DIFFERENTIATED ACCOUNTABILITY UPDATE

July 2012 Fred Heid, Bureau Chief School Improvement

AGENDA

Differentiated Accountability DA Staffing Instructional Audit DA Support DA Reporting/Requirements School Classification School Improvement Plan District Improvement and Assistance Plans School Improvement Grant

NEW DA CLASSIFICATIONS Eliminates the existing matrix of six (6) categories driven

by school grade and AYP count. Establishes new classifications in accordance to our

ESEA waiver of: Reward Prevent Focus Priority

Classifies schools based upon their annual school grade. Will include AMO performance in reading and

mathematics but does not factor into the improvement criteria.

The State’s ESEA waiver requires that subgroup performance be monitored and reported annually.

REWARD SCHOOLS

Criteria Requirements

“A” schools and Schools that improve a letter grade.

•None

•Schools assigned a grade of “A” and schools that improve one or more letter grade would be classified as Reward schools.

•Reward schools would be eligible to receive funding appropriated by the State Legislature through the Florida School Recognition Program.

PREVENT SCHOOLS Criteria Requirements

“C” schools

•Submit, as part of the School Improvement Plan (SIP), specific research-based intervention strategies to increase student performance in reading and/or mathematics in the affected subgroup.

•If a school or district is increasing student performance within the AMO’s but is not making adequate performance gains to meet the projected annual and six-year targets for three consecutive years, the district will be required to submit as part of the district improvement plan specific research-based strategies to assist the identified school(s) not meeting their annual targets to accelerate student performance in reading and/or mathematics.

FOCUS SCHOOLS Criteria Requirements

“D” Schools •The school implements interventions. •School and district develops School Improvement Plan (SIP). •District submits a District Improvement and Assistance Plan (DIAP). •The district directs interventions as outlined in:

•Focus Schools Strategies and Support Document •Focus Schools School Compliance Checklist •Focus Schools District Compliance Checklist

•The district monitors progress and provides support. •The district and school submit quarterly updates to the SIP. •The district and school submit baseline and mid-year performance data and subsequent narratives online. •The Department provides monitoring and technical assistance through regional teams.

FOCUS SCHOOLS

Criterion Requirements

Triple “D” Schools

Same as prior Focus requirements but must also: •After two consecutive “D” grades, a district must submit its plan to implement the District Managed Turn Around model should the school receive a third consecutive “D” grade in the following year. • The school and district must meet the requirements outlined in the implementation of the District Managed Turn Around option.

* The district may implement one of five turnaround options but at a minimum must implement DMTA.

DD/DDD SCHOOLS IN 2012-13

Both schools will receive a planning year Should the school fail to improve districts must

implement, at a minimum, the District Managed Turnaround Option

Districts must submit their “DD-DDD Option Template” as follows November 1, 2012 – Initial template due February 1, 2013 – Secondary template due August 1, 2013 – Final template due

PRIORITY SCHOOLS Criteria Requirements

“F” Schools

•Florida schools in Priority status are subject to more intensive intervention efforts required by FDOE and managed (initially) by the district.

•The district and Department direct interventions as outlined in: •Priority Schools Strategies and Support Document •Priority Schools School Compliance Checklist •Priority Schools District Compliance Checklist •The district and schools must implement the SIP and DIAP •The Department provides embedded support through regional teams

•The district may choose from the following Turnaround Models: •District-managed turnaround school (transformation/turnaround) •Reassign students and monitor progress (closure) •Close and reopen as a charter school (restart) •Contract with a private entity to run the school (restart) •Hybrid Model (combination of existing options)

PRIORITY SCHOOLS CONT. Criteria Requirements

“F” Schools •Schools will have a period of two years to implement its approved turnaround option. •During the first year of its plan implementation, the district must submit a mid-year update regarding the status of the school’s progress. The mid-year update should include:

•Baseline to mid-year assessment data to include Interim benchmark assessments (reading, mathematics, science and writing), FAIR, or other assessments that predict statewide assessment performance •Evidence of the fidelity of the SIP support and implementation •“Next steps” identified by the school and district to ensure continued progress •Program review

•During the second year of its plan implementation, the district will be required to identify a new turnaround option for State Board of Education approval should the school fail to exit the “Priority” status. •A school must improve its grade in order to satisfy the exit criterion.

