Tier 3 interventions.
Determine effectiveness of curriculum and instructional practices.
Sample Academic Feeder Pattern Data for Student Cohort from Grade 5 to Grade 9:
School Year
Grade/School
% Meeting
High Standards
in Reading
% Making
Reading
Gains
% of Lowest 25%
Making Learning
Gains in Reading
2008-2009
9th Grade/XYZ High School
38%
43%
39%
2007-2008
8th Grade/MNO Middle School
42%
47%
48%
2006-2007
7th Grade/MNO Middle School
53%
65%
60%
2005-2006
6th Grade/MNO Middle School
48%
52%
65%
2004-2005
5th Grade/ABC Elementary
31%
38%
56%
Sample MNO Middle School Academic Feeder Pattern Response:
To identify trends in academic feeder pattern data, MNO Middle School disaggregated FCAT trend data for a cohort of students who attended
ABC Elementary School, MNO Middle School, and XYZ High School from the end of fifth grade through the end of ninth grade. The majority of
students who attend MNO Middle School attended ABC Elementary. In 2005, only 32% of this cohort of students coming from ABC Elementary
met high standards on FCAT Reading upon exiting 5th grade. Two years later, in 2007, 53% of this cohort met expectations at the end of 7 th
grade including 65% making Reading gains and 60% of the lowest quartile making gains in Reading. Yet, the percent of these students
meeting expectations and making learning gains decreased in 8th grade to percentages below previous 6th grade results, including an 18% and
12% decline in the percent of 8th grade student making learning gains in Reading and the percent of the bottom quartile making gains
respectively. This decline in 8th grade suggests ineffective core curriculum and differentiated instruction in 8th grade Reading. Tier 1 core
instruction with differentiation in the Reading block will be planned to reverse this pattern in 8 th grade. Tier 2 interventions through afterschool tutoring will also be planned for students who do not respond to Tier 1 interventions. In 2008, upon completion of 8 th grade, the
majority of MNO Middle School students matriculated into XYZ High School. One year later, in 2009, data indicates that 38% of the cohort
from MNO Middle School enrolled in XYZ High School met expectations on the 9th grade Reading FCAT, signifying that the majority of MNO
Middle School students are not adequately prepared to master 9th grade material and make expected learning gains. Vertical articulation
between 7th, 8th, and 9th grade Reading teachers will be planned to address the continued decline in student performance from the end of 7 th to
the end of 9th grade on FCAT Reading.
Division of Public Schools (PreK -12)
10
Florida Department of Education
Sample Student Suspension Rates
• Analyze student suspension data to identify trends in student achievement.
• Estimate lost instructional time resulting from discipline issues and the
consequent impact on student outcomes (i.e., an average of 45
instructional minutes lost per incident).
• Determine suspension rates schoolwide as well as by AYP subgroups,
gender, grade level, reason, teacher, time of day, number of days
suspended, type of suspension, expulsions, etc.
Sample MNO Middle School Student Suspension Rate Data:
Group
Pop%
% ISS
% OOS
% ODR
Male
51
78%
65%
55%
Female
49
22%
35%
45%
White
78
54%
64%
68%
Black
18
42%
34%
28%
Hispanic
4
4%
2%
4%
*Population (Pop), In-School Suspension (ISS), Out-of-School Suspension (OSS) and Office Discipline Referral (ODR)
Division of Public Schools (PreK -12)
11
Florida Department of Education
Sample Student Suspension Rates Continued
• Determine if disproportionate suspension rates exist for specific disaggregated
groups of students.
• Generate hypotheses regarding reasons for discipline issues (e.g., students
lack basic social skills required to resolve conflicts, solve problems, or manage
emotions; inconsistent application of discipline rules; inconsistent application
of reinforcement for appropriate behavior).
• Consider intervention practices which are tied to validated hypotheses (e.g.,
implement schoolwide Positive Behavior Support (PBS) program).
Sample MNO Middle School Student Suspension Rate Data:
Group
Pop. %
% OOS
% ISS
% ODR
Male
51
78%*
65%*
55%*
Female
49
22%
35%
45%
White
78
54%
64%
68%
Black
18
42% *
34%*
28%*
Hispanic
4
4%
2%
4%
*Indicates disproportionate suspension/discipline rates.
Division of Public Schools (PreK -12)
12
Florida Department of Education
Sample Student Mobility
• Analyze student mobility data to identify trends in student achievement.
