Florida Department Of Education Update & Initiatives
Florida Department ofEducationUpdate & InitiativesEileen L. McDaniel, ChiefJohn Moore, Program DirectorFASD Fall Leadership ConferenceSeptember 21, 2011Bureau of Educator Recruitment, Development & Retention1
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Updates Florida’s Student Achievement Goals District Instructional Personnel and SchoolAdministrator Evaluation Systems Teacher Leader Preparation ImplementationCommittee Florida Principal Leadership StandardsTeacher Preparation Programs Updates Curriculum Initiatives & Training PD System Evaluation Protocol & Site Visits Professional Development3
Of every 100 high school freshmen in 2001-02: Fifty-nine eventually graduated from high school. Of the 59 students who graduated, 34 (or 58%) went on to collegewithin two years of high school graduation. Of the 34 students who went on to college, 22 (or 63%) earned atleast a year’s worth of college credit within two years ofenrollment in college.4
GOAL: Of every 100 high school freshmen in 2011-12: Eighty-five will graduate from high school in 2015. Of the 85 students who graduate, 63 (or 74%) will go on to college by2017. Of the 63 students who went on to college, 44 (or 70%) will earn at leasta year’s worth of college credit by 2019.5
1. Double the percentage of incoming high schoolfreshmen who:graduate from High Schoolgo to Collegeearn a year’s worth of college credit2. Cut the achievement gap in half by 20153. Increase the percentage of students scoring at orabove proficient on NAEP by 2015, to or beyondthe performance levels of the highest-performingstates6
“A strategic and sustained investment inhuman capital will improve studentachievement. “ Begin with the right student standards,curriculum, lessons, supports andassessmentsSet the goals for student learning outcomesAlign the human capital systems that supportand manage the educators in the school7
“A strategic and sustainedinvestment in human capitalwill improve student achievement.”Teachers and Leaders must be: Well-selected Well-prepared Well-supported Well-respected Held Accountable8
District-Developed Assessments for Hard-toMeasure Content AreasJob-embedded Teacher Preparation ProgramsRecruiting Promising Teachers for LowAchieving SchoolsCommunity CompactLeadership Pipeline for Turnaround Principalsand Assistant PrincipalsBuilding Local Education Agency-levelCapacity for Turnaround in Rural LEAsLIIS Defined Minimum Requirements9
Teacher Tools Teacher Standards Tool Formative Assessments (used to guideinstruction) Lesson Study Toolkits Teacher Instructional Materials Report Student Tutorial Interim Assessments STEM Program for Gifted and Talented10
Rigorousrecruitment,preparation andselectionFocus onStudentsTimely professionaldevelopment targetedto student outcomesContinuousImprovementFeedback LoopLink meaningfulrewards todifferentiatedperformanceFair, transparentmeasurementand evaluation todifferentiateperformanceTarget Supportand ResourcesStrategic andequitable placementFair and transparentpromotion, tenure,and dismissal basedon differentiatedperformanceBuildCapacity11
1. Value-Added Model for Student Growth2. Evaluation System Consultants for LEAs3. Job-embedded Teacher & Principal Preparation Programs4. Increasing Diversity in Educator Workforce5. Dual Focus STEM Teacher Preparation Program6. Enhance eIPEP7. Training Districts on Evaluating Professional Development*8. Commissioner’s Leadership Academy*9. Community of Practice*10.National Expert Review of State and District Practices*11.Financial Consultants for Districts to Revise CompensationSystem*12.Value-Added Models for Performance-Based Courses*13.Integrating Value-Added Calculation into Florida Education DataWarehouse*12
Instructional Personnel Evaluation Systems School Administrator Evaluation Systems13
Designed to support effective instruction &student learning growth.Results used when developing district &school level improvement plans.Results used to identify professionaldevelopment for instructional personnel andschool administrators.14
Evaluations for all instructional personnel andschool administrators must: Be based on sound educational principles andcontemporary research in effective educationalpractices. Include the following evaluation criteria:1.2.3.Performance of students.Instructional practice or instructional leadership.Professional and job responsibilities.15
Summary of District Evaluation Systems 31 “State Model” (based on Robert Marzano’smeta-analysis) 12 Charlotte Danielson “Framework ofTeaching” model 14 “Other” systems - Individualized or blendedsystems (with elements of Marzano, Danielson,and others) 14 Educational Management ConsultantServices (EMCS) model (which includes elementsaligned with Marzano model)16
Core similarities in almost all systems: Learning goals Track Student Progress Engagement17
