2011-2012
SIP Development
Office of School Improvement
1
Workshop Objectives
Participants will:
 Develop essential skills and tools for the
completion of the 2011-2012 SIP
 Identify resources available to be used to
complete the 2011-2012 SIP
 Increase the understanding of the school
improvement process
2
Begin with an
End in Mind!
3
Keep in mind that SIPs require…
•
•
•
•
•
•
a team process
ongoing communication
stakeholders’ feedback/input
ongoing reviews documented in EESAC
minutes
timeline development
updates based on data analysis and
students’ needs
4
1
2
3
4
EESAC’s roster &
by-laws are
updated.
Needs
assessments are
conducted using
appropriate data.
Opportunities are
provided for EESAC
and staff to present
recommendations
for the 2011-2012
SIP.
EESAC assists in
developing the SIP
and assistance are
documented in
EESAC meeting
Minutes.
We are HERE!
12
5
Staff and EESAC
provide evaluative
comments in
preparation for next
SIP.
SIP is reviewed by
district and region
staff during peer
review.
Ongoing
School
Improvement
Process
11
Mid-year data and
narrative posted
to FLBSI site.
10
9
Interim assessments
administered and
data analyzed for
adjustments to SIP.
Ongoing monitoring
of SIP for
implementation and
effectiveness is
documented in
EESAC Minutes.
6
Baseline
assessments are
administered and
needs assessments
aligned.
8
7
SIP is presented to
District School
Board for approval.
Data results and SIP
are presented to
EESAC and staff, and
then posted to
FLBSI.
5
EESAC/SIP
Recommendations

Minimum number of meetings:
 For non-DA schools - 4 per school year, one per grading period
 DA schools – monthly in order to monitor and adjust progress

