Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Division of Public Schools (PreK -12) Florida Department of Education 2009-2010 School Improvement Plans Leading the School Improvement Process 2009-2010.

Similar presentations


Presentation on theme: "1 Division of Public Schools (PreK -12) Florida Department of Education 2009-2010 School Improvement Plans Leading the School Improvement Process 2009-2010."— Presentation transcript:

1 1 Division of Public Schools (PreK -12) Florida Department of Education School Improvement Plans Leading the School Improvement Process School Improvement Plans Leading the School Improvement Process Florida Department of Education Dr. Eric J. Smith Commissioner

2 2 Division of Public Schools (PreK -12) 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.

3 3 Division of Public Schools (PreK -12) 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 Floridas 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

4 4 Division of Public Schools (PreK -12) 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, –The on-line system reopens for revisions in November. –The web design team will include a Date Last Updated in the print-view format.

5 5 Division of Public Schools (PreK -12) Florida Department of Education Changes in 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 Floridas 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.

6 6 Division of Public Schools (PreK -12) 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.

7 7 Division of Public Schools (PreK -12) 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 schools demographics. Student Attendance Rates –Discuss the schools attendance rate over the past three years and the districts average.

8 8 Division of Public Schools (PreK -12) 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 schools 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 schools SIP when the print-view format is selected.

9 9 Division of Public Schools (PreK -12) Florida Department of Education School Profile/Demographics Student Mobility –Discuss the mobility rate of students. Student Suspension Rates –Discuss the schools 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.

10 10 Division of Public Schools (PreK -12) 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: 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 5 th 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 8 th grade to percentages below previous 6 th grade results, including an 18% and 12% decline in the percent of 8 th grade student making learning gains in Reading and the percent of the bottom quartile making gains respectively. This decline in 8 th grade suggests ineffective core curriculum and differentiated instruction in 8 th 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 after- school 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 9 th grade Reading FCAT, signifying that the majority of MNO Middle School students are not adequately prepared to master 9 th grade material and make expected learning gains. Vertical articulation between 7 th, 8 th, and 9 th grade Reading teachers will be planned to address the continued decline in student performance from the end of 7 th to the end of 9 th grade on FCAT Reading. School YearGrade/School% Meeting High Standards in Reading % Making Reading Gains % of Lowest 25% Making Learning Gains in Reading th Grade/XYZ High School38%43%39% th Grade/MNO Middle School42%47%48% th Grade/MNO Middle School53%65%60% th Grade/MNO Middle School48%52%65% th Grade/ABC Elementary31%38%56%

11 11 Division of Public Schools (PreK -12) 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: *Population (Pop), In-School Suspension (ISS), Out-of-School Suspension (OSS) and Office Discipline Referral (ODR) GroupPop% ISS% OOS% ODR Male5178%65%55% Female4922%35%45% White7854%64%68% Black1842%34%28% Hispanic44%2%4%

12 12 Division of Public Schools (PreK -12) 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: *Indicates disproportionate suspension/discipline rates. GroupPop. % OOS% ISS% ODR Male5178%*65%*55%* Female4922%35%45% White7854%64%68% Black1842% *34%*28%* Hispanic44%2%4%

13 13 Division of Public Schools (PreK -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: 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 1100 (65%)82%84% 235 (23%)78%81% 313 (8%)52%64% 4+6 (1%)36%44%

14 14 Division of Public Schools (PreK -12) 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.

15 15 Division of Public Schools (PreK -12) 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 Coachs first year in the position, then use data from prior performance as a teacher.

16 16 Division of Public Schools (PreK -12) 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: SIP Template Suggestions: If district strategies are included, then the description should include how the district strategies compliment school-based strategies. Description of StrategyPerson 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 PrincipalApril 2010 The Principal will facilitate a monthly, after-school meeting for new teachers to discuss challenges and concerns. PrincipalOngoing All teachers are encouraged to participate in monthly informational sessions regarding National Board Certified Teacher programs. National Board Certified Teacher May 2010

17 17 Division of Public Schools (PreK -12) 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.

18 18 Division of Public Schools (PreK -12) 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.

19 19 Division of Public Schools (PreK -12) Florida Department of Education Teacher Mentoring Program Describe the schools teacher mentoring program. Sample MNO Middle School Teacher Mentoring Program Response: Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities Jon PerezLena Gooden (Language Arts) Ms. Gooden is a first year teacher. Seventy percent of Mr. Perezs 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.

20 20 Division of Public Schools (PreK -12) 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.

21 21 Division of Public Schools (PreK -12) Florida Department of Education Floridas Continuous Improvement Model (FCIM) Plan – Do – Check – Act

22 22 Division of Public Schools (PreK -12) Florida Department of Education 22 What data is most useful? Current quantitative data broken down by specific skills for class, grade level and AYP subgroups –Previous Years 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

23 23 Division of Public Schools (PreK -12) Florida Department of Education Professional Learning Communities (PLCs) Describe the schools 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.

