Accreditation Progress Report. The School District of Palm Beach County

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1 Mr. E. Wayne Gent, Superintendent 3300 Forest Hill Boulevard West Palm Beach, FL Document Generated On April 30, 2015

2 TABLE OF CONTENTS Introduction 1 Progress Assessment Improvement Priority 1 3 Goal 1: Improve secondary teacher practice through training and utilization of high-yield research-based instructional strategies 7 Improvement Priority 2 9 Goal 1: The district will align and coordinate resources among and across schools, programs, and grade levels to provide collaborative opportunities for teams. 13 Improvement Priority 3 16 Goal 1: The District shall improve classroom teaching and learning to enable all students to be digital learners with access to digital tools and resources for the full integration of the Florida Standards. 20 Improvement Priority 4 22 Goal 1: will review, expand, and refine practices and programs to increase meaningful family engagement. 26

3 Introduction The Accreditation Progress Report provides this institution the opportunity to engage in a structured continuous improvement process to review, analyze, reflect, and report on progress it has made subsequent to the External Review. Additionally, the process facilitates ongoing professional learning, collaboration, and cooperation among the institution's staff and key stakeholders in identifying and articulating progress made in the areas most in need of improvement. As such, this Accreditation Progress Report is the summary of this institution's focused improvement efforts, actions, and activities that demonstrate how it has addressed Improvement Priorities resulting from an AdvancED External Review. AdvancED uses the report to assess the progress this institution is making in improving its impact on teaching and learning, leadership capacity, and use of resources. This Accreditation Progress Report includes the analysis and response by AdvancED to the institution's self-reported progress. Based on the findings in this report AdvancED re-assesses this institution's accreditation status. This determination is communicated through a formal letter from AdvancED and includes next steps, if appropriate, in the process. About AdvancED AdvancED provides accreditation and school improvement services that are supported by state-of-the-art educational technologies, policy and advocacy outreach, education research and innovation to education providers of all types to create a world of opportunities for every learner. AdvancED works with over 32,000 institutions in more than 70 countries serving over 20 million students. AdvancED is the parent organization for the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Northwest Accreditation Commission (NWAC) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). SY Page 1

4 Progress Assessment SY Page 2

5 Improvement Priority 1 Statement: Analyze and evaluate instructional strategies throughout the secondary level to ensure high-leverage, research-based strategies are being consistently implemented. Description: Evidence from classroom observations revealed the need to increase the use of effective research-based instructional strategies, and the need to increase technology integration for the purpose of increasing student achievement and ensure equitable access to digital learning tools for all students. Classroom observations and reports by school and district leaders indicated a concern that reliance on traditional instruction in secondary classrooms was a barrier to innovation and to increased student engagement. Additional research and professional development for both teachers and administrators can ensure that such recognized best practices as differentiated instruction, technology integration, project-based learning, etc., are operationalized and supported within various classrooms and around the district. Indicator 3.1 The system's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Institution Response Progress Status: Implemented Response: has analyzed and evaluated instructional strategies throughout the system to ensure that high-leverage; research-based strategies are being consistently implemented at the secondary level. This professional development for both teachers and administrators has been operationalized SY Page 3

6 throughout the district. To maximize teacher time in the classroom, district-wide professional development sessions are offered during the summer, select Saturdays through-out the year, and during the week of pre-school. School-based professional development, done in the classroom during the day, provides for job-embedded scaffolding and modeling by instructional coaches, Learning Team Facilitators, school technology contacts, district instructional specialist and staff developers. At the school level one of the venues used for professional development is collegial planning. The school leadership created a master-board schedule reflecting collegial planning and monthly professional development which allow for consistency of practice, especially challenging at the secondary level. A master schedule was created to reflect collegial planning, professional development, and professional learning community (Learning Team Meetings). Collegial planning includes time for instructional coaching, teacher collaboration, review of summative and formative assessments, and instructional adjustments based on student data. During planning sessions teachers are able to share best practices with the guidance of peer teachers, instructional coaches, Learning Team Facilitators, school technology contacts, and/or district staff developers. Instructional coaches, Learning Team Facilitators, school technology contacts, district instructional specialist and staff developers conduct the meetings, which may include the following procedures: Articulation of academic targets unpacking of standards Development of a data stream Analysis of student data (strengths and weaknesses) and student work (rigor and relevance) Alignment of curriculum/instruction/assessment to standards Sharing strategies for corrective instruction Instructional technology integration Hardware and software technology application training Lesson study Differentiation of instruction Marzano high-yield strategies The strategies may be modeled by instructional coaches, Learning Team Facilitators, school technology contacts, district instructional specialists and staff developers in the classroom as applicable to the unique situation. Professional development for both teachers and administrators is strategic and focused, based on district level and school based data analysis, intended to increase student engagement and improved student cognition of content. Please note: No additional funding is needed. Operational changes occurred within an existing budgeted structure. Attachments: Reviewer Response SY Page 4

