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The Duval County Office of School Improvement uses different means of communication to keep principals, school staff, district staff and the community up to date on research and best practices. Each month, the Office of School Improvement will release a newsletter with updates and information.
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August 2012 www.duvalschools.org/schoolimprovement
Featured Article:
Moving from AYP to AMO
Page 6
IN THIS ISSUE
NEW DA CATEGORIES AND
REQUIREMENTS Page 2
TIMELINE Page 3
SCHOOL IMPROVEMENT
PLANNING 2012-13 Page 4
FROM AYP TO AMO Page 6
PRINCIPAL FOCUS: BUILDING AN
EFFECTIVE SCHOOL ADVISORY
COUNCIL (SAC) Page 8
MEET YOUR SUPPORT TEAM
Page 10
Andrew Jackson Male Summit
Pinedale Elementary State Parks Project San Pablo Wax Museum
SCHOOL IMPROVEMENT
September 2012 www.duvalschools.org/schoolimprovement
MONTHLY
NEWSLETTER
AND BEST
PRACTICES
DCPS OFFICE OF SCHOOL IMPROVEMENT (904) 924-3722
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The U.S. Department of
Education selected Florida to
participate in the
"Differentiated Accountability
(DA) Pilot" initiative in 2008.
Florida's DA plan streamlines
the federal and state
accountability systems and
directs increased school-wide
interventions and school
accountability.
Through DA, schools fall into a
matrix of categories based on
the level of the school's
achievement. The lowest
performing schools receive the
most support, and under DA,
these schools are required to
implement the most robust
interventions that will help lead
to successful school
improvement. All DA schools
are required to implement
strategies for improvement.
In 2012, the DA system was
revised. The state of Florida
received an Elementary and
Secondary School Act (ESEA)
waiver from the United States
Department of Education (USDOE).
Details of the plan are included
below.
RESULTING BENEFITS
•Adequate Yearly Progress (AYP) is
eliminated as a penalty while focus
is maintained on subgroup
performance through Annual
Measurable Objectives (AMOs -
see page 6 of the newsletter for
more AMO details).
•The previous DA matrix is
eliminated and a new classification
system consisting of “Reward”,
“Prevent”, “Focus”, and “Priority”
schools takes its place.
•The system is aligned with the
Florida School Grade.
•The entire High School grade is
used.
•“Entrance” and “Exit” criteria for
Priority (formerly Intervene) schools
are modified.
WHY WERE CHANGES MADE?
The usage of AYP criteria resulted in
approximately 85% of schools in the
state of Florida being identified as
DA schools. Schools that were
classified as Intervene with the old
system could not exit the
classification regardless of
significant academic improvements.
As a result, some schools earning a
“C” were unable to exit the
Intervene status. Remaining an
Intervene school in the old
classification system could
ultimately result in the school
closing.
The NEW Differentiated Accountability System By Niki Micheau, School Improvement Supervisor
Superintendent’s Reading Celebration
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The NEW Differentiated Accountability System
DUE DATES
August 31 Draft SIPs due for Targeted Schools
September 21 Email SAC member rosters to
September 31 Deadline for first
SAC meeting
October 1 SIPs due to cluster leader
October 19 Final approved SIPs uploaded into the
template at www.flbsi.org
October 19 Final SAC rosters, bylaws
August/September minutes due to the Office of School Improvement
10th of Each Month SAC minutes for the previous month
should be emailed to [email protected]
Highlands Middle School
NEW DA CLASSIFICATIONS
•Reward Schools = “A” Schools
•Schools that improve a letter
grade = Reward Schools
• Prevent Schools =“C” Schools
•Focus Schools = “D” Schools
•Triple “D” or Combination
Triple “D” or “F” Schools = Focus
Schools that are required to
implement a turnaround option.
•Priority Schools = “F” Schools
•Double “F” Schools = Priority
Schools that are required to
implement a turnaround option.
TURNAROUND OPTIONS
•District-managed turnaround
school
•Close the School, Reassign
students and monitor progress
•Close and reopen the school as a
charter school
•Contract with a private entity to
run the school
•Hybrid Model (combination of
existing options)
Note: If a Priority school remains an
“F” after two years, a different
option must be selected until all
options are exhausted. A school
must improve its grade in order to
exit Priority status.
