school improvement and restructuring under differentiated accountability
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School Improvement and Restructuring under
Differentiated Accountability
School Improvement and Restructuring under
Differentiated Accountability
Cheryl L. Sattler, Ph.DEthica, LLC
Cheryl L. Sattler, Ph.DEthica, LLC
No Child Left BehindNo Child Left Behind
• Passed 2001, law 2002
• “Due” for renewal 2007
• Renewal (reauthorization) timing uncertain
• New regulations coming in November
• Lots of changes - “pilots”
• Passed 2001, law 2002
• “Due” for renewal 2007
• Renewal (reauthorization) timing uncertain
• New regulations coming in November
• Lots of changes - “pilots”
School In Need of Improvement StatusSchool In Need of Improvement Status
• Under NCLB, only Title I schools are SINIREQUIREMENTS:– School receives Title I-A funds for 2 years– School fails to make AYP for EACH of those 2 years– If School receives Title I-A funds the next year, it is a school in
need of improvement
EXAMPLE:– 2004-2005 – Title I-A + No AYP– 2005-2006 – Title I-A + No AYP– 2006-2007 – Title I-A School in Need of Improvement, Year 1
(SINI-1)
• Under NCLB, only Title I schools are SINIREQUIREMENTS:– School receives Title I-A funds for 2 years– School fails to make AYP for EACH of those 2 years– If School receives Title I-A funds the next year, it is a school in
need of improvement
EXAMPLE:– 2004-2005 – Title I-A + No AYP– 2005-2006 – Title I-A + No AYP– 2006-2007 – Title I-A School in Need of Improvement, Year 1
(SINI-1)
Under Differentiated Accountability…Under Differentiated Accountability…
• All schools must make AYP
• Only Title I schools are still SINI
• Both Title I and non-Title I schools are graded
• Accountability applies to all schools
• All schools must make AYP
• Only Title I schools are still SINI
• Both Title I and non-Title I schools are graded
• Accountability applies to all schools
“Core” of NCLB = Title I“Core” of NCLB = Title I
• Testing– Grades 2-8, plus 1 high school grade– Reading, Math, Science– Florida adds Writing
• Accountability (Adequate Yearly Progress)
• School and District Improvement
• Testing– Grades 2-8, plus 1 high school grade– Reading, Math, Science– Florida adds Writing
• Accountability (Adequate Yearly Progress)
• School and District Improvement
Schools in Need of ImprovementSchools in Need of Improvement
• SINI 1 = 2 years of no AYP• SINI 2 = 3 years of no AYPCorrective Action• SINI 3 = 4 years of no AYPPlanning for Restructuring• SINI 4 = 5 years of no AYPRestructuring• SINI 5 = 6 years of no AYP• SINI 6+
• SINI 1 = 2 years of no AYP• SINI 2 = 3 years of no AYPCorrective Action• SINI 3 = 4 years of no AYPPlanning for Restructuring• SINI 4 = 5 years of no AYPRestructuring• SINI 5 = 6 years of no AYP• SINI 6+
When is SINI Status Calculated?When is SINI Status Calculated?
• After FCAT
• Status takes effect DAY 1 of NEXT school year
• Example: Dolphin Elementary is a SINI-3 this school year (2006-07). If it fails to make AYP based on 2006-07 FCAT scores, it will become a SINI-4.
• After FCAT
• Status takes effect DAY 1 of NEXT school year
• Example: Dolphin Elementary is a SINI-3 this school year (2006-07). If it fails to make AYP based on 2006-07 FCAT scores, it will become a SINI-4.
“Holding Pattern”“Holding Pattern”
• If a SINI makes AYP for ONE year, it stays at the same level.
• If a SINI makes AYP for ONE year, it stays at the same level.
Exiting SINIExiting SINI
• If a SINI makes AYP for TWO consecutive years, it exits improvement status.
• If a SINI makes AYP for TWO consecutive years, it exits improvement status.
