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SIP 2012-2013 SIP Development Office of School Improvement
Participants will: Develop essential skills and tools for the completion of the 2012-2013 SIP Identify resources available to be used to complete the 2012-2013 SIP Increase the understanding of the school improvement process Workshop Objectives
Keep in mind that SIPs require… • a team process • ongoing communication • stakeholders’ feedback/input • ongoing reviews documented in EESAC minutes • timeline development • updates based on data analysis and students’ needs
1 EESAC’s roster & by-laws are updated. 2 Needs assessments are conducted using appropriate data. 3 Opportunities are provided for EESAC and staff to present recommendations for the 2012-2013 SIP. 4 EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes. 5 SIP is reviewed by district and region staff during peer review. 12 Staff and EESAC provide evaluative comments in preparation for next SIP. Ongoing School Improvement Process 11 Mid-year data and narrative posted to FLBSI site. 6 Baseline assessments are administered and needs assessments aligned. 10 Interim assessments administered and data analyzed for adjustments to SIP. 9 Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes. 8 SIP is presented to District School Board for approval. 7 Data results and SIP are presented to EESAC and staff, and then posted to FLBSI. We are HERE!
Recommended minimum number of meetings: For non-DA schools - 4 per school year (OR MORE), one per grading period DA schools (Prevent, Focus/Correct, and Priority/Intervene)– monthly in order to monitor and adjust progress Include SIP and Data Reviews on every EESAC Meeting Agenda Document SIP reviews and decisions in EESAC Minutes Include SIP on Faculty Meeting Agendas Minimum Requirements for Five Star Award: A minimum of 8 of EESAC meetings with 80% of members in attendance MAKING THE CONNECTIONEESAC/SIP
Elect EESAC members within the first two weeks of school. Must include: • Principal • Teachers – elected by teachers • Educational Support Employees – elected by educational support employees • Students (5th grade and higher) – elected by students • Parents – elected by parents • Business and Community Representatives – appointed by the principal • Alternates – one alternate for each group should be elected in the same manner used to elect representative for each group. EESAC Members
According to FSS 1008.345: • School Advisory Councils assist in the preparation and evaluation of the SIP. The EESAC is the sole body responsible for final decision making at the school relating to implementation of the provision of section 1008.345, F.S. • A majority of the members of each school advisory council must be persons who are NOT employed by the District. FSS 1001.452 • EESAC shall be composed of the principal and an appropriately balanced number of teachers, education support employees, students, parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. FSS 1001.452 EESAC
Accessing Bylaws, Minutes & Rosters http://osi.dadeschools.net/
Each advisory council shall adopt bylaws establishing procedures for: • Requiring quorum be present before a vote (consensus) may take place • Requiring three (3) days advance notice in writing to all members of the EESAC before a vote may be taken • Scheduling meetings when parents, students, teachers, business persons, and members of the community can attend • Replacing any member who has two unexcused consecutive absences • Recording minutes of meetings
Getting Your EESAC Started • August 16-31st • Conduct elections • Establish rules and responsibilities for EESAC • Review bylaws template and accept recommendations from stakeholders • Schedule budget training for EESAC members • Develop appropriate 2012-2013 EESAC meeting calendar • Review first draft of SIP and accept recommendations for revisions • Accept recommendations and requests for PD from each grade level/department
Every EESAC agenda must include the following items: • Approval of Prior Minutes – (Maintain official sign-in sheets with signatures of all members in attendance) • Review results of FCIM and MTSS/RtI monitoring • Review report from the Leadership Team on SIP implementation of goal area strategies. • Data • Programs • Materials
Before September 21rd The School’s EESAC Should: • Approve Bylaws for 2012-2013 • Provide a copy of the SIP Draft to all members • Review District’s 2012 FCAT results in order to determine appropriateness of goals and strategies • Align SIP strategies to preliminary Baseline data • Align PD Calendar to SIP • Review budget to align with SIP • Ensure that a process for FCIM and MTSS/RtI monitoring has been included
Before October 12th The School’s EESAC Should: • Approve final draft of the School Improvement Plan before posting to the state. • EESAC Minutes must document the review and approval of the 2012-13 SIP. • Establish criteria for funding EESAC money ($5/FTE) requests • Receive monthly FEFT payment • May not be used for capital improvements • May not be used for any project or program that has a duration of more than one year
Save to your desktop an electronic copy of the 2012-2013 SIP template from the OSI website: http://osi.dadeschools.net • On the OSI website, under 2012-13 School Improvement Plan Development Tools locate a copy of the Appendices Start the Process
Update and revise: • Highly Effective Administrators/Coaches • Highly Effective Teachers • Staff Demographics • Teacher Mentoring Program • Title I – Additional Requirements • MTSS/RTI • Literacy Leadership Team • Pre-school Transition • Post-secondary Transition Part I
HIGHLY EFFECTIVE ADMINISTRATORS Highly Effective Administrators
Transfer all data from the “Instructional Staff” list to the SIP template.
Who receives a mentor: • Teachers new to the profession, without previous teaching experience & • First and second year teachers in Education Transformation Office schools are eligible to receive a MINT certified site-based mentor. • Help for 2nd and 3rd year teachers: • Teachers with previous teaching experience and teachers in years two and three are eligible to receive a buddy teacher. • A buddy teacher occupies a leadership role in the school such as a department chair, grade-level chair, reading coach, mathematics coach, National Board Certified Teacher, etc. To become a mentor, see Appendix _I_
Completed by Title I Schools Only APPENDIX - III
Multi-Tiered Support System/Response to Instruction/Intervention (RtI) APPENDIX - IV Literacy Leadership Team (LLT) http://www.justreadflorida.com Align to the District CRRP - APPENDIX - V
All High Schools must complete this section. See the next two slides for a sampling of the High School Feedback Report. Schools should use current available data to update possible strategies for improving student readiness for the public postsecondary level.
