1. 2014-2015 District School Board of Pasco County
SIP Clinic
District School Board of Pasco County

5. Steps 0-3 Steps 2,3 Problem ID (what) Root Cause Analysis (Why)
Barriers in way of Goal
School’s Theory of Action
Step 1a
Strategic Goals
Steps 1b, 1c
SMART Goals
(SIP targets)

6. Step Zero Root Cause Analysis (Why) Problem ID (what) Steps 1b, 1c
SMART Goals, SIP Targets
Steps 1a
Strategic Goals

7. 5 Whys Analysis to uncover root causes
Ask why 5 times to deeply understand the problem

8. SAMPLE: 5-Why Analysis – ABC Distribution Center
Problem Statement: Wrong item shipped to customer
The wrong item was pulled from inventory
Why?
The item we pulled from inventory was mislabeled
Why?
Our supplier mislabeled the item prior to shipping it to our warehouse
Why?
The individual applying labels to our product at the supplier placed the wrong label on the product
Why?
Why?
Labels for different orders are pre-printed, and it is easy to apply the wrong label

9. The wrong item was pulled from inventory
Why?
The wrong item was pulled from inventory
“Retrain our stock pickers” – almost no benefit – this solution has nothing to do with the true cause

10. The item we pulled from inventory was mislabeled
Why?
“Inspect our inventory” – minimal benefit – applies to current stock only

11. Our supplier mislabeled the item prior to shipping it to our warehouse
Why?
“Have the supplier sort their stock to contain the problem” – very limited long-term benefit

12. The individual applying labels to our product at the supplier placed the wrong label on the product
Why?
“Conduct training at the supplier” – limited long-term benefit

13. Labels for different orders are pre-printed, and it is easy to apply the wrong label
Why?
“Mistake-proof the label printing and application process” – highly effective

14. 5-Why Analysis – Sample Elementary School
Problem Statement: Student writing proficiency declined dramatically between 2012 and 2013.
Students were inadvertently denied an opportunity to master writing skills
Why?
The writing block was eliminated to fully integrate writing across the curriculum, resulting in fewer opportunities for student feedback and revision.
Why?
Why?
Teachers reported not being sure HOW to provide feedback, given the transition to FL standards
Teachers reported that PD regarding integrating writing across the curriculum was misaligned
Why?
Why?
Principal, district, DA team, and teachers all had different expectations

15. Possible Strategic Goal
All teachers collaboratively establish expectations for high quality writing instruction and student feedback in the content areas, and they consistently meet those expectations in their classrooms.

16. What criteria should strategic goals meet?
Conditions and processes that drive the outputs
Cross cutting: across multiple grades and subjects
Make teaching better, resulting in student learning
Convey a theory of action

17. Reaching our goal…
Could potentially result in improvements across multiple grades and subjects... …Could generate improvement across district focus areas Could make teaching better and learning deeper…

18. How important are the right strategic goals?
Done well, they reflect our understanding of the key drivers to improved performance in a particular setting and they convey a theory of action for attaining our SMART goals (targets).

19. School’s Theory of Action
Steps 1a, 1b, 1c
Steps 1b, 1c
SMART Goals
(SIP targets)
Step 1a
Strategic Goals
School’s Theory of Action

20. If we…. (accomplish our strategic goal) then we will…
If we… (accomplish our strategic goal) then we will… (reach our SMART goals, or SIP targets)

21. Theory of Action
Do our strategic goal and SMART goal form a credible theory of action?
If…
all teachers collaboratively establish expectations for high quality writing instruction and student feedback in the content areas, and they consistently meet those expectations in their classrooms
then…
Sample Elementary will place in the 90thpercentile statewide for growth in writing proficiency scores in

22. Steps 1-3 Steps 2,3 Problem ID (what) Root Cause Analysis (Why)
Barriers in way of Goal
School’s Theory of Action
Step 1a
Strategic Goals
Steps 1b, 1c
SMART Goals
(SIP targets)

23. Five Narrative Sections PascoSTAR Template
1. Dropout Prevention and Academic Intervention
This section is required for schools with grades 6-12, per Section (2)(b), F.S.
Does the school have this program? If yes, a goal must be included in the SIP. This goal may be stated and described in the text box for this section, or the goal may be included in the problem solving section of the SIP. If the goal is included in the problem solving section of the SIP, please indicate that in the text box for this section.

