MASTER PLAN Equity and Academic Attainment

CABINET MEMBER: Michaelle Pope, Executive Director, SSI OWNER OF PLAN: David Watkins, Director CONTACT: LaShawnda Buckner DEPARTMENT(S): Equity and Academic Attainment Course Group #: 39001553

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Page 1

Equity Academic Attainment The Office of Equity & Academic Attainment is designed to address persistent opportunity gaps faced by students who struggled to find success in traditional educational environments. The specific goals are as follows: 1. Close the achievement gap between minority males and other subgroups around indicators of early childhood readiness, academic performance, college & career readiness and graduation rates. 2. Eliminate the school-to-prison pipeline by reducing school related arrests/suspension and expulsions of minority male students. 3. Support a Three Tier Mentoring model that ensures every child will have access to a mentor. 4. Successful transition of students into an appropriate educational placement

Services: Transition Services for all Non-ESE students Department of Juvenile Justice Educational Transition Support Dropout Prevention Support Services Course and credit recovery guidance and resources Instructional strategies for struggling students Department of Juvenile Justice Educational Transition Support

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Page 2

1. COMPONENT: Positive Behavior Supports 1.1 DESIRED OUTCOME: Participants will assess, design and implement research-based behavioral strategies for positive behavioral supports. LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Evaluates Tier 1 generalized interventions.

Implements Tier 1 generalized interventions.

Evaluates Tier 2 moderately intensive and focused interventions.

Implements Tier 2 moderately intensive and focused interventions.

Evaluate Tier 3 highly intensive, focused, and individual interventions. Implements effective positive behavior intervention techniques and strategies. Evaluates, and revises the Functional Behavior Assessment and Positive Behavior Intervention Plan.

Implements Tier 3 highly intensive, focused, and individual interventions. Analyzes individual data to select, implement and teach proactive intervention strategies/ replacement skills. Conducts a Functional Behavior Assessment and develops a Positive Behavior Intervention Plan based on data.

Identifies, and selects Tier 1 generalized interventions (which includes rules, routines, rewards, expectations, consequences, etc.) formally taught and practiced on a large scale in a systematic and structured manner on an ongoing basis.

No planning or implementation.

Identifies and selects Tier 2 moderately intensive and focused interventions (which includes standardized behavior plans, simple functional behavior assessments) formally taught and practiced on a small group of students who do not respond to Tier 1 interventions. Identifies and selects Tier 3 highly intensive, focused, and individual interventions (which includes unique behavior plans and extensive functional behavior assessments) formally taught and practiced on individuals who do not respond to Tier 2 interventions. Identifies and selects data collection methods for assessing student behavior.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Page 3

Data Collection Plan End Goal of plan 100% of participants will achieve standards at a level 3 or higher.

Are the data What sources of What type of available or data will help data needs to be do new the collected? data need investigation? to be collected? Pre-Post Test; Available Participant Follow-up Learning activities; Checklist; attendee appraisal

Needs Assessment.

ESE referral database, IRT team data, CARES data, Administrative, Guidance, teacher, parent, Social work request and referrals.

Where are these data located?

Who will be responsible for collecting these data?

Database/ PD files

PD Designers

When will these data be collected? Ongoing

Available

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Ongoing

Page 4

2. COMPONENT: MENTORING 2.1 DESIRED OUTCOME: Participants will effectively develop, implement and evaluate a formal Mentoring program. LEVEL 5 Facilitates and supports colleagues to continue the development of additional mentors and mentoring programs at the school level. Program evaluation data are consistently reviewed and adjustments are made as needed.

LEVEL 4 Plans, prepares and implements a formal mentoring program(s) and associated curriculum with fidelity. Monitors mentor and mentee’s response to program initiates on a consistent basis. (quarterly, biweekly, monthly).

LEVEL 3 Examines and discusses data (school climate, student population, risk factors) related to developing a mentoring program relevant to needs of the school’s specific populations.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

LEVEL 2 Identifies and recognizes existing evidencedbased mentoring programs within the district and nationally.

LEVEL 1 Receives data from district based training, school data base and/ or district level personnel; does not use it to determine school based need for mentoring.

Discusses and plans implementation of a formal mentoring program.

No planning or implementation evident.

Page 5

Data Collection Plan End Goal of plan

100% of participants will achieve standards at a level 3 or higher What type of data needs to be collected?

What sources of data will help the investigation?

Are the data available or do new data need to be collected?

Where are these data located?

Who will be responsible for collecting these data?

When will these data be collected?

Participant Learning and satisfaction

Pre-Post Test; Follow-up activities; Checklist; attendee appraisal

Available

BASIS, Terms, Virtual Counselor

PD designers

Mentee impact and satisfaction surveys.

Report Cards Attendance reports Formative and summative assessments School based

Available

In class records/ folder/ portfolios

School Based Ongoing leaders of mentoring programs (i.e., Ambassadors, community liaison, mentor coordinators

Checklist, Self Available assessments; various formative assessments from mentor programs, administrator, teacher, guidance, parent request.

