School Improvement Plan 2011-2012 Presented by the Accountability Department Broward County Public Schools

1.  School Improvement Plan2011-2012Presented by the Accountability DepartmentBroward County Public Schools Welcome. Introductions. Get general idea of elementary, middle, high, centers, Principals, A.P.s, SAC chairs etc� Provide purpose for the presentation: intro new SIP template and requirements for 10-11. Resources at http://www.broward.k12.fl.us/schoolimprove SIP due dates PowerPoint with notes SIP Timeline for 2010-2011 (handout) SIP template in WORD format Guidance documents from various district departments Link to DOE SIP website Suggestions Begin working now on the WORD template Copy and paste into online DOE template once released Welcome. Introductions. Get general idea of elementary, middle, high, centers, Principals, A.P.s, SAC chairs etc� Provide purpose for the presentation: intro new SIP template and requirements for 10-11. Resources at http://www.broward.k12.fl.us/schoolimprove SIP due dates PowerPoint with notes SIP Timeline for 2010-2011 (handout) SIP template in WORD format Guidance documents from various district departments Link to DOE SIP website Suggestions Begin working now on the WORD template Copy and paste into online DOE template once released

2. Objectives of today�s session: To prepare schools to complete the 2011-2012 School Improvement Plan To provide updates from Florida Department of Education in reference to School Improvement

3. What�s New for 2011-2012? The WORD template has not been released by the FDOE at this time. It will be posted to Broward�s School Improvement website as soon as we receive it. We are recommending that you use the 2010-2011 WORD template as a guide. Each school is required to use the online template for SIP submission to the state when it becomes available. You must copy and paste information from the WORD document into the online template.

4. Updates to the SIP Template Common Goal Section When you have identified Anticipated Barriers, Strategies, etc. that are common across content areas and/or subgroups, you will be able to click on a button (�Common Goal Section�) and input the barrier, strategies, etc. and it will populate each goal you select. After each goal section there is a view section link to allow printing just for that goal. Last year�s school improvement plan will automatically rollover to the online template once it is released and you can edit the information for this year.

5. 2011-2012 School Improvement PlanTimeline for DA Schools, DJJ Sites, and DA Charter Schools August 10, 2011: Online submission of DRAFT SIPs to Broward School Improvement website August 11-26, 2011: District review of SIPs September 2011: Schools revise SIPs per recommendations from Review Teams September 21, 2011: Schools submit FINAL SIP & DA Checklist to Broward School Improvement Department September 30, 2011: Final SIPs & DA Checklists due online to State and District. *Submit FINAL SIP & DA Checklist to Broward School Improvement Department (upload as pdf document to School Improvement website)

6. 2011-2012 School Improvement PlanTimeline for non-DA Schools August 15, 2011: Online submission of DRAFT SIPs to Broward School Improvement website September 12-September 19, 2011: District review of SIPs September 2011: Schools revise SIPs per recommendations from Review Teams October 14, 2011: Final SIPs & DA Checklists due online to State and District. *Submit FINAL SIP to Broward School Improvement Department (upload as pdf document to School Improvement website)

7. School Information SAC Chair � use present SAC chair�s name and make changes when a new SAC chair is chosen Superintendent: List Interim Superintendent once hired (Sample: John Doe, Interim Superintendent) Date of School Board Approval: December 6, 2011 All counties in Florida were given an option for completing the SIP online or using the Word document. Broward County has chosen to submit the School Improvement Plans online to the DOE. All schools must comply.All counties in Florida were given an option for completing the SIP online or using the Word document. Broward County has chosen to submit the School Improvement Plans online to the DOE. All schools must comply.

8. 2011-2012 School Improvement PlanStudent Achievement Data: School Grades Trend Data Adequate Yearly Progress FCAT Trend Data The links will open in a separate browser window. Longitudinal data (School Grades, AYP and FCAT) will be displayed in the print view of the SIP.

9. Include: Position Name Degree(s)/Certification(s) Number of years at Current School Number of Years as an Administrator Prior Performance Record Schools Grades FCAT Performance by Accountability Categories AYP List experience, not awards Need 2-3 years of actual school grade and AYP info Be specific to each administrator If your current Principal was at a different school, cite the data from the previous school Qualifications must align to school performance If AP is new then look at last position: reading coach = reading scores, classroom teacher = learning gains List experience, not awards Need 2-3 years of actual school grade and AYP info Be specific to each administrator If your current Principal was at a different school, cite the data from the previous school Qualifications must align to school performance If AP is new then look at last position: reading coach = reading scores, classroom teacher = learning gains

