2009-2010 School

Improvement Plans

Leading the School Improvement Process

Presented by:
Julene Mohr, Rebecca Sarlo,
Daniela Simic, and Pamela Tompkins
Region 4
Gail Daves
Regional Executive Director
Florida Department of Education
Dr. Eric J. Smith
Commissioner
Division of Public Schools (PreK -12)
1

Florida Department of Education

Why are we here today?

School improvement should focus on 1) improving instruction and
2) increasing student achievement.
Improving instruction leads to increased student achievement.
School Improvement Plans (SIPs) should focus on improving
instruction.
Professional development should focus on improving instruction.
All administrators and teachers need to know what effective
instruction looks like, how to plan for it, how to deliver it, and how
to assess it.
SIP Needs Assessment data analysis, objectives, and action
steps should be targeted in not only a manageable way, but also
in a way to be monitorable.
Todays training will model ways of analyzing, synthesizing, and
hypothesizing within the SIP development process to help schools
strategize how to improve instruction and increase student
achievement.
Division of Public Schools (PreK -12)

Florida Department of Education

Agenda: Leading the School Improvement

Process
Pamela Tompkins
Introductions and Housekeeping
Vision and Mission Statement
Student Achievement Trend Data
*School Profile/Demographics
High Qualified (HQ) Administration, Instructional Coaches, and Teachers
Non-Highly Qualified Instructors
Staff Demographics
Teacher Mentoring Program
Coordination and Integration
Rebecca Sarlo
*Response to Instruction/Intervention (RtI)
BREAK (15-minute)
Julene Mohr
*Floridas Continuous Improvement Model (FCIM)
Daniela Simic
Professional Learning Communities (PLCs)
NCLB Public School Choice
Preschool Transition and/or Postsecondary Transition
*Goals for Reading, Writing, Mathematics, Science, Parent Involvement, and Other(s)
Professional Development (PD)
Budget
Differentiated Accountability (DA) Crosswalk and Checklists
School Advisory Council (SAC)
Division of Public Schools (PreK -12)

Florida Department of Education

School Improvement Plan (SIP)

Development

School Improvement is an ongoing process engaging all

education stakeholders.
SIPs are fluid so changes and updates happen as needed.
SIP template in DRAFT form and subject to minor changes.
The on-line system should open in July.
Currently, SIPs should be submitted via the on-line system no later than
September 11, 2009.
The on-line system reopens for revisions in November.
The web design team will include a Date Last Updated in the printview format.

All SIP training materials will be emailed as digital attachments.

Participants may use these materials to train school-based
personnel.
Please ask questions throughout todays training.
Regional Team members will be available after the training to
provide more individualized support.
Division of Public Schools (PreK -12)

Florida Department of Education

Changes in 2009-2010 SIP Template

Assists schools in defining strategies to improve
instruction and increase student achievement.
Consolidates many sections under the old SIP.
Includes Differentiated Accountability (DA) requirements.
Removes selected sections that were not required by
state or federal law.
Two new sections, Response to Instruction/Intervention
(RtI) and Floridas Continuous Improvement Model (FCIM),
replace previous Schoolwide Improvement Model.
References to Required for Title I were removed.
Completing the SIP template fulfills all state and federal
requirements regarding SIPs for all schools.
While some requirements may not be stand alone
questions in the SIP, all requirements are embedded.
Division of Public Schools (PreK -12)

Florida Department of Education

Vision and Mission Statements

Vision Statement
Indicates what the school is striving to achieve. Statements
should be brief and functional.
Sample MNO Middle School Vision Statement:

MNO Middle School team joins the parents and community to assist all students regardless
of
background in achieving success in middle school, high school, postsecondary options, and
life
beyond.

Mission Statement
Answers three key questions: What do we do? For whom do we
do it? What is the benefit? Statements should be brief and
measurable.
Sample MNO Middle School Mission Statement:

MNO Middle School prepares students with theacademic skills, habits of mind, and
character
traitsnecessary to perform on or above grade level in middle school and succeed in rigorous
high school courses.
Division of Public Schools (PreK -12)

Florida Department of Education

School Profile and Demographics

Brief History and Background of the School

Describe the background history of the school.

Unique Strengths

Identify unique strengths for the upcoming year (e.g.,

describe new initiatives, awards achieved by the school,
administration, faculty, and/or staff).

Unique Weaknesses

Identify unique weaknesses for the upcoming year (e.g., the

loss of the principal, assistant principals, budget cuts, drop in
enrollment).

Student Demographics

Describe the community of students the school serves.

Include specific demographic background of students that
contains race/ethnicity, ESE, ELL, and Free and Reduced
Lunch Percentage.
SIP Template Suggestion: While Section 504, migrant status, and gender
are not included on the template, schools may want to refer to these
groups if any are significant to the schools demographics.

Student Attendance Rates

Discuss the schools attendance

rate over the past
threeof Education
Florida Department
7
years and the districts average.

Division of Public Schools (PreK -12)

Student Achievement Data

Trend data will assist schools in analyzing,
synthesizing, and hypothesizing student achievement
data to improve instruction and increase student
achievement.
School Grades Trend Data
AYP Trend Data
FCAT Trend Data

SIP Template Suggestion: There will be a link to each schools achievement data
in this section. Longitudinal School Grade, AYP, and FCAT trend data provided in
the links will automatically appear at the end of the schools SIP when the printview format is selected.
Division of Public Schools (PreK -12)

Florida Department of Education

School Profile/Demographics
Student Mobility

Discuss the mobility rate of students.

Student Suspension Rates

Discuss the schools in-school and out-of-school suspension

rate over the past three years.

Student Retention Rates

Discuss the retention rate of students.

Class Size

Discuss class size by grade level and subject area. Include

ESE and ESOL classes.

Academic Performance of Feeder Pattern

Describe the academic performance of schools in the feeder

pattern. Include school grades and AYP status.

Partnerships and Grants

Indicate partnerships with local businesses or the

community and grants that the school has received.

Division of Public Schools (PreK -12)

Florida Department of Education

Sample Academic Performance of Feeder

Pattern
Analyze academic performance feeder pattern data to identify trends in student achievement.

Anticipate the needs of incoming students and to plan Tier 1, Tier 2, and Tier 3 interventions.
Determine effectiveness of curriculum and instructional practices.
Sample Academic Feeder Pattern Data for Student Cohort from Grade 5 to Grade 9:

School Year

Grade/School

% Meeting
High
Standards in
Reading

% Making
Reading
Gains

% of Lowest 25%
Making Learning
Gains in Reading

2008-2009

9th Grade/XYZ High School

38%

43%

39%

2007-2008

8th Grade/MNO Middle

School

42%

47%

48%

2006-2007

7th Grade/MNO Middle

School

53%

65%

60%

2005-2006

6th Grade/MNO Middle

School

48%

52%

65%

38%

56%

Sample
MNO Middle
Academic
Feeder Pattern Response:
2004-2005
5thSchool
Grade/ABC
Elementary
31%

To identify trends in academic feeder pattern data, MNO Middle School disaggregated FCAT trend data for a cohort of students
who attended ABC Elementary School, MNO Middle School, and XYZ High School from the end of fifth grade through the end of
ninth grade. The majority of students who attend MNO Middle School attended ABC Elementary. In 2005, only 32% of this cohort
of students coming from ABC Elementary met high standards on FCAT Reading upon exiting 5 th grade. Two years later, in 2007,
53% of this cohort met expectations at the end of 7th grade including 65% making Reading gains and 60% of the lowest quartile
making gains in Reading. Yet, the percent of these students meeting expectations and making learning gains decreased in 8 th
grade to percentages below previous 6th grade results, including an 18% and 12% decline in the percent of 8th grade student
making learning gains in Reading and the percent of the bottom quartile making gains respectively. This decline in 8 th grade
suggests ineffective core curriculum and differentiated instruction in 8 th grade Reading. Tier 1 core instruction with
differentiation in the Reading block will be planned to reverse this pattern in 8 th grade. Tier 2 interventions through after- school
tutoring will also be planned for students who do not respond to Tier 1 interventions. In 2008, upon completion of 8 th grade, the
majority of MNO Middle School students matriculated into XYZ High School. One year later, in 2009, data indicates that 38% of
the cohort from MNO Middle School enrolled in XYZ High School met expectations on the 9 th grade Reading FCAT, signifying that
the majority of MNO Middle School students are not adequately prepared to master 9 th grade material and make expected
learning gains. Vertical articulation between 7th, 8th, and 9th grade Reading teachers will be planned to address the continued
decline in student performance from the end of 7th to the end of 9th grade on FCAT Reading.
Division of Public Schools (PreK -12)

