annotated 2013-14 m-dcps sip template/fldoe online guidance

“Annotated 2013-14 M-DCPS

SIP Template/FLDOE Online Guidance”

Transfer all information for the 2013-2014 School Improvement Plan to:

http://www.flsiponline.com

DRAFT (subject to change/updates)

Please monitor updates through the

Department of School Improvement website:

http://osi.dadeschools.net

http://www.fl/

http://osi.dadeschools.net/

School Improvement Plan (SIP) This is a paper version of the responses required for the online template available at http://www.flsiponline.com/.

Annotated 2013-14 M-DCPS SIP Template_FLDOE Online Guidance

Incorporated by reference in Rule 6A-1.099811, F.A.C. (TBA July 2013)

Instructions:

This document will help you transfer the information from the M-DCPS Template to the new state online template found at:

www.flsiponline.com . This is used in conjunction with Weekly Briefing #14201, “The SIP Guidance Manual,” the “Elementary 2013-2014

SIP PowerPoint- updated Aug. 13, 2013” and/or the “Secondary 2013-2014 SIP PowerPoint –updated Aug. 13, 2013.” The Guidance

Manual and PowerPoints are available on the OSI website at: http://osi.dadeschools.net.

Part I follows the template closely with a few sections annotated with additional information. Part II uses the 8-Step Problem Solving Model

and contains more extensive annotations. Please follow the guidance in this document for Goals, Barriers, Resources (new requirement),

Strategies and Action Steps, and monitoring information. Once you have completed the Reading area, move on to Writing, then Math, etc.

In general, red arrows in this document show buttons that need to be clicked. Blue arrows are for emphasis. Yellow text boxes contain

directions for you to follow and information that is specific for the area you are working on. Refer to the PowerPoints at

http://osi.dadeschools.net for specific information about the M-DCPS template.

Blue arrows generally are points of emphasis and navigation directions.

Red arrows indicates important

information and places to

“Click” on the online template

A yellow textbox contains

important information

A blue arrow pointing down

means to move to the next

page for more information

http://www.flsiponline.com/






Purpose

The purpose of this web-based application is to guide the school improvement problem-solving and planning process throughout the year and

coordinate strategies and resources that will lead to increased student achievement at the school. The completed school improvement plan

may also serve as the Title I Schoolwide Plan, as the SIP is embedded with all required components of a schoolwide and targeted assistance

program, as set forth in the No Child Left Behind (NCLB) Act of 2001, Public Law No. 107-110, Section 1114(b)(1) and 1115(c), codified at

20 U.S.C. § 6314(b).

Instructions

Initial Submission

This plan shall be completed and submitted online in the Bureau of School Improvement (BSI) School Improvement Plan web application.

M-DCPS District required posting timeline to the FLBSI is October 7, 2013. The online access is: http://www.flsiponline.com .The

application has built-in logic that will determine which questions are required, based on the school’s profile and data. Therefore, not all

schools will answer all questions in this template. The problem-solving process used within the online form will require the school to review

data, some of which will be populated or linked by the department and some of which will need to be gathered by the school in consultation

with the district. The Differentiated Accountability (DA) Regional Team shall have access to these data, as needed.

Mid-Year Reflection

While there is a deadline each school year by which the school improvement plan shall be initially completed, it is for archival/research

purposes only. The SIP is intended to be a “living” document, allowing schools to continually problem-solve how best to reach their goals and

adjust strategies and resources as necessary to improve student achievement. To encourage these ongoing discussions, the template includes a

mid-year reflection to be completed after the release of mid-year assessment data.

Schools are expected to update school information in Part I as changes are made throughout the school year.





Executive Summary Template School Accreditation - Create a separate document for

the Executive Summary section only. Save it to your desktop using the four (4) digits of

your WL#. The Executive Summary section will be uploaded to the OSI website by

Tuesday, September 3, 2013.

*This document will be used for District Accreditation. Do NOT upload any part of the

Executive Summary to the FLBSI website.

2012-2013

The Executive Summary (ES) provides the school an opportunity to describe in narrative form its vision as well as strengths and

challenges within the context of continuous improvement. Use this template to complete the responses to the various questions below.

The responses should be brief, descriptive, and appropriate for the specific section.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated with

the community/communities the school serves?

Type responses using complete sentences, spellcheck and grammar check tools.

School’s Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school

embodies its purpose through its program offerings and expectations for students.





Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years.


Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections.


http://www.advanc-ed.org/assist/s/diagnostic/section/view?surveyId=1147697&sectionId=265




**ATTENTION--The Chrome browser, a wide-screen monitor of at least 1300 pixels horizontal resolution, and a

broadband internet connection are recommended for accessing this application. Firefox 22 or above and Safari

browsers also work well. Internet Explorer 9 and above should work correctly in most situations.

www.flsiponline.com

M-DCPS timeline to post the completed SIP to the FLDOE website is Monday, October 7, 2013.

The following pages show how to transfer the responses from the District Template to the online

application at www.flsiponline.com. Arrows indicate changes or areas of emphasis.

Enter website





www.flsiponline.com

M-DCPS

timeline to post

the completed

SIP to the

FLDOE website

is Monday,

October 7, 2013.

Principal or designated personnel login, using instructions from

Weekly Briefing #14201.




http://www.flsiponline.com

Principal or designated

personnel login, using

instructions from

Weekly Briefing

#14201. New users

should change their

password following

the initial sign in.




