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2011-2012 SIP Development Office of School Improvement. Workshop Objectives . Participants will: Develop essential skills and tools for the completion of the 2011-2012 SIP Identify resources available to be used to complete the 2011-2012 SIP

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SIP Development

Office of School Improvement

workshop objectives

Workshop Objectives

Participants will:

Develop essential skills and tools for the completion of the 2011-2012 SIP

Identify resources available to be used to complete the 2011-2012 SIP

Increase the understanding of the school improvement process


Begin with an End in Mind!

Student Achievement


a team process

  • ongoing communication
  • stakeholders’ feedback/input
  • ongoing reviews documented in EESAC minutes
  • timeline development
  • updates based on data analysis and students’ needs

Keep in mind that SIPs require…



EESAC’s roster & by-laws are updated.


Needs assessments are conducted using appropriate data.


Opportunities are provided for EESAC and staff to present recommendations for the 2011-2012 SIP.


EESAC assists in developing the SIP and assistance are documented in EESAC meeting Minutes.


SIP is reviewed by district and region staff during peer review.


Staff and EESAC provide evaluative comments in preparation for next SIP.






Mid-year data and narrative posted to FLBSI site.


Baseline assessments are administered and needs assessments aligned.


Interim assessments administered and data analyzed for adjustments to SIP.


Ongoing monitoring of SIP for implementation and effectiveness is documented in EESAC Minutes.


SIP is presented to District School Board for approval.


Data results and SIP are presented to EESAC and staff, and then posted to FLBSI.

We are HERE!

eesac sip recommendations

EESAC/SIP Recommendations

Minimum number of meetings:

For non-DA schools - 4 per school year, one per grading period

DA schools – monthly in order to monitor and adjust progress

Include SIP and Data Reviews on EESAC Meeting Agenda

Document SIP reviews and decisions in EESAC Minutes

Include SIP on Faculty Meeting Agenda

Minimum Requirements for Five Star Award: A minimum number of EESAC meetings with 80% of members in attendance


Accessing Bylaws, Minutes & Rosters

start the process

Locate an electronic copy of the 2010-2011 SIP.

  • Open and save to your desktop an electronic copy of the 2011-2012 SIP template from the OSI website:
  • Copy and paste all applicable sections from the 2010-2011 SIP to the 2011-2012 SIP template.
  • Update and revise – Part I
    • Highly Qualified Administrators
    • Highly Qualified Teachers
    • Staff Demographics
    • Teacher Mentoring Program
    • RTI
    • Post-secondary Transition

Start the Process


The principal’s EESAC Verification code will be emailed to the principal upon request via email.


0001 – Marlin Elementary School

000011 – Sherian Demetrius

0001 – Marlin EL

0002 - Dolphin EL


Teacher Mentoring

  • Teachers new to the profession (without previous teaching experience &
  • First and second year teachers in Education Transformation Office schools are eligible to receive a MINT certified site-based mentor.
    • Confirm certification of mentor
    • May insert TBA in “Mentee” column pending start of school year
    • Must hold a valid professional teaching certificate
    • Minimum of 3 years of successful teaching experience
    • Pairing should be by grade level/subject area
    • Activities should be ongoing

Response to Instruction/Intervention (RtI)

Align to the District CRRP -

Literacy Leadership Team (LLT)

Identify the school-based Literacy Leadership Team (LLT). (Identify by Name & Position)

Describe how the school-based LLT functions (e.g. Meeting processes and roles/functions).

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


Response to Intervention

Core Instruction and Interventions




Tier III

InterventionSmaller Group

Secondary-level interventions in specialized groups for at-risk students

Tier II


Small Group

Tier I

Intervention Classroom - Core Instruction

  • Primary supports for students in the general education classroom

Problem-Solving Model for Response to Intervention

Directly observe behavior – gather data

How well did students respond? Is there still a problem?

Identify barriers to solving the problem – Develop a plan

Monitor implementation and progress-Involve Stakeholders


NCLB Public School Choice (for Title I schools only) (The required letters will be posted to: as they are received from the District office. DoNOTuse any school generated letters.)

