Broward’s Effective Schools Program:
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Broward’s Effective Schools Program: Committed to Success for all Students August 5, 2009. What have we been doing so far?. The Broward School district has embraced an academic continuous improvement model for many years. Broward Achievements.

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What have we been doing so far?

  • The Broward School district has embraced an academic continuous improvement model for many years.


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Broward Achievements

  • 80.5% of BCPS earned “A” or “B” 2008-2009 an increase of 6 percentage points since 2006-2007.

  • Combined decreased of 14 schools identified as “C”, “D”, or “F”.


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The Hard Facts About AYP: All Schools are a part of Differentiated Accountability

  • Even though we have increased school grades, schools still struggle with meeting AYP. The AYP standards increase every year.

  • For 2008-2009 there were 80 schools in DA status

  • For 2009-2010 there are 169 schools in DA status

  • We have doubled the number of schools in DA status to include all schools not just Title I schools to meet new state law.


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How have we evolved?

Florida’s Differentiated Accountability

Model (merges A++/NCLB)

Number of years no AYP, school grade and percent of AYP

  • District Support

  • State Requirement


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New Differentiated Accountability

  • The number of DA schools has increased in Broward County due to new state law HB 991/SB 1682 requires all schools to be a part of Differentiated Accountability.

  • Beginning 2009-2010, any school not making AYP for two or more years is a part of the Differentiated Accountability monitoring and support process.


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Why is my school a DA school?

  • “A”, “B”, “C”, or ungraded schools that have missed AYP for at least two consecutive years, with AYP Counts from 1 to 3, and have met at least 80% of AYP criteria.

I am a

Prevent I

If I am …

2008-2009

2009-2010

22- Prevent I schools

53- Prevent I schools


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Why is my school a DA school?

  • “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that have met at least 80% of AYP criteria.

I am a

Correct I

If I am …

2008-2009

2009-2010

30- Prevent I schools

59- Prevent I schools


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Why is my school a DA school?

  • “D” Schools that have missed AYP for fewer than two consecutive years.

  • “D” schools that have missed AYP for at least two consecutive years, with AYP Counts from 1-3.

  • “A”, “B”, “C”, or ungraded schools that have missed AYP for at least two consecutive years, with AYP Counts from 1 to 3, and have met less than 80% of AYP criteria.

I am a

Prevent II

If I am …

2008-2009

2009-2010

13- Prevent II schools

4- Prevent II schools


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Why is my school a DA school?

  • All “F” schools regardless of AYP status.

  • “D” schools with AYP Counts of four or greater.

  • “A”, “B”, “C”, or ungraded schools with AYP Counts of 4 or greater that have met less than 80% of AYP criteria.

I am a

Correct II

If I am …

2008-2009

2009-2010

14- Correct II schools

52- Correct II schools


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Why is my school a DA school?

  • Current “F” schools that have earned at least four “F” grades in the last six school years.

  • “D” Correct II or “F” schools that meet three of the four following conditions:

    • The percentage of non-proficient students in reading has increased over the past five years.

    • The percentage of non-proficient students in math has increased over the past five years.

    • 65% or more of the school’s students are not proficient in reading.

    • 65% or more of the school’s students are not proficient in math.

I am a

Intervene

If I am …

2008-2009

2009-2010

1- Intervene school

1- Intervene school


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Why is my school a DA school?

  • “A”, “B”, “C”, and ungraded schools that have met 100% criteria for two or more consecutive years.

  • “A”, “B”, “C” and ungraded schools that have not missed AYP for two consecutive years.

I am a

Non DA

If I am …

All Non DA schools will be required to meet the DA criteria in the next two years.


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Florida Continuous Improvement Model (FCIM)

District-Wide Implementation

DO

Professional Development

School Improvement Implementation

  • PLAN

  • School Improvement

    • Curriculum, Aligned and Paced

    • Leadership

    • Educator Quality

Fidelity, Consistency, Access, and Effectiveness

  • ACT

  • Support

  • School-Based Coaches

  • Instructional Support Teams

  • Technology

  • Research and Student Assessment

  • Title I

  • SAI

CHECK

  • Monitoring Processes and Plans

  • Instructional Review Teams

  • FAIR

  • BAT

  • Mid-Year Baseline

  • Mini Assessments

Fidelity, Consistency, Access, and Effectiveness


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Differentiated Accountability

Components

Florida’s Continuous Improvement Model

School Improvement Planning

Monitoring Processes and Plans

7 Critical Components for increasing Student Achievement

Professional Development

Leadership

Curriculum Aligned and Paced

Educator Quality


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Florida Continuous Improvement Model

Plan – Do – Check – Act (PDCA) Cycle

The Florida Continuous Improvement Model is based on the concept that teacher and student success must be a continuous effort. Analyzing data, developing timelines, providing quality instruction and frequently assessing students for understanding and mastery are all key components for success.

