Strategic Plan - Goals and Guardrails

  • Students First - 2027 Student Outcomes Focused Strategic Plan

    The School Board of Broward County, Florida has adopted a student outcomes-focused approach to governing to improve what students know and can do with the knowledge and skills Broward County Public Schools provides to succeed in the future.

    Download the 2027 Strategic Plan - Goals and Guardrails summary document.

  • Early Literacy Proficiency

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Goal 1 The percent of grade 3 students who demonstrate grade‐level performance or above on the state English Language Arts (ELA) assessment will grow from 52% in June 2022 to 65% by June 2027. 52% 0% 0% 0% 0% 0%
    Annual Target 55% 58% 61% 63% 65%
    Interim Goal 1.1 The percent of students in the grade 3 2026‐2027 cohort who demonstrate grade‐level performance or above on the PM31 Florida Assessment of Student Thinking (FAST) ELA will increase from 52% in June 2022 to 65% by June 2027. 52%‐3rd Gr. 2022 0% 0% 0% 0% 0%
    Annual Target 55% 58% 61% 63% 65%
    Interim Goal 1.2 The percent of students in the grade 3 2026‐2027 cohort who demonstrate level 1 performance on the PM31 Florida Assessment of Student Thinking (FAST) ELA will decrease from 27% in June 2022 to 17% by June 2027. 27%‐3rd Gr. 2022 0% 0% 0% 0% 0%
    Annual Target 25% 23% 21% 19% 17%
    Interim Goal 1.3 The percent of students in the grade 3 2026‐ 2027 cohort who demonstrate levels 4 and 5 performance on the PM31 Florida Assessment of Student Thinking (FAST) ELA will increase from 26% in June 2022 to 32% by June 2027. 26%‐3rd Gr. 2022 0% 0% 0% 0% 0%
    Annual Target 28% 29% 30% 31% 32%

    1 Progress Monitoring Period #3 (PM3) refers to the third period of Florida state‐wide assessments, occurring at the end of the school year (month of June).

  • Algebra Proficiency

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Goal 2 The percent of students who met the Algebra graduation testing requirement by the end of grade 9 will grow from 53% in June 2022 to 63% by June 2027. 53% 0% 0% 0% 0% 0%
    Annual Target 55% 57% 59% 61% 63%
    Interim Goal 2.1 The percent of students in the grade 9 2026‐2027 cohort who demonstrate grade‐level performance on the PM31 Florida Assessment of Student Thinking (FAST) Math will increase from 53% in June 2022 to 63% by June 2027. 53% Gr. 5 Math 2022 0% 0% 0% 0% 0%
    Annual Target 55% 57% 59% 61% 63%
    Interim Goal 2.2 The percent of students in the grade 9 2026‐2027 cohort who demonstrate level 1 performance on the PM31 Florida Assessment of Student Thinking (FAST) Math will decrease from 28% in June 2022 to 18% by June 2027. 28% Gr. 5 Math 2022 0% 0% 0% 0% 0%
    Annual Target 26% 24% 22% 20% 18%
    Interim Goal 2.3 The percent of students in the grade 9 2026‐2027 cohort who demonstrate levels 4 and 5 performance on the PM31 Florida Assessment of Student Thinking (FAST) Math will increase from 32% in June 2022 to 39% by June 2027. 32% Gr. 5 Math 2022 0% 0% 0% 0% 0%
    Annual Target 34% 36% 37% 38% 39%

    1 Progress Monitoring Period #3 (PM3) refers to the third period of Florida state‐wide assessments, occurring at the end of the school year (month of June).

  • Science Proficiency

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Goal 3 The percent of grade 8 students who demonstrate grade‐level performance or above on the Florida Statewide Science Assessment or Biology EOC2 will grow from 47% in June 2022 to 55% by June 2027. 47% 0% 0% 0% 0% 0%
    Annual Target 49% 51% 53% 54% 55%
    Interim Goal 3.1 The percent of students in the grade 8 2026‐2027 cohort who demonstrate grade‐level performance or above on the End of Year Science Summative will increase from 43% in June 2022 to 55% by June 2027. 43% Gr. 5 Science 2022 (2025 8th Gr. Cohort) 0% 0% 0% 0% 0%
    Annual Target 45% 48% 51% 53% 55%
    Interim Goal 3.2 The percent of students in the grade 8 2026‐2027 cohort who demonstrate below grade level performance (level 1) on End of Year Science Summative will decrease from 33% in June 2022 to 23% by June 2027. 33% Gr. 5 Science 2022 (2025 8th Gr. Cohort) 0% 0% 0% 0% 0%
    Annual Target 31% 29% 27% 25% 23%
    Interim Goal 3.3 The percent of students in the grade 8 2026‐ 2027 cohort who demonstrate above grade‐level performance (levels 4‐5) on the End of Year Science Summative will increase from 19% in June 2022 to 29% by June 2027. 19% Gr. 5 Science 2022 (2025 8th Gr. Cohort) 0% 0% 0% 0% 0%
    Annual Target 21% 23% 25% 27% 29%