Part I: Current School Status

A. School Information

Responses

1. School-Level Information

a. School

b. Principal’s name

c. School Advisory Council chair’s name

d. Names and position titles of the School-based Leadership

Team

2. District-Level Information

a. District Miami-Dade

b. Superintendent’s name Alberto M. Carvalho

c. Date of school board approval of SIP DO NOT RESPOND AT THIS TIME

B. School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses

(Refer to the SIP Guidance document Part I-B, page 4 for additional assistance)

1. Describe the membership of the SAC including position titles. Include each position title and the number of people in that position (i.e.: principal -1,

UTD steward – 1, teachers – 5, parents – 6, educational support, student – 1, BCR –

3……………..)

2. Describe the involvement of the SAC in the development of this

school improvement plan.

3. Describe the activities of the SAC for the upcoming school year.

4. Describe the projected use of school improvement funds and include

the amount allocated to each project.

5. Verify that your school is in compliance with Section 1001.452, F.S.,

regarding the establishment duties of the School Advisory Council

by selecting one of the boxes below.

Click on the box to toggle between “In Compliance” and “Not in Compliance”

6. If no, describe the measures being taken to comply with SAC

requirements.




C. Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L. 107-110,

NCLB, codified at 20 U.S.C. § 6314(b).

Responses

(Refer to the SIP Guidance document Part I-C, pages 5-6 for additional assistance)

1. Administrators

a) # Administrators

b) # Receiving Effective rating or higher

c) For each administrator complete : Principal

Assistant

Principal(s)

Assistant

Principal(s)

(insert additional

columns as

applicable)

Number of years as administrator;

Number of years at current school

Credentials Degrees and titles

Performance record of increasing

student achievement throughout

their career, which should include

their history of school grades,

FCAT/statewide assessment

performance (i.e. percentage data

for achievement levels, learning

gains, improvement of lowest 25th

percentile in reading and

mathematics, pursuant to Section

1008.34(3)(b), F.S.), and progress

toward Annual Measurable

Objectives (AMOs) – Include data

for at least the last 5 years for the

school(s) serviced during that

time.

2013 – School Grade

Rdg. Proficiency, __%

Math Proficiency, __%

Rdg. Lrg. Gains, __ points

Math Lrg. Gains, __points

Rdg. Imp. of Lowest 25% -

__ points

Math Imp. of Lowest 25% -

__ points

Rdg. AMO –__

Math AMO–__

2012 – Use the same format from 2013

2011 and prior use original format.




3. Classroom Teachers

Number only

(percentage will auto-calculate

when posted to the FLBSI online

template)

a) # of classroom teachers

b) # receiving effective rating or higher (percentage

will auto-calculate) Reference to VAM

c) # Highly Qualified Teacher (HQT), as defined in

20 U.S.C. § 7801(23) (percentage will auto-

calculate)

Reference to HOUSSE

d) # certified in-field, pursuant to Section

1012.2315(2), F.S. (percentage will auto-

calculate)

2. Instructional Coaches

a) # of instructional coaches _______

b) # Receiving Effective rating or higher _________

c) For each of your school’s instructional coaches,

complete the following fields:

Coach

(Subject)

Coach

(Subject)

Coach

(Subject)

(Refer to the SIP Guidance document Part I-C, pages 6-7 for additional assistance)

Name SEE SAMPLE IN

ADMINISTRATOR

SECTION

Full-time or Part-time

School-based or District-based

Subject area (Check Box)

Number of years as an instructional coach

Number of years at current school

Credentials (degrees and certifications)

Performance record of increasing student

achievement throughout their career, which should

include their history of school grades,

FCAT/statewide assessment performance (i.e.

percentage data for achievement levels, learning

gains, improvement of lowest 25th

percentile in

reading and mathematics, pursuant to Section

1008.34(3)(b), F.S.), and progress toward Annual

Measurable Objectives (AMOs) – Include data

for at least the last 5 years for the school(s)

serviced during that time.

SEE SAMPLE IN

ADMINISTRATOR

SECTION. INCLUDE DATA

ONLY FOR THE SUBJECT




e) # ESOL endorsed (percentage will auto-

calculate)

f) # reading endorsed (percentage will auto-

calculate)

g) # with advanced degrees (percentage will auto-

calculate)

h) # National Board Certified (percentage will

auto-calculate)

i) # first-year teachers (percentage will auto-

calculate)

j) # with 1-5 years of experience (percentage will

auto-calculate)

k) # with 6-14 years of experience (percentage will

auto-calculate)

l) # with 15 or more years of experience

(percentage will auto-calculate)

4. Education Paraprofessionals, pursuant to s.

1012.01(2)(e) Responses Guidelines for ParaProfessional 1 (M-DCPS)

NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PARAPROFESSIONALS

In order for Paraprofessionals to become Highly Qualified, one of the following requirements must be met: 1. An associate’s or higher degree. 2. Two year of study at an institution of higher education (60 credits). 3. A rigorous standard of quality and be able to demonstrate on a formal state or local academic assessment, knowledge of and ability to assist in instructing: Reading/language arts, writing, and mathematics. This third requirement can be met by participating and passing one of the following programs: A. ETS Parapro Online Assessment B. Education, Research and Dissemination (ER&D) classes sponsored by the American Federation of Teachers (AFT). This program has three components: Reading, Mathematics and Competency 3. All instructional paraprofessionals needed to become highly qualified by the end of the 2006-2007 school year. We strongly suggest that instructional paraprofessionals who are not highly qualified take proactive measures and try to fulfill the NCLB requirements before the end of the current school year.

a) # of paraprofessionals (percentage will calculate)

b) # Highly Qualified, as defined in 20 U.S.C. §

7801(23) (percentage will calculate)




5. Other Instructional Personnel

a) # of instructional personnel not captured in

Administrators, Instructional Coaches, Classroom

Teachers or Education Paraprofessionals

b) # receiving effective rating or higher (percentage

will auto-calculate)

6. Teacher Recruitment and Retention Strategies This

section meets the requirements of Section 1114(b)(1)(E), P.L. 107-

110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses (Refer to the SIP Guidance document Part I-D, pages 8-9 for additional assistance)

a) Describe your school’s strategies to recruit and

retain highly qualified, certified-in-field, effective

teachers to the school, and the person responsible.

