R U C² Ready? - Lake County Schools / Overview · R U C² Ready? • The District ... • DA...

Lake County Schools Investing In Excellence!

College and Career Readiness

R U C² Ready?

District Monitoring and Support Plan Academic Services Unit

Teaching & Learning Department Kati Pearson, Director

Essential Question, Learning Goal, and Scale Revisited

Essential Question:

How do we revolutionize the way we teach, lead and learn for 21st Century success?

Learning Goal: Participants will increase their understanding of how to connect the systems within the Lake County C² Ready Plan to improve student achievement.

Scale:

4 3 2 1 0

I understand and can share this information with others. I have implemented with fidelity all of these best practices. They are a part of my school culture. I understand how this information impacts the way my school operates. I need no support developing a strategic plan to build capacity at my school.

I understand and feel very confident to share this information with others. I have implemented with fidelity most of these best practices. They are a part of my school culture. I understand how this information impacts the way my school operates. I need minimal support developing a strategic plan to build capacity at my school.

I understand and feel very confident to share this information with others. I have implemented with fidelity a few of these best practices. I understand how this information impacts the way my school operates. I need support developing a strategic plan to build capacity at my school.

I understand, and with support, I could share this information with others. I have not implemented any of these best practices. I need support developing a strategic plan.

I understand some of the information, but I am not confident enough to share with others.

Lake County Schools

District Monitoring and Support Plan R U C² Ready?

• The District Monitoring and Support Plan aligns with Florida’s Continuous

Improvement Model and provides a five step process to monitor and support targeted schools as required for districts with schools in corrective action by Florida’s Differentiated Accountability Plan.

• The District Monitoring and Support Plan also includes a system for ongoing progress monitoring of student data to inform instruction. Reading, Math, Science, and Writing Benchmark, Mid-Year, and Mini Assessments are aligned to state item specifications and available for all schools to utilize with FCIM (Florida’s Continuous Improvement Model) implementation.

Differentiated Accountability (DA) Update

New Categories and AMOs

AMO Replaces AYP: Reported at State, District, and

School Level (Y/N)

• 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

Subgroup Target Cells (Safe Harbor Provision Utilized)

• Demographics?

• Met Target?

• Improving?

• Maintaining or Declining?

• Did the School Meet Target for Low 25% for Reading?

• Did the School Meet Target for Low 25% for Math?

DA NON-TARGETED SCHOOLS DA TARGETED SCHOOLS

UNCATEGORIZED PREVENT (C SCHOOLS) District Monitoring

Grade AMO School Grade AMO School

B Altoona ECS C

Beverly Shores ES (REWARD)

A Astatula ES (REWARD) C Carver MS

B Clermont ES C Eustis Heights ES

A Clermont MS (REWARD) C Leesburg ES

A Cypress Ridge ES (REWARD) C* Leesburg HS (SIG)

A East Ridge MS (REWARD) C

Oak Park MS

B* East Ridge HS C* Umatilla HS

A Eustis ES (REWARD) I Tavares ES

B* Eustis HS

FOCUS (D SCHOOLS) State/District Monitored

B Eustis MS Grade AMO School

B Fruitland Park ES D Milestone CS

A Grassy Lake ES (REWARD) D* Mt. Dora HS

A Gray MS (REWARD)

PRIORITY (F SCHOOLS) State/District Monitored

A Groveland ES (REWARD) Rating AMO School

A Imagine Charter (REWARD) NONE

IMPR Lake Hills School

NON GRADED SCHOOLS (UNCATEGORIZED)

A Lake Minneola HS (REWARD) Rating AMO School

A Lost Lake ES (REWARD) NG Alee Academy

B Mascotte ES NG Humanities FACS

B Minneola ECS NG Lake Ac. Lees

B Mt. Dora MS NG Lake Virtual

A Pine Ridge ES (REWARD) NG Rimes ELC

A Round Lake ES (REWARD)

A Sawgrass Bay ES (REWARD)

A Seminole Springs ES (REWARD) KEY

A Sorrento ES (REWARD)

(SIG): Schools who have received School Improvement Grants (previously identified as Lowest 5% schools)

B* South Lake HS

B Spring Creek ES

B* Tavares HS

B Tavares MS

A Treadway ES (REWARD)

(REWARD): an "A" school or schools that have improved a letter grade)

B Triangle ES

B Umatilla ES

B Umatilla MS

*indicates 2011 school grade, 2012 still pending

A Villages ES (REWARD)

B Windy Hills MS (REWARD)

Lake County Schools Investing In Success! College and Career Readiness: Non-Negotiables

3 Year Plan

Maximizing Continuous Improvement – A Systems Thinking Approach!