Sample MNO Middle School Student Mobility Data:
# of
Previous
Schools
# of
Students
(%)
% making
AYP in Reading
% making AYP
in Math
1
100 (65%)
82%
84%
2
35 (23%)
78%
81%
3
13 (8%)
52%
64%
4+
6 (1%)
36%
44%
• Determine relationship between mobility and AYP subgroups.
• Develop hypotheses as to why high mobility negatively impacts AYP
subgroups (e.g., missed opportunities for review and practice).
• Plan intervention practices which are tied to validated hypotheses (e.g.,
increase opportunities for review and practice of grade-level material).
Division of Public Schools (PreK -12)
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Florida Department of Education
Highly Qualified Administrators
List all administrators including the following details:
•
•
•
•
•
•
Position
Name
Degree(s)/Certification(s)
Number of Years at Current School
Number of Years as an Administrator
Prior Performance Record for Each Year
– Schools Grades
– AYP
– FCAT Performance
– Annual Yearly Progress (AYP)
SIP Template Suggestion: Need to document prior success for each Administrator,
including Assistant Principals, in turning around low-performing schools and/or
effectively improving student achievement.
Division of Public Schools (PreK -12)
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Florida Department of Education
Highly Qualified Instructional Coaches
List all instructional coaches including the following details:
•
•
•
•
•
•
Subject Area
Name
Degree(s)/Certification(s)
Number of Years at Current School
Number of Years as an Instructional Coach
Prior Performance Record for Each Year
– School Grades
– AYP
– FCAT Performance by Accountability Categories
SIP Template Suggestions: Need to document prior success for each Instructional
Coach in turning around low-performing schools and/or effectively improving student
achievement. If this is the Instructional Coach’s first year in the position, then use
data from prior performance as a teacher.
Division of Public Schools (PreK -12)
15
Florida Department of Education
Highly Qualified Teachers
• Describe school-based strategies used to recruit and
retain high quality, highly qualified teachers to the
school.
Sample MNO Middle School Highly Qualified Teacher Recruitment and Retention Response:
Description of Strategy
Person or Position
Responsible
Projected Completion
Date
Assistant Principal and/or Leader Teachers will support
district representatives at local and state-wide job fairs on
college campuses and participate in e-recruiting for out-ofstate teacher candidates.
Assistant Principal
April 2010
The Principal will facilitate a monthly, after-school meeting
for new teachers to discuss challenges and concerns.
Principal
Ongoing
All teachers are encouraged to participate in monthly
informational sessions regarding National Board Certified
Teacher programs.
National Board
Certified Teacher
May 2010
SIP Template Suggestions: If district strategies are included, then the description
should include how the district strategies compliment school-based strategies.
Division of Public Schools (PreK -12)
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Florida Department of Education
Non-Highly Qualified Teachers
• List all instructional staff and paraprofessionals who are
teaching out-of-field and/or are NOT highly qualified
including:
–
–
–
–
Specific Name
Certification (if any)
Teaching Assignment
Professional Development/Support to become highly qualified
SIP Template Suggestions: SIPs generally include lists of names for various sections.
In the Highly Qualified section, text boxes that request names should include specific
names. Please note, SIPs submitted on-line are available to be viewed by the public.
Schools should take caution as to not input or upload any private information.
Division of Public Schools (PreK -12)
17
Florida Department of Education
Staff Demographics
• Submit demographic information about instructional
staff in the school.
– Include information on any and all staff teaching at least one class.
•
•
•
•
•
•
•
•
•
•
Total Number of Instructional Staff
% of First-Year Teachers
% of Teachers with 1-5 Years of Experience
% of Teachers with 6-14 Years of Experience
% of Teachers with 15+ Years of Experience
% of Teachers with Advanced Degrees
% Highly Qualified
% Reading Endorsed Teachers
% National Board Certified Teachers
% ESOL Endorsed
SIP Template Suggestion: May use information from human resources
office, teachers’ records, or a school-based survey as needed.
Division of Public Schools (PreK -12)
18
Florida Department of Education
Teacher Mentoring Program
• Describe the school’s teacher mentoring program.
Sample MNO Middle School Teacher Mentoring Program Response:
Mentor Name
Mentee Assigned
Jon Perez
Lena Gooden
(Language Arts)
Division of Public Schools (PreK -12)
Rationale for Pairing
Planned Mentoring Activities
Ms. Gooden is a first year
teacher. Seventy percent of Mr.
