School District of Palm Beach County School Improvement Plan Guidance Document
This is a guidance document with suggested narrative samples for schools in The School District of Palm Beach County
All responses in Part I should be drafted specifically in reference to the current situation at the school. The information gathered in Part I is intended to inform
the review of data indicators for goal development in Part II and provide a foundation for identifying resources and barriers during Part III.
Suggested responses are indicated below in RED.
FDOE specific notations are indicated below in BLUE.
Part I: Current School Status
A. Supportive Environment
1. School Mission and Vision
a. Provide the school’s mission statement.
School’s statement should align to the District’s mission. District’s Mission Statement: The School District of Palm Beach County is
committed to providing a world-class education with excellence and equity to empower each student to reach his or her highest
potential with the most effective staff to foster the knowledge, skills, and ethics required for responsible citizenship and productive
careers.
b. Provide the school’s vision statement.
School’s statement should align to the District’s vision. District’s Vision Statement: The School District of Palm Beach County
envisions a dynamic collaborative multi-cultural community where education and lifelong learning are valued and supported, and all
learners reach their highest potential and succeed in the global economy.
2. School Environment
Suggested response throughout section I.A.2: Schools must include reference to Single School Culture and appreciation for
multicultural diversity, in the appropriate areas, as required by School Board Policy 2.09. It is recommended that each school
describe how it addresses the three parts of Single School Culture, Academics, Behavior, and Climate throughout section I.A.2. Single
School Culture is the district’s belief system and practices regarding academics, behavior, and climate.
a. Describe the process by which the school learns about students’ cultures and builds relationships between teachers and students.
Suggested Partial Response:
Schools must include the statement below as partial answer to question I.A.2.a.
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Our school will infuse the content required by Florida Statute 1003.42(2) and S.B. Policy 2.09 (8)(b), as applicable to appropriate
grade levels, including but not limited to:
• History of Holocaust
• History of Africans and African Americans
• Hispanic Contributions
• Women’s Contributions
• Sacrifices of Veterans
Additional suggested responses may include information regarding your school’s plans to:
•Ensure that relationship-building is a clear priority;
•Identify and engage school community stakeholders (i.e. parents, students, teachers, school counselors, etc.) in assessing the
current state of the cultural awareness and student-teacher relationships (data-based decision making). Identify on-campus
“relationship experts” to implement evidence-based strategies to develop cultural awareness, improve student-teacher relations,
and close existing social justice / equity gaps;
•Select a method/variety of methods that faculty members will use in the first days of school to set a positive tone and clarify the
values that will guide interpersonal interaction between students and between the teacher and students;
•Provide and demonstrate to faculty members simple strategies for gaining information about students’ cultures;
•Assure all teachers will participate in the process of discussing climate guidelines along with their behavioral expectations;
•Provide Professional Development training or collegial support for teachers who need help in devising methods and structures for
expanding positive interpersonal interaction in classroom settings;
•Encourage the sharing of short, effective strategies for actualizing Marzano’s Design Question 8: Establishing and Maintaining
Effective Relationships with Students;
•Attend District provided Professional Development on multicultural offerings;
•Schedule and plan school wide multicultural projects;
•Embed cultural activities within curriculum and daily course work (e.g., reading selections, writing prompts);
•Form a representative student task force comprised of representative multicultural groups;
•Provide professional development to staff on increasing positive interactions with students;
•Collect data on ratio of positive interactions (RPI) with students;
•Writing Action Plan goals based on RPI data collected.
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•Develop and implement a comprehensive school counseling program (Student Development Plan) with dedicated time for the
development of the social-emotional mindsets and behaviors that result in positive and supportive relationships between students
and teachers.
b. Describe how the school creates an environment where students feel safe and respected before, during and after school.
