1 division of public schools (prek -12) florida department of education florida education: the next...

1Division of Public Schools (PreK -12) Florida Department of Education

Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

INSERT SCHOOL NAME(slide design/layout may be changed to

incorporate school colors, logos, slogans, etc.)

Differentiated Accountability 2012-2013 School Self-Study

Insert School DistrictInsert Presenter Name, Title

Insert Presenter Name, TitleInsert Presenter Name, TitleInsert Presenter Name, Title


Self-Study Agenda (60 minutes)Slides with a blue background are informational only and should be

deleted.

• Mission, Vision, and Values• School Profile• Student Demographics• Staff Demographics• Student Achievement Trend Data • Early Warning Systems Data• 2011-2012 FCAT Performance Points (high schools)

• High School Accountability Points (high schools)

• Drivers and Barriers for Instructional Review Elements• SIP Goals and Strategies• Professional Development/Professional Learning

Communities (PD/PLCs) Plans


Mission and Vision

• Mission

• Vision


Values

• Faculty and Staff Collective Commitment:

• Students’ Collective Commitment:


School Profile

• Brief History and Background of the School• Unique Strengths• Unique Weaknesses• Academic Performance of Feeder Pattern• Partnerships and Grants


Student Demographics

• Student Demographics• Student Attendance Rates• Student Mobility• Student Suspension Rates • Student Retention Rates• Class Size


Staff Demographics

• 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 • %(#) Effective and Highly Effective Teachers• %(#) Reading Endorsed Teachers • %(#) National Board Certified Teachers • %(#) ESOL Endorsed


School Grade Trend Data

2009 2010 2011 2012

FCAT Points 319 348 398

Minimum Points for SIG 495 495 495 495

0

100

200

300

400

500

600

Total Points

School Grade Trend Data

FCAT Points

Minimum Points for SIG


FCAT Trend Data

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent Meeting High Standards in Reading Percent Meeting High Standards in Mathematics

Percent Scoring >3.0 in Writing Percent Meeting High Standards in Science

FCAT Trend Data

2009

2010

2011

2012

72%74%


Reading Trend Data

2009 2010 2011 2012

Total 25% 25% 26% 33%Black 15% 12% 15% 18%ED 18% 14% 18% 20%SWD 23% 19% 25% 26%Goal 51% 58% 65% 79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Percent Proficient in Reading

Total

Black

ED

SWD

Goal


Math Trend Data

2009 2010 2011 2012Total 25% 25% 26% 33%Black 15% 12% 15% 18%ED 18% 14% 18% 20%SWD 23% 19% 25% 26%Goal 51% 58% 65% 79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Percent Proficient in Mathematics

Total

Black

ED

SWD

Goal


Early Warning Systems Data

• Based upon a composite of Early Warning Systems Data, identify the percent of students within each grade-level cohort who are on-track for graduation, off-track for graduation or are at-risk for becoming off-track.

• Off Track/At-Risk Indicators Include:– Academic Warning Signs

• One or more Core Course Failures (both high school and middle school)

• Cumulative GPA 2.0 or Lower (high school only)• Behind in Credits (high school only)

– Engagement Warning Signs (both high school and middle school)

• Absent 20 or more days last year AND/OR• Absent 20% or more of current year school days (e.g., 4 days or

more within first 20 days of school)• Note: Students who have academic warning signs or both

academic and engagement warning signs are considered off-track. Students who have only engagement warning signs are considered at-risk for becoming off-track.


2013 Cohort: Exiting Ninth Graders

(track two schools high schools)• Calculate the percent and number of exiting ninth

graders from the 2014 cohort who are off-track for graduation.

• What does this data indicate about the effectiveness of our Grade 9 services for our exiting ninth graders?

• Identify barriers which may not have been sufficiently addressed resulting in the exiting 9th graders becoming off track due to core course failures, GPA, and/or credits (academic warning signs).

