QUARTER 2 UPDATE - School District of Indian River County

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

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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.


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.


DISTRICT STRATEGIC PLAN:

QUARTER 2 UPDATE


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.



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


Annual Strategy 1.3

Establish & improve systems for student transitions to kindergarten. Alignment with AAA Plan


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.



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.



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


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


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


Annual Strategy 2.2

Integrate social-emotional learning opportunities into existing curricular structures.

Alignment with

AAA Plan



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



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



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


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.



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.


Delivered monthly full day professional development

for the site based Local Educational Agency (LEA)

representatives to ensure implementation of IEP

supports and services.


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.


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


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.


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


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


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.


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


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.


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.


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.


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


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


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


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


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


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


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


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


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


Updated District webpage: Students &

Families/Enrollment.

• Incorporate the Magnet

School Choice information


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


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


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.


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.


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%


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


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%


Middle School Accelerated Performance –

State Ranking 56 47 <10


Middle School Accelerated Performance (%

of eligible 8th grade students enrolled in

Algebra/Geometry)

82% 96% 95%


High School Accelerated Performance – State Ranking 21 19 <10


High School Accelerated Performance (% of

graduation cohort who have earned

acceleration)

59% 47% 47%


Focus Area 2: Equity, Culture, & Climate


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


African American – White Disparities in Classroom

Removals (Risk Ratio) 4.0 (2018-2019) 2.5 1.0


African American – White Disparities in

Classroom Removals (Risk Ratio) 4.0 (2018-2019) 2.88 2.39


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


i-Ready – Reading (% on or above grade level)

– African American 19% 25% 39%


- White 41% 44% 60%


- Hispanic 25% 30% 44%


– Students with Disabilities 9% 16% 26%


– Students without Disabilities 37% 40% 57%


– English Language Learners 8% 13% 30%


– Non-English Language Learners 34% 38% 53%


– Economically Disadvantaged 24% 30% 44%


– Not Economically Disadvantaged 47% 50% 66%



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


i-Ready – Mathematics (% on or above grade

level) – African American 11% 28% 29%


level) - White 31% 37% 53%


level) - Hispanic 18% 28% 38%


level) – Students with Disabilities 6% 21% 25%


level) – Students without Disabilities 28% 35% 48%


level) – English Language Learners 4% 16% 30%


level) – Non-English Language Learners 25% 34% 46%


level) – Economically Disadvantaged 17% 28% 36%


level) – Not Economically Disadvantaged 37% 42% 60%


Least Restrictive Environment for Students with

Disabilities – State Ranking 40 34 <10


Least Restrictive Environment by Service

Delivery Model – General Education (%) 79% 80% 82%


Delivery Model – Resource Room (%) 8% 5% 3%


Delivery Model – Separate Class (%) 10% 16% 15%

Focus Area 3: Communication & Engagement


Opportunities for Community Engagement in

District Activities (cumulative #) 32 38 42



Opportunities for Community Engagement

in District Activities (cumulative #) 32 23 76


Parents Accessing FOCUS Parent Portal (%) 59% 75% 85%


Parents Accessing FOCUS Parent Portal (%) 59% 83% 83%


Parent Workshops Offered (#) 31 37 42


Total Parent Workshops Offered

(cumulative #) 31 22 35

Focus Area 4: Talent Development & Support


Retention of Effective/Highly Effective

Instructional Staff Members (%) 90% 92% 95%


Retention of Effective/Highly Effective

Instructional Staff Members (YTD

cumulative %)

90% 96% 96%


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%


Certified Instructors (African American) (%) 9% 11% 17%

Certified Instructors (Hispanic) (%) 5% 9% 23%


Certified Instructors (African American) (%) 9% 11% 10%

Certified Instructors (Hispanic) (%) 5% 6% 6%

Focus Area 5: Organizational & Fiscal Responsibility


Supplemental Grant Funding (cumulative $) $2M $2.5M $4M



Supplemental Grant Funding (cumulative

$ secured) $2M $1,798,448 $1,936,856


Compliance with State-Mandated Safety Drills

(%) 100% 100% 100%


Compliance with State-Mandated Safety

Drills (%) 100% 98%* 100%

*Percentage amended for Quarter 1


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.


District Strategic Plan: Quarter 2 Progress Highlights


District Strategic Plan:

Next Steps for Continuous Improvement


AFRICAN AMERICAN ACHIEVEMENT PLAN: QUARTER 2 UPDATE


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.


• 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


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;


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.




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


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).


• 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




Goal 3: Reduce Disproportionality in ESE Identification

Action


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.




3.2 Specific Learning Disabilities - SPSS





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


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.


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.



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.



Quarterly Progress Monitoring


African American Achievement Plan: Quarter 2 Progress Highlights



Next Steps for Continuous Improvement


Superintendent Performance Accountability System –

Quarter 2 Update


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

QUARTER 2 UPDATE - School District of Indian River County

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Transcript of QUARTER 2 UPDATE - School District of Indian River County