Include SIP and Data Reviews on EESAC Meeting Agenda

Document SIP reviews and decisions in EESAC Minutes

Include SIP on Faculty Meeting Agenda

Minimum Requirements for Five Star Award: A minimum
number of EESAC meetings with 80% of members in
attendance
6
Accessing Bylaws, Minutes & Rosters
http://osi.dadeschools.net/
7
8
Start the Process
Locate an electronic copy of the 2010-2011 SIP.
• Open and save to your desktop an electronic copy of the
2011-2012 SIP template from the OSI website:
http://osi.dadeschools.net
• Copy and paste all applicable sections from the 2010-2011
SIP to the 2011-2012 SIP template.
• Update and revise – Part I
Highly Qualified Administrators
Highly Qualified Teachers
Staff Demographics
Teacher Mentoring Program
RTI
Post-secondary Transition
•
9
Getting Started….. Insert the following:
pending
10
11
12
http://osi.dadeschools.net/sip/
The principal’s
EESAC Verification
code will be
emailed to the
principal upon
request via email.
13
0001 – Marlin Elementary School
000011 – Sherian Demetrius
0001 – Marlin
EL
0002 - Dolphin
EL
14
HIGHLY QUALIFIED ADMINISTRATORS
List your school’s highly qualified administrators and briefly describe their certification(s), number of years
at the current school, number of years as an administrator, and their prior performance record with
increasing student achievement at each school. Include history of school grades, FCAT performance
(Percentage data for High Standards, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).
Position
Name
Principal
Sherian Demetrius
Number of
Degree(s)/
Years at
Certification(s)
Current School
Elem. Ed.
Primary Ed.
Ed.
Leadership
5
(If this is
the first
year at the
school, use
“1” instead
of “0” for
the number
of years.)
Number of
Years as an
Administrator
7
Prior Performance Record( include School Grades, FCAT,
[High Standards, Learning Gains, Lowest 25%], and AYP
information along with the associated school year)
(Data
must align with district spreadsheet)
‘11 ’10 ’09 ’08 ’07
School Grades
A A B C F
AYP
Y Y N N N
High Standards –
Rdg
62 65 56 59 47
High Standards –
Math
78 74 65 62 43
Lrng Gains-Rdg 68 65 62 64 48
Lrng Gains-Math 69 68 67 64 46
Gains-R-25
59 58 57 62 52
Gains-M-25
81 80 75 69 64
15
READING COACH - SAMPLE
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17
HIGHLY QUALIFIED INSTRUCTIONAL COACH
List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of
years at the current school, number of years as an instructional coach, and their prior performance record
with increasing student achievement at each school. Include history of school grades, FCAT performance
(Percentage data for High Standards, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).
Instructional coaches described in this section are only those who are fully released or part-time teachers
in reading, mathematics, or science and work only at the school site.
Subject
Area
Name
Reading
Grace Jones
Degree(s)/
Certification(s)
Elementary
Education
Reading
Endorsement
Number of Years
Number of Years
as an
at Current
Instructional
School
Coach
4
(If this is the
first year at
the school,
use “1”
instead of
“0” for the
number of
years.)
2
Prior Performance Record (include prior School Grades,
FCAT [High Standards, Learning Gains, Lowest 25%], and
AYP information along with the associated school year)
(Data
must align with district spreadsheet)
‘11 ’10 ’09 ’08 ’07
School Grades
A B C F A
AYP
Y N N N Y
High Standards – Rdg
65 56 59 47 74
High Standards – Math
74 65 62 43 78
Lrng Gains-Rdg
65 62 64 48 85
Lrng Gains-Math
68 67 64 46 75
Gains-R-25
58 57 62 52 83
Gains-M-25
81 80 75 69 64
18
19
Monitor new hires
throughout the year.
20
HIGHLY QUALIFIED TEACHERS
21
Teacher Mentoring
 Teachers new to the profession (without previous
teaching experience &
First and second year teachers in Education
Transformation Office schools are eligible to receive
a MINT certified site-based mentor.
 Confirm certification of mentor
 May insert TBA in “Mentee” column pending start
of school year
 Must hold a valid professional teaching certificate
 Minimum of 3 years of successful teaching
experience
 Pairing should be by grade level/subject area
 Activities should be ongoing
22
23
Response to Instruction/Intervention (RtI)
School-based RtI Team - See APPENDIX IV
Identify the school-based RtI Leadership Team.
Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and
roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?
Describe the role of the school-based RtI Leadership Team in the development and implementation of the
school improvement plan. Describe how the RtI Problem Solving process is used in developing and
implementing the SIP.
RtI Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for
reading, mathematics, science, writing and behavior.
Describe the plan to train staff on RtI.
Literacy Leadership Team (LLT)
Align to the District CRRP - http://www.justreadflorida.com
Identify the school-based Literacy Leadership Team (LLT).
(Identify by Name & Position)
Describe how the school-based LLT functions (e.g. Meeting processes and roles/functions).
What will be the major initiatives of the LLT this year?
24
Response to Intervention
Core Instruction and Interventions
Tier III
Intervention
Smaller Group
Secondary-level
interventions in
specialized groups for
at-risk students
Individualized,
intensive
interventions
Tier II
Intervention
Small Group
Tier I
Intervention Classroom - Core Instruction
• Primary supports for students
in the general education classroom
25
Problem-Solving Model for Response to Intervention
Define the Problem
How well did
students respond?
Is there still a
problem?
Analyze the
Problem &
Develop an
Intervention Plan
Evaluate the
Results
Monitor
implementation and
progress-Involve
Stakeholders
Directly observe
behavior – gather
data
Implement the
Plan & Progress
Monitor
Identify barriers to
solving the problem –
Develop a plan
NCLB Public School Choice (for Title I schools only) (The
required letters will be posted to: http://osi.dadeschools.net as
they are received from the District office. Do NOT use any school
generated letters.)
Notification of School in Need of Improvement (SINI) Status
 Attach a copy of the Notification of SINI Status to Parents
• SINI 1+ schools
Public School Choice with Transportation (CWT) Notification
 Attach a copy of the CWT Notification to Parents
• SINI 2+ schools
Supplemental Educational Services (SES) Notification
 Attach a copy of the SES Notification to Parents
• SINI 1+ schools
• SINI Status and CWT notifications may be the same letter
27
28
All High Schools must complete this section.
See the next two slides for a sampling of the High School Feedback Report.
Schools should use current available data to update possible strategies for
improving student readiness for the public postsecondary level.
29
SAMPLE HIGH SCHOOL FEEDBACK REPORT
* Data should drive responses on identifying strategies to improve post-secondary readiness.
30
SAMPLE HIGH SCHOOL FEEDBACK REPORT
* Data should drive responses on identifying strategies to improve post-secondary readiness.
31
GOAL AREAS








READING
MATHEMATICS
SCIENCE
WRITING
ATTENDANCE
SUSPENSIONS
DROPOUT PREVENTION
(GRADUATION)
PARENTAL
INVOLVEMENT
32
Guiding Questions
In each Goal Area, click the “HELP”
 Use data sources to analyze and
define areas in need of improvement
 Specific responses to the guiding
questions are not required to be
written onto the SIP template

