The School District of Palm Beach County Sailing: August 2009 Presented by: Jeffrey J. Hernandez...

The School District of Palm Beach

County

Sailing:Sailing: August August 20092009Presented by: Jeffrey J. Hernandez

Chief Academic OfficerThe School District of Palm Beach County


County

% 3 or above in Reading

% 3 or above in Math

% 3.5 or higher in Writing

% 3 or above in Science

% Learning Gains in Reading

% Learning Gains in Math

% Learning Gains Lowest 25% Reading

% Learning Gains Lowest 25% Math

All students in grades 3-10 who were at your school during both FTE Funding (October and February)

Does not include most SPED or ESOL students with less than two years in the ESOL program Students whose primary exceptionality is Gifted,

Speech Impaired, or Hospital/Homebound are included.

Highlight the students in 6th, 7th and 8th grade who scored at this level of state mastery for the first time during the 2008-2009 school year.

Highlight the students in 8th grade who scored at this level of state mastery during the previous grade but did NOT score at this level during the 4th grade year.

Highlight the students in 6th, 7th and 8th grade who scored at achievement level 5 for the past three years.

Highlight the students in 6th, 7th and 8th grade who scored at achievement level 5 for the first time in the 2008-2009 school year.

Highlight the students in 6th, 7th and 8th grade who scored at achievement level 3 or higher during the 2008-2009 but experience a regression in state mastery.

Make sure Language Arts curriculum includes reading benchmarks that are reflective of the data of the students in levels 3-5.

Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels.

Utilize FCAT Item Specifications as a guide to develop grade level appropriate questions based on the Sunshine State Standards.

Utilize the Social Studies curriculum to support informational text.

Incorporate Short/Extended Response instruction for students in 8th grade across Reading, Language Arts and Social Studies.

Highlight the students in 9th and 10th grade who scored at this level of state mastery for the first time during the 2008-2009 school year.

Highlight the students in 10th grade who scored at this level of state mastery during the 9th grade year but did NOT score at this level during the 8th grade year.

Highlight the students in 9th and 10th grade who scored at achievement level 5 for the past three years.

Highlight the students in 9th and 10th grade who scored at achievement level 5 for the first time in the 2008-2009 school year.

Highlight the students in 9th and 10th grade who scored at achievement level 3 or higher during the 2008-2009 but experience a regression in state mastery.

Make sure Language Arts curriculum includes reading benchmarks that are reflective of the data of the students in levels 3-5.

Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels.


Utilize the Social Studies curriculum to support informational text.

Incorporate Short/Extended Response instruction for students in 10th grade across Reading, Language Arts and Social Studies.

All students in tested grade levels who were at your school during both FTE Funding (October and February) that have a score from the previous year.

Includes SPED and ESOL students Retained students must improve an

achievement level.

All students in grades 3-10 who were at your school during both FTE Funding (October and February)



Highlight the students in 6th, 7th and 8th grade who scored at this level of state mastery for the first time during the 2008-2009 school year.

Highlight the students in 8th grade who scored at this level of state mastery during the 7th grade year but did not score at this level during the 5th grade year.

Highlight the students in 6th, 7th and 8th grade who scored at achievement level 5 for the past three years.

Highlight the students in 6th, 7th and 8th grade who scored at achievement level 5 for the first time in the 2008-2009 school year.


Ensure subject specific courses are inclusive of all strands in order to address all grade level expectations.


Incorporate Short/Extended Response instruction for students in 10th grade.

Highlight the students in 9th and 10th grade who scored at this level of state mastery for the first time during the 2008-2009 school year.

Highlight the students in 10th grade who scored at this level of state mastery during the 9th grade year but did not score at this level during the 8th grade year.

Highlight the students in 9th and 10th grade who scored at achievement level 5 for the past three years.

Highlight the students in 9th and 10th grade who scored at achievement level 5 for the first time in the 2008-2009 school year.


Ensure subject specific courses are inclusive of all strands in order to address all grade level expectations.


Incorporate Short/Extended Response instruction for students in 10th grade.

All students in tested grade levels who were at your school during both FTE Funding (October and February) that have a score from the previous year.

Includes SPED and ESOL students Retained students must improve an

achievement level.

All fourth, eighth and tenth grade students who were at your school during both FTE Funding (October and February)



Administer Writing Pretests in 10th grade in Persuasive and Expository.

Separate the students by rubric scores for targeted instruction.

Identify how many students need to score a 3.5 or higher to meet your percentage of last year or surpass it.

Administer Writing Pretests in 8th grade in Persuasive and Expository.

Separate the students by rubric scores for targeted instruction.

Identify how many students need to score a 3.5 or higher to meet your percentage of last year or surpass it.

