Developing and Submitting the SIP

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Accessing the Template and Logging On

To access the SIP template or a copy of the previous year’s SIP, go to the Bureau of School Improvement’s website: http://www.flbsi.org/. Click on School Improvement Plan, which appears on the left menu bar. This will bring up the login page, described on the next few pages, where Select Type of Plan (SIP or DI&AIP), Select District, and Select School can be found.

 

 

On the left side of the login page, there is a timeline for 2008-2009 School Improvement Reporting Deadlines which includes due dates for:

• School Improvement Plan
  • Repeating F Schools and Schools in Restructuring
  • F schools, D former F (2005-2008), and all Schools In Need of Improvement (SINIs)
  • Approved by the District School Board
• Progress Reports
  • Schools graded F, D former F (2005-2008), and all Schools In Need of Improvement (SINIs)
    • Baseline Data (not SINIs)
    • Midyear Report
    • SINIs End of Year Report
  • District Improvement Plan; Assistance and Intervention Plan (DI&AIP)
    • Repeating F Schools and Schools in Restructuring
    • Schools graded F, D former F (2005-2008), and all SINIs

To the right of the screen, a link to View School Improvement Plan (Read-Only) is provided to access a copy of the current year’s SIP. Simply select the appropriate school in the drop down menu and click on this link to view the SIP. School teams can select the appropriate school, enter the school password, and select the Click to view a copy of the current year’s SIP that can be edited or viewed as a read-only copy of the previous school year’s SIP. The login page automatically defaults School Improvement Plan under Select Type of Plan, Alachua under Select District, and ALL STATE MIDDLE SCHOOL (SAMPLE) under Select School. To the right of each of these words is an arrow. Click on these arrows to access the pull down menus and choose the District, Type of Plan, and School. Contact your district school improvement coordinator to access your six digit password or if you are experiencing technical difficulties with accessing your SIP.

 

 

School of Innovation

 

 

After logging in, the school can access a read-only copy of last year’s plan or a copy of the current year’s plan that can be edited. This page also displays the federal and state legislation that requires each school to develop a SIP.

When you click on Go to My 2008-2009 Plan you will see that the plan is prepopulated with the same information that was included in the link Go to My 2007-2008 Plan. It was designed this way so that you would have a starting point to begin the review. It is very important that each part of the new 2008-2009 plan be reviewed and/or revised to reflect the strategies necessary to be implemented in 2008-2009 to improve the weaknesses identified after disaggregating your 2007-2008 FCAT data for each core area.

 

 

General Template Format

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Underneath the page banner of the online template, there is a red bar where helpful links are located.

 

 

The first link connects directly to the Technical Assistance Guide, otherwise known as The Guide. The Guide is an online version of the entire document for Planning and Evaluating Your School Improvement Process designed to assist schools in planning and development of the school SIP. The other link at the top of the page is called Resources. By clicking on this link you can find links to

• NCLB Guidance– the LEA and School Improvement Non-Regulatory Guidance revised July 21, 2006
• Assistance Plus Action Plan – the District Action Plans for repeating F schools, F schools, and D former F (2005-2008) schools
• DOE 8 Strategic Imperatives – the State Board of Education K-20 Education Strategic Plan (Appendix C)
• e-Library – BSI’s electronic library, which provides links to online educational research, teaching strategies, and promising practices to assist with school improvement

Located on the top right of all pages within the template, is a Contact button. When technical assistance or information is needed about this template, the user can click this link and send an email message directly to the School Improvement Plan team for technical assistance.

Just above the text box on every page is a link called View Help for this Section. This link will take you to the appropriate section of The Guide to provide you with detailed information about how to complete the section.

Underneath every text box, there is a Save button. Whenever information is added or revised, the user must save the changes by clicking on the Save button before opening a new page.

 

 

On the left side of every page of the online template, there is a menu bar. The menu bar has two sections. The Common Links section allows you to Log Out or to see a Print View of [the] SIP. The Navigate SIP section divides and organizes the sections of the template. A screenshot of the menu bar can be seen on the following page. When the sections on the menu bar are clicked, the appropriate section of the template will be opened. If there is a plus sign (+) within a box to the left of the section, it may be clicked open to view additional menu items under that section. The first seven sections of the template include:

• School Information
• Vision/Mission
• School Profile/Demographics
• Student Achievement Data
• School Match
• Quality Staff
• Additional Requirements
  • This section clicks opens to reveal the following sections. (Each subsection can be further clicked to reveal components that must be addressed in the SIP. These components will be dealt with individually later in this document)
    • Mentoring and Extended Learning Opportunities
    • Schools Graded C or Below
    • Schools Offering Primarily Grades 6 through 12

The next section is called Goals. Under this section there are Goal subsections of reading, mathematics, writing, science, parental involvement, and return on investment. These sections are preceded by a plus sign (+) within a box. This sign denotes that these sections are closed but can be clicked open. When the plus sign is clicked open it reveals multiple components. Note that under Goals in the screenshot on the following page that mathematics is preceded by a negative sign (-) within a box. This denotes that the section has been clicked opened to reveal the items within. Within the reading, mathematics, and science goal sections there are three items that can be selected, as shown under the Mathematics Goal on the following page.

• Objective
• Budget
• Non-Highly Qualified Instructors

Under writing, parental involvement, and return on investment, there are only two of the three sections:

• Objective
• Budget

The Additional Goals section is a place for the school to add any other goals the district would like to address and/or goals that are required of a school by the district. If your school chooses to add additional goals to this section of the template each time an individual Additional Goal is clicked open it will reveal two items that can be addressed:

• Objective
• Budget

There are also four other distinct links after the Additional Goals section that must be addressed by all schools required to use the online SIP template. These links include:

• School Advisory Council
• Final Budget
• Implementation Evaluation
• Additional Resources

The last section of the menu bar, Reporting, can be clicked open to show the different reporting periods in which all F schools, D former F (2005-2008) schools, and SINI schools must submit specific information to the Department. Guidance that explains the components of the reports is also available for review when each progress report is clicked open. Select the appropriate report to view requirements and to upload school reports in a Microsoft Word document.

 

 

Note: Each component of the online template has a spell check feature. Text boxes cannot accept graphs or images.

 

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SIP Template Example

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The next page of the online template asks for School Information to be inserted regarding leadership at the school and SIP approval. It also provides links to school grade information and AYP trend data. The school name and district will be prepopulated. Insert the other required information in the appropriate text box.

• Principal name, SAC chair, and Superintendent - If this information is prepopulated, verify that it is correct, and if it is not, make the appropriate changes. If the school is a charter school, use the name of the Director of the governing agency in the text box beside Principal Name.
• Date of School Board Approval - If the SIP has not yet been approved, type in “pending school board approval.” If a school has listed “pending school board approval” in this area, it is important to revise this page of the SIP once the plan is approved by the school board so that the actual date of school board approval is recorded. Section 1001.42(16)(a), F.S., requires that school boards approve SIPs annually. If the school is a charter school, use the date the governing body approved the SIP.

At the bottom of this page is an assurance statement. The principal of the school is responsible for submission of a completed SIP to their district and to the Department. Check the appropriate Yes or No button at the bottom of this page before submitting the SIP. If No is checked, plans should be made to complete those parts of the SIP as soon as possible so that areas of concern can be addressed at the start of the school year. By checking “Yes”, the principal is assuring that the SIP is complete and all required components of the plan have been addressed.

 

 

Vision/Mission

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Vision and mission statements are the foundation upon which all other decisions are based. A clear vision and a common mission set the tone and expectations for the teaching and learning that is to be achieved at the school. A vision statement provides a compelling picture of what the school can become in the future. This statement should answer the question, “What are we working to become?” A mission statement is more specific. It should answer the question, “Why do we exist?” The mission statement can be developed from the vision statement. These statements should:

• flow from a solid understanding of the school profile and demographics;
• reflect the consensus, convictions, and beliefs of all stakeholders;
• incorporate a concern for the academic success of all students;
• demonstrate a belief that all students can learn;
• address ways to increase subgroup performance; and
• align with the DI&AIP and all other related plans.

 

 

Vision/Mission Resources:

Education World: Mission Statements with Vision
http://www.educationworld.com/a_admin/admin/admin229.shtml

NCREL: Critical Issue: Building a Collective Vision
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm

National School Boards Foundation: Creating a Vision
http://www.nsba.org/sbot/toolkit/cav.html

Maryland: Creating a Vision
http://www.mdk12.org/process/leading/vision.html

 

School Profile/Demographics

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The School Profile/Demographics section of the SIP provides a picture of the school, its students, its staff, and the community where the school is located. This section includes data from various sources. When this information is reviewed and analyzed, the school stakeholders will be able to determine the specific details that will affect the development of their SIP. Information should be provided in this section of the template for the following:

• school facility, including age of school;
• school community description, including school community partners;
• student population, including number of students and student demographics (e.g., performance groups, Level 1 and Level 2, NCLB subgroups);
• teacher population, including number of teachers and teacher demographics (e.g., status of vacancies, recruitment and retention);
• class size and teacher-to-student ratios;
• attendance rate, including comparisons to district and state averages;
• promotion and retention rates, including comparisons to district and state averages
• graduation rate;
• feeder patterns;
• special programs;
• unique aspects, including strengths and areas of concern;
• any grants awarded to the school; and
• Title I school status, including whether it is a schoolwide or targeted Title I school.

 

 

School Profile/Demographics:

SchoolsMovingUP: School Data Inventory Activity
http://www.schoolsmovingup.net/cs/wested/view/rs/645?x-t=wested.record.view

 

Student Achievement Data

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This section of the template is prepopulated by the Department. The screenshot below shows the information contained on this page. School Grade, AYP, and FCAT trend data are included on this page, along with disaggregated data by grade level for reading, mathematics, science, and writing.

 

 

School Achievement Data:

Florida School Grades and AYP Reports
http://schoolgrades.fldoe.org/
http://schoolgrades.fldoe.org/default.asp

Maryland: Using Data to Improve Student Achievement
http://www.mdk12.org/data/index.html

 

School Match

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Assistance Plus schools include schools designated with a school performance grade F and schools graded D since 2005 that formerly received a school performance grade of an F for two of the previous four years [these schools are known as D former F (2005-2008)]. These schools are required to identify a school match by the State Board of Education. The State Board is given this authority by s. 1008.33(1), F.S., which requires them to recommend action to a district school board that is intended to improve educational services.

Any school, however, may find that they can benefit from this form of collaboration and mentoring. Ideally, a school match is a high-performing school, with a school performance grade of A or B, sharing similar student demographics that is willing to collaborate and share promising practices with the Assistance Plus school. The Department annually provides Assistance Plus schools with a list of potential matches. If the list does not provide a match option that is truly a good fit for a school, other matches can be investigated in consultation with the Department and the district school improvement contact. The information below should be provided in this section of the template. Updates on this information will also be required for each of the progress reports.

• name of the school match;
• rationale for selection of the match;
• planned school match collaborative activities; and
• specific results expected of the school match collaboration

 

 

School Match Resources:

Just for the Kids: Florida School Report – must choose district and school to get demographics
http://www.just4kids.org/en/florida

Great Schools: Compare Florida Schools
http://www.greatschools.net/modperl/go/FL

School Matters
http://www.schoolmatters.com/

School Indicators Report –school demographic comparisons can be made by choosing schools and specific student membership indicators (step 4) from this site.
http://data.fldoe.org/fsir/

 

Quality Staff

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This section has two components. It requires schools to submit information regarding highly qualified certified administrators, as well as the recruitment/retention of highly qualified teachers in high need areas and schools. High quality certified leadership and teachers are critical for the improvement of low-performing schools.

Highly Qualified Certified Administrators

Florida’s Principal Leadership Standards require high-performing instructional leaders who possess and utilize the competencies and skills necessary to complete their designated tasks in an effective and efficient manner as they successfully lead the improvement of student achievement in our public schools. School leaders, commensurate with job requirements and delegated authority, shall demonstrate competence in ten standards outlined in FAC 6B-5.080 - Florida Principal Leadership Standards

In 2006, the William Cecil Golden School Leaders Professional Development Program was established “to provide high standards and sustained support for principals as instructional leaders” [Section 1012.986, F.S. – William Cecil Golden School Leaders Professional Development Program]. This program http://www.floridaschoolleaders.org/index.aspx includes:

• a collaborative network of state and national professional leadership organizations that assist instructional leaders throughout the state;
• professional development for principals, principal teams, and candidates for principal leadership positions;
• a framework of leadership standards that have been adopted by the Florida State Board of Education, Southern Regional Educational Board (SREB) and the National Staff Development Council (NSDC); and
• goals of the leadership program which are to:
  • provide resources that will help enhance principals’ roles as instructional leaders
  • maintain a clearinghouse and disseminate data and promising practices related to enhanced student achievement;
  • build capacity to increase the quality of pre-service programs and in-service professional development for principals and principal leadership teams; and
  • support promising teaching practices and evidence-based instructional practices through dissemination and modeling at both pre-service and in-service levels.

