STATE BOARD OF EDUCATION Action Item...

STATE BOARD OF EDUCATION Action Item June 18 2013

SUBJECT Approval of Amendment to Rule 6A-1099811 Differentiated Accountability State System of School Improvement

PROPOSED BOARD ACTION

For Approval

AUTHORITY FOR STATE BOARD ACTION

Section 108833 Florida Statutes

EXECUTIVE SUMMARY

State Board of Education Rule 6A-1099811 Differentiated Accountability State System of School Improvement has been substantially re-written through the rule development process to align with Section 100833 Florida Statutes Key changes are as follows ldquoFocus schoolsrdquo section has been added to describe escalating interventions in year

one year two and year three of receiving a grade of D with provisions for combinations of F and D in consecutive years [pursuant to Section 100833(3)(c) Florida Statutes] and exit criteria

ldquoPriority schoolsrdquo section has been added to describe interventions for F schools Exit criteria and special cases are outlined according to Section 100833 Florida Statutes

ldquoTurnaround Optionsrdquo sections have been added to delineate turnaround options describe the timing and submission process for each phase of planning and outline additional special cases for entering modifying or exiting turnaround plans

Incorporated forms have been revised to align with the statute and proposed rule and streamlined for readability and user-friendliness as well as to reduce duplication with requirements of other Department forms New forms (TOP-1 and TOP-2) have been added to guide the turnaround planning process

Supporting Documentation Included Proposed Rule 6A-1099811 Differentiated Accountability State System of School Improvement Form DA-1 Checklist for Districts with Focus or Priority Schools Form DA-2 Checklist for Focus and Priority Schools Form DIAP-1 District Improvement and Assistance Plan Form SIP-1 School Improvement Plan (SIP) Form TOP-1 Turnaround Option Selection (Phase 1) and Form TOP-2 Turnaround Option Plan - Phases 2 amp 3

FacilitatorsPresenters Pam Stewart Chancellor Division of Public Schools and Sam Foerster Deputy Chancellor Student Achievement and School Improvement

THE FULL TEXT OF THE PROPOSED RULE IS

(substantial rewording of Rule 6A-1099811 follows See Florida Administrative Code for present text)

6A-1099811 Differentiated Accountability State System of School Improvement

(1) Purpose The purpose of this rule is to set forth the Differentiated Accountability (DA) State System of

School Improvement pursuant to Section 100833 Florida Statutes by establishing differentiated intervention and

support strategies for traditional public schools delineating the responsibilities of the school district and

Department of Education (Department) setting timelines for intervention and support strategies prescribing

reporting requirements to review and monitor progress of schools and setting forth submission and approval criteria

for turnaround implementation plans

(2) Definitions The following definitions listed alphabetically shall be used in this rule and incorporated

documents

(a) ldquoAnnual Measurable Objectivesrdquo or ldquoAMOsrdquo mean the yearly targets established for each subgroup to

include American Indian Asian black Hispanic white English language learners students with disabilities

economically disadvantaged and all students calculated at the school district and state levels to show whether the

subgroup is making enough progress in the current year to be on track to reduce its percentage of non-proficient

students in reading and math by half by 2016-17 (using 2010-11 as the baseline year) For the purposes of this

definition non-proficient means scoring at level 1 or 2 on FCAT 20 and end-of-course (EOC) assessments or

scoring at level 3 or lower on the Florida Alternate Assessment (FAA) pursuant to Rule 6A-109981 FAC

(b) ldquoCoachingrdquo means serving as an instructional resource in a school to generate improvement in student

achievement by improving the quality of instruction through professional development support to teachers in their

respective content areas as needed based on an analysis of student performance and observational data

(c) ldquoClassroom walkthroughrdquo means for the purposes of DA a brief informal observation of classroom

activities by DA Regional Team members district and school staff to gather data and provide feedback to teachers

and administrators to inform instructional practices for improved student achievement These data shall not be tied

to individual teachers or used in teacher evaluations

(d) ldquoCommon planning timerdquo means the time provided to grade-level teachers at the elementary level and

subject-area teachers at the secondary level to meet within and across grades and subjects for data-based decision

59

making problem-solving and professional development on Common Core State Standards (CCSS) Next

Generation Sunshine State Standards (NGSSS) and lesson study

(e) ldquoData chatsrdquo means the process of administrators and teachers meeting to discuss assessment results in order

to establish student goals Students may or may not be present in these discussions

(f) ldquoDifferentiated Accountability Regional Teamrdquo means the staff assigned by the Department to provide

assistance to schools and districts located in one (1) of five (5) geographic regions

(g) ldquoDifferentiated Accountability State System of School Improvementrdquo ldquoDifferentiated Accountabilityrdquo and

ldquoDArdquo mean the system set forth by Section 100833 Florida Statutes in which the state provides support and

interventions of escalating intensity to low-performing schools in order to improve and sustain performance of all

student subgroups and holds districts accountable for improving the academic achievement of all students and

turning around low-performing schools

(h) ldquoDirect instructional supportrdquo means support provided by a district curriculum or content area specialist who

visits the school frequently to provide onsite job-embedded professional development and support to classroom

teachers

(i) ldquoDistrict Improvement and Assistance Planrdquo or ldquoDIAPrdquo means a district-level plan submitted to the

Department which includes strategies for improving school performance and increasing student achievement and

demonstrates how resources are aligned to ensure schools demonstrating the greatest need receive the highest

percentage of resources (Form DIAP-1 District Improvement and Assistance Plan)

(j) ldquoFloridarsquos Continuous Improvement Modelrdquo or ldquoFCIMrdquo is a process by which quality is improved over time

by examining results and the processes that generate those results and employing problem solving skill to generate

and implement targeted improvements

(k) ldquoFocus schoolrdquo means any school that receives a grade of ldquoDrdquo

(l) ldquoFormer F schoolrdquo means any school that earned a grade of ldquoFrdquo within the past three (3) years but has since

improved its grade

(m) ldquoIncreased learning timerdquo or ldquoextended dayrdquo means lengthening the school day week or year providing

before school after school Saturday or summer school programs to allow additional time for instruction in core

academic subjects providing enrichment activities that contribute to a well-rounded education and allowing time

for teacher collaboration planning and professional development

60

(n) ldquoInstructional coachrdquo means a staff member who serves in the expressed capacity of coaching instructional

staff as defined in paragraph (2)(b) of this rule

(o) ldquoInstructional monitoringrdquo means a process for observing instructional programs and practices and ensuring

that the appropriate research-based interventions or instructional strategies are implemented consistently with

fidelity

(p) ldquoInstructional reviewrdquo or ldquoIRrdquo means the process used by the DA Regional Team in collaboration with

school and district leadership teams to review a schoolrsquos historical performance data conduct observations of

instructional delivery and develop a school improvement action plan to address instructional concerns

(q) ldquoLesson studyrdquo is a form of long-term professional development in which teams of teachers systematically

and collaboratively conduct research closely tied to lessons and then use what they learn about student thinking to

become more effective instructors

(r) ldquoMulti-Tiered System of Supportsrdquo or ldquoMTSSrdquo means the system utilizing the problem-solving process to

identify and support student needs based upon the available data The data used in the process may include but is

not limited to attendance behaviordiscipline statewide assessment and progress monitoring assessment data

(s) ldquoPriority schoolrdquo means any school that receives a grade of ldquoFrdquo

(t) ldquoProfessional Learning Communityrdquo or ldquoPLCrdquo is an extended learning opportunity to foster collaborative

learning among colleagues within a particular work environment or field It is often used in schools as a way to

organize educators into working groups focused on a targeted improvement issue

(u) ldquoProgress monitoringrdquo means the assessments that keep educators informed about studentsrsquo progress in

grade-level skills during the school year

(v) ldquoRegional Executive Directorrdquo or ldquoREDrdquo means the person who leads the DA Regional Team to support

school improvement efforts builds district capacity provides and brokers professional development and coaches

and mentors school principals and school and district leadership teams

(w) ldquoResponse to InstructionInterventionrdquo or ldquoRTIrdquo means the multi-tiered practice of providing high quality

instruction and intervention matched to student needs using learning rate over time and level of performance to

make important instructional decisions

(x) ldquoTurnaround Option Planrdquo or ldquoTOPrdquo means a district-level plan to implement one (1) of five (5) turnaround

options in a school pursuant to subsection (6) of this rule

(3) DA Categories and Responsibilities

61

(a) The Department shall identify schools for DA each school year based upon their most recently released

school grades pursuant to Section 100834 Florida Statutes

(b) Charter schools and ungraded schools are not assigned to DA categories

(c) Prior to the start of the school year the Department will notify each school district if any of its schools have

been categorized for DA Beginning with 2011-2012 a school shall be categorized as