Perez’s students have achieved
at a Level 3 or higher on the
Reading FCAT during the last
five years with 90% of the
bottom quartile making learning
gains.
The Principal will facilitate a monthly, after-school
meeting for new teachers to discuss challenges and
concerns. Mentor-Mentee pairs will meet bi-weekly
during a common planning time to plan lessons
incorporating evidence-based Reading strategies.
Release time is provided for the mentee to observe the
mentor delivering model lessons. Time is also
provided for the mentor to observe the mentee
delivering lessons and to provide guidance and
support. Strategies surrounding increasing
academically engaged time through effective behavior
management and scheduling will be provided as
necessary.
19
Florida Department of Education
Coordination and Integration
• Describe how federal, state, and local 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 (Neglected and Delinquent)
Title II (Part D--)
Title III
Title IV (Part A- Safe and Drug Free Schools)
Title X (Homeless)
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
Housing Programs
Head Start
Adult Education
Career and technical Education
Job Training
Other
SIP Template Suggestions: Coordination of services and integration of funds reduces
duplication of services and ensure that all needs of students are met. Schools should
work with their districts to determine the funds allocated to their schools. This
ensures transparency and accountability with the use of funds.
Division of Public Schools (PreK -12)
20
Florida Department of Education
Florida’s Continuous Improvement Model (FCIM)
Plan – Do – Check – Act
PDCA Inst ruct ional Cycle
PLAN
DO
• Data Disaggregation
• Direct Instructional
Focus
• Calendar Development
ACT
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
Division of Public Schools (PreK -12)
21
Florida Department of Education
What data is most useful?
• Current quantitative data broken down by specific skills for
class, grade level and AYP subgroups
– Previous Year’s FCAT Report (when planning in summer/fall)
– FAIR (Florida Assessment for Instruction in Reading)
– FCAT Release/Practice Scores
– Nine-week and Semester Item Analyses
– Chapter and Unit Test Results
– Formal and Informal Assessments
– Mini-Assessment Data (once FCIM launched)
22 Division of Public Schools (PreK -12)
Plan
22
Florida Department of Education
Professional Learning Communities (PLCs)
• Describe the school’s use of PLCs as a vehicle for
maintaining and improving the instructional focus.
– PLC Organization
• Describe how the team is configured.
• Each team should be described in this section (i.e., grade level, content area).
– PLC Leader
• Who will create and facilitate the agenda for these meetings?
– Frequency of PLC Meetings
• How often will the team meet?
– Schedule for PLC Meetings
• When will the team meet (i.e., Mondays, fourth period, common planning during the
school day)?
– Primary Focus of PLC
• What activities will the team participate in? (i.e., RtI Data Analysis, Lesson Study, and
FCIM)
SIP Template Suggestion: PLC responses regarding topics, staff members, and when
PLCs meet should be as descriptive as possible.
Division of Public Schools (PreK -12)
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Florida Department of Education
PLCs Continued
Sample MNO Middle School PLC Response:
PLC Organization
PLC Leader
Frequency
of PLC
Meetings
Schedule
of PLC
Meetings
Primary Focus of PLC
Reading PLC: 6th, 7th, and
8th grade reading teachers,
Reading Coach, ESE
teachers, and ESOL teacher.
Reading Coach
Weekly
Tuesdays during 5th
period common
planning time
Analyze the effectiveness of the Reading FCIM
calendars, mini-lessons, mini-assessments,
maintenance strategies, tutorials and
enrichments to determine any necessary
revisions.
Mathematics PLC: 6th, 7th,
and 8th grade math teachers,
Mathematics Coach, and
Technology Specialist.
Mathematics Coach
Weekly
Tuesdays during 3rd
period common
planning time
Analyze the effectiveness of the Mathematics
FCIM calendars, mini-lessons, mini
assessments, maintenance strategies, tutorials
and enrichments to determine any necessary
revisions.
Science PLC: 6th, 7th, and
8th grade science teachers
and Gifted teacher.
Science
Department Chair
Weekly
Tuesdays during 1st
period common
planning time
Analyze the effectiveness of the Science FCIM
calendars, mini-lessons, mini-assessments,
maintenance strategies, tutorials and
enrichments to determine any necessary
revisions.