33
Accessing & Analyzing
Available Data


Replace hunches with facts
Identify causes (Barriers) of a problem not just the
symptoms
 Assess needs and target resources
 Make informed decisions
 Set goals and keep track of progress
 Align professional development with the needs of the
staff
34
http://osi.dadeschools.net
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36
http://curriculum.dadeschools.net/schoolperformancereports.asp
New
Monitoring
Tool
SIP
Part II
2012 Expected
Level of
Performance
Report and
Criteria
Monitoring Tool
for FCAT
2.0/EOC
Assessed
Benchmarks
37
2012 Expected Improvements
Part II of SIP – Goal Areas
38
2011-2012 Statewide Assessment Plan
FCAT
FCAT 2.0
Writing
(4, 8, 10)
Reading
Retakes
(fall, spring)
Math
Retakes
(fall, spring)
(CBT*)
*CBT: Computer-Based Testing
EOC (CBT*)
Reading
(3-10) (SS)
Algebra
(SS)
Math (3-8)
(SS)
*CBT in G7
Geometry
(B)
Biology
(B)
Science
(5, 8) (B)
US History
(FT)
Selected HS
Link to 2011-2012 Statewide Assessment Schedule
39
Students to be Tested in 2011-12
Algebra 1





Geometry
1200310 - Algebra 1
1200320 - Algebra 1 Hon.
1200380 - Algebra 1B
1209810 - Pre-AICE
Mathematics 1
1200390 - IB Middle Years
Program – Algebra 1 Hon.
1206310 - Geometry
 1206320 - Geometry
Hon.
 1206810 - IB Middle
Years Program Geometry
Hon.
 1209820 - Pre-AICE
Mathematics 2

Biology
2000310 2000320 2000322 2000430 Technology
• 2000800 •
•
•
•
Biology 1
Biology 1 Hon.
Pre-AICE Biology
Biology
Biology 1 PreIB
• 2000850 - IB Middle Years
Program Biology Hon.
• 2002440 - Integrated
Science 3
• 2002450 - Integrated
Science 3 Hon.
Expected Level of Performance
Student Learning
Demographics
Reading
Attendance
Math
Suspensions
Writing
Dropout
Prevention
Science
Parent
Involvement
41
SIP Reading/Math/Science Goals
Overall
Proficient
• G1 %L3
• G2 %L4 &5
Learning
Gains
• G3 Overall
• G4
Lowest25%
Sub-groups • G5A-5D
%L3-5
proficient
42
SIP GOALS for High School
Meeting high standards
2011 FCAT 2.0 Reading
for 2012 Reading Goal
2011 FCAT Math G10
for 2012 Math Goal
(Alg. & Geo.)??
2011 Science G11 for
2012 Science Goal
(Biology)??
Writing Goal
Making learning gains
Reading Goal
• Overall learning gain
• Low 25% learning gains
Math Goal (????)
• Overall learning gains
• Low 25% learning gains
Writing
Math
Reading
2011-2012 School Improvement Plan
Current and Expected Level of Performance
Science
44
2011-2012 SIP Part II – Expected Level of
Performance Criteria
Criteria for
Elementary and
Middle Schools
Criteria for High
Schools
Calculation Sheet
45
% Safe Harbor Proficiency Target
The percent of non-proficient
students decreased by at
least 10% from the preceding
year in the subject being
evaluated.
46
Example 1
2011
Performance
Proficient
(%L3-5)
30%
Nonproficient
(%L1-2)
70%
10% of 70 = 7
2012
Target
The percent of
non-proficient
NonProficient
proficient
students
decreased by
70-7=63%
30+7=37%
at
least 10%
from the
preceding year
47
Example 2
2011
Performance
Proficient
(%L3-5)
Nonproficient
(%L1-2)
20%
80%
10% of 80 = 8
2012
Target
The percent of
non-proficient
NonProficient
proficient
students
decreased by
80-8=72%
20+8=28%
at
least 10%
from the
preceding year
48
2011 - 2012 Expected Level of Performance –
Calculation Sheet
49
New Monitoring Tool
• Monitoring Tool for FCAT 2.0/EOC
Assessed Benchmarks
50
Monitoring Tool for FCAT 2.0 Content Assessed
Benchmark By Reporting Category
Monitoring Tool for FCAT 2.0 Content Assessed
Grades 3-5
Click on a subject/grade button below to go to that specific sheet.
Mathematics
Grade 3
Grade 4
Grade 5
Reading
Grade 3
Grade 4
Grade 5
Science
Grade 5
http://osi.dadeschools.net/actiondata
51
52
53
READING GOAL
Click Here
54
55
56
57
READING SAMPLE FOR
APPENDIX V
58
READING SAMPLE FOR
FCAT LEVELS 4 & 5 (ENRICHMENT)
59
TOTAL GROUP – LEARNING GAINS
60
LOWEST 25% – LEARNING GAINS
61
AYP SUBGROUPS
62
PROFESSIONAL DEVELOPMENT & BUDGET
63
SIP
Reading Grades 3-12
Reporting Category 1: Vocabulary
Content Focus