In order to ensure capacity and quality of pre-service school leadership programs and the development of in-service for school leaders required in Section 1012.986, F.S., the State Board of Education set forth requirements for approval of two levels of school leadership programs.

• Level I programs lead to initial certification in educational leadership for the purpose of preparing individuals to serve as school leaders who may aspire to the school principalship.
• Level II programs build upon Level I training and lead to certification in School Principal. This bi-level certification and preparation process includes programs offered by Florida postsecondary institutions and public school districts [FAC 6A-5.081].

In the section labeled Highly Qualified Certified Administrators, the following information should be provided:

• name and position of each administrator;
• educational degrees attained by each administrator;
• any certifications attained by each administrator;
• number of years of administrative experience of each administrator; and
• administrator’s experience raising the academic achievement levels of low-performing students and/or improving a school’s performance grade and AYP.

 

 

Highly Qualified Certified Administrators Resources:

Florida School Leaders: William Cecil Golden Professional Development Program for School Leaders
http://www.deltaschoolleaders.org/index.aspx

Council for Educational Change: Principal Portal
http://www.principalportal.net/index.cgi

Florida DOE: e-Library, Principals
http://www.flbsi.org/eLib/eLibrary.aspx

Indicators for Effective Principal Leadership in Improving Student Achievement
http://www.mdk12.org/process/leading/p_indicators.html

CCSSO: State Policy Framework to Develop Highly Qualified Educational Administrators
http://www.ccsso.org/content/PDFs/StatePolicyFrameworkHQA.pdf

Florida Administrative Code 6B-5.0012 Florida Principal Leadership Standards
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=1081858&type=1&file=6B-5.0012.doc

Certification Rule Requirements
http://info.fldoe.org/docushare/dsweb/Get/Document-4462/k12-07-108memo.pdf
http://info.fldoe.org/docushare/dsweb/Get/Document-4463/k12-07-108att.pdf

 

Recruitment/Retention of Highly Qualified Teachers

Teacher quality is a key component of student learning. PL 107-110 Section 1114(b)(1)(E), NCLB, states that strategies shall be developed to attract high quality highly qualified teachers to high need schools. Section 1012.2315(2), F.S., states that “School districts may not assign a higher percentage than the school district average of first-time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers to schools with above the school district average of minority and economically disadvantaged students or schools that are graded D or F. Each school district shall annually certify to the Commissioner of Education that this requirement has been met.” Schools graded D or F must annually report their teacher-retention rate and reasons for teachers leaving the school. District school boards are authorized to provide salary incentives to meet the requirements of this section of law and cannot sign collective bargaining agreements that preclude them from providing sufficient incentives to draw highly qualified teachers to low-performing schools.

Schools are required to describe strategies that are being used to recruit and retain high-quality, highly qualified teachers to high need academic areas such as reading, mathematics, and science. For schools graded Repeating F, this is one of the 23 imperatives they must address and report on monthly. Schools are also required to submit a list of staff that includes names of staff members, area(s) of certification, endorsement if applicable, teaching assignment(s), type of professional certificate(s), and number of years teaching. This list needs to be developed in Microsoft Word and uploaded into the online SIP template

 

 

Directions for uploading staff list:

1. Click the Browse button and locate the saved staff list document on your computer.
2. Select the staff list document and click the Open button, the path name to the document will appear in the Upload textbox.
3. Click the Upload link to attach the staff list document to your SIP.

Sample Staff List:

 

Section 1003.413, F.S., emphasizes reading instruction professional development for content area teachers, and a professional development package designed to provide information that content area teachers need to become proficient in applying evidence-based strategies through their content area. This Content Area Reading Professional Development (CAR-PD) is discussed in the K-12 Comprehensive Reading Plan Guidance for 2006-2007. CAR-PD programs are available for teachers. http://info.fldoe.org/docushare/dsweb/Get/Document-3856/car-pd.pdf

 

Highly Qualified Teachers Resources:

Florida DOE: Educator Certification
http://www.fldoe.org/edcert/

Florida DOE: Educator Certification Memos
http://info.fldoe.org/docushare/dsweb/View/Collection-102

Florida DOE: Questions and Answers Regarding Highly Qualified Teacher Requirements for Exceptional Student Education Teachers
http://info.fldoe.org/docushare/dsweb/Get/Document-3679/k12_06_54memo.pdf
Attachment:http://info.fldoe.org/docushare/dsweb/Get/Document-3680/k12_06_54att.pdf

USDE: Improving Teacher Quality State Grants
http://www.ed.gov/programs/teacherqual/guidance.doc#HighlyQualifiedTeachers

USDE: Proven Methods, Good Teachers
http://www.ed.gov/nclb/methods/teachers/edpicks.jhtml?src=az

USDE: New No Child Left Behind Flexibility: Highly Qualified Teachers
http://www.ed.gov/nclb/methods/teachers/hqtflexibility.html

Florida Administrative Code 6A-5.065, Educator Accomplished Practices
http://www.flrules.org/gateway/RuleNo.asp?ID=6A-5.065

 

Recruitment/Retention Strategies:

Education Alliance: Minority Teacher Recruitment, Development and Retention
http://www.alliance.brown.edu/pubs/minority_teacher/minteachrcrt.pdf

Education World: Principals Hold Key to Teacher Retention
http://www.education-world.com/a_admin/admin/admin411.shtml

National Institute for Community Innovations: Dimensions of Teacher Retention
http://teacherretention.edreform.net/

NCREL: Qualified Teachers for At-Risk Schools
http://www.ncrel.org/quality/partnership.pdf

 

Additional Requirements

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The Additional Requirements section of the template addresses several different aspects of a school’s required compliance to federal and state law. When you click on Additional Requirements the window opens to reveal four text boxes that must be addressed. Above each individual text box there is a general description about what should be included. The text box for NCLB Public School Choice has two upload boxes directly underneath it. The first upload box is for the letter the school must submit annually to each parent regarding their child’s options to make a public school choice because of the school’s performance. The other box is for the school to attach the letter that is sent to parents notifying them of the school’s status if it is a school in need of improvement. These upload boxes will only accept one Microsoft Word document. If the school attempts to upload several different letters into the one box, the template will only retain the final letter, unless the letters have all been combined into one document.

• Coordination and Integration
• Schoolwide Improvement Model (e.g., FCIM, Baldrige)
• NCLB Public School Choice
• Preschool Transition

The first main link under this section requires information about the school’s Mentoring and Extended Learning Opportunities. When that link is clicked there will be two text boxes and one upload box that must be addressed. Under the Teacher Mentoring text box there is an upload box for the school to submit a list of the new teachers and teachers in need of improvement who are paired with a mentor. This will be discussed in detail on the next several pages. Directions for uploading documents are on page 25.

• Teacher Mentoring Program
• Extended Learning Opportunities

The other two links, which will also be discussed in detail over the next several pages, require the school to address state laws pertaining to:

• Schools Graded C or Below
• Schools Offering Primarily Grades 6 through 12

 

 

Coordination and Integration

The coordination and integration of federal, state, and local funds reduces duplication of services and ensures that all needs of economically disadvantaged students are met. These wrap-around services make up a comprehensive framework to give all children a greater chance of academic success. As required under Sec. 1114(b)(1)(J), P.L. 107-110, a Title I school, as part of its schoolwide plan, must describe how funds from other NCLB programs and applicable federal, state, and local programs will be integrated and coordinated to meet all student needs. These needs could include such things as violence prevention programs, job placement, or vocational training, based on the comprehensive needs assessment of the school. A school should carefully examine the educational and social needs of all students in the school, as well as the programs and/or funding currently in place to support those needs. The example below illustrates how a school might conduct this assessment.

School of Innovation

 

 

Schoolwide Improvement Model

There are a variety of models that have been used in business and in education to promote continuous school improvement. One of the more effective models is Florida’s Continuous Improvement Model (FCIM). FCIM uses data to drive decisions about instructional strategies. Every school graded F or D former F (2005-2008) is required to implement FCIM by the State Board of Education. FCIM is compatible with many other reform models that target schoolwide improvement. Every school improvement process should be designed to provide frequent and accurate information to the school administrators, teachers, parents, and students regarding each student’s progress toward mastering the Sunshine State Standards (SSS). The process should align curriculum, instructional strategies, assessment, and professional development. It should also identify the strategies for monitoring the progress of each student. Every school in a district that earns a school grade of C or below is required to have a SIP which includes the following four components in their school improvement process designed to increase student achievement:

• professional development that supports enhanced and differentiated instructional strategies to improve teaching and learning;
• continuous use of disaggregated student achievement data to determine effectiveness of instructional strategies;
• ongoing informal and formal assessments to monitor individual student progress, including progress toward mastery of the SSS, and to redesign instruction if needed; and
• alternative instructional delivery methods to support remediation, acceleration, and enrichment strategies.

The SIP should include a description of the schoolwide improvement model. If FCIM is not the model being used in the school, then the school should include the evidence-based research for the model being used that documents success with improving student performance. Other effective schoolwide improvement models include Southeast Regional Education Board (SREB) School Leadership Academy (SLA), College Board, and Achievement via Individual Determination (AVID). The school should list the components of any model they are using for school improvement including: how it will be implemented, monitored and evaluated; the staff responsible; the professional development provided; and a schedule of support and follow-up.

 

 

Schoolwide Improvement Resources:

http://www.flbsi.org/schoolimprove/cim.htm

http://cim.florida-achieves.com/

http://www.deltaschoolleaders.org/focus.aspx

NCLB Public School Choice

Students in Title I schools who have not made Adequate Yearly Progress (AYP) for two or more consecutive years must be allowed a choice to move to a higher performing school, consistent with the requirements of the NCLB Act. A school that has not made AYP for two or more consecutive years is classified as a school in need of improvement (SINI). The district must notify parents of eligible students about their children’s options to move from a SINI school and provide them with an opportunity to do so.

No later than the first day of the school year, the district must provide parents of each student enrolled in a Title I schools identified as a SINI, in corrective action, or in restructuring with the following information [NCLB PL 107-110 Section 1116(b)(6)(A-F)]:

• the school’s status and what that identification means;
• how the school compares academically to other public schools in the district;
• the reason(s) for the school’s status;
• what the school and the district are doing to address the academic problem(s);;
• how parents can help; and
• what the student’s options are, including transferring to another public school and/or Supplemental Educational Services (SES), as applicable.

Written communication with parents must comply with statutory requirements and must be accessible to parents of different backgrounds, different literacy levels, and different languages. Examples of district choice letters can be accessed in the technical assistance paper “Public School Choice Parent Outreach and Notification”:

http://info.fldoe.org/docushare/dsweb/Get/Document-4362/k-12-08-58memo.pdf.

 

Note: Directions for uploading can be found on page 25 of this document.

 

Public School Choice Resources:

Florida DOE: Bureau of Public School Options
http://www.fldoe.org/flbpso/

 

Preschool Transition

When preschool students enter elementary school, they need to adapt to new people and different surroundings while learning new rules and expectations. Schools should develop plans to assist children and their parents with this transition. This section of the SIP is only applicable to schools that have elementary grades and should describe those assistance plans as students move from early childhood programs (e.g., Head Start, Even Start, Early Reading First, or another state-run preschool program) to local elementary school programs. These plans should include:

• assessment tools to determine student readiness rates;
• needs assessment, using disaggregated data to determine students’ acquisition of specific skills and knowledge, as well as the ability to form meaningful relationships;
• staff responsible for implementing strategies;
• current or planned programs to be used to assist preschools with low readiness rates;
• parent involvement and communication;
• dedicated funding and resources; and
• methods for evaluating the quality and effectiveness of the plan and transition programs.

 

 

Preschool Transition Resources:

Florida Workforce Innovation: Office of Early Learning
http://www.floridajobs.org/earlylearning.html

Florida DOE, Office of Early Learning: Voluntary Pre-Kindergarten (VPK) Program
http://www.fldoe.org/earlylearning

NOTE: School of Innovation does not offer a Preschool option. The following is an example of a Preschool Transition plan for a fictitious feeder school to School of Innovation.

Cedar Hammock Elementary offers a Pre-K program. The Early Screening Inventory for Kindergarten Readiness (ESI-K) is administered to all preschoolers as an initial diagnostic to determine the specific skills and knowledge of students. Early Childhood Observation System (ECHOS) is administered to all preschoolers as a continuous observational assessment tool to collect data about improvement of student skill levels. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure progress of foundational reading skills. Low-performing students are targeted early. Certified teachers will work with students using Head Start strategies and developmentally appropriate academics after the specific weaknesses have been identified by data for each student. Even Start funding supports the remediation and diagnostic instrument. Other funding for the program will come from Head Start. The staff provides parents with packets of activities, registration materials, and offers workshops to train parents to assist their children at home. An exit interview and the ESI-K will be given to each student before entering Kindergarten to assess readiness and any need for remediation.

