School Improvement

Planning

Fall 2015
Planning for Success:
8-Step Planning and Problem-Solving Process

Systematic Strategies
Make the Solutions Systemic
to Ensure it is Sustainable
Planning for Success:
The Critical Elements

• Systemic (affects all, consistent system wide)

• Do the goals meet the needs of the all the students?
• Can the goals be related across multiple content areas?
• Systematic (well organized plan)
• Are the action steps created to support the goal?
• Are the goals based on data to ensure alignment?
• Sustainable
• Do the goals build the capacity of the teachers and leadership
team to support and sustain the student growth?
SIP Domains- Effective Schools
SIP Domains- Effective Schools

“Research has shown that schools strong on three or

more of the five essentials were 10 times more likely
to improve student learning than schools that were
weak” (UChicago Impact)
SIP Domains- Effective Schools

• Domain 1: Effective Leadership

• The principal works with teachers to implement a clear and
strategic vision for school success.
• Domain 2: Supportive Environment
• The school is safe and orderly. Teachers have high expectations for
students. Students are supported by their teachers and peers.
• Domain 3: Ambitious Instruction and Learning
• Classes are academically demanding and engage students by
emphasizing the application of knowledge.
• Domain 4: Collaborative and Public Teaching
• The staff is committed to the school, receives strong professional
development, and works together to improve the school.
• Domain 5: Involved Families and Community Engagement
• The entire school staff builds strong relationships with families and
communities to support learning.
Updates
Supportive Environment
Early Warning Systems I.A.3.

2015 Early Warning System in Data Warehouse

1- Log into Data Warehouse
2- Mouse over My RtI
3- Click on 2015 Early Warning
4- Click on Summary
Step Zero
Review 2014-2015 Goals

• Were your goals relevant to the success of your

school?
• Were the goals clear for all stakeholders?
• Were the goals written as a theory of action If (we do
this) then, (this will happen).
• Were the targets attached to the goal relevant?
• How will the outcome be measured throughout the
year to ensure a successful implementation?
2015-2016 SIP Goals

• Identify strategic and SMART (targets) goal(s)

• Are there any new goals you would like to add for next
year?
• Are there any goals you can remove in next year’s
SIP?

• Prioritize, group, and select barriers

• Barriers should be something you can control
• Barriers should be written in a positive format
2015-2016 SIP Goals
Other things to consider:
• Think beyond state data as the root cause and what can
be used to measure the progress of the goal.
• Is there a way to tie your plan into Marzano Essentials,
the Strategic Plan, and other district initiatives?
2015-2016 SIP Goals

It often is the implementation of

the innovation that fails and
not the innovation itself.
(Gresham, 1989)
Important Dates

• June 15, 2015: 2015-2016 Template will be available

• September 4, 2015: Draft SIP is Due for DA schools
• October 2, 2015: SIP Due for Peer Reviews
• October 5- October 16 SIP Peer Reviews
• October 30, 2015: SIP Submission Due
• October 29, 2015: SAC Membership Due in Data
Warehouse
• November 10, 2015: Board Approval for SIP & SAC
Additional Information and
Guiding Questions
Supportive Environment
School Mission and Vision I.A.1.

a. Provide the school's mission statement.

b. Provide the school's vision statement.

• Is the school's mission and vision defined by

leadership and communicated, modeled, integrated
and focused on high expectations for student
learning?
Supportive Environment
School Mission and Vision I.A.1.

a. Provide the school's mission statement.

A mission statement should:
• Be more specific than a vision statement
• Define what the district or school is trying to
accomplish and for whom
• Set in the present tense
• Answer the question- Why do we exist?
Supportive Environment
School Mission and Vision I.A.1.

b. Provide the school's vision statement.

