Powerpoint for new Charter School SIP development

Report
2012-2013
SIP Development
Office of School Improvement
SIP
Participants will:
Develop essential skills and tools for the completion of the
2012-2013 SIP
Identify resources available to be used to complete the
2012-2013 SIP
Increase the understanding of the school improvement
process
Keep in mind that SIPs require…
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a team process
ongoing communication
stakeholders’ feedback/input
ongoing reviews documented in EESAC minutes
timeline development
updates based on data analysis and students’ needs
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EESAC’s roster &
by-laws are
updated.
Needs
assessments are
conducted using
appropriate data.
Opportunities are
provided for EESAC
and staff to present
recommendations
for the 2012-2013
SIP.
EESAC assists in
developing the SIP
and assistance are
documented in
EESAC meeting
Minutes.
We are HERE!
12
5
Staff and EESAC
provide evaluative
comments in
preparation for next
SIP.
SIP is reviewed by
district and region
staff during peer
review.
Ongoing
School
Improvement
Process
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Mid-year data and
narrative posted
to FLBSI site.
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Interim
assessments
administered and
data analyzed for
adjustments to SIP.
Ongoing
monitoring of SIP
for implementation
and effectiveness is
documented in
EESAC Minutes.
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Baseline
assessments are
administered and
needs assessments
aligned.
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SIP is presented to
District School
Board for approval.
Data results and SIP
are presented to
EESAC and staff,
and then posted to
FLBSI.
 Recommended minimum number of meetings:
 For non-DA schools - 4 per school year (OR MORE), one per grading period
 DA schools (Prevent, Focus/Correct, and Priority/Intervene)– monthly in
order to monitor and adjust progress
 Include SIP and Data Reviews on every EESAC Meeting
Agenda
 Document SIP reviews and decisions in EESAC Minutes
 Include SIP on Faculty Meeting Agendas
 Minimum Requirements for Five Star Award: A minimum of 8
of EESAC meetings with 80% of members in attendance
» Elect EESAC members within the first two weeks of school.
Must include:
˃ Principal
˃ Teachers – elected by teachers
˃ Educational Support Employees – elected by educational
support employees
˃ Students (5th grade and higher) – elected by students
˃ Parents – elected by parents
˃ Business and Community Representatives – appointed by
the principal
˃ Alternates – one alternate for each group should be elected
in the same manner used to elect representative for each
group.
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» According to FSS 1008.345:
˃ School Advisory Councils assist in the preparation and evaluation of the
SIP. The EESAC is the sole body responsible for final decision making at
the school relating to implementation of the provision of section
1008.345, F.S.
˃ A majority of the members of each school advisory council must be
persons who are NOT employed by the District. FSS 1001.452
˃ EESAC shall be composed of the principal and an appropriately balanced
number of teachers, education support employees, students, parents,
and other business and community citizens who are representative of
the ethnic, racial, and economic community served by the school. FSS
1001.452
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Accessing Bylaws, Minutes & Rosters
http://osi.dadeschools.net/
Each advisory council shall adopt bylaws
establishing procedures for:
• Requiring quorum be present before a vote (consensus) may take
place
• Requiring three (3) days advance notice in writing to all members
of the EESAC before a vote may be taken
• Scheduling meetings when parents, students, teachers, business
persons, and members of the community can attend
• Replacing any member who has two unexcused consecutive
absences
• Recording minutes of meetings
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Getting Your EESAC Started
August 16-31st
• Conduct elections
• Establish rules and responsibilities for EESAC
• Review bylaws template and accept recommendations from
stakeholders
• Schedule budget training for EESAC members
• Develop appropriate 2012-2013 EESAC meeting calendar
• Review first draft of SIP and accept recommendations for
revisions
• Accept recommendations and requests for PD from each grade
level/department
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Every EESAC agenda must include the
following items:
• Approval of Prior Minutes – (Maintain official signin sheets with signatures of all members in
attendance)
• Review results of FCIM and MTSS/RtI monitoring
• Review report from the Leadership Team on SIP
implementation of goal area strategies.