7 Status: Response: Diagnostic/Evaluation Criteria SY Page 5

8 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 Improve secondary teacher practice through training and utilization of high-yield research-based instructional strategies Objectives: 1 Strategies: 1 Activities: 1 Organizational $0 SY Page 6

9 Goal 1: Improve secondary teacher practice through training and utilization of high-yield research-based instructional strategies Measurable Objective 1: demonstrate a behavior using high-yield, research-based strategies and instructional technology integration in secondary classrooms by 05/15/2017 as measured by the teacher observation and evaluation system (iobservation) used in Palm Beach County. Strategy 1: Teacher Professional Development - Provide sustained job-embedded professional development to teachers and administrators at the secondary level in focused, targeted content areas, supported by school-based instructional coaches, Learning Team Facilitators, school technology contacts, district instructional specialist and staff developers. Research Cited: Some supportive research used includes: The model increases social capital- the trust and interconnected relationships developed through the professional development and collegial planning (Hadfield, M., Chapman, C., Curryer, I., & Barrett, P. (2001). Building capacity: Developing your school. Nottingham: National College for School Leadership). Inside the Black Box: Raising Standards Through Classroom Assessment (Black, P., & Wiliam, D., 2001). Seven Practices for Effective Learning (McTighe, J., & O Connor, K., 2006). When Students Track Their Progress (Marzano, R., Published in Educational Leadership, December 2009, Volume 67, Number 4, Health and Learning, Pages 86-87). Marzano Domains Learning Forward Florida Professional Development System Evaluation Protocol National Educational Technology Standards Activity - Differentiated Instruction Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 7

10 Secondary teachers will differentiate instruction based on analysis of student data and action planning created during collegial planning. Administrative walkthroughs will be used to determine teacher growth, areas of need, and any modifications to the professional development focus. Schools: John I. Leonard High School, Palm Springs Community Middle School, Palm Beach Central High School, Jupiter Middle School of Technology, Loggers Run Middle School, John F. Kennedy Middle School, Osceola Creek Middle School, Suncoast Community High School, Lantana Middle Community School, Pahokee Middle High School, West Boca Raton High School, Woodlands Middle School, Palm Beach Gardens High School, Atlantic Community High School, Don Estridge High Tech Middle School, Odyssey Middle School, Santaluces Community High School, Glades Central Community High School, Omni Middle School, Christa McAuliffe Middle School, Conniston Community Middle School, Wellington Landings Community Middle School, Boynton Beach Community High School, Boca Raton Community High School, Crestwood Middle School, Bak Middle School of the Arts, Congress Middle School, Okeeheelee Middle School, Wellington Community High School, Watson B. Duncan Middle School, Jeaga Middle School, Palm Beach Lakes Community High School, Alexander W. Dreyfoos Jr. School of the Arts, Spanish River Community High School, Jupiter Community High School, Park Vista Community High School, Lake Shore Middle School, Polo Park Middle School, Carver Middle School, Howell L. Watkins Middle School, Eagles Landing Middle School, Roosevelt Community Middle School for Mathematics, Science and Technology, William T. Dwyer Community High School, Western Pines Middle School, Olympic Heights Community High School, Tradewinds Middle School, Royal Palm Beach Community High School, Bear Lakes Middle School, Forest Hill Community High School, Boca Raton Community Middle School, Emerald Cove Middle School, Seminole Ridge Community High School Professional Learning 07/01/ /30/2016 $0 Other School-based administrators School-based instructional coaches School-based technology contacts Classroombased secondary teachers District support staff from multiple departments SY Page 8

