Differentiated Accountability and School Improvement Planning

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1 and Planning Our Commitment to Florida s s Bureau of DA Summer Academy 2013

2 Bureau of : What is our mission? FLDOE s Bureau of will facilitate improved student outcomes in districts and schools by: Investing in teachers and leaders Creating opportunities for productive collaboration among stakeholders Providing technical support, and Modeling the continuous improvement process

3 Bureau of : What is our vision? We are students of school improvement. We are connectors of Florida s teachers and leaders to successful others, strategies, and tools. We are servant leaders who engage Florida s instructional leaders as colleagues in collaborative processes designed to improve instructional practice. We are modelers of facilitated professional development for adult learners. We are analysts who use data to clarify challenges and inform continuous improvement. We are communicators.

4 Bureau of : What is our goal? To build Florida s Bureau of (BSI) into a proven national model for statesupported continuous improvement efforts in underperforming schools and districts.

5 Bureau of : What is our theory of action?

6 How has our theory of action changed the perception of our current work? To some extent, we ve been starting on third base. That is, we ve been more concentrated on treating symptoms (instructional strategies) rather than the underlying condition (unfocused systems). We will be expanding our focus this year to include Creating a culture and belief system that we can achieve our goals. Engaging all stakeholders in a continuous improvement processes as part of the 8 Step Process for the school year.

7 What is the 8-step problem-solving process? 7

8 : How are current DA resources allocated?

9 : What is our legal authority? Section , Florida Statutes provides: All schools earning a grade of D or F are in need of intervention and support. The Florida Department of Education is required to provide differentiated levels of support to schools impacted by , as set forth in Rule 6A

10 : What is our legal authority? Section , F.S., requires: Districts with schools receiving an F or DD, or raising from an F in the prior year, to plan for implementation of one of five turnaround options in the school year following the release of school grades. Districts with schools receiving a an FF, DD, or FXF to implement the selected turnaround option in the following school year. Districts with schools whose grade fails to improve from an F after two full years of TOP implementation, to select a different turnaround option, unless the state board grants additional time to continue the current option. Note: If a school s grade improves, it is not required to implement the turnaround option but former F schools will be monitored for three years. 10

11 : What is our legal authority? Proposed Rule 6A , F.A.C., requirements for Focus s and their Districts: Year 1 (declined to a D) light DA support; district and school must submit deliverables on DA checklists and use department s SIP and DIAP Year 2 (FD or DD) full DA support; must plan for turnaround in addition to Year 1 requirements Year 3 (DDD, FDD) full DA support; must implement a turnaround plan 11

12 : What is our legal authority? Proposed Rule 6A , F.A.C., requirements for Priority s and their Districts: First F in 3 years full DA support; district and school must submit deliverables on DA checklists and use department s SIP and DIAP; must plan for turnaround FXF full DA support; must implement a turnaround plan FF full DA support; must implement a turnaround plan TOP Phases: Phase one selection. Form TOP-1. Phase two planning. Form TOP-2, approved by the state board. Phase three implementation. Required only for schools that do not improve the school grade. 12

13 : District Checklist Initial Planning Meeting Before the beginning of the school year, the Regional Executive Director (RED) shall schedule an initial planning meeting with district department leaders to Review the DA school improvement process and requirements for Focus and Priority schools. Schedule the monthly planning meetings for the remainder of the school year. Schedule Initial Instructional Reviews Monthly Planning Meetings The RED shall communicate with district leaders prior to each monthly planning meeting and identify key topics for discussion and deliverables that will be reviewed. 13

14 : District Checklist Requirements and Deliverables All deliverables are organized into one of the following thematic packets : Recruitment and Retention Instructional Coaching Student Data Progress Monitoring Assessments District and Assistance Plan (DIAP) Common Planning Plan Monitoring Educator Quality 14

15 : District Checklist Deadlines: August 1 Recruitment and Retention Plan and Pool Justifications/Data for keeping/replacing staff from prior year Assignment of Coaches Data Systems, Plans, and Processes Progress Monitoring Assessments Packet September 3 Draft DIAP Common Planning Packet September 30 DIAP initial submission online October 15 Review and approval of SIP February 3 Mid-Year Vacancies (position control and plan) February 17 Mid-Year DIAP Reflection February 28 List of current administrators and assignments for prior 4 years 15

16 What is the Mid-Year Reflection? Has the goal been achieved? If yes, based on what evidence? If no, is progress being made? If yes, based on what evidence? If no, have barriers been eliminated or reduced? If yes, based on what evidence? If no, are strategies implemented with fidelity? If yes, re-engage the problem solving process at Step 4 If no, problem solve around implementation fidelity 16