Florida’s AYP BenchmarksFlorida’s AYP Benchmarks
Year Reading Math
2007-2008 58 62
2008-2009 65 68
2009-2010 72 74
2010-2011 79 80
2011-2012 86 86
2012-2013 93 93
2013-2014 100 100
Interpreting BenchmarksInterpreting Benchmarks
• Percentage of students “at or above grade level” across the whole school
• Levels 3 and above
• For this past FCAT, school needed to have 58% of students at level 3 or above for reading; 62% for math– All students– Each subgroup (Econ. Disadvantaged, SWD, LEP,
etc.)
• Percentage of students “at or above grade level” across the whole school
• Levels 3 and above
• For this past FCAT, school needed to have 58% of students at level 3 or above for reading; 62% for math– All students– Each subgroup (Econ. Disadvantaged, SWD, LEP,
etc.)
Writing…The ExceptionWriting…The Exception
• Not an “absolute” benchmark
• 1% improvement from prior year
• Not an “absolute” benchmark
• 1% improvement from prior year
ScienceScience
• Not included in AYP• Not included in AYP
3 Ways to Make AYP3 Ways to Make AYP
• “Straight Math” - Meet all benchmarks for all subgroups
• Safe Harbor– Reduce non-proficient by 10%
• Growth Model– Percent of students “on track” within 3 years
• “Straight Math” - Meet all benchmarks for all subgroups
• Safe Harbor– Reduce non-proficient by 10%
• Growth Model– Percent of students “on track” within 3 years
School Report CardsSchool Report Cards
• Overall AYP Report– http://schoolgrades.fldoe.org
• Detailed Report = Key to planning– Scores for each subgroup– Other indicators– Safe Harbor, if applicable– Growth Model, if applicable
• Overall AYP Report– http://schoolgrades.fldoe.org
• Detailed Report = Key to planning– Scores for each subgroup– Other indicators– Safe Harbor, if applicable– Growth Model, if applicable
Example: Clermont ElementaryExample: Clermont Elementary
• Made AYP in reading for “all students”
• Missed AYP for Hispanic students by 7 points (51 vs. 58)
• Most important statistic: 49% NOT proficient (100-51=49)
• If increase proficiency by 4.9% in next year, will make safe harbor.
• Made AYP in reading for “all students”
• Missed AYP for Hispanic students by 7 points (51 vs. 58)
• Most important statistic: 49% NOT proficient (100-51=49)
• If increase proficiency by 4.9% in next year, will make safe harbor.
SINI StatusSINI Status
• Not included on School Report Card
• http://www.fldoe.org/bsa/title1/pubs_data.asp
• Not included on School Report Card
• http://www.fldoe.org/bsa/title1/pubs_data.asp
New in 2008-2009: Differentiated AccountabilityNew in 2008-2009: Differentiated Accountability
• Combines Federal and State accountability
• Distinguishes between schools with minor and major problems
• Federal pilot project - 6 states
• New guidelines (July 29)
• Federal evaluation
• Combines Federal and State accountability
• Distinguishes between schools with minor and major problems
• Federal pilot project - 6 states
• New guidelines (July 29)
• Federal evaluation
9 Focus Areas9 Focus Areas
• School Improvement Planning• Leadership• Educator Quality• Professional Development• Curriculum Alignment & Pacing• Continuous Improvement Model• Choice with Transportation• Supplemental Educational Services• Monitoring
• School Improvement Planning• Leadership• Educator Quality• Professional Development• Curriculum Alignment & Pacing• Continuous Improvement Model• Choice with Transportation• Supplemental Educational Services• Monitoring
5 New Categories5 New Categories
Prevent I Prevent II
SINI 1, 2, 3 andA, B, or C andMeet 80% of AYP Criteria
SINI 1, 2, 3 andD or F andMeet less than 80% of AYP Criteria
Correct I Correct II
SINI 4, 5+ andA, B, or C andMeet 80% of AYP Criteria
SINI 4, 5+ andD or F andMeet less than 80% of AYP Criteria
Intervene
How to Read This Chart How to Read This Chart
Prevent I Prevent II5 3
Correct I Correct II4 2
Intervene -1
Across the StateAcross the State
Prevent I Prevent II
270 147
Correct I Correct II*
377 274
Intervene*- 13
Correct II Means…Correct II Means…
• School and District implement state-directed interventions
• School and District implement state-directed interventions
School Improvement PlanningSchool Improvement Planning
• School provides extended day or after school programs
• Parent compacts*• Systematic problem-solving process• District develops District Improvement,
Assistance, and Intervention Plan• Reorganize/refocus District staff that support
non-performance areas• District provides TA in analyzing student data,
revising school budgets
• School provides extended day or after school programs
• Parent compacts*• Systematic problem-solving process• District develops District Improvement,
Assistance, and Intervention Plan• Reorganize/refocus District staff that support
non-performance areas• District provides TA in analyzing student data,
revising school budgets
LeadershipLeadership
• School reviews/replaces members of leadership team with district assistance “as necessary”
• District reviews/hires qualified principal with experience turning around similar school
• Leadership team have success in similar setting
• District provides “professional partner”
• District uses state resources in leadership development
• School reviews/replaces members of leadership team with district assistance “as necessary”