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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Plan

Plan

  • Begin Step 1 (Plan) of FCIM

  • Complete Final SIP

  • Share SIP with stakeholders

  • Develop PGP Goals for each teacher

  • Review District Instructional Focus Calendars (IFC’s)

  • Review FCAT 3-year data using the DART Model (Disaggregate Data, Assess, Review varies data reports, Target curriculum instruction

  • Develop secondary IFC using FCAT data


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Do

Do

  • Begin Step 2 (Do) of FCIM

  • Teachers being implementation of IFC’s

  • Administer mini assessments (every two weeks on covered IFC benchmarks)

  • School-based coaches or designee collects mini assessment data

  • School-based coaches or designee will share with administration & teachers

  • Plan/calendar developed for immediate sharing with students

  • Teachers will conduct data conferences with students

  • Principal will share with district/area offices during Instructional Review Team visits

  • School provides tutorial/enrichment


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Check

Check

  • Begin Step 3 (Check) of FCIM

  • Analyze trend data (mini assessment, BAT, FAIR, etc.)

  • Review and/or revise Professional Development needs

  • Determine teacher strengths and weaknesses


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Act

Act

  • Begin Step 4 (Act) of FCIM

  • Reorganize student groups

  • Review Master Schedule

  • Provide professional development

  • Revise secondary benchmark

  • Re-teach covered benchmark

  • Provide quarterly updates to SAC

  • Revise school improvement action steps


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SCHOOL IMPROVEMENT

  • School Improvement is an ongoing process that begins with conducting needs assessment, analysis of data, developing appropriate goals and objectives, and an action plan to achieve these goals.


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SCHOOL IMPROVEMENT

As a Principal, I need to Know…

  • Timeline for School Improvement Plans

  • School Improvement Review Schedule and Process

  • School Advisory Council Guidelines(New)

  • Community Assessment Team (CAT)

  • *Correct II “F” and Intervene only

  • District Improvement and Assistance Plan (DIAP)

  • DOE Progress Monitoring Reports

    *Baseline and Mid-year (pending state approval)


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Leadership

  • Successful schools have highly effective leaders.

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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How does Leadership relate to DA?

  • Click on the link for the 2009-2010 Strategies and Support for Differentiated Accountability (Leadership, p3)


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Leadership

As a Principal, I need to Know…

  • Administrators must have prior record of success

  • Administrators without prior record of success may be replaced/ moved

  • Performance pay for administrators at Correct II “D” & “F” and Correct 1 (exiting Intervene). Plan is still in development.


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Educator Quality

  • Successful schools have highly effective teachers.

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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Educator Quality

As a Principal, I need to Know…

  • The district has provided coaches that exceed the state mandated requirements for meeting Differentiated Accountability to support the DA schools.

  • All teachers of core academic subjects in Title I schools must be highly qualified, and certified in-field. Non Title I schools will be granted a two year waiver to meet the HQ requirements under DA. All highly qualified teachers must be placed in non-Title I DA schools by the beginning of the 2011-12 school year. Non-title I schools must ensure that teachers who are assigned to subgroups not making AYP are highly qualified and certified in–field.

  • School is fully staffed by start of school.

  • All DA schools must review their staffs and assign or replace staff based on student learning gains and within the subgroups that have not met proficiency.

  • All mid-year vacancies must be filled.

  • Coaches must be assigned by the first day of school.

  • At all DA schools the % of teachers with no experience, out-of-field or on a temporary certificate must not exceed the district average of teachers in these categories.

  • At DA schools no teachers can be “in need of improvement”.


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Professional Development

  • HRD coordinates quality professional development for all staff members within Broward County

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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PROFESSIONAL DEVELOPMENT

As a Principal, I need to Know…

Professional Growth Plans (PGP)

Prevent I and Correct I

School ensures PGPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP. Should select PD in a minimum of two areas that students are not making AYP.

  • Prevent II, Correct II and Intervene

    District ensures PGPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP.

    • School either scans a sampling (10-15 PGPs) and e-mails or submits them on the PGP database for HRD to review by September 30th.

    • and

    • District participates in a sample of PGP meetings.

