Post on 21-Jan-2023
QUARTER 2 UPDATE FEBRUARY 2021
SCHOOL DISTRICT OF INDIAN RIVER COUNTY
Transforming education to inspire & empower ALL students to maximize their full potential.
SDIRC Quarterly Update – February 2021 2
Table of Contents
SDIRC Quarterly Update: Executive Summary ........................................................................................... 3
District Strategic Plan: Quarter 2 Update ................................................................................................... 5
District Strategic Plan: Quarter 2 Actions Accomplished ......................................................................... 6
District Strategic Plan: Quarter 2 Key Accomplishments……………………………………………..…………………..19
District Strategic Plan: Quarterly Progress Monitoring ........................................................................ 20
District Strategic Plan: Quarter 2 Progress Highlights .......................................................................... 25
District Strategic Plan: Next Steps for Continuous Improvement ....................................................... 26
African American Achievement Plan: Quarter 2 Update ....................................................................... 27
African American Achievement Plan: Quarter 2 Actions Accomplished ............................................. 28
African American Achievement Plan: Quarter 2 Key Accomplishments…………………………………………..36
African American Achievement Plan: Quarterly Progress Monitoring ................................................ 37
African American Achievement Plan: Quarter 2 Progress Highlights .................................................. 41
African American Achievement Plan: Next Steps for Continuous Improvement .............................. 42
Superintendent Performance Accountability System .......................................................................... 43
Data-Driven Next Steps for Continuous Improvement…………………………………………………………………….47
SDIRC Quarterly Update – February 2021 3
SDIRC Quarterly Update: Executive Summary
As part of the ACHIEVE 2025 District Strategic Plan, quarterly updates are provided to the School Board.
These updates include action steps accomplished and progress made related to the implementation of the
District Strategic Plan. During the Quarter 1 update, the alignment of the District Strategic Plan with the
School District of Indian River County (SDIRC) African American Achievement Plan and Superintendent’s
Performance Accountability Systems was reviewed and illustrated (please see below). Given this, quarterly
updates also summarize work accomplished and progress monitoring data for the African American
Achievement Plan and Superintendent Performance Accountability System.
The current Quarter 2 Update summarizes action steps and outcomes for the time period from October 19,
2020 to December 18, 2020. Similar to the Quarter 1 Update, it is important to note the significant impact
that the COVID-19 pandemic has had on the reliability and validity of outcome data. Despite the challenges
and barriers presented due to the COVID-19 pandemic, the District remains committed to the planned,
strategic actions aimed at continuous improvement and transformation of educational settings to optimize
the educational trajectories of all students.
During Quarter 2, increases in the percentages of students enrolled in the brick and mortar settings were
observed among all racial/ethnic subgroups, with the exception of students who are American
Indian/Alaskan Native.
Percentage of Students within Each Racial/Ethnic Subgroup Enrolled in the Brick & Mortar Setting
2020-2021 Academic Year
Race/Ethnicity Quarter 1 (20-21) Quarter 2 (20-21) Quarter 3 (20-21)*
American Indian/Alaskan
Native 70% 68% 80%
Asian 63% 70% 75%
Black, Non-Hispanic 56% 71% 80%
Hispanic 64% 79% 85%
Other 67% 75% 79%
White, Non-Hispanic 75% 83% 86%
*Quarter 3 data is provided for informational purposes related to shifts in enrollment from Quarter 2 to
Quarter 3.
SDIRC Quarterly Update – February 2021 4
As increasing numbers of students returned to brick and mortar settings, schools continued the
implementation of Project A2: Acclimate & Accelerate to provide needed interventions to mitigate learning
losses due to instructional disruptions because of COVID-19. Additionally, various extended learning
opportunities were provided to students through the Governor’s Emergency Education Relief (GEER) Grant
that was obtained by the District. A review of Quarter 2 academic data included in the current update
consistently shows gains related to performance in English Language Arts and Mathematics from Quarter 1
to Quarter 2. Further review of the data shows the continued presence of achievement gaps for African
American and Hispanic students as compared to White, Non-Hispanic students. However, it should be noted,
that due to the varied instructional models in which these assessments were taken, the results of the
assessments should be interpreted with caution.
Key areas of progress identified related to the plans and system represented in this update include: an
increase in the percentage of middle school students enrolled in coursework for accelerated performance as
compared to Quarter 1 (19-20), an increase in the percentage of students with disabilities receiving
instruction with their non-disabled peers in the general education setting, and a significant decrease in out-
of-school suspension events. It should be again noted, that due to a considerable number of students
participating in remote learning environments during the first semester, discipline data should be
interpreted with caution. However, the observed decrease in out-of-school suspension events is unlikely
solely due to a subset of students not attending brick and mortar settings. During the current academic year,
the assignment of all out-of-school suspension events must be approved by the Deputy Superintendent.
Given this, the significant decrease in out-of-school suspension events are likely, in part, due to this
procedural change and oversight. Additionally, during Quarter 2, the Target 2021 of offering 42 cumulative
district-supported opportunities for community engagement was accomplished, with 76 opportunities
offered. Also, a continued increase in supplemental grant funding secured was observed during Quarter 2.
With regard to opportunities for improvement, current progress may be further enhanced through:
leveraging feedback (i.e., School Choice Survey, mentorship surveys, Superintendent’s Student Advisory
Council feedback) gathered during Quarter 2 to make further improvements in Quarter 3, using varied
approaches to further understand remaining barriers to desired outcomes, and continuing to expand the
work that has been initiated related to establishing equitable school environments and building the cultural
competency of educators.
SDIRC Quarterly Update – February 2021 6
District Strategic Plan:
Quarter 2 Actions Accomplished
FOCUS AREA 1: ACADEMIC SUCCESS Annual Strategy 1.1
Create and implement a comprehensive, improved system of
instructional planning.
Alignment with AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Monitored the return of students in the
2nd Quarter to ensure new student
schedules were aligned with the
requirements specified in the 2020-
2021 Master Schedule Guide.
• Student Schedules will be
reviewed in the 3rd Quarter
to ensure students are
enrolled in classes
necessary for
promotion/graduation.
1.15;1.16;1.17;1.18;1.28;1.32;
Annual Strategy 1.2
Revise and implement a comprehensive, research-based reading plan to
optimize student performance in reading.
Alignment with AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Worked with the SDIRC cadre of
Literacy Specialists and FLDOE
Directors for Literacy to develop a K-3
framework for support to ensure
success of the goals listed in the SDIRC
Reading Plan and SDIRC 2025 Strategic
Plan. This framework includes
professional development for district
and school leadership, as well as
Prekindergarten through 12th grade
teachers.
• Provide professional
development for school
leaders and teachers on
the Science of Reading and
text complexity for
Prekindergarten through
12th grade.
1.4;1.16
SDIRC Literacy and Curriculum
Specialists provided support in
analyzing the components of the
District Reading Plan, interventions,
and best practices for implementation.
• Continue to support the
implementation of the
Reading Plan at the school
level.
• Develop Power BI
Dashboard that allows
schools to monitor the
supports (i.e., enrollment in
reading intervention
course, reading endorsed
or certified teacher) for
students with a substantial
deficiency in reading.
