SIP Development Office of School Improvement SIP Development Office of School Improvement

Participants will:  Develop essential skills and tools for the completion of the SIP  Identify resources available to be used to complete the SIP  Increase the understanding of the school improvement process Participants will:  Develop essential skills and tools for the completion of the SIP  Identify resources available to be used to complete the SIP  Increase the understanding of the school improvement process

a team process ongoing communication stakeholders’ feedback/input ongoing reviews documented in EESAC minutes timeline development updates based on data analysis and students’ needs Keep in mind that SIPs require…

1 EESAC’s roster & by-laws are updated. 1 EESAC’s roster & by-laws are updated. 2 Needs assessments are conducted using appropriate data. 2 Needs assessments are conducted using appropriate data. 3 Opportunities are provided for EESAC and staff to present recommendations for the SIP. 3 Opportunities are provided for EESAC and staff to present recommendations for the SIP. 4 EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes. 4 EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes. 7 Data results and SIP are presented to EESAC and staff, and then posted to FLBSI. 7 Data results and SIP are presented to EESAC and staff, and then posted to FLBSI. 5 SIP is reviewed by district and region staff during peer review. 5 SIP is reviewed by district and region staff during peer review. 8 SIP is presented to District School Board for approval. 8 SIP is presented to District School Board for approval. 6 Baseline assessments are administered and needs assessments aligned. 6 Baseline assessments are administered and needs assessments aligned. 9 Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes. 9 Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes. 10 Interim assessments administered and data analyzed for adjustments to SIP. 10 Interim assessments administered and data analyzed for adjustments to SIP. 11 Mid-year data and narrative posted to FLBSI site. 11 Mid-year data and narrative posted to FLBSI site. 12 Staff and EESAC provide evaluative comments in preparation for next SIP. 12 Staff and EESAC provide evaluative comments in preparation for next SIP. OngoingSchoolImprovementProcessOngoingSchoolImprovementProcess We are HERE!

 Recommended minimum number of meetings:  For non-DA schools - 4 per school year (OR MORE), one per grading period  DA schools (Prevent, Focus/Correct, and Priority/Intervene)– monthly in order to monitor and adjust progress  Include SIP and Data Reviews on every EESAC Meeting Agenda  Document SIP reviews and decisions in EESAC Minutes  Include SIP on Faculty Meeting Agendas  Minimum Requirements for Five Star Award: A minimum of 8 of EESAC meetings with 80% of members in attendance

» Elect EESAC members within the first two weeks of school. Must include: ˃Principal ˃Teachers – elected by teachers ˃Educational Support Employees – elected by educational support employees ˃Students (5 th grade and higher) – elected by students ˃Parents – elected by parents ˃Business and Community Representatives – appointed by the principal ˃Alternates – one alternate for each group should be elected in the same manner used to elect representative for each group. 7

» According to FSS : ˃School Advisory Councils assist in the preparation and evaluation of the SIP. The EESAC is the sole body responsible for final decision making at the school relating to implementation of the provision of section , F.S. ˃A majority of the members of each school advisory council must be persons who are NOT employed by the District. FSS ˃EESAC shall be composed of the principal and an appropriately balanced number of teachers, education support employees, students, parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. FSS

Accessing Bylaws, Minutes & Rosters

11 Each advisory council shall adopt bylaws establishing procedures for: Requiring quorum be present before a vote (consensus) may take place Requiring three (3) days advance notice in writing to all members of the EESAC before a vote may be taken Scheduling meetings when parents, students, teachers, business persons, and members of the community can attend Replacing any member who has two unexcused consecutive absences Recording minutes of meetings

12 Getting Your EESAC Started August st Conduct elections Establish rules and responsibilities for EESAC Review bylaws template and accept recommendations from stakeholders Schedule budget training for EESAC members Develop appropriate EESAC meeting calendar Review first draft of SIP and accept recommendations for revisions Accept recommendations and requests for PD from each grade level/department

13 Every EESAC agenda must include the following items: Approval of Prior Minutes – (Maintain official sign- in sheets with signatures of all members in attendance) Review results of FCIM and MTSS/RtI monitoring Review report from the Leadership Team on SIP implementation of goal area strategies. Data Programs Materials

14 Before September 21 rd The School’s EESAC Should: Approve Bylaws for Provide a copy of the SIP Draft to all members Review District’s 2012 FCAT results in order to determine appropriateness of goals and strategies Align SIP strategies to preliminary Baseline data Align PD Calendar to SIP Review budget to align with SIP Ensure that a process for FCIM and MTSS/RtI monitoring has been included

