Broward’s BEST Blueprint
Dr. Desmond K. Blackburn, Chief of School Performance & Accountability Dr. Elisa M. Calabrese, Chief Talent Development Officer Brian G. Kingsley, Acting Chief Academic Officer School Board Workshop September 23, 2014
We Are Good, But… 2
We Should “B” “A” Lot Better!!
The Trilogy 3
OSPA OA
OTD
“Ongoing, collaborative and connected work of the Office of School Performance & Accountability, the Office of Academics, and the Office of Talent Development”
The Big Picture 4
CORE PROCESS • Shared Goals • Expertise • Data & Evidence
SUPPORTING CONDITIONS • Plans • Professional Development • Alignment
RELATIONSHIPS • Within School/Districts • Across Schools/Districts
LEADERSHIP • District • School • Instructional
- Ken Leithwood, Characteristics of High Performing School Districts in Ontario, (2011)
Vision & Mission 5
Educating today’s students/staff to succeed in
tomorrow’s world – C2Ready! BCPS is committed to educating all students/staff
to reach their highest potential.
Shared Goals 6
OSPA, OTD and OA will accomplish the mission through a high level deliberate focus on creating the following: §
A Focused & Authentic PLC Process
§
An Embedded High Quality RtI Process
§
Optimal Internal/External Relationships
§
Scaling Up BEST Practices
… in all schools so that BCPS is the BEST performing school district in Florida, individual schools are the BEST performing schools within SES Bands, and the goal is to have ZERO schools graded D or F.
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“Confront the brutal facts (without blame), yet never lose faith.”
- Jim Collins, Good to Great, (2001)
Brutal Facts 8
Demographics
Expectations
Expectations
Actions
Actions
Results
Soft Prejudice Outcomes
All Students Beyond Expected Student Targets (BEST)
Current Facts 9
§ Broward has shining examples at every level (student, class,
subject, grade, school) of BEST outcomes.
§ Collaborative efforts among principals are at an all time
high.
§ There isn’t one BEST practice in existence at an expert
level across all schools in Broward.
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“Scaling requires grinding it out, and pressing each person, team, group, division, or organization to make one small change after another in what they believe, feel, or do.”
-Robert Sutton & Huggy Rao, Scaling Up Excellence, (2001)
BEST Practices 11
§ BP #1
- A Focused & Authentic PLC
§ BP #2
- An Embedded High Quality RtI Process
§ BP #3
- Optimal Internal/External Relationships
§ BP #4
- Scaling Up Additional BEST Practices
BEST Practice #1 12
§ All assessed grades & K-2 § All assessed subjects § Focus on student data to improve
instructional practice § Analysis of student work
Curriculum §
What do we want all students/ staff to know?
Assessment §
How will we determine student/ staff mastery?
Remediation §
How will we respond to students/staff who do not meet mastery?
Enrichment §
How will we respond when students/staff meet or exceed mastery?
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“In every case of significantly improved results for schools or districts that we have seen, leaders focused on creating a common assessment framework linked to individualized instructional practices, with ongoing collaborative discussions of how to improve upon those results.”
-Richard Dufour & Michael Fullan, Cultures Built to Last, (2013)
BEST PLC Defined Instructional Cycle
Pre-Cycle
Post-Cycle
• CARE Questions
• Share BEST Practices
Data Analysis, Remediate & Enrich
Instruct & Assess 14
Instructional Cycle
Instructional Cycles 15
§ BEST Grades & Subjects § § § § §
K-2 ELA & Math 3-11 ELA 3-8 Math 5 & 8 Science (FCAT 2.0) Algebra I, Algebra II, Geometry, Biology, History, Civics
§ Select the Facilitator § Organize like teachers into
PLCs
§ Create/Schedule common
planning time
§ Select cycle periods for each
grade/subject (weekly, biweekly, triweekly, monthly)
Pre-Cycle • CARE Questions
Pre-Cycle PLC: Probing Questions 16
Curriculum § What do we want all students/staff to know during this cycle? Assessment § How will we determine student/staff mastery? Remediation § How will we respond to students/staff who do not meet mastery? Enrichment § How will we respond when students/staff meet or exceed mastery?
The Cycle 17 Instruct & Assess
Instruction & Assessment
Teachers instruct their students
during the pre-determined time period.
Data Analysis, Remediate & Enrich
Data Analysis, Remediation & Enrichment
• For each assessed area, school-wide
percent proficient is determined.
§ Teacher by teacher percent proficient is
determined.