• Data
• Programs
• Materials
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Before September 21rd
The School’s EESAC Should:
• Approve Bylaws for 2012-2013
• Provide a copy of the SIP Draft to all members
• Review District’s 2012 FCAT results in order to determine
appropriateness of goals and strategies
• Align SIP strategies to preliminary Baseline data
• Align PD Calendar to SIP
• Review budget to align with SIP
• Ensure that a process for FCIM and MTSS/RtI monitoring
has been included
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Before October 12th
The School’s EESAC Should:
• Approve final draft of the School Improvement Plan
before posting to the state.
• EESAC Minutes must document the review and
approval of the 2012-13 SIP.
• Establish criteria for funding EESAC money ($5/FTE)
requests
 Receive monthly FEFT payment
 May not be used for capital improvements
 May not be used for any project or program that has
a duration of more than one year
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• Save to your desktop an electronic copy of the
2012-2013 SIP template from the OSI website:
http://osi.dadeschools.net
• On the OSI website, under 2012-13 School
Improvement Plan Development Tools locate a
copy of the Appendices
Update and revise:
 Highly Effective
Administrators/Coaches
 Highly Effective Teachers
 Staff Demographics
 Teacher Mentoring Program
 Title I – Additional Requirements
 MTSS/RTI
 Literacy Leadership Team
 Pre-school Transition
 Post-secondary Transition
Getting Started….. Insert the following:
pending
IMPORTANT
TOOLS!!!
HIGHLY EFFECTIVE ADMINISTRATORS
Highly Effective Administrators
HIGHLY EFFECTIVE INSTRUCTIONAL COACH
% Highly
Effective
Transfer all data from the “Instructional Staff” list to the SIP template.
% Highly
Effective
Teachers
Who receives a mentor:
 Teachers new to the profession, without previous
teaching experience &
 First and second year teachers in Education
Transformation Office schools are eligible to
receive a MINT certified site-based mentor.
Help for 2nd and 3rd year teachers:
• Teachers with previous teaching experience and
teachers in years two and three are eligible to
receive a buddy teacher.
• A buddy teacher occupies a leadership role in the
school such as a department chair, grade-level
chair, reading coach, mathematics coach,
National Board Certified Teacher, etc.
To become a
mentor, see
Appendix _I_
Completed by Title I Schools Only
APPENDIX - III
Multi-Tiered Support System/Response to Instruction/Intervention (RtI)
APPENDIX - IV
Literacy Leadership Team (LLT)
APPENDIX - V
Align to the District CRRP - http://www.justreadflorida.com
All High Schools must complete this section.
See the next two slides for a sampling of the High School Feedback Report.
Schools should use current available data to update possible strategies for
improving student readiness for the public postsecondary level.
SAMPLE HIGH SCHOOL FEEDBACK REPORT
* Data should drive responses on identifying strategies to improve post-secondary readiness.
SAMPLE HIGH SCHOOL FEEDBACK REPORT
* Data should drive responses on identifying strategies to improve post-secondary readiness.
Math/EOC
Reading
Writing
Civics/
U.S.
History
Science/
Biology
32
GOAL AREAS
» READING – Including FAA and CELLA
requirements
» MATHEMATICS – Including FAA
requirements
˃ Algebra I
˃ Geometry
» SCIENCE – Including FAA requirements
˃ Biology
WRITING – Including FAA requirements
CIVICS (MS only)
US HISTORY (HS only)
ATTENDANCE
SUSPENSIONS
DROPOUT PREVENTION (GRADUATION)
(HS only)
» PARENTAL INVOLVEMENT
» CAREER AND TECHNICAL EDUCATION
» STEM
»
»
»
»
»
»
Guiding Questions
» In each Goal Area, click the “HELP”
» Use data sources to analyze and define areas in
need of improvement
» Specific responses to the guiding questions are
not required to be written onto the SIP template;
however, they provide relevance between the
Anticipated Barrier and Strategies
http://osi.dadeschools.net
Click Here
READING GOAL
Guiding questions for Reading
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Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Level 3?
Based on 2012 FCAT 2.0 data, what percentage of students scored at Achievement Levels 4
or 5?
