1 / 36

To prepare schools to complete each goal section of the 2011-2012 School Improvement Plan

2011-2012 Preliminary School Improvement Plan Presentation Presented by the Accountability Department Broward County Schools. Objectives:. To prepare schools to complete each goal section of the 2011-2012 School Improvement Plan

nico
Download Presentation

To prepare schools to complete each goal section of the 2011-2012 School Improvement Plan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2011-2012PreliminarySchool Improvement PlanPresentationPresented by the Accountability DepartmentBroward County Schools

  2. Objectives: • To prepare schools to complete each goal section of the 2011-2012 School Improvement Plan • To provide feedback and technical assistance after schools have completed each goal section to make revisions.

  3. Goals to be completed for Preliminary Review • Reading • Mathematics • Science • Writing • Attendance • Suspension • Dropout Prevention (High Schools only)

  4. Timeline for Preliminary Reviews • April 26: School Improvement Training for identified schools that are participating in the process • May 12: Preliminary plans due for posting on the School Improvement website • http://www.broward.k12.fl.us/schoolimprove/SIP.htm • (click on Link for “SIP submission) • May 13, 16-17: Review of plans • May 19-20: Feedback available for Area Directors and Principals • May 23-27: Technical Assistance Sessions • May 23: South Area Office • May 24-25: North Area Office • May 26-27: Central Area Office • June 1: Charter Schools Technical Assistance Sessions – KCW, 13th Floor Conference Room

  5. Where do we access our feedback? http://www.broward.k12.fl.us/schoolimprove/ElectronicSIP/accReview/accLogin.asp The password is your School Improvement password.

  6. School Improvement Template • 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.

  7. Updates to the Online 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.

  8. 2011-2012 School Improvement Plan Chart for Goals

  9. What is the Problem? Why is it happening? Did it work? What should be done about it? Apply Problem Solving When Identifying Anticipated Barriers for SIP Goals National Association of State Directors of Special Education, Inc. (2006)

  10. 2011-2012 School Improvement PlanProblem Solving Process to Increase Student Achievement • Anticipated Barriers • Barriers must be aligned with the areas that need improvement. • Strategies • Define the strategies 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 responsible for ensuring that strategies are implemented. • Process Used to Determine Effectiveness of Strategies • Describe the process that will be used to determine if strategies are effective. • Evaluation Tool • Describe/Name the assessment tool.

  11. 2011-2012 School Improvement PlanExpected Improvements – Guiding Questions Guiding questions will be 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.

  12. 2011-2012 School Improvement PlanFCIM – Plan and Do • 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?

  13. 2011-2012 School Improvement PlanFCIM – Studying to Monitor Progress • Guiding questions to inform the problem solving process: • In addition to the baseline and mid-year assessments, 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 instruction based on the academic needs of students? • How often will data chats be held at each of the following levels: teacher/student and teacher/administration?

  14. 2011-2012 School Improvement PlanRtI • 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.

  15. Reading Goal

  16. 2011-2012 School Improvement PlanExpected Improvements Goals: Reading 1. 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)?

  17. 2011-2012 School Improvement PlanExpected Improvements Goals: 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?

  18. 2011-2012 School Improvement PlanExpected Improvements Goals: 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?

  19. 2011-2012 School Improvement PlanExpected Improvements Goals: 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?

  20. 2011-2012 School Improvement PlanExpected Improvements Goals: Reading 5. Student subgroups not making Adequate Yearly Progress (AYP) in Reading a. Ethnicity b. ELL c. 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?

  21. Mathematics Goal

  22. 2011-2012 School Improvement PlanExpected Improvements Goals: 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.

  23. Science Goal

  24. 2011-2012 School Improvement PlanExpected Improvements Goals: Science • 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?

  25. 2011-2012 School Improvement PlanExpected Improvements Goals: Science 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?

  26. Writing Goal

  27. 2011-2012 School Improvement PlanExpected Improvements Goals: Writing • 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.

  28. 2011-2012 School Improvement PlanExpected Improvements Goals: Writing • 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?

  29. Attendance SuspensionDrop Out Prevention Goals

  30. 2011-2012 School Improvement PlanExpected Improvements Goals: Attendance 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 0r more) • Number of Students with Excessive Tardies (10 or more) • 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?

  31. 2011-2012 School Improvement PlanExpected Improvements Goals: Suspension 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 • 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?

  32. 2011-2012 School Improvement PlanExpected Improvements Goals: Dropout Prevention (High Schools Only) Based on 2009-2010 data received in November Guidance for Dropout Prevention Goal posted on Broward’s SIP website. • Current Dropout Rate • Current Graduation Rate • 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?

  33. Professional Development

  34. 2011-2012 School Improvement PlanExpected Improvements Goals: Professional Development *Included in ALL Goal Areas “Differentiated Instruction workshop/Assessments” OR “Reading PLC/Reference and Research” OR “PLC/Lesson Study/Big Idea 1”

  35. 2011-2012 Preliminary School ImprovementTechnical Assistance Sessions Goal: To provide onsite technical assistance to schools by facilitating, supporting, advising, and assisting them in refining their school improvement plan goals based on recommended feedback from various district departments. Information: • Technical Assistance Sessions have been scheduled for participating schools at each Area Office. • The schedule will be sent via CAB email to principals. • Elementary and Secondary sessions will be scheduled simultaneously. • Technical Assistance Sessions will be 45 minutes in length. • Sessions should be attended by staff (4-5 individuals) that are familiar with their school improvement plan goals. • Participating district departments: Accountability, HRD, Student Support Services, Office of Prevention Programs, ESE, and ESOL. Process: • During the sessions, schools will meet with representatives from each department to discuss recommended feedback and make revisions onsite.

  36. Questions?

More Related