Strategies

7. Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and

1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

(Refer to the SIP Guidance document Part I-D, page 9 for additional assistance)

a) Describe your school’s teacher mentoring

program/plan including the rationale for pairings

and the planned mentoring activities.

Strategies

D. Multi-Tiered System of Supports (MTSS) / Response

to Instruction/Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv)

and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses (Refer to the SIP Guidance document Part I-D, pages 9-10 for additional assistance)

1. Describe your school’s data-based problem-solving

processes for the implementation and monitoring of

your SIP and MTSS structures to address effectiveness

of core instruction, resource allocation (funding and

staffing), teacher support systems, and small group and

individual student needs.

2. What is the function and responsibility of each school-

based leadership team member as it relates to MTSS

and the SIP?

3. Describe the systems in place that the leadership team

uses to monitor the fidelity of the school’s MTSS and

SIP.

4. Describe the data source(s) and management

system(s) used to access and analyze data to monitor

the effectiveness of core, supplemental, and intensive




supports in reading, mathematics, science, writing, and

engagement (e.g., behavior, attendance).

5. Describe the plan to support understanding of MTSS

and build capacity in data-based problem solving for

staff and parents.

E. Increased Learning Time/Extended Learning

Opportunities This section meets the requirements of Sections

1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and

1115(c)(2), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Extended Learning Strategy

as necessary Describe research-based strategies the school uses to

increase the amount and quality of learning time and

help provide an enriched and accelerated curriculum

(e.g., lengthening the school day, week, or year;

providing before, after, Saturday, or summer school

programs; implementing enrichment programs and

activities; allowing teachers to collaborate, plan, and

engage in professional development).

Strategy Type (select one) Strategy Purpose (select all that apply)

☐ Extended day for all students

☐ Before or after school program

☐ Weekend program

☐ Summer program

☐ Instruction in core academic subjects

☐ Enrichment activities that contribute

to a well-rounded education

☐ Teacher collaboration, planning, and

professional development

# Minutes of Learning Time Added to the School Year

Strategy Description

Describe when data is collected, and how it is

analyzed to determine effectiveness of strategies,




Who is responsible for monitoring implementation of

the strategies.

G. Reading Instruction - This section is required for

schools with grades 6-12, per Section 1003.413(2)(b),

F.S.

Response (Refer to the SIP Guidance document Part I-G, pages 11-12 for additional assistance)

1. Describe how the school ensures every teacher

contributes to the reading improvement of every

student.

H. Preschool Transition

This section meets the requirements of Sections

1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110,

NCLB, codified at 20 U.S.C. § 6314(b).

This section is required for schools with grades K-2.

Response (Refer to the SIP Guidance document Part I-H, page 12 for additional assistance)

1. Describe strategies for assisting preschool children in

transition from early childhood programs to local

elementary school programs, as applicable.

Add any details for formal efforts to implement these strategies, including the dates of kindergarten

registration and open house, the timeline for parental involvement activities throughout the school

year, or any special events at the school designed to support the kindergarteners as they transition

into their new role as full-time students.

F. Literacy Leadership Team Responses (Refer to the SIP Guidance document Part I-F, page 11 for additional assistance)

1. Identify the names and positions titles of the members

of your school-based LLT.

2. Describe how the school-based LLT functions (e.g.,

meeting processes, roles, functions).

3. What will be the major initiatives of the LLT this year?




I. College/Career Readiness

This section is required for secondary schools, per

Sections 1003.413(2)(g)-(j) and 1008.37(4), F.S.

This section meets the requirements of Sections

1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB,

codified at 20 U.S.C. § 6314(b).

Responses (Refer to the SIP Guidance document Part I-I, pages 12-13 for additional assistance)

1. How does the school incorporate applied and integrated

courses to help students see the relationships between

subjects and relevance to their future?

2. How does the school promote academic and career

planning, including advising on course selections, so

that each student’s course of study is personally

meaningful?

3. Describe strategies for improving student readiness for

the public postsecondary level based on annual analysis

of the High School Feedback Report, which is

maintained by the Department of Education, pursuant

to Rule 6A-10.038, F.A.C.

Strategies

as necessary

http://data.fldoe.org/readiness/




Data will be entered in sections A-I.

All Goals will be entered in K. Problem Solving.

You have completed I. Current School Status. Now click on II. Expected Improvements and then

click on A. Area I: Reading.




Part II: Expected Improvements

A. Area 1: Reading

1. Annual Measurable Objectives (AMOs) Student scoring at or above Level 3 on FCAT 2.0 assessments, or scoring at or above Level 4 on

FAA - Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document pages 18-19 for additional assistance)

DATA (Data for Subgroups, both Actual and Targeted, will be

prepopulated for the online template.)