• District reviews/hires qualified principal with experience turning around similar school
• Leadership team have success in similar setting
• District provides “professional partner”
• District uses state resources in leadership development
Educator QualityEducator Quality
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Student support services personnel have similar
setting experience– School does not have a higher percentage of first-
year or out-of-field teachers than model Title I schools*
– No teachers “in need of improvement”– Fully staffed by day 1– Reading and Math/Science coaches provided
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Student support services personnel have similar
setting experience– School does not have a higher percentage of first-
year or out-of-field teachers than model Title I schools*
– No teachers “in need of improvement”– Fully staffed by day 1– Reading and Math/Science coaches provided
Educator QualityEducator Quality
– Lead teachers for each “grouping” hired or assigned by school, district assistance/state oversight “as necessary”
– Staff reviewed for proof of accelerated student achievement – replace/reassign
– Performance appraisals based primarily on achievement (including principal)
– Performance appraisals of leadership team include achievement goals for targeted subgroups
– District trains on performance appraisal– District provides pay for performance– District participates in school performance appraisal process at
the school (sample)
– Lead teachers for each “grouping” hired or assigned by school, district assistance/state oversight “as necessary”
– Staff reviewed for proof of accelerated student achievement – replace/reassign
– Performance appraisals based primarily on achievement (including principal)
– Performance appraisals of leadership team include achievement goals for targeted subgroups
– District trains on performance appraisal– District provides pay for performance– District participates in school performance appraisal process at
the school (sample)
Educator QualityEducator Quality
• District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
• District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled
• District reassigns teachers as needed• District ensures HR is appropriately staffed• District may declare “emergency” to suspend
collective bargaining agreements
• District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
• District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled
• District reassigns teachers as needed• District ensures HR is appropriately staffed• District may declare “emergency” to suspend
collective bargaining agreements
Professional DevelopmentProfessional Development
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
Professional DevelopmentProfessional Development
– School schedule designed to include:• Common planning time• Job-embedded PD
– School organized into Professional Learning Communities
– PLCs aligned with district-focused delivery model– Teachers of targeted subgroups organized into
Lesson Study Groups• District ensures resources for above• District provides PD on assessing student
progress
– School schedule designed to include:• Common planning time• Job-embedded PD
– School organized into Professional Learning Communities
– PLCs aligned with district-focused delivery model– Teachers of targeted subgroups organized into
Lesson Study Groups• District ensures resources for above• District provides PD on assessing student
progress
Professional DevelopmentProfessional Development
• Real-time access to achievement data with PD and support
• District participates in IPDP meetings
• Focused PD delivery model– Assignment of/training for content experts to
serve as lead teachers– Assignment/training for PLC/LSC coaches
• Real-time access to achievement data with PD and support
• District participates in IPDP meetings
• Focused PD delivery model– Assignment of/training for content experts to
serve as lead teachers– Assignment/training for PLC/LSC coaches
Curriculum Alignment & PacingCurriculum Alignment & Pacing
– School implements state-approved evidence-based curriculum program
– Implement pacing guides– Implement schoolwide reform model– 90 minute uninterrupted reading block (elem.)– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices– District defines instructional model to be followed in all
classrooms (reported to state)
– School implements state-approved evidence-based curriculum program
– Implement pacing guides– Implement schoolwide reform model– 90 minute uninterrupted reading block (elem.)– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices– District defines instructional model to be followed in all
classrooms (reported to state)
Continuous Improvement ModelContinuous Improvement Model
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• School implements Response to Intervention• Real-time access to student achievement data• District prescribes formative and summative
assessments
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• School implements Response to Intervention• Real-time access to student achievement data• District prescribes formative and summative
