SIP Training for Region 4 as of 05.20.09

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

Presented by: Julene Mohr, Rebecca Sarlo,

Daniela Simic, and Pamela TompkinsRegion 4

Gail DavesRegional Executive Director

Florida Department of EducationDr. 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.

• Today’s 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.


Agenda: Leading the School Improvement ProcessPamela TompkinsIntroductions and HousekeepingVision and Mission StatementStudent Achievement Trend Data*School Profile/DemographicsHigh Qualified (HQ) Administration, Instructional Coaches, and TeachersNon-Highly Qualified InstructorsStaff DemographicsTeacher Mentoring ProgramCoordination and Integration

Rebecca Sarlo*Response to Instruction/Intervention (RtI) BREAK (15-minute)

Julene Mohr*Florida’s Continuous Improvement Model (FCIM)

Daniela SimicProfessional Learning Communities (PLCs)NCLB Public School ChoicePreschool Transition and/or Postsecondary Transition*Goals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)Professional Development (PD)BudgetDifferentiated Accountability (DA) Crosswalk and ChecklistsSchool Advisory Council (SAC)


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.• All SIP training materials will be emailed as digital attachments.• Participants may use these materials to train school-based

personnel.• Please ask questions throughout today’s training.• Regional Team members will be available after the training to

provide more individualized support.


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

ofbackground in achieving success in middle school, high school, postsecondary options, and

lifebeyond.

• 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%

2006-2007 7th Grade/MNO Middle School

53% 65% 60%

2005-2006 6th Grade/MNO Middle School

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 % ODRMale 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 % ODRMale 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 AdministratorsList 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 CoachesList 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.


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 member’s 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.


Full RtI Implementation

• 2009-2010 SIPs will help schools plan for consensus and infrastructure building for full RtI implementation by 2010.

• 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


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.


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 member’s 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


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.


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.


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 staff’s 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).


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.


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.


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’.”


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)

http://www.fcrr.org/pmrn/index.htm• AIMSweb www.aimsweb.com• School-Wide Information System (SWIS) www.swis.org• System to Enhance Educational Performance (STEEP)

www.isteep.com/datatools.html• Florida Assessment for Instruction in Reading (FAIR)

http://www.fcrr.org/fair/index.htm• ChartDog 2.0 www.interventioncentral.org/tools.php

– Plan for sharing data with all major stake holders including the School Advisory Council (SAC), parents, teachers, and students.


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.


Florida’s Continuous Improvement Model (FCIM)

Plan – Do – Check – Act***Next 16 Slides from Regional Team

Training***PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation• Calendar Development

• Direct InstructionalFocus

• Tutorials• Enrichment

• Assessment• Maintenance• Monitoring


FCIM and RtI

Plan – Do – Check – ActDEFINE – ANALYZE – IMPLEMENT Tier 1 – Evaluate – IMPLEMENT Tier 2 – IMPLEMENT

Tier 3PDCA Instructional Cycle

PLAN

ACT

DO

CHECK





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“What’s 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.

35Division of Public Schools (PreK -12) Florida Department of Education35

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


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


What is the relationship between District Pacing Guides and FCIM

Calendars?

District Pacing Guide

FCIM Calendar

Plan


How is this data disaggregated?

• Review DOE Content Focus Reports http://fcat.fldoe.org/fccontentfocus.asp

• 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


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

Number of days available 4

= Number of specific skills


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


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


What is the relationship between an Instructional Lesson and a Mini-

Lesson?

Instructional Lesson

Mini-Lesson

Do


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


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 http://fcat.fldoe.org/fcatis01.asp – Benchmark clarification– Content Limits– Item Type– Passage/Stimulus Attributes– Response Attributes– Sample Items

Check


What action can we take givenMini-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


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


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


How will we ensure the fidelity of the FCIM process?

.

District Administration

Teachers & Instructional CoachesSchool Administration

Student Achievement


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.

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK






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.


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?


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?


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?


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?


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.


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.


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 http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf

• Basic skills, school readiness, and early literacy assessments http://www.fcrr.org/assessment/pdf/prek_kassessments.pdf

– 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?


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. 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 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. 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 3.

3. 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 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 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






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.




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. 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. 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. 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.




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


Sample Science Goal






Evaluation Tool

According to 2008-2009 parent survey data, 25% of parents agreed or strongly agreed that they felt knowledgeable in how to interpret their child’s 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 child’s 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 Coach 1. Parent surveys will be administered three times per year.

1. Percent of parents indicating feeling knowledgeable on how to interpret their child’s 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.


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 child’s PM data

3. Reading Coach, School Psychologist, and Title 1 Coordinator

3. Parent surveys will be administered three times per year.


Sample Parent Involvement GoalTitle I schools may incorporate objectives and strategies from NCLB Public Law 107-110.






Evaluation Tool

During the 2008-2009 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






Evaluation Tool

During the 2008-2009 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 GoalIf a school adopts Positive Behavior Support (PBS), then a behavior goal must be in the SIP.


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?


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]

Documents

SIP Training for Region 4 as of 05.20.09