    • Principal coordinates with HRD - Teacher Development, Linda Whitehead to participate in a sample number of PGP meetings with teachers.

    • (High - 10, Middle - 5, and Elementary- 5) between August 18th - September 25th.

    • Individual Leadership Development Plans (ILDP)

    • By August 21st, final ILDPs should be submitted for approval.


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PROFESSIONAL DEVELOPMENT

As a Principal, I need to Know…

  • Common Planning Time

  • Redesign master schedule to provide common planning time for data-based decision making within the problem-solving process and job-embedded professional development and organizes into Professional Learning Communities (PLCs) with Lesson Study Groups.

  • Must demonstrate that there is time built into the schedule for professional learning communities during common planning (teachers with like students, same subject areas/grade levels, and/or academies, etc.).

    • Can include early release days, planning days, Elementary planning time, Middle School ½ hour a day for PD, and High School Professional Study Days and other waivers or changes in schedule that individual schools have attained that provide for additional time for PD and common planning.


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PROFESSIONAL DEVELOPMENT

As a Principal, I need to Know…

  • Monitoring Classroom Instruction Process

  • Classroom Walkthroughs (Elluminate sessions on CWT 3.0)

  • Item Specifications, K-12 Reading and ESOL Plans

  • FCIM (DART Model due to your FCIM trainer on 9/1/09)

  • Evaluating Professional Development

    • 3-hour on-line and face-to-face Evaluation Essentials course is available in September and throughout the school year.

  • FCIM – PD Completed (additional sessions will be offered)

  • RtI/Problem Solving training will begin in the fall and continue throughout the year.

  • PLC training with Lesson Study Groups will be delivered to the Content Coaches and Core Department Chairs the week of August 10th-12th. PD will continue throughout the year.

  • Professional Learning Communities must be in place at DA schools

  • PLC at Work event October 20th -23rd in Fort Lauderdale

    • Go to www.solution-tree.comfor more information

  • PLC Facilitation – register via ESS (3 hrs. face-to-face & 3 hrs. Elluminate)

  • School Grade and AYP Calculation (Sept. 16th session- email Sherry Rose)


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Curriculum Aligned and Paced

  • All curriculum must be evidence based and align with Next Generation Sunshine State Standards.

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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Curriculum Aligned and Paced

Instructional Focus Calendars

  • Components of IFCs

    • Benchmarks

    • Core Text and Resources

    • Strategies

    • Assessments

    • Question Stems


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Curriculum Aligned and Paced

As a Principal, I need to Know…

  • Benchmarks include

    • Alignment to Sunshine State Standards and/or Next Generation Sunshine State Standards

  • Core Text and Resources include

    • District Adopted resources, BEEP, and recommended supplemental resources

  • Strategies include

    • FCAT alignment, student engagement


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Curriculum Aligned and Paced

As a Principal, I need to Know…

  • Question Stems include

    • Questions that teachers can use during lessons

    • Focus on content

  • Assessments include

    • BEEP, Benchmark Mini-Assessments, Benchmark Assessment Tests, Performance, Formative, and/or Summative


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Curriculum Aligned and Paced

As a Principal, I need to Know…

Sample Weekly Instructional Focus Calendar View

Assessments

Core Text

Benchmarks

Strategies


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Curriculum Aligned and Paced

As a Principal, I need to Know…

Sample Stem Questions Based on Reading Item Specifications and Supplemental Materials

Question Stems


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Curriculum Aligned and Paced

As a Principal, I need to Know…

  • Access to Instructional Focus Calendars

    • Go to BEEP

    • Click Teacher Portal

    • Enter Username and Password, click Submit

      • Username = 8 digit personnel number (ex. p00005678)

      • Password = 8 digit personnel number (ex. 00005678)

    • Click Learning Village

    • Click SBBC Administrative Documents Icon and/or Subject Area Icon

    • Click desired IFC


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Curriculum Aligned and Paced

As a Principal, I need to Know…

Benchmark

VS

Cluster


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Curriculum Aligned and Paced

As a Principal, I need to Know…

Progress Monitoring:

Fair/ORF/ Level Specific Assessments

Mini Assessments

BAT


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Monitoring Process

As a Principal, I am expected to…

  • Implement FCIM with subgroups not making AYP

  • Conduct data chats with teachers and students

  • Monitor and implement School Improvement Plans with fidelity

  • Ensure PGP’s for teachers are targeted to subgroups not making AYP.

  • Implement the Non- “Negotiable Blueprint” with fidelity


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How will the District Support You?

