1. School Improvement Plans Leading the School Improvement Process 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.

3. Agenda: Leading the School Improvement Process
Mark Klauder
Vision and Mission Statement
Coordination and Integration
RtI & Progress Monitoring
Bob Brust
Student Achievement Trend Data
School Profile/Demographics
High Qualified (HQ) Administration, Instructional Coaches, and Teachers
Non-Highly Qualified Instructors
Staff Demographics
Patrick Simon
Florida’s Continuous Improvement Model (FCIM)
Professional Learning Communities (PLCs)
Postsecondary Transition
BREAK (15-minute)
Mark McCoy
Goals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)
NCLB Public School Choice
Professional Development (PD)
Budget
School Advisory Council (SAC)
Tom Curry
School Groups
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.
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. Florida’s Continuous Improvement Model (FCIM)
Plan – Do – Check – Act
School Improvement Plan

22. 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 22
School Improvement Plan 22 22

23. 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

24. 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 24

25. 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.

26. 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

27. 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 27

28. Sample Reading Goal
Based on the Needs Assessment, Identify Area(s) for Improvement
Objective Linked to Area of Improvement
Action Step
Person or Position Responsible for Monitoring the Action Step
Process Used to Determine Effectiveness of Action Step
Evaluation Tool
Based on the 2009 FCAT Reading data, 20% of Students With Disabilities (SWD) in 6th grade scored at or above Level 3.
Increase the percent of SWD in 6th grade scoring at or above a Level 3 from 20% to 55% on the 2010 FCAT Reading.
1. Reading PLC determines core instructional needs by reviewing FAIR (Florida Assessment for Instruction in Reading) assessment data for all SWDs. Teachers plan differentiated instruction using evidence-based instruction/interventions within the 90-minute reading block.
1. Reading Coach
1. Student progress is assessed using FAIR Ongoing Progress Monitoring (OPM) every 20 days. Percent of students making adequate progress toward benchmark is calculated.
1. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
2. Reading PLC plans supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of FAIR data and will include explicit instruction, modeled instruction, guided practice and independent practice.
2. Title 1 Coordinator
2. Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 2 supplemental instruction. Percent of students making adequate progress toward benchmark is calculated.
2. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
3. Reading PLC plans targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student needs, be evidence-based, and provided in addition to core.
3. RtI Team/Case Manager
3. Student progress is assessed using FAIR OPM every 20 days and/or DIBELS data bi-weekly for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline.
3. FAIR OPM data and DIBELS data when appropriate will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.
School Improvement Plan 28

29. Sample Mathematics Goal
Based on the Needs Assessment, Identify Area(s) for Improvement
Objective Linked to Area of Improvement
Action Step
Person or Position Responsible for Monitoring the Action Step
Process Used to Determine Effectiveness of Action Step
Evaluation Tool
Based on the 2009 FCAT Mathematics data, 37% of the bottom quartile showed learning gains.
Seventy-five percent or more of the bottom quartile will make learning gains on the 2010 Mathematics FCAT.
1. Math PLC determines core instructional needs by reviewing common assessment data for all students within bottom quartile. Teachers plan differentiated instruction using evidence-based instruction/interventions within the mathematics blocks.
1. Mathematics Coach
1. Grade-level teams will review results of common assessment data every 6 weeks to determine progress toward benchmark (75% on common assessment).
1. Common assessments tied to Next Generation Math Standards administered weekly.
2. Math PLC Plans supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of common assessment data and includes explicit instruction, modeled instruction, guided practice and independent practice. Teachers provide supplemental instruction in addition to core instruction.
2. Title 1 Coordinator
2. Grade-level teams will review results of common assessment data every 4 weeks to determine progress toward benchmark (75% on common assessment).
2. Common assessments tied to Next Generation Math Standards administered weekly.
3. Math PLC plans targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Teachers match evidence-based interventions to individual student needs and provide them in addition to core instruction.
3. RtI Team/Case Manager
3. Grade-level teams will review results of common assessment data bi-weekly to determine progress toward benchmark (75% on common assessment).
3. Common assessments tied to Next Generation Math Standards administered weekly.
School Improvement Plan 29

30. Sample Science Goal
Based on the Needs Assessment, Identify Area(s) for Improvement
Objective Linked to Area of Improvement
Action Step
Person or Position Responsible for Monitoring the Action Step
Process Used to Determine Effectiveness of Action Step
Evaluation Tool
Based on the 2009 FCAT Science data, 32% of 8th grade students scored at a Level 3 or above.
Increase the percent of 8th grade students scoring at or above a Level 3 from 32% to 50% on the 2010 Science FCAT.
1. Teachers provide weekly opportunities for all students to complete hands-on lab activities and teach the use of a common lab report format to document hands-on investigations.
1. Teachers and Science Coach
1. Grade-level teams will review results of common assessment data every 6 weeks to determine progress toward benchmark (75% on common assessment).
1. Common assessments tied to Florida Science Standards administered weekly.
2. Teachers provide students not responding adequately to core instruction with supplemental, small group science instruction twice per week for 30 minutes during homeroom period or before/after school tutorial sessions.
2. Title 1 Coordinator
2. Grade-level teams will review results of common assessment data every 4 weeks to determine progress toward benchmark (75% on common assessment).
2. Common assessments tied to Florida Science Standards administered weekly.
3. Teachers provide students not responding to core plus supplemental instruction with targeted intervention developed through the use of the problem-solving process. Interventions are matched to individual student needs, are evidence-based, and are provided in addition to core.
3. RtI Team/Case Manager
3. Grade-level teams will review results of common assessment data bi-weekly to determine progress toward benchmark (75% on common assessment).
3. Common assessments tied to Florida Science Standards administered weekly.
School Improvement Plan 30

31. 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

32. 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.

33. 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. 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

35. 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

36. 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. 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. Resources

39. 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 39