Florida Education: The Next 
Generation 
DRAFT


March 13, 2008

Version 1.0 


Picture of students with arms raisedFlorida’s Differentiated Accountability Pilot Program

Chancellor Frances Haithcock

Deputy Chancellor Iris Wilson



Model Overview



Model Overview


• 
Florida selected by the US Department of Education July 1, 
2008 
• 
Total of six states
• 
Aligns and integrates Florida’s “School Grading” 
Accountability System with the Federal “NCLB” 
Accountability
• 
Separates schools with comparatively fewer problem areas 
with more widespread problem areas
• 
Provides a seamless nine area support system for the two 
merged accountability programs through a “regional” 
delivery




Major Changes


• 
Streamlines two Accountability Systems
• 
Focuses support progressively
• 
Integrates support as school grades and AYP 
declines
• 
Delivers support through a regional model
• 
Provides support 1st, then Choice




Major Changes


• 
Operationalizes services through interventions and 
regional support organized around nine areas:
1. 
School Improvement Planning
2. 
Leadership
3. 
Educator Quality
4. 
Professional Development
5. 
Curriculum Aligned and Paced
6. 
Continuous Improvement Model
7. 
Choice with Transportation
8. 
Supplemental Educational Services
9. 
Monitoring Plans and Processes







School Categories


PREVENT I – 270 Schools

PREVENT II – 147 Schools

•
SINIs 1, 2, and 3; and are
•
A, B, C, or Ungraded schools; and
•
Meet at least 80% of AYP criteria.


•
SINIs 1, 2, and 3; 
•
That meet less than 80% of AYP criteria; and
•
All Title I D and F schools; and 
•
All non-Title I D schools.


CORRECT I – 377 Schools

CORRECT II – 274 Schools

•SINIs 4 or 5+, schools planning for or 
implementing Restructuring; and are
•
A, B, C, or Ungraded schools; and
•
Meet at least 80% of AYP criteria. 


•SINIs 4 or 5+, schools planning for or 
implementing Restructuring;
•
That meet less than 80% of AYP criteria; and
•
All Title I D and F schools; and
•
All non-Title I Repeating F and F schools. 


INTERVENE – 13 Schools




Intervene Selection Criteria 


I.

• 
D or F Title I school in 2008


OR

• 
Repeating F (two F grades in a four year period), regardless of Title I or SINI status in 2008


AND

• 
Has answered “Yes” to three out of four
1. 
Has the percentage of non-proficient students in reading increased since 2003?
2. 
Has the percentage of non-proficient students in math increased since 2003?
3. 
Are 65 percent or more of the school’s students non-proficient in reading?
4. 
Are 65 percent or more of the school’s students non-proficient in math?



OR


II. Also included are chronic F schools (Title I and non-Title I) that are current Repeating 
F schools and have earned four F grades in last six school years (2003-2008)



Intervene Exit Criteria 


• 
An Intervene school must make significant 
progress in order to exit.
• 
Significant Progress =
• 
Earn a grade of C or higher; AND 
• 
Improve in the overall percentage of AYP criteria 
met by at least 5% in reading and 5% in math. 







Interventions and Supports



Comprehensive Intervention and Support Plan


Text Box: Intervene – Schools where > 75% of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close)

Improvement

Intervention

Specific Intervention

Roles

Measurable 
Benchmarks

Consequences

(for Non-Compliance)

School

District

Region

State

Educator 
Quality

•All teachers assigned to subgroup(s) not 
making AYP are highly qualified (sec. 
1119(a), PL 107-110) and are certified in- 
field. No teachers are “in need of 
improvement.” One or more staff members 
in each grouping are assigned as lead 
teachers based on demonstrated student 
achievement and have demonstrated 
student achievement improvement in the 
subgroup/content area and in a similar 
school setting. 
•All paraprofessionals are highly qualified. 
(sec. 1119(c), PL 107-110)
•School is fully staffed with student 
support service personnel with 
documented successful experience in a 
similar school environment.
•School does not have a higher 
percentage of out-of-field nor first year 
teachers than the district average (s. 
1012.2315, F.S.) or Model Title I Schools 
average, whichever is lower.
•School is fully staffed the first day of 
school.
•Reading, Math/Science coaches are 
assigned to the school.
•Pay for performance is provided based 
on performance appraisals (Repeating F).