1.4;1.16
SDIRC Quarterly Update – February 2021 7
Annual Strategy 1.3
Establish & improve systems for student transitions to kindergarten. Alignment with AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Worked in collaboration with the
Education Foundation of Indian River
County to secure funding from Quail
Valley (up to $20,000.00 – pending
Quail Valley fundraising efforts) and the
Jaffee Family Foundation ($30,000.00)
for the 2021 STEP into Kindergarten
Summer Program.
• Collaborate with the
Education Foundation, as
well as other community
partners, to secure
marketing and outreach
opportunities for the 2021
STEP into Kindergarten
Summer Program.
Annual Strategy 1.4
Improve the implementation of evidence-based, culturally responsive
instructional practices through intentional review and feedback.
Alignment with AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Delivered professional development on
Culturally Responsive Instruction to
school/teachers at Alternative Center
for Education on Oct. 29, 2020.
• Provide professional
development on
Courageous Conversations,
which provides the
foundation for the
Culturally Relevant
Teaching to administrators.
1.1
Conducted 2nd round of Impact Review
Walks in order to observe core
classroom instruction and practices
associated with culture and climate.
• Provide feedback
recommendations for
improvement during
district DataCom meetings.
• Create an action plan to
support schools.
2.1
Developed Power BI Dashboard for
January DataCom to improve access
and efficiency of monitoring and
disaggregating data by various factors,
including student subgroups. Specific
focus is on School Grade predictions.
• Scheduled DataCom data
reviews for mid-January.
Supports data monitoring of
the AAA Plan.
Annual Strategy 1.5
Implement instructional feedback cycles to improve core instruction and
supports.
Alignment with AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Provided recommendations for
improvement to elementary and
secondary principals during the district
DataCom meetings gleaned from
observations during the 1st quarter
Impact Reviews.
The Departments of Academic Success
and Talent Development initiated
targeted train the trainer professional
Conduct 3rd Quarter Impact
Reviews and provide
subsequent support in areas of
identified need.
1.5;1.12
SDIRC Quarterly Update – February 2021 8
development (e.g., differentiated
instruction, engagement, and
formative assessment) in response to
these recommendations.
FOCUS AREA 2: EQUITY, CLIMATE, & CULTURE Annual Strategy 2.1
Expand evidence-based social-emotional and mental health supports and
professional learning opportunities.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT
STEPS ACTION STEP(S)
Collected culture and climate data using a classroom
walk-through tool that includes ratings focused on
social emotional learning during impact reviews.
• Continue to assess
school stages of
implementation and
fidelity.
• Provide guidance to
schools related to SEL
assessment and
planning.
• Convene the district
MTSS core team to
begin ensuring the
framework is being used
effectively to address
the needs of the whole
child using tiered
supports.
• Continue to offer
related PD.
Provided mid-year mental health data reviews to
schools.
Developed a monthly school counselor PD plan
focused on alignment with FDOE and ASCA standards
that address the needs of the whole child; counselors
completed more than 10 hours of targeted PD
focused on SEL and mental health in the fall semester.
2.12
Collaborated with C&I to create a series of parent
academies focused on SEL and mental health (1/3
delivered December 10, 2020 via Facebook Live).
Using Early Warning System data, created a
comprehensive PD and support plan with VBHS. 2.13
Expanded mental health supports available at ACE.
Collaborated with the IRC Hospital District to develop
an RFP and assess the viability of an intensive
outpatient program to address the mental health
needs of youth outside of school hours while
providing support that promotes school retention.
Began work to develop documented prevention,
intervention, and re-entry protocols, including
restorative re-entries, that include a strong focus on
SEL and mental wellbeing.
2.12
Provided resources (e.g., Ripple Effects for Teachers,
LEARN Trauma Sensitive Practices Webinar) to include
in the principal toolbox (resources for use with
teachers).
Facilitated Youth Mental Health First Aid certification
trainings at Sebastian River High School and
Sebastian River Middle School, with open enrollment
to any staff member in the District.
2.12
Identified current areas of behavioral concern:
transportation referrals, classroom incidents related
to student behavior, attendance and engagement for
virtual and transitional students, and need for more
robust progress monitoring tools for virtual and
transitional students.
• Schedule additional
training for
administrators to
properly enter Office
Discipline Referrals to
facilitate more effective
SDIRC Quarterly Update – February 2021 9
and efficient problem
solving.
• Further disaggregate
transportation
discipline issues to
identify barriers and
problem solve.
• Use classroom
walkthrough data to
further understand
barriers and problem
solve.
Conducted Focused Discipline Support Walkthroughs
on 12/7, 12/8, 12/10, and 12/11 at schools with high
teacher Office Discipline Referrals.
Created a Problem-Solving Team to build a user-
friendly Principal’s Toolbox to link classroom
walkthrough tools to resources for teacher
improvement.
• Provide support to
schools based on
Targeted Discipline
Support Walkthroughs
(ex. Verbal De-
escalation PD)
• Problem Solving team is
meeting to finalize
Principal Toolbox for
teacher improvement.
2.7
Provided state-supported, monthly Positive
Behavioral Interventions and Supports (PBIS) Coaches
for the implementation of the PBIS framework.
• Provide ongoing district-
supported coaching and
technical support for
PBIS Coaches.
2.12
Developed 2021-2022 Code of Student Conduct
Advisory Team plan (formal team meetings to
commence January 21st).
• Complete review and
refinement of Code of
Student Conduct
Created and disseminated written guidance regarding
the Alternative to Out-of-School Suspension (ALTOSS)
program via PD and the Collaborator to school
administrators.
• Provide ongoing
professional
development and data
review.
2.3
Conducted monthly, ongoing monitoring of discipline
removal by subgroup and ALTOSS enrollment.
• Provide ongoing
professional
development and
monitoring.
2.3
Hosted Youth Mental Health First Aid certification
trainings. • Continue to offer PD 2.12
Developed Power BI Dashboard specific to
Transportation discipline.
• Provide ongoing support
to transportation team
to disaggregate
discipline data and
problem solve solutions
to reduce or eliminate
discipline.
2.7
SDIRC Quarterly Update – February 2021 10
Annual Strategy 2.2
Integrate social-emotional learning opportunities into existing curricular structures.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT
STEPS ACTION STEP(S)
Revised SEL-related assessment PD plan due to COVID
and school needs related to re-entry of students
• Provide guidance to
school-based culture
and climate teams to
develop school-based
plans for assessment of
SEL on their campuses.
Created a Power BI Dashboard for Early Warning
Systems that enables leadership teams the ability to
filter for a variety of disengagement, SEL, and mental
health indicators.
• Provide ongoing support
to school- and district-
based leadership teams
on the use of the
dashboard.
Annual Strategy 2.3
Identify & implement a specific subset of guiding principles that serve to establish
and maintain culturally responsive classrooms & schools district wide.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT
STEPS ACTION STEP(S)
Met with the Unity Through Equity (UTE) Steering
Committee (12/7/2020) to refine the developed
guiding principles related to culturally responsive
classrooms and schools.
• The Unity in Equity
Steering Committee will
provide feedback about
proposed practices and
evaluation of culturally
responsive practices.
Supports all work
associated with
the AAA Plan.
Planned to conduct 2nd meeting with UTE Steering
Committee on Jan. 7, 2021, to review guiding
principles and prepare to submit to Superintendent
and Cabinet.
• The Unity in Equity
Steering Committee will
meet to provide
guidance as modules are
developed.
1.1; 2.1
Annual Strategy 2.4
Expand professional development and learning related to creating culturally
responsive learning environments.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT
STEPS ACTION STEP(S)
Developed the framework for five modules of Unity
Through Equity, including a module for creating
culturally responsive learning environments.
