Miami-Dade County Public Schools



M-DCPS WORKING TEMPLATEfor the completion of theFlorida Department of Educationonline 2013-2014 School Improvement Plan DRAFT(subject to change/updates)Please monitor updates through the Department of School Improvement website: PurposeThe purpose of this web-based application is to guide the school improvement problem-solving and planning process throughout the year and coordinate strategies and resources that will lead to increased student achievement at the school. The completed school improvement plan may also serve as the Title I Schoolwide Plan, as the SIP is embedded with all required components of a schoolwide and targeted assistance program, as set forth in the No Child Left Behind (NCLB) Act of 2001, Public Law No. 107-110, Section 1114(b)(1) and 1115(c), codified at 20 U.S.C. § 6314(b).InstructionsInitial SubmissionThis plan shall be completed and submitted online in the Bureau of School Improvement (BSI) School Improvement Plan web application. District posting timeline to the FLBSI is October 7, 2013.The application has built-in logic that will determine which questions are required, based on the school’s profile and data. Therefore, not all schools will answer all questions in this template. The problem-solving process used within the online form will require the school to review data, some of which will be populated or linked by the department and some of which will need to be gathered by the school in consultation with the district. The Differentiated Accountability (DA) Regional Team shall have access to these data, as needed. Mid-Year ReflectionWhile there is a deadline each school year by which the school improvement plan shall be initially completed, it is for archival/research purposes only. The SIP is intended to be a “living” document, allowing schools to continually problem-solve how best to reach their goals and adjust strategies and resources as necessary to improve student achievement. To encourage these ongoing discussions, the template includes a mid-year reflection to be completed after the release of mid-year assessment data. Schools are expected to update school information in Part I as changes are made throughout the school year.Executive Summary Template School Accreditation This document will be used for District Accreditation. Do NOT upload any part of the Executive Summary to the FLBSI website.2012-2013The Executive Summary (ES) provides the school an opportunity to describe in narrative form its vision as well as strengths and challenges within the context of continuous improvement. Use this template to complete the responses to the various questions below. The responses should be brief, descriptive, and appropriate for the specific section. Description of the SchoolDescribe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?Type responses using complete sentences, spellcheck and grammar check tools. School’s PurposeProvide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.Type responses using complete sentences, spellcheck and grammar check tools. Notable Achievements and Areas of ImprovementDescribe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.Type responses using complete sentences, spellcheck and grammar check tools. Additional InformationProvide any additional information you would like to share with the public and community that were not prompted in the previous sections.Type responses using complete sentences, spellcheck and grammar check tools. Part I: Actual School Status School InformationResponsesSchool-Level InformationSchoolPrincipal’s nameSchool Advisory Council chair’s nameDistrict-Level InformationDistrictMiami-DadeSuperintendent’s nameAlberto M. CarvalhoDate of school board approval of SIPPendingSchool Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-B, page 4 for additional assistance) Describe the membership of the SAC including position titles.Include each position title and the number of people in that position (i.e.: principal -1, UTD steward – 1, teachers – 5, parents – 6, educational support, student – 1, BCR – 3……………..)Describe the involvement of the SAC in the development of this school improvement plan.Describe the activities of the SAC for the upcoming school year.Describe the projected use of school improvement funds and include the amount allocated to each project.Verify that your school is in compliance with Section 1001.452, F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below. FORMCHECKBOX Yes, we are in compliance. FORMCHECKBOX No, we are not in compliance.Put your curser on the box that you want to select and double click. Under Default Value, select Checked.If no, describe the measures being taken to comply with SAC requirements. Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-C, pages 5-6 for additional assistance)AdministratorsFor each of your school’s administrators (principal and all assistant principals), complete the following fields.