 

Mentoring & Extended Learning Opportunities

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Teacher Mentoring

Teacher mentoring is a proven method of developing and retaining quality classroom teachers and increasing teachers’ overall job satisfaction. Both the mentor and mentee benefit from relationships that encourage reflection on the practice of teaching. A teacher mentoring program involves “everyone”- especially new and beginning teachers, as well as experienced teachers who are new to the school and/or identified as being in need of improvement in their teaching strategies. A good mentoring program occurs when the learning community is built on a foundation of trust and ongoing support. Trust is a key element to an effective mentoring program where both the mentor and the mentee have a relationship that encourages reflection on the practice of teaching.

It is important that each school’s administration provides resources (especially time for mentoring teams to meet), observes each other’s classroom techniques, models promising practices, and discusses how improvements can be made to classroom and instructional practices. Teacher mentoring is an excellent means of developing and retaining quality classroom teachers. The benefits of a good mentoring program usually occur over time. Not only does the program encourage teachers to grow professionally and reach a higher standard of excellence, but it also provides that extra level of support when a new or struggling teacher needs assistance to implement effective strategies in the classroom.

NCLB PL 107-110, Section 1116(b)(3)(A)(x), states that a teacher mentoring plan needs to be incorporated into school improvement processes. Information provided in this section of the plan should include:

• a narrative including the following information:
  • an overview of the mentoring program for beginning teachers and teachers identified as in need of improvement;
  • names of the persons responsible for administering the program;
  • details about the selection and matching process for the mentors and mentees;
  • details about how teachers in need of improvement are identified; and
  • results that are expected and how they will be evaluated.
• a list of the mentors and mentees along with their planned activities (see sample on the next page).

 

 

Sample Teacher Mentor List:

 

Teacher Mentoring Resources:

Florida DOE: Teacher Support Resources
http://www.teachinflorida.com/ProfessionalDevelopment/TeacherSupport/tabid/63/Default.aspx

NEA Foundation: Creating a Teacher Mentoring Program
http://www.neafoundation.org/publications/mentoring.htm

The Principal as New Teacher Mentor
http://www.nsdc.org/library/publications/jsd/ganser221.cfm

 

Extended Learning Opportunities

Before school, after-school, extended day, extended year, Saturday academies, and summer programs are a variety of ways that a school can provide students with additional, learning opportunities. Schools graded F must address this section of the template. Evidence-based research regarding programs beyond the traditional school day should be consulted when planning effective extended learning opportunities. This section of the SIP template should describe those opportunities offered beyond the regular school day. Activities should include a:

• list of effective, evidence-based learning strategies to be used with each under-performing NCLB subgroup and with low-performing students (e.g., FCAT Level 1 and Level 2 students; Limited English Proficiency (ELL), Exceptional Student Education
• description of formative and summative evaluations; and
• list of the programs offered beyond the traditional school day, including Supplemental Educational Services (SES)

 

 

Extended Learning Opportunities

Florida DOE: 21st Century Community Learning Centers
http://www.fldoe.org/curriculum/21Century/

USDE: 21st Century Community Learning Centers
http://www.ed.gov/programs/21stcclc/index.html

Florida DOE: Supplemental Educational Services
http://www.fldoe.org/flbpso/nclbchoice/ses/ses.asp

SEDL: After-School Training Toolkit
http://www.sedl.org/afterschool/toolkits/index.html

McREL: The Effectiveness of Out-Of-School-Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics
http://www.mcrel.org/topics/products/151

 

Schools Graded C or Below

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Schools must focus on what is necessary to improve student academic performance. Section 1001.42(16)(a), F.S., requires each school in the district that earns a school performance grade of C or below, or each school that must have a SIP based on federal requirements, to address all four of the following items in their SIP:

1. Professional development that supports enhanced and differentiated instructional strategies to improve teaching and learning;
2. Continuous use of disaggregated student achievement data to determine effectiveness of instructional strategies;
3. Ongoing informal and formal assessments to monitor individual student progress, including progress toward mastery of the Sunshine State Standards (SSS), and to redesign instruction if needed; and
4. Alternative instructional delivery methods to support remediation, acceleration, and enrichment strategies.

 

Note: A school that is required to use the DOE template (Assistance Plus School/SINI) must complete this section. A school that is not required to use the DOE template must incorporate these items into their School Improvement Plan using the template or form that their district requires. Every district must now assure the State that they are complying with this law, through one or both of the ways listed in this note.

 

Schools Offering Primarily Grades 6 through 12

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Section 1003.413(2)(a-j), F.S., created requirements for secondary schools in an attempt to help schools focus on the issues necessary to improve student achievement. Each middle, combination, or high school (primarily serving Grades 6 through 12) must submit a secondary school plan that includes a Secondary School Redesign component based on the ten guiding principles that are crucial for student achievement. In schools with configurations of Grades K-6; K-7 or K-8, the principal of the school should refer to district policies developed for Secondary School Redesign that will identify if the school is responsible for completing this section of the template. All ten principles below must be specifically addressed in the annual preparation of each secondary school’s SIP and in the text boxes for this screenshot.

1. Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
2. Every teacher must contribute to every student’s reading improvement.
3. Quality professional development provides teachers and principals with the tools they need to better serve students.
4. Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
5. Intensive intervention in reading and mathematics must occur early and through innovative delivery systems.
6. Parents need access to tools they can use to monitor their child’s progress in school, communicate with teachers, and act early on behalf of their child.
7. Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
8. School is more relevant when students choose courses based on their goals, interests, and talents.
9. Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
10. Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.

 

Districts must also develop policies to address Secondary School Redesign in their DI&AIP for schools primarily serving Grades 6 through 12. The policies must define the word ‘primarily’ as it relates to this legislation and will be applied in their district. The DI&AIP must identify which schools in the district with configurations of Grades K-6, K-7 and/or K-8 will be required to address this component of the SIP. In addition to these requirements, the policies must include:

• Procedures for placing and promoting students who enter a Florida public school at grade 6 through grade 12 from out-of-state or from a foreign country, including a review of the student’s prior academic performance;
• Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained;
• Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs; and
• Credit recovery courses and intensive reading and mathematics intervention courses based on student performance on the FCAT. These courses should be competency-based and offered through innovative delivery systems, including computer-assisted instruction. School districts should use learning gains as well as other appropriate data to identify high-performing teachers and provide incentives to reward those who teach credit recovery and intensive intervention courses.

 

Each text box in this section relates to the ten guiding principles. If a principle has already been addressed in other parts of the SIP or in the DI&AIP, include some narrative in the text box under the individual principle to identify where exactly it can be found in the SIP or DI&AIP. For the principles that have not been addressed elsewhere in the SIP & in the DI&AIP, describe the strategies that will be used to address the principle in the text box directly below the principle.

 

 

Developing Goals

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This section addresses the development of goals. Before developing goals for school improvement, the persons responsible for writing the SIP must have a clear picture of school data. The school report card, which also includes Return on Investment (ROI) and the school Adequate Yearly Progress (AYP) report (Appendix E), provide data for the School of Innovation. Appendix E also includes the 2007-2008 school performance grading scale.

 

 

All F, D former F (2005-2008), and SINI schools are required to write goals for reading, mathematics, writing, science, parental involvement, and Return on Investment. School goals in the SIP should be aligned with district goals in the DI&AIP. Some schools may need to write additional goals as a result of specific challenges and concerns facing their school or school district. The persons responsible for writing the SIP need to address each goal area on the template. The goal section should include:

• a needs assessment;
• objectives that are specific, measurable, attainable, realistic, and time-bound (SMART);
• strategies;
• evidence-based practices, programs, materials;
• professional development; and
• formative and summative assessments/evaluations.

 

 

A section about the non-highly qualified instructors at a school must be included for goals relating to reading, mathematics, and science. All SIP goals should be aligned to the school’s vision and mission statements; and to federal, state, district, and school requirements

The Guide models the development of goals by providing a detailed description of the mathematics goal for School of Innovation in the next several pages. Also described are the specific components that will need to be addressed once the mathematics link is clicked open and the page appears. Examples of reading, writing, science, parental involvement, and ROI goals and their required components are presented in Appendices J-O along with a complete view of the mathematics goal and its components as they are described on the following pages.

Note: FCAT revisions are continuing to be made pursuant to the newly adopted Sunshine State Standards (SSS). Language Arts and Mathematics SSS revisions have been completed. Science SSS are currently being reviewed. The FCAT is being revised for the new standards and will phase in the revisions over the next several years. All revisions will increase the rigor of core academic subjects.

If your school has a dropout prevention and academic intervention program you must address that in your SIP. If it is not addressed in the Goal section then address it in the Additional Goals section [Section 1003.53(2)(b), F.S.]

 

Goal Resources:

SchoolsMovingUp: Writing Student Achievement Goals
http://www.schoolsmovingup.net/cs/wested/view/rs/72?x-t=wested.record.view

 

Needs Assessments

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Developing a needs assessment is a process that is tied to making the school’s vision a reality. This process assists those responsible for writing the plan to determine the gaps between where the school is and where it wants to be. This process drives the school improvement planning and implementation by identifying problems that need to be addressed. Goal specific needs assessments must be developed for each goal area on the template. When the subject is clicked on, the needs assessment text box will appear.

Before writing a needs assessment, SAC members and school leadership teams will need to determine which data should be collected and the methods of data collection. Data may include, but is not limited to:

• school climate surveys; and
• student achievement data:
  • FCAT levels;
  • FCAT strands and content clusters;
  • classroom data;
  • attendance and behavioral reports;
  • student data in student progress monitoring plans (PMP);
  • FCAT Explorer/Florida Achieves data;
  • AYP subgroup data;
  • teacher data;
  • professional development records; and/or
  • other assessments and evaluations.

 

After collecting school data, some driving questions should include

• Did all student subgroups meet AYP targets?
• Did 50% or more of the lower 25% make learning gains?
• Did 50% or more make learning gains?
• Did the percent proficient increase?

 

The SAC and school leadership team of School of Innovation focused on data relevant to the mathematics goal. A variety of student and teacher data dating back three years was reviewed. These data included:

• FCAT scores;
• FCAT lowest 25% in mathematics;
• FCAT level mathematics data for all students and all subgroups;
• FCAT mathematics strand data;
• school grade and AYP information;
• student Progress Monitoring Plans (PMP);
• attendance and behavioral data;
• teacher professional development records; and
• pertinent data from other goal areas addressed on the template.

 

Mathematics data by subgroup are available in two principal areas: AYP information and FCAT scores (pages 38-41 and Appendix E). FCAT Mathematics data broken down by level, provided by the state for School of Innovation student subgroups are below. Actual FCAT school data can be found at: http://www.fcatresults.com/demog/.

 

 

These type of data, especially when compared to similar district and state data, enable stakeholders to see the differences between subgroup proficiency (achievement gaps). School stakeholders are able to see where greater instructional concentration is needed for each subgroup when several years of this data (trend data) are scrutinized. Data should also be looked at by content area strands to understand specific weaknesses and strengths. The state, district, and School of Innovation’s FCAT Mathematics scores are broken down by content strand for 8th and 9th Grade standard curriculum students in the chart below.

 

FLORIDA COMPREHENSIVE ACHIEVEMENT TEST (FCAT) 2008
SUNSHINE STATE STANDARDS (SSS)
State Report of District Results Grades 8 & 9

 

The following is an example of the mathematics needs assessment that supports the mathematics goal. The entire mathematics goal with supporting objectives and strategies can be seen in Appendix J.

 

 

Needs Assessment Resources:

SchoolsMovingUp: Determine Needs
http://www.schoolsmovingup.net/cs/wested/view/sub/25?x-t=tools

Maryland: Needs Assessment
http://www.mdk12.org/process/developing/components/needs_assessment.html

Florida DOE: e-Library, Data Analysis
http://www.flbsi.org/eLib/eLibrary.aspx?pageID=75

 

Objectives

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It is important that the objectives comprehensively address the concerns identified in the needs assessment because the needs assessment section provides a foundation for the development of the Objectives section. All objectives developed to address specific problems identified in the Needs Assessment section of the template for each goal area should be SMART.

SMART objectives are:

• Specific
• Measurable;
• Attainable;
• Realistic; and
• Time-bound.