10

Florida Department of Education

Sample Student Suspension Rates

Analyze student suspension data to identify trends in student
achievement.
Estimate lost instructional time resulting from discipline issues and
the consequent impact on student outcomes (i.e., an average of 45
instructional minutes lost per incident).
Determine suspension rates schoolwide as well as by AYP
subgroups, gender, grade level, reason, teacher, time of day,
number of days suspended, type of suspension, expulsions, etc.
Sample
MNO Middle School
Student Suspension
Group
Pop%
% ISS Rate%Data:
OOS

% ODR

Male

51

78%

65%

55%

Female

49

22%

35%

45%

White

78

54%

64%

68%

Black

18

42%

34%

28%

4%

2%

4%

Hispanic

*Population (Pop), In-School Suspension (ISS), Out-of-School Suspension (OSS) and Office Discipline Referral (ODR)
Division of Public Schools (PreK -12)

11

Florida Department of Education

Sample Student Suspension Rates

Continued

Determine if disproportionate suspension rates exist for specific

disaggregated groups of students.
Generate hypotheses regarding reasons for discipline issues (e.g.,
students lack basic social skills required to resolve conflicts, solve
problems, or manage emotions; inconsistent application of discipline
rules; inconsistent application of reinforcement for appropriate behavior).
Consider intervention practices which are tied to validated hypotheses
(e.g., implement schoolwide Positive Behavior Support (PBS) program).
Sample MNO Middle School Student Suspension Rate Data:

Group

Pop. %

% OOS

% ISS

% ODR

Male

51

78%*

65%*

55%*

Female

49

22%

35%

45%

White

78

54%

64%

68%

Black

18

42% *

34%*

28%*

4%

2%

4%

Hispanic

*Indicates disproportionate suspension/discipline rates.

Division of Public Schools (PreK -12)

12

Florida Department of Education

Sample Student Mobility

Analyze student mobility data to identify trends in student
achievement.
Sample MNO Middle School Student Mobility Data:

# of
# of
Previous Students
Schools (%)

% making
AYP in
Reading

% making
AYP in Math

100 (65%)

82%

84%

35 (23%)

78%

81%

13 (8%)

52%

64%

6 (1%)

36%

44%

4+

Determine relationship between mobility and AYP subgroups.

Develop hypotheses as to why high mobility negatively impacts AYP
subgroups (e.g., missed opportunities for review and practice).
Plan intervention practices which are tied to validated hypotheses
(e.g., increase opportunities for review and practice of grade-level
Division of Public Schools (PreK -12)
Florida Department of Education
13
material).

Highly Qualified Administrators

List all administrators including the following details:

Position
Name
Degree(s)/Certification(s)
Number of Years at Current School
Number of Years as an Administrator
Prior Performance Record for Each Year
Schools Grades
AYP
FCAT Performance
Annual Yearly Progress (AYP)
SIP Template Suggestion: Need to document prior success for each
Administrator, including Assistant Principals, in turning around lowperforming schools and/or effectively improving student achievement.

Division of Public Schools (PreK -12)

14

Florida Department of Education

Highly Qualified Instructional Coaches

List all instructional coaches including the following
details:

Subject Area
Name
Degree(s)/Certification(s)
Number of Years at Current School
Number of Years as an Instructional Coach
Prior Performance Record for Each Year
School Grades
AYP
FCAT Performance by Accountability Categories
SIP Template Suggestions: Need to document prior success for each Instructional
Coach in turning around low-performing schools and/or effectively improving
student achievement. If this is the Instructional Coachs first year in the
position, then use data from prior performance as a teacher.

Division of Public Schools (PreK -12)

15

Florida Department of Education

Highly Qualified Teachers

Describe school-based strategies used to recruit
and retain high quality, highly qualified teachers
to the school.
Sample MNO Middle School Highly Qualified Teacher Recruitment and Retention Response:

Description of Strategy

Person or Position
Responsible

Projected Completion
Date

Assistant Principal and/or Leader Teachers will support

district representatives at local and state-wide job fairs on
college campuses and participate in e-recruiting for out-ofstate teacher candidates.

Assistant Principal

April 2010

The Principal will facilitate a monthly, after-school meeting

for new teachers to discuss challenges and concerns.

Principal

Ongoing

All teachers are encouraged to participate in monthly

informational sessions regarding National Board Certified
Teacher programs.

National Board
Certified Teacher

May 2010

SIP Template Suggestions: If district strategies are included, then the

description should include how the district strategies compliment schoolbased strategies.
Division of Public Schools (PreK -12)

16

Florida Department of Education

Non-Highly Qualified Teachers

List all instructional staff and paraprofessionals who
are teaching out-of-field and/or are NOT highly
qualified including:

Specific Name
Certification (if any)
Teaching Assignment
Professional Development/Support to become highly
qualified

SIP Template Suggestions: SIPs generally include lists of names for various
sections. In the Highly Qualified section, text boxes that request names should
include specific names. Please note, SIPs submitted on-line are available to be
viewed by the public. Schools should take caution as to not input or upload any
private information.
Division of Public Schools (PreK -12)

17

Florida Department of Education

Staff Demographics
Submit demographic information about
instructional staff in the school.
Include information on any and all staff teaching at least one
class.

Total Number of Instructional Staff

% of First-Year Teachers
% of Teachers with 1-5 Years of Experience
% of Teachers with 6-14 Years of Experience
% of Teachers with 15+ Years of Experience
% of Teachers with Advanced Degrees
% Highly Qualified
% Reading Endorsed Teachers
% National Board Certified Teachers
% ESOL Endorsed

SIP Template Suggestion: May use information from human resources

office, teachers records, or a school-based survey as needed.
Division of Public Schools (PreK -12)

18

Florida Department of Education

Teacher Mentoring Program

Describe the schools teacher mentoring program.
Sample MNO Middle School Teacher Mentoring Program Response:
Mentor Name

Mentee Assigned

Jon Perez

Lena Gooden
(Language Arts)

Division of Public Schools (PreK -12)

Rationale for Pairing

Planned Mentoring Activities

Ms. Gooden is a first year

teacher. Seventy percent of Mr.
Perezs students have achieved
at a Level 3 or higher on the
Reading FCAT during the last
five years with 90% of the
bottom quartile making learning
gains.

The Principal will facilitate a monthly, after-school

meeting for new teachers to discuss challenges and
concerns. Mentor-Mentee pairs will meet bi-weekly
during a common planning time to plan lessons
incorporating evidence-based Reading strategies.
Release time is provided for the mentee to observe
the mentor delivering model lessons. Time is also
provided for the mentor to observe the mentee
delivering lessons and to provide guidance and
support. Strategies surrounding increasing
academically engaged time through effective behavior
management and scheduling will be provided as
necessary.

19

Florida Department of Education

Coordination and Integration

Describe how federal, state, and local services and
programs will be coordinated and integrated in the school
including:

Title I, Part A
Title I, Part C (Migrant)
Title I, Part D (Neglected and Delinquent)
Title II (Part D--)
Title III
Title IV (Part A- Safe and Drug Free Schools)
Title X (Homeless)
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
Housing Programs
Head Start
Adult Education
Career and technical Education
Job Training
Other

SIP Template Suggestions: Coordination of services and integration of funds

reduces duplication of services and ensure that all needs of students are
met. Schools should work with their districts to determine the funds
allocated to their schools. This ensures transparency and accountability
Division
of Publicthe
Schools
(PreKof
-12) funds.
Florida Department of Education
with
use
20

Response to Instruction/Intervention (RtI)

School-based RtI Team
Identify the school-based RtI Leadership Team.
Explain why each RtI team member has been included on the RtI team
by outlining each members designated roles/functions.
Describe how the school-based RtI Leadership Team functions (e.g.
meeting focus, meeting processes, and roles/functions).
Describe the role of the school-based RtI Leadership Team in the
development and implementation of the school improvement plan.

