1. School Improvement Plans Leading the School Improvement Process Presented by: Julene Mohr, Rebecca Sarlo, Daniela Simic, and Pamela Tompkins Region 4 Gail Daves Regional Executive Director Florida Department of Education Dr. Eric J. Smith Commissioner
1- PP -10 pages (5 front and back)
2-Sample SIP - 50 pages (25 front and back)
3-SIP template - 24 pages (12 front and back)
4-crosswalk - 10 pages (5 front and back)
5-FAQs - 4 pages (2 front and back)
6-Correct II school checklist - 8 pages (4 front and back)
School Improvement Plan

2. 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.
Today’s training will model ways of analyzing, synthesizing, and hypothesizing within the SIP development process to help schools strategize how to improve instruction and increase student achievement.

3. Agenda: Leading the School Improvement Process
Pamela Tompkins
Introductions and Housekeeping
Vision and Mission Statement
Student Achievement Trend Data
*School Profile/Demographics
High Qualified (HQ) Administration, Instructional Coaches, and Teachers
Non-Highly Qualified Instructors
Staff Demographics
Teacher Mentoring Program
Coordination and Integration
Rebecca Sarlo
*Response to Instruction/Intervention (RtI)
BREAK (15-minute)
Julene Mohr
*Florida’s Continuous Improvement Model (FCIM)
Daniela Simic
Professional Learning Communities (PLCs)
NCLB Public School Choice
Preschool Transition and/or Postsecondary Transition
*Goals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)
Professional Development (PD)
Budget
Differentiated Accountability (DA) Crosswalk and Checklists
School Advisory Council (SAC)
School Improvement Plan

4. 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.
All SIP training materials will be ed as digital attachments.
Participants may use these materials to train school-based personnel.
Please ask questions throughout today’s training.
Regional Team members will be available after the training to provide more individualized support.
School Improvement Plan

5. 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.
School Improvement Plan

6. 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.
School Improvement Plan

7. 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.
School Improvement Plan

8. 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.
School Improvement Plan

9. 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.
School Improvement Plan

10. 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:
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 7th 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 8th grade. Tier 2 interventions through after- school tutoring will also be planned for students who do not respond to Tier 1 interventions. In 2008, upon completion of 8th 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 7th to the end of 9th grade on FCAT Reading.
School Year
Grade/School
% Meeting High Standards in Reading
% Making Reading Gains
% of Lowest 25% Making Learning Gains in Reading
9th Grade/XYZ High School
38%
43%
39%
8th Grade/MNO Middle School
42%
47%
48%
7th Grade/MNO Middle School
53%
65%
60%
6th Grade/MNO Middle School
52%
5th Grade/ABC Elementary
31%
56%
School Improvement Plan

11. 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:
*Population (Pop), In-School Suspension (ISS), Out-of-School Suspension (OSS) and Office Discipline Referral (ODR)
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%
School Improvement Plan

12. 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:
*Indicates disproportionate suspension/discipline rates.
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%

13. Sample Student Mobility
Analyze student mobility data to identify trends in student achievement.
Sample MNO Middle School Student Mobility Data:
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).
# 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%
School Improvement Plan

14. 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.
School Improvement Plan

15. 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.
School Improvement Plan

16. 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:
SIP Template Suggestions: If district strategies are included, then the description should include how the district strategies compliment school-based strategies.
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-of-state 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
School Improvement Plan

17. 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.
School Improvement Plan

18. 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.
School Improvement Plan

19. Teacher Mentoring Program
Describe the school’s teacher mentoring program.
Sample MNO Middle School Teacher Mentoring Program Response:
Mentor Name
Mentee Assigned
Rationale for Pairing
Planned Mentoring Activities
Jon Perez
Lena Gooden (Language Arts)
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.
School Improvement Plan

20. 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.
School Improvement Plan

21. Response to Instruction/Intervention (RtI)
School-based RtI Team
Identify the school-based RtI Leadership Team.
Explain why each RtI team member has been included on the RtI team by outlining each member’s designated roles/functions.
Describe how the school-based RtI Leadership Team functions (e.g. meeting focus, meeting processes, and roles/functions).
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan.
RtI Implementation (Infrastructure)
Identify the core, strategic, and intensive instruction and interventions.
Describe the data management system used to summarize tiered data.
Describe the plan to train staff on RtI.
SIP Template Suggestion: Implementation of RtI principles and processes will likely be incorporated through the SIP. This separate section for RtI specific responses will help schools to think and plan critically for full RtI implementation by 2010.
School Improvement Plan