FORMER INTERVENE SCHOOLS

Any Intervene high school that earned a grade of “D” or higher in 2010-11 will exited in June/July 2012.

For Elementary and Middle schools the 20-11-12 grade was used to determine if they exit.

Reminder: If a school’s grade declines to an “F” within three years of exiting, it re-enters at the same point that it exited. The school must implement its previously approved turnaround option, does not get an additional planning year, and does not qualify for a re-start of the intervention timeline.

HOW DID INTERVENE SCHOOLS DO? There were 27 Intervene schools in 2011-12

24 of the schools exited the former Intervene and new Priority status (89%)

Eight (8) schools exit but due to the persistence of low performance (DD/DDD) must , at a minimum, implement the District Managed Turnaround option if the school fails to improve. These schools will all receive a planning year for 12-13.

Three schools failed to improve their grade and as a result must now implement their approved turnaround option in 2012-13. They will have two years to implement the selected option.

2011-12 DA SCHOOLS PERFORMANCE

There were 126 total schools in DA Targeted Assistance 90 schools improved (71%) from their prior years

performance: Range 2 points to 275 points Average improvement = 59.4 points

28 (22%) schools declined Range -2 points to -135 points Average decline = -43.0 points

TRANSITION FROM TO AMO

AMO-1 School Performance Grade Target

AMO-2 Reading and Math Performance Target- AMO-3 Target for progress of Students in the

Lowest-Performing 25% -

AMO-4 Benchmark Florida’s Students Performance to the Highest-performing States and nations.

HOW WILL THE AMO AREAS BE REPORTED?

AMOs will be monitored and reported at various levels: School Level District Level State Level

Minimum cell size remains at 30

WHAT CELLS WILL THE AMO REPORTING INCLUDE?

AMOs will be reported for reading and mathematics. School and LEA level reports will include:

All students and subgroups (American Indian/Alaska Native, Asian, Black or African American, Hispanic, White, Students with Disabilities, Economically Disadvantaged, and English Language Learners)

Target cell Met Target? – Y/N Improving? – Y/N Maintaining or Declining? – Y/N Did the School Meet Target for Low 25% for Reading? – Y/N Did the School Meet Target for Low 25% for Math? – Y/N

Progress Towards AMO

School Grade

Reading Math Did the School Meet Target for Lowest

25% in Reading (Y/N)

Did the School Meet Target for Lowest 25% in Math (Y/N)

% Scoring

3 or Higher

Target

Met Target?

Improving

Maintaining or D

eclining

% Scoring 3 or

Higher Target

Met Target?

Improving

Maintaining or D

eclining

All Students

American Indian/Alaska Native

Black or African American

Hispanic

White

Students With Disabilities

Economically Disadvantaged

English Language Learners

SAFE HARBOR

The Safe Harbor provision will continue to be used to assist schools in demonstrating their AMO improvements.

If a school improves an AMO by 10% from the prior years performance level, then it will receive a “Yes” indication.

ARE THERE CONSEQUENCES FOR NOT MAKING ANNUAL PROGRESS TOWARDS AN AMO? Unlike AYP there is no SINI or AYP count that

would lead to a penalty. The AMOs are not linked to the Differentiated

Accountability categories. A school or district that fails to make their AMO

goals for any subgroup will receive a “NO” for the year.

If a school or district fails to make progress towards their AMOs for two consecutive years, they will be required to submit the DIAP and SIP.

SCHOOL REQUIREMENTS • Submit, as part of the School Improvement Plan (SIP), specific research-

based intervention strategies to increase student performance in reading and/or mathematics in the affected subgroup. The SIP will include individual(s) responsible, a timeline, and methods to monitor student progress throughout the year. The SIP will be also be approved and monitored by the DA Regional Teams who are employed by the FLDOE and strategically located throughout the state.

• Schools will be required to have both administrative and key instructional support staff (i.e., department heads, instructional content area coaches, and/or lead teachers) attend the two-week summer Differentiated Accountability academies that focus on the implementation and support of research-based best practices including Lesson Study, Florida Continuous Improvement Model, Data Mining/Instructional Decision Making, RtI/Problem Solving, and Instructional Coaching.

WHAT IF WE DO NOT MAKE OUR AMO TARGETS?

If a school or district does not reach its target for any ESEA subgroup for two consecutive years, the school/district will receive support from the DA Regional Teams.