Provided Courageous Conversations professional
development to District Leaders as the foundation for
UTE.
• The Departments of
Educator Quality and
Equity will continue the
work to develop the
modules.
• Courageous
Conversations Module 1
has been completed and
scheduled for Principals,
APs and Instructional
Coaches for January
2021.
• The Culturally
Responsive Teaching
1.1; 2.1
SDIRC Quarterly Update – February 2021 11
Module will be
developed.
Provided coaching and monitoring utilizing culturally
responsive crosswalk.
• Utilize pre-referral
checklist data (area
related to culturally
responsive instructional
practices) to identify
schools that need
additional coaching and
monitoring.
3.1
Utilized Equitable Classroom/Culturally Responsive
Practices walkthrough tool during walk-throughs of
general education and exceptional student education
classrooms to monitor the implementation of
culturally responsive instructional practices.
• Continue to provide
coaching and
monitoring utilizing
equitable classroom and
culturally responsive
classroom practices.
3.2
Annual Strategy 2.5
Build knowledge and skills of school staff related to meeting the needs of students
with disabilities through specialized professional development and technical
support.
ACTION(S) COMPLETED MODIFICATIONS/NEXT
STEPS ACTION STEP(S)
Conducted quarterly self-audit utilizing state
compliance protocols.
Completed revisions to IEPs to align with state
compliance.
Completed full transition to DOE sponsored PEER IEP
writing system.
• Provide a building
capacity professional
development and
technical assistance on
collaborative teaching
and inclusive scheduling.
Provided weekly technical assistance meetings with
site-based LEA and district ESE staff.
• Provide bi-weekly
technical assistance
meetings with site-
based LEA and district
ESE staff.
3.1
Completed alignment of all district documentation to
DOE Special Policies and Procedures document for
2019-2020 school year.
Conducted Self-Assessment for DOE monitoring of
IEPs in the area of transition plans for 2019-2020
school year.
• Continue alignment of
all district
documentation to DOE
Special Policies and
Procedures document
for 2020-2021school
year.
• Conducted Self-
Assessment for DOE
monitoring of IEPs in the
area of transition plans
for 2020-2021 school
year.
SDIRC Quarterly Update – February 2021 12
Delivered monthly full day professional development
for the site based Local Educational Agency (LEA)
representatives to ensure implementation of IEP
supports and services.
• Continue to provide
LEAs with coaching and
guidance related to
implementation of IEP
supports and services.
3.1
Conducted quarterly internal audit of IEPs to assess
compliance in the delivery of Exceptional Student
Education services.
• Engage in any necessary
follow-up actions or PD
to ensure compliance.
Delivered professional development on upcoming
WIDA and FSAA testing on 12/16 and 1/ 4.
• Support schools through
the WIDA and FSAA
testing windows.
• Provide school support
for data review of test
results in order to have
correct student
placement.
Trained Resource Specialists on Least Restrictive
Environment, data entry requirements, and data
integrity checks using Power BI. Data corrections
were implemented district-wide prior to Survey 2.
• Continue to provide
ongoing monitoring of
Power BI Dashboard.
• Schedule training for
Resource Specialists
prior to Survey 3 to
ensure data integrity.
FOCUS AREA 3: COMMUNICATION & ENGAGEMENT Annual Strategy 3.1
Implement varied approaches to engage community members in district activities while offering at
least two district-supported activities for community engagement quarterly.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Used School Messenger calls and text message, and
District social media platforms to communicate the
following family engagement events/activities:
Workshops and Business Meetings, public comment
via email, Instructional Model Surveys, FB Live
Sessions to provide district updates, “What’s News”
posts, Substance Awareness Month, Hispanic
Heritage Month, SDIRC LIFTS Week, Student Rights
and Responsibilities document, Equity Committee
meetings and Unitary Status review meetings,
Disability History and Awareness Week, National
Principal Month (October). Holocaust Education Week,
Veterans Day ceremonies, National Parent
Involvement Day (November). Holiday Concerts,
Dance Inclusion Show (December).
• Continue to communicate
virtual engagement
opportunities via preferred
communication methods
until COVID-19 restrictions
are lifted and we can
resume face-to-face
events.
SDIRC Quarterly Update – February 2021 13
Annual Strategy 3.2
Implement strategies to increase parent access and interaction with the FOCUS Parent Portal for
the purposes of increased communication.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Premiered the FOCUS Parent Portal video at a
Business Meeting, posted video to district social
media, YouTube, and scheduled video regularly on
Education channels.
• Continue to post video to
district social media
platforms and education
channels to increase the
number of parent portal
accounts, as well as the
understanding and use of
the parent portal.
Collaborated with our IT department to finalize the
FOCUS Parent Portal flyer to include recent updates in
FOCUS.
• Distribute hard copies of
updated flyers to schools
and community partners
who support our students.
• Post the updated flyer on
the FOCUS webpage, on
the district website, and
post to social media.
Posted the Power BI dashboard on district social
media and our FOCUS webpage to involve schools in
engaging families to create parent portal accounts,
resulting in an increase of parent portal accounts by
2.6 percentage points.
• Continue to use the Power
BI dashboard on district
social media and our
FOCUS webpage to involve
schools in engaging
families to create parent
portal accounts, resulting
in an increase in parent
portal accounts.
Promoted short message services (SMS) opt-in
information on District website and social media
platforms, and via School Messenger call.
• Re-survey to elicit
feedback from families
regarding preferred
District communication
methods now that more
students have entered the
brick and mortar model.
Continue to post updates
and information to district
social media and through
SMS messaging.
Annual Strategy 3.3
Strategically identify and offer district and school-based parent workshops that enhance and
expand parents’ knowledge and skills in supporting their children’s education.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Utilized family engagement survey results to support
schools in planning and/or facilitating school-based
family engagement activities and developed a Title I
timeline for family workshops for the 2020-2021
school year, including summer.
• Continue to collaborate
with Title I schools to
support, plan, and/or
facilitate school-based
family engagement.
SDIRC Quarterly Update – February 2021 14
Released a self-paced CANVAS course, entitled Family
Engagement Resources for Educators, for continued
professional development in the area of Family
Engagement.
• No additional action
needed.
On December 10, 2020, the 1st Facebook Live Parent
Academy was broadcast. The topic of conversation
was Social Emotional Learning with an emphasis on
strengthening your mental health.
• Plans are in progress for a
2nd session of Facebook
Live Parent Academy for
the 3rd quarter.
2.13
FOCUS AREA 4: TALENT DEVELOPMENT & SUPPORT Annual Strategy 4.1
Establish and implement “Leadership Academies” to build current and prospective
administrators’ leadership capacity.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Implemented an aligned approach to the academies,
including the development of the Principal Leadership
Academy for new principals, New Assistant Principals
Academy, Aspiring Assistant Principals Leadership
Academy and Aspiring Principals Leadership Academy.
Sessions include work based on the Florida Principal
Leadership Standards and interactive presentations
by District Leadership.
• The Innovative Leaders
Empowered to Achieve and
Develop will start in
January 2021. This
academy is focused on the
development of principals,
and the work will be
focused on the ACHIEVE
2025 District Strategic
Plan and Florida initiatives
in education.
Initiated a second cohort of the Aspiring Assistant
Principal Leadership Academy in the second quarter.
