the school board of broward county, florida superintendent...

The School Board of Broward County, Florida Superintendent’s Evaluation 2012‐2013 Accomplishments

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Goal 1: Leadership/Management (40%)

Ensure a high-functioning school system through quality leadership and collaboration with the School Board, staff, and stakeholders. Create conditions that result in strategically reimaging the district’s vision, mission, and goals to ensure that every student graduates from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.

Maintain a climate that promotes open dialog with school administrators, teachers, students, and staff on issues of teaching and learning.

Provide vision and strategic direction to district.

Lead in an encouraging, participatory, and team-focused manner.

Leverage talent of newly appointed staff in key roles to build effective leadership capacity in our schools and district departments.

Demonstrate an understanding of organizational and educational leadership.

Demonstrate an understanding of current legal, regulatory, and emerging issues and trends affecting education.

Improve public trust and confidence in the institution and strengthen the focus on our core mission – student achievement.

Delegate appropriate authority to staff and monitor their follow-through.

Accurately evaluate senior staff performance to include ongoing commendations and constructive suggestions, and where appropriate, disciplinary measures.

Respond timely and appropriately when faced with unforeseen events.

Promote acquisition of grants, innovation and technological advancements that enhance student achievement, employee performance and effective operations.

Keep Board informed of issues, needs, and operation of the school system in a timely manner.

Appropriately interpret and execute the intent of Board policy.

Create and maintain professional working relationship with Board.

Continue collaboration with union and employee groups.

Suggested Evidence and Artifacts:

Strategic Plan and progress of the plan, including the articulation, implementation, stewardship and promotion of the strategic plan Development and attainment of partnerships, grants and other resources to support initiatives Results from outreach and collaboration with employees and their respective union/meet and confer groups Presentations to internal and external stakeholders Involvement in state and national organizations to provide input and influence local, state and national policy decisions Development and refinement of Board Policies Consistent and regular one-on-one meetings with Board members Consistent communication apprising Board Members of critical issues at Board Workshops, Board Meetings and through emails and

memoranda


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Goal 1: Leadership Management (40%)

Strategic Plan/Initiatives

Launched Strategic Plan website and distributed posters and flyers to schools and departments. Link http://www.browardschools.com/strategicplan. (Artifact 1)

Conducted 21st-century town hall meeting called Ed Talk to engage the community in a conversation about the future of education in Broward County. Link found at http://browardschools.com/edtalk.

Redirected resources to restore elementary school specials and fund Class Size Reduction.

Increased District-wide CSR compliance from 52.3 percent compliance to 87.7 percentage points. (Increased 35.4 percentage points) (Artifact 2)

Standardized High School Schedules to 7-period days, redirecting over $20 million to class size and restoring elementary school specials.

Partnerships, Grants and Outside Resources

Awarded a Federal Teacher Incentive Fund grant ($48.5 million) Awarded $48.5 million over a five-year period to provide greater professional growth and

development opportunities to teachers and principals, improve pay structures, and reward high performing teachers and principals. (Artifact 3)

Awarded a Federal I3 grant ($5 million + other support services totaling over $6 million) Through the i3 grant with the New Teacher Center the goal is to assist the District in building

capacity and creating expertise within our District through development of a comprehensive approach to teacher induction that is integrated into our larger talent development efforts to increase their overall success and improve the quality of teaching for the students of Broward County.

Awarded PROPEL State grant ($3.5 million - only two grants awarded in the State) The Principal Rapid Orientation and Preparation in Educational Leadership Program (PROPEL) is

a partnership program with Florida Atlantic University’s Department of Educational Leadership and Research (ELRM). This program develops a pipeline of highly effective principals from selected high performing teachers who demonstrate potential for becoming effective school-based administrators.

Awarded Ninth Grade Academies Enhancement Grant with MDRC and Johns Hopkins University ($1.1 million over 2.5 years) The focus of this awarded proposal is on developing and studying implementation of a group of

strategic enhancements at seven high schools designed to strengthen the structural elements of Ninth Grade Academies (NGA).


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Awarded Bill and Melinda Gates Cohort ($80,000) Recognized as one of the ten Florida districts to participate in the Gates Foundation cohorts and

was awarded $80,000 to assist in implementation of the new teacher evaluation system.

STEM Partnership Recognized partnership with FAU College of Engineering and Computer Science. (Artifact 4)

Broward County Public Schools has been selected to participate in the Florida Association of

District School Superintendents (FADSS) Empowering Effective Teachers Cohort funded by the Bill and Melinda Gates Foundation to continue work with Florida school districts on Empowering Effective Teaching reforms. The focus of this project aligns directly with the FADSS goal of significantly influencing the development and implementation of the best possible educational practices in the school districts of Florida.

The Exceptional Student Education and Support Services department has submitted a competitive sealed reply in response to the Early Learning Coalition’s (ELC) Invitation to Negotiate (ITN) for delivery of Early Care & Education Services for Children in Broward County for fiscal year 2013-2014. If the contract is awarded to the District, it will enhance our partnership with the ELC and would allow the District to enhance current practices associated with early identification and intervention of preschool children birth to five years of age.

Submitted a proposal for the Early Learning Coalition “Road to Positive Child Outcomes” Grant expected to assist in a potential outreach to 360 private early learning classrooms. Anticipated award announcement in May 2013.

Implemented Reading Readiness Program by partnering with the City of Ft. Lauderdale, PNC Bank, and private donors for a total grant allotment of over $100,000 assisting 25 Head Start School Sites, and consisting of 36 classrooms with a total of 784 students and their families.

Implemented Read for the Record Campaign (Ladybug Girl and the Bug Squad) providing donation of books for all BCPS Media Centers and Pre-K/Kindergarten Teachers.

Implemented Partnership with United Way, Youth Mentoring Services, Children’s Services Council, Children’s Movement, and the Early Learning Coalition on the United Way Reading Pals Program that provides mentoring support for three elementary schools and two early learning providers.

Developed a process with Broward County Health Department community health partners that has

resulted in the improvement of Kindergarten and 7th grade immunization rates. Data: 2010-2011, K rate=91.3%; 2012-K Immunization rate is 95% Data: 2010-2011, 7th grade rate = 92.5%; 2012–7th grade Immunization rate is 94%.


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Outreach and Collaboration with Employee Groups

Successfully reached agreement with four unions and three meet and confer groups for 2012-2013.

Established and lead the Teacher Advisory group that meets bi-monthly to provide critical feedback on District initiatives and legislative impacts.

Co-chair the BTU & SBBC Oversight Committee with the President of BTU. The committee assists the District and BTU staff in reaching consensus on critical evaluation issues.

Joined the BTU-Education Professionals bargaining team demonstrating commitment to reach an agreement for 2012-2013.

Initiated Black Male Task Force. The work of the task force has been to focus on the development

of plans and processes for addressing Black Male Success (BMS) in Broward County, including: creating and sustaining infrastructure for Black Male Success in education, work, and in life; identification of evidence-based strategies to implement within the School District and within the County at large; and the utilization of existing entities, organizations, and resources for cross sector collaborative effort towards Black Male Success.

Developed a PPO Listening Tour in which the Zone Manager and Director visit every principal, one in each zone every week, beginning with those having the highest number of work orders requesting HVAC comfort corrections. This will ensure that every one of these school executives knows who to contact to solve his or her facility problem. Presentations/Public Addresses to Stakeholders

Presented at over 105 events and scheduled to present at an additional 30+ speaking engagements during the 2012-2013 school year to promote the school district and communicate with internal and external stakeholders. (Artifact 5)

Involvement to Influence local, state, national policy decisions

Participate in various local and state committees: Broward Alliance Broward Alliance Governors Council Subcommittee Broward Education Foundation Broward Presidents’ Community Council Broward Workshop Children Services Council Florida Association of District School Superintendents Board of Directors Florida Association of School Administrators


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Greater Fort Lauderdale Alliance National Association of School Superintendents Urban League of Broward County (Appointed to) Commissioner’s K-12 Public School Facility funding Task Force Governor’s Deregulation Committee

Attended Broward Days in Tallahassee to lobby for the needs of the District.

Serve with the Presidents of Nova Southeastern University, Florida Atlantic University, Broward College, and Barry University. Serve on the Broward County Educational Consortium and attend quarterly meetings focused on communicating needs that affect our entities and leverage each other’s human capital, resources and ideas to innovate or tackle education issues.

Organized a meeting with local charter school leaders and District staff to reinforce the District’s desire to collaborate and to reduce the communication and procedural barriers between the entities.

Refinement and Development of Policies Development and Refinement of the Following Board Policies:

Policy 6000.1 Student Progression Plan Policy 5314 Wellness Policy Policy 1007 Ethics Policy 5.8 Student Code of Conduct Policy 5006 Suspension & Expulsion Policy 1341 Use of School Facilities for Non-School Purposes Policy 5.9 Anti-Bullying Policy 2314 Contracts, Leases, Rentals of Real Property and Facilities Policy 2304.1 Weapons Policy 1100A Rules for Scheduling Meetings/Establishment and Disposition of

Agendas Policy 5.1 Enrollment and Withdrawal Policy 1401 Naming/Renaming of School Board Owned Facilities Policy 3120.1 Debt Policy Supplement Policy 4413 Anti-Fraud


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Board Communication

Meet monthly with each School Board Member to keep them abreast of issues and discuss progress.

Direct staff to meet individually with each Board Member on key issues and initiatives.

Worked collaboratively with the Board on a legislative platform. Together we have provided a unified front on the issues impacting the District and communicated them to Broward legislators.

Include School Board Members in attendance at the Performance Management sessions for better understanding of the process.

Scheduled and participated in School Board professional development series. (Artifact 6)

Staffing/Staff Performance Continue to implement several critical staffing changes in Facilities & Construction Management,

School Portfolio Services, Budget, and Transportation Services departments. Also developed and implemented new framework for identifying opportunities where changes in principal leadership and assignments are needed.

Hired several critical staff: Chief Strategy and Operations Officer; Executive Director, Strategy & Continuous Improvement and Chief Information Officer.

Review and approve all District requests for advertisement of positions.


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Goal 2. High Quality Instruction (25%)

Improve student performance by focusing on raising academic rigor in teaching and learning among staff and students, and preparing students and staff for global competitiveness.

Implement the transition to the Common Core State Standards and academic rigor that focuses on learning and excellence for schools and students.

Apply effective methods of providing, monitoring, evaluating, and reporting student achievement to improve the learning process.

Promote instructional strategies that include cultural diversity and differences in learning styles.

Implementation of instructional and administrator evaluation systems focused on improving instructional and leadership practice.

Support a broad range of academic and enrichment opportunities for all students focused on the development of well-rounded students.

Analyze available instructional resources and assign them in a cost effective and equitable manner to enhance student outcomes.

Promote the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.

Improve outcomes for all students while reducing achievement gaps among subgroups, especially young Black male students.


Student Achievement/Performance Data Implementation plan for Common Core State Standards Implementation plan for instructional and administrator evaluation systems Development and implementation of professional learning opportunities, plans and support systems to improve instruction and

implement Common Core State Standards and Marzano instructional practices Development and implementation of initiatives/programs that support a well-rounded education that meet the social, cultural,

and academic needs of students Utilization of quality assessments and interventions to enhance achievement


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Goal 2: High Quality Instruction (25%)

Student Achievement/Performance Data

More than 69% of elementary and middle schools received a Grade of A or B with 17 schools’ performance grades increasing. (Artifact 7)

Broward Schools outperform the State in high schools receiving an A or B. (Artifact 8)

2012-13 first quarter suspension rates by race/ethnicity for males reflect a 3% decrease for African

Americans, 1.5% decrease for Hispanics and 1.3% decrease for Whites; females showed a 1.6% decrease for African Americans, 0.8% for Hispanics and 0.8% for Whites. 2012-13 first quarter suspension rates by race/ethnicity for students on free/reduced lunch compared to those not on free/reduced lunch reflect 2.5% decrease for African Americans, 1.65% decrease for Hispanics and 1.8% decrease for Whites.

2011-2012 to 2012-2013 comparison: First semester data shows a 38% reduction in the number of

general education students placed in expulsion abeyance programs.

Broward County Public Schools is FIRST in Florida in African American/Black Advanced Placement (AP) Student Achievement.

African American/Black AP Student Achievement:

Third in the nation in total number of AA/Black students taking AP exams (3,981)-1st in FL

Second in the nation in number of individual AA/Black students scoring 3+ on AP exams

(1,108)-1st in FL

Third in the nation in total number of AP exams taken by AA/Black students (6,282)-1st in FL

Fourth in the nation in total number of AP exams with scores 3+ taken AA/Black students (1,590)-1st in FL

Hispanic/Latino AP Student Achievement:

Sixth in the nation in total number of Hispanic/Latino students taking AP Exams (5,813)-2nd in

FL

Fourth in the nation in number of individual Hispanic/Latino students scoring 3+ on AP Exams (3,409)-2nd in FL

Sixth in the nation in total number of AP exams taken by Hispanic/Latino students (10,275)-

2nd in FL


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Third in the nation in number of AP exams with scores 3+ taken by Hispanic/Latino students

(5,672)-2nd in FL.

Articulated the ‘High Quality Instruction’ Objectives from the District-level to the school-level and Instructional Cadre Director levels with compelling analytics.

Well-Rounded Education Focused on Social, Cultural and Academic needs

Planned and developed the District Common Core State Standards Shifts located on the

DefiningtheCore.com website, for all stakeholders (35 Literacy Webinars, 7,000+ Total Views, 2,000+ Hours of Viewing, 90% Completion of entire webinar).

Conducted Gifted and Talented Symposium to better educate school leaders and teachers on how to foster creative thinking and challenge underachieving students. (Artifact 9)

Initiated Linking Education and Employment Outcomes (LEEO) project at two schools

connecting the IT/Cloud industry directly to the classroom.

Implemented and monitored use of Edmodo educational media tool for Assistant Principals Workforce PLC and creating Common Core Edmodo collaboration tool for professional collaboration for technical schools, adult centers, and community school teachers and resource teachers.

Coordinating the 1st Annual Diabetes Symposium for Parents, Students & School Staff” in April, 2013 sponsored by HES and BCCSHAC. The goals of the symposium are to: share a wide variety of health services, products, and resources available in our community for children with diabetes and their families; increase awareness of the seriousness of diabetes and improve the knowledge of students and families about the impact of this life-long disease and how to maintain good health.

Planned expansion of preschool and early learning opportunities to include the following: additional 50 VPK classrooms/815 seats, additional high school early learning labs, expanded fee-based Pre-K programs at elementary schools.

