Beginner Pre-Service Special Education Teachers’ Learning Experience During Practicum

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Appendix A: Florida K-12 Schools in Need of Improvement and Schools Placement Within Each Differentiated Accountability Program Category (2007-2008)

2007-2008 SINIs

Category I:

(A’s, B’s, C’s, and Ungraded Schools with at Least 80% AYP Criteria Met)

Category II:

(Schools with Less than 80%

AYP Criteria Met, and All D’s

and F’s)

SINI-Prevent

(SINIs 1, 2, & 3)

416 Schools

Focus planning on missed elements of AYP.

85 Schools

Implement comprehensive school improvement planning.

SINI-Correct

(SINIs at Year 4 and Up)

248 Schools

Focus reorganization on missed elements of AYP.

181 Schools

Reorganize the school.

SINI-Intervene

(MOSTYLE=" CRITICAL)

7 Schools

Restructure/Close the school.

Source: Florida Department of Education. (2008). Florida’s Differentiated Accountability Model:

Guidance for Implementation 2008-09 School Year. Retrieved from

Appendix B: Florida Differentiated Accountability Program Guidelines for Professional Development and Continuous Improvement

Professional Development

Individual Professional Development Plans (IPDPs) are aligned with the needs of subgroups not making AYP, reform efforts, and state protocol requirements. The master schedule provides time for both common planning and job-embedded professional development (PD) for Prevent II, Correct II, and Intervene schools.

  • School ensures IPDPs for teachers of targeted subgroups includes PD targeting the needs of subgroups not making AYP and include mentoring or coaching by a highly effective teacher.

  • School ensures that Individual Leadership Development Plans (ILPDs) include PD targeting the subgroups not making AYP.

  • School PD Plan aligns with state professional development protocol standards.

  • School ensures equitable access to technology resources, integration, and professional development.

  • District provides technical assistance in identifying professional development, ensures that school professional development plans meet protocol standards and align with school reform efforts and that sufficient human resources are provided to deliver, follow-up, and evaluate professional development.

  • District PD Plan meets state PD protocol standards and ensures that school PD plan meets protocol standards.

Continuous Improvement

Ongoing formal and informal assessments are administered to monitor student progress, redesign instruction as needed, and provide remediation, acceleration, and enrichment.

  • School administers diagnostics and provides remediation, acceleration, and enrichment.

  • School develops and implements a curriculum calendar.

  • District provides progress monitoring tools and analyzes data to determine effectiveness of instruction and to allocate resources based on need.

  • School implements a Response to Intervention model.

  • School ensures real-time access to student achievement data.

  • District provides technical assistance on formative and summative assessments.

  • District monitors and analyzes progress monitoring three times per year for students requiring reading intervention.

  • District monitors and analyzes progress monitoring on tested core-content areas twice per year.

  • District ensures that schools demonstrating the greatest need, based on data analysis, receive the highest percentage of resources.

Source: Adapted from Florida Department of Education (2008). Florida’s Differentiated Accountability Model, Guidance for Implementation 2008-09 School Year.

Appendix C: Sample Schools and Percentage of Students At or Above Grade Level in Reading (2007-2008)

Miami-Dade

Reading

Broward

Reading

Fienberg-Fisher

33/SH

Croissant

31

Peskoe

29

Davie

32

John G. Dupuis

21

Lloyd Estates

38

Lenora Smith

34/SH

Oakridge

25

Silver Bluff

31/SH

Pompano Beach

36

Hillsborough

Reading

Orange

Reading

Bing

35

Fern

34

Lanier

51/SH

Orla Vista

23

J.S. Robinson

49/GM

Azalea

34

Witter

18

Lake Weston

16

Edison

34

Hiawassee

45

Palm Beach

Reading

Duval

Reading

Belle Glade

16

Hyde Park

43

Berkshire

38

Pinedale

21

Lake Park

38

Cedar Hills

49/SH

Pioneer Park

33

Reynolds Lane

29

Starlight Cove

40/SH

Robinson

19

Pinellas

Reading

Fairmont

25

North Shore

41

Ponce de Leon

44

Skyview

34

Westgate

34

For 2008-09, the state objective is to have at least 65% of all students and each subgroup reading at or above grade level.

SH – Safe Harbor (see Notes for description)

GM – Growth Model (see Notes for description)

Source: Florida Department of Education. (2008). School Accountability Reports. Retrieved from

/default.asp?report=AYP

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