District Monitoring and Support Plan

What Is Required? Why Is It Important? How To Do It

District Monitoring

and Support Plan

Aligns district resources to

ensure all students achieve at

the highest levels possible

Tiered Level of Monitoring

and Support

Collaboration & Honest

Conversation

Problem Solving and

Decision Making

Ongoing Monitoring and

Support

Increased Standards for Student

Achievement


Expectation

DA and School Improvement

Requirements

Instructional Review Process

Deliverables (SIP, C² Ready Plan, DA Checklist, Big

Picture Template, DA Mid-Year

Narrative)

Action Plans & Dashboards

Mid Year Progress Reports


FCIM: Plan, Do, Check, Act

Step 1: Identification of schools via data and DA Categories to prioritize need and provide a tiered level of monitoring and support. (July-August)

Step 2: Conduct instructional reviews to determine targeted areas and level of support (September-October)

Step 3: Create dashboards to focus district and school responsibilities, align resources, and monitor progress (September-October)

Step 4: Monitor progress via dashboards, progress monitoring meetings, site visits, CWTs, and ongoing data reviews (Ongoing, October-June)

Step 5: Revisit progress, create sustainability plan, and prioritize anticipated needs (May-June)

Plan

Do

Check

Act

• Differentiated Accountability (DA) Category

• Decrease in School Grade

• Fluctuations from year to year in School Grade or AYP/AMO

• Significant drops at grade level/s or content areas

• Change in demographics

Step 1: Identification of schools via data and DA Categories to prioritize need. (July-August)

Step 1

Step 2

Step 3

Step 4

Step 5

Plan

Do

Check

Act

DA NON-TARGETED SCHOOLS DA TARGETED SCHOOLS

UNCATEGORIZED PREVENT (C SCHOOLS) District Monitoring

Grade AMO School Grade AMO School

B Altoona ECS C

Beverly Shores ES (REWARD)

A Astatula ES (REWARD) C Carver MS

B Clermont ES C Eustis Heights ES

A Clermont MS (REWARD) C Leesburg ES

A Cypress Ridge ES (REWARD) C* Leesburg HS (SIG)

A East Ridge MS (REWARD) C

Oak Park MS

B* East Ridge HS C* Umatilla HS

A Eustis ES (REWARD) I Tavares ES

B* Eustis HS

FOCUS (D SCHOOLS) State/District Monitored

B Eustis MS Grade AMO School

B Fruitland Park ES D Milestone CS

A Grassy Lake ES (REWARD) D* Mt. Dora HS

A Gray MS (REWARD) PRIORITY (F SCHOOLS) State/District Monitored

A Groveland ES (REWARD) Rating AMO School

A Imagine Charter (REWARD) NONE

IMPR Lake Hills School NON GRADED SCHOOLS (UNCATEGORIZED)

A Lake Minneola HS (REWARD) Rating AMO School

A Lost Lake ES (REWARD) NG Alee Academy

B Mascotte ES NG Humanities FACS

B Minneola ECS NG Lake Ac. Lees

B Mt. Dora MS NG Lake Virtual

A Pine Ridge ES (REWARD) NG Rimes ELC

A Round Lake ES (REWARD)

A Sawgrass Bay ES (REWARD)

A Seminole Springs ES (REWARD) KEY

A Sorrento ES (REWARD) (SIG): Schools who have received School Improvement Grants (previously identified as Lowest 5% schools)

B* South Lake HS

B Spring Creek ES

B* Tavares HS

B Tavares MS

A Treadway ES (REWARD)

(REWARD): an "A" school or schools that have improved a letter grade)

B Triangle ES

B Umatilla ES

B Umatilla MS

*indicates 2011 school grade, 2012 still pending

A Villages ES (REWARD)

B Windy Hills MS (REWARD)

Step 1: Tiered Level of Monitoring and Support (July-August)