Suggested response may include information regarding your school’s plans to:
•Provide professional development on social-emotional learning (i.e. learning strategies, social skills, and self-management skills) and
its relationship to creating a positive, caring and supportive school community. Include examples of core (classroom guidance) and
supplemental (solution focused small group counseling) supports;
•Develop and implement a differentiated system of school counseling services with dedicated time for the core social-emotional
curriculum, supplemental (data driven small group counseling) supports based on identified student need, and intensive (brief
individual counseling, referral) supports students to school-based and community resources;
•Create or enhance a college-going culture through the Eight Components of College and Career Readiness (developing aspirations,
academic planning, enrichment and extracurricular engagement, college and career exploration and selection, college and career
assessments, affordability planning, admissions and transitions into postsecondary);
•Articulate, demonstrate, and teach the specific practices that reflect the application of the school’s SwPBS Universal Guidelines to
the contexts students will encounter before/during/after school;
•Adults across the campus will clarify their expectations for positive interpersonal interaction and create the structures and processes
for reporting violations of bullying/harassment/dating violence/civil rights policies;
•Involve non-instructional staff, including office staff, bus drivers, cafeteria personnel, and after-school personnel in the process of
modeling and teaching interpersonal expectations in non-academic settings and giving them instruction for reporting violations to
appropriate supervisors;
•Provide professional development in methods of respectfully and effectively addressing disrespectful comments as well as methods
for respectfully correcting misbehavior at the classroom and administrative levels;
•Create methods/formats where the characteristics of safety and respect can be assessed, monitored, and where strategies for
improvement can be created, discussed, and supported.
c. Describe the school-wide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time.
Suggested response may include information regarding your school’s plans for:
 Universal Guidelines and behavior matrix taught twice a year to ensure students are aware of school expectations.
 Ensure teachers are trained in Classroom management strategies (CHAMPS, etc.)
 SwPBS team reviews classroom data to ensure students are engaged while in class. Maintain a minimum of a 4:1 ratio of positive
interactions (RPI) to ensure students remain engaged during instructional time.
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 Ensure differentiation of instruction is taking place to meet the needs of all students. Teachers will convey and review expectations
for each learning activity
 Make references to Universal Guidelines and behavioral expectations when providing students with positive feedback ("You were
responsible when you returned your library book on time.")
 Class meetings will occur on a frequent basis to include student feedback.
 School-wide recognition system is in place;
 Develop and implement a differentiated system of school counseling services with dedicated time for the core classroom guidance
instruction on developing the Behavior Standards: Learning Strategies, Self-Management Skills, and Social Skills (ASCA Mindsets and
Behaviors for Student Success) that contribute to student engagement leading to improved academic achievement resulting in
college-career readiness.
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.
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Suggested response may include information regarding your school’s plans for:
Operational school based team that meets weekly to discuss students with barriers to academic and social success;
Mentors assigned to students identified with SEL concerns;
Check-in/Check-out, Check and Connect utilized with students in need of positive adult interactions and positive feedback throughout
the school day.
Instruction and various campus activities that address social/emotional needs of students;
Connect students to agencies who have Cooperative Agreements or are on campus (DATA, YSB, CHS, Care- Giving Youth, etc);
Develop and implement a comprehensive school counseling program (Student Development Plan) with dedicated time to: (1) Assess
the needs of the students and the barriers blocking their success (Data-Driven Decision Making), (2) Identify interventions that the
research suggests works to remove the barrier to success (Evidence-Based Intervention), and (3) Evaluate your intervention and
evolve (Evaluation).
Engage with identified staff (i.e. school counselor, school-based team leader) to provide a differentiated delivery of services based on
student/school need. Include core (classroom guidance, workshop, assembly), supplemental (solution focused small group
counseling), and intensive supports (individual counseling/advisement, referral to community resources). Utilize data-based decision
making to close academic, social-emotional and college-career equity gaps by connecting all students with the services they need.
3. Early Warning Systems – This section is required for schools with grades 6, 7, or 8. The school's response to this section may be used to satisfy the
requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III), (b)(1)(B)(iii)(I), and (b)(1)(I).
a. Describe the school’s early warning system and provide a list of the early warning indicators used in the system. At a minimum, this list must
include the following:
i. Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension
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ii. One or more suspensions, whether in school or out of school
iii. Course failure in English Language Arts or mathematics
iv. Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics
Suggested response may include:
 Utilize data systems to identify students who have attendance, behavioral or academic concerns
 Create data decision rules for number of absences or OSS before referral generated to SBT
 Ensure teachers are aware of decision rules and procedures for notification after students are identified as meeting one of the data
decision rules;
 Utilize the Student Development Plan Data Driven Practices to assess the needs of the students and the barriers blocking their
success (Data-Driven Decision Making). For example: attendance, course failure, college-career planning gaps (FAFSA completion),
etc.
b. Provide the following data related to the school’s early warning system:
i. The number of students by grade level that exhibit each early warning indicator listed above
Data available through the New EDW SIP Online 2015 - Master Report - RXOOA0197
ii. The number of students identified by the system as exhibiting two or more early warning indicators
Data available through the New EDW SIP Online 2015 - Master Report - RXOOA0197
c. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning
system (i.e., those exhibiting two or more early warning indicators).
