2005, The School Board of Broward County, Florida The School Board of Broward County, Florida Preliminary CCC Settlement Agreement Status Report, 2004-05 Stephanie Arma Kraft, Esq., Chair Benjamin J. Williams, Vice Chair Carole L. Andrews Robin Bartleman Darla L. Carter Maureen S. Dinnen Beverly A. Gallagher Robert D. Parks, Ed.D. Marty Rubinstein Dr. Frank Till Superintendent of Schools Katherine Blasik, Ph.D., Associate Superintendent Research, Evaluation, Assessment & Boundaries Jack Ciminera, Database Researcher II Title III, Research Services February 2005 The School Board of Broward County, Florida prohibits any policy or procedure, which results in discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion or sexual orientation. Revised 2/11/05:jp
The School Board of Broward County, Florida Research, Evaluation, Assessment & Boundaries Preliminary CCC Settlement Agreement Status Report, 2004-05 TABLE OF CONTENTS INTRODUCTION 1 METHOD 1 RESULTS 2 Condition 1: Availability of Textbooks 3 List of GAP schools by level by incident Condition 2: Technology Analysis 6 List of GAP schools by level by incident Condition 3: Standards of Service 10 Condition 4: Advanced Placement/Honors Courses 13 Condition 5: Athletic and Extra-curricular Activities 17 List of GAP schools by level by incident Condition 6: Media Center 20 List of GAP schools by level by incident Condition 7: Disciplinary Actions 26 List of GAP schools by level by incident Condition 8: The Five-Year Capital Plan 35 List of GAP schools by level by incident Condition 9: Student Assignment/Reassignment 39
THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA Research, Evaluation, Assessment & Boundaries Preliminary CCC Settlement Agreement Status Report, 2004-05 Introduction The Preliminary CCC Settlement Agreement Status Report, 2004-05, provides information regarding the extent to which district, area and school staffs of Broward County Public Schools (BCPS) have met the conditions stipulated by the August 1, 2000, Citizens Concerned about our Children (CCC) Settlement Agreement and Release. The CCC Settlement Agreement specifies nine conditions, each of which is intended to ensure that diversity and equity is promoted within BCPS. Under each condition of the Agreement, the BCPS with the cooperation of the Diversity Committee established standards to address the terms of the Agreement. This status report addresses only those indicators that were presented to the Diversity Committee and Senior Management last year. The report includes information collected from the following sources: (a) survey of school staffs which identified each school s status for the standards under each condition, and (b) school and district-level quantitative data analyses regarding measures related to select conditions. The data and findings contained in the report focus on the 2004-05 school year. However, as there are indicators for which data will not be available until the end of the school year, the previous year s data have been provided, when feasible. All data for 2004-05 will be finalized by July 2005. The CCC Settlement Agreement applies to all BCPS, with the exception of charters, as these schools were not addressed in the CCC agreement. hod Sources for the quantitative data were district files and records. The Deputy Superintendent for Curriculum & Instruction/Student Support and the Directors of Research Services and Diversity & Cultural Outreach cooperated to provide a template for the research process. This process culminated in the specification of standards that were directly aligned to each condition. A survey was developed to secure school-level responses from principals and other school-level staff. In addition, identification of quantitative data to be provided by district sources was determined. Together these data sources allowed for gap analysis of each standard. Survey Instrument Surveys were distributed in the fall to individual schools by the Diversity and Cultural Outreach Department and returned to Research Services for data entry and analysis. After the survey data were entered and verified, reports were constructed that provided all survey responses by school and area. These reports were provided to area and district staff for final verification regarding all responses. This process resulted in a survey return rate of 100 percent. 1
Quantitative Measures Quantitative data were chosen if the identified measure provided information regarding the status of one of the conditions in the Agreement, and if the measure was available through either the Data Warehouse or was maintained in a file by a district department. To ensure data accuracy, select departments verified the site-by-site information. Results Results are provided for each of the nine conditions. Each indicator includes findings, actions, (if applicable), and source. It is important to acknowledge that several indicators are best addressed following a full year s data for 2004-05. In these instances, previous year outcomes or partial current year data are included. A final report will be forthcoming in July 2005. In summary, the report shows that of the 48 indicators, preliminary findings include: 34 (70.8%) met, 5 (10.4%) nearly met, (90% and above), 5 (10.4%) met by less than 90%, and 4 (8.3%) will be determined by year s end. 2
Condition 1: The SCHOOL BOARD agrees to develop a plan to survey the schools to ascertain the number, quality, age, and availability of textbooks in relation to student enrollment and identify any gaps present. As a result of said survey, and subsequent analysis of the results, the SCHOOL BOARD shall implement plans to provide equal allocation of current textbooks district-wide. INDICATOR STATUS 1.1 The school has purchased one core textbook per child for Reading, Mathematics, Language Arts, Science, and Social Studies for 2004-05 data to be provided by July 2005. elementary, middle and high schools. The school has purchased one core textbook per child for Foreign Language at middle and high schools. 1.2 The school has implemented a plan that allows each student (grades 1 12) to take textbooks home. 1.3 The school has a textbook coordinator who tracks the textbook inventory. 1.4 The school has a process to ensure that all assigned core textbooks meet state adoption standards regarding age. 1.5 The core textbooks meet the six-year adoption cycle standard. 1.6 The school is in compliance with District Policy 6.5 Textbooks. 1.7 The school has implemented a textbook replacement plan. Nearly (96%) 3
