Region V Mid-Year SIP Reflection Guide
Bureau of School ImprovementDifferentiated Accountability
1 2016
Purpose of Mid-Year Reflection
• Continuously problem solve how best to reach SIP goals.
• Engage in rich, collaborative conversations on goal achievement, strategy implementation and barrier reduction.
• Adjust strategies and resources as necessary to improve student achievement.
20162
Questions School Teams Will Consider
• Has our school made progress towards achieving the goal?
• Have the barriers we selected been eliminated or reduced?
• Are our strategies being implemented with fidelity?
• What are our benchmarks for success?
20163
Who is Required to Complete a Mid-Year Reflection in CIMS?
The Mid-Year Reflection is required for Focus, Priority, Former F and School Improvement Grant (SIG) 1003(g) schools as indicated by the blue R icon on the CIMS Plans page.
20164
Mid-Year Reflection Timeline
Step A – Preparing for Mid-Year Reflection: Assemble evidence (quantitative data and qualitative evidence) to guide the leadership team in rich discussions and deep reflection.
Step B – Leadership Team Reflection and Problem-Solving: Meet as a leadership team with key stakeholders to analyze and reflect on evidence to guide the Mid-Year Reflection process.
Step C – Input Data in CIMS: Complete the Mid-Year Reflection tool in CIMS within 30 days of the release of your school’s mid-year assessment data.
20165
Resources in CIMS Toolkit
Resource Purpose NavigationMid-Year Reflection Flow Chart
• Determine the next steps when answering “yes” or “no” while considering Mid-Year Reflections responses to questions in CIMS.
Toolkit > Documents > Problem Solving
Mid-Year Reflection Guidance Questions
• Delve deeper into the possible root causes why schools are or are not making progress towards achieving goals.
• Determine if barriers have been reduced.• Determine if strategies have been implemented with
fidelity.
Toolkit > Documents > Problem Solving
Mid-Year Reflection Facilitator Tool
• Provide structure for facilitating a mid-year reflection within specific time frames.
Toolkit > Documents > Problem Solving
Mid-Year Reflection Process Guide
• A step-by-step guide outlining the thinking behind the Mid-Year Reflection Process.
Toolkit > Documents > Problem Solving
Mid-Year Reflection How-to Guide for Schools
• A screen-by-screen navigation guide walking users through the steps of completing the Mid-Year Reflection in SIP.
Toolkit > Documents > Navigation Guides
Link to CIMS: https://www.floridacims.org/
20166
Assemble Evidence and Analyze Data
• Does the evidence for Step 6 document the fidelity of the implementation of your Strategy?
• Does the evidence for Step 7 document the reduction or elimination of your Barrier?
20167
STEP A
Examples of EvidenceState/District/School Summative and Interim Assessments
Summative Assessments: Florida Standards Assessments (FSA); End-of Course Assessments (e.g. FCAT Science, Civics, Algebra I & II, Biology, American History).Interim Assessments: district and school created assessments; published tools (Achieve 3000 or iReady.)
Student Progress Monitoring Data
Formal progress monitoring tools: FAIR-FS, Reading Running Records; published assessments (such as Fountas & Pinnell Benchmark Assessment System); Lexile Level growth measures (such as Achieve 3000 or Scholastic Reading Inventory).Classroom based progress monitoring: unit and chapter tests; mini-assessments; notebooks, journals, formal papers, on-demand writing, writing process work, and other examples of performance based writing; lab reports and graphic organizers; samples of problem-solving.
Student Diagnostic and Intervention Assessments
Assessment data for Tier II and Tier III intervention (RtI); implementation of strategic and intensive interventions and intervention programs (such as Fundations, Reading Plus)
Professional Growth and Development (PD to Practice)
Classroom walkthrough data (e.g. iObservation, observation checklists); conferring and debriefing meetings; implementation of the coaching cycle, lesson study, collaborative planning, PLCs, data chats, and/or learning team meetings.