  • Notification of School in Need of Improvement (SINI) Status
  • Attach a copy of the Notification of SINI Status to Parents
  • SINI 1+ schools
  • Public School Choice with Transportation (CWT) Notification
  • Attach a copy of the CWT Notification to Parents
  • SINI 2+ schools
  • Supplemental Educational Services (SES) Notification
  • Attach a copy of the SES Notification to Parents
  • SINI 1+ schools
  • SINI Status and CWT notifications may be the same letter

All High 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.



* Data should drive responses on identifying strategies to improve post-secondary readiness.



* Data should drive responses on identifying strategies to improve post-secondary readiness.

goal areas
guiding questions
Guiding Questions
  • In each Goal Area, click the “HELP”
  • Use data sources to analyze and define areas in need of improvement
  • Specific responses to the guiding questions are not required to be written onto the SIP template
accessing analyzing available data

Accessing & Analyzing Available Data

Replace hunches with facts

Identify causes (Barriers) of a problem not just the symptoms

Assess needs and target resources

Make informed decisions

Set goals and keep track of progress

Align professional development with the needs of the staff


Click here


2012 Expected Improvements

Part II of SIP – Goal Areas

2011 2012 statewide assessment plan
2011-2012 Statewide Assessment Plan

*CBT: Computer-Based Testing

Link to 2011-2012 Statewide Assessment Schedule

students to be tested in 2011 12
Students to be Tested in 2011-12

Algebra 1



  • 2000310 - Biology 1
  • 2000320 - Biology 1 Hon.
  • 2000322 - Pre-AICE Biology
  • 2000430 - Biology Technology
  • 2000800 - Biology 1 PreIB
  • 2000850 - IB Middle Years Program Biology Hon.
  • 2002440 - Integrated Science 3
  • 2002450 - Integrated Science 3 Hon.

1200310 - Algebra 1

1200320 - Algebra 1 Hon.

1200380 - Algebra 1B

1209810 - Pre-AICE Mathematics 1

1200390 - IB Middle Years Program – Algebra 1 Hon.

1206310 - Geometry

1206320 - Geometry Hon.

1206810 - IB Middle Years Program Geometry Hon.

1209820 - Pre-AICE Mathematics 2

2011 2012 school improvement plan current and expected level of performance






2011-2012 School Improvement Plan Current and Expected Level of Performance

Dropout Prevention



% Safe Harbor Proficiency Target

The percent of non-proficient students decreased by at least 10% from the preceding year in the subject being evaluated.

example 1
Example 1

The percent of non-proficient students decreased by at least 10% from the preceding year

  • 70%

10% of 70 = 7

example 2
Example 2

The percent of non-proficient students decreased by at least 10% from the preceding year

  • 80%

10% of 80 = 8


Monitoring Tool for FCAT 2.0 Content Assessed Benchmark By Reporting Category

Monitoring Tool for FCAT 2.0 Content AssessedGrades 3-5

Grade 5

Grade 4

Grade 3


Click on a subject/grade button below to go to that specific sheet.

Grade 4

Grade 3

Grade 5


Grade 5




Click Here




reporting category 1 vocabulary
Action Steps

Content Focus

Context Clues

Analyze Word Structure

Analyze Words/Phrases

derived from Latin, Greek, or Other Languages

Antonyms, synonyms

Shades of meaning

Advanced Word Relationships

Multiple Meanings

  • Provide a variety of instructional strategies and activities that include vocabulary word maps, concept maps, word walls, personal dictionaries, instruction in shades of meaning and context, affix or root words, reading from a wide variety of texts.
Reporting Category 1: Vocabulary
reporting category 2 reading application
Action Steps

Content Focus

Main idea/relevant details


Chronological order

Author’s Purpose/Perspective, Bias


Cause/effect, Sequence of events

Text Structures/Organizational Patterns


  • Provide a variety of instructional strategies and activities that include making inferences, drawing conclusions, returning to text as support for answers, analyzing stated vs. implied main ideas, using graphic organizers to analyze text, interacting with text, understanding text structures and summarizing text.
Reporting Category 2: Reading Application
reporting category 3 literary analysis fiction nonfiction
Action Steps