Based on a comparison of 2011 FCAT 2.0 data and 2012 FCAT 2.0 data, what was the
percentage point increase or decrease of students maintaining Achievement Levels 3, 4, 5?
What are the anticipated barriers to increasing the percentage of students maintaining
Achievement Level 3 or moving to Achievement Levels 4 or 5 on the 2012 FCAT 2.0?
For students scoring Achievement Levels 1 or 2, what strategies will be implemented to
provide remediation and increase achievement to Level 3?
For students scoring Achievement Level 3, what strategies will be implemented to maintain
satisfactory progress and/or increase to Achievement Levels 4 or 5?
For students scoring at Achievement Levels 4 or 5, what strategies will be implemented to
maintain above satisfactory progress and provide enrichment?
What percentage of students made learning gains?
What was the percentage point increase or decrease of students making learning gains?
What are the anticipated barriers to increasing the percentage of students making learning
gains?
What strategies will be implemented to increase and maintain satisfactory progress for these
students?
What additional supplemental interventions/remediation will be provided for students not
achieving learning gains?
What percentage of students in the lowest 25% made learning gains?
What was the percentage point increase or decrease in the lowest 25% of students making
learning gains?
What are the anticipated barriers to increasing learning gains in the lowest 25%?
Guiding questions for Reading - continued
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What additional supplemental interventions/remediation will be provided for students in the
lowest 25% not achieving learning gains?
Which student subgroups did not meet AMO 2 targets?
What are the anticipated barriers to increasing the number of subgroups meeting AMO 2 targets?
What strategies will be used to ensure students meet AMO 2 targets?
What clusters/strands, by grade level, showed a decrease in making satisfactory progress?
How will the Instructional Focus Calendar be created to address area(s) of improvement
(clusters/strands)?
How will focus lessons be developed and revised to increase students making satisfactory
progress for these clusters/strands?
How will school level leadership ensure that student reading placement meets the criteria of the
attached student placement chart? (as outlined in State Board Rule 6A-6.054, which is also
attached)
In addition to the Baseline and Mid-Year assessment, how often will interim or mini-assessments
be administered?
How often will the teachers and School-Based Leadership Team (principal, assistant principal,
instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus
based on the academic needs of students?
How often will data chats be held at each of the following levels: teacher/student;
teacher/administration?
How will the Problem-solving Model and progress monitoring be utilized to strengthen Multi-Tier
System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and differentiation?
How will the Problem-solving Model and progress monitoring be utilized to identify students in
need of MTSS/RtI Tier 2 supplemental intervention?
How will the Problem-solving Model and ongoing progress monitoring be utilized to identify
students in need of MTSS/RtI Tier 3 intensive intervention?
• The Florida Alternate Assessment (FAA) sections should be
addressed by all schools that have students taking the FAA .
• FAA goals for Reading are found in 1B, 2B, 3B, and 4B.
• Schools that do not have students taking the FAA should write
N/A in these sections. Do not delete any section.
• Data for these sections will be provided by the District.
• For assistance with strategies, refer to the new Appendices
located on http://osi.dadeschools.net under 2012-2013 School
Improvement Plan Development Tools under Appendix
XVI.
READING SAMPLE
As a new school,
we will use the
District averages
to establish the
current and
expected
performance. The
district average of
the 2012 FCAT
indicate 28%
(120) of students
achieved a Level
3 proficiency.
Our goal for the
2012-13 school
year is to
increase Level 3
student
proficiency by 2
percentage points
to 30% (145).
APPENDIX - IV
Use Appendix XVI, page 214
FAA goal will be given for 1B,
2B, 3B, and 4B
READING SAMPLE FOR
FCAT LEVELS 4 & 5 (ENRICHMENT)
TOTAL GROUP – LEARNING GAINS
LOWEST 25% – LEARNING GAINS
SUBGROUPS
SUBGROUPS
PROFESSIONAL DEVELOPMENT & BUDGET
• The CELLA section should be addressed by all schools that
have students taking the CELLA .
• Data for this section will be provided by the District.
• For assistance with strategies, refer to the new Appendices
located on http://osi.dadeschools.net under 2012-2013 School
Improvement Plan Development Tools under Appendix XV.
