20092010 School Improvement Plans Leading the School Improvement Process Presented by: Julene Mohr,

1
2009-2010 School Improvement PlansLeading the
School Improvement Process Presented by
Julene Mohr, Rebecca Sarlo, Daniela Simic, and
Pamela TompkinsRegion 4Gail DavesRegional
Executive DirectorFlorida Department of
EducationDr. Eric J. Smith Commissioner
2
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.
• Todays 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.

3
Agenda Leading the School Improvement Process

• Pamela Tompkins
• Introductions and Housekeeping
• Vision and Mission Statement
• Student Achievement Trend Data
• School Profile/Demographics
• High Qualified (HQ) Administration, Instructional
  Coaches, and Teachers
• Non-Highly Qualified Instructors
• Staff Demographics
• Teacher Mentoring Program
• Coordination and Integration
• Rebecca Sarlo
• Response to Instruction/Intervention (RtI)
• BREAK (15-minute)
• Julene Mohr
• Floridas Continuous Improvement Model (FCIM)

4
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 todays training.
• Regional Team members will be available after the
  training to provide more individualized support.

5
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/Interven
  tion (RtI) and Floridas 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.

6
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
  character
• traits necessary to perform on or above grade
  level in middle school and succeed in rigorous
• high school courses.

7
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 schools
  demographics.
• Student Attendance Rates
• Discuss the schools attendance rate over the
  past three years and the districts average.

8
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 schools 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 schools SIP when the
  print-view format is selected.

9
School Profile/Demographics

• Student Mobility
• Discuss the mobility rate of students.
• Student Suspension Rates
• Discuss the schools 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.

10
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

11
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)

12
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.

13
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.

14
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.

15
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 Coachs first year in
  the position, then use data from prior
  performance as a teacher.

16
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.

17
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.

18
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.

19
Teacher Mentoring Program

• Describe the schools teacher mentoring program.
• Sample MNO Middle School Teacher Mentoring
  Program Response

20
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.

21
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
  members 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.

22
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 (lt20)
• Tier 3 Intensive intervention received by few
  students (lt5)
• 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

23
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.

24
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
  members 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

25
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.

26
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.

27
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/presentati
  ons/index.html
• Assessment of school staffs skill development
  (RtI Skills Survey).
• http//www.floridarti.usf.edu/resources/presentati
  ons/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).

28
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.

29
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.
30
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 (lt20).
• 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 (lt5).
• 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.
31
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.
•  

32
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.

33
Floridas Continuous Improvement Model (FCIM)

• Plan Do Check Act
• Next 16 Slides from Regional Team Training

34
FCIM and RtI

• Plan Do Check Act
• DEFINE ANALYZE IMPLEMENT Tier 1 Evaluate
  IMPLEMENT Tier 2 IMPLEMENT Tier 3

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 Whats the problem? RtI
ANALYZE Why is this occurring?
RtI IMPLEMENT Tier 3 What are we going to do
about it? Intensive Interventions
Students who need individualized interventions.
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.
35
What data is most useful?

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

35
36
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

37
What is the relationship between District Pacing
Guides and FCIM Calendars?

38
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

38
39
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

39
40
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.

41
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

42
What is the relationship between an Instructional
Lesson and a Mini-Lesson?

43
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?

44
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.or
  g/fcatis01.asp
• Benchmark clarification
• Content Limits
• Item Type
• Passage/Stimulus Attributes
• Response Attributes
• Sample Items

44
45
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

45
46
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

47
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.

48
How will we ensure the fidelity of the FCIM
process?

• .

48
49
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.

50
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.

51
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?

52
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?

53
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?

54
FCIM Act Guiding Questions

• Supplemental and Intensive Instruction/Interventio
  ns
• How will it be determined which students receive
  supplemental and intensive instruction/interventio
  ns?
• 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?

55
Professional Learning Communities (PLCs)

• Describe the schools 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.

56
PLCs Continued

• Sample MNO Middle School PLC Response

57
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.

58
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/do
  cuments/roadmap_1.pdf
• Basic skills, school readiness, and early
  literacy assessments http//www.fcrr.org/assessmen
  t/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?

59
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

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.
60
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.

61
Goals Chart
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 schools to
address progress.
62
Sample Reading Goal
63
Sample Writing Goal
64
Sample Mathematics Goal
65
Sample Science Goal
66
Sample Parent Involvement Goal Title I schools
may incorporate objectives and strategies from
NCLB Public Law 107-110.
67
Sample Other Attendance Goal
68
Sample Other Behavior Goal If a school adopts
Positive Behavior Support (PBS), then a behavior
goal must be in the SIP.
69
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.

70
Sample Professional Development Goal
71
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

72
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.

73
DA School-level Compliance

• Select schools Differentiated Accountability
  (DA) status.
• Intervene
• Correct II
• Prevent II
• Correct I
• Prevent I
• Review 2009-2010 Crosswalk of DA Requirements.
• Upload schools 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.

74
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.

75
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?

76
Florida Education The Next GenerationDRAFT
Questions? For more information, please
contact Julene Mohr
Rebecca Sarlo
Mathematics Instructional Specialist
Response to Intervention (RtI) Specialist
850.694.2952 xxx.xxx.xxxx
julene.mohr_at_fldoe.org sarlo_at_coedu.
usf.edu Daniela Simic Pamela
Tompkins Science Instructional Specialist
Reading Instructional Specialist 850.694.2942
850.694.2950 daniela.simic_at_fldoe
.org pamela.tompkins_at_fldoe.org

• March 13, 2008
• Version 1.0