11 Improvement Priority 2 Statement: Develop and implement opportunities for teams to collaborate among and across schools, programs, and grade levels. Description: While the Learning Team Meetings (LTMs) provide a profound opportunity for horizontal and vertical alignment within a school, there are opportunities to increase collaboration among buildings through collegial dialogue and planning (e.g., collaborative planning with fourth grade teachers from different schools, collaborative planning with eighth and ninth grade science teachers from different schools, instructional walkthroughs by vertical and horizontal teams, development of essential vocabulary, etc.). The district's use of the Learning Village is a rich resource to increase alignment in curriculum and assignment. Continued development of this tool to ensure that consistently high quality resources are available in all areas, along with clear expectations for the use of the Learning Village will promote alignment across the district. Improved alignment systems will promote consistent curriculum will ensure that students have appropriate background knowledge and skills for success at each grade level, as well as helping to diminish the problems faced by students transferring within the district. Finally, increasing systems for networking will afford staff members opportunities for sharing the wealth of effective practices within and among grades, departments, and schools. Indicator 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. Institution Response Progress Status: Implemented Response: SY Page 9

12 has established methods and processes for collaboration across and among schools, programs and grade levels to set expectations and promote alignment across the district. Resources (e.g., people, time, and money) are regularly allocated to school(s) based on student data. The commitment to schools is strong and is reflected in the annual budget process. Given the restricted budgetary times, a funding methodology developed using 13 weighted criteria continues in support of the neediest schools. Additionally, the district has a commitment to provide scaffolded school support using an Area Support Team model. Trained content and process area support specialists are assigned on an as-needed basis to schools. Multi-Tier System of Supports (MTSS) Coaches are assigned to high needs schools. MTSS staff is deployed to assist at critical times and for intervention situations. The district and school s existing infrastructure for school improvement, evident in MTSS and school improvement planning efforts is the framework for sustaining collaboration and alignment of resources and services at the school level. 's Transformation Team focuses on student achievement in targeted Differentiated Accountability (DA) Schools through Capacity Building, Professional Development and Monitoring. The ability to provide sustained support to the lowest performing schools has been a priority in the district for the past 10 years. The structure of support has varied, but the resources and commitment has been consistent. As new data become regularly available they reveal new patterns, trends, areas for support, professional development, modeling, or technical assistance. Coordination of funds from all sources in the district is essential to sustaining improvements. Representatives from Title IA, Title IIA, Title IID, Homeless, Delinquent/Neglected, Migrant Education Program, Title III, and IDEA collaborate to identify needs, action plan, and evaluate effectiveness of programming. The Department of Professional Development advocates for the use of cross-collaboration opportunities such as job specific (teacher to teacher, administrator to administrator, coach to coach), area forums, cross-grade classroom modeling, and lesson study as a means of collaboration across schools and grade levels. Most recently, the facilitation and organization of those structures and events are now primarily coordinated by the respective area office and school-based administration with district scaffolding and resources strategically provided to schools of the highest need. The Departments of Elementary and Secondary Education provide opportunities for teachers and administrators to collaborate within and across schools, programs, and grade levels. Both departments ensure that grade level expectations are defined and supported through resource allocation and teams of instructional support staff members. For the K-5 Literacy Roll Out, schools are grouped together into cohorts. Professional development venues for these cohorts include School-based staff developer, Cohort Training, Planning Cycle Training, and/or Literacy Coach Meetings. The Literacy initiative includes careful selection and adoption of materials, professional development, school support, and the creation of 18 strategically located literacy centers across the district. The most recent best-practice used for reading and writing is Units of Study. A new concept more commonly used for Science, Math, and Social Studies content areas. The Units of Study offer a suggested way to support teachers in using their data to decide next steps for their students and the teacher spends a period of time working on those steps. Units of Study provide teachers a standard to use in planning future lessons. Teachers are trained through the cohorts on Units of Study. The Department of Secondary Education provides opportunities for teachers to collaborate among and across schools and grade levels during professional development sessions, pre-school week, job-embedded scaffolding, and monthly content instructional leader meetings. Learning Team Meetings continue to be a primary venue for teachers to collaborate and plan for instruction. Consistency is ensured by the inclusion of these meetings in the school s master calendar. The district provides a trained teacher leader to facilitate the academic conversation in the DA schools and other district targeted schools. In order to support collaboration in schools that do not have a Learning Team Facilitator, the Learning Team Initiative staff provides training as needed. Schools also SY Page 10

