Getting
Started:
Broward
Effective
Schools
Plan
Components










Student
Behavior
 Resources

Where
to
Start
 • Student
Support
Services
Office
of
Prevention
Programs

1. Develop,
post,
practice
and
reinforce
school‐wide
discipline
 website:
www.browardprevention.org

plan.
 • Foundations:
Establishing
Positive
Discipline
Policies

2. Develop,
clearly
post,
teach,
practice
and
consistently
 • CHAMPS:
A
Proactive
and
Positive
Approach
to
Classroom

implement
classroom
rules
and
consequences.
 Management

3. Implement
positive
behavioral
approaches.
 • Framework
for
Understanding
Poverty,
Ruby
Payne

4. Provide
staff
development
on
positive,
proactive
approaches
to
 • Character
–
The
Core
of
Our
Lives
activity
sheets/resources

address
classroom
management,
bullying,
conflict.
 on
the
Broward
Enterprise
Education
Portal
(BEEP)
and
at

5. Develop
Positive
Behavioral
Intervention
Plans
based
on
 the
Office
of
Prevention
Programs
website:

Functional
Behavioral
Assessments
for
students
with
greater
 www.browardprevention.org

needs.
 • Conflict
Resolution
Staff
Development,
Student
Support

6. Provide
focused
professional
development
on
adolescent
 Services
Office
of
Prevention
Programs

development,
 • Anti‐Bullying
Policy
5.9
CAB
Conference
and
Anti‐Bullying

culturally
responsive
ways
to
interact
with
students
in
a
calm
 resources
at
www.browardprevention.org

and
respectful
manner,
classroom
behavior
management,
de‐ • Functional
Behavioral
Assessment
(FBA)‐
Exceptional

escalation
techniques,
and
conflict
resolution.
 Student
Education
Department

For
questions
on
student
behavior,
call
the
Office
of
Prevention,

754‐321‐2568









Student
Health
 Resources

Where
to
Start
 • Health
Education
Service
Department
website
@
www.

Employ
action
steps
to
ensure
that
all
schools
have
a
 browardschools.com/Departments/Health
Education

comprehensive
plan
to
access
the
health
needs
of
student.
 Services.
Select
Quick
Links
to
review
Core
School
Health

1. School
supports
align
with
District
and
community
health
 Service
Requirements,
Medication
Administration
Training,


services
 Community
Health
Resources
Parent
Guide,

2. Core
school
health
service
requirements
are
completed
to
 CPR/AED/First‐Aid
training,
Student
Health
Screening

ensure
minimum
health
and
safety
standards
are
met
 Guidelines
etc.

3. School
staff
are
trained
in
the
areas
of
medication
 • Florida
School
Health
Program
@

administration,
CPR/AED/First‐Aid,
and
student
health
 www.doh.state.fl.us/Family/School/reports/html

screenings
 • National
Association
Of
School
Nursing
(NASN)
website

4. School
and
parents
are
linked
to
community
health
resources
 www.nasn.org



 1

 Getting
Started:
Broward
Effective
Schools
Plan
Components





For
all
Student
Health
questions
call
Health
Services,
754‐321‐2274






Exceptional
Student
Education
 Resources

Where
to
Start

1. Ensure
all
ESE
students
have
a
current
IEP
prior
to
the
start
of

. EasyIEP

school
 . ESE
Specialist
Resource
(E‐box)

2. Ensure
students’
schedules
match
IEP
placement

3. Provide
general
education
teachers
with
a
copy
of
IEP‐
 . SP&P








at
‐a
–Glance
for
ESE
students
enrolled
in
their
classes
 

4.


Facilitate
collaboration
between
general
education
teachers
and
 

ESE
providers
 For
all
ESE
Questions
call
your
ESE
Coordinator:
North
754‐321‐
5.



Implement
and
monitor
student
behavior
plans
 3450;
South
754‐321‐3620




 






Student
Attendance
 Resources

Where
to
Start

 
All
supporting
attendance
documents
can
be
accessed
at:

1. Make
attendance
a
priority
for
your
school
by
having
an
 http://www.broward.k12.fl.us/studentsupport/sswad/HTML/ap.htm

attendance
designee

 

2. Elementary
schools
–
select
a
BTIP
designee
 • Policy
5.5:
Attendance

3. Develop
a
comprehensive
attendance
plan
for
school
(see
 • Policy
5.5A:
Attendance
Procedural
Manual

guiding
document
in
the
School
Improvement
Plans,
etc.)
 • Principals’
Attendance
Matrices
(elementary
and

4. Review
and
become
familiar
with
the
implementation
of
the
 secondary)

Attendance
Policy
as
outlined
in
the
Attendance
Procedural
 • Press
Release
–
Changes
to
Attendance
Policy

Manual
 • FAQ
Document

5. Use
action
steps
for
progressive
implementation
of
policy,
 • Physician’s
Note
Template
and
Instructions

outlined
in
the
Principals’
Attendance
Matrices

 • Attendance
Symposium
scheduled
for
Thursday,
August

6. Ensure
attendance
designee
is
added
to
the
KCW
Attendance
 19th,
8:00
–
11:30am
for
elementary
schools
&
1:00
–

CAB
Conference
in
order
to
receive
timely
attendance
updates
 3:00pm
for
secondary
schools
at
Piper
High
School

7. Notify
parents
of
changes
made
to
the
attendance
policy
(Press