Preliminary CCC Settlement Agreement Status Report, 2004-05 Condition 1: The SCHOOL BOARD agrees to develop a plan to survey the schools to ascertain the number, quality, age, and availability of textbooks in relation to student enrollment and identify any gaps present. As a result of said survey, and subsequent analysis of the results, the SCHOOL BOARD shall implement plans to provide equal allocation of current textbooks district-wide. 1.1 The school has purchased one core textbook per child for Reading, Mathematics, Language Arts, Science, and Social Studies for elementary, middle and high schools. The school has purchased one core textbook per child for Foreign Language at middle and high schools. (Exception for schools receiving a waiver: (1) Virginia Shuman Young Montessori Magnet and Sunrise Middle using didactic materials rather than textbooks, and (2) Silver Ridge Elementary involved in Science Ideas Project with waiver of grade 3 to 5 reading textbooks. Exceptions for ESE Centers and Alternative Education Programs* where textbook decisions are based on individual student needs and the Center s primary instructional strategy.) *Alternative Education Programs are defined as: Alternative Secondary Education Centers (Hallandale Adult, Whiddon-Rogers & Dave Thomas West Campus), Teen Parent (Hallandale Adult, Seagull School and Drew Family Resource), and Disciplinary Centers (Lanier James, Pine Ridge and Cypress Run) and the 6000 series Department of Juvenile Justice Education Services Programs. Finding: 2004-05 data for this indicator will be provided by July 2005. Action: Staff of the Instructional Materials Department is refining the process to ensure data is collected annually that determines, by school, the extent to which every student has a core textbook (hard copy, CD or internet based). The process will be reviewed by Principals prior to dissemination. The Broward County Public School s 2005 Legislative Program addresses the issue of authorizing school boards to purchase state-adopted textbooks directly from publishers and giving them the option to buy used state adopted materials to replace existing inventory. Source: Instructional Materials Department 1.2 The school has implemented a plan that allows each student (grades 1 12) to take textbooks home. (Note: Kindergarten students do not take books home. Block scheduling affects the necessity of schools to purchase a book per child; books are used by a student for half of a school year.) Finding: 96% elementary, 97.5% middle, and 96.4% high schools allow students in grades 1-12 to take textbooks home. Five schools do not fully meet this indicator. Several high schools are digital learning centers where textbooks are available on-line. Alternative Secondary Schools and Teen Parent programs are performance-based instructional settings where all work is completed at school. Students do not take textbooks home, as a rule. 4
1. 1 Schools that do not allow students to take textbooks home Area Elementary Middle High North Taravella* North Central Challenger South Hollywood Central Silver Shores Plantation* * See comments in Appendix A. Source: School Survey 1.3 The school has a textbook coordinator who tracks the textbook inventory. Finding: All schools answered Yes to this item. Action: textbooks Instructional Materials staff will investigate technological solutions to tracking Source: School Survey 1.4 The school has a process to ensure that all assigned core textbooks meet state adoption standards regarding age. Finding: All schools answered Yes to this item. Source: School Survey 1.5 The core textbooks meet the six-year adoption cycle standard. Finding: All schools answered Yes to this item. Source: School Survey 1.6 The school is in compliance with District Policy 6.5 Textbooks. Finding: All schools comply with Policy 6.5. Action: Compliance by Alternative Education Programs will be reviewed. Source: School Survey 1.7 The school has implemented a textbook replacement plan. Finding: All schools have a textbook replacement plan. However, many schools reported recouping dollars for lost or damaged textbooks as problematic. Action: The schools will have access to a field in TERMS giving the ability to track a student s lost and damaged textbook obligations from year-to-year and school-to-school. Staff will address actions and consequences for students with outstanding obligations, including limiting participation in extracurricular activities. Student Activities staff will specify which activities fall under extracurricular and will include that information as a supplement to Standard Bulletin I-316. The information will be shared with school administrators by April 2005. Source: School Survey 5
Condition 2: The SCHOOL BOARD agrees to develop a plan to survey the present technology within the schools and analyze this data to identify any gaps present. As a result of said survey, and subsequent analysis of the results, the SCHOOL BOARD will implement plans to bring schools to parity in regard to the allocation and capacity of computers, and assure training of teachers in the use and application of technology and software. INDICATOR 2.1 The school meets district standard of four computers per classroom, a laptop computer for teachers, a printer in every other classroom, internet access from each classroom and upgraded electricity, and energy management systems. Schools have flexibility to move computers out of classrooms into labs. STATUS Preliminary finding: approximately 80% met. 2004-05 data to be provided by July 2005. 2.2 The school facilities are equipped with the necessary capacity and infrastructure to meet the terms of 2.1. 2.3 The school has implemented a plan to ensure that instructional staff is competent/proficient in the use and application of technology and software. 2.4 Public Support Technology Funds (PSTF) are spent each year to support, upgrade and maintain technology hardware and software in the school. 2.5 Students and personnel have access to computers and technology. 2.6 The school is in compliance with District Policy 5306 Technology Usage. Preliminary finding: approximately 92% met. 2004-05 data to be provided by July 2005. 97.1% elementary and 100% secondary schools met. 6