For questions or support, contact
your School Improvement Office at
(904) 924-3722 or email
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The school improvement process is the single
most important process carried out by the
school community. It is an organized process
used to ensure the success of all students.
According to Mike Schmoker in his book Results:
the Key to Continuous School Improvement, “the
combination of three concepts constitutes the
foundation for positive improvement results:
meaningful teamwork; clear, measurable goals;
and the regular collection and analysis of
performance data.” This quote demonstrates
the importance of the school community as a
whole working together to develop, monitor and
evaluate achievement results. School
improvement is a continual process. After the
initial school improvement plan is completed
and submitted, the plan becomes a blueprint
that should be carried out during the year. A
printed school improvement plan should quickly
become a worn, tattered document with coffee
stains and other indicators of frequent use.
Therefore, the school improvement process is
dynamic with changes and adjustments
throughout the year.
The school improvement template from the
Florida Bureau of School Improvement (FLBSI)
has been modified since last year. The new
template has greater alignment with the school
grading process and with the Florida Elementary
and Secondary Act (ESEA) waiver conditions.
Changes include problem solving for students
taking Alternate Assessments, developing Annual
Measurable Objectives (see page 6 for the AYP
to AMO article), Comprehensive English
Language Learning Assessment (CELLA) Goals,
Biology I End of Course (EOC) Goals, Civics EOC
Goals, U. S, History EOC Goals, Science
Technology, Engineering and Math (STEM) Goals
and Career and Technical Education (CTE) Goals.
The new template is accessible online at
www.flbsi.org. Parents, community members
and stakeholders are able to view school
improvement plans by going to that link as well.
School Improvement Planning 2012-13 By Niki Micheau, School Improvement Supervisor
Mandarin High School ROTC
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The Office of School Improvement is available to
support School Improvement Teams at each school
with every aspect of school improvement. This year
started with a webinar addressing changes to the SIP
template facilitated by the Office of School
Improvement in partnership with Fred Heid, FLBSI
Bureau Chief. To view a recording of the presentation
use the following link
http://duval.adobeconnect.com/p6tbztz153f/.
Additional professional development days for
developing school improvement plans will be
communicated with principals. For additional support,
contact the Office of School Improvement or your
cluster leader.
School Improvement Planning 2012-13
“The combination of three
concepts constitutes the
foundation for positive
improvement results:
meaningful teamwork; clear,
measurable goals; and the
regular collection and
analysis of performance
data”
Mike Schmoker
Twin Lakes Elementary
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MONTHLY DATA SPOTLIGHT
As a beginning teacher, one of the veteran
colleagues at my school said to me, “The only
thing constant in education is change.” That was
twenty-one years ago and it still holds true
today. Among the recent changes in education
is the revision to the Differentiated
Accountability (DA) model, particularly, the
way we measure a school’s annual progress. It
is imperative that we take a look at what has
changed, why it changed, and how this change
impacts schools.
Adequate Yearly Progress (AYP) has now
become Annual Measurable Objectives
(AMOs). AMOs should be written in a format
where they are Ambitious but Achievable.
Changes to AYP were necessary to address the
85% of schools identified for DA as a result of
AYP criteria, the increasing number of Correct
II schools, and schools remaining in the
“Intervene” status in spite of academic
improvements. As a result of this change in the
DA model, attaining AMO targets does not
affect the school’s DA category as AYP has in
the past, but it does ensure more support for the
school on the district and state levels. The chart
on the next page provides highlights of the
AMO model.
Schools that do not meet their AMO targets will
have two requirements. First, they must submit,
as a part of the School Improvement Plan (SIP),
specific research-based intervention strategies to
increase student performance in reading and/or
mathematics for the affected subgroup.
Individuals responsible, a timeline, and methods
to monitor student progress throughout the year
will be included in the SIP, which must be
approved and monitored by the DA Regional
team. Second, these schools will need to have
administrative staff, department heads,
instructional content area coaches and/or lead
Differentiated Accountability Academy that
focuses on implementation and support of
research-based best practices such as Lesson
MOVING FROM AYP to AMO Florida’s Federal Waiver and How It Impacts Your School By Cheryl Taylor, Data Specialist
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teachers attend a two-week
summer Differentiated
Accountability Academy that
focuses on implementation and
support of research-based best
practices such as Lesson Study,
Florida Continuous Improvement
Model (FCIM), Data
Mining/Instructional Decision
Making, RtI/Problem solving
and Instructional Coaching.