A vision statement should:
• Provide a compelling picture of what the district or
school can become in the future.
• Answer the question- What are we working to
become?
Supportive Environment
Early Warning Systems I.A.3.

a. Describe the school's early warning system and

provide a list of the early warning indicators used in
the system This list shall include the following:
• Attendance below 90 percent, regardless of whether absence is
excused or a result of out-of-school suspension
• One or more suspensions, whether in school or out of school
• Course failure in English Language Arts or mathematics
• A Level 1 score on the statewide, standardized assessments in
English Language Arts or mathematics
Supportive Environment
Early Warning Systems I.A.3. (Suggestions)

• Data Warehouse- At Risk Report

• Student Pass
• Include what you monitor under the At Risk Report
• What is the process for reviewing the data?
• InSS
• Parent resource teacher or liaison
Supportive Environment
School Environment I.A.2.

a. Describe the process by which the school learns

about students' cultures and builds relationships
between teachers and students.

Guiding Questions/Connections:
• Discuss what ongoing opportunities the students have to learn
about their own and other’s backgrounds/cultures/differences
(AdvancED- eleot A.4)
Supportive Environment
School Environment I.A.2 (Suggestions)

• Teacher-student mentors • Curriculum Nights

• Parent/Teacher conferences • Open House for Incoming 6th/9th
• Student- led conferences Graders
• Interview/Hiring Process • Kindergarten Round Up
• Professional Development • Title I Parent Night
• PTO/A • Grade Level Meetings
• SAC
• Articulation Meetings
• Donuts with Dad
• Athletic Events
• Muffins with Mom
• Breakfast of Champions • Clubs and Afterschool events
• ELL Endorsements
• School Recognition programs
• Encouraging family attendance at
school events
• Conducting home visits
• Holiday events such as Thanksgiving
Feast
Supportive Environment
School Environment I.A.2.

b. Describe how the school creates an environment

where students feel safe and respected before, during
and after school.

Guiding Questions/Connections:
• Does the school provide an environment where students feel safe
and respected by teachers and students? (5Es)
• Does the school have a formal structure whereby each student is
well known by at least one adult advocate in the student’s school
who supports that student’s educational experience? (Accreditation
3.9)
• Discuss how the school maintains facilities, services and equipment
to provide a safe, clean and healthy environment for all students
and staff. (Accreditation 4.3)
Supportive Environment
School Environment I.A.2 (Suggestions)

• Positive Behaviors and Interventions Support (PBIS)

• Junior Deputy/DARE
• Safety Patrol
• Youth Relations Deputy
• School Counselor
• School-wide rules, procedures, expectations reviewed on news, parent newsletters, and rules
posted throughout the school
• Bus evacuations
• Safety Drills: Fire Drills, Lockdown, Code Yellow, Code Red, Tornado Drills
• Safety Videos
• ID Badges for students
• Champions for Learning
• Extended school library hours
• Secure single point of entry
• Security Cameras
• Accessibility to SBLT, youth deputy, and staff members before, during, and after school (including
passing periods)
Supportive Environment
School Environment I.A.2.

c. Describe the school-wide behavioral system in

place that aids in minimizing distractions to keep
students engaged during instructional time.

Guiding Questions/Connections:
• This may include, but is not limited to, established protocols for
disciplinary incidents, clear behavioral expectations, and training for
school personnel to ensure the system is fairly and consistently
enforced.
• PBIS, MTSS Process
Supportive Environment
School Environment I.A.2 (Suggestions)

• PBIS
• Class DoJo
• School Pledges
• Student Pass
• Positive Reinforcements/ Positive Referrals
• Student of the Month
• Collier County’s Student Code of Conduct (online or DVD)
• Kagan Cooperative Learning Structures for student engagement
Supportive Environment
School Environment I.A.2.

d. Describe how the school ensures the social-

emotional needs of all students are being met, which
may include providing counseling, mentoring and
other pupil services.

Guiding Questions/Connections:
• Describe the process in which the school provides, coordinates and
evaluates the effectiveness of services that support the counseling,
assessment, referral, educational and career planning needs of all
students. (Accreditation 4.8)
Supportive Environment
School Environment I.A.2 (Suggestions)

• School Counseling
• Translators
• After school tutoring
• iLead
• Co-Enrollment
• Mentors
• Champions for Learning
• AVID
• Friendship Groups
• Grief Groups/Counseling
• Be Cool/Anger Management Program
Supportive Environment
Early Warning Systems I.A.3.