Grade-level Content Teams
Instructional
Coaches,
Department Chairs,
and/or Grade-level
Lead Teachers
Monthly
Last Wednesday of the
month during all
common planning
times
Lesson Study centered on planning with and
utilizing the research-based lesson delivery
model.
Grade-level Team Leaders
Principal and
Assistant Principal
Monthly
6th grade: First Wednesday of
the month after School;
7th grade: Second
Wednesday of the month
after school; and
8th grade: Third Wednesday
of the month after school
RtI Data Analysis of benchmark assessments
and FCIM mini-assessment results. Also,
examining student work products to create
common understandings of quality
student assignments and assessments.
Division of Public Schools (PreK -12)
24
Florida Department of Education
Postsecondary Transition
•
•
Describe strategies for improving student readiness for the public postsecondary level.
Analyze annual data from the High School Feedback Report at http://data.fldoe.org/readiness/.
Sample XYZ High School Feedback Report Data
PRE-GRADUATION INDICATORS
SCHOOL
DISTRICT
STATE
Percent of 2007 graduates who scored at level 3 or better on the 10th grade FCAT in Math:
77.2%
82.3%
79.1%
Percent of 2007 graduates who completed at least one level 3 high school math course:
42.0%
55.1%
46.9%
58.9%
71.7%
69.9%
SCHOOL
DISTRICT
STATE
Percent of 2007 graduates who took the SAT and scored at or above college-level cut scores:
Math (SAT)............................
POST-GRADUATION INDICATORS
Of the graduates enrolled in a Math course in Florida in Fall, the percent who successfully completed the course:
Remedial Math (non-college credit) ......................
82.0%
55.3%
57.4%
Intermediate Algebra (for elective credit only) ......
91.6%
80.3%
63.0%
Entry-level Math (for Math credit) ..........................
43.5%
67.9%
64.3%
Advanced Math .....................................................
58.3%
61.6%
59.4%
Sample XYZ High School Postsecondary Transition Response:
XYZ High School is committed to improving mathematics readiness in the following pre- and post-graduation indicators: 1) percent of graduates
completing at least one Level 3 high school math course, 2) percent of graduates taking the SAT and scoring above college-level cut scores, and 3)
percent of graduates successfully completing a college Entry-level or Advanced Math course for credit. The percent of 2007 graduates who took
the SAT and scored at or above college-level cut scores was at least 10% lower than district and state averages with 58.9% of the school
compared with 71.7% of the district and 69.9% of the state graduates. Although 77.2% scored at Level 3 or better on the 10 th grade FCAT, only
42% completed at least one Level 3 high school math course. While, 82.0% and 91.6% of graduates enrolled in a fall college math course
successfully completed a Remedial Math or Intermediate Algebra college course respectively, only 43.5% and 58.3% successfully completed an
Entry-level or Advanced college course respectively. Given these data points, guidance counselors will hold spring postsecondary planning
meetings with students and parents to strongly encourage sophomores to enroll in a Level 3 high school math course and juniors to enroll in a
Dual Enrollment (DE) or Advanced Placement (AP) math course. In turn, the mathematics department will ensure an appropriate and consistent
level of rigor is evident in Level 3 high school math courses to increase mathematics readiness for successful completion of DE and AP courses.
Division of Public Schools (PreK -12)
25
Florida Department of Education
Expected Improvements
Goals: Reading, Mathematics, Science, Writing, Parent Involvement, and Other(s)
• Identify Areas for Improvement
–
Use the “needs assessment” above the section to guide your determination of the areas that
need to be improved.
• Objective Linked to Area of Improvement
–
The objective must be aligned with the area that needs to improve based on the needs
assessment. This is where you identify your measurable goal in the area that must improve.
• Action Steps
–
Define the action step(s) that the school will implement to ensure the objective is met.
• Person Responsible for Monitoring Action Step
–
Identify the person or position who will be responsible to ensure the action step is
implemented with fidelity.
• Process Used to Determine Effectiveness of Action Step
–
Describe the process that will be used to determine if the action step is effective.
• Evaluation Tool
–
Describe/Name the assessment tool to measure student achievement linked to objectives.
SIP Template Suggestions: SIP progress may be updated during the mid-year reporting process.
Title One schools must have a school-level parent involvement policy in their Title One Plan , which
should be evaluated annually. Title One schools may use information from that plan to write their
SIP Parent Involvement Goals. The “Other Goals” section is optional. Some schools may include
additional goals related to drop-out prevention, school safety and bullying, and technology.