RtI Implementation (Infrastructure)

Identify the core, strategic, and intensive instruction and interventions.
Describe the data management system used to summarize tiered data.
Describe the plan to train staff on RtI.

SIP Template Suggestion: Implementation of RtI principles and processes will

likely be incorporated through the SIP. This separate section for RtI specific
responses will help schools to think and plan critically for full RtI implementation
by 2010.

Division of Public Schools (PreK -12)

21

Florida Department of Education

Full RtI Implementation

2009-2010 SIPs will help schools plan for consensus and
infrastructure building for full RtI implementation by 2010.
Essential Components of RtI include:
Multi-Tier Service Delivery Model
Tier 1 Core instruction/intervention received by all students
Tier 2 Supplemental intervention received by some students (<20%)
Tier 3 Intensive intervention received by few students (<5%)

Problem Solving (PS) Process

Problem Identification
Problem Analysis
Intervention Planning
Program Evaluation

Data-based Decision Making

Identification of Struggling Students
Monitoring of Student Progress
Instruction/Intervention Design and Revision

Division of Public Schools (PreK -12)

22

Florida Department of Education

PS/RtI Infrastructure for Implementation

RtI section represents only the tools necessary for PS/RtI
implementation.
Presence of critical infrastructure does not guarantee
application of PS/RtI principles.
PS/RtI implementation should be evident throughout the
SIP but would be expected only if the required
infrastructure components have been developed.
As RtI infrastructure development occurs other parts of
the SIP will likely require revision, particularly the Needs
Assessment and Expected Improvement sections.

Division of Public Schools (PreK -12)

23

Florida Department of Education

School-based RtI Leadership Team

Identify the school-based RtI Leadership Team.
Explain why each RtI team member has been included
on the RtI team by outlining each members designated
roles/functions.
Positions most likely included:

School Administrator
General Education Teachers
Reading Specialist
Instructional Coaches
School Psychologist
School Social Worker
Behavior Specialist
Speech Language Pathologist
Guidance Counselor
Technology Specialist

Division of Public Schools (PreK -12)

24

Florida Department of Education

Examples of RtI Roles/Functions

Principal

Provides a common vision for the use of data-based decision-making; ensures

that the school-based team is implementing RtI (SAPSI data); conducts
assessment of RtI skills of school staff (Skills Survey); ensures implementation of
intervention support and documentation; ensures adequate professional
development to support RtI implementation; communicates with parents
regarding school-based RtI plans and activities.

General Education Teachers (Primary and Intermediate)

Provides information about core instruction, participates in student data

collection, delivers Tier 1 instruction/intervention, collaborates with other staff to
implement Tier 2 interventions; integrates Tier 1 materials/instruction with Tier
2/3 activities.

Exceptional Student Education (ESE) Teachers

Participates in student data collection; integrates core instructional

activities/materials into Tier 3 instruction; collaborates with general education
teachers through such activities as co-teaching.

Division of Public Schools (PreK -12)

25

Florida Department of Education

Examples of RtI Roles/Functions

Reading Specialist

Provides guidance on K-12 reading plan; facilitates and support data collection
activities; assists in data analysis; provides professional development and
technical assistance to teachers regarding data-based instructional planning;
supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

School Psychologist

Participates in collection, interpretation and analysis of data; facilitates

development of intervention plans; provides support for intervention fidelity and
documentation; provides professional development and technical assistance for
problem-solving activities including data collection, data analysis, intervention
planning, and program evaluation; facilitates data-based decision making
activities.

Technology Specialist

Develops or brokers technology necessary to manage and display data; provides

professional development and technical support to teachers and staff regarding
data management and display.

Division of Public Schools (PreK -12)

26

Florida Department of Education

RtI Leadership Team Functions

Describe how the school-based RtI Leadership Team
functions.
List meeting focus and schedule with designated time for:

Review of Universal Screening data.

Review of Progress Monitoring data.
Planning for Interventions.
Assessment of RtI implementation progress (Self-Assessment of Problem
Solving Implementation (SAPSI)).

http://www.floridarti.usf.edu/resources/presentations/index.html

Assessment of school staffs skill development (RtI Skills Survey).

http://www.floridarti.usf.edu/resources/presentations/index.html

Development of professional development/technical assistance plan to

support RtI implementation.

Explain how data are used at all three tiers to make decisions.
Describe the processes, supports, and responsibilities for securing
necessary resources for meeting participation (e.g., classroom
coverage), intervention implementation, and data management.
Include designated team roles and responsibilities (e.g., Facilitator,
Time Keeper, Data Manager, Intervention Coordinator).
Division of Public Schools (PreK -12)

27

Florida Department of Education

RtI Leadership Team Involvement in SIP

Describe the role of the school-based RtI Leadership Team in the
development and implementation of the school improvement plan.

Potential involvement may include:

Analysis of relevant demographic/school profile data for the purpose of problem analysis and
hypothesis generation.
Analysis of relevant information regarding highly qualified administrators, instructional
coaches, and teachers for the purpose of problem analysis and hypothesis generation.
Analysis of relevant staff demographic and teacher mentoring data for the purpose of
problem analysis and hypothesis generation.
Identification of critical RtI infrastructure already established and/or in need of development
and provide plan for building capacity.
Analysis of schoolwide and grade-level data in order to identify student achievement trends.
Analysis of disaggregated data in order to identify trends and groups in need of intervention.
Problem identification (i.e., Needs Assessment/Areas for improvement).
Goal setting (i.e., Objective).
Development of intervention plans (i.e., Action Steps).
Development of assessment strategies and calendars (i.e., Universal Screening, Progress
Monitoring, Diagnostic Assessment).
Development of data review plans, supports, and calendars.
Development of data-based decision-making rules and procedures.
Development of processes to ensure intervention fidelity.

Division of Public Schools (PreK -12)

28

Florida Department of Education

Three-Tiered Service Delivery Model

ACADEMIC SYSTEMS

BEHAVIOR SYSTEMS

Tier 3: Intensive
Interventions Students who
need individualized
interventions.

Tier 3: Intensive
Interventions Students who
need individualized
intervention.

Tier 2: Supplemental
Interventions Students who
need more support in addition to
the core curriculum.

Tier 2: Supplemental
Interventions Students who
need more support in addition
to schoolwide positive
behavior program.

Tier 1: Core
Instruction/Intervention
All students, including
students who require curricular
enhancements
for
acceleration.
Division of Public Schools (PreK -12)

Tier 1: Core
Instruction/Intervention All
students in all settings.

29

Florida Department of Education

RtI Implementation (Infrastructure)

Identify the core, supplemental, and intensive instruction
and interventions.

Tier 1 Core Instruction/Intervention

What ALL students receive including differentiated instruction.

Academic/Behavior time, curriculum, and instructional strategies

Tier 2 Supplemental Interventions

Instruction in addition to core instruction/intervention received by SOME
students (<20%).

Methods of intervention selection (i.e., standard protocol or problem-solving

process)
Academic/Behavior time and focus of intervention

Tier 3 Intensive Interventions

Instruction received in addition to core instruction/intervention and in
addition to or in place of supplemental instruction received by FEW
students (<5%).

Methods of intervention selection (i.e., standard protocol or problem-solving

process)
Academic/Behavior time and focus of intervention
For example, A student is a student receiving Tier 2 interventions NOT a Tier 2 student.