Turning Around Low-Performing Schools (Student Success Opportunity Schools- SSOS) and Consolidation of ESE EBD Centers

Continuing to work with community stakeholders to develop strategies for improving student

outcomes in four school communities - Arthur Ashe MS, Lauderdale Manors ES, Lauderhill MS, and Sunland Park ES.

Through community engagement, a proposal was developed around the theme of C.H.A.N.G.E (Children Have A Need to Grow Everyday).


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Established community Design Teams to develop components of the proposed new schools -

Lauderhill 6-12 College Academy; Arthur Ashe Adult Training and Employment Technical Center; Sunland Park Early Learning Center; and Lauderdale Manors Parent Resource Center.

Redesigned Dillard High School to become a 6-12 Technology and Performing Arts Center where benefits include increased technology resources, advanced course work/magnet program for middle grades students, and increased FTE dollars and facility utilization.

Consolidate ESE EBD Centers to provide students with access to grade appropriate class groupings, more courses, activities, and exposure to Common Core Curriculum extensions to prepare them to earn a standard diploma.

Common Core Standards and Professional Learning

Led District in the facilitation of professional learning for the Transition and Implementation of the Common Core State Standards. Since January 2012 – Over 5,700 teachers and administrators (reflecting nearly 25% of all permanent employees in Broward County Public Schools) have attended face-to-face professional learning on the Common Core State Standards, more than 1,500 community stakeholders attended CCSS presentations, more than 7,800 stakeholders have viewed webinars, and more than 81,000 site visits have been registered on DefiningtheCore.com.

Facilitated nearly 50 Common Core State Standards presentations on Literacy in Broward County Public Schools to stakeholders groups including 13 presentations to district-based and school- based administrators, 10 presentations to parent groups (Innovation Zones, Advisory Committees), 8 presentations to community groups (Business Leaders, Elected Officials, Libraries), 4 presentations to Florida educators (Just Read Florida! Reading/Literacy/Library leaders from across the state, ELA State Meetings of curriculum supervisors) and 1 presentation to higher education partners (Teacher Preparation Advisory Committee @ Nova Southeastern).

Provided 46 presentations on STEM in Broward County Public Schools to stakeholders groups including 13 presentations to district-based and school-based administrators, 10 presentations to parent groups (Innovation Zones, Advisory Committees), 8 presentations to community groups (Business Leaders, Elected Officials, Libraries), 4 presentations to Florida educators (State conventions of curriculum supervisors, Florida Center for Research in STEM) and 1 presentation to higher education partners (Teacher Preparation Advisory Committee @ Nova Southeastern).

Infused Common Core State Standards and Early Childhood Education Framework into all Pre-K professional development and support services.

Provide ongoing professional learning and growth opportunities aligned with the implementation of the new teacher evaluation system for instructional personnel. (Artifact 10)


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Ongoing professional learning and growth opportunities aligned with the implementation of the school-based administrator evaluation.

Developed a Comprehensive Coaching Plan including a credentialing Program/Professional Learning guided by research, standards, and district-wide priorities, and the developmental needs of Coaches. (Artifact 11)

Provide all School-Based Coaches the opportunity to attend monthly three-hour professional learning sessions. Talent Development, Strategic Achievement, Instruction and Interventions, Literacy and STEM & Instructional Resources are focusing on the role of the coach in the implementation of COREZANO with opportunities to learn strategies that can be used when modeling and supporting teachers.

Offer a variety of professional learning opportunities that include Implementation of COREZANO:

Leadership Week, Common Core Institute, Pre-service program for student teacher interns and university supervisors for COREZANO.

Through an exhaustive, comprehensive school review process, four (4) schools and one (1) center are being recommended for repurposing to meet the needs of the students and the community and improve educational programs.

Evaluation Systems

Successfully collaborated with the Broward Teachers Union (BTU) in developing and implementing a new teacher’s evaluation system, the Broward Instructional Development and Growth Evaluation System (BrIDGES). The evaluation has been fully implemented with all teachers.

Successfully collaborated with the Broward Principals and Assistants Association (BPAA) in

developing and implementing a new school-based administrator evaluation system, Broward Assessment for School Administrators (BASA). The first phase of implementation includes 25 indicators. With full implementation in 2013-2014, 45 indicators.

Conducting pilot program for personalized learning utilizing Amplify, a digital innovative tablet, at

Glades Middle.

Assessments and Interventions

Expanded use of the Behavioral and Academic Support Information System (BASIS), focused on providing school-level student management information to the administrators via a user-friendly dashboard as well as automating and integrating a previously paper-based stand alone process.

Aligned the Broward’s Benchmark Assessment Test (BAT) results, success probability indicators, and acceleration flags to the Strategic Plan’s Elementary, Middle, and High School Readiness measures.


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Goal 3. Continuous Improvement (20%)

Align resources and develop an organizational structure that supports operational effectiveness and efficiency to implement the District priorities focused on improving student achievement and business processes.

Update and implement the District vision, mission, priorities and strategic plan that will serve as a system framework focused on comprehensive outcomes and measures.

Assess programs and organizational functions to redirect resources to maximize school improvement and focus on critical functions.

Continue a quality strategic planning process that will forge critical partnerships, community and District relationships, translating the strategic plan into reality.

Implement appropriate leadership and performance management techniques to define roles, assign functions, and to determine accountability for attaining organizational goals.

Work collaboratively with the Board and appropriate staff to determine priorities for balancing the budget and for effective allocation of resources.

Demonstrate budget management including financial forecasting, planning, cash flow management, account auditing, and monitoring.

Develop, implement, promote, and monitor continuous improvement processes.


Strategic Plan and progress of the plan, including the articulation, implementation, stewardship and promotion of the strategic plan

Development and implementation of a performance management system Improved budget process incorporating enhanced planning, communication and resource distribution Development and implementation of innovative and entrepreneurial programs Analysis and recommendations for improvements to the organizational structure Redirection of resources to support schools Use of audits to improve practices and accountability


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Goal 3: Continuous Improvement (20%)

Strategic Plan Launched Strategic Plan website and distributed posters and flyers to schools and departments.

Link http://www.browardschools.com/strategicplan.

Performance Management Established and completed a thorough, evidence-based, collaborative problem-solving process

(called Performance Management or PM) for all eight organizational units in the Division of Strategy and Operations, three months ahead of schedule. The District is transitioning to PM Reviews for the rest of the divisions from April 2013. These PM Reviews have increased alignment, collaboration, and accountability across District departments to unprecedented levels.

Elicited the services of Farr Associates to design and deliver SLT professional learning and team building to improve team effectiveness. This process fortifies each member’s understanding of how personality types impact team dynamics, problem solving, and execution.

Developed SLT Team Charter and restructured SLT meetings to focus on strategic initiatives. (Artifact 12)

Budgeting/Redirection of Resources/Process Improvements Successfully transitioned from a fully-insured health program to a self-insured model with an

anticipated cost avoidance of $2 million.

Successfully negotiated a $435,000 reduction in District’s Casualty Renewal Program for 2012-2013.

Directed staff to convene the School Budget Guidelines Committee to review the budget process. The committee achieved significant progress. The General Fund was analyzed to see where the dollars were appropriated. The schools’ budgets were analyzed to pinpoint the factors that caused funding spread.

The School Budget Guidelines Committee accomplished the following:

Revised the process of enrollment projections for budget purposes. Revised the process of rebudgeting based upon the 3rd day count after Labor Day.

Recommended expanding the use of the purchasing cards in schools.


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Incorporated an equalization factor to reduce the funding gap between schools.

Provided for all grant funding allocations and general fund allocations at the same time during

the annual budget process. Automated simplified budget coding to enhance the budget process.

The District completed multiple financings to better its debt structure:

Completed a refunding with present value savings of $19.3 million. This had a material impact on the District’s debt service. This reduced debt service by approximately $1.5 million per year over the next 13 years.

Converted the Series 2005 B COPs from a variable rate to a fixed rate, locking in a historic low

rate of 2.258%. Converted the Series 2006 COPs from traditional variable rate bonds to Floating Rate Notes.

Centralized grant management and establishing process to align the focus of grant initiatives to the

strategic plan.

Revised Employment & Salary Handbook for Non-Bargaining Unit Employees to enhance employment practices using national standards for all non-bargaining unit employees.

Selecting web-based CMMS, FM, PM, Facility Automation and Facility Utilization solutions which will allow PPO to regain its leading Key Performance Indicator results by doubling preventive maintenance/emergency response ratio, decreasing dependence on outdated paper-based work orders and time cards (and the reconciliation of the two), and capturing millions of dollars of revenue from the controlled use of our important community assets.

Standardized High School Schedules to 7-period days, redirecting over $20 million to class size and restoring elementary school specials.

Innovative and/or Entrepreneurial Programs Successfully piloted the Business Support Center model by centralizing business and bookkeeping

services for 63 schools.

Piloted additional revenue-generating opportunities through Medicaid generating an excess of $500,000.


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Initiated six single-gender schools: Charles Drew Elementary, Dillard Elementary, Martin

Luther King Elementary, Boyd Anderson High, Everglades High and Nova High Schools.

Nine individual schools and three zones (19 schools total) were designated as new Innovative Programs.

Encouraged school choice options to improve image to retain and attract families to the District by: Enhancing School choice through magnet, reassignments and Nova Schools application

processes increased school choice assignments from 25.2% in the 2011-12 school year to 34.2% in the 2012-13 school year. This represents an increase of 9% points of parents receiving choice within our District schools from the previous school year.

Through a more inclusive and parent friendly hardship process, parents were offered

additional choice through the Hardship Review Committee serving 8,894 students, providing additional choice to 8.6 percent of applicants the opportunity to attend a different school by offering them another school rather than an overcrowded school that they may have requested.

Organizational Improvements Reduced CSR penalty from $66M to $5.2M (prior to 75% reduction reallocation for CSR

Compliance Plan.

Realigned the area offices into the Office of School Performance and Accountability for improved accountability, support, consistency and collaboration. The following are some of the results:

Through the Office of Strategic Achievement and in collaboration with various divisions, the

Student Success Opportunity Schools (SSOS) initiative was effectively developed and implemented to meet the requirement of the Florida Department of Education Turnaround School Options.

Cadre Directors coordinate and facilitate monthly professional learning opportunities for principals on level appropriate instructional and operational leadership effectiveness with a focus on 21st Century Learning Skills.

Cadre Directors collaborated with Talent Development and Human Resources to dedicate

three of nine Cadre Director led sub-cadre sessions to the implementation of the new state-adopted Broward Assessment for School Administrators (BASA) Evaluation System.

Cadre Directors collaborated with Instruction and Interventions, Strategic Achievement, and

STEM & Instructional Resources to provide level and subject-specific professional learning opportunities for Common Core State Standards and Marzano instructional practices for teachers and administrators.


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Elementary School Cadre Directors implemented a plan, in collaboration with Early Childhood

Education, Literacy, Instruction and Interventions, and Principals, to align progress monitoring tools and protocols to measure reading progress and ensure instructional strategies are aligned to the Strategic Plan.

Middle School Cadre Directors led the development of an Algebra Blue Print Plan to increase

middle school algebra participation and proficiency in collaboration with Student Assessment, Instruction and Interventions, Principals and Teacher Leaders.

High School Cadre Directors coordinated the efforts of College and Career Readiness,

Information and Technology, and High School Guidance Counselors to create a standardized process for tracking, monitoring, and communicating graduation status to students and parents.

Center School Cadre Director provided individualized support to schools to enhance the quality

of educational programs and led the collaborative efforts of Student Support Services, Exceptional Student Education and Principals to refine the process for student placements into the Behavior Change Centers.

Initiated the development of the Early Childhood Education Department focused on the creation of

a strategic framework for Early Childhood Education (ECE), alignment of Birth to Third Grade High Quality Care and Education, and expansion to provide increased Opportunities for High Quality Preschool Programs.

Provided departments a mechanism to review and improve current educational and operational processes. Accordingly, the Exceptional Student Education and Support Services department has modified aspects of Speech and Language services, Occupational/Physical Therapy services, Child Find, and Pre-Kindergarten assessment procedures.

Realigned Labor Relations to report directly to the Superintendent to demonstrate commitment to direct communication and collaboration with the labor groups.

Increased the use of online sales for internal account activities to eliminate

sponsors/teachers having to use class time to count and receipt cash.

Improved charter review process. Processed 41 new charter applications and 10 renewal applications. Increased scrutiny of charter school applications, which led to recommendations of approval (21), withdrawal (17), and denials (3). Coordinated the closure of six underperforming charter schools for the 2012-13 school year.


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Audits/Reviews to Improve Practice and Accountability

Continuous Support of the audit function, resulting in over 84% of the schools having no audit

exceptions related to Internal Fund audits for the 2012-2013 school year.

90% of District locations contained no exceptions related to Property & Inventory audits during the 2012-2013 school year.

Implemented Kronos mid-year within the Transportation Department. After the first payroll, there was over $68,000 savings.

An RFP was awarded to equip the busses with up-to-date GPS and student tracking technology.

Superintendent initiated an Operational Review of the Office of Facilities & Construction (OFC), which resulted in improvements to construction contracts and identified best practices to be incorporated in OFC.

Superintendent initiated a review of the Security Guard vendor contract, which resulted in improvements in internal controls over contract administration and savings to the District.

Conducted a self-analysis of the District’s Workers Compensation Program and are converting the Workers Compensation Third Party Administration Program to a Self-Administered Program, utilizing a Consumer Based Model, allowing for a cost neutral/cost savings program.

Completed revisions to 14 contracts to include recommendations by internal and external auditors, as well as suggested changes by legal staff to strengthen contract language to better protect the District.

Strengthened charter agreements in the areas of fiscal management, updated statutory requirements, academic accountability, insurance specifications, and property/inventory.

Business Support Center reviewed and summarized the results of internal account audits, and used the audit results to determine areas of training needed for District bookkeepers.


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Goal 4: Effective Communication (15%)

Increase the effectiveness of internal and external communication with stakeholders to improve the District’s image, as well as marketing initiatives that will lead to greater understanding and trust among and between, all facets of the District, community, and the School Board.

Promote stakeholder involvement while establishing a communication system that effectively conveys District successes.

Develop formal and informal techniques to obtain external and internal perceptions of the District by means of surveys, listening tours, and personal contacts.

Promote and communicate system priorities using a variety of communication tools.

Design and implement a comprehensive communications plan.

Solicit opinions/feedback from stakeholder groups and individuals and adjust actions as appropriate.

Develop and maintain meaningful, respectful and cooperative relationships with the media, municipality, county, community and legislative representatives.

Provide a visible presence throughout the district and the community.