13 have the opportunity to send a designated person from their school to participate in Learning Team Facilitator training. Please note: No additional funding is needed. Operational changes occurred within an existing budgeted structure. Attachments: Reviewer Response Status: Response: Diagnostic/Evaluation Criteria SY Page 11

14 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 The district will align and coordinate resources among and across schools, programs, and grade levels to provide collaborative opportunities for teams. Objectives: 1 Strategies: 1 Activities: 1 Organizational $0 SY Page 12

15 Goal 1: The district will align and coordinate resources among and across schools, programs, and grade levels to provide collaborative opportunities for teams. Measurable Objective 1: collaborate to identify and align district resources for highest impact in order to maximize student growth opportunities by 06/30/2016 as measured by an increase in district, area, project, support teams, school(s), content/grade level team(s), and/or teacher(s) attendance at collaborative meetings. Strategy 1: System Alignment to Support Collaboration - The district's Academic Leadership Team meets weekly to discuss the progress and needs of the DA schools. The District Monitoring Menu contains a table of those items monitored on a monthly basis by the Department of Compliance. Items are reported to the Academic Leadership Team and strategies for support are created and applied. The meeting is led by the Chief Academic Officer (CAO). The CAO holds monthly leadership meetings with all principals in which the latest academic initiatives are presented and discussed. Our district uses the Multi-tiered System of Support (MTSS) framework to address the academic and behavioral needs of every student. Problem solving methodology is used for effective decision making at all levels within the system. The district and each school uses an integrated data collection system to make meaningful instructional changes for students and establishes and manages increasingly intensive tiers of support using formative assessment systems to inform decisions at each tier. The School Transformation Office(s): uses this support model for Florida Department of Education identified high-needs schools and district targeted schools (classified as: Focused Schools, Priority Schools and Schools of Concern). Two Directors conduct Instructional Reviews at the assigned Differentiated Accountability (DA) school and oversee operations for their School Transformation Office. Three Academic Specialists in each School Transformation Office ensures the fidelity of implementation of new initiatives and monitoring of goals. They assist schools in coordinating the use of new resources and any required training. Instructional Review (IR): The IR is used to review a school s historical performance data, conduct observations of instructional delivery, and analyze the School Improvement Plan's (SIP) goals, strategies and action steps. The IR process is facilitated by the School Transformation Office and includes school leadership, Area, Curriculum, and the DA Region V Team. The DA schools also have bi-weekly/monthly monitoring meetings with School Transformation leadership, Florida Regional Director for Region V, and school leaders. The meetings are used to monitor and analyze the implementation of the SIPs. The SIP serves as a guiding document adjusted and revised as needed throughout the school year used to move the school towards success. The monitoring meetings are designed to monitor the schools progress through the SIP and the Marzano School Leader Evaluation Model using the most current data to identify obstacles and develop strategies to overcome these barriers. Resources: The District has protocols regarding inventory of resources (e.g., tagging of equipment, required training regarding use of equipment, receipt of materials SY Page 13

