1

Putting It All Together

SIPDA Update

July 2009

Wade Davis EdDResearch Evaluation Accountability Department

ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo

Will Rogers

2

Signs of Progress-School Culture

bull What makes a school culture stronger

bull What are the indicators

bull What do administrators and teachers do that result in exceptional achievement

3

4

School Culture Unified Vision

Collaborative Decisions

Universal Curriculum

Rigorous Instruction

Data Driven Analysis

Cooperative Attitude True Collaboration Deep Discussion Resolve of Purpose Responsiveness to Human Dynamics

ldquoWhy Do Differentiated Accountability and the SIP rdquo

5

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo

Will Rogers

2

Signs of Progress-School Culture

bull What makes a school culture stronger

bull What are the indicators

bull What do administrators and teachers do that result in exceptional achievement

3

4

School Culture Unified Vision

Collaborative Decisions

Universal Curriculum

Rigorous Instruction

Data Driven Analysis

Cooperative Attitude True Collaboration Deep Discussion Resolve of Purpose Responsiveness to Human Dynamics

ldquoWhy Do Differentiated Accountability and the SIP rdquo

5

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

Signs of Progress-School Culture

bull What makes a school culture stronger

bull What are the indicators

bull What do administrators and teachers do that result in exceptional achievement

3

4

School Culture Unified Vision

Collaborative Decisions

Universal Curriculum

Rigorous Instruction

Data Driven Analysis

Cooperative Attitude True Collaboration Deep Discussion Resolve of Purpose Responsiveness to Human Dynamics

ldquoWhy Do Differentiated Accountability and the SIP rdquo

5

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

4

School Culture Unified Vision

Collaborative Decisions

Universal Curriculum

Rigorous Instruction

Data Driven Analysis

Cooperative Attitude True Collaboration Deep Discussion Resolve of Purpose Responsiveness to Human Dynamics

ldquoWhy Do Differentiated Accountability and the SIP rdquo

5

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

ldquoWhy Do Differentiated Accountability and the SIP rdquo

5

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

ldquo Because we have toordquo

6

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

7

Differentiated Accountability

1048708 Streamlines two accountability systems School Grades and NCLB

1048708 Lengthens and minimizes the Restructuring process for higher performing schools

1048708 Challenges ldquoone size fits all rdquo approach under NCLB by organizing and differentiating federal and state interventions based on school performance

1048708 Specifically identifies which interventions should be applied and who is responsible for implementation support and monitoring

1048708 Provides targeted and high-quality assistance to the Statersquos lowest performing schools through the Region support system Department now an active participant in the school improvement process

1048708 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

8

2009-2010 Differentiated Accountability (DA) Reporting Timelines

June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA

August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools

August 28 District Improvement Plans due

September 11 School Improvement Plans due

September 18 School Baseline Data due

November Initial Intervene Option due for 2009-2010 Intervene Schools

December 18 School Mid-Year Data due

January 15 2010 School Mid-Year Report due

February Strategic Implementation Plans due for 2009-10 Intervene Schools

May School Restructuring Plans due for SINI 4 and SINI 6

August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

9

Whatrsquos new for 2009-2010 1048708 Legislature recently approved HB 991 SB 1682 and Governor signed into law DA will now be the Statersquos official accountability system

1048708 Non-Title I A B and C schools not making AYP for two consecutive years will be included in DA

1048708 SINI status will not be used to determine placement of schools in the DA matrix

1048708 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08

1048708 Former FLaRE Coordinators will be under the direction of region offices

1048708 Coaches only required for Intervene Exiting Intervene Correct II D and F Schools and D former F schools in 2007-08

1048708 Performance and Differentiated Pay only required for Intervene Exiting Intervene Correct II D and F schools and D former F schools in 2007-08

1048708 Eliminated requirement for ldquooutside expert rdquo and extended learning day

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

10

1048708Community Assistance Team (CAT) is required for F and Intervene schoolsmdash only one team is required per district not per school

1048708FAIR required for Correct II Intervene and D former F schools in 2007-08 for Level 1-3 students and Statersquos SIP template required for all DA schools

1048708Waiver can be obtained for coaches use of FAIR and use of Statersquos SIP template for non-Title I A B and C schools

1048708Specific language relating to RtI process added to the crosswalk

1048708Role of the Department is clearly defined in the lowest-performing schools within crosswalk (ie Intervene F Exiting Intervene and D former F schools in 2007-08)

1048708Instructional Focus Calendars and mini-assessments are required in reading mathematics and science