Climate Surveys Comprehensive communications plan Outreach efforts to increase parent input and involvement Outreach efforts to engage the community and businesses Outreach efforts and collaboration with municipalities, universities, and legislative groups Communication tools that enhance communication and customer service Newsletters and public engagement documents designed to strengthen connections to the community


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Goal 4: Effective Communication (15%)

Climate Surveys

Conducting annual climate survey to obtain employee, parent and student feedback. Results will be analyzed to determine areas needing improvement and incorporated into our strategic plan initiatives for Continuous Improvement.

Conducted a principal survey to capture the voice of Principals, to assess the relevance, value, and

quality of services offered by the 87 organizational units in the District.

A survey for parents of students with disabilities was developed through the ESE Parent Advisory. The survey is completed after an annual IEP meeting to gauge parental involvement and satisfaction with the process. Information from the survey results will be used to determine 2013-14 ESE Specialist staff development and assistance.

Initiated principal survey to obtain feedback on the Business Support Center model (BSC). The

information was used to design the BSC model for 2013-2014.

Communications Plan

Updated communications strategy and plan is currently in final development and will be presented to the Board at the June 18, 2013 workshop.

Launched "What's Happening" website highlighting many of the great things happening in the District. The link is: http://www.browardschools.com/happenings. The website includes an online form where District staff (school or department based) can submit items directly from the website.

Participate on a radio show (99 JAMZ) once a month on Sunday mornings (next dates tentatively scheduled are April 7, May 5 and June 2).

Launched BCPS Legislative Education & Action Online Resource Link found at https://webappe.browardschools.com/legislativeupdates/Default.aspx.

Launched Strategic Plan website and distributed posters and flyers to schools and departments. Link http://www.browardschools.com/strategicplan. (Artifact 13)

Launched new online BCPS Calendar of Public Meetings & Events geared towards parent and community members. Provides one location to house various District calendars. Link found at http://browardschools.com/bcpscalendar/index.asp.

Developed a new ESOL Department website which is translated into multiple languages http://esol.browardschools.com. ESOL Parent Website www.browardesolparents.com offers information for bilingual families.


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Communication to Enhance Customer Service

Through the Office of Service Quality, a standardized approach to providing quality customer service and addressing parent, employee, and community-related issues has been established.

The Office of Service Quality and Talent Development developed and delivered professional development to foster a customer-friendly environment for school-based clerical employees. So far 60 staff members have participated. All schools will participate by the end of 2013-14.

The Offices of Service Quality and Talent Development have developed and delivered professional development in communications and customer service to all bus operators and bus attendants.

Outreach Efforts/Stakeholder Collaboration

Regularly attend meetings and events to share information and receive feedback and meet with leaders from parent and stakeholder groups such as: the Audit Committee, Bilingual Parent Institute, Broward Workshop, District Advisory Steering Committee and Council, ESE Advisory, ESOL Advisory, Gifted Advisory Council, Parent Teacher Association, National Alliance of Black School Educators (NABSE), Association of Latino Administrators and Superintendents (ALAS), etc.

Increase communication with key external stakeholders (Bargaining Agents and Association

Leaders) by instituting monthly meetings with Leaders and/or Executive Board members.

Presented and/or participated in 135+ events throughout the area and at the state level to engage employees, parents, community, business, municipalities, and legislative groups.

Facilitated nearly 50 Common Core State Standards presentations on Literacy in Broward County Public Schools to stakeholder groups including 13 presentations to district-based and school-based administrators, 10 presentations to parent groups (Innovation Zones, Advisory Committees), 8 presentations to community groups (Business Leaders, Elected Officials, Libraries), 4 presentations to Florida educators (Just Read Florida! Reading/Literacy/Library leaders from across the state, ELA State Meetings of curriculum supervisors) and 1 presentation to higher education partners (Teacher Preparation Advisory Committee @ Nova Southeastern).

Provided 46 presentations on STEM in Broward County Public Schools to stakeholder groups including 13 presentations to district-based and school-based administrators, 10 presentations to parent groups (Innovation Zones, Advisory Committees), 8 presentations to community groups (Business Leaders, Elected Officials, Libraries), 4 presentations to Florida educators (State conventions of curriculum supervisors, Florida Center for Research in STEM) and 1 presentation to higher education partners (Teacher Preparation Advisory Committee @ Nova Southeastern).

Encouraged outreach efforts to hire students with disabilities. (Artifact 14)


21

Developed a draft individual Education Plan (IEP) with parents and ESE advisory that is sent to parents five days in advance of an IEP meeting. Providing parents with a draft IEP gives them an opportunity to review the information from the school prior to the meeting. This new process is assisting parents in being active and informed team members when planning for their child’s education.

Through communication with the ESE Advisory Executive Board, the Play Pals Program was expanded to elementary schools with discussion about including Middle Schools.

Partnered with Nova Southeastern University Health and Wellness Initiative to provide six days of screenings at 34 schools in our Head Start classrooms.

Prioritized the need to expand early learning which resulted in the Early Childhood Department conducting outreach efforts with internal and external stakeholders on early learning opportunities for over 2,800 participants. (Artifact 15)

Hiring and training of three new Bilingual Community Liaisons through the Title III program to expand Parent Engagement of bilingual parents in the District. Three new Parent Centers will be opened to increase access to information and materials available for increased English Language Acquisition. Part of the program will be to teach parents on how to access resources on the internet and virtual counselor/pinnacle/BEEP.

The Annual Bilingual Parent Institute held in February 2013 provided attending parents with

information on preparing their child for College and Career Pathways. Sessions were available in the district’s top four languages. There were approximately 325 participants. The results from the survey indicated that 83% of participants were extremely satisfied with the conference.

Conduct quarterly Men-That-Care workshops designed to strengthen male participation in the academic success of their children at Title I schools.

Provide resources and educational materials through The Parent Center on Wheels for Title I parents to use at home with their children to increase student achievement.

Conducted the Middle School Conference with Community Foundation of Broward held at Westglades Middle School. This was an initiated effort of the Florida League of Middle Schools, Broward Middle School Principals' Executive Board, Office of Talent Development and The Community Foundation of Broward. The focus was on motivating middle school educators as they work to prepare their students for high school graduation and prevent students from dropping out of school (approximately 100 attended).


22

Public Engagement Documents

Provide Financial Updates to keep the Board and public informed of issues related to finance, budget and legislative impact. (Artifact 16)

Provided parent notification and opportunities for the community to provide input into the process for redesign of our Student Success Opportunities Schools (SSOS). (Artifact 17)

Conducted 21st-century town hall meeting called Ed Talk to engage the community in a conversation about the future of education in Broward County. Link found at http://browardschools.com/edtalk.

Early Childhood Department provides monthly Family Focus Newsletter to parents and community members.

INDEX OF ARTIFACTS Artifact 1 Strategic Plan Poster

Artifact 2 Class Size Reduction

News Release Dated 11/7/2012

Artifact 3 Teacher Incentive Fund


Artifact 4 Partnership with FAU


Artifact 5 Superintendent’s Presentations/Public Addresses

Artifact 6 Center for Reform of School Systems PowerPoint

Artifact 7 State Releases 11/12 Elem & MS Grades


Artifact 8 Over 80% of High Schools Earn an A or B


Artifact 9 Gifted & Talented Symposium


Artifact 10 Marzano PowerPoint

Artifact 11 District Coaching Plan 2013‐2014

Artifact 12 Senior Leadership Team Transmittal/Cover Page

Artifact 13 BCPS Unveils New Three‐Year Strategic Plan


Artifact 14 Event to Encourage Hiring of Students with Disabilities


Artifact 15 Early Childhood Education Department Strategic

Framework

Artifact 16 Budget/Financial Information

Artifact 17 Superintendent’s Letter to Parents &

C.H.A.N.G.E. Design Team Meeting Flyer

Measure and increase High-Quality Instruction (Core goal; best results will be achieved here when goals #2 and #3 are implemented)

*English language learners will be examined separately for this goal due only to the young age of the students.

Overall, we are working to reduce and eliminate achievement gaps.

Communicate more effectively and with transparency

We will actively monitor student success measures such as absenteeism and behavior, that impact student achievement.

STRENGTHENING the PATHS to SUCCESS

WHAT ARE BROWARD COUNTY PUBLIC SCHOOLS TRYING TO ACCOMPLISH?

To ensure that EVERY student receives the very best instruction in pursuit of becoming a well-rounded individual that addresses not only his or her academic success but also social-emotional needs that serves as a catalyst to student achievement beyond expectations.

52% 84%

MIDDLE SCHOOL READINESS: Increase grade 5 combined proficiency (Level 3+ in reading, math, and science) to 69% by 2015.

EARLY CHILDHOOD (GRADE 3): Increase grade 3 combined proficiency* (Level 3+ in reading and math) to 84% by 2015.

67% 80%

43% 69%

41%

57%

2.5

2.1

COLLEGE & CAREER READINESS: Increase graduates who meet college/career readiness to 80% by 2015.

76% 90%

GRADUATION SUCCESS: Increase four-year graduation rate to 90% by 2015.

HIGH SCHOOL READINESS: Increase grade 8 combined proficiency (Level 3+ in reading, math, and science) to 57% by 2015.

Engage in continuous improvement. Processes will shift to efficient from inefficient services.

TECHNOLOGY: Ratio of students to computers is 2.5. Average all-other districts 2.1.

FOOD SERVICE: Elementary lunch participation rate is 62%. Average all other Districts 78%.

62% 78%

TRANSPORTATION: Cost per total mile operated is ~$5. Average major districts in Florida ~$3 (Note: We want to be better than average and in the top 25%.)

$5$3

PROMOTE our accomplishments through TV, radio, print advertising and social media

TELL powerful success stories in our school community

CREATE surveys to get customer feedback

INCREASE the utility of data with powerful analytics

Sample performance measures:

3. EFFECTIVE COMMUNICATION

2. CONTINUOUS IMPROVEMENT

1. HIGH-QUALITY INSTRUCTION

WE HAVE THREE PRIMARY GOALS:

VISION: Educating today’s students to succeed in tomorrow’s world.

MISSION: Broward County Public Schools (BCPS) is committed to educating all students to reach their highest potential.

White 51%Black 39.8% Asian 3.6%Native American/Alaskan 1.9%Native Hawaiian/Pacific Islander .1%Multi-racial 3.5%

Students with Disabilities

English Language Learners

Gifted Enrollment

11.8%

9.4%

4.2%

ETHNIC DISTRIBUTION

Hispanic 28.6%

RACIAL DISTRIBUTION

THE MOST SIGNIFICANT ACHIEVEMENT GAP IS BETWEEN BLACK MALES AND WHITE MALES.

WHY AREN'T ALL STUDENTS COLLEGE AND CAREER READY?Socioeconomic factors such as poverty and/or language barriers can create student achievement gaps. We have programs in place to address these factors as well as special programs developed for gifted students and for early childhood education.

Early Childhood Education Department provides leadership to support internal and external partners in providing a coherent and quality education program for students from birth to third grade.

Gifted and Talented Student Initiative: The District is continually recognized for being the first in the state to initiate a universal screening process that successfully closes the gap of underrepresentation in demographic subgroups of identified gifted students.

Black Male Task Force: To reach the ambitious educational goals that we have set for all of our students in Broward County Public Schools, the District has formed the Black Male Task Force. The work of the task force will focus on the development of plans and processes for addressing Black Male Success (BMS) in Broward County.

English for Speakers of Other Languages Department (ESOL): Through its Parent Outreach Office, the District will expand outreach through the addition of Bilingual Community Liaisons to assist parents in becoming partners in their children’s education and prepare them for the college or career paths of their choice.

Exceptional Student Education Department (ESE) will provide support and leadership to families of gifted students and students with disabilities by assisting our students in achieving their potential.

WHO ATTENDS BROWARD COUNTY SCHOOLS TODAY?260,796 STUDENTS; 6TH LARGEST school district in the United States; $2.9 BILLION DOLLAR BUDGET; With Total 315 SCHOOLS (Includes elementary, middle and high schools.)

BCPS serves a diverse, MULTICULTURAL student population. Students are from 171 DIFFERENT COUNTRIES and speak 53 DIFFERENT LANGUAGES.

33% 63% 53%

Black Male

Black Male/White Male Gap: 30%

Hispanic Male/White Male Gap: 10%

White Male

Hispanic Male

30% 10%

Overall Graduation Rate2011–2012

Gifted Graduation RatePreliminary 2012

GRADUATION RATE

94%76%

SPECIAL POPULATIONS

Please visit www.browardschools.com/strategicplan

for more information about the BCPS Strategic Plan.

The School Board of Broward County, Florida

Laurie Rich Levinson, ChairPatricia Good, Vice Chair

Robin BartlemanAbby M. Freedman

Donna P. KornKatherine M. Leach

Ann MurrayDr. Rosalind Osgood

Nora Rupert

Robert W. RuncieSuperintendent 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.

Broward County Public Schools / 600 SE 3rd Ave / Fort Lauderdale, FL 33301 / 754.321.0000 / www.browardschools.com

Return to Press Releases

11/7/2012

DISTRICT SHOWS SIGNIFICANT IMPROVEMENT OVER LAST YEAR FOR CLASS SIZE REDUCTION COMPLIANCE

Estimates Compliance Close to 88% for the 2012/13 School Year

Broward County Public Schools reports that 87.7% of core periods are within the F.S. 1003.03 compliance mandate (Class Size Reduction) based on preliminary data (as of 10/12/12). This preliminary estimate reflects an increase in compliance of just over 35 percent (as compared to the 2011/12 school year when the District reached 52.3% of periods in compliance) and does not include error corrections, appeals of the filing of a District Compliance Plan.

“The District is showing significant improvements regarding our Class Size Reduction compliance,” said Superintendent Robert W. Runcie. “We will continue our efforts to work towards achieving even greater compliance.”

The District also anticipates a penalty of $1.3 million once the Compliance Plan has been filed with the State. Nearly 98% of Broward’s core periods are within 1-2 students of compliance, however, the penalty is actually calculated based on the number of students’ FTE out of compliance per period. Thus, the amount of FTE out of compliance and resulting penalty is not proportionate to the percentage of periods out of compliance.