24. 2. Every Teacher Contributes to Reading Improvement
This section is required for schools with grades 6-12, per Section (2)(b), F.S.
All secondary schools in Florida that serve students in grades 6-12 are required to comply with Section , F.S., the Legislature’s intentional secondary school redesign effort. The purpose of this effort is to ensure that all students promoted from the eighth grade have the necessary academic skills for success in high school. Additionally, students graduating from high school must have the skills necessary for success in postsecondary education or the workplace. Part of this requirement is that every teacher in the school must contribute to the reading improvement of every student. These efforts might include implementation of a coaching model at the school, additional professional development, and classroom support to ensure teaching reading across the curriculum. In this section of the SIP, describe how the school ensures every teacher contributes to the reading improvement of every student.

25. 3. Student Transition and Readiness
Sections 3a, b, and c are required for secondary schools and section 3d is required for elementary schools, per Sections (2)(g),(h), and (j) and (4), F.S. In sections 3a-3c of the SIP, secondary schools describe the strategies and tools they implement or plan to implement to ensure that students are ready to transition into college or the workplace upon high school graduation. In Section 3d, elementary schools describe the strategies and tools they implement or plan to implement to ensure that students are ready to transition into kindergarten.
Secondary schools: Respond to items 3a-3c in the text box below.
3a) Describe how the school incorporates applied and integrated courses to help students see the relationship between subjects and relevance to their future. Describe the efforts taken by the school to ensure students make the connection with what they are learning and how it will be useful to their future in all courses and grade levels.
3b) Describe how academic and career planning occur at the school. Describe any special advising or career planning events that take place on campus, including those where students can visit with representatives from colleges and local businesses.
3c) Describe any 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 , F.A.C. Details here may reflect the efforts to increase those areas measured on the High School Feedback Report, including the number of students who: graduate, score at level 3 or higher on the tenth grade FCAT 2.0 in reading and mathematics, complete a college preparatory curriculum, take a college entrance exam such as SAT or ACT, transition into college, and successfully complete their first semester of college math or English. Strategies may include efforts embedded in the curriculum, special test preparation opportunities, as well as academic advising and career planning events hosted by the school.

26. Elementary schools: Respond to item 3d in the text box below.
3d) Describe your school strategies for assisting preschool children to transition from preschool into kindergarten. This may include the administration of the statewide kindergarten screening tool to determine the readiness of each child coming into a kindergarten program, strategies used at the school to involve parents, or programs that partner kindergarten students with students in older grades to develop a mentoring relationship. Describe formal efforts to implement these strategies, which may include 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.

27. 4. Early Warning Systems
This section is required for all schools, per Sections and , F.S.
PascoSTAR houses the Early Warning System (EWS) for each of the district’s schools. In High Schools, the EWS identifies students based upon the following broad indicators: attendance, credits, GPA, course performance, and office discipline referrals. In Middle Schools, the EWS identifies students based upon the following broad indicators: attendance, GPA, course performance, and office discipline referrals. In Elementary Schools, the EWS identifies students based upon the following broad indicators: attendance, course performance, and office discipline referrals. PascoSTAR also houses statewide, standardized assessment data. School teams are able to identify students with any of the following specific indicators:
Attendance below 90%
One or more suspensions
Course failure in ELA or mathematics
Level 1 score on the statewide, standardized assessments in ELA or mathematics
In this section, a) include the number of students identified as exhibiting 2 or more specific indicators, b) the number of students by grade level that exhibit each specific indicator, c) and a description of all intervention strategies employed by the school to improve the academic performance of students identified.

28. 5. Collaborative Teaching
This section is required for all schools, per section , F.S.
Under the umbrella of a Multi-Tiered System of Support, Pasco Schools engage in the work of Professional Learning Communities to strengthen relationships, collaboration, decision-making, and professional capital. This work involves pursuing deeper academic learning in both our students and staff and includes inquiry-driven problem-solving, project based learning, digital learning, and social emotional learning. In this section, describe the specific processes at the school for engaging in this work.

29. Reminders for Title I Schools
Title I Schools have already laid much of the groundwork for completing their School Improvement Plan.
Documents to use:
Return on Investment document from the school year
Last years Comprehensive Needs Assessment
Current year Comprehensive Needs Assessment
Title I School-Wide Plan for the School year
Current Year Parent Involvement Plan (PIP)
Reflecting on your current documents:
Does the monitoring plan include who, how, what and when?
Do the data sources match with the goals and strategies?
Are the expected results Specific and Measurable?
STEP: 6, 7, 8
Determine how strategies will be monitored (who, when,)
STEP: 6, 7, 8
Determine how strategies will be monitored (what, evidence)
STEP: 1
Identify goals to help you achieve your targets
STEP: 5
Identify action steps for implementation
Steps 2, 3, and 4 are addressed in the Comprehensive Needs Assessment

30. PascoSTAR Template

31. State Template

32. Helpful Tools on flsiponline.com
Log in. Click Districts in the black tool bar.
This has lots of graphs of your school’s data.