1048708Floridarsquos Continuous Improvement Model required

1048708Data chats required after assessments

1048708Districts must establish a monitoring system to ensure school improvement

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

11

Points of Clarification

1048708 Non-Title I schools are not required to provide SES services choice with transportation or go through the corrective action andor restructuring process

1048708 DA Bill did not change school grading process

1048708 If non-Title I A B and C schools choose not to use State template (waiver) the district template must address the areas of data analysis RtI and instructional strategies for subgroups not making AYP It must also address state statute requirements

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

12

An ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003 An ldquoAYP Countrdquo value is assigned to all schools The AYP Count starts at 1 for a school that has missed AYP for two consecutive years The count increases for each year that a school in DA misses AYP A school must make AYP two consecutive years to exit DA If a school in DA then makes AYP one year the schoolrsquos AYP Count freezes However if that school then misses AYP in the following year the schoolrsquos AYP Count resumes Reaching AYP for two consecutive years resets the AYP Count at zero To re-enter DA a school would need to miss AYP for two consecutive years or graded D or F

DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met at least 80 of AYP criteria 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

13

PREVENT IIbull ldquoDrdquo schools that have missed AYP for fewer than two consecutive years bull ldquoDrdquo schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 bull ldquoArdquo ldquoBrdquoldquoCrdquo or ungraded schools that have missed AYP for at least two consecutive years with AYP Counts from 1 to 3 and have met less than 80 of AYP criteria 1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS1048726STATE MONITORS DISTRICTrsquoS SUPPORT OF SCHOOLS

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

14

CORRECT Ibull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met at least 80 of AYP criteria

1048726 DISTRICT DIRECTS INTERVENTIONS1048726 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 1048726 SCHOOL IMPLEMENTS INTERVENTIONS1048726 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

CORRECT IIbull All ldquoFrdquo schools regardless of AYP status bull ldquoDrdquo schools with AYP Counts of 4 or greater bull ldquoArdquo ldquoBrdquo ldquoCrdquo or ungraded schools with AYP Counts of 4 or greater that have met less than 80 of AYP criteria

1048726DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS1048726SCHOOL IMPLEMENTS INTERVENTIONS1048726DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS1048726INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR ldquoFrdquoAND ldquoD Former F (2007-2008)rdquoSCHOOLS

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

15

Differentiated Accountability Prevent II Schools DA Requirements

1 In conjunction with District-based Leadership Teams School Advisory Council develops and leadership team implements the School Improvement Plan (1001452 FS)

Educator Quality

DA Requirements

2 Teachers assigned to subgroups not making AYP are highly qualified and certified in-field (Sec 1119(a))

3All paraprofessionals are highly qualified (Sec 1119(f))

4

Reading coaches must maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) and the school and district leadership teams must monitor these logs District ensures that coaches are not the teacher of record and do not provide pull out instruction outside the context of providing professional development for teachers (6A-6053)

Professional Development

DA Requirements

5School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP (Sec 1116(b)(3)(A)(iii) amp Sec 9101(34))

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

16

First Year Insights Keys to Success

1) Instructional Leadership of Principal2) Data Analysis-Differentiated Instruction3) Effective use of Coaches4) Strong reading instructionmdashfidelity to the core5) Use of common planning time

Areas in need of Improvement

1) Review of low-performing principals and teachers2) Creating a culture of data analysis 3) District monitoring and support4) Use of Coaches5) Supporting schools to attract and retain the best teachers6) Use of purchased resources and programs7) Higher order questioning 8) Too many worksheets 9) Deep teaching of the benchmarks10) Fidelity to secondary reading program

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

17

School Improvement PlanHow did we do

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

Very good in our Witch reduction goal

18

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

Data Analysis1 Gather information using Review Interview

Observation and Test (RIOT) procedures

(Fact Finding)

2 Apply professional knowledge of content

(Content Knowledge)

3 Generate Hypothesis and predictions

(Assumed Causes)

4 Validate Hypothesis

(Record and analyze results of data collected)

5 Link assessment to intervention and enrichment

(Write the intervention to be implemented)19

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

20

Herersquos where we are at this point hellip

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

21

Creating SMART Goals Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal To set a specific goal you must answer the six W questions

Who Who is involved

What What do I want to accomplish

Where Identify a location

When Establish a time frame

Which Identify requirements and constraints

Why Specific reasons purpose or benefits of accomplishing the goal

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

22

Attainable - When you identify goals that are most important to you you begin to figure out ways you can make them come true You develop the attitudes abilities skills and financial capacity to reach them You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps Goals that may have seemed far away and out of reach eventually move closer and become attainable not because your goals shrink but because you grow and expand to match them When you list your goals you build your self-image You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set When you measure your progress you stay on track reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