Content Focus


Character & Plot Development, Setting

Character Point of View


Descriptive/Figurative Language

Text Features

  • Provide a variety of instructional strategies and activities that include identifying methods of development and words that signal relationships, reducing textual information to key points, using poetry to study figurative language, reading closely to identify key details through the use of graphic organizers and concept maps.
Reporting Category 3: Literary Analysis – Fiction/Nonfiction
reporting category 4 informational text research process
Action Steps

Content Focus

Text Features

Locate, interpret and organize information

Synthesize information

Analyze, Evaluate Information

Determine Validity and Reliability of Information

  • Provide a variety of instructional strategies and activities that include building strong arguments to support answers, exploring shades of meaning, using reciprocal teaching and question-answer relationships, questioning the author, and summarizing.
Reporting Category 4:Informational Text/Research Process


SIP Recommendations

mathematics success
Mathematics Success
  • Develop school site mathematics course-alike or grade-level learning teams to build the capacity to research, discuss, design and implement organizational strategies:
      • Develop a problem solving process or protocol for students to use consistently
      • Provide teachers with training in using problem solving to create meaning in a real-world context for students to apply new concepts and skills
      • Develop departmental guidelines for student learning notebooksproven to increase student achievement
students achieving above proficiency fcat 2 0 level 4 or 5
Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5


  • Provide an opportunity for students to engage in mathematical discourse and problem solving activities through the use of cooperative student learning teams
  • Select rich, real-world problems, aligned to the content the students are learning
  • Develop the student’s writing ability through notetaking
students achieving above proficiency fcat 2 0 level 4 or 576
Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5

Middle School

  • Implement the use of technology, graphing calculators, Florida Focus Achieves Assessment Resources, and Inquiry-based lessons to promote authentic and rigorous student engagement
students achieving above proficiency fcat 2 0 level 4 or 577
Students Achieving Above Proficiency FCAT 2.0 Level 4 or 5

High School

  • Create problem solving activities for students requiring the student to solve non-routine and open-ended real world problems. These problems should use math concepts and activities that draw upon other content areas.
  • Assign students to cooperative student teams and require that the students explain to their peers in both verbal and written form the process used to arrive at a solution.

Students Achieving Proficiency FCAT 2.0 Level 3


  • Create cooperative learning groups of four students and provide the students an opportunity to solve problems and communicate their thinking
  • Utilize manipulatives for hands-on activities to introduce concepts through discovery as well as demonstrate understanding
students achieving proficiency fcat 2 0 level 3
Students Achieving Proficiency FCAT 2.0 Level 3

Middle School

  • Provide teachers training in helping students move from the concrete to more abstract models:
    • Manipulatives (national library of virtual manipulatives)
    • Interactive websites
    • Holt online textbook resources
    • Calculators
  • Provide teacher training in obtaining and analyzing assessment data related to students’ performance in mathematics
  • Provide common planning time for teachers to articulate these findings both vertically and horizontally in the grade-level learning team

Students Achieving Proficiency FCAT 2.0 Level 3

High School

  • Provide teachers with training in developing and selecting mathematical tasks that develop meaning, promote reasoning and sense making, require students to conjecture, and engage the students intellect by on-going real-world applications
  • Provide teachers time to develop mathematical expectations from one grade level to another
  • Provide training on the use of the graphing calculator as a tool for exploration and investigation
subgroups not making ayp
Subgroups Not Making AYP


  • Provide students the opportunity to develop quick recall of addition, subtraction, multiplication and division facts
  • Use literature in mathematics to provide the meaning necessary for children to successfully grasp mathematical concepts and make connections with real-world situations
  • Provide students with grade-level appropriate opportunities to solve problems that require the child to explain their reasoning
subgroups not making ayp82
Subgroups Not Making AYP

Middle School

  • Provide teachers with training related to infusing higher order thinking skills into the instructional process
  • Provide teachers with training on incorporating Compass Learning Odyssey, FCAT Explorer- Math Navigator and Riverdeep - Destination Math resources into the instructional process to aid in differentiating instruction based on students’ areas of weakness
  • Provide before and/or after-school tutorials
subgroups not making ayp83
Subgroups Not Making AYP

High School

  • Provide teachers with training in integrating technology and utilizing hands-on, discovery activities in their lesson designs
  • Provide peer tutoring before or after school
  • Provide students with opportunities to illustrate problem situations with manipulatives
  • Utilize structured, scaffolded worksheets and investigations to model cognitive processing



elementary school science strategies
Elementary School Science Strategies

Conduct at least two hands-on activities per week. Each hands-on activity should be identified by the benchmark and include solid science content to ensure that full hands-on minds-on activities are addressed.