16 and resources; and equipment purchasing). As a result of budgetary restraints, has put processes in place for focused and strategic use of resources. Procedures are followed at each school and monitored by the principal and district. The School Transformation Director monitors grant expenditures to ensure that they are used for the intended purpose. Support: Schools in Palm Beach County are grouped under five area offices. Each Area Office has a Superintendent, Area Director, and Area Team to coordinate with district offices ensuring alignment of resources and services. Area Teams include: Academic Specialists and Data Analysts to monitor student progress provide professional development to improve classroom instruction. Focus and Priority schools receive weekly support from Area Teams then report specific needs to the School Transformation Office(s) and Area Office(s). Service Integration: Coordination and integration by the district with Federal, State, and local services including programs related to Title I, violence prevention, nutrition, housing, Head Start, adult education, career technical education, and job training ensure alignment of services. Strategies for coordination include collaborating with community based agencies to assist with student needs; utilizing services and agencies to promote business and community involvement; coordinating with services and outside agencies to increase student programs; and providing resources to students and families to promote academic achievement. District training: District staff and Area Support Teams were trained and skilled in the coaching continuum, descriptive feedback, data use and lesson design, restructuring, cultural efficacy, and standards-based education in order to support the district schools. Meeting schools staffing needs: The School District philosophy favors ensuring that qualified staff is a priority at the high-needs schools. Staffing allocations are reviewed yearly for effectiveness. High-needs schools receive immediate staffing support from the School District, School Transformation Office(s), and Area Office(s). Research Cited: Support research includes: Fountas, Irene & Pinnell, Gay Su (2011) - The Continuum of Literacy Learning- this guide is the result of over two decades of research and practical work with teachers. Marzano, Art and Science of Teaching Framework Learning Map. Marzano, School Leader Evaluation Model-The model increases social capital- the trust and interconnected relationships developed through the professional development and collegial planning (Hadfield, M., Chapman, C., Curryer, I., & Barrett, P. (2001). Building capacity: Developing your school. Nottingham: National College for School Leadership). A research-based process that utilizes the most effective practices from the Efficacy Institute, Standards in Practice from Education Trust, and Assessment Literacy based on the Richard Stiggins model. McLaughlin, M., & DeVoogd, G.L. (2004). Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text s message to question, examine, or dispute the power relations that exist between readers and authors. Activity - Resource Allocation Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 14

17 The District's Academic Leadership Team meets weekly to discuss the progress and needs of Focus & Priority schools. Each Area Superintendent has an Area Director to lead this effort. Area Teams include: Academic Specialists and Data Analysts to monitor student progress provide professional development and improve classroom instruction. Focus and Priority schools will receive weekly support from Area Teams that will report specific needs to the Area Superintendent to address. The Transformation Director assists administrators with monitoring data and classroom walkthroughs. Three additional Academic Specialists in our Focus and Priority schools ensure fidelity of implementation of new initiatives and monitor SIP goals. Discussion includes alignment of resources and activities at the school(s), area office(s), and district office(s) levels. Based on the data, action steps are immediately developed and implemented. Additionally, the Director of Elementary Education meets monthly with all elementary principals to discuss curriculum issues. From that group, there are approximately principals that are representative members of a literacy instruction and professional development focus group. The Director of Elementary Education, Chief Academic Officer, Assistant Superintendent of Teaching and Learning, Area Superintendents and Area Directors meet weekly to discuss content alignment and implementation. Schools: All Schools Policy and Process 07/01/ /30/2015 $0 Other School Teams, District Staff; Area Support Staff; Coaches SY Page 15

18 Improvement Priority 3 Statement: Implement the district's plan to increase student use of technology for learning in the classroom. Description: Teachers in the district appear to have ample instructional technology to enhance lessons; the district has invested a considerable amount of money to purchase computers, though stakeholders expressed concerns that they will be largely used for assessment purposes. Evidence from stakeholder interviews, review of technology plans, and school and classroom observations indicate there is insufficient technology in place in schools for all students to learn, acquire and analyze information, and to create, communicate, and collaborate with others using digital tools. The district has developed a strong, detailed plan to enhance use of 21st century digital tools. It includes a thorough analysis of strengths and shortcomings in such areas as addressing the digital divide, integration of technology into instruction, use of technology to empower students, promote collaboration, and differentiate educational experiences. A renewed commitment to the goals of the plan will enable the district to meet its goal of ensuring students can "perform and compete successfully in the global knowledge economy." Indicator 4.6 The system provides a technology infrastructure and equipment to support the system's teaching, learning, and operational needs. Institution Response Progress Status: Implemented Response: SY Page 16