15 Before October 12 th The School’s EESAC Should: Approve final draft of the School Improvement Plan before posting to the state. EESAC Minutes must document the review and approval of the SIP. Establish criteria for funding EESAC money ($5/FTE) requests  Receive monthly FEFT payment  May not be used for capital improvements  May not be used for any project or program that has a duration of more than one year

Save to your desktop an electronic copy of the SIP template from the OSI website: On the OSI website, under School Improvement Plan Development Tools locate a copy of the Appendices

Update and revise:  Highly Effective Administrators/Coaches  Highly Effective Teachers  Staff Demographics  Teacher Mentoring Program  Title I – Additional Requirements  MTSS/RTI  Literacy Leadership Team  Pre-school Transition  Post-secondary Transition Update and revise:  Highly Effective Administrators/Coaches  Highly Effective Teachers  Staff Demographics  Teacher Mentoring Program  Title I – Additional Requirements  MTSS/RTI  Literacy Leadership Team  Pre-school Transition  Post-secondary Transition

Getting Started….. Insert the following: pending

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IMPORTANT TOOLS!!!

HIGHLY EFFECTIVE ADMINISTRATORS Highly Effective Administrators

HIGHLY EFFECTIVE INSTRUCTIONAL COACH

Transfer all data from the “Instructional Staff” list to the SIP template. % Highly Effective Teachers % Highly Effective

Who receives a mentor:  Teachers new to the profession, without previous teaching experience &  First and second year teachers in Education Transformation Office schools are eligible to receive a MINT certified site-based mentor. Help for 2 nd and 3 rd year teachers: Teachers with previous teaching experience and teachers in years two and three are eligible to receive a buddy teacher. A buddy teacher occupies a leadership role in the school such as a department chair, grade-level chair, reading coach, mathematics coach, National Board Certified Teacher, etc. To become a mentor, see Appendix _I_

APPENDIX - III Completed by Title I Schools Only

Multi-Tiered Support System/Response to Instruction/Intervention (RtI) Literacy Leadership Team (LLT) Align to the District CRRP - APPENDIX - IV APPENDIX - V

New for Title I

All High Schools must complete this section. See the next two slides for a sampling of the High School Feedback Report. Schools should use current available data to update possible strategies for improving student readiness for the public postsecondary level.

SAMPLE HIGH SCHOOL FEEDBACK REPORT * Data should drive responses on identifying strategies to improve post-secondary readiness.

SAMPLE HIGH SCHOOL FEEDBACK REPORT * Data should drive responses on identifying strategies to improve post-secondary readiness.

Reading Math/EOC Science/ Biology Attendance Suspension Dropout Prevention 32 Graduation Civics/ U.S. History Writing

» READING – Including FAA and CELLA requirements » MATHEMATICS – Including FAA requirements ˃Algebra I ˃Geometry » SCIENCE – Including FAA requirements ˃Biology » WRITING – Including FAA requirements » CIVICS (MS only) » US HISTORY (HS only) » ATTENDANCE » SUSPENSIONS » DROPOUT PREVENTION (GRADUATION) (HS only) » PARENTAL INVOLVEMENT » CAREER AND TECHNICAL EDUCATION » STEM

» In each Goal Area, click the “HELP” » Use data sources to analyze and define areas in need of improvement » Specific responses to the guiding questions are not required to be written onto the SIP template; however, they provide relevance between the Anticipated Barrier and Strategies

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READING GOAL Click Here

Guiding questions for Reading Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Level 3? Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Levels 4 or 5? Based on a comparison of 2011 FCAT 2.0 data and 2012 FCAT 2.0 data, what was the percentage point increase or decrease of students maintaining Achievement Levels 3, 4, 5? What are the anticipated barriers to increasing the percentage of students maintaining Achievement Level 3 or moving to Achievement Levels 4 or 5 on the 2012 FCAT 2.0? For students scoring Achievement Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to Level 3? For students scoring Achievement Level 3, what strategies will be implemented to maintain satisfactory progress and/or increase to Achievement Levels 4 or 5? For students scoring at Achievement Levels 4 or 5, what strategies will be implemented to maintain above satisfactory progress and provide enrichment? What percentage of students made learning gains? What was the percentage point increase or decrease of students making learning gains? What are the anticipated barriers to increasing the percentage of students making learning gains? What strategies will be implemented to increase and maintain satisfactory progress for these students? What additional supplemental interventions/remediation will be provided for students not achieving learning gains? What percentage of students in the lowest 25% made learning gains? What was the percentage point increase or decrease in the lowest 25% of students making learning gains? What are the anticipated barriers to increasing learning gains in the lowest 25%?