Action Steps
 Provide a variety of
Context Clues
instructional strategies
Analyze Word Structure
and activities that
Analyze Words/Phrases
include vocabulary
derived from Latin,
word maps, concept
Greek, or Other
maps, word walls,
Languages
personal dictionaries,
Antonyms, synonyms
instruction in shades of
Shades of meaning
meaning and context,
Advanced Word
affix or root words,
Relationships
reading from a wide
variety of texts.
Multiple Meanings
Reporting Category 2:
Reading Application
Content Focus








Main idea/relevant details
Conclusions/inferences
Chronological order
Author’s
Purpose/Perspective, Bias
Compare/contrast
Cause/effect, Sequence of
events
Text
Structures/Organizational
Patterns
Themes/topics
Action Steps
•
Provide a variety of
instructional strategies
and activities that
include making
inferences, drawing
conclusions, returning to
text as support for
answers, analyzing
stated vs. implied main
ideas, using graphic
organizers to analyze
text, interacting with
text, understanding text
structures and
summarizing text.
Reporting Category 3:
Literary Analysis – Fiction/Nonfiction
Action Steps
Content Focus
Theme
 Character & Plot
Development, Setting
 Character Point of
View
 Conflict/Resolution
 Descriptive/Figurative
Language
 Text Features

•
Provide a variety of
instructional strategies
and activities that include
identifying methods of
development and words
that signal relationships,
reducing textual
information to key points,
using poetry to study
figurative language,
reading closely to identify
key details through the
use of graphic organizers
and concept maps.
Reporting Category 4:
Informational Text/Research Process
Content Focus
Text Features
 Locate, interpret and
organize information
 Synthesize
information
 Analyze, Evaluate
Information
 Determine Validity
and Reliability of
Information

