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FLORIDA DIFFERENTIATED ACCOUNTABILITY MODEL

Download the Florida Differentiated Accountability Model Brochure

CLIENT SUCCESS

I wanted to tell you that our Learning-Focused training was EXCELLENT! Our teachers are excited about the doors that this is going to open for them. We had 100% buy in and enthusiasm for the program. We almost can't wait for school to start! Thanks again for allowing us as a private school to adopt this wonderful program. I plan to be the Learning-Focused model private school in our area!

Albert LaBoy
Headmaster
Trinity Chapel Academy

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NEWS & EVENTS

Learning-Focused Events:
Learning-Focused National Conference
Feb 2, 2009 - Feb 4, 2009
Atlanta, GA

Our Principles

Learning-Focused Vision:
Transforming all schools into exemplary schools.

Learning-Focused Commitment:
Committed to providing REMARKABLE EXPERIENCES and EXCEEDING EXPECTATIONS.

Learning-Focused Mission:
Provide practical and innovative solutions and products with an emphasis on advancing student learning, instructional practices, and leadership skills.

The Florida Differentiated Accountability Model
and the
Learning-Focused Continuous Improvement Model

Learning-Focused meets or exceeds more Differentiated Accountability Model criteria than any other model (57 of the 85! – almost everything except transportation). For “Prevent” or “Correct” identified schools, Learning-Focused is the best, most cost efficient model to increase achievement and school performance. Learning-Focused provides the practical and proven means to exit “in need of improvement” status. Moving all types of schools, with all kinds of needs, to higher levels of achievement is what Learning-Focused has accomplished with over 100 Florida schools since 2005 (see attached school data). The flexibility of Learning-Focused allows you to implement as much or as little of the model as needed to target your specific improvement goals. Additionally, Learning-Focused is comprehensive enough to exceed every identified performance need.

The awarding of the Differentiated Accountability Model to the state of Florida has provided schools with multiple opportunities to engage in a wide range of strategies to raise student achievement. Schools and districts will be challenged to select how they will approach their planned interventions as they seek to continuously improve their schools. While there may be many varied options, there is one source that can provide the necessary support for a majority of required interventions depending on the current level of performance.

Learning-Focused has been involved with many school districts and schools in Florida for the past four years, showing significant gains in a wide range of specific areas of improvement. As school districts and schools are challenged to deal with the requirements of the Differentiated Accountability Model, they will be able to turn to Learning-Focused for a broad range of solutions.

To discuss your school or district performance goals and find out how
Learning-Focused can help, call 866-955-3276
to talk with one of our support associates.

Highlights of Intervention and Support Plans by Category

Prevent I – Schools graded A, B, C with > 80% AYP criteria met

School directs intervention
District provides assistance
State reviews progress (monitors/reports)

Learning-Focused provides solutions to accomplish all of the specific Prevent I interventions:

School implements a school improvement plan
Principal implements performance appraisals of leadership team
Principal’s Individual Leadership Development Plan includes professional development targeting subgroups not making AYP
School identifies and implements evidence-based curriculum programs – aligned to the next generation Sunshine State Standards and paced – funding provided by state
School will develop a curriculum calendar and mini assessments to monitor student progress at least three times per year
School clearly defines a monitoring plan that includes:
        Composition of monitoring team
        Monitoring focus
        Monitoring activities
        Timelines

Correct I – Schools graded A, B, C with > 80% AYP criteria met

School complies with district determined measures
District directs intervention and provides planning
State provides assistance, monitors and reports

Learning-Focused provides solutions to accomplish all of the specific Correct I interventions
(except Choice with Transportation and Restructuring):

School develops and implements a school improvement plan
Principal implements performance appraisals of leadership team
District provides scientifically-based technical assistance in identifying evidence-based professional development
Principal assures aligned Individual Professional Development Plans for all staff
District provides incentives and funding for implementation of evidence-based curriculum which includes daily lessons for targeted groups
District provides scientifically-based technical assistance in instructional strategies and methods of instruction
School identifies and implements evidence-based curriculum programs
School develops and implements a curriculum calendar and mini assessments
District and school monitor implementation of school improvement plan

