1 division of public schools (prek -12) florida department of education florida education: the next...
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1Division of Public Schools (PreK -12) Florida Department of Education
Florida Education: The Next GenerationDRAFT
March 13, 2008Version 1.0
INSERT SCHOOL NAME(slide design/layout may be changed to
incorporate school colors, logos, slogans, etc.)
Differentiated Accountability 2012-2013 School Self-Study
Insert School DistrictInsert Presenter Name, Title
Insert Presenter Name, TitleInsert Presenter Name, TitleInsert Presenter Name, Title
2Division of Public Schools (PreK -12) Florida Department of Education
Self-Study Agenda (60 minutes)Slides with a blue background are informational only and should be
deleted.
• Mission, Vision, and Values• School Profile• Student Demographics• Staff Demographics• Student Achievement Trend Data • Early Warning Systems Data• 2011-2012 FCAT Performance Points (high schools)
• High School Accountability Points (high schools)
• Drivers and Barriers for Instructional Review Elements• SIP Goals and Strategies• Professional Development/Professional Learning
Communities (PD/PLCs) Plans
3Division of Public Schools (PreK -12) Florida Department of Education
Mission and Vision
• Mission
• Vision
4Division of Public Schools (PreK -12) Florida Department of Education
Values
• Faculty and Staff Collective Commitment:
• Students’ Collective Commitment:
5Division of Public Schools (PreK -12) Florida Department of Education
School Profile
• Brief History and Background of the School• Unique Strengths• Unique Weaknesses• Academic Performance of Feeder Pattern• Partnerships and Grants
6Division of Public Schools (PreK -12) Florida Department of Education
Student Demographics
• Student Demographics• Student Attendance Rates• Student Mobility• Student Suspension Rates • Student Retention Rates• Class Size
7Division of Public Schools (PreK -12) Florida Department of Education
Staff Demographics
• Total Number of Instructional Staff• %(#) of First-Year Teachers• %(#) of Teachers with 1-5 Years of Experience• %(#) of Teachers with 6-14 Years of Experience • %(#) of Teachers with 15+ Years of Experience • %(#) of Teachers with Advanced Degrees • %(#) Effective and Highly Effective Teachers• %(#) Reading Endorsed Teachers • %(#) National Board Certified Teachers • %(#) ESOL Endorsed
8Division of Public Schools (PreK -12) Florida Department of Education
School Grade Trend Data
2009 2010 2011 2012
FCAT Points 319 348 398
Minimum Points for SIG 495 495 495 495
0
100
200
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400
500
600
Total Points
School Grade Trend Data
FCAT Points
Minimum Points for SIG
9Division of Public Schools (PreK -12) Florida Department of Education
FCAT Trend Data
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Meeting High Standards in Reading Percent Meeting High Standards in Mathematics
Percent Scoring >3.0 in Writing Percent Meeting High Standards in Science
FCAT Trend Data
2009
2010
2011
2012
72%74%
10Division of Public Schools (PreK -12) Florida Department of Education
Reading Trend Data
2009 2010 2011 2012
Total 25% 25% 26% 33%Black 15% 12% 15% 18%ED 18% 14% 18% 20%SWD 23% 19% 25% 26%Goal 51% 58% 65% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Percent Proficient in Reading
Total
Black
ED
SWD
Goal
11Division of Public Schools (PreK -12) Florida Department of Education
Math Trend Data
2009 2010 2011 2012Total 25% 25% 26% 33%Black 15% 12% 15% 18%ED 18% 14% 18% 20%SWD 23% 19% 25% 26%Goal 51% 58% 65% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Percent Proficient in Mathematics
Total
Black
ED
SWD
Goal
12Division of Public Schools (PreK -12) Florida Department of Education
Early Warning Systems Data
• Based upon a composite of Early Warning Systems Data, identify the percent of students within each grade-level cohort who are on-track for graduation, off-track for graduation or are at-risk for becoming off-track.
• Off Track/At-Risk Indicators Include:– Academic Warning Signs
• One or more Core Course Failures (both high school and middle school)
• Cumulative GPA 2.0 or Lower (high school only)• Behind in Credits (high school only)
– Engagement Warning Signs (both high school and middle school)
• Absent 20 or more days last year AND/OR• Absent 20% or more of current year school days (e.g., 4 days or
more within first 20 days of school)• Note: Students who have academic warning signs or both
academic and engagement warning signs are considered off-track. Students who have only engagement warning signs are considered at-risk for becoming off-track.
13Division of Public Schools (PreK -12) Florida Department of Education
2013 Cohort: Exiting Ninth Graders
(track two schools high schools)• Calculate the percent and number of exiting ninth
graders from the 2014 cohort who are off-track for graduation.
• What does this data indicate about the effectiveness of our Grade 9 services for our exiting ninth graders?
• Identify barriers which may not have been sufficiently addressed resulting in the exiting 9th graders becoming off track due to core course failures, GPA, and/or credits (academic warning signs).