22. Full RtI Implementation
SIPs will help schools plan for consensus and infrastructure building for full RtI implementation by 2010.
Essential Components of RtI include:
Multi-Tier Service Delivery Model
Tier 1 Core instruction/intervention received by all students
Tier 2 Supplemental intervention received by some students (<20%)
Tier 3 Intensive intervention received by few students (<5%)
Problem Solving (PS) Process
Problem Identification
Problem Analysis
Intervention Planning
Program Evaluation
Data-based Decision Making
Identification of Struggling Students
Monitoring of Student Progress
Instruction/Intervention Design and Revision
School Improvement Plan
School Improvement Plan 22

23. PS/RtI Infrastructure for Implementation
RtI section represents only the tools necessary for PS/RtI implementation.
Presence of critical infrastructure does not guarantee application of PS/RtI principles.
PS/RtI implementation should be evident throughout the SIP but would be expected only if the required infrastructure components have been developed.
As RtI infrastructure development occurs other parts of the SIP will likely require revision, particularly the “Needs Assessment” and “Expected Improvement” sections.
School Improvement Plan
School Improvement Plan 23

24. School-based RtI Leadership Team
Identify the school-based RtI Leadership Team.
Explain why each RtI team member has been included on the RtI team by outlining each member’s designated roles/functions.
Positions most likely included:
School Administrator
General Education Teachers
Reading Specialist
Instructional Coaches
School Psychologist
School Social Worker
Behavior Specialist
Speech Language Pathologist
Guidance Counselor
Technology Specialist
School Improvement Plan
School Improvement Plan 24

25. Examples of RtI Roles/Functions
Principal
Provides a common vision for the use of data-based decision-making; ensures that the school-based team is implementing RtI (SAPSI data); conducts assessment of RtI skills of school staff (Skills Survey); ensures implementation of intervention support and documentation; ensures adequate professional development to support RtI implementation; communicates with parents regarding school-based RtI plans and activities.
General Education Teachers (Primary and Intermediate)
Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions; integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education (ESE) Teachers
Participates in student data collection; integrates core instructional activities/materials into Tier 3 instruction; collaborates with general education teachers through such activities as co-teaching.
School Improvement Plan
School Improvement Plan 25

26. Examples of RtI Roles/Functions
Reading Specialist
Provides guidance on K-12 reading plan; facilitates and support data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
School Psychologist
Participates in collection, interpretation and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.
Technology Specialist
Develops or brokers technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding data management and display.
School Improvement Plan
School Improvement Plan 26

27. RtI Leadership Team Functions
Describe how the school-based RtI Leadership Team functions.
List meeting focus and schedule with designated time for:
Review of Universal Screening data.
Review of Progress Monitoring data.
Planning for Interventions.
Assessment of RtI implementation progress (Self-Assessment of Problem Solving Implementation (SAPSI)).
Assessment of school staff’s skill development (RtI Skills Survey).
Development of professional development/technical assistance plan to support RtI implementation.
Explain how data are used at all three tiers to make decisions.
Describe the processes, supports, and responsibilities for securing necessary resources for meeting participation (e.g., classroom coverage), intervention implementation, and data management.
Include designated team roles and responsibilities (e.g., Facilitator, Time Keeper, Data Manager, Intervention Coordinator).
School Improvement Plan
School Improvement Plan 27

28. RtI Leadership Team Involvement in SIP
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan.
Potential involvement may include:
Analysis of relevant demographic/school profile data for the purpose of problem analysis and hypothesis generation.
Analysis of relevant information regarding highly qualified administrators, instructional coaches, and teachers for the purpose of problem analysis and hypothesis generation.
Analysis of relevant staff demographic and teacher mentoring data for the purpose of problem analysis and hypothesis generation.
Identification of critical RtI infrastructure already established and/or in need of development and provide plan for building capacity.
Analysis of schoolwide and grade-level data in order to identify student achievement trends.
Analysis of disaggregated data in order to identify trends and groups in need of intervention.
Problem identification (i.e., Needs Assessment/Areas for improvement).
Goal setting (i.e., Objective).
Development of intervention plans (i.e., Action Steps).
Development of assessment strategies and calendars (i.e., Universal Screening, Progress Monitoring, Diagnostic Assessment).
Development of data review plans, supports, and calendars.
Development of data-based decision-making rules and procedures.
Development of processes to ensure intervention fidelity.
School Improvement Plan
School Improvement Plan 28

