College and Career Readiness
Instructional Framework
Implementation Scale
School Improvement Plan (SIP)
Critical
Elements
School Improvement planning provides a data-driven, research-based framework for defining goals and objectives for improving student learning and for
selecting and implementing strategies to improve the instructional and organizational effectiveness of a school. School Improvement is a continuous
process schools use to ensure that all students are achieving at high levels. Schools are in collaboration with families, students, and communities, to
create better learning and supportive environments so that all students are successful. Innovative, exemplary, and research-based programs, coupled
with professional development, focused and aligned resources, and public participation in planning are critical factors in the school improvement
process. The critical elements in the process are to organize, plan, implement, and sustain efforts to build capacity.
Culturally Embedded
Level 3
Intentionally Structured and Enforced
Level 2
Evidence that all members of the school community are
steadfast in this belief. All are willing to do what is necessary to
meet high standards. There is active implementation, followup, and feedback.
Leaders clearly support the constructs of the concepts
by providing the formalized structures required. The
work is thought of as an obligation to be met. There is
evidence of follow-up and feedback.
There is a sense of commitment.
There is a sense of compliance.
In Name Only
Level 1
Concepts are talked about. Concepts are thought of
as “another thing to do.” Leaders tend to make
broad-based decisions with limited or no follow-up
or feedback.
There is a limited sense of accountability.
Evidence supporting a Level 3 implementation…
Evidence supporting a Level 2 implementation…
Evidence supporting a Level 1 implementation…
Critical Elements of School Improvement Planning
1. Organize
Stakeholders plan and assess needs based on data.
2. Plan
Stakeholders set goals and objectives, identify strategies and measures of success.
3. Implement
Implement activities and monitor progress.
4. Sustain
Identify success of current plan, evaluate and adjust to sustain growth.
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The Office of Academic Services - August 8, 2012
Plan
Organize
College and Career Readiness
Instructional Framework
Culturally Embedded
Level 3
School utilizes various sources of data to plan for school
improvement (achievement, demographic, program, and perception
data) and involves the entire staff. School disaggregates state
assessment data by standards, proficiency level & AMO subgroups.
District’s desired outcomes are aligned with data sources,
objectives, and goals. School focuses on making instructional
changes to improve student achievement.
Intentionally Structured and Enforced
Level 2
School utilizes various sources of data to
plan for school improvement
(achievement, demographic, program, and
perception data) and includes some
stakeholders. School disaggregates state
assessment data by proficiency level &
AMO subgroups.
Stakeholders identify student’s strengths and weaknesses and
examine and delineate root causes or contributing factors in order
to align appropriate strategies and interventions.
Stakeholders identify student’s strengths
and weaknesses and review root causes or
contributing factors in order to align
appropriate strategies and interventions.
Evidence:
 Focused professional development programs as an
improvement strategy to address documented problems/needs
are evident. Budget allocations to programs are based on datainformed needs.
Evidence:
 Goal-setting based on data about
problems and possible explanations.
According to a formalized schedule throughout the year, the school
sets goals and objectives, based on data analysis and problem
clarification outcomes to create an implementation plan that
includes well defined measures of success and frequent progress
monitoring activities (i.e. mini assessments, data talks, classroom
observations, PLC groups etc).
Stakeholders meet according to a formal
schedule to set goals and objectives, based
on data analysis to create a plan that
includes measures of success and progress
monitoring activities (i.e. mini
assessments, data talks, classroom
observations etc).
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The Office of Academic Services - August 8, 2012

Some professional development are
aligned to data needs analysis.
In Name Only
Level 1
School utilizes one or few sources of
data to plan for school improvement.
School disaggregates state assessment
data by proficiency level only.
Representation of some stakeholders is
involved in the planning process.
Evidence:
 Professional development
programs are random and not
aligned to data needs analysis.
Planning is done in isolation. Principal
(and/or assistant principal) identifies
strengths and weaknesses, and sets
goals, objectives, and strategies.
Implement
College and Career Readiness
Instructional Framework
Evidence:
 Regular parent communication regarding the progress of their
children occurs.
 Grading systems are based on common student-performance
criteria that report progress on the standards as well as work
skills.
 Leadership team meetings focus on measured progress toward
data-based improvement goals.
Evidence:
 Staff meetings that focus on strategies
and issues raised by the local school’s
data.
Evidence:
 Budgetary decisions are based on
prior practice and priority
programs. Staff assignments are
based on interest and availability.
School ensures SIP implementation plan is doable and is
communicated to the entire staff as the statement of work to
include expectations, activities, professional development,
resources, persons responsible, and timelines. School uses various
ways to communicate academic progress (newsletters, bulletin
boards, etc) throughout the school year.
School ensures SIP implementation plan is
doable and is communicated as a
housekeeping activity. Expectations,
activities, professional development,
resources, persons responsible, and
timelines are identified. Some system of
progress monitoring is implemented.
Principal (and/or assistant principal)
makes plan available for those who are
interested. Plan is checked at mid-year
and end of year.
School spends a great deal of time on the monitoring and data
analysis processes. School uses staff meeting time to highlight what
the data is telling you about progress and use team time to model
questions needed to address progress monitoring activities.
Professional development is data-driven and aligned with SIP. It is
job embedded and focused on building capacity.
Regular collaborative examination of student work and
instructional practices at team meetings follows the professional
learning community model to further build capacity.
School leadership celebrates staff members who are modeling good
data-driven decision making in their classrooms and showcase
those strategies in staff meetings.
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The Office of Academic Services - August 8, 2012
Sustain
College and Career Readiness
Instructional Framework
Evidence:
 Staff assignments are based on skills needed as indicated by the
data. PLC, FCIM, MTSS/RtI, Lesson Study effort are easily
identifiable and executed within the process.
Evidence:
 Focused staff development programs
as an improvement strategy to address
documented problems/needs. PLC and
FCIM processes are easily identifiable
but not fully executed within the
process.
Evidence:
 Staff meetings focus on operations
and limited dissemination of
information.
Evaluation of goals leads to system changes and adjustments for
future growth following the Plan-Do-Check-Act process of Florida
Continuous Improvement Model. School identifies the successes of
the current SIP; identifies the needs for the next year’s school’s
plan; and evaluates and adjusts the plan’s progress throughout the
year.
A formal evaluation is completed on the
outcomes of each goal of the plan. Data is
used to revise SIP.
Some report data is compiled on
outcomes attained and may be used in
revising goal or creating a plan for next
year.
Evidence:
Sustainability plan is developed that addresses how the school will
intentionally nourish and prolong improvement initiatives over a
period of time. Strategic questioning guided the planning process
and the appropriate team members were involved.
1. How can we do even better tomorrow?
2. What’s working and what’s not?
3. What do we need to change next?
 The data used validates successes and provides insight of
needed adjustments.
 Budgets, student needs, resources and professional
development are all data driven.
 The plan addresses how to continuously build leadership
capacity within and the distribution of responsibilities among
staff members.
 The plan communicates the district and school’s vision, core
values, and reform efforts to all staff and other key
stakeholders so they understand not just how things are done,
but why things are done the way they are
Evidence:
 Sustainability plan is developed that
addresses how the school will
improve.
 Data is used to develop plan.

The plan communicates the district
and school’s vision, core values, and
reform efforts to all staff and other key
stakeholders.
Evidence:
 Updates SIP data, but no
sustainability plan is developed.
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The Office of Academic Services - August 8, 2012
College and Career Readiness
Instructional Framework
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The Office of Academic Services - August 8, 2012