What additional supplemental interventions/remediation will be provided for students in the lowest 25% not achieving learning gains? Which student subgroups did not meet AMO 2 targets? What are the anticipated barriers to increasing the number of subgroups meeting AMO 2 targets? What strategies will be used to ensure students meet AMO 2 targets? What clusters/strands, by grade level, showed a decrease in making satisfactory progress? How will the Instructional Focus Calendar be created to address area(s) of improvement (clusters/strands)? How will focus lessons be developed and revised to increase students making satisfactory progress for these clusters/strands? How will school level leadership ensure that student reading placement meets the criteria of the attached student placement chart? (as outlined in State Board Rule 6A-6.054, which is also attached) In addition to the Baseline and Mid-Year assessment, how often will interim or mini-assessments be administered? How often will the teachers and School-Based Leadership Team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus based on the academic needs of students? How often will data chats be held at each of the following levels: teacher/student; teacher/administration? How will the Problem-solving Model and progress monitoring be utilized to strengthen Multi-Tier System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and differentiation? How will the Problem-solving Model and progress monitoring be utilized to identify students in need of MTSS/RtI Tier 2 supplemental intervention? How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of MTSS/RtI Tier 3 intensive intervention? Guiding questions for Reading - continued

The Florida Alternate Assessment (FAA) sections should be addressed by all schools that have students taking the FAA. FAA goals for Reading are found in 1B, 2B, 3B, and 4B. Schools that do not have students taking the FAA should write N/A in these sections. Do not delete any section. Data for these sections will be provided by the District. For assistance with strategies, refer to the new Appendices located on under School Improvement Plan Development Tools under Appendix XVI.

READING SAMPLE APPENDIX - IV As a new school, we will use the District averages to establish the current and expected performance. The district average of the 2012 FCAT indicate 28% (120) of students achieved a Level 3 proficiency. Our goal for the school year is to increase Level 3 student proficiency by 2 percentage points to 30% (145).

Use Appendix XVI, page 214 FAA goal will be given for 1B, 2B, 3B, and 4B

READING SAMPLE FOR FCAT LEVELS 4 & 5 (ENRICHMENT)

TOTAL GROUP – LEARNING GAINS

LOWEST 25% – LEARNING GAINS

SUBGROUPS

PROFESSIONAL DEVELOPMENT & BUDGET

The CELLA section should be addressed by all schools that have students taking the CELLA. Data for this section will be provided by the District. For assistance with strategies, refer to the new Appendices located on under School Improvement Plan Development Tools under Appendix XV.

CELLA Sample Goal

The Florida Alternate Assessment (FAA) sections should be addressed by all schools that have students taking the FAA. FAA goals for Mathematics are found in 1B, 2B, 3B, and 4B Schools that do not have students taking the FAA should write N/A in these sections. Do not delete any section. Data for these sections will be provided by the District. For assistance with strategies, refer to the new Appendices located on under School Improvement Plan Development Tools under Appendix XVI.

MATHEMATICS – MIDDLE SCHOOL SAMPLE – LEVEL 3 APPENDIX - IX As a new school, we will use the District averages to establish the current and expected performance. The district average of the 2012 FCAT indicate __% of students achieved a Level 3 proficiency. Our goal for the school year is to increase Level 3 student proficiency by __percentage points to __%.

SUBGROUPS

SUBGROUPS – ELL/SWD/ED

ALGEBRA END-OF-COURSE (EOC) SAMPLE ALGEBRA END-OF-COURSE (EOC) SAMPLE As a new school, we will use the District averages to establish the current and expected performance. The District average of the 2012 Algebra EOC indicate 15% (225) of students scored in the upper third (Levels 3-5). Our goal for the school year is to increase Level 3 student proficiency (Level 305) by 7 percentage points to 22% (330).

ALGEBRA I – GOAL 2 (ENRICHMENT)

SUBGROUPSSUBGROUPS

GEOMETRY END-OF-COURSE SAMPLE GEOMETRY END-OF-COURSE SAMPLE As a new school, we will use the District averages to establish the current and expected performance. The District average of the 2012 Geometry EOC assessment indicate that 12% (96) of students scored in the upper third (Levels 3-5). Our goal for the school year is to increase the percentage of students scoring in the upper third (Levels 3-5) by 8 percentage points to 20% (160).