29. Three-Tiered Service Delivery Model
ACADEMIC SYSTEMS
Tier 3: Intensive Interventions Students who need individualized interventions.
Tier 2: Supplemental Interventions Students who need more support in addition to the core curriculum.
Tier 1: Core Instruction/Intervention All students, including students who require curricular enhancements for acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive Interventions Students who need individualized intervention.
Tier 2: Supplemental Interventions Students who need more support in addition to schoolwide positive behavior program.
Tier 1: Core Instruction/Intervention All students in all settings. 29

30. RtI Implementation (Infrastructure)
Identify the core, supplemental, and intensive instruction and interventions.
Tier 1 Core Instruction/Intervention
What ALL students receive including differentiated instruction.
Academic/Behavior time, curriculum, and instructional strategies
Tier 2 Supplemental Interventions
Instruction in addition to core instruction/intervention received by SOME students (<20%).
Methods of intervention selection (i.e., standard protocol or problem-solving process)
Academic/Behavior time and focus of intervention
Tier 3 Intensive Interventions
Instruction received in addition to core instruction/intervention and in addition to or in place of supplemental instruction received by FEW students (<5%).
*****Interventions are tiered; students are NOT tiered.*****
For example, “A student is ‘a student receiving Tier 2 interventions’ NOT ‘a Tier 2 student’.”
School Improvement Plan

31. RtI Implementation (Infrastructure)
Describe the data management system used to summarize tiered data.
System for compiling, analyzing, and utilizing Universal Screening data, Progress Monitoring data, and Diagnostic Assessment data.
Roles and responsibilities for data management and communication
Data review calendar
Technology support to aggregate and display data decisions, e.g.,
Progress Monitoring and Reporting Network (PMRN)
AIMSweb
School-Wide Information System (SWIS)
System to Enhance Educational Performance (STEEP)
Florida Assessment for Instruction in Reading (FAIR)
ChartDog 2.0
Plan for sharing data with all major stake holders including the School Advisory Council (SAC), parents, teachers, and students.
School Improvement Plan

32. RtI Implementation (Infrastructure)
Describe the plan to train staff on RtI.
Include plan for the development of absent or partially present RtI infrastructure.
Description of data collection processes to assess current staff skills.
Identification of days available for RtI professional development.
Content of professional development days based on state model professional development plan
Resources to conduct professional development
Resources to provide technical assistance and follow-up/support
Plan for data collection to evaluate RtI implementation levels (e.g., SAPSI).
Ensure plan includes action steps for the development of absent or partially present RtI infrastructure components.
School Improvement Plan

33. Florida’s Continuous Improvement Model (FCIM)
Plan – Do – Check – Act
***Next 16 Slides from Regional Team Training***
School Improvement Plan

34. Plan – Do – Check – Act FCIM and RtI
DEFINE – ANALYZE – IMPLEMENT Tier 1 – Evaluate – IMPLEMENT Tier 2 – IMPLEMENT Tier 3
RtI: DEFINE
“What’s the problem?”
RtI: ANALYZE
“Why is this occurring?”
RtI: IMPLEMENT Tier 1
“What are we going to do about it?”
Core Instruction/Intervention
All students, including students who require curricular enhancement for acceleration.
RtI: IMPLEMENT Tier 3
“What are we going to do about it?”
Intensive Interventions Students who need individualized interventions.
RtI: EVALUATE
“Is it working?”
RtI: IMPLEMENT Tier 2
“What are we going to do about it?”
Supplemental Interventions Students who need more support in addition to the core curriculum.
School Improvement Plan 34

35. 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)
Plan 35
School Improvement Plan 35

36. What are FCIM Calendars?
Roadmaps for re-teaching/reviewing and assessing tested benchmarks built by subject area/department PLCs for each grade level
Maps dates for a specific skill from a benchmark to be re-taught/reviewed
Used concurrently with District Pacing Guide
Customized based on academic needs of whole class and/or grade-level assessment data
Plan
School Improvement Plan