The region's Response to Intervention (RtI) and specific content area specialist will assist the school and district in identifying the cause and help with the development and implementation of the School Improvement Plan.

Additional requirements are specific to either the school or district.

SCHOOL REQUIREMENTS Submit, as part of the School Improvement Plan

(SIP), specific research-based intervention strategies to increase student performance in reading and/or mathematics in the affected subgroup.

The SIP will include individual(s) responsible, a timeline, and methods to monitor student progress throughout the year.

The SIP will also be approved and monitored by the DA Regional Teams who are employed by the FLDOE and strategically located throughout the state.

SCHOOL REQUIREMENTS CONT.

Schools will be required to have both administrative and key instructional support staff (i.e., department heads, instructional content area coaches, and/or lead teachers) attend the two-week summer Differentiated Accountability Academies.

Academies will focus on the implementation and support of research-based best practices including Lesson Study, Florida Continuous Improvement Model, Data Mining/Instructional Decision Making, RtI/Problem Solving, and Instructional Coaching.

DISTRICT REQUIREMENTS If a school or district is increasing student

performance but not making adequate performance gains to meet their projected annual and six-year targets for three consecutive years, the district will be required to submit, as part of the district improvement plan, specific research-based strategies to assist the identified school(s) not meeting their annual targets to accelerate student performance in reading and/or mathematics.

DISTRICT REQUIREMENTS CONT.

The monitoring process will be scheduled to coincide with the district/school’s established progress monitoring calendar that includes required statewide assessments and interim assessments to be used to determine further interventions.

The DIAP must also include individual(s) responsible, a timeline, and methods to monitor student progress throughout the school year.

2012-13 DA TARGETED SCHOOLS

PREVENT/C SCHOOLS

Prevent Schools Elementary = 303 Middle = 113 High School = 55 Combination = 36

FOCUS/D SCHOOLS

Focus Schools Elementary = 107 Middle = 45 High School = 12 Combination = 6

FOCUS DD-DDD SCHOOLS

DD-DDD Schools Elementary = 23 Middle = 7 High School = 8 Combination = 2

PRIORITY/F SCHOOLS

Priority Schools Elementary = 13 Middle = 11 High School = 2 Combination = 1

DA SUPPORT

FOCUS AREAS

Capacity Development Effective Instruction Coaching Cycle Progress Monitoring/Problem Solving

FOCUS SCHOOL SUPPORT

Visit monthly by each instructional specialist to review/participate in: Coaching log Progress towards SIP activities Data chat (when new data is available) PD development/alignment Focus Classroom Walkthroughs

DA team visit three times per year Beginning Middle End of Year

INSTRUCTIONAL AUDIT (IA)

Conducted three times per year Beginning of the year

For new schools (new to DA support) the IA cosnsits of a two day process

Focus on data disaggregation to identify areas of need and strategies to address them.

Development of SIP Review of DA Compliance requirements Establish calendar for support and remaining Instrutional

Audits.

MONTHLY COACHES MEETINGS

Monthly meetings will be held for the following areas:

Area Target Audience Focus

Reading/Writing

Reading Coaches or APC/API •Alignment to common core, CIS, Text Complexity, NGCARPD, Coaching

Mathematics/STEM

Math Coaches or APC/API •Alignment to common core, CIS, Text Complexity, Hands-on/manipulatives, Differentiated Instruction, Coaching , Lesson Study, STEM inclusion

Science/STEM

Science Coaches or APC/API •Alignment to common core, CIS, Text Complexity, Hands-on/manipulatives, Differentiated Instruction, Coaching , Lesson Study, STEM Inclusion

CTE

CTE staff and or administrator assigned • NGCATER, Program alignment, Lesson Study

Leadership

Deans, AP’s and/or Principal Data, effective coaching and/or coaching plans, progress monitoring, common core planning/support, program alignment, community engagement, ELL/ESE support/instruction

DA REPORTING/REQUIREMENTS

SIP ACTION PLAN TEMPLATE

Honors the SIP as a process to support improvement.

Used monthly by the school and DA coaches to track the progress being made in the identfoed target areas.

DOCUMENTS

School Improvement Plan Strategies and Support Documents (Prevent

and Focus/Priority) School DA Compliance Checklist District DA Compliance Checklist SIP Action Plan Template Site Visit Reports

STRATEGIES AND SUPPORT DOCUMENTS

Specific to school type Outlines requirements, deliverables and dates for

completion. All are research based effective strategies to

support significant and sustainable school improvement.

