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

Components of School Grade as of  % 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

% 3 or above in Reading  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 6 th, 7 th and 8 th grade who scored at this level of state mastery for the first time during the school year.  Highlight the students in 8 th grade who scored at this level of state mastery during the previous grade but did NOT score at this level during the 4 th grade year.

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

 Highlight the students in 6 th, 7 th and 8 th grade who scored at achievement level 3 or higher during the 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 8 th grade across Reading, Language Arts and Social Studies.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Reading during the school year  Highlight the students in 9 th and 10 th grade who scored at this level of state mastery for the first time during the school year.  Highlight the students in 10 th grade who scored at this level of state mastery during the 9 th grade year but did NOT score at this level during the 8 th grade year.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Reading during the school year (cont).  Highlight the students in 9 th and 10 th grade who scored at achievement level 5 for the past three years.  Highlight the students in 9 th and 10 th grade who scored at achievement level 5 for the first time in the school year.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Reading during the school year (cont).  Highlight the students in 9 th and 10 th grade who scored at achievement level 3 or higher during the 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.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Reading during the school year (cont).  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.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Reading during the school year (cont).  Utilize the Social Studies curriculum to support informational text.  Incorporate Short/Extended Response instruction for students in 10 th grade across Reading, Language Arts and Social Studies.

Percent of students who made adequate yearly learning gains in Reading  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.

% 3 or above in 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 6 th, 7 th and 8 th grade who scored at this level of state mastery for the first time during the school year.  Highlight the students in 8 th grade who scored at this level of state mastery during the 7 th grade year but did not score at this level during the 5 th grade year.

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

 Highlight the students in 9 th and 10 th grade who scored at achievement level 3 or higher during the but experience a regression in state mastery.  Ensure subject specific courses are inclusive of all strands in order to address all grade level expectations.

 Utilize FCAT Item Specifications as a guide to develop grade level appropriate questions based on the Sunshine State Standards.  Incorporate Short/Extended Response instruction for students in 10 th grade.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Mathematics during the school year  Highlight the students in 9 th and 10 th grade who scored at this level of state mastery for the first time during the school year.  Highlight the students in 10 th grade who scored at this level of state mastery during the 9 th grade year but did not score at this level during the 8 th grade year.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Mathematics during the school year (cont).  Highlight the students in 9 th and 10 th grade who scored at achievement level 5 for the past three years.  Highlight the students in 9 th and 10 th grade who scored at achievement level 5 for the first time in the school year.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Mathematics during the school year (cont).  Highlight the students in 9 th and 10 th grade who scored at achievement level 3 or higher during the but experience a regression in state mastery.  Ensure subject specific courses are inclusive of all strands in order to address all grade level expectations.

Identify students in grades 9 and 10 who scored at Achievement Level 3 or higher in Mathematics during the school year (cont).  Utilize FCAT Item Specifications as a guide to develop grade level appropriate questions based on the Sunshine State Standards.  Incorporate Short/Extended Response instruction for students in 10 th grade.

Percent of students who made adequate yearly learning gains in Mathematics  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.

% 3.5 or above in Writing  All fourth, eighth and tenth grade students 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.

Identify students in 8 th grade who achieved 3.5 or higher  Administer Writing Pretests in 10 th 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 8 th 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.

% 3 or above in Science  All fifth, eighth or eleventh grade students 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.

 Sort students in order by their 7 th 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

Identify the top 45% of 11 th grade students for Science mastery levels  Sort students in order by their 10 th 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)

Identify the top 45% of 11 th grade students for Science mastery levels (cont.)  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 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 developmental scale score (only for Level 1 or 2) Sixth Grade Rise in Level Maintained 3, 4, or or more increase in developmental scale score (only for Level 1 or 2)

Who Made Learning Gains? Seventh Grade Rise in Level Maintained 3, 4, or 5 79 or more increase in developmental scale score (only for Level 1 or 2) Eigth Grade Rise in Level Maintained 3, 4,or 5 65 or more increase in developmental scale score (only for Level 1 or 2) Sixth Grade Rise in Level Maintained 3, 4, or 5 96 or more increase in developmental scale score (only for Level 1 or 2)

Reading Learning Gains (High School) Who Made Learning Gains? 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 Maintained 3, 4,or 5 77 increase in developmental scale score (only for Level 1 or 2)

Mathematics Learning Gains (High School) Who Made Learning Gains? Ninth Grade Rise in Level Maintained 3, 4,or 5 54 increase in developmental scale score (only for Level 1 or 2) Tenth Grade Rise in Level Maintained 3, 4,or 5 48 increase in developmental scale score (only for Level 1 or 2)

% of lowest 25 percent who made adequate yearly learning gains in Reading or Mathematics  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

Percent of students who made adequate yearly learning gains in Reading - Identify the lowest 35% in 6 th, 7 th and 8 th grade  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 school year and made a learning gain.

