purpose - miami-dade county public schoolsosi.dadeschools.net/13-14_sip/docs/mdcps 2013-20… ·...

M-DCPS WORKING TEMPLATEfor the completion of the

FLORIDA DEPARTMENT OF EDUCATIONonline 2013-2014 School Improvement Plan

http://www.flbsi.org

DRAFT(subject to change/updates)

Please monitor updates through the Department of School Improvement website:

http://osi.dadeschools.net

http://osi.dadeschools.net/

http://www.flbsi.org/

School Improvement Plan (SIP)This is a paper version of the responses required for the online template available at http://www.flbsi.org/.

Purpose

The purpose of this web-based application is to guide the school improvement problem-solving and planning process throughout the year and coordinate strategies and resources that will lead to increased student achievement at the school. The completed school improvement plan may also serve as the Title I Schoolwide Plan, as the SIP is embedded with all required components of a schoolwide and targeted assistance program, as set forth in the No Child Left Behind (NCLB) Act of 2001, Public Law No. 107-110, Section 1114(b)(1) and 1115(c), codified at 20 U.S.C. § 6314(b).

Instructions

Initial Submission

This plan shall be completed and submitted online in the Bureau of School Improvement (BSI) School Improvement Plan web application. District posting timeline to the FLBSI is October 7, 2013.The application has built-in logic that will determine which questions are required, based on the school’s profile and data. Therefore, not all schools will answer all questions in this template. The problem-solving process used within the online form will require the school to review data, some of which will be populated or linked by the department and some of which will need to be gathered by the school in consultation with the district. The Differentiated Accountability (DA) Regional Team shall have access to these data, as needed.

Mid-Year Reflection

While there is a deadline each school year by which the school improvement plan shall be initially completed, it is for archival/research purposes only. The SIP is intended to be a “living” document, allowing schools to continually problem-solve how best to reach their goals and adjust strategies and resources as necessary to improve student achievement. To encourage these ongoing discussions, the template includes a mid-year reflection to be completed after the release of mid-year assessment data.

Schools are expected to update school information in Part I as changes are made throughout the school year.

5/25/2023document.docxIncorporated by reference in Rule 6A-1.099811, F.A.C. (TBA July 2013)



Executive Summary Template School Accreditation This document will be used for District Accreditation. Do NOT upload any part of the Executive Summary to the FLBSI website.

2012-2013The Executive Summary (ES) provides the school an opportunity to describe in narrative form its vision as well as strengths and challenges within the context of continuous improvement. Use this template to complete the responses to the various questions below. The responses should be brief, descriptive, and appropriate for the specific section.

Description of the SchoolDescribe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Type responses using complete sentences, spellcheck and grammar check tools.

School’s PurposeProvide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.





Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.


Additional InformationProvide any additional information you would like to share with the public and community that were not prompted in the previous sections.





Part I: Actual School Status

A. School Information Responses

1. School-Level Information

School Principal’s name School Advisory Council chair’s name

2. District-Level Information

District Miami-Dade Superintendent’s name Alberto M. Carvalho Date of school board approval of SIP Pending

B. School Advisory Council (SAC)This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-B, page 4 for additional assistance)

1. Describe the membership of the SAC including position titles. Include each position title and the number of people in that position (i.e.: principal -1, UTD steward – 1, teachers – 5, parents – 6, educational support, student – 1, BCR – 3……………..)

2. Describe the involvement of the SAC in the development of this school improvement plan.

3. Describe the activities of the SAC for the upcoming school year.

4. Describe the projected use of school improvement funds and include the amount allocated to each project.

5. Verify that your school is in compliance with Section 1001.452, F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below.

Yes, we are in compliance. No, we are not in compliance.

Put your curser on the box that you want to select and double click. Under Default Value, select Checked.

6. If no, describe the measures being taken to comply with SAC requirements.




C. Highly Qualified StaffThis section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-C, pages 5-6 for additional assistance)

1. AdministratorsFor each of your school’s administrators (principal and all assistant principals), complete the following fields. # of administrators _______ # & % Receiving Effective rating or higher __ - __

Principal Assistant Principal(s)Assistant Principal(s)

(insert additional columns as applicable)

a) Name

b) Credentials (degrees and certifications)

c) Number of years as an administrator

d) Number of years at the Actual school;

e) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs) – Include data for at least the last 5 years for the school(s) serviced during that time.