    2 End of Course Exam (EOC) refers to summative course exams occurring at the end of the school year for select courses.

  • College & Career Readiness/Acceleration

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Goal 4 The percent of graduates who earned any combination of two from the following list: College credit on an AP3 exam, IB4 exam, AICE5 exam, or dual enrollment6 course; Industry certification7; CTACE8 internship; will grow from 41% in June 2022 to 51% by June 2027. 41% 0% 0% 0% 0% 0%
    Annual Target 43% 45% 47% 49% 51%
    Interim Goal 4.1 The percent of minority students in grades 9‐12 who earned any combination of two from the following list: College credit on an AP3 exam, IB4 exam, AICE5 exam, or dual enrollment6 course; Industry certification7; CTACE8 internship; will grow from 35% in June 2022 to 45% by June 2027. 35% 0% 0% 0% 0% 0%
    Annual Target 37% 39% 41% 43% 45%
    Interim Goal 4.2 The percent of students who are classified as ELL* in grades 9‐12 who earned any combination of two from the following list: College credit on an AP3 exam, IB4 exam, AICE5 exam, or dual enrollment6 course; Industry certification7; CTACE8 internship; will grow from 30% in June 2022 to 45% by June 2027. 30% 0% 0% 0% 0% 0%
    Annual Target 33% 36% 39% 42% 45%
    Interim Goal 4.3 The percent of students who are classified as ESE* in grades 9‐12 who earned any combination of two from the following list: College credit on an AP3 exam, IB4 exam, AICE5 exam, or dual enrollment6 course; Industry certification7; CTACE8 internship; will grow from 12% in June 2022 to 25% by June 2027. 12% 0% 0% 0% 0% 0%
    Annual Target 14% 16% 19% 22% 25%

    3 Advanced Placement (AP) consists of coursework and examinations created by the College Board to allow students to complete college‐level course credits while still in high school.

    4 International Baccalaureate (IB) is an advanced international academic program based on standards and curriculum created by the International Baccalaureate Organization based in Geneva, Switzerland.

    5 Advanced International Certificate of Education (AICE) is an international diploma that students can earn via an advanced academic curriculum from the University of Cambridge in England.

    6 Accelerated course and/or program that allows eligible students to enroll in postsecondary coursework and simultaneously earn both high school and postsecondary credit.

    7 Credentials that secondary students have an opportunity to earn through advanced training and exams in a particular industry or technical trade.

    8 Career, Technical, Adult, Community Education

  • Guardrail 1: Safety

    The Superintendent may not allow a breach of safety policies and procedures that result in an increase in threatening or unsafe circumstances for students and staff.

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Interim Guardrail 1.1 The percent of BTA9 attributes having zero exceptions on the external audit will increase from 65% as of September 2022 to 95% as of September 2025. 65% 0% 0% 0%    
    Annual Target 75% 85% 95%    
    Interim Guardrail 1.2 The percent of all administrators (School and District‐based) and Safe Team members completing the IS‐100.C10 and IS‐200.C10 online courses will increase from 0% as of June 2022 to 98% as of June 2025. 0% 0% 0% 0%    
    Annual Target 98% 98% 98%    
    Interim Guardrail 1.3 The average school‐based security inspection rating11 will increase from {n}% in October 2022 to {n}% by October 2025. {n}% 0% 0% 0%    
    Annual Target {n}% {n}% {n}%    

    {n}% to be determined

    9 Behavioral Threat Assessment (BTA) is a systematic process that is designed to identify situations/persons of concern, investigate and gather information, and assess and manage the situation in order to mitigate risk.

    10 IS‐100.C: Introduction to the Incident Command System, ICS 100. IS‐200.C: Basic Incident Command System for Initial Response, ICS‐200.

    11 The aggregate of this dataset includes results from comprehensive and routine inspections. These are periodic, overlapping inspections conducted by Area Security Managers. They verify safety and security controls and variables including, but not limited to, armed and unarmed security staff, classroom and common area door locks, perimeters and gates, visitor management and surveillance systems, signage and safer spaces, as well as a number of other factors that contribute to the overall security of the school campus.

  • Guardrail 2: Equity

    The Superintendent may not allow resources to be allocated without firm evidence of their equitable distribution.