*****Interventions are tiered; students are NOT tiered.*****

Division of Public Schools (PreK -12)

30

Florida Department of Education

RtI Implementation (Infrastructure)

Describe the data management system used to summarize
tiered data.
System for compiling, analyzing, and utilizing Universal Screening data,
Progress Monitoring data, and Diagnostic Assessment data.
Roles and responsibilities for data management and communication
Data review calendar

Technology support to aggregate and display data decisions, e.g.,

Progress Monitoring and Reporting Network (PMRN)
http://www.fcrr.org/pmrn/index.htm
AIMSweb www.aimsweb.com
School-Wide Information System (SWIS) www.swis.org
System to Enhance Educational Performance (STEEP)
www.isteep.com/datatools.html
Florida Assessment for Instruction in Reading (FAIR)
http://www.fcrr.org/fair/index.htm
ChartDog 2.0 www.interventioncentral.org/tools.php

Plan for sharing data with all major stake holders including the School
Advisory Council (SAC), parents, teachers, and students.

Division of Public Schools (PreK -12)

31

Florida Department of Education

RtI Implementation (Infrastructure)

Describe the plan to train staff on RtI.
Include plan for the development of absent or partially
present RtI infrastructure.
Description of data collection processes to assess current staff
skills.
Identification of days available for RtI professional development.
Content of professional development days based on state
model professional development plan
Resources to conduct professional development
Resources to provide technical assistance and follow-up/support
Plan for data collection to evaluate RtI implementation levels
(e.g., SAPSI).

Ensure plan includes action steps for the development of

absent or partially present RtI infrastructure components.

Division of Public Schools (PreK -12)

32

Florida Department of Education

Floridas Continuous Improvement Model

(FCIM)

Plan Do Check Act

***Next
16 Slides
from Regional
Team
PDCA
Instructional
Cycle
Training***
PLAN

DO

Data Disaggregation

Direct Instructional
Focus

Calendar Development

ACT

CHECK

Tutorials

Assessment

Enrichment

Maintenance
Monitoring

Division of Public Schools (PreK -12)

33

Florida Department of Education

FCIM and RtI

Plan Do Check Act

DEFINE ANALYZE IMPLEMENT Tier 1 Evaluate IMPLEMENT Tier 2 IMPLEMENT
Tier 3 Cycle
PDCA Instructional
RtI: IMPLEMENT Tier 1

RtI: DEFINE
Whats the problem?

RtI: ANALYZE
Why is this occurring?

PLAN

DO

Data Disaggregation

What are we going to do about it?

Core Instruction/Intervention
All students, including students who
require curricular enhancement
for acceleration.

Direct Instructional
Focus

Calendar Development

RtI: IMPLEMENT Tier 3

What are we going to do about it?

tensive Interventions
Students who need
individualized interventions.

ACT

CHECK

Tutorials

Assessment

Enrichment

Maintenance

RtI: EVALUATE
Is it working?

Monitoring

RtI: IMPLEMENT Tier 2

What are we going to do about it?

Supplemental Interventions
Students who need more support
in addition to the core
curriculum.
Division of Public Schools (PreK -12)

34

Florida Department of Education

What data is most useful?

Current quantitative data broken down by specific skills
for class, grade level and AYP subgroups
Previous Years FCAT Report (when planning in
summer/fall)
FAIR (Florida Assessment for Instruction in Reading)
FCAT Release/Practice Scores
Nine-week and Semester Item Analyses
Chapter and Unit Test Results
Formal and Informal Assessments
Mini-Assessment Data (once FCIM launched)

35 Division of Public Schools (PreK -12)

Plan

35

Florida Department of Education

What are FCIM Calendars?

Roadmaps for re-teaching/reviewing and assessing
tested benchmarks built by subject area/department
PLCs for each grade level
Maps dates for a specific skill from a benchmark to be
re-taught/reviewed
Used concurrently with District Pacing Guide
Customized based on academic needs of whole class
and/or grade-level assessment data

Division of Public Schools (PreK -12)

Plan

36

Florida Department of Education

What is the relationship between

District Pacing Guides and FCIM
Calendars?

District Pacing Guide

FCIM Calendar

Division of Public Schools (PreK -12)

Plan

37

Florida Department of Education

How is this data disaggregated?

Review DOE Content Focus Reports
http://fcat.fldoe.org/fccontentfocus.asp

Identify the content foci (i.e., specific skills) most often

tested
Analyze class/grade-level student performance data on
identified specific skill
Quantify assessment data on identified specific skills
Rank assessment data from weakest to strongest on
identified specific skills
Using District Pacing Guide, map tested benchmarks for
review/reteach after core instruction in each course
38 Division of Public Schools (PreK -12)

Plan

38

Florida Department of Education

How do we make our FCIM

Calendars?

Start with blank calendar

Mark off non-instructional days
Mark off dates for District Pacing Guide assessments
Count number of days available
Divide number of days available by 4 to allocate an
average of 3 mini-lessons and 1 mini-assessment for each
specific skill
Quotient is the number of specific skills to be retaught/reviewed given time constraints
Number of days available
4
= Number of specific skills

39 Division of Public Schools (PreK -12)

Plan

39

Florida Department of Education

How do FCIM Calendars evolve over

time?
August February segment prioritizes the most
tested specific skills with more time allocated for the
weakest areas of performance
March May segment consists of other specific skills
not prioritized earlier in the school year
Throughout the year, use mini-assessment data to
modify calendars and inform tutorial and enrichment
groupings.

Division of Public Schools (PreK -12)

Plan

40

Florida Department of Education

What are FCIM Mini-Lessons?

Whole group instruction targeting a specific skill

Delivered at a set time every day across a grade-level
Last from 10 to 15 minutes
Follow research-based lesson delivery model:

Explicit Instruction
Modeled Instruction
Guided Practice
Independent Practice

A series of Mini-Lessons target a specific skill and

culminate with a Mini-Assessment

Do

Division of Public Schools (PreK -12)

41

Florida Department of Education

What is the relationship between an

Instructional Lesson and a MiniLesson?

Instructional Lesson

Mini-Lesson

Do

Division of Public Schools (PreK -12)

42

Florida Department of Education

What research-based lesson

plan format is suggested?
Explicit Instruction
How will I focus my students on what they need to learn?

Modeled Instruction
How will I show my students what they are expected to do to
answer the essential question?

Guided Practice
How will I help my students practice answering the essential
question?

Independent Practice
How will my students practice answering the essential question
individually?

Do

Division of Public Schools (PreK -12)

43

Florida Department of Education

What are Mini-Assessments?

Feedback on a specific skill taught after a series of MiniLessons
Four to five questions based upon test item specifications
for benchmarks http://fcat.fldoe.org/fcatis01.asp

Benchmark clarification
Content Limits
Item Type
Passage/Stimulus Attributes
Response Attributes
Sample Items

Check

44 Division of Public Schools (PreK -12)

44

Florida Department of Education

What action can we take given

Mini-Assessment data?

Act

SEMI-ANNUALLY
Administration conducts student data chats (e.g., September and
January)
MONTHLY
Teachers update School Data Room
Principal holds teacher data chats
Teachers hold student data chats
Teachers share results with parents
WEEKLY
Students track their results in data folders
Teachers share results with PLC
PLCs review student results
PLCs coordinate tutorials
DAILY
Students attend tutorials

45 Division of Public Schools (PreK -12)

45

Florida Department of Education

What intervention options might we offer for

students who do not master specific skills?
DURING CLASS
Small groups during instructional lesson independent practice

DURING THE DAY

Lunch Tutorials
Research-Based Reading and Math Computer Programs
Elective Teachers Tutorials

AFTERNOONS
Supplemental Education Services (SES)
Extended Learning Program (ELP)

WEEKENDS

Act

Saturday Academy

Division of Public Schools (PreK -12)

46

Florida Department of Education

How can we better implement

tutorials?
Establish a two-way communication system between
tutorial teachers and classroom teachers.
Ensure teaching strategies used in tutorials for a specific
skill are different than the classroom.

Act

Administer new Mini-Assessment to evaluate mastery

after tutorials.

Division of Public Schools (PreK -12)

47

Florida Department of Education

How will we ensure the

fidelity of the FCIM process?
.
District Administration

Student
Achievement

Teachers &
Instructional Coaches

School Administration

48 Division of Public Schools (PreK -12)

48

Florida Department of Education

How do PLCs and FCIM align?

FCIM provides PLCs a structure, direction, and purpose.
PLC members share an equal responsibility
implementing FCIM.
FCIM data drives PLC discussions and decision-making.
PLC members learn together through FCIM.