Highlights of Intervention and Support Plans by Category

Prevent II – Schools graded D or F with < 80% AYP criteria met

School complies with district determined success
District directs intervention, provides planning and assistance
State provides assistance, monitors and reports

Learning-Focused provides solutions to accomplish all of the specific Prevent II interventions
(except Choice with Transportation and Restructuring):

District develops a school plan in collaboration with the school, approves through peer review
and monitors implementation
School implements performance appraisals of leadership team
District assures that all staff are highly qualified
District provides scientifically-based technical assistance in identifying evidence-based professional development
District assures principal and administrative team Individual Leadership Development Plans and Teacher Individual Professional Development Plans are targeted to school reform efforts and student performance needs
District provides incentives and funding for implementation of evidence-based curriculum programs which include best practice daily lessons for targeted groups
District supports alignment of initiatives
School identifies and implements evidence-based curriculum programs
District provides progress monitoring tools
District monitors implementation of and evaluates all improvement interventions

Correct II – Schools graded D or F with < 80% AYP criteria met

School complies with the state-directed interventions
District complies with state-directed interventions
State directs intervention, monitors and reports

Learning-Focused provides solutions to accomplish all of the specific Correct II interventions
(except for Choice with Transportation and Restructuring):

District develops, in cooperation with the school, the school improvement plan and ensures implementation of the school plan
Principal, with direct district assistance, implements performance appraisals of leadership team
District participates in performance reviews of an appropriate sample of leadership team
School reviews with district all relevant staff and ensures proof of accelerated student achievement (below grade level students make greater than a year’s growth)
District provides scientifically-based technical assistance in identifying evidence-based professional development
School assures aligned Individual Professional Development Plans for all staff; district participates with principal to review an appropriate number of IPPDs for selected staff
District provides incentives and funding for implementation of evidence-based curriculum programs which include best practice daily lessons for targeted groups
School develops curriculum calendar and mini assessments