After each grading period or semester, choose 1 day to do a mini-science camp to address through hands-on activities all major benchmarks from the grading period.

Utilize differentiated instruction strategies at all level of instruction. During delivery of content use multiple media (oral, graphics, written, technology) to reach a wide range of learning styles. Assign projects and activities based on student interest and give students the opportunity to demonstrate what they have learned through alternative assessments.


Use leveled readers to address different reading level skills in the classroom.

  • Use rotational center activities and place students in mixed abilities groups.
  • Utilize online resources from Scott Foresman to conduct virtual labs and to assist students in understanding abstract concepts. Take-it-to-the net is an excellent tool. At this site the following resources are available: lab zones activities, e-tools, sci-links, and educational games.
  • We also recommend having a science night for students and parents. This is a good strategy to increase parental involvement.
  • Fair Game Concept in FCAT 2.0 (3-5)
middle school science strategies
Middle School Science Strategies

Schedule grade 8 students taking Earth/Space Science Honors and/or Biology Honors into the same homerooms /advisement periods for review of the FCAT 2.0 Annually Assessed benchmarks.

Incorporate advisement period activities to help students develop appropriate social and academic coping skills.

Monitor the implementation of reading informational text and writing in science.

Conduct inquiry-based, hands-on, laboratory activities

Monitor the implementation of Formative Assessment Probes and higher-order questioning/discussions.

Fair Game Concept in FCAT 2.0 (6-8)

senior high school science strategies
Senior High School Science Strategies

Develop professional learning communities of science teachers to research, discuss, design, and implement strategies to increase inquiry-based learning.

Provide opportunities for Level 1 and 2 students to participate in enrichment activities, after school tutorials, and science clubs.

Provide all students the opportunity to compare, contrast, interpret, analyze, and explain science concepts during laboratory activities and classroom discussions.

Provide inquiry-based, hands-on, laboratory activities for students to make connections to real-life experiences, and explain and write about their results and experiences.

general science strategies
General Science Strategies

Encourage teachers to actively improve their science content knowledge to become proficient in their grade-level NGSSS.

After each assessment (monthly or interim), conduct data disaggregation of test results to identify benchmarks with unsatisfactory and satisfactory performance. Identify students’ performance within those categories and develop differentiated instruction activities to address the different needs through remediation and enrichment activities. Also conduct mini-assessments and utilize results to drive instruction.

Conduct data chats at all levels. Administrators with teachers and teachers with students and with parents, when possible.

Utilize Gizmos

Encourage student to participate in science fair activities, SECME, and other types of science competitions.




writing process
Action Steps

Content Focus





  • Formulate a writing plan which includes developing a Writer’s Notebook and/or Portfolio centered on prewriting, drafting, revising, editing, and publishing. Model effective writing; use mentor text, rubrics and anchor papers; incorporate sentence variety, writing conferences and writing for a variety of audiences and purposes.
Writing Process
writing applications
Action Steps

Content Focus




  • Develop writing techniques for a variety of audiences and purposes, use figurative and descriptive language to convey style and tone, understand how word connotations/denotations impact meaning, analyze mentor text such as poetry, speeches, print and media advertisements to enrich student writing.
Writing Applications


Refer to 2011 COGNOS



  • Guiding Questions to Inform the Problem Solving Process
  • (Title I Parent Involvement Plan may be uploaded)
  • Based on information from surveys, evaluations, agendas, or sign-ins, was the percent of parent participation in school activities maintained or increased from the prior year?
  • What are the anticipated barriers to increasing parent involvement?
  • Generally, what strategies or activities can be employed to increase parent involvement?
  • How will the school correlate the parental involvement activities with student achievement?
  • Title I Administration Handbook
  • PTA National Standards for Family-School Partnerships Assessment Guide .
miami dade county public schools title i administration may 17 2011 through may 24 2011

Miami-Dade County Public SchoolsTitle I AdministrationMay 17, 2011 through May 24, 2011

Title I Technical Assistance Session

2011-2012 School Level Parental Involvement Plan (PIP)

Presented by Arnaldo A. Gonzalez

Do not contact the Florida Department of Education for assistance with your school’s PIP. If further assistance is required, please contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-995-1755.