Action Steps
•
Provide a variety of
instructional strategies
and activities that
include building strong
arguments to support
answers, exploring
shades of meaning,
using reciprocal
teaching and questionanswer relationships,
questioning the author,
and summarizing.
69
MATHEMATICS SAMPLE
APPENDIX VIII
70
MATHEMATICS SAMPLE
FCAT LEVEL 3
Middle/Senior
71
PROFESSIONAL DEVELOPMENT & BUDGET
72
Mathematics
SIP
Recommendations
Mathematics Success
Develop school site mathematics course-alike or gradelevel learning teams to build the capacity to research,
discuss, design and implement organizational strategies:
• Develop a problem solving process or protocol for
students to use consistently
• Provide teachers with training in using problem
solving to create meaning in a real-world context for
students to apply new concepts and skills
• Develop departmental guidelines for student learning
notebooks proven to increase student achievement
Students Achieving Above Proficiency
FCAT 2.0 Level 4 or 5
– Provide an opportunity for students to engage in
mathematical discourse and problem solving
activities through the use of cooperative student
learning teams
– Select rich, real-world problems, aligned to the
content the students are learning
– Develop the student’s writing ability through
notetaking
Students Achieving Above Proficiency
FCAT 2.0 Level 4 or 5
– Implement the use of technology, graphing
calculators, Florida Focus Achieves Assessment
Resources, and Inquiry-based lessons to
promote authentic and rigorous student
engagement
Students Achieving Above Proficiency
FCAT 2.0 Level 4 or 5
– Create problem solving activities for students requiring
the student to solve non-routine and open-ended real
world problems. These problems should use math
concepts and activities that draw upon other content
areas.
– Assign students to cooperative student teams and require
that the students explain to their peers in both verbal and
written form the process used to arrive at a solution.
Students Achieving Proficiency
FCAT 2.0 Level 3
– Create cooperative learning groups of four
students and provide the students an opportunity
to solve problems and communicate their
thinking
– Utilize manipulatives for hands-on activities to
introduce concepts through discovery as well as
demonstrate understanding
Students Achieving Proficiency
FCAT 2.0 Level 3
- Provide teachers training in helping students move
from the concrete to more abstract models:
-
Manipulatives (national library of virtual manipulatives)
Interactive websites
Holt online textbook resources
Calculators
- Provide teacher training in obtaining and analyzing
assessment data related to students’ performance in
mathematics
- Provide common planning time for teachers to
articulate these findings both vertically and horizontally
in the grade-level learning team
Students Achieving Proficiency
FCAT 2.0 Level 3
– Provide teachers with training in developing and
selecting mathematical tasks that develop meaning,
promote reasoning and sense making, require
students to conjecture, and engage the students
intellect by on-going real-world applications
– Provide teachers time to develop mathematical
expectations from one grade level to another
– Provide training on the use of the graphing calculator
as a tool for exploration and investigation
Subgroups Not Making AYP
– Provide students the opportunity to develop quick
recall of addition, subtraction, multiplication and
division facts
– Use literature in mathematics to provide the
meaning necessary for children to successfully
grasp mathematical concepts and make
connections with real-world situations
– Provide students with grade-level appropriate
opportunities to solve problems that require the
child to explain their reasoning
Subgroups Not Making AYP
- Provide teachers with training related to infusing
higher order thinking skills into the instructional
process
- Provide teachers with training on incorporating
Compass Learning Odyssey, FCAT Explorer- Math
Navigator and Riverdeep - Destination Math
resources into the instructional process to aid in
differentiating instruction based on students’ areas
of weakness
- Provide before and/or after-school tutorials
Subgroups Not Making AYP
- Provide teachers with training in integrating
technology and utilizing hands-on, discovery
activities in their lesson designs
- Provide peer tutoring before or after school
- Provide students with opportunities to illustrate
problem situations with manipulatives
- Utilize structured, scaffolded worksheets and
investigations to model cognitive processing
84
SCIENCE GOAL
APPENDIX IX
85
SCIENCE GOAL SAMPLE
86
87
PROFESSIONAL
DEVELOPMENT/BUDGET
88
SIP
Science Grades 3-12
Elementary School Science Strategies
 Conduct
at least two hands-on activities per week. Each
hands-on activity should be identified by the benchmark
and include solid science content to ensure that full
hands-on minds-on activities are addressed.
 After each grading period or semester, choose 1 day to
do a mini-science camp to address through hands-on
activities all major benchmarks from the grading period.
 Utilize differentiated instruction strategies at all level of
instruction. During delivery of content use multiple media
(oral, graphics, written, technology) to reach a wide
range of learning styles. Assign projects and activities
based on student interest and give students the
opportunity to demonstrate what they have learned
through alternative assessments.
 Use
leveled readers to address different reading level
skills in the classroom.
 Use rotational center activities and place students in
mixed abilities groups.
 Utilize online resources from Scott Foresman to conduct
virtual labs and to assist students in understanding
abstract concepts. Take-it-to-the net is an excellent tool.
At this site the following resources are available: lab
zones activities, e-tools, sci-links, and educational games.
 We also recommend having a science night for students
and parents. This is a good strategy to increase parental
involvement.
 Fair Game Concept in FCAT 2.0 (3-5)
91
Middle School Science Strategies
 Schedule
grade 8 students taking Earth/Space Science
Honors and/or Biology Honors into the same homerooms
/advisement periods for review of the FCAT 2.0 Annually
Assessed benchmarks.
 Incorporate advisement period activities to help students
develop appropriate social and academic coping skills.
 Monitor the implementation of reading informational text
and writing in science.
 Conduct inquiry-based, hands-on, laboratory activities
 Monitor the implementation of Formative Assessment
Probes and higher-order questioning/discussions.
 Fair Game Concept in FCAT 2.0 (6-8)
Senior High School Science Strategies
 Develop
professional learning communities of science
teachers to research, discuss, design, and implement
strategies to increase inquiry-based learning.
 Provide opportunities for Level 1 and 2 students to
participate in enrichment activities, after school tutorials,
and science clubs.
 Provide all students the opportunity to compare, contrast,
interpret, analyze, and explain science concepts during
laboratory activities and classroom discussions.
 Provide inquiry-based, hands-on, laboratory activities for
students to make connections to real-life experiences,
and explain and write about their results and
experiences.
General Science Strategies
 Encourage
teachers to actively improve their science content
knowledge to become proficient in their grade-level NGSSS.
 After each assessment (monthly or interim), conduct data
disaggregation of test results to identify benchmarks with
unsatisfactory and satisfactory performance. Identify students’
performance within those categories and develop
differentiated instruction activities to address the different
needs through remediation and enrichment activities. Also
conduct mini-assessments and utilize results to drive
instruction.
 Conduct data chats at all levels. Administrators with teachers
and teachers with students and with parents, when possible.
 Utilize Gizmos
 Encourage student to participate in science fair activities,
SECME, and other types of science competitions.
95
WRITING GOAL
APPENDIX VII
96
WRITING GOAL SAMPLE
97
AYP SUBGROUPS
98
PROFESSIONAL DEVELOPMENT & BUDGET
99
SIP
Writing Grades 3-12
Writing Process
Content Focus