Division of Public Schools (PreK -12)
26
Florida Department of Education
Goals Chart
Based on the
Needs
Assessment,
Identify Area(s)
for Improvement
Objective
Linked to Area
of
Improvement
Action Step
Person or
Position
Responsible for
Monitoring the
Action Step
Process Used to
Determine
Effectiveness of
Action Step
Evaluation
Tool
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
Professional Development Aligned with Objective
Objective
Addressed
Content/Topic
Facilitator
Target Date
Strategy for Follow-up/
Monitoring
Person Responsible
for Monitoring
BUDGET
Objective Addressed
Description of Resources
Funding Source
Available Amount
Total:
SIP Template Suggestions: These charts may be expanded to include more objectives and/or more action steps. In
the Mid-Year report, there are text boxes for each content area for school’s to address progress.
Division of Public Schools (PreK -12)
27
Florida Department of Education
Sample Reading Goal
Based on the Needs
Assessment, Identify
Area(s) for Improvement
Objective Linked
to Area of
Improvement
Action Step
Person or Position
Responsible for
Monitoring the
Action Step
Process Used to
Determine
Effectiveness of
Action Step
Evaluation Tool
Based on the
2009 FCAT
Reading data,
20% of
Students With
Disabilities
(SWD) in 6th
grade scored at
or above Level
3.
Increase
the percent
of SWD in
6th grade
scoring at
or above a
Level 3
from 20%
to 55% on
the 2010
FCAT
Reading.
1. Reading PLC determines
core instructional needs by
reviewing FAIR (Florida
Assessment for Instruction
in Reading) assessment
data for all SWDs.
Teachers plan
differentiated instruction
using evidence-based
instruction/interventions
within the 90-minute
reading block.
1. Reading Coach
1. Student progress is
assessed using FAIR
Ongoing Progress
Monitoring (OPM)
every 20 days.
Percent of students
making adequate
progress toward
benchmark is
calculated.
1. FAIR OPM data will
be used to determine
progress from
Benchmark 1 towards
Benchmark 2 and from
Benchmark 2 towards
Benchmark 3.
2. Reading PLC plans
supplemental
instruction/intervention for
students not responding to
core instruction. Focus of
instruction is determined by
review of FAIR data and
will include explicit
instruction, modeled
instruction, guided practice
and independent practice.
2. Title 1
Coordinator
2. Student progress is
assessed using FAIR
OPM every 20 days for
all students receiving
Tier 2 supplemental
instruction. Percent of
students making
adequate progress
toward benchmark is
calculated.
2. FAIR OPM data will
be used to determine
progress from
Benchmark 1 towards
Benchmark 2 and from
Benchmark 2 towards
Benchmark 3.
3. Reading PLC plans targeted
intervention for students not
responding to core plus
supplemental instruction using
problem-solving process.
Interventions will be matched
to individual student needs, be
evidence-based, and provided
in addition to core.
3. RtI Team/Case
Manager
3. Student progress is
assessed using FAIR OPM
every 20 days and/or
DIBELS data bi-weekly for
all students receiving Tier
3 targeted intervention.
Adequate progress is
determined by comparing
student’s trendline to
aimline.
3. FAIR OPM data and
DIBELS data when
appropriate will be used
to determine progress
from Benchmark 1
towards Benchmark 2 and
from Benchmark 2
towards Benchmark 3.
Division of Public Schools (PreK -12)
28
Florida Department of Education
Sample Mathematics Goal
Based on the Needs
Assessment, Identify
Area(s) for
Improvement
Objective Linked to
Area of
Improvement
Action Step
Person or Position
Responsible for
Monitoring the
Action Step
Process Used to
Determine
Effectiveness of
Action Step
Evaluation Tool
Based on the
2009 FCAT
Mathematics
data, 37% of
the bottom
quartile
showed
learning
gains.
Seventy-five
percent or
more of the
bottom
quartile will
make
learning
gains on the
2010
Mathematics
FCAT.
1. Math PLC determines core
instructional needs by reviewing
common assessment data for all
students within bottom quartile.
Teachers plan differentiated
instruction using evidence-based
instruction/interventions within the
mathematics blocks.
1. Mathematics
Coach
1. Grade-level teams
will review results of
common assessment
data every 6 weeks
to determine
progress toward
benchmark (75% on
common
assessment).
1. Common
assessments
tied to Next
Generation
Math Standards
administered
weekly.