Subgroup Actual 2013

FCAT 2.0

Number/

Percentage

Targeted AMO

2014 FCAT 2.0

Percentage

Only

All

students 88%

American

Indian na

Asian

na

Black

76%

Hispanic

84%

White

91%

ELL

73%

SWD

42%

ED 77%

Move to the next sections

76

84

91

73

42

77

88

Data in this table

are from the M-

DCPS template

Data in this table are

from the FLDOE

online template




TARGET Students scoring at Achievement

Level 3

DATA (Use the Actual and Targeted data for 2013-2014

from http://osi.dadeschools.net)

Actual 2013 FCAT

2.0 - Number/

Percentage

Targeted 2014 FCAT

2.0

Percentage Only

132 (25%) 27%

Students scoring at or above

Achievement Level 4

Actual 2013 FCAT

2.0 - Number/

Percentage

Targeted 2014 FCAT

2.0

Percentage Only

253(48%) 49%

TARGET

Students scoring at Levels 4, 5, and 6

DATA (Use the Actual and Targeted data for 2013-

2014 from http://osi.dadeschools.net )

Actual 2013

FAA -

Number/

Percentage

Targeted 2014 FAA -

Percentage Only

12 (60%) 62%

Students scoring at or above Level 7

Actual 2013 FAA -

Number/

Percentage

Targeted 2014 FAA -

Percentage Only

2 (10%) 11%

132 25 27

253 48 49






TARGET Students making learning gains (FCAT 2.0 and

FAA)

DATA (Use the Actual and Targeted data for 2013-2014 from

http://osi.dadeschools.net)

Actual 2013 FCAT

2.0 - Number/

Percentage

Targeted 2014 FCAT 2.0

Percentage Only

405(87%) 91%

Students in lowest 25% making learning gains

(FCAT 2.0)



Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

72 (91%) 93%






TARGET Students scoring proficient in

LISTENING/SPEAKING (students speak in

English and understand spoken English at

grade level in a manner similar to non-ELL

students)

DATA

Actual 2013 CELLA -

Number/ Percentage

Targeted 2014 CELLA

Percentage Only

62 (73%) 80%

Students scoring proficient in READING

(students read grade-level text in English in a

manner similar to non-ELL students)

DATA

Actual 2013 CELLA -

Number/ Percentage

% Targeted 2014 CELLA

-

Percentage Only

31 (36%) 40%

Students scoring proficient in WRITING

(students write in English at grade level in a

manner similar to non-ELL students)

DATA

Actual 2013 CELLA -

Number/ Percentage

Targeted 2014 CELLA

Percentage Only

31 (36%) 40%




TARGET On-time graduates scoring “college ready” on

the Postsecondary Education Readiness Test

(P.E.R.T.) or any college placement test

authorized under Rule 6A-10.0315, F.A.C.

DATA

Number/ Percentage

298 (64%) Percentage Only

70%

298 64 70

Transfer all data

Now you are ready to enter the Goal(s) for Reading.

Elementary Schools will have one overall Reading

Goal and K-8s, Middle Schools and High Schools will

have two Reading Goals. All Goals and related

information are entered in K. Problem Solving




64 76 68

1

3

If there are 10 or

more students taking

the FAA, include this

button.

2

Goal Statement

Data from A. Area 1: Reading




1 – List Barrier by group

2 – Click the ADD button to list additional Barriers.

3 - Click the ADD button to list additional Resources. RESOURCES

BARRIERS




It is recommended that you copy and

paste your Barriers as identified from

your M-DCPS 2013-14 SIP template

including the data.

Be sure to include the data in

your Barrier statement.




Step 2

Click on Save and Continue

Include a barrier for

CELLA if 10 or more

students take the CELLA

at your school.




Step 3: On your school’s SIP you will select ALL Barriers. We have only checked 2 for the purpose of providing samples.

Be sure to save all the barriers and then continue to Step 4




Step 4

Develop a general

statement from your

listed strategies to serve

as the overall strategy

statement.




Step 5 – Action Steps




Click Budget

box if

applicable.

Click PD

and list the

Facilitator as

applicable.




In this example, there are two action steps to support the

strategy. You can have more if you would like. When

you have entered all the action steps, Save and continue to

Step 6.




Using the information you entered on the

M-DCPS template about monitoring, fill

in Step 6 telling how to monitor the

fidelity of the strategy and action steps.

Save and continue…

Step 6

Continue using the monitoring

information to fill in Step 7, telling how

you will monitor effectiveness of the

strategy and action steps. Save and

continue…

Click “Step 4” and continue

the cycle for each Barrier

until you have entered all the

strategies for Reading…




Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET

Students scoring at Achievement Level 3

GOAL (Narrative or bulleted response)

Barrier(s)

Strategy(ies)

Action Steps

How to monitor for fidelity

How to monitor for effectiveness

How to monitor progress - Assessment(s)



Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %


Achievement Level 4

Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %

Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET




from http://osi.dadeschools.net )

Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FAA

- Number/

Percentage

Targeted 2014 FAA -

Percentage Only

# (%) %

Students scoring at or above Level 7 Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FAA -

Number/ Percentage

Targeted 2014 FAA -

Percentage Only

# (%) %

Continue to add Strategies to the Barriers you

have chosen until each barrier has all the

strategies associated with it. Remember to

SAVE as you go.






Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET GOAL (Narrative or bulleted response)

Students making learning gains (FCAT

2.0 and FAA)

Barrier(s)

Strategy(ies)

Action Steps






Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %

Students in lowest 25% making learning

gains (FCAT 2.0)

Barrier(s)

Strategy(ies)

Action Steps






Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %

Comprehensive English Language Learning Assessment (CELLA) (Refer to the SIP Guidance document, page 20 for additional assistance)


Students scoring proficient in

LISTENING/SPEAKING (students speak

in English and understand spoken

English at grade level in a manner similar

to non-ELL students)

Barrier(s)

Strategy(ies)

Action Steps



How to monitor progress - Assessment(s) DATA

Actual 2013 CELLA

- Number/

Percentage

Targeted 2014 CELLA

Percentage Only

# (%) %






Students scoring proficient in READING

(students read grade-level text in English

in a manner similar to non-ELL students)

Barrier(s)

Strategy(ies)

Action Steps




DATA

Actual 2013 CELLA -

Number/ Percentage

% Targeted 2014

CELLA -

Percentage Only

# (%) %

Students scoring proficient in WRITING

(students write in English at grade level

in a manner similar to non-ELL students)

Barrier(s)

Strategy(ies)

Action Steps




DATA

Actual 2013 CELLA -

Number/ Percentage

Targeted 2014 CELLA

Percentage Only

# (%) %



you will monitor progress toward the

goal. Save and Return to Goals…

When you have

completed the last Barrier

for this section…




Add new Goal

High Schools: Return to “Goals”.

