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

1Division of Public Schools (PreK -12) Florida Department of Education

2009-2010 School 2009-2010 School Improvement PlansImprovement Plans

Leading the School Improvement ProcessLeading the School Improvement Process

Florida Department of Education

Dr. Eric J. Smith Commissioner


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.


Agenda: Leading the School Improvement ProcessMark KlauderVision and Mission StatementCoordination and IntegrationRtI & Progress MonitoringBob BrustStudent Achievement Trend DataSchool Profile/DemographicsHigh Qualified (HQ) Administration, Instructional Coaches, and TeachersNon-Highly Qualified InstructorsStaff DemographicsPatrick SimonFlorida’s Continuous Improvement Model (FCIM)Professional Learning Communities (PLCs)Postsecondary TransitionBREAK (15-minute)Mark McCoyGoals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)NCLB Public School ChoiceProfessional Development (PD)BudgetMark KlauderSchool Advisory Council (SAC)Tom CurrySchool Groups


School Improvement Plan (SIP) Development• School Improvement is an ongoing process engaging all

education stakeholders.• SIPs are fluid so changes and updates happen as needed.

– SIP template in “DRAFT” form and subject to minor changes.– The on-line system should open in July.– Currently, SIPs should be submitted via the on-line system no later

than September 11, 2009.– The on-line system reopens for revisions in November.– The web design team will include a “Date Last Updated” in the

‘print-view’ format.


Changes in 2009-2010 SIP Template

• Assists schools in defining strategies to improve instruction and increase student achievement.

• Consolidates many sections under the old SIP.• Includes Differentiated Accountability (DA) requirements.• Removes selected sections that were not required by

state or federal law.• Two new sections, Response to Instruction/Intervention

(RtI) and Florida’s Continuous Improvement Model (FCIM), replace previous “Schoolwide Improvement Model.”

• References to “Required for Title I” were removed. Completing the SIP template fulfills all state and federal requirements regarding SIPs for all schools.

• While some requirements may not be stand alone questions in the SIP, all requirements are embedded.


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

charactertraits necessary to perform on or above grade level in middle school and succeed in

rigoroushigh school courses.


School Profile and Demographics

• Brief History and Background of the School– Describe the background history of the school.

• Unique Strengths– Identify unique strengths for the upcoming year (e.g.,

describe new initiatives, awards achieved by the school, administration, faculty, and/or staff).

• Unique Weaknesses– Identify unique weaknesses for the upcoming year (e.g., the

loss of the principal, assistant principals, budget cuts, drop in enrollment).

• Student Demographics– Describe the community of students the school serves.

Include specific demographic background of students that contains race/ethnicity, ESE, ELL, and Free and Reduced Lunch Percentage.SIP Template Suggestion: While Section 504, migrant status, and gender are not included on the template, schools may want to refer to these groups if any are significant to the school’s demographics.

• Student Attendance Rates– Discuss the school’s attendance rate over the past three

years and the district’s average.


Student Achievement Data

• Trend data will assist schools in analyzing, synthesizing, and hypothesizing student achievement data to improve instruction and increase student achievement.– School Grades Trend Data– AYP Trend Data– FCAT Trend Data

SIP Template Suggestion: There will be a link to each school’s achievement data in this section. Longitudinal School Grade, AYP, and FCAT trend data provided in the links will automatically appear at the end of the school’s SIP when the ‘print-view’ format is selected.


School Profile/Demographics

• Student Mobility– Discuss the mobility rate of students.

• Student Suspension Rates – Discuss the school’s in-school and out-of-school suspension

rate over the past three years. • Student Retention Rates

– Discuss the retention rate of students.• Class Size

– Discuss class size by grade level and subject area. Include ESE and ESOL classes.

• Academic Performance of Feeder Pattern– Describe the academic performance of schools in the feeder

pattern. Include school grades and AYP status.• Partnerships and Grants

– Indicate partnerships with local businesses or the community and grants that the school has received.


Sample Academic Performance of Feeder Pattern

• Analyze academic performance feeder pattern data to identify trends in student achievement. • Anticipate the needs of incoming students and to plan Tier 1, Tier 2, and Tier 3 interventions.• Determine effectiveness of curriculum and instructional practices.