10. Include: Subject Area Name Degree(s)/Certification(s) Number of Years at Current School Number of Years as Coach Prior performance School Grades FCAT Performance by Accountability Categories AYP Applies to ALL site-based instructional coaches, regardless of funding, whose duties include modeling and mentoring. This position does not include conducting push-ins or pull-outs. This position refers to coaches who are coded as coaches; they are not visiting ESOL or Accountability support staff. Proven performance record: school grades, FCAT performance, learning gains, lowest 25th percentile and AYP. Use student data from the teachers receiving support from the instructional coach Same coach with declining scores for 4 years doesn�t have a proven track record and the coach is not highly qualified Reading coach should have experience teaching reading and should be reading endorsed or reading certified (this includes Elementary School Reading coaches) Read the template: the information is very specific Applies to ALL site-based instructional coaches, regardless of funding, whose duties include modeling and mentoring. This position does not include conducting push-ins or pull-outs. This position refers to coaches who are coded as coaches; they are not visiting ESOL or Accountability support staff. Proven performance record: school grades, FCAT performance, learning gains, lowest 25th percentile and AYP. Use student data from the teachers receiving support from the instructional coach Same coach with declining scores for 4 years doesn�t have a proven track record and the coach is not highly qualified Reading coach should have experience teaching reading and should be reading endorsed or reading certified (this includes Elementary School Reading coaches) Read the template: the information is very specific

11. Describe school-based strategies used to recruit and retain highly qualified, high quality teachers to the school. Include: Description of Strategy Person Responsible Projected Completion Date Due to current budget constraints the emphasis here needs to be retention not recruitment. Does Principal meet with new, inexperienced teachers (grade level or those new to a position) on a regular basis. Do they have a PLC? What support systems are in place? Don�t just name the program (NESS) but note what you do to go beyond the program(s) Spell out NESS � New Educator Support System If �paying your dues� is the philosophy of your school you do not have a good retention plan Due to current budget constraints the emphasis here needs to be retention not recruitment. Does Principal meet with new, inexperienced teachers (grade level or those new to a position) on a regular basis. Do they have a PLC? What support systems are in place? Don�t just name the program (NESS) but note what you do to go beyond the program(s) Spell out NESS � New Educator Support System If �paying your dues� is the philosophy of your school you do not have a good retention plan

12. 2011-2012 School Improvement PlanNon-Highly Qualified Teachers List all instructional staff who are teaching out-of-field and/or are NOT highly qualified. It is required that all non-Title 1 DA schools have highly-qualified paraprofessionals, as defined by No Child Left Behind (NCLB), who instruct subgroups who did not make AYP. Include: Name Certification (if any) Teaching Assignment PD/Support to become HQ

13. Submit demographic information about instructional staff in the school. Include any staff teaching at least one academic course. Include: 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 When using percentages, include the number of teachers the percentage represents (e.g. 70% (35)). When using percentages, include the number of teachers the percentage represents (e.g. 70% (35)) It may be advantageous to do an excel spreadsheet and then as you update the info the percentages will adjust. This is for next year but generally it will be about 90% accurate and then you can adjust as the need arises. When using percentages, include the number of teachers the percentage represents (e.g. 70% (35)) It may be advantageous to do an excel spreadsheet and then as you update the info the percentages will adjust. This is for next year but generally it will be about 90% accurate and then you can adjust as the need arises.

14. Describe the school�s teacher mentoring program. Include: Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities Be specific with your information Examples - Principal meets each month with the teacher OR teacher A taught 5th grade and will be in 2nd grade next year, so Teacher A gets matched with a master 2nd grade teacher. This mentorship is not meant for teachers who are developmental or in documentation. There must be a rationale for assigning mentors to teachers. List the topics of the planned mentoring activities How often do they meet? Is there release time built in for modeling and feedback? Are teachers encouraged to observe their mentor or other master teachers? Be specific with your information Examples - Principal meets each month with the teacher OR teacher A taught 5th grade and will be in 2nd grade next year, so Teacher A gets matched with a master 2nd grade teacher. This mentorship is not meant for teachers who are developmental or in documentation. There must be a rationale for assigning mentors to teachers. List the topics of the planned mentoring activities How often do they meet? Is there release time built in for modeling and feedback? Are teachers encouraged to observe their mentor or other master teachers?

15. Describe how federal, state and local services and programs will be coordinated and integrated in the school. (See Technical Assistance document for sample information.) Include: Discuss the areas that apply to your school Put N/A if it does not apply, do NOT leave any section blank Part C - if you have migrant students at your school tell how you provide services Title II - Professional Development, budget keeper has the information on funding for professional development. Title III - ESOL services: do they buy books or materials for you or visit on a regular schedule? All schools have SAI funds: Describe how you spend these funds Discuss the areas that apply to your school Put N/A if it does not apply, do NOT leave any section blank Part C - if you have migrant students at your school tell how you provide services Title II - Professional Development, budget keeper has the information on funding for professional development. Title III - ESOL services: do they buy books or materials for you or visit on a regular schedule? All schools have SAI funds: Describe how you spend these funds

16. Florida�s Three Tier Model RtI is a federal mandate for a structured approach for providing intervention to students RtI is a multi-tiered approach to help struggling learners. For additional information refer to the guidance documents on the School Improvement website. Tier 1: This includes ALL students participating in core instruction: general academic and behavior instruction and support provided to all students in all settings. This represents all students. Tier 2: This includes ALL students participating in core instruction AND need supplemental interventions and supports: more targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. This represents some students. Tier 3: This includes ALL students participating in core instruction, supplemental AND need additional interventions to meet mastery: the most intense instruction and intervention based upon individual student need provided to and aligned with Tier 1 & 2 academic and behavior instruction supports. This represents a few students. RtI is a federal mandate for a structured approach for providing intervention to students RtI is a multi-tiered approach to help struggling learners. For additional information refer to the guidance documents on the School Improvement website. Tier 1: This includes ALL students participating in core instruction: general academic and behavior instruction and support provided to all students in all settings. This represents all students. Tier 2: This includes ALL students participating in core instruction AND need supplemental interventions and supports: more targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. This represents some students. Tier 3: This includes ALL students participating in core instruction, supplemental AND need additional interventions to meet mastery: the most intense instruction and intervention based upon individual student need provided to and aligned with Tier 1 & 2 academic and behavior instruction supports. This represents a few students.

