1. School Improvement Plans 2013-14
12/31/2018
School Improvement Plans

2. What is our vision for school improvement planning?
12/31/2018
What is our vision for school improvement planning?
A collaborative, data-based problem-solving and planning process in every school and district which leads to increased student achievement, facilitated by an online tool configured to:
Reduce administrative burden by consolidating and aligning various required state and federal plans
Improve local decision making by presenting Florida’s current and emerging data sources (school grades, FCAT, value added model, interim assessments) to principals and district administrators in the context of focused planning and problem solving
Increase the degree to which successful local innovations are shared across Florida’s districts.
School Improvement
The Vision
Progress
Plan Components
Problem-Solving
Are we here yet? No! Though we are improving the architecture of our current web platform to facilitate the problem-solving process, it still requires the school to download, link to or gather data from various sources. It also doesn’t lead them through the data analysis piece…it assumes this has already been done. We are working on technical assistance to embed within the help feature throughout the SIP – aka “guiding questions,” but eventually we want to be able to provide the pre-analyzed data in a user-friendly dashboard, which allows drill-downs to more specific or background information, and provide questions to ask about the data right there within the tool before moving into the target/goal-setting and problem-solving portion.
We also want a system which will allow us to tag questions throughout the platform for various reports, so rather than pulling the reports together manually, the user could answer all questions within the platform through one planning and problem-solving process, and then click a button to run reports as needed, such as Title I schoolwide plan or the ELL plan.
We want the system to allow us to build a database of strategies and action steps that schools could pull from, based on what has worked at other similar schools.
This is all possible, but not with our current technology. We also have a lot more research and collaboration to do among our bureaus to pull this off. This is what the next year will be about.

3. How are we moving toward this vision in 13-14?
12/31/2018
How are we moving toward this vision in 13-14?
Compliance burden on districts and schools is reduced
All requirements of the Title I Schoolwide and Targeted Assistance plans are satisfied by the SIP
The SIP is completed online, allowing users to edit as needed throughout the year, aggregate and analyze information, and more easily monitor implementation
The 8-step problem-solving process brings focus
School Improvement
The Vision
Progress
Plan Components
Problem-Solving
Compliance burden is reduced by reducing duplication to other plans, streamlining wording and formatting, aligning it to our DA way of work, removing elements that were not useful, ensuring all statutory requirements are met, and providing flexibility to the school to decide how many goals and which content areas to focus on.
SIP reduced from approximately 1000 required cells to 350. It is now aligned with the DA way of work. Old template 70 pages; new template 15.
All schools that use the department’s SIP template must submit the plan using the online reporting platform. Word uploads will not be accepted in the system.

4. What are the components of the SIP?
12/31/2018
What are the components of the SIP?
Part I: School Information—
School Contacts
School Advisory Council
Highly Qualified Staff
Multi-tiered System of Supports/RtI
Increased Learning Time/Extended Day
Literacy Leadership Team
Every Teacher Contributes to Reading Improvement
Preschool Transition
College & Career Readiness
School Improvement
The Vision
Progress
SIP Components
Problem-Solving
This is where much of the Title I and statutory components are met. Some data is entered regarding staff, and narrative description given for the other components.

5. What are the components of the SIP?
12/31/2018
What are the components of the SIP?
Part II: Expected Improvements —
School Improvement
The Vision
Progress
SIP Components
Problem-Solving
The above chart shows the major areas. In the SIP template each area is expanded to show the specific data points. Schools will record actuals and set schoolwide targets for FCAT, FAA, Learning Gains, EOCs and CELLA, as applicable within each area. AMO targets will prepopulate, but schools must complete Actuals.

6. What are the components of the SIP?
12/31/2018
What are the components of the SIP?
Part III: Coordination and Integration (Title I Requirement) – describe how the school coordinates funds provided by various Title programs to meet common goals
Part IV: Professional Development – outline pd activities that were identified to meet goals (will be tagged to strategies created in Part II, if identified as a pd item)
Part V: Budget – create a budget for each school-funded activity identified to meet goals (will be tagged to activities created in Part II, if identified as a budget item)
School Improvement
The Vision
Progress
SIP Components
Problem-Solving
Each PD and Budget line must support a specific SIP activity.

7. What is the difference between a Target and a Goal?
12/31/2018
What is the difference between a Target and a Goal?
For the purposes of the SIP, targets are numeric measures in each content area
Target Example:
Students scoring at level 3 on FCAT 2.0 Reading = 70%
School Improvement
The Vision
Progress
SIP Components
Problem-Solving
Goals are measurable but may not be numeric; goals should support 1 or more targets and may cross content areas
Goal Example:
Increase student engagement during instructional delivery through the use of purposeful peer-to-peer discourse.
A few SMART goals are what schools will problem-solve and create action plans for in the new SIP, whereas in the old SIP they set goals and problem-solved every single data point. This distinction is what brings focus.
Schools will be able to tag each goal back to specific targets it will support.
Targets are typically measured in one way only (e.g. FCAT). Goals may be measured in multiple ways (qualitative and quantitative).
If we problem-solve and create an action plan for this goal, what targets will increase as a consequence?

8. What is the 8-step problem-solving process?
12/31/2018
What is the 8-step problem-solving process?

9. Has the goal been achieved?
What is the Mid-Year Reflection?
12/31/2018
Has the goal been achieved?
If yes, based on what evidence?
If no, is progress being made?
If no, have barriers been eliminated or reduced?
If no, are strategies implemented with fidelity?
If yes, re-engage the problem solving process at Step 4
If no, problem solve around implementation fidelity
This replaces the mid-year narrative submission. Schools will complete a series of yes/no questions for each goal created in the SIP, which will help them think through if/how strategies should be modified. The purpose is to encourage the use of SIP as living document to guide decision-making rather than a compliance activity.

10. Questions? Bureau of School Improvement Contacts:
12/31/2018
Questions?
Bureau of School Improvement Contacts:
Jenna Evans –
Shannon Houston –
We are developing a toolkit including guidance to walk users through every component. We are also hosting trainings around the state.