The Quality Assurance Review Team 2006 SACS Recommendations

Executive Leader

Status of Action (“X” in the appropriate box)

• Use technology and training resources to build the capacity of the professional staff to disaggregate, analyze, and use student performance data to inform and direct classroom instruction

* Farrow, *Herbst, *Butler, *Airaghi,

C= Complete

I= In Progress

N= No Action

Harrison, Smiley & Carter

Review Team Report: Supporting Text

• It appears that school principals are not consistently using the BAT and mini-BATs to determine the achievement level of the students.  In such cases where the BAT and mini-BAT’s are being implemented it appears that the teachers are using the data to guide their instruction.  However, at this early stage of implementation it is not being done in a systematic and systemic manner.  The administrative leadership of the system must resolve the inconsistent application and commitment to these assessment strategies.
• Through the One Voice Plan 7, 8, 9 – Broward’s Effective Schools Plan, there is evidence that the district designs and employs instructional strategies and activities that are research/evidence-based and reflective of best practices.  There is evidence that School Improvement Plans are evaluated and feedback is given to schools.  However, it was shared that schools could choose any program they thought would help students.  The risk here would be that the numerous interventions/programs being used by schools may or may not be research/evidence-based and the implementation of these interventions/programs may or may not be reflective of best practices. 
• The district could enhance the usefulness of the Virtual Counselor by creating screens, which disaggregate data by multiple subgroups for ease of use by teachers.
• Though a system is in place to communicate assessment results to stakeholders via the Virtual Counselor, it is important that the district recognize that all stakeholder groups do not have access to technology.
• Although services and support appear to be adequate, it was noted that State mandated class-size reductions have increased the need for additional funding to equip new classrooms and the high cost of housing in the area has had a detrimental effect on recruiting teachers from outside the district.
• Several schools demonstrated innovative methods of communication with parents who do not have access to technology. Some of the tools used are newsletters written in multiple languages, district-level community outreach programs, and “Family Night Activities.” However, it will be a challenge for the district to capture the best practices of schools that do this well and share these practices throughout the district.
• There is a structure in place to monitor the SACS CASI accreditation standards at each school; however, there was not a process to communicate the district accreditation standards with all schools.

2006-08 WORK COMPLETED:

Have screens that disaggregate data by multiple subgroups been added to Virtual Counselor for ease of teacher use? (Carter)

Using technology and training to build the capacity of the professional staff to disaggregate, analyze, and use student performance data is a major focus of the district support to schools.  And while teachers are provided the ability, through Virtual Counselor, to identify the sub-groups and monitor their progress, the customer feedback has indicated that the need to provide detailed, individual student data is more effective for identifying student needs.  The district is currently working on a project to electronically link student needs, identified in Virtual Counselor, with district approved e-lesson plans and e-curriculum resources found in the BEEP (Broward Enterprise Education Portal) Teacher Portal.  Administrators are the target audience for disaggregated reporting that is provided through the district’s School Reports Menu application.  Supporting web sites are:

Data warehouse Web site 
BEEP Portal 

What evidence exists to validate the consistent application of assessment strategies to ensure that implementation is systematic and systemic? (Harrison)

The District has set in place a process to validate the consistent application of assessment strategies to ensure that implementation is systematic and systemic.  The Benchmark Assessment Test (BAT) is given twice annually.  The September BAT administration is optional at some district schools.  This year, 61 schools chose not to participate in BAT 1.  The State has been approved to participate in an alternative accountability model known as Differentiated Accountability (DA).  Each targeted school falls into one of the following categories:  Intervene, Correct 1, Correct 2, Prevent 1, Prevent 2. 

All 17 Correct 2 and Intervene schools are required by FDOE to participate in the DA Plan.  The remaining Differentiated Accountability schools and other participating schools tested students who scored Level 3 and below on the March FCAT.  Students that did not have March FCAT scores, and students who scored Level 4 or 5, were opted in by their parents.  The second administration of the BAT is required for all schools and will be given in November.  Summary reports are created that provide each school with overall test participation, percent predicted to be proficient on FCAT, and diagnostic data at the strand/cluster and benchmark level.  These data are also provided to schools and teachers through the Virtual Counselor reports.   

Students and parents can access reports on Virtual Counselor that provide predicted proficiency as well as the child’s performance at the strand/cluster and benchmark level.  Teachers and Guidance staff also have access to this report that they can print and share with students and parents.