School Improvement Planning (5 of 8)
Florida Differentiated Accountability Model Requirements	Categories Required to Implement	Learning-Focused Solution that Meets or Exceeds Requirements
1. School Advisory Council develops and implements plan; District approves	Prevent I	Leadership, Balanced Achievement, and Accountability Planning and Implementation for Continuous Improvement
2. School Advisory Council develops and implements plan; District reviews and monitors implementation	Correct I	Leadership, Balanced Achievement, and Accountability Planning and Implementation for Continuous Improvement
3. District develops plans in collaboration with school, approves and monitors implementation; School implements plan	Prevent II Correct II	Leadership, Balanced Achievement, and Accountability Planning and Implementation for Continuous Improvement Monitoring for Achievement
4. District develops and implements a district Improvement, Assistance and Intervention Plan	All Levels	Leadership, Balanced Achievement, and Accountability Planning and Implementation for Continuous Improvement
5. School provides extended-day or after-school programs for remediation and enrichment	Correct I	Catching Kids Up with Acceleration Scaffolding Grade Level Learning
Leadership (1 of 5)
1. District utilizes state resources in leadership development	All Levels	Leadership, Balanced Achievement, and Accountability Planning and Implementation for Continuous Improvement Leading Academies
Educator Quality (12 of 23)
1. All paraprofessionals are highly qualified.	All Levels	Learning-Focused: Connecting Strategies for Learning Vocabulary Instruction Catching Kids Up with Acceleration Strategies for Assessment
2. All student support services are highly qualified.	All Levels	Learning-Focused: Connecting Strategies for Learning Vocabulary Instruction Catching Kids Up with Acceleration Strategies for Assessment
3. School employs no teachers designated as in need of improvement	Correct II	Learning-Focused: Connecting Strategies for Learning Vocabulary Instruction Catching Kids Up with Acceleration Strategies for Assessment Monitoring for Achievement
4. School is provided with reading and math coaches	Correct II	School-based Coaching Learning to Read and Write Reading and Writing Assignments for All Content Areas Reading Comprehension Strategies Learning-Focused Math
5. School ensures performance appraisals of instructional personnel are primarily based on student achievement	All Levels	Monitoring for Achievement Supervising for Learning
6. School ensures performance appraisals of leadership team include student achievement goals related to targeted subgroups	Correct I Correct II	Planning and Implementation for Continuous Improvement Supervising Leaders for Learning Monitoring for Achievement
7. District ensures that performance appraisals of principal includes student achievement goals related to school improvement	All Levels	Planning and Implementation for Continuous Improvement Supervising Leaders for Learning Monitoring for Achievement
8. District participates in the performance appraisal process at the school	Correct II	Monitoring for Achievement Supervising for Learning
9. District ensures that performance appraisal of principal includes student achievement goals related to school improvement	All	Supervising for Learning Strategies for Evaluating Development
10. District trains staff on performance appraisal instruments	All	Monitoring for Achievement Supervising for Learning
11. District ensures performance appraisal process is implemented with fidelity	Correct I Prevent I Correct II	Monitoring for Achievement Supervising for Learning Leadership, Balanced Achievement and Accountability
12. District participates in school performance appraisal process at the school	Correct II	Monitoring for Achievement Supervising for Learning
Professional Development (11 of 13)
1. School ensures IPDPs for teachers of targeted subgroups include professional development targeting the needs of subgroups not making AYP and include the mentoring or coaching by a highly effective teacher	All Levels	School-based Coaching Learning-Focused: Connecting Strategies for Learning Catching Kids Up with Acceleration Scaffolding Grade Level Learning Vocabulary Instruction Differentiated Assignments
2. School ensures that Individual Leadership Development Plans(ILPDs) include professional development targeting subgroups not making AYP	All Levels	Planning and Implementation for Continuous Improvement Leadership, Balanced Achievement and Accountability
3. District provides technical assistance in identifying professional development, ensures the school professional development plans meet protocol standards and align with school reform efforts, and sufficient human resources are provided to deliver follow-up and evaluate professional development	All Levels	Planning and Implementation for Continuous Improvement School-based Coaching Supervising for Learning Strategies for Evaluating Development
4. District ensures that appropriate resources are provided to redesign master schedule and accommodate common planning time, job embedded professional development and Professional Learning Communities	Prevent II Correct II	Planning and Implementation for Continuous Improvement School-based Coaching Catching Kids Up with Acceleration
5. District provides professional development on assessing student progress	Prevent II Correct II	Learning-Focused: Connecting Strategies for Learning
6. District PD Plan meets state PD protocol standards and ensures that school PD Plan meets protocol standards	All Levels	Planning and Implementation for Continuous Improvement Strategies for Evaluating Development
7. District completes the school PD Plan in collaboration with the school	Correct II	Planning and Implementation for Continuous Improvement