 

For each goal area, at least one SMART objective should be developed which focuses on improvement of student achievement. Objectives should align with weaknesses identified in the needs assessment. Goals may have multiple objectives. While developing the Objectives section for each goal area:

• ensure that the objectives emphasize positive change for the school;
• consider the supporting data in the needs assessment section;
• address specific performance needs of Level 1 and Level 2 students;
• address specific performance needs of all NCLB subgroups not making AYP and attempt to set objectives that help to close the achievement gap for all NCLB subgroups; and
• address NCLB AYP percent proficient goals (for 2008-2009 the proficiency level for reading will be 65%; mathematics will be 68%; and students must demonstrate at least a 1% gain in writing).

Directions for entering information into the objectives section are provided in the screenshot below.

 

 

Since no objectives have been written yet for School of Innovation’s mathematics goal, the Show and Edit buttons are not visible.

On the next page is a screenshot of the first objective for mathematics. After clicking on Add Objective, there will be text boxes provided for the school to type in supporting strategies, evaluation, evidence-based program(s), and professional development information. In the Evaluation window of this section it is necessary to define the formal and informal assessments that the school intends to use for each goal; and how the assessments will be analyzed, shared with the teachers, and used to make any necessary program assessments. Click Save at the bottom of the page when a text box is completed to ensure its inclusion in the template.

The needs assessment statement established earlier on the template can be revealed by clicking on Show Needs Assessment. Refer to the needs assessment statement to ensure that all components of the objective(s), strategies, evaluation(s), evidence-based programs, and professional development are aligned to identified needs.

 

 

To Edit an objective, Show a complete objective or Add an additional objective, users must return to the first view of the objective by either clicking Back to Objectives at the bottom of the Objective section or clicking on the back arrow on the top tool bar. To see or work on an existing objective that has been previously placed into the SIP template, click on Show or Edit on the initial view of the objective.

 

 

Strategies

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Strategies specify the actions to be taken to achieve an objective. They spell out exactly what will be done, by whom, when, how, and with what resources. The Strategies section should be subject specific and may include several strategies. The strategies should directly relate to attaining the stated objectives designed to address the identified needs. Narratives should identify all necessary resources for implementing the strategies including, but not limited to, human and material resources. The Strategies section for each goal area should identify the implementation of:

• evidence-based instructional approaches;
• focus lessons and timelines;
• methods of assessment/evaluation;
• methods of addressing student weaknesses and strengths; and
• plans for progress monitoring and timelines.

Section 1116(A)(3)(ii), NCLB, requires schools to develop strategies that address the needs of all children in the school. These strategies should be consistent with and designed to implement the state and local improvement plans. Special attention should be paid to the needs of low-achieving students and students at-risk, especially members of the target population of Title I programs in the school. The needs of the members of the target population could include:

• counseling, pupil services, and mentoring services;
• college and career awareness needs, such as college and career guidance, personal finance education, and innovative teaching methods (these needs may include applied learning and team teaching strategies); and/or
• the integration of career education programs.

The strategies below were developed to align with and support the mathematics objectives at School of Innovation.

 

 

Strategies Resources:

Florida DOE: Sunshine Connections
http://www.sunshineconnections.org/Pages/default.aspx

SREB: Instructional Strategies: How Teachers Teach Matters
http://www.sreb.org/programs/hstw/publications/site-guides/instructional_strategies.asp

 

Evaluation

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Evaluations are used to determine the effectiveness of strategies implemented to meet the planned objectives. In the Evaluation section of the template, schools are asked to describe the way they are going to determine if the objectives and strategies identified in the SIP are really working to accomplish the intended goals for each content area. Sections 1111(b)(3)(C)(xii) and 1116(a)(1)(C), NCLB, require that teachers be included in the decision process regarding the use of instruction, academic assessments, and evaluations so that teachers can provide information designed to improve student achievement and the overall instructional program. Evaluations should be designed to measure progress. Evidence of progress can be found through data from:

• diagnostic, formative, and summative assessments;
• disaggregated data;
• shared decision-making regarding the use of academic assessments;
• extended day or Supplemental Educational Services (SES) records and data; and/or
• various other records or logs, such as:
  • attendance logs;
  • library circulation records;
  • records of in-school and out-of-school suspension and referrals; and/or
  • professional development logs.

 

 

Evaluation Resources:

NEIR-TEC: Collaborative Evaluation Led by Local Educators
http://neirtec.org/evaluation/

Evaluation Center: Checklists and Tools for Use in School Evaluation
http://evaluation.wmich.edu/resources/schooleval/

 

Evidence-based Program

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Schools that did not make AYP are required to incorporate strategies, materials, and evidence-based programs into the core academic subjects in order to strengthen teacher and student performance. These strategies and programs need to address specific academic issues that have caused the school to be identified as low-performing. Objectives and strategies that are aligned with evidence-based policies and practices provide schools with a greater likelihood that all student subgroups will achieve at high levels on the state academic assessment. In this section, schools are asked to list the evidence-based programs and/or materials that they are using. All textbooks adopted by the state are evidence-based

 

 

Evidence-based Program Resources:

Florida’s Continuous Improvement Model (FCIM)
http://www.flbsi.org/schoolimprove/cim.htm
http://cim.florida-achieves.com/
http://www.deltaschoolleaders.org/focus.aspx

Institute of Educational Sciences: A Central and Trusted Source of Scientific Evidence for What Works in Education
http://ies.ed.gov/ncee/wwc/

Identifying and Implementing Educational Practices Supported by Rigorous Evidence
http://www.schoolsmovingup.net/cs/wested/view/rs/162?x-t=wested.record.view

 

Professional Development

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The purpose of a professional development system is to “increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce.” The system of professional development must align to the standards adopted by the state [s. 1012.98(1), F.S.]. Activities needed to implement professional development include SIPs that are collaboratively developed and focus on:

• enhanced and differentiated instructional strategies that engage students in rigorous and relevant curriculum based on state standards;
• increased opportunities to provide meaningful relationships between teachers and all students; and
• increased opportunities for professional collaboration among all school staff.

A school’s professional development plan should be driven by and aligned to the needs assessment. The aligned activities strengthen teachers’ abilities to meet the needs of their students. Section 1116(b)(3)(A)(iv), NCLB, requires that Title I schools state that the funds being used for activities described in this section will be used to remove the school in need of improvement status. In the professional development section of the template, planned training or professional development activities should be subject specific and listed. A year-long schedule should also be provided, along with a process for supporting the implementation through follow-up and resources; and evaluating the impact of the professional development on student achievement.

 

 

Professional Development Resources:

Florida School Leaders: William Cecil Golden School Leadership Development Program
http://www.deltaschoolleaders.org/index.aspx

e-Library: Professional Development
http://www.flbsi.org/eLib/eLibrary.aspx?pageID=83

 

Budget

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All Goal sections require a budget be completed. Schools must describe the resources they will be purchasing, identify the specific funding sources for those resources, and estimate the total amount of money available from all sources that would be used to purchase these resources. Budgets should fund materials and resources identified earlier in the Strategies and Objectives section of the template. Once all information is supplied and the Budget section is saved in the template, a total will automatically appear. A copy of School of Innovation’s mathematics budget is shown below. In the Budget section, schools must address specific categories of expenditures for:

• Evidence-based Program(s)/Materials
• Technology
• Professional Development
• Other

In each category, identify each line item by description of resources, funding sources and funding amount. Insert additional line items by entering information into the empty textboxes in the last row of each category and clicking “Add Budget Item”. Clicking on “Add Budget Item” also saves your budget line item in the database.

 

 

Non-Highly Qualified Certified In-Field Instructors

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Highly qualified certified in-field instructors possess full state certification or have passed the state teacher licensing examination, hold a license to teach in Florida, and do not have certification or licensure requirements waived on an emergency, temporary, or provisional basis. Highly qualified certified in-field instructors hold the minimum of a bachelor’s degree and have demonstrated subject-matter competency in each of the academic subjects in which they teach, in a manner determined acceptable by Florida. Acceptable requirements must be in compliance with NCLB PL 107-110 Title IX Section 9101(23) – Definitions and PL 108-446 Part A Section 602(10) – Individuals with Disabilities Act (IDEA) for special education teachers. All core academic subject teachers must be highly qualified if they are teaching at a Title I school and/or a low-performing school identified by school accountability grades [Section 1119(a)(1), NCLB]

Highly qualified paraprofessionals [Section 1119(c), NCLB] must have completed two years of higher education, obtained an associate’s (or higher) degree, or have met a rigorous standard of quality in knowledge of and ability to assist in instruction. In this section of the template, schools should:

• list instructors, paraprofessionals, and/or teachers who are teaching out-of-field and are NOT highly qualified
• describe how the district is assisting teachers and paraprofessionals in their certification efforts;
• describe how the school is assisting teachers and paraprofessionals in their certification efforts;
• describe the specific professional development opportunities that the district is providing for teachers and paraprofessionals; and
• describe the specific professional development and in-service opportunities that the school is providing teachers and paraprofessionals.

A school’s professional development plan should be driven by and aligned to the needs assessment. The aligned activities strengthen teachers’ abilities to meet the needs of their students. Section 1116(b)(3)(A)(iv), NCLB, requires that Title I schools state that the funds being used for activities described in this section will be used to remove the school in need of improvement status. In the professional development section of the template, planned training or professional development activities should be subject specific and listed. A year-long schedule should also be provided, along with a process for supporting the implementation through follow-up and resources; and evaluating the impact of the professional development on student achievement.

 

 

Highly Qualified Certified In-Field Instructors Resources:

Florida DOE: Educator Certification Memorandums
http://info.fldoe.org/docushare/dsweb/View/Collection-102

Florida DOE: NCLB Frequently Asked Questions
http://www.fldoe.org/faq/default.asp?Dept=17&Cat=39

 

Parental Involvement Goal

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Evidence continues to be positive and convincing that students make greater gains when schools engage families in learning. Research shows that programs and special efforts to engage families are related to strong and consistent improvement in academics. Students in schools with highly-rated parent partnership programs make greater gains on state tests than those in schools with lower-rated programs. State and federal laws require that parents be supplied with information and strategies for assisting their children’s educational achievement. Assistance Plus schools must collaboratively develop parent-student contracts with every 3rd and 9th grade student. Section 1118 of NCLB requires each school served by Title I dollars to jointly develop a school-parent compact for all children. Parents need to be provided opportunities to access tools they can use to monitor their child’s progress in school, communicate with teachers, and act early on behalf of their child. Parents must be given the opportunity to participate in student advisement. Parents and students should be provided clear academic course expectations that emphasize rigorous and relevant coursework to assist in career choices.

Intervention needs to be coordinated and focused on providing effective support to students and their families within their regular education and community environment. Strategies must incorporate appropriate school and district activities that relate to the student’s PMPs, and provide parents with greater access to community-based services beyond the traditional school day. Schools should hold parent meetings to provide information about course curriculum and activities at times that are more convenient for the parents (i.e., in the evening or on a weekend).

 

 

Parental Involvement Resources:

Family and Community Outreach
http://www.fldoe.org/family

Your Child, Your Public Schools
http://www.paec.org/your_child_your_public_schools/

Bureau of School Improvement e-Library: Family Involvement
http://www.flbsi.org/eLib/eLibrary.aspx

Template for LEA – Title I Required Parent Involvement Policy
http://info.fldoe.org/docushare/dsweb/Get/Document-4374/k12-07-73memo.pdf http://info.fldoe.org/docushare/dsweb/Get/Document-4375/k12-07-73att.pdf

*A complete sample Parental Involvement Goal for School of Innovation appears in Appendix N.

 

Return On Investment

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Section 1008.31(1), F.S., establishes an accountability system that determines the Return on Investment (ROI). The criteria required to determine if a school has achieved proficiency includes school proficiency grades and individual student progress towards annual learning gains. The ROI measures the link between the dollars spent and student achievement. The Department’s mission statement addresses the need to deliver Quality, Efficient Services within the education system [Section 1008.31(2), F.S.] (Appendix A). The State Board of Education adopted Strategic Imperative #7 - Aligning Financial Resources with Performance as the means for accomplishing the delivery of quality, efficient services (Appendix C). Within this framework, the ROI website: http://roi.fldoe.org/ was created. This web site provides educational demographic and financial indicators for schools, districts and Florida, as well as each individual school’s ROI Index.

The ROI Index was developed to compare financial resources expended at the school level with student performance at that school. The ROI index is a ratio calculated by dividing a student achievement level by a financial amount. The student achievement level is found by adding the percentage of students with learning gains in both mathematics and reading, as measured by the FCAT, and multiplying this by the percent of students tested at that school. This results in the numerator for the ratio. The denominator is calculated by dividing the total program costs per weighted full-time equivalent (FTE) student, by the district cost differential. The student achievement portion of the calculation is then divided by the financial portion. The resulting ratio is a school’s ROI index. The ROI index is reported in two ways, as a percent of highest value and as a percentile ranking. Both rankings are calculated using similar type schools. See the formula below.