The mini benchmark assessments are designed as a supplement to the ILS systems and other school level assessments.  The mini assessments are not intended for use with all students but to supplement other assessments, such as the BAT, for students who need more frequent assessment of their skills.  However, schools that are required to provide progress reports to the Florida Department of Education have been using the Science mini assessments to do so.

What safeguards are in place to ensure that schools purchase only approved research/evidence-based programs. (Carter)

In relation to the procurement of instructional technology resources, the Strategic Plan for Technology includes a goal with tasks and timelines, and requires the creation of a Software Review Committee (Committee).  The Committee has been formed with representatives from Curriculum, Education Technology Services, Supply Management & Logistics, Area staff and school staff.  The Committee is developing a process to review and evaluate all requests for purchases.  Selection criteria include ensuring that applications selected meet instructional goals, that applications are web-based.  In addition, the district Technology Standards Committee reviews the software and instructional applications from the technical perspective to ensure that what is purchased meets technology standards.  Finally, instructional technology staff is part of the textbook adoption process, which requires online textbooks and electronic resources. The BEEP Portal for teachers and students contains district-wide, research/evidence-based applications that have been approved and are available to all teachers and students.  A digital curriculum guide will be available to all stakeholders through the BEEP Portal in a few years.  Supporting web sites and documents are:

Strategic Plan for Technology 
Software Process Flowchart
Technology Standards Web site

How does the District communicate results to stakeholders who do not have access to technology?  Is there a process in place to capture the best practices of school that communicate with parents who do not have access to technology and share these practices throughout the district? (Herbst, Farrow, Butler, and Airaghi)

Schools and district offices use a variety of methods to communicate to parents who do not have access to technology.  Among these methods are:

• School Communications.  School Newsletters and letters to the parents that are sent home via the students.  Pertinent information is shared.
• ParentLink.  ParentLink is a district wide call out system that allows both schools and district departments to send messages directly to the telephones at the homes of students.  .
• Presentations at district and school PTA, Parent Advisory and Innovation Zone meetings.   These meetings are regularly scheduled and provide the opportunity for parents to receive information and communications from Broward County Public Schools.
• Direct mail correspondence to the homes of students.  Direct mailing is used to inform parents of pertinent information needed for decision-making or informational purposes.  For example, direct mailings are used to inform parents of school choice options.

Many of the resources are published in four languages and interpreters are made available for major parent meetings. Parent teacher conferences also include information about school achievements.

Best practices are shared among parent organizations and departments with parent involvement responsibilities through the Parent Involvement Communication Council. The district also reports best practices to the state annually. The best practices are reported in the state’s Spark Plugs publication which is sent to each school and posted on the state web site.  Additionally, the district recently launched a new parental involvement Web site , which provides a parent friendly, informative site to help parents assist children and stay involved in their education. 

The practices listed above are standard practices that have been used extensively throughout the district.  All options above do not require parents to have access to technology to receive the information.

Is there a process in place to communicate the district accreditation standards to all schools? (Smiley)

An action plan has been put in place to communicate the new SACS CASI accreditation standards throughout the District. The Accreditation standards have been posted on the Broward County Schools Accreditation Web site which was established in 2005 and serves as a comprehensive site that all stakeholders can access and receive information on District Accreditation. The site includes artifacts and other viable information related to the accrediting process.  A  link to the newly revised standards, titled “Accreditation Standards for Quality K-12 Schools” has been updated on the District’s SACS site. 

2009-2011 WORK TO BE COMPLETED

• The District has experienced inconsistency in the use of many BATS.  To address this problem, the Core Curriculum Department in collaboration with the Office of Student Assessment and School Performance is working to develop a formal mini BAT assessment standard for use.

• To establish safeguards that will ensure that schools purchase only approved research/evidence-based programs, Supply Management & Logistics (SML), in collaboration with Curriculum and Instructional Technology, will develop an approval process.  Within the next year, Curriculum and Instructional Technology will develop a list of approved products that schools will be authorized for purchase.  This list will be published on the SML web site, and will require a waiver approval for any items not on the approved list.