When you have added strategies, action steps, and appropriate

monitoring steps to all the Reading Barriers above, Elementary

Schools, K-8s, and Middle Schools will continue with “B. Area

2: Writing” on page 43 of this guide.

High Schools will return to Goals on the online template and add

a Goal for Postsecondary Readiness…




Choose these areas




Postsecondary readiness (Refer to the SIP Guidance document, page 21 for additional assistance)

The following data shall be considered by high schools.


On-time graduates scoring “college ready” on the

Postsecondary Education Readiness Test

(P.E.R.T.) or any college placement test authorized

under Rule 6A-10.0315, F.A.C.

Barrier(s)

Strategy(ies)

Action Steps




DATA

Number/ Percentage

# (%) Percentage Only

%

When you have completed this goal, return to the plan…

Add each step

to the barrier…

Resources include anything that can be used to

achieve the goal.

They may include tangibles such as personnel,

professional skills, budgets, and supplies, or

intangibles such as attitudes and cultural climates.

- Ask…What is already available that could

help achieve the goal?

Resources that are not already available to you could

be listed as barriers, if you feel they are necessary to

reaching your goal.




You have completed A. Area 1: Reading and the

corresponding Goals in K. Problem Solving.

You will now enter the data in B. Area 2:

Writing then go on to the corresponding

Goals for each target in K. Problem

Solving




B. Area 2: Writing (Refer to the SIP Guidance document, pages 16-17 for additional assistance) a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)


Students scoring at or above 3.5

DATA

Number/ Percentage


%

b) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)


DATA

Number/ Percentage


%

# (%) %

After you have entered the data, go

to K. Problem Solving and click




You will enter a Goal for FCAT

writing. If you have 10 or more

students taking the FAA, you

will include the FAA students in

the goal.

Continue through the 8 steps,

using your M-DCPS template as

a guide.

1st CLICK Here!

All Goals you have

created show on the

side




Select barriers and move to Step 4. To enter Strategies, Action Steps and Monitoring information, use

the directions for Reading as a guide and enter in the information you have written in the M-DCPS

template for Writing.

Add appropriate Resources

Add your first barrier from the M-DCPS

template (FCAT). Add an additional barrier as

necessary (FAA).




B. Area 2: Writing (Refer to the SIP Guidance document, pages 16-17 for additional assistance) a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)


Students scoring at or above 3.5

Barrier(s)

Strategy(ies)

Action Steps




DATA

Number/ Percentage


%

# (%) %

b. Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)


Barrier(s)

Strategy(ies)

Action Steps




DATA

Number/ Percentage


%

# (%) %

Continue with strategies,

actions steps and

monitoring steps until you

have completed the seven

steps for each barrier.

Continue with strategies,

actions steps and

monitoring steps until you

have completed the seven

steps for each barrier.



you will monitor progress toward the

goal. Save and Return to Goals…

When you have

completed the last Barrier

for this section…




You have now completed the Writing section. Return to the Plan on the online template, and go to C. Area 3:

Mathematics on the M-DCPS Template.

Mathematics

Enter the data in the appropriate

area of C. Area 3: Mathematics.

Middle Schools and K-8s must

include the Middle School

Acceleration data.




Elementary Schools, K-8’s, and Middle Schools

C. Area 3: Mathematics 1. Elementary and Middle School Mathematics

The following data shall be considered by elementary and middle schools.

a) Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document, pages 18-19 for additional assistance)

TARGET

Student subgroups scoring at or above Level

3 on FCAT 2.0 assessments, or scoring at

or above Level 4 on FAA




FCAT 2.0

Number/

Percentage

Targeted AMO

2014 FCAT 2.0

Percentage

Only

a) All

Students

b) American

Indian

c) Asian

d) Black

e) Hispanic

f) White

g) ELL

h) SWD

i) ED

b) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

High Schools proceed to page 54 in this guide.

M-DCPS

FLDOE on-line




TARGET Students scoring at Achievement Level 3


Barrier(s)

Strategy(ies)

Action Steps






Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %


Achievement Level 4

Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FCAT

2.0 - Number/

Percentage


Percentage Only

# (%) %

c) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)





TARGET





Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FAA

- Number/

Percentage

Targeted 2014 FAA -

Percentage Only

# (%) %

Students scoring at or above Level 7 Barrier(s)

Strategy(ies)

Action Steps




Actual 2013 FAA -

Number/ Percentage

Targeted 2014 FAA -

Percentage Only

# (%) %





d) Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)


Students making learning gains (FCAT 2.0,

EOC, and FAA) Barrier(s)

Strategy(ies)

Action Steps






Actual 2013 FCAT 2.0,

EOC, and FAA - Number/

Percentage


EOC, and FAA -

Percentage Only

# (%) %

Students in lowest 25% making learning gains

(FCAT 2.0) Barrier(s)

Strategy(ies)

Action Steps






Actual 2013 FCAT 2.0 and

EOC - Number/

Percentage


and EOC -

Percentage Only

# (%) %






2. Middle School Acceleration – (This target includes Algebra I, Geometry, and Biology I)

(Refer to the SIP Guidance document, page 20 for additional assistance)

TARGET

Middle school participation in high school EOC and

industry certifications

DATA Actual 2013

Number/

Percentage

Targeted 2014

Percentage Only

# (%) %

Middle school performance on high school EOC and

industry certifications

DATA

Actual 2013

Number/

Percentage

Targeted 2014

Percentage Only

# (%) %

Middle Schools and K-8’s will also enter data for 4. Algebra 1 EOC and 5. Geometry EOC,

as appropriate. (See pages 57 and 58 of this guide for details).