17. School-based RtI Team Identify the school-based RtI Leadership Team Indicate who is on the team and their position. Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions). How does it work with other school teams to organize/coordinate efforts? Explain when the team meets and what the focus will be. Consider the number and functions of other teams in your school. Collaborative Problem Solving (CPS) Team will form the core of the RtI team Team will function in much the same way as the CPS and the old child study team RtI Leadership team includes the instructional leader(s) at the school who are also involved in the development of the SIP. This may include: Administrators, Instructional Coaches, Curriculum Specialist, Behavioral Specialist, ELL Specialist, ESE Specialist, Speech Pathologist, School Psychologist, Guidance Counselor, School Social Worker. Assess the other teams operating at your school and determine who would be the best candidates for this team. Coordinate overlapping efforts of school teams within your school to eliminate duplication of efforts. Does your school need multiple teams or one problem solving team that includes subcommittees to address content areas/grade levels?Collaborative Problem Solving (CPS) Team will form the core of the RtI team Team will function in much the same way as the CPS and the old child study team RtI Leadership team includes the instructional leader(s) at the school who are also involved in the development of the SIP. This may include: Administrators, Instructional Coaches, Curriculum Specialist, Behavioral Specialist, ELL Specialist, ESE Specialist, Speech Pathologist, School Psychologist, Guidance Counselor, School Social Worker. Assess the other teams operating at your school and determine who would be the best candidates for this team. Coordinate overlapping efforts of school teams within your school to eliminate duplication of efforts. Does your school need multiple teams or one problem solving team that includes subcommittees to address content areas/grade levels?

18. Describe the role of the school-based RtI Leadership Team in the development and implementation of the School improvement Plan. Describe how the RtI Problem Solving process is used in the development and implementation of the SIP. The RtI team will work collaboratively with the SAC team to assist in the development and implementation of the SIP. Identify Problem Analyze Data Develop and implement Intervention Plan Evaluate effectiveness Speaks to data collection and progress monitoring for RtI. The RtI team will work collaboratively with the SAC team to assist in the development and implementation of the SIP. One suggestion is for the SAC to have, included in every agenda, a time to address Differentiated Accountability updates; which will include RtI issues. Additionally, representatives from SAC do serve on RtI and vice-versa.Speaks to data collection and progress monitoring for RtI. The RtI team will work collaboratively with the SAC team to assist in the development and implementation of the SIP. One suggestion is for the SAC to have, included in every agenda, a time to address Differentiated Accountability updates; which will include RtI issues. Additionally, representatives from SAC do serve on RtI and vice-versa.

19. RtI Implementation Describe the data management system used to summarize tiered data. How will data be analyzed to evaluate core instruction? targeted group interventions? individual student interventions? Behavior data can be accessed in the Data Warehouse under the Discipline Reports Folder Describe the plan to train staff on RtI. Speaks to data collection and progress monitoring for RtI Tiers You can use the following sites to access data: PMRN, Virtual Counselor, Data Warehouse, School Reports Menu (provided by ETS) Possible data sources: BAT, FAIR, formative assessments, writing samples, textbook assessmentsSpeaks to data collection and progress monitoring for RtI Tiers You can use the following sites to access data: PMRN, Virtual Counselor, Data Warehouse, School Reports Menu (provided by ETS) Possible data sources: BAT, FAIR, formative assessments, writing samples, textbook assessments

20. Identify the school-based Literacy Leadership Team Indicate who is on the team and their position. Explain why they have been included on the team. Describe how the school-based Literacy Leadership Team functions (e.g. meeting processes and roles/functions) Explain when the team will meet and what the focus will be. Describe the major initiatives of the school-based Literacy Leadership Team for this year Explain how the Literacy Leadership Team will contribute to increase student literacy Representation should include each grade level/content area/department. Refer to the District K-12 Reading plan for guidance. Consult with reading coach for additional assistance. Ensure that all stakeholders understand and support the school�s Reading goals.Representation should include each grade level/content area/department. Refer to the District K-12 Reading plan for guidance. Consult with reading coach for additional assistance. Ensure that all stakeholders understand and support the school�s Reading goals.

21. Notification letters SINI Status SINI 1+ schools SES Option SINI 1+ schools Choice With Transportation (CWT) Option SINI 2+ schools SINI Status and CWT notifications may be same letter Letters and directions will be posted School Improvement website in July 2011.Letters and directions will be posted School Improvement website in July 2011.

22. Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable. Examples are provided for you as part of the Technical Assistance Document located on the Broward�s School Improvement Website. Applies to elementary schools only All other schools respond N/A Include information on articulation and visitations to school before reaching Kindergarten classes to ensure smooth transition. Does the principal visit the sites? Do you prepare and share a packet for parents? What and when is you kindergarten orientation? Applies to elementary schools only All other schools respond N/A Include information on articulation and visitations to school before reaching Kindergarten classes to ensure smooth transition. Does the principal visit the sites? Do you prepare and share a packet for parents? What and when is you kindergarten orientation?