• Area Superintendents will continue to highlight SACS Standards at Area meetings and also require principals to include the standards on faculty school based agendas at least four times a year and align to School Implementation Plans.  The action plan will include the following steps:

• Review the Accreditation website with all principals throughout the District each semester.  This review will center on the 7 current SACS District Standards.  Click on the following link to access principal meeting dates  for the 2008-2009 school year           
• Post the District Accreditation Standards document on our Principal CAB Conference; review at the beginning of the first and second quarter of every year.
• Principals will review the standards with staff during monthly staff development days.
• Standards will be posted on our B.E.E.P portal for all District and school personnel.  The portal is averaging 25,000 unique visitors per month.
• A pod cast on District Accreditation Standards and information will be available by February 2009 for all district personnel.  The pod cast will be available on our District website and our Accreditation website along with our B.E.E.P portal.
• Align SACS Standards to each school’s  School Improvement Plan.

The Quality Assurance Review Team 2006 SACS Recommendations

Executive Leader

Status of Action (“X” in the appropriate box.)

• Establish and commit to board policy in the following areas:
• Board training requirements and orientation of members related to their role and function as a corporate board
• Role and responsibilities of the Board consistent with constitutional requirements
• Issues and conflict resolution and operational definition of equity

*Diaz, *Strong,

C= Complete

I= In Progress

N= No Action

Carter, Bromery

Review Team Report: Supporting Text

• There is no required training for school board members—none of the school board members are “certified” but they can be in Florida.

• There are several advisory Board groups (over 5; for example, diversity, audit, policy review committees) established by policy and each of them has Board appointees. Senior staff members are to be at such meetings and some staff serves as a member of the committee. They advise the Board on different issues.  The advisory boards are on the agenda every meeting but they don’t always participate based on what needs to happen. Some of these advisory boards are in Florida law but most of them are in the evolution of Broward County.

• Clarify and delineate between “policy” to guide and “administration” of the school district—put this on paper and then give required training on these clarifications.  When the Board makes decisions, it needs to work as a whole in support of such decisions.  Members of the board should not be working individually—except to gather information. Board appointments by individual “areas” seem to take away from the unified vision and goals of the district.  It can divide board members, insert more politics into the process and take away from the larger goals of the system. Their job is to collect information to create high-level policy guidance. There needs to be standards and systems by which they make their decisions—and that they are held accountable.

• The Board is responsible for celebrating the whole district’s student achievement success—and driving decisions based on that. It appears that there is a conflict between the individual board members and how they “lobby” for their individual areas and the superintendent schools and their additional need for services and resources especially as related to equity.  These differences need to be addressed effectively so that the system as a whole benefits.

• The Broward County Public Schools articulates a commitment to equity and has implemented practices to address recognized inequities of technology and resources.  However, an operational definition of equity must be developed, communicated, understood and embraced by all stakeholders.

2006-08 WORK COMPLETED:

Has a policy related to School Board Members roles and function as a corporate board been drafted for Board discussion and approval?   Does the policy delineate between “policy” to guide and “administration” of the school district?  (Diaz and Carter)

The Board members have not only worked diligently to frame policies to define their roles and function as a corporate board; but also, established policy to govern the administration of the district.

Policies
In preparation for drafting the recommended policies governing Board member roles and responsibilities, training, conflict resolution and orientation of new members, we researched the State’s Constitution and Florida Statutes, and seven other Florida district’s policies.  At the October 16, 2008 School Board Workshop, the Board reviewed draft versions of proposed policies to address the Quality Assurance Team’s recommendations.   Policy 1005-School Board Responsibilities and Authority addresses the recommendation for the Board to commit to policy their roles and responsibilities consistent with the constitution.   Policy 1006- School Board Member- Professional Development addresses the need for continuous improvement by participating in professional development that enhances their knowledge and skills and assists with conflict resolution.   The policy also provides for an orientation of new Board members and includes various topics that are required as part of the orientation.  Board members recommended that the policies be brought to the following School Board meeting for official action.  Policies 1005 and 1006 were submitted for approval at the November 12, 2008 School Board meeting. 