19 focuses on empowering education through technology and provides cost-effective technologies that enhance learning and prepare students for lifelong learning and workforce readiness. The Technology plan and the Digital Classrooms Plan outlines the alignment of technology systems and functions with the District s mission and vision, and the effective and efficient management of technology resources. In addition, both plans address the Districts goals, objectives, and key results, and dovetails with the District Strategic Plan for student achievement through technology, the National Educational Technology Plan, and the Florida State Board of Education Technology Plan. Previously, technology was considered a tool to help educate students. Now, we consider technology acting as a change agent that is shaping the culture and the ways of everyone s lives. In our technology plans, we recognize that our education system needs to take a key and active role in helping shape student access, knowledge, and use of technology as part of their lifelong learning. The District believes that there are five elements to this new vision as laid out in our plans: Integrating technology and curriculum: Integrate technology and curriculum to inspire a collaborative learning community that can effectively find, evaluate, use, and create content. This will promote dynamic teaming and interactive collaboration. Identify and utilize existing, emerging, and cost-efficient technologies that enhance learning in order to continue to stay up-to-date on technology. Our technology vision is changing rapidly, and our students are among the leading-edge users. The fundamental capital expense equation alters as technologies follow the commoditization curve. Software and cloud-computing create new paradigms (e.g., services, editing services, or collaboration tools). With the advent of more online technologies at our District, we have to continue to take an active role in promoting safe and ethical use of technologies. Ensure equitable access to technology. The District is currently upgrading the wireless and LAN infrastructure. The next task is to work toward implementing technologies and strategies that help provide equitable access. Provide professional development and technologies necessary to deliver curriculum, communicate, access, manage, and evaluate student-related information. The District is working towards integrating the instructional systems as required by the (Florida Department of Education) (FLDOE). The District continues to work to get appropriate funding and resources to achieve the challenging goal of providing high-quality access to digital content for students and teachers. Accessing digital content is a fundamental change to the existing work-flow and infrastructure. The Technology Plan and Digital Classrooms Plan were developed in consideration of budgetary constraints. During this economic downturn, the District is taking active measures to decrease technology -related expenses by exploring and implementing cost -cutting alternatives to traditional processes and systems. Both plans provide the roadmap and direction for the District's technology initiatives. The plans are reviewed periodically to ensure that the District is achieving the goals within the defined targets. Please note: No additional funding is needed. Operational changes occurred within an existing budgeted structure. Attachments: Reviewer Response Status: SY Page 17

20 Response: Diagnostic/Evaluation Criteria SY Page 18

21 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 The District shall improve classroom teaching and learning to enable all students to be digital learners Objectives: 1 Strategies: 1 Organizational $0 with access to digital tools and resources for the full Activities: 1 integration of the Florida Standards. SY Page 19

22 Goal 1: The District shall improve classroom teaching and learning to enable all students to be digital learners with access to digital tools and resources for the full integration of the Florida Standards. Measurable Objective 1: demonstrate a behavior to expand the use of technology best practices, virtual, blended, and/or digital learning experiences in the classroom by 06/30/2018 as measured by real time analysis of devices on the network and the desktop management system. Strategy 1: Classroom Integration of Technology - Strategies will include but are not limited to: Implement teacher/parent and teacher/student texting system. Create an infrastructure that supports Bring Your Own Device technology. Provide online self-paced professional development that will include interactive multimedia. Supply teachers and students with high quality digital tools for classroom instruction/learning. Provide rich, on-going, face-to-face, technology integration professional learning opportunities for all teachers. Implement modern system for curricular lesson plans. Continue to implement and expand mentor programs and existing professional learning communities. Implement survey tools for teachers to self-analyze their level of technology integration in the classroom. Research Cited: The references listed below include both publications about the Technology Integration Matrix and other published work that informs the evaluation of technology use in teaching and learning. All credit and responsibility for these works belongs to the authors listed below. Allsopp, M. M., Hohlfeld, T., & Kemker, K. (2007). The Technology Integration Matrix: The development and field-test of an Internet based multi-media assessment tool for the implementation of instructional technology in the classroom. Paper session presented at the annual meeting of the Florida Educational Research Association. Apple Computer, Inc. (1995). Changing the conversation about teaching, learning, & technology: A report on 10 years of ACOT Research. Cupertino, CA: Apple Computer, Inc. Bachenheimer, B. A. (2011). A management-based CIPP evaluation of a northern New Jersey school district's digital backpack program. (Doctoral dissertation, University of Florida). Balula, A., & Moreira, A. (2014). "SCAI: A three-dimension model for e-teaching evaluation in higher education" in Evaluation of online higher education: Learning, interaction and technology. Cham, Switzerland: Springer International Publishing. Barbour, D. R. (2014). The Technology Integration Matrix and Student Engagement: A Correlational Study. NORTHCENTRAL UNIVERSITY. Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003, Summer). Large-Scale Research Study on Technology in K 12 Schools: Technology Integration as It Relates to the National Technology Standards. Journal of Research on Technology in Education, 25(4), Dawson, K., Cavanaugh, C. & Ritzhaupt, A. (2009). The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp ). Chesapeake, VA: Association SY Page 20