a. Describe the school's early warning system and

provide a list of the early warning indicators used in
the system This list shall include the following:
• Attendance below 90 percent, regardless of whether absence is
excused or a result of out-of-school suspension
• One or more suspensions, whether in school or out of school
• Course failure in English Language Arts or mathematics
• A Level 1 score on the statewide, standardized assessments in
English Language Arts or mathematics
Supportive Environment
Early Warning Systems I.A.3.

b. Provide the following data related to the school's

early warning system:
1. The number of students by grade level that exhibit each early
warning indicator listed above.
2. The number of students identified by the system as exhibiting
two or more early warning indicators.
3. Describe all intervention strategies employed by the school to
improve the academic performance of students identified by the
early warning system.
Supportive Environment
Early Warning Systems I.A.3.

2015 Early Warning System in Data Warehouse

1- Log into Data Warehouse
2- Mouse over My RtI
3- Click on 2015 Early Warning
4- Click on Summary
Supportive Environment
Early Warning Systems I.A.3. (Suggestions)

• Teacher-Student Mentors
• Attendance letters (5, 7, 10 days)
• Parent Phone Calls
• Meetings with parents
• Parent-Teacher conferences
• School Counselors
• Analyzing of intervention programs
• MTSS process and data meetings
• Formative assessments
• PLC meetings
Supportive Environment
Early Warning Systems I.A.3. (Suggestions)

• Data Warehouse- At Risk Report

• Student Pass
• Include what you monitor under the At Risk Report
• What is the process for reviewing the data?
• InSS
• Parent resource teacher or liaison
Supportive Environment
Early Warning Systems I.A.3.

b. Provide the following data related to the school's

early warning system:
1. The number of students by grade level that exhibit each early
warning indicator listed above.
2. The number of students identified by the system as exhibiting
two or more early warning indicators.
3. Describe all intervention strategies employed by the school to
improve the academic performance of students identified by the
early warning system.
Supportive Environment
Early Warning Systems I.A.3. (Suggestions)

• Teacher-Student Mentors
• Attendance letters (5, 7, 10 days)
• Parent Phone Calls
• Meetings with parents
• Parent-Teacher conferences
• School Counselors
• Analyzing of intervention programs
• MTSS process and data meetings
• Formative assessments
• PLC meetings
Family and Community Involvement
Family and Community Involvement I.B.

1. Describe how the school works at building positive relationships with

families to increase involvement, including efforts to communicate the
school's mission and vision, and keep parents informed of their child's
progress.
a. Will the school use its PIP to satisfy this question?
• If you select Yes- Parent Involvement Plan will be linked
• If you select No- Include a description

Guiding Questions/Connections
• The system and all of its schools engage families in meaningful
ways in their children’s education and keep them informed of
their children’s learning progress. (Accreditation 3.8)
Family and Community Involvement
Family and Community Involvement I.B.

2. Describe the process by which the school builds and sustains partnerships
with the local community for the purpose of securing and utilizing resources to
support the school and student achievement.
Effective Leadership
School Leadership Team I.C.1

1. School Leadership Team

a. Membership
Identify the name, email address and position title for each member of the
school leadership team. (You need to add the user to the CIMS site via
“manage users” prior to adding them to the school leadership team.)
b. Duties
1. Describe the roles and responsibilities of the members, including how they serve as instructional
leaders and practice shared decision making.
2. Describe the process through which school leadership identifies and aligns all available resources
(e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize
desired student outcomes. Include the methodology for coordinating and supplementing federal,
state and local funds, services and programs. Provide the person(s) responsible, frequency of
meetings, how an inventory of resources is maintained and any problem-solving activities used to
determine how to apply resources for the highest impact.
Effective Leadership
School Advisory Council I.C.2

2. School Advisory Council (SAC)

a. Membership: Identify the name, email address and position title for each
member of the school leadership team. (You need to add the user to the CIMS
site via “manage users” prior to adding them to the school leadership team.)
a. Add users to Data Warehouse as well
b. Remember you must be in compliance (within 10% of school demographics, the only administrator
on SAC is the principal, and less than 50% of the members can be school employees.)
b. Duties
1. Provide a description of the SAC's involvement with the following activities, as required by section
1001.452(2), Florida Statutes
a. Evaluation of last year's school improvement plan
b. Development of this school improvement plan
c. Preparation of the school's annual budget and plan
2. Describe the use of school improvement funds allocated last year, including the amount budgeted
for each project.
3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the
establishment requirements and duties of the SAC. (This should be marked as yes. If you are not in
compliance contact Dr. Terrie Mitev or Jodi Cronin to assist.)
Effective Leadership
Literacy Leadership Team (LLT) I.C.3