Condition 2: The SCHOOL BOARD agrees to develop a plan to survey the present technology within the schools and analyze this data to identify any gaps present. As a result of said survey, and subsequent analysis of the results, the SCHOOL BOARD will implement plans to bring schools to parity in regard to the allocation and capacity of computers, and assure training of teachers in the use and application of technology and software. 2.1 The school meets district standard of four computers per classroom, a laptop computer for teachers, a printer in every other classroom, internet access from each classroom and upgraded electricity, and energy management systems. Schools have flexibility to move computers out of classrooms into labs. Preliminary Finding: Data shows that 78.1% elementary, 80.4% middle, and 82.1% high schools meet the District determined standard. (Note: Many schools report non-compliance is a result of classroom size reduction and/or relocatables not wired.) Alternative Education Programs vary in compliance. (2004-05 data will be provided in July 2005.) Schools that do not meet the district selected standards in technology Area Elementary Middle High North Atlantic West* Deerfield Beach Blanche Ely Coconut Creek* Ramblewood* Stoneman Douglas* Deerfield Park* Forest Hills* Hunt, James S.* Liberty* Park Trails* Riverglades* North Central Banyan* Lauderdale Lakes* Challenger Horizon* South Central Central Park* Parkway Stranahan* Gator Run Tequesta Trace* Manatee Bay Meadowbrook North Fork* Peters* Plantation Park* Sawgrass* South Colbert* New Renaissance* Hallandale* Cooper City* Perry, Henry D. Hollywood Hills* Coral Cove* Dania* Silver Trail Hollywood Hills Lake Forest* Miramar* Pasadena Lakes* Perry, Annabel C. Silver Palms* Silver Shores Watkins* *See comments in Appendix B 7
Action: During the 2004-05 school year, additional dollars were allocated from capital funds to assist schools with providing technology to classrooms that were below standard as a result of class size reduction. During the 2004-05 school year, additional capital funds were distributed to every school to assist them in purchasing technology. Schools determined the ways in which these funds were expended and could decide to use them for other capital expenditures including furniture and other fixed assets. Area Office staff will be involved in the process of school decisions regarding expenditure of technology dollars. To meet the terms of 2.1, the district will address additional equipment at these sites through the refresh program. The relocatables will receive equipment as new classroom technology is identified. Source: School Survey & Customer Staff Development Services 2.2 The school facilities are equipped with the necessary capacity and infrastructure to meet the terms of 2.1. (Note: Several schools reported that infrastructure was problematic for older relocatables. They stated that older relocateables do not have the necessary wiring for internet access.) Preliminary Finding: 92% elementary, 92.6% middle, and 92.9% high schools met this indicator. (2004-05 data will be provided in July 2005.) Schools not equipped with capacity and infrastructure to meet district technology standards Area Elementary Middle High North Coconut Creek* Coral Springs* Cypress Park Trails* North Central Lauderdale Lakes* South Central Meadowbrook Stranahan* Mirror Lake* Peters* Tropical* South Driftwood* Silver Trail Cooper City* Lake Forest* Silver Palms* Silver Shores *See comments in Appendix B Action: The project to complete the infrastructure of relocatable classrooms started last year and will continue until the end of July 2005. The wiring will allow these classrooms connectivity to the network and these relocatables will be reconnected as they are moved throughout the district. Staff will revisit the basic equipment list for relocatables to determine the feasibility of bringing them in line with the basic equipment list of permanent classrooms. Source: School Survey 8
2.3 The school has implemented a plan to ensure that instructional staff is competent/proficient in the use and application of technology and software. Finding: 100% of all schools have implemented a plan to ensure that instructional staff is competent/proficient in the use and application of technology and software. Offerings of technology related staff development and training include CAB, Atomic Learning, Digital Educational Teacher Academy, Daily Technology Application, Technology Support Certification Program, Virtual Technology Recognition Project, Virtual University, and New Teacher Academy Application Training. (See Appendix C for additional information.) Source: School Survey and Customer Staff Development Services 2.4 Public Support Technology Funds (PSTF) are spent each year to support, upgrade and maintain technology hardware and software in the school. Finding: 100% of all schools spend Public Support Technology Funds (PSTF) each year to support, upgrade and maintain technology hardware and software in the school. Action: The Public School Technology Funds (PSTF) allocation for Broward County for 2004-05 is $5,247,221. This represents an increase of $25,601 over the 2003-04 allocation of $5,221,620. Seventy-five percent of the funds are distributed to the schools based upon Weighted FTE s, while the remaining dollars are used for the charter schools and district positions and programs. Area Office staffs will be involved in the process of school decisions regarding expenditure of technology dollars, with all technology dollars being tracked. Source: School Survey 2.5 Students and personnel have access to computers and technology. Finding: 100% of all schools give students and personnel access to computers and technology. Source: School Survey and Customer Staff Development Services 2.6 The school is in compliance with District Policy 5306 Technology Usage. Finding: 97.1% elementary, 100% middle, and 100% high schools meet District Policy 5306. Four elementary schools that do not meet this indicator are Gator Run in the South Central Area and Bethune, Lake Forest, and Sea Castle in the South Area. (See Lake Forest and Sea Castle comments in Appendix B.) Source: School Survey 9