• Identify barriers which may not have been sufficiently addressed resulting in the exiting 9th graders becoming off track/at-risk due to absenteeism (engagement warning signs).
• Discuss additional risk indicators as indicated by your specific school population (e.g., high mobility, failed FCAT, ODRs, etc.).
14Division of Public Schools (PreK -12) Florida Department of Education
2014 Cohort: Entering Ninth Graders
(track two schools high schools)• Calculate the percent and number of entering ninth
graders from the 2014 cohort who are at-risk for becoming off-track or for dropout as indicated by their eighth grade data (i.e., core course failures and/or absent 20 or more days during 8th grade).
• What do these data indicate about the needs of our entering ninth graders?
• Hypothesize which Grade 9 services may be necessary to prevent entering ninth graders from becoming off-track, particularly those whose eighth grade academic early warning data indicate they are at-risk (i.e., core course failures and/or excessive absenteeism).
on-trackat-risk
off-track
2011 Cohort
2012 Cohort
2013 Cohort
2014 Cohort
0%
10%
20%
30%
40%
50%
60%
70%
High School Early Warning Systems Data
2011 Cohort
2012 Cohort
2013 Cohort
2014 Cohort
on-trackat-risk
off-track
2015 Cohort
2016 Cohort
2017 Cohort
0%
10%
20%
30%
40%
50%
60%
Middle School Early Warning Systems Data
2015 Cohort
2016 Cohort
2017 Cohort
17Division of Public Schools (PreK -12) Florida Department of Education
2009-2010 FCAT Performance Points
18Division of Public Schools (PreK -12) Florida Department of Education
2011-2012 FCAT Performance Points
(high schools)• After reviewing the school’s Florida Accountability
Report Card and Adequate Yearly Progress report, what are the three areas that present the greatest challenges?
0%10%20%30%40%50%60%70%
2009-10 2010-11 2011-12 Goal
GRADUATIONPercent of On-Time Graduates
2009-10
2010-11
2011-12
Goal
0%10%20%30%40%50%60%70%
2009-10 2010-11 2011-12 Goal
GRADUATIONPercent of On-Time Graduates
2009-10
2010-11
2011-12
Goal
0%10%20%30%40%50%60%70%
2009-10 2010-11 2011-12 Goal
ACCELERATION PARTICIPATIONPercent of Students Enrolled in Accelerated Courses
2009-10
2010-11
2011-12
Goal
0%5%
10%15%20%25%30%35%
2009-10 2010-11 2011-12 Goal
ADVANCED PLACEMENT PERFORMANCEPercent of Students Passing AP Exams
2009-102010-112011-12Goal
70%
72%
74%
76%
78%
80%
82%
84%
2009-10 2010-11 2011-12 Goal
ACCELERATION: HIGHEST PERFORMANCEPercent of Students Passing AP Statistics Exam
2009-10
2010-11
2011-12
Goal
-5%
5%
15%
25%
35%
45%
55%
65%
75%
2009-10 2010-11 2011-12 Goal
ACCELERATION: LOWEST PERFORMANCEPercent of Students Passing AP Biology Exam
2009-10
2010-11
2011-12
Goal
5%
15%
25%
35%
45%
55%
65%
75%
2009-10 2010-11 2011-12 Goal
COLLEGE READINESSPercent of Students Scoring College Ready in Reading
2009-10
2010-11
2011-12
Goal
5%15%25%35%45%55%65%75%
2009-10 2010-11 2011-12 Goal
COLLEGE READINESSPercent of Students Scoring College Ready in Mathematics
2009-10
2010-11
2011-12
Goal
27Division of Public Schools (PreK -12) Florida Department of Education
I. Classroom Culture and Environment
• School Identified Drivers and Barriers
28Division of Public Schools (PreK -12) Florida Department of Education
II. Instructional Delivery
• School Identified Drivers and Barriers
29Division of Public Schools (PreK -12) Florida Department of Education
III. Content Area Literacy
• School Identified Drivers and Barriers
30Division of Public Schools (PreK -12) Florida Department of Education
IV. Florida’s Continuous Improvement ModelMulti-Tiered System of Student Supports
• School Identified Drivers and Barriers
31Division of Public Schools (PreK -12) Florida Department of Education
V. School and District Leadership
• School Identified Drivers and Barriers
32Division of Public Schools (PreK -12) Florida Department of Education
School Improvement Plan (SIP)
• Provide an overview of SIP Goals and Strategies.– Explain how strategies reflect the school identified
drivers and barriers for the Instructional Review Elements.
• Share Professional Development (PD)/Professional Learning Community (PLC) plans to support SIP Goals.– Explain how PD/PLC Plans are aligned with strategies,
address anticipated barriers, and focus on improving instruction to increase student achievement.