assessments
Choice and SESChoice and SES
• Offer both Choice and SES• Offer both Choice and SES
MonitoringMonitoring
• SAC monitors implementation of improvement plan
• School team – monitors fidelity, defines roles• Comprehensive monitoring process –
classroom, team, schoolwide• District monitors/evaluates improvement• District evaluates PD• District evaluates progress monitoring 3x/year
(PMRN and core content)
• SAC monitors implementation of improvement plan
• School team – monitors fidelity, defines roles• Comprehensive monitoring process –
classroom, team, schoolwide• District monitors/evaluates improvement• District evaluates PD• District evaluates progress monitoring 3x/year
(PMRN and core content)
RestructuringRestructuring
• District reorganizes school staff
• District increases oversight and monitoring
• District replaces school staff relevant to failure of the school (as necessary)
• District reorganizes school staff
• District increases oversight and monitoring
• District replaces school staff relevant to failure of the school (as necessary)
And…And…
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
• District implements one of 4* NCLB restructuring options:– District takes over school– Close and re-open as charter– Hire management company (i.e., Edison)– Other significant management change
• District implements one of 4* NCLB restructuring options:– District takes over school– Close and re-open as charter– Hire management company (i.e., Edison)– Other significant management change
Prevent II Means…Prevent II Means…
• District develops plans in collaboration with school, approves, monitors implementation
• District develops District Improvement, Assistance, and Intervention Plan
• District provides TA in analyzing student data, revising school budgets
• District develops plans in collaboration with school, approves, monitors implementation
• District develops District Improvement, Assistance, and Intervention Plan
• District provides TA in analyzing student data, revising school budgets
Prevent II Means…Prevent II Means…
• District directs intervention
• District provides assistance
• District directs intervention
• District provides assistance
School Improvement PlanningSchool Improvement Planning
• District develops plan in collaboration w/school
• District approves/monitors implementation
• District Improvement, Assistance and Intervention Plan
• District provides TA in analyzing data and revising budgets
• District develops plan in collaboration w/school
• District approves/monitors implementation
• District Improvement, Assistance and Intervention Plan
• District provides TA in analyzing data and revising budgets
LeadershipLeadership
• School reviews/replaces members of leadership team “as necessary”
• District reviews/hires qualified principal
• District provides “professional partner”
• District uses state resources in leadership development
• School reviews/replaces members of leadership team “as necessary”
• District reviews/hires qualified principal
• District provides “professional partner”
• District uses state resources in leadership development
Educator QualityEducator Quality
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Student support services personnel have similar
setting experience– School does not have a higher percentage of first-
year or out-of-field teachers than district average– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Student support services personnel have similar
setting experience– School does not have a higher percentage of first-
year or out-of-field teachers than district average– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal
Educator QualityEducator Quality
• District ensures performance appraisal implemented with fidelity
• School reviews/replaces all relevant staff as necessary
• District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
• District ensures performance appraisal implemented with fidelity
• School reviews/replaces all relevant staff as necessary
• District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
Educator QualityEducator Quality
• District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled
• District reassigns teachers as needed
• District ensures HR is appropriately staffed
• District may declare “emergency” to suspend collective bargaining agreements
• District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled
• District reassigns teachers as needed
• District ensures HR is appropriately staffed
• District may declare “emergency” to suspend collective bargaining agreements
Professional DevelopmentProfessional Development
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
Professional DevelopmentProfessional Development
– School schedule designed to include:• Common planning time
• Job-embedded PD
– School organized into Professional Learning Communities
• District ensures resources for above
• District provides PD on assessing student progress
– School schedule designed to include:• Common planning time
• Job-embedded PD
– School organized into Professional Learning Communities
• District ensures resources for above
• District provides PD on assessing student progress
