1 August 5, 2014 Broward’s BEST Blueprint Dr. Desmond K. Blackburn, Chief of School Performance & Accountability Dr. Elisa M. Calabrese, Chief Talent Development Officer Brian G. Kingsley, Acting Chief Academic Officer

We Are Good, But… We Should “B” “A” Lot Better!! 2

The Trilogy OSPA TDCAO 3 “Ongoing, collaborative and connected work of OSPA, Academics and Talent Development”

The Big Picture 4 - Ken Leithwood, Characteristics of High Performing School Districts in Ontario, (2011 ) CORE PROCESS Shared Goals Expertise Data & Evidence LEADERSHIP District School Instructional RELATIONSHIPS Within School/Districts Across Schools/Districts SUPPORTING CONDITIONS Plans Professional Development Alignment

Educating today’s students/staff to succeed in tomorrow’s world – C2Ready! 5 BCPS is committed to educating all students/staff to reach their highest potential.

The Offices of Academics, School Performance and Accountability and Talent Development will accomplish this mission through a high level deliberate focus on creating the following:   A Focused & Authentic PLC Process   An Embedded High Quality RtI Process   Optimal Internal/External Relationships   Scaling Up BEST Practices … in all schools so that BCPS is the BEST performing school district in Florida, individual schools are the BEST performing schools within SES Bands, and there are ZERO schools graded D or F. 6

- Jim Collins, Good to Great, (2001) “Confront the brutal facts (without blame), yet never lose faith.” 7

Fact - Faith - Fact Demographics Expectations Actions Soft Prejudice Outcomes Expectations Actions Results All Students Beyond Expected Student Targets (BEST)

  Broward has shining examples at every level (student, class, subject, grade, school) of BEST outcomes.   Collaborative efforts among principals are at an all time high.   There isn’t one BEST practice in existence at an expert level across all schools in Broward. 9

-Robert Sutton & Huggy Rao, Scaling Up Excellence, (2001) “Scaling requires grinding it out, and pressing each person, team, group, division, or organization to make one small change after another in what they believe, feel, or do.” 10

BP #1 - A Focused & Authentic PLC BP #2 - An Embedded High Quality RtI Process BP #3 - Optimal Internal/External Relationships BP #4 - Scaling Up Additional BEST Practices BEST Practices 11

BEST Practice #1   All assessed grades & K-2   All assessed subjects   Focus on student data to improve instructional practice   Analysis of student work Curriculum  What do we want all students to know? Assessment  How will we determine student mastery? Remediation  How will we respond to students who do not meet mastery? Enrichment  How will we respond when students meet/exceed mastery? 12

-Richard Dufour & Michael Fullan, Cultures Built to Last, (2013) “In every case of significantly improved results for schools or districts that we have seen, leaders focused on creating a common assessment framework linked to individualized instructional practices, with ongoing collaborative discussions of how to improve upon those results.” 13

BEST PLC Defined Instructional Cycles Weekly, bi-weekly, monthly, etc… Evidence Pre-Cycle CARE Questions Instruction & Assessment Data Analysis, Remediation & Enrichment Post-Cycle BEST Practice Sharing 14

BEST Practice #2   Establish & Ensure an Effective RtI process is in place (Identify Early, Respond with Interventions & Progress Monitor)   Guarantee all students in danger of failure/retention are receiving interventions (Biweekly, Interims, Quarterly, Semester, etc.)   Increased Student Support – Academic, Social, Emotional, & Community 15 “RtI the System” Zone Cadre Individual School Academic Support & System Support Teams

Be Deliberate with Special Groups ESE ELL Gifted & Talented Minority Males Early Childhood Every Agenda, Every Opportunity, Every Time… 16

BEST Practice #3 Motivated Staff and Students Engaged Municipalities, Business Partners and Non-Profit Organizations Celebration of Student/Employee Success This is Personal 17

-Michael Fullan & Alan Boyle, Big City School Reforms, (2014) “In cities, as in other settings, the most powerful single influence on student outcomes, in virtually every study, is socioeconomic status (SES).” 18

SES Band   A group of level-specific schools across the state   Similar percentage of students receiving free and/or reduced price lunch   Labeled SES1, SES2 … SES10 19 SES Bands & FRL % Ranges SES1 95% - 100% SES6 50% - 59% SES2 90% - 94% SES7 40% - 49% SES3 80% - 89% SES8 30% - 39% SES4 70% - 79% SES9 20% - 29% SES5 60% - 69% SES10 0% - 19%

SES Band Example 20

BEST Practice #4   Continue sharing of BEST practices   Establish a relationship with the highest performing school(s) within SES Band   Scale-up two BEST practices that are uncovered 21

What’s New?   Unified Effort; Shared Goals; and Aligned Expectations   Common Assessments (school/district & formative/summative)   Evidence & Monthly Data Collection   Enhanced Sub-Cadre PLCs to Model Expected Behaviors   BASA & Bridges   Differentiated Support 22

Connecting the Dots   High Quality Instruction & Continuous Improvement   School Improvement & Accreditation   Florida Standards – DOK Levels   Visible Learning   College & Career Readiness (CCR)   Customer Service & Market Share 23

24 Just CARE to Be the BEST!!!

Questions 25

Secondary/Center Principals AM Breakout Session Rooms Room NumberCadre Director 314Hall 315Semisch 317Ramirez 321A. Strauss 324Wanza

Elementary Principals PM Breakout Session Rooms Room NumberCadre Director 314Cejka 315Cone 317Haywood 321Hanna 322Narkier 324M. Strauss