SAMPLE HIGH SCHOOL FEEDBACK REPORT * Data should drive responses on identifying strategies to improve post-secondary readiness.
SAMPLE HIGH SCHOOL FEEDBACK REPORT * Data should drive responses on identifying strategies to improve post-secondary readiness.
2012-2013 School Improvement Plan Current and Expected Level of Performance Writing Attendance Civics/ U.S. History Suspension Math/EOC Reading Dropout Prevention Science/Biology Graduation
READING – Including FAA and CELLA requirements • MATHEMATICS – Including FAA requirements • Algebra I • Geometry • SCIENCE – Including FAA requirements • Biology • WRITING – Including FAA requirements • CIVICS (MS only) • US HISTORY (HS only) • ATTENDANCE • SUSPENSIONS • DROPOUT PREVENTION (GRADUATION) (HS only) • PARENTAL INVOLVEMENT • CAREER AND TECHNICAL EDUCATION • STEM GOAL AREAS
In each Goal Area, click the “HELP” • Use data sources to analyze and define areas in need of improvement • Specific responses to the guiding questions are not required to be written onto the SIP template; however, they provide relevance between the Anticipated Barrier and Strategies Guiding Questions
http://osi.dadeschools.net Click Here
READING GOAL Click Here
Guiding questions for Reading • Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Level 3? • Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Levels 4 or 5? • Based on a comparison of 2011 FCAT 2.0 data and 2012 FCAT 2.0 data, what was the percentage point increase or decrease of students maintaining Achievement Levels 3, 4, 5? • What are the anticipated barriers to increasing the percentage of students maintaining Achievement Level 3 or moving to Achievement Levels 4 or 5 on the 2012 FCAT 2.0? • For students scoring Achievement Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to Level 3? • For students scoring Achievement Level 3, what strategies will be implemented to maintain satisfactory progress and/or increase to Achievement Levels 4 or 5? • For students scoring at Achievement Levels 4 or 5, what strategies will be implemented to maintain above satisfactory progress and provide enrichment? • What percentage of students made learning gains? • What was the percentage point increase or decrease of students making learning gains? • What are the anticipated barriers to increasing the percentage of students making learning gains? • What strategies will be implemented to increase and maintain satisfactory progress for these students? • What additional supplemental interventions/remediation will be provided for students not achieving learning gains? • What percentage of students in the lowest 25% made learning gains? • What was the percentage point increase or decrease in the lowest 25% of students making learning gains? • What are the anticipated barriers to increasing learning gains in the lowest 25%?
Guiding questions for Reading - continued • What additional supplemental interventions/remediation will be provided for students in the lowest 25% not achieving learning gains? • Which student subgroups did not meet AMO 2 targets? • What are the anticipated barriers to increasing the number of subgroups meeting AMO 2 targets? • What strategies will be used to ensure students meet AMO 2 targets? • What clusters/strands, by grade level, showed a decrease in making satisfactory progress? • How will the Instructional Focus Calendar be created to address area(s) of improvement (clusters/strands)? • How will focus lessons be developed and revised to increase students making satisfactory progress for these clusters/strands? • How will school level leadership ensure that student reading placement meets the criteria of the attached student placement chart? (as outlined in State Board Rule 6A-6.054, which is also attached) • In addition to the Baseline and Mid-Year assessment, how often will interim or mini-assessments be administered? • How often will the teachers and School-Based Leadership Team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus based on the academic needs of students? • How often will data chats be held at each of the following levels: teacher/student; teacher/administration? • How will the Problem-solving Model and progress monitoring be utilized to strengthen Multi-Tier System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and differentiation? • How will the Problem-solving Model and progress monitoring be utilized to identify students in need of MTSS/RtI Tier 2 supplemental intervention? • How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of MTSS/RtI Tier 3 intensive intervention?
The Florida Alternate Assessment (FAA) sections should be addressed by all schools that have students taking the FAA . • FAA goals for Reading are found in 1B, 2B, 3B, and 4B. • Schools that do not have students taking the FAA should write N/A in these sections. Do not delete any section. • Data for these sections will be provided by the District. • For assistance with strategies, refer to the new Appendices located on http://osi.dadeschools.net under 2012-2013 School Improvement Plan Development Tools under Appendix XVI. FLORIDA ALTERNATE ASSESSMENT
READING SAMPLE APPENDIX - IV As a new school, we will use the District averages to establish the current and expected performance. The district average of the 2012 FCAT indicate 28% (120) of students achieved a Level 3 proficiency. Our goal for the 2012-13 school year is to increase Level 3 student proficiency by 2 percentage points to 30% (145).
Use Appendix XVI, page 214 FAA goal will be given for 1B, 2B, 3B, and 4B Sample FAA for Reading
READING SAMPLE FOR FCAT LEVELS 4 & 5 (ENRICHMENT)
The CELLA section should be addressed by all schools that have students taking the CELLA . • Data for this section will be provided by the District. • For assistance with strategies, refer to the new Appendices located on http://osi.dadeschools.net under 2012-2013 School Improvement Plan Development Tools under Appendix XV. CELLA