Just as it has been for many
years, change is still a necessary
part of growth and the effort to
improve.
MONTHLY DATA SPOTLIGHT
Andrew Jackson Students
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Principal Focus: Building an Effective School Advisory Council BY PAT CARLEY, SCHOOL IMPROVEMENT COORDINATOR
School Advisory Councils (SAC) are established
for all schools. These councils act as liaisons
between parents and community members and
schools. SACs are representative of teachers,
school support personnel, parents and
community members. Parents and
community/business persons must not be school
district employees.
The minimum number of persons on SACs is
seven for elementary schools. This includes the
principal (the only voting administrator on the
SAC), one teacher, one school support person
and, ideally, three parents and one
community/business person. Even though the
ideal combination of parent and community
members would be three parents and one
community member at the elementary level, it
can be any combination provided that there is
one parent and one community member. There
cannot be more district employees than non-
district employees.
The minimum number of persons at the high
school level is nine. This includes the principal
(the only voting administrator on the SAC), one
teacher, one school support person, one student
and, ideally, three parents and one
community/business person. Ideally, the
combination of parent and community members
would be three parents and one community
member but can be any combination provided
that there is one parent and one community
member. Middle schools are not required by
statute to include a student but they may include
a student. There cannot be more district
employees than non-district employees on the
council.
Mandarin High School student at the Olympics
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STEPPING STONES FOR SAC
• Get the word out. Advertise for potential
members via newsletters, Connect Duval,
fliers to businesses and other community
organizations, notice on marquis etc.
• Use the initial meeting to nominate and elect
council members. The meeting should occur
within the first three weeks of the school year.
• Board policy states that each school should
have eight meetings during the school year.
• Parents vote for parents, teachers vote for
teachers, support staff for support staff,
students for students. Community members
are appointed by the principal.
• When the nomination/election of council
members is complete, council members
should elect their chair, vice chair and
secretary.
At the first meeting, the council should:
• Review and revise, if necessary, the bylaws and
submit member rosters by September 21
• Establish the date and time for the Midyear
Review (stakeholders’ meeting) – discuss the best
way to inform other stakeholders of meetings
• Send rosters, minutes and sign in sheets
electronically to the School Improvement office
at [email protected] no later
than the 10th of the month following the meeting
• A copy of the meeting notes is to be filed and
kept at the school
The School Advisory Council has two main
focuses (1) assisting in the preparation of the
budget and (2) developing and monitoring the
school improvement plan. Meetings should
involve discussion around school data when
available and other appropriate topics. The
SAC is the “information highway” between the
school and the parents and community at large.
Principal Focus: Building an Effective School Advisory Council
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Office of School Improvement Team
Niki Micheau
Supervisor
(904) 924-3722 ext 262
Lillie B. Granger, Ph.D.
Executive Director
(904) 924-3728
Pat Carley
Coordinator
(904) 924-3722 ext 264
Raymond Carver, Ed.D.
Specialist, Data Analyst
(904) 924-3722 ext 251
Patricia Conner
Specialist, Data Analyst
(904) 924-3722 ext 255
Teresa Logan
Specialist, Restructuring
(904) 924-3722 ext 246
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Office of School Improvement Team
Vontrena Myers
Specialist, Reporting
(904) 924-3722 ext 191
Darren Smith
Specialist, Data Analyst
(904) 924-3722 ext 253
Carla Taylor
Specialist, Reporting
(904) 924-3722 ext 258
Cheryl Taylor
Specialist, Data Analyst
(904) 924-3722 ext 254
Nikesha White
Specialist, Reporting
(904) 924-3722 ext 250
SCHOOL IMPROVEMENT OFFICE
School Improvement Suite
Northwestern Middle School
School Mail: 3155A – OSI
2100 West 45th Street
Jacksonville, Florida 32209
Office: (904)924-3722
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!
We are looking for best practices to
share in our newsletter. If you have a
story to share about your school or
classroom, please email us at