Sample Academic Feeder Pattern Data for Student Cohort from Grade 5 to Grade 9:

Sample MNO Middle School Academic Feeder Pattern Response: To identify trends in academic feeder pattern data, MNO Middle School disaggregated FCAT trend data for a cohort of students who attended ABC Elementary School, MNO Middle School, and XYZ High School from the end of fifth grade through the end of ninth grade. The majority of students who attend MNO Middle School attended ABC Elementary. In 2005, only 32% of this cohort of students coming from ABC Elementary met high standards on FCAT Reading upon exiting 5th grade. Two years later, in 2007, 53% of this cohort met expectations at the end of 7th grade including 65% making Reading gains and 60% of the lowest quartile making gains in Reading. Yet, the percent of these students meeting expectations and making learning gains decreased in 8th grade to percentages below previous 6th grade results, including an 18% and 12% decline in the percent of 8th grade student making learning gains in Reading and the percent of the bottom quartile making gains respectively. This decline in 8th grade suggests ineffective core curriculum and differentiated instruction in 8th grade Reading. Tier 1 core instruction with differentiation in the Reading block will be planned to reverse this pattern in 8th grade. Tier 2 interventions through after- school tutoring will also be planned for students who do not respond to Tier 1 interventions. In 2008, upon completion of 8th grade, the majority of MNO Middle School students matriculated into XYZ High School. One year later, in 2009, data indicates that 38% of the cohort from MNO Middle School enrolled in XYZ High School met expectations on the 9th grade Reading FCAT, signifying that the majority of MNO Middle School students are not adequately prepared to master 9th grade material and make expected learning gains. Vertical articulation between 7th, 8th, and 9th grade Reading teachers will be planned to address the continued decline in student performance from the end of 7th to the end of 9th grade on FCAT Reading.

School Year Grade/School % Meeting High

Standards in Reading

% Making Reading Gains

% of Lowest 25% Making Learning Gains in Reading

2008-2009 9th Grade/XYZ High School 38% 43% 39%

2007-2008 8th Grade/MNO Middle School

42% 47% 48%


53% 65% 60%


48% 52% 65%

2004-2005 5th Grade/ABC Elementary 31% 38% 56%


Sample Student Suspension Rates

• Analyze student suspension data to identify trends in student achievement.

• Estimate lost instructional time resulting from discipline issues and the consequent impact on student outcomes (i.e., an average of 45 instructional minutes lost per incident).

• Determine suspension rates schoolwide as well as by AYP subgroups, gender, grade level, reason, teacher, time of day, number of days suspended, type of suspension, expulsions, etc.

Sample MNO Middle School Student Suspension Rate Data:

*Population (Pop), In-School Suspension (ISS), Out-of-School Suspension (OSS) and Office Discipline Referral (ODR)

Group Pop% % ISS % OOS % ODR

Male 51 78% 65% 55%

Female 49 22% 35% 45%

White 78 54% 64% 68%

Black 18 42% 34% 28%

Hispanic 4 4% 2% 4%


Sample Student Suspension Rates Continued

• Determine if disproportionate suspension rates exist for specific disaggregated groups of students.

• Generate hypotheses regarding reasons for discipline issues (e.g., students lack basic social skills required to resolve conflicts, solve problems, or manage emotions; inconsistent application of discipline rules; inconsistent application of reinforcement for appropriate behavior).

• Consider intervention practices which are tied to validated hypotheses (e.g., implement schoolwide Positive Behavior Support (PBS) program). Sample MNO Middle School Student Suspension Rate Data:

*Indicates disproportionate suspension/discipline rates.

Group Pop. % % OOS % ISS % ODR

Male 51 78%* 65%* 55%*

Female 49 22% 35% 45%

White 78 54% 64% 68%

Black 18 42% * 34%* 28%*

Hispanic 4 4% 2% 4%


Sample Student Mobility

• Analyze student mobility data to identify trends in student achievement.

Sample MNO Middle School Student Mobility Data:

• Determine relationship between mobility and AYP subgroups.• Develop hypotheses as to why high mobility negatively impacts

AYP subgroups (e.g., missed opportunities for review and practice).

• Plan intervention practices which are tied to validated hypotheses (e.g., increase opportunities for review and practice of grade-level material).

# of Previous Schools

# of Students (%)

% making AYP in Reading

% making AYP in Math

1 100 (65%) 82% 84%

2 35 (23%) 78% 81%

3 13 (8%) 52% 64%

4+ 6 (1%) 36% 44%


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.