Class Size Reduction Compliance Comparison – 2011 vs. 2012

2011 2012 Difference

Percentage of Periods in Compliance 52.3 87.7 +35.4

Number of students out of compliance per period 32,025 15,488 (16,537)

FTE Out of Compliance 13,990.41 1745.08 (12,245.33)

Penalty prior to appeals & Compliance plan approval $66,135,653 $5,245,211 ($60,892,442)

Penalty after CSR compliance Plan certified by the Board $8,620,821 $1,310,803 ($7,310,018)

ABOUT BROWARD COUNTY PUBLIC SCHOOLSBroward County Public Schools (BCPS) is the sixth largest public school system in the United States, the second largest in the state of Florida and the largest fully accredited K-12 and adult school district in the nation. BCPS has over 260,000 students and approximately 175,000 adult students in 232 schools and education centers and 83 charter schools. For more information about BCPS, visit (www.browardschools.com). Follow BCPS on Twitter (@Browardschools). Find us on Facebook at (www.facebook.com/browardschools).Find out "What's Happening" in BCPS at (www.browardschools.com/happenings)..

Page 1 of 1BCPS Press Releases

3/11/2013http://www.browardschools.com/press/detailrelease.asp?pod_ID=180


9/18/2012

School Board to Recognize Partnership With FAU College of Engineering and Computer Science

The expansion of Florida Atlantic University, College of Engineering and Computer Sciences’ partnership with the Broward School District to include six STEM (Science, Technology, Engineering and Mathematics) magnet middle schools will be recognized at the School Board’s Wednesday, September 19 meeting (approx. 10:30 a.m.). The meeting will be held at the K.C. Wright Administration Center, 600 SE Third Avenue, Fort Lauderdale.

In addition to working with the STEM middle schools (Apollo, Lauderhill, Margate, McNicol, Parkway and Silver Lakes) through classroom presentations and hands-on projects, FAU faculty members are working with the District’s Office of Innovative Programs to develop curriculum and train teachers. This past summer, FAU hosted STEM programs for both students and teachers.

The FAU College of Engineering conducted a similar program with the Office of Innovative Programs when the engineering magnets at Stranahan and Blanche Ely high schools were created. FAU remains a business partner with those schools.

Additionally, the School Board will:

• Welcome students from Coconut Palm Elementary School who will open the meeting (10:15 a.m.) by saying the Pledge of Allegiance and singing, God Bless America

• Consider adopting the proposed 2013 State Legislative Program

• Consider approving a contract with Florida Power & Light that would lead to the installation of photovoltaic (solar) systems at Attucks Middle School and Tropical Elementary School, along with teacher training and educational materials




Superintendent’s Presentations/Public Addresses to Internal and External Stakeholders

2012-2013 (This list is not inclusive of all public communications)

1

Date Event

8/6/12 Superintendent’s State of the District 8/8/12 BEF Scholarship Reception

8/10/12 Hollywood Chamber 8/15/12 Back to School Art Teachers @ Broward Performing Arts Center 8/16/12 Parkland Back to School Breakfast 8/16/12 Fort Lauderdale Education Advisory Board 8/18/12 Military Academy Open House 9/8/12 Strategic Plan Town Hall- Ed Talk at Broward Convention Center

9/17/12 Mid-Town Business Community Leaders 9/18/12 Men’s Ministry Think Tank 9/20/12 Black Male Task Force Luncheon 9/21/12 Public Forum (New Mount Olive Baptist Church) 9/21/12 Florida Council on the Social Status of Black Men & Boys 9/24/12 National Center On Scaling Up Kick Off 10/1/12 Fort Lauderdale High School Showcase; Bldg Bridges 10/4/12 Fire Chiefs’ Association 10/4/12 Lauderhill Community Leaders Breakfast 10/4/12 Broward Retired Educators Meeting 10/6/12 New Teacher Orientation 10/8/12 City of Sunrise Student Government Swearing In 10/11/12 Sunrise Lakes E. S. 10-Yr Anniversary 10/15/12 Just Do It, I Did ESE Event 10/24/12 Arts Teacher of the Year 10/25/12 Gifted Symposium 10/25/12 Broward Early Learning Task Force 10/26/12 Broward Early Learning Task Force 10/31/12 Broward College Students 10/31/12 Minority Builders Coalition 11/3/12 DAC Training Conference at Piper High School 11/7/12 Central Sunrise Residents Association 11/8/12 Fallen Heroes/Pompano Beach H. S. 11/8/12 Broward City/County Management Association 11/14/12 Chief Financial Officers’ Conference – Council of Great City Schools 11/14/12 City of Hollywood Forum 12/2/12 Teen Time Youth Service (Mount Olive) 12/3/12 Mayors’ Meeting 12/3/12 Lauderdale Manors E.S. Community Mtg. 12/4/12 Sunland Park E.S. Community Mtg. 12/5/12 Arthur Ash M.S. Community Mtg. 12/6/12 Lauderdale Lakes M. S. Community Mtg. 12/7/12 Light up Sistrunk 12/8/12 NABSE Curriculum Conference



2

12/9/12 Fountain of New Life Church 12/11/12 Holocaust Student Awareness Conference – Broward Convention Center 12/12/12 BCAA All Star Banquet 12/12/12 Voice of Business 12/13/12 Propel Graduation 12/14/12 ICABA (Caribbean/American) 100 Most Accomplished Black Community Leaders12/15/12 Winterfest – Judge for Boat Parade 12/16/12 Rights of Passage (Konania Worship Ctr) 12/17/12 LEEO Program Fundraiser at Steelcase 12/21/12 Dillard Jazz Band with Wynton Marsalis at International Band & Orchestra Con. 1/12/13 United Way School Supplies Give Away 1/12/13 Aijan Arts Music Festival in Miami 1/13/13 Mount Nebo Baptist Church 1/14/13 Pembroke Pines Town Hall 1/14/13 Broward League of Cities/SBBC Joint Mtg. 1/16/13 Take Stock in Children Key Stakeholders Mtg. 1/16/13 Gifted Advisory at Nova MS 1/17/13 Opportunity Schools – Design Team Town Hall 1/17/13 Minority Builders Group at Mid-Town Business Center 1/18/13 Broward Delegation/SBBC Joint Mtg. 1/18/13 State of Education Roundtable 1/19/13 Title I Parent Seminar 1/20/13 Youth Day (Greater Church of Christ) 1/21/13 MLK Parade in Fort Lauderdale 1/23/13 AP Exhibit Honors 1/24/13 Opportunity Schools – Design Team Town Hall 1/28/13 Pastors’ Meeting (Mount Olive Baptist Church) 1/29/13 Military Academy Promotion Ceremony 1/30/13 Charter Schools Summit 1/31/13 Urban League State of Black Broward Health 2/2/13 Impact II IDEA Expo at Nova Southeastern Univ. 2/6/13 Broward Workshop Board of Directors – Strategic Plan Presentation 2/7/13 Chief of Policy Meeting 2/9/13 Middle School Conference

2/10/13 St. Ruth’s Church 2/11/13 Teen Political Forum in Coral Springs 2/13/13 NFTE Youth Entrepreneurship Meeting 2/14/13 Community Foundation Re-Engage for Good Awards 2/20/13 Sunset Center Parent Meeting 2/21/13 South Area Advisory 2/21/13 Broward Stonewall Education Project 2/23/13 Sistrunk Parade (Grand Marshall) 2/23/13 ESOL Parent Institute 2/24/13 New Mount Olive Baptist Church



3

2/25/13 LGBT Support Video Celebration at Northern Trust 2/25/13 Walk Thru History at Elks with Commissioner DuBose 2/26/13 Wingate Oaks Center Parent Meeting 2/27/13 Knight Foundation (LEEO Program) 2/28/13 Coral Springs Chamber Luncheon 2/28/13 ALAS at Ana Mendez University 2/28/13 Opportunity Schools – Design Team Town Hall 3/2/13 100 Black Men/Mentees Conference 3/4/13 Miramar Project Love Town Hall Mtg. 3/6/13 Northeast H. S. Town Hall Mtg.

3/16/13 Men of Destiny at Mid-Town Business Center 3/16/13 City-Year Annual Gala 3/19/13 Stoneman Douglas HS Community Forum on Principal Change 3/19/13 Caliber Awards 3/20/13 BEF Education First Campaign 3/20/13 Technical Centers “Anchors Away” Fundraiser at Signature Grand 3/21/13 Sunset Center Parent Meeting 3/21/13 Wingate Oaks Center Parent Meeting 3/22/13 NABSE Leadership Conference 3/22/13 Transportation Mid-Year Conference 4/2/13 PTA Pat on the Back Awards 4/6/13 Red Flags Anti-Bullying Workshops 4/8/13 BEF Teacher Grant Awards 4/9/13 Hollywood Lakes Meet our Schools Forum

4/10/13 Community Involvement Awards 4/11/13 Opportunity Schools – Design Team Town Hall 4/12/13 Broward Workshop State of the County Breakfast 4/17/13 Florida Rest/Lodging Assoc. Program Awards 4/25/13 Opportunity Schools – Design Team Town Hall 4/27/13 DAC Training 4/27/13 Delta Sigma Theta Sorority Mtg. 4/30/13 Wheelabrator Symposium 4/30/13 Women of Tomorrow 5/1/13 Junior Achievement 5/3/13 Superintendent’s Cadet of the Year Awards 5/4/13 Community Salutes (military) 5/5/13 Baccalaureate Svc. 5/7/13 Kids of Character 5/8/13 Seagull Alternative H. S. Night

5/10/13 BEF Scholarship Banquet 5/13/13 Collins Community 5/15/13 P3 Awards 5/16/13 Everglades E. S. Career Day 5/17/13 Superintendent’s Pass and Review



4

5/18/13 Above the Influence Anti Bullying 5/23/13 Opportunity Schools – Design Team Town Hall 5/24/13 School Social Work and Attendance Conference 6/10/13 Retirees’ Breakfast 6/29/13 BACE (American/Caribbean) Parent Symposium

Other Notable Superintendent External Communications:

Monthly Guest on Sunday Morning Radio Program: WEDR – 99 JAMZ Regular visits to services at neighborhood churches BECON Show – Community Show/Discussion With Superintendent (4X

per year) BECON Show – Superintendent’s Show called “Making the Grade” (First

show taped on March 20, 2013) BECON Show – Countywide Program with Broward College President

David Armstrong

CENTER FOR REFORM OF SCHOOL SYSTEMS

G O V E R N A N C E S O L U T I O N S

T E A M B U I L D I N G & C O L L A B O R A T I O N

Copyright © Center for Reform of School Systems CRSS: Governance Solutions1

GoalGoalGoalGoal

• Understand and commit to principles of collaboration


What will you do and learn?What will you do and learn?

During this session, you will:

What will you do and learn?What will you do and learn?

• Gain clarity on your roles and responsibilities.U d t d C ll b ti• Understand Collaboration Principles.

• Assess your current practicesAssess your current practices.• Commit to standards of ethics

and protocols.• Begin development of

Standards of Professional Practice


Practice.

How would you describe How would you describe ??your governance team?your governance team?

U d t d ib• Use one word to describe what is positive.

• Use one word to describe what is negativewhat is negative.


The two most complex andThe two most complex andThe two most complex and The two most complex and problematic issues for the problematic issues for the

ttgovernance team are . . .governance team are . . .

• how board members work with each• how board members work with each other.

• how the board members individually• how the board members individually and the board collectively work with the superintendentthe superintendent.


The Governance ChallengeThe Governance ChallengeThe Governance ChallengeThe Governance Challenge

• Governance represents widelyGovernance represents widely shared ownership.

• The governance/management line• The governance/management line is not clearly defined.

S h l b d i• School boards are unique.


Reform GovernanceReform Governance®® FrameworkFramework


Purpose 1Purpose 1Purpose 1Purpose 1

Reform Go ernance req iresReform Governance requires:

• Clarity on roles and responsibilities

Eff ti• Effective governance processes

• Commitment to ethics and protocols

• Productive relationships

• Trust


Purpose 2Purpose 2Purpose 2Purpose 2

Reform Go ernance also req iresReform Governance also requires:

• Commitment to high achievement for all childrenchildren

• Commitment to democratic institutions and public engagementpublic engagement

• Theory of action for change

• Reform policy leadership• Reform policy leadership

• Accountability


Collaboration PrinciplesCollaboration Principles

• Speak with one voice

Collaboration PrinciplesCollaboration Principles

p

• No surprises

• Never show disrespect or speak ill• Never show disrespect or speak ill of one another

P ti lf di i li• Practice self-discipline

• Stay out of management


Relationship SpheresRelationship Spheres• Other board members• Superintendent

Relationship SpheresRelationship Spheres

• Superintendent• Parents• Other constituents• District employees• Union leaders• Journalists• Journalists• Business and civic leaders• Elected officials• Vendors


IntraIntra--Board Relationship Board Relationship II

• Ethics

IssuesIssues

• Operating procedures

• Sunshine laws

• Executive session

• Board services

• Training

• Transition

• The board president

• Dispute resolution

S lf di i li


• Self-discipline

Standards of Professional Standards of Professional P iP i

• Communication with the media

PracticePractice

• Participation in public meetings

• Annual board calendar

• Placing items on the agendaPlacing items on the agenda

• Participation in discussion, debate, and voting

• Executive session: attendance, confidentiality

• New board member orientation

• Election and transition of officers

• Concerns and complaintsConcerns and complaints

• Team building

• Personnel appointments

E l i d l


• Employee grievances and appeals

Board PresidentBoard President

• The board president has as much

Board PresidentBoard President

• The board president has as much power as his or her colleagues choose to delegate.choose to delegate.

• The presidency requires knowledge and skills and shouldknowledge and skills and should be bestowed only on those suited for the work.

• Experience matters. Two years as board president is not a bad idea.


Standards of Professional Standards of Professional P iP i

• Communication with the media

PracticePractice

• Participation in public meetings

• Annual board calendar

• Placing items on the agendaPlacing items on the agenda

• Participation in discussion, debate, and voting

• Executive session: attendance, confidentiality

• New board member orientation

• Election and transition of officers

• Concerns and complaintsConcerns and complaints

• Team building

• Personnel appointments

E l i d l


• Employee grievances and appeals

Board ServicesBoard Services

• Professional boards deserve

Board ServicesBoard Services

professional support


The Three Levers of PowerThe Three Levers of PowerThe Three Levers of PowerThe Three Levers of Power

• Superintendent selectionp

• Reform policies

• Public engagement• Public engagement


GovernanceGovernance--ManagementManagementLine ActivityLine Activity

ALine ActivityLine Activity

• Is this decision/action onIs this decision/action on the governance side of the line?line?

OR

• Is this decision/action on the management side of t e a age e t s de othe line?


Five Areas of Board/ Five Areas of Board/ S i d C fliS i d C fli

• Board meetings

Superintendent ConflictSuperintendent ConflictBoard meetings

• Constituent service

M t i ht• Management oversight

• Policy development and content

• Strategygy


Information RequestsInformation Requests• Why are board member information

requests important?