23. 2011-2012 School Improvement PlanLiteracy Leadership Team For schools with Grades 6-12: Describe the plan to ensure all teachers incorporate reading instruction in all classes.

24. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? How does the school incorporate students� academic and career planning, as well as promote student course selections, so that students� course of study is personally meaningful? Required for all high schools. Applied and Integrated courses are built into magnet programs. Students need to know the path they must follow to achieve their career goals.Required for all high schools. Applied and Integrated courses are built into magnet programs. Students need to know the path they must follow to achieve their career goals.

25. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis. Use High School Feedback Report http://data.fldoe.org/readiness/ Applies to high schools and any school serving 12th grade students. All other schools respond N/A Include information on articulation and visitations to area vocational technical centers. Does the principal visit the sites? How are you preparing your students so they don�t need college level remedial courses? Website for high school report: http://data.fldoe.org/readiness/default.cfm Applies to high schools and any school serving 12th grade students. All other schools respond N/A Include information on articulation and visitations to area vocational technical centers. Does the principal visit the sites? How are you preparing your students so they don�t need college level remedial courses? Website for high school report: http://data.fldoe.org/readiness/default.cfm

26. � RED arrows: Enter the current level of performance (FCAT data) and the expected level of performance (Should be reasonable and attainable. Research will be giving guidance as to what is considered reasonable) � For learning gains (it includes all students) and lowest 25% use school grade data as your source for current level of performance. � When calculating expected levels of performance, assume that you are working with the same amount of students as 2010-2011. � When using percentages, include the number the percentage represents (e.g. 70% (35)) � 5 Goals for Reading and Math: Goal 1: Students achieving proficiency (Level 3 only) Goal 2: Students achieving at Levels 4-5 (high performing students) Goal 3: Students achieving learning gains (for all students) Goal 4: Students achieving within the lowest 25th percentile Goal 5: Student subgroups not achieving AYP (separated by AYP subgroup). Address subgroups for which the school is accountable, subgroups that did not make AYP and those that made AYP via Safe Harbor or Growth Model. A: Ethnicity B: ELL C: SWD D: ED � RED arrows: Enter the current level of performance (FCAT data) and the expected level of performance (Should be reasonable and attainable. Research will be giving guidance as to what is considered reasonable) � For learning gains (it includes all students) and lowest 25% use school grade data as your source for current level of performance. � When calculating expected levels of performance, assume that you are working with the same amount of students as 2010-2011. � When using percentages, include the number the percentage represents (e.g. 70% (35)) � 5 Goals for Reading and Math: Goal 1: Students achieving proficiency (Level 3 only) Goal 2: Students achieving at Levels 4-5 (high performing students) Goal 3: Students achieving learning gains (for all students) Goal 4: Students achieving within the lowest 25th percentile Goal 5: Student subgroups not achieving AYP (separated by AYP subgroup). Address subgroups for which the school is accountable, subgroups that did not make AYP and those that made AYP via Safe Harbor or Growth Model. A: Ethnicity B: ELL C: SWD D: ED

27. 1. Identify the problem. Why? Analyze data to determine the source or cause of the problem. What? Develop and implement an intervention plan. Did it work? Evaluate the effectiveness of the intervention plan *Please ensure there is ongoing formative assessment and adjustments accordingly and record changes in the SAC minutes. If you are not successful, go back to the beginning of the process. A cyclical process.1. Identify the problem. Why? Analyze data to determine the source or cause of the problem. What? Develop and implement an intervention plan. Did it work? Evaluate the effectiveness of the intervention plan *Please ensure there is ongoing formative assessment and adjustments accordingly and record changes in the SAC minutes. If you are not successful, go back to the beginning of the process. A cyclical process.

28. Anticipated Barriers Barriers must be aligned with the areas that need improvement. Strategy Define the strategy that the school will implement to ensure the expected level of performance is met. Person or Position Responsible for Monitoring Identify the person or position who will be responsible to ensure the strategy is implemented. Process Used to Determine Effectiveness of Strategy Describe the process that will be used to determine if the strategy is effective. Evaluation Tool Describe/Name the assessment tool. Anticipated Barriers: Should include things the school has control over; such as schedules, teacher content knowledge, lack of language acquisition, etc. BUDGET is NOT controllable. Must indicate the use of frequent progress monitoring with a timeline Example: weekly grade level/ content team PLC to review data Non-examples: periodic review of class grades, attendance of after school tutoring Effectiveness of a strategy is based upon student growth, not just successful completion of implementation of a strategy. Strategies Must be specific Student centered Person Responsible Provide name and/or title Process to be used to determine effectiveness Describe the monitoring process in detail (e.g., rates of implementation) Evaluation Tool Name the measure(s) used to show results NOTE: Tools need to be objective, valid, reliable and tied to the intervention strategy. Anticipated Barriers: Should include things the school has control over; such as schedules, teacher content knowledge, lack of language acquisition, etc. BUDGET is NOT controllable. Must indicate the use of frequent progress monitoring with a timeline Example: weekly grade level/ content team PLC to review data Non-examples: periodic review of class grades, attendance of after school tutoring Effectiveness of a strategy is based upon student growth, not just successful completion of implementation of a strategy. Strategies Must be specific Student centered Person Responsible Provide name and/or title Process to be used to determine effectiveness Describe the monitoring process in detail (e.g., rates of implementation) Evaluation Tool Name the measure(s) used to show results NOTE: Tools need to be objective, valid, reliable and tied to the intervention strategy.