CELLA Sample Goal
• The Florida Alternate Assessment (FAA) sections should be
addressed by all schools that have students taking the FAA .
• FAA goals for Mathematics are found in 1B, 2B, 3B, and 4B
• Schools that do not have students taking the FAA should write
N/A in these sections. Do not delete any section.
• Data for these sections will be provided by the District.
• For assistance with strategies, refer to the new Appendices
located on http://osi.dadeschools.net under 2012-2013 School
Improvement Plan Development Tools under Appendix
XVI.
MATHEMATICS – MIDDLE SCHOOL
SAMPLE – LEVEL 3
As a new school,
we will use the
District averages
to establish the
current and
expected
performance. The
district average of
the 2012 FCAT
indicate __% of
students
achieved a Level
3 proficiency.
Our goal for the
2012-13 school
year is to
increase Level 3
student
proficiency by
__percentage
points to __%.
APPENDIX - IX
SUBGROUPS
SUBGROUPS – ELL/SWD/ED
ALGEBRA END-OF-COURSE (EOC)
SAMPLE
As a new school, we
will use the District
averages to establish
the current and
expected
performance. The
District average of
the 2012 Algebra
EOC indicate 15%
(225) of students
scored in the upper
third (Levels 3-5).
Our goal for the
2012-13 school year
is to increase Level 3
student proficiency
(Level 305) by 7
percentage points to
22% (330).
ALGEBRA I – GOAL 2 (ENRICHMENT)
SUBGROUPS
GEOMETRY END-OF-COURSE
SAMPLE
As a new school,
we will use the
District averages
to establish the
current and
expected
performance. The
District average
of the 2012
Geometry EOC
assessment
indicate that
12% (96) of
students scored
in the upper third
(Levels 3-5).
Our goal for the
2012-13 school
year is to
increase the
percentage of
students scoring
in the upper third
(Levels 3-5) by 8
percentage points
to 20% (160).
GEOMETRY – GOAL 2 (ENRICHMENT)
SUBGROUPS
PROFESSIONAL DEVELOPMENT & BUDGET
• The Florida Alternate Assessment (FAA) sections should be
addressed by all schools that have students taking the FAA .
• FAA goals for Science are found in 1B and 2B.
• Schools that do not have students taking the FAA should write
N/A in these sections. Do not delete any section.
• Data for these sections will be provided by the District.
• For assistance with strategies, refer to the new Appendices
located on http://osi.dadeschools.net under 2012-2013 School
Improvement Plan Development Tools under Appendix
XVI.
SCIENCE GOAL
APPENDIX - X
Guiding Questions for Science
»
»
»
»
»
»
»
»
»
»
»
»
»
Based on 2012 data, what percentage of students scored at Achievement Level 3?
Based on 2012 data, what percentage of students scored at Achievement Levels 4 or 5?
What are the anticipated barriers for students scoring at Achievement Level 3 or above
satisfactory progress to Achievement Levels 4 or 5 on the 2013 FCAT 2.0?
What are the anticipated barriers to the students achieving a passing score on the Biology End
of Course (EOC) Exam?
What benchmarks/strands, by grade level, showed students not making satisfactory progress?
How will the Instructional Focus Calendar be created to address areas of improvement
(benchmark(s)/strand(s))?
How will focus lessons be developed and revised to increase and maintain satisfactory
progress for these benchmarks/strands?
In addition to the Baseline and Mid-Year assessment, how often will interim or miniassessments be administered?
How often will the teachers and School-Based Leadership Team (principal, assistant principal,
instructional coaches) meet to analyze data, problem solve, and redirect the instructional
focus based on the academic needs of students?
How often will data chats be held at each of the following levels: teacher/student;
teacher/administration?
How will the Problem-solving Model and progress monitoring be utilized to strengthen MultiTier System of Supports (MTSS)/Response to Intervention (RtI) Tier 1 instruction and
differentiation?
How will the Problem-solving Model and progress monitoring be utilized to identify students
in need of MTSS/RtI Tier 2 supplemental intervention?