2013 – School GradeRdg. Proficiency, __%Math Proficiency, __%Rdg. Lrg. Gains, __ pointsMath Lrg. Gains, __pointsRdg. Imp. of Lowest 25% -__ pointsMath Imp. of Lowest 25% -__ pointsRdg. AMO –__Math AMO–__2012 – Use the same format from 20132011 and prior use original format.




2. Instructional CoachesFor each of your school’s instructional coaches, complete the following fields # of instructional coaches _______ # Receiving Effective rating or higher _________

Coach(Subject)

Coach(Subject)

Coach(Subject)

(Refer to the SIP Guidance document Part I-C, pages 6-7 for additional assistance)

a) Nameb) Full-time or Part-timec) School-based or District-basedd) Subject areae) Credentials (degrees and certifications) SEE SAMPLE IN

ADMINISTRATOR SECTION.

f) Number of years as an instructional coachg) Number of years at the Actual school

h) Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs) – Include data for at least the last 5 years for the school(s) serviced during that time.

SEE SAMPLE IN ADMINISTRATOR

SECTION. INCLUDE DATA ONLY FOR THE SUBJECT

AREA COACHED.

4. Classroom Teachers

Number only(percentage will auto-calculate

when posted to the FLBSI online template)

a) # of classroom teachers b) # receiving effective rating or higher (percentage

will auto-calculate)Reference to VAM

c) # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. § 7801(23) (percentage will auto-calculate)

Reference to HOUSSE

d) # certified in-field, pursuant to Section 1012.2315(2), F.S. (percentage will auto-calculate)

e) # ESOL endorsed (percentage will auto-5/25/2023

document.docxIncorporated by reference in Rule 6A-1.099811, F.A.C. (TBA July 2013)



calculate)f) # reading endorsed (percentage will auto-

calculate)g) # with advanced degrees (percentage will auto-

calculate)h) # National Board Certified (percentage will

auto-calculate)i) # first-year teachers (percentage will auto-

calculate)j) # with 1-5 years of experience (percentage will

auto-calculate)k) # with 6-14 years of experience (percentage will

auto-calculate)l) # with 15 or more years of experience

(percentage will auto-calculate)

5. Education Paraprofessionals, pursuant to s. 1012.01(2)(e) Responses Guidelines for ParaProfessional 1 (M-DCPS)

NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PARAPROFESSIONALS

In order for Paraprofessionals to become Highly Qualified, one of the following requirements must be met:1. An associate’s or higher degree.2. Two year of study at an institution of higher education (60 credits).3. A rigorous standard of quality and be able to demonstrate on a formal state or local academic assessment, knowledge of and ability to assist in instructing: Reading/language arts, writing, and mathematics. This third requirement can be met by participating and passing one of the following programs:A. ETS Parapro Online AssessmentB. Education, Research and Dissemination (ER&D) classes sponsored by the American Federation of Teachers (AFT). This program has three components: Reading, Mathematics and Competency 3.

All instructional paraprofessionals needed to become highly qualified by the end of the 2006-2007 school year.

We strongly suggest that instructional paraprofessionals who are not highly qualified take proactive measures and try to fulfill the NCLB requirements before the end of the current school year.

a) # of paraprofessionals (percentage will calculate)b) # Highly Qualified, as defined in 20 U.S.C. §

7801(23) (percentage will calculate)




6. Other Instructional Personnel

a) # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals

b) # receiving effective rating or higher (percentage will auto-calculate)

7. Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-D, pages 8-9 for additional assistance)

a) Describe your school’s strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, and the person responsible.

8. Teacher Mentoring Program/PlanThis section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

(Refer to the SIP Guidance document Part I-D, page 9 for additional assistance)

a) Describe your school’s teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities.

D. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI)This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-D, pages 9-10 for additional assistance)

1. Describe your school’s data-based problem-solving processes for the implementation and monitoring of your SIP and MTSS structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs.

2. Identify the names and position titles of the members of your school-based leadership team. What is the function and responsibility of each team member as it relates to MTSS and the SIP?

3. Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS and SIP.

4. Describe the data source(s) and management system(s) used to access and analyze data to monitor




the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance).

5. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

E. Increased Learning Time/Extended Learning OpportunitiesThis section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-E, pages 10-11 for additional assistance)

Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum (e.g., lengthening the school day, week, or year; providing before, after, Saturday, or summer school programs; implementing enrichment programs and activities; allowing teachers to collaborate, plan, and engage in professional development).

Strategy Type (select one) Strategy Purpose (select all that apply)☐ Extended day for all students☐ Before or after school program☐ Weekend program☐ Summer program

☐ Instruction in core academic subjects☐ Enrichment activities that contribute

to a well-rounded education☐ Teacher collaboration, planning, and

professional developmentMinutes of Learning Time Added to the School Year

Strategy Description

Describe when data is collected, and how it is analyzed to determine effectiveness of strategies, including persons responsible.




F. Literacy Leadership Team (LLT) Responses(Refer to the SIP Guidance document Part I-F, page 11 for additional assistance)

1. Identify the names and positions titles of the members of your school-based LLT.

2. Describe how the school-based LLT functions (e.g., meeting processes, roles, functions).

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

G. Every Teacher Contributes to Reading Improvement - This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S.

Response(Refer to the SIP Guidance document Part I-G, pages 11-12 for additional assistance)

1. Describe how the school ensures every teacher contributes to the reading improvement of every student.

H. Preschool TransitionThis section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).This section is required for schools with grades K-2.

Response(Refer to the SIP Guidance document Part I-H, page 12 for additional assistance)

1. Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable.

Add any details for formal efforts to implement these strategies, including the dates of kindergarten registration and open house, the timeline for parental involvement activities throughout the school year, or any special events at the school designed to support the kindergarteners as they transition into their new role as full-time students.




I. College and Career ReadinessThis section is required for secondary schools, per Sections 1003.413(2)(g)-(j) and 1008.37(4), F.S.This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Responses(Refer to the SIP Guidance document Part I-I, pages 12-13 for additional assistance)

1. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

2. How does the school promote academic and career planning, including advising on course selections, so that each student’s course of study is personally meaningful?

3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C.



http://data.fldoe.org/readiness/


Part II: Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

For each data point below, unless otherwise directed list the Actual year status (number and percentage) and the target (percentage) for next year. These are school-wide data, not disaggregated by grade level. FAA and CELLA data shall be considered by schools with 10 or more students taking the assessment.

Problem-Solving Focus - (Refer to the SIP Guidance document, pages 14-15 for additional assistance)Based on the targets set for your school in each required Area, engage in a problem-solving process using the following questions. Goals shall specifically address any subgroup not meeting its AMO targets for 2012-2013. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) shall also be considered during this process. Operational data such as climate surveys and classroom walkthroughs may also be used as available and relevant.

Step 1: Identify goal(s) to help you achieve your targets. (Select one or more Areas each goal addresses.) Step 2: Brainstorm which resources are available to support the goal and barriers that could prevent achieving the

goal; prioritize barriers. Step 3: Choose some barriers to address, based on alterable elements of curriculum, instruction, environment,

and organizational systems (e.g., those which have the most impact on the goal if removed or are immediately actionable).

Step 4: Brainstorm and prioritize strategies that could be used to eliminate or reduce each targeted barrier. Step 5: Identify action steps (including who, what, where, when) that will need to be taken to implement the

identified strategies. Step 6: Determine how strategies will be monitored for fidelity of implementation (including who, what, where,

when). Step 7: Determine how strategies will be monitored for effectiveness (including who, what, where, when). Step 8: Determine how progress towards each goal will be monitored (including who, what, where, when).




A. Area 1: Reading Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document pages 18-19 for additional assistance)

TARGET

1) Student scoring at or above Level 3 on FCAT 2.0 assessments, or scoring at or above Level 4 on FAA

GOALWho, What, Where, When

(Provide a response for only those subgroups which DID NOTmake their 2012-13 AMO) (Narrative or bulleted response)

Identify which subgroup(s) this is applicable to. Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

Repeat process as applicable for additional subgroups/strategies.