Condition 3: The SCHOOL BOARD agrees to implement the developed Standards of Service for all schools. This will establish a countywide grade level benchmark and a diagnostic/prescriptive procedure to identify all students needs. The SCHOOL BOARD will analyze this data and implement plans to address the conclusions of said analysis. INDICATOR STATUS 3.1 The school has implemented a comprehensive plan to diagnose individual student achievement needs. 3.2 The school has implemented a plan to disaggregate the data and use it to deliver instruction. 3.3 The school uses frequent assessments to measure and adjust instruction based on results Weekly, Monthly, or Quarterly. 3.4 The school uses student achievement data to determine professional development needs of teachers via Professional Growth Plans (PGPs). 10
Condition 3: The SCHOOL BOARD agrees to implement the developed Standards of Service for all schools. This will establish a countywide grade level benchmark and a diagnostic/prescriptive procedure to identify all students needs. The SCHOOL BOARD will analyze this data and implement plans to address the conclusions of said analysis. 3.1 The school has implemented a comprehensive plan to diagnose individual student achievement needs. Finding: 100% of all schools answered Yes to this item. Action: All schools will continue to identify the learning needs of students performing below level using the Electronic-Academic Individualized Plan (e-aip). A customized curriculum plan for each student who meets the criteria is delivered in addition to the grade level program Source: School Survey 3.2 The school has implemented a plan to disaggregate the data and use it to deliver instruction. Finding: 100% of all schools answered Yes to this item. Action: The Virtual Counselor and Data Warehouse Reports are used to identify student scores on the 2003-04 FCAT, the Benchmark Assessment Test (BAT), the Scholastic Achievement Test, 10 th Edition (SAT10), the Preliminary SAT (PSAT), and other assessments that are to drive classroom instructional decisions. Source: School Survey 3.3 The school uses frequent assessments to measure and adjust instruction based on results Weekly, Monthly, or Quarterly. Finding: 100% of all schools answered Yes to this item. Action: All schools participate in the Benchmark Assessment Test annually to provide diagnostic and proficiency information. All schools have access to mini assessments that have been implemented for the first time this year. There is expanded use of Computer Assisted Instruction (CAI) and Intergrated Learning System (ILS) software this year with only two schools reporting no CAI and ILS software (Pompano Beach and Everglades High). These two schools are currently reviewing CAI and ILS software to determine those that best meet the needs of their students. Source: School Survey and Student Assessment & School Performance 11
3.4 The school uses student achievement data to determine professional development needs of teachers via Professional Growth Plans (PGPs). Finding: 100% in this area answered Yes to this item. Action: All teachers at the school and district level participate in completing PGPs needs assessments, goals, objectives, and documenting how staff development they received impacted student learning. All teachers completed the PGPs on-line via intranet. Human Resource Development (HRD) collects this data and provides analysis reports to key stakeholders. 12
Condition 4: The SCHOOL BOARD agrees to develop a plan that shall establish a core of Advanced Placement (AP) and Honors Courses for delivery at every high school. Core courses will be taught at each high school. The SCHOOL BOARD also agrees to develop a plan for the utilization of distance learning for discrete courses and the implementation of procedures to rotate the live presentation of discrete courses to high schools throughout the county to assure equal access and availability for all students in all schools. This condition only applies to high schools. INDICATOR STATUS 4.1 The school offers student access to the AP curriculum (AP American History, Biology, Calculus, English Language Arts Composition, English Literature, Spanish). 4.2 Students have access to discrete courses not taught at school through Distance Learning and on-line through Broward Virtual Education. 4.3 The school has implemented a strategic plan during the current school year that ensures an equitable rotation among schools of distance learning classes that are offered district-wide. 4.4 Evidence from Guidance staff that students are being provided with information that encourages enrollment in AP/Honors classes. 4.5 The school has a process in place to ensure that PSAT scores or ETS flagged reports are used to guide students into AP and Honors classes. Not applicable for schools; District plan under development. 13
Condition 4: The SCHOOL BOARD agrees to develop a plan that shall establish a core of Advanced Placement(AP) and Honors courses for delivery at every high school. Core courses will be taught at each high school. The SCHOOL BOARD also agrees to develop a plan for the utilization of distance learning for discrete courses and the implementation of procedures to rotate the live presentation of discrete courses to high schools throughout the county to assure equal access and availability for all students in all schools. This condition only applies to high schools. 4.1 The school offers student access to the AP curriculum (AP American History, Biology, Calculus, English Language Arts Composition, English Literature, Spanish). Finding: 100% of the high schools with 9 th -12 th Curriculum. grade enrollments offer the core AP Action: Currently, SpringBoard, a comprehensive middle school pre-ap program in Mathematics and Language Arts is being implemented in 15 middle schools with an expectation to grow to encompass all Title I middle schools. This rigorous College Board curriculum is expected to better prepare students for the demands of advanced courses in high school. The 2003-04 Advanced Placement Program Report, transmitted on February 1, 2005. The report shows on-going participation in these college level courses district-wide and for each ethnicity group of Black, White, and Hispanic. Entrance criteria to all AP courses shall be reviewed annually by Area and district staff on a school-by-school basis to ensure equity and uniformity of access to AP courses by all students. Master course schedules are reviewed by Area Directors to ensure the full complement of AP core courses is offered at each school site and that when a core course cannot be offered, students are encouraged to participate in a distance learning