Reviews with 
district all relevant 
staff and ensures 
there is proof of 
accelerated 
student 
achievement 
(below grade level 
students make 
greater than a 
years growth) and 
if not sufficient 
progress 
reassigns or 
replaces staff 
members as 
necessary

•Prioritizes resources for 
staffing including use of 
differentiated pay, (sec. 
2113(c)(12) and (14), PL 107- 
110; s. 1012.22 (c)(4), F.S.)
•Ensures principal completes 
staffing process with required 
staff. 
•Ensures that all teacher 
performance appraisal 
instruments meet state 
requirements to be based 
primarily on improved student 
achievement (s. 1012.34 (3), 
F.S.)
•Utilizes state resources in 
educator recruitment.
•Fills mid-year vacancies with 
appropriately qualified staff.


Provides districts 
and schools: 

•
guidance, 
•
monitoring,
•communication 
with the 
Commissioner,
•professional 
development, 
•shared 
resources,
•
networking, and
•focused strategy 
identification for 
AYP subgroups


•Provide Guidance and 
Monitor 
•Reports data on percent 
of teachers at the school 
on temporary certificates, 
in first year of teaching 
and out of field compared 
to district (s. 1012.34(8), 
F.S., EDGAR sec. 
76.701) and compared to 
model Title I school. 
Monitors district 
implementation of 
differentiated pay at 
these schools. (sec. 
2113(c)(12) and (14), PL 
107-110; s. 1012.22 
(c)(4), F.S.)
•Reviews district’s 
organization of HR staff 
and provides technical 
assistance. 
•Monitors district 
implementation of 
performance appraisals 
at these schools.
•Reviews district plan for 
determining teacher 
assignments to 
subgroups.
•Monitors use of state 
recruitment resources 
and provides technical 
assistance.


•Qualified 
teachers and 
lead teachers 
are verified or 
assigned before 
pre-planning.
•Any mid-year 
vacancies are 
filled with 
qualified staff.
•Reported 
percents of 
teachers on 
temporary 
certificates, in 
first year of 
teaching or out 
of field
•Reported 
number of 
teachers out of 
field and 
teachers not 
highly qualified.
•Performance 
appraisal 
system 
implemented as 
designed.
•School is fully 
staff the first day 
of school.
•Coaches 
assigned by the 
first day of 
school.


State Board recommends district actions to improve 
educational services:

•Provide additional resources, change practices, 
provide additional assistance to school
•Implement a plan to resolve education equity problems 
in the school
•Contract for the school’s educational services (directly 
or through a charter)
•
Reorganize school under new principal
•Allow parents to send children to another district school 
of their choice
•Other action appropriate to improve school’s 
performance 1008.33(1)-(2)
•If significant progress is not made Close and reopen as 
a district-managed turnaround school;
•Close and reassign students to another school, and 
monitor progress of reassigned students; or
•
Close and reopen as a charter or multiple charters;
•Close school and contract with an outside entity to run 
the school.


Withhold the transfer of state funds if the school:

•
Is a repeating F school 
•Has failed to comply with the State Board’s 
recommendations for improvement; and
•
Performance has not improved. 1008.33(4)


Withhold the transfer of state funds if the school:

•Fails to implement its school improvement plan 
1008.33(4)


Withhold state and/or federal funds if district:

•
Fails to comply with state statute or rule


1008.32(4)(b)-(d)

Report noncompliance to Legislature with 
recommended legislative action if district:

•Fails to comply with state statute or rule 
1008.32(4)(a)Require periodic reporting if district:
•
Fails to comply with state statute or rule 1008.32(4)(e)
•Impose a condition on Title I grant award if district fails 
to comply with federal requirements (EDGAR 80.12)
•Compliance with all previous requirements until 
implementation of reconstitution
•Charter sponsors at any given time have the authority 
to not renew or terminate the charter for any of the 
following reasons:
•Failure to participate in the state’s accountability 
system created in s.1008.31 or failure to meet the 
requirements for student performance stated in the 
charter 2) Failure to meet generally accepted standards 
of fiscal management 3) Violation of law 4) Other good 
cause. (s. 1002.33(8), F.S.)
•For charter schools that receive two consecutive “F”s, 
the State Board recommends for them to be closed.