LEVEL 1 LEVEL 2 LEVEL 3 *Altoona CS

Astatula ES

Cypress Ridge ES

East Ridge HS

East Ridge MS

Eustis MS

Grassy Lake ES

Gray MS

Groveland ES

*Imagine SLC

Lake Minneola HS

Lost Lake ES

*Minneola ECS

Pine Ridge ES

*Round Lake ECS

Sawgrass Bay ES

Seminole Springs ES

Sorrento ES

*Spring Creek ECS

Tavares HS

Treadway ES

Umatilla MS

Villages ES

Windy Hill MS

Clermont ES

Clermont MS

Eustis ES

Eustis HS

*Mascotte ES

Mt. Dora MS

Rimes ELC

South Lake HS

Tavares MS

Triangle ES

Umatilla ES

*Alee Academy

Beverly Shores ES

Carver MS

Eustis Heights ES

Fruitland Park ES

*Humanities FACS

Leesburg ES

Leesburg HS

*Milestones ECS

Mt. Dora HS

Oak Park MS

Tavares ES

Umatilla HS

* Charter School

Level Three

Level Two

Level One

Level 1

•Ongoing dashboard report

•Support provided as requested by school

•Ongoing progress monitoring

Level 2 •Ongoing dashboard report

•Support provided as determined by district

•Ongoing progress monitoring

Level 3

•Baseline, Mid-Year, and End-of-Year Instructional Reviews

•Ongoing dashboard report

•Support provided as determined by state

•Support provided as determined by district

•Ongoing targeted support and progress monitoring

Level Three

Level Two

Level One

Step 1: Tiered Level of Monitoring and Support (July-August)

Instructional Review Process

• Half Day in Length

• Members Present: Principal and Leadership Team, Academic Services Administrators and team, other district directors and program specialists as identified

Deliverables

• School Improvement Plan

• C2 Ready Plan (Self Assessment Commitment Portfolio, Implementation Scales, Systems Connector, Capacity Building Roster)

• DA Checklist (beginning of the year) , DA Mid-year Narrative Report (mid-year)

• Big Picture Template

Classroom Visitations

• Review of elements and indicators

• Instructional Review Walkthroughs

• Team Debriefing

• Problem Solving & Decision Making Process

• Action Planning and Identification of Next Steps


Step 1

Step 2

Step 3

Step 4

Step 5

Plan

Do

Check

Act


Step 1

Step 2

Step 3

Step 4

Step 5

Plan

Do

Check

Act

Step 1

Step 2

Step 3

Step 4

Step 5

Plan

Do

Check

Act

Step 5: Revisit progress, create sustainability plan, and prioritize anticipated needs (May-June)

Sustainability Plan Template

Targeted Areas & Elements

Implementation & Support Plan

Professional Development

Required

Expected Implementation

Date

School Point Person Responsible

Expected Completion

Date

Sustainability Meeting Guiding Questions

1. How will you sustain the work this

year? 2. How will you continue to build

leadership and teacher capacity? 3. What support from the district will

you need to move forward?


Organize (Plan) Plan (Plan) Implement (Do) Monitor (Check) Sustain (Act)

Step 1: Identification of

schools via data and DA

Categories to prioritize

need and order of initial

visits (July-August)

Step 2: Conduct

instructional reviews to

determine targeted areas

and level of support

(September-October)


Step 4: Monitor progress

via dashboards, progress

monitoring meetings, site

visits, CWTs, and ongoing

data reviews (Ongoing,

October-June)

Step 5: Revisit progress,

create sustainability

plan, and prioritize

anticipated needs (May-

June)

District Wide Tools

1. District Monitoring and Support Plan: PowerPoint presentation outlining the District Monitoring and Support Plan

2. School Improvement Plans: State School Improvement Plan website, also includes DA Baseline/Mid-year Data templates, and DA

Mid-year Narrative Reports

3. District and State Action Plans: Shared folder on the LCS “K” Drive containing school and state action plans completed after

instructional reviews

4. District Dashboards: Shared folder on the LCS “K” Drive containing ongoing logs of support provided to schools aligned to action

plan focus areas

5. Instructional Review Checklist: Form utilized for classroom visitations during instructional reviews; Used to gather trend data to

determine overall strengths and areas of growth; Aligned to Marzano’s Domains and DA Elements and Indicators

6. C² Ready Plan: Lake County Schools Non-negotiables

7. Big Picture Template: SIP Data Snapshot

8. DA Checklists: FLDOE DA Requirements for Prevent, Focus, and Priority Schools

9. DA Mid-year Narrative Report: FLDOE required Mid-year reporting template that serves as an addendum to the SIP for Prevent,

Focus, and Priority Schools

10. Mid-Year Progress Reports: District report completed after mid-year instructional reviews: Used to gauge progress of action plan

focus areas

11. Teaching & Learning Website: Provides links, documents, presentations, and other resources

12. Florida Bureau of School Improvement: FLDOE website for Differentiated Accountability (DA) information and updates

http://www.flbsi.org/DA/index.htm

http://www.flbsi.org/1213_SIP/



http://www.lake.k12.fl.us/Domain/49

http://www.flbsi.org/

How does this information impact the way my school

operates?