program. All teachers newly assigned to teach AP courses and/or those with below 50% passing rates should participate in the Advanced Academics Summer Institute that will be provided in 2005 by the Department of Advanced Academic Programs. In addition, curriculum staff should provide on-going support to schools with 50% or less passing rates. Source: School Survey & Advanced Academics Department; AP Report at http://www.broward.k12.fl.us/studentassessment/reports.htm 4.2 Students have access to discrete courses not taught at school through Distance Learning and on-line through Broward Virtual Education (BVED). Finding: 100% of the high schools with 9 th -12 th grade enrollments have access to Distance Learning and online through BVED. Action: A district strategic plan regarding distance and on-line learning will be developed by April 2005. The plan will include access to discrete courses, as well as, increase in participation rates of underrepresented groups. However, it also shows that a gap still exists between Black, White/Hispanic, and White students Source: School Survey and Distance Learning Department 14
4.3 The school has implemented a strategic plan during the current school year that ensures an equitable rotation among schools of distance learning classes that are offered district-wide. Finding: A strategic plan for equitable rotation among schools best falls at the district level rather that at the school level. Action: A district strategic plan for distance and on-line learning will be developed by April 2005. The plan will address equitable rotation of distance learning classes among schools. Source: Distance Learning Department 4.4 Evidence from Guidance staff that students are being provided with information that encourages enrollment in AP/Honors classes. Finding: 100% of the high schools with 9 th -12 th that encourages enrollment in AP/Honors classes. grade enrollments report sharing information Action: Last school year, in September of 2003, the district sent letters to parents of high school students explaining the types of courses that students could take to earn high school credit and/or graduate early. In September of the current school year, communication was sent by the district to parents of high school sophomores explaining the state requirement that sophomores take the PSAT. This letter also encouraged enrollment in advanced high school courses such as AP, DE, and Honors. On February 18, 2005 an additional letter was sent to parents of incoming freshmen and sophomores who have scored 4 or above on FCAT targets. This letter stresses the importance of enrolling in advanced high school courses and encourages parents to require their student to schedule at least two of these courses in the upcoming school year. The letter was shared with the Diversity Committee. Source: School Survey 4.5 The school has a process in place to ensure that PSAT scores or ETS flagged reports are used to guide students into AP and Honors Courses. Finding: 100% of the high schools have access to PSAT scores and flagged reports via the intranet and the data warehouse. Action: The Research Services Department calculated two prediction flags for 2004-05 ninth grade students. The College Readiness flag can be used to identify whether a student will be ready for college, will be ready with assistance, or will not be ready for college by the time he/she graduates from high school. The AP Enrollment flag can be used to identify whether a student will be likely to enroll in an upper-level course (AP/Dual Enrollment/IB) during his/her high school career, will enroll with assistance, or will not be likely to enroll. The data utilized to complete these flags included demographic (sex, race, limited English proficiency [LEP] status, exceptional student education [ESE] status, and free/reduced price lunch [FRL] status), credit by examination status, FCAT scores, and SAT scores as verification of college readiness. High school staffs used these student flags to assist them in directing students into the proper courses in 2004-05. 15
Beginning in 2004-05, all 10 th grade students were required to take the PSAT. The precollege entrance examinations are analyzed by the College Board. School reports are provided to identify those students who are deemed capable of succeeding in AP coursework based on test results. The data are used for guidance and course selection activities. The Student Assessment & School Performance Department will collaborate with the Research Services Department to determine the proportion of students who have been identified as ready for AP classes and are actually enrolled in AP courses. After the 10 Day Count, Area Offices will communicate to school staffs the names of students identified as ready for AP classes who are not enrolled in an AP course. Source: School Survey 16
Condition 5: The SCHOOL BOARD will conduct an inventory of athletic equipment and facilities at all high schools, identify any gaps present and implement plans to bring athletic facilities and equipment into parity based on district standards. The SCHOOL BOARD shall offer a core of athletic and other extra-curricular activities, including academic clubs, in each middle and high school and put in place a marketing plan to assure equal opportunity based on campus activities. The SCHOOL BOARD shall develop and implement a plan to assure equity in athletic field usage and revenue sharing at Lockhart Stadium and all other stadiums. (Exemptions for 5.1, 5.2, 5.3, and 5.5 of technical high schools, vocational centers, and alternative/ese centers.) INDICATOR 5.1 The athletic facilities at the high school meet the district standards (access to baseball field, softball field, track, gymnasium, tennis courts) and are in satisfactory condition. STATUS Over half of the high schools met; DEFP includes projects for athletic facilities. 5.2 The school provides the opportunities for high school students to participate in all the core sports. The school provides the opportunities for middle school students to participate in no less than 3 of 5 core sports. 5.3 Schools identified as not offering core extra-curricular activity. 5.4 The school uses home field, Lockhart Stadium, or other off campus facility. 94% met. 17