DATA(Data for Subgroups, both Actual and Targeted, will be

prepopulated for the online template.)Subgroup Actual 2013

FCAT 2.0 Number/ Percentage

Targeted AMO 2014 FCAT 2.0Percentage Only

a) All students

b)American Indian

c) Asian

d)Black

e) Hispanic

f) White

g)ELL

h)SWD

i) ED




Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET Students scoring at Achievement Level 3

GOAL(Narrative or bulleted response)

Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATA (Use the Actual and Targeted data for 2013-2014 from

http://osi.dadeschools.net)Actual 2013 FCAT 2.0 - Number/ Percentage

Targeted 2014 FCAT 2.0Percentage Only

# (%) % Students scoring at or above

Achievement Level 4 Barrier(s)

Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

Actual 2013 FCAT 2.0 - Number/ Percentage


# (%) %

Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET Students scoring at Levels 4, 5, and 6


DATA (Use the Actual and Targeted data for 2013-2014 from http://osi.dadeschools.net )


Actual 2013 FAA - Number/ Percentage

Targeted 2014 FAA -Percentage Only

# (%) % Students scoring at or above Level 7 Barrier(s)




# (%) %






Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET GOAL(Narrative or bulleted response)

Students making learning gains (FCAT 2.0 and FAA) Barrier(s)


DATA (Use the Actual and Targeted data for 2013-2014 from http://osi.dadeschools.net ) Actual 2013 FCAT 2.0 - Number/ Percentage


# (%) % Students in lowest 25% making learning

gains (FCAT 2.0) Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATA (Use the Actual and Targeted data for 2013-2014 from http://osi.dadeschools.net



# (%) %

Comprehensive English Language Learning Assessment (CELLA) (Refer to the SIP Guidance document, page 20 for additional assistance)


Students scoring proficient in LISTENING/SPEAKING (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students)


DATAActual 2013 CELLA - Number/ Percentage

Targeted 2014 CELLAPercentage Only

# (%) %

Students scoring proficient in READING (students read grade-level text in English

Barrier(s)






in a manner similar to non-ELL students) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAActual 2013 CELLA - Number/ Percentage

% Targeted 2014 CELLA -Percentage Only

# (%) %

Students scoring proficient in WRITING (students write in English at grade level in a manner similar to non-ELL students)


DATA

Actual 2013 CELLA - Number/ Percentage

Targeted 2014 CELLAPercentage Only

# (%) %

Postsecondary readiness (Refer to the SIP Guidance document, page 21 for additional assistance)The following data shall be considered by high schools.


On-time graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.


DATA

Number/ Percentage# (%)

Percentage Only%




B. Area 2: Writing (Refer to the SIP Guidance document, pages 16-17 for additional assistance)a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)


Students scoring at or above 3.5 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATA


Percentage Only%

# (%) %

b) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance) Students scoring at or above Level 4 Barrier(s)


DATA


Percentage Only%

# (%) %




C. Area 3: Mathematics1. Elementary and Middle School Mathematics

The following data shall be considered by elementary and middle schools.

a) Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document, pages 18-19 for additional assistance)

TARGET

Student subgroups scoring at or above Level 3 on FCAT 2.0 assessments, or scoring at or above Level 4 on FAA



Identify which subgroup(s) this is applicable to. Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

Repeat process as applicable for additional subgroups/strategies.



FCAT 2.0 Number/ Percentage

Targeted AMO 2014 FCAT 2.0Percentage Only

a) All Students

b) American Indian

c) Asian

d) Black

e) Hispanic

f) White

g) ELL

h) SWD

i) ED




b) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

TARGET Students scoring at Achievement

Level 3




http://osi.dadeschools.net)Actual 2013 FCAT 2.0 - Number/ Percentage







# (%) %

c) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)

TARGET Students scoring at Levels 4, 5,

and 6GOAL

(Narrative or bulleted response)






Level 7 Barrier(s)




# (%) %






d) Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)


Students making learning gains (FCAT 2.0, EOC, and FAA)


DATA (Use the Actual and Targeted data for 2013-2014 from http://osi.dadeschools.net ) Actual 2013 FCAT 2.0, EOC, and FAA - Number/ Percentage

Targeted 2014 FCAT 2.0 EOC, and FAA -Percentage Only

# (%) %

Students in lowest 25% making learning gains (FCAT 2.0)



Actual 2013 FCAT 2.0 and EOC - Number/ Percentage

Targeted 2014 FCAT 2.0 and EOC -Percentage Only

# (%) %

2. Middle School Acceleration – (This target includes Algebra I, Geometry, and Biology I)(Refer to the SIP Guidance document, page 20 for additional assistance)The following data shall be considered by middle schools.