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Suggested response may include:
Effective multi-disciplinary teams in place to problem solve and create action plans;
Read 180, Reading Plus, SAI , iii, Tutorials, LLI, Wilson, Fundations, etc. ;
Planned Discussions, Goal Setting for identified student;
Notification procedures for parents, agency and community outreach;
Develop and implement a comprehensive school counseling program (Student Development Plan) with dedicated time to develop,
implement and evaluate supplemental (small group) and intensive (individual) interventions, connecting students and their families
to needed school-based and community resources;
Create evidence-based interventions to close student need gaps related to earning warning system. For example: Attendance Works
National Campaign strategies, targeted solution focused counseling (individual and/or group), parent collaboration/education.
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B. Family and Community Involvement
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.
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Suggested response may include information regarding your school’s plans for:
Soliciting feedback from parents regarding their comfort level in contacting teachers and administrators with questions or problems;
During Open House, curriculum night, etc. ensure non-threatening methods of introducing parents to teachers and administrators;
Offer fun, interactive tutorials to parents who are unfamiliar with EdLine and other forms of educational technology;
Communicate classroom and school news to parents;
Offer Professional Development concerning effective strategies for conducting supportive and effective parent phone calls and faceto-face meetings;
Create the formats for inviting parent participation in the cultural education process;
Positive notes, letters, phone calls home;
Develop and implement a comprehensive school counseling program (Student Development Plan) with dedicated time to develop,
implement and evaluate parent meetings/workshops on topics such as developing school success skills, building a college-going
culture through the Eight Components of College and Career Readiness (aspirations, academic planning, enrichment and
extracurricular engagement, college and career exploration and selection, college and career assessments, affordability planning,
admissions and transitions into postsecondary), and developing growth mindsets in children.
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.
Individual school response required here.
C. Effective Leadership
1. School Leadership Team
a. Membership
 Identify the name of each member of the school leadership team.
School Leadership Team members will appear in pull-down menu once principal or designee adds each member’s access to SIP
through the FDOE CIMS online system.
b. Duties
 Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision
making.
Individual school response required here.
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 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.
Individual school response required here.
2. School Advisory Council (SAC)
a. Membership
 Identify the name and stakeholder group of each member of the SAC.
Individual school response required here.
b. Duties
 Provide a description of the SAC’s involvement with the following activities, as required by section 1001.452(2), F.S.
1. Evaluation of last year’s school improvement plan
2. Development of the current school improvement plan
3. Preparation of the school’s annual budget and plan
Individual school response required here.
 Describe the use of school improvement funds allocated last year, including the amount budgeted for each project.
Florida Statute 24.121(5)(c) places the following requirements on School Improvement fund expenditures:
 School Improvement funds are for the purpose of enhancing school performance through development and implementation
of a school improvement plan;
 Monies may be expended only on programs or projects selected by the School Advisory Council.
 Neither School District staff nor principals may override the recommendations of the School Advisory Council.
 The monies may not be used for capital improvements or for any project or program with a duration of more than one year;
however, a School Advisory Council may independently determine that a program or project formerly funded under this
paragraph should receive funds in a subsequent year.
 Verify that the school is in compliance with Section 1001.452, F.S., regarding the establishment requirements and duties of the SAC.
1. If the school is not in compliance, describe the measures being implemented to meet SAC requirements.
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Principals may access New EDW Compliance of School Advisory Membership-RXOOA0521 Report to verify compliance. If the report
indicates that the school is not in compliance, it is necessary to describe the measures being implemented to meet SAC requirements.