Focus
Organization
Support
Conventions
Action Steps
 Formulate a writing plan
which includes developing a
Writer’s Notebook and/or
Portfolio centered on
prewriting, drafting, revising,
editing, and publishing. Model
effective writing; use mentor
text, rubrics and anchor
papers; incorporate sentence
variety, writing conferences
and writing for a variety of
audiences and purposes.
Writing Applications
Action Steps
Content Focus



Creative
Informative
Persuasive
•
Develop writing techniques
for a variety of audiences
and purposes, use
figurative and descriptive
language to convey style
and tone, understand how
word
connotations/denotations
impact meaning, analyze
mentor text such as poetry,
speeches, print and media
advertisements to enrich
student writing.
ATTENDANCE GOAL
103
ATTENDANCE GOAL SAMPLE
104
PROFESSIONAL DEVELOPMENT & BUDGET
105
SUSPENSION GOAL
Refer to 2011 COGNOS
106
Suspension Goal Sample
107
PROFESSIONAL DEVELOPMENT & BUDGET
108
DROPOUT PREVENTION GOAL
109
DROPOUT PREVENT GOAL SAMPLE
110
PROFESSIONAL DEVELOPMENT & BUDGET
111
PARENT INVOLVEMENT GOAL
Guiding Questions to Inform the Problem Solving Process
(Title I Parent Involvement Plan may be uploaded)
• Based on information from surveys, evaluations, agendas, or sign-ins, was
the percent of parent participation in school activities maintained or
increased from the prior year?
• What are the anticipated barriers to increasing parent involvement?
• Generally, what strategies or activities can be employed to increase parent
involvement?
• How will the school correlate the parental involvement activities with
student achievement?


Title I Administration Handbook
PTA National Standards for Family-School Partnerships
Assessment Guide www.pta.org/bsp .
112
PARENTAL INVOLVEMENT GOAL Sample
113
PROFESSIONAL DEVELOPMENT & BUDGET
114
Miami-Dade County Public Schools
Title I Administration
May 17, 2011 through May 24, 2011

Title I Technical Assistance Session

2011-2012 School Level Parental
Involvement Plan (PIP)


Presented by Arnaldo A. Gonzalez
Do not contact the Florida Department of Education for assistance with your school’s PIP. If further
assistance is required, please
contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-9951755.
Dr. Magaly C. Abrahante
Assistant Superintendent
Title I Administration, Early Childhood Programs and Summer Services
Title I Administration
Dr. Sharrie Dean Collins
District Director
Mr. Edgardo L. Reyes
Executive Director
Ms. Rhoda O. Shirley
Executive Director
Dr. Eduardo Barreiro
District Supervisor
Ms. Deborah Y. Parrott
District Supervisor
Mr. Eduardo E. Darde
Budget Director
Overview
This document is designed by Title I Administration to assist schools in
developing comprehensive and high quality parental involvement plans
(PIP) which will meet the requirements of Section 1118 of the
Elementary and Secondary Education Act (ESEA). The format for this
guidance includes:

Title I Parent Involvement Plan (PIP) Expected Outcomes and Goals

2011-2012 Title I Parent Involvement Plan (PIP)

Title I Parent Involvement Plan (PIP) and School-Parent Compact Reminders

Title I Parent Involvement Plan (PIP) Evaluation/Review Recommendations

Navigation Instructions for the School-Level Title I Parent Involvement Plan
(PIP) Online Template

The Florida Parental Information and Resource Center (PIRC) of FND

Navigation Instructions for The Florida Parental Information and Resource
Center (PIRC) of
FND