3 Year Plan

Maximizing Continuous Improvement – A Systems Thinking Approach!

Implementation Scale School Improvement Plan (SIP)

School Improvement planning provides a data-driven, research-based framework for defining goals and objectives for improving student learning and for selecting and implementing strategies to improve the instructional and organizational effectiveness of a school. School Improvement is a continuous process schools use to ensure that all students are achieving at high levels. Schools are in collaboration with families, students, and communities, to create better learning and supportive environments so that all students are successful. Innovative, exemplary, and research-based programs, coupled with professional development, focused and aligned resources, and public participation in planning are critical factors in the school improvement process. The critical elements in the process are to organize, plan, implement, and sustain efforts to build capacity.

Cri

tica

l E

lem

en

ts Culturally Embedded

Level 3

Intentionally Structured and Enforced

Level 2

In Name Only

Level 1 Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback. There is a sense of commitment.

Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback. There is a sense of compliance.

Concepts are talked about. Concepts are thought of as “another thing to do.” Leaders tend to make broad-based decisions with limited or no follow-up or feedback. There is a limited sense of accountability.

Evidence supporting a Level 3 implementation…



Critical Elements of School Improvement Planning 1. Organize: Stakeholders plan and assess needs based on data.

2. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. 3. Implement: Implement activities and monitor progress.

4. Sustain: Identify success of current plan, evaluate and adjust to sustain growth.


3 Year Plan Implementation Scale

School Improvement Plan (SIP)

Imp

lem

en

t

Culturally Embedded

Level 3

Intentionally Structured and Enforced

Level 2

In Name Only

Level 1

•School ensures SIP implementation plan is doable and is communicated to the entire staff as the statement of work to include expectations, activities, professional development, resources, persons responsible, and timelines. School uses various ways to communicate academic progress (newsletters, bulletin boards, etc) throughout the school year. •School spends a great deal of time on the monitoring and data analysis processes. School uses staff meeting time to highlight what the data is telling you about progress and use team time to model questions needed to address progress monitoring activities. •Professional development is data-driven and aligned with SIP. It is job embedded and focused on building capacity. •Regular collaborative examination of student work and instructional practices at team meetings follows the professional learning community model to further build capacity. •School leadership celebrates staff members who are modeling good data-driven decision making in their classrooms and showcase those strategies in staff meetings.

•School ensures SIP implementation plan is doable and is communicated as a housekeeping activity. •Expectations, activities, professional development, resources, persons responsible, and timelines are identified. •Some system of progress monitoring is implemented.

•Principal (and/or assistant principal) makes plan available for those who are interested. •Plan is checked at mid-year and end of year.

Evidence: Staff assignments are based on skills needed as indicated by

the data. PLC, FCIM, MTSS/RtI, Lesson Study effort are easily identifiable and executed within the process.

Evidence: Focused staff development programs as an

improvement strategy to address documented problems/needs. PLC and FCIM processes are easily identifiable but not fully executed within the process.

Evidence: Staff meetings focus on

operations and limited dissemination of information.

Essential Question, Learning Goal, and Scale Revisited

Essential Question:

How do we revolutionize the way we teach, lead and learn for 21st Century success?

Learning Goal: Participants will increase their understanding of how to connect the systems within the Lake County C² Ready Plan to improve student achievement.

Scale:

4 3 2 1 0

I understand and can share this information with others. I have implemented with fidelity all of these best practices. They are a part of my school culture. I understand how this information impacts the way my school operates. I need no support developing a strategic plan to build capacity at my school.

I understand and feel very confident to share this information with others. I have implemented with fidelity most of these best practices. They are a part of my school culture. I understand how this information impacts the way my school operates. I need minimal support developing a strategic plan to build capacity at my school.

I understand and feel very confident to share this information with others. I have implemented with fidelity a few of these best practices. I understand how this information impacts the way my school operates. I need support developing a strategic plan to build capacity at my school.

I understand, and with support, I could share this information with others. I have not implemented any of these best practices. I need support developing a strategic plan.

I understand some of the information, but I am not confident enough to share with others.

Lake County Schools Investing In Excellence!


Thank You! Academic Services

R U C² Ready? - Lake County Schools / Overview · R U C² Ready? • The District ... • DA...

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