Download - Region V Mid-Year SIP Reflection Guide Bureau of School Improvement Differentiated Accountability 1 2016.

Region V Mid-Year SIP Reflection Guide

Bureau of School ImprovementDifferentiated Accountability

1 2016

Purpose of Mid-Year Reflection

• Continuously problem solve how best to reach SIP goals.

• Engage in rich, collaborative conversations on goal achievement, strategy implementation and barrier reduction.

• Adjust strategies and resources as necessary to improve student achievement.

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Questions School Teams Will Consider

• Has our school made progress towards achieving the goal?

• Have the barriers we selected been eliminated or reduced?

• Are our strategies being implemented with fidelity?

• What are our benchmarks for success?

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Who is Required to Complete a Mid-Year Reflection in CIMS?

The Mid-Year Reflection is required for Focus, Priority, Former F and School Improvement Grant (SIG) 1003(g) schools as indicated by the blue R icon on the CIMS Plans page.

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Mid-Year Reflection Timeline

Step A – Preparing for Mid-Year Reflection: Assemble evidence (quantitative data and qualitative evidence) to guide the leadership team in rich discussions and deep reflection.

Step B – Leadership Team Reflection and Problem-Solving: Meet as a leadership team with key stakeholders to analyze and reflect on evidence to guide the Mid-Year Reflection process.

Step C – Input Data in CIMS: Complete the Mid-Year Reflection tool in CIMS within 30 days of the release of your school’s mid-year assessment data.

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Resources in CIMS Toolkit

Resource Purpose NavigationMid-Year Reflection Flow Chart

• Determine the next steps when answering “yes” or “no” while considering Mid-Year Reflections responses to questions in CIMS.

Toolkit > Documents > Problem Solving

Mid-Year Reflection Guidance Questions

• Delve deeper into the possible root causes why schools are or are not making progress towards achieving goals.

• Determine if barriers have been reduced.• Determine if strategies have been implemented with

fidelity.


Mid-Year Reflection Facilitator Tool

• Provide structure for facilitating a mid-year reflection within specific time frames.


Mid-Year Reflection Process Guide

• A step-by-step guide outlining the thinking behind the Mid-Year Reflection Process.


Mid-Year Reflection How-to Guide for Schools

• A screen-by-screen navigation guide walking users through the steps of completing the Mid-Year Reflection in SIP.

Toolkit > Documents > Navigation Guides

Link to CIMS: https://www.floridacims.org/

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https://www.floridacims.org/

https://www.floridacims.org/

Assemble Evidence and Analyze Data

• Does the evidence for Step 6 document the fidelity of the implementation of your Strategy?

• Does the evidence for Step 7 document the reduction or elimination of your Barrier?

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STEP A

Examples of EvidenceState/District/School Summative and Interim Assessments

Summative Assessments: Florida Standards Assessments (FSA); End-of Course Assessments (e.g. FCAT Science, Civics, Algebra I & II, Biology, American History).Interim Assessments: district and school created assessments; published tools (Achieve 3000 or iReady.)

Student Progress Monitoring Data

Formal progress monitoring tools: FAIR-FS, Reading Running Records; published assessments (such as Fountas & Pinnell Benchmark Assessment System); Lexile Level growth measures (such as Achieve 3000 or Scholastic Reading Inventory).Classroom based progress monitoring: unit and chapter tests; mini-assessments; notebooks, journals, formal papers, on-demand writing, writing process work, and other examples of performance based writing; lab reports and graphic organizers; samples of problem-solving.

Student Diagnostic and Intervention Assessments

Assessment data for Tier II and Tier III intervention (RtI); implementation of strategic and intensive interventions and intervention programs (such as Fundations, Reading Plus)

Professional Growth and Development (PD to Practice)

Classroom walkthrough data (e.g. iObservation, observation checklists); conferring and debriefing meetings; implementation of the coaching cycle, lesson study, collaborative planning, PLCs, data chats, and/or learning team meetings.

Student Performance Based Assessments

Learning goals and scales; rubrics or checklists for evaluating student projects, experiments, reports, performances and demonstrations; anecdotal records of student observations and accountable talk.

Demographic and Early Warning Systems Data

Trend data such as total student enrollment, enrollment by ethnicity, ELL, SWD, FRL and/or migrant status; attendance data including absence and tardiness; student referrals for in-school or out-of-school suspension; referrals for student support services, behavior support systems, RtI.

Perception/Survey Data Parent, student, and teacher surveys; school climate and culture surveys; minutes or notes from PLCs, staff meetings, IEP meetings, and/or parent and community events.

Systems Data Master schedules; teacher evaluation data (such as iObservation); curriculum resources including pacing guides, curriculum scope and sequence, and/or Instructional Focus Calendars; development of goals and scales, unpacking the standards, and collaborative lesson planning; learning team/data chats; progress reports and report cards.

Budget Related Data Event expenditures such as field trips and parent nights; expenditures for student support; substitute expenditures and trends (analysis of substitute needs by teacher, purposes, and timing when substitute needs occur); instructional materials, technology purchases and other purchase orders; repairs.

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“Has the goal been achieved?”

• How do the structures and systems in place at our school ensure all facets of the school culture create predictable environments and a school climate that supports our SIP goal?

• What are the gaps that exist between our current state and our desired state? How will we address them between now and the end of this school year?

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STEP B

“Is desired progress being made to accomplish the goal?”• Describe the quantitative and/or qualitative evidence you

used to document progress towards achieving your SIP goal.

• What evidence (from multiple data sources) is your school using to monitor for sustained, continuous improvement?

• Are your data meetings to measure and monitor goal progress regularly scheduled, with all critical decision makers present?

• How do you know that progress is being made?

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“Have the originally targeted barriers been eliminated or reduced?”• What evidence do you see that the indicated barrier has been

reduced or eliminated?

• What evidence do you have that the barriers are wide-reaching and will help you achieve your goal?

• If progress towards eliminating the barrier is not sufficient, where or what is the breakdown?

• Did you identify other barriers beyond what you selected in SIP that could serve as effective re-entry points into the plan?

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“Are the original strategies being implemented with fidelity, as designed?”

• Were decisions to continue, intensify, modify, or terminate strategies or action steps based on specific evidence?

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• How will progress towards our goal impact student achievement?

• What is our desired state?

• What gaps exist between our current state and our desired state?

Where are we in the process of School Improvement?

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Goal:

Barrier:

Strategy:

Evidence from Step 6(List all)

• Evidence 1• Evidence 2• Evidence 3• Evidence 4

Does the evidence collected in Step 6 demonstrate that the strategies were implemented with fidelity?

Optional slide templates for preparing for reflection meetings, if needed

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Goal:

Barrier:

Strategy:

Evidence from Step 7(List all)

• Evidence 1• Evidence 2• Evidence 3• Evidence 4

Does the evidence collected in Step 7 demonstrate that the barriers were reduced or eliminated?

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• How will progress towards our goal impact student achievement?

• What is our desired state?

• What gaps exist between our current state and our desired state?

Goal:

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Remember to complete the Mid-Year Reflection in CIMS within 30 days of the release of your school’s mid-year assessment data.

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For More Information and Support

Gayle SitterRegional Executive [email protected] Norman AlfordSchool Improvement SpecialistBroward [email protected] Dr. Carol CronSchool Improvement SpecialistCollier & Lee [email protected]

Bryan JonesRegional Assistant [email protected] Zakia GarnerSchool Improvement SpecialistMiami-Dade & Monroe [email protected] Margaret (“Peggy”) LivingstonSchool Improvement SpecialistPalm Beach, Hendry, & Glades [email protected]

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