# of administrators _______# & % Receiving Effective rating or higher __ - __PrincipalAssistant Principal(s)Assistant Principal(s)(insert additional columns as applicable)NameCredentials (degrees and certifications)Number of years as an administrator Number of years at the Actual school;Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs) – Include data for at least the last 5 years for the school(s) serviced during that time.2013 – School Grade Rdg. Proficiency, __%Math Proficiency, __%Rdg. Lrg. Gains, __ pointsMath Lrg. Gains, __pointsRdg. Imp. of Lowest 25% - __ pointsMath Imp. of Lowest 25% - __ pointsRdg. AMO –__Math AMO–__2012 – Use the same format from 20132011 and prior use original format.Instructional CoachesFor each of your school’s instructional coaches, complete the following fields# of instructional coaches _______# Receiving Effective rating or higher _________Coach(Subject)Coach(Subject)Coach(Subject)(Refer to the SIP Guidance document Part I-C, pages 6-7 for additional assistance)NameFull-time or Part-timeSchool-based or District-basedSubject areaCredentials (degrees and certifications)SEE SAMPLE IN ADMINISTRATOR SECTION. Number of years as an instructional coachNumber of years at the Actual school Performance record of increasing student achievement throughout their career, which should include their history of school grades, FCAT/statewide assessment performance (i.e. percentage data for achievement levels, learning gains, improvement of lowest 25th percentile in reading and mathematics, pursuant to Section 1008.34(3)(b), F.S.), and progress toward Annual Measurable Objectives (AMOs) – Include data for at least the last 5 years for the school(s) serviced during that time.SEE SAMPLE IN ADMINISTRATOR SECTION. INCLUDE DATA ONLY FOR THE SUBJECT AREA COACHED.Classroom TeachersNumber only(percentage will auto-calculate when posted to the FLBSI online template)# of classroom teachers# receiving effective rating or higher (percentage will auto-calculate) Reference to VAM# Highly Qualified Teacher (HQT), as defined in 20 U.S.C. § 7801(23) (percentage will auto-calculate)Reference to HOUSSE# certified in-field, pursuant to Section 1012.2315(2), F.S. (percentage will auto-calculate)# ESOL endorsed (percentage will auto-calculate)# reading endorsed (percentage will auto-calculate)# with advanced degrees (percentage will auto-calculate)# National Board Certified (percentage will auto-calculate)# first-year teachers (percentage will auto-calculate)# with 1-5 years of experience (percentage will auto-calculate)# with 6-14 years of experience (percentage will auto-calculate)# with 15 or more years of experience (percentage will auto-calculate)Education Paraprofessionals, pursuant to s. 1012.01(2)(e)ResponsesGuidelines for ParaProfessional 1 (M-DCPS)NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PARAPROFESSIONALSIn order for Paraprofessionals to become Highly Qualified, one of the following requirements must be met:1. An associate’s or higher degree.2. Two year of study at an institution of higher education (60 credits).3. A rigorous standard of quality and be able to demonstrate on a formal state or local academic assessment, knowledge of and ability to assist in instructing: Reading/language arts, writing, and mathematics. This third requirement can be met by participating and passing one of the following programs:A. ETS Parapro Online AssessmentB. Education, Research and Dissemination (ER&D) classes sponsored by the American Federation of Teachers (AFT). This program has three components: Reading, Mathematics and Competency 3.All instructional paraprofessionals needed to become highly qualified by the end of the 2006-2007 school year. We strongly suggest that instructional paraprofessionals who are not highly qualified take proactive measures and try to fulfill the NCLB requirements before the end of the current school year.# of paraprofessionals (percentage will calculate)# Highly Qualified, as defined in 20 U.S.C. § 7801(23) (percentage will calculate)Other Instructional Personnel# of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals# receiving effective rating or higher (percentage will auto-calculate)Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-D, pages 8-9 for additional assistance)Describe your school’s strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, and the person responsible. Teacher Mentoring Program/PlanThis section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).(Refer to the SIP Guidance document Part I-D, page 9 for additional assistance)Describe your school’s teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities.Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI)This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-D, pages 9-10 for additional assistance)Describe your school’s data-based problem-solving processes for the implementation and monitoring of your SIP and MTSS structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs.Identify the names and position titles of the members of your school-based leadership team. What is the function and responsibility of each team member as it relates to MTSS and the SIP? Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS and SIP.Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance).Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.Increased Learning Time/Extended Learning OpportunitiesThis section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-E, pages 10-11 for additional assistance)Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum (e.g., lengthening the school day, week, or year; providing before, after, Saturday, or summer school programs; implementing enrichment programs and activities; allowing teachers to collaborate, plan, and engage in professional development). Strategy Type (select one)Strategy Purpose (select all that apply)?Extended day for all students?Before or after school program?Weekend program?Summer program?Instruction in core academic subjects?Enrichment activities that contribute to a well-rounded education?Teacher collaboration, planning, and professional developmentMinutes of Learning Time Added to the School YearStrategy DescriptionDescribe when data is collected, and how it is analyzed to determine effectiveness of strategies, including persons responsible.Literacy Leadership Team (LLT)Responses(Refer to the SIP Guidance document Part I-F, page 11 for additional assistance)Identify the names and positions titles of the members of your school-based LLT.Describe how the school-based LLT functions (e.g., meeting processes, roles, functions).What will be the major initiatives of the LLT this year?Every Teacher Contributes to Reading Improvement - This section is required for schools with grades 6-12, per Section 1003.413(2)(b), F.S.Response(Refer to the SIP Guidance document Part I-G, pages 11-12 for additional assistance)Describe how the school ensures every teacher contributes to the reading improvement of every student.Preschool TransitionThis section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).This section is required for schools with grades K-2.Response(Refer to the SIP Guidance document Part I-H, page 12 for additional assistance)Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable.Add any details for formal efforts to implement these strategies, including the dates of kindergarten registration and open house, the timeline for parental involvement activities throughout the school year, or any special events at the school designed to support the kindergarteners as they transition into their new role as full-time students. College and Career ReadinessThis section is required for secondary schools, per Sections 1003.413(2)(g)-(j) and 1008.37(4), F.S.This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Responses(Refer to the SIP Guidance document Part I-I, pages 12-13 for additional assistance)How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?How does the school promote academic and career planning, including advising on course selections, so that each student’s course of study is personally meaningful?Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C.Part II: Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).For each data point below, unless otherwise directed list the Actual year status (number and percentage) and the target (percentage) for next year. These are school-wide data, not disaggregated by grade level. FAA and CELLA data shall be considered by schools with 10 or more students taking the assessment.Problem-Solving Focus - (Refer to the SIP Guidance document, pages 14-15 for additional assistance)Based on the targets set for your school in each required Area, engage in a problem-solving process using the following questions. Goals shall specifically address any subgroup not meeting its AMO targets for 2012-2013. The special needs of subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) shall also be considered during this process. Operational data such as climate surveys and classroom walkthroughs may also be used as available and relevant. Step 1: Identify goal(s) to help you achieve your targets. (Select one or more Areas each goal addresses.)Step 2: Brainstorm which resources are available to support the goal and barriers that could prevent achieving the goal; prioritize barriers.Step 3: Choose some barriers to address, based on alterable elements of curriculum, instruction, environment, and organizational systems (e.g., those which have the most impact on the goal if removed or are immediately actionable).Step 4: Brainstorm and prioritize strategies that could be used to eliminate or reduce each targeted barrier.Step 5: Identify action steps (including who, what, where, when) that will need to be taken to implement the identified strategies.Step 6: Determine how strategies will be monitored for fidelity of implementation (including who, what, where, when).Step 7: Determine how strategies will be monitored for effectiveness (including who, what, where, when).Step 8: Determine how progress towards each goal will be monitored (including who, what, where, when).Area 1: Reading Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document pages 18-19 for additional assistance)TARGET Student scoring at or above Level 3 on FCAT 2.0 assessments, or scoring at or above Level 4 on FAAGOALWho, What, Where, When(Provide a response for only those subgroups which DID NOT make their 2012-13 AMO) (Narrative or bulleted response)Identify which subgroup(s) this is applicable to.