3. Literacy Leadership
a. Membership: Identify the name, email address and position title for each
member of the school-based LLT. (You need to add the user to the CIMS
site via “manage users” prior to adding them to the school leadership team.)
b. Duties
1. Describe how the LLT promotes literacy within the school.
Public and Collaborative Teaching
Literacy Leadership Team (LLT) I.D

D. Literacy Leadership
1. Describe the school's strategies to encourage positive working
relationships between teachers, including collaborative planning and
instruction.
2. Describe the school's strategies to recruit, develop and retain highly
qualified, certified-in-field, effective teachers to the school.
3. Describe the school's teacher mentoring program, including the rationale
for pairings and planned mentoring activities.
Ambitious Instruction and Learning
Instructional Programs and Strategies (LLT) I.E.1.a.

1. Instructional Programs and Strategies

a. Instructional Programs
1. Describe how the school ensures its core instructional programs and materials are aligned to
Florida's standards.
b. Instructional Strategies
1. Describe how the school uses data to provide and differentiate instruction to meet the diverse needs
of students. Provide examples of how instruction is modified or supplemented to assist students having
difficulty attaining the proficient or advanced level on state assessments.
2. Provide the following information for each strategy the school uses to increase the amount and quality
of learning time and help enrich and accelerate the curriculum:
Ambitious Instruction and Learning
Instructional Programs and Strategies (LLT) I.E.2.

2. Student Transition and Readiness

a. PreK-12 Transition
1. Describe the strategies the school employs to support incoming and outgoing cohorts of students in
transition from one school level to another.
b. College and Career Readiness
1. Describe the strategies the school uses to advance college and career awareness, which may
include establishing partnerships with business, industry or community organizations.
2. Identify the career and technical education programs available to students and industry certifications
that may be earned through those respective programs.
3. Describe efforts the school has taken to integrate career and technical education with academic
courses (e.g., industrial biotechnology) to support student achievement.
4. Describe strategies for improving student readiness for the public postsecondary level based on
annual analysis of the High School Feedback Report, as required by section 1008.37(4), Florida
Statutes
Review 2014-2015 Goals

8-Step Planning and Problem-Solving Process

Review 2014-2015 Goals
8-Step Planning and Problem-Solving Process- Step 1

• Were your goals relevant to the success of your

school?
• Were the goals clear for all stakeholders?
• Were the goals written as a theory of action If (we do
this) then, (this will happen).
• Were the targets attached to the goal relevant?
• How will the outcome be measured throughout the
year to ensure a successful implementation?
2015-2016 SIP Goals
8-Step Planning and Problem-Solving Process- Step 1

• Step 1: Identify strategic and SMART (targets)

goal(s)
• Are there any new goals you would like to add for
next year?
• Are there any goals you can remove in next year’s
SIP?
2015-2016 SIP Goals
8-Step Planning and Problem-Solving Process

• Step 2: Brainstorm resources and barriers

• What resources do you currently have to What
resources will you need to make your goals
successful?
• What are the barriers your school/teachers face with
achieving the goal? (Consider factors that have contributed to
success so far and resources at school, community or district, such as:
personnel, materials, schedules, curriculum, instruction, funding,
leadership, partners, environment, school culture, etc.)
2015-2016 SIP Goals
8-Step Planning and Problem-Solving Process

• Step 3: Prioritize, group, and select barriers

• Barriers should be something you can control
• Barriers should be written in a positive format
2015-2016 SIP Goals
8-Step Planning and Problem-Solving Process

• Step 4: Brainstorm and prioritize strategies

• Step 5: Identify action steps for strategy implementation
• Step 6: How will the action plan be monitored for fidelity
• Step 7: How will the strategies be monitored for effectiveness to
reduce/eliminate the barrier
• Step 8: How will progress toward the goal be monitored?