8. District participates in IPDP meetings and completes a focused PD delivery model that includes assignment of and, if applicable, the training for content experts to serve as lead teachers and an additional expert in coaching PLC and LSGs	Correct II	Planning and Implementation for Continuous Improvement School-based Coaching Learning-Focused: Connecting Strategies for Learning
9. School PD Plan aligns with state professional development protocol standards	ALL	Planning and Implementation for Continuous Improvement
10. School redesigns master schedule to provide common planning time and job-embedded professional development and organizes into Professional Learning Communities (PLCs)	Prevent II Correct II	Planning and Implementation for Continuous Improvement School-based Coaching
11. School organizes PLCs aligned with district focused delivery model and teachers of targeted subgroups into Lesson Study Groups (LSGs)	Correct II	Learning-Focused: Connecting Strategies for Learning Learning-Focused: Connecting Extending Thinking Learning-Focused: Planning Units for Learning Making Units Work
Curriculum Aligned and Paced (7 of 8)
1. School identifies and implements evidence-based curriculum programs, aligns curriculum to the Next Generation Sunshine State Standards, implements pacing guides, and ensures secondary students are properly placed in rigorous coursework	All Levels	Power Curriculum Actualizing the Curriculum The Power of Curriculum
2. School implements state adopted evidence-based curriculum program and implements pacing guides	Correct II	Power Curriculum
3. School implements a school wide reform model	Correct II	Planning and Implementation for Continuous Improvement Leadership, Balanced Achievement, and Accountability Learning-Focused: Connecting Strategies for Learning
4. School implements district K-12 Reading Plan with fidelity	All Levels	Strategies for Assessment Learning To Read Reading and Writing Assignments Reading Comprehension Power Curriculum
5. District implements K-12 Reading Plan with fidelity	All Levels	Strategies for Assessments Learning To Read and Write Reading and Writing Assignments Power Curriculum
6. District provides incentives and funding for the implementation of evidence-based curriculum programs, supports alignment of initiatives, identifies best practice daily lessons for targeted groups, and provides technical assistance in instructional strategies and methods	All Levels	Power Curriculum Learning-Focused: Connecting Strategies for Learning Learning-Focused: Connecting Extending Thinking Vocabulary Instruction Catching Kids Up with Acceleration
7. District defines for the state and the school the instructional model that will be followed in all classrooms	Correct II	Planning and Implementation for Continuous Improvement Leadership, Balanced Achievement and Accountability
Continuous Improvement (7 of 12)
1. School administrators diagnose and provide remediation, acceleration and enrichment.	All Levels	Catching Kids Up with Acceleration Planning and Implementation for Continuous Improvement
2. School develops and implements a curriculum calendar	All Levels	Power Curriculum
3. District provides progress monitoring tools and analyzes data to determine effectiveness of instruction and to allocate resources based on need	All Levels	Assessments for Learning
4. District prescribes formative and summative assessments	Prevent II Correct II	Learning-Focused: Connecting Strategies for Learning Learning-Focused: Planning Units for Learning Making Units Work
5. District provides professional development on assessing student progress	Prevent II Correct II	Learning-Focused: Connecting Strategies for Learning Learning-Focused: Planning Units for Learning Making Units Work
6. School implements a Response to Intervention model	Prevent II Correct II	Learning-Focused
7. District provides technical assistance on formative and summative assessments	All	Assessments for Learning Learning-Focused: Connecting Strategies for Learning
Monitoring Processes and Plans (8 of 9)
1. School assembles a team to monitor the fidelity of implementation and defines roles	All Levels	Planning and Implementation for Continuous Improvement
2. District monitors and evaluates improvement efforts	Correct I Prevent II Correct II	Monitoring for Achievement
3. District evaluates professional development	All Levels	Planning and Implementation for Continuous Improvement Monitoring for Achievement
4. School Advisory Council monitors implementation of the school improvement plans (SIP)	All	Strategies for Evaluating Development
5. District monitors and evaluates improvement efforts	All	Strategies for Evaluating Development
6. District evaluates professional development	All	Strategies for Evaluating Development
7. District evaluates core-content progress monitoring twice per year and required reading progress monitoring three times per year and reports to FLDOE	Prevent I Correct I Prevent II	Monitoring for Achievement Supervising for Learning Strategies for Evaluating Development
8. District evaluates progress monitoring three times per year and reports to FLDOE	Correct II	Monitoring for Achievement Supervising for Learning Strategies for Evaluating Development
Corrective Action (2 of 2)
1. District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan and reassigns staff relevant to the failure of the school	Prevent I Correct I	Planning and Implementation for Continuous Improvement Conferencing Leadership Coaching Strategies for Evaluating Development
2. District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan, reorganizes district staff to support specific non-performance areas, and reassigns staff relevant to the failure of the school	Prevent II Correct II	Planning and Implementation for Continuous Improvement Conferencing Leadership Coaching Strategies for Evaluating Development