Condition 5: The SCHOOL BOARD will conduct an inventory of athletic equipment and facilities at all high schools, identify any gaps present and implement plans to bring athletic facilities and equipment into parity based on district standards. The SCHOOL BOARD shall offer a core of athletic and other extra-curricular activities, including academic clubs, in each middle and high school and put in place a marketing plan to assure equal opportunity based on campus activities. The SCHOOL BOARD shall develop and implement a plan to assure equity in athletic field usage and revenue sharing at Lockhart Stadium and all other stadiums. (Exemptions of technical high schools, vocational centers, and alternative/ese centers.) 5.1 The athletic facilities at the high school meet the district standards (access to baseball field, softball field, track, gymnasium, tennis courts) and are in satisfactory condition. Finding: 60.7% of the high schools met the standard by the start of 2004-05. Eleven schools did not meet the standard evidence DEFP funded projects related to athletic facilities. It is important to note that work orders regarding track facilities have been generated for the following middle schools: Apollo, Attucks, Bair, Dandy, Falcon Cove, Forest Glen, Indian Ridge, Lauderhill, Lyons Creek, McNicol, New River, Parkway, Perry, Pines, Pioneer, Sawgrass Springs, Sunrise, Tequesta Trace, and Westpine. In addition, the DEFP has budgeted funding for resurfacing of all middle school track facilities. Athletic facilities at the high school do not meet the district standards Area High School North Taravella* South Central Plantation*, South Plantation*, Stranahan*, Western* South Cooper City*, Everglades*, Flanagan*, Hallandale*, Hollywood Hills*, Miramar* *See comments in Appendix D. Source: School Survey and Student Support 5.2 The school provides the opportunities for high school students to participate in all the core sports (football, basketball, volleyball, cross country, swimming, golf, wrestling, soccer, baseball, softball, track, tennis and cheerleading). The school provides the opportunities for middle school students to participate in no less than 3 of 5 core sports (basketball, volleyball, swimming, softball, and cheerleading.) Finding: 100% of all middle and high schools offer core sports requirements listed above in 2004-05. Action: The 2003-04 Educational Equity ACT Report included six high schools with identified gaps in male/female participation in junior varsity and varsity athletic programs (see Tab: Athletic Gaps, Male vs. Female, for table). Corrective action plans have been submitted to the Florida Department of Education. The plans contain targets and strategies to bring schools into compliance. Source: School Survey and Student Support 18
5.3 Schools identified as not offering core extra-curricular activity. (Core extra-curricular activities for middle schools are: Student Government, National Junior Honor Society, Future Educators of America, Academic Games, and Youth Crime Watch. Core extra-curricular activities for high schools are: Student Government, National Honor Society, Future Educators of America, Academic Games, Youth Crime Watch, Class Officers, Volunteer Service Program, School Newspaper, Yearbook, Marching Band, and Chorus.) Finding: 95.1% middle and 92.8% high schools meet this item in 2004. Only four schools listed below did not meet the standard with each school deficient by only one activity. (Note: Alternative Education Programs vary in their capacity to offer extra-curricular activities. There are no after school activities as the majority of students are transported to and from school. There is evidence of extra curricular offerings but they may not always match the core.) Schools did not meet standard with each school deficient by only one activity Area Level School Activity Not Offered North Middle Crystal Lake Future Educators of America South Central Middle Arthur Ashe Jr. Future Educators of America High Dillard School Newspaper South High South Broward Chorus Source: School Survey 5.4 The school uses home field, Lockhart Stadium, or other off campus facility. Finding: 100% of all middle and high schools meet this item in 2004. Lockhart Stadium is used by Dillard, Stranahan, Ft. Lauderdale High Schools, as well as, any other schools that need a stadium due to overflow of games scheduled, cancellations, or a new school which does not have a stadium built. The stadium is also used by FAU college football. Source: School Survey 19
Condition 6: The SCHOOL BOARD agrees to develop a plan to survey all schools media centers to ascertain the number, quality, age, and availability of media/library books in relation to student enrollment and identify any gaps present. As a result of said survey and subsequent analysis of results, the SCHOOL BOARD shall implement a plan to provide for equal allocation and access to media center materials including a district-wide takehome policy. Where gaps exist due to size of the school enrollment, the SCHOOL BOARD will consider establishing a sparsity supplement within district procedures to assist in providing an equitable distribution of media/library books. INDICATOR 6.1 The school provides a balanced collection of 2,000 (1,500 at elementary schools) usable library volumes or at least 10 volumes per student, whichever is greater. 6.2 All materials are catalogued using the district-approved cataloguing system. 6.3 The library subscribes to a minimum of 35 periodicals annually and the selections serve all grade levels. 6.4 The library media materials collection includes electronic technological formats in support of the curriculum (e.g., on-line searches, CD-ROM programs, computer software, and laser disks). 6.5 The school s budget includes funds to provide and maintain library services and equipment to support the curriculum. 6.6 Students and personnel have access to media services, materials, and equipment. 6.7 The school has implemented a plan to provide access to media center materials and a school-wide takehome procedure. 6.8 Budget expenditures meet maintenance of effort standards for at least one of the last three years- $9.60 per elementary and middle school pupil and $12.80 per pupil in high schools. 6.9 No more than 50% of the collection have publication dates prior to 1989/older than 15 years. (Note: 50% aligns with SACS Guideline) STATUS 100% elementary, 95% middle and 92.9% high schools met the standard. 2004-05 data to be provided by July 2005. Preliminary finding: 82.5% elementary, 77.5% middle, and 46.4% high schools met in either 2002-03 or 2003-04. 2004-05 data will be provided in July 2005. Preliminary finding: 67.1% elementary, 77.5% middle, and 53.6% high schools met in 2003-04. 2004-05 data will be provided in July 2005. 20