Information RequestsInformation Requests

requests important?

• Can you remember any information requests you have made in the past q y pseveral months?

• Can you think of examples of requests that because of the time required to fillthat, because of the time required to fill them, a superintendent might want to refer to the board for board action?

• Can you think of a request that would be inappropriate because it requested privileged management information?


privileged management information?

Management AdviceManagement Advice• Should board members offer the superintendent

management advice?

Management AdviceManagement Advice

g

• Should the superintendent ever ask the full board for management advice?

• Should the superintendent ever ask individual board• Should the superintendent ever ask individual board members for management advice?

• Should some board members know more about management issues than others?management issues than others?

• What should the superintendent do when board members offer unsolicited management advice?

• What should the superintendent do if a majority of the board members direct him or her to make a specific management decision?


• What if it is a formal board directive?

P i tP i tPower is not a zeroPower is not a zero--sum game.sum game.

• A strong school board makes a• A strong school board makes a superintendent more powerful.

A t i t d t k• A strong superintendent makes a school board more powerful.


The Top 10 Things a The Top 10 Things a Board Can Do…Board Can Do…

10 Pay your superintendent a fair wage.

9 Provide the resources for an adequate quantity and quality of senior staffstaff.

8 Provide clear direction to your superintendent, speak with one voice, and maintain a stable board.

7 Link your superintendent’s performance evaluation to district7 Link your superintendent s performance evaluation to district performance.

6 Provide honest and constructive feedback privately and with great sensitivity.

5 Never say anything negative about your superintendent in public or even to trusted friends.

4 Govern by policy, and make certain your superintendent is always di tl i l d i th li d l tdirectly involved in the policy development process.

3 No surprises at the board table.

2 Stay out of management!

1 D thi i t k i t d t


1 Do everything in your power to make your superintendent successful.

The Top 10 Things a The Top 10 Things a Superintendent Can Do…Superintendent Can Do…

10 Give board members lots of opportunity to receive favorable press.

9 Never argue with or show disrespect toward a board member in public

pp

public.

8 Share all written communications to or from individual board members with all board members.

7 On important issues, make certain you have the votes before you7 On important issues, make certain you have the votes before you make a recommendation.

6 Do everything you can to avoid the establishment of standing committees of the board.

5 Always interpret a vote against one of your recommendations as a vote on principle.

4 Make certain the board receives effective training.

3 Resolve constituent complaints quickly so board members don’t have an excuse to meddle.

2 Cultivate business and civic and community leaders.

1 C i t i t i t


1 Communicate, communicate, communicate.

20 Indicators of School 20 Indicators of School B d Eff iB d Eff i

• How do you rate yourself?

Board EffectivenessBoard EffectivenessHow do you rate yourself?

• How would the public rate you?


Work SessionWork SessionWork SessionWork Session

• Developing your own StandardsDeveloping your own Standards of Professional Practice manual



7/11/2012

State Releases 2011/12 Elementary and Middle School Grades

More Than 69% of Schools Received a Grade of A or B

Today, the State released school grades for elementary and middle schools. The school grades were calculated using more rigorous standards and new achievement levels.

Overall, Broward schools were similar to the State’s averages – 43.5% of schools across the State received a letter grade of A; 43.3% of Broward County Public Schools receive a letter grade of A.

“Final school grades are visibly impacted by new standards and the increase in rigor,” said Superintendent Robert W. Runcie. “This was anticipated based on the individual student scores released earlier. As we have stated before, this doesn’t mean that student achievement has decreased, it means that the expectations for our students have increased.”

The District recently restructured to put a specific focus on school performance and student achievement.

The results for Broward schools also show:

• 10 schools improved by one letter grade or more;

• More than 69% of Broward schools received a school grade of A or B;

• 124 schools showed no change in letter grade; and

• 90 schools decreased by one letter grade

Five schools received a grade of F, three traditional schools (Sunland Park Elementary School, Arthur Ashe Middle School and Lauderhill Middle School) and two charter schools (Kathleen C. Wright Leadership Academy and Imagine at North Lauderdale Middle School).

“We know that this grade does not reflect the hard work and efforts of the students and staff,” said Runcie. “The District is in the process of re-evaluating strategies for our under-performing schools.”

•••

2011/12 Elementary and Middle Schools Grades Memorandum

Education Commissioner's Letter to Parents

School Grade Resources

For more information about the Florida's school grading program, visit .

A summary of the 2012 grading formula is available at .

Parent resources and FAQs are available at and .

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ElementaryMiddle Charter

School Grades

Grading Florida's Public Schools

Florida's Path to Success Just for Parents




12/21/2012

Over 80% of BCPS High Schools Earn an A or B

Broward Schools Outperform the State in Schools Receiving an A or B

Today (December 21, 2012), the Florida Department of Education released 2011/12 preliminary high school grades under the revised Florida A++ Plan. Although announced as preliminary, these grades are final pending appeals, which would be submitted prior to February 2013. Elementary and middle school grades were released in late June 2011.

This year’s results highlight that 82% of Broward’s high schools earned a grade of ‘A’ or ‘B’ versus 76.3 last year, including Hallandale and Piper high schools, both improving to an A from a C last year. Flanagan, Fort Lauderdale and Taravella high schools all also improved to an A from a B last year. All District and charter high schools earned a grade C or higher.

Broward high schools outperformed the State’s big five districts (including Hillsborough, Miami-Dade, Orange and Palm Beach) and the State with 69% receiving an A and 82% receiving an A or B.

For elementary and middle schools, the grades are based entirely on Florida Comprehensive Assessment Test (FCAT) results. High school scores include other components including student performance and participation in accelerated courses, college readiness in reading and mathematics, and the overall graduation rate as well as the graduation rate of “at-risk” students. District high schools show improvement in each of these areas.

Some highlights from this year’s high school grades include:

• 22 District and five charter high schools received an A, increasing from 14 District schools and three charter schools last year.• Four District high schools and one charter high school earned a B grade, down from 12 B grades last year.• Six District high schools and one charter high school received a grade of C, up from five District schools and down from two charter schools last year.• No high schools received a D or F grade.

Click here to view BCPS high school grades

“I applaud the hard work and efforts of our students and staff. We see progress and opportunities to improve,” said Superintendent Robert W. Runcie. “We will continue our work and mission to ensure that our students reach their highest potential.”

Additional information on school grades can be accessed through the Florida Department of Education’s website at (http://schoolgrades.fldoe.org/).





9/5/2012

Gifted & Talented Symposium to be Held

Broward County Public Schools, in partnership with the Kennedy Center Partners in Education, Broward Cultural Division, Nova Southeastern University and the Broward Center for the Performing Arts, will host the South Florida Gifted & Talented Symposium: Cognition and the Arts on October 25, 2012, 8:30 a.m. - 3 p.m. at the Greater Fort Lauderdale Broward Convention Center, 1950 Eisenhower Blvd., Fort Lauderdale.

Over 1,000 educators, parents and community and business leaders are expected to attend the event to examine strategies and practices critical to the teaching and parenting of gifted and talented students.

Experts from across South Florida and the country will be part of the program, including nationally renowned educators. Dr. Sally Reis will present the keynote address and Dr. Eric Booth will discuss multiple intelligences and the use of the arts to reach gifted and talented students. Dr. Bruce Wexler will speak about the latest research on basic cognitive functions and Dr. Rosemary Daniels will discuss learning styles.

Breakout sessions will cover such topics as:

• Cognitive Cross-training• Creative Thinking and the Arts• Improvised Shakespeare• Fostering Resilient Children• Underachieving Gifted Students• Evidence-based Instructional Strategies and Materials• Exemplary Music Performances/Art Exhibitions from Broward County Public Schools

A variety of vendors, schools and organizations will display merchandise to meet the needs of gifted and talented students.

Prior to October 5, the registration fee is $30. On October 5, the registration fee will increase to $40. To register or for more information, go to (http://sfgtsymposium.com). Questions may be directed to Mirynne Igualada, Supervisor, Gifted and Talented, Department of College and Career Readiness at 754-321-2119.

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4

No. Slide

1

The Office of Talent Development and the Department of Instruction & Interventions have developed and executed a comprehensive continuous improvement model, designed to meet the needs and demands of employees as we implement two major District initiatives: Marzano’s Framework for Teacher Evaluation and the Common Core State Standards. An outcome of the implementation has been the merger of the two initiatives into “Corezano” and references this merger throughout the presentation. This continuous improvement model has four components:

1. Awareness 2. Transition 3. Implementation 4. Evaluation

The model incorporates a communication component to:

• Promote the initiatives, • Inform stakeholders, • Engage, and finally • Refine the processes and services.

One intended outcome of Corezano is that teachers will use high effect strategies to provide standards based instruction that is known to positively affect student achievement. Another intended outcome of Corezano is that administrators will support the use of high effect strategies to provide standards based instruction. Key performance indicators that will be utilized to gauge our progress in meeting these outcomes include iObservation, BASA, and the upcoming Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. The results of Teacher and Leader evaluations and Student assessment data will indicate our progress toward meeting these outcomes.

5

No. Slide

2

The Office of Talent Development, in collaboration with the Department of Instruction and Interventions, Office of School Performance and Accountability, Office of Human Resources and the Department of Strategic Achievement will present to the School Board the progress of these two initiatives. The School Board will also have the opportunity to engage in an activity that demonstrates the procedure all teachers are using to document their professional growth and learning. Please bring your laptop to the workshop for this hands on activity. The following are details and explanations of the School Board Workshop on March 11th.

3

It is essential that we promote awareness and disseminate information to build understanding and readiness for an initiative. This phase involves:

• Learning foundational information about the teacher and school-based administrator evaluation systems and the Common Core State Standards

• Understanding the structure and organization of the teacher and school-based administrator evaluation systems and the Common Core State Standards

• Determining the connections between previously established standards, Common Core State Standards and the Marzano Framework of Teacher Evaluation

• Examining the Common Core State Standards in context or as it relates specifically to Broward County Public Schools

4

6

No. Slide With the collaboration of the Broward Teachers Union and the Broward Principals and Assistants Association, an outcome of our communication efforts is well informed stakeholders. Evidence of this communication is exhibited on the Infographic provided at the top of this document.

5

Video presentation of Student Success Act-SB 736 This bill (Chapter 2011-1, L.O.F.) revises the evaluation, compensation, and employment practices for classroom teachers, other instructional personnel, and school administrators to refocus the education system on what is best for students. The bill aligns with Florida’s successful Race to the Top application to which 62 of the 67 school districts and 53 local unions have supported and agreed to implement.

The bill revises the evaluation system to focus on student performance. These provisions were approved by the Governor and took effect July 1, 2011.

Leadership Week Leadership Week was created to allow school leadership teams time to synthesize and analyze their school data and design a plan to move their schools into the Common Core State Standards via professional learning communities. Schools had the option to choose a focus of Mathematics or English Language Arts. Schools identified areas of focus based on NGSSS data to connect those areas to the Common Core State Standards and the Marzano Instructional Framework. Tools provided by Talent Development and Instruction and Interventions were provided to the school leadership by teams at each step. Schools designed a draft of yearlong Professional Learning Communities (PLCs) focusing on developing an understanding of Common Core Anchor Standards and Marzano Instructional Framework, and applying that knowledge to identify curriculum and strategies that will support the processes of the anchor standards/mathematical practices to promote student achievement and prepare students to be college and career ready. There were a total of 200 schools that participated in Leadership Week. The following is a breakdown of schools that participated in Leadership Week during the summer of 2012:

• Elementary 115 • Middle 33 • High 26 • Center 14 • Charter 12

All of the school leadership teams participated in a face-to-face professional learning at Plantation High School while the remaining three days were spent at their school site. High School had an additional two days at their school sites to ensure all students are placed in

7

No. Slide the most rigorous courses and are on target for graduation as well as college and career ready. The outcome of Leadership Week was the alignment of school based PLCs to the Marzano Instructional Framework and Common Core State Standards. The PLC database, developed by Talent Development, is the tool used to collect data for the evaluation of the effectiveness of the PLCs by school administration. The data allows for the evaluation of authenticity of PLCs.

6

Multimedia Communications Various forms of multimedia communications were employed to reach teachers and administrators. There are websites, online tools and courses specifically targeting teachers and administrators to build readiness for the initiative. Leadership Colloquium Leadership Colloquium was held at Cypress Bay High School for all administrators and district personnel on August 7-9, 2012.The focus of the event was to begin to deepen the understanding of Common Core State Standards and the Marzano Instructional Framework. During this week, Principals and Assistant Principals:

• Participated in a Common Core State Standards roll out session facilitated by Instruction and Interventions.

• Were introduced to the new Florida Leadership Standards and Broward Assessment for School Administrators (BASA) facilitated by the Leadership and Learning Center.

• Worked in cadres with their directors to set plans for the upcoming year and determine professional learning goals around Corezano and BASA.

Participated in a conference with Jim Knight focusing on how to utilize professional learning communities to improve teacher practices. Websites

• Office of Talent Development: www.broward.k12.fl.us/talentdevelopment • BCPS PD Wikispace -Teacher Evaluation: http://obs-evalsys.pds-hrd.wikispaces.net • Twitter: follow ProfDevSupport • Broward Brainshark portal: www.brainshark.com/browardschools

Digital “Print”

• Common Core Communicator: http://www.definingthecore.com/html/commoncore_communicator.php

• Talent Development Newsletter: http://www.broward.k12.fl.us/talentdevelopment

• Principal Memo Finder: CAB Email Conference

http://www.broward.k12.fl.us/talentdevelopment

http://obs-evalsys.pds-hrd.wikispaces.net/

http://www.brainshark.com/browardschools

http://www.definingthecore.com/html/commoncore_communicator.php


8

No. Slide Presentations To communicate to BCPS stakeholders the nature and extent of the CCSS transition, staff has been delivering a series of presentations. These stakeholders include community members, parents, district and school groups, statewide leaders, library personnel, youth groups and many others. A list of all presentations to date is included in the document entitled, “CCSS Presentations_12_13.

• Principal Meetings • Organizations/Advisory Meetings

7

Defining the Core web site: www.definingthecore.com The Defining the Core website (www.definingthecore.com) serves as the one-stop-shop for everything Common Core in Broward County. This valuable digital tool houses a tremendous amount of literacy and mathematics resources ranging from sample lesson plans to research documents to online professional development to parent guides to the Standards. The website is updated daily with new strategies, guides, webinars, and videos. Here are some statistics on the usage of the site to date: The site contains 130 individual web pages linked into a comprehensive and well-organized web site. Since its inception, the web site has been viewed over 30,000 times.