Fourteen teachers attend the second cohort, with a
total of 28 teachers in the Aspiring Assistant Principal
Leadership Academy.
• Continue to provide
academy sessions and
engage in continuous
improvement based upon
feedback received.
Met monthly with the Principal Leadership Academy,
comprised of new principals, with sessions on HR
hiring and developing talent, master scheduling and
current needs within the school. Novice principals
have a peer mentor to support their work.
• Continue to provide
sessions and engage in
continuous improvement
based upon feedback
received.
Met monthly with the New Assistant Principal
Academy with sessions focused on identified needs of
the participants.
• Continue to provide
academy sessions and
engage in continuous
improvement based upon
feedback received.
Annual Strategy 4.2
Establish and implement an “Instructional Coach Academy” to support the development
and retention of instructional coaches.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Met monthly with the Instructional Coaches to
develop the communication skills, coaching methods,
and content expertise.
• Continue to meet with
Instructional Coaches on a
monthly basis to complete
ongoing professional
SDIRC Quarterly Update – February 2021 15
learning in content areas
and the coaching process.
• Instructional coaches will
continue to implement
coaching cycles at their
schools, with fidelity
checks occurring each 9
weeks.
Produced an Instructional Coaches video to be used
for Instructional Coach training purposes.
• Collaborate and assist in
additional productions to
assist in supporting and
retaining instructional
coaches, as needed.
Annual Strategy 4.3
Create and implement a plan that incorporates strategies to support currently
employed instructors in obtaining the needed certifications/endorsements, while
recruiting new instructors with the appropriate certifications/endorsements.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Offered Reading Competencies 4 & 5 to teachers in
need of the reading endorsement. Principals were
provided an updated list of teachers who are “in
process” for the reading endorsement.
• Monitor teachers who are
providing Tier 3 instruction
to ensure compliance with
Reading Endorsement
requirements.
Continued to offer ESOL courses for teachers who are
currently out-of-field in a blended (face-to-face and
online) format.
• Teachers who are out-of-
field for ESOL will be
provided the information
on upcoming courses in the
second semester.
• ESOL courses will continue
to be offered for
instructional personnel.
Annual Strategy 4.4
Create and implement a plan that strategically aligns resources and practices for the
recruitment and retention of diverse instructional staff.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Continued to implement a process in which new
teachers confer with the Certification Analyst to
review requirements for certification.
• Certification Analyst
continues to make contact
with all new employees
and track certification
needs and alert teachers as
needed of requirements.
Initiated the creation of an onboarding package which
will include all discounts from participating
businesses, as well as housing information.
• Tour of Schools is
postponed due to
COVID. Will monitor the
status of COVID-19 to
determine when the Tour
of Schools can be resumed.
4.1, 4.2, 4.10
Initiated the planning of an SDIRC Virtual Career Fair
to occur at the beginning of March.
• Will continue to plan and
initiate publicity efforts for
SDIRC Quarterly Update – February 2021 16
the SDIRC Virtual Career
Fair.
FOCUS AREA 5: ORGANIZATIONAL & FISCAL RESPONSIBILITY Annual Strategy 5.1
Analyze existing budgets and apply a Staff Allocation Model (SAM) to implement data-
driven allocation of resources.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Established and initiated a Principal Review
Committee to provide feedback on the Staff
Allocation Model.
• Review current allocations
and ratios and adjust to
maximize funding and
human capital resources.
• Explore school-based
funding and operational
practices to maximize
funding.
• Update FTE and enrollment
projections for all schools.
• Align funding with
requirements to maximize
non-general funding.
• Maximize federal funding
for any positions
allowable.
Initiated SAM action steps in Spring 2021 for planning
for the 2020-2021 academic year.
Annual Strategy 5.2
Implement district restructuring to reduce redundancies and maximize use of existing
resources.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
NA – All scheduled actions completed. • NA – All scheduled actions
completed.
Annual Strategy 5.3
Expand the identification and application for grant opportunities to supplement
existing funding.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Obtained extension of the GEER Grant with supports
being provided from February 2021- March 2021. The
following schools will participate in Spring: Vero
Beach Elementary, Dodgertown Elementary, Glendale
Elementary, Fellsmere Elementary, Indian River
Academy, and Citrus Elementary.
• Monitor fidelity and data
of the extended program,
which ends March 31st.
Annual Strategy 5.4
Expand technological utilization to enhance academic success, improve operational
efficiencies, and analyze strategic goal performance while demonstrating effective
Return on Investment (ROI).
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Updated District webpage: Students &
Families/Enrollment.
• Incorporate the Magnet
School Choice information
SDIRC Quarterly Update – February 2021 17
into the 2021-2022
rollover process.
Provided a Student Services/Administrator Training
on the new Focus Electronic Enrollment Application
on 10/23/20.
• Provide ongoing technical
assistance/support.
Conducted weekly Teams calls, as scheduled, to
problem solve issues related to the School Choice
application process.
• Continue to conduct
support calls through the
application/lottery process
window.
Maintained ongoing offering of an Instructional
Technology Hotline phone bank. There were 3,605
answered hotline calls from 10/1/2020-12/14/2020.
• Continue to answer and
address all community,
student, and school related
questions as they arise.
Provided a demonstration to school counselors and
Student Services Leadership on a developed,
prototype system for tracking positive behavior,
tardiness, school counselor visits, etc.
• Awaiting feedback to
proceed with development
of prototype system.
Continued to expand electronic forms and
documentation in Focus, including: VBHS Non-
Traditional Contract, Families First Coronavirus
Response Act (FFCRA) Staff Notification Form, Student
Residency Form, Actions/Supports for Non-
Attendance.
Incorporated into the Threat Assessment module an
Actions & Supports for Non-Attendance Form.
Showcased updates to Focus forms at the Principals’
Meeting.
• Continue development of
electronic forms.
• Continue development of
reports to support the
analysis of Focus data.
• Training of the Mental
Health Team is scheduled
on 01/15/21.
• Awaiting feedback on
modifications as a result of
pilot/review of new
electronic forms.
Completed the research to develop the “Status of the
Schools” report for the Master Plan.
• Seek board-approval of
the recommendations and
options for Master Plan.
• Establish phase timelines
for implementation of the
Master Plan.
• Conduct districtwide
boundary study.
1.8
Annual Strategy 5.5
Ensure implementation of the Office of Safe Schools’ mandates related to school safety
and security.
Alignment with
AAA Plan
ACTION(S) COMPLETED MODIFICATIONS/NEXT STEPS ACTION STEP(S)
Re-published the 2nd semester drill schedule for the
remainder of the year in Raptor Drill Manager.
• Continue working
alongside the Code and
Compliance Department to
receive updates on State
Fire Marshall’s Office
guidelines and updates on
Senate Bill 7026/7030
language that apply to drill
SDIRC Quarterly Update – February 2021 18
planning, frequency, and
COVID-19 requirements.
Sent monthly summary reports to Director of Security
and Emergency Operations and conducted face-to-
face meeting with Security Department to follow-up
on delinquent schools.
• Monitor monthly non-
compliance reports and
send emails, make phone
calls or visit specific
schools to meet with
principals to address the
missing drill frequency
requirements.
Included schools’ administrative assistant on the drill
reminder emails to support the notification of the
school-based safety team.
• Continue inter-
departmental
collaboration related to
safety drills.
• Review monthly reports
provided by Code &
Compliance.