How will the Problem-solving Model and ongoing progress monitoring be utilized to identify
students in need of MTSS/RtI Tier 3 intensive intervention?
SCIENCE MIDDLE SCHOOL
GOAL SAMPLE
BIOLOGY END-OF-COURSE
GOAL SAMPLE
PROFESSIONAL
DEVELOPMENT/BUDGET
• The Florida Alternate Assessment (FAA) sections should be
addressed by all schools that have students taking the FAA .
• FAA goal for Writing is found in 1B.
• Schools that do not have students taking the FAA should write
N/A in these sections. Do not delete any section.
• Data for these sections will be provided by the District.
• For assistance with strategies, refer to the new Appendices
located on http://osi.dadeschools.net under 2012-2013 School
Improvement Plan Development Tools under Appendix XVI.
WRITING GOAL
As a new
school, we will
use the District
averages to
establish the
current and
expected
performance.
The District
average of the
2012 FCAT
Writing Test
indicate that
75% of
students
scored Level 3
higher.
Our goal for the
2012-13 school
year is to
increase the
percentage of
students
scoring Level 3
or higher from
75% to 85%.
APPENDIX VIII
PROFESSIONAL DEVELOPMENT & BUDGET
CIVICS GOAL
APPENDIX - XI
PROFESSIONAL DEVELOPMENT & BUDGET
U.S. HISTORY GOAL
APPENDIX - XI
PROFESSIONAL DEVELOPMENT & BUDGET
ATTENDANCE GOAL
Guiding Questions for Attendance
» What was the attendance rate for 2011-2012?
» How many students had excessive absences (10 or more) during
the 2011-2012 school year?
» What are the anticipated barriers to decreasing the number of
students with excessive absences?
» What strategies and interventions will be utilized to decrease the
number of students with excessive absences for 2012-2013?
» How many students had excessive tardies (10 or more) during the
2011-2012 school year?
» What are the anticipated barriers to decreasing the number of
students with excessive tardies?
» What strategies and interventions will be utilized to decrease the
number students with excessive tardies for 2012-2013?
ATTENDANCE GOAL SAMPLE
PROFESSIONAL DEVELOPMENT & BUDGET
SUSPENSION GOAL
Guiding Questions for Suspension
• What was the total number of in-school suspensions for 2011-2012?
• What was the total number of out-of school suspensions for 2011-2012?
• What was the total number of students suspended in school in 20112012?
• What was the total number of students suspended out of school in 20112012?
• What are the anticipated barriers to decreasing the number of
suspensions?
• What are the anticipated barriers to decreasing the number of students
suspended?
• What strategies and interventions will be utilized to decrease the number
of suspensions for 2012-2013?
• What strategies and interventions will be utilized to decrease the number
of students suspended for 2012-2013?
Refer to 2012 COGNOS
Suspension Goal Sample
PROFESSIONAL DEVELOPMENT & BUDGET
DROPOUT PREVENTION /GRADUATION GOAL
DROPOUT PREVENT and GRADUATION
GOAL SAMPLE
PROFESSIONAL DEVELOPMENT & BUDGET
PARENT INVOLVEMENT GOAL
Guiding Questions to Inform the Problem Solving Process
(Title I Parent Involvement Plan may be uploaded)
• Based on information from surveys, evaluations, agendas, or sign-ins, was
the percent of parent participation in school activities maintained or
increased from the prior year?
• What are the anticipated barriers to increasing parent involvement?
• Generally, what strategies or activities can be employed to increase parent
involvement?
• How will the school correlate the parental involvement activities with
student achievement?


Title I Administration Handbook
PTA National Standards for Family-School Partnerships Assessment Guide
www.pta.org/bsp .
PARENTAL INVOLVEMENT GOAL Sample
PROFESSIONAL DEVELOPMENT & BUDGET
STEM Goal Sample
APPENDIX - XIII
PROFESSIONAL DEVELOPMENT & BUDGET
Guiding Questions for CTE
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Based on 2011-12 data how many CTE programs were offered and what were the enrollments in those
programs?
Are CTE courses offered sequentially and cohesively allowing students to complete a program or
complete at least three credits in a program?