Condition 6: The SCHOOL BOARD agrees to develop a plan to survey all schools media centers to ascertain the number, quality, age, and availability of media/library books in relation to student enrollment and identify any gaps present. As a result of said survey and subsequent analysis of results, the SCHOOL BOARD shall implement a plan to provide for equal allocation and access to media center materials including a district-wide takehome policy. Where gaps exist due to size of the school enrollment, the SCHOOL BOARD will consider establishing a sparsity supplement within district procedures to assist in providing an equitable distribution of media/library books. 6.1 The school provides a balanced collection of 2,000 (1,500 at elementary schools) usable library volumes, or at least 10 volumes per student, whichever is greater. (New schools have three years to reach SACS standards, therefore, new schools are excluded from this SACS standard.) Preliminary Finding: 100% elementary, 95% middle, and 92.9% high meet the SACS standard regarding a balance of collections. (2004-05 data will be provided by July 2005.) Schools not providing balanced collection School Area FTE 20 Day Total Books Book Deficit Count Deerfield Beach Middle North 1,665 13,799 1,201 Margate Middle North 1,266 11,665 995 Nova High N. Central 1,986 11,376 3,624 Cypress Bay High South 3,031 13,209 1,791 Action: All four schools will be compliant by June 2005. Source: Learning Resources Department 6.2 All materials are catalogued using the district-approved cataloguing system. Finding: All schools catalogue using the district system. Source: Learning Resources 6.3 The library subscribes to a minimum of 35 periodicals annually and the selections serve all grade levels. Finding: All secondary level media centers subscribe to at least 18 periodicals, subscriptions in print, CD-ROM, and internet access format. In addition, as the district provides on-line subscription databases for schools, including hundreds of magazine and newspaper articles, all schools met the 35 periodicals total per SACS guidelines. 21
Action: Although this indicator addresses middle and high schools, Alternative Education Programs are also to be part of this focus. Those sites will be surveyed to determine degree of compliance. Source: School Survey 6.4 The library media materials collection includes electronic technological formats in support of the curriculum (e.g., on-line searches, CD-ROM programs, computer software, and laser disks). Finding: All schools have access to hundreds of district provides online subscription databases and, therefore, meet this indicator. See 6.3 above. Source: School Survey 6.5 The school s budget includes funds to provide and maintain library services and equipment to support the curriculum. Finding: All school budgets contain funds for library services and equipment. See item 6.8 below. Source: Learning Resources Department 6.6 Students and personnel have access to media services, materials, and equipment. Finding: All schools provide student and personnel access to media services, materials, and equipment. 6.7 The school has implemented a plan to provide access to media center materials and a school wide take-home procedure. Finding: All schools report allowing students to take materials home from the media center. Source: School Survey 6.8 Budget expenditures meet maintenance of effort standards for at least one of the last three years. $9.60 per elementary and middle school pupil and $12.80 per pupil in high schools. Note: Schools open less than 3 years are not included in this item. Preliminary Finding: 82.5% elementary, 78% middle, 46.4% high schools met this two-year average standard in 2003-04. (Note: According to the Director of Learning Resources coding errors have resulted in low expenditure figures for many schools.) (2004-05 data will be updated by July 2005.) 22
Schools not meeting criteria and expenditure per pupil ($), 2002-03 and 2003-04 Elementary Schools 2002-03 2003-04 2004-05 North Area Coral Park Elementary 7.17 8.51 Deerfield Park Elementary 8.88 5.23 Eagle Ridge Elementary 7.50 7.37 Pompano Beach Elementary 7.48 9.02 Riverglades Elementary 3.38 5.99 North Central Area Castle Hill Elementary 5.24 5.61 Coral Park Elementary 7.17 8.51 Dwight Eisenhower Elementary 5.35 8.26 Horizon Elementary 1.49 9.20 Oakland Park Elementary 5.05 8.58 Oriole Elementary 2.64 1.37 Park Lakes Elementary 5.95 7.54 Sandpiper Elementary 6.01 4.28 Welleby Elementary 3.50 9.47 South Central Area Dillard Elementary 1.38 9.06 Everglades Elementary 8.70 2.93 Gator Run Elementary 5.94 8.92 King, Martin Luther Elementary 5.21 8.64 North Fork Elementary 9.33 7.26 Village Elementary 3.54 9.27 South Area Coconut Palms Elementary 6.97 9.33 Colbert Elementary 7.81 7.04 Miramar Elementary 3.79 3.46 Silver Palms Elementary 0.58 0.51 Middle Schools North Area Pompano Beach Middle 3.73 9.03 North Central Area Lauderdale Lakes Middle 10.68 2.20 Lauderhill Middle 2.80 9.53 Westpine Middle 4.78 9.21 South Central Area Parkway Middle 2.23 8.58 Plantation Middle 3.40 7.60 South Area Attucks Middle 9.23 5.20 Perry Middle 6.35 9.12 Silver Trail Middle 2.86 8.17 23
Schools not meeting criteria and expenditure per pupil ($), 2002-03 and 2003-04 (Con t) High Schools 2002-03 2003-04 2004-05 North Area Blanche Ely High 10.96 12.23 Coconut Creek 2.40 11.99 Deerfield Beach High 8.13 10.15 Pompano Beach High 3.88 11.81 Taravella High 12.25 12.63 North Central Area Nova High 7.09 12.29 Piper High 9.86 12.00 South Central Area Dillard High 4.56 3.61 South Plantation High 7.33 8.12 Western High 11.97 12.13 South Area Cooper City High 12.50 12.53 Hallandale High 4.77 10.57 Hollywood Hills High 12.49 12.61 Miramar High 6.34 12.06 South Broward High 12.64 11.97 Action: In order to ensure accurate data, additional information regarding proper coding of appropriate expenditures will be provided to principals and other key staff by the end of February. Review of expenditures by March will identify the schools above who are still out of compliance. Office staff will then meet with the principals to determine feasibility of reaching the target this year. In future years, expenditure update will be provided at mid-year and year end. Mid-year review of expenditures by Learning Resources will allow initial indication of schools where incomplete or incorrect coding is occurring. Learning Resources and Area Office staff will work with schools to assist in bringing them in line with expenditure targets. Source: Learning Resources Department 6.9 No more than 50% of the collection have publication dates prior to 1989/older than 15-years. (2004-05 data will be updated by July 2005.) Preliminary Finding: 67.1% of elementary, 78% of middle, 53.6% of high schools, and 94.7% of centers have no greater than 50% of the collection older than 15 years and met this indicator as of October 2004. 24