All fifth, eighth or eleventh grade students who were at your school during both FTE Funding (October and February)



Sort students in order by their 7th grade mathematics score from 500 to 100

Deduct the SPED and ELL less than 2 years Multiply the number remaining by 45% Start Counting from the 500 student until

you get to the top 45% (Golden Egg Students)

Short/Gridded/Extended Response instruction for these students.

Essential Labs Annually Assessed Benchmarks Meet with these students to motivate their

concentration on the test Meet with Student Government

Sort students in order by their 10th grade mathematics score from 500 to 100

Deduct the SPED and ELL less than 2 years Multiply the number remaining by 45% Start Counting from the 500 student until

you get to the top 45% (Golden Egg Students)

Short/Gridded/Extended Response instruction for these students.

Essential Labs Annually Assessed Benchmarks Meet with these students to motivate their

concentration on the test Meet with Student Government

Who Made Learning Gains?

Seventh Grade•Rise in Level

•Maintained 3, 4, or 5•111 or more increase in

developmental scale score (only for

Level 1 or 2)

Eigth Grade•Rise in Level

•Maintained 3, 4,or 5• 93 or more increase in


Level 1 or 2)

Sixth Grade•Rise in Level



Level 1 or 2)


Seventh Grade•Rise in Level



Level 1 or 2)

Eigth Grade•Rise in Level

•Maintained 3, 4,or 5• 65 or more increase in


Level 1 or 2)

Sixth Grade•Rise in Level



Level 1 or 2)


Ninth Grade•Rise in Level

•Maintained 3, 4,or 5•77 increase in developmental

•scale score (only for Level 1 or 2)

Tenth Grade•Rise in Level


scale score (only for Level 1 or 2)


Ninth Grade•Rise in Level



Tenth Grade•Rise in Level



Your lowest 25 percent in each grade students who were at your school during both FTE Funding (October and February).

Includes SPED and ESOL students Students may be different for reading and math Required Developmental Scale Score

Improvements same as on Learning Gains

Highlight the students that are within 30 scale score points of the next achievement level.

Highlight the students who were in this category during the 2008-2009 school year and made a learning gain.

Highlight the students who were in this category during the 2008-2009 school year and did NOT make a learning gain.

If your school scored less than 50%, identify which students would make this category meet criteria.

At least half (50% or more) show learning gains in Reading and Math “A” schools must have met this requirement in the current year “B” or “C” schools must have met this requirement in either current or

previous year At least half (50% or more) show learning gains in Reading and

Math

NEW THIS YEAR (2008) If a school does not meet the 50% requirement, schools can still

meet this requirement if: Schools with at least 40% of the Low 25 making gains in the current

year, show improvement in the percentage of the Low 25 making learning gains from the prior year.

Schools with less than 40% of the Low 25 making gains in the current year, show at least a 5 percentage point improvement in the percentage of the Low 25 making learning gains from the prior year.

If this requirement is not met, a school’s grade is lowered one letter grade.

Categories Reading Math Writing Science Grade Points Earned

% meeting High Standards

45 65 79 40 229

% making Learning Gains

68 54 122

Lowest 25 % Learning Gains

80 70 150

Points Earned

Grade

193 189 79 40 501

B

School Grade 07/08

Note: 95% of eligible students must be tested for an “A”; 90% must be tested for any other grade.

Note: High Schools can earn 10 point bonus for 50% of re-takers passing

Grade Points

A 525+

B 495-524

C 435-494

D 395-434

F Less Than 395

Assistance Plus PowerPoint. (2007-2008). Retrieved on August 18, 2008, from http://flbsi.org/index.htm.

Grading Florida School Grades 2007-2008. Retrieved on August 18, 2008, from http://schoolgrades.fldoe.org/pdf/0708/School_Grades_08_PressPacket3_4.pdf

Guide to Calculating School Grades Technical Assistance Paper. Retrieved on August 18, 2008, from http://schoolgrades.fldoe.org/pdf/0708/2008SchoolGradesTAP.pdf

http://flbsi.org/index.htm

http://schoolgrades.fldoe.org/pdf/0708/School_Grades_08_PressPacket3_4.pdf

http://schoolgrades.fldoe.org/pdf/0708/School_Grades_08_PressPacket3_4.pdf

http://schoolgrades.fldoe.org/pdf/0708/2008SchoolGradesTAP.pdf

http://schoolgrades.fldoe.org/pdf/0708/2008SchoolGradesTAP.pdf


County

The School District of Palm Beach CountyDistrict Wide Implementation of the

Florida Continuous Improvement Model (FCIM) and Academic Improvement Plan

Dr. Art JohnsonSuperintendent

The School District of Palm Beach County

Develop and implement a curriculum management system that is focused on goals to ensure equal access for students to all comparable programs, services and opportunities for student success. Take steps to eliminate the achievement gap among subgroups and act to allocate resources on the basis of need.

