1 Marie Izquierdo & Pablo G. Ortiz

Prioritizing Tiered Support to Schools schools defined as “persistently low- achieving” by the requirements of the School Improvement Grant; supported by the Education Transformation Office All Other Designations Non-SIG Schools within ETO assigned to ETO Office SIG Schools 40 schools that have historically been vulnerable schools; supported by the Education Transformation Office “A”, “B”, and “C” schools that have demonstrated consistent improvement; supported generally by the district through region offices

Evolution of: The Education Transformation Office  19 schools selected as “persistently lowest-achieving” 6 elementary schools; 3 middle schools; 10 high schools. 14 million dollars for each of the next three years through School Improvement Grant (SIG)  Expanded to 26 schools in year two. Added 3 elementary and 4 middle schools. Additional 6 million dollars  Expanded to 66 schools in year three. Added 27 elementary, 11 middle and 2 senior high schools for a total of 36 elementary, 18 middle and 12 senior high schools. 3

Aligned and Structured Support Education Transformation Office SIG Schools Persistently Low- Achieving schools receive additional funding from School Improvement Grant 10 high schools 7 middle schools 9 elementary schools Non-SIG Schools 40 schools that have historically been vulnerable schools receive additional funding through District Title I 2 high schools 11 middle schools 27 elementary schools 4

Criteria for Placement in ETO  SIG Schools  26 schools  Schools identified by the state as being in the “Lowest 100 Performing Elementary Schools”  10 Schools  Schools that received a “D” or “F” grade in 2012  28 Schools  Schools that received a “C” grade in 2012 but would have received a “D” if not held harmless by the state  4 Schools  Fragile “C” Schools that earned a “D” in at least one of the three previous years  18 Schools  Vulnerable schools that would have dropped 2 letter grades but were held harmless for  7 Schools 5

6 Develop Instructional Leaders Improve Teacher Quality Strengthen Parent & Community Involvement Expand Wraparound Services for Students 4 Pillars of Support

7 Recruit/Retain High Performing Educators Recruitment Fairs Teach for America University Partnerships Mathematics, Reading, and Science Instructional Coaches Each school will be allocated at least: 1 reading coach 1 math coach 1 science coach Job-Embedded Professional Development with Problem- Solving Focus Common Planning Lesson Study iCADS Aligned Support Coaching Academy Teacher Academy Innovative Instructional Resources and Strategies Differentiated Instruction Gradual Release Instructional Frameworks

8 Assign administrators to departments and grade levels Include assistant principals in all instructional coaches’ training to build instructional capacity and ensure alignment and iCADs Implement internship process for future principals and assistant principals through Project Lead Strong and Florida Turnaround Leadership Program Conduct instructional rounds with principals and focus on best practices and instructional rigor Create network of APs and Principals

9 Creation of four parent advocacy centers Focus on Parent Academy classes Expansion of PTA enrollment Expand days/times for parent- teacher conferences ETO Task Force Visibility Executive PASS: CEO and Principal Partnership Strengthen Parent & Community Involvement

Positive Behavior Support (PBS) Positive Reinforcement Appropriate Social Behaviors Improve School Climate and Student Behavior Academic Interventions City Year Saturday Academy Spring Break Academy Before/After- School Tutoring Enrichment Opportunities Dual-Enrollment Advanced Academics CTE IB Programs College Summit Mentoring and Outreach Programs City Year Big Brothers/Big Sisters Diplomas Now Communities in Schools 10

Prioritizing Tiered Support to Schools schools defined as “persistently low- achieving” by the requirements of the School Improvement Grant; supported by the Education Transformation Office All Other Designations Non-SIG Schools within ETO assigned to ETO Office SIG Schools 40 schools that have historically been vulnerable schools; supported by the Education Transformation Office “A”, “B”, and “C” schools that have demonstrated consistent improvement; supported generally by the district through region offices Develop district pacing guides to ensure instructional coherence and consistency across schools Provide ongoing communication and support to core content area department heads Provide information and support to region superintendents and their schools as new End of Course exams come on-line (i.e. Civics, U.S. History) Use Florida Continuous Improvement Model process to review data and identify Target and Focus schools Provide additional support to ETO schools as needed Serve as lead on the transition to full Common Core State Standards (CCSS) implementation

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