24 24 Division of Public Schools (PreK -12) Florida Department of Education PLCs Continued Sample MNO Middle School PLC Response: PLC OrganizationPLC LeaderFrequency of PLC Meetings Schedule of PLC Meetings Primary Focus of PLC Reading PLC: 6 th, 7 th, and 8 th grade reading teachers, Reading Coach, ESE teachers, and ESOL teacher. Reading CoachWeeklyTuesdays during 5 th 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: 6 th, 7 th, and 8 th grade math teachers, Mathematics Coach, and Technology Specialist. Mathematics CoachWeeklyTuesdays during 3 rd 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: 6 th, 7 th, and 8 th grade science teachers and Gifted teacher. Science Department Chair WeeklyTuesdays during 1 st 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 TeamsInstructional Coaches, Department Chairs, and/or Grade-level Lead Teachers MonthlyLast 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 LeadersPrincipal and Assistant Principal Monthly 6 th grade: First Wednesday of the month after School; 7 th grade: Second Wednesday of the month after school; and 8 th 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.

25 25 Division of Public Schools (PreK -12) 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 Sample XYZ High School Feedback Report Data PRE-GRADUATION INDICATORSSCHOOLDISTRICTSTATE 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) %71.7%69.9% POST-GRADUATION INDICATORSSCHOOLDISTRICTSTATE Of the graduates enrolled in a Math course in Florida in Fall, the percent who successfully completed the course: Remedial Math (non-college credit) %55.3%57.4% Intermediate Algebra (for elective credit only) %80.3%63.0% Entry-level Math (for Math credit) %67.9%64.3% Advanced Math %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.

26 26 Division of Public Schools (PreK -12) 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.

27 27 Division of Public Schools (PreK -12) Florida Department of Education Based on the Needs Assessment, Identify Area(s) for Improvement Objective Linked to Area of Improvement Action StepPerson or Position Responsible for Monitoring the Action Step Process Used to Determine Effectiveness of Action Step Evaluation Tool Goals Chart Professional Development Aligned with Objective Objective Addressed Content/TopicFacilitatorTarget DateStrategy for Follow-up/ Monitoring Person Responsible for Monitoring 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 schools to address progress. BUDGET Objective AddressedDescription of ResourcesFunding SourceAvailable Amount Total:

28 28 Division of Public Schools (PreK -12) Florida Department of Education Based on the Needs Assessment, Identify Area(s) for Improvement Objective Linked to Area of Improvement Action StepPerson 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 6 th grade scored at or above Level 3. Increase the percent of SWD in 6 th 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 Coach1. 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 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 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 students 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. Sample Reading Goal

29 29 Division of Public Schools (PreK -12) Florida Department of Education Based on the Needs Assessment, Identify Area(s) for Improvement Objective Linked to Area of Improvement Action StepPerson 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. Sample Mathematics Goal

30 30 Division of Public Schools (PreK -12) Florida Department of Education Based on the Needs Assessment, Identify Area(s) for Improvement Objective Linked to Area of Improvement Action StepPerson 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 8 th grade students scored at a Level 3 or above. Increase the percent of 8 th 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. Sample Science Goal

31 31 Division of Public Schools (PreK -12) 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.

32 32 Division of Public Schools (PreK -12) Florida Department of Education Sample Professional Development Goal Professional Development Aligned with this Objective Objective AddressedContent/TopicFacilitatorTarget DateStrategy for Follow-up/MonitoringPerson 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 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.

33 33 Division of Public Schools (PreK -12) Florida Department of Education 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

34 34 Division of Public Schools (PreK -12) 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 AddressedDescription of ResourcesFunding SourceAvailable Amount Total: Technology Objective Addressed Description of ResourcesFunding SourceAvailable Amount Total: Professional Development Objective AddressedDescription of ResourcesFunding SourceAvailable Amount Total: Other Objective AddressedDescription of ResourcesFunding SourceAvailable Amount Total:

35 35 Division of Public Schools (PreK -12) Florida Department of Education DA School-level Compliance Select schools Differentiated Accountability (DA) status. –Intervene –Correct II –Prevent II –Correct I –Prevent I Review Crosswalk of DA Requirements. Upload schools 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.

36 36 Division of Public Schools (PreK -12) 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.

37 37 Division of Public Schools (PreK -12) 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?

38 38 Division of Public Schools (PreK -12) Florida Department of Education Resources

39 39 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 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


Download ppt "1 Division of Public Schools (PreK -12) Florida Department of Education 2009-2010 School Improvement Plans Leading the School Improvement Process 2009-2010."

Similar presentations


Ads by Google