1 ldquoFocusrdquo when it receives a grade of ldquoDrdquo For these schools

a The district shall direct the school interventions

b The school shall apply the interventions

c The district and Department shall monitor progress and support schools

d The district shall provide onsite support

e The Department shall monitor the districtrsquos support to schools

f The Department shall review the school improvement plan (SIP) and conduct visits to monitor the fidelity of

the planrsquos implementation

2 ldquoPriorityrdquo when it receives a grade of ldquoFrdquo For these schools

a The Department and district shall direct the school interventions


c The Department and district shall conduct onsite monitoring of intervention implementations

d The Department and district shall provide onsite support


f The Department shall review the SIP pursuant to Section 100142(18)(a) Florida Statutes and conduct visits

to monitor the fidelity of the planrsquos implementation

(4) Focus schools

(a) Year one Focus schools are those that declined to a grade of ldquoDrdquo in the most recent grades release For these

schools the district shall

1 Collaborate with the school and DA Regional Team to develop a SIP to align the progress monitoring

assessment data to new targets and strategies using Form SIP-1 which must be submitted at httpwwwflbsiorg

2 Submit required district- and school-level deliverables as described in Forms DA-1 and DA-2 including the

District Improvement and Assistance Plan (DIAP) using Form DIAP-1 which must be submitted at

httpwwwflbsiorg

62

(b) Year-two Focus schools are those that previously earned a grade of ldquoDrdquo or ldquoFrdquo immediately followed by a

grade of ldquoDrdquo in the most recent grades release Year-two Focus is a turnaround planning school year For these


1 Fulfill requirements of subparagraphs (4)(a)1-2 of this rule

2 Select a turnaround option from those listed in subsection (6) of this rule The selected option shall be

submitted on Form TOP-1 Turnaround Option Selection (Phase 1) which must be submitted at

httpwwwflbsiorg

3 Submit a Turnaround Option Plan (TOP) for State Board of Education approval

a The plan must be developed with Department input and submitted on Form TOP-2 Turnaround Option Plan-

Phases 2 amp 3 which must be submitted at httpwwwflbsiorg

b The district will not be required to implement its TOP if the school grade improves in the planning year

(c) Year-three Focus schools are those that earned a third consecutive grade of a ldquoDrdquo or an ldquoFrdquo immediately

followed by two (2) consecutive grades of ldquoDrdquo in the most recent grades release The year-three Focus school year

begins the turnaround implementation period For these schools the district must


2 Fully implement the State Board of Education approved TOP The district will not be required to continue

implementation of its TOP if the school grade improves in the first implementation year

(d) In order to exit the Focus category a school must improve its letter grade

(5) Priority schools

(a) Priority schools are those that earned a grade of ldquoFrdquo in the most recent grades release The Priority school

year is a turnaround planning year unless the school already received a planning year or implemented a turnaround

option within the previous two (2) school years pursuant to paragraph (5)(c) of this rule and except for schools

required to implement a new turnaround option pursuant to paragraph (7)(d) of this rule For schools entering a

planning year the district shall




httpwwwflbsiorg

3 Submit a TOP for State Board of Education approval

63




(b) The school year immediately following the planning year begins the turnaround implementation period for

Priority schools that do not improve their grade in the planning year For these schools the district must fully

implement the State Board of Education approved TOP The district will not be required to continue implementation

of its TOP if the school grade improves

(c) A school that earns a grade of ldquoFrdquo within two (2) years of raising its grade from an ldquoFrdquo must implement one

(1) of the turnaround options pursuant to Section 100833(4)(b)25 Florida Statutes at the start of the subsequent

school year

(d) In order to exit the Priority category a school must improve its letter grade In the year immediately

following the improvement from an ldquoFrdquo a A fFormer F school must continue to refine and submit its turnaround

plan pursuant to subsection (7) of this rule this requirement is in the school year immediately following the

improved grade in preparation for the possibility event that the school grade it returns to a grade of ldquoFrdquo in the

subsequent year compelling the school to and must implement a turnaround option pursuant to paragraph (5)(c) of

this rule Additionally a Former F school shall sustain for three (3) years the activities and strategies outlined in the

SIP that contributed to its improvement which shall be monitored by the Department

(6) Turnaround options are as follows

(a) District-managed Turnaround (DMT) Convert to a district-managed turnaround school

(b) Closure Reassign students to another school or schools and monitor progress of each reassigned student

(c) Charter Close and reopen the school as one or more charter schools each with a governing board that has a

demonstrated record of effectiveness

(d) External Operator Operation Contract with an outside entity that has a demonstrated record of

effectiveness to operate the school and

(e) Hybrid Implement a hybrid of turnaround options 1-4 or other turnaround models that have demonstrated

record of effectiveness

(7) Turnaround Option Plans For each school required to plan for turnaround pursuant to paragraphs (4)(b)

(5)(a) and (7)(d) tTurnaround plans shall be developed by the district in three phases according to the Departmentrsquos

prescribed deadlines in three (3) phases during the turnaround planning year for each school required to plan for

64

turnaround pursuant to paragraphs (4)(b) (5)(a) and (7)(d) of this rule Each year the Department shall publish

notice of the deadlines for each phase of turnaround plan submission The notice shall allow a minimum of ninety

(90) days after the school grade is posted for submission of phase one a minimum of sixty (60) days after the phase

one deadline for submission of phase two and require phase three upon the start of the school year in which

turnaround implementation begins

(a) Phase one ndash selection Districts shall complete phase one by selecting a turnaround option and submitting

Form TOP-1 through the Departmentrsquos web site at httpwwwflbsiorg

(b) Phase two ndash planning Districts shall complete phase two by developing a draft for review and feedback of

the RED and submitting a completed plan for implementing the selected option using Form TOP-2 Form TOP-2

shall be submitted at httpwwwflbsiorg and shall be approved or denied by the State Board of Education

(c) Phase three ndash implementation Phase three is required only for schools that do not improve the school grade

and must implement the turnaround plan Districts shall complete phase three by incorporating any revisions into

Form TOP-2 which shall become the official turnaround plan on record and by implementing the plan

(d) If a school does not improve its grade following the second year of implementing a turnaround option the

school district must implement a different turnaround option at the beginning of the subsequent school year The

district does not receive an additional planning year but must follow the requirements of paragraphs (7)(a)-(c) of

this rule to develop the new plan during the second year of its current turnaround implementation

(e) In the schools described in paragraph (7)(d) of this rule the State Board of Education may grant additional

time for the district to implement its current TOP if the district demonstrates the school grade is likely to increase

given more time Using the forms and process outlined in paragraphs (7)(a)-(c) of this rule the district may request

additional time and shall provide evidence of improvement under its current TOP outline any changes in activities

and strategies that will occur in the following year should additional time be granted and assure timely

implementation of an alternate turnaround option should the request be denied

(8) The State Board of Education shall approve a turnaround option plan submitted under paragraph (7)(b) when

the plan

(a) is submitted on Form TOP-2

(b) addresses each of the requirements of Form TOP-2 by describing the action the district has taken or plans to

take to fulfill the requirements the rationale for the action and the data sources used to make decisions and monitor

progress

65

(c) includes evidence of stakeholder engagement and community involvement during the turnaround option

selection process

(d) includes a timeline for the transition

(e) includes research on the selected programs for all turnaround options except closure

(f) includes a listing of possible external partners research on the selected external partners and copies of all

correspondence with external partners for the turnaround options of charter and external operator and