Curriculum Alignment & PacingCurriculum Alignment & Pacing
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
Continuous Improvement ModelContinuous Improvement Model
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• School implements Response to Intervention• Real-time access to student achievement data• District prescribes formative and summative
assessments
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• School implements Response to Intervention• Real-time access to student achievement data• District prescribes formative and summative
assessments
Continuous Improvement ModelContinuous Improvement Model
• District monitors, analyzes PMRN 3x year
• District monitors, analyzes progress monitoring on tested core-content areas 2x year
• District ensures schools with greatest needs get greatest resources
• District monitors, analyzes PMRN 3x year
• District monitors, analyzes progress monitoring on tested core-content areas 2x year
• District ensures schools with greatest needs get greatest resources
Choice & SESChoice & SES
• Offer both choice & SES• Offer both choice & SES
MonitoringMonitoring
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
MonitoringMonitoring
• District evaluates core-content progress monitoring 2x year and PMRN 3x year
• District evaluates core-content progress monitoring 2x year and PMRN 3x year
And…And…
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
• District reorganizes district staff to support non-performance areas
• District reassigns staff relevant to failure of the school
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
• District reorganizes district staff to support non-performance areas
• District reassigns staff relevant to failure of the school
Correct ICorrect I
• District directs intervention
• State reviews progress
• District directs intervention
• State reviews progress
School Improvement PlanningSchool Improvement Planning
• SAC develops school improvement plan; district peer reviews and monitors
• District develops District Improvement, Assistance, and Intervention Plan
• District provides TA in analyzing student data, revising school budgets
• SAC develops school improvement plan; district peer reviews and monitors
• District develops District Improvement, Assistance, and Intervention Plan
• District provides TA in analyzing student data, revising school budgets
LeadershipLeadership
• School reviews/replaces members of leadership team “as necessary”
• District reviews/hires qualified principal• District provides “professional partner”• District uses state resources in leadership
development
• School reviews/replaces members of leadership team “as necessary”
• District reviews/hires qualified principal• District provides “professional partner”• District uses state resources in leadership
development
Educator QualityEducator Quality
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– School does not have a higher percentage of first-
year or out-of-field teachers than district average– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal– School ensures performance appraisals of leadership
include student achievement goals for subgroups
Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– School does not have a higher percentage of first-
year or out-of-field teachers than district average– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal– School ensures performance appraisals of leadership
include student achievement goals for subgroups
Educator QualityEducator Quality
• District ensures performance appraisal implemented with fidelity
• School reviews/replaces all relevant staff as necessary• District prioritizes resources for staffing these schools• District implements differentiated pay• District uses state educator recruitment resources• District ensures school compliance with staffing
requirements, provides TA, ensures mid-year vacancies filled
• District ensures performance appraisal implemented with fidelity
• School reviews/replaces all relevant staff as necessary• District prioritizes resources for staffing these schools• District implements differentiated pay• District uses state educator recruitment resources• District ensures school compliance with staffing
requirements, provides TA, ensures mid-year vacancies filled
Professional DevelopmentProfessional Development
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective
teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol
standards
Curriculum Alignment & PacingCurriculum Alignment & Pacing
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
Continuous Improvement ModelContinuous Improvement Model
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• Real-time access to student achievement data• District provides TA on formative and summative
assessments
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• Real-time access to student achievement data• District provides TA on formative and summative
assessments
Continuous Improvement ModelContinuous Improvement Model
• District monitors, analyzes PMRN 3x year• District monitors, analyzes progress
monitoring on tested core-content areas 3x year
• District ensures schools with greatest needs get greatest resources
• District monitors, analyzes PMRN 3x year• District monitors, analyzes progress