PDCA Instructional Cycle

Seek out best practices.

PLAN
Test best practices in the classroom.
Develop quality common assessments for learning.
Develop common understandings of quality student work products.
ACT
Analyze evidence of student learning.
Use evidence of student learning to guide lesson planning and delivery.

Division of Public Schools (PreK -12)

Data Disaggregation
Calendar Development

49

DO
Direct Instructional
Focus

CHECK

Tutorials

Assessment

Enrichment

Maintenance
Monitoring

Florida Department of Education

FCIM Plan Guiding Questions

Data Disaggregation
What strengths and weaknesses were identified in the 2009
FCAT AYP data by grade level, content area, and
clusters/strands?

FCIM Calendar Development

What will be the process for developing, implementing, and
monitoring FCIM calendars for reading, writing, mathematics,
and science?

When will FCIM calendars be created?

What data will be used to develop FCIM calendars?
How will teachers be included in the development of the FCIM calendars ?
What assistance will be provided to teachers who struggle following FCIM
calendars?
How will district administration, school administration, instructional coaches, and
teachers ensure FCIM calendars are followed with fidelity?

Which tested Benchmarks will be given priority focus, based on

need, for each content area (reading, writing, mathematics, and
science)?
How will tested Benchmarks be selected for each content area?
How will tested Benchmarks be mapped on FCIM calendars in terms of frequency
and duration?
SIP Template Suggestion: Each content area should be described separately.
Division of Public Schools (PreK -12)

50

Florida Department of Education

FCIM Do Guiding Questions

Direct the Instructional Focus
How will FCIM lessons be developed, delivered, and
aligned across grade levels and subject areas?

How will teachers work together to create FCIM lessons?

What types of FCIM lessons will be developed?
When and how often will FCIM lessons be taught?
How will other content area teachers (beyond Reading, Mathematics and
Science) support FCIM instruction?
When will teachers meet to share best practices and resources when
implementing FCIM lessons?
What assistance will be provided to teachers who struggle teaching FCIM
lessons?

How will FCIM lessons be revised and monitored?

What data will be used to determine if and how FCIM lessons need to be
revised?
How will district administration, school administration, instructional coaches,
and teachers ensure FCIM lessons are taught with fidelity?

Division of Public Schools (PreK -12)

51

Florida Department of Education

FCIM Check Guiding Questions

Assessment
How will FCIM assessment be developed, delivered, and aligned across
grade levels and subject areas?

How will teachers work together to create FCIM assessments?

What types of FCIM assessments will be developed?
When and how often will FCIM assessments be administered?
How will other content area teachers (beyond Reading, Mathematics and
Science) support FCIM assessment?
When will teachers meet to share best practices and resources when
administering FCIM assessments?
What assistance will be provided to teachers who struggle administering
FCIM assessment?

How will FCIM assessments be used to identify students reaching

mastery and those not reaching mastery on FCIM lessons?

What level of mastery will be set for FCIM assessments? Why?

How will FCIM assessment results be gathered and disaggregated by class,
teacher, and grade level?
When and how often will teachers meet to review FCIM assessment results?
How will FCIM assessment results be used to redirect FCIM calendars and
FCIM lessons?

How will FCIM assessments be revised and monitored?

What data will be used to determine if and how FCIM assessments need to
be revised?
How will district administration, school administration, instructional coaches,
and teachers ensure FCIM assessments are administered with fidelity?

Division of Public Schools (PreK -12)

52

Florida Department of Education

FCIM Check Guiding Questions

Maintenance
How will students retain what has been mastered?

How will teachers work together to create FCIM maintenance strategies?

What types of FCIM maintenance strategies will be developed?
When and how often will FCIM maintenance strategies be implemented?
What materials and resources will be available to assist teachers by class,
grade level and schoolwide with FCIM maintenance?
How will other content area teachers (beyond Reading, Mathematics and
Science) support FCIM maintenance?
When will teachers meet to share best practices and resources when
implementing FCIM maintenance strategies?
What assistance will be provided to teachers who struggle implementing
FCIM maintenance strategies?
How will district administration, school administration, instructional coaches,
and teachers ensure FCIM maintenance strategies are implemented with
fidelity?

Monitoring
How will the Principal and School Leadership Team
monitor the fidelity of the FCIM process?

Division of Public Schools (PreK -12)

53

Florida Department of Education

FCIM Act Guiding Questions

Supplemental and Intensive Instruction/Interventions
How will it be determined which students receive supplemental and intensive
instruction/interventions?
Will students not making mastery be offered after-school assistance or be
assisted during the regular schedule (e.g., Supplemental Educational Services
(SES))?
How will it be determined if the interventions applied to students not making
mastery is successful?

Tutorials and Enrichment

How will teachers differentiate instruction based on FCIM assessment results?
How will students needing tutorials for extra assistance or enrichment for extension
be identified?
How will teachers work together to create FCIM tutorial and enrichment strategies?
What types of FCIM tutorial and enrichment strategies will be developed?
When and how often will FCIM tutorial and enrichment strategies be implemented?
What materials and resources will be available to assist teachers by class, grade level
and schoolwide with FCIM tutorials and enrichment
How will other content area teachers (beyond Reading, Mathematics, and Science)
support FCIM tutorials and enrichment?
When will teachers meet to share best practices and resources when implementing
FCIM tutorial and enrichment strategies?
What assistance will be provided to teachers who struggle implementing FCIM tutorial
and enrichment strategies?
How will district administration, school administration, instructional coaches, and
teachers ensure FCIM tutorial and enrichment strategies are implemented with
Division of Public Schools
(PreK -12)
fidelity?
Florida Department of Education
54

Professional Learning Communities (PLCs)

Describe the schools use of PLCs as a vehicle for
maintaining and improving the instructional focus.
PLC Organization
Describe how the team is configured.
Each team should be described in this section (i.e., grade level, content
area).

PLC Leader
Who will create and facilitate the agenda for these meetings?

Frequency of PLC Meetings

How often will the team meet?

Schedule for PLC Meetings

When will the team meet (i.e., Mondays, fourth period, common planning
during the school day)?

Primary Focus of PLC

What activities will the team participate in? (i.e., RtI Data Analysis, Lesson
Study, and FCIM)
SIP Template Suggestion: PLC responses regarding topics, staff members,
and when PLCs meet should be as descriptive as possible.
Division of Public Schools (PreK -12)

55

Florida Department of Education

PLCs Continued
Sample MNO Middle School PLC Response:
PLC Organization

PLC Leader

Frequency
of PLC
Meetings

Schedule
of PLC
Meetings

Primary Focus of PLC

Reading PLC: 6th, 7th, and

8th grade reading
teachers,
Reading Coach, ESE
teachers, and ESOL
teacher.

Reading Coach

Weekly

Tuesdays during 5th

period common
planning time

Analyze the effectiveness of the Reading

FCIM
calendars, mini-lessons, miniassessments,
maintenance strategies, tutorials and
enrichments to determine any necessary
revisions.

Mathematics PLC: 6th, 7th,

and 8th grade math
teachers,
Mathematics Coach, and
Technology Specialist.

Mathematics
Coach

Weekly

Tuesdays during 3rd

period common
planning time

Analyze the effectiveness of the

Mathematics
FCIM calendars, mini-lessons, mini
assessments, maintenance strategies,
tutorials
and enrichments to determine any
necessary
revisions.

Science PLC: 6th, 7th, and

8th grade science
teachers
and Gifted teacher.

Science
Department
Chair

Weekly

Tuesdays during 1st

period common
planning time

Analyze the effectiveness of the Science

FCIM
calendars, mini-lessons, miniassessments,
maintenance strategies, tutorials and
enrichments to determine any necessary
revisions.

Monthly

Last Wednesday of
the
month during all
common planning
times

Lesson Study centered on planning with

and
utilizing the research-based lesson
delivery
model.

Grade-level Content
Teams

Instructional
Coaches,
Department
Chairs,
and/or GradeDivision of Public Schools (PreK -12) level
Lead Teachers

56

Florida Department of Education

NCLB School Choice

Attach a digital copy of all notification letters.
School In Need of Improvement (SINI) Status
All SINI schools.

