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

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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 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

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. Todays 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 3 Division of Public Schools (PreK -12) Florida Department of Education 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 *Floridas 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)

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

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 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 members 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.

22 22 Division of Public Schools (PreK -12) Florida Department of Education Full RtI Implementation SIPs will help schools plan for consensus and infrastructure building for full RtI implementation by 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

23 23 Division of Public Schools (PreK -12) Florida Department of Education 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.

24 24 Division of Public Schools (PreK -12) Florida Department of Education 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 members 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

25 25 Division of Public Schools (PreK -12) Florida Department of Education 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.

26 26 Division of Public Schools (PreK -12) Florida Department of Education 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.

27 27 Division of Public Schools (PreK -12) Florida Department of Education 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)). –http://www.floridarti.usf.edu/resources/presentations/index.html Assessment of school staffs skill development (RtI Skills Survey). –http://www.floridarti.usf.edu/resources/presentations/index.html 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).

28 28 Division of Public Schools (PreK -12) Florida Department of Education 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.

29 29 Division of Public Schools (PreK -12) Florida Department of Education 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.

30 30 Division of Public Schools (PreK -12) Florida Department of Education 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%). –Methods of intervention selection (i.e., standard protocol or problem-solving process) –Academic/Behavior time and focus of intervention *****Interventions are tiered; students are NOT tiered.***** For example, A student is a student receiving Tier 2 interventions NOT a Tier 2 student.

31 31 Division of Public Schools (PreK -12) Florida Department of Education 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.

32 32 Division of Public Schools (PreK -12) Florida Department of Education 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.

33 33 Division of Public Schools (PreK -12) Florida Department of Education Floridas Continuous Improvement Model (FCIM) Plan – Do – Check – Act ***Next 16 Slides from Regional Team Training***

34 34 Division of Public Schools (PreK -12) Florida Department of Education FCIM and RtI Plan – Do – Check – Act DEFINE – ANALYZE – IMPLEMENT Tier 1 – Evaluate – IMPLEMENT Tier 2 – IMPLEMENT Tier 3 RtI: IMPLEMENT Tier 3 What are we going to do about it? Intensive Interventions Students who need individualized interventions. 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: DEFINE Whats the problem? RtI: ANALYZE Why is this occurring? 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.

35 35 Division of Public Schools (PreK -12) Florida Department of Education 35 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

36 36 Division of Public Schools (PreK -12) Florida Department of Education 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

37 37 Division of Public Schools (PreK -12) Florida Department of Education What is the relationship between District Pacing Guides and FCIM Calendars? District Pacing Guide FCIM Calendar Plan

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

39 39 Division of Public Schools (PreK -12) Florida Department of Education 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

40 40 Division of Public Schools (PreK -12) Florida Department of Education 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

41 41 Division of Public Schools (PreK -12) Florida Department of Education 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

42 42 Division of Public Schools (PreK -12) Florida Department of Education What is the relationship between an Instructional Lesson and a Mini-Lesson? Instructional Lesson Mini-Lesson Do

43 43 Division of Public Schools (PreK -12) Florida Department of Education 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

44 44 Division of Public Schools (PreK -12) Florida Department of Education 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

45 45 Division of Public Schools (PreK -12) Florida Department of Education 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

46 46 Division of Public Schools (PreK -12) Florida Department of Education 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

47 47 Division of Public Schools (PreK -12) Florida Department of Education 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

48 48 Division of Public Schools (PreK -12) Florida Department of Education 48 How will we ensure the fidelity of the FCIM process?. Student Achievement

49 49 Division of Public Schools (PreK -12) Florida Department of Education 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.

50 50 Division of Public Schools (PreK -12) Florida Department of Education 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.

51 51 Division of Public Schools (PreK -12) Florida Department of Education 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?

52 52 Division of Public Schools (PreK -12) Florida Department of Education 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?

53 53 Division of Public Schools (PreK -12) Florida Department of Education 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?

54 54 Division of Public Schools (PreK -12) Florida Department of Education 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?

55 55 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.

56 56 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.

57 57 Division of Public Schools (PreK -12) Florida Department of Education 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 All SINI schools. –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.

58 58 Division of Public Schools (PreK -12) Florida Department of Education 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?

59 59 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.

60 60 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.

61 61 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:

62 62 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. 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 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 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 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 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

63 63 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 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. Sample Writing Goal

64 64 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. 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. Sample Mathematics Goal

65 65 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. 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. Sample Science Goal

66 66 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 According to parent survey data, 25% of parents agreed or strongly agreed that they felt knowledgeable in how to interpret their childs 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 childs 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 Coach1. Parent surveys will be administered three times per year. 1. Percent of parents indicating feeling knowledgeable on how to interpret their childs 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 childs 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 childs 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 childs PM data will be calculated and compared to previous parent survey results. Sample Parent Involvement Goal Title I schools may incorporate objectives and strategies from NCLB Public Law

67 67 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 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. Sample Other Attendance Goal

68 68 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 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. Sample Other Behavior Goal If a school adopts Positive Behavior Support (PBS), then a behavior goal must be in the SIP.

69 69 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.

70 70 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.

71 71 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

72 72 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:

73 73 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.

74 74 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.

75 75 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?

76 76 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


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