3. Literacy Leadership Team (LLT)
a. Membership
 Identify the name of each member of the school-based LLT, in accordance with Rule 6A-6.053(3), F.A.C.
Literacy Leadership Team members will appear in pull-down menu once principal or designee adds each member’s access to SIP
through the FDOE CIMS online system.
b. Duties
 Describe how the LLT promotes literacy within the school.
Suggested response:
The school can describe what programs or initiatives they use in the school to encourage both reading and writing, how they
encourage students and staff to participate, as well as incentives that might be part of the program.
This group of professionals is comprised of leaders in literacy. This team may include a literacy leader from each grade level, a reading
coach, a representative from ESOL, a representative from ESE, and both administrators. The team uses data to establish the literacy
goals for that school year. Once the goals have been established, the team creates a plan of action and may meet monthly, (more if
necessary) to assess progress towards accomplishing the goals. The team may promote and support literacy in a variety of ways:
through literacy nights, professional development, leaders coaching and/or modeling, summer literacy plans, addressing scheduling
concerns, providing instructional and student resources and materials, and other initiatives.
D. Public and Collaborative Teaching
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1).
1. Describe the school’s strategies to encourage positive working relationships between teachers, including collaborative planning and instruction.
For schools with grades 6, 7 or 8, the response to this question may be used to satisfy the requirements of section 1012.98(4)(b)9.,
F.S. where schools with grades 6, 7 or 8 are required to include a description of the specific strategies used to implement
interdisciplinary planning, collaboration and instruction.
Suggested response may include:
One venue for encouraging positive working relationships with teachers is participation in Learning Team Meetings. The master
schedule has been designed to provide consistent time for teachers to meet by common content. Research-based protocols are
utilized to focus the meetings on students' academic needs and how students might be assessed. Student improvement is monitored
and instruction is modified as needed based on decisions made through collaboration.
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2. Describe the school’s strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school.
Suggested response may include:
 Utilize the Department of Recruitment and Retention to provide advice on all hiring and placement procedures
 Participate in job fairs, interview training, and personnel workshops designed to expedite the identification of the most talented
instructional applicants
 Recruitment of highly qualified instructional personnel by means of strategic internet recruitment, office interviews, and recruitment
events
 Monitor and assist all applicants in the hiring process in an effort to reduce length of hiring process and increase instructional time
 Establish and maintain relationships with colleges and officials in the field of education to promote the District
 Maintain regular contact with designated recruiter to improve talent acquisition effectiveness
3. Describe the school’s teacher mentoring program, including the rationale for pairings and planned mentoring activities.
Suggested response may include:
All first year teachers are participating in the Educator Support Program (ESP). ESP is the School District of Palm Beach County's
formal program of support for newly hired educators. Systems of support include a mentor support team, staff development
opportunities, observations, conferences, and written and oral feedback.
ESP, the program of support and induction for first year teachers, is designed to elicit evidence that a beginning teacher has
demonstrated teaching competencies that promote student learning. ESP helps ensure that all beginning teachers have
opportunities to strengthen their knowledge of instructional strategies, enhance their understanding of students as learners, and
begin a process of lifelong learning and professional growth.
School personnel are engaged in systematic mentoring, coaching, and induction programs that are consistent with the school’s values
and beliefs about teaching, learning, and the conditions that support learning. These programs set high expectations for all school
personnel and include valid and reliable measures of performance.
School will expand response to include rationale for pairings and planned mentoring activities.
E. Ambitious Instruction and Learning
1. Instructional Programs and Strategies
a. Instructional Programs
i. Describe how the school ensures its core instructional programs and materials are aligned to Florida’s standards.
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For schools with grades 6, 7 or 8, the response to this question may be used to satisfy the requirements of section 1012.98(4)(b)9.,
F.S. Schools with grades 6, 7, or 8 are required to include a description of the specific strategies used to implement the following
middle grades requirements emphasized by the district’s professional development system:
 alignment of curriculum and instructional materials to the Florida Standards (Programs)
 use of small learning communities; problem-solving, inquiry-driven research and analytical approaches for students;
strategies and tools based on student needs; competency-based instruction; integrated digital instruction; and project-based
instruction (Strategies)
Suggested response:
The school can describe how they use the instructional programs and materials that are adopted and supported by the District. For
supplemental programs, the school will need to describe how they are tied to specific standards.