8

Vision CCSS refocuses the learning on the students’ ability to become independent, critical thinkers who are discriminating readers, writers, problem solvers, creators and lifelong learners who can connect their school experiences to the real world. These habits of mind are essential for any future college or career path and are valuable “habits” for students to learn. Creating a learning environment to support this vision requires changes in curriculum materials, instructional strategies, professional learning for both teachers and leaders, and supportive ways to give targeted feedback to students on their progress. During this presentation, you will see examples of how we are incorporating these habits of mind and the related essential skills into our learning system.

http://www.definingthecore.com/

9

No. Slide

9

After building awareness, it is important to transition from current standards and practices to the new standards and instructional practices. The expected outcome of transitioning to new standards and instructional practices allows for focused data collection to determine professional learning needs. Transitioning to these new standards resulted in:

• Assessing the needs of teachers and leaders to determine relevant supports as they implement Corezano

• Providing opportunities to learn evidence based instructional practices and strategies. • Modifying instructional materials to align with new standards • Supporting school-based administrators as they implement the Broward Assessment for

School Administrators (BASA) and provide effective feedback to teachers

10

Keeping all stakeholders informed of the progress of the implementation of Corezano is key to the success of these initiatives. A variety of delivery methods, formal and less formal, from 3 day professional learning opportunities to 3-minute Brainshark presentations were used to educate and inform stakeholders. Both traditional and multimedia approaches were incorporated to accommodate for the different learning modalities.

10

No. Slide HIGHLIGHTS OF THE TEACHER EVALUATION COMMUNICATIONS

11

The Office of Instruction and Interventions has built capacity in stakeholder outreach and communication through a wide variety of methods and venues. Reaching instructional personnel and administrators via multimedia facets such as Adobe Connect and Brainshark has served as a viable supplement to the face-to-face courses with coaches, teachers, and administrators. Small group professional learning with the Principal Instructional Cadres have allowed for deeper digging into the Standards with administrators, thus ensuring a strong connection between the front office and the classroom. Additionally, video vignettes of Broward teachers in Broward classrooms teaching the CCSS strategies to Broward students have been developed and shared throughout the District as a way of communicating the look of the Common Core State Standards in practice. As an additional facet to the communication plan, the Office of Instruction and Interventions has been reaching out to the community at large through presentations and workshops at city council meetings, Broward business organizations, Innovation Zone meetings, and throughout the higher education community. Several of the backup documents (CCSS_Presentations_12_13, Literacy_Classroom, Math_Classroom) address how we have informed our stakeholders of the direction of our CCSS implementation.

August 8, 2011 •Leadership Colloquium - Introduction to

Teacher Evaluation Model

August 15, 2011 •Introduction to SB 736 and its implications

October 28, 2011 •Schools/Teachers introduced

to Teacher Evaluation Model January 21, 2012 •Teacher Evaluation goes LIVE for

Classroom Teachers only June 2012 •Building Inter-Rater Reliability •Leadership Week- c onnecting CCSS with

Marzano Instructional Framework

August 2012 •Domains 2-4 added to the

observation system

January 2013 •Non-Classroom Teachers added to the

process

11

No. Slide

12

Credentials to Conduct Teacher Observations All Administrators have successfully complete the following courses (4.5 Days) prior to conducting observations with the intended outcome of ensuring that all administrators conducting observation were adequately trained to do so:

• Leaders of Learning Domain 1 – Three (3) Days Introduces the first 41 elements of the Marzano Framework with scoring of each during a teacher observation, and the overview of the new Teacher Evaluation process (684 completers).

• Leaders of Learning Domain 2 - 4 – One (1) Day formerly called Supervision Introduces the remaining 19 elements of the Marzano Framework and scoring of each during a teacher observation (882 completers).

• iObservation – Three (3) hours Introduces the electronic tool that will be used to capture the data for the Teacher Evaluation System (860 completers).

In an effort to continuously improve the implementation of the Teacher Evaluation System, a fourth course has been added this year, with the intended outcome of improving the reliability of the observation scoring:

• Building Inter-Rater Reliability – Three (3) days Small groups of administrators practice scoring observations, using videos to fine-tune their role as observers (278 to date).

Each school sent a Teacher Leader to training for the intended outcome of providing an introduction to all teachers at their location.

• Teacher Leaders of Learning - Three (3) days Introduces the first 41 elements of the Marzano Framework and the process for the final Teacher Evaluation, with the intention of presenting to the faculty on the October 28 planning day

• Employee Planning Day A 3-hour presentation by the Teacher Leader and Principal was made to teachers at each school. All teachers employed at that time were introduced to the new Teacher Evaluation on October 28, 2011. Continuing conversations and professional learning has taken place through school-based professional learning communities.

Common Core Institutes were created as an additional opportunity for schools to develop or customize their initial CCSS Implementation Plan.

12

No. Slide Common Core Institute – Three (3) Days The three (3) days of professional learning resulted in the development of a school process approved by the Principal. This process will guide further development of the school staff around the integration of CCSS and the Marzano Framework through already established professional learning communities. Individual school results of the CCSS survey were used to drive the direction of the plan. This session was developed as a cooperative effort by the Office of Talent Development, Office of Academics - Instruction and Interventions, the Office of School Performance & Accountability - Strategic Achievement and facilitators from the Common Core Institute.

• 172 schools attended / six (6) sessions / three (3) days each session CCSS Literacy and Math Courses Providing a wide range of professional learning through face-to-face courses is a key strategy to reaching the many teachers who prefer this mode of learning. A list of the courses offered in January and February 2013 can be found in the “Common Core Communicator” newsletter, which is attached to this document. Participation in these courses has been strong and steady and the statistics are found on page two of the Infographic. Tactical Plan CCSS Steering Committee and sub-committee meet monthly to track progress of implementation and determine next steps.

• Meetings held to date: July 25, September 28 and December 6, 2012 and January 31, 2013

Broward Schools Professional Development System

• School Board approves annually • Contains guidelines for the district and school-based model for professional learning

o All professional development programs are aligned to the CCSS and Evaluation initiatives.

o All courses within programs for instructional or school-based administrators must meet objectives tied to the CCSS or the new evaluation systems

o All school-based professional development is in the form of a Professional Learning Community.

13

13

No. Slide School PD Support Systems and Resources

• Resources to support schools as they organize into Professional Learning Communities is located at http://www.livebinders.com/play/play_or_edit?id=316644

• Talent Development supports the use of a PLC database to design and monitor school-based PLCs.

• School-based PLCs are entered into the PD Management System (SAP/LSO) so participating teachers may earn Inservice credit.

• Employee Self-Service (ESS), another part of the PD Management System allows teachers and administrators to find and register for appropriate professional learning opportunities.

Websites

• Defining the Core www.definingthecore.com • Office of Talent Development http://www.broward.k12.fl.us/talentdevelopment/ • BCPS Wikispace-Teacher Evaluation http://obs-evalsys.pds-hrd.wikispaces.net/ • Twitter follow ProfDevSupport • CPalms http://www.cpalms.org

Digital “Print”

• Common Core Communicator http://www.definingthecore.com/html/commoncore_communicator.php

• Talent Development Newsletter

http://www.broward.k12.fl.us/talentdevelopment Principal Memo Finder-CAB

14

Brainshark www.brainshark.com/browardschools iObservation – www.effectiveeducator.com Broward Virtual University - http://www.broward.k12.fl.us/talentdevelopment/html/broward_virtual_university.html Webinars and STEMcasts – access via Defining the Core www.definingthecore.com Math STEMCasts CCSS identifies eight (8) mathematical practices that increase student proficiency in mathematical content. To assist teachers with understanding and incorporating these practices

http://www.livebinders.com/play/play_or_edit?id=316644


http://www.broward.k12.fl.us/talentdevelopment/

http://obs-evalsys.pds-hrd.wikispaces.net/

http://www.cpalms.org/

http://www.definingthecore.com/html/commoncore_communicator.php


http://www.brainshark.com/browardschools

http://www.effectiveeducator.com/

http://www.broward.k12.fl.us/talentdevelopment/html/broward_virtual_university.html


14

No. Slide into daily classroom routines, a STEMcast and related instructional resources are released each month. STEMcasts are video presentations that give examples of the mathematical practices in action. In addition, related instructional resources are given, along with an alignment to the Marzano instructional framework, to further assist the teacher with integrating the mathematical practice being explored. To date, five (5) mathematical practices have been presented and are available on the Defining the Core website, along with 24 STEMcasts. Teachers surveyed during workshops and meetings have stated that most are utilizing the math STEMcasts as part of their Professional Learning Communities. In January 2013, there were 5,582 views of these resources. Literacy Webinars Six (6) key shifts in instructional methodology that the Standards require have been identified in order for students to achieve college and career readiness upon completion of high school. Professional learning o month dedicated to the dissemination of information, training modules, open discourse, and exemplar models of teaching strategies, units of study, and classrooms. Each month, a specific educational shift is spotlighted and the following information is presented:

• Weekly 10-15 minute webinars in “byte sized” chunks of information • Videos of exemplar classroom practices • Model lesson plans • Opportunities for collaborative conversations and reflective practice

To date, 35 literacy webinars are available. These webinars have been viewed 6,887 times, with over 1,600 hours of viewing and 90% completion of the entire webinars.

15

Implementation is the outcome as evidenced by: • District wide use of the Marzano Instructional Framework and evaluation system.

Examples include: iObservation data, PGP development and Leadership Assessment. • Built a comprehensive network of resources to support the quality of implementation,

Examples include: Defining the Core Website, Talent Development Website, iObservation resources and catalogue of courses.

• PGP based on examined teacher practice. Examples include: Classroom and Non-classroom teacher PGPs.

• PGPs are utilized as the keystone driving professional learning. Examples include: data to design targeted PD and site based PLCs directly related to teaching and learning.

15

No. Slide

16

We need to know and advise others on our progress. Social Media Tools It is difficult to think of communicating in today’s day and age without understanding the role of social media in both making information available and receiving information back from the consumer of this information. To assist with both informing and engaging teachers, administrators, parents and educators outside our district, Twitter, Facebook and Edmodo tools are used. Access this social media through the Defining the Core website.

17

School Based PD Model - Professional Learning Communities

• 225 schools with one (1) or more PLC o All PLCs are focused on the Marzano Framework and Common Core State

Standards o Monitoring includes quarterly examination of PLC minutes and agendas (PLC

database) to determine effectiveness o Specific feedback is given (OSPA, Strategic Achievement)

PGP (Professional Growth Plan) The PGP is a roadmap for educators to plan their professional learning and track their progress each school year. With consideration of appropriate student data, each educator develops two or more professional growth targets identifying elements they will deliberately focus on for professional growth based on The Marzano Art and Science of Teaching Framework. The PGP is now completed via iObservation. The purpose of the PGP is to ensure that teachers seek professional learning opportunities that will enhance student performance. Florida Statute 1012.98(4b)(5) states each instructional employee must complete an individual professional development plan. In Broward County, this is called the Professional Growth Plan. All instructional employees identified as BTU Collective Bargaining Unit Members are required to create a PGP. This includes classroom teachers, teachers on special assignment (TSAs), media

16

No. Slide specialists, guidance counselors, psychologists, occupational specialists, visiting teachers, resource teachers, etc. 2012-2013 is the first year of implementing their professional growth plans in iObservation. Teachers and their administration meet twice a year to discuss individual teacher growth plans. The first meeting is during the beginning of the school year. Teachers Identify goals and create an action plan to reflect the professional learning that is aligned to Marzano and their school improvement plan. This plan is reviewed together and allows for collaboration with administration in creating the plan. The second meeting reviews the status of the plan at the end of the school year. This conference allows for reviewing the status of the action plan ~ whether goals were achieved or needs modification that will be addressed in the next school year’s PGP. New this year • Teachers create plan in iObservation • School-based and District-based administrators will have access to specific reports that detail

information relating to professional development needs • Collection of professional learning needs of teachers – will be used to plan for future

professional learning needs As of February 6, 2013:

• A total of 16,256 PGPs have been accessed (this includes non-classroom teachers) • 4,549 PGPs have been reviewed and approved to implement • 353 PGPs were reviewed and returned to teachers to revise • 2,380 PGPs are in progress • 4,692 PGPs are awaiting administrator approval • 8 PGPs were modified by the approver/administrator

The above numbers further provide evidence that the District now has the capacity to efficiently collect extensive data on the needs of instructional personnel. Administrative Support - BASA

• Broward Assessment for School Administrators • Effective July 21, 2012 • A comprehensive system for professional development and annual evaluation of school

administrators • Aligned with the Florida School Leader Assessment SBE Rule 6A-5.080

Administrator Meetings Principals participate in Professional Learning Communities through sub cadres focusing on BASA and Corezano. Assistant Principals participate in professional learning during their Assistant Principal meetings. Opportunities for Learning for both of these groups is supported and facilitated by:

• Instruction and Interventions • Talent Development

17

No. Slide • OSPA Directors • Leadership and Learning Center

Continuous monitoring is in place to ensure each group is receiving the Professional Learning they need to develop and support high quality leadership. The needs of each group are analyzed monthly through communication with administrators and OSPA directors. Cadres of Experts The Cadre of Experts create professional development modules that unpack CCSS standards, identify monthly resources for CCSS standards for each grade level, align instructional strategies to Marzano’s instructional framework, assist in producing videos of exemplary CCSS classroom strategies and will assist with summer professional learning programs.

• Math: 30 teacher leaders • Literacy: 30 teacher leaders • Marzano Framework: 50 teacher trainers

District Coaching Plan – Current School Year and Beyond To build capacity among the literacy, mathematics and science coaches for modeling effective CCSS strategies, monthly professional learning sessions are held. The coaches play a major role in assisting their schools and staffs with ensuring that CCSS is part of the professional learning process. The coaches communicate and disseminate CCSS information to school faculty members and provide additional support, PLC facilitation and modeling as needed. They also bring back realistic feedback on the needs and requirements of the teachers for content, activities, resources and strategies that will enable CCSS integration to occur. Collaboration with Literacy, STEM and Strategic Achievement.

Total: 510 attend • Literacy/Elementary level: 122 • Literacy/Middle and High School level: 41 • Literacy/Centers: 9 • Science/All levels: 14 • Science/Charters all levels: 29 • Math/Middle School level: 33 • Math/High School level: 33 • Math/Elementary level: 88

These monthly sessions provide high quality ongoing professional learning for all instructional content area coaches and mentors and are aligned with Corezano. Future professional learning of coaches will provide for a research-based credentialing program and will also provide principals with a pool of high quality instructional content area coaches and mentors.

