Putting It All Together SIP/DA Update July 2009

1. Putting It All TogetherSIP/DA UpdateJuly 2009 Wade Davis, Ed.D. Research, Evaluation Accountability Department

2. “In order to succeed, you must know what you are doing and believe in what you are doing...” Will Rogers

3. Signs of Progress-School Culture • What makes a school culture stronger? • What are the indicators? • What do administrators and teachers do that result in exceptional achievement?

4. School Culture • Unified Vision • Collaborative Decisions • Universal Curriculum • Rigorous Instruction • Data Driven Analysis • Cooperative Attitude, True Collaboration, • Deep Discussion, Resolve of Purpose • Responsiveness to Human Dynamics

5. “Why Do Differentiated Accountability and the SIP ? ”

6. “ Because we have too.”

7. Differentiated Accountability 􀂄 Streamlines two accountability systems: School Grades and NCLB. 􀂄 Lengthens and minimizes the Restructuring process for higher performing schools. 􀂄 Challenges “one size fits all ” approach under NCLB by organizing and differentiating federal and state interventions based on school performance. 􀂄 Specifically identifies which interventions should be applied and who is responsible for implementation, support, and monitoring. 􀂄 Provides targeted and high-quality assistance to the State’s lowest performing schools through the Region support system. Department now an active participant in the school improvement process. 􀂄 Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made.

8. 2009-2010 Differentiated Accountability (DA) Reporting Timelines June-July 2009 Regional Executive Directors (REDs) meet with Superintendents to review district compliance with DA August 1 Final Strategic Implementation Plan due for 2008-9 Intervene Schools August 28 District Improvement Plans due September 11 School Improvement Plans due September 18 School Baseline Data due November Initial Intervene Option due for 2009-2010 Intervene Schools December 18 School Mid-Year Data due January 15, 2010 School Mid-Year Report due February Strategic Implementation Plans due for 2009-10 Intervene Schools May School Restructuring Plans due for SINI 4 and SINI 6 August 1 Final Strategic Implementation Plan due for 2009-10 Intervene Schools

9. What’s new for 2009-2010? 􀂄 Legislature recently approved HB 991, SB 1682, and Governor signed into law. DA will now be the State’s official accountability system. 􀂄 Non-Title I A, B, and C schools not making AYP for two consecutive years will be included in DA. 􀂄 SINI status will not be used to determine placement of schools in the DA matrix. 􀂄 Department will now provide targeted assistance to Exiting Intervene and D former F schools in 2007-08. 􀂄 Former FLaRE Coordinators will be under the direction of region offices. 􀂄 Coaches only required for Intervene, Exiting Intervene, Correct II D and F Schools, and D former F schools in 2007-08. 􀂄 Performance and Differentiated Pay only required for Intervene, Exiting Intervene, Correct II D and F schools, and D former F schools in 2007-08. 􀂄 Eliminated requirement for “outside expert ” and extended learning day.

10. 􀂄Community Assistance Team (CAT) is required for F and Intervene schools— only one team is required per district, not per school. 􀂄FAIR required for Correct II, Intervene, and D former F schools in 2007-08 for Level 1-3 students and State’s SIP template required for all DA schools. 􀂄Waiver can be obtained for coaches, use of FAIR, and use of State’s SIP template for non-Title I A, B, and C schools. 􀂄Specific language relating to RtI process added to the crosswalk. 􀂄Role of the Department is clearly defined in the lowest-performing schools within crosswalk (i.e. Intervene, F, Exiting Intervene, and D former F schools in 2007-08) 􀂄Instructional Focus Calendars and mini-assessments are required in reading, mathematics, and science. 􀂄Florida’s Continuous Improvement Model required. 􀂄Data chats required after assessments. 􀂄Districts must establish a monitoring system to ensure school improvement.

11. Points of Clarification 􀂄 Non-Title I schools are not required to provide SES services, choice with transportation, or go through the corrective action and/or restructuring process! 􀂄 DA Bill did not change school grading process! 􀂄 If non-Title I A, B, and C schools choose not to use State template (waiver), the district template must address the areas of data analysis, RtI, and instructional strategies for subgroups not making AYP. It must also address state statute requirements.

12. An “A”, “B”, “C”, or ungraded school enters Differentiated Accountability (DA) after missing Adequate Yearly Progress (AYP) for two consecutive years starting from 2002-2003. An “AYP Count” value is assigned to all schools. The AYP Count starts at 1 for a school that has missed AYP for two consecutive years. The count increases for each year that a school in DA misses AYP. A school must make AYP two consecutive years to exit DA. If a school in DA then makes AYP one year, the school’s AYP Count freezes. However, if that school then misses AYP in the following year, the school’s AYP Count resumes. Reaching AYP for two consecutive years resets the AYP Count at zero. To re-enter DA, a school would need to miss AYP for two consecutive years or graded D or F. DIFFERENTIATED ACCOUNTABILITY CATEGORIES PREVENT I “A”, “B”, “C”, or ungraded schools that have missed AYP for at least two consecutive years, with AYP Counts from 1 to 3, and have met at least 80% of AYP criteria 􀂖 SCHOOL IMPLEMENTS INTERVENTIONS 􀂖 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 􀂖DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS

13. PREVENT II • “D” schools that have missed AYP for fewer than two consecutive years. • “D” schools that have missed AYP for at least two consecutive years, with AYP Counts from 1 to 3. • “A”, “B”,“C”, or ungraded schools that have missed AYP for at least two consecutive years, with AYP Counts from 1 to 3, and have met less than 80% of AYP criteria 􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS 􀂖SCHOOL IMPLEMENTS INTERVENTIONS 􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS 􀂖SCHOOL IMPLEMENTS INTERVENTIONS 􀂖DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS 􀂖STATE MONITORS DISTRICT’S SUPPORT OF SCHOOLS

14. CORRECT I • “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that have met at least 80% of AYP criteria. 􀂖 DISTRICT DIRECTS INTERVENTIONS 􀂖 FOCUSED SUPPORT AND INTERVENTIONS FOR SUBGROUPS NOT MAKING AYP 􀂖 SCHOOL IMPLEMENTS INTERVENTIONS 􀂖 DISTRICT MONITORS PROGRESS AND SUPPORTS SCHOOLS CORRECT II • All “F” schools regardless of AYP status. • “D” schools with AYP Counts of 4 or greater. • “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that have met less than 80% of AYP criteria 􀂖DISTRICT DIRECTS WHOLE SCHOOL INTERVENTIONS 􀂖SCHOOL IMPLEMENTS INTERVENTIONS 􀂖DISTRICT AND STATE MONITOR PROGRESS AND SUPPORT SCHOOLS 􀂖INTENSIVE ONSITE SUPPORT IS PROVIDED BY DISTRICT AND STATE FOR “F”AND “D Former F (2007-2008)”SCHOOLS

15. Differentiated Accountability Prevent II Schools

16. First Year Insights.. • Keys to Success • 1) Instructional Leadership of Principal • 2) Data Analysis-Differentiated Instruction • 3) Effective use of Coaches • 4) Strong reading instruction—fidelity to the core • 5) Use of common planning time • Areas in need of Improvement • 1) Review of low-performing principals and teachers • 2) Creating a culture of data analysis • 3) District monitoring and support • 4) Use of Coaches • 5) Supporting schools to attract and retain the best teachers • 6) Use of purchased resources and programs • 7) Higher order questioning • 8) Too many worksheets • Deep teaching of the benchmarks • Fidelity to secondary reading program

17. School Improvement Plan How did we do?

18. Very good in our Witch reduction goal!

19. Data Analysis 1. Gather information using Review, Interview, Observation, and Test (RIOT) procedures. (Fact Finding) 2. Apply professional knowledge of content. (Content Knowledge) 3. Generate Hypothesis and predictions. (Assumed Causes) 4. Validate Hypothesis (Record and analyze results of data collected) 5. Link assessment to intervention and enrichment (Write the intervention to be implemented)

20. Here’s where we are at this point …

21. Creating S.M.A.R.T. Goals Specific, Measurable, Attainable, Realistic,Timely Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: *Who:   Who is involved? *What:      What do I want to accomplish? *Where:   Identify a location. *When:     Establish a time frame. *Which:    Identify requirements and constraints. *Why:   Specific reasons, purpose or benefits of accomplishing the goal.

22. Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

23. Realistic -To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. Tangible - A goal is tangible when you can experience it. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

24. Data sources to use while writing School Improvement Plans: Florida School Indicators Reports NCLB School Public Accountability Reports Graduation and Dropout Rates High School Feedback Reports FCAT Student Performance Results-Demographic Reports (2000 - 2007) School Safety and Discipline Data (SESIR reports 1997-2007) Strategies for Evaluating Your School Improvement Process (pdf) Flowchart of the annual School Improvement Process (pdf) Planning and Evaluating Your School Improvement Process (11th edition, 2008) Promising Instructional Practices from the School Recognition reporting database (2002-2007) Five Star School Awards (for exemplary community involvement) Florida Attorney General Advisory Legal Opinion (AOG 2001-84) issued December 13, 2001 regarding School Advisory Council and Sunshine Law "Sunshine Law" (Section 286.011, Florida Statutes) Robert's Rules of order (this resource for SAC meetings is NOT required-use is optional)

25. DART 2009 A process for using the Florida Comprehensive Assessment Test (FCAT) to disaggregate student achievement data toward improving teaching and learning 11th Edition - 2009 Florida Department of Education 325 W. Gaines Street, Suite 314 Tallahassee, FL 32399-0400 (850) 245-0426, SunCom 205-0426 http://www.flbsi.org

26. Foundation of FCIM Process 􀂄Baseline and Midyear Assessment for Reading, Mathematics, Science, and Writing 􀂄Monthly or Bi-Weekly Assessments 􀂄Data Chats with Students and Teachers 􀂄Use of common planning time to analyze data 􀂄Highlighting of Assessment Data and Grouping of Students 􀂄Development of Instructional Focus Calendars in Reading, Math, Science, and Writing by Grade Level 􀂄Instructional time allocated for particular benchmarks should not be equal 􀂄IFCs aligned to benchmarks 􀂄After assessments, students are grouped for differentiated instruction 􀂄Above mastery or at mastery (enrichment), near, and severely below mastery 􀂄Use of Focus Lessons 􀂄Administration monitors implementation

27. In A Nutshell • Focus on: • SSS related curriculum • School wide basic skills in teaching and learning • Rigorous curriculum • Intervention for those who need help and enrichment • Data driven Accountability • Efforts demonstrated and supported by state • assessments

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

29. An A ??? No Problem !!!

30. Coming together is a beginning. Keeping together is progress. Working together is success.” Henry Ford A A A A A A Happy Ending