The School District of Palm Beach County employees will join hands to provide adequate direction for the design, delivery and evaluation of curriculum materials by infusing a “total curriculum” approach, in which the necessary interrelationships between curriculum development, capacity building, and assessment are continuously monitored to assure that what is “written, taught and assessed evolves in a cohesive manner.”

Effective School Systems:1. Demonstrate control of resources, programs, and

personnel. 2. Establish clear and valid objectives for students.3. Demonstrate internal consistency and rational

equity in its program development and implementation.

4. Utilize results from district-designed or -adopted assessments to adjust, improve, or terminate ineffective practices or programs.

5. Improve productivity and support services for ALL schools.

Quality Control

The curriculum audit process (Quality Control) is strategically and effectively designed to examine the written, taught and assessed aspects of the curriculum including the leadership, process, and controls that are in place to successfully manage the primary objective of improving student performance and academic achievement.

Action Plan (2009-2010)

CurriculumAssessment InstructionSupportive Learning EnvironmentProfessional DevelopmentLeadershipMonitoring

Curriculum Development

•Managers of Curriculum Development and School Improvement Accountability•Program Planners•District Instructional Specialists•District Resource Teachers

PLAN

The School District of Palm Beach CountyFlorida Continuous Improvement Model (FCIM)

District-Wide Implementation

Capacity Development

•Managers of Curriculum Development and School Improvement Accountability•School Site Coaches•Learning Team Facilitators•District Instructional Specialists•Response to Intervention Facilitators

DO

Support

•Managers of Capacity Development and School Reform Accountability•School Site Coaches•Learning Team Facilitators•District Instructional Specialists

ACT

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

School ReformAccountability

•Managers of Capacity Development and School Reform Accountability•Monitoring Teams•Area Offices•Principals and Assistant Principals•Response to Intervention Facilitators

CHECK

Fidelity, Consistency, Access, and Effectiveness

Fidelity, Consistency, Access, and Effectiveness

The curriculum development team will write the curriculum, clarify staff needs to be incorporated into the district’s research-based professional development plan, recommend resources, and create an assessment system to

measure student achievement.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

•Scope and Sequence•Calendar•Learning Village•Lesson Plans•Assessment

The composition and focus of the Curriculum Development Team includes the following positions at the District Office:

◦ Managers of Curriculum Development and School Improvement

◦ Program Planners◦ District Instructional Specialists◦ District Resource Teachers

Analyze the existing PreK-12 curriculum to identify the current degree of horizontal and vertical articulation, as well as the consistency of format existing within all current curriculum documents

Curriculum maps/Scope and Sequence documents.

Common assessments (formative and summative).

Review test specifications for all designated assessments.

Analyze all available assessment data.

Analyze the interrelationship between the content area under revision and other content areas for the purpose of identifying cross-curricular needs.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



PLAN

Prepare a scope and sequence that includes the requirements defined in the Sunshine State Standards and the PreK-12 Plan.

Identify the materials that need to be created to effectively implement the curriculum articulated in the curriculum maps.

Identify or design the assessment tools that will be used to measure student achievement.

Design and communicate a plan for program implementation and the distribution of resources to schools.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



PLAN

Samples

Within this component research-based professional development begins and the committee receives feedback from teachers involved in the initial implementation.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Professional Development

•Administrators•Coaches•Teachers•Instruction•Students

The composition and focus of the Implementation Team includes the following positions at the District, Area Offices and Schools:

◦ Managers of Curriculum Development and School Improvement

◦ Program Planners◦ District Instructional Specialists◦ District Resource Teachers

Provide research-based professional development at a variety of times throughout the summer and school year.

Provide time to support teachers in the implementation process.

Schedule faculty, department and grade level meetings to conduct learning team meetings/lesson study groups.

Offer additional methods of support including but not limited to: coaching, modeling, collaborative time, etc.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



DO

Conduct regularly scheduled meetings of teachers to review lesson and unit plans for the purpose of supporting colleagues throughout the initial implementation.

Identify designated times for the curriculum committee to receive implementation feedback from teachers.

Examine assessment results in the aggregate by the curriculum committee to identify any realignment that may need to occur.

Prepare an Initial Implementation Report outlining suggestions for research-based professional development and/or realignment of curriculum.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



DO

Goals and Objectives Systematic Explicit Scaffolding Corrective Feedback Modeling Guided Practice Pacing Instructional Routine

ExplicitExplicit - - how instruction is delivered new skills/concepts introduced in direct manner teacher modeling: “I do, we do, you do”

During “ we do” instruction is scaffolded to ascertain appropriate level of support

corrective feedback procedures

SystematicSystematic - a feature of time connected series of lesson plans over time moves from explicit to implicit over time set of instructional routines from simple to complex cumulative review

DifferentiatedDifferentiated - level of support as needed students are provided varying levels of support based on

need

Within this component adjustments will be made to the implementation based upon the feedback and monitoring provided through fidelity checks, instructional reviews and classroom walkthroughs.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

•Prescriptive Progress Monitoring•Performance Data •Differentiated Accountability

The composition and focus of the School Reform Accountability Team includes the following positions at the District and Area Offices:

◦ State Regional Center 5 Office◦ Managers of Capacity Development and School

Reform Accountability◦ Monitoring Teams◦ Area Offices◦ Principals and Assistant Principals◦ Response to Intervention Facilitators

Communicate with all teachers and administrators suggestions for improvement approved during initial implementation will be communicated.