18

No. Slide

18

To support the ongoing and innovative programs necessary for this implementation, the Office of Talent Development and the Office of Human Resources have secured these competitive grants that align with Corezano. The outcome of these grants is to have highly effective teachers and leaders.

19

FAU Partnership for Principal Pipeline •The Office of Talent Development paired with Florida Atlantic University to create and implement a rapid leadership development program. PROPEL stands for Principal Rapid Orientation and Preparation in Educational Leadership. •Currently 52 participants include Teacher Leaders and Assistant Principals. •First cohort will complete Phase Two in June. Teacher leaders will be eligible to apply for assistant principal position; Assistant principals will be eligible to apply for principal positions. • Cohort two will complete Phase One in August and advance to phase two. • A third cohort will be developed in August 2013. This cohort will not be free. Participants will pay the University fees.

20

19

No. Slide Teacher Incentive Fund (TIF) - LEAP (Leading Excellence and Performance) LEAP will provide for a credentialing program for Mentor, Coach, Peer Reviewer positions and will enhance student achievement by improving the effectiveness of teachers and principals who serve them and offering increased compensation to teachers and administrators based on effectiveness and progression over a career continuum.

• Five (5) years (2012-2017) • 26 high need schools

21

New Teacher Center Partnership with the New Teacher Center will focus on the development of highly trained full-release coaches. Their sole charge is to accelerate new teacher practice by using formative assessment processes that guide the coaches’ individually tailored support and guidance, focusing on each beginning teacher’s stage of development.

• Three (3) year validation grant (2013-2016) • $5M for BCPS

22

School Board Members, please bring your laptop to the workshop for this hands-on activity.

23

Currently we are in the implementation phase. Examining our implementation process necessitates:

• Analyzing instructional changes via pre and post data on instructional practices aligned to CCSS

20

No. Slide • Determining the extent to which teacher preparation and professional development

programs give teachers the opportunity to learn content through practice and students to learn through opportunity

• Examining the impact of CCSS implementation on curriculum, teacher development, assessment and accountability

24

Evaluation of the impact of Corezano on educator practice and student achievement will follow the implementation phase. Assessments aligned to CCSS like the PARCC assessment will provide critical indicators of college and career readiness. Such an assessment will be most appropriate for determining the effectiveness of Corezano implementation. The outcome is that such assessments will better inform teacher evaluation and professional learning needs. We use this information to refine our processes, practices and policies.

25

Although CCSS student data is not currently available (PARCC), sources available to help us evaluate educator practice include iObservation and BASA. Data Analysis and Feedback

• iObservation Reports are accessed via the tool and provide feedback on the results of observations of teachers (75,769 to date)

Needs Assessment for Implementation of CCSS • In order to gather data and feedback to support schools’ implementation of CCSS, site-

based leaders and staff were asked to share their experiences and insights via a needs assessment survey. Their responses will guide the District in addressing the needs of schools and providing assistance with Common Core State Standards. The survey is yielding valuable information as we continue to design our support. District assistance from Strategic Achievement instructional personnel will be designed to align with feedback and responses as we transition to the third quarter of this school year.

21

No. Slide Link to CCSS reports: http://www.broward.k12.fl.us/schoolimprovement/web/www/survey/login.asp username: 0000, password: 0000 • Responses: 7,536 Teachers (Charter School Teachers included):

o Primary (Grades K-2): 2,049 o Intermediate (Grades 3-5): 1,797 o Middle (Grades 6-8): 1,390 o High (Grades 9-12): 1,336 o Support Staff: 772 o Administrators: 279

• Results: Patterns and Trends Review of PLC Effectiveness

• Monitor PLCs to ensure they are data-driven and focused primarily on CCSS and Marzano instructional strategies (Talent Development)

• Monitor PLCs to ensure utilization of Professional Study Days, where appropriate. • Monitor PLCs to ensure assessment practices support CCSS implementation (Instruction

& Interventions) Classroom and Non-Classroom Teacher Evaluation Use evaluation results to inform the development and evaluation of professional learning

26

This graphic represents the collaboration of all stakeholders in preparing students for the 21st century: Understanding the reciprocal dynamic relationship between students and their learning context, it is important to prepare and inform all stakeholders. Creating an environment that positively impacts student achievement will enable students to positively impact and contribute to the community. The outcome is a coordination of processes that ensure high quality instruction leading to student achievement.

http://www.broward.k12.fl.us/schoolimprovement/web/www/survey/login.asp

22

No. Slide

27

Central and key to high quality instruction for all students is the effective classroom teacher, guided by effective school leadership and supported by all District departments. Through the implementation of both the Common Core State Standards and the Marzano Instructional Framework, with fidelity, our teachers will be the best in the world.

28

Thank you!

VIDEO

Building high quality, sustainable programs to advance teacher development and student learning

Eli C l b Ed D Chi f T l t D l t OffiElisa Calabrese, Ed.D, Chief Talent Development OfficerLinda S. Whitehead, Director, Teacher Development

Sharon Moffitt, Ph.D., Director, Leadership DevelopmentBette Zippin, Director, Professional Development

1

WhenWhen we focuswe focusWhen When we focus we focus on teachers, on teachers,

t d tt d tour students our students succeed.succeed.

2

Current RealitReality

• Lack of Data to Determine Effectiveness

• Self-Selected Professional Learning

• Inconsistent Requirements for Position

• Selection Without Established CriteriaSelection Without Established Criteria

3

Desired StateState

• Continuous Progress Monitoring, Performance

Management, Impact Evaluation g , p

•Structured, Ongoing Professional Learning

• Research Based Credentialing Program• Research-Based Credentialing Program

• Established Qualifications, Selection Criteria, and Job

Descriptions

4

2011-20122011 2012

T l D l l d NTalent Development consulted New Teacher Center (NTC) to develop

structures and supports for a comprehensive District Coaching Plancomprehensive District Coaching Plan

5

2012 - 2013 Pilot Professional Learning program – School-based content area Coaches and New Educator Support System (NESS) School Liaisons

• New Teacher Center piloted hybrid training for our District incorporating the Marzano Teaching Framework and Common Core State Standards

Design Team – Shareholders from various departments (Teacher Development, Strategic Achievement, Literacy, STEM and Instructional Resources, ESOL, ESE, Early Childhood EducationInstructional Resources, ESOL, ESE, Early Childhood Education and FLDOE Region V)

• Collaborated to develop structures to support plan• Focus Groups: Coaches, Teachers, Administrators

6

• Maximize the effectiveness of all teachers by providing differentiated collegial coaching

• Create a positive culture for adult learning

• Build teacher leaders and guide educators• Build teacher leaders and guide educatorsthrough data-driven research based practices

This teacher-focused system of support will lead to increased student achievement.

7

Design Team Deliverables Timeline

Aug/Sept

Oct/Nov

Dec/Jan

Feb/March

April May/June

Program Vision

CoachProfessional Learning

Teacher AssessmentSystem

Principal & Stakeholder Engagement

Solidify Plans

2013 – 2014 Launch

Coach Job Description,Recruitment & Selection

Teacher AssessmentSystem

Data Collection

Coaching Assignments/Matching

Program Leadership

& Selection

CoachPerformanceA tAssessment

8

• Improve the culture of teaching and learning in all schools by strengthening the role of coaches through quality professional learning opportunities, standardized tools and resourcesstandardized tools and resources

• Establish and implement clear coaching standards• Establish and implement clear coaching standards as well as opportunities for collaboration to ensure consistent coaching throughout the district g g

9

• Coaching Model: A comprehensive, high i t i t t d hi d l th t liimpact, integrated coaching model that aligns with District priorities

• Program Infrastructure: Maximize funding from competitive grants to develop a district-from competitive grants to develop a districtwide infrastructure that fosters program accountability, consistency, quality, and ensure y y q yhigh quality implementation and impact and provide for sustainability

10

• Supports High-Quality Instruction through the implementation of coach standards and uniform tools for data collection to ensure high quality instructiong q y

• Implements coaching cycle for Continuous Improvement through data collection analysisImprovement through data collection, analysis, problem solving, coaching and reflection

• Provides support structure for ongoing Communication and collaboration between all stakeholders

11

Types of Service One Week One Month Three Months

Workshop and Lecture 10% 5% 0%

Workshop and Lecture with 30% 20% 0%Demonstration

Workshop, Lecture withPractice and Low Risk

65% 60% 5%

Feedback

Workshop, Lecture with Participation, Practice and Classroom Embedded

95% 95% 95%

Classroom Embedded Coaching with Feedback

Bruce Joyce and Beverly Showers: Student Achievement Through Staff Development. ASCD 3rd edition 2002 Chart shows the percentage of teachers using strategiesASCD 3 edition, 2002. Chart shows the percentage of teachers using strategies learned at a workshop or class.

12

Peer Reviewer

PeerReviewer:

•Role to be developed by key shareholders

Coach: School based non classroom teacherCoach

Mentor

Coach: •School-based non-classroom teacher who supports and develops peers as their primary responsibility

Teacher

Mentor: •Classroom teacher who supportspeers at school site

Teacher: •New or experienced educatorTeacher: New or experienced educator

13

Support.

Support

Structures

i3TIFDistrict i3TIF

District

Full Release

Teachers & Principals

Mentors/NESS

Coaches (up to 20 STEM

Comprehensive Mentoring/ Induction

Coaches

Coaches (up to 20 STEMand Literacy‐full release)

Peer Reviewers

Mentoring/ Coaching Plan

Office of Talent Development, Working Document for Discussion, February 2013 3

Credentialing Program – Ongoing Professional Learning – Accountability Structure

14

• Administrators Select Coaches

• Credentialing Program

• Structured Ongoing Professional Learning

15

Competitive Federal Grant p

• $48.5M DollarsFi• Five years

• 26 High Needs Schools• Teachers and Administrators• Teachers and Administrators• Leadership Career Continua• Credentialing Program• Credentialing Program• Data Collection and Progress Monitoring

16

Competitive Federal Grant (NTC)

• Up to $5.5M for Broward plus additional services• Validation Grant• Seven Full Release Induction Coaches• Seven Full Release Induction Coaches • Year 1: 105 New Educators served (Ratio of 1:15)• Year 2: 210 New Educators served (Ratio of 1:15)( )• Credentialing Program• Data Collection and Progress Monitoring

*Research and evaluation results will be used for district wide implementation of new teacher support system

17

SRI International, an independent, not for profit, research and development for government and business organization, will conduct

i d d t l tian independent evaluation.

SRI's Center for Education Policy evaluates the impact of a variety of educational programs, including improvement efforts for traditionally underrepresented students, models for education reform, initiatives aimed at raising teacher quality, and efforts to improve adult d ti Th C t d t d ti h t id tif hi heducation. The Center conducts education research to identify which

factors improve education and use this information to inform policymakers.

Our District will benefit from the rigorous analysis of local data to inform the design and implementation of the District’s coaching model.

18

Guided By…

• Research Based Coaching PracticesN i l C hi S d d• National Coaching Standards

• District Priorities aligned to theSt t i PlStrategic Plan

• Developmental Needs of Coaches

19

Credential Program ComponentsDemonstration of

CoachingOngoing

Professional Development

Data Collection and Ongoing Assessment

p

Coaching competencies

Coaching Academies Analysis of teacher datacompetencies

Coaching PortfoliosCoaching Forums

Peer Coaching

Case study review

Perception DataInfield Coaching and Observations

Video Annotation

Individual Learning Plan

Coach Evaluation Data

Video AnnotationDistrict Wide Professional Learning Sessions

20

NTC Coach Academies (three two-day modules)

• Foundations in Mentoring and Formative Assessment

• Coaching and Observation Strategies

• Analysis of Student Worky

Monthly Forums

• Contextualization and Adaptation of Coaching Processes• Responding to Teacher Needs and Differentiated Coaching• Deeper Understanding and Use of Professional Standards

Coach Professional Learning Sessions

• Monthly Sessions Developed by Teacher Development, Instruction and Interventions, and Strategic Achievement

21

The “Impact Spectrum”

COUNTING METRICS

PROGRAM QUALITY METRICS

PRACTICE METRICS

STUDENT LEARNING METRICS

RETENTION METRICS

Data of ImplementationHow do you know that the work is getting done in a way that maintains the fidelity

of the model?

Data of ImpactHow do you know that your work is making a difference in the lives of

teachers, students, and principals?p p

22

Counting Metrics Program Quality Metrics

Practice Metrics Student Learning Metrics

2012 – 2013-Coaching Assignments

2012 – 2013-Perception Data-PD Evaluations

2013-14 +-Teacher and Coach Demographic Data

-Frequency type and

2013-14 +-Professional Development Evaluation Forms

2013-14 +NTC Induction Survey

Coaching Portfolios

2013-14 +Analysis of Student Work

Grades/end of course-Frequency, type, and duration of coaching interactions

-Program Participation

-Program Leader Questionnaire/ Interview

f

Inquiry Action Plans (co-assessment of practice by coach and teacher)

Grades/end of course assessments

Benchmark assessments

Data

-Retention Data

-Use of a program quality rubric based on program standards

-NTC Teacher,

-Formal classroom observations by coach

Targeted observations of student behavior/ engagement

NTC Teacher, Coach, Principal Surveys

2014+ -Teacher evaluation data

2014 +-Standardized Tests and value-added scores

Data of Implementation Data of Impact

23

Chart TitleCoaching & Observation: Broward PS 10/12/12

83% 17%

Thi f i l l i i d d hi ki b

I will use what I learned in my ongoing professional practice.

90% 10%

Th f hi f i l l i i

This professional learning session deepened my thinking about mentoring/induction.

87% 13%

Thi f i l l i i ill h l i

The content of this professional learning session gave me valuable tools and strategies.

83% 17%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

This professional learning session will help me increase my effectiveness.

h f l l h f h f l h f l lThis professional learning session will help me increase my

effectiveness.

The content of this professional learning session gave me valuable

tools and strategies.

This professional learning session deepened my thinking about

mentoring/induction.

I will use what I learned in my ongoing professional practice.