Our school creates ongoing opportunities for teachers to unpack the Florida Standards and to plan and discuss reading and writing
curriculum that aligns to the standards. This supports a deeper level of comprehension. These conversations and learning
opportunities promote dialogue that can dispel misunderstandings and promote opportunities for growth in instructional practice,
curriculum, and the standards.
b. Instructional Strategies
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1).
i. 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.
Suggested response may include:
The school can describe the RtI process, the use of tutorials, the use of intensive reading, or the use of small group instruction.
The school ensures every teacher contributes to literacy improvement of every student by:
•Holding meetings on a regular basis to make decisions about literacy instruction in the school. Student data is analyzed and
compared to expectations found in the Language Arts Florida Standards (LAFS)
•Utilizing a balanced literacy approach that includes whole group, small group and one-on-one instruction based on student needs
•Creating a schedule with an uninterrupted 90 minute reading block
•Creating a schedule with an additional 60 minute reading block (option for extended day)
•Creating a schedule with an uninterrupted 45-60 minute writing block
•Providing iii instruction based on student needs
•Providing instruction aligned with the Language Arts Florida Standards for their grade level
•Providing resources to support instruction (extensive classroom libraries, texts to support units of study, leveled books for small
group instruction)
•Administering assessments which measure instructed standards
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•Monitoring progress at the class and grade level during Learning Team Meetings
•Conducting data chats with students
•Creating units of study based on current data
•Choosing methods of instruction based on the needs of students (modeled, guided practice, inquiry)
•Students self-selecting texts based on RRR levels
•Students receiving push-in/pull out services for ESE/ELL
•Providing LLI (Leveled Literacy Intervention) instruction
•Providing Process and Strategy charts for reminders of teaching
ii.
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:
1. Strategy type and description
Schools may select all that apply from the list below and add school specific detailed descriptions:
 Extended School Day
 Extended School Year
 Before School Program
 After School Program
 Weekend Program
 Summer Program
2. Strategy purpose and rationale
Schools may select all that apply from the list below and add school specific detailed descriptions:
 Core Academic Instruction
 Enrichment
 Teacher Collaboration, Planning, and Professional Development
3. Number of minutes added to the school year
Individual school response required here.
4. Person(s) responsible for monitoring implementation of the strategy
Individual school response required here.
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5. Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy
Individual school response required here.
2. Student Transition and Readiness
a. PreK-12 Transition
i.
Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level
to another.
Suggested response may include:
All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular
schedule. Collaboration occurs across grade levels, content areas, and feeder schools. Staff members implement a formal process
that promotes productive discussion about student learning. School personnel can clearly link collaboration to improvement results
in instructional practice and student performance.
b. College and Career Readiness
i.
Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with
business, industry or community organizations.
Suggested response may include:
Several initiatives and programs have been established to foster a college-going culture and to support and assist administrators,
teachers, students and families as they work toward achieving college readiness for all students. Some of these initiatives within
Single School Culture © Initiatives include:
 The promotion of increased student participation and performance in Advanced Placement® (AP) coursework
 The Advanced Placement Incentive Program grant called My AP Plan (MAPP), which focuses on increasing the participation of low
income students in STEM and online Advanced Placement® (AP) courses, improved performance in AP courses through student
tutorials, teacher and administrator professional development and summer bridge programs, and vertical articulation among
middle and high schools to create a pipeline of rigorous instruction so that students are college ready and prepared for
postsecondary success
 The SAT school day test administration which allows the opportunity for students to take the SAT on their own school campus
during a school day to remove barriers to Saturday testing for low income students
 The AVID (Advancement Via Individual Determination) program which promotes student self-management and personal
responsibility for academic success through an elective AVID course that includes instruction in college readiness topics and
strategies
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 The use of the SpringBoard® curriculum to increase rigor in English Language Arts and Mathematics classes in middle and high
schools
 The Johnson Scholars Program which funds $10,000 scholarships annually for four-year cohorts of students who compete during
their senior year (representing a $1.6 million commitment between 2008 and 2015)
 The College Success Program which provides First Generation Mentors who are themselves first generation college goers to work
with high school students who are potential first generation college goers using the Believing the College Dream (middle school)
and Realizing the College Dream (high school) curricula, providing strategies to help them achieve their postsecondary goals
 The High School Graduation Initiative grant which focuses on increasing the graduation rate by providing interventions and support
to at risk students
 Guidance Services working with schools to inform and support students and parents in graduation and college readiness goals
 Grant-making assistance to seek out and obtain funding for many of these programs and initiatives
ii.