29. Guiding questions are available in all areas where levels of performance are required. Guiding questions will be located in the Technical Assistance Guide that will be provided by the FDOE School Improvement Bureau. Every school must address reading, mathematics, science, writing, attendance, suspension and parent involvement. All high schools must also complete the Dropout Prevention Goal Refer to guiding questions (handout) to write your responses when completing the goal chart(s). Specific responses are NOT required for each question on the template.Every school must address reading, mathematics, science, writing, attendance, suspension and parent involvement. All high schools must also complete the Dropout Prevention Goal Refer to guiding questions (handout) to write your responses when completing the goal chart(s). Specific responses are NOT required for each question on the template.

30. Embed the answers into the Strategies to overcome anticipated barriers. Guiding questions to inform the problem solving process: Which reporting categories/strands, by grade level, showed a decrease in proficiency? How will the Instructional Focus Calendar be created to address area(s) of improvement (reporting categories/strands)? How will focus lessons be developed and revised to increase and maintain proficiency for these reporting categories/strands? FCIM is embedded within strategies for each goal.FCIM is embedded within strategies for each goal.

31. Guiding Questions to Inform the Problem Solving Process In addition to the baseline and mid-year assessment, how often will interim or mini-assessments/writing prompts be administered? How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional based on the academic needs of students? How often will data chats be held at each of the following levels: teacher/student; teacher/administration? FCIM is embedded within strategies for each goal. FCIM is embedded within strategies for each goal.

32. 2011-2012 School Improvement PlanRtI: Making Necessary Adjustments Embed RtI into the strategies: How are you making decisions based on RtI data (at Tier 1 through data chats; at Tiers 2 & 3 through the Intervention Records and progress monitoring graphs How are you systematically collecting these data using appropriate methods and documents? Evaluation measures include: improvements in student achievement, reductions of student behavior incidents, and reductions in referral rates for ESE students. Refer to the Technical Assistance documents for the RtI for more detailed information. RtI is embedded within strategies for each goal. Refer to the Technical Assistance documents for the RtI for more detailed information. RtI is embedded within strategies for each goal.

33. Reading Goal

34. 2011-2012 School Improvement Plan Expected ImprovementsGoals: Reading Students achieving proficiency (FCAT Level 3) in Reading Based on 2011 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)? What are the anticipated barriers to increasing the percentage of students maintaining proficiency (FCAT Level 3)? For students scoring FCAT Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to proficiency (FCAT Level 3)? For students scoring FCAT Level 3, what strategies will be implemented to maintain proficiency and/or increase achievement to above proficiency (FCAT Levels 4 or 5)? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. In the narrative section, you may discuss the challenge of moving Level 3 students to Levels 4 & 5, while still being held accountable to increase the number of Level 3 students. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. In the narrative section, you may discuss the challenge of moving Level 3 students to Levels 4 & 5, while still being held accountable to increase the number of Level 3 students.

35. 2011-2012 School Improvement Plan Expected ImprovementsGoals: Reading 2. Students achieving above proficiency (FCAT Levels 4 and 5) in Reading Based on 2011 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)? What are the anticipated barriers to increasing the percentage of students scoring FCAT Levels 4 or 5 on the 2012 FCAT? For students scoring FCAT Level 3, what strategies will be implemented to maintain proficiency and/or increase achievement to above proficiency (FCAT Levels 4 or 5)? For students scoring FCAT Levels 4 or 5, what strategies will be implemented to maintain above proficiency, performance, and provide enrichment? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section.

36. 2011-2012 School Improvement Plan Expected ImprovementsGoals: Reading 3. Percentage of students making Learning Gains in Reading Did the percentage of students making Learning Gains increase or decrease from 2010 to 2011? What are the anticipated barriers for making Learning Gains by improving performance or maintaining proficiency at FCAT Levels 3, 4 or 5 on the 2012 FCAT? For students scoring FCAT Levels 1 or 2, what strategies will be implemented to provide remediation and increase achievement to proficiency (FCAT Level 3)? For students scoring FCAT Level 3, what strategies will be implemented to maintain proficiency and/or increase achievement to above proficiency (FCAT Levels 4 or 5)? For students scoring FCAT Levels 4 or 5, what strategies will be implemented to maintain above proficiency and provide enrichment? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section.

37. 2011-2012 School Improvement Plan Expected ImprovementsGoals: Reading 4. Percentage of students in Lowest 25% making learning gains in Reading What percentage of students in the lowest 25% made learning gains? What was the percent 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%? What additional supplemental interventions/remediation will be provided for students in the lowest 25% not achieving learning gains? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section.

38. 2011-2012 School Improvement Plan Expected ImprovementsGoals: Reading Student subgroups not making Adequate Yearly Progress (AYP) in Reading Ethnicity b. ELL SWD d. Economically Disadvantaged Which student subgroups did not meet AYP targets? What are the anticipated barriers to increasing the number of subgroups making AYP? What strategies will be used to ensure students make AYP? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section.