(g) is found by the Board to create the conditions to improve the schoolrsquos grade during the two year

implementation period

(9) (8) Forms The following forms are hereby incorporated by reference Form DA-1 Checklist for Districts

with Focus or Priority Schools (July 2013) [insert link] Form DA-2 Checklist for Focus and Priority Schools (July

2013) [insert link] Form DIAP-1 District Improvement and Assistance Plan (July 2013) [insert link] Form SIP-1

School Improvement Plan (SIP) (July 2013) [insert link] Form TOP-1 Turnaround Option Selection (Phase 1) (July

2013) [insert link] Form TOP-2 Turnaround Option Plan ndash Phases 2 amp 3 (July 2013) [insert link] All forms may

be obtained by contacting the Bureau of School Improvement K-12 Public Schools Department of Education 325

West Gaines Street Tallahassee Florida 32399

(10) (9) Failure to comply with the requirements of this rule will subject a district to the remedies provided in


Rulemaking Authority 100102(1) 100142(18)(a) 100833 FS Law Implemented 100142(18)(a) 100640(2)

100833 1008345 10122315 FS HistoryndashNew 8-11-10 Amended_________

66

FLLORIDA DEPARTTMENT OOF EDUCCATION

Forrm DA-11 Diffeferentiateed Accoountabiliity

CChecklisst for Districts wwith Focuus or Prriority Scchools

RED District District Contact Information

Purpose

Differentiated Accountability (DA) Checklist for Districts with Focus or Priority Schools

The purpose of this document is to guide the districtrsquos school improvement planning discussions throughout the year and coordinate strategies and resources to assist the lowest-performing schools

Instructions

Initial Planning Meeting Before the beginning of the school year the Regional Executive Director (RED) shall schedule an initial planning meeting with district department leaders to review the DA school improvement process and requirements for Focus and Priority schools At the initial meeting the RED and district department leaders shall schedule the monthly planning meetings for the remainder of the school year

Monthly Planning Meetings The RED shall communicate with district leaders prior to each monthly planning meeting and identify key topics for discussion and deliverables that will be reviewed from the eight themes listed below

Requirements and Deliverables All deliverables are organized into one of the following thematic ldquopacketsrdquo

1 Recruitment and Retention 2 Instructional Coaching 3 Student Data 4 Progress Monitoring Assessments 5 District Improvement and Assistance Plan 6 Common Planning 7 School Improvement Plan Monitoring 8 Educator Quality

The district shall demonstrate compliance with the requirements listed within each packet by providing the stated evidence of completion This form and all deliverables required by this form shall be maintained by the district and provided to the RED upon request Deadlines may be modified upon agreement of the RED and district leadership and documented in this form If a requirement is not met by the deadline the district shall identify the strategies it will use to meet the requirement the expected completion date and the person responsible

da-1 as amendeddocx Incorporated by reference in 6A-1099811 FAC (July 2013) Page 2



Deliverable Recruitment and Retention Packet

Deadline August 1 - Recruitment and Retention Plan and Pool February 3 ndash Update on Mid-Year Vacancies

Requirements Satisfied

Educator Quality

D01 The district shall develop a plan to encourage teachers and instructional coaches with a record of increasing learning gains to remain at or transfer to lower-performing schools

D02 The district shall not assign to Focus or Priority schools a higher percentage than the school district average of temporarily certified teachers teachers in need of improvement or out-of-field teachers pursuant to Section 10122315(2) FS

D03 The district shall create and maintain a pool of highly qualified reading mathematics and science teachers and instructional coaches to serve in Differentiated Accountability schools

D04 The district shall ensure the school is fully staffed by the first day of school D05 The district shall ensure mid-year vacancies are filled

Evidence of Completion Current Status

Shall include

Position control document for each vacant position Plan for filling the position(s) in a timely manner Data comparing percentage of temporarily certified ldquoneeds

improvementrdquo or out-of-field teachers at the school to district averages Evidence of a differentiated pay policy pursuant to s 101222 FSmdash

Collective Bargaining Agreement or Memorandum of Understanding or Letter of assurance of good-faith bargaining

May include

List of highly-qualified candidates in pool Evidence of recruitment efforts Other

In Progress Complete

If not complete identify Person(s) Responsible Expected Date of Completion Strategies to Attain Completion


Deliverable Instructional Coaching Packet

Deadline August 1 - Assignment of Coaches Throughout the Year ndash Monitoring


Multi-Tiered System of Supports

D05 The district shall provide a reading coach mathematics coach and science coach to develop and model effective lessons lead lesson study analyze data and provide professional development on Common Core State Standards (CCSS) and Next Generation Sunshine State Standards (NGSSS)

D06 The district leadership team shall monitor instructional coachesrsquo daily logs of activities


Shall include

Position control document for each coaching position List of coaches assigned to each school Monthly coaching calendars

May include

Monitoring plan Summary and feedback provided to each school Other





Deliverable Student Data Packet

Deadline August 1 - Data Systems Plans and Processes Throughout Year - Monitoring



D07 The district shall implement Floridarsquos Continuous Improvement Model (FCIM) at the district level and monitor implementation at the school level

D08 The district shall promote the continuous use of student data to meet the academic needs of individual students through implementation of FCIM

D09 The district shall use a problem-solving process within a Multi-Tiered System of Supports (MTSS) to analyze progress monitoring data in reading writing mathematics and science through progress monitoring assessments to inform instruction

D10 The district shall ensure real-time access to student achievement data D11 The district administration shall ensure data chats are conducted between district administration and school administration school

administration and teachers and teachers and students following progress monitoring assessments


Shall include

Data system(s) used to provide district personnel school administrators teachers and parents with current student data

May include

MTSS plan with district- and school-level protocols District data review process and calendar District and school data chat process forms and calendars Revised district pacing guides Revised school focus calendars Other






Deliverable Progress Monitoring Assessments Packet

Deadline August 1



D12 The district shall prescribe progress monitoring assessments in reading writing mathematics and science for Florida Comprehensive Assessment Test (FCAT) 20 level 1-3 students

D13 The district shall ensure FCAT 20 level 1-3 students participate in the Florida Assessments for Instruction in Reading (FAIR) or another diagnostic reading assessment that meets the requirements of B32

D14 The district shall submit evidence that its progress monitoring assessments clearly indicate student and subgroup performance in the areas to be assessed annually as outlined in Section 100834 FS

D15 The district shall submit evidence that its progress monitoring assessments are predictive to statewide assessments and provide valid and reliable data to be used by schools to support intervention and acceleration for students


Shall include

Assessment calendar with assessment titles listed Evidence that assessment data can be disaggregated by subgroup Evidence that progress monitoring assessments are predictive to statewide assessments

Data from previous school year(s) showing correlation to FCAT 20 performance Technical papers from an assessment company that illustrate the correlation to FCAT 20 performance

May include

Other






Deliverable District Improvement and Assistance Plan

Deadline September 3 ndash Draft to RED September 30 ndash Initial Submission February 17 ndash Mid-year Reflection


School Improvement Planning

D16 The district shall develop and implement a District Improvement and Assistance Plan (DIAP) according to the requirements of Form DIAP-1

D17 The district shall create a district-based leadership team D18 The district shall dedicate a position to lead the turnaround effort at the district level The selected employee shall report directly to the

superintendent and directly supervise principals at Focus and Priority schools


D19 The district leadership team shall establish a MTSS through district-wide consensus building infrastructure development and implementation

D20 The district shall provide increased learning time for each priority school as defined in Rule 6A-1099811(2)(m) FAC D21 The district shall ensure schools which data demonstrates the greatest need receive the highest percentage of resources D22 The district shall clearly demonstrate in the DIAP how it is aligning initiatives and resources based upon school needs D23 The district shall develop instructional pacing guides that are aligned to the CCSS or NGSSS in reading writing mathematics and

science


Shall include

Draft DIAP-1 submitted to RED on paper or in the online system located at httpwwwflbsiorg DIAP-1 Initial Submission completed in the online system DIAP-1 Mid-year Reflection completed in the online system