[(Reading% of students w/learning gains + Math% of students w/learning gains) x % tested] (total program costs per weighted FTE student ÷ district cost differential) x 100

= ROI Index

 

*A complete sample ROI Goal for School of Innovation appears in Appendix O.To find the most current ROI for your school, work with your district financial department.

 

Additional Goals

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This section of the template is provided for any additional goals that a school may want to address because of district requirements or individual school needs. Each goal will have its own goal statement, needs assessment, objectives, strategies, evaluation, evidence-based programs, and professional development. The number of additional goals will vary based on what is deemed necessary by the school stakeholders developing the SIP.

Section 1003.53(2)(b), F.S., says that “Each school that establishes a dropout prevention and academic intervention program at the school site shall reflect that program in the school improvement plan as required under s. 1001.42(16). If your school has a dropout prevention program and/or an academic intervention program and you have not included that information in other parts of the SIP you should address it under this section. Examples of other goals that might be included in this section include:

• Indoor Air Quality;
• Health/Physical Education;
• Increased Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), and Dual Enrollments;
• Bullying;
• Safety; and/or
• Other Goals

 

 

School Advisory Council

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Planning, implementing, monitoring, and evaluating the school improvement process and the schoolwide improvement model are most effective when it involves the active participation of representatives from the diversity of stakeholders in the school community. Parent and community involvement is also required for schoolwide programs in Title I schools. This section addresses required SAC membership compliance, a list of all current SAC members, and a description of SAC members’ active participation in the process. SAC activities should be built upon the active involvement of parents, guardians, business people, and other community members concerned with school improvement and accountability. Decisions about teaching and learning should reflect a shared responsibility and collaboration among parents, guardians, students, faculty, staff and community members. Schools and districts should make every effort to ensure that parents, guardians and community members are true partners in the development and implementation of the SIP at every school site. Section 1001.452(1)(a), F.S., further defines SAC membership. New legislation in 2008 requires that the majority of members of a SAC must not be employed by the school district.

The Yes and No buttons on the top right corner of the screenshot below are used to indicate if the SAC membership of the school is in compliance with state law. The school is in compliance when its SAC membership is reflective of the population served by the school [Section 1001.452, F.S.]. If the membership is in compliance, click Yes. If the SAC membership is not in compliance with law, click No. Explain, in the textbox, what measures are being taken by the school and/or district to balance the SAC membership composition and what timeline has been developed to meet this requirement.

 

 

SAC Resources:

Florida DOE: School Advisory Councils
http://www.flbsi.org/schoolimprove/schadvisorycouncils.htm

SAC ‘Toolbox’ – The Basics
http://www.florida-family.net/SAC/

SAC Information Example: Palm Beach County
http://www.palmbeach.k12.fl.us/SchoolImprovement/new_sac.htm

Section 1001.42(16)(a), Florida Statutes: School Improvement Plans
http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1001/SEC42.HTM&Title=->2006->CH1001->Section%2042#1001.42

 

The next part of this section requires that names and representative roles of the SAC members be typed in. To edit names or categories or to delete members, highlight the line, go to the bottom of the member list, and click Edit or Delete. Once a member’s Name is typed in and the Position Title is selected from the drop down menu, click Add.

 

 

In the final part of this section, describe how all the SAC members have been actively involved in developing the SIP. The SAC is the sole body responsible for final decision-making relating to the implementation of the provisions of ss. 1001.42 (16) and 1008.345, F.S. The school is required to provide a:

• statement that the SAC is the sole body responsible for final decision-making at the school relating to the implementation of school improvement;
• description of the district procedure for the election and appointment of advisory council members and the activities and duties of SAC members;
• statement explaining how the SAC members assisted in the evaluation of the school data, in the preparation of the SIP, in the establishment of the school’s annual budget, and will assist in the evaluation of the SIP [s. 1001.452(2), F.S.]; and
• the amount of funds available for use in the SAC annual allocation and how the funds will be used.

 

Note: SAC Flowchart on page 9 of this document illustrates this process.

 

SAC Resources:

Florida DOE: School Advisory Councils
http://www.flbsi.org/schoolimprove/schadvisorycouncils.htm

School Public Accountability Reports (SPARs)
http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm

 

Final Budget

---

Every SIP is required to provide individual budgets for each goal. Once these budgets have been completed and saved, the information placed into the template will be forwarded automatically into the final budget screen as is seen below:

 

 

Implementation Evaluation

---

The Implementation Evaluation section requires schools to devise a plan for ongoing evaluations of the implementation of their SIP. These evaluations enable administrators, teachers, and other stakeholders to determine what is working and what is not working during the year so that steps can be taken to improve the implementation and/or design of the SIP before the final summative evaluation (FCAT). The implementation evaluation activities should be scheduled on the school calendar, involve all stakeholders, and focus on the implementation of the entire SIP. Some of the questions that should be addressed as part of these evaluations include:

• How will the school monitor the SIP and assure that it is being implemented as planned?
• How will the school stakeholders evaluate if all the components in the SIP are being implemented with fidelity? Components include:
  • the school improvement model;
  • extended learning opportunities;
  • teacher mentoring;
  • instructional strategies;
  • adopted programs and materials;
  • professional development; and
  • parental involvement.
• How will the school stakeholders know if the implementation of the components within the SIP is effective or needs to be changed to be more effective?

All F schools and D former F (2005-2008) schools are required to submit progress reports. SINI schools are required to turn in a mid-year report. More information about these reports is provided in the Reporting section of the SIP template discussed on page 65. The reports are required to address progress being made in the implementation of the schoolwide improvement model. All schools, however, need to design a plan for summative reviews, the results of which will become the basis of the needs assessment for the coming school year. The results of both formative and summative evaluations should be shared with all stakeholders and should be used to revise the SIP, reinforce existing implementation of the SIP, and/or modify implementation of the components within the SIP.

 

Implementation Evaluation Resources:

School and District Improvement Planning: Checking Implementation and Impact
http://www.education.ky.gov/KDE/Administrative+Resources/School+Improvement/
Comprehensive+Improvement+Planning/Implementation+and+Impact+Checks.htm

 

Additional Resources

---

This section provides additional information available through web links to assist with school improvement planning and implementation.

 

Additional Resources:

Just Read, Florida!
http://www.justreadflorida.org/

Florida Center on Reading Research (FCRR)
http://www.fcrr.org/

School Improvement Guide, Annenberg
http://www.annenberginstitute.org/tools/guide/index.php

Maryland: Leading the School Improvement Process
http://www.mdk12.org/process/index.html

SchoolsMovingUp
http://www.schoolsmovingup.net/cs/wested/print/htdocs/tools.htm

Florida Center for Reading Research (FCRR) Presentations
http://sss.usf.edu/frrc/presentations/index.html

 

Reporting on Progress

---

All F, D former F (2005-2008), and SINI schools are required to closely monitor student achievement. Schools receiving school performance grades of F or D former F (2005-2008) are required to report twice a year. Title I SINIs are required to submit a mid-year report. Achievement data in reading, mathematics, writing and science are required to be measured at the beginning of the school year to establish a baseline. Testing schedules should be aligned with reporting deadlines. Testing instruments used to establish baseline data should be used to test at other times of the year. Testing results on each report should be compared to the baseline data established at the beginning of the year. Teacher mentoring activities; school match activities; and implementation of the schoolwide improvement model should also be addressed in these reports. Other information that should be reflected in the reports includes:

• any administration or faculty changes, including any vacancies;
• any changes or new developments in the SIP goals or activities; and
• any highlights the school would like to showcase.

Once the data is received, it is reviewed by Department staff. Feedback and technical assistance are provided to the school. Progress report data are also summarized and presented to the State Board of Education.

To upload progress reports, click on the plus sign (+) preceding Reporting on the left menu bar. This will bring up links to Baseline Data, Mid-year Report, and SINI 5 End of Year Report which are the reporting periods. Full timelines are included on page 12 of this document.

 

 

A screen similar to what appears below will open up by clicking on any reporting month. Microsoft Word templates of the most recent progress report can be uploaded into this screen. The progress report forms are available by clicking the appropriate type of school listed at the bottom of the screen.

 

 

 

Appendices

---

Appendix A

 

State Education Mission and Goals

Section 1008.31(2), F.S., establishes the mission and goals for Florida’s K-20 education system.

1. The mission of Florida's K-20 education system shall be to increase the proficiency of all students within one seamless, efficient system, by allowing them the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents, and communities.
2. The process for establishing state and sector-specific standards and measures must be:
   1. Focused on student success.
   2. Addressable through policy and program changes.
   3. Efficient and of high quality.
   4. Measurable over time.
   5. Simple to explain and display to the public.
   6. Aligned with other measures and other sectors to support a coordinated K-20 education system.
3. The Department of Education shall maintain an accountability system that measures student progress toward the following goals:
   1. Highest student achievement, as indicated by evidence of student learning gains at all levels.
   2. Seamless articulation and maximum access, as measured by evidence of progression, readiness, and access by targeted groups of students identified by the Commissioner of Education.
   3. Skilled workforce and economic development, as measured by evidence of employment and earnings.
   4. Quality efficient services, as measured by evidence of return on investment.
   5. Other goals as identified by law or rule.

 

 

Appendix B

 

Florida Education Priorities

School Improvement Plans (SIPs) shall be designed to achieve the state education priorities pursuant to Section 1000.03(5)(a-f), F.S., and student performance requirements in Section 1001.42(16)(a), F.S.

The priorities of Florida’s K-20 education system are:

1. Learning and Completion at All Levels, including increased high school graduation rate and readiness for postsecondary education without remediation. All students demonstrate increased learning and completion at all levels, graduate from high school, and are prepared to enter post¬secondary education without remediation.
2. Student Performance - Students demonstrate that they meet the expected academic standards consistently at all levels of their education.
3. Alignment of Standards and Resources - Academic standards for every level of the K-20 education system are aligned, and education financial resources are aligned with student performance expectations at each level of the K-20 education system.
4. Educational Leadership - The quality of educational leadership at all levels of K-20 education is improved.
5. Workforce Education - Workforce education is appropriately aligned with the skills required by the new global economy.
6. Parental, Student, Family, Educational Institution, and Community Involvement - Parents, students, families, educational institutions, and communities are collaborative partners in education, and each plays an important role in the success of individual students. Therefore, the State of Florida cannot be the guarantor of each individual student’s success. The goals of Florida’s K-20 education system are not guarantees that each individual student will succeed or that each individual school will perform at the level indicated in the goals.

 

 

Appendix C

 

K-20 Education Strategic Plan

 

 

Appendix D

 

Data Analysis Worksheets
School of Innovation

School Test Data Analysis
2008 FCAT Assessment

Sources of Data: June 2008 School Accountability Report
School FCAT Results
District and State FCAT Results
FCAT SSS Demographic
2008 Report (obtain data from your District MIS staff)

This example uses the DART analysis forms found at:
http://www.flbsi.org/word/DART2008.doc

D - Disaggregate Data

Analyze data; break data apart; display results

A - Assess

Identify and prioritize your school’s needs

R - Review

Examine Sunshine State Standards (SSS) and FCAT testing resources to pinpoint deficiencies

T - Target

Align curriculum, classroom instruction, and assessment by addressing needs and deficiencies with new or adapted learning activities and available resources

The DART is a process for engaging the entire school staff in the vital task of using data to drive instruction and to provide guidance toward schoolwide reform. This analytical process was designed to identify strengths and weaknesses in student performance on the FCAT. The full DART document includes an interactive piece that automatically does the calculations after the data is entered. To fill out the DART charts, obtain FCAT reports for all curriculum students and/or standard curriculum students from the district office. “Standard curriculum students” refers to those students present in both the October and February FTE membership surveys. Examining their scores is important since standard curriculum student data are used in the determination of school accountability letter grades. The information required to disaggregate your school’s data can be found in the School’s Demographic Report http://www.fcatresults.com/demog/; the 2008 FCAT Sunshine State Standards Results http://fcat.fldoe.org/mediapacket/2008/; available online; or from your district’s Management Information Systems (MIS) Department. The data you will need includes:

• overall school results on subtests versus district and state results;
• subtest results disaggregated by subgroups for your school; and
• overall school results, subgroup results, and the percent of students scoring in the various achievement levels for reading, mathematics, science, and writing.

The next step is to fill in the charts. Examples of the charts for Mathematics are on the following pages.

 

Mathematics

Use the FCAT School Demographic Report to record the school's Mathematics Mean Developmental Scale Score (DSS---a type of scale score used to determine a student’s annual progress), by grade level, onto the School Mean DSS column of the worksheet. Record the district Mean DSS in the next column of the worksheet. The State Mean DSS data are prepopulated. Subtract the district score from the school score and the state score from the school score and record the differences in the appropriate column of the worksheet. Place an (x) in the final column if there is a concern.