23

Realistic - To be realistic a goal must represent an objective toward which you are both willing and able to work A goal can be both high and realistic you are the only one who can decide just how high your goal should be But be sure that every goal represents substantial progress A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force Your goal is probably realistic if you truly believe that it can be accomplished Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

Timely - A goal should be grounded within a time frame With no time frame tied to it theres no sense of urgency

Tangible - A goal is tangible when you can experience it When your goal is tangible you have a better chance of making it specific and measurable and thus attainable

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

24

Data sources to use while writing School Improvement Plans

Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf)Flowchart of the annual School Improvement Process (pdf)Planning and Evaluating Your School Improvement Process (11th edition 2008)Promising Instructional Practices from the School Recognition reporting database (2002-2007)Five Star School Awards (for exemplary community involvement)Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13 2001 regarding School Advisory Council and Sunshine LawSunshine Law (Section 286011 Florida Statutes)Roberts Rules of order (this resource for SAC meetings is NOT required-use is optional)

25

DART 2009

A process for using the Florida Comprehensive Assessment Test (FCAT) to disaggregate student achievement data toward improving teaching and learning 11th Edition - 2009

Florida Department of Education325 W Gaines Street Suite 314

Tallahassee FL 32399-0400(850) 245-0426 SunCom 205-0426

httpwwwflbsiorg

26

Foundation of FCIM Process1048708Baseline and Midyear Assessment for Reading Mathematics Science and Writing

1048708Monthly or Bi-Weekly Assessments

1048708Data Chats with Students and Teachers

1048708Use of common planning time to analyze data

1048708Highlighting of Assessment Data and Grouping of Students

1048708Development of Instructional Focus Calendars in Reading Math Science and Writing by Grade Level

1048708Instructional time allocated for particular benchmarks should not be equal

1048708IFCs aligned to benchmarks

1048708After assessments students are grouped for differentiated instruction

1048708Above mastery or at mastery (enrichment) near and severely below mastery

1048708Use of Focus Lessons

1048708Administration monitors implementation

27

Focus on

SSS related curriculum

School wide basic skills in teaching and learning

Rigorous curriculum

Intervention for those who need help and enrichment

Data driven Accountability

Efforts demonstrated and supported by state

assessments

In A Nutshell

28

Our challenge is to provide an education for the kind of kids we have Not the kind of kids we used to have or want to have or the kind that exists in our dreams

An A No Problem

29

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30

26

Foundation of FCIM Process1048708Baseline and Midyear Assessment for Reading Mathematics Science and Writing

1048708Monthly or Bi-Weekly Assessments

1048708Data Chats with Students and Teachers

1048708Use of common planning time to analyze data

1048708Highlighting of Assessment Data and Grouping of Students

1048708Development of Instructional Focus Calendars in Reading Math Science and Writing by Grade Level

1048708Instructional time allocated for particular benchmarks should not be equal

1048708IFCs aligned to benchmarks

1048708After assessments students are grouped for differentiated instruction

1048708Above mastery or at mastery (enrichment) near and severely below mastery

1048708Use of Focus Lessons

1048708Administration monitors implementation

27

Focus on

SSS related curriculum

School wide basic skills in teaching and learning

Rigorous curriculum

Intervention for those who need help and enrichment

Data driven Accountability

Efforts demonstrated and supported by state

assessments

In A Nutshell

28

Our challenge is to provide an education for the kind of kids we have Not the kind of kids we used to have or want to have or the kind that exists in our dreams

An A No Problem

29

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30

27

Focus on

SSS related curriculum

School wide basic skills in teaching and learning

Rigorous curriculum

Intervention for those who need help and enrichment

Data driven Accountability

Efforts demonstrated and supported by state

assessments

In A Nutshell

28

Our challenge is to provide an education for the kind of kids we have Not the kind of kids we used to have or want to have or the kind that exists in our dreams

An A No Problem

29

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30

28

Our challenge is to provide an education for the kind of kids we have Not the kind of kids we used to have or want to have or the kind that exists in our dreams

An A No Problem

29

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30

An A No Problem

29

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30

30

A

AA

A

AA

Happy Ending

Coming together is a beginning Keeping together is progressWorking together is successrdquo Henry Ford

• Putting It All Together SIPDA Update July 2009
• ldquoIn order to succeed you must know what you are doing and believe in what you are doingrdquo Will Rogers
• Signs of Progress-School Culture
• Slide 4
• ldquoWhy Do Differentiated Accountability and the SIP rdquo
• ldquo Because we have toordquo
• Slide 7
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Very good in our Witch reduction goal
• Data Analysis
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Slide 30