Jacksonville High School

Strategic Planning

Drain the Ocean

What is it?

  • States were offered the opportunity to seek waivers from some of the provisions of the NCLB legislation in September of 2011.
  • Approval of ESEA Flexibility request does not eliminate accountability measures for improving student achievement.
  • Schools will no longer have to focus on Adequate Yearly Progress (AYP), but will establish Annual Measurable Objectives (AMO) based on student growth, student performance (Math & Literacy), and graduation rates.
  • State identifies low performing schools based on student achievement and the achievement gap.


Why seek flexibility?

  • Combine state and federal requirements
  • Better differentiate between schools
  • Maintain high standards and expectations
  • Identify schools that need most assistance for all students and subgroups
  • Recognize high achieving and improving schools
  • Focus on proficiency, growth and graduation rate gaps
  • Assists in transition to CCSS and PARCC assessments

School Classifications

Focus

Making progress generally in terms of student achievement and may have high percentages of proficient students, but have a population of at risk students that are not performing.

  • TAGG-Targeted Achievement Gap Group

Priority

The lowest five percent across the state struggling to provide adequate growth to most students. All SIG schools included in this group.


Schools exit Focus and Priority status by meeting their AMOs two consecutive years.

PIP (Priority Improvement Plan)

  • Diagnostic analysis and needs assessment
  • 3 year plan
  • ACSIP


Indistar

Indistar YouTube HD

Indistar

Indistar® is a web-based system implemented by a state education agency, district, or charter school organization for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities.


  • 82 Rapid Improvement Indicators
  • 47 are currently assessed
  • Plan is developed along with specific tasks


Interim Measurable Objectives

  • Change in teacher and leader practice
  • Student progress and achievement (each low performing subgroup contributing to the achievement gap)
  • Student safety and discipline
  • Parent and community engagement

Implications

  • School Improvement Specialist to help implement interventions, resource allocations, and provide ongoing monitoring.
  • Utilize an external provider
  • PIP must address all seven Turnaround Principles
  • More local control and less district


If a priority school does not make sufficient progress toward meeting the IMOs, the school/district may be placed in Academic Distress, leading to significant ADE intervention.

  • Legislative session of 2013
  • Replace the principal
  • Other measures