Dr. Magaly C. AbrahanteAssistant SuperintendentTitle I Administration, Early Childhood Programs and Summer Services

Title I Administration

Dr. Sharrie Dean Collins

District Director

Mr. Edgardo L. Reyes

Executive Director

Ms. Rhoda O. Shirley

Executive Director

Dr. Eduardo Barreiro

District Supervisor

Ms. Deborah Y. Parrott

District Supervisor

Mr. Eduardo E. Darde

Budget Director


This document is designed by Title I Administration to assist schools in developing comprehensive and high quality parental involvement plans (PIP) which will meet the requirements of Section 1118 of the Elementary and Secondary Education Act (ESEA). The format for this guidance includes:

Title I Parent Involvement Plan (PIP) Expected Outcomes and Goals

2011-2012 Title I Parent Involvement Plan (PIP)

Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations

Navigation Instructions for the School-Level Title I Parent Involvement Plan (PIP) Online Template

The Florida Parental Information and Resource Center (PIRC) of FND

Navigation Instructions for The Florida Parental Information and Resource Center (PIRC) of FND

PIRC at University of South Florida (USF)


title i parent involvement plan pip expected outcomes and goals
Title I Parent Involvement Plan (PIP) Expected Outcomes and Goals

Expected Outcomes:

Scope and Sequence, No Child Left Behind Act of 2001, Section 1118. Parental Involvement - Title I Compliance

All project and program activities help to:

Understand and implement the No Child Left Behind (NCLB) Act

Increase academic achievement through Parent Involvement


Implement research-based parental involvement plans, practices, programs, and activities that are linked to improving academic achievement.

Provide training, information, and support services that strengthen the relations between parents and schools in meaningful ways that improve academic achievement.

Coordinate, collaborate, and network to increase collaboration; and coordinate efforts related to family involvement and academic achievement to inform parents of the NCLB Act.

2011 2012 parent involvement plan pip
2011-2012 Parent Involvement Plan (PIP)

The 2011-2012 School Parent Involvement Plan (PIP) will be due to the Florida Department of Education (FDOE) by September 23, 2011. The Department is not planning any significant changes to the 2011-2012 parental involvement plan template in content or format of the responses. FDOE is planning to make the following types of updates:

Increase the character limits in the tables;

Provide a printer friendly link to the public;

Update the review section;

Pre-populate the 2011-2012 system with the responses included in the 2010-2011 system; and pre-populate the 2010-2011 evaluation included in the 2011-2012 template with the plans from the 2010-2011 building capacity and staff development sections. If the school implemented all of the activities planned, then the school will only need to enter the number of sessions and number of participants. The Department will have a feature to delete or add rows in case the school’s plan changed.

Do not contact the Florida Department of Education for assistance with the completion of your school’s PIP. If further assistance is required, please contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-995-1755.

Remember that you will need to upload evidence of parent involvement in development of the Parent-School Compact and evidence of parent involvement in development of the PIP, as well as upload an electronic version of the compact.

Be proactive. Conduct a PIP and School-Parent Compact Review Meeting for parents and staff, before the 2010-2011 school year ends, in order to compile evidences of parent input in the development of the PIP and the Parent-School Compact for the 2011-2012 school year.Also, identify barriers which could have hindered participation by parents in parental involvement activities during the 2010-2011 school year, and the steps the school will take to overcome the identified barriers. Further, when reviewing the school’s 2011-2012 PIP, results from the school’s M-DCPS Title I Parent/Family Involvement Survey 2011 should be utilized with revisions.

Refer to the school PIP Assurances in order to meet State guidelines, applicable statutes, regulations, and procedures.

Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

title i parent involvement plan pip and school parent compact reminders
Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

Schools should begin the review/evaluation process for the Title I program as a whole and the PIP, at this time. Schools should begin to gather all of their plans (e.g. PIP, School-Parent Compact, and the School Improvement Plan (SIP) and take them to their parent groups for input into the changes that need to be made for the next year.

Send a signed and dated copy of the school’s PIP Assurances to the Title I Office with the school’s Title I Annual Parent Meeting Documentation Packet by the 1st week of November.

Inform parents and parent organizations of the purpose and existence of both Parent Information and Resource Center(s) (PIRC) in Florida, i.e. PIRC of Family Network on Disabilities in Florida (FND) 1-800-825-5736 or visit website and PIRC at University of South Florida (USF). For more information contact the Florida Parent Information Resource Center (FL PIRC) @ The University of South Florida at: 1-813-558-5096 or 1-866-775-8661. Visit website at: www.partnershipcenter.usf.edufor many free, downloadable resources, and the Title I Neighborhood Resource Center – North, (Northside Shopping Center) 7900 NW 27th Avenue, Miami Florida 33147, 305-694-7120 and the Title I Neighborhood Resource Center – South, (FDLRS) 5555 SW 93rd Avenue, Portable# 3, Miami, Florida 33165, 305-274-7468.

Display hard copies of the District PIP and school-level PIP and make them available in the school’s main office and also in the Parent Resource Center/Parent Corner.

title i parent involvement plan pip evaluation review recommendations
Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations

It is recommended that the Title I Parent Involvement Plan (PIP) and School-Parent Compact Evaluations/Reviews are included in the next EESAC meeting. The discussions should also be included in the minutes of this meeting. The PIP guidance document (See FDOE’s online template) outlines examples and non-examples of methods for documenting parental input.

navigation instructions to contact the florida parental information and resource center pirc of fnd
Navigation Instructions to Contact The Florida Parental Information and Resource Center (PIRC) of FND


This area will automatically be calculated when you post your goal budgets to the flbsi website, once your final 2011-2012 SIP has been approved. There is no need to complete this section at this time.


Confirm your school’s designation once School Grades are released.

Checklists Compliance forms will be available at:

  • Differentiated Accountability
    • Put an “X” in the appropriate category based on the 2011-2012 designation. (July 2011 release)
    • Download the DA Checklist of Compliance from the FLBSI website:
    • Complete the Checklist and then upload it to the online SIP document (FLBSI).
    • Correct II (D and F schools) and Intervene schools must have Reading Coaches who are endorsed or certified.

Monitor implementation of the SIP through ongoing data analysis…………

  • School Advisory Councils (EESACs)
    • Majority of members must be non-District employees
    • Schedule appropriate meetings
    • Describe how you are going to use the EESAC funds
    • Describe the activities of the EESAC for 2011-2012
next steps
Next Steps
  • Check the OSI website (Sept. ‘11) for your school’s “2011 School Improvement Plan – Current and Expected Performance Values” (
  • Upload the DRAFT by June 16, 2011, to the OSI website.
  • Update the 2011-12 SIP draft based upon feedback from the Region or appropriate office(s) prior to the scheduled Peer Reviews (Sept. 6-16, 2011).
  • Complete revisions, share with school staff (faculty meeting), and EESAC prior to posting to by September 23, 2011.
  • EESAC Minutes must document the review and approval of the 2011-12 SIP.
  • Administer the Baseline Assessments and complete Edusoft scans by Friday, September 23, 2011, 5:00 p.m.
  • Post Baseline data to by October 3, 2011.


  • Region
  • Find on your desktop/drive
  • Click UPLOAD

Click here!



Update all areas.

  • Insert “Pending”
  • Click Save
  • Update all areas.
  • Insert “Pending”
  • Click Save




Open each section from the left side menu.

  • Update per information on your MSWord template.
  • Save after each entry.


office of school improvement

Ms. Caryl D. Grant


Ms. Dolores de la Guardia

(Region III, CS, ALT. Ed, SPED, Adult/Voc.)


Dr. Sherian Demetrius

(Regions I and II)


Ms. Linda Fife

(Regions IV and V)


Office of School Improvement