37. What is the relationship between District Pacing Guides and FCIM Calendars?
Plan
School Improvement Plan

38. How is this data disaggregated?
Review DOE Content Focus Reports
Identify the “content foci” (i.e., specific skills) most often tested
Analyze class/grade-level student performance data on identified specific skill
Quantify assessment data on identified specific skills
Rank assessment data from weakest to strongest on identified specific skills
Using District Pacing Guide, map tested benchmarks for review/reteach after core instruction in each course
Plan 38
School Improvement Plan 38

39. How do we make our FCIM Calendars?
Start with blank calendar
Mark off non-instructional days
Mark off dates for District Pacing Guide assessments
Count number of days available
Divide number of days available by 4 to allocate an average of 3 mini-lessons and 1 mini-assessment for each specific skill
Quotient is the number of specific skills to be re-taught/reviewed given time constraints
Plan 39
School Improvement Plan 39

40. How do FCIM Calendars evolve over time?
“August – February” segment prioritizes the most tested specific skills with more time allocated for the weakest areas of performance
“March – May” segment consists of other specific skills not prioritized earlier in the school year
Throughout the year, use mini-assessment data to modify calendars and inform tutorial and enrichment groupings.
Plan
School Improvement Plan

41. What are FCIM Mini-Lessons?
Whole group instruction targeting a specific skill
Delivered at a set time every day across a grade-level
Last from 10 to 15 minutes
Follow research-based lesson delivery model:
Explicit Instruction
Modeled Instruction
Guided Practice
Independent Practice
A series of Mini-Lessons target a specific skill and culminate with a Mini-Assessment Do
School Improvement Plan

42. What is the relationship between an Instructional Lesson and a Mini-Lesson?Do
School Improvement Plan

43. What research-based lesson plan format is suggested?
Explicit Instruction
How will I focus my students on what they need to learn?
Modeled Instruction
How will I show my students what they are expected to do to answer the essential question?
Guided Practice
How will I help my students practice answering the essential question?
Independent Practice
How will my students practice answering the essential question individually? Do
School Improvement Plan

44. What are Mini-Assessments?
Feedback on a specific skill taught after a series of Mini-Lessons
Four to five questions based upon test item specifications for benchmarks
Benchmark clarification
Content Limits
Item Type
Passage/Stimulus Attributes
Response Attributes
Sample Items
Check 44
School Improvement Plan 44

45. What action can we take given Mini-Assessment data?
SEMI-ANNUALLY
Administration conducts student data chats (e.g., September and January)
MONTHLY
Teachers update School Data Room
Principal holds teacher data chats
Teachers hold student data chats
Teachers share results with parents
WEEKLY
Students track their results in data folders
Teachers share results with PLC
PLCs review student results
PLCs coordinate tutorials
DAILY
Students attend tutorials
Act 45
School Improvement Plan 45

46. What intervention options might we offer for students who do not master specific skills?
DURING CLASS
Small groups during instructional lesson independent practice
DURING THE DAY
Lunch Tutorials
Research-Based Reading and Math Computer Programs
Elective Teachers Tutorials
AFTERNOONS
Supplemental Education Services (SES)
Extended Learning Program (ELP)
WEEKENDS
Saturday Academy
Act
School Improvement Plan

47. How can we better implement tutorials?
Establish a two-way communication system between tutorial teachers and classroom teachers.
Ensure teaching strategies used in tutorials for a specific skill are different than the classroom.
Administer new Mini-Assessment to evaluate mastery after tutorials.
Act
School Improvement Plan

48. How will we ensure the fidelity of the FCIM process?. 48
School Improvement Plan 48

49. How do PLCs and FCIM align?
FCIM provides PLCs a structure, direction, and purpose.
PLC members share an equal responsibility implementing FCIM.
FCIM data drives PLC discussions and decision-making.
PLC members learn together through FCIM.
Seek out best practices.
Test best practices in the classroom.
Develop quality common assessments for learning.
Develop common understandings of quality student work products.
Analyze evidence of student learning.
Use evidence of student learning to guide lesson planning and delivery.
School Improvement Plan

50. FCIM Plan – Guiding Questions
Data Disaggregation
What strengths and weaknesses were identified in the 2009 FCAT AYP data by grade level, content area, and clusters/strands?
FCIM Calendar Development
What will be the process for developing, implementing, and monitoring FCIM calendars for reading, writing, mathematics, and science?
When will FCIM calendars be created?
What data will be used to develop FCIM calendars?
How will teachers be included in the development of the FCIM calendars ?
What assistance will be provided to teachers who struggle following FCIM calendars?
How will district administration, school administration, instructional coaches, and teachers ensure FCIM calendars are followed with fidelity?
Which tested Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?
How will tested Benchmarks be selected for each content area?
How will tested Benchmarks be mapped on FCIM calendars in terms of frequency and duration?
SIP Template Suggestion: Each content area should be described separately.
School Improvement Plan