GEOMETRY – GOAL 2 (ENRICHMENT)

SUBGROUPSSUBGROUPS

PROFESSIONAL DEVELOPMENT & BUDGET

The Florida Alternate Assessment (FAA) sections should be addressed by all schools that have students taking the FAA. FAA goals for Science are found in 1B and 2B. Schools that do not have students taking the FAA should write N/A in these sections. Do not delete any section. Data for these sections will be provided by the District. For assistance with strategies, refer to the new Appendices located on under School Improvement Plan Development Tools under Appendix XVI.

SCIENCE GOAL Guiding Questions for Science » Based on 2012 data, what percentage of students scored at Achievement Level 3? » Based on 2012 data, what percentage of students scored at Achievement Levels 4 or 5? » What are the anticipated barriers for students scoring at Achievement Level 3 or above satisfactory progress to Achievement Levels 4 or 5 on the 2013 FCAT 2.0? » What are the anticipated barriers to the students achieving a passing score on the Biology End of Course (EOC) Exam? » What benchmarks/strands, by grade level, showed students not making satisfactory progress? » How will the Instructional Focus Calendar be created to address areas of improvement (benchmark(s)/strand(s))? » How will focus lessons be developed and revised to increase and maintain satisfactory progress for these benchmarks/strands? » In addition to the Baseline and Mid-Year assessment, how often will interim or mini- assessments be administered? » How often will the teachers and School-Based Leadership Team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus based on the academic needs of students? » How often will data chats be held at each of the following levels: teacher/student; teacher/administration? » How will the Problem-solving Model and progress monitoring be utilized to strengthen Multi- Tier System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and differentiation? » How will the Problem-solving Model and progress monitoring be utilized to identify students in need of MTSS/RtI Tier 2 supplemental intervention? » How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of MTSS/RtI Tier 3 intensive intervention? APPENDIX - X

SCIENCE MIDDLE SCHOOL GOAL SAMPLE

BIOLOGY END-OF-COURSE GOAL SAMPLE

PROFESSIONAL DEVELOPMENT/BUDGET

The Florida Alternate Assessment (FAA) sections should be addressed by all schools that have students taking the FAA. FAA goal for Writing is found in 1B. Schools that do not have students taking the FAA should write N/A in these sections. Do not delete any section. Data for these sections will be provided by the District. For assistance with strategies, refer to the new Appendices located on under School Improvement Plan Development Tools under Appendix XVI.

WRITING GOAL APPENDIX VIII As a new school, we will use the District averages to establish the current and expected performance. The District average of the 2012 FCAT Writing Test indicate that 75% of students scored Level 3 higher. Our goal for the school year is to increase the percentage of students scoring Level 3 or higher from 75% to 85%.

PROFESSIONAL DEVELOPMENT & BUDGET

CIVICS GOAL APPENDIX - XI

PROFESSIONAL DEVELOPMENT & BUDGET

U.S. HISTORY GOAL APPENDIX - XI

PROFESSIONAL DEVELOPMENT & BUDGET

ATTENDANCE GOAL Guiding Questions for Attendance » What was the attendance rate for ? » How many students had excessive absences (10 or more) during the school year? » What are the anticipated barriers to decreasing the number of students with excessive absences? » What strategies and interventions will be utilized to decrease the number of students with excessive absences for ? » How many students had excessive tardies (10 or more) during the school year? » What are the anticipated barriers to decreasing the number of students with excessive tardies? » What strategies and interventions will be utilized to decrease the number students with excessive tardies for ?

ATTENDANCE GOAL SAMPLE

PROFESSIONAL DEVELOPMENT & BUDGET

SUSPENSION GOAL Refer to 2012 COGNOS Guiding Questions for Suspension What was the total number of in-school suspensions for ? What was the total number of out-of school suspensions for ? What was the total number of students suspended in school in ? What was the total number of students suspended out of school in ? What are the anticipated barriers to decreasing the number of suspensions? What are the anticipated barriers to decreasing the number of students suspended? What strategies and interventions will be utilized to decrease the number of suspensions for ? What strategies and interventions will be utilized to decrease the number of students suspended for ?