RTTT District Deadlines September 30, 2011 A letter signed by the superintendent that includesverification of completed collective bargaining andthat implementation for 2011-2012 will begin inaccordance with the district’s approved system;District’s student growth rating criteria, includingany performance scales, additional student growthdecisions that were not submitted by June 1, andhow the student growth component combines withthe instructional practice and all other metrics todetermine the summative rating.18
These stakeholder groups will guideimplementation for 4 years1. Standards Instructional Teacher Tool2. Formative and Interim Assessment Design3. District-Developed Student Assessments for Instructional4.5.6.7.8.EffectivenessPortal, Dashboards, ReportsSingle Sign-OnLocal Instructional Improvement SystemsStudent GrowthTeacher and Leader Preparation19
Are teachers and school leaders from postsecondaryinstitutions and school districts, districtadministrators, superintendents, and school boardmembersContribute expertise in various teaching subjectsand grades and educational administration atvarious levelsRepresent Florida’s diversity in culture, community,and regionServe at the appointment of the Commissioner forthe four-year term of the Race to the Top grant20
Committee goals are to improveperformance of teacher and schoolleader preparation programs through: Revision of the Continued Program Approval ofEducator Preparation Programs process.(Primary goal) Input on site visit protocols Identification of gaps in current Florida PrincipalLeadership Standards and revision of standardsto align with contemporary research.(Intermediate goal)21
The TLPIC members are expected to workwith the Department and the StudentGrowth Implementation Committee toprovide input, review, feedback, andrecommendations on: Uses of student growth models in evaluation ofteacher and principal preparation programs
MeetingDateTopicsTeleconference3/29/11 Introductions and OverviewIn PersonOcala5/9 – Review a variety of leadership standards5/10/11 Begin discussions on current standard refinement Video presentation from Dr. Douglas Reeves oncontemporary research on principal development Guidance and feedback on revision process providedby The Leadership and Learning Center Input and recommendations provided fromsubcommitteeIn PersonOcala6/15 –6/16/11 Continue refinement of current Florida PrincipalLeadership Standards Consider input and reach consensus on draftstandards23
MeetingDateTopicsConference8/24 & 29, 2011call/Webinar 9/ 12,9/14 & 9/22,2011 Consider public input and reachconsensus on draft standardsIn PersonTampa AIR presentation of student growthmodel and its use in teacher andleader preparation programs.10/ 5 -10/6, 2011 Recommend Standards toCommissioner Presentation on the current continuingapproval standards and process.In PersonTampa11/ 9 -11/10, 2011 Accountability model for teacher andleader preparation programs
Currently being reviewed for updating andrealignment with contemporary research School site leadership practices that impactstudent achievement Impact Principal Evaluation Systems &Leadership Preparation Programs All should monitor standards’ revisions andprovide input on proposed changes throughFDOE .asp 25
University EducationalLeadership ProgramsDistrict Principal &Assistant PrincipalPerformanceAppraisal SystemsUsed to reviseFELEUsed toreviseUsed to reviseFL PrincipalLeadershipStandardsUsed to reviseUsed toPrincipal &Assist cationProgramsUsed to informPrincipalProfessionalDevelopmentPrograms
Job-embedded teacher preparation grants: Mastery of teaching the content (application of“deep and comprehensive knowledge of the subjecttaught”) Institution provides instruction to candidates intothe first year(s) of teaching Grants to institutions in partnership with schooldistrict(s)27
Job-embedded principal preparation grants: Streamlined, intensive program that will result indual Level 1 and Level II school leadershipcertifications Aspiring principals will receive instruction onimproved leadership competencies Engage in a full-time apprenticeship Grants to institutions in partnership with schooldistrict(s)28
What’s happening NOW and what’s planned innear future 29
NGSSS (Common Core) taught & supportedthrough: Florida’s Standards-based Instruction Model Florida’s Continuous Improvement Model Multi-tiered System of Supports: Response toInstruction/Intervention Differentiated Instruction Lesson Studies Instructional Coaching Professional Learning in a Virtual Environment English for Speakers of Other Languages30
NGSSS (Common Core) taught & supportedthrough: Comprehension Instructional Sequence (CIS) forALL content areas Next Generation Content Area ProfessionalDevelopment (NGCAR-PD) Content Specific Literacy Strategies Instructional Leadership and Faculty Development Revised Florida Educator Accomplished Practices(FEAPs): alignment with professional learning Proficiency improvement on teacher evaluationsystem indicators with high effect on studentlearning31
