2. School Improvement Process
AGENDA
Phase I Reminders
Changes to Phase II
New Component - ESSA
Briefings and Important Dates
Questions / Comments

3. Access to SIP & Phase I Reminders
Access via Employee Portal if Principal granted Quad A access
Expect “Locked-out” dates at the end of each Phase
District & Region Office, Board members, variety of stakeholders will be reading your SIPs.
Academic Data Maps are now available on
Everything on Phase I should be complete by Friday, Aug. 16th
Many schools are still missing School Info, MTSS Coordinator, Demographics, etc. (should have been completed at Synergy)
Phase I will be locked on Monday, Aug. 19th

6. Phase II Action Planning

7. Development & Stakeholder Engagement
August 12 – August 30, 2019
Provide OOS Development to share Phase I results and garner stakeholder feedback using the OOS Development Plan 
Develop School Culture and Academic Programs Implementation Steps
Participate in a Region Review Process
ETO Schools Week of Aug. 27th
Tier 1 Schools Week of Sept. 3rd
Meet with the EESAC to review and approve Phase I & II of the School Improvement Process
Title I Schools will upload their Title I – Parent and Family Engagement Plan (PFEP)

8. The School Outcome Statements are pre-populated from Phase I
Notice Implementation Date
The School Outcome Statements are pre-populated from Phase I
The Sustained, Primary and Secondary Essential Practices are pre-populated from Phase I
All Priority Actions for each of the Essential Practices (Sustained, Primary and Secondary) are pre-populated from Phase I
Implementation Dates – Pick dates from a calendar
Implementation Steps – Describe the specific action or activity that will take place
Person(s) Responsible – Be sure to include first name, last name and position.
Expected Evidence - Specify what evidence would demonstrate the intended Implementation Step was achieved
Monitoring – How will this Implementation Step be monitored / who will monitor?

9. Implementation Steps Expected Evidence
Non-Example
Exemplary
Conduct walkthroughs
Administrators will conduct weekly walkthroughs to ensure instruction is standards-based, on pace, engaging, and data-driven.
They will also look for signs of a healthy social-emotional culture.
Common planning
Facilitate common planning sessions at least once a week so that teachers can discuss content covered, calibrate student work samples, discuss pacing, examine data, share best practices and be prepared to deliver future lessons.
Expected Evidence
Non-Example
Exemplary
Walkthrough logs
Weekly walkthrough logs describing what was observed and what feedback was provided to the teacher will serve as evidence that the implementation step was successfully executed with fidelity.
Common planning calendar
Common planning agendas indicating what best practices were discussed during the meeting, who was present, what support teachers received, what concerns they expressed, etc. will serve as evidence ….

10. New to Phase II - ESSA

11. Every Student Succeeds Act (ESSA)
ESSA was signed into law in 2015 and replaces the previous No Child Left Behind Act (NCLB)
Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time
The New Federal Index calculation includes all school grade components plus English Language Proficiency (ELP) progress. It is calculated overall and by subgroup.
The ESSA subgroups include: Economically disadvantaged students, major racial and ethnic groups (White, Black, Hispanic, Asian, Native Hawaiian or other Pacific Islander, American Indian or Alaskan native, and two or more races), Students with disabilities, English Language Learners

12. Every Student Succeeds Act (ESSA) Comprehensive Support vs
Every Student Succeeds Act (ESSA) Comprehensive Support vs. Targeted Support
ESSA Category (CS&I or TS&I)
A school is identified for Comprehensive Support & Improvement (CS&I) if it earns a "D" or "F" school grade, has an overall Federal Index of 40 percent or less, or has a graduation rate of 67 percent or lower.
A school that is not identified for CS&I but has an underperforming subgroup (any subgroup with a Federal Index at or below 40 percent), is identified for Targeted Support & Improvement (TS&I).
There are approximately 155 non-charter, non-altenative schools in M-DCPS that fall under TS&I, to which the following changes in Phase II apply… Of the 155, 103 have only 1 subgroup that did not meet criteria.

13. The FLDOE School Report Card is in Beta Mode and has NOT been updated for the 19-20 School Year.
Use the Federal Index link and 2019 Summer Data Maps (with updated Academic Programs section).

14. ESSA Data – Federal Index

15. Subgroup data for ESSA Reflections is located on the last page of 2019 Summer Data Maps found on osi.dadeschools.net

16. First, list subgroup(s) that do not meet Federal Index or write “N/A” in both fields if you have met all expectations.
Next, describe how the subgroup(s) will be addressed. Connect this with the Primary Priority Action you have already written.
This will repeat for each Quarter Implementation.

17. 2 Important SIP-related WBs
WB#26067 & WB#26111

18. This presentation will be available on http://osi.dadeschools.net
Questions / Comments