Schools and district should maintain a notebook or similar SharePoint site to house all documentation.

This will be reviewed officially three times per year.

NON COMPLIANCE

Each component is reported as either compliant or non compliant.

Once a school or district is identified as having a deficiency we will: A letter detailing the area of non-compliance will be sent to

the superintendent The district will have 30 days to submit a corrective action

plan outlining the steps they will take to address the deficiency

Should the district fail to address the compliance issue the superintendent will be required to attend the subsequent State Board Meeting to share the barriers and/or status of their corrective action.

CONSEQUENCES FOR NON COMPLIANCE

All school districts will be required to submit an assurance of compliance with requirements outlined in the DA Plan. Intervene schools will be required to submit an Intervention Plan to reconstitute the school should it not improve. For all districts and schools, non-compliance with any of the required interventions and supports may lead to: State Board of Education intervention in operations; state funds withheld; report of non-compliance to the State Legislature with recommended legislative action; conditions placed on Title I or Title II grant awards; a redirection of Title II, Part A funds; and/or movement to a more severe category.

SCHOOL/DISTRICT DA COMPLIANCE CHECKLIST Derived from the Strategies and Support

Document. Reviewed three times per year:

July/August December/January May/June

TYPES OF REPORTS Activity Reports -The preparation of online site visit reports at the

conclusion of each visit. Online site visit reports should be completed at the close of each school and/or district visit. Results of Instructional Reviews and completed SIP Action Plans should also be uploaded to the reports.

State Board Reports - State Board Reports provide bi-monthly updates to the State Board of Education on the progress of Triple “D” and Priority schools . State Board Reports are designed to captuer school data and action plans for addressing areas of performance deficiencies. State Board Reports also provide an update to Board Members on the progress of schools in implementing the Differentiated Accountability requirements. State Board Reports are due to the Bureau of School Improvement no later than one month prior to State Board meetings. S

SITE REPORTS

All site visits are documented using the BSI online reporting template.

Online reports are completed within 24 hours of a visit.

A weekly update and or summary of the site report will be sent to the Principal and District contact.

GENERAL TIMELINE

Date Item

August 31, 2012 •Draft of 2012-13 SIP submitted to Regional Executive Director for Priority and triple “D” Focus schools •Draft of district and School Level Compliance Checklist submitted to Regional Executive Director for Priority and “D” Focus schools

October 12, 2012 •District Improvement and Assistance Plan due

•Final District Checklist of Compliance due for Prevent, Focus and Priority schools

October 19, 2012 •School Improvement Plans due (all schools)

•Final School Checklist of Compliance due for Prevent, Focus and Priority schools

October 26, 2012 •Submit School Baseline Data Report

January 25, 2013 •Submit School Mid-Year Data Report

February 8, 2013 •Submit Mid-Year Narrative Report

PRIORITY SCHOOLS TIMELINE

Date Item

July 2012 •Elementary/Middle school grades released

October 1, 2012 •Districts submit their Initial Priority Improvement Option Template (formerly Intervene Option Template) for elementary , middle or combination school.

January 15, 2013 •Districts submit their Secondary Priority Improvement Option Template for all elementary, middle, combination and high school with an “F”

April 15, 2013 • Districts submit their Final Priority Improvement Option Template for all elementary, middle, combination and high school with an “F”

June 30, 2013 •Districts submit request for SBOE appeal for additional time in their current implementation option to the Commissioners office. (see rule for requirements)

July 30, 2013 •Districts submit evidence and calendar of implementation steps for their approved Improvement Plan Option

DOCUMENT FAQ’S

I am an A/B district with no D or F schools. Do I have to complete a DA checklist?

Which documents will change? What changes are there? When will the new documents be posted? How

will I get them?

SCHOOL IMPROVEMENT PLAN

SCHOOL IMPROVEMENT PLAN (SIP) REVIEW AND IMPLEMENTATION The Regional Team reviews, approves and

monitors the SIP in Intervene schools, F schools, D former F schools, schools Exiting Intervene, and other DA schools as necessary. Specifically, the Regional Team ensures that the school improvement plan is implemented as written. The following guiding principals and questions should be used when reviewing, approving and monitoring SIPs.