23 for the Advancement of Computing in Education (AACE). Ferreira, S., & Andrade, A. (2011). Systematic analysis of Quality Technology Enhanced Learning Environments in higher education: an organizational perspective 2.0. Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, Hogarty, K.Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: The development and validation of an instrument to measure teachers' perceptions. Educational and Psychological Measurement. 63(1), Jonassen, D., Howland J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Kieran, L. & Anderson, C. (2014). Guiding Preservice Teacher Candidates to Implement Student-Centered Applications of Technology in the Classroom. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp ). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Kruger, M. & Bester, R. (2014). Integrating elearning to Support Medical Education at the New University of Botswana School of Medicine. The Electronic Journal of e-learning. 12(1), Welsh, J.L., Harmes, C., & Winkelman, R. (2011). Tech Tips: Florida s Technology Integration Matrix. Principal Leadership, 12 (2). Activity - Technology Integration and Digital Literacy Activity Type Begin Date End Date Resource Assigned The District will provide professional development on classroom technology Professional integration and digital literacy to instructional staff. Examples include but Learning are limited to the following: Expand the use of best instructional practices that support implementation of technology in the classroom. Expand the use of virtual, blended, and digitally delivered professional development experiences/classroom content. Expand the effective use of district-wide training, online tutorials, and job aides. Expand the historical training data and self-serve training options that are available to employees. Create a team of trained customer service support specialists to assist trainers and participants with individual needs. Create a team of designated program evaluators at the District level that monitor and evaluate professional development programs. Source Of Funding Staff Responsible 09/25/ /31/2018 $0 Other District Leadership, District Staff, Area Support Staff, and School Teams Schools: All Schools SY Page 21

24 Improvement Priority 4 Statement: Review, expand, and refine practices and programs in all schools to engage families in meaningful ways in their children's education and keep them informed of their children's learning progress. Description: Evidence from stakeholder interviews and school visits indicate inconsistencies in family engagement practices across the district both in the types of services offered and the procedures for monitoring and evaluating effectiveness. As family engagement is identified as a priority in the strategic plan 2013 and is a fundamental component in attaining the district mission, this area provides opportunities for improvement. District guidance is needed in defining expectations for creation, implementation, monitoring and evaluating programs and processes for meaningful family engagement. Building district capacity to expand the diversity and robustness of outreach strategies would be advantageous. In addition, developing a culture of a mutually beneficial parent-school interactions provides opportunities for parent and student accountability in the educational process. Indicator 3.8 The system and all of its schools engage families in meaningful ways in their children's education and keep them informed of their children's learning progress. Institution Response Progress Status: Implemented Response: SY Page 22

25 has made great efforts to review, expand, and refine practices and programs which engage families in meaningful ways in their children s education and keep them informed of their children s learning progress. At the district level, the Chief Academic Officer communicates with the Superintendent, Area Offices, District Administrators, Principals, teachers, parents, advisory boards, and the community to ensure all stakeholders are included in decision-making processes needed to provide Palm Beach County students a world-class education. The district is committed to publicizing events through media announcements, automated calls, and letters translated in Spanish and Haitian Creole. The new Office of Engagement was established in the summer of 2014 with the purpose of building stronger links with employees, families, students, and the community. This team creates opportunities for public input and meaningful engagement using linguistically and culturally effective strategies. In addition, they offer services in the area of minority groups engagement, volunteers and business and community partners. The Office of Engagement has developed a comprehensive plan to create and foster relationships with key community organizations, leaders and local businesses in order to provide resources that can enhance the classroom experience for all students. The team participates in numerous meetings, develops trainings, hosts informational/input sessions with the public and represents the District at key county-wide events. In addition, the Department of Communications and Engagement has developed a robust website and other communications channels to maintain parents, employees and all stakeholders informed. The Department of Federal and State Programs has introduced the Academic Parent Teacher Teams (APTT) to several schools to replace the traditional parentteacher conferences and establish a true framework of partnership for student academic success. This initiative brings families to the classrooms various times a year to work as teams, share strategies, learn techniques directly from their child's teachers and to build parent capacity to improve at-home learning. At the school centers, new emphasis is placed on parent and community participation in the School Advisory Council (SAC) and decision making at the school. SACs review and approve Title I expenditures, State School Improvement, and School Recognition Funds. SACs participate in reviewing School Improvement Plans and provide feedback to assist schools in revising their plans. Parent input is documented in the SAC minutes. Please note: No additional funding is needed. Operational changes occurred within an existing budgeted structure. Attachments: Reviewer Response Status: Response: Diagnostic/Evaluation Criteria SY Page 23