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Repeat process as applicable for additional subgroups/strategies.DATA(Data for Subgroups, both Actual and Targeted, will be prepopulated for the online template.)SubgroupActual 2013 FCAT 2.0 Number/ PercentageTargeted AMO 2014 FCAT 2.0 Percentage OnlyAll studentsAmerican IndianAsianBlackHispanicWhiteELLSWDEDFlorida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETStudents scoring at Achievement Level 3 GOAL(Narrative or bulleted response)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Students scoring at or above Achievement Level 4 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGET Students scoring at Levels 4, 5, and 6 GOAL(Narrative or bulleted response)DATA (Use the Actual and Targeted data for 2013-2014 from )Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FAA - Number/ PercentageTargeted 2014 FAA - Percentage Only# (%)%Students scoring at or above Level 7 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FAA - Number/ PercentageTargeted 2014 FAA - Percentage Only# (%)%Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students making learning gains (FCAT 2.0 and FAA)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Students in lowest 25% making learning gains (FCAT 2.0)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Comprehensive English Language Learning Assessment (CELLA) (Refer to the SIP Guidance document, page 20 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students scoring proficient in LISTENING/SPEAKING (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 CELLA - Number/ PercentageTargeted 2014 CELLA Percentage Only# (%)%Students scoring proficient in READING (students read grade-level text in English in a manner similar to non-ELL students)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 CELLA - Number/ Percentage% Targeted 2014 CELLA - Percentage Only # (%)%Students scoring proficient in WRITING (students write in English at grade level in a manner similar to non-ELL students)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 CELLA - Number/ PercentageTargeted 2014 CELLA Percentage Only# (%)%Postsecondary readiness (Refer to the SIP Guidance document, page 21 for additional assistance)The following data shall be considered by high schools.TARGETGOAL(Narrative or bulleted response)On-time graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ Percentage# (%)Percentage Only%Area 2: Writing (Refer to the SIP Guidance document, pages 16-17 for additional assistance)Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) TARGETGOAL(Narrative or bulleted response)Students scoring at or above 3.5Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ Percentage# (%)Percentage Only%# (%)%Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)Students scoring at or above Level 4Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ Percentage# (%)Percentage Only%# (%)%Area 3: MathematicsElementary and Middle School Mathematics The following data shall be considered by elementary and middle schools.Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document, pages 18-19 for additional assistance)TARGET Student subgroups scoring at or above Level 3 on FCAT 2.0 assessments, or scoring at or above Level 4 on FAAGOALWho, What, Where, When(Provide a response for only those subgroups which DID NOT make their 2012-13 AMO) (Narrative or bulleted response)Identify which subgroup(s) this is applicable to.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Repeat process as applicable for additional subgroups/strategies.DATA(Data for Subgroups, both Actual and Targeted, will be prepopulated for the online template.)SubgroupActual 2013 FCAT 2.0 Number/ PercentageTargeted AMO 2014 FCAT 2.0 Percentage OnlyAll Studentsb) American Indianc) Asiand) Blacke) Hispanicf)Whiteg) ELLh)SWDi)EDFlorida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETStudents scoring at Achievement Level 3 GOAL(Narrative or bulleted response)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Students scoring at or above Achievement Level 4 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FCAT 2.0 - Number/ PercentageTargeted 2014 FCAT 2.0 Percentage Only# (%)%Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGET Students scoring at Levels 4, 5, and 6 GOAL(Narrative or bulleted response)DATA (Use the Actual and Targeted data for 2013-2014 from )Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FAA - Number/ PercentageTargeted 2014 FAA - Percentage Only# (%)%Students scoring at or above Level 7 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FAA - Number/ PercentageTargeted 2014 FAA - Percentage Only# (%)%Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students making learning gains (FCAT 2.0, EOC, and FAA)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 FCAT 2.0, EOC, and FAA - Number/ PercentageTargeted 2014 FCAT 2.0 EOC, and FAA - Percentage Only# (%)%Students in lowest 25% making learning gains (FCAT 2.0)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from 2013 FCAT 2.0 and EOC - Number/ PercentageTargeted 2014 FCAT 2.0 and EOC - Percentage Only# (%)%Middle School Acceleration – (This target includes Algebra I, Geometry, and Biology I) (Refer to the SIP Guidance document, page 20 for additional assistance)The following data shall be considered by middle schools.TARGETGOAL(Narrative or bulleted response)Middle school participation in high school EOC and industry certificationsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%Middle school performance on high school EOC and industry certificationsDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%High School Mathematics The following data shall be considered by high schools.Annual Measurable Objectives (AMOs) (Refer to the SIP Guidance document, page 19 for additional assistance)TARGET Student subgroups scoring at or above Level 3 on EOC assessments, or scoring at or above Level 4 on FAAGOALWho, What, Where, When(Provide a response for only those subgroups which DID NOT make their 2012-13 AMO) (Narrative or bulleted response)Identify which subgroup(s) this is applicable to.