  • The district will support you by:

  • Adding more Instructional Facilitators (formally known as coaches) to help you support teachers

  • Technology specialists to help ensure technology is infused into classroom

  • Provide structure for your school-based coaches to get ongoing training and staff development.

  • Providing a district-wide Instructional Focus Calendar.


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How will the District Support You?

  • Prevent II

  • Grade A Science or Math Coach

  • Grade B Science or Math Coach

  • Grade C Science or Math Coach

  • Grade D Math and Science Coaches

  • Correct II

  • Grade A Science or Math Coach

  • Grade B Science or Math Coach

  • Grade C Math and Science Coaches, Additional Reading Coach for HS

  • Grade D Math and Science Coaches, Additional Reading Coach for HS

  • Grade F Math and Science Coaches, Additional Reading Coach for HS

  • Intervene Math and Science Coaches, Additional Reading Coach for HS


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How will the District Support You?

Tutorials and Extended Learning Models

Based upon the upcoming allocation, below are models for Extended Learning

and Saturday Camp:

  • Extended Learning

  • Four day a week before or after school program: two hours of academic support by certified teachers.

  • Does not include any support for additional outdoor time or snack time coverage or associated expenses of such.

  • organized at the school based on specific subgroup needs as evidenced by data.

  • begin on September 14 and continue through March 11.

  • Saturday Camp

  • Eight weeks on Saturdays: four hours of academic support by certified teachers.

  • Beginning Saturday, January 16 and ending Saturday, March 6.

  • Organized at the school level based on specific subgroup needs as well as individual student needs as identified by data trends.

  • From 8:00 AM – 12:00 PM at eligible schools.


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How will the District Support You?

Technology

Title I schools: Allocation towards “modified digital classrooms”

Modified digital classroom has:

LCD Projector

Equipment Cart

Interactive Whiteboard

Document Camera

All orders will be coordinated through the Department of Instructional Technology


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How will the District Support You

Technology

  • Instructional Technology Facilitators

  • 15 positions that will support schools with the integration of technology into daily classroom practice.

  • Microcomputer Technicians

  • 8 positions that will support schools with technical support, equipment maintenance.


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Monitoring Processes and Plans

  • A systematic process employing both school based staff and district staff for instructional monitoring required under Differentiated Accountability

  • Sample of the 09-10 Differentiated Accountability Requirements, District Checklist.

  • Click here for the School Improvement Planning website

  • Then click the document that shows your school status checklist

  • for example: 2009-2010 School DA Checklist of Compliance


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Monitoring

Area

District

District/

Area/

State

PREVENT I

PREVENT II

CORRECT I

CORRECT II

CORRECT II

(D-SCHOOLS)

&

INTERVENE

INTERVENE


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Educational Program LeadsSchool Assignments




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Monitoring Processes and Plans:Instructional Review Process

Within the first 3-week First visit held with D/F- former/Intervene schools

Every 2-weeks following.

Initial Instructional Review

Collaboration & Alignment

2nd Instructional Review

Instructional

Review

Process

Within 24-hours

School-Based Support

PMOC

Remaining issues may be routed to PMOC

Within 1-WEEK

Unresolved issues after follow up may be routed to PMOC.

District Support

Follow Up

State Monitoring

Team Visit


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Monitoring Processes and Plans: IRT

State DOE

Team

Veda, Luwando, Jodi

AssistantPrincipal

Principal

School-based -Guidance

School-based -ESOL

Instructional Review Team –Reading Coach

School-based -Reading Coach

Instructional Review Team Members

Instructional Review Team –Math Coach

School-based -Math-Coach

Instructional Review Team –Science Coach

School-based -Science Coach

Instructional Review Team- ESOL Coach

School-based -ESE

District/Area ESE

District DOP


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Monitoring…Before We Come, Do This


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Monitoring:Instructional Review Agenda

During, We Do…


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Monitoring

After the IRT, We Will…

Instructional Review Summary

Can Needs met by School-based Support?

No

Yes

Service Request for District Support

Instructional Facilitator Collaboration & Alignment

Follow-up

Ed. Prgram heads & Area Directors

If, Immediate Support

Instructional Facilitator Support

Alignment Facilitator for immediate follow-up


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Monitoring Processes and Plans:School-Based Coaches Responsibilities


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Monitoring Processes and Plans:

School-Based Coaches Responsibilities


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Monitoring Processes and Plans:School-Based Coaches Responsibilities


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Monitoring Processes and Plans

School-Based Coaches Responsibilities




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