Identify the career and technical education programs available to students and industry certifications that may be earned through
those respective programs.
Individual school response required here but may include:
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Agriculture, Food & Natural Resources
Architecture & Construction
Arts, A/V Technology & Communication
Business, Management & Administration
Education & Training
Engineering & Technology Education
Finance
Diversified Education
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety & Security
Manufacturing
Marketing, Sales & Service
Transportation, Distribution & Logistics
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iii.
Describe efforts the school has taken to integrate career and technical education with academic courses (e.g., industrial
biotechnology) to support student achievement.
Suggested response may include information regarding:
Schools may offer career academies and or career and technical education programs. These programs are organized as programs of
study attached to articulated credit with local post-secondary institutions as well as industry certifications. Students receive
counseling in order to select the appropriate program as well as the correct course sequence to take.
iv.
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), F.S.
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Suggested response may include information provided in E.2.b.i (above) or information regarding your school’s plans for:
Adding a strategies class
School based team review and provide assistance to specific students as needed
Afterschool/Saturday college readiness workshops for students
Counselors conduct classroom guidance and individual counseling sessions with students
Meetings held with parents (i.e. parent academies) to explain their role in assisting students with being ready for college
Part II: Needs Assessment (Step Zero)
Schools are required to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e.,
“SMART goals”) for the coming school year in context of the school’s greatest strengths and needs. An online tool has been developed, available to all schools
and districts, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation.
This path of inquiry is referred to as “Step Zero” as it is the pre-work necessary to prepare for the 8-step planning and problem-solving process, which is
captured in Part III of this plan.
In Part II, the school is required to review performance and early warning systems data in order to develop strategic goals and associated data targets
(i.e., “SMART goals”) for the coming school year in context of the school’s greatest strengths and needs. An online tool has been developed, available
to all schools and districts, which includes data visualizations and processing questions to support problem identification, problem analysis and
strategic goal formulation. This path of inquiry is referred to as “Step Zero” as it is the pre-work necessary to prepare for the 8-step planning and
problem-solving process, which is captured in Part III of this plan. Data graphs are provided for:
 Summary Statistics of School Information
 Total Earned Points by Grading Formula Cell
 Florida School Accountability Results
 Unearned Points by Student
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 Academic Outcomes Percentile Rankings Performance vs. Year-over-Year Growth by Grading
 Academic Outcomes Data
Note: The Florida Bureau of School Improvement recommends utilizing CIMS Offline Worksheet-Step Zero, 5 Why’s Root Cause Analysis Tool, and Five
Domains Framework Guiding Questions to guide your School Improvement planning team through the Needs Assessment process. These documents
are located in the CIMS Toolkit.
Part III: 8-Step Planning and Problem Solving for Implementation
Goals, barriers and/or strategies must specifically address any subgroup not meeting its AMO targets for the prior school year. The special needs of
subgroups not addressed in the AMO report (e.g., migrant, homeless, neglected and delinquent) must also be considered during this process.
Develop implementation plans for the school’s highest-priority goals by engaging in a facilitated planning and problem-solving process. Use the following
prompts to capture the process and plan components:
Step 1: a) Identify a strategic goal.
The Florida Bureau of School Improvement (FBSI) recommends: The goal and targets together form a “Theory of Action” [e.g., If we
(1a), then we will see (1b)], which will be tested and refined through this process.
FBSI Guidance: There must be at least one goal in the SIP, preferably 2-3 goals per school. Keep in mind that for each potential goal
there are eight steps to complete in the problem-solving process.
 Goals should support one or more targets and may cross content areas.
 Goal statements are specific and detailed.
 Goal statements describe the desired outcome that would result from a problem being resolved.
 Goals are measurable but may not be numeric.
 Goals are rigorous but attainable within the timeframe allotted (in this case, one year).