2008 Analysis of Mathematics DSS

 

2008 Mathematics Proficiency Results by Subgroup

Use the 'Percent in Each Achievement Level' mathematics section of the FCAT School Demographic Report. Add the percent of Level 1 and Level 2 students for each student group listed on the worksheet and record the percent. Identify any student group that is a concern (this decision is relative to the historical performance of the school). Circle any entry that had less than 10 students tested with an asterisk (*). Be cautious about making instructional changes when few students are involved.

 

 

2008 Mathematics Subtest Results

The total possible points for each content area in each grade level have been prepopulated in the chart below. Use the chart to record the ,Mean Points Earned (MPE) by the school and by the district for each mathematics content area by grade level onto the MPE column of the worksheet. The state data are recorded for you. Calculate and record the percent (%) correct for each content area for the school and district onto the worksheet by dividing the MPE by the possible points. For example, 9th Grade students’ statewide MPE for NUMBER SENSE is 5 points. This is divided by the total possible points, 8, and equates to 63%. Identify content areas that should be addressed in the SIP.

 

SECONDARY SCHOOL RESULTS

 

 

 

Appendix E

 

School of Innovation

AYP Report

2008-

 

 

 

A Sample School Grade Report

 

 

FAC 6A-109981(8)(d) High schools will be eligible for ten (10) bonus points added to their total school grade points accumulated through the eight (8) components if at least half of the 11th and 12th grade students in the school retaking the grade 10 FCAT meet the graduation requirement. At least fifty (50) percent of students retaking the grade 10 Reading FCAT and fifty (50) percent of the students retaking grade 10 mathematics FCAT must meet the graduation requirement for a school to receive the ten (10) bonus points.

 

FCAT Levels and Developmental Scale Scores

 

 

Adequate Yearly Progress Benchmarks in Florida

 

 

Appendix F

 

Concepts to Consider When Building Strategies

RESOURCES

The Accommodations manual describes instructional methods and materials, assignments and classroom assessments, time demands and scheduling, learning environment, and use of special communication systems to assist students with disabilities. http://www.fldoe.org/ese/pdf/accomm-educator.pdf

Action Research is “learning by doing” where one or more teachers identify a problem, study possible solutions, do something to resolve the problem, and see how successful the efforts were. If not satisfied, teachers try again, all the while documenting the processes involved in each step. While this is the essence of the approach, there are other key attributes of action research that differentiate it from common problem-solving activi¬ties. There is a dual commitment in action research to studying a system and concurrently collaborat¬ing with members of the system in changing it for the better. What separates this type of research from general professional practices, consulting, or daily problem-solving is the emphasis on scientific study. Much of the action researcher’s time is spent on refining methodological tools to suit the situation and on collecting, analyzing, and presenting data on an ongoing, cyclical basis. Action research differs from other types of research because its primary focus is on turning the teachers involved into researchers. People learn best and more willingly apply what they have learned when they do it themselves. It also has a so¬cial dimension. The research takes place in real-world situations and aims to solve real problems. Unlike in other disciplines, the initiating researcher makes no attempt to remain objective. The researchers openly acknowledge their bias to the other participants.

http://reach.ucf.edu/~CENTRAL/Action%20Research/index.html

http://www.web.net/~robrien/papers/arfinal.html

http://www.nefstem.org/teacher_guide/intro/index.htm

http://www.accessexcellence.org/LC/TL/AR/

http://www.teachers.ab.ca?NR/rdonlyres/708CB2AF-4506-4A0B-851A-03734A15961B/0/ActionResearch.pdf

Classroom Walk-Through Observations are a way instructional leaders can spend considerable time in classrooms observing, collecting data, coaching, and supporting quality classroom instruction. The Classroom Walk-Through strategy has been identified as an effective structure to guide classroom visits and follow-up reflection. The purpose of this strategy is to provide coaching and opportunity for reflec¬tive thinking by the teacher and administrator. According to some studies, reflective thinking about one’s practice has been found to be one of the most effective change strategies. Follow-up reflection provides a process for communication between the administrator, who is the instructional leader, and the teacher. Classroom Walk-Through with reflective practice benefits schools by allowing administrators to visit more classrooms (four minutes each). It is a process that focuses on teaching and learning, increasing student achievement, and allowing for the assessment of curriculum and instructional alignment on a regular basis. At the district level, the Classroom Walk-Through process can assist the district in planning for future professional development and other support necessary for increased student achievement.

http://www.educationworld.com/a_admin/admin/admin405.shtml

http://www.deltaschoolleaders.org/pdo.aspx

http://www.justreadflorida.com/readingwalkthrough/

http://www.naesp.org/ContentLoad.do?contentId=2243

http://www.centerforcsri.org/files/TheCenter_NL_Feb07.pdf

http://collaborate.oaisd.org/index.php?&site=oa_djonker§ion=62&page=193&action=site

Curriculum Alignment refers to the process of understanding SSS benchmarks and then developing learning activities and progress monitoring assessments that are directly targeted to the benchmarks.

http://www.flbsi.org/newsdesk/waveseries/wave9.pdf

http://escort.org/?q=node/276

Curriculum Calibration is a method for measuring the degree of alignment between (1) instruc¬tion at the classroom level, (2) benchmarks within the SSS, and (3) the degree of rigor of actual classroom assignments. Student assignments are collected and analyzed for the degree of alignment, type of assignments (teacher-guided, guided practice, independent work, tests, homework, group projects), breadth of curriculum coverage, source of assignments (teacher, textbook, commercial worksheets), and student grades (proportion receiving an A, B, C, D, or F). In underperforming schools, results reveal that instructional materials and teaching strategies being used are often below grade level. Data analysis may show curriculum slippage beginning as early as second grade that only increases with each following grade level. Teach¬ing to rigorous state standards at the level of rigor that is tested by FCAT may require a major instructional recalibration to raise student achievement to proficiency levels and meet AYP. http://www.secsupport.org/overview.htm

Curriculum Mapping is a process that helps teachers keep track of what has actually been taught throughout an entire year or course as an aid to modifying and refining instruction to avoid unnecessary duplication and gaps. A curriculum map is an outline of the implemented curriculum based on data using a calendar format. It addresses content, skills, activities, and assessments applied to one teacher, a grade level, or an academic department for every classroom in a school or across the district. Teachers at a school can edit, review, validate, and develop curriculum and assessment with confidence and in context. With an over¬view of what is actually going on in other classrooms within a department (e.g., social studies), individual teachers can build on prior knowledge and better manage classroom instruction. During the course of the school year, teachers can plan more easily and coordinate units of study and activities that are aligned with required standards and better meet the needs of their student population.

http://teachingtoday.glencoe.com/howtoarticles

http://currmap.learningpt.org/about.htm

http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp004.shtml

Curriculum Pacing Guides are planning tools that help teachers plan the pace of classroom instruc¬tion so that all tested benchmarks are taught prior to the administration of FCAT. It is an outline of the intended curriculum. Well-designed pacing guides ensure grade-to-grade continuity, timely intervention, and help close the achievement gap.

http://www.learnnc.org/reference/pacing+guide

http://www.monet.k12.ca.us/math/pacing.htm

http://www.sheridanschools.org/curriculum.cfm?subpage=59179

Professional Learning Communities can be designed to satisfy the needs of new and low-per¬forming educators. The creation of a New Teacher Academy can help teachers become oriented to the school’s rules and policies prior to the Preplanning days, giving them extra time to prepare. The academy can provide new educators with more in-depth, practical knowledge in areas such as classroom management, ELL strategies, ESE ac¬commodations, and other areas in need of improvement. In addition, each month new low-performing educators can participate in a round-table discussion with their mentor teachers to resolve any issues or concerns. New educators can share their experiences in a comfortable environment, and mentor teach¬ers can collect feedback and use this information to better serve the unique needs of new educators.http://www.sedl.org/change/issues/issues61.html

 

STRATEGIES

Data Driven Instruction refers to the practice of using student outcomes on various measures to plan curriculum and instruction. Educators can use data to plan diverse instructional strategies in response to the differences in how students think and learn. By using a framework that uses data to make decisions, schools can develop a way to secure the data needed to make better instructional decisions and improve student achievement on a continuing basis throughout the school year. Data driven instruction is the core to making schoolwide decisions. It helps answer the following questions:

• Curriculum alignment: What are we going to teach?
• Curriculum mapping: When are we going to teach it?
• Curriculum benchmarking: Did students learn it?
• Differentiation: What teaching methods would be best for each student?

http://www.e-lead.org/resources/resources.asp?ResourceID=21

http://www.deltaschoolleaders.org/index.aspx

http://www.schoolboarddata.org/deal.htm

http://www.nsdc.org/library/publications/jsd/pardini211.cfm

http://www.paec.org/delta/dataanalysis/

Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse student needs in classrooms. To differ¬entiate instruction is to recognize and accommodate students’ varying background knowledge, readi¬ness levels, language, preferences in learning styles, interests, and to react responsively when designing lessons and choosing teaching methods. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is academically and assisting in the learning process. Differentiated instruction is using effective teach¬ing strategies that connect with individual student’s learning patterns. Since all students are not alike, differentiated instruction requires teachers to be flexible in their approach to teaching. Differentiated instruction helps to adjust the cur¬riculum and presentation of information to learners without compromising the essential content, rather than expecting students to modify themselves for the curriculum. Classroom teaching becomes a blend of whole-class, group and individual instruction to efficiently reach more students.

http://www.sunshineconnections.org/strategies/Pages/DifferentiatedInstruction.aspx

http://www.flbsi.org/eLib/eLibrary.aspx?pageID=76

http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm

Dropout Prevention and Academic Intervention

Dropout Prevention programs and strategies should differ from traditional education programs and schools in scheduling, administrative structure, philosophy, setting, and curriculum. Programs and initiatives should be positive in nature, employ alternative teaching methodologies, curricula, learning activities, and diagnostic and assessment procedures in order to meet the needs, interests, abilities, and talents of eligible K-12 at-risk students. Programs and strategies in dropout prevention initiatives could include, but are not limited to: tutoring, mentoring, computer assisted instruction, credit recovery, the GED Exit Option, smaller class sizes, and flexible scheduling. Dropout Prevention programs include Educational Alternatives, Disciplinary Programs, and Teenage Parent Programs.http://www.fldoe.org/family/dropoutp/default.asp

Florida Oral Reading Fluency (FORF)

FORF passages consist of on-grade-level reading selections of approximately 200 words used for progress monitoring students in middle and high school. The passages reflect a variety of topics and include both expository and narrative writing. Students are required to read aloud for one minute while the examiner marks errors. At the end of one minute, the student stops reading. The examiner determines the number of words the student attempted to read and subtracts the errors. This becomes the student’s score of words read correctly in one minute.

http://www.fcrr.org/assessmentMiddleHighSchool.htm

http://www.florida-achieves.com/(35vmyeeuadj3p245ucuojn45)/forf_login.aspx

http://www.u-46.org/dbs/roadmap/files/newsletter/news-fluency4-07.pdf

http://www.fcrr.org

Maze Assessments

Mazes are used for progress monitoring upper-grade students in reading. They are composed of narrative and expository passages. The passages begin with a complete sentence. For every remaining sentence, the seventh word (with the exception of proper nouns) is replaced with a word choice. The word choice is composed of three words: one correct and two distracters. Distracters must be within one letter in length of the correct choice and do not place high demands on comprehension. However, students must be monitoring the general meaning of the passage to select the correct response. Students are timed for three minutes each on two passages for a total of six minutes of silent reading and the average of the two becomes the score. This assessment can be group administered.

http://www.fcrr.org/assessmentMiddleHighSchool.htm

http://www.fcrr.org

Parallel Alternative Strategies for Students (PASS)books are unique, supplemental textbooks written to help students with various learning needs and achievement levels find success in the classroom. PASS books correlate with the Florida SSS and the Course Code Directory, and are presented in an easy to understand format. The PASS materials provide resources for teaching middle and/or high school courses without changing essential contenthttp://www.pass.leon.k12.fl.us/default.aspx

Response to Intervention (RtI) Model represents a systematic method for evaluating the needs of all students and for fostering positive student outcomes through carefully selected and implemented interventions. It also may be used to assist schools in identifying students who may require more intensive instructional services and/or be eligible for an exceptional student education program. The Department technical assistance paper found in the link below provides an introduction and clarity on the nature of the RtI model for both general and ESE personnel as it applies to students with and without disabilities of all categorical types who are not progressing adequately in the core curriculum.

http://www.fldoe.org/ese/pdf/y2006-8.pdf

http://www.flbsi.org/elib/eLibrary.aspx?pageID=94

Study Groups are small groups of school staff who meet on a frequent and regular basis to explore areas of teaching and learning based on the needs of the school and their students. Teachers meet to collaborate for the purpose of investigating, studying, learning, reflecting, and testing new ideas in a supportive and encouraging environment. Such an environment allows teachers to engage in conversa¬tions about their work openly and willingly. Benefits of teacher study groups include: increased student learning and student achievement gains, increased dialogue among faculty (bonds are strengthened), in¬creased synergy (all going in the same direction at a similar pace), positive attitudes (teacher efficacy and empowerment), and provides a support group for ongoing problem-solving. A study group is a powerful way for peers to come together to talk and create theoretical and practical understanding of issues related to teaching and learning that can lead to schoolwide reform.

http://teacher.scholastic.com/products/instructor/jointheclub.htm

http://www.emints.org/ethemes/resources/S00001021.shtml

http://commtechlab.msu.edu/sites/Letsnet/noframes/bigideas/b9/b9u4.html

http://flare.ucf.edu/ProfessionalPapers/FLaRE%20Professional%20Paper%20-%20Study%20Groups.pdf

 

 

Appendix G

 

High School Graduation and Career Planning

The A++ Plan created several laws related to high school graduation. This legislation as well as memoranda and technical assistance are available online from the Florida Department of Education's web site, under "A++ Implementation", at http://www.fldoe.org/aplusplus/. In addition, technical assistance related to student progression and high school graduation requirements is available online from the Department’s web site, under "Student Progression", at http://www.flbsi.org/schoolimprove/studentprogression/index.htm.

