ACHIEVEMENT Is EVERYONE’S RESPONSIBILITY!
SIP 2013-2014 SIP Development Office of School Improvement
Workshop Objectives Participants will: Develop essential skills and tools for the completion of the 2013-2014 SIP Identify resources available to be used to complete the 2013-2014 SIP Increase the understanding of the school improvement process
Keep in mind that SIPs require… • a team process • ongoing communication • stakeholders’ feedback/input • ongoing reviews documented in EESAC minutes • timeline development • updates based on data analysis and students’ needs
1 EESAC’s roster & by-laws are updated. 2 Needs assessments are conducted using appropriate data. 3 Opportunities are provided for EESAC and staff to present recommendations for the 2013-2014 SIP. 1 EESAC’s roster & by-laws are updated. 2 Needs assessments are conducted using appropriate data. 3 Opportunities are provided for EESAC and staff to present recommendations for the 2013-2014 SIP. 4 EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes. We are HERE! 12 Staff and EESAC provide evaluative comments in preparation for next SIP. 5 SIP is reviewed by district and region staff during peer review. 12 Staff and EESAC provide evaluative comments in preparation for next SIP. Ongoing School Improvement Process 11 Mid-year Reflection posted to FLBSI site. 6 Baseline assessments are administered and needs assessments aligned. 9 Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes. 8 SIP is presented to District School Board for approval. 7 Data results and SIP are presented to EESAC and staff, and then posted to FLBSI. 10 Fall and Winter Interim assessments administered and data analyzed for adjustments to SIP.
MAKING THE CONNECTIONEESAC/SIP Recommended minimum number of meetings: Minimum of 3 meetings each year Include SIP and Data Reviews on every EESAC Meeting Agenda Document SIP reviews and decisions in EESAC Minutes Include SIP on Faculty Meeting Agendas
Accessing Bylaws, Minutes & Rosters http://osi.dadeschools.net/ CHANGE
Start the Process • Locate an electronic copy of the 2012-2013 SIP. • Open and save to your desktop an electronic copy of the 2013-2014 SIP template from the OSI website: http://osi.dadeschools.net • Copy and paste all APPLICABLE sections from the 2012-2013 to the 2013-2014 SIP template. MOST OF PART I MAY BE COPIED. • Provide the SIP Writing team with the 2012-2013 SIP EOY worksheets that the grade level/ departments completed.
Part I - Components Update and revise responses from the 2012-2013 and address new requirements. • School Advisory Councils – EESACs • Administrators/Coaches • Classroom Teachers • Education Paraprofessionals • Other Instructional Personnel • Teacher Recruitment/Retention • Teacher Mentoring Program • MTSS/RTI • Increased Learning Time/Extended Learning Opportunities • Literacy Leadership Team • Every Teacher Contributes to Reading Improvement • Pre-school Transition • College and Career Readiness
Getting Started….. Pending
http://osi.dadeschools.net/sip/ The principal’s EESAC Verification code will be emailed to the principal upon request via email.
0001 – Marlin Elementary School UPDATES will be available the END OF JULY 2013 000011 – Sherian Demetrius 0001 – Marlin EL 0002 - Dolphin EL
HIGHLY QUALIFIED STAFF “ADMINISTRATORS” New wording
HIGHLY QUALIFIED STAFF CLASSROOM TEACHERS
IDENTIFYING HIGHLY QUALIFIED STATUS
Monitor HQT Status Throughout the Year! UPDATEs will be available the end of July 2013.
HIGHLY QUALIFIED STAFF EDUCATION PARAPROFESSIONALS/ OTHER INSTRUCTIONAL PERSONNEL NEW AREA!!
Teacher Recruitment and Retention Strategies Teacher Mentoring Program/Plan To become a mentor, see Appendix _I_
Multi-Tiered Support System/Response to Instruction/Intervention (RtI) APPENDIX - III For further information please click here to link to the M-DCPS RtI website at http://rti.dadeschools.net or the FLDOE website on support of the MTSS: http://www.florida-rti.org/ or http://www.florida-rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf NEW AREAS/WORDING
INCREASED LEARNING TIME/EXTENDED LEARNING OPPORTUNITIES NEW WORDING Literacy Leadership Team (LLT) http://www.justreadflorida.com Align to the District CRRP - APPENDIX - IV NEW WORDING – SEE APPENDICES
EVERY TEACHER CONTRIBUTES TO READING IMPROVEMENT PRESCHOOL TRANSITION NEW REQUIREMENT
All SECONDARY Schools must complete this section. See the next two slides for a sampling of the High School Feedback Report. Schools should use current available data to update possible strategies for improving student readiness for the public postsecondary level.
REFER TO THE FOLLOWING INDICATORS FROM THE HIGH SCHOOL FEEDBACK REPORT TO COMPLETE THE COLLEGE/CAREER READINESS AREA. * Data should drive responses on identifying strategies to improve post-secondary readiness.
SAMPLE HIGH SCHOOL FEEDBACK REPORT * Data should drive responses on identifying strategies to improve post-secondary readiness.
READING - Including AMOs, FAA, CELLA, and Postsecondary readiness • WRITING - Including FAA • MATHEMATICS - Including AMOs, FAA, and Postsecondary readiness • Middle School Acceleration • Algebra I • Geometry • SCIENCE - Including FAA • Biology I • STEM • CAREER AND TECHNICAL EDUCATION • Social Studies • CIVICS • US HISTORY • EARLY WARNING SYSTEMS • ATTENDANCE • SUSPENSIONS • RETENTIONS • GRADUATION • PARENTAL INVOLVEMENT GOAL AREAS
Problem-Solving Focus Based on the targets set for your school in each required Area, engage in a problem-solving process using the following questions. Goals shall specifically address any subgroup not meeting its AMO targets for 2012-2013. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) shall also be considered during this process. Operational data such as climate surveys and classroom walkthroughs may also be used as available and relevant. Step 1: Identify goal(s) to help you achieve your targets. (Select one or more Areas each goal addresses.) Step 2:Brainstorm which resources are available to support the goal and barriers that could prevent achieving the goal; prioritize barriers.
Step 3: Choose some barriers to address, based on alterable elements of curriculum, instruction, environment, and organizational systems (e.g., those which have the most impact on the goal if removed or are immediately actionable). Step 4: Brainstorm and prioritize strategies that could be used to eliminate or reduce each targeted barrier. Step 5: Identify action steps (including who, what, where, when) that will need to be taken to implement the identified strategies.
Step 6: Determine how strategies will be monitored for fidelity of implementation (including who, what, where, when). Step 7: Determine how strategies will be monitored for effectiveness (including who, what, where, when). Step 8: Determine how progress towards each goal will be monitored (including who, what, where, when).
http://osi.dadeschools.net Click Here
READING Secondary Schools
AREA 1: READING – Template • Annual Measurable Objectives (AMOs) APPENDIX - VI
AREA 1: READING – Sample • Annual Measurable Objectives (AMOs) APPENDIX - VI
AREA 1: READING – Sample • Annual Measurable Objectives (AMOs) APPENDIX - VI
READING TEMPLATE APPENDIX - VI b) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)
READING SAMPLE – Level 3 APPENDIX - VI b) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)
READING SAMPLE LEVEL 4 APPENDIX - VI b) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)
APPENDIX - IX FAA – SCHOOLS WITH 10 OR MORE STUDENTS TAKING THE FAA MUST COMPLETE THIS SECTION
APPENDIX - X CELLA – SCHOOLS WITH 10 OR MORE STUDENTS TAKING THE CELLA MUST COMPLETE THIS SECTION
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)