Continue research-based professional development as originally planned, or as redesigned based upon feedback garnered throughout initial implementation.

Conduct a review of the student assessment results for the purpose of refinement of the assessment documents and for the purpose of identifying needs across the district.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



CHECK

Conduct program evaluations, fidelity checks, and instructional reviews.

Examine the taught and assessed curriculum by building principals and supervisors to ensure alignment to the written curriculum.

Implement any remaining adjustments that are needed to support full implementation of the curriculum.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring



CHECK

The Instructional Review Process means an on-site review of the instructional policies, practices, and methodologies of the district or one or more schools within the district. A team which has been trained in the components of the State Instructional Review Rubric will complete the instructional audit. The team examines documents, observes classroom instruction, and interviews teachers, administrators and students.

Classroom Environment is Conducive to Teaching and Learning

Materials Support a High Level of Teaching and Learning

Higher Order Questioning and Thinking is Evident Instruction Effectively Engages Students Reading and Writing Activities are Evident Across

the Curriculum Data Analysis is Used to Redirect Instructional Focus

and Students’ Instructional Needs School and District Leadership and Coaching is

Evident

Within this component the program is completely implemented.

The coaching continuum is utilized to ensure the identified areas of need are explicitly modeled, observed, and monitored.

Formal opportunities for reflection and feedback are maintained.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

The composition and focus of the Support Team includes the following positions at the District, Area Offices and Schools:

◦ School Site Coaches ◦ Learning Team Facilitators ◦ District Instructional Specialists

Analyze reporting methods and products (action plans). Services are provided based on identified needs.

Continue professional development to address identified areas of need.

Provide new teachers multiple opportunities through the induction process to become knowledgeable of the curriculum and facile with instructional strategies used to support teaching and learning.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Support


ACT

Maintain formal opportunities for reflection and feedback.

Collect and analyze data at both the building and district level.

Observe teachers to ensure curriculum implementation and to identify best practices.

Utilize the coaching continuum to ensure the identified areas of need are explicitly modeled, observed, and monitored.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Support


ACT

Facilitate astudy group

to investigatecommon

interest topicsto improveinstruction

and studentachievement

Facilitateaction

research toseek

resourcesafter reflection

to improveinstruction and

studentachievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction


Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction


basedon mutually

agreedupon learning

goalsand success

indicators

Confer,observe,

anddebrief toimprove

instructionand studentachievement

Coaching Continuum

Monday - Coach observes the teacher

Tuesday – Coach models the entire instructional block using required components

Wednesday – Coach and Teacher co-teach

Thursday- Coach observes the teacher again

The teams will prepare a number of reports for The School District of Palm Beach County. Reporting includes:

◦ The preparation of online site visit reports at the conclusion of each visit.

◦ These reports also include targeted action plans to address school performance issues and evidence of progress in implementing action plans.

Online site visit reports should be completed at the close of each school and/or district visit. Results of Instructional Reviews and completed Action Plans should also be uploaded to the reports. Online site visit reports include information on:

◦ The purpose of the visit◦ Identified challenges or concerns◦ Professional development provided◦ Required follow-up and who is responsible

Analyzing Student Performance Data School Improvement Plan (SIP) Review

and Implementation Florida’s State Accountability Plan Adequate Yearly Progress (AYP) Florida’s Differentiated Accountability

Model Florida Continuous Improvement Model

(FCIM) Response to Intervention (RTI) Components of Instructional Density


SupportSchool Reform Accountability


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


Collaborate with all stakeholders to drive change and to manage large scale transformation

Screen and hire Reading, Mathematics and Science Coaches

Screen and hire learning team facilitators Screen and hire response to intervention

facilitators Establish summer professional development

academies for principals, assistant principals, and teachers

Teacher Effectiveness:1. Rigorous recruitment and selection2. Strategic placement3. Programs for continuous growth4. Fair, transparent measurement and evaluation5. Meaningful rewards and interventions6. An on-going stakeholders engagement, change

management, and support system and infrastructure are critical enablers to high performing systems

Transformation Plan

Students

School Board/Unions

Principals

Central Administrators

Parents/Communities

The School District of Palm Beach County Sailing: August 2009 Presented by: Jeffrey J. Hernandez...

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