How many CAPE academies will be registered for 2012-13? How many career-themed courses will be
registered for 2012-13?
How often do representatives from feeder middle schools and high school meet to discuss articulation
related to CTE?
Do all CTE teachers hold the appropriate teaching certification for the program they teach?
What percentage of CTE teachers hold an industry certification for the program they teach (if applicable)?
Have CTE teachers participated in professional development related to utilizing data to drive instruction?
Are CTE teachers involved in lesson study?
What percentage of CTE teachers have been trained in CAR-PD/NGCAR-PD and/or CATER/NGCATER?
How many CTE programs have active Advisory Councils that meet on a regular basis? What are the
anticipated barriers to establishing Advisory Councils?
Do all CTE programs have safe, well equipped facilities with appropriate student/teacher ratios?
How many chapters of Career and Technical Student Organizations (CTSOs) are established?
Based on 2011-12 data how many CTE students earned an industry certification on the Industry
Certification Funding List?
Based on 2011-12 data what percentage of CTE students (seniors) qualified for the Gold Seal Vocational
Scholars Award?
Based on 2011-12 data what percentage of CTE students were enrolled in dual enrollment CTE courses
for college credit?
Do CTE students have the opportunity to participate in school-based enterprise, internships, externships,
and/or on-the-job training?
CAREER AND TECHNICAL EDUCATION
Goal Sample
APPENDIX XII
PROFESSIONAL DEVELOPMENT & BUDGET
FINAL BUDGET
This area will automatically be calculated when you post your goal budgets to the
FLBSI website, once your final 2012-2013 SIP has been approved. There is no
need to complete this section at this time.
Confirm your school’s designation once
School Grades are released.
Checklists Compliance forms will be available at: http://www.flbsi.org

Differentiated Accountability
◦ Put an “X” in the appropriate category based on the 2012-2013
designation. (July 2012 release)
◦ Download the DA Checklist of Compliance from the FLBSI
website: http://www.flbsi.org
◦ Complete the Checklist and then upload it to the online SIP
document (FLBSI).
◦ Focus/Correct (D schools) and Priority/Intervene (F schools)
schools must have Reading Coaches who are endorsed or
certified.
Monitor implementation of the SIP through ongoing data analysis…………

School Advisory Councils (EESACs)
◦
◦
◦
◦
Majority of members must be non-District employees
Schedule appropriate meetings
Describe how you are going to use the EESAC funds
Describe the activities of the EESAC for 2012-2013
 Check the OSI website (Sept. 14, 2012) for your school’s “Current
and Expected Improvements” (http://osi.dadeschools.net).
 Update the 2012-13 SIP draft based upon feedback from the Region
or appropriate office(s) prior to the scheduled Peer Reviews (Sept.
19-28, 2012).
 Complete revisions, share with school staff (faculty meeting), and
EESAC prior to posting to http://www.flbsi.org by October 12,
2012.
 EESAC Minutes must document the review and approval of the
2012-13 SIP.
 Administer the Baseline Assessments and complete Edusoft scans by
Friday, September 7, 2012, 5:00 p.m.
 Post Baseline data to http://www.flbsi.org by October 19, 2012.
http://www.flbsi.org
DUE October 12, 2012
DISTRICT TIMELINES ARE 1 WEEK
PRIOR TO STATE TIMELINES!!
Make sure that you check the
2012-2013 DA School list during
the summer to ensure required
timelines.
2012-2013
Enter name of
the Director of
the governing
agency
Pending
Pending
Use date the
governing body
approved the SIP
••Update
Update all
areas.
all areas.
••Insert
Insert
“Pending”
“Pending”
••Click
Click
Save
Save
• Open each
section from
the left side
menu.
• Update per
information
on your
MSWord
template.
• Save after
each entry.
2012-2013 SIPS
LEAD THE WAY!
Ms. Linda G. Fife
305-995-2692
[email protected]
Ms. Dolores de la Guardia
Dr. Sherian Demetrius
305-995-7686
305-995-7046
[email protected]
[email protected]
Ms. Pamela Wentworth
305-995-1520
[email protected]

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