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Repeat process as applicable for additional subgroups/strategies.DATA(Data for Subgroups, both Actual and Targeted, will be prepopulated for the online template.)SubgroupActual 2013 EOC, FAA Number/ PercentageTargeted AMO 2014 EOC, FAA Percentage OnlyAll StudentsAmerican IndianAsianBlackHispanicWhiteELLSWDEDFlorida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGET Students scoring at Levels 4, 5, and 6 GOAL(Narrative or bulleted response)DATA (Use the Actual and Targeted data for 2013-2014 from )Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 FAA - Number/ PercentageTargeted 2014 FAA - Percentage Only# (%)%Students scoring at or above Level 7 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Learning Gains (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students making learning gains (EOC, and FAA)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 EOC, and FAA - Number/ PercentageTargeted 2014 EOC, and FAA - Percentage Only# (%)%Students in lowest 25% making learning gains (EOCs)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from 2013 EOCs - Number/ PercentageTargeted 2014 EOCs - Percentage Only# (%)%Postsecondary Readiness (Refer to the SIP Guidance document, page 21 for additional assistance)The following data shall be considered by high schools.TARGETGOAL(Narrative or bulleted response)On-time graduates scoring “college ready” on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA – Identify TestNumber/ PercentagePercentage Only# (%)%Algebra I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Algebra I EOC.TARGETStudents scoring at Achievement Level 3 GOAL(Narrative or bulleted response)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013 EOC – Number/ PercentageTargeted 2014 EOC -Percentage Only# (%)%Students scoring at or above Achievement Level 4 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 EOC - Number/ PercentageTargeted 2014 EOC Percentage Only# (%)%Geometry End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Geometry EOC.TARGETStudents scoring at Achievement Level 3 GOAL(Narrative or bulleted response)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATA (Use the Actual and Targeted data for 2013-2014 from )Actual 2013EOC - Number/ PercentageTargeted 2014 EOC -Percentage Only# (%)%Students scoring at or above Achievement Level 4 Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Actual 2013 EOC - Number/ PercentageTargeted 2014 EOC Percentage Only# (%)%Area 4: ScienceElementary Science (Refer to the SIP Guidance document, pages 16-17 for additional assistance)The following data shall be considered by elementary schools.Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) TARGETGOAL(Narrative or bulleted response)Students scoring at Achievement Level 3Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ PercentagePercentage Only# (%)%Students scoring at or above Achievement Level 4Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Number/ PercentagePercentage Only# (%)%Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students scoring at Levels 4, 5, or 6Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ PercentagePercentage Only# (%)%Students scoring at Levels 7Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ PercentagePercentage Only# (%)%Middle School Science The following data shall be considered by middle schools.Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) (Refer to the SIP Guidance document, pages 16-17 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students scoring at Achievement Level 3Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATANumber/ PercentagePercentage Only# (%)%Students scoring at or above Achievement Level 4Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Number/ PercentagePercentage Only# (%)%Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students scoring at Levels 4, 5, or 6Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 FAANumber/ PercentageTargeted 2014 FAAPercentage Only# (%)%Students scoring at Levels 7Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 FAANumber/ PercentageTargeted 2014 FAAPercentage Only# (%)%High School ScienceThe following data shall be considered by high schools.Florida Alternate Assessment (FAA) (Refer to the SIP Guidance document, page 18 for additional assistance)TARGETGOAL(Narrative or bulleted response)Students scoring at Levels 4, 5, or 6Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 FAANumber/ PercentageTargeted 2014 FAAPercentage Only# (%)%Students scoring at Levels 7Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 FAANumber/ PercentageTargeted 2014 FAAPercentage Only # (%)%Biology I End-of-Course Assessment (EOC) (Refer to the SIP Guidance document, pages 17-18 for additional assistance)The following data shall be considered for schools with students taking the Biology I EOC.TARGETGOAL(Narrative or bulleted response)Students scoring at Level 3Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 EOC Number/ PercentageTargeted 2014 EOC Percentage Only# (%)%Students scoring at Level 4Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 EOC Number/ PercentageTargeted 2014 EOC Percentage Only# (%)%Area 5: Science, Technology, Engineering, and Mathematics (STEM) Elementary, K-8, Middle Schools, and High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)TARGETGOAL(Narrative or bulleted response)# of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%Participation in STEM-related experiences provided for studentsDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%High Schools (Refer to the SIP Guidance document, pages 21-22 for additional assistance)The following data shall be considered by high schools.TARGETGOAL(Narrative or bulleted response)Students enrolling in one or more accelerated STEM-related courses Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%Completion rate (%) for students enrolled in accelerated STEM-related courses DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%Students taking one or more advanced placement exams for STEM-related coursesBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Passing rate (%) for students who take advanced placement exams for STEM-related coursesDATANumber/ PercentageActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%CTE-STEM program concentratorsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students taking CTE-STEM industry certification exams Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only# (%)%Passing rate (%) for students who take CTE-STEM industry certification examsDATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Area 6: Career and Technical Education (CTE) (Refer to the SIP Guidance document, pages 22-23 for additional assistance)The following data shall be considered by middle and high schools.TARGETGOAL(Narrative or bulleted response)Students enrolling in one or more CTE coursesBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who have completed one or more CTE courses who enroll in one or more accelerated courses DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Completion rate (%) for CTE students enrolled in accelerated coursesBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students taking CTE industry certification exams DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only# (%)%Passing rate (%) for students who take CTE industry certification examsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%CTE program concentratorsDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%CTE teachers holding appropriate industry certificationsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Area 7: Social Studies – Miami-Dade schools will complete this section as applicable.Civics End-of-Course Assessment (EOC)The following data shall be considered for schools with students taking the Civics EOC.TARGETGOAL(Narrative or bulleted response)Students scoring at Level 3Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAUse the District Baseline AssessmentNumber/ PercentageTargeted 2014 Percentage Only# (%)%Students scoring at Level 4Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAUse the District Baseline AssessmentNumber/ PercentageTargeted 2014 Percentage Only# (%)%U.S. History End-of-Course Assessment (EOC)The following data shall be considered for schools with students taking the U.S. History EOC.TARGETGOAL(Narrative or bulleted response)Students scoring at Level 3 (middle 3rd)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAUse the District Baseline AssessmentNumber/ PercentagePercentage Only# (%)%Students scoring at Level 4 (upper 3rd)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Use the District Baseline AssessmentNumber/ PercentagePercentage Only# (%)%Area 8: Early Warning Systems (Refer to the SIP Guidance document, pages 23-24 for additional assistance)Elementary School IndicatorsThe following data shall be considered by elementary schools.TARGETGOAL(Narrative or bulleted response)Students who miss 10 percent or more of available instructional timeYou may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students retained, pursuant to s. 1008.25(4)(c), F.S. Actual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students who are not proficient in reading by third gradeBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students who receive two or more behavior referralsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.Actual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Middle School Indicators - The following data shall be considered by middle schools.TARGETGOAL(Narrative or bulleted response)Students who miss 10 percent or more of available instructional timeYou may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who fail a mathematics courseActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students who fail an English Language Arts courseDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students who fail two or more courses in any subjectDATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who receive two or more behavior referralsActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%DATAStudents who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.Actual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%High School IndicatorsThe following data shall be considered by high schools.TARGETGOAL(Narrative or bulleted response)Students who miss 10 percent or more of available instructional timeYou may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students in ninth grade with one or more absences within the first 20 daysActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students