Documented Evidence:
New School Board Policy Training and Orientation Presentation
(Power Point presentation - October 16, 2008 School Board Workshop) 
Draft Policy 1005- School Board- Responsibilities and Authority
Draft Policy 1006- School Board Member- Professional Development

Professional Development
Subsequent to the initial review, several School Board members have either completed or are working on the State’s School Board member certification.  Two Board members have completed the certification.  Three Board members are pursuing the certification.  In addition, in February of 2007, the Board sought out professional training and consulting services from a clinical/industrial psychologist with experience working with school districts and municipalities in organizational analysis, leadership development, team building, goal setting, and conflict resolution.   The Superintendent and the School Board Chair collaboratively plan agendas and training based on the Board and district needs.  The School Board began their training in February 2007 and they continue to be actively involved in the training program.   As a result of the training, the Board established the traits they were seeking in a new Superintendent.   They determined that the interim Superintendent met their criteria and appointed him without a prolonged national search at a cost savings of $100,000.  The Board also developed processes to ensure productive Board meetings and enhanced communication and trust among each other.  By improving their professionalism, a direct benefit resulted in improved staff morale.  Recent accomplishments facilitated through the training program include developing the Superintendent’s goals, determining an evaluation process that included internal and external stakeholder input and completing the Superintendent’s evaluation.  Board members also successfully outlined the mission, vision, and goals for the school system and approved a three-year district strategic plan.  

Documented Evidence:
School Board Training with Dr. Mathis- 4/16/07 and School Board Retreat and Training Session 1/24-25/08
(Sample Agendas of the Board members’ training sessions)

Has the accountability standards and systems by which Board appointed advisory groups been drafted for Board discussion? Has the required training expectation for all Board appointees been formally communicated and adopted by the Board? (Diaz and Carter)

In addition to discussing the proposed policies at the October 16, 2008 School Board Workshop, the Board discussed the District advisory committees and their appointees.  There was discussion about the challenges of finding qualified individuals willing to volunteer their time and the commitment involved in serving as their representatives for the various committees.  The Board discussed having some guidelines for selection, but most importantly having clear goals and expectations for each of their representatives. 

Has a policy related to conflict resolution and an operational definition of equity been drafted for Board discussion and approval?
(Strong, Carter and Diaz)

As a component of the October 16, 2008 School Board Workshop presentation,  the Board was briefed on the Quality Assurance Team’s recommendation for policies related to the conflict resolution and an operational definition of equity.   Policy 1006- School Board Member- Professional Development includes conflict resolution as part of the Board’s training.  The Florida School Boards Association professional development and the training the Board has been engaged in since 2007 have addressed the issue.    Due to their progress in handling conflict, they have been able to improve their public image and communication, and have represented themselves as a unified Board during challenging events such as boundaries and reductions in the budget. 

Documented Evidence:
New School Board Policy Training and Orientation Presentation
(Power Point presentation - October 16, 2008 School Board Workshop) 
Draft Policy 1006- School Board Member- Professional Development

The Board has a long standing Nondiscrimination Policy, #4001.1, which provides District stakeholders with guidelines on how to file a complaint and have it addressed/resolved (www.browardschools.com).   With regard to the development of an “operational definition” of equity, a draft operational definition has been developed in collaboration with the Director, Equal Educational Opportunities: “operational definition” of equity:  “…to cultivate an environment, which provides equal opportunity and equal access in all student, employment, and business programs, activities, resources, services and operations.”
The draft operational definition has been reviewed by the District’s Executive Leadership Team and will be presented to the Board on March 31, 2009 at a Board Workshop.

2009-2011 WORK TO BE COMPLETED
The Human Resource Development Division and the School Board Attorney’s office are developing required training for the advisory groups (Robert’s Rules of Order and Florida Sunshine Law).    The training will be made available on a CD for each member.
A draft of goals and expectations for each advisory Board representative will be developed.  School Board members will use the information to share with prospective appointees to seek the most qualified representatives willing to accept the commitment and responsibilities as their Board appointee.  

The recommended operational definition of equity will be presented to the Board for their review/discussion during its March 31, 2009 Workshop. If approved, the operational definition of equity will then be embedded into the Board’s Nondiscrimination Policy, #4001.1, and a review of the revised policy will be scheduled for the first available meeting of the Policy Review Committee.

A major marketing plan will be developed to share this definition of equity with all stakeholder groups when approved by the Board.