39. Mathematics Goal

40. 2011-2012 School Improvement PlanExpected ImprovementsGoal: Mathematics Students achieving proficiency (Level 3) in Mathematics Students achieving above proficiency (Levels 4 and 5) in Mathematics Percentage of students making Learning Gains in Mathematics Percentage of students in Lowest 25% making learning gains in Mathematics Student subgroups not making Adequate Yearly Progress (AYP) Ethnicity c. SWD ELL d. Economically Disadvantaged Guiding questions for Mathematics refer to Levels (not FCAT) because EOC exams will be reported with Level scores. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section. The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular group of students. Looking at trend data will be helpful with this section.

41. Science Goal

42. Students achieving proficiency (FCAT Level 3) in Science Based on 2011 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)? What are the anticipated barriers to students achieving proficiency (FCAT Level 3) on the 2012 FCAT? What benchmarks/strands, by grade level, showed non-proficiency? 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 proficiency for these benchmarks/strands? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular pool of students. Looking at trend data will be helpful in assisting with this section.The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular pool of students. Looking at trend data will be helpful in assisting with this section.

43. 2. Students achieving above proficiency (FCAT Levels 4 and 5) in Science What are the anticipated barriers to students achieving proficiency (FCAT Level 3) or above proficiency (FCAT Levels 4 or 5) on the 2012 FCAT? Based on 2011 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)? What benchmarks/strands, by grade level, showed non-proficiency? 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 proficiency for these benchmarks/strands? The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular pool of students. Looking at trend data will be helpful in assisting with this section.The levels of performance should be indicative of the 2011 performance. The expected level of performance should be based on how the SCHOOL will perform as a whole rather than a particular pool of students. Looking at trend data will be helpful in assisting with this section.

44. Writing Goal

45. Students achieving proficiency (FCAT 4.0-6.0) in Writing Based on the 2011 FCAT, did the school demonstrate an increase or a decrease (4.0 and above) compared to 2010 FCAT? How will the Instructional Focus Calendar be created to address areas of improvement for writing skills (focus, organization, support, elaboration, and conventions)? How will focus lessons be developed and revised to increase and maintain writing scores? Once baseline writing prompts are administered at the beginning of the school year, determine strengths and weaknesses of performance on one type of prompt vs. the other. What is the process for providing feedback to students to allow for revisions, editing, and publishing? Goal 1: 4.0 � 6.0 Goal 2: AYP subgroups are separated into their own goal: A: Ethnicity B: ELL C: SWD D: ED Goal 1: 4.0 � 6.0 Goal 2: AYP subgroups are separated into their own goal: A: Ethnicity B: ELL C: SWD D: ED

46. 2. Student subgroups not making Adequate Yearly Progress (AYP) in Writing a. Ethnicity b. ELL c. SWD d. Economically Disadvantaged Based on 2011 FCAT data, what percentage of students achieved Adequate Yearly Progress (AYP - 3.0 and higher)? What are the anticipated barriers to students achieving AYP subgroups on the 2012 FCAT? Which student subgroups did not achieve AYP targets on the 2011 FCAT? What strategies will be used to ensure students achieve AYP on the 2012 Writing FCAT? � Goal 1: 4.0 � 6.0 Goal 2: AYP subgroups are separated into their own goal: A: Ethnicity B: ELL C: SWD D: ED Goal 1: 4.0 � 6.0 Goal 2: AYP subgroups are separated into their own goal: A: Ethnicity B: ELL C: SWD D: ED

47. Attendance SuspensionDropout Prevention Goals

48. Based on 2010-2011 data posted in DWH Reports Folder after the last day of the school year. Average Daily Attendance (ADA) Number of Students with Excessive Absences (10 or more) Number of Students with Excessive Tardies (10 or more) When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. When looking at the attendance rate for the entire year, it is also known as Average Daily Attendance (ADA). Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. When looking at the attendance rate for the entire year, it is also known as Average Daily Attendance (ADA). Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

49. What was the attendance rate for 2010-2011? How many students had excessive absences (10 or more) during the 2010-2011 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 2011-2012? How many students had excessive tardies (10 or more) during the 2010-2011 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 2011-2012? When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. When looking at the attendance rate for the entire year, it is also known as Average Daily Attendance (ADA). Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. When looking at the attendance rate for the entire year, it is also known as Average Daily Attendance (ADA). Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

50. Based on 2010-2011 data posted in DWH Reports Folder after the last day of school. Total Number of In-school Suspensions Total Number of Students with In-school Suspensions Total Number of Out-of-school Suspensions Total Number of Students Suspended Out-of-school When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

51. What was the total number of in-school suspensions for 2010-2011? What was the total number of out-of school suspensions for 2010-2011? What was the total number of students suspended in school in 2010-2011? What was the total number of students suspended out of school in 2010-2011? 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 2011-2012? What strategies and interventions will be utilized to decrease the number of students suspended for 2011-2012? When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

52. Based on 2009-2010 data received in November Current Dropout Rate Current Graduation Rate (See Guidance for Dropout Prevention Goal posted on Broward�s SIP website for links to data for this goal) When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

53. What is the current dropout rate?� What strategies and interventions will be utilized to decrease the dropout rate?� What is the current graduation rate? What strategies and interventions will be utilized to increase the graduation rate? What is the total number of students retained at each grade level?� What strategies and interventions will be utilized to decrease the retention rate? What data warning systems are currently in place to identify students at risk of being retained and/or dropping out of school? What school-wide activities, strategies, and/or interventions are in place to support students who are at risk of being retained and/or dropping out? How will barriers be addressed to prevent students from experiencing course failure, lack of credit attainment, and behavioral issues impacting student achievement? When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder. Attendance and suspension data will be pulled by ETS at the end of the school year and will be provided for each school in the data warehouse reports folder.