2. Math PLC Plans supplemental
instruction/intervention for students
not responding to core instruction.
Focus of instruction is determined by
review of common assessment data
and includes explicit instruction,
modeled instruction, guided practice
and independent practice. Teachers
provide supplemental instruction in
addition to core instruction.
2. Title 1
Coordinator
2. Grade-level teams
will review results of
common assessment
data every 4 weeks
to determine
progress toward
benchmark (75% on
common
assessment).
2. Common
assessments
tied to Next
Generation
Math Standards
administered
weekly.
3. Math PLC plans targeted
intervention for students not
responding to core plus
supplemental instruction using
problem-solving process. Teachers
match evidence-based interventions
to individual student needs and
provide them in addition to core
instruction.
3. RtI Team/Case
Manager
3. Grade-level teams
will review results of
common assessment
data bi-weekly to
determine progress
toward benchmark
(75% on common
assessment).
3. Common
assessments
tied to Next
Generation
Math Standards
administered
weekly.
Division of Public Schools (PreK -12)
29
Florida Department of Education
Sample Science Goal
Based on the Needs
Assessment, Identify
Area(s) for
Improvement
Objective Linked to
Area of
Improvement
Action Step
Person or Position
Responsible for
Monitoring the
Action Step
Process Used to
Determine Effectiveness
of Action Step
Evaluation Tool
Based on the
2009 FCAT
Science data,
32% of 8th
grade students
scored at a
Level 3 or
above.
Increase
the percent
of 8th grade
students
scoring at
or above a
Level 3
from 32%
to 50% on
the 2010
Science
FCAT.
1. Teachers provide
weekly opportunities for
all students to complete
hands-on lab activities
and teach the use of a
common lab report format
to document hands-on
investigations.
1. Teachers and
Science Coach
1. Grade-level teams will
review results of common
assessment data every 6
weeks to determine
progress toward benchmark
(75% on common
assessment).
1. Common assessments
tied to Florida Science
Standards administered
weekly.
2. Teachers provide
students not responding
adequately to core
instruction with
supplemental, small group
science instruction twice
per week for 30 minutes
during homeroom period
or before/after school
tutorial sessions.
2. Title 1
Coordinator
2. Grade-level teams will
review results of common
assessment data every 4
weeks to determine
progress toward benchmark
(75% on common
assessment).
2. Common assessments
tied to Florida Science
Standards administered
weekly.
3. Teachers provide students
not responding to core plus
supplemental instruction with
targeted intervention
developed through the use of
the problem-solving process.
Interventions are matched to
individual student needs, are
evidence-based, and are
provided in addition to core.
3. RtI Team/Case
Manager
3. Grade-level teams will
review results of common
assessment data bi-weekly
to determine progress
toward benchmark (75%
on common assessment).
3. Common assessments
tied to Florida Science
Standards administered
weekly.
Division of Public Schools (PreK -12)
30
Florida Department of Education
Professional Development (PD)
Aligned with SIP goals and focused on improving instruction to increase student achievement.
• Objective Addressed
– List each objective that will require PD.
• Content/Topic
– What will be the focus of the PD?
• Facilitator
– Who will provide the training?
• Target Date
– When will the training take place?
– Who will attend the training and how will it be shared with others at the
school?
• Strategy for Follow-up/ Monitoring
– How will the school determine if the PD is being used in the classroom and
is effective?
• Person or Position Responsible for Monitoring
– Who is responsible to ensure that the strategies from the PD are
implemented in the classroom?
SIP Template Suggestion: PD target dates should be as specific as possible.
Timeframes such as “spring” or “third nine-weeks” may be indicated if the exact date
is not known.
Division of Public Schools (PreK -12)
31
Florida Department of Education
Sample Professional Development Goal
Professional Development Aligned with this Objective
Objective Addressed
Content/Topic
Facilitator
Target Date
Strategy for Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Seventy-five
percent or
more of the
bottom
quartile will
make learning
gains on the
2010
Mathematics
FCAT.
Differentiated
Instruction
Mathematics
Coach
All
mathematics
teachers will
participate in
differentiated
instruction
training by
October 2009.
The Principal and Assistant
Principal will conduct
targeted walkthroughs to
monitor effectiveness of
differentiated instruction
training in using evidencebased instruction/
interventions within the
mathematics blocks.