High Schools must include data for AMO (EOCs

and FAA), FAA Level 4-6, FAA Level 7-9,

Learning Gains (EOC and FAA), Learning Gains

for the lowest 25% (EOC), Algebra EOC Level 3,

Algebra EOC Level 4 and above, Geometry Level

3 and Geometry Level 4 and above.

FAA data is included if 10 or more students take the FAA at

the school.




High School Mathematics The following data shall be considered by high schools.

a) Annual Measurable Objectives (AMOs)

TARGET

Student subgroups scoring at or above Level

3 on EOC assessments, or scoring at or

above Level 4 on FAA




EOC, FAA

Number/

Percentage

Targeted AMO

2014 EOC, FAA

Percentage

Only

a) All

Students

b) American

Indian

c) Asian

d) Black

e) Hispanic

f) White

g) ELL

h) SWD

i) ED




b) Florida Alternate Assessment (FAA)

TARGET




Actual 2013 FAA

- Number/

Percentage

Targeted 2014 FAA -

Percentage Only

# (%) %


c) Learning Gains

TARGET

Students making learning gains (EOC,

and FAA)



Actual 2013 EOC,

and FAA - Number/

Percentage

Targeted 2014 EOC,

and FAA -

Percentage Only

# (%) %






TARGET

On-time graduates scoring “college ready” on the

Postsecondary Education Readiness Test

(P.E.R.T.) or any college placement test authorized

under Rule 6A-10.0315, F.A.C.

DATA – Identify Test

Number/ Percentage

Percentage Only

# (%) %

3. Algebra I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance) The following data shall be considered for schools with students taking the Algebra I EOC.




Actual 2013 EOC –

Number/ Percentage

Targeted 2014 EOC -

Percentage Only

# (%) %


Achievement Level 4

Actual 2013 EOC -

Number/ Percentage

Targeted 2014 EOC

Percentage Only

# (%) %





4. Geometry End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance) The following data shall be considered for schools with students taking the Geometry EOC.




Actual 2013EOC -

Number/ Percentage

Targeted 2014 EOC -

Percentage Only

# (%) %


Achievement Level 4

Actual 2013 EOC -

Number/ Percentage

Targeted 2014 EOC

Percentage Only

# (%) %





When you have entered all the data for C. Area 3:

Mathematics, open K. Problem Solving to begin entering

the corresponding Goals for Mathematics.




Elementary Schools, K-8’s and Middle Schools will have one overall Goal for Mathematics with separate

barriers for the following: Subgroups not making the AMO; FCAT 2.0 Level 3; FCAT 2.0 Level 4 and

above; FAA Level 4-6; FAA Level 7 and above; Learning gains for FCAT 2.0 and FAA; and Learning

Gains for the lowest 25% (FCAT 2.0).




K-8’s and Middle Schools will also have a separate Goal for each of the following: Algebra I EOC;

Geometry EOC, if applicable; and Middle School Acceleration.

Select when appropriate




High Schools will base one overall goal on FAA and EOC data given under AMO for ALL STUDENTS.

There will be separate barriers for the following: Subgroups not making the AMO; FAA Level 4-6; FAA

Level 7 and above; Learning Gains for EOC and FAA; and Learning Gains for the lowest 25% (EOC).

There will also be separate Goals for each of the following: Postsecondary Readiness, Algebra 1 EOC

and Geometry EOC.

Select as appropriate




To enter Resources, Barriers, Strategies, etc. use the directions for Reading as a guide and enter in the

information you have written in the M-DCPS template for Mathematics.




When you have entered and saved all the information for Mathematics, return to the Plan. Select D. Area

4: Science and click on the appropriate area to enter the data.




D. Area 4: Science

1. Elementary Science (Refer to the SIP Guidance document, pages 16-17 for additional assistance) The following data shall be considered by elementary schools.

a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)

TARGET


DATA

Number/ Percentage

Percentage Only

# (%) %

Students scoring at or above Achievement

Level 4

Number/ Percentage

Percentage Only

# (%) %

b) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET

Students scoring at Levels 4, 5, or 6

DATA

Number/ Percentage Percentage Only

# (%) %

Students scoring at Levels 7

DATA

Number/ Percentage

Percentage Only

# (%) %




2. Middle School Science The following data shall be considered by middle schools.

a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET


DATA

Number/ Percentage

Percentage Only

# (%) %

Students scoring at or above Achievement

Level 4

Number/ Percentage

Percentage Only

# (%) %

b. Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET


DATA

Actual 2013 FAA

Number/ Percentage

Targeted 2014 FAA

Percentage Only

# (%) %


DATA Actual 2013 FAA

Number/ Percentage

Targeted 2014 FAA

Percentage Only

# (%) %




***Middle Schools and K-8s that offer Biology I must also complete the data section under 4. Biology

I EOC. 3. High School Science


a) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET


DATA

Actual 2013 FAA

Number/ Percentage

Targeted 2014 FAA

Percentage Only

# (%) %


DATA

Actual 2013 FAA

Number/ Percentage

Targeted 2014 FAA

Percentage Only

# (%) %

4. Biology I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance) The following data shall be considered for schools with students taking the Biology I EOC.