33Division of Public Schools (PreK -12) Florida Department of Education
SIP Goals Charts*When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
SIP GOAL Problem Solving Process to Increase Student AchievementBased on the analysis of student achievement data, and
reference to “Guiding Questions,” identify and define areasin need of improvement for the following group:
Anticipated Barriers
Strategies Person or Position
Responsible for Monitoring
Process Used to Determine Effectiveness of
Strategies
Evaluation Tool
1. Students achieving proficiency (FCAT Level 3)
Goal #1:
2010 Current Level of Performance:
2011 Expected Level of Performance:
1.1. 1.1. 1.1. 1.1. 1.1.
1.2. 1.2. 1.2. 1.2. 1.2.
1.3. 1.3. 1.3. 1.3. 1.3.
% ( )
% ( )
34Division of Public Schools (PreK -12) Florida Department of Education
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD ActivityPlease note that each Strategy does not require a Professional Development or PLC activity.
PD Content /Topicand/or PLC Focus
Grade Level/Subject
PD Facilitatorand/or
PLC Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-
wide)
Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g.,
frequency of meetings)Strategy for Follow-up/Monitoring Person or Position Responsible
for Monitoring
Professional Development (PD) and/or Professional Learning Community
(PLCs)
35Division of Public Schools (PreK -12) Florida Department of Education
SIP Reading Goals
• Share SIP Reading Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
36Division of Public Schools (PreK -12) Florida Department of Education
SIP Reading PD/PLC Plans
• Share SIP Reading PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
37Division of Public Schools (PreK -12) Florida Department of Education
SIP Writing Goals
• Share SIP Writing Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
38Division of Public Schools (PreK -12) Florida Department of Education
SIP Writing PD/PLC Plans
• Share SIP Writing PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
39Division of Public Schools (PreK -12) Florida Department of Education
SIP Mathematics Goals
• Share SIP Mathematics Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
40Division of Public Schools (PreK -12) Florida Department of Education
SIP Mathematics PD/PLC Plans
• Share SIP Mathematics PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
41Division of Public Schools (PreK -12) Florida Department of Education
SIP Science Goals
• Share SIP Science Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
42Division of Public Schools (PreK -12) Florida Department of Education
SIP Science PD/PLC Plans
• Share SIP Science PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
43Division of Public Schools (PreK -12) Florida Department of Education
SIP Attendance Goals
• Share SIP Attendance Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
44Division of Public Schools (PreK -12) Florida Department of Education
SIP Attendance PD/PLC Plans
• Share SIP Attendance PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
45Division of Public Schools (PreK -12) Florida Department of Education
SIP Suspension Goals
• Share SIP Suspension Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
46Division of Public Schools (PreK -12) Florida Department of Education
SIP Suspension PD/PLC Plans
• Share SIP Suspension PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
47Division of Public Schools (PreK -12) Florida Department of Education
SIP Dropout Prevention Goals
• Share SIP Dropout Prevention Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
48Division of Public Schools (PreK -12) Florida Department of Education
SIP Dropout Prevention PD/PLC Plans
• Share SIP Dropout Prevention PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
49Division of Public Schools (PreK -12) Florida Department of Education
SIP Parent Involvement Goals
• Share SIP Parent Involvement Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
50Division of Public Schools (PreK -12) Florida Department of Education
SIP Parent Involvement PD/PLC Plans
• Share SIP Parent Involvement PD/PLC Plans aligned with strategies, addressing anticipated barriers, and focused on improving instruction to increase student achievement.
51Division of Public Schools (PreK -12) Florida Department of Education
SIP Additional Goals
• Additional Goals may include:– Graduation Rate
• At-Risk– Participation in Accelerated Coursework
• Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), Dual Enrollment, and/or Career and Technical Education (CTE)
– Performance in Accelerated Coursework• AP, IB, and AICE Exams; Dual Enrollment Courses;
and/or Industry Certification Exams– Post Secondary Readiness
• Reading and Mathematics
52Division of Public Schools (PreK -12) Florida Department of Education
SIP Additional Goals
• Share SIP Additional Goals and Strategies.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
53Division of Public Schools (PreK -12) Florida Department of Education
Other School Goals
• In addition to the required SIP Goals for Reading, Writing, Mathematics, and Science, consider having other content areas and/or programs create SIP “Additional” Goals, e.g. Social Studies, Career and Technical Education (CTE), Physical Education, Visual and Performing Arts or participate in the development of reading, writing, mathematics or science goals (e.g., assist in the development of cross content reading and writing strategies)
• To address the needs of ESE students, consider having Exceptional Student Education (ESE) representatives involved in the development of goals and strategies within all academic and engagement areas.
54Division of Public Schools (PreK -12) Florida Department of Education
Career and Technical Education (CTE) Goals
• Share SIP Goals and Strategies for CTE.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.
55Division of Public Schools (PreK -12) Florida Department of Education
Exceptional Student Education (ESE) Goals
• Share SIP Goals and Strategies for ESE.• Share how ESE Goals and Strategies are aligned with
content area SIP Goals.• Explain how strategies reflect the school identified
Drivers and Barriers for the Instructional Review Elements.