monitoring on tested core-content areas 3x year
• District ensures schools with greatest needs get greatest resources
Choice & SESChoice & SES
• Offer both Choice and SES• Offer both Choice and SES
MonitoringMonitoring
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
And…And…
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan and reassigns staff relevant to the failure of the school
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan and reassigns staff relevant to the failure of the school
Prevent IPrevent I
• School directs intervention
• District provides assistance
• State Monitors
• School directs intervention
• District provides assistance
• State Monitors
Prevent I Means…Prevent I Means…
• School Improvement Planning– School & SAC develop school improvement plan; district
peer review– District develops District Improvement, Assistance, and
Intervention Plan– District provides TA in analyzing student data, revising
school budgets
• Leadership– School reviews/replaces members of leadership team
“as necessary”– District uses state resources in leadership development
• School Improvement Planning– School & SAC develop school improvement plan; district
peer review– District develops District Improvement, Assistance, and
Intervention Plan– District provides TA in analyzing student data, revising
school budgets
• Leadership– School reviews/replaces members of leadership team
“as necessary”– District uses state resources in leadership development
Educator QualityEducator Quality
- Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal
- District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
- Teachers highly qualified, certified– Paraprofessionals highly qualified– Student support services personnel highly qualified*– Performance appraisals based primarily on
achievement (including principal)– District trains on performance appraisal
- District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources
Professional DevelopmentProfessional Development
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol standards
– IPDPs target needs of subgroups missed– Mentoring/coaching by highly effective teacher– ILPDs include PD targeting subgroups missed– PD plan meets state protocol standards– Equitable access to technology & PD– District provides TA on each of the above– District PD plan meets state protocol standards
Curriculum Alignment & PacingCurriculum Alignment & Pacing
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
– Identify and use evidence-based curriculum– Align curriculum to state standards– Implement pacing guides– Ensure secondary students properly placed in
rigorous coursework (District monitors)– District supports and identifies best practices
Continuous Improvement ModelContinuous Improvement Model
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• Real-time access to student achievement data• District monitors, analyzes PMRN 3x year• District ensures schools with greatest needs get
greatest resources
• Administer diagnostics and provides remediation, acceleration & enrichment
• Develop, implement curriculum calendar• District provides progress monitoring tools &
analyzes data to determine effectiveness of instruction, allocate resources based on need
• Real-time access to student achievement data• District monitors, analyzes PMRN 3x year• District ensures schools with greatest needs get
greatest resources
Choice/SESChoice/SES
• Offer SES• Offer SES
MonitoringMonitoring
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District evaluates PD
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District evaluates PD
And…And…
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan and reassigns staff relevant to the failure of the school
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan and reassigns staff relevant to the failure of the school
Continuous Improvement ModelContinuous Improvement Model
• District monitors, analyzes progress monitoring on:– Progress monitoring 3x year for students
requiring reading intervention– Tested core-content areas 3x year
• District ensures schools with greatest needs get greatest resources
• District monitors, analyzes progress monitoring on:– Progress monitoring 3x year for students
requiring reading intervention– Tested core-content areas 3x year
• District ensures schools with greatest needs get greatest resources
Choice & SESChoice & SES
• Offer both choice & SES• Offer both choice & SES
MonitoringMonitoring
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
• SAC monitors implementation of school improvement plan
• School assembles team to monitor fidelity of implementation
• District monitors, evaluates improvement efforts
• District evaluates PD
And…And…
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
• District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan
Useful DocumentsUseful Documents
• USED: LEA and School Improvement Non-Regulatory Guidance REVISED July 21, 2006
• FLDOE: Differentiated Accountability Plan
• USED: LEA and School Improvement Non-Regulatory Guidance REVISED July 21, 2006
• FLDOE: Differentiated Accountability Plan
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