Middle school participation in high school EOC and industry certifications

Barrier(s) Strategy(ies) Action Steps






How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAActual 2013 Number/ Percentage

Targeted 2014Percentage Only

# (%) %

Middle school performance on high school EOC and industry certifications

DATAActual 2013 Number/ Percentage

Targeted 2014Percentage Only

# (%) %

3. High School Mathematics The following data shall be considered by high schools.a) Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document, page 19 for additional assistance)

TARGET Student subgroups scoring at or above Level

3 on EOC assessments, or scoring at or above Level 4 on FAA



Identify which subgroup(s) this is applicable to. Barrier(s)




EOC, FAA Number/ Percentage

Targeted AMO 2014 EOC, FAAPercentage Only

a) All




Students Repeat process as applicable for additional subgroups/strategies.b) American

Indianc) Asiand) Blacke) Hispanicf) Whiteg) ELLh) SWDi) ED

b) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGET

Students scoring at Levels 4, 5, and 6







Level 7 Barrier(s)


d) Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)


Students making learning gains (EOC, and FAA)

Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness

DATA (Use the Actual and Targeted data for 2013-2014 from http://osi.dadeschools.net ) Actual 2013 EOC, Targeted 2014 EOC,






and FAA - Number/ Percentage

and FAA -Percentage Only

How to monitor progress - Assessment(s)

# (%) %

Students in lowest 25% making learning gains (EOCs)



Actual 2013 EOCs - Number/ Percentage

Targeted 2014 EOCs -Percentage Only

# (%) %

d) Postsecondary Readiness (Refer to the SIP Guidance document, page 21 for additional assistance)The following data shall be considered by high schools.


On-time graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.


DATA – Identify TestNumber/ Percentage Percentage Only

# (%) %

4. Algebra I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Algebra I EOC.


Level 3


Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity


http://osi.dadeschools.net)






How to monitor for effectiveness How to monitor progress - Assessment(s)

Actual 2013 EOC – Number/ Percentage

Targeted 2014 EOC -Percentage Only




Actual 2013 EOC - Number/ Percentage

Targeted 2014 EOCPercentage Only

# (%) %

5. Geometry End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Geometry EOC.


Level 3




http://osi.dadeschools.net)Actual 2013EOC - Number/ Percentage

Targeted 2014 EOC -Percentage Only

# (%) %

Students scoring at or above Achievement Level 4


Actual 2013 EOC - Number/ Percentage

Targeted 2014 EOCPercentage Only

# (%) %





D. Area 4: Science1. Elementary Science (Refer to the SIP Guidance document, pages 16-17 for additional assistance)

The following data shall be considered by elementary schools.a) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0)


Students scoring at Achievement Level 3


DATANumber/ Percentage Percentage Only

# (%) %



Number/ Percentage Percentage Only

# (%) %

b) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)


Students scoring at Levels 4, 5, or 6 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATA


# (%) %

Students scoring at Levels 7 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness

DATA





How to monitor progress - Assessment(s)# (%) %

2. Middle School Science The following data shall be considered by middle schools.c) Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)


Students scoring at Achievement Level 3


DATANumber/ Percentage Percentage Only

# (%) %




# (%) %

d) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)



DATAActual 2013 FAA

Number/ PercentageTargeted 2014 FAA

Percentage Only

# (%) %

Students scoring at Levels 7 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness

DATAActual 2013 FAA


Percentage Only




How to monitor progress - Assessment(s)# (%) %

3. High School ScienceThe following data shall be considered by high schools.

a) Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)



DATAActual 2013 FAA


Percentage Only

# (%) %

Students scoring at Levels 7 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAActual 2013 FAA


Percentage Only

# (%) %

4. Biology I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Biology I EOC.


Students scoring at Level 3 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAActual 2013 EOC

Number/ PercentageTargeted 2014 EOC

Percentage Only

# (%) %

Students scoring at Level 4 Barrier(s)





DATAActual 2013 EOC

Number/ PercentageTargeted 2014 EOC

Percentage Only

# (%) %

E. Area 5: Science, Technology, Engineering, and Mathematics (STEM) a) Elementary, K-8, Middle Schools, and High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)


# of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)


DATAActual 2013

Number/ PercentageTargeted 2014

Percentage Only

# (%) %

Participation in STEM-related experiences provided for students

DATAActual 2013


Percentage Only

# (%) %

b) High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)The following data shall be considered by high schools.