Supplemental Education Services (SES) Notification

All SINI schools.

Choice With Transportation (CWT) Option

All SINI schools except SINI 1.

SIP Template Suggestions: SINI Status and CWT notifications may be same
letter. SES Notification is a separate letter. Three attachments may be
included in this section on-line.
Division of Public Schools (PreK -12)

57

Florida Department of Education

Preschool Transition
Describe plans for assisting preschool children in
transition from early childhood programs to local
elementary school programs as applicable.
Are assessments conducted on incoming Kindergarten students to
determine their needs? What assessment tools are used to
determine student readiness rates?
Social emotional assessment/screening resources
http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf
Basic skills, school readiness, and early literacy assessments
http://www.fcrr.org/assessment/pdf/prek_kassessments.pdf

How is data disaggregated to determine students acquisition of

specific skills and knowledge, as well as the ability to form
meaningful relationships?
What current programs are in place to assist Kindergarteners with
low readiness rates? How will the quality and effectiveness of the
programs be evaluated?

Division of Public Schools (PreK -12)

58

Florida Department of Education

Postsecondary Transition

Describe strategies for improving student readiness for the public postsecondary level.
Analyze annual data from the High School Feedback Report at
http://data.fldoe.org/readiness/.
PRE-GRADUATION
INDICATORS
Sample
XYZ High School
Feedback Report Data

SCHOOL

DISTRICT

STATE

Percent of 2007 graduates who scored at level 3 or better on the 10th grade FCAT in Math:

77.2%

82.3%

79.1%

Percent of 2007 graduates who completed at least one level 3 high school math course:

42.0%

55.1%

46.9%

58.9%

71.7%

69.9%

SCHOOL

DISTRICT

STATE

Percent of 2007 graduates who took the SAT and scored at or above college-level cut scores:
Math (SAT)............................
POST-GRADUATION INDICATORS

Of the graduates enrolled in a Math course in Florida in Fall, the percent who successfully completed the course:
Remedial Math (non-college credit) ......................

82.0%

55.3%

57.4%

Intermediate Algebra (for elective credit only) ......

91.6%

80.3%

63.0%

Entry-level Math (for Math credit) ..........................

43.5%

67.9%

64.3%

Advanced
Math Response:
.....................................................
58.3%
61.6%
59.4%
Sample XYZ High School Postsecondary
Transition
XYZ High School is committed to improving mathematics readiness in the following pre- and post-graduation indicators: 1)
percent of graduates completing at least one Level 3 high school math course, 2) percent of graduates taking the SAT and
scoring above college-level cut scores, and 3) percent of graduates successfully completing a college Entry-level or Advanced
Math course for credit. The percent of 2007 graduates who took the SAT and scored at or above college-level cut scores was at
least 10% lower than district and state averages with 58.9% of the school compared with 71.7% of the district and 69.9% of the
state graduates. Although 77.2% scored at Level 3 or better on the 10th grade FCAT, only 42% completed at least one Level 3
high school math course. While, 82.0% and 91.6% of graduates enrolled in a fall college math course successfully completed a
Remedial Math or Intermediate Algebra college course respectively, only 43.5% and 58.3% successfully completed an Entry-level
or Advanced college course respectively. Given these data points, guidance counselors will hold spring postsecondary planning
meetings with students and parents to strongly encourage sophomores to enroll in a Level 3 high school math course and juniors
to enroll in a Dual Enrollment (DE) or Advanced Placement (AP) math course. In turn, the mathematics department will ensure an
appropriate and consistent level of rigor is evident in Level 3 high school math courses to increase mathematics readiness for
successful completion of DE and AP courses.
Division of Public Schools (PreK -12)

59

Florida Department of Education

Expected Improvements
Goals: Reading, Mathematics, Science, Writing, Parent Involvement, and
Other(s)

Identify Areas for Improvement

Use the needs assessment above the section to guide your determination of the
areas that need to be improved.

Objective Linked to Area of Improvement

The objective must be aligned with the area that needs to improve based on the needs
assessment. This is where you identify your measurable goal in the area that must
improve.

Action Steps

Define the action step(s) that the school will implement to ensure the objective is met.

Person Responsible for Monitoring Action Step

Identify the person or position who will be responsible to ensure the action step is
implemented with fidelity.

Process Used to Determine Effectiveness of Action Step

Describe the process that will be used to determine if the action step is effective.

Evaluation Tool

Describe/Name the assessment tool to measure student achievement linked to

objectives.

SIP Template Suggestions: SIP progress may be updated during the mid-year reporting
process. Title One schools must have a school-level parent involvement policy in their Title One
Plan , which should be evaluated annually. Title One schools may use information from that
plan to write their SIP Parent Involvement Goals. The Other Goals section is optional. Some
schools may include additional goals related to drop-out prevention, school safety and bullying,
and technology.

Division of Public Schools (PreK -12)

60

Florida Department of Education

Goals Chart
Based on the
Needs
Assessment,
Identify
Area(s) for
Improvement

Objective
Linked to
Area of
Improvemen
t

Action Step

Person or
Position
Responsible
for Monitoring
the Action
Step

Process Used
to Determine
Effectiveness
of Action Step

Evaluation
Tool

1.

1.

1.

1.

2.

2.

2.

2.

3.

3.

3.

3.

Professional Development Aligned with Objective

Objective
Addressed

Content/Topic

Facilitator

Target Date

Strategy for Follow-up/

Monitoring

Person Responsible
for Monitoring

BUDGET
Objective Addressed

Description of Resources

Funding Source

Available Amount
Total:

SIP Template Suggestions: These charts may be expanded to include more objectives and/or more action steps. In
the Mid-Year report, there are text boxes for each content area for schools to address progress.
Division of Public Schools (PreK -12)

61

Florida Department of Education

Sample Reading Goal

Based on the Needs
Assessment, Identify
Area(s) for
Improvement

Objective
Linked to Area
of Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

Based on the
2009 FCAT
Reading data,
20% of
Students
With
Disabilities
(SWD) in 6th
grade scored
at or above
Level 3.

Increase
the
percent of
SWD in
6th grade
scoring at
or above
a Level 3
from 20%
to 55% on
the 2010
FCAT
Reading.

1. Tier 1: Reading PLC

determines core
instructional needs by
reviewing FAIR (Florida
Assessment for
Instruction in Reading)
assessment data for all
SWDs. Teachers plan
differentiated
instruction using
evidence-based
instruction/interventions
within the 90-minute
reading block.

1. Reading Coach

1. Student progress
is assessed using
FAIR Ongoing
Progress Monitoring
(OPM) every 20
days. Percent of
students making
adequate progress
toward benchmark
is calculated.

1. FAIR OPM data

will be used to
determine progress
from Benchmark 1
towards Benchmark
2 and from
Benchmark 2
towards Benchmark
3.

2. Tier 2: Reading PLC

plans supplemental
instruction/intervention
for students not
responding to core
instruction. Focus of
instruction is
determined by review of
FAIR data and will
include explicit
instruction, modeled
instruction, guided
practice and
independent practice.

2. Title 1
Coordinator

2. Student progress
is assessed using
FAIR OPM every 20
days for all students
receiving Tier 2
supplemental
instruction. Percent
of students making
adequate progress
toward benchmark
is calculated.

2. FAIR OPM data

will be used to
determine progress
from Benchmark 1
towards Benchmark
2 and from
Benchmark 2
towards Benchmark
3.

3. Tier 3: Reading PLC

plans targeted intervention
for students not
responding to core plus
supplemental instruction
using problem-solving 62
process. Interventions will

3. RtI Team/Case
Manager

3. Student progress is
3. FAIR OPM data and
assessed using FAIR
DIBELS data when
OPM every 20 days
appropriate will be
and/or DIBELS data biused to determine
weekly for all students
progress from
FloridaBenchmark
Department1oftowards
Education
receiving Tier 3
targeted intervention.
Benchmark 2 and from

Division of Public Schools (PreK -12)

Sample Writing Goal

Based on the Needs
Assessment, Identify
Area(s) for
Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

Based on the
2009 FCAT
Writes data,
85% of
students
scored at or
above
proficiency.

