Office of Teaching & Learning and Office of Student Supports Strategic Plan 2023-2030 Tracking

	A	B	C	D	E	F	G	H	I	J
1	Office of Teaching & Learning and Office of Student Supports Strategic Plan 2023-2030 Tracking
2	Full 7 Years
3	Key for Tracking Progress	⬤	Not Started		⬤	In Progress		⬤	Complete
4	Key for Tracking Progress	⬤	Paused		X	Strategically Abandoned
5
6	Strategic Priority #1
7	GOAL 1: Define and adopt interdisciplinary, culturally-responsive curricular units of instruction that integrate academic and social-emotional standards
8	Action Step			FY 24	FY 25	FY 26	FY 27	FY 28	FY 29	FY 30
9	Create and share instructional framework			⬤
10	Identify instructional priorities			⬤	⬤	⬤	⬤	⬤	⬤	⬤
11	Create an action plan for annual administrator planning and professional development			⬤	⬤	⬤	⬤	⬤	⬤	⬤
12	Revise CVR (Classroom Visit Rubric) tool to focus on the student experience of students with disabilities and emergent bilinguals			⬤	⬤
13	Middle School Sage identification and student monitoring moved to school based MTSS (multi-tiered system of support) with OTL approval through CIA (Curriculum, Instruction, and Assessment)				⬤	⬤
14	Elementary Sage identification and student monitoring moved to school based MTSS with OTL approval through CIA			⬤	⬤
15	Embed principles of Universal Design for Learning into professional learning opportunities			⬤	⬤
16	Review and implement HQIM (high quality instructional material) in K-5 math with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals				⬤	⬤
17	Review and implement HQIM for K-8 Social Studies with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤
18	Review and implement HQIM for 6-8 Tech. Ed with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals				⬤	⬤
19	Review and implement HQIM in 6-8 math with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals					⬤	⬤
20	Identify and implement HQIM in 6-8 science with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals				⬤	⬤
21	Identify and implement HQIM in 9-12 math with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals					⬤	⬤
22	Identify and implement HQIM in 9-12 science with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals						⬤	⬤
23	Identify and implement HQIM in 9-12 technology education with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals							⬤	⬤
24	Create a vision of K-5 Literacy Instruction			⬤
25	Identify and implement K-5 Literacy HQIM with multiple and varied formative assessments in partnership with the Departments of Special Education and Multilingual Education			⬤	⬤
26	SEI (Sheltered English Immersion) content to be integrated with core content departments K-8			⬤	⬤	⬤	⬤
27	SEI Content to be integrated with core content departments 9-12							⬤	⬤	⬤
28	Provide professional development and implement task-based learning in K-12 mathematics			⬤	⬤	⬤	⬤
29	Create a vision of 6-8 ELA Instruction			⬤
30	Create and share instructional framework			⬤
31	Identify instructional priorities			⬤	⬤	⬤	⬤	⬤	⬤	⬤
32	Create an action plan for annual administrator planning and professional development			⬤	⬤	⬤	⬤	⬤	⬤	⬤
33	Revise CVR (Classroom Visit Rubric) tool to focus on the student experience of students with disabilities and emergent bilinguals			⬤	⬤
34	Middle School Sage identification and student monitoring moved to school based MTSS (multi-tiered system of support) with OTL approval through CIA (Curriculum, Instruction, and Assessment)				⬤	⬤
35	Elementary Sage identification and student monitoring moved to school based MTSS with OTL approval through CIA			⬤	⬤
36	Embed principles of Universal Design for Learning into professional learning opportunities			⬤	⬤
37	Review and implement HQIM (high quality instructional material) in K-5 math with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals				⬤	⬤
38	Refine and update current 6-8 ELA units based on vision in partnership with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤
39	Create a vision of K-8 Social Studies Instruction			⬤
40	Create a vision for K-5 math and science			⬤
41	Create a vision for 6-12 math, science, and technology education			⬤	⬤
42	CIA collaboration with Special Ed to support to ensure coherence and consistency with MTSS interventions and Special Education support			⬤	⬤	⬤
43	Review referral processes for placement in various levels of classes and update to remove barriers to access to advanced coursework grades 6-12				⬤	⬤	⬤	⬤	⬤	⬤
44	Implement, monitor, and expand historically accurate, culturally responsive units of study for core History courses at FHS with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤	⬤
45	Implement, monitor, and refine units of study for core English courses at FHS in partnership with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤	⬤
46	Develop and implement common rubrics in core English courses at FHS in partnership with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals				⬤
47	Utilize the data dashboard to ensure a student-centered mindset and positive experience			⬤	⬤
48	Review and revision of DCAP			⬤	⬤	⬤	⬤	⬤	⬤	⬤
49	Increase percentage of student from all subgroups that access and attain proficiency in advance coursework				⬤	⬤	⬤