Percent of students who made adequate yearly learning gains in Reading - Identify the lowest 35% in 6 th, 7 th and 8 th grade (cont.)  Highlight the students who were in this category during the 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.

Percent of students who made adequate yearly learning gains in Reading - Identify the lowest 35% in 9 th and 10 th grade  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 school year and made a learning gain.

Percent of students who made adequate yearly learning gains in Reading - Identify the lowest 35% in 9 th and 10 th grade (cont.)  Highlight the students who were in this category during the 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.

Percent of students who made adequate yearly learning gains in Mathematics - Identify the lowest 35% in 6 th, 7 th and 8 th grade  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 school year and made a learning gain.

Percent of students who made adequate yearly learning gains in Mathematics - Identify the lowest 35% in 6 th, 7 th and 8 th grade (cont.)  Highlight the students who were in this category during the 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.

Percent of students who made adequate yearly learning gains in Mathematics - Identify the lowest 35% in 9 th and 10 th grade  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 school year and made a learning gain.

Percent of students who made adequate yearly learning gains in Mathematics - Identify the lowest 35% in 9 th and 10 th grade (cont.)  Highlight the students who were in this category during the 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.

% of lowest 25 percent who made adequate yearly learning gains in Reading or Mathematics (cont’d)  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.

CategoriesReadingMathWritingScienceGrade Points Earned % meeting High Standards % making Learning Gains Lowest 25 % Learning Gains Points Earned Grade 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

School Grading Scale 08/09 GradePoints A525+ B C D FLess Than 395

References  Assistance Plus PowerPoint. ( ). Retrieved on August 18, 2008, from  Grading Florida School Grades Retrieved on August 18, 2008, from ool_Grades_08_PressPacket3_4.pdf ool_Grades_08_PressPacket3_4.pdf  Guide to Calculating School Grades Technical Assistance Paper. Retrieved on August 18, 2008, from 8SchoolGradesTAP.pdf 8SchoolGradesTAP.pdf

The School District of Palm Beach County

District Wide Implementation of the Florida Continuous Improvement Model (FCIM) and Academic Improvement Plan Dr. Art Johnson Superintendent 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 ( )

 Curriculum  Assessment  Instruction  Supportive Learning Environment  Professional Development  Leadership  Monitoring

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 County Florida 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 School Reform Accountability 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. 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. Curriculum Development Managers of Curriculum Development and School Improvement Accountability Program Planners District Instructional Specialists District Resource Teachers 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. Curriculum Development Managers of Curriculum Development and School Improvement Accountability Program Planners District Instructional Specialists District Resource Teachers PLAN

Samples

 Within this component research-based professional development begins and the committee receives feedback from teachers involved in the initial implementation. 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. Capacity Development Managers of Curriculum Development and School Improvement Accountability School Site Coaches Learning Team Facilitators District Instructional Specialists Response to Intervention Facilitators 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. Capacity Development Managers of Curriculum Development and School Improvement Accountability School Site Coaches Learning Team Facilitators District Instructional Specialists Response to Intervention Facilitators DO

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

Explicit - Explicit - 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 Systematic Systematic - 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 Differentiated Differentiated - 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. 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. School Reform Accountability Managers of Capacity Development and School Reform Accountability Monitoring Teams Area Offices Principals and Assistant Principals Response to Intervention Facilitators 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. School Reform Accountability Managers of Capacity Development and School Reform Accountability Monitoring Teams Area Offices Principals and Assistant Principals Response to Intervention Facilitators 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.

 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. Support Managers of Capacity Development and School Reform Accountability School Site Coaches Learning Team Facilitators District Instructional Specialists 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. Support Managers of Capacity Development and School Reform Accountability School Site Coaches Learning Team Facilitators District Instructional Specialists ACT

Facilitate a study group to investigate common interest topics to improve instruction and student achievement Facilitate action research to seek resources after reflection to improve instruction and student achievement Highly directive…Highly reflective… Facilitate a workshop or session to improve instruction and student achievement Provide an observation lesson to improve instruction and student achievement with feedback and collaborative input Co-teach with colleague to improve instruction and student achievement based on mutually agreed upon learning goals and success indicators Confer, observe, and debrief to improve instruction and student achievement 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

Curriculum Development Support School Reform Accountability Capacity Development

 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 selection 2. Strategic placement 3. Programs for continuous growth 4. Fair, transparent measurement and evaluation 5. Meaningful rewards and interventions 6. 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