Deliverable Common Planning Packet

Deadline September 1

Requirement Satisfied


D24 The district shall ensure appropriate resources are allocated to redesign the master schedule to allow for common planning time as defined in Rule 6A-1099811(2)(d) FAC The time shall allow grade-level teachers at the elementary level and subject-area teachers at the secondary level to meet within and across grades and subjects at the same time and shall include time for data-based decision making problem-solving and professional development on CCSS NGSSS and lesson study If the master schedule prevents lesson study from occurring during common planning time the district shall establish weekly lesson study implementation after school for a minimum of one hour a week


Shall include

Master schedule for each school

May include

Weekly lesson study schedule Other






Deliverable School Improvement Plan Monitoring Packet

Deadline October 15 - Review and Approval Throughout Year - Monitoring



D25 The district shall review and monitor the implementation of School Improvement Plans (SIPs) pursuant to Section 100142(18)(a) FS


Shall include

School Board minutes from meeting where SIPs were approved

May include

Sign-in sheets from Instructional Reviews (IRs) showing district participation Other






Deliverable Educator Quality Packet

Deadline February 28 - List of Administrators August 1 - Decisions with Justifications


Educator Quality

D26 The district in collaboration with the Department shall review members of each school leadership team and replace members as necessary based upon overall school performance

D27 The district shall ensure the principal and assistant principal(s) at each school have a record of increasing student achievement The principal shall also have a record of turning around a similar school

D28 The district with assistance from the Department shall review and replace teachers who have not contributed to increased learning gains of 65 or higher in reading or mathematics or to improving the schoolrsquos overall performance


Shall include

List of current administrators and their assignments for the past four years Justifications with corresponding data for keeping or replacing principals assistant principals and teachers

May include

Other



da-1 as amendeddocx Incorporated by reference in 6A-1099811 FAC (July 2013) 0


Diffeferentiateed Accoountabiliity

Forrm DA-22

Rule 6A-1099811

Chhecklist for Focuus and PPriority SSchools Effective July 2013

RED School School Contact Information

Purpose

Differentiated Accountability (DA) Checklist for Focus and Priority Schools

The purpose of this document is to guide school improvement planning discussions throughout the year and coordinate strategies and resources that will lead to increased student achievement at the school

Instructions

Instructional Reviews

Pursuant to Rule 6A-1099811 FAC the Instructional Review (IR) is the process used by the DA Regional Team in collaboration with school and district leadership teams to review a schoolrsquos historical performance data conduct observations of instructional delivery and develop a school improvement action plan to address instructional concerns Prior to the start of the school year the Regional Executive Director (RED) shall schedule an initial IR with district personnel and the school leadership team to review the DA school improvement process and requirements for the Focus or Priority school including establishing a calendar for subsequent IRs and site visits by DA Regional Team members for the remainder of the school year

Requirements and Deliverables All deliverables are organized into one of two thematic ldquopacketsrdquomdash

1 School Improvement Plan (SIP) 2 Instructional Review

The school shall demonstrate compliance with the requirements listed within each packet by providing the stated evidence of completion This form and all deliverables required by this form shall be maintained by the school and provided to the RED upon request Deadlines may be modified upon agreement of the RED and district leadership and documented in this form If a requirement is not met by the deadline the school shall identify the strategies it will use to meet the requirement the expected completion date and the person responsible

Form DA-2 Rule 6A-1099811 FAC (July 2013) Page 2



Deliverable School Improvement Plan

Deadline September 3 ndash Draft to RED October 15 ndash Initial Submission February 17 ndash Mid-Year Reflection



S01 The school shall update its SIP annually in accordance with Section 100142(18) FS to align progress monitoring data to new targets and strategies using the departmentrsquos online template Form SIP-1 pursuant to Rule 6A-1099811 FAC

S02 The school shall create a literacy leadership team pursuant to Rule 6A-6053(3) FAC


S03 The school shall complete a mid-year analysis of progress

Educator Quality

S04 The school shall ensure all teachers are certified in-field and are highly qualified as evidenced by a High Objective Uniform State Standard of Evaluation (HOUSSE) for the academic course assigned pursuant to 20 USC sect 7801(23)

S05 The school shall ensure all paraprofessionals are highly qualified


Shall include

Draft SIP-1 submitted to RED on paper or in online system located at httpwwwflbsiorg SIP-1 Initial Submission completed in the online system SIP-1 Mid-year Reflection completed in the online system






Deliverable Instructional Review Packet and Participation

Deadline Throughout the Year



S06 The School Advisory Council (SAC) shall review and monitor the implementation of the SIP S07 The school leadership team shall monitor the implementation of the SIP S08 The school shall provide updates three times per year (baseline mid-year and end-of-year) on the implementation of the SIP to the SAC

and make updates to the SIP as needed S09 The school shall implement the district K-12 Comprehensive Researched-Based Reading Plan


S10 The school shall implement a Multi-tiered System of Supports (MTSS) S11 The school shall participate in the district-developed comprehensive instructional monitoring process S12 The school leadership team shall monitor instructional coachesrsquo daily logs of activities S13 The school shall ensure students are properly placed in rigorous coursework S14 The school shall develop and implement a comprehensive Florida Continuous Improvement Model (FCIM) which includes an FCIM

calendar and focus lessons curriculum pacing guide and a schedule for progress monitoring data collection and analysis


Shall include

Materials prepared for the Instructional Review (eg PowerPoint presentations handouts benchmark assessment data) Sign-in sheets from the Instructional Review Modified SIP or action plan






DDIAP-1 Disstrict Immprovemment and Assistannce Plann

Rule 6A-1099811

Effective July 2013

This is a paper vversion of the onlin e template

District Improvement and Assistance Plan (DIAP) This is a paper version of the online template

Purpose

The purpose of this document is to guide the district-level school improvement planning and problem-solving process throughout the year and coordinate strategies and resources at the district level that will lead to increased student achievement in Focus and Priority schools The plan also includes required components of the Title III District Improvement Plan under Section 3122(b)(2) PL 107-110 NCLB codified at 20 USC sect 6842

Instructions

Initial Submission

This document shall be completed and submitted online in the Bureau of School Improvement (BSI) District Improvement and Assistance Plan web application The deadline for initial submission will be posted at httpwwwflbsiorg prior to the start of the school year allowing notice of at least 30 days

Mid-Year Reflection

While there is a deadline each school year by which the district improvement plan must be initially completed it is for archivalresearch purposes only The DIAP is intended to be a ldquolivingrdquo document allowing districts to continually problem-solve how best to reach their goals and adjust strategies and resources as necessary to improve student achievement in identified schools To encourage these ongoing discussions the template includes a mid-year reflection to be completed within 30 days after the release of mid-year assessment data

Form DIAP-1 Rule 6A-1099811 FAC (July 2013) Page 2


Part I District Improvement Planning

A District Leadership Team

Provide the following contact information for each member of the district leadership team including the position dedicated to leading the turnaround effort at the district level

1 Employeersquos Name 2 Position Title 3 Email Address 4 Phone Number 5 Function and Responsibility

B Plan Development and Stakeholder Involvement

Summarize the process used to write this plan including how parents school staff and others were involved If applicable describe the Community Assessment Teamrsquos (CAT) role in the development of this plan pursuant to Section 1008345(6)(d)

C Multi-Tiered System of Supports (MTSS) Response to InstructionIntervention (RtI)

1 Describe your districtrsquos data-based problem-solving processes for the implementation and monitoring of your DIAP 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 Describe the function and responsibility of each member of the district leadership team as it relates to MTSS and DIAP 3 Describe the systems in place the leadership team uses to monitor the districtrsquos MTSS and DIAP 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 (eg behavior attendance) 5 Describe the plan to support staffrsquos understanding of MTSS and build capacity in data-based problem solving 6 Describe the plan for ldquoincreased learning timerdquo or ldquoextended dayrdquo as defined in paragraph (2)(m) of Rule 6A-1099811 FAC in your

districtrsquos Priority schools Include a description of the specific activities and number of total minutes each will contribute