• Engage in needed follow-
up steps (e.g., phone calls,
emails, support with
inputting drills) to ensure
compliance with required
safety drills.
Held monthly school-based safety meetings
consistent with SB 7026/SB 7030 requirement for
schools and supporting Senate Bill language for
meeting, planning, and collaboration with mental
health and law enforcement professionals.
• Director of Security and
Emergency Operation will
continue to request proof
via sign in sheets from
schools on annual DAARP
training.
Increased school and department participation with
downloading RAVE by tracking enrollment with a
monthly spreadsheet.
• Monthly tests with RAVE
and Mutualink will be
conducted with LEA to
verify GEO-fencing is
accurate.
SDIRC Quarterly Update – February 2021 19
District Strategic Plan: Quarter 2 Key Accomplishments
Worked in collaboration with the Education
Foundation to secure funding for the 2021 Step
Into Kindergarten Program.
Conducted the 2nd round of Impact Reviews and
provided a live data dashboard to support the
disaggregation of student subgroup data.
Developed the framework for five modules of Unity
Through Equity, including a module for creating
culturally responsive learning environments.
Collaborated with the IRC Hospital District to
develop an RFP and assess the viability of an
intensive outpatient program to address the
mental health needs of youth outside of school
hours while providing support that promotes
school retention.
Completed revisions to IEPs to align with state
compliance, as well as full transition to DOE
sponsored PEER IEP writing system.
Broadcasted the 1st Facebook Live Parent Academy
on December 10, 2020.
Released a self-paced CANVAS course entitled
Family Engagement Resources for Educators for
continued professional development in the area of
Family Engagement.
Initiated a second cohort of the Aspiring Assistant
Principal Leadership Academy.
Offered Reading Competencies 4 & 5 to teachers in
need of the reading endorsement, as well as
blended format ESOL courses for teachers who are
currently out-of-field.
Completed the research to develop the “Status of
the Schools” report for the Master Plan.
Worked with the State to obtain an extension to
the GEER Grant to provide additional learning
supports from February 2021- March 2021 at Vero
Beach Elementary, Dodgertown Elementary,
Glendale Elementary, Fellsmere Elementary, Indian
River Academy, and Citrus Elementary.
Provided a Student Services/Administrator Training
on the new Focus Electronic Enrollment Application
on 10/23/20 and conducted weekly Teams calls to
problem solve issues related to the School Choice
application process.
SDIRC Quarterly Update – February 2021 20
District Strategic Plan: Quarterly Progress Monitoring
Focus Area 1: Academic Success
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Early Learning Program – State Ranking 40 34 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Indian River Kindergarten Readiness
Benchmark Assessment – Students
Showing Mastery of Early Literacy Skills (%)
NA 26%
NA – Assessment
Period 2 occurs in
Quarter 3
Indian River Kindergarten Readiness
Benchmark Assessment – Students
Showing Mastery of Early Numeracy Skills
(%)
NA 55%
Strategic Plan Target Baseline (18-19) 2021 Target 2025 Target
English Language Arts Achievement – State Ranking 38 32 <10
Quarterly Progress Monitoring Measures Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
i-Ready – Reading (% on or above grade level) 32% 36% 52%
Achieve 3000 – Reading (Average Lexile Gain) 15 points 21 points 29 points
Strategic Plan Target Baseline (18-19) 2021 Target 2025 Target
Math Achievement – State Ranking 40 34 <10
Quarterly Progress Monitoring Measures Quarter 1
(19-20)
Quarter 1
(20-21)
Quarter 2
(20-21)
i-Ready – Mathematics (% on or above grade level) 24% 33% 44%
Unit Assessments – Mathematics (High School %
predicted to be on or above grade level on
Algebra/Geometry EOC)
15% 20%
24%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Middle School Accelerated Performance –
State Ranking 56 47 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Middle School Accelerated Performance (%
of eligible 8th grade students enrolled in
Algebra/Geometry)
82% 96% 95%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
High School Accelerated Performance – State Ranking 21 19 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
High School Accelerated Performance (% of
graduation cohort who have earned
acceleration)
59% 47% 47%
SDIRC Quarterly Update – February 2021 21
Focus Area 2: Equity, Culture, & Climate
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Out-of-School Suspensions (#) 1461 731 0
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Out-of-School Suspensions (# of events) 1461 <10 28
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
African American – White Disparities in Classroom
Removals (Risk Ratio) 4.0 (2018-2019) 2.5 1.0
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
African American – White Disparities in
Classroom Removals (Risk Ratio) 4.0 (2018-2019) 2.88 2.39
Strategic Plan Target Baseline (18-19) 2021 Target 2025 Target
African American - White, Non-Hispanic
Achievement Gap–ELA - State Ranking 45 38 <10
Hispanic - White, Non-Hispanic Achievement Gap–
ELA - State Ranking 46 39 <10
Students with Disabilities – Without Disabilities
Achievement Gap–ELA - State Ranking 47 40 <10
English Language Learners (ELLs) – Non-ELLs
Achievement Gap – ELA – State Ranking 24 21 <10
Economically Disadvantaged (ED) – Non-ED
Achievement Gap – ELA – State Ranking 48 40 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
i-Ready – Reading (% on or above grade level)
– African American 19% 25% 39%
i-Ready – Reading (% on or above grade level)
- White 41% 44% 60%
i-Ready – Reading (% on or above grade level)
- Hispanic 25% 30% 44%
i-Ready – Reading (% on or above grade level)
– Students with Disabilities 9% 16% 26%
i-Ready – Reading (% on or above grade level)
– Students without Disabilities 37% 40% 57%
i-Ready – Reading (% on or above grade level)
– English Language Learners 8% 13% 30%
i-Ready – Reading (% on or above grade level)
– Non-English Language Learners 34% 38% 53%
i-Ready – Reading (% on or above grade level)
– Economically Disadvantaged 24% 30% 44%
i-Ready – Reading (% on or above grade level)
– Not Economically Disadvantaged 47% 50% 66%
SDIRC Quarterly Update – February 2021 22
Strategic Plan Target Baseline (18-19) 2021 Target 2025 Target
African American - White, Non-Hispanic
Achievement Gap–Mathematics - State Ranking 43 36 <10
Hispanic - White, Non-Hispanic Achievement Gap–
Mathematics - State Ranking 40 36 <10
Students with Disabilities – Without Disabilities
Achievement Gap– Mathematics - State Ranking 48 40 <10
English Language Learners (ELLs) – Non-ELLs
Achievement Gap – Mathematics – State Ranking 22 20 <10
Economically Disadvantaged (ED) – Non-ED
Achievement Gap – Mathematics – State Ranking 45 38 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
i-Ready – Mathematics (% on or above grade
level) – African American 11% 28% 29%
i-Ready – Mathematics (% on or above grade
level) - White 31% 37% 53%
i-Ready – Mathematics (% on or above grade
level) - Hispanic 18% 28% 38%
i-Ready – Mathematics (% on or above grade
level) – Students with Disabilities 6% 21% 25%
i-Ready – Mathematics (% on or above grade
level) – Students without Disabilities 28% 35% 48%
i-Ready – Mathematics (% on or above grade
level) – English Language Learners 4% 16% 30%
i-Ready – Mathematics (% on or above grade
level) – Non-English Language Learners 25% 34% 46%
i-Ready – Mathematics (% on or above grade
level) – Economically Disadvantaged 17% 28% 36%
i-Ready – Mathematics (% on or above grade
level) – Not Economically Disadvantaged 37% 42% 60%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Least Restrictive Environment for Students with
Disabilities – State Ranking 40 34 <10