54. Parent Involvement Goal

55. Based on information from surveys, agendas, or sign-in sheets, 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? When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. All schools must complete the Parent Involvement goal. Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated. There�s technical assistance on the School Improvement website for the Title I Parent Involvement Goal. Non-Title I schools must complete all sections of this goal using the DOE SIP Template. When using percentages, include the number the percentage represents [e.g. 70% (35)]. When reporting numbers, do not calculate a corresponding percentage. All schools must complete the Parent Involvement goal. Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated. There�s technical assistance on the School Improvement website for the Title I Parent Involvement Goal. Non-Title I schools must complete all sections of this goal using the DOE SIP Template.

56. Title I schools will complete: The Title I Parent Involvement Plan (PIP) and schools will upload the plan to the online SIP. The current and expected levels of performance. The budget section.

57. Non-Title I Schools will complete: The current and expected levels of performance. The Problem Solving Process to Increase Parent Involvement. The Professional Development section. The budget section.

58. Examples might include: Graduation Rate College Readiness Physical Education Social Studies Lesson Study ESE Least Restrictive Environment School Culture and Climate Professional Development for Non-Instructional staff Problem Solving Process to Maintain and Improve the Instructional Focus, Professional Development and Budget Optional for all schoolsOptional for all schools

59. Professional Development

61. You will be entering budget information for each goal area and will be asked to identify which specific strategy the budget item is associated. You must account for the use of the following funding sources: Title I Accountability Funds (Budget for $5.00 per unweighted FTE)-applies to all schools (aka SAC funds) It is always possible that this allocation could be reduced by the state. If this occurs the SAC will have to vote to amend this budget. Only include expenditures that are funded with school-based dollars using 2010-11 funding allocations. Funding Sources include Title I funds Instructional Materials General Fund Etc.You will be entering budget information for each goal area and will be asked to identify which specific strategy the budget item is associated. You must account for the use of the following funding sources: Title I Accountability Funds (Budget for $5.00 per unweighted FTE)-applies to all schools (aka SAC funds) It is always possible that this allocation could be reduced by the state. If this occurs the SAC will have to vote to amend this budget. Only include expenditures that are funded with school-based dollars using 2010-11 funding allocations. Funding Sources include Title I funds Instructional Materials General Fund Etc.

62. Evidence-based Program(s)/Materials Technology, Professional Development and Other Items List Strategy Description of Resources Funding Source Available Amount Include only school-based funded activities Area office will be reviewing this section.Area office will be reviewing this section.

63. Select Differentiated Accountability Status of 2011-2012 Intervene Correct II Prevent II Correct I Prevent I Upload School�s Checklist of Compliance Revise Checklist at least each quarter or when compliance changes occur This applies to schools with a 2011-2012 D.A. designation; all others respond N/A. The criteria for D.A. was modified by the legislature to include accountability for subgroup performance for all schools rather than only Title I schools. DA status for high schools will be determined on the point calculation toward school grade and therefore is not dependent on the school grade that will be determined later in the next school year. For SAC, you will be in compliance if your schedule of meetings is set for the year and these dates are indicated on the checklist. The list of D.A. schools will be released by the DOE after the release of the 2011 Grades and AYP and will be posted on the Broward School Improvement Website Checklist of compliance will be provided by DOE. As we receive additional information we will share on the Broward School Improvement Website. Sample checklists will be available to guide you in the completion of this requirement for DA schools. This applies to schools with a 2011-2012 D.A. designation; all others respond N/A. The criteria for D.A. was modified by the legislature to include accountability for subgroup performance for all schools rather than only Title I schools. DA status for high schools will be determined on the point calculation toward school grade and therefore is not dependent on the school grade that will be determined later in the next school year. For SAC, you will be in compliance if your schedule of meetings is set for the year and these dates are indicated on the checklist. The list of D.A. schools will be released by the DOE after the release of the 2011 Grades and AYP and will be posted on the Broward School Improvement Website Checklist of compliance will be provided by DOE. As we receive additional information we will share on the Broward School Improvement Website. Sample checklists will be available to guide you in the completion of this requirement for DA schools.