The
percent of
students
scoring at
or above
proficiency
on the
2010 FCAT
Writing
will
increase
from 85%
to 90%.

1. Tier 1:
Teachers provide
daily explicit
instruction and
guided practice in
the writing
process for a
minimum of 30
minutes; all
writing is dated,
and recorded in a
journal, notebook,
or work folder for
monitoring of
growth across
time.

1. Principal and
Writing Coach

1. Student writing
samples will be
reviewed and scored
bi-weekly by teacher.
Percent of students
making adequate
progress toward goal
will be determined
once every 6 weeks
by comparing writing
trend data to
expected rate of
growth (aimline).

1. Scored writing
samples will be
used to determine
progress between
the Pre-test Prompt
and Mid-year
Prompt.

2. Tier 1:
Teachers explicitly
teach revision and
editing processes.
Evidence of
student
application of
these processes is
seen in student
writing drafts.

2. Principal and
Writing Coach

2. Student writing
2. Scored writing
samples will be
samples will be
reviewed and scored
used to determine
bi-weekly by teacher.
progress between
Percent of students
the Pre-test Prompt
making adequate
and Mid-year
progress toward goal
Prompt.
will be determined
once every 6 weeks
by comparing writing
trend data to
expected rate of Florida Department of Education
growth (aimline).

Division of Public Schools (PreK -12)

63

Sample Mathematics Goal

Based on the
Needs Assessment,
Identify Area(s) for
Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation
Tool

Based on
the 2009
FCAT
Mathematic
s data, 37%
of the
bottom
quartile
showed
learning
gains.

Seventyfive
percent or
more of the
bottom
quartile
will make
learning
gains on
the 2010
Mathematic
s FCAT.

1. Tier 1: Math PLC determines

core instructional needs by
reviewing common assessment
data for all students within
bottom quartile. Teachers plan
differentiated instruction using
evidence-based
instruction/interventions within
the mathematics blocks.

1. Mathematics
Coach

1. Grade-level
teams will review
results of common
assessment data
every 6 weeks to
determine
progress toward
benchmark (75%
on common
assessment).

1. Common
assessments
tied to Next
Generation
Math
Standards
administered
weekly.

2. Tier 2: Math PLC Plans

supplemental
instruction/intervention for
students not responding to core
instruction. Focus of instruction
is determined by review of
common assessment data and
includes explicit instruction,
modeled instruction, guided
practice and independent
practice. Teachers provide
supplemental instruction in
addition to core instruction.

2. Title 1
Coordinator

2. Grade-level
teams will review
results of common
assessment data
every 4 weeks to
determine
progress toward
benchmark (75%
on common
assessment).

2. Common
assessments
tied to Next
Generation
Math
Standards
administered
weekly.

3. Tier 3: Math PLC plans

targeted intervention for
students not responding to core
plus supplemental instruction
using problem-solving process.
Teachers match evidence-based
interventions to individual
64
student needs and provide
them
in addition to core instruction.

3. RtI
Team/Case
Manager

3. Grade-level
3. Common
teams will review
assessments
results of common
tied to Next
assessment data
Generation
bi-weekly to
Math
determine
Standards
Department
of Education
progress Florida
toward
administered
benchmark (75%
weekly.

Division of Public Schools (PreK -12)

Sample Science Goal

Based on the Needs
Assessment, Identify
Area(s) for
Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

Based on the
2009 FCAT
Science data,
32% of 8th
grade
students
scored at a
Level 3 or
above.

Increase
the
percent of
8th grade
students
scoring at
or above a
Level 3
from 32%
to 50% on
the 2010
Science
FCAT.

1. Tier 1: Teachers
provide weekly
opportunities for all
students to complete
hands-on lab activities
and teach the use of a
common lab report
format to document
hands-on
investigations.

1. Teachers and
Science Coach

1. Grade-level teams
will review results of
common assessment
data every 6 weeks to
determine progress
toward benchmark (75%
on common
assessment).

1. Common
assessments tied to
Florida Science
Standards
administered weekly.

2. Tier 2: Teachers
provide students not
responding adequately
to core instruction with
supplemental, small
group science
instruction twice per
week for 30 minutes
during homeroom
period or before/after
school tutorial
sessions.

2. Title 1
Coordinator

2. Grade-level teams
will review results of
common assessment
data every 4 weeks to
determine progress
toward benchmark (75%
on common
assessment).

2. Common
assessments tied to
Florida Science
Standards
administered weekly.

3. Tier 3: Teachers
provide students not
responding to core plus
supplemental instruction
with targeted
intervention developed
through the use of the
problem-solving process.
Interventions are
matched to individual
student needs, are
evidence-based, and are
provided in addition to
core.
65

3. RtI Team/Case
Manager

3. Grade-level teams
will review results of
common assessment
data bi-weekly to
determine progress
toward benchmark (75%
on common
assessment).

3. Common
assessments tied to
Florida Science
Standards
administered weekly.

Division of Public Schools (PreK -12)

Florida Department of Education

Sample Parent Involvement Goal

Title I schools may incorporate objectives and strategies from NCLB Public Law 107-110.
Based on the Needs
Assessment, Identify
Area(s) for
Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

According to
2008-2009
parent survey
data, 25% of
parents
agreed or
strongly
agreed that
they felt
knowledgeabl
e in how to
interpret
their childs
progress
monitoring
(PM) data.

By May
2010, 60%
of parents
will agree
or strongly
agree that
they feel
knowledge
-able in
how to
interpret
their
childs PM
data.

1. Tier 1: Teachers
send all parents a
FAIR (Florida
Assessment for
Instruction in
Reading) parent
letter following each
FAIR Broad
Screen/PM
assessment.

1. Reading Coach

1. Parent surveys will

be administered three
times per year.

1. Percent of parents
indicating feeling
knowledgeable on
how to interpret their
childs PM data will
be calculated and
compared to previous
parent survey results.

2. Tier 1: Teachers
graphically
represent PM data
for all parentteacher
conferences. All
parent teacher
conferences include
a discussion of
student PM data.

2. Principal,
Assistant Principal,
Teachers and
Technology
Specialist

2. Parent surveys will

be administered three
times per year.

2. Percent of parents
indicating feeling
knowledgeable on
how to interpret their
childs PM data will
be calculated and
compared to previous
parent survey results.

3. Tier 2: Parents
of students who are
receiving Tier 2
interventions are
invited by
administration to
monthly data chats
to receive updated
PM data for their
child as well as
instruction on how
to interpret their
66
childs PM data

3. Reading Coach,
School
Psychologist, and
Title 1 Coordinator

3. Parent surveys will

be administered three
times per year.

3. Percent of parents
indicating feeling
knowledgeable on
how to interpret their
childs PM data will
be calculated and
compared to previous
parent survey results.

Division of Public Schools (PreK -12)

Florida Department of Education

Sample Other Attendance Goal

Based on the Needs
Assessment, Identify
Area(s) for
Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

During the
2008-2009
school year,
30% of
students
were absent
10 or more
days during
a one
semester
period.

By January
2010, less
than 10%
of
students
will be
absent
from
school for
10 or more
days.

1. Tier 1:
Teachers
implement schoolwide
reinforcement
program for
attendance.

1. Assistant
Principal

1. Collect and
review attendance
data monthly. Hold
Data Review
meeting with RtI
team every 8
weeks to determine
need for changes to
program.

1. Percent of
students with
absentee problems
determined by
reviewing
schoolwide
attendance data.

2. Tier 2:
Teachers
implement Check
and Connect
mentoring
program.

2. Guidance
Counselor

2. Collect and
review attendance
data bi-weekly.
Hold Data Review
meeting with RtI
team every 4
weeks to determine
need for changes to
intervention.

2. Percent of
students with
absentee problems
determined by
reviewing
attendance data
for students
receiving Tier 2
Intervention.

3. Collect and
review attendance
data weekly. Hold
Data Review
meeting with RtI
team every 2
weeks to determine
need for changes to
intervention.