Part II Alignment of Strategies and Resources to Support Teaching and Learning

A Strategies and Support for Targeted Student Subgroups

1 Review the districtrsquos Annual Measurable Objective (AMO) most recent outcomes report at httpschoolgradesfldoeorg Address the following questions for each subgroup not meeting targets in reading or mathematics pursuant to paragraph (2)(a) in Rule 6A-1099811 FAC Consider the special needs of subgroups that may not be represented on your district AMO report a) What does research suggest about the specific learning needs of the student subgroups not meeting targets b) Why did the previous plan not sufficiently meet these needs

2 Engage in a problem-solving process using the following prompts Step 1 Identify goal(s) to help you achieve your AMO targets Select which subgroup(s) and content area(s) the 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 (eg 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 when how) 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 when how) Step 7 Determine how strategies will be monitored for effectiveness (including who what when how) Step 8 Determine how progress towards each goal will be monitored (including who what when how)

B Alignment of Needs and Resources

Based on school and student performance data at your Focus and Priority schools describe the process the district will use to align strategies initiatives and resources to ensure schools demonstrating the greatest need receive the highest percentage of resources



C Reading Resources

Districts are required to annually submit a comprehensive reading plan detailing the specific use of their research-based reading instruction allocation for review and approval by the Just Read Florida Office in accordance with Section 101162(9)(d) FS

The district has an approved K-12 Comprehensive Researched-Based Reading Plan

D Writing Resources

List and describe the core and supplemental writing programs the district will use at the elementary middle and high school levels

The districtrsquos master plan of inservice activities created and submitted in accordance with Section 101298(4)(b)4 FS supports the writing programs listed above

E Mathematics Resources

List and describe the core and supplemental mathematics programs the district will use at the elementary middle and high school levels

The districtrsquos master plan of inservice activities created and submitted in accordance with Section 101298(4)(b)4 FS supports the mathematics programs listed above

F Science Resources

List and describe the core and supplemental science programs the district will use at the elementary middle and high school levels

The districtrsquos master plan of inservice activities created and submitted in accordance with Section 101298(4)(b)4 FS supports the science programs listed above

G Curriculum Alignment and Pacing

Upload the districtrsquos instructional pacing guides that are aligned to the Common Core State Standards (CCSS) or Next Generation Sunshine State Standards (NGSSS) for reading writing mathematics and science



Part III Mid-Year Reflection

Reflect on the plan created through the problem-solving process at the beginning of the year and answer the following questions for each goal Has the goal been achieved

o If yes what evidence do you see to indicate you have achieved the goal o If no is desired progress being made to accomplish the goal

If yes what evidence do you see to indicate desired progress has been made to accomplish the goal If no have the originally targeted barriers been eliminated or reduced

If yes what evidence do you see to indicate barriers have been eliminated or reduced If no are the original strategies being implemented with fidelity as designed

o If yes re-engage the problem solving process at Step 4 making edits as needed to Part II of the DIAP o If no engage in a problem solving process around implementation fidelity of the original plan and make edits as

desired to Part II of the of the DIAP


r



SIP-1 Schoool Improovementt Plan (SSIP)

Rule 6A-1099811 Effective July 2013

This is a paper version of the onliine template availaable at httpwwwfflbsiorg

School Improvement Plan (SIP) This is a paper version of the online template available at httpwwwflbsiorg

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 USC sect 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 The deadline for initial submission will be posted at httpwwwflbsiorg prior to the start of the school year allowing notice of at least 30 days The application has built-in logic that will determine which questions are required based on the schoolrsquos 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 archivalresearch purposes only The SIP is intended to be a ldquolivingrdquo 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 also encouraged to update school information in Part I as changes are made throughout the school year

Form SIP-1 Rule 6A-1099811 FAC (July 2013) Page 2


Part I Current School Status

A School Information

1 School-Level Information a) School b) Principalrsquos name c) School Advisory Council chairrsquos name d) Names and position titles of the School-based Leadership Team

2 District-Level Information a) District b) Superintendentrsquos name c) Date of school board approval of SIP

B School Advisory Council (SAC)

This section meets the requirements of Section 1114(b)(1) PL 107-110 NCLB codified at 20 USC sect 6314(b) 1 Describe the membership of the SAC including position titles 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 1001452 FS 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 6 If no describe the measures being taken to comply with SAC requirements

C Highly Qualified Staff

This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E) PL 107-110 NCLB codified at 20 USC sect 6314(b)

1 Administrators

a) Administrators b) Receiving Effective rating or higher (percentage will auto-calculate)



c) For each of your schoolrsquos administrators (principal and all assistant principals) complete the following fields 1) Name 2) Credentials (degrees and certifications) 3) Number of years as an administrator 4) Number of years at the current school 5) Performance record of increasing student achievement throughout their career which should include their history of school

grades FCATstatewide assessment performance (ie percentage data for achievement levels learning gains improvement of lowest 25th percentile in reading and mathematics pursuant to Section 100834(3)(b) FS) and progress toward Annual Measurable Objectives (AMOs)

2 Instructional Coaches

a) Instructional Coaches b) Receiving Effective rating or higher (percentage will auto-calculate) c) For each of your schoolrsquos instructional coaches complete the following fields

1) Name 2) Full-time or Part-time 3) School-based or District-based 4) Subject area 5) Credentials (degrees and certifications) 6) Number of years as an instructional coach 7) Number of years at the current school 8) Performance record of increasing student achievement throughout their career which should include their history of school

grades FCATstatewide assessment performance (ie percentage data for achievement levels learning gains improvement of lowest 25th percentile in reading and mathematics pursuant to Section 100834(3)(b) FS) and progress toward AMOs

3 Classroom Teachers a) of classroom teachers b) receiving effective rating or higher (percentage will auto-calculate) c) Highly Qualified Teacher (HQT) as defined in 20 USC sect 7801(23) (percentage will auto-calculate) d) certified in-field pursuant to Section 10122315(2) FS (percentage will auto-calculate) e) ESOL endorsed (percentage will auto-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)

4 Education Paraprofessionals pursuant to s 101201(2)(e) a) of paraprofessionals b) Highly Qualified as defined in 20 USC sect 7801(23) (percentage will calculate)

5 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)

6 Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E) PL 107-110 NCLB codified at 20 USC sect 6314(b) Describe your schoolrsquos strategies to recruit and retain highly qualified certified-in-field effective teachers to the school include the person

responsible

7 Teacher Mentoring ProgramPlan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F) PL 107-110 NCLB codified at 20 USC sect 6314(b) Describe your schoolrsquos teacher mentoring programplan including the rationale for pairings and the planned mentoring activities

8 Multi-Tiered System of Supports (MTSS) Response to InstructionIntervention (RtI)

This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C) PL 107-110 NCLB codified at 20 USC sect 6314(b)

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

b) What is the function and responsibility of each school-based leadership team member as related to the schoolrsquos MTSS and the SIP c) Describe the systems in place that the leadership team uses to monitor the fidelity of the schoolrsquos MTSS and SIP d) 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 (eg behavior attendance) e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents



9 Increased Learning TimeExtended Learning Opportunities

This 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) PL 107-110 NCLB codified at 20 USC sect 6314(b) Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum (eg 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) Describe what data is collected and how it is analyzed to determine effectiveness of strategies including persons responsible

10 Literacy Leadership Team (LLT)

This section meets requirements of Rule 6A-6053(3) FAC a) Identify the names and positions titles of the members of your school-based LLT b) Describe how the school-based LLT functions (eg meeting processes roles functions) c) What will be the major initiatives of the LLT this year

11 Every Teacher Contributes to Reading Improvement

This section is required for schools with grades 6-12 per Section 1003413(2)(b) FS Describe how the school ensures every teacher contributes to the reading improvement of every student

12 Preschool Transition

This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D) PL 107-110 NCLB codified at 20 USC sect 6314(b) This section is required for schools with grades K-2 Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable

13 College and Career Readiness

This section is required for secondary schools per Sections 1003413(2)(g)(h) and (j) and 100837(4) FS This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc) PL 107-110 NCLB codified at 20 USC sect 6314(b)

a) How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future

b) How does the school promote academic and career planning including advising on course selections so that each studentrsquos course of study is personally meaningful



c) 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-10038 FAC

Part II Expected Improvements

This section meets the requirements of Sections 1114(b)(1)(A)(H) and (I) and 1115(c)(1)(A) PL 107-110 NCLB codified at 20 USC sect 6314(b) For each data point below unless otherwise directed in this form list the current year status (number and percentage) and the target (percentage) for next year These are schoolwide data not disaggregated by grade level FAA and CELLA data shall be considered by schools with 10 or more students taking the assessment

A Area 1 Reading

1 Annual Measurable Objectives (AMOs) scoring at or above Level 3 on FCAT 20 or scoring at or above Level 4 on FAA a) All Students b) American Indian c) Asian d) Black e) Hispanic f) White g) English language learners h) Students with disabilities i) Economically disadvantaged

2 Florida Comprehensive Assessment Test 20 (FCAT 20) a) Students scoring at Achievement Level 3 b) Students scoring at or above Achievement Level 4

3 Florida Alternate Assessment (FAA) a) Students scoring at Levels 4 5 and 6 b) Students scoring at or above Level 7

4 Learning Gains a) Students making learning gains (FCAT 20 and FAA) b) Students in lowest 25 making learning gains (FCAT 20)



5 Comprehensive English Language Learning Assessment (CELLA) a) Students scoring proficient in listeningspeaking (students speak in English and understand spoken English at grade level in a manner

similar to non-ELL students) b) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ELL students) c) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ELL students)

6 Postsecondary readiness The following data shall be considered by high schools

a) On-time graduates scoring ldquocollege readyrdquo on the Postsecondary Education Readiness Test (PERT) or any college placement test authorized under Rule 6A-100315 FAC

B Area 2 Writing

1 Florida Comprehensive Assessment Test 20 (FCAT 20) Students scoring at or above 35 2 Florida Alternate Assessment (FAA) Students scoring at or above Level 4

C Area 3 Mathematics

1 Elementary and Middle School Mathematics The following data shall be considered by elementary and middle schools

a) Annual Measurable Objectives (AMOs) scoring at or above Level 3 on FCAT 20 and EOC assessments or scoring at or above Level 4 on FAA

1) All Students 2) American Indian 3) Asian 4) Black 5) Hispanic 6) White 7) English language learners 8) Students with disabilities 9) Economically disadvantaged

b) Florida Comprehensive Assessment Test 20 (FCAT 20) 1) Students scoring at Achievement Level 3 2) Students scoring at or above Achievement Level 4



c) Florida Alternate Assessment (FAA) 1) Students scoring at Levels 4 5 and 6 2) Students scoring at or above Level 7

d) Learning Gains 1) Students making learning gains (FCAT 20 EOC and FAA) 2) Students in lowest 25 making learning gains (FCAT 20 and EOC)

2 Middle School Acceleration (This target includes Algebra I Geometry and Biology)

The following data shall be considered by middle schools a) Middle school participation in high school EOC and industry certifications b) Middle school performance on high school EOC and industry certifications

3 High School Mathematics The following data shall be considered by high schools

a) Annual Measurable Objectives (AMOs) scoring at or above Level 3 on EOC assessments or scoring at or above Level 4 on FAA 1) All Students 2) American Indian 3) Asian 4) Black 5) Hispanic 6) White 7) English language learners 8) Students with disabilities 9) Economically disadvantaged

b) Florida Alternate Assessment (FAA) 1) Students scoring at Levels 4 5 and 6 2) Students scoring at or above Level 7

c) Learning Gains 1) Students making learning gains (EOC and FAA)

2) Students in lowest 25 making learning gains (EOC)



d) Postsecondary readiness - On-time graduates scoring ldquocollege readyrdquo on the Postsecondary Education Readiness Test (PERT) or any college placement test authorized under Rule 6A-100315 FAC

4 Algebra I End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Algebra I EOC

a) Students scoring at Achievement Level 3 b) Students scoring at or above Achievement Level 4

5 Geometry End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Geometry EOC


D Area 4 Science

1 Elementary School Science The following data shall be considered by elementary schools

a) Florida Comprehensive Assessment Test 20 (FCAT 20) 1) Students scoring at Achievement Level 3 2) Students scoring at or above Achievement Level 4


2 Middle School Science The following data shall be considered by middle schools





3 High School Science The following data shall be considered by high schools

a) Florida Alternate Assessment (FAA) 1) Students scoring at Levels 4 5 and 6 2) Students scoring at or above Level 7

4 Biology I End-of-Course Assessment (EOC) The following data shall be considered for schools with students taking the Biology I EOC


E Area 5 Science Technology Engineering and Mathematics (STEM)

1 All levels a) of STEM-related experiences provided for students (eg robotics competitions field trips science fairs) b) Participation in STEM-related experiences provided for students

2 High schools The following data shall be considered by high schools

a) Students enrolling in one or more accelerated STEM-related courses b) Completion rate () for students enrolled in accelerated STEM-related courses c) Students taking one or more advanced placement exams for STEM-related courses d) Passing rate () for students who take advanced placement exams for STEM-related courses e) CTE-STEM program concentrators f) Students taking CTE-STEM industry certification exams g) Passing rate () for students who take CTE-STEM industry certification exams

F Area 6 Career and Technical Education (CTE)

The following data shall be considered by middle and high schools 1 Students enrolling in one or more CTE courses 2 Students who have completed one or more CTE courses who enroll in one or more accelerated courses 3 Completion rate () for CTE students enrolled in accelerated courses 4 Students taking CTE industry certification exams 5 Passing rate () for students who take CTE industry certification exams



6 CTE program concentrators 7 CTE teachers holding appropriate industry certifications

G Area 7 Social Studies (Area 7 will not be completed in 2013-14)

1 US History End-of-Course Assessment (EOC) The following data shall be considered in 2014-15 for schools with students taking the US History EOC in 2013-14


2 Civics End-of-Course Assessment (EOC) The following data shall be considered in 2015-16 for schools with students taking the Civics EOC in 2014-15


H Area 8 Early Warning Systems

1 Elementary School Indicators The following data shall be considered by elementary schools

a) Students who miss 10 percent or more of available instructional time b) Students retained pursuant to s 100825(4)(c) FS c) Students who are not proficient in reading by third grade d) Students who receive two or more behavior referrals e) Students who receive one or more behavior referrals that lead to suspension as defined in s100301(5) FS

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

a) Students who miss 10 percent or more of available instructional time b) Students who fail a mathematics course c) Students who fail an English Language Arts course d) Students who fail two or more courses in any subject e) Students who receive two or more behavior referrals f) Students who receive one or more behavior referrals that lead to suspension as defined in s100301(5) FS



3 High School Indicators The following data shall be considered by high schools

a) Students who miss 10 percent or more of available instructional time b) Students in ninth grade with one or more absences within the first 20 days c) Students in ninth grade who fail two or more courses in any subject d) Students with grade point average less than 20 e) Students who fail to progress on-time to tenth grade f) Students who receive two or more behavior referrals g) Students who receive one or more behavior referrals that leads to suspension as defined in s100301(5) FS

4 Graduation The following data shall be considered by high schools per Section 100353 FS If a school has significantly lower graduation rates for a subgroup when compared to the statersquos graduation rate that schoolrsquos improvement plan is required to include strategies for improving these results pursuant to Section 100142(18) FS Graduation rates for the state district and school by subgroup are available in the AMO Outcomes Report

a) Students dropping out of school as defined in s100301(9) FS b) Students graduating in 4 years using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34

CFR sect 20019(b) c) Academically at-risk students graduating in 4 years as defined in Rule 6A-109981 FAC d) Students graduating in 5 years using criteria defined at 34 CFR sect 20019(b)

I Area 9 Parent Involvement

Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G) PL 107-110 NCLB codified at 20 USC sect 6314(b) 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)

J Area 10 Additional Targets

This section is optional and may be used as needed for data targets in areas not already addressed in the SIP



K Problem-Solving

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 the prior school year The special needs of subgroups not addressed in the AMO report (eg 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