PIRC at University of South Florida (USF)

Questions/Answers
Title I Parent Involvement Plan (PIP)
Expected Outcomes and Goals
Expected Outcomes:
Scope and Sequence, No Child Left Behind Act of 2001, Section 1118.
Parental Involvement - Title I Compliance
All project and program activities help to:

Understand and implement the No Child Left Behind (NCLB) Act

Increase academic achievement through Parent Involvement
Goals:
1.
Implement research-based parental involvement plans, practices,
programs, and activities that are linked to improving academic
achievement.
2.
Provide training, information, and support services that strengthen the
relations between parents and schools in meaningful ways that improve
academic achievement.
3.
Coordinate, collaborate, and network to increase collaboration; and
coordinate efforts related to family involvement and academic
achievement to inform parents of the NCLB Act.
2011-2012 Parent Involvement Plan
(PIP)
The 2011-2012 School Parent Involvement Plan (PIP) will be due to
the Florida Department of Education (FDOE) by September 23, 2011.
The Department is not planning any significant changes to the 20112012 parental involvement plan template in content or format of the
responses. FDOE is planning to make the following types of updates:

Increase the character limits in the tables;

Provide a printer friendly link to the public;

Update the review section;

Pre-populate the 2011-2012 system with the responses included in the
2010-2011 system; and pre-populate the 2010-2011 evaluation included
in the 2011-2012 template with the plans from the 2010-2011 building
capacity and staff development sections. If the school implemented all of
the activities planned, then the school will only need to enter the number
of sessions and number of participants. The Department will have a
feature to delete or add rows in case the school’s plan changed.
Title I Parent Involvement Plan (PIP) and
School-Parent Compact Reminders

Do not contact the Florida Department of Education for assistance with the
completion of your school’s PIP. If further assistance is required, please
contact Mr. Arnaldo A. Gonzalez, Title I Administration, at 305-995-1755.

Remember that you will need to upload evidence of parent involvement in
development of the Parent-School Compact and evidence of parent
involvement in development of the PIP, as well as upload an electronic
version of the compact.

Be proactive. Conduct a PIP and School-Parent Compact Review Meeting
for parents and staff, before the 2010-2011 school year ends, in order to
compile evidences of parent input in the development of the PIP and the
Parent-School Compact for the 2011-2012 school year. Also, identify
barriers which could have hindered participation by parents in parental
involvement activities during the 2010-2011 school year, and the steps the
school will take to overcome the identified barriers. Further, when
reviewing the school’s 2011-2012 PIP, results from the school’s M-DCPS
Title I Parent/Family Involvement Survey 2011 should be utilized with
revisions.

Refer to the school PIP Assurances in order to meet State guidelines,
applicable statutes, regulations, and procedures.
Title I Parent Involvement Plan (PIP) and
School-Parent Compact Reminders

Schools should begin the review/evaluation process for the Title I program
as a whole and the PIP, at this time. Schools should begin to gather all of
their plans (e.g. PIP, School-Parent Compact, and the School Improvement
Plan (SIP) and take them to their parent groups for input into the changes
that need to be made for the next year.

Send a signed and dated copy of the school’s PIP Assurances to the Title I
Office with the school’s Title I Annual Parent Meeting Documentation Packet
by the 1st week of November.

Inform parents and parent organizations of the purpose and existence of
both Parent Information and Resource Center(s) (PIRC) in Florida, i.e. PIRC
of Family Network on Disabilities in Florida (FND) 1-800-825-5736 or visit
website at: www.floridapirc.org and PIRC at University of South Florida
(USF). For more information contact the Florida Parent Information
Resource Center (FL PIRC) @ The University of South Florida at: 1-813558-5096
or
1-866-775-8661.
Visit
website
at:
www.partnershipcenter.usf.edu for many free, downloadable resources, and
the Title I Neighborhood Resource Center – North, (Northside Shopping
Center) 7900 NW 27th Avenue, Miami Florida 33147, 305-694-7120 and the
Title I Neighborhood Resource Center – South, (FDLRS) 5555 SW 93rd
Avenue, Portable# 3, Miami, Florida 33165, 305-274-7468.