3. Percent of
students with
absentee problems
determined by
reviewing
attendance data
for students
receiving Tier 3
Intervention.

Division of Public Schools (PreK -12)

3. Tier 3:
3. Guidance and
Administration
School
enrolls students in
Psychologist
an Intervention
class where
students receive
direct instruction in
organization, goal
setting, and selfmonitoring. Class
provides increased 67
monitoring and

Florida Department of Education

Sample Other Behavior Goal

If a school adopts Positive Behavior Support (PBS), then a behavior goal must be in the SIP.
Based on the Needs
Assessment, Identify
Area(s) for Improvement

Objective Linked
to Area of
Improvement

Action Step

Person or
Position
Responsible for
Monitoring the
Action Step

Process Used to
Determine
Effectiveness of
Action Step

Evaluation Tool

During the
2008-2009
school year,
African
American male
students were
disproportional
ly suspended
from school.
African
American
students
constitute 19%
of student
population
and 42% of
suspension
days (i.e., 100
days).

By January
2010,
reduce
suspensio
n days for
African
American
students
by 20%
(i.e., from
100
suspensio
n days to
80 or less
suspensio
n days).

1. Tier 1: Teachers
implement Positive
Behavior Support
(PBS) program.
Administration will
ensure African
American students are
represented on school
leadership teams and
focus groups when
choosing reinforcers
and determining
behavior plans.

1. Principal

1. Collect and analyze

suspension data
monthly. Determine
percent of African
American students
suspended.

1. Frequency
count of
suspensions days
for African
American
students.

2. Tier 2: Teachers
implement bi-weekly
Check and Connect
mentoring program
with at-risk students.

2. Guidance
Counselor

2. Collect and analyze

suspension data biweekly for student
receiving Tier 2
intervention. Determine
frequency of
suspensions amongst
African American
students who are
receiving Tier 2
interventions.

2. Frequency
count of
suspensions days
for African
American
students receiving
Tier 2
intervention.

3. Tier 3: Teachers
implement daily CheckIn/Check-Out mentoring
program. Teachers
increase communication
with home via weekly
behavior report cards.
Administration enrolls
students in anger
management, conflict
68
resolution, or stress
management programs

3. Community
Relations
Coordinator

3. Collect and analyze

3. Frequency
suspension data
count of
weekly for individual
suspensions days
students receiving
for African
Tier 3 intervention.
American
Determine frequency
students receiving
of suspensions
Tier 3
amongst African
Florida
Department
of Education
intervention.
American students
receiving Tier 3

Division of Public Schools (PreK -12)

Professional Development (PD)

Aligned with SIP goals and focused on improving instruction to increase student
achievement.

Objective Addressed

List each objective that will require PD.

Content/Topic

What will be the focus of the PD?

Facilitator

Who will provide the training?

Target Date

When will the training take place?

Who will attend the training and how will it be shared with others at
the school?

Strategy for Follow-up/ Monitoring

How will the school determine if the PD is being used in the

classroom and is effective?

Person or Position Responsible for Monitoring

Who is responsible to ensure that the strategies from the PD are

implemented in the classroom?

SIP Template Suggestion: PD target dates should be as specific as possible.

Timeframes such as spring or third nine-weeks may be indicated if the
exact date is not known.
Division of Public Schools (PreK -12)

69

Florida Department of Education

Sample Professional Development Goal

Professional Development Aligned with this Objective
Objective Addressed

Content/Topic

Facilitator

Target Date

Strategy for Follow-up/Monitoring

Person or Position
Responsible for Monitoring

Seventy-five
percent or
more of the
bottom
quartile will
make
learning
gains on the
2010
Mathematic
s FCAT.

Differentiated
Instruction

Mathemati
cs Coach

All
mathematic
s teachers
will
participate
in
differentiate
d instruction
training by
October
2009.

The Principal and

Assistant Principal will
conduct targeted
walkthroughs to monitor
effectiveness of
differentiated
instruction training in
using evidence-based
instruction/
interventions within the
mathematics blocks.

Principal, Assistant
Principal, and
Mathematics Coach
are responsible for
monitoring the use
of differentiated
instruction in
mathematics
blocks.

Division of Public Schools (PreK -12)

70

Florida Department of Education

Every Teacher Teaching Reading

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher

****only for Reading Goal

For Schools with Grades 6-12 describe the strategies to

encourage and ensure all teachers in all content areas are using
literacy strategies.
Best practice strategies may include:

Interactive word walls

Math journals
Science lab notebooks
Cornell notes summaries
Non-fiction reading materials for content topics
Common reading comprehension strategies across all subject areas
Teacher IPDP reading goals

SIP Template Suggestions: Schools should use District K-12 Comprehensive

Research-based Reading Plan as a resource to develop school-based
strategies. If district strategies are included, then the description should
include how the district strategies compliment school-based strategies.
Division of Public Schools (PreK -12)

71

Florida Department of Education

Budget

SIP provides clear coordination of federal, state, and local resources to

reduce duplication of services.
The allocation of resources is based on a needs assessment and clearly
supports student academic needs.
Resource allocations are aligned with the objectives of the SIP and
integrated to maximize support of identified student needs.
Resource allocations support evidence-based programs.
BUDGET
Evidence-based Program(s)/Materials(s)
Objective Addressed

Description of Resources

Funding Source

Available Amount
Total:

Technology
Objective Addressed

Description of Resources

Funding Source

Available Amount

Total:
Professional Development
Objective Addressed

Description of Resources

Funding Source

Available Amount
Total:

Other
Objective Addressed

Description of Resources

Funding Source

Available Amount
Total:

Division of Public Schools (PreK -12)

72

Florida Department of Education

DA School-level Compliance
Select schools Differentiated Accountability (DA) status.

Intervene
Correct II
Prevent II
Correct I
Prevent I

Review 2009-2010 Crosswalk of DA Requirements.

Upload schools Checklist of Compliance based upon DA
status.

SIP Template Suggestions: Any school that is identified as a DA school must

comply with the DA requirements listed in the 2009-2010 Crosswalk of
Differentiated Accountability Requirements. Checklists are available to assist
schools in determining DA compliance. DA schools must complete the
appropriate Checklist and upload findings into the SIP. The Crosswalk and
Checklists will be available on the Bureau of School Improvement Web site.
Division of Public Schools (PreK -12)

73

Florida Department of Education

School Advisory Council (SAC)

SAC Membership Compliance

The majority of the SAC members are NOT employed by the

school district.
If this is not the case, then list what measures are being taken
to come into compliance.

Projected Use of SAC Funds

Upcoming Activities of SAC
Processes for developing, reviewing, and revising SIPs.

Membership Roster

SIP Template Suggestion: The SAC and Principal are responsible for the SIP,
and they should take the lead in identifying all the needs associated with the
SIP.
Division of Public Schools (PreK -12)

74

Florida Department of Education

General SIP Reviewer Questions

Is the SIP comprehensive and cohesive?
Is there evidence that the SIP addresses the needs of the entire
school and that activities are coordinated to ensure that all
students reach proficiency?
What data sources were considered when writing the SIP
objectives?
Is the analysis of the data current and comprehensive?
Which subgroups did not meet AYP and what objectives
specifically provide for the progress of these subgroups?
Is each action step supported by an evidence base?
Are PD activities designed to address the strengths and
weaknesses identified by the data analysis?
Are the PD activities supported by an evidence base?
Do the resources selected align with the objectives of the SIP?
Are services being duplicated?
Are there services that could be provided more efficiently
through an alternative source?
Division of Public Schools (PreK -12)

75

Florida Department of Education

Questions?

or more
information, please contact
For
Florida Education: The Next Generation
DRAFT

March 13, 2008

Version 1.0

Julene Mohr
Mathematics Instructional Specialist
850.694.2952
[email protected]

Rebecca Sarlo
Response to Intervention (RtI) Specialist
xxx.xxx.xxxx
[email protected]

Daniela Simic
Science Instructional Specialist
850.694.2942
[email protected]

Pamela Tompkins
Reading Instructional Specialist
850.694.2950
[email protected]

Division of Public Schools (PreK -12)

76

Florida Department of Education