 It is recommended that goals specifically address the needs of subgroups not meeting AMO targets for the prior school year, and
the special needs of subgroups not addressed by AMOs (e.g., migrant, homeless, neglected and delinquent).
FBSI example of a Strategic Goal:
If we increase students’ comprehension of rigorous text through the use of reading for meaning strategies, then 75% of students will
score at proficiency on the annual statewide Reading assessment.
If we increase student engagement during instructional delivery, then students will increase proficiency on the annual statewide
assessments in all content areas.
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Step 1: b) From the list of data indicators provided, establish targets (i.e., “SMART goals”) to be accomplished by successfully reaching the strategic goal
Data available through the New EDW SIP Online 2015 - Master Report - RXOOA0197, may be used as a guide to establish targets.
Schools may use Significant Target Application tool located on the District’s School Improvement website.
Schools select from a list of targets regarding:
 Ambitious Instruction
o College and Career Readiness
o Math Performance
o Reading Performance
o Science Performance
o Writing Performance
 Professional Capacity
o Teacher Recruitment and Retention
 Supportive Environment
o Attendance
o Behavior
o Early Warning System
o Performance
Schools select specific targets which align to the school’s strategic goal listed in Step 1a. Additional targets may be added to address
the strategic goal listed in Step 1a by selecting the green Add Another button.
Step 2: Brainstorm resources that are available to support the goal and barriers that could hinder achieving the goal. Organize barriers into thematic
“buckets.”
FBSI Guidance: Ask … “What is already available that could help achieve the goal?”
FBSI examples of resources:
Personnel, professional development opportunities, materials, schedules, curriculum, instruction, funding, leadership, partners,
environment, school culture, volunteers, etc.
FBSI examples of barriers:
Instructional strategies, scheduling, assessment practices, teachers’ knowledge and skills, parental involvement, student motivation,
school culture, alignment of instruction with standards, etc.
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Step 3: Prioritize barrier buckets and select one bucket of alterable elements (e.g., curriculum, instruction, environment, organizational systems) to address,
based on the potential impact the elimination or reduction of the barrier would have on the goal and the cost and complexity of implementation.
FBSI Guidance:
 Ask …”What can we change that will help achieve the goal?”
 Distinguish between barriers that are symptoms and root causes; focus on the root causes.
 Keep asking “why” until you get to root causes; keeping in mind that barriers are “alterable conditions,” things you can change.
 Group barriers by common theme—you may find some are duplicative or subsets of others.
 Identify the highest priority barriers.
 Ask … “Which barriers, if removed, would result in the greatest impact on the goal?”
 Ask … “Which barriers are of shared interest across the team?”
 Finalize your list of targeted barriers. These are your high-priority barriers that you wish to address throughout the year.
Step 4: Brainstorm and prioritize strategies that could be used to eliminate or reduce the selected barrier bucket; include the rationale for each strategy.
Select a strategy to develop an action plan for implementation.
FBSI Guidance: When prioritizing strategies, ask:
 Is this an evidence-based practice?
 To what extent does it impact or remove the priority barrier?
 Is it doable within current resource constraints? A “no” here should not necessarily eliminate the strategy, but procurement of a
new resource will need to be included as part of the action plan created in Step 5.
FBSI Guidance: In Steps 5-8, details must include a description of the activity, the person(s) responsible for completing the activity,
the start and end dates and frequency of the activity, and the evidence the person responsible will use to demonstrate completion of
the activity.
Step 5: Develop an action plan by identifying all steps that need to be taken to implement the strategy selected in Step 4.
 Indicate whether the step is a professional development (PD) opportunity or technical assistance (TA) opportunity. These items will require additional
details, such as the facilitator or developer and the intended audience.
Schools will build their detailed action plan, step-by-step, in this section.
Schools will enter Professional Development, Technical Assistance, and Budget in this section. All future editing must be completed
from this original entry point.
Monitoring personnel will appear in pull-down menu once principal or designee adds each member’s access to SIP through the FDOE
CIMS online system.
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
Indicate whether the step is a budget item. Budget items will require additional details, such as a description, the funding source and the amount
needed.