• Identify barriers which may not have been sufficiently addressed resulting in the exiting 9th graders becoming off track/at-risk due to absenteeism (engagement warning signs).

• Discuss additional risk indicators as indicated by your specific school population (e.g., high mobility, failed FCAT, ODRs, etc.).


2014 Cohort: Entering Ninth Graders

(track two schools high schools)• Calculate the percent and number of entering ninth

graders from the 2014 cohort who are at-risk for becoming off-track or for dropout as indicated by their eighth grade data (i.e., core course failures and/or absent 20 or more days during 8th grade).

• What do these data indicate about the needs of our entering ninth graders?

• Hypothesize which Grade 9 services may be necessary to prevent entering ninth graders from becoming off-track, particularly those whose eighth grade academic early warning data indicate they are at-risk (i.e., core course failures and/or excessive absenteeism).

on-trackat-risk

off-track

2011 Cohort

2012 Cohort

2013 Cohort

2014 Cohort

0%

10%

20%

30%

40%

50%

60%

70%

High School Early Warning Systems Data

2011 Cohort

2012 Cohort

2013 Cohort

2014 Cohort

on-trackat-risk

off-track

2015 Cohort

2016 Cohort

2017 Cohort

0%

10%

20%

30%

40%

50%

60%

Middle School Early Warning Systems Data

2015 Cohort

2016 Cohort

2017 Cohort


2009-2010 FCAT Performance Points


2011-2012 FCAT Performance Points

(high schools)• After reviewing the school’s Florida Accountability

Report Card and Adequate Yearly Progress report, what are the three areas that present the greatest challenges?

0%10%20%30%40%50%60%70%

2009-10 2010-11 2011-12 Goal

GRADUATIONPercent of On-Time Graduates

2009-10

2010-11

2011-12

Goal

0%10%20%30%40%50%60%70%

2009-10 2010-11 2011-12 Goal

ACCELERATION PARTICIPATIONPercent of Students Enrolled in Accelerated Courses

2009-10

2010-11

2011-12

Goal

0%5%

10%15%20%25%30%35%

2009-10 2010-11 2011-12 Goal

ADVANCED PLACEMENT PERFORMANCEPercent of Students Passing AP Exams

2009-102010-112011-12Goal

70%

72%

74%

76%

78%

80%

82%

84%

2009-10 2010-11 2011-12 Goal

ACCELERATION: HIGHEST PERFORMANCEPercent of Students Passing AP Statistics Exam

2009-10

2010-11

2011-12

Goal

-5%

5%

15%

25%

35%

45%

55%

65%

75%

2009-10 2010-11 2011-12 Goal

ACCELERATION: LOWEST PERFORMANCEPercent of Students Passing AP Biology Exam

2009-10

2010-11

2011-12

Goal

5%

15%

25%

35%

45%

55%

65%

75%

2009-10 2010-11 2011-12 Goal

COLLEGE READINESSPercent of Students Scoring College Ready in Reading

2009-10

2010-11

2011-12

Goal

5%15%25%35%45%55%65%75%

2009-10 2010-11 2011-12 Goal

COLLEGE READINESSPercent of Students Scoring College Ready in Mathematics

2009-10

2010-11

2011-12

Goal


I. Classroom Culture and Environment

• School Identified Drivers and Barriers


II. Instructional Delivery



III. Content Area Literacy



IV. Florida’s Continuous Improvement ModelMulti-Tiered System of Student Supports



V. School and District Leadership



School Improvement Plan (SIP)

• Provide an overview of SIP Goals and Strategies.– Explain how strategies reflect the school identified

drivers and barriers for the Instructional Review Elements.

• Share Professional Development (PD)/Professional Learning Community (PLC) plans to support SIP Goals.– Explain how PD/PLC Plans are aligned with strategies,

address anticipated barriers, and focus on improving instruction to increase student achievement.