Suspension Goal Sample

PROFESSIONAL DEVELOPMENT & BUDGET

DROPOUT PREVENTION /GRADUATION GOAL

DROPOUT PREVENT and GRADUATION GOAL SAMPLE DROPOUT PREVENT and GRADUATION GOAL SAMPLE

PROFESSIONAL DEVELOPMENT & BUDGET

PARENT INVOLVEMENT GOAL Title I Administration Handbook PTA National Standards for Family-School Partnerships Assessment Guide Guiding Questions to Inform the Problem Solving Process (Title I Parent Involvement Plan may be uploaded) Based on information from surveys, evaluations, agendas, or sign-ins, was the percent of parent participation in school activities maintained or increased from the prior year? What are the anticipated barriers to increasing parent involvement? Generally, what strategies or activities can be employed to increase parent involvement? How will the school correlate the parental involvement activities with student achievement?

PARENTAL INVOLVEMENT GOAL Sample

PROFESSIONAL DEVELOPMENT & BUDGET

STEM Goal Sample APPENDIX - XIII

PROFESSIONAL DEVELOPMENT & BUDGET

Based on data how many CTE programs were offered and what were the enrollments in those programs? Are CTE courses offered sequentially and cohesively allowing students to complete a program or complete at least three credits in a program? How many CAPE academies will be registered for ? How many career-themed courses will be registered for ? How often do representatives from feeder middle schools and high school meet to discuss articulation related to CTE? Do all CTE teachers hold the appropriate teaching certification for the program they teach? What percentage of CTE teachers hold an industry certification for the program they teach (if applicable)? Have CTE teachers participated in professional development related to utilizing data to drive instruction? Are CTE teachers involved in lesson study? What percentage of CTE teachers have been trained in CAR-PD/NGCAR-PD and/or CATER/NGCATER? How many CTE programs have active Advisory Councils that meet on a regular basis? What are the anticipated barriers to establishing Advisory Councils? Do all CTE programs have safe, well equipped facilities with appropriate student/teacher ratios? How many chapters of Career and Technical Student Organizations (CTSOs) are established? Based on data how many CTE students earned an industry certification on the Industry Certification Funding List? Based on data what percentage of CTE students (seniors) qualified for the Gold Seal Vocational Scholars Award? Based on data what percentage of CTE students were enrolled in dual enrollment CTE courses for college credit? Do CTE students have the opportunity to participate in school-based enterprise, internships, externships, and/or on-the-job training? Guiding Questions for CTE

CAREER AND TECHNICAL EDUCATION Goal Sample CAREER AND TECHNICAL EDUCATION Goal Sample APPENDIX XII

PROFESSIONAL DEVELOPMENT & BUDGET

This area will automatically be calculated when you post your goal budgets to the FLBSI website, once your final SIP has been approved. There is no need to complete this section at this time. FINAL BUDGET LEAVE BLANK

Confirm your school’s designation once School Grades are released. Checklists Compliance forms will be available at: Differentiated Accountability ◦ Put an “X” in the appropriate category based on the designation. (July 2012 release) ◦ Download the DA Checklist of Compliance from the FLBSI website: ◦ Complete the Checklist and then upload it to the online SIP document (FLBSI). ◦ Focus/Correct (D schools) and Priority/Intervene (F schools) schools must have Reading Coaches who are endorsed or certified. LEAVE BLANK

School Advisory Councils (EESACs) ◦ Majority of members must be non-District employees ◦ Schedule appropriate meetings ◦ Describe how you are going to use the EESAC funds ◦ Describe the activities of the EESAC for Monitor implementation of the SIP through ongoing data analysis…………

 Check the OSI website (Sept. 14, 2012) for your school’s “Current and Expected Improvements” (  Update the SIP draft based upon feedback from the Region or appropriate office(s) prior to the scheduled Peer Reviews (Sept , 2012).  Complete revisions, share with school staff (faculty meeting), and EESAC prior to posting to by October 12,  EESAC Minutes must document the review and approval of the SIP.  Administer the Baseline Assessments and complete Edusoft scans by Friday, September 7, 2012, 5:00 p.m.  Post Baseline data to by October 19, 2012.

DUE October 12, 2012

DISTRICT TIMELINES ARE 1 WEEK PRIOR TO STATE TIMELINES!! Make sure that you check the DA School list during the summer to ensure required timelines.

Click here! DO NOT USE THIS

Pending Update all areas. Insert “Pending” Click Save Pending Update all areas. Insert “Pending” Click Save Enter name of the Director of the governing agency Use date the governing body approved the SIP

SAVE Open each section from the left side menu. Update per information on your MSWord template. Save after each entry.

SIPS LEAD THE WAY! OSIOSI

Ms. Dolores de la Guardia Ms. Dolores de la Guardia Dr. Sherian Demetrius Dr. Sherian Demetrius Ms. Linda G. Fife Ms. Pamela Wentworth Ms. Pamela Wentworth