FBSI Guidance: This is where you build your detailed action plan, step by step, to implement your selected strategy for reducing or
eliminating the barrier to the goal. For each action step, identify:
 What will be done, specifically (including as much detail as possible).
 Who will implement it (who is responsible).
 When and for how long will this step be implemented (schedule, dates; remember this is a one-year plan).
 How you will monitor task completion (what evidence will you collect).
Throughout Steps 5-8 schools will identify persons responsible (the “who”). Sometimes this person is not part of the planning team.
In these cases, an action step might be added to the plan in which a member of the planning team becomes responsible for reaching
out to that person by a certain date to explain the step and ask for their participation. The role of each person assigned as the “who”
in each step should be clearly defined, understood by all stakeholders, and supported by their supervisors.
Title I Schools:
The budget information required by Federal Programs, Title I, may be added in Step 5.
Step 6: Determine how the action plan (Step 5) for the selected strategy will be monitored for fidelity of implementation; add distinct monitoring activities as
needed.
Monitoring personnel will appear in pull-down menu once principal or designee adds each member’s access to SIP through the FDOE
CIMS online system.
Throughout Steps 5-8 schools will identify persons responsible (the “who”). Sometimes this person is not part of the planning team.
In these cases, an action step might be added to the plan in which a member of the planning team becomes responsible for reaching
out to that person by a certain date to explain the step and ask for their participation. The role of each person assigned as the “who”
in each step should be clearly defined, understood by all stakeholders, and supported by their supervisors.
Step 7: Determine how the strategy (Step 4) will be monitored for effectiveness at reducing or eliminating the barrier bucket selected in Step 3; add distinct
monitoring activities as needed.
FBSI Guidance: After completion of Step 7, cycle back to Step 4 to select the next strategy, or to Step 3 to select the next barrier
bucket, and continue through the steps. Repeat as needed. At predetermined intervals, the team should be made aware of any
strategies that do not appear to be working so that they may determine whether it is an issue of implementation fidelity (as
evidenced in Step 6) or if the strategy itself is flawed.
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Monitoring personnel will appear in pull-down menu once principal or designee adds each member’s access to SIP through the FDOE
CIMS online system.
Throughout Steps 5-8 schools will identify persons responsible (the “who”). Sometimes this person is not part of the planning team.
In these cases, an action step might be added to the plan in which a member of the planning team becomes responsible for reaching
out to that person by a certain date to explain the step and ask for their participation. The role of each person assigned as the “who”
in each step should be clearly defined, understood by all stakeholders, and supported by their supervisors.
Step 8: Determine how progress towards the goal and annual targets established in Step 1 will be monitored (what data will be collected and reviewed
throughout the year); add distinct monitoring activities as needed.
FBSI Guidance: After completion of Step 8, cycle back to Step 1 to start on the next goal. At predetermined intervals, decide as a
team to continue, intensify, modify, or terminate strategies, revisit barriers, or modify the goal itself based on data.
Monitoring personnel will appear in pull-down menu once principal or designee adds each member’s access to SIP through the FDOE
CIMS online system.
Throughout Steps 5-8 schools will identify persons responsible (the “who”). Sometimes this person is not part of the planning team.
In these cases, an action step might be added to the plan in which a member of the planning team becomes responsible for reaching
out to that person by a certain date to explain the step and ask for their participation. The role of each person assigned as the “who”
in each step should be clearly defined, understood by all stakeholders, and supported by their supervisors.
Part IV: Professional Development
This is summary of information encoded from Part III. Editing must be done at the origination professional development site in Part
III, Step 5: Develop an Action Plan.
This report will be generated automatically based upon each activity identified as a professional development opportunity as part of
the 8-step planning and problem-solving process in Part III.
Part V: Technical Assistance
This is summary of information encoded from Part III. Editing must be done at the origination technical assistance site in Part III, Step
5: Develop an Action Plan.
This report will be generated automatically based upon each activity identified as a technical assistance item as part of the 8-step
planning and problem-solving process in Part III.
Part VI: Budget Rollup
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This is summary of information encoded from Part III. Editing must be done at the origination budget site in Part III, Step 5: Develop
an Action Plan.
This report will be generated automatically based upon each budget item identified in the 8-step planning and problem-solving
process in Part III.
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