50	Create Monthly OTL Newsletter for staff and faculty				⬤
51	Use Advanced Placement African American History class to begin assessing student engagement and growth			⬤	⬤
52
53	GOAL 2: Implement a set of procedures and screening tools to monitor students progress toward mastering grade level standards
54	Action Step			FY 24	FY 25	FY 26	FY 27	FY 28	FY 29	FY 30
55	Develop new conduct data entry module for staff to align to the code of conduct			⬤	⬤
56	Monitor new conduct module in dashboard to align to the code of conduct			⬤	⬤	⬤
57	Create Benchmark dashboards for easier monitoring				⬤	⬤	⬤	⬤	⬤	⬤
58	Create CVR process online to allow for reporting			⬤	⬤	⬤	⬤	⬤	⬤	⬤
59	Create the Emergent Bilingual Success Plan (EBSP) workflow in Analytic Vue dashboard			⬤	⬤
60	Create SEL survey to reporting in the dashboard			⬤	⬤
61	Create a system of monitoring students using Thomas & Collier's (2002-2009) graph in order to determine if students who begin in elementary are making progress according to national norms for students' respective programming				⬤	⬤	⬤
62	Develop common assessments by unit to monitor student progress towards standards proficiency			⬤	⬤	⬤	⬤	⬤	⬤	⬤
63	Roll out Canvas Mastery Connect to secondary schools to align state standards to a test/quizzes leading toward assess project to yearly benchmarks			⬤	⬤
64	Develop Canvas Blueprints for standard curriculum by department				⬤	⬤
65	Create a system of common assessments, rubrics, and interventions/acceleration for 6-8 ELA with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤
66	Develop and implement a menu of intervention and acceleration opportunities for K-5 Literacy with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals			⬤	⬤
67	Monitor MTSS interventions to see successes and impact of when and how interventions take place			⬤	⬤	⬤	⬤	⬤	⬤	⬤
68
69	GOAL 3: Build instructional capacity in all classrooms to develop students’ language acquisition
70	Action Step			FY 24	FY 25	FY 26	FY 27	FY 28	FY 29	FY 30
71	Increase co-teaching as an ESL model at all elementary and middle schools			⬤	⬤	⬤
72	Extend GLAD (Guided Language Acquisition Design) certification to all FPS instructional staff, including school and district based leadership teams.			⬤	⬤	⬤	⬤	⬤	⬤	⬤
73	Strengthen scaffolding with language acquisition practices at all schools to reach grade-level content			⬤	⬤	⬤	⬤
74	Review coach model to maximize effectiveness			⬤	⬤	⬤
75	Review department head model to maximize effectiveness			⬤	⬤	⬤
76	Align World Language instructional practices with research and current state standards			⬤	⬤	⬤
77	Explicitly embed language acquisition practices into all content area professional development opportunities, curriculum work, and common planning			⬤	⬤	⬤	⬤	⬤	⬤	⬤
78
79	GOAL 4: Ensure all students with disabilities access appropriate services so they are able to participate in the least restrictive environment
80	Action Step			FY 24	FY 25	FY 26	FY 27	FY 28	FY 29	FY 30
81	Identify effective co-teaching practices in order to ensure access to the Least Restrictive Environment			⬤
82	Utilize pre and post common assessments to show effectiveness of co-teaching strategies			⬤	⬤	⬤
83	Provide professional development to staff and school administration on the effective co-teaching practices				⬤	⬤	⬤
84	Professional Development to introduce the new IEP format (implementation FY25)			⬤	⬤
85	Professional Development on effective accommodations in the four categories: presentation, response, timing and environment to general education teachers, special education staff and school administrators			⬤	⬤
86	Professional development to increase staff's capacity to write Individualized Education Program goals that are aligned to the curriculum standards, the language development goals (for dually-identified Emergent Bilingual students) and address their lagging skills			⬤	⬤
87	Professional development to increase staff's capacity to write IEP goals that are culturally and linguistically responsive			⬤	⬤
88	Review existing special education assessments (progress monitoring, diagnostic and formal) in English, Spanish, and Portuguese				⬤	⬤	⬤
89	Identify effective and reliable special education assessments				⬤	⬤	⬤
90	Provide Professional Development on utilizing special education assessments that are consistent across the programs					⬤	⬤
91	Pull quarterly data on special education referrals to ensure we are not overidentifying selected populations			⬤	⬤	⬤	⬤	⬤	⬤	⬤
92	Professional Development on Tiered Interventions (including District Curriculum Accommodation Plan)			⬤	⬤	⬤
93	Ensure specialized programs align with the Code of Character, Conduct and Support and any future revisions of the Code			⬤	⬤	⬤	⬤	⬤	⬤	⬤
94	Program assessment of Emotional Disability program (K-5)			⬤	⬤	⬤
95	Program assessment of Emotional Disability program (6-8)				⬤	⬤	⬤
96	Program assessment of Emotional Disability program (9-12)					⬤	⬤	⬤
97	Program assessment of Autism program (K-5)					⬤	⬤	⬤
98	Program assessment of Autism program (6-8)						⬤	⬤	⬤
99	Program assessment of Autism program (9-12)							⬤	⬤	⬤
100	Program assessment of Multiple Disabilities Program (K-5)						⬤