TARGET

Students scoring at Level 3

DATA

Actual 2013 EOC

Number/ Percentage

Targeted 2014 EOC

Percentage Only

# (%) %

Students scoring at Level 4 or above

DATA

Actual 2013 EOC

Number/ Percentage

Targeted 2014 EOC

Percentage Only

# (%) %




Under K. Problem Solving, go to the GOALS area and enter a new Goal.

The Elementary Science Goal is based on the combined data for Grade 5 FCAT and FAA. There is a barrier for

each target: FCAT Level 3, FCAT Level 4 and above, FAA Level 4-6 (if applicable), FAA Level 7 or above (if

applicable)

K-8’s should have both the Elementary Goal and the Middle School Goal(s).

The Middle School Science Goal is based on the combined data for Grade 8 FCAT and FAA. There is a separate

Goal for Biology I EOC if it is offered.

High Schools will have a Science Goal if they have 10 or more students who take the FAA. Otherwise, they will

have only the Biology I EOC Goal in this area.





To enter Resources, Barriers, Strategies, etc., use the directions for Reading

as a guide and enter in the information you have written in the M-DCPS

template for Science.




When you have completed the 8-Step process for each Goal in Science, save

and go back to the Plan on the online template.




Select E. Area 5: STEM, 1. All Levels – All

schools will complete this section




E. Area 5: Science, Technology, Engineering, and Mathematics (STEM) a) Elementary, K-8, Middle Schools, and High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)

TARGET

# of STEM-related experiences provided for

students (e.g. robotics competitions; field trips;

science fairs)

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

In addition, High Schools will enter data under Part 2, High Schools




b. High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)

TARGET

Students enrolling in one or more accelerated

STEM-related courses

DATA

Actual 2013 Number/

Percentage

Targeted 2014 Percentage

Only

# (%) %

Completion rate (%) for students enrolled in

accelerated STEM-related courses

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students taking one or more advanced placement

exams for STEM-related courses

DATA

Actual 2013 Number/

Percentage

# (%)

Passing rate (%) for students who take advanced

placement exams for STEM-related courses

DATA

Actual 2013 Number/

Percentage

# (%)

CTE-STEM program concentrators

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students taking CTE-STEM industry certification

exams

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Passing rate (%) for students who take CTE-STEM

industry certification exams

DATA

Actual 2013 Number/

Percentage


Only

# (%) %




After entering all data, go to K. Problem Solving and click Go to Problem Solving

then click +New Goal






information you have written in the M-DCPS template for STEM.

When you have completed the STEM section, move to the next page




Middle and High Schools will click back to the Plan

on the online template and select F. Area 6: CTE and

turn to F. Area 6: Career and Technical Education

(CTE) on the M-DCPS template.

Elementary Schools will select H. Area 8:

EWS on the online template and turn to H.

Area 8: Early Warning Systems on the M-

DCPS template. Elementary schools may

mark F. Area 6 and G. Area 7 as NA on

the online template.

These symbols

indicate that

the section is

N/A for your

school.

Elementary Schools proceed to page 84 of

this guide…

K-8s, Middle Schools and High Schools

continue on…




F. Area 6: Career and Technical Education (CTE) (Refer to the SIP Guidance document, pages 22-23 for additional assistance) The following data shall be considered by middle and high schools.

TARGET

Students enrolling in one or more CTE courses

DATA

Actual 2013 Number/

Percentage Targeted 2014 Percentage

Only

# (%)

Students who have completed one or more CTE

courses who enroll in one or more accelerated courses

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Completion rate (%) for CTE students enrolled in

accelerated courses

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students taking CTE industry certification exams

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Passing rate (%) for students who take CTE

industry certification exams

DATA Actual 2013 Number/

Percentage


Only

# (%) %

CTE program concentrators

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

CTE teachers holding appropriate industry

certifications

DATA Actual 2013 Number/

Percentage


Only

# (%) %




After entering the data, go to K. Problem Solving and click

And then click





information you have written in the M-DCPS template for CTE.

When you have completed the 8-Step process for CTE, Middle and High Schools will

click back to the Plan on the online template and select G. Area 7: Social Studies and turn

to G. Area 7: Social Studies on the M-DCPS template.




Although the online template refers to future data, all K-8s

and Middle Schools will develop a goal for Civics EOC based

on the District Baseline Data and all High Schools will

develop a goal for U.S. History based on the data from the

2013 EOC.

The data for the U.S. History EOC is reported in thirds

so you will target students scoring in the middle third

and students scoring in the upper third.

The data for Civics will refer to students at proficiency

so you will target students scoring at proficiency.




G. Area 7: Social Studies – Any Miami-Dade school that offers Civics and/or U.S. History must

complete this section. 1. Civics End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Civics EOC.


Students scoring at Level 3 Barrier(s)

Strategy(ies)

Action Steps




DATA

Use the District

Baseline Assessment

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students scoring at Level 4 Barrier(s)

Strategy(ies)

Action Steps




DATA

Use the District

Baseline Assessment

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

2. U.S. History End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the U.S. History EOC.


Students scoring at Level 3 (middle 3rd

) Barrier(s)

Strategy(ies)

Action Steps




DATA

Use the District

Baseline Assessment

Number/ Percentage

Percentage Only

# (%) %

Students scoring at Level 4 (upper 3rd

) Barrier(s)

Strategy(ies)

Action Steps




Use the District

Baseline Assessment

Number/ Percentage

Percentage Only

# (%) %





And then click

Click as appropriate





information you have written in the M-DCPS template for Social Studies.