Students enrolling in one or more accelerated STEM-related courses

Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity

DATAActual 2013


Percentage Only5/25/2023




How to monitor for effectiveness How to monitor progress - Assessment(s)

# (%) % Completion rate (%) for students enrolled in

accelerated STEM-related coursesDATA

Actual 2013 Number/ Percentage

Targeted 2014 Percentage Only

# (%) % Students taking one or more advanced

placement exams for STEM-related courses Barrier(s)


DATAActual 2013


Percentage Only# (%) %

Passing rate (%) for students who take advanced placement exams for STEM-related courses

DATANumber/ Percentage



# (%) % CTE-STEM program concentrators Barrier(s)


DATAActual 2013


Percentage Only

# (%) % Students taking CTE-STEM industry

certification exams Barrier(s)


DATAActual 2013



Passing rate (%) for students who take CTE-




STEM industry certification examsDATA



# (%) %

F. Area 6: Career and Technical Education (CTE) (Refer to the SIP Guidance document, pages 22-23 for additional assistance)The following data shall be considered by middle and high schools.


Students enrolling in one or more CTE courses Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAActual 2013



Students who have completed one or more CTE courses who enroll in one or more accelerated courses

DATAActual 2013



Completion rate (%) for CTE students enrolled in accelerated courses


DATAActual 2013



Students taking CTE industry certification exams

DATAActual 2013


Percentage Only




# (%) % Passing rate (%) for students who take CTE

industry certification exams Barrier(s)


DATAActual 2013



CTE program concentrators

DATAActual 2013



CTE teachers holding appropriate industry certifications


DATAActual 2013



G. Area 7: Social Studies – Miami-Dade schools will complete this section as applicable.1. Civics End-of-Course Assessment (EOC)

The following data shall be considered for schools with students taking the Civics EOC.


Students scoring at Level 3 Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

DATAUse the District

Baseline AssessmentNumber/ Percentage


# (%) %

Students scoring at Level 4 Barrier(s)








# (%) %

2. U.S. History End-of-Course Assessment (EOC)The following data shall be considered for schools with students taking the U.S. History EOC.


Students scoring at Level 3 (middle 3rd) Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)



Percentage Only

# (%) %

Students scoring at Level 4 (upper 3rd) Barrier(s) Strategy(ies) Action Steps How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)

Use the District Baseline AssessmentNumber/ Percentage

Percentage Only

# (%) %




H.Area 8: Early Warning Systems (Refer to the SIP Guidance document, pages 23-24 for additional assistance)

1. Elementary School IndicatorsThe following data shall be considered by elementary schools.


Students who miss 10 percent or more of available instructional time

You may use goals/strategies to address the needs of multiple targets.


DATAActual 2013



Students retained, pursuant to s. 1008.25(4)(c), F.S.Actual 2013



Students who are not proficient in reading by third grade


DATAActual 2013


Percentage Only

# (%) %

Students who receive two or more behavior referrals


DATAActual 2013



Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.Actual 2013


Percentage Only




# (%) %

2. Middle School Indicators - The following data shall be considered by middle schools.





DATAActual 2013



Students who fail a mathematics course



# (%) % Students who fail an English Language Arts

courseDATA



# (%) %

Students who fail two or more courses in any subject

DATAActual 2013



Students who receive two or more behavior referralsActual 2013



DATA Students who receive one or more behavior

referrals that lead to suspension, as defined in s.1003.01(5), F.S.Actual 2013 Targeted 2014




Number/ Percentage Percentage Only# (%) %

3. High School IndicatorsThe following data shall be considered by high schools.






DATAActual 2013



Students in ninth grade with one or more absences within the first 20 daysActual 2013



Students in ninth grade who fail two or more courses in any subject

DATAActual 2013



Students with grade point average less than 2.0

DATAActual 2013



Students who fail to progress on-time to tenth gradeActual 2013



Students who receive two or more behavior referrals

Barrier(s) Strategy(ies) Action StepsDATA

Actual 2013 Targeted 2014




Number/ Percentage Percentage Only How to monitor for fidelity How to monitor for effectiveness

How to monitor progress - Assessment(s)

# (%) % Students who receive one or more behavior

referrals that lead to suspension, as defined in s.1003.01(5), F.S.