SIP CHANGES

Converts AYP to AMOs in reading and mathematics

Eliminates AYP areas for writing

Now includes: EOC Areas (Algebra I,

Geometry, Biology, Civics, and U.S. History)

CTE and STEM focus areas Guiding questions for each

area

FAQ’S

Who has to complete the SIP? What should we do regarding the submission of a

DRAFT if we do not have AMO data? What should be included for EOC content areas

where two years of data is not available? Who has to submit baseline and midyear data? Will the baseline and midyear template be

revised? Why don’t charters have to complete a SIP? What is next?

WHO HAS TO COMPLETE THE SIP? The SIP is required for all schools. However, schools with an A, B, C, and first year D grade may submit

a waiver to use their district SIP template. In order to be approved, the district SIP template must address the specific academic and subgroup performance areas where students failed to make progress towards their Annual measurable Objectives (AMOs). Additionally, it must comply with the SIP requirements outlined in 6A 1.099811. The waiver must be submitted along with a copy of the SIP template to be used for the Departments review and approval. The schools must still submit to the Department, in accordance with the specified timeline, the baseline and midyear narratives that aligns to their SIP target areas.

DD, DDD and F schools must use the Departments SIP template and may not submit a waiver.

WHAT SHOULD WE DO REGARDING THE SUBMISSION OF A DRAFT IF WE DO NOT HAVE AMO DATA? Schools should use existing data and review their

SIP plan from 2011-12 to determine the extent of: New target goals Remaining activities/stratgies not fully addressed in the

prior years plan The application of the MTSS problem solving

methodology to support evaluating the extent to which the prior years activities were successful or in need of revision.

WHAT SHOULD BE INCLUDED FOR EOC CONTENT AREAS WHERE TWO YEARS OF DATA IS NOT AVAILABLE? Schools should consider the following:

To what extent does the reported data reflect the need for curriculum alignment?

To what extent does the reported data reflect the need for further articulation?

What patterns exist in the reported data? Is there an overrepresentation of a subgroup by performance?

WHO HAS TO SUBMIT BASELINE AND MIDYEAR DATA?

All schools must submit baseline and midyear performance data for subgroups that failed to demonstrate progress towards their AMOs in reading and mathematics.

DD/DDD and F schools must submit data for all subgroups for mathematics, reading, writing, and science.

WILL THE BASELINE AND MIDYEAR TEMPLATE BE REVISED? Yes We anticipate that the baseline and midyear

template will be released by weeks end.

WHY DON’T CHARTERS HAVE TO COMPLETE A SIP? Charter schools are now under their own revised

improvement requirements and timeline. Charter schools that fail to demonstrate adequate

progress (school grade) must comply with existing statute requirements that require the submission of an improvement plan to the district.

The district may require reporting timelines (baseline /midyear results)

Subsequent failure to improve results in closure

WHAT IS NEXT?

Consolidation of existing plans? Continual review of existing processes to

enable further collaboration and mutual responsibility for school improvement.

SIP GUIDING QUESTIONS

Is the SIP comprehensive and cohesive? Is there evidence that the school improvement plan addresses the

needs of the entire school and that activities are coordinated to ensure that all students reach proficiency?

What data sources were considered when writing the DIP objectives? Is the analysis of the data current and comprehensive? Which subgroups did not meet AMO’s and what objectives

specifically provide for the progress of these subgroups? Has the evidence base for each action step been examined? Was professional development designed to address the strengths

and weaknesses identified by the data analysis and objectives? Is professional development supported by an evidence base? Do the resources selected align with the objectives of the SIP? Are services being duplicated? Are there services that could be provided more efficiently through an

alternative source?

SIP/DIAP/DA TIMELINE Date Item

August 31, 2012

•Draft of 2012-13 SIP submitted to Regional Executive Director for Priority and triple “D” Focus schools •Draft of district and school level Compliance Checklist submitted to Regional Executive Director for Priority and triple “D” Focus schools

October 12, 2012

•District Improvement and Assistance Plan due

•Final District Checklist of Compliance due for Prevent, Focus and Priority schools

October 19, 2012

•School Improvement Plans due (all schools)

•Final School Checklist of Compliance due for Prevent, Focus and Priority schools

October 26, 2012

•Submit School Baseline Data Report

January 25, 2013

•Submit School Mid-Year Data Report

February 8, 2013

•Submit Mid-Year Narrative Report