H. Area 8: Early Warning Systems (Refer to the SIP Guidance document, pages 23-24 for additional assistance)

1. Elementary School Indicators The following data shall be considered by elementary schools.

TARGET

Students who miss 10 percent or more of

available instructional time

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students retained, pursuant to s.

1008.25(4)(c), F.S.

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who are not proficient in reading

by third grade

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who receive two or more behavior

referrals

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who receive one or more behavior

referrals that lead to suspension, as defined

in s.1003.01(5), F.S.

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %




2. Middle School Indicators - The following data shall be considered by middle schools.

TARGET

Students who miss 10 percent or more of

available instructional time

DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who fail a mathematics course

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who fail an English Language Arts

course

DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students who fail two or more courses in

any subject

DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %


referrals

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

DATA Students who receive one or more behavior

referrals that lead to suspension, as defined

in s.1003.01(5), F.S.

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %




3. High School Indicators


TARGET

Students who miss 10 percent or more of available

instructional time

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students in ninth grade with one or more absences

within the first 20 days

Actual 2013 Number/

Percentage


Only

# (%) %

Students in ninth grade who fail two or more

courses in any subject

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students with grade point average less than 2.0

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students who fail to progress on-time to tenth grade

Actual 2013 Number/

Percentage


Only

# (%) %


referrals

DATA

Actual 2013 Number/

Percentage


Only

# (%) %

Students who receive one or more behavior

referrals that lead to suspension, as defined in

s.1003.01(5), F.S.

DATA

Actual 2013 Number/

Percentage


Only

# (%) %




4. Graduation (Refer to the SIP Guidance document, page 25 for additional assistance)

The following data shall be considered by high schools, per Section 1003.53, F.S. If a school has significantly lower graduation rates

for a subgroup when compared to the state’s graduation rate, that school’s improvement plan is required to include strategies for

improving these results, pursuant to Section 1001.42(18), F.S. Graduation rates for the state, district, and school by subgroup are

available in the AMO Outcomes Report at http://schoolgrades.fldoe.org/.

TARGET

Students dropping out of school, as defined

in s.1003.01(9), F.S.

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students graduating in 4 years, using criteria

for the federal uniform graduation rate

defined in the Code of Federal Regulations

at 34 C.F.R. § 200.19(b)

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Academically at-risk students graduating in

4 years, as defined in Rule 6A-1.09981,

F.A.C.

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Students graduating in 5 years, using criteria

defined at 34 C.F.R. § 200.19(b)

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

http://schoolgrades.fldoe.org/





And click

Click as appropriate





information you have written in the M-DCPS template for Early Warning Systems.

When you have completed the area for Early Warning

Systems, go back to the Plan and select I. Area 9: Parent

Involvement on the online template and refer to I. Area 9:

Parent Involvement on the M-DCPS SIP template.




I. Area 9: Parent Involvement - Title I Schools will use the Parent Involvement Plan to meet the requirements of Sections

1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).


ALL NON-TITLE I SCHOOLS MUST COMPLETE THE FOLLOWING:

Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement

opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of

parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not

meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).


number of parent engagement

opportunities offered in the school year

You may use goals/strategies to address the needs of multiple targets.

Barrier(s)

Strategy(ies)

Action Steps




DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

average number of parents in attendance

at parent engagement opportunities Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

percent of parents who participated in

parent engagement opportunities

DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

percent of students in lowest performing

quartile or subgroups not meeting AMOs

whose parent(s) participated in one or

more parent engagement opportunities

DATA Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

https://www.fldoe.org/flbpso/pi/pipp.asp




J. Area 10: Additional Targets (Recommended for use by Adult/Vocational, Alternative, and Special Centers)

This section is optional and may be used as needed for data targets in areas not already addressed in the SIP.


You may use goals/strategies to address the needs of multiple targets.

Barrier(s)

Strategy(ies)

Action Steps




DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %

DATA

Actual 2013

Number/ Percentage

Targeted 2014

Percentage Only

# (%) %




Part III: Coordination and Integration


This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A;

Title I, Part C- Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X- Homeless; Supplemental Academic Instruction (SAI);

violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to

your school.

Take all applicable responses and insert them into the online template as a bulleted listing.

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title VI, Part B - NA

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs - N/A

Head Start

Adult Education

Career and Technical Education

Job Training

Other

REFER TO APPENDIX – XVII FOR APPLICABLE

RESPONSES. PLEASE REMEMBER TO RESPOND

ONLY TO THOSE PROGRAMS/FUNDING AVAILABLE

TO YOUR SCHOOL.

• Title I, Part A …………………………

• Title I, Part C- Migrant ………………..

• Title I, Part D …………………………

• Title II …………………………………

• Title III ………………………………..




Part IV: Professional Development (Refer to the SIP Guidance document, page 28 for additional assistance)

This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b),

if it demonstrates high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for

pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic

achievement standards.




Click Item 1 and a drop-down of the responses from the Strategy/Action Step will appear. If editting is needed you must go back to the Strategy step to update. Edits cannot be done from the IV. Professional Development area.

This response is tied to what you work in

Steps 6-8 of the Goal area.




Part V: Budget

V. Budget

This section has been populated automatically from the Problem Solving process using Action Steps marked as

"Budget Line Item". To add or remove sections shown here, return to the appropriate section of the Problem

Solving process.

Each time you

clicked “Budget”

in a

Strategy/Action

Step the Budget

prepopulated in

Area IV

Professional

Development.




Completing the Budget responses:

Click Item 1 and a drop-down of the responses will appear. #1 is the prepopulated Strategy that you identified as having budget items. You will type the responses starting with #2, picking from the drop-down menu and then complete numbers 3, 4, and 5.

annotated 2013-14 m-dcps sip template/fldoe online guidance

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