The Quality Assurance Review Team 2006 SACS Recommendations

Executive Leader

Status of Action (“X” in the appropriate box)

• Build understanding and provide support for departments and schools to purposely and seamlessly align goals, strategies, and assessments with the strategic direction of the district

*Farrow, *Herbst, *Butler, *Airaghi,

C= Complete

I= In Progress

N= No Action

Harrison, Smiley & Carter

Review Team Report: Supporting Text

• The district also has a structure in place for the provision of vertical and horizontal articulation but there is no evidence that it is currently being used consistently for curriculum, assessment and instruction. The district’s data systems have a positive impact on student achievement and teacher performance. There is a district level process that supports the alignment of each school’s improvement plan; however, there is inconsistent evidence that the schools are focusing on the NCLB and School Accountability data in their school improvement plans.
• There is evidence that a structure is in place (Innovation Zones) that allows for vertical alignment of instructional design. However, there is need for a formal structure that would provide the impetus and support for the vertical articulation of curriculum and instruction throughout Broward County Public Schools.
• Although it is evident that the performance expectations are consistent with the required state standards, there is danger in not meeting the needs of all students if almost all the emphasis is placed on low-achievers at the expense of not helping high-performing students reach their potential.

2006-08 WORK COMPLETED:

What evidence is there to support the existence of a formal vertical and horizontal articulation process to ensure that schools are focusing on the NCLB and School Accountability data in their school improvement plans? (Farrow, Herbst, Butler, Airaghi, Harrison, Smiley and Diaz)

A formal vertical and horizontal articulation process is in place to ensure that schools are seamlessly aligned to focus on the work.  Articulation is an important part of our Innovation Zone, feeder patterns, format.  Monthly meetings
are held with the K-12 principal teams to discuss various aspects of the articulation that needs to occur between the levels.  A committee of guidance staff, teachers, and special areas staff plan activities, which enhance the articulation between school levels.  At least three times a year a joint meeting is held with community and parent groups in each zone to discuss the level of progress for each of our schools.

Each school must complete a comprehensive planning tool, which guides the school leadership teams and staff in meeting the needs of their students. The tool forms the basis of the school improvement plan. The data from NCLB, FCAT and our own assessments form the basis for the development of the plan.  The plans are reviewed by the Area Directors on their regular school visits and are adjusted at the school level as needed to ensure fidelity of implementation.

Under the direction of the Area Superintendents a committee of four Area Directors representing each area office form a staff development team that develops the monthly principals agenda.   Each month the monthly principals agenda includes dedicated staff development time of at least one hour focusing on student achievement.  The materials are provided for each area meeting to provide consistency of implementation.  For examples of the staff development activities please see the Documented Evidence* section.

The Multicultural, ESOL & Program Services Department and the Core Curriculum Department work in collaboration with the A++/NCLB district office to review data governing special needs students. Staff from the departments participate in data chats and assist with the development of the school improvement plans to address the special needs.

Is there evidence to confirm the existence of a formal structure that supports vertical articulation of curriculum and instruction throughout Broward County Public Schools? (Principal Meeting agendas, Area Office agendas, HRD training calendars and data supporting the number of participants) (Farrow, Herbst, Butler, Airaghi, Harrison, Smiley and Diaz)

The Innovation Zones, school feeder/articulation patterns, have provided opportunities for vertical teaming activities to ensure fidelity of curriculum across grade levels.   Department chairs meet regularly along with reading coaches from each of the levels to review the instructional focus calendars with their school staff as well as the other schools in their zone.  For examples of documentation of various meetings see the Documented Evidence* section.

*Documented Evidence:
Agenda February7
Agenda May1
Agenda Principal Mtg September4
Agenda Revised Novembe 1
Area Essential Questions September 4
Area Meeting Essential Question October 2
Area Principal Staff Dev May1
Oct Staff Development(Power Point)
Principals Agenda March 6
Principals Agenda October 2
Principal Staff Dev November 1
Prof Dev March 6
Sept4 Principals Meeting Revised (Power Point)
SJF General Meetings
SJF Zone Meetings
ZF1017 Minutes
Zone Meetings GE
Zone Meetings VSW
Zone Principal Parent Meetings

The District’s comprehensive curriculum maps are posted in the Learning Village on the B.E.E.P. portal for teachers as a part of the formal structure of support.  The curriculum maps have sequenced lesson plans that are available to teachers of all subject areas and are both vertically and horizontally aligned.

All Advanced Placement teachers attend vertical teams training annually.  Additional vertical teams training is available within Innovation Zones by content areas.   The district has supported vertical teams training through the Advanced Academics Department.