in ninth grade who fail two or more courses in any subjectDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students with grade point average less than 2.0DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who fail to progress on-time to tenth gradeActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students who receive two or more behavior referralsBarrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Graduation (Refer to the SIP Guidance document, page 25 for additional assistance)The following data shall be considered by high schools, per Section 1003.53, F.S. If a school has significantly lower graduation rates for a subgroup when compared to the state’s graduation rate, that school’s improvement plan is required to include strategies for improving these results, pursuant to Section 1001.42(18), F.S. Graduation rates for the state, district, and school by subgroup are available in the AMO Outcomes Report at . TARGETGOAL(Narrative or bulleted response)Students dropping out of school, as defined in s.1003.01(9), F.S. You may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R. § 200.19(b)Actual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Academically at-risk students graduating in 4 years, as defined in Rule 6A-1.09981, F.A.C. DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Students graduating in 5 years, using criteria defined at 34 C.F.R. § 200.19(b)DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%Area 9: Parent Involvement - Title I Schools will use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). (Refer to the SIP Guidance document, page 25 for additional assistance)ALL NON-TITLE I SCHOOLS MUST COMPLETE THE FOLLOWING:Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities). TARGETGOAL(Narrative or bulleted response)number of parent engagement opportunities offered in the school yearYou may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%average number of parents in attendance at parent engagement opportunitiesActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%percent of parents who participated in parent engagement opportunitiesDATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunitiesDATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Area 10: Additional Targets (Recommended for use by Adult/Vocational, Alternative, and Special Centers)This section is optional and may be used as needed for data targets in areas not already addressed in the SIP.TARGETGOAL(Narrative or bulleted response)You may use goals/strategies to address the needs of multiple targets.Barrier(s)Strategy(ies)Action StepsHow to monitor for fidelityHow to monitor for effectivenessHow to monitor progress - Assessment(s)DATAActual 2013 Number/ Percentage Targeted 2014 Percentage Only # (%)%Actual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%DATAActual 2013 Number/ PercentageTargeted 2014 Percentage Only # (%)%4010025-96520REFER TO APPENDIX – XVII FOR APPLICABLE RESPONSES. PLEASE REMEMBER TO RESPOND ONLY TO THOSE PROGRAMS/FUNDING AVAILABLE TO YOUR SCHOOL.00REFER TO APPENDIX – XVII FOR APPLICABLE RESPONSES. PLEASE REMEMBER TO RESPOND ONLY TO THOSE PROGRAMS/FUNDING AVAILABLE TO YOUR SCHOOL.Part III: Coordination and Integration(Refer to the SIP Guidance document, page 27 for additional assistance)This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C- Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X- Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school.Title I, Part ATitle I, Part C- MigrantTitle I, Part DTitle IITitle IIITitle VI, Part B - NATitle X- HomelessSupplemental Academic Instruction (SAI)Violence Prevention ProgramsNutrition ProgramsHousing Programs - N/AHead StartAdult EducationCareer and Technical EducationJob TrainingOtherPart IV: Professional Development (Refer to the SIP Guidance document, page 28 for additional assistance)This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b), if it demonstrates high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards.For all professional development identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide the following information for each activity. Related goal (select from drop-down of goals created in Part II)Topic, focus, and contentFacilitator or leaderParticipants (e.g., Professional Learning Community, grade level, schoolwide)Target dates or schedule (e.g., early release day, once a month)Strategies for follow-up and monitoring, including person responsibleProfessional Development (PD) aligned with Goal Strategies .Goal Area(s) the PD supportsTopic,Focus, and ContentFacilitatorand/orLeaderParticipants(e.g., PLC, subject, grade level, or school-wide)Target Dates (e.g., early release) or Schedules (e.g., once a month)Strategy for Follow-up and monitoring, including person responsiblePart V: Budget (Refer to the SIP Guidance document, page 28 for additional assistance)Based on the strategies identified during the problem-solving process, create a budget for each school-funded activity including:Evidence-based Program(s)/Materials(s)Related goal area (Select from drop-down of goals created in Part II) – Reading, Writing, Mathematics…..StrategyType of resource (i.e., evidence-based programs or materials, professional development, technology, or other)Funding SourceAmount needed ................
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