§ Teachers administer their
common assessments consistent with the agreed upon time schedule.
§ Students meeting the pre-determined
criteria for remediation receive the predetermined remedial interventions.
§ Students meeting the pre-determined
criteria for enrichment receive the predetermined enrichment interventions.
Post-Cycle • Share BEST Practices
Post-Cycle: BEST Practice Sharing 18
Bring the same groups of like-teachers back together and view
student learning results from the common assessment
Compare student proficiency rates by teacher Discuss instructional strategies that may have contributed to the
variance
Discuss instructional strategies that may have contributed to
outcomes that were Beyond Expected Student Targets (BEST)
Praise teachers for their commitment to this process and adjust
teacher support accordingly for the next cycle
BEST Practice #2 19
• Establish & ensure an effective RtI process is in place • Guarantee all students in danger of failure/retention are receiving interventions • Increased student support – Academic, Social, Emotional & Community “RtI the System” Zone Cadre Individual School Academic Support & System Support Teams
BEST Practice #2 1. Determine content focus
6. Assess student learning
7. Data Collection
2. Roundtable to gather resources
5. Focus units of study
8. Data analysis & best practice sharing (cadre)
3. Discussion on upcoming focus standards (zone)
4. Implement action steps from zone discussion
9. Deployment of support
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Tier 3 – Frequent & Intensive On-
“RtI the System” What are the support systems in place for the District?
Site Intervention for Priority Schools Tier 2 – Customized Small Group
Training & Increased Progress Monitoring Tier 1 – Policy, Process, Professional
Development
RtI – Quality Assurance Process 22
Analysis of BASIS Data
Quarterly Review of Failing Grades
Monthly Monitoring of Tier 2 & 3 Interventions
RtI – Quality Assurance Process 23
Selection of Schools
Determination of Specific Deficiencies
Progress Monitored
Interventions Developed
Be Deliberate with Special Groups 24
ESE ELL Gifted & Talented Minority Males Early Childhood Every Agenda, Every
Opportunity, Every Time…
Innovation Zone Conversation 25
ESE ELL Gifted & Talented Minority Males Early Childhood Every Agenda, Every
Opportunity, Every Time…
BEST Practice #3 26
§ Motivated
Staff and Students
§ Engaged
Municipalities, Business Partners and Non-Profit Organizations
§ Celebration § This
of Student/Employee Success
is Personal.
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“In cities, as in other settings, the most powerful single influence on student outcomes, in virtually every study, is socioeconomic status (SES).”
-Michael Fullan & Alan Boyle, Big City School Reforms, (2014)
SES Band 28
§ A group of level-specific schools across the state § Similar percentage of students receiving free and/or
reduced price lunch § Labeled SES1, SES2 … SES10 SES Bands & FRL % Ranges SES1
95% - 100%
SES6
50% - 59%
SES2
90% - 94%
SES7
40% - 49%
SES3
80% - 89%
SES8
30% - 39%
SES4
70% - 79%
SES9
20% - 29%
SES5
60% - 69%
SES10
0% - 19%
SES Band Example 29
BEST Practice #4 30
§ Continue sharing of BEST practices § Establish a relationship with the highest performing
school(s) within SES Band § Scale-up two BEST practices that are uncovered
BEST Practice #4 31
Zone
Frontloading content and strategies
Schools
Teach, assess, and adjust
Cadre/SubCadre Data driven PLC sharing best practices
BEST Connections of Our Work 32
OSPA OTD OA
• Supervision and Support of BEST Implementation (CARE for Principal Performance & Accountability) • Professional Learning Support (CARE for Adult Learning)
• Academic Support (CARE for Student Learning)
Just CARE to Be the BEST!!! 33
The School Board of Broward County, Florida SCHOOL BOARD MEMBERS Patricia Good, Chair Donna P. Korn, Vice Chair Robin Bartleman Heather P. Brinkworth Abby Freedman Laurie Rich Levinson Ann Murray Dr. Roslyn Osgood Nora Rupert Robert W. Runcie, Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure which results in discrimination on the basis of age, color, disability, gender identity, gender expression, national origin, marital status, race, religion, sex or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Executive Director, Benefits & EEO Compliance at 754-321-2150 or Teletype Machine (TTY) 754-321-2158. Individuals with disabilities requesting accommodations under the Americans with Disabilities Act Amendments Act of 2008, (ADAAA) may call Equal Educational Opportunities (EEO) at 754-321-2150 or Teletype Machine (TTY) 754-321-2158.
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