51. FCIM Do – Guiding Questions
Direct the Instructional Focus
How will FCIM lessons be developed, delivered, and aligned across grade levels and subject areas?
How will teachers work together to create FCIM lessons?
What types of FCIM lessons will be developed?
When and how often will FCIM lessons be taught?
How will other content area teachers (beyond Reading, Mathematics and Science) support FCIM instruction?
When will teachers meet to share best practices and resources when implementing FCIM lessons?
What assistance will be provided to teachers who struggle teaching FCIM lessons?
How will FCIM lessons be revised and monitored?
What data will be used to determine if and how FCIM lessons need to be revised?
How will district administration, school administration, instructional coaches, and teachers ensure FCIM lessons are taught with fidelity?
School Improvement Plan

52. FCIM Check – Guiding Questions
Assessment
How will FCIM assessment be developed, delivered, and aligned across grade levels and subject areas?
How will teachers work together to create FCIM assessments?
What types of FCIM assessments will be developed?
When and how often will FCIM assessments be administered?
How will other content area teachers (beyond Reading, Mathematics and Science) support FCIM assessment?
When will teachers meet to share best practices and resources when administering FCIM assessments?
What assistance will be provided to teachers who struggle administering FCIM assessment?
How will FCIM assessments be used to identify students reaching mastery and those not reaching mastery on FCIM lessons?
What level of mastery will be set for FCIM assessments? Why?
How will FCIM assessment results be gathered and disaggregated by class, teacher, and grade level?
When and how often will teachers meet to review FCIM assessment results?
How will FCIM assessment results be used to redirect FCIM calendars and FCIM lessons?
How will FCIM assessments be revised and monitored?
What data will be used to determine if and how FCIM assessments need to be revised?
How will district administration, school administration, instructional coaches, and teachers ensure FCIM assessments are administered with fidelity?
School Improvement Plan

53. FCIM Check – Guiding Questions
Maintenance
How will students retain what has been mastered?
How will teachers work together to create FCIM maintenance strategies?
What types of FCIM maintenance strategies will be developed?
When and how often will FCIM maintenance strategies be implemented?
What materials and resources will be available to assist teachers by class, grade level and schoolwide with FCIM maintenance?
How will other content area teachers (beyond Reading, Mathematics and Science) support FCIM maintenance?
When will teachers meet to share best practices and resources when implementing FCIM maintenance strategies?
What assistance will be provided to teachers who struggle implementing FCIM maintenance strategies?
How will district administration, school administration, instructional coaches, and teachers ensure FCIM maintenance strategies are implemented with fidelity?
Monitoring
How will the Principal and School Leadership Team monitor the fidelity of the FCIM process?
School Improvement Plan

54. FCIM Act – Guiding Questions
Supplemental and Intensive Instruction/Interventions
How will it be determined which students receive supplemental and intensive instruction/interventions?
Will students not making mastery be offered after-school assistance or be assisted during the regular schedule (e.g., Supplemental Educational Services (SES))?
How will it be determined if the interventions applied to students not making mastery is successful?
Tutorials and Enrichment
How will teachers differentiate instruction based on FCIM assessment results?
How will students needing tutorials for extra assistance or enrichment for extension be identified?
How will teachers work together to create FCIM tutorial and enrichment strategies?
What types of FCIM tutorial and enrichment strategies will be developed?
When and how often will FCIM tutorial and enrichment strategies be implemented?
What materials and resources will be available to assist teachers by class, grade level and schoolwide with FCIM tutorials and enrichment
How will other content area teachers (beyond Reading, Mathematics, and Science) support FCIM tutorials and enrichment?
When will teachers meet to share best practices and resources when implementing FCIM tutorial and enrichment strategies?
What assistance will be provided to teachers who struggle implementing FCIM tutorial and enrichment strategies?
How will district administration, school administration, instructional coaches, and teachers ensure FCIM tutorial and enrichment strategies are implemented with fidelity?
School Improvement Plan 54

55. 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.
School Improvement Plan