Except as otherwise authorized pursuant to Section 1003.429, F.S., beginning with students entering their first year of high school in the 2007-2008 school year, graduation requires a successful completion of a minimum of 24 credits, an International Baccalaureate (IB) curriculum, or an Advanced International Certificate of Education (AICE) curriculum [s. 1003.428, F.S.]. Students must be advised of eligibility requirements for state scholarship programs and postsecondary admissions. Under this new law, graduation requirements for this program are summarized below:

1. Earn passing scores on the Grade 10 Florida Comprehensive Assessment Test (FCAT) or scores on a standardized test that are concordant with the passing scores on the FCAT (ACT or SAT).
   Note: Based on the concordance studies adopted by the State Board of Education, 12th grade students scheduled to graduate in the 2004-2005 school year and thereafter who have attained the ACT or SAT scores concordant with the FCAT passing scores shown below shall satisfy the assessment requirement for a standard high school diploma as provided by Florida law [Section 1008.22(10), F.S.]. A student may satisfy the passing score requirements using various combinations of tests. Decisions regarding the use of concordant scores in meeting graduation requirements and student progression requirements involve both state and local policies and should continue to be followed as described in the October 30, 2006, memorandum: http://info.fldoe.org/docushare/dsweb/Get/Document-4059/fcat_highschlrq.pdf.
   
   
   
   
2. Earn 24 credits through applied, integrated, and combined courses approved by the Department of Education and distributed as follows
   1. 16 core curriculum credits:
      1. English - 4 Credits
         English courses must include major concentration in composition, reading for information, and literature. Also see Basic Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory.
      2. Mathematics - 4 Credits
         One of the mathematics courses must be Algebra I, a series of courses equivalent to Algebra I, or a higher-level mathematics course. School districts are encouraged to set specific goals to increase enrollment in, and successful completion of, Geometry and Algebra II.
         • Courses or series of courses deemed "equivalent" for satisfying the Algebra I graduation requirement are:
           • Algebra I
           • Algebra I Honors
           • Algebra Ia and Algebra Ib
           • Applied Mathematics I and Applied Mathematics II
           • Integrated Mathematics I and Integrated Mathematics II
           • Pacesetter Mathematics I
         • Higher level courses meeting this requirement when Algebra I content is mastered but not reflected in the transcript: any Level 3 course; Algebra II; or Integrated Mathematics III.
      3. Science - 3 Credits
         Two of the science credits must include a laboratory component. A waiver of the laboratory component by the State Board of Education may be requested by a school district in accordance with Section 1003.43(6)(b), F.S. Also see Basic Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory.
      4. Social Studies - 3 Credits
         • 1 credit in American history
         • 1 credit in world history
           This course shall include a comparative study of the history, doctrines, and objectives of all major political systems.
         • One-half credit in economics
           This course shall include a comparative study of the history, doctrines, and objectives of all major economic systems.
         • One-half credit in American government.
           This course shall include the study of the U.S. Constitution and Florida Government including the study of the State Constitution, the three branches of government, and municipal and county government.
           All courses listed in the Course Code Directory under Art, Dance, Drama/Theatre and Music meet the Fine Arts requirement. (Also refer to pg. 83)
      5. Fine Arts - 1 Credit in Fine or Performing Arts, or a Practical Arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination.
      6. Physical Education - 1 Credit
         Physical education must include integration of health. A district school board may not require that the one credit in physical education be taken during the ninth grade year. (Also refer to pg. 83)
   2. Majors, Minors, or Electives - 8 Credits
      1. 4 credits in a major area of interest, such as sequential courses in a career and technical program, fine and performing arts, or academic content area, selected by the students as part of the education plan required by Section 1003.4156, F.S. Students may revise major areas of interest each year as part of the annual course registration processes and should update their education plan to reflect such revisions. Annually by October 1, the district school board shall approve major areas of interest and submit the list of majors to the Commissioner of Education for approval. Each major area of interest shall be deemed approved unless specifically rejected by the Commissioner within 60 days. Upon approval, each district's major areas of interest shall be available for use by all school districts and shall be posted on the department's web site.
         • Approved majors with associated courses can be found at:
           http://www.fldoe.org/APlusPlus/pdf/MAIBrochure.pdf
           http://www.fldoe.org/APlusPlus/pdf/MAJORSGuideHSGraduation2007.pdf
           http://www.fldoe.org/HSMajors/ListMajorsAndCourses.aspx
         • Career Planning Resources
           FACTS.org
           http://www.facts.org/cgi-bin/eaglec?MDASTRAN=SW-HMMNE00
           ePersonal Education Planner (ePEP)
           https://facts23.facts.org/hsplannerplus/userlogin.do
      2. 4 credits in elective courses selected by the student as part of the education plan required by Section 1003.4156, F.S. These credits may be combined to allow for a second major area of interest, a minor area of interest, elective courses, intensive reading or mathematics intervention courses, or credit recovery courses
         • Minor areas of interest are composed of 3 credits selected by the student as part of the education plan and approved by the district school board.
         • Elective courses are selected by the student in order to pursue a complete education and to meet eligibility requirements for scholarships.
         • For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs [Rule 6A-6.054, F.A.C.]. The department shall provide guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level. Reading courses shall be designed and offered pursuant to the comprehensive reading plan.
         • For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year. These courses may be taught through applied, integrated, or combined courses and are subject to approval by the department for inclusion in the Course Code Directory.

   A district school board may require specific courses and programs of study within the minimum credit requirements for high school graduation and shall modify basic courses, as necessary, to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:

   1. Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of non-exceptional students in the district school board student progression plan; OR
   2. Assignment of the exceptional student to a basic education class for instruction that is modified to accommodate the student's exceptionality.

   The district school board shall determine the strategies to employ based upon an assessment of the student's needs and shall reflect this decision in the student's individual education plan. Each district school board must provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. A student with a disability for whom the IEP committee determines that the FCAT cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have the FCAT requirement waived for the purpose of receiving a standard high school diploma, if the student:

   • has a current individual educational plan (IEP)
   • is a senior or a student with disabilities who remains enrolled seeking a standard diploma for whom the FCAT is the required graduation test
   • has demonstrated mastery of the Grade 10 Sunshine State Standards (SSS)
   • has taken the Grade 10 FCAT with appropriate allowable accommodations at least twice including March of the senior year or if not continuously enrolled in public school in Florida, at least once during each year of enrollment in grades 10, 11, or 12
   • has participated in intensive remediation for FCAT Reading and FCAT Mathematics if passing scores were not earned in the assessments
   • is progressing toward meeting the state’s 24 credit/course and 2.0 cumulative grade point average requirements and any other district requirements for graduation with a standard diploma
3. Grade Point Average – Students are required to achieve a cumulative GPA of 2.0 on a 4.0 scale or its equivalent for all courses required by ss. 1003.43(1) or 1003.428(2), F.S.. Section 1003.436, F.S., requires that school boards, in awarding credit for high school graduation, shall maintain a one-half credit earned system that shall include courses provided on a full-year basis.
   
   
4. Qualifications, Restrictions, and Eligibility - No student shall be granted credit toward high school graduation for enrollment in the following courses:
   • More than a total of nine elective credits in remedial programs;
   • More than one credit in exploratory career and technical courses as defined in s. 1003.01(4), F.S.;
   • More than three credits in practical arts, family, and consumer sciences classes as defined in s. 1003.01(4)(b), F.S.; and
   • Any Level 1 course unless the student's assessment indicates that a more rigorous course of study would be inappropriate. (In this case, a written assessment of the need must be included in the student's individual educational plan or in a student performance plan, signed by the principal, the guidance counselor, and the parent or guardian of the student, or the student if the student is 18 years of age or older (s. 1003.43(7)(d), F.S.)

   Students who enter ninth grade in the 2007-2008 school year may select one of the three high school graduation options listed in the chart below. Students are encouraged to consider their postsecondary education or career plan goals when selecting an option.

 

Students Entering Ninth Grade in 2008-2009 School Year

 

Legislation Affecting High School Graduation

Section 1003.428, F.S.:

• revised high school graduation requirements to include one credit in fine or performing arts, or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination
• deleted the 2006 credit recovery clause in the revised high school graduation requirements, so that students may not receive the elective credit and the recovered credit for the same course.
• aligned PE substitutions options to the new high school graduation requirements (for more information about the new legislation relating to Physical Education please refer to: http://info.fldoe.org/docushare/dsweb/Get/Document-4461/K12-2007-103.pdf)
  • If the district has chosen the Personal Fitness/Physical Education Activity option to fulfill the High School Physical Education graduation requirement the following applies:
    • Participation in two seasons of an interscholastic sport at the junior varsity and varsity levels AND a passing grade of C on the Personal Fitness Competency test replaces both the .5 credit requirement in Personal Fitness and the .5 credit requirement in a PE Activity elective for a total of 1 credit in PE.
    • Completion of one semester of marching band with a passing grade of C replaces the .5 credit of the PE Activity elective. (Note: Another option is to have this satisfy the Performing Arts requirement.) The student must still take the Personal Fitness class (.5 credit) to complete the 1 credit in PE.
    • Participation in a dance class satisfies the .5 credit of the PE activity elective. (Note: Another option is to have this satisfy the Performing Arts requirement.) The student must still take the Personal Fitness class (.5 credit) to complete the 1 credit in PE.
    • Completion of two years in a Reserve Officer Training Corps (R.O.T.C.) class satisfies 1 credit of the PE activity electives. However, the student must still take the Personal Fitness class (.5 credit) to satisfy the PE graduation requirement in those districts choosing this option. Students using the R.O.T.C. waiver and the Personal Fitness class will have 1.5 credits in PE.
  • If the district has chosen the Health Opportunities through Physical Education (HOPE) or the HOPE-PE Variation option to fulfill the PE graduation requirement, the following applies:
    • Participation in two seasons of an interscholastic sport at the junior varsity and varsity levels AND a passing grade of C on the Personal Fitness Competency test satisfies the full 1 credit Physical Education requirement.
    • Completion of two years in a Reserve Officer Training Corps (R.O.T.C.) class satisfies the full 1 credit PE requirement and the full 1 credit Performing Arts requirement.
• aligned the grade forgiveness policy to the new high school graduation requirements adding that middle school students taking high school courses for credit who get a grade of C, D, or F, must have their grade replaced with a C or higher in the same or a comparable course. In all middle and high school cases, only the new grade shall be used in the calculation of the student’s grade point average.

House Bill (HB) 1161 authorizes each district school board to adopt policies and procedures for the High School to Business Career Enhancement Program through which student internships may be offered in each school district. Senate Bill (SB) 1232 creates a Florida Career and Professional Education Act for purposes of improving academic performance and to respond to the state’s workforce needs. It requires that district school boards develop strategic plans to address and meet local and regional workforce needs. It requires public schools and school districts to offer career and professional academies. It repeals the provisions of the Career High-Skill Occupational Initiative for Career Education (CHOICE) Academies.