Highly Qualified Instructional Coaches

List all instructional coaches including the following details:

• Subject Area• Name• Degree(s)/Certification(s)• Number of Years at Current School• Number of Years as an Instructional Coach• Prior Performance Record for Each Year

– School Grades– AYP– FCAT Performance by Accountability Categories

SIP Template Suggestions: Need to document prior success for each Instructional Coach in turning around low-performing schools and/or effectively improving student achievement. If this is the Instructional Coach’s first year in the position, then use data from prior performance as a teacher.


Highly Qualified Teachers

• Describe school-based strategies used to recruit and retain high quality, highly qualified teachers to the school.Sample MNO Middle School Highly Qualified Teacher Recruitment and Retention Response:

SIP Template Suggestions: If district strategies are included, then the description should include how the district strategies compliment school-based strategies.

Description of Strategy Person or Position Responsible

Projected Completion Date

Assistant Principal and/or Leader Teachers will support district representatives at local and state-wide job fairs on college campuses and participate in e-recruiting for out-of-state teacher candidates.

Assistant Principal April 2010

The Principal will facilitate a monthly, after-school meeting for new teachers to discuss challenges and concerns.

Principal Ongoing

All teachers are encouraged to participate in monthly informational sessions regarding National Board Certified Teacher programs.

National Board Certified Teacher

May 2010


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.


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.


Teacher Mentoring Program

• Describe the school’s teacher mentoring program. Sample MNO Middle School Teacher Mentoring Program Response:

Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities

Jon Perez Lena Gooden (Language Arts)

Ms. Gooden is a first year teacher. Seventy percent of Mr. Perez’s students have achieved at a Level 3 or higher on the Reading FCAT during the last five years with 90% of the bottom quartile making learning gains.

The Principal will facilitate a monthly, after-school meeting for new teachers to discuss challenges and concerns. Mentor-Mentee pairs will meet bi-weekly during a common planning time to plan lessons incorporating evidence-based Reading strategies. Release time is provided for the mentee to observe the mentor delivering model lessons. Time is also provided for the mentor to observe the mentee delivering lessons and to provide guidance and support. Strategies surrounding increasing academically engaged time through effective behavior management and scheduling will be provided as necessary.


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.


Florida’s Continuous Improvement Model (FCIM)

Plan – Do – Check – ActPDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

22Division of Public Schools (PreK -12) Florida Department of Education22

What data is most useful?

• Current quantitative data broken down by specific skills for class, grade level and AYP subgroups

– Previous Year’s FCAT Report (when planning in

summer/fall)

– FAIR (Florida Assessment for Instruction in Reading)

– FCAT Release/Practice Scores

– Nine-week and Semester Item Analyses

– Chapter and Unit Test Results

– Formal and Informal Assessments

– Mini-Assessment Data (once FCIM launched)

Plan


Professional Learning Communities (PLCs)

• Describe the school’s use of PLCs as a vehicle for maintaining and improving the instructional focus.– PLC Organization

• Describe how the team is configured. • Each team should be described in this section (i.e., grade level, content area).

– PLC Leader• Who will create and facilitate the agenda for these meetings?

– Frequency of PLC Meetings • How often will the team meet?

– Schedule for PLC Meetings• When will the team meet (i.e., Mondays, fourth period, common planning

during the school day)?

– Primary Focus of PLC• What activities will the team participate in? (i.e., RtI Data Analysis, Lesson

Study, and FCIM)

SIP Template Suggestion: PLC responses regarding topics, staff members, and when PLCs meet should be as descriptive as possible.


PLCs ContinuedSample MNO Middle School PLC Response:

PLC Organization PLC Leader Frequencyof PLC

Meetings

Scheduleof PLC

Meetings

Primary Focus of PLC

Reading PLC: 6th, 7th, and8th grade reading

teachers,Reading Coach, ESEteachers, and ESOL

teacher.

Reading Coach Weekly Tuesdays during 5th

period commonplanning time

Analyze the effectiveness of the Reading FCIM

calendars, mini-lessons, mini-assessments,

maintenance strategies, tutorials andenrichments to determine any necessaryrevisions.

Mathematics PLC: 6th, 7th,and 8th grade math

teachers,Mathematics Coach, andTechnology Specialist.

Mathematics Coach

Weekly Tuesdays during 3rd

period commonplanning time

Analyze the effectiveness of the Mathematics

FCIM calendars, mini-lessons, miniassessments, maintenance strategies,

tutorialsand enrichments to determine any

necessaryrevisions.

Science PLC: 6th, 7th, and8th grade science

teachersand Gifted teacher.