Schools with greater than 50% of collection older than 15 years North North Central South Central South School % School % School % School % Elementary Coral Park 59.27 Broadview 50.97 Bayview 56.73 Davie 53.97 Coral Springs 50.41 Castle Hill 50.57 Central Park 57.81 Hallandale 58.38 Deerfield Park 52.95 Nova BF 67.61 Dillard 50.69 Miramar 55.57 Drew, Charles 60.00 Horizon 57.56 Flamingo 52.50 Pasadena Lakes 53.89 Forest Hills 51.42 Larkdale 58.59 Hawkes Bluff 51.76 Pembroke Lakes 63.55 McNab 57.36 Nob Hill 61.09 Indian Trace 50.67 Pembroke Pines 58.67 Morrow 60.53 Oakland Park 54.52 Meadowbrook 55.77 Pines Lakes 50.64 Norcrest 50.24 Oriole 59.97 North Fork 53.39 Sea Castle 58.06 North Lauderdale 55.08 Sandpiper 59.78 North Side 57.98 Stirling 57.33 Palmview 50.73 Peters 63.90 West Hollywood 62.17 Park Springs 50.86 Silver Ridge 58.02 Pompano Beach 51.02 Village 50.92 Winston Park 60.57 Walker 62.71 Middle Coral Springs 57.40 Nova 54.82 Parkway 55.98 McNicol 52.21 Forest Glen 53.79 Plantation 52.19 Olsen 72.54 Silver Lakes 52.10 Perry, Henry D. 50.54 High Ely, Blanche 53.42 Anderson, Boyd 60.16 Plantation 68.37 Cooper City 56.48 Taravella, J. P. 64.34 Piper 62.83 South Plantation 64.49 Hallandale 77.11 Stranahan 68.91 Hollywood Hills 58.57 McArthur 55.28 Miramar 60.35 South Broward 73.40 Action: Learning Resources staff will ensure that all schools that exceed the less than 50% target have an action plan and accompanying timeline to reach the standard. A portion of the Instructional Materials categorical funds for library media will be used to assist the priority schools in refurbishing their collections. Priority schools for collection replacement or expansion will be determined with input from the Area Office. Learning Resources staff will review collections for compliance at Alternative Education Programs. Source: Learning Resource Department 25
Condition 7: The SCHOOL BOARD agrees to develop a plan to collect data on current disciplinary practices including suspension rates and additional support provided by the Standards of Student Services (SOSS). The SCHOOL BOARD shall analyze this data, and implement a plan to address the conclusions of said analysis and to assure equity in the administration of student discipline countywide. INDICATOR STATUS 7.1 The school provides accurate information which permits valid calculations of external suspension, multiple external, and internal suspensions rates, and alternatives to external suspension placements. 7.2 The district will summarize on a school-by-school basis the proportion of disciplinary actions that comply with the Discipline Matrix prescription, as well as, external, multiple external, and internal suspension rates, and the proportion of alternative placements. 7.3 The school uses the Discipline Matrix to determine internal and external suspension. 7.4 The school uses alternatives to external suspension as viable disciplinary option. 7.5 The school has implemented a process to communicate and reinforce behavioral expectations. 7.6 The school communicates with parents as a disciplinary intervention to resolve student behavioral problems. 7.7 The school provides access to alternative resources that promote positive student behavioral changes (e.g., Project B.L.A.S.T. Family Counseling Program). 2004-05 is the baseline year. Full report by July 2005. 2004-05 is the baseline year. 26
Condition 7: The SCHOOL BOARD agrees to develop a plan to collect data on current disciplinary practices including suspension rates and additional support provided by the Standards of Student Services (SOSS). The SCHOOL BOARD shall analyze this data, and implement a plan to address the conclusions of said analysis and to assure equity in the administration of student discipline countywide. 7.1 The school provides accurate information, which permits valid calculations of external suspension, multiple external, and internal suspensions rates, and alternatives to external suspension placements. Finding: All schools report verifying the accuracy of disciplinary data. Action: The Superintendent District Task Force is monitoring suspensions rates. The Professional Standards/Special Investigative Unit (SIU) has assigned its Prevention Team the responsibility of monitoring School Environmental Safety Incident Report (SESIR) incident data entered by the schools. The Team, trained by the National School Safety Center and the district's Research and Evaluation department, will look for discrepancies in reporting, high incidents of crime and other areas of data reporting in order to customize training in the needed areas. Source: School Survey and SIU 7.2 The district will summarize on a school-by-school basis the proportion of disciplinary actions that comply with the Discipline Matrix prescription, as well as, external, multiple external, and internal suspension rates, and the proportion of alternative placements. Finding: 2004-05 represents the first year for full district implementation of the Discipline Matrix. July 2005 analysis will represent the baseline year. 7.3 The school uses the Discipline Matrix to determine internal and external suspension. Finding: 100% of all schools received training in the interpretation and application of the Discipline Matrix. Data regarding use of the matrix will be forthcoming in July 2005, following the first year of district-wide implementation. Source: School Survey 7.4 The school uses alternatives to external suspension as a viable disciplinary option. Finding: All schools offer one or more disciplinary options as an alternative to external suspension. Categories include: detention, Saturday Science, internal suspension, and other, such as Alternatives to External Suspension (AES) 27