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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