Display hard copies of the District PIP and school-level PIP and make them
available in the school’s main office and also in the Parent Resource
Center/Parent Corner.
Title I Parent Involvement Plan (PIP)
Evaluation/Review
Recommendations
It is recommended that the Title I Parent Involvement Plan (PIP)
and School-Parent Compact Evaluations/Reviews are included in the
next EESAC meeting. The discussions should also be included in the
minutes of this meeting. The PIP guidance document (See FDOE’s
online template) outlines examples and non-examples of methods
for documenting parental input.
Recommended Example
The Principal distributed a draft of the PIP
and the amount of Title I funds set aside for
parental involvement to the parents. The
Principal led a discussion on each of the
components included in the PIP and
appropriate and legal uses of Title I funds.
Through careful deliberation and discussion,
revisions were made to the “Building
Capacity” sections based on the discussions.
Those present made no suggestions for
revisions to the other sections. The Principal
Non-Example
The PIP was reviewed and approved.
This entry only indicates that parents
were provided an opportunity to review
the plan. It does not indicate that the
parents had an opportunity for
meaningful input.
Title I Parent Involvement Plan (PIP)
Evaluation/Review Recommendations
Recommended Example
will make the updates to the online template
as requested. Ms. Brown (parent) made a
motion to approve the PIP with the indicated
revisions. Mr. Gomez (parent) seconded. The
motion carried unanimously.
This entry indicates that the parents
reviewed a draft of the PIP and were
provided an opportunity to give input.
While it’s not necessary to make all the
changes suggested by the parents,
school leaders should take their
suggestions into careful consideration.
Non-Example
THE Florida Parental Information
and Resource Center (PIRC) of FND
Navigation Instructions to Contact The
Florida Parental Information and Resource
Center (PIRC) of FND
PIRC at University of South Florida
(USF)
Questions/Answers
FINAL BUDGET
This area will automatically be calculated when you post your goal budgets to the
flbsi website, once your final 2011-2012 SIP has been approved. There is no
need to complete this section at this time.
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Confirm your school’s designation once
School Grades are released.
Checklists Compliance forms will be available at: http://www.flbsi.org

Differentiated Accountability
◦ Put an “X” in the appropriate category based on
the 2011-2012 designation. (July 2011 release)
◦ Download the DA Checklist of Compliance from
the FLBSI website: http://www.flbsi.org
◦ Complete the Checklist and then upload it to the
online SIP document (FLBSI).
◦ Correct II (D and F schools) and Intervene
schools must have Reading Coaches who are
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endorsed or certified.
Monitor implementation of the SIP through ongoing data analysis…………

School Advisory Councils (EESACs)
◦
◦
◦
◦
Majority of members must be non-District employees
Schedule appropriate meetings
Describe how you are going to use the EESAC funds
Describe the activities of the EESAC for 2011-2012
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Next Steps
 Check the OSI website (Sept. ‘11) for your school’s “2011 School
Improvement Plan – Current and Expected Performance Values”
(http://osi.dadeschools.net).
 Upload the DRAFT by June 16, 2011, to the OSI website.
 Update the 2011-12 SIP draft based upon feedback from the Region or
appropriate office(s) prior to the scheduled Peer Reviews (Sept. 6-16,
2011).
 Complete revisions, share with school staff (faculty meeting), and EESAC
prior to posting to http://www.flbsi.org by September 23, 2011.
 EESAC Minutes must document the review and approval of the 2011-12
SIP.
 Administer the Baseline Assessments and complete Edusoft scans by
Friday, September 23, 2011, 5:00 p.m.
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 Post Baseline data to http://www.flbsi.org by October 3, 2011.
Upload the DRAFT 2011-2012 SIP
Click here
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• WL#
• Region
• Find on your
desktop/drive
• Click UPLOAD
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Posting the 2011-2012 SIP
http://www.flbsi.org
DUE SEPTEMBER 23, 2011
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DISTRICT TIMELINES ARE 1 WEEK
PRIOR TO STATE TIMELINES!!
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Pending
Pending
• Update all
areas.
• Insert
“Pending”
• Click
Save
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• Open each
section from
the left side
menu.
• Update per
information
on your
MSWord
template.
• Save after
each entry.
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Office of School Improvement
Ms. Caryl D. Grant
305-995-7292
CGrant@dadeschools.net
Ms. Linda Fife
(Regions IV and V)
305-995-2692
lfife@dadeschools.net
Ms. Dolores de la Guardia
Dr. Sherian Demetrius
(Region III, CS, ALT. Ed, SPED,
Adult/Voc.)
(Regions I and II)
305-995-7686
305-995-7046
ddelaguardia1@dadeschools.net
sdemetrius@dadeschools.net
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