 

High School Graduation Resources

Graduation Requirements – Importance of the Grade 10 FCAT
http://fcat.fldoe.org/pdf/fcatpass.pdf

High School Graduation Requirements – Student Progression
http://www.flbsi.org/schoolimprove/studentprogression/index.htm

Resources for Students
http://www.fldoe.org/student/

Florida’s Guide to Public School Graduation
http://www.fldoe.org/ese/newgrad/gradgide.pdf

 

 

Appendix H

 

Resources for the Transition to High School

Easing the Transition to High School: An Investigation of Reform Practices to Promote 9th Grade Success
http://www.scusd.edu/com_office/fcpro/legters.pdf

Keeping Students Moving Forward on the Journey from the Middle Grades into High School
http://www.sreb.org/Programs/hstw/publications/2005Pubs/05V66w_mgtohstransitionobjective6.pdf

Managing the Transition to Ninth Grade in a Comprehensive Urban High School
http://www.betterhighschools.org/docs/NHSC_Snapshot_EdisonAcademy.pdf

Meeting the Challenge: The Transition To and Through Ninth Grade
http://www.greenville.k12.sc.us/district/teachers/trans1.asp

Opening Doors to the Future: Preparing Low-achieving Middle Grades Students to Succeed in High School
http://www.sreb.org/programs/hstw/Outstanding/2002_Outstanding_Pract(02V21).pdf

State and District-Level Support for Successful Transitions into High School
http://www.betterhighschools.org/docs/NHSC_PolicyBrief_TransitionsIntoHighSchool.pdf

Student Transitions from Middle to High School: Improving Achievement and Creating a Safer Environment (excerpt)
http://www.eyeoneducation.com/prodinfo.asp?number=637%2D3

Toward Ensuring a Smooth Transition into High School
http://www.betterhighschools.org/docs/NHSC_TowardEnsuring_051607.pdf

Transition to High School
http://www.principalspartnership.com/feature403.html

Transition from Middle School into High School
http://www.k12.wa.us/SecondaryEducation/relationships/pubdocs/TransitionfromMiddleSchoolintoHighSchool.doc

Transitioning to High School
http://www.nmsa.org/Publications/OnTarget/TransitioningtoHighSchool/tabid/312/Default.aspx

 

 

Appendix I

 

School Improvement Resources

Annenberg Institute for School Reform: School-Improvement Guide
http://www.annenberginstitute.org/tools/guide/index.php

Just for the Kids: Best Practices of High-Performing School Systems
http://just4kids.org/bestpractice/self_audit_framework.cfm?sub=tools

McREL: Leadership Folio Series: Sustaining School Improvement
http://www.mcrel.org/topics/productDetail.asp?topicsID=12&productID=137

NWREL: School and District Improvement
http://www.nwrel.org/scpd/

NCREL: Implementing Site-Based Management to Support Student Achievement
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go700.htm

California: School Improvement Planning: What's Missing?
http://smhp.psych.ucla.edu/pdfdocs/schoolimprovement/whatsmissing.pdf

MSDE’s: Improving School Improvement
http://mdk12.org/process/

ASCD: Appendix A. Annual School Improvement Planning Process/Checklist
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c
/?chapterMgmtId=6133b2cc2fcaff00VgnVCM1000003d01a8c0RCRD

Achievement via Individual Determination (AVID)
http://www.avidonline.org

College Board
http://www.collegeboard.com/splash/

Southern Regional Education Board: State Leadership Academy
http://www.sreb.org/main/Leadership/StateLead/stateleadindex.asp

Canada: EQAO Guide to School and Board Improvement Planning
http://www.eqao.com/pdf_e/05/05P011e.pdf

Canada, Education Improvement Commission: School Improvement Planning: A Handbook for Principals, Teachers, and School Councils
http://www.edu.gov.on.ca/eng/document/reports/sihande.pdf

 

Evidence-based Program Resources

Various Subjects

Comprehensive School Reform and Achievement: A Meta-Analysis
http://www.cddre.org/Resources/BormanCSRMetaRER.pdf
http://www.csos.jhu.edu/crespar/techReports/Report59.pdf

Show Me the Evidence: Effective Programs for Elementary and Secondary Schools
http://www.cddre.org/Resources/ShowMeTheEvidence092705.pdf
http://www.ccsso.org/content/pdfs/5c2.pdf

Comprehensive School Reform Quality Center Reports
http://www.csrq.org/reports.asp

 

The National Randomized Field Trial of Success for All: Second-Year Outcomes
http://www.cddre.org/Resources/Year2Outcomes.pdf
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a9/a8.pdf

A Three-Year Randomized Evaluation of Success for All: Final Reading Outcomes
http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc

Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis
http://www.csos.jhu.edu/crespar/techReports/Report66.pdf

Florida Center for Reading Research (FCRR)
http://www.fcrr.org/

Florida Center for Reading Research Reports
http://www.fcrr.org/FCRRReports/reportslist.htm

Florida Literacy and Reading Excellence (FLaRE)
http://flare.ucf.edu/

Florida Reading Association
http://www.flreads.org/

Just Read, Florida!
http://www.justreadnow.com/

 

What Works Clearinghouse Report on Middle School Mathematics
http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=03
http://www.fcrstem.org/center11.aspx

Urban Institute Policy Brief: What Do We Know? Seeking Effective Mathematics and Science Instruction
http://www.urban.org/publications/311150.html

Urban Institute Panel Transcription: Global Stakes, Local Control: A District Guide to Mathematics and Science Education Reform
http://www.urban.org/publications/900926.html

Florida Department of Education: Office of Mathematics and Science
http://www.fldoestem.org/center13.aspx

FCR-STEM (Florida Center for Research in Science, Technology, Engineering and Mathematics)
http://www.fcrstem.org/center11.aspx

Florida Council of Teachers of Mathematics
http://www.fctm.net/index.htm

Florida Association of Science Teachers
http://www.fastscience.org/

 

Writing Resources

Proven Instructional Practices for High-Quality Writing
http://www.flbsi.org/pdf/InstructPractWrit061.pdf

Note: There are extensive resources for reading, mathematics, science, and writing on the Bureau of School Improvement’s eLibrary webpage at: http://www.flbsi.org/elib/elibrary.aspx

 

 

Appendix J

 

Sample Mathematics Goal for School of Innovation

 

 

 

Appendix K

 

Sample Reading Goal for School of Innovation

 

 

 

Appendix L

 

Sample Writing Goal for School of Innovation

 

 

 

Appendix M

 

Sample Science Goal for School of Innovation

 

 

 

Appendix N

 

Sample Parental Involvement for School of Innovation

 

 

 

Appendix O

 

Sample Return On Investment (ROI) Goal for School of Innovation

 

 

 

Appendix P

 

GUIDANCE for Monitoring Tool for

SCHOOL IMPROVEMENT PLAN (SIP) IMPLEMENTATION

 

 

 

Appendix Q

 

MONITORING TOOL for

FLORIDA CONTINUOUS IMPROVEMENT MODEL (FCIM)

 

 

 

Appendix R

 

Title I and SINI Requirements for SIP

 

 

Appendix S

 

Secondary School Redesign Requirements for SIP

 

 

Appendix T

 

Schools Graded C or Below Requirements for SIP

 

 

Appendix U

 

Title I Corrective Action and School Restructuring Requirements

School and District Level Corrective Action and School Restructuring

 

Section 1116(b)(7)(C), NCLB - Role of Local Educational Agency - In the case of any school served by a local educational agency under this part that fails to make adequate yearly progress as defined by the State under section 1111(b)(2), NCLB by the end of the second full school year after the identification under paragraph (1), the local educational agency shall...

Section 1116(b)(7)(C)(iv), NCLB “… identify the school for corrective action and take at least one of the following corrective actions:

1. Replace the school staff who are relevant to the failure to make adequate yearly progress
2. Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff, that is based on scientifically based research and offers substantial promise of improving educational achievement for low-achieving students and enabling the school to make adequate yearly progress
3. Significantly decrease management authority at the school level
4. Appoint an outside expert to advise the school on its progress toward making adequate yearly progress, based on its school plan
5. Extend the school year or school day for the school
6. Restructure the internal organizational structure of the school.”

Section 1116(b)(8)(A), NCLB - Restructuring - Failure to make adequate yearly progress – If, after one full school year of corrective action, a school subject to such corrective action continues to fail to make adequate yearly progress, then the local educational agency shall-

1. continue to provide all students enrolled in the school with the option to transfer to another school served by the local educational agency
2. continue to make supplemental educational services available to children who remain in the school
3. prepare a plan and make necessary arrangements to carry out subparagraph (B).

(B) Alternative Governance – Not later than the beginning of the school year following the year in which the local educational agency implements subparagraph (A), the local educational agency shall implement one of the following alternative governance arrangements for the school consistent with State law:

1. Reopening the school as a public charter school
2. Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make adequate yearly progress
3. Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school
4. Turning the operation of the school over to the State, if permitted under State law and agreed to by the State
5. Any other major restructuring of the school’s governance arrangement that makes fundamental reforms, such as significant changes in the school’s staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make adequate yearly progress as defined in the State plan under section 1111(b)(2), NCLB. In the case of a rural local educational agency with a total of less than 600 students in average daily attendance at the schools that are served by the agency and all of whose schools have a School Locale Code of 7 or 8, as determined by the Secretary, the Secretary shall, at such agency’s request, provide technical assistance to such agency for the purpose of implementing this clause.

 

District Level Corrective Action

 

Section 1116(c)(10), NCLB - Corrective Action – In order to help students served under this part meet challenging State student academic achievement standards, each State shall implement a system of corrective action in accordance with the following: …

Section 1116(c)(10)(C), NCLB - Certain Corrective Actions Required – In the case of a local educational agency identified for corrective action, the State educational agency shall take at least one of the following corrective actions:

1. Deferring programmatic funds or reducing administrative funds
2. Instituting and fully implementing a new curriculum that is based on State and local academic content and achievement standards, including providing appropriate professional development based on scientifically based research for all relevant staff, that offers substantial promise of improving educational achievement for low-achieving students
3. Replacing the local educational agency personnel who are relevant to the failure to make adequate yearly progress
4. Removing particular schools from the jurisdiction of the local educational agency and establishing alternative arrangements for public governance and supervision of such schools
5. Appointing, through the State educational agency, a receiver or trustee to administer the affairs of the local educational agency in place of the superintendent and school board
6. Abolishing or restructuring the local educational agency
7. Authorizing students to transfer from a school operated by the local educational agency to a higher-performing public school operated by another local educational agency in accordance with subsections (b)(1)(E) and (F), and providing to such students transportation (or the costs of transportation) to such schools consistent with subsection (b)(9), in conjunction with carrying out not less than one additional action described under this subparagraph.

 

Restructuring Resources:

eLibrary - Restructuring
http://www.flbsi.org/elib/eLibrary.aspx?pageID=81

Center for Comprehensive School Reform and Improvement
http://www.centerforcsri.org/index.php?option=com_content&task=view&id=282&Itemid=88

 

 

Appendix V

 

Acronyms/Abbreviations

AP	Advanced Placement
AYP	Adequate Yearly Progress
BSI	Bureau of School Improvement
CA	Corrective Action
CCD	Cognitively Guided Instruction
CGI	Advanced Placement
CRP	Comprehensive Reading Program
DI&AIP	District Improvement & Assistance and Intervention Plan
DART	Data Analysis, Assessment of Needs, Review of Standards, Targeting Instruction
ESE	Exceptional Student Education
ELL	English Language Learners
FAC	Florida Administrative Code (State Board Rules that support legislation)
FAQ	Frequently Asked Questions
FCAT	Florida’s Comprehensive Assessment Test
FCIM	Florida’s Continuous Improvement Model
FDOE	Florida Department of Education
FORF	Florida Oral Reading Fluency
F.S.	Florida Statutes (sections of the statute within a sentence are referred to as “s.”)
FTE	Full-time Equivalent
IB	International Baccalaureate
LEA	Local Education Agency
MAI	Major Areas of Interest
McREL	Mid-continent Research for Education and Learning
NCLB	No Child Left Behind
NCREL	North Central Regional Education Laboratory (Learning Point Associates)
NRT	Norm-Referenced Test
NWREL	Northwest Regional Educational Laboratory
PL	Public Law
PMP	Progress Monitoring Plan
ROI	Return on Investment
RtI	Response to Intervention
SAC	School Advisory Council
SEA	State Educational Agency
SEDL	Southwest Educational Development Laboratory
SES	Supplemental Education Services
SIM	Strategic Instruction Model
SINI	School In Need of Improvement
SIP	School Improvement Plan
SMART	Specific, Measurable, Accountable, Realistic, Time-Bound
SPMP	Student Progress Monitoring Plant
SREB	Southern Regional Education Board
SSS	Sunshine State Standards
TA	Technical Assistance
TAP	Technical Assistance Paper
USDE	United States Department of Education
VPK	Voluntary Pre-Kinder