SIP Goals Charts*When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

SIP GOAL Problem Solving Process to Increase Student AchievementBased on the analysis of student achievement data, and

reference to “Guiding Questions,” identify and define areasin need of improvement for the following group:

Anticipated Barriers

Strategies Person or Position

Responsible for Monitoring

Process Used to Determine Effectiveness of

Strategies

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3)

Goal #1:

2010 Current Level of Performance:

2011 Expected Level of Performance:

1.1. 1.1. 1.1. 1.1. 1.1.

1.2. 1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.

% ( )

% ( )


Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD ActivityPlease note that each Strategy does not require a Professional Development or PLC activity.

PD Content /Topicand/or PLC Focus

Grade Level/Subject

PD Facilitatorand/or

PLC Leader

PD Participants (e.g. , PLC,

subject, grade level, or school-

wide)

Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g.,

frequency of meetings)Strategy for Follow-up/Monitoring Person or Position Responsible

for Monitoring

Professional Development (PD) and/or Professional Learning Community

(PLCs)


SIP Reading Goals

• Share SIP Reading Goals and Strategies.• Explain how strategies reflect the school identified

Drivers and Barriers for the Instructional Review Elements.


SIP Reading PD/PLC Plans

• Share SIP Reading PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Writing Goals

• Share SIP Writing Goals and Strategies.• Explain how strategies reflect the school identified



SIP Writing PD/PLC Plans

• Share SIP Writing PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Mathematics Goals

• Share SIP Mathematics Goals and Strategies.• Explain how strategies reflect the school identified



SIP Mathematics PD/PLC Plans

• Share SIP Mathematics PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Science Goals

• Share SIP Science Goals and Strategies.• Explain how strategies reflect the school identified



SIP Science PD/PLC Plans

• Share SIP Science PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Attendance Goals

• Share SIP Attendance Goals and Strategies.• Explain how strategies reflect the school identified



SIP Attendance PD/PLC Plans

• Share SIP Attendance PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Suspension Goals

• Share SIP Suspension Goals and Strategies.• Explain how strategies reflect the school identified



SIP Suspension PD/PLC Plans

• Share SIP Suspension PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Dropout Prevention Goals

• Share SIP Dropout Prevention Goals and Strategies.• Explain how strategies reflect the school identified



SIP Dropout Prevention PD/PLC Plans

• Share SIP Dropout Prevention PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Parent Involvement Goals

• Share SIP Parent Involvement Goals and Strategies.• Explain how strategies reflect the school identified



SIP Parent Involvement PD/PLC Plans

• Share SIP Parent Involvement PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.


SIP Additional Goals

• Additional Goals may include:– Graduation Rate

• At-Risk– Participation in Accelerated Coursework

• Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), Dual Enrollment, and/or Career and Technical Education (CTE)

– Performance in Accelerated Coursework• AP, IB, and AICE Exams; Dual Enrollment Courses;

and/or Industry Certification Exams– Post Secondary Readiness

• Reading and Mathematics


SIP Additional Goals

• Share SIP Additional Goals and Strategies.• Explain how strategies reflect the school identified



Other School Goals

• In addition to the required SIP Goals for Reading, Writing, Mathematics, and Science, consider having other content areas and/or programs create SIP “Additional” Goals, e.g. Social Studies, Career and Technical Education (CTE), Physical Education, Visual and Performing Arts or participate in the development of reading, writing, mathematics or science goals (e.g., assist in the development of cross content reading and writing strategies)

• To address the needs of ESE students, consider having Exceptional Student Education (ESE) representatives involved in the development of goals and strategies within all academic and engagement areas.


Career and Technical Education (CTE) Goals

• Share SIP Goals and Strategies for CTE.• Explain how strategies reflect the school identified



Exceptional Student Education (ESE) Goals

• Share SIP Goals and Strategies for ESE.• Share how ESE Goals and Strategies are aligned with

content area SIP Goals.• Explain how strategies reflect the school identified


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