Quarterly Progress Monitoring Measure Quarter 1 (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Least Restrictive Environment by Service
Delivery Model – General Education (%) 79% 80% 82%
Least Restrictive Environment by Service
Delivery Model – Resource Room (%) 8% 5% 3%
Least Restrictive Environment by Service
Delivery Model – Separate Class (%) 10% 16% 15%
Focus Area 3: Communication & Engagement
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Opportunities for Community Engagement in
District Activities (cumulative #) 32 38 42
SDIRC Quarterly Update – February 2021 23
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Opportunities for Community Engagement
in District Activities (cumulative #) 32 23 76
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Parents Accessing FOCUS Parent Portal (%) 59% 75% 85%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Parents Accessing FOCUS Parent Portal (%) 59% 83% 83%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Parent Workshops Offered (#) 31 37 42
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Total Parent Workshops Offered
(cumulative #) 31 22 35
Focus Area 4: Talent Development & Support
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Retention of Effective/Highly Effective
Instructional Staff Members (%) 90% 92% 95%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Retention of Effective/Highly Effective
Instructional Staff Members (YTD
cumulative %)
90% 96% 96%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Instructional Staff Members with Out-of-Field
Waivers (%) 10% 8% 5%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 Quarter 2
Instructional Staff Members with Out-of-Field Waivers
(%) 10% 10% 9%
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Certified Instructors (African American) (%) 9% 11% 17%
Certified Instructors (Hispanic) (%) 5% 9% 23%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Certified Instructors (African American) (%) 9% 11% 10%
Certified Instructors (Hispanic) (%) 5% 6% 6%
Focus Area 5: Organizational & Fiscal Responsibility
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Supplemental Grant Funding (cumulative $) $2M $2.5M $4M
SDIRC Quarterly Update – February 2021 24
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Supplemental Grant Funding (cumulative
$ secured) $2M $1,798,448 $1,936,856
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Compliance with State-Mandated Safety Drills
(%) 100% 100% 100%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 (20-21) Quarter 2 (20-21)
Compliance with State-Mandated Safety
Drills (%) 100% 98%* 100%
*Percentage amended for Quarter 1
Strategic Plan Target Baseline (19-20) 2021 Target 2025 Target
Compliance on the Florida Safe Schools
Assessment Tool (FSSAT) 100% 100% 100%
Quarterly Progress Monitoring Measure Baseline (19-20) Quarter 1 2021 Outcome
Compliance on the Florida Safe Schools
Assessment Tool (FSSAT) 100% 100% 100%*
*The FSSAT is completed once a year.
SDIRC Quarterly Update – February 2021 26
District Strategic Plan:
Next Steps for Continuous Improvement
SDIRC Quarterly Update – February 2021 28
African American Achievement Plan:
Quarter 2 Actions Accomplished
Goal 1: Improve Academic Achievement of African American Students
Action
Step # Summary of Action Step Quarter 2 Actions Accomplished
1.1 Culturally Responsive Instructional
Strategies & Practices – C&I
• Completed the development of the “Unity Through
Equity” microcredentialing framework, with the
first module, “Courageous Conversations, fully
developed and ready for delivery January 2021.
• Delivered a session on Unity through Equity to
district staff members in December 2020.
• Provided a professional development session on
culturally responsive instruction at the Alternative
Center for Education.
• Conducted a total of 79 Classroom Walk-throughs
during Quarter 2 to assess the presence of
Equitable Classroom Practices.
1.2 Multi-Level Root Cause Analysis –
SPSS, C&I
• The next root cause analysis session will be
scheduled during Quarter 3.
1.3 African American History Curriculum
Matrix – C&I, All Schools
• Provided district support through training and
guidance on the curriculum matrix, as well as
reminders for required instruction, timelines, and
uploads of documents to FDOE for required
instruction.
1.4 Targeted Reading Interventions – C&I,
Elementary Schools
• Conducted school-based data reviews of students
performing in the lowest quartile and reorganized
tiered intervention groups as needed.
1.5 Achievement Gap Resource Allocation
– HCO, C&I, All Schools
• Conducted review of School Improvement Plans to
ensure that School Improvement Plans continued
to address the achievement gap for African
American students.
1.6
Extended Learning Opportunities for
Remediation & Enrichment – HCO, C&I,
All Schools
• Implemented school-based extended learning
opportunities through the A2: Acclimate &
Accelerate initiative and the GEER Grant.
1.7 Balancing School Enrollment – HCO,
C&I, All Schools
• Held a virtual “School Choice Expo” due to the
COVID-19 pandemic.
• Completed a school choice brochure, in Spanish and
English, to highlight each school’s academic
programming, points of pride, and school choice
theme.
SDIRC Quarterly Update – February 2021 29
• Created school choice videos to help parents
“meet” school leadership and learn more about
program selections within the District.
• Developed, implemented, and advertised online
enrollment process and lottery for year 2021-
2022.
• Set up district-supported computer kiosks to assist
families with the process of creating FOCUS
account and enrollment questions.
• Developed School Lottery to embed balance
preferences.
• Collected and verified of school count & capacity.
• Planned new enrollment adjustments according to
count and capacity.
1.9 School Choice Study – C&I, SPSS
• On 11/30/20, disseminated a School Choice
Feedback Survey to parents of students attending
a school other than their zoned schools (i.e., on
school choice) to gather feedback regarding their
experiences and reasons for attending a school on
school choice.
• A summary of the School Choice Feedback Survey
will be shared with district and school leadership
during Quarter 3.
1.10 Transportation Plan – HCO
• Implemented the use of all SDIRC school
transportation bus stops as bus depot stops, in
which any student enrolled in a choice school that
is not his/her home zoned school may use any
established bus stop to access transportation to
their home zoned school.
1.11 Extracurricular Activities – HCO, C&I,
All Schools
• On 12/7/20, gathered initial feedback related to
extracurricular activities from a representative
sample of students participating in the
Superintendent’s Student Advisory Council session.
1.12 Student Progress Monitoring – SPSS,
All Schools
• Schools continued to conduct data chats and
progress monitoring, including review of student
subgroup performance, for the purposes of
identifying needed supports.
1.13 Data Chats for Improved Student
Learning – SPSS, All Schools
• Provided data training and support to schools and
school leaders on: 10/21/2020, 10/28/2020,
11/4/2020, 11/5/2020, 11/10/2020, 11/13/2020,
11/17/2020, 11/18/2020, 11/19/2020, 11/30/2020,
12/1/2020, 12/2/2020, 12/4/2020, 12/7/2020,
12/8/2020, 12/10/2020, 12/11/2020, 12/14/2020,
12/15/2020.
• Developed and sent biweekly updates related to
Power BI usage to principals and senior leadership
for review.
1.14 African American Student Council –
Secondary Schools
• The majority of secondary schools held meetings
with their African American Student Councils to
SDIRC Quarterly Update – February 2021 30
gather feedback regarding their school
experiences.
1.15 Improving Mastery of Standards –
HCO, C&I, High Schools
• High schools conducted data chats to identify
standards in need of re-teaching to support
collaborative planning and coaching cycles.