1 Step 1 Identify goal(s) to help you achieve your targets (Select one or more Areas each goal addresses) 2 Step 2 Brainstorm which resources are available to support the goal and barriers that could prevent achieving the goal prioritize barriers 3 Step 3 Choose some barriers to address based on alterable elements of curriculum instruction environment and organizational systems

(eg those which have the most impact on the goal if removed or are immediately actionable) 4 Step 4 Brainstorm and prioritize strategies that could be used to eliminate or reduce each targeted barrier 5 Step 5 Identify action steps (including who what when and evidence of completion) that will need to be taken to implement the

identified strategies 6 Step 6 Determine how strategies will be monitored for fidelity of implementation (including who what when and evidence of

completion) 7 Step 7 Determine how strategies will be monitored for effectiveness (including who what when and evidence of completion) 8 Step 8 Determine how progress towards each goal will be monitored (including who what when and evidence of completion)



Part III Coordination and Integration

This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H) PL 107-110 NCLB codified at 20 USC sect 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

Part IV Professional Development

This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F) PL 107-110 NCLB codified at 20 USC sect 6314(b) by demonstrating 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 States student academic achievement standards For each professional development activity identified in Part II as a strategy to eliminate or reduce a barrier to a goal provide the following information

A Related goal (select from drop-down of goals created in Part IIK) B Topic focus and content C Facilitator or leader D Participants (eg Professional Learning Community grade level schoolwide) E Target dates or schedule (eg early release day once a month) F Strategies for follow-up and monitoring including person responsible

Part V Budget

Based on the strategies identified during the problem-solving process create a budget for each school-funded activity including A Related goal (Select from drop-down of goals created in Part IIK) B Strategy C Type of resource (ie evidence-based programs or materials professional development technology or other) D Description of resources E Funding source F Amount needed



Part VI Mid-Year Reflection

This section meets the requirements of Sections 1114(b)(1)( B)(iii)(II) 1114(b)(1)(B)(iv) and 1115(c)(1) PL 107-110 NCLB codified at 20 USC sect 6314(b) This section is to be completed after mid-year assessment data is available Reflect on the plan created through the problem-solving process at the beginning of the year and answer the following questions for each goal created in Part IIK Has the goal been achieved




o If yes re-engage the problem solving process at Step 4 making edits as needed to Part II of the SIP o If no engage in a problem solving process around implementation fidelity of the original plan and make edits as

desired to Part II of the SIP


FLLORIDA DEPARRTMENT OF EEDUCATION Form TOP--1 TURNAROUUND OPTION SSELECTION (Phhase 1)


Datee Regiion Disttrict Name Dist phon

trict Contact Perso ne number amp ema

on ail

Schoool Name Scho phon

ool Contact Perso ne number amp ema

on ail

Schhool districts shaall complete onee TOP-1 for eacch school requireed to plan for tuurnaround pursuuant to paragraphhs (4)(b) (5)(a)) and (7)(d) of Rule 6A-10999811 FAC annd submit it to thhe Regional Exeecutive Directorr according to thhe deadline pres cribed by the deepartment

Instruuctions Pursuannt to Section 1008833 FS select the turnaround option your distrrict will implemennt in the next fulll school year shoould this school not immprove its grade and provide the rationale for thee selection includding a descriptioon of how you haave engaged stakeeholders in the seelection process and nnext steps to plann for implementattion

TU (Choose one by

URNAROUND O double-clicking i

OPTION in the respective bbox)

RATIONALEE STAKEHOLDDER ENGAGEMMENT AND NEEXT STEPS

1- DMT Con school A s consecutive managed tu

nvert to a district-school that earns a e years must imp urnaround option

-managed turnaro a grade of ldquoDrdquo fo lement the distric

ound or 3 ct-

2- Closure R schools and student

Reassign students d monitor progres

to another school ss of each reassig

l or ned

3- Charter C charter scho demonstrat

Close and reopen t ools each with a ed record of effec

the school as one governing board ctiveness

e or more that has a

4- External O that has a d operate the

Operator Contra demonstrated reco

school

act with an outside ord of effectivene

e entity ess to

5- Hybrid Im or other tur record of ef

mplement a hybrid rnaround models t ffectiveness

d of turnaround o that have demons

options 1-4 strated

Signaature

Superrintendent Date

top -1 ass amendeddocxx Incorporatedd by reference in RRule 6Andash1099811 FAC (July 2013))



FForm TOOP-2 Tuurnarounnd Optioon Plan --Phase ss 2 amp 3


District School Contact Information Date Submitted

Turnaround Option Plan (TOP) - Phases 2 amp 3 This is a paper version of the online template

Purpose and Instructions The purpose of this document is to guide districts as they plan for turnaround The resulting plan shall outline the actions the district has taken and plans to take should full implementation of the turnaround option be required in the following year

Turnaround plans shall be developed by the district according to the departmentrsquos prescribed deadlines during the turnaround planning year for each school required to plan for turnaround pursuant to paragraphs (4)(b) (5)(a) and (7)(d) of Rule 6A-1099811 FAC Districts shall complete phase two by developing and submitting a plan for implementing the selected option using Form TOP-2 which shall be approved or denied by the state board Phase three is required only for schools that do not improve the school grade and must implement the turnaround plan Districts shall complete phase three by incorporating any revisions into Form TOP-2 which shall become the official turnaround plan on record The district shall submit all forms to the Regional Executive Director (RED) Note The requirements of the TOP-2 are additional to the requirements of Form DA-2

Common Requirements Districts that choose to implement the district-managed turnaround charter external operation or hybrid models shall address the common requirements listed in the table titled ldquoOptions 1 3 4 and 5 Common Requirementsrdquo Options 1-5 referred to on this form are the same as those found on Form TOP-1

Option-Specific Requirements In addition to the common requirements districts shall also address the requirements in the applicable option-specific table(s)

Modification of the Common and Option-Specific Requirements of this form may be approved based upon the following

1 The request is made on this form 2 The request includes evidence that the modification will not impede school improvement 3 The request includes evidence that the modification is not contrary to statutory requirement

Action Statements For each requirement of the plan the district shall include a brief statement to describe the action the district has taken or plans to take to fulfill the requirement and the rationale for the action including data sources used to make decisions and monitor progress where needed The RED will complete the column to approve approve with reservation or disapprove and provide comment for each action statement

Additional Deliverables The following deliverables if applicable to the selected option shall be prepared by the district during the turnaround planning year and made available upon request Evidence of stakeholder engagement and community involvement during the turnaround option selection process (all options) Timeline for transition (all options) Research on selected programs (options 1 3 4 and 5) List of possible external partners and research on selected external partners (options 3 and 4) Copies of correspondence with external partners (options 3 and 4)

Form Top-2 Rule 6A-1099811 FAC (July 2013) Page 2



Options 1 3 4 and 5 Common Requirements This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

T1 The district shall create a district-based leadership team that includes the superintendent associate superintendent(s) of curriculum general and special education leaders curriculum specialists behavior specialists student services personnel human resources and professional development leaders and specialists in other areas relevant to the schools circumstances such as assessment English Language Learners and gifted learners (s 1008345 FS)

Person Responsible Start and End Date Funding Source and Amount

Agree Agree with Reservation Disagree

Comments

T2 The district shall recruit representatives of the community including the RED parents educators local government and business representatives and community activists to establish a Community Assessment Team (s 1008345 FS) to review school performance data determine the cause for low performance and advise the district on its District Improvement and Assistance Plan (DIAP)



Comments





T3 The district shall demonstrate its Person Responsible Agree efforts to improve engagement by Start and End Date Agree with Reservation

offering a number of parent meetings Funding Source and Amount Disagreeheld at times convenient for the

parents or guardians Comments

T4 The district leadership team shall Person Responsible Agree develop support and facilitate the Start and End Date Agree with Reservation

implementation of policies and Funding Source and Amount Disagreeprocedures that guide school-based

teams with direct support systems Comments

T5 The district shall adopt a new governance structure for the school which may include but is not limited to requiring the school to report to a new ldquoturnaround officerdquo in the district or appointing a ldquoturnaround leadrdquo at the district level who reports directly to the superintendent and directly supervises the principal