Comprehensive Intervention and Support Plan - 
Intervene


• 
Educator Quality
• 
All teachers assigned to subgroup(s) not making AYP are highly qualified 
and are certified in-field. 
• 
No teachers are “in need of improvement.”
• 
One or more staff members in each grouping are assigned as lead teachers .
• 
All paraprofessionals are highly qualified.
• 
School is fully staffed with student support service personnel with 
documented successful experience 
• 
School does not have a higher percentage of out-of-field nor first year 
teachers than the district average or Model Title I Schools average, whichever 
is lower.
• 
School is fully staffed the first day of school.
• 
Reading, Math/Science coaches are assigned to the school.
• 
Pay for performance is provided based on performance appraisals (Repeating 
F). 







Regional Support System



Interven School By Educational Policy Regions, Map of Florida. 
Region 1: Escambia, Santa Rosa, Okalossa, Walton, Holmes, Jackson, Washington, BAy, Gulf, Calhoun, Gadsen, Liberty, Franklin, Wakulla, Leon, Jefferson, Madison, Taylor.
Region 2: Hamilton, Baker, Nassau, Duval, Suwannee, Columbia, Lafayette, Union, Bradford, Clay, St. Johns, Flagler, Putnam, Marion, Levy, Dixie, Gilchrist, Alachua.
Region 3: Volusia, Lake, Seminole, Orange, Osceola, Brevard, Indian River, Okeechobee, St. Lucie, Martin.
Region 4: Citrus, Sumter, Hernando, Pasco, Pinellsas, Hillsborough, Polk, Manatee, Hardee, Sarasota, De Soto, Highlands, Charlotte, Glades, Lee, Hendry, Collier, Monroe. 
Region 5: Palm Beach, Broward, Dade.
Major Functions of the Regions


• 
Regional Leaders and School Improvement 
Facilitators will:
• 
Conduct data collection and monitoring
• 
Broker targeted professional development
• 
Provide direct support through an established 
network







Redirecting Funds



Budget


• 
Title I, Basic – $445.7M (estimated amount 
available for Differentiated Accountability schools)
• 
Intervene schools - $3.9M (Title I, Basic and School 
Improvement funds)



• 
Title I School Improvement Grants - $48M
• 
Individuals with Disabilities Education Act (IDEA) - 
$618.1M (estimated)
• 
Title III, English Language Acquisition -$42.4M




Redirecting State Funds – 
Support to Low-Performing Schools


• 
Research-based Reading Allocation – $111.5M
• 
Supports comprehensive reading programs, 
professional development, and research-based 
materials and strategies



• 
Supplemental Academic Instruction – $702.2M
• 
Supports intensive and extended day/year 
instruction for Level 1 students







Redirecting State Funds – 
Support to Low-Performing Schools


• 
Florida Partnership Grant - $5.1M (3 Intervene schools)
• 
Supports minority and underrepresented student access to 
postsecondary education



• 
Southern Regional Education Board – $500,000/Year for 3 
Years (1 Intervene school)
• 
Increases academic rigor in middle and high schools, 
readiness for and enrollment in postsecondary education, 
and trains teacher leaders to assume administrative roles 
in low-performing schools







Redirecting Federal Grant Funds – 
Support to Low-Performing Schools


• 
Regional Statewide Support Centers
• 
$1.8M



• 
Gaining Early Awareness and Readiness to Undergraduate 
Programs (GEAR UP) - $3M/Year for 6 Years
• 
Provides early intervention for prioritized students that 
will increase student rates of learning, completion and 
postsecondary enrollment



• 
Advanced Placement Incentive Program – $600,000/Year for 
3 Years
• 
Supports the participation of low-income students in 
Advanced Placement courses