1.16 Florida Early Warning Indicators – HCO,
C&I, High Schools
• Schools implemented data chats, MTSS problem
solving, and IEP supports to identify African
American students off-track for graduation or in
need of additional supports.
1.17 Extended Learning Opportunities –
HCO, High Schools
• Schools provided supports for African American
students off-track for graduation through
supplemental after-school activities or
supplemental supports added to the school day.
1.18 Credit Recovery – HCO, C&I, High
Schools
• Continued to monitor for students in need of credit
recovery and schedule them into courses
accordingly.
1.19 Student Action Plans – HCO, C&I, High
Schools
• Continued to provide students academic support
through the use of graduation coaches, school
counselors, and MTSS.
1.20 Review Student Graduation Plans –
HCO, C&I, SPSS, High Schools
• Conducted school-level reviews of student
progress towards graduation.
1.21 Motivational Assemblies – HCO, C&I,
High Schools
• Motivational assemblies were placed on hold due
to COVID-19.
1.22 Quarterly Meetings for Graduation
Support – HCO, C&I, High Schools
• Conducted school-level reviews of student
progress towards graduation.
1.23 Graduation Rate – C&I
• The District supported schools in monitoring
graduation rates via developed PowerBI
dashboards and data reviews.
1.24 Advanced Coursework Enrollment –
C&I, SPSS
• Provided training on the “Master Schedule
Resource Guide,” which provides a blueprint for
scheduling.
• Met with school leaders to review the Power BI app
that provides data to problem solve related to
course acceleration.
• Discussed and developed options to improve the
acceleration numbers.
• Developed a plan for acceleration using the
Student Success Course in addition to IB and AP
coursework.
1.25
Universal Screening for Gifted
Identification – SPSS, Elementary
Schools
• Schools implemented further screening of
potential gifted candidates based upon universal
screening lists.
1.26 Tiered Support – C&I, SPSS • Reviewed gifted service logs for tiered enrichment
supports on 10/28/20 & 11/17/20.
1.27 Plan B Eligibility – SPSS • Provided training and technical support: 10/14/20
(not reported in Quarter 1) - Resource Specialists;
SDIRC Quarterly Update – February 2021 31
10/20/2020, 11/17/2020, 12/1/20, 12/15/2020 -
School Psychologists.
1.28 College Readiness – HCO, SPSS, High
Schools
• Schools provided information to students and
regarding test administrations.
• Held the first College & Career Readiness Expo of
the year.
1.29 Advanced Coursework Information
Events – HCO, C&I, High Schools
• Held the first College & Career Readiness Expo of
the year.
1.31
Monitoring and Support of African
American Students in Advanced
Courses
• Implemented the Master Schedule, along with the
K12 Comprehensive Reading Plan, which supports a
system-wide approach to scheduling students into
advanced classes based upon data.
1.32 Master Schedules - C&I • Master schedule reviews for 2020-2021 were
completed in Quarter 1.
1.35 PeerForward – HCO, SPSS, High Schools
• Conducted monthly progress meetings between
Student Services & School Team lead for
PeerForward. Schools are in the process of
selecting their project.
1.37 District Level Data Chat Regression
Review – C&I
• The next DataCom for the review of data is
scheduled for 01/21/21
1.38 School Level Data Chat Regression
Review
• School level teams monitored the regression of
African American students in English Language
Arts using unit assessment data.
Goal 2: Reduce Disparities in Discipline & Alternative Disciplinary Placements
Action
Step # Summary of Action Step Quarter 2 Actions Implemented
2.1 Culturally Responsive & Inclusive
School Climates – C&I
• Completed the development of the “Unity Through
Equity” microcredentialing framework, with the
first module, “Courageous Conversations, fully
developed and ready for delivery January 2021.
• Conducted a total of 79 Classroom Walk-throughs
during Quarter 2 to assess the presence of
Equitable Classroom Practices.
2.2 Tier 1 Restorative Practices- SPSS
• On 11/18/20, provided a professional development
session that included an overview of Restorative
Practices at Oslo Middle School.
2.3 Alternatives to Out-of-School
Suspension (ALTOSS) – SPSS
• Monitored student participation in ALTOSS,
including referring schools, reason for referral,
recidivism, & non-attendance.
• Generated monthly progress monitoring data
reports including the number and percentage of
students assigned to ALTOSS broken down by
race/ethnicity and then by school and by grade.
2.4 Additional Alternatives to Out-of-
School Suspension – SPSS
• Using EWS data, created a comprehensive
professional development and support plan with
the VBHS principal that is focused on building
capacity related trauma-informed and social
SDIRC Quarterly Update – February 2021 32
emotional learning practices designed to address
discipline and other culture and climate outcomes
(meeting dates: 10/30/20, 11/30/20); programmatic
support implementation beginning 1/20/21.
2.5 Out-of-School Suspensions – SPSS
• Conducted monitoring and required supervisor
approval of the assignment of out-of-school
suspensions.
• Generated monthly progress monitoring data
reports including the number and percentage of
students assigned to OSS broken down by
race/ethnicity and then by school and by grade.
2.6 MTSS Framework – HCO, C&I, SPSS, All
Schools
• Implemented classroom walk-through
observations related to culturally responsive
instructional practices.
2.7 Classroom Removals – SPSS
• Implemented ongoing professional development
(e.g., CPI training) on prevention and corrective
intervention strategies as related to behavior.
2.8 Suspension Expulsion Review Team –
SPSS
• On December 7, 2020, initial feedback was
gathered from a representative sample of
secondary students on behavior and school
discipline attending the Superintendent’s Student
Advisory Council session.
2.9 Student Peer Mentorship – HCO, C&I,
All Schools
• Implemented peer mentoring at the majority of
schools.
2.10 In-School Suspension – HCO, SPSS, All
Schools
• 11/5/20 – Coaching provided - SGMS & SRHS
• 12/7/20 – Coaching provided - SGMS & GMS
• Conducted ISS classroom walk-throughs on
10/22/20, 10/23/20, 12/7/20 to gather information
on the implementation of practices in ISS
classrooms.
2.11 Trauma-Informed Care - SPSS
• Developed SDIRC LIFTS Everyone, which outlined
activities designed to help build safe and positive
relationships that supports students in their
learning environments. The resource was sent to
principals via email on 10/19/20.
• 12/1/20 – Provided professional development of
Secondary School Counselors
• 12/3/20 – Provided professional development to
Elementary School Counselors
2.12 School-Based Problems Solving Teams
for Tiered Support
Department of ESE
• Provided CPI trainings - 11/18/20, 12/15/20,
12/17/20
Department of Student Services
• Collaborated with C&I to create a series of parent
academies focused on SEL and mental health (1/3
completed).
SDIRC Quarterly Update – February 2021 33
• Using EWS data, created a comprehensive PD and
support plan with VBHS. Expanded mental health
supports available at ACE.