26 SY Page 24

27 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 will review, expand, and refine practices and programs to increase meaningful family engagement. Objectives: 1 Strategies: 1 Activities: 1 Organizational $0 SY Page 25

28 Goal 1: will review, expand, and refine practices and programs to increase meaningful family engagement. Measurable Objective 1: collaborate to review, expand, and refine practices and programs to increase family engagement by 07/01/2015 as measured by an increase in stakeholder involvement in collaborative venues, as well as, school, district, and state program reporting requirements. Strategy 1: Programs and Practices - Programs will encourage practices that promote meaningful family engagement, provide all appropriate training, and annually report the results. Research Cited: Community Matter's Safe School Ambassadors (SSA) program is identified by the National Registry of Evidence Based Programs as a model program designed to reduce bullying and enhance school climate; it has also demonstrated success in reducing school suspensions (NREPP 2012). Participating students and coaches attend a one day training event meeting of students SSAs across the district as well as annual training, end of year follow up and monthly meetings. Activity - Family Engagement Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 26

29 The Office of Engagement developed a comprehensive plan to create and foster relationships with key community organizations, leaders and local businesses in order to provide resources that can enhance the classroom experience for all students. The team participates in numerous meetings, develops trainings, hosts informational/input sessions with the public and represents the District at key county-wide events. In addition, the Department of Communications and Engagement has developed a robust website and other communications channels to maintain parents, employees and all stakeholders informed. Other examples from various programs include but are not limited to the following strategies: During Open House, curriculum night, etc. ensure non-threatening methods of introducing parents to teachers and administrators; including information on School-wide Positive Behavior and Support (SwPBS) such as Role of the Parent Empowerment Series (available in multiple languages) emphasizing the importance of parent/family involvement at school, in decision-making, in learning activities at home Offer fun, interactive tutorials to parents who are unfamiliar with EdLine and other forms of educational technology; community outreach when applicable Communicate classroom and school news to parents; sending home Matrix of Behavior Expectations, SwPBS Newsletter or utilizing other social media venues informing of SwPBS events. Offer Professional Development concerning effective strategies for conducting supportive and effective parent phone calls and face-to-face meetings; parent phone calls and face-to-face meetings; training all staff to work collaboratively with parents in decision making process Create the formats for inviting parent participation in the cultural education process; Positive notes, letters, phone calls home; including parent reinforcement for involvement Develop and implement a comprehensive school counseling program (Student Development Plan) with dedicated time to develop, implement and evaluate parent meetings/workshops on topics such as developing school success skills, building a college-going culture through the Eight Components of College and Career Readiness (aspirations, academic planning, enrichment and extracurricular engagement, college and career exploration and selection, college and career assessments, affordability planning, admissions and transitions into postsecondary), and developing growth mindsets in children. The engagement team participates and hosts meetings and activities with key leaders, who advocate for African-American, Hispanic, Haitian-Creole and other students Conduct cultural competencies trainings at school centers for personnel to increase awareness and enhance skills to positively impact the learning and work environment in a multicultural setting Host various input sessions with families to assess the needs and issues of all students and coordinate a plan of action to align resources Build a system to support student and parent concerns by collaborating with administrators, principals, teachers and staff members and ensure matters are resolved timely Provide a series of trainings to school personnel on the principles of developing and maintaining meaningful educations business partnerships Parent Involvement 07/01/ /01/2015 $0 Other District Staff; Area Support Staff; Coaches; School-based support; Title I Specialists, and Teachers SY Page 27

30 developing and maintaining meaningful educations business partnerships Identify business partners for the annual Florida Department of Education Commissioner's Business Recognition Conduct a series of trainings with school-based volunteer coordinators to update and inform on the current Florida Department of Education and School District of Palm Beach County policies and procedures governing the services of volunteers and business partners in school centers Schools: All Schools SY Page 28