33. Choose Pasco

34. Choose Performance Data for your school

36. Lots of choices available

40. Canvas Course

41. Legislative Requirements for EWS

42. Senate Bill 850
Goes into effect in the 2014/2015 school year requires schools* to use EWS to monitor and report in SIP data on the following indicators:
Attendance below 90%
Course failure in English or math
1 or more suspensions (ISS or OSS)
Level 1 on state-wide assessment in ELA or math
Schools required to report:
Number of students with 2+ indicators
Number of students at each grade level with indicators
Types of interventions offered
----- Meeting Notes (6/26/14 11:13) -----
Add column called SB850
Y for students meeting all 4 criteria
N for students not meeting at least one criteria

43. Steps to Access Data in PascoStar
1. Click on Student Data, Select School from Drop Down Menu

44. Steps to Access Data in PascoStar
2. Scroll across bottom of data set, Click filter of SB850 column

45. Steps to Access Data in PascoStar
2. Scroll across bottom of data set (bar: Apple, General, Scroll Always)
3. Click filter of SB850 column and select Y. Then click OK.

46. Steps to Access Data in PascoStar
4. Create a filter by Entering Name (SB850 2+) in Filter Name box.
5. Select the Save Filter button to save the filter to My Filters.

47. Steps to Access Data in PascoStar
6. Access saved filters by going back to My Saved Filters and select.

48. Report #1 Students with 2+in School 1
Report #1 Students with 2+in School 1. Filter data in Student Data using SB850 column only 2. Record total number of items (students) at bottom of page

49. Report #2 Students at Grade Level 1
Report #2 Students at Grade Level 1. Scroll back to front of data set and click on GRADE 2. Move column to “Drag a column header here” line item

50. Report #2 Students at Grade Level 3
Report #2 Students at Grade Level 3. Scroll back to front of data set and click on GRADE column 4. Move column to “Drag a column header here” line item 5. Record number students by grade that meet 2+ indicators

51. Open and Save Data in Excel To export, click on select all buttons records. Then click on Export to Excel Spreadsheet.

52. EWS Course Canvas Connection

53. Together We Stand: Toward Safe, Inclusive Schools https://pasco

54. Legislative Requirements for EWS

55. Senate Bill 850
Goes into effect in the 2014/2015 school year requires schools* to use EWS to monitor and report in SIP data on the following indicators:
Attendance below 90%
Course failure in English or math
1 or more suspensions (ISS or OSS)
Level 1 on state-wide assessment in ELA or math
Schools required to report:
Number of students with 2+ indicators
Number of students at each grade level for each indicator: Attendance, Failures, Suspensions, FCAT
Types of interventions offered (refer to general)
----- Meeting Notes (6/26/14 11:13) -----
Add column called SB850
Y for students meeting all 4 criteria
N for students not meeting at least one criteria

56. Steps to Access Data in PascoStar
1. Click on Student Data, Select School from Drop Down Menu

57. Summer 2014 FIX in PascoStar
Select District School Board in School Name field
Scroll across to right and enter School ID in Next Sch column. Click Enter to populate for incoming students.

58. Steps to Access Data in PascoStar
2. Scroll across bottom of data set (bar: Apple, General, Scroll Always)
3. Click filter of SB850 column and select Y. Then click OK.

59. Steps to Access Data in PascoStar
4. Create a filter by Entering Name (SB850 2+) in Filter Name box.
5. Select the Save Filter button to save the filter to My Filters.

60. Steps to Access Data in PascoStar
6. Access saved filters by going back to My Saved Filters and select.

61. Open and Save Data in Excel To export, expand Grid Buttons menu by clicking on arrow. Click on Select All Records button. Then click on Export to Excel Spreadsheet button.

62. Report #1 Students with 2+in School 1
Report #1 Students with 2+in School 1. Filter data in Student Data using SB850 column only 2. Record total number of items (students) at bottom of page

63. Getting Ready for Report #2 To export, expand Grid Buttons menu by clicking on arrow. Click on Reset Student Grid button. Grid will reset.

64. Report #2 Students at Grade Level 1
Report #2 Students at Grade Level 1. Scroll back to front of data set and click on GRADE 2. Move column to “Drag a column header here” line item

65. Report #2 Students at Grade Level 3
Report #2 Students at Grade Level 3. Scroll to far right and and select SB850 Attendance column 4. Move column line item beside Grade column 5.Click arrow. Record number of items with a Y for that grade.

66. Report #2 Students at Grade Level 6
Report #2 Students at Grade Level 6. Drag and drop Attendance column back to grid. 7. Select next indicator (Suspensions) and move beside Grade. 8. Data will repopulate by Grade. Click on arrow for numbers.

67. EWS Course Canvas Connection

68. Together We Stand: Toward Safe, Inclusive Schools https://pasco