17 : Checklist Notes: Checklists, and all deliverables required by the checklists, shall be maintained by the district (or school) and provided to the RED upon request. Checklists will not be uploaded to the BSI website. Deadlines may be modified upon agreement of the RED and district (or school) leadership and documented in this form. If a requirement is not met by the deadline, the district (or school) shall document in the checklist the strategies it will use to meet the requirement, the expected completion date, and the person responsible for completing the strategy. Checklists meet all requirements of the ESEA waiver, unless they are collected elsewhere (e.g., through IPDP or K12 Reading Plan) 17

18 What is our vision as we move forward for school improvement planning? A collaborative, data-based problem-solving and planning process in every school and district which leads to increased student achievement, facilitated by an online tool configured to accomplish the following: Improve local decision making by presenting Florida s current and emerging data sources (school grades, FCAT, value added model, interim assessments) to principals and district administrators in the context of school improvement planning and data-based problem solving Reduce administrative burden by consolidating and aligning various required state and federal plans Increase the degree to which successful local innovations are shared across Florida s districts. 18

19 How are we moving toward this vision? In , the department will reduce the compliance burden on districts and schools (adoption of revised rule will reduce associated documentation from approx. 150 pages to 50 pages, including the SIP which reduces from approx required cells to 350). The SIP and DIAP are completed through an online application, allowing districts and the department to aggregate and analyze information and better monitor implementation. Word uploads will not be accepted. 19

20 How will this look in our school? Initial Meeting Initial Instructional Review DA Team Support Progress Monitoring Meeting Mid-Year Instructional Reviews End Of Year Reviews 20

21 What is the legal authority for the SIP? Section , F.S. The district school board is required to annually approve and require implementation of a new, amended, or continuation school improvement plan for each school in the district If a school has a significant gap in achievement on statewide assessments by one or more student subgroups, has not significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or 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. [(18)(a)] The district school board shall provide funds to schools for developing and implementing school improvement plans. [(18)(c)]. 21

22 What is the legal authority for the DA SIP template? Proposed Rule 6A , F.A.C., requires: Focus ( D ) and Priority ( F ) schools to collaborate with district and DA Regional Teams to develop a SIP The department to review the SIP and conduct visits to monitor the fidelity of the plan s implementation at Focus and Priority schools. The school to complete a mid-year analysis of progress (a.k.a. reflection ) in the online SIP system. [(7)DA-2]. 22

23 What is the legal authority for the DIAP? Proposed Rule 6A , F.A.C., requires districts with Focus and/or Priority schools: To submit deliverables as described in Form DA-1, including the District and Assistance Plan (DIAP), using the department s online Form DIAP-1. [(4)(a)2]. To demonstrate through the DIAP: The neediest schools receive the most resources The district is aligning initiatives and resources based on the specific needs of D and F schools To complete a mid-year analysis of progress (a.k.a. reflection ) in the online DIAP system. 23

24 What are the components of the SIP? Part I: Current Status Contacts Advisory Council Highly Qualified Staff (additional categories) Multi-tiered System of Supports/RtI Increased Learning Time/Extended Day Literacy Leadership Team Every Teacher Contributes to Reading Preschool Transition College & Career Readiness 24

25 What are the components of the SIP? Part II: Expected s Area Actual Target Reading # % % Writing # % % Mathematics # % % Science # % % STEM # % % CTE # % % Social Studies # % % Early Warning Systems # % % Parent Involvement Other 25

26 What are the components of the SIP? Part III: Coordination and Integration (Title I Requirement) describe how the school coordinates funds provided by various Title programs to meet common goals Part IV: Professional Development outline pd activities that were identified as strategies to meet goals (will be tagged to specific goals) Part V: Budget create a budget for each schoolfunded activity identified as strategies to meet goals (will be tagged to specific goals) 26

27 What are the components of the DIAP? Going Forward Part I: District Planning District Leadership Team Plan Development and Stakeholder Involvement Multi-tiered System of Supports/RtI, including Increased Learning Time/Extended Day (new) Part II: Alignment of Strategies and Resources to Support Teaching and Learning Review of AMOs and Setting Goals to support Targets, using 8-Step Problem-Solving Process) Alignment of Needs and Resources K-12 Reading Plan assurance Writing, Mathematics, Science programs and professional development Upload of instructional pacing guides 27

28 What is the Difference between a Target and a Goal? Going Forward In the SIP and DIAP, targets are typically specific numeric indicators. Target Example: 90% of students will score at or above level 3 on FCAT 2.0 Reading. Goals are not always numeric, though problem-solving and planning around goals should support numeric targets Goal Example: We will increase student engagement during instructional delivery through the use of purposeful peer-to-peer discourse. If we problem-solve and create an action plan for this goal, what other targets will increase as a consequence? 28

29 Questions/Comments? Let s Get Started! 29

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