ScienceDepartment

Chair

Weekly Tuesdays during 1st period commonplanning time

Analyze the effectiveness of the Science FCIM

calendars, mini-lessons, mini-assessments,

maintenance strategies, tutorials andenrichments to determine any necessaryrevisions.

Grade-level Content Teams

InstructionalCoaches,Department

Chairs,and/or Grade-

levelLead Teachers

Monthly Last Wednesday of the

month during allcommon planningtimes

Lesson Study centered on planning with and

utilizing the research-based lesson delivery

model.

Grade-level Team Leaders

Principal andAssistant

Principal

Monthly 6th grade: First Wednesday of

the month after School;7th grade: SecondWednesday of the monthafter school; and8th grade: Third

Wednesdayof the month after school

RtI Data Analysis of benchmark assessments

and FCIM mini-assessment results. Also,examining student work products to

createcommon understandings of qualitystudent assignments and assessments.


Postsecondary Transition• Describe strategies for improving student readiness for the public postsecondary level.• Analyze annual data from the High School Feedback Report at

http://data.fldoe.org/readiness/. Sample XYZ High School Feedback Report Data PRE-GRADUATION INDICATORS SCHOOL DISTRICT STATE

Percent of 2007 graduates who scored at level 3 or better on the 10th grade FCAT in Math: 77.2% 82.3% 79.1%

Percent of 2007 graduates who completed at least one level 3 high school math course: 42.0% 55.1% 46.9%

Percent of 2007 graduates who took the SAT and scored at or above college-level cut scores:

Math (SAT)............................ 58.9% 71.7% 69.9%

POST-GRADUATION INDICATORS SCHOOL DISTRICT STATE

Of the graduates enrolled in a Math course in Florida in Fall, the percent who successfully completed the course:

Remedial Math (non-college credit) ...................... 82.0% 55.3% 57.4%

Intermediate Algebra (for elective credit only) ...... 91.6% 80.3% 63.0%

Entry-level Math (for Math credit) .......................... 43.5% 67.9% 64.3%

Advanced Math ..................................................... 58.3% 61.6% 59.4%Sample XYZ High School Postsecondary Transition Response: XYZ High School is committed to improving mathematics readiness in the following pre- and post-graduation indicators: 1) percent of graduates completing at least one Level 3 high school math course, 2) percent of graduates taking the SAT and scoring above college-level cut scores, and 3) percent of graduates successfully completing a college Entry-level or Advanced Math course for credit. The percent of 2007 graduates who took the SAT and scored at or above college-level cut scores was at least 10% lower than district and state averages with 58.9% of the school compared with 71.7% of the district and 69.9% of the state graduates. Although 77.2% scored at Level 3 or better on the 10th grade FCAT, only 42% completed at least one Level 3 high school math course. While, 82.0% and 91.6% of graduates enrolled in a fall college math course successfully completed a Remedial Math or Intermediate Algebra college course respectively, only 43.5% and 58.3% successfully completed an Entry-level or Advanced college course respectively. Given these data points, guidance counselors will hold spring postsecondary planning meetings with students and parents to strongly encourage sophomores to enroll in a Level 3 high school math course and juniors to enroll in a Dual Enrollment (DE) or Advanced Placement (AP) math course. In turn, the mathematics department will ensure an appropriate and consistent level of rigor is evident in Level 3 high school math courses to increase mathematics readiness for successful completion of DE and AP courses.


Expected ImprovementsGoals: 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.


Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

Action Step Person or Position Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

Goals Chart

Professional Development Aligned with Objective

Objective Addressed

Content/Topic Facilitator Target Date Strategy 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 school’s to address progress.

BUDGET

Objective Addressed Description of Resources Funding Source Available Amount

Total:






Evaluation Tool

Based on the 2009 FCAT Reading data, 20% of Students With Disabilities (SWD) in 6th grade scored at or above Level 3.

Increase the percent of SWD in 6th grade scoring at or above a Level 3 from 20% to 55% on the 2010 FCAT Reading.

1. Reading PLC determines core instructional needs by reviewing FAIR (Florida Assessment for Instruction in Reading) assessment data for all SWDs. Teachers plan differentiated instruction using evidence-based instruction/interventions within the 90-minute reading block.

1. Reading Coach 1. Student progress is assessed using FAIR Ongoing Progress Monitoring (OPM) every 20 days. Percent of students making adequate progress toward benchmark is calculated.

1. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

2. Reading PLC plans supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of FAIR data and will include explicit instruction, modeled instruction, guided practice and independent practice.