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Common Core State Standards willincreasingly be the basis for professionaldevelopment on subject matter content: Teachers and administrators will need PD on howthe common core state standards differ fromprevious standards. PD will be needed to develop teacher contentknowledge with a focus on the common corestate standards, and instructional strategies andmethods for implementation of the common corestate standards. Mathematics and English/Language Arts andReading only; NGSSS for all other areas 33
Year/Grade LevelK123-89-1220112012CCSS(M ELA)NGSSS otherNGSSSNGSSSNGSSSNGSSS20122013CCSS(M ELA)NGSSS otherCCSS(M ELA)NGSSSotherNGSSSNGSSSNGSSS20132014CCSS(M ELA)NGSSS otherCCSS(M ELA)NGSSSotherCCSSCCSSCCSS(M ELA) All NGSSS All NGSSSNGSSS other assessedassessed20142015CCSS(M ELA)NGSSS otherCCSS(M ELA)NGSSSotherCCSS(M ELA)NGSSS otherCCSS(M ELA)NGSSSotherCCSS(M ELA)NGSSSotherM Mathematics; ELA English Language Arts and ReadingCCSS – Common Core State Standards; NGSSS – Next GenerationSunshine State Standards
Year/GradeLevel3-89-1220112012FCAT 2.0 NGSSSFCAT 2.0 NGSSSAlgebra 1 EOC, Geometry EOC,Biology EOC NGSSS20122013FCAT 2.0 NGSSSFCAT 2.0 NGSSSAlgebra 1 EOC, Geometry EOC,Biology EOC, US History EOC NGSSS20132014FCAT 2.0 NGSSSCivics EOC NGSSSFCAT 2.0 NGSSSAlgebra 1 EOC, Geometry EOC,Biology EOC, US History EOC NGSSS20142015PARCC CCSS (M ELA)FCAT 2.0 ScienceCivics EOC NGSSSPARCC CCSS (ELA)Algebra 1 EOC, Geometry EOC CCSSBiology EOC, US History EOC NGSSSM MathematicsELA English Language Arts and Reading
Standards-based Instruction36
Lesson Study will continue to be an emergingarea of PD. In the MOU/RTTT Lesson Study is focused on DAschools. However, a state model for Lesson Studyas a practice for ALL Schools in Florida has beendeveloped and is being introduced during 20112012.37
8. Repeat the process using anew or revised lesson plan withthe same research theme.1. Form a lesson study teamwhich includes an externalexpert(s) in content and/orpedagogy.7. Define the next stepsbased upon what theteam has learned.2. Schedule acommon planningtime.LESSON STUDY6. (Evaluate theEffectiveness) Reflectupon, analyze, anddiscuss the lesson andstudent data that havebeen collected; thensynthesize your findings.5. (Implement the Plan) Teach andobserve the lesson being sure torecord data pertaining to whatstudents were thinking and doingthroughout the lesson.CYCLE3. (Problem Identification andAnalysis) Identify a commonresearch theme (sometimesa school-wide theme) basedupon student performancedata and the TeacherEvaluation Model adopted bythe school district.4. (Develop a Plan) Collaborativelyplan a standards-based lessonaligned to the course descriptionthat clearly defines the expectedoutcomes in terms of student learningand addresses common studentmisconceptions.
The re-developed evaluation systems forinstructional and administrative personnelrequire training on various levels: Evaluators must be trained in the observation andrating process. Evaluator’s proficiency in use of evaluation criteriamust be monitored – and growth via PD provided asneeded. Those being evaluated must be informed of theirevaluation criteria and processes – a recurring PDfunction as new personnel are hired.39
A state level ITN (Invitation to Negotiate) isunder development to provide districtsnational level expertise on how to evaluatePD.Details on that support, including when andhow it will be provided, will be forthcoming inthe months ahead.40
Update on Third Cycle 41
‣ Initiation of Third Cycle 2010-11.‣ Four-year cycle (instead of three).‣ All 19 reviews scheduled for 2010-11‣completed.Process for reviewing draft report with districtPD director revised: Draft sent in advance of meeting for moretargeted discussion of review results.‣ Final report reviewed & approved byChancellor/sent to districts.42
Schedule for 2011-2012 school year: 17 districts selected for review Letters to superintendents sent and datesconfirmed Reviewers signing up through online EPAsystemReview sites for 2012-13 will be announcedSpring 2012Need additional reviewers for Fall Site Visits: Baker (1); Marion (2); Okaloosa (3); Okeechobee (1)43
Santa RosaMadisonOsceola44
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System Change – connectedelements Evaluation Systems Data Systems Assessment Systems Professional DevelopmentSystems
RTTT SBEMOURules StatutesRTTT MOU (D0(5)1For teachers andPrincipals Implement IPDPsfor teachers andILDPs for principalsbased on analysisof studentperformance dataand results of priorevaluations .47