• 10/20/20 – Suicide Assessment (school
psychologists, social workers, and mental health
specialists)
• 11/7/20 – Youth Mental Health First Aid – SRMS
and SRHS
• 11/18/20 - Suicide Assessment (school counselors)
• 12/1/20 - Secondary Counselor Boot Camp (School
Counseling Best Practices, SEL, Trauma-Informed
Care, and Restorative Practices)
• 12/3/20 - Elementary Counselor Boot Camp (School
Counseling Best Practices, SEL, Trauma-Informed
Care, and Restorative Practices)
Department of Strategic Initiatives & Systems
Compliance
• 10/26/20 - Culturally Responsive Teaching & the
Brain - ACE
• 11/18/20 – Restorative Justice overview – OMS
• 11/18/20 - Sanford Harmony - IRA
• 12/1/20 - Secondary Counselor Boot Camp (SEL,
PBIS, and Restorative Practices)
• 12/3/20 - Elementary Counselor Boot Camp (SEL,
PBIS, and Restorative Practices)
• 12/10/20 & 12/11/20 - Cultural Competence -
Clinical Educators
2.13 Student Re-Entry Back to School –
SPSS
• Developed SDIRC LIFTS for second 9-weeks re-
entry.
• School Counselor Boot Camps (12/1/20 and
12/3/20) provided PD related to skills (e.g., SEL,
Trauma-Informed Practices, Restorative Practices)
that support successful student re-entry.
2.14 Common Language in Culturally-
Responsive Practices – SPSS, C&I
• Conducted a total of 79 Classroom Walk-throughs
during Quarter 2 to assess the presence of
Equitable Classroom Practices.
Goal 3: Reduce Disproportionality in ESE Identification
Action
Step # Summary of Action Step Quarter 2 Actions Implemented
3.1 Individuals with Disabilities Act – SPSS
• Provided ongoing professional development series
to Exceptional Student Education Local Education
Agency (LEA) representatives to expand knowledge
and skills related to IDEA provisions.
• Conducted a total of 79 Classroom Walk-throughs
during Quarter 2 to assess the presence of
Equitable Classroom Practices.
3.2 Specific Learning Disabilities - SPSS
• Conducted a total of 79 Classroom Walk-throughs
during Quarter 2 to assess the presence of
Equitable Classroom Practices.
SDIRC Quarterly Update – February 2021 34
3.3 Disability “Rule-Out” Factors – SPSS • 10/20/2020, 11/17/2020 – Provided professional
development to school psychologists.
3.6 Pre-Referral Checklists - SPSS • Completed 104 checklists prior to parental consent
for initial evaluation
Goal 4: Increase Employment of African American Teachers
Action
Step # Summary of Action Step Quarter 2 Actions Implemented
4.1 Historically Black Colleges &
Universities – HCO
• Established an SDIRC Recruiting Team made up of a
diverse group of instructional and administrative
staff.
• Established the SDIRC WEpromise Program and
shared to all administrative teams and recruiting
team at the New Teacher Orientation, and on social
media.
4.7 Diverse Interview Committees – HCO
• The HR and Recruitment Department have
implemented a new system to capture this
information beginning January 15, 2021.
4.8 Diverse Pool of Applicants
• Required all hiring administrators to document the
list of applicants interviewed for vacancies, the
race/number of applicants who applied, and the
scoring sheets and interview questions used for
each vacancy.
4.9 African American Teacher Locations
Districtwide – HCO
• Generated data report to monitor the distribution
of African American teachers at each school.
4.11 Recruitment to Hire a More Diverse
Workforce – HCO
• Attended the virtual DIVERSITY in Ed Career Fair in
October 2020 and the virtual University of Miami-
HireACane Academy: Building a Culture of Inclusion
in December 2020.
4.13 Retention Rates – HCO • Generated data report to monitor retentions rates
by race/ethnicity.
4.14 New Hire Orientation – HCO, C&I, All
Schools
• The second new teacher orientation of the year is
scheduled during Quarter 3.
4.15 African American Teacher Mentoring
Program – HCO, C&I
• Continued to provide mentoring to 27 beginning
(<3 years of experience) African American teachers.
4.20 Equity Committee Monthly Report –
HCO
• Generated reports related to the employment of
African American teachers, but the Equity meetings
were canceled during Quarter 2.
4.22 Staff Attending Equity Committee
Meetings – Supertinetndent’s Office
• Equity Committee Meetings were canceled during
Quarter 2.
4.23 Intensive Reading Teachers – HCO
• Generated report of teachers assigned to teach
Intensive Reading, as well as each teacher’s area of
certification.
4.24 New Employee Report – HCO • Continued to monitor for diverse staff
representation.
SDIRC Quarterly Update – February 2021 35
4.25 Interview Committee Composition –
HCO
• The HR and Recruitment Department have
implemented a new system to capture this
information beginning January 15, 2021.
4.27 Workforce Housing Committee – HCO
• Established the Workforce Housing Committee,
with the first meeting being scheduled for January
19, 2021.
4.29 Feedback Sessions on Current
Work/School Conditions - HCO
• Conducted an “Equitable Culture Check” through
obtaining survey feedback.
4.31 Support Staff Transition to Teaching –
HCO, C&I, All Schools
• Schools monitored support staff seeking
certification and those staff members obtaining
certification.
SDIRC Quarterly Update – February 2021 36
African American Achievement Plan:
Quarter 2 Key Accomplishments
Completed the “Unity Through Equity”
microcredentialing framework, with the first
module, “Courageous Conversations,” fully
developed and ready for delivery.
Held a virtual “School Choice Expo;” completed a
school choice brochure; and developed, implemented,
and advertised the online enrollment process.
Using Early Warning System Data, district staff &
VBHS collaboratively developed a comprehensive
PD and support plan for trauma informed & SEL
practices.
Incorporated training on cultural competence into the
professional development sessions provided for those
seeking to be Clinical Educators.
Provided professional development to school
psychologists related to disability “rule-out
factors.”
Implemented the use of pre-referral checklists that
incorporate a review of whether culturally responsive
strategies were used as part of the ESE identification
process.
Established an SDIRC Recruiting Team made up of
a diverse group of instructional and
administrative staff.
Established the Workforce Housing Committee, with
the first meeting being scheduled for January 2021.
SDIRC Quarterly Update – February 2021 37
African American Achievement Plan:
Quarterly Progress Monitoring
SDIRC Quarterly Update – February 2021 41
African American Achievement Plan: Quarter 2 Progress Highlights
SDIRC Quarterly Update – February 2021 42
African American Achievement Plan:
Next Steps for Continuous Improvement
SDIRC Quarterly Update – February 2021 43
Superintendent Performance Accountability System –
Quarter 2 Update
SDIRC Quarterly Update – February 2021 46
Data-Driven Next Steps for Continuous Improvement
As the academic year has progressed, the District has been encouraged by the number of families who have
selected to return their students to brick and mortar settings. With the return of more students, the District
stands committed to ensuring safe and supportive school environments for students and staff, while
providing the highest quality education to students. To support the ongoing quality of education,
opportunities for continuous improvement are a constant priority.
Next steps for continuous improvement include engaging in increasingly targeted systems enhancements
and problem solving based upon reviews of the data during Quarter 3. For example, ensuring in-depth
problem solving and modified action planning related to identified areas in need of improvement occurs at
the district level and school level will be an important task of Quarter 3. Additionally, utilizing various sources
of feedback in meaningful ways to gain a better understanding of more persistent barriers to desired
outcomes, while implementing any additional data-driven strategies identified, will be an important next
step. Finally, continuing to expand professional development for building cultural competency among all
educators in the District will be foundational to goals to eliminate the achievement gap, while continuing to
build school environments that are equitable and inclusive. Given these next steps for continuous
improvement, maintaining momentum in building knowledge and understanding of the impact of the actions
implemented, as well as the barriers to optimizing educational outcomes that persist to drive further action
will be a key area of focus at both the district level and school level.
#SDIRCStrongerTogether