56. PLCs Continued Sample MNO Middle School PLC Response:
PLC Organization
PLC Leader
Frequency
of PLC
Meetings
Schedule
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
Tuesdays during 3rd
Analyze the effectiveness of the Mathematics
FCIM calendars, mini-lessons, mini
assessments, maintenance strategies, tutorials
and enrichments to determine any necessary
Science PLC: 6th, 7th, and
8th grade science teachers
and Gifted teacher.
Science
Department Chair
Tuesdays during 1st
Analyze the effectiveness of the Science FCIM
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
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.
School Improvement Plan 56

57. NCLB School Choice Attach a digital copy of all notification letters.
School In Need of Improvement (SINI) Status
All SINI schools.
Supplemental Education Services (SES) Notification
Choice With Transportation (CWT) Option
All SINI schools except SINI 1.
SIP Template Suggestions: SINI Status and CWT notifications may be same letter. SES Notification is a separate letter. Three attachments may be included in this section on-line.
School Improvement Plan

58. Preschool Transition
Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.
Are assessments conducted on incoming Kindergarten students to determine their needs?  What assessment tools are used to determine student readiness rates?
Social emotional assessment/screening resources
Basic skills, school readiness, and early literacy assessments
How is data disaggregated to determine students’ acquisition of specific skills and knowledge, as well as the ability to form meaningful relationships?
What current programs are in place to assist Kindergarteners with low readiness rates?  How will the quality and effectiveness of the programs be evaluated?
School Improvement Plan

59. Postsecondary Transition
Describe strategies for improving student readiness for the public postsecondary level.
Analyze annual data from the High School Feedback Report at
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% 
Percent of 2007 graduates who took the SAT and scored at or above college-level cut scores:
Math (SAT)
58.9%
71.7%
69.9%
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 10th 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.

60. 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.
School Improvement Plan

61. Professional Development Aligned with Objective
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. 2. 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.
School Improvement Plan 61

62. 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. Tier 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. Tier 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. Tier 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.
School Improvement Plan 62

63. Sample Writing 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 Writes data, 85% of students scored at or above proficiency.
The percent of students scoring at or above proficiency on the 2010 FCAT Writing will increase from 85% to 90%.
1. Tier 1: Teachers provide daily explicit instruction and guided practice in the writing process for a minimum of 30 minutes; all writing is dated, and recorded in a journal, notebook, or work folder for monitoring of growth across time.
1. Principal and Writing Coach
1. Student writing samples will be reviewed and scored bi-weekly by teacher. Percent of students making adequate progress toward goal will be determined once every 6 weeks by comparing writing trend data to expected rate of growth (aimline).
1. Scored writing samples will be used to determine progress between the Pre-test Prompt and Mid-year Prompt.
2. Tier 1: Teachers explicitly teach revision and editing processes. Evidence of student application of these processes is seen in student writing drafts.
2. Principal and Writing Coach
2. Student writing samples will be reviewed and scored bi-weekly by teacher. Percent of students making adequate progress toward goal will be determined once every 6 weeks by comparing writing trend data to expected rate of growth (aimline).
2. Scored writing samples will be used to determine progress between the Pre-test Prompt and Mid-year Prompt.
School Improvement Plan 63

64. 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. Tier 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. Tier 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. Tier 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.
School Improvement Plan 64

65. 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. Tier 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. Tier 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. Tier 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.
School Improvement Plan 65

66. Sample Parent Involvement Goal
Title I schools may incorporate objectives and strategies from NCLB Public Law
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
According to parent survey data, 25% of parents agreed or strongly agreed that they felt knowledgeable in how to interpret their child’s progress monitoring (PM) data.
By May 2010, 60% of parents will agree or strongly agree that they feel knowledge-able in how to interpret their child’s PM data.
1. Tier 1: Teachers send all parents a FAIR (Florida Assessment for Instruction in Reading) parent letter following each FAIR Broad Screen/PM assessment.
1. Reading Coach
1. Parent surveys will be administered three times per year.
1. Percent of parents indicating feeling knowledgeable on how to interpret their child’s PM data will be calculated and compared to previous parent survey results.
2. Tier 1: Teachers graphically represent PM data for all parent-teacher conferences. All parent teacher conferences include a discussion of student PM data.
2. Principal,
Assistant Principal, Teachers and Technology Specialist
2. Parent surveys will be administered three times per year.
2. Percent of parents indicating feeling knowledgeable on how to interpret their child’s PM data will be calculated and compared to previous parent survey results.
3. Tier 2: Parents of students who are receiving Tier 2 interventions are invited by administration to monthly data chats to receive updated PM data for their child as well as instruction on how to interpret their child’s PM data
3. Reading Coach, School Psychologist, and Title 1 Coordinator
3. Parent surveys will be administered three times per year.
3. Percent of parents indicating feeling knowledgeable on how to interpret their child’s PM data will be calculated and compared to previous parent survey results.
School Improvement Plan 66