2. Title 1 Coordinator

2. Student progress is assessed using FAIR OPM every 20 days for all students receiving Tier 2 supplemental instruction. Percent of students making adequate progress toward benchmark is calculated.

2. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

3. Reading PLC plans targeted intervention for students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student needs, be evidence-based, and provided in addition to core.

3. RtI Team/Case Manager

3. Student progress is assessed using FAIR OPM every 20 days and/or DIBELS data bi-weekly for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline.

3. FAIR OPM data and DIBELS data when appropriate will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

Sample Reading Goal






Evaluation Tool

Based on the 2009 FCAT Mathematics data, 37% of the bottom quartile showed learning gains.

Seventy-five percent or more of the bottom quartile will make learning gains on the 2010 Mathematics FCAT.

1. Math PLC determines core instructional needs by reviewing common assessment data for all students within bottom quartile. Teachers plan differentiated instruction using evidence-based instruction/interventions within the mathematics blocks.

1. Mathematics Coach

1. Grade-level teams will review results of common assessment data every 6 weeks to determine progress toward benchmark (75% on common assessment).

1. Common assessments tied to Next Generation Math Standards administered weekly.

2. Math PLC Plans supplemental instruction/intervention for students not responding to core instruction. Focus of instruction is determined by review of common assessment data and includes explicit instruction, modeled instruction, guided practice and independent practice. Teachers provide supplemental instruction in addition to core instruction.




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. Grade-level teams will review results of common assessment data bi-weekly to determine progress toward benchmark (75% on common assessment).


Sample Mathematics Goal






Evaluation Tool

Based on the 2009 FCAT Science data, 32% of 8th grade students scored at a Level 3 or above.

Increase the percent of 8th grade students scoring at or above a Level 3 from 32% to 50% on the 2010 Science FCAT.

1. Teachers provide weekly opportunities for all students to complete hands-on lab activities and teach the use of a common lab report format to document hands-on investigations.

1. Teachers and Science Coach


1. Common assessments tied to Florida Science Standards administered weekly.

2. Teachers provide students not responding adequately to core instruction with supplemental, small group science instruction twice per week for 30 minutes during homeroom period or before/after school tutorial sessions.




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. Grade-level teams will review results of common assessment data bi-weekly to determine progress toward benchmark (75% on common assessment).


Sample Science Goal


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.


Sample Professional Development Goal

Professional Development Aligned with this ObjectiveObjective Addressed Content/Topic Facilitator Target Date Strategy for Follow-up/Monitoring Person or Position

Responsible for Monitoring

Seventy-five percent or more of the bottom quartile will make learning gains on the 2010 Mathematics FCAT.

Differentiated Instruction

Mathematics Coach

All mathematics teachers will participate in differentiated instruction training by October 2009.

The Principal and Assistant Principal will conduct targeted walkthroughs to monitor effectiveness of differentiated instruction training in using evidence-based instruction/ interventions within the mathematics blocks.

Principal, Assistant Principal, and Mathematics Coach are responsible for monitoring the use of differentiated instruction in mathematics blocks.


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


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)


Total:

Technology


Total:

Professional Development


Total:

Other


Total:


DA School-level Compliance

• Select school’s Differentiated Accountability (DA) status.– Intervene– Correct II– Prevent II– Correct I– Prevent I

• Review 2009-2010 Crosswalk of DA Requirements.• Upload school’s Checklist of Compliance based upon DA

status.

SIP Template Suggestions: Any school that is identified as a DA school must comply with the DA requirements listed in the 2009-2010 Crosswalk of Differentiated Accountability Requirements. Checklists are available to assist schools in determining DA compliance. DA schools must complete the appropriate Checklist and upload findings into the SIP. The Crosswalk and Checklists will be available on the Bureau of School Improvement Web site.


School 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.


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?


Resources

• http://www.citrus.k12.fl.us/edserv/klauderm/da_sip.htm


Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Questions?Questions?For more information, please contact:For more information, please contact:

Julene Mohr Rebecca Sarlo Mathematics Instructional Specialist Response to Intervention (RtI) Specialist 850.694.2952 xxx.xxx.xxxx

[email protected] [email protected]

Daniela Simic Pamela Tompkins Science Instructional Specialist Reading Instructional Specialist850.694.2942 [email protected] [email protected]

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

Documents

school improvement plans

mno middle school team

schools demographics

rigorous high school

sip template assists

education stakeholders

student demographics

schools attendance rate