Principal, Assistant
Principal, and
Mathematics Coach are
responsible for
monitoring the use of
differentiated
instruction in
mathematics blocks.
Division of Public Schools (PreK -12)
32
Florida Department of Education
Every Teacher Teaching Reading
For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher
****only for Reading Goal
• For Schools with Grades 6-12 describe the strategies to encourage and
ensure all teachers in all content areas are using literacy strategies.
• Best practice strategies may include:
–
–
–
–
–
–
–
Interactive word walls
Math journals
Science lab notebooks
Cornell notes summaries
Non-fiction reading materials for content topics
Common reading comprehension strategies across all subject areas
Teacher IPDP reading goals
SIP Template Suggestions: Schools should use “District K-12 Comprehensive
Research-based Reading Plan” as a resource to develop school-based strategies. If
district strategies are included, then the description should include how the district
strategies compliment school-based strategies.
Division of Public Schools (PreK -12)
33
Florida Department of Education
Budget
•
•
•
•
SIP provides clear coordination of federal, state, and local resources to reduce
duplication of services.
The allocation of resources is based on a needs assessment and clearly supports
student academic needs.
Resource allocations are aligned with the objectives of the SIP and integrated to
maximize support of identified student needs.
Resource allocations support evidence-based programs.
BUDGET
Evidence-based Program(s)/Materials(s)
Objective Addressed
Description of Resources
Funding Source
Available Amount
Total:
Technology
Objective Addressed
Description of Resources
Funding Source
Available Amount
Total:
Professional Development
Objective Addressed
Description of Resources
Funding Source
Available Amount
Total:
Other
Objective Addressed
Description of Resources
Funding Source
Available Amount
Total:
Division of Public Schools (PreK -12)
34
Florida Department of Education
DA School-level Compliance
• Select school’s Differentiated Accountability (DA) status.
–
–
–
–
–
Intervene
Correct II
Prevent II
Correct I
Prevent I
• Review 2009-2010 Crosswalk of DA Requirements.
• Upload school’s Checklist of Compliance based upon DA status.
SIP Template Suggestions: Any school that is identified as a DA school must comply
with the DA requirements listed in the 2009-2010 Crosswalk of Differentiated
Accountability Requirements. Checklists are available to assist schools in determining
DA compliance. DA schools must complete the appropriate Checklist and upload
findings into the SIP. The Crosswalk and Checklists will be available on the Bureau of
School Improvement Web site.
Division of Public Schools (PreK -12)
35
Florida Department of Education
School Advisory Council (SAC)
• SAC Membership Compliance
– The majority of the SAC members are NOT employed by the school
district.
– If this is not the case, then list what measures are being taken to
come into compliance.
• Projected Use of SAC Funds
• Upcoming Activities of SAC
– Processes for developing, reviewing, and revising SIPs.
• Membership Roster
SIP Template Suggestion: The SAC and Principal are responsible for the SIP, and they
should take the lead in identifying all the needs associated with the SIP.
Division of Public Schools (PreK -12)
36
Florida Department of Education
General SIP Reviewer Questions
• Is the SIP comprehensive and cohesive?
• Is there evidence that the SIP addresses the needs of the entire school
and that activities are coordinated to ensure that all students reach
proficiency?
• What data sources were considered when writing the SIP objectives?
• Is the analysis of the data current and comprehensive?
• Which subgroups did not meet AYP and what objectives specifically
provide for the progress of these subgroups?
• Is each action step supported by an evidence base?
• Are PD activities designed to address the strengths and weaknesses
identified by the data analysis?
• Are the PD activities supported by an evidence base?
• Do the resources selected align with the objectives of the SIP?
• Are services being duplicated?
• Are there services that could be provided more efficiently through an
alternative source?
Division of Public Schools (PreK -12)
37
Florida Department of Education
Resources
• http://www.citrus.k12.fl.us/edserv/klauderm/da_sip.htm
Division of Public Schools (PreK -12)
38
Florida Department of Education
Questions?
For more
information, please contact:
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
Julene Mohr
Mathematics Instructional Specialist
850.694.2952
[email protected]
Rebecca Sarlo
Response to Intervention (RtI) Specialist
xxx.xxx.xxxx
[email protected]
Daniela Simic
Science Instructional Specialist
850.694.2942
[email protected]
Pamela Tompkins
Reading Instructional Specialist
850.694.2950
[email protected]
Division of Public Schools (PreK -12)
39
Florida Department of Education