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Interim Guardrail 2.1 The percent of underrepresented groups12 that are placed as gifted13 will increase from 32% in June 2022 to 38% by June 2025. 32% 0% 0% 0%    
    Annual Target 34% 36% 38%    
    Interim Guardrail 2.2 The percent of underrepresented groups12 enrolled and achieving a grade of C or above in high‐level courses14 (Level 3) will increase from 83% in June 2022 to 86% by June 2025. 83% 0% 0% 0%    
    Annual Target 84% 85% 86%    
    Interim Guardrail 2.3 The percent of students meeting proficiency in ELA at underperforming schools (school grade C, D or F) will increase from 38% in June 2023 to 45% by June 2026. 38%   0% 0% 0%  
    Annual Target   41% 43% 45%  

    12 In general, the District classifies underrepresented groups to include Free and Reduced Lunch (FRL) students only. However, for gifted student placement, the District uses the state definition of underrepresented groups, which include FRL students and English Language Learners (ELL).

    13 The State of Florida defines a gifted student as “one who has superior intellectual development and is capable of high performance.”

    14 These included gifted, middle school algebra/geometry, IB (defined below), AICE (defined above), Dual Enrollment (defined above), CTACE (Career, Technical, Adult, Community Education), AP (defined above).

  • Guardrail 3: School Support

    The Superintendent may not allow classrooms in C, D, F, or Unsatisfactory rated schools15 to go without essential material and human resources.

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Interim Guardrail 3.1 The percent of favorable responses from teachers in C, D, F, or Unsatisfactory rated schools15 to the statement “Our school provides sufficient material resources to meet student needs” will grow from 71% in May 2022 to 95% by May 2025. 71% 0% 0% 0%    
    Annual Target 81% 89% 95%    
    Interim Guardrail 3.2 The percent of the District’s school‐based teacher vacancy rate16 in C, D, F, or Unsatisfactory rated schools15 will decrease from 4% in August 2022 to 2% by August 2025. 4% 0% 0% 0%    
    Annual Target 3% 2.5% 2%    
    Interim Guardrail 3.3 The District five‐year retention rate of teachers rated Highly Effective in C, D, F, or Unsatisfactory rated schools15 will increase from 87% in June 2022 to 93% by June 2025. 87% 0% 0% 0%    
    Annual Target 89% 91% 93%    

    15 Schools issued grades of C, D, or F by the State of Florida, and/or rated Unsatisfactory by the State of Florida school improvement rating system.

    16 Measures the percentage of vacant positions over a specific period of time.

  • Guardrail 4: Wellness Support

    The Superintendent may not make decisions without ensuring that students and staff are connected with necessary wellness resources.

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Interim Guardrail 4.1 The percent of students’ favorable responses to the statement “If I have a problem, I know who I can go to for help” will grow from 64% in May 2022 to 85% by May 2025. 64% 0% 0% 0%    
    Annual Target 72% 79% 85%    
    Interim Guardrail 4.2 The percent of staff reached with Tier III support services17 will increase from 1% in July 2022 to 2% by July 2025 (representing a 100% increase). 1% 0% 0% 0%    
    Annual Target 1% 1.5% 2%    
    Interim Guardrail 4.3 The percent of staff completing youth mental health training (section 1012.584) will increase from 0% in June 2022 to 90% by June 2025. (6/30 Safety & Security Memo House Bill 1421 School Safety) 0% 0% 0% 0%    
    Annual Target 80% 90% 95%    

    17 Offered by the District's Employee Assistance Program, Tier III support services include connecting individual employees to services that support personal and professional needs.

  • Guardrail 5: Accountability

    The Superintendent may not allow the district to operate without an accountability system for policy implementation that includes expectations, evaluation, transparency and continuous improvement.

    Description  Baseline 2022‐23 2023‐24 2024‐25 2025‐26 2026‐27
    Interim Guardrail 5.1 The average number of days involved in processing Corrective Actions will decrease from {n}% in August 2023 to {n}% by August 2026 (a Process Improvement Project to update reporting infrastructure will be completed in 2022‐23). After Process Improvement Project (PIP) PIP 100% Complete 0% 0% 0%  
    Annual Target 100% {n}% {n}% {n}%  
    Interim Guardrail 5.2 The percent of administrators with evaluations aligned to the Strategic Plan Goals and Guardrails will increase from 0% in September 2022 to 100% by September 2025. 0% 0% 0% 0%    
    Annual Target 80% 90% 100%    
    Interim Guardrail 5.3 The percent of principals and department directors meeting the required datamarks18 for teachers by the required deadline will increase from 83% by June 2022 to 95% June 2025. 83% 0% 0% 0%    
    Annual Target 87% 91% 95%    

    {n}% to be determined

    18 Observations, measurements, or facts associated with the teacher evaluation process.

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