67. Sample “Other” Attendance 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
During the school year, 30% of students were absent 10 or more days during a one semester period.
By January 2010, less than 10% of students will be absent from school for 10 or more days.
1. Tier 1: Teachers implement school-wide reinforcement program for attendance.
1. Assistant Principal
1. Collect and review attendance data monthly. Hold “Data Review” meeting with RtI team every 8 weeks to determine need for changes to program.
1. Percent of students with absentee problems determined by reviewing schoolwide attendance data.
2. Tier 2: Teachers implement “Check and Connect” mentoring program.
2. Guidance Counselor
2. Collect and review attendance data bi-weekly. Hold “Data Review” meeting with RtI team every 4 weeks to determine need for changes to intervention.
2. Percent of students with absentee problems determined by reviewing attendance data for students receiving Tier 2 Intervention.
3. Tier 3: Administration enrolls students in an Intervention class where students receive direct instruction in organization, goal setting, and self-monitoring. Class provides increased monitoring and reinforcement.
3. Guidance and School Psychologist
3. Collect and review attendance data weekly. Hold “Data Review” meeting with RtI team every 2 weeks to determine need for changes to intervention.
3. Percent of students with absentee problems determined by reviewing attendance data for students receiving Tier 3 Intervention.
School Improvement Plan 67

68. Sample “Other” Behavior Goal
If a school adopts Positive Behavior Support (PBS), then a behavior goal must be in the SIP.
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
During the school year, African American male students were disproportionally suspended from school. African American students constitute 19% of student population and 42% of suspension days (i.e., 100 days).
By January 2010, reduce suspension days for African American students by 20% (i.e., from 100 suspension days to 80 or less suspension days).
1. Tier 1: Teachers implement “Positive Behavior Support” (PBS) program. Administration will ensure African American students are represented on school leadership teams and focus groups when choosing reinforcers and determining behavior plans.
1. Principal
1. Collect and analyze suspension data monthly. Determine percent of African American students suspended.
1. Frequency count of suspensions days for African American students.
2. Tier 2: Teachers implement bi-weekly “Check and Connect” mentoring program with at-risk students.
2. Guidance Counselor
2. Collect and analyze suspension data bi-weekly for student receiving Tier 2 intervention. Determine frequency of suspensions amongst African American students who are receiving Tier 2 interventions.
2. Frequency count of suspensions days for African American students receiving Tier 2 intervention.
3. Tier 3: Teachers implement daily “Check-In/Check-Out” mentoring program. Teachers increase communication with home via weekly behavior report cards. Administration enrolls students in anger management, conflict resolution, or stress management programs as warranted.
3. Community Relations Coordinator
3. Collect and analyze suspension data weekly for individual students receiving Tier 3 intervention. Determine frequency of suspensions amongst African American students receiving Tier 3 intervention.
3. Frequency count of suspensions days for African American students receiving Tier 3 intervention.
School Improvement Plan 68

69. 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.
School Improvement Plan

70. 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 evidence-based instruction/ interventions within the mathematics blocks.
Principal, Assistant Principal, and Mathematics Coach are responsible for monitoring the use of differentiated instruction in mathematics blocks.

71. Every Teacher Teaching Reading
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.
For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher
****only for Reading Goal

72. Evidence-based Program(s)/Materials(s) Professional Development
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
Professional Development
Other

73. DA School-level Compliance
Select school’s Differentiated Accountability (DA) status.
Intervene
Correct II
Prevent II
Correct I
Prevent I
Review 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 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.
School Improvement Plan

74. 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.

75. 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?

76. Florida Education: The Next Generation DRAFT
Questions?
For more information, please contact:
Julene Mohr Rebecca Sarlo
Mathematics Instructional Specialist Response to Intervention (RtI) Specialist
xxx.xxx.xxxx
Daniela Simic Pamela Tompkins
Science Instructional Specialist Reading Instructional Specialist
Florida Education: The Next Generation DRAFT
March 13, 2008
Version 1.0
School Improvement Plan 76