Student Performance Based Assessments
Learning goals and scales; rubrics or checklists for evaluating student projects, experiments, reports, performances and demonstrations; anecdotal records of student observations and accountable talk.
Demographic and Early Warning Systems Data
Trend data such as total student enrollment, enrollment by ethnicity, ELL, SWD, FRL and/or migrant status; attendance data including absence and tardiness; student referrals for in-school or out-of-school suspension; referrals for student support services, behavior support systems, RtI.
Perception/Survey Data Parent, student, and teacher surveys; school climate and culture surveys; minutes or notes from PLCs, staff meetings, IEP meetings, and/or parent and community events.
Systems Data Master schedules; teacher evaluation data (such as iObservation); curriculum resources including pacing guides, curriculum scope and sequence, and/or Instructional Focus Calendars; development of goals and scales, unpacking the standards, and collaborative lesson planning; learning team/data chats; progress reports and report cards.
Budget Related Data Event expenditures such as field trips and parent nights; expenditures for student support; substitute expenditures and trends (analysis of substitute needs by teacher, purposes, and timing when substitute needs occur); instructional materials, technology purchases and other purchase orders; repairs.
20168
“Has the goal been achieved?”
• How do the structures and systems in place at our school ensure all facets of the school culture create predictable environments and a school climate that supports our SIP goal?
• What are the gaps that exist between our current state and our desired state? How will we address them between now and the end of this school year?
20169
STEP B
“Is desired progress being made to accomplish the goal?”• Describe the quantitative and/or qualitative evidence you
used to document progress towards achieving your SIP goal.
• What evidence (from multiple data sources) is your school using to monitor for sustained, continuous improvement?
• Are your data meetings to measure and monitor goal progress regularly scheduled, with all critical decision makers present?
• How do you know that progress is being made?
201610
“Have the originally targeted barriers been eliminated or reduced?”• What evidence do you see that the indicated barrier has been
reduced or eliminated?
• What evidence do you have that the barriers are wide-reaching and will help you achieve your goal?
• If progress towards eliminating the barrier is not sufficient, where or what is the breakdown?
• Did you identify other barriers beyond what you selected in SIP that could serve as effective re-entry points into the plan?
201611
“Are the original strategies being implemented with fidelity, as designed?”
• Were decisions to continue, intensify, modify, or terminate strategies or action steps based on specific evidence?
201612
• How will progress towards our goal impact student achievement?
• What is our desired state?
• What gaps exist between our current state and our desired state?
Where are we in the process of School Improvement?
201613
Goal:
Barrier:
Strategy:
Evidence from Step 6(List all)
• Evidence 1• Evidence 2• Evidence 3• Evidence 4
Does the evidence collected in Step 6 demonstrate that the strategies were implemented with fidelity?
Optional slide templates for preparing for reflection meetings, if needed
201614
Goal:
Barrier:
Strategy:
Evidence from Step 7(List all)
• Evidence 1• Evidence 2• Evidence 3• Evidence 4
Does the evidence collected in Step 7 demonstrate that the barriers were reduced or eliminated?
201615
Optional slide templates for preparing for reflection meetings, if needed
• How will progress towards our goal impact student achievement?
• What is our desired state?
• What gaps exist between our current state and our desired state?
Goal:
201616
Optional slide templates for preparing for reflection meetings, if needed
Remember to complete the Mid-Year Reflection in CIMS within 30 days of the release of your school’s mid-year assessment data.
201617
For More Information and Support
Gayle SitterRegional Executive [email protected] Norman AlfordSchool Improvement SpecialistBroward [email protected] Dr. Carol CronSchool Improvement SpecialistCollier & Lee [email protected]
Bryan JonesRegional Assistant [email protected] Zakia GarnerSchool Improvement SpecialistMiami-Dade & Monroe [email protected] Margaret (“Peggy”) LivingstonSchool Improvement SpecialistPalm Beach, Hendry, & Glades [email protected]
201618
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