Comments

T6 The district shall give the school sufficient operating flexibility in areas such as staffing scheduling and budgeting to fully implement a comprehensive approach to substantially improve student achievement outcomes and increase graduation rates in high schools



Comments





T7 The district shall employ a Person Responsible Agree reliable system to reassign or replace Start and End Date Agree with Reservation

the majority of the instructional staff Funding Source and Amount Disagreewhose studentsrsquo failure to improve

can be attributed to the faculty Comments

T8 The district shall ensure teachers Person Responsible Agree are not rehired at the school unless Start and End Date Agree with Reservation

they are effective or highly effective Funding Source and Amount Disagreeinstructors as defined in Section

101234 FS Comments

T9 The district shall identify the new or revised instructional programs for reading writing mathematics and science the research base that shows it to be effective with high-poverty at-risk students and how they are different from the previous programs



Comments

T10 The district shall provide the decision-making process for selecting the new or revised instructional programs



Comments

T11 The district shall provide the Person Responsible Agree rationale for selecting new or revised Start and End Date Agree with Reservation

instructional programs If a district Funding Source and Amount Disagreedecides to revise a current program

the rationale shall include data that Comments

supports this decision





T12 The district shall describe how instruction will be differentiated to meet the individual needs of students and how it will be monitored and supported Strategies for push-in pull-out or individual instruction shall be included



Comments

T13 The district shall describe the progress monitoring and summative assessments that will be used the administration frequency of each how the data will be analyzed and how changes in instruction will be implemented and monitored



Comments

T14 The district shall describe the specific training and follow-up that will be provided to support the implementation of Floridarsquos Continuous Improvement Model (FCIM)



Comments




Option 1 District-Managed Turnaround (DMT) This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

TD1 The district shall conduct a Person Responsible Agree comprehensive search to replace the Start and End Date Agree with Reservation

principal assistant principal(s) and Funding Source and Amount Disagreeinstructional coaches unless assigned

to the school for less than one year Comments

before the conversion

TD2 The district shall increase learning time in the school as defined in Rule 6A-1099811(1) FAC by a total of 300 hours annually at least 60 of time shall support all students (extended day week or year) and up to 40 of time may be provided through targeted services (before school after school weekend and summer)



Comments

RED Recommendation for Approval of TOP Recommend for Approval Recommend for Approval with Reservation Do Not Recommend for Approval

Comments




Option 2 Closure This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

TR1 The district shall close the school and reassign students to higher-performing schools in the district



Comments

TR2 The district shall monitor the reassigned students and report their progress to the Department for three years



Comments


Comments




Option 3 Charter This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

TC1 The district shall close the Person Responsible Agree school and reopen as a charter or Start and End Date Agree with Reservation

multiple charters in accordance with Funding Source and Amount DisagreeSection 100233 FS Comments

TC2 The district shall enter into a Person Responsible Agree contract with the charter organization Start and End Date Agree with Reservation

following established district policies Funding Source and Amount Disagreeand procedures for contracting with

external providers Comments

TC3 The district shall select a Person Responsible Agree charter organization that has a Start and End Date Agree with Reservation

successful record of providing Funding Source and Amount Disagreesupport to high-poverty low-

performing schools and provide Comments

evidence of its success

TC4 The principal assistant principals and instructional coaches from the closed school may not be hired at the charter school unless assigned to the closing school for less than one year and the schoolrsquos failure to improve cannot be attributed in whole or in part to the individual



Comments


Comments







Option 4 External Operator This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

TE1 The district shall enter into a contract with a school turnaround organization or Education Management Organization (EMO) to operate the school following established district policies and procedures for contracting with external providers



Comments

TE2 The district shall select an Person Responsible Agree organization with a successful record Start and End Date Agree with Reservation

of providing support to high-poverty Funding Source and Amount Disagreelow-performing schools and provide

evidence of its qualifications Comments

TE3 The principal assistant principal(s) and instructional coaches from the school may not be retained unless assigned to the school for less than one year and the schoolrsquos failure to improve cannot be attributed to the individual



Comments


Comments




Option 5 Hybrid This column is for use of the DA Regional Executive DirectorRequirement Action Statement and Rationale Alignment of Resources

TH1 The district will implement a hybrid of turnaround options 1-4 or other turnaround models that have demonstrated effectiveness in increasing student achievement in similar populations and circumstances A hybrid model that includes components of options 1-4 shall comply with all applicable requirements of the respective options The district shall copy all applicable requirements from the relevant plan templates into this plan



Comments

TH2 In the case where multiple providers may be engaged the district and organization(s) will submit a plan that clearly delineates the roles and responsibilities of each organization and how each works to support or enhance the function of others



Comments


Comments


THE FULL TEXT OF THE PROPOSED RULE IS

(substantial rewording of Rule 6A-1099811 follows See Florida Administrative Code for present text)

6A-1099811 Differentiated Accountability State System of School Improvement

(1) Purpose The purpose of this rule is to set forth the Differentiated Accountability (DA) State System of

School Improvement pursuant to Section 100833 Florida Statutes by establishing differentiated intervention and

support strategies for traditional public schools delineating the responsibilities of the school district and

Department of Education (Department) setting timelines for intervention and support strategies prescribing

reporting requirements to review and monitor progress of schools and setting forth submission and approval criteria

for turnaround implementation plans

(2) Definitions The following definitions listed alphabetically shall be used in this rule and incorporated

documents

(a) ldquoAnnual Measurable Objectivesrdquo or ldquoAMOsrdquo mean the yearly targets established for each subgroup to

include American Indian Asian black Hispanic white English language learners students with disabilities

economically disadvantaged and all students calculated at the school district and state levels to show whether the

subgroup is making enough progress in the current year to be on track to reduce its percentage of non-proficient

students in reading and math by half by 2016-17 (using 2010-11 as the baseline year) For the purposes of this

definition non-proficient means scoring at level 1 or 2 on FCAT 20 and end-of-course (EOC) assessments or

scoring at level 3 or lower on the Florida Alternate Assessment (FAA) pursuant to Rule 6A-109981 FAC

(b) ldquoCoachingrdquo means serving as an instructional resource in a school to generate improvement in student

achievement by improving the quality of instruction through professional development support to teachers in their

respective content areas as needed based on an analysis of student performance and observational data

(c) ldquoClassroom walkthroughrdquo means for the purposes of DA a brief informal observation of classroom

activities by DA Regional Team members district and school staff to gather data and provide feedback to teachers

and administrators to inform instructional practices for improved student achievement These data shall not be tied

to individual teachers or used in teacher evaluations

(d) ldquoCommon planning timerdquo means the time provided to grade-level teachers at the elementary level and

subject-area teachers at the secondary level to meet within and across grades and subjects for data-based decision

59














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60





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60





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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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61






















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65


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66





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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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Initial Submission


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Rule 6A-1099811



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Effective July 2013



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Initial Submission


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C Reading Resources



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1 Administrators

















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K Problem-Solving













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Effective July 2013



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Initial Submission


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C Reading Resources



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Effective July 2013



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Initial Submission


Mid-Year Reflection

























C Reading Resources



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1 Administrators

















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K Problem-Solving













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selection process


















66





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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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Initial Submission


Mid-Year Reflection

























C Reading Resources



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Initial Submission


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1 Administrators

















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K Problem-Solving













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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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Initial Submission


Mid-Year Reflection

























C Reading Resources



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Mid-Year Reflection
















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K Problem-Solving













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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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Rule 6A-1099811



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Rule 6A-1099811

Effective July 2013



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Rule 6A-1099811

Effective July 2013



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Rule 6A-1099811



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Instructions

















Educator Quality




Shall include

















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Rule 6A-1099811

Effective July 2013



Purpose


Instructions

Initial Submission


Mid-Year Reflection

























C Reading Resources



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Rule 6A-1099811



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Instructions

















Educator Quality




Shall include

















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Effective July 2013



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STATE BOARD OF EDUCATION Action Item...

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