Mentee portfolios

Needs Assessment

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Ongoing

Ongoing

Page 6

3. COMPONENT: ACADEMIC AND CAREER ATTAINMENT 3.1 DESIRED OUTCOME: Participants will apply research-based instructional strategies for developing high risk, disengaged, transient students’ foundational skills in literacy and math in order to achieve academically and obtain a desired career. LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Facilitates and Facilitates Applies Plans Does not plan advances the literacy instruction that instruction that or facilitate literacy, math experiences motivates high supports instruction that and career that engage all risk, transient diversity and supports and development of students as students to honors the honors the high risk, agents of their engage in needs of high needs of high transient own learning. challenging risk, disengaged risk, students. literacy and/or transient youth. disengaged, Applies math related transient youth. Applies instruction that tasks useful in Implements instruction that motivates high academic and strategies that motivates high risk, transient desired work support the risk, transient students to settings development of students to engage in literacy and/ or engage in challenging Demonstrates a math skills in challenging literacy and/or respectful high-risk literacy and/or math related attitude toward transient, math related tasks utilized in all learners by disengaged, tasks utilized in academic and considering the transient youth. academic and desired work roles of choice, desired work settings. and motivation. settings. Demonstrates a Demonstrates a respectful respectful attitude attitude towards all towards all learners by learners by considering the considering the roles of choice, roles of choice, motivation, and motivation, and scaffolded scaffolded support in support in creating lowcreating lowrisk and risk and positive social positive social environments. environments.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

Page 7

Data Collection Plan End Goal of plan

100% of participants will achieve standards at a level 3 or higher What type of data needs to be collected?

Participant Learning and satisfaction Impact and satisfaction surveys. Needs Assessment

What sources of data will help the investigation?

Are the data available or do new data need to be collected?

Where are these data located?

Who will be responsible for collecting these data?

When will these data be collected?

Pre-Post Test; Follow-up activities; Checklist; attendee appraisal

Available

PD Database

PD designers

Ongoing

Report Cards Attendance reports Formative and summative assessments School based

Available

BASIS, Virtual Counselor, TERMS

School Based leaders, RTI team, teachers, mentors, tutors

Ongoing

Checklist, Self Available assessments; administrator, teacher, guidance, parent, District guidance request.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

In class records/ folder/ portfolios, digital media, blogs, etc. Terms, BASIS, Virtual Counselor

School Based leaders, RTI team, teachers, mentors tutors Ongoing

Page 8

4. COMPONENT: SUCCESSFUL TRANSITIONING 4.1 DESIRED OUTCOME: Guidance Counselors will the use (PREP Model) Pause, Review, Evaluate, Place to effectively transition youth within Broward County Public Schools LEVEL 5 Facilitates and supports staff in the effective and consistent use and implementation of all elements of PREP Model when transitioning students.

LEVEL 4 Effective and consistent implementation of all PREP elements when transitioning students.

LEVEL 3 Identifies and demonstrates inconsistent use of all elements of PREP Model when transitioning students.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

LEVEL 2 Defines and discusses all essential elements of the PREP model. Identifies and utilizes only select elements of PREP model when transitioning students.

LEVEL 1 No evidence of PREP model utilized when placing student. Identifies and define the elements of PREP Model.

Page 9

4. COMPONENT: SUCCESSFUL TRANSITIONING 4.2 DESIRED OUTCOME: Guidance Counselors and RTI support will the use (PREP Model) Pause, Review, Evaluate, Place to effectively transition DJJ Involved Youth in Broward County LEVEL 5 Facilitates and supports school staff in the effective and consistent use and implementation of all elements of PREP Model when transitioning students. Provides an evaluation and analysis of the Consistent evidence and effective use of the MTSS/RTI process within a 5 day timeframe for all DJJ referred youth.

LEVEL 4 Effective and consistent implementation of all PREP elements when transitioning students. Consistent evidence and effective use of the MTSS/RTI process within a 5 day timeframe for all DJJ referred youth.

LEVEL 3 Identifies and demonstrates inconsistent use of all elements of PREP Model when transitioning students inconsistently Recommending all DJJ youth to a Multi Tier System Support MTSS/RTI within a 5 day timeframe. Inconsistent evidence of an immediate referrals process to MTSS/RTI within a 5 day timeframe for all DJJ referred youth.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

LEVEL 2 Defines and discusses all essential elements of the PREP model.

LEVEL 1 No evidence of PREP model utilization when placing students.

Identifies, defines and inconsistently utilizes only select elements of the PREP model when transitioning DJJ students. No evidence immediate referrals made to the MultiTier System of Support MTSS/RTI within a 5 day timeframe for all DJJ referred youth.

Identifies and defines the elements of the PREP Model.

Page 10

Data Collection Plan End Goal of plan 100% of participants will achieve a level 3 or higher

What type of data needs to be collected?

Participant Learning

Needs Assessment.

What sources of data will help the investigation?

Pre-Post Test; Follow-up activities; Checklist attendee appraisal

Are the data available or do new data need to be collected?

Where are these data located?

Who will be responsible for collecting these data?

When will these data be collected?

Available

Database/ PD files

PD Designers

District Available Transition, social work, guidance, family counselor, and Administrative referrals.

District Transition database, Terms, Virtual Counselor, BASIS.

School based Ongoing administration, counselors and all members of RTI teams.

Areas of Impact Teacher Practices

Formative Measures Records/reports, portfolio, lesson plans, observations, rubrics

Leadership Practices

Ongoing

District Transition personnel.

Summative Measures Test/ Assessments Focus groups

Portfolios, PLCs Collaboration Practices Student Learning

Webinars, video conferencing, brainsharks, interviews, conference calls, PLC, IRT Focus group, quizzes, special projects, work samples.

Office of Talent Development, Professional Development Support January 21, 2015 ©Broward County Public Schools

School Climate Survey, Print Media Behavioral assessments/Portfolio.

Page 11