RTTT SBEMOURules StatutesMOU D (5)(ii) Measureeffectiveness ofprofessionaldevelopment TheLEA will evaluateprofessionaldevelopment based onstudent results andchanges inclassroom/leadershippractice (asappropriate for theteacher/principal).48
Section 1006.281,F.S. Learning managementsystems By June 30, 2014, a school district’slocal instructional improvement system shallcomply with minimum standards publishedby the Department of Education 1 http://www.fldoe.org/arra/LIISMS.asp
Facilitator Profile – The system will includedistrict staff information combined with theability to create and manage professionaldevelopment offerings and plans.Requirements include:4.3.2.(f) course proficiencies provided4.3.2.(g) course proficiencies obtained4.4.1 (a) rationale and purpose for the proposed professionaldevelopment offering4.4.1.(c) a rubric for assessing mastery of each of theassociated proficiencies
Start a conversation:1. PD Director2. MIS person handling LIIS3. District person handling evaluation systems
How to define data elements in your LIISHow “PD proficiencies” required for LIIS arethe same “proficiencies” measured in yourteacher and principal evaluation system
Using the same data elements to describeproficiencies in evaluation and PD will: Connect data on needed proficiencyimprovements revealed by evaluation data tospecific PD events Allow linking data on changes in evaluationobservations to the impact of PD events
Section 1012.34 (2)(2), F.S. “ Provideappropriate instruments, procedures, andcriteria for continuous quality improvementof the professional skills of instructionalpersonnel and school administrators, andperformance evaluation results must be usedwhen identifying professional development.”
PD on NGSSS and Common Core StandardsTeam learning processes like Lesson StudyPD for principals on formative assessmentBeginning teacher support
Eileen L. McDanielChief, Educator Recruitment, Development and RetentionEileen.McDaniel@fldoe.org(850) 245-0562John MooreProgram Director, Retention/Professional DevelopmentJohn.Moore@fldoe.org(850) 245-0546Abigail LetcherProgram Specialist IV, Retention/Professional DevelopmentAbigail.Letcher@fldoe.org(850) 245-0548Denise ScheidlerProgram Specialist III, Retention/Professional DevelopmentDenise.Scheidler@fldoe.org(850) 245-054556
Algebra 1 EOC, Geometry EOC, Biology EOC, US HistoryEOC NGSSS. 2013-2014; FCAT 2.0 NGSSS. Civics EOC NGSSS; FCAT 2.0 NGSSS. Algebra 1 EOC, Geometry EOC, Biology EOC, US HistoryEOC NGSSS; 2014-2015. PARCC CCSS (M ELA) FCAT 2.0 Science. Civics EOC NGSSS. PARCC CCSS (ELA) Algebra 1 EOC, Geometry EOC CCSS; Biology EOC, US .
with the Florida Department of Environmental Protection, Florida Fish and Wildlife Conser vation Commission, and Florida Department of Agriculture and Consumer Services. Members of the Florida Oceans and Coastal Council are as follows: Acknowledgments E X O F F I C I O M E M B E R S Florida Department of Environmental Protection Co chair:
FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL can be purchased from the University of Florida, Food and Agricultural Sciences. 1-800-226-1764, P.O. Box 110011, University of Florida, Gainesville, Florida 32611-0011. Introduction For use the the manual: FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL
C) Florida Department of Public Health and Human Services D) Florida Department of Corrections E) Florida Department of Children & Families F) Florida Department of Law Enforcement 2. The query will request identification information on: current facilities, planned facilities, and
The Annual Florida Equity Report is required under Florida statutes as follows: The Florida Educational Equity Act (Section 1000.05 F.S.) and the Florida Board of Governors Regulation 2.003 Equity and Access. The Uni-versity of South Florida System (USF System), which is comprised of three institutions USF Tampa, USF St.
Some Common Diseases of Pepper in Florida Ken Pernezny and Tom Kucharek, Respectively, Professor, Plant Pathology, Everglades Research and Education Center, Belle Glade; and Professor, Univer-sity of Florida, Plant Pathology Department, Gainesville, Florida.1991; Revised November 1999. Pepper is an important commercial veg-etable crop in Florida.
FTE General Instructions 2011-12 Florida Department of Education . Comments regarding this publication should be directed to: Office of Funding and Financial Reporting, Florida Department of Education, 325 West Gaines Street, Room 824, Tallahassee, Florida 32399-0400, (850) 245-0405 .
The International Roadmap for Devices and Systems 2017 edition (published in Q1 2018). Prior to this, the International Technology Roadmap for Semiconductors (ITRS) was published in 1999, 2000 Update, 2001, 2002 Update, 2003, 2004 Update, 2005, 2006 Update, 2007, 2008 Update, 2009, 2010 Update, 2011, 2012 Update, 2013, and 2015
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