64. School Advisory Council (SAC) Membership Compliance Select �yes�, since you are in compliance put N/A in the box that asks for measures being taken to comply with SAC requirement. Describe projected use of SAC funds. Describe the activities of the SAC for the upcoming year. Please note that you are not asked to fill in all of the SAC member names on the SIP template. You will enter SAC membership names using the online Broward SAC Composition system. SAC Compositions will be submitted for Board approval in Dec. 2011. Projected use of SAC funds will be a duplication from the budget sections. SAC funds ($5.00 per FTE must be used to support implementation of SIP) The responsibility of writing the SIP is not the responsibility of SAC. SAC is part of the process but not the sole agent. The SAC is the approving agent at the school level. Please note that the membership requirements for SAC (per state statute) are that 51% of the members cannot be employees of the School District. So all Broward schools should select YES. Put N/A in the justification box. The primary role of SAC is to monitor the implementation of the School Improvement Plan. The membership is representative of the school and community and has the Principal, teachers, community partners and parents �. It meets monthly to hear subcommittee reports and make decisions as to whether SIP plan modifications need to be made. If they do they need to be discussed and noted in the minutes. A requirement for all DA schools should include a Differentiated Accountability update on every agenda for the school. Keep a binder at the school with the 7 sections of the Strategies and Support for Differentiated Accountability (Crosswalk) and add documentation throughout the year. Ultimately the school board is the local approving agent and the State Board of Education is the approving agent at the state levelPlease note that you are not asked to fill in all of the SAC member names on the SIP template. You will enter SAC membership names using the online Broward SAC Composition system. SAC Compositions will be submitted for Board approval in Dec. 2011. Projected use of SAC funds will be a duplication from the budget sections. SAC funds ($5.00 per FTE must be used to support implementation of SIP) The responsibility of writing the SIP is not the responsibility of SAC. SAC is part of the process but not the sole agent. The SAC is the approving agent at the school level. Please note that the membership requirements for SAC (per state statute) are that 51% of the members cannot be employees of the School District. So all Broward schools should select YES. Put N/A in the justification box. The primary role of SAC is to monitor the implementation of the School Improvement Plan. The membership is representative of the school and community and has the Principal, teachers, community partners and parents �. It meets monthly to hear subcommittee reports and make decisions as to whether SIP plan modifications need to be made. If they do they need to be discussed and noted in the minutes. A requirement for all DA schools should include a Differentiated Accountability update on every agenda for the school. Keep a binder at the school with the 7 sections of the Strategies and Support for Differentiated Accountability (Crosswalk) and add documentation throughout the year. Ultimately the school board is the local approving agent and the State Board of Education is the approving agent at the state level

65. Baseline and Midyear Data Reports:DA Schools Only Baseline Assessment BAT 1: Reading, Math, Science Writing Prompts: Administer both types of prompts to each student in Grades 4, 8, 10 prior to BAT 1 administration Uniform prompts will be provided to Testing Coordinators Schools will score their own writing prompts in a timely manner Writing data will indicate total number and percent of students tested, percent of students scoring at 3.0 and percent of students scoring at 4.0 and above. Report average for each type of prompt AND overall average Mid-Year Assessment BAT 2: Reading, Math, Science Writing Prompts: Administer both types of prompts to each student in Grades 4, 8, 10. Same process will be followed. When using percentages, include the number the percentage represents[e.g. 70% (35)] Data will be uploaded by ETS to FDOE templates.When using percentages, include the number the percentage represents[e.g. 70% (35)] Data will be uploaded by ETS to FDOE templates.

66. Midyear Narrative Report: DA Schools Only Mid-Year Narrative Report Consists of an analysis of baseline/midyear data for Reading, Math, Science and Writing Description of extended learning activities and professional development activities for teachers Timeline for Data and Narrative Reports Will be provided on School Improvement website n using percentages, include the number the percentage represents[e.g. 70% (35)] n using percentages, include the number the percentage represents[e.g. 70% (35)]

67. Questions should be referred to departments as follows: HRD: Professional Development, PLCs, FCIM Highly Qualified: Susan Rockelman, Instructional Staffing at 754-321-2324 Core Curriculum: content specific questions, IFCs, RtI Student Support (School Psychologists): RtI Title I: contact your Title I Program Specialist with questions about Title I requirements Multicultural/ESOL Dept: questions regarding ELL strategies/interventions ESE Dept: questions regarding ESE strategies/interventions SIP Process: first check with a colleague from your school who attended Workshop; check the Broward School Improvement website for latest information; then call School Improvement at 754-321-1891 or email Sherron Stricklin with your question, include school name, and phone contact info Did we meet our objective today. How many feel more comfortable in their ability to complete the template together with a team from their school? Kindly leave comments on the cards at your table, actionable constructive feedback is appreciated as we prepare for additional sessions.Questions should be referred to departments as follows: HRD: Professional Development, PLCs, FCIM Highly Qualified: Susan Rockelman, Instructional Staffing at 754-321-2324 Core Curriculum: content specific questions, IFCs, RtI Student Support (School Psychologists): RtI Title I: contact your Title I Program Specialist with questions about Title I requirements Multicultural/ESOL Dept: questions regarding ELL strategies/interventions ESE Dept: questions regarding ESE strategies/interventions SIP Process: first check with a colleague from your school who attended Workshop; check the Broward School Improvement website for latest information; then call School Improvement at 754-321-1891 or email Sherron Stricklin with your question, include school name, and phone contact info Did we meet our objective today. How many feel more comfortable in their ability to complete the template together with a team from their school? Kindly leave comments on the cards at your table, actionable constructive feedback is appreciated as we prepare for additional sessions.