Strongly agree 83% 87% 90% 83%

Agree 17% 13% 10% 17%

Agree a little 0% 0% 0% 0%g

Disagree a little 0% 0% 0% 0%

Disagree 0% 0% 0% 0%

Strongly disagree 0% 0% 0% 0%

U t l d FAS t l th t t t

Chart TitleCoaching & Observation: Broward PS 10/12/12

23% 47% 27% 3%

Id tif ll t d h t t i d t f l

Use protocols and FAS tools that support mentor effectiveness in collecting and sharing classroom data

27% 40% 33%

U t i kill t t th ll b ti

Identify, collect, and share strategic data of classroom practice to support teacher growth

37% 40% 23%

Understand factors that influence teacher learning and

Use mentoring skills to strengthen collaborative partnerships with new teachers

27% 57% 17%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Understand factors that influence teacher learning and effectiveness

Id tif ll t d h U t l d FAS t l th tUnderstand factors that

influence teacher learning and effectiveness

Use mentoring skills to strengthen collaborative

partnerships with new teachers

Identify, collect, and share strategic data of classroom practice to support teacher

growth

Use protocols and FAS tools that support mentor effectiveness in collecting and sharing classroom

data

Completely confident 27% 37% 27% 23%

Very confident 57% 40% 40% 47%

25

Confident 17% 23% 33% 27%

Have some confidence 0% 0% 0% 3%

Have very little confidence 0% 0% 0% 0%

Not at all confident 0% 0% 0% 0%

2013 2014: NTC facilitates Coach Academies &• 2013 - 2014: NTC facilitates Coach Academies & Forums

2014 2015 NTC f ilit t C h A d i &• 2014 - 2015: NTC co-facilitates Coach Academies & Forums with district staff

Q f ff• 2015 - 2016: Qualified district staff deliver select courses with NTC coaching and assistance

• 2016 - 2017: Qualified district staff deliver all courses and utilize ongoing NTC networking opportunities

26

District Coaching Plan

Teacher Incentive Fund(TIF)

Investing in Innovation (i3)

(TIF)

All Content Area Coaches

26 High Need Schools

Select Schools(not identified asCoaches Schools (not identified as TIF or SIG)

(Identified in grant proposal)

(Based on new hire data)

27

District Coaching Plan

Teacher Incentive Fund (TIF)

Investing in Innovation (i3)

Selection

Mentors and Coaches

Selection

Mentors and Coaches

Selection

Induction CoachesMentors and Coaches

Principals select Coaches at their school sites

Mentors and Coaches

STEM and Literacy Coaches are selected by a team led by T l t D l t

Induction Coaches

Induction Coaches areselected by Talent D l t d

Principals select NESS Liaisons and Mentors at their school sites

Talent Development

Team comprised of Teacher Development, Principals, Lit D t t STEM

Development and an interview panel

Literacy Department, STEM and Instructional Resources Department and Strategic Achievement Office

28

WhenWhen we focuswe focusWhen When we focus we focus on teachers, on teachers,

t d tt d tour students our students succeed.succeed.

29

Th S h l B d f B d C t Fl idThe School Board of Broward County, Florida

Laurie Rich Levinson, ChairPatricia Good, Vice Chair

R bi B tlRobin BartlemanAbby M. Freedman

Donna P. KornKatherine M. Leach

A MAnn MurrayDr. Rosalind Osgood

Nora Rupert

R b t W R iRobert W. RuncieSuperintendent 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 2158Equal Educational Opportunities (EEO) at 754-321-2150 or Teletype Machine (TTY) 754-321-2158.

30

Senior Leadership Team (SLT) Transmittal/Cover Page

Date of SLT Meeting:

SLT Member:

Brief Title of Agenda Item:

# of Attachments:

Guest(s): (Staff name only, no title needed)

Time Needed:

TOPIC: (Please place an "x" next to one topic this agenda item falls under.)

I. Strategic Objectives/Status Updates a. High Quality Instruction b. Continuous Improvement c. Improved Communications II. Business Cycle III. Board Meeting/Workshop Concerns IV. Events with Political Implications V. Open Issues/Lessons Learned/Good News

Background/History on Agenda Item:

Purpose for Bringing Agenda Item to SLT:

Desired Outcome from SLT: (i.e., approval, direction, more information needed, etc.) Approval to Proceed (if applicable): (Signature of Superintendent or Chief of Staff) JM:dvn 1/15/13, rev. 1/22/13


2/5/2013

BCPS Unveils New Three-Year Strategic Plan

Broward County Public Schools (BCPS) has announced distribution of the District’s new Three-Year Strategic Plan. The BCPS Strategic Plan was developed with the assistance and input of the BCPS community. In brief, the plan highlights three primary goals and provides a structure for “Strengthening the Paths to Success.”

The BCPS Strategic Plan also highlights the District’s vision, which is “Educating today’s students to succeed in tomorrow’s world," and the mission – “Broward County Public Schools is committed to educating all students to reach their highest potential." The three primary goals are:

• High-Quality Instruction – Measure and increase high-quality instruction.

• Continuous Improvement – Engage in continuous improvement. Processes will shift to efficient from inefficient services.

• Effective Communication - Communicate more effectively and with transparency.

In addition, there are several areas of focus for the District within the Strategic Plan, including Early Childhood Education, Gifted and Talented Student Initiative, the Black Male Task Force, English for Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE).

As part of the initial planning process, Superintendent Robert W. Runcie embarked on a listening tour to meet and hear from students, parents and community members to ensure that their needs and concerns were proactively integrated into the strategic planning process.

“This is not the superintendent’s plan,” said Superintendent Runcie. “This is not the School Board’s plan. This is the community of Broward County’s plan for the future of education and our children. I call on everyone to play a role in the transformation of our school system.”

“This is a good school district. Let’s work together to make it a great school district. Let’s give our children the gift that will last a lifetime," he added.

As part of the final phase of planning to engage the community, the District held a community event called Ed Talk. More than 300 District stakeholders, including parents, staff, business and community leadership, elected officials, and current and former students, participated to provide input and feedback on issues important to the future of education in Broward County Public Schools. Additional information on this community event, including the final report for Ed Talk and a video, can be found at (www.browardschools.com/edtalk).

The BCPS Strategic Plan is available at (www.browardschools.com/strategicplan). On this website, you will find a downloadable Strategic Plan booklet and poster that highlights the primary goals and special areas of focus. The Strategic Plan website can also be accessed from the District’s main website at (www.browardschools.com).





9/11/2012

District to Hold Event to Encourage the Hiring of Students with Disabilities

Students with disabilities make enthusiastic, reliable employees. That is the message that will be conveyed to area business leaders at the Businesses Building Bridges Showcase to be held Monday, October 1, 2012, 5:30 – 7:30 p.m. at Fort Lauderdale High School, 1600 NE 4th Avenue, Fort Lauderdale.

Business leaders attending will hear representatives from Memorial Hospital Miramar and Sunshine Cleaning Systems share their experiences of hiring students with disabilities for permanent and internship positions, and the positive impact it has made in their businesses.

Broward students with disabilities are currently successfully employed in a variety of local businesses including hotels, restaurants and retail stores. They are job ready and come with on-the-job coaches who stay throughout the internship experience. They can work flexible hours, offer a wide range of skills and are technology savvy.

Those business people wishing to attend the showcase should RSVP by September 26 by contacting Gail Fallon at 754-321-2008 or ([email protected]).

Appetizers and beverages will be served at the event.

###




Early Childhood Education Department Strategic Framework Presentations to internal and external stakeholders

1

C. Department Strategic Framework Presentations to internal and external stakeholders

Dates Audience Stakeholder Group Approximate #

Immediately impacted

8/31/12, 11/2/12, 3/15/13 Senior Leadership Team Internal 30

8/14/12 United Way Leadership Team External 10

Ongoing starting 9/1/12 Community, Faith‐Based Organizations,

Parent Groups, and School Teams

External and

Internal

1000+

Ongoing starting 9/3/12 Vendors External 30+

9/10/12 Chief School Performance and

Accountability Officer and Elementary

Directors

Internal 15

9/14/12 Early Learning Coalition Board Meeting External 40

9/27/12 Principal Meeting Internal 150+

10/10/12 Broward Workshop and Education and

Youth Advisory Committee

External 40

10/19/13 Council of Great City Schools External 40

10/25/12, 1/24/13, and

ongoing action group

collaboration

Early Childhood Education Task Force External and

Internal

100

10/12 Broward Center for Performing Arts

Partnership Presentation

Internal and

External

100

Early Childhood Education Department Strategic Framework Presentations to internal and external stakeholders

2

10/25/12 Gifted and Talented Symposium Internal and

External

100

10/30/12 Board Workshop Internal 20

11/15/12 VPK Symposium‐Family Central External 500+

11/18/12 Early Childhood Education Steering

Committee

Internal 100

11/20/12 Children’s Movement of Florida Leadership External 10

11/20/12 District Advisory Council Internal and

External

50

11/25/12 Florida Future First Program Panel

Discussion

External Broadcast throughout

Broward over BECON,

November‐January

11/29/12 Principal Meeting Internal 150+

1/7/13 College/University Policy Council External and

Internal

20

1/13 Principal Subcadre Professional Dev. Internal 150+

3/13 Principal Subcadre Professional Dev. Internal 150+

4/13 Black Male Task Force Zone Presentations

(Elementary and Private Early Learning

Providers Collaboration)

Internal and

External

50

Total to Date 2,855+

Financial Update No. 58RR / January 16, 2013

Broward School District Capital Budget Has Insufficient Funds to Properly Maintain its Facilities

Most capital funds come from the local property tax. Prior to 2008, $2 of every $1,000 in taxable value was set aside for

capital budget needs. Even though Broward legislators fought to protect education funding, the State lowered the capital

property tax so that now only $1.50 is set aside for capital needs. This reduction in the property tax rate was compounded by

the decline in taxable value and impacted the District’s borrowing capacity. This is an approximate 65% reduction to the

District’s 5‐Year Capital Plan and ultimately resulted in the elimination of more than $1.8 billion in planned capital projects.

The District now struggles to maintain over 36 million square feet of facilities, which has an average age of 24 years and more

than 12 million square feet of that space is 30 years or older.

The following pie charts show the effects of this change on the size and funding availability for the District’s capital budget

before 2008 and then after the property tax rate reduction. The size of each pie chart is proportional to depict the impact of

the funding reduction on the capital budget.

As a result of these declines, the District can only fund emergency safety, ADA and IAQ issues. Funding for technology,

buses and other facility needs is very limited.

State Capital Budget Funding – Public Education Capital Outlay

The State used to support school district construction and maintenance with

Public Education Capital Outlay funds (PECO). For several years, PECO

funding from the State has been declining and for the first time ever in 2011‐

12 and again in 2012‐13, the State did not provide any PECO funding to

school districts. The State did create a separate PECO allocation for charter

schools.

COPs Debt

Service

$1,089.1

(31%)

Capital

Maintenance

Costs

$630.8

(18%)

Funds Available for

Construction, Renovation,

Capital Improvements,

Technology, Buses, etc.

$1,423.4 (40%)

Other Cost Items 11%

(see detail in Table A below)

COPs Debt

Service

$749.9

(60%)

Capital

Maintenance

Costs

$297.4

(24%)

Other Cost Items 16%

(see detail in Table A below)

5‐Year Plan 2007‐08

at $2.00 tax rate

Total = $3.53 billion

5‐Year Plan 2012‐13

After Tax Rate Reduction

at $1.50 tax rate

Total = $1.24 billion

Table A Other Cost Items

(in millions)

Category 2007‐08 2012‐13

Facilities/Capital Salaries $122.7 $78.0

Charter Schools/PECO Transfer 0.0 50.0

Property Insurance 20.0 26.3

Equipment Leases 55.0 15.2

Building Leases 12.5 10.3

Technology & Equipment 176.9 14.5

Total $387.1 $194.3

Financial Update – Number 59

March 1, 2013

The Governor’s Budget Proposal For Fiscal Year 2013 - 2014

The Governor released his budget proposal for the 2013 – 2014 fiscal year on January 31, 2013. Key financial highlights are:

This Year Next Year Difference (in thousands)

Total State $888,170 $994,470 $106,300 Local $764,981 $766,681 $1,700

TOTAL $1,653,151 $1,761,151 $108,000 The Governor’s proposal includes increases to both State and Local funds. State Education funding is increased by approximately $106 million, and the Required Local Effort and Discretionary Millage is increased by almost $2 million. This is a total proposed increase of $108 million (or $416 per pupil), much of which is earmarked for specific purposes.

The new earmarks totaling $63 million are:

Teacher Salary and Fringe - $39.8 million Technology - $9.7 million which is earmarked for the purchase of devices "for students to

support digital learning” Other earmarked increases total approximately $13.5 million

Therefore, the Governor’s Budget will provide a net increase to the District of $45 million. As we have used one-time dollars to provide raises this year, the amount of increase for next year will be less. Finally, the Legislature ultimately adopts the budget and submits it to the Governor for his approval.

###

Cap

ital

Mill

age

Dis

cuss

ion

: 201

3-14

Rev

enue

fr

om 1

.5

Mill

s

$197M

Deb

t Se

rvic

e

$150M

Ava

ilabl

e C

apita

l R

even

ue

$47M

BCPS

Non

-Deb

t C

apita

l Rev

enue

per

Stu

dent

:$2

03.5

4

Cha

rter

Sch

ool N

on-D

ebt

Cap

ital R

even

ue p

er S

tude

nt*:

$300

.49

* Ca

lcula

ted

by ta

king

$10

.0 M

in P

ECO

fund

ing

estim

ated

for B

row

ard

char

ter s

choo

ls di

vided

by

estim

ated

33,

279

Brow

ard

char

ters

choo

l stu

dent

s

Rev

enue

fr

om 1

.5

Mill

s$197M

Cha

rter

Sc

hool

A

lloca

tion

$25M

Deb

t Se

rvic

e$150M

Ava

ilabl

e C

apita

l R

even

ue$22M

BCPS

Non

-Deb

t C

apita

l Rev

enue

per

Stu

dent

:$9

3.32

Cha

rter

Sch

ool N

on-D

ebt

Cap

ital R

even

ue p

er S

tude

nt:

$751

.22

CURRENT PROPOSED

Broward County Public Schools

C.H.A.N.G.E. Children Have A Need to Grow Everyday

To strengthen families through greater educational opportunities at: Sunland Park Elementary School, Lauderdale Manors Elementary School, Lauderhill Middle School, Arthur Ashe Middle School and Dillard High School, please join the Design Team. The Design Team will include parents, community members, students, and school and District staff, who will work together to develop a plan to provide greater educational opportunities for families.

If you have any questions or want to join the Design Team, please call 754-‐321-‐1890.

The Design Team meetings are scheduled for: Thursday, February 28, 2013 - 6pm-8pm

Thursday, March 14, 2013 - 6pm-8pm

Thursday, April 11, 2013 - 6pm-8pm

Thursday, April 25, 2013 - 6pm-8pm Thursday, May 9, 2013 - 6pm-8pm

Thursday, May 23, 2013 - 6pm-8pm

Dillard High School, Auditorium 2501 N.W. 11th Street

Fort Lauderdale, FL 33311