DATAActual 2013



4. Graduation (Refer to the SIP Guidance document, page 25 for additional assistance)

The following data shall be considered by high schools, per Section 1003.53, F.S. If a school has significantly lower graduation rates for a subgroup when compared to the state’s graduation rate, that school’s improvement plan is required to include strategies for improving these results, pursuant to Section 1001.42(18), F.S. Graduation rates for the state, district, and school by subgroup are available in the AMO Outcomes Report at http://schoolgrades.fldoe.org/.


Students dropping out of school, as defined in s.1003.01(9), F.S.



Barrier(s) Strategy(ies) Action Steps

DATAActual 2013



Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R. § 200.19(b)Actual 2013



Academically at-risk students graduating in 4 years, as defined in Rule 6A-1.09981, F.A.C.

DATA5/25/2023



http://schoolgrades.fldoe.org/


How to monitor for fidelity How to monitor for effectiveness How to monitor progress - Assessment(s)



# (%) %

Students graduating in 5 years, using criteria defined at 34 C.F.R. § 200.19(b)

DATAActual 2013


Percentage Only

# (%) %




I. Area 9: Parent Involvement - Title I Schools will use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

(Refer to the SIP Guidance document, page 25 for additional assistance)ALL NON-TITLE I SCHOOLS MUST COMPLETE THE FOLLOWING:Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).


number of parent engagement opportunities offered in the school year



DATAActual 2013



average number of parents in attendance at parent engagement opportunitiesActual 2013



percent of parents who participated in parent engagement opportunities

DATAActual 2013



percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities

DATAActual 2013


Percentage Only



https://www.fldoe.org/flbpso/pi/pipp.asp


# (%) %

J. Area 10: Additional Targets (Recommended for use by Adult/Vocational, Alternative, and Special Centers)This section is optional and may be used as needed for data targets in areas not already addressed in the SIP.




DATAActual 2013


Percentage Only

# (%) %



# (%) %

DATAActual 2013


Percentage Only

# (%) %




Part III: Coordination and Integration(Refer to the SIP Guidance document, page 27 for additional assistance)

This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C- Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X- Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school.Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title VI, Part B - NA

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs - N/A

Head Start

Adult Education


REFER TO APPENDIX – XVII FOR APPLICABLE RESPONSES. PLEASE REMEMBER TO RESPOND ONLY TO THOSE PROGRAMS/FUNDING AVAILABLE TO YOUR SCHOOL.



Career and Technical Education

Job Training

Other

Part IV: Professional Development (Refer to the SIP Guidance document, page 28 for additional assistance)

This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b), if it demonstrates high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards.

For all professional development identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide the following information for each activity.

Related goal (select from drop-down of goals created in Part II) Topic, focus, and content Facilitator or leader Participants (e.g., Professional Learning Community, grade level, schoolwide) Target dates or schedule (e.g., early release day, once a month) Strategies for follow-up and monitoring, including person responsible

Professional Development (PD) aligned with Goal Strategies.

Goal Area(s) the PD supportsTopic,

Focus, and Content

Facilitatorand/orLeader

Participants(e.g., PLC, subject, grade level,

or school-wide)

Target Dates (e.g., early release) or Schedules (e.g., once a month)

Strategy for Follow-up and monitoring, including person responsible




Part V: Budget (Refer to the SIP Guidance document, page 28 for additional assistance)

Based on the strategies identified during the problem-solving process, create a budget for each school-funded activity including:

Evidence-based Program(s)/Materials(s) Related goal area (Select from

drop-down of goals created in Part II) – Reading, Writing, Mathematics…..

Strategy Type of resource (i.e., evidence-based programs or materials, professional development, technology, or other)

Funding Source Amount needed



purpose - miami-dade county public schoolsosi.dadeschools.net/13-14_sip/docs/mdcps 2013-20… ·...

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