What evidence is there to confirm that the District is meeting the needs of high-performing students as well as low-achievers? (Farrow, Herbst, Butler, Airaghi, Harrison, Smiley and Diaz)

All schools are required to develop school improvement objectives that align to the criteria of the Florida Differentiated Accountability Plan (formerly Florida’s Accountability System - A++) as well as the criteria under No Child Left Behind (NCLB).  Plans are developed by the School Advisory Council at the school, with the assistance of content area experts and the school’s leadership team.   Draft school improvement plans are presented at School Advisory Council meetings and shared with the school’s stakeholders.  The plans are then reviewed by Area Office staff as well as a District Review team, which is made up of content area experts, Title I and Multicultural support staff, Research Services/Student Assessment, and the School Improvement Department.

Once plans are reviewed, they are returned to the schools with recommendations for revision.   Because the review process includes a cross section of district and area office support, the district ensures that each school focuses on both the NCLB and A++ Accountability data in developing meaningful plans that will result in improved achievement for high and low achievers.

Each school’s schedule is designed to provide for advanced, honors and advanced placement courses as it pertains to the grade level of each school.  Through regular data reviews with the teachers and students the identification process is constantly updated.  High achieving classes are formed as needed.  Project based learning is also encouraged for the students who perform better with a creative project rather then depending on other assessment tools traditionally used in the classroom. Extended day and enrichment activities are provided at many schools for level 3, 4 and 5 students.  

Area Directors monitor enrollment in advanced placement as part of regular school visits. ACT/SAT scores are monitored for identifying high-performing students.  In addition, Broward County Public Schools has many initiatives to meet the needs of high-performing students as well as low achievers. The district supports dual enrollment, Advanced Placement, International Baccalaureate and AICE coursework.  Enrollment has steadily increased over the past 3 years. Parents of high performing students receive direct mail from the district encouraging them to enroll their student in honors, advanced or other rigorous coursework.

BCPS has a large gifted population, over 9,500 students, whose needs are met through gifted programming services.   Universal screening of all second grade students ensures that all students have an equal opportunity for identification.

Great Expectations in Mathematics  (GEM) is a mathematics program designed for high achieving middle school math students.  Students in this program earn two high school credits in Algebra I Honors and Geometry Honors during their middle school experience. Upon entering 9th grade, they begin the high school math sequence with Algebra II Honors.

The district has several programs in place to ensure that high-performing students have access to acceleration and enrichment beginning at an early age.  These programs include:

• The NNAT administration in grade 2 to all students to determine if there is a need to further assess for gifted placement.
• The 47 magnet school programs serving over 38,000 students (2007-08).
• The MAT program for accelerated mathematics in grades 6 through 8.

Advanced course and college readiness flags are computed for all incoming grade 9 students.  The use of these flags has resulted in increased enrollment in Advanced Placement, Dual Enrollment, and Honors courses as well as increased SAT and ACT participation.  The district administers the PSAT on a Wednesday to ensure that all grade 10 students are able to take the test during the school day. The Broward Virtual Education program is available for students to take courses on-line (regular as well as accelerated) that cannot be offered on their school’s campus.

The Advanced Academics Web site, describes the following programs geared towards meeting the needs of high-performing students:   

• City Academy at Arthur Ashe
• Dual Enrollment at BCC, FAU, and FIU
• Advanced Placement Program
• Gifted Program
• Honors Program
• International Baccalaureate (IB) Programs at three high schools
• MATS Mathematics Talented Students
• Middle School Advanced Courses
• College Academy at BCC 

Students who are struggling learners have many opportunities for additional time on task through research/evidence-based interventions, before and after school programs and push in/pull out support.  Research based programs for students with disabilities (SWD) and English Language Learners (ELL) are identified and part of the District’s Struggling Reader and Math Charts. The delivery model for these programs are based on the identified special needs of the student. 

In addition, the Multicultural, ESOL & Program Services Department conducts site visits and onsite analysis of schools in regards to the ESOL program. During these visits, data are reviewed to ensure that students are placed properly. Also per META Consent Decree, ELLs are entitled to equal access to appropriate programming and categorical programs.

The district has approved and supports screening instruments and intervention programs for each of the five strands of reading and mathematics.  These instruments and intervention programs are documented on elementary and middle school struggling reader charts.  These resources are similarly included for schools to document in their school-wide progress-monitoring plan for students.  The respective Reading and Mathematics Departments within Core Curriculum are responsible for identifying, researching, and approving these quality research/evidence-based programs.

A computer-based instructional learning system has been purchased for all middle schools to meet the needs of course recovery.  It is used during the school day, before school, after school and from remote sites. The computer-based program is used for students to recover middle school credits to meet the legislative mandate for promotion to 9th grade. 

During the summers of 2006 and 2007, two summer courses were made available to low performing students.  The 9th grade transition program is a Reading/Science course for students who scored Level 1 on the reading FCAT.  Students receive  high school elective credit upon successful completion of the course.  BCPS also offered the Middle School Course Recovery summer class during 2006 and 2007.  Students were given the opportunity to make up two core courses that they failed in middle school.

Partnership with Broward College to Reduce Remediation: During the 2008-09 school year, eleventh grade students who score at Levels 2, 3 or 4 on FCAT mathematics, will be offered an opportunity to take the Common Placement Test (CPT) at no charge.  This assessment is designed to identify the degree of a student’s college reading level.  If the student does not score high enough to enter Broward College without taking remedial courses, a new course will be offered to them in 2009-10 as preparation for college level work.  In 2009-10, the same offering will be made available in reading.

2009-2011 WORK TO BE COMPLETED

Continue to work with HRD to provide staff development in the delivery of higher level lesson plans.
Require the use of BEEP for effective lesson planning and monitor the use of the BEEP site by school.
Increase the articulation between school levels by encouraging all teaching staff to participate in cross level conversation.  Previously this has mainly been done through department chairs and leadership teams.
Expose students to additional teaching formats such as online courses and project-based engagement to assist them at all achievement levels to be able to increase skill levels.

The Quality Assurance Review Team 2006 SACS Recommendations

Executive Leader

Status of Action (“X” in the appropriate box)

• Expand the capacity of the instructional staff at the school level to identify, execute, and monitor the impact of research/evidence-based strategies for improving student learning.

*Harrison

C= Complete

I= In Progress

N= No Action

Carter, Smiley & Diaz Farrow, Herbst, Butler, Airaghi

Review Team Report: Supporting Text

• There is clear evidence that the district provides professional development for staff that supports the overall goals and action plans for the System. Even though there is strong evidence of effective professional development practices, challenges exist. The increase of new teachers has created a need for additional professional development opportunities to support the district’s “One Voice” 7, 8, 9 – Broward’s Effective Schools Plan initiative. Ongoing professional development should be provided to support technology enhancements so that teachers and staff can maximize its use.
• The district maintains secure, accurate and complete student records in accordance with state and federal law and regulations.  However, the team found evidence that the “virtual counselor system” has limitations in its use among teachers and parents.  Therefore, the district needs to provide more staff development and ways for teachers to disaggregate and utilized the information.  Additionally, further awareness, training opportunities and accessibility should be extended to parents.

2006-08 WORK COMPLETED:

What evidence exists to validate that ongoing professional development is provided to support technology enhancements and maximize its use? (Harrison, Smiley and Diaz)

The district offers a variety of continuous and on-going professional development opportunities to teachers to support technology integration.  The Digital Education Teacher Academy (DETA), a partnership with Florida Atlantic University, provides graduate level courses focused on integrating technology into daily classroom practice.  To date, over 5,500 teachers, out of the approximately 17,000 teachers working in the District, have completed this program.  A regularly scheduled program of hands-on workshops is offered at various times and locations to support needs.  The professional development offered follows state protocols and HRD guidelines for effective training and includes results-driven follow-up activities to ensure that training is translated to the classroom.  Online training, just in time opportunities for technology training, is offered through the “Atomic Learning” resource which is available through the BEEP Portal.  The Broward Virtual University offers over 50 online courses which teachers can access and complete on a 24/7 basis.  The new teacher academy program has a technology integration component that acquaints new teachers with the digital tools and resources that are available for instructional purposes.  If a new application or a new online textbook is released, a roll-out plan is put in place, which ensures that the target audience can use the application for instruction.  Schools are provided options for professional development including on-site workshops, mini-sessions during planning times, after school and Saturday sessions based on individual school needs. 

A program called Global Learning Initiatives (GLIDES) provides on-site mentoring and coaching directly to classroom teachers on project-based learning, which is the integration of instructional practices, curriculum content and integration of technology.  Classroom observations, training records, teacher and student work products are evidence to validate that ongoing professional development is being provided and integrated.    Supporting documentation includes: 

Instructional Technology Web site: (includes DETA, GLIDES schedules, samples of student work)

BEEP (Broward Enterprise Education Portal) which includes Atomic Learning resource

GLIDES wiki

Broward Virtual University Web site

BEEP training occurs continuously throughout the school year.  The Departments of Core Curriculum in collaboration with the Instructional Technology Department and HRD facilitates this training.  The model for professional development opportunities varies from school to school and at each level of learning.  Content area specialists throughout the Core Curriculum Department integrate all content training with BEEP.   Students, teachers, and support staff have increased their usage of BEEP steadily over the past 4 years.  Students entered the portal 92,691 times between the months of September and October 2008.  Data reflect the number of unique visitors to the student portal’s home page during this period.    In addition, teachers entered the portal 43,027 between the months of September and October 2008.  The number reflects visitors that were authenticated to reach the home page of the teacher portal.  All new and restructured schools are designed with Digital Classrooms.  Each digital classroom teacher goes through a district training that ensures that teachers have the knowledge needed to use their digital classroom to the highest potential.

What evidence exists to validate that parents and teachers receive additional awareness and training opportunities and accessibility in the use of Virtual Counselor?  (Harrison and Carter)

Virtual Counselor is an integral part of the data driven instruction learner outcomes of the DETA and BEEP programs offered to teachers. The district is currently working on a project to electronically link student needs, identified in Virtual Counselor, with district approved lesson plans and curriculum resources found in the BEEP Teacher portal.  This strategy will assist the teacher in individualizing instruction for the student.  In the 2007 annual customer survey, 72% of teachers indicated that they used Virtual Counselor to access student records, an increase of 2% over the previous year. 

Parents receive information on Virtual Counselor through their school’s newsletter, web sites, parent nights and presentations at parent meetings.  In addition, Virtual Counselor is a link from the District’s main Web site.  The District has adopted an electronic gradebook program for all schools called, “Pinnacle,” and connected the parent viewer for the gradebook with Virtual Counselor.  This allows a parent to see day-to-day student progress from the teacher’s gradebook in addition to historical data available through Virtual Counselor.  For parents, in the 2007 annual customer survey 66% responded that they use Virtual Counselor to access their child’s records, which is an increase of 6% over the previous year. 
Supporting document is:  13th Annual Customer Survey

The HRD Department offers the following teacher workshop:

• “Using data to improve Student Achievement,” which provides training on how to best use the information from Virtual Counselor. 
• The publication Parents Guide to Broward School, compiled by the Community Involvement Department, provides a description of Virtual Counselor Internet services available to parents and students.
• The Virtual Counselor Web site for parents and students provides a demonstration on the use of Virtual Counselor.

2009-2011 WORK TO BE COMPLETED

• Continue offering DETA as a professional development program focused on integrating technology into the curriculum.  Explore expanding partnerships with other local universities such as Nova Southeastern, to provide an online course option for teachers who have completed DETA 1.  The online course would provide an alternative avenue to assist teachers with continuing their knowledge in this area.

• Expand capacity of schools to implement GLIDES program district wide.  GLIDES, a project based approach that has been enhanced by seamlessly integrating technology for communication, collaboration,  knowledge acquisition and presentation of information, enables students to learn 21st century literacy skills that are essential for workplace and post-secondary success.  Project based learning is a research based strategy that is being used both nationally and internationally.  Over 50 Broward schools are on a waiting list to implement GLIDES.  The goal would be to provides GLIDES to every school in Broward by 2011 and to build capacity in schools to  maintain as part of regular instructional program.  The following paper provides an overview of the research in this area:  http://www.autodesk.com/foundation

• Continue offering professional development using a variety of delivery methods (online, face to face workshops, just in time video tutorials) to new teachers, existing teachers and administrators.  In particular, ensure that roll-outs of new instructional applications have a strong professional development focus.

• Continue to align all new instructional applications to the BEEP teacher and student portal to ensure consistency of digital content, alignment to curriculum maps, unit plans and lesson plans and 24/7 access to instructional content.

• Continue to expand the capabilities of the Virtual Counselor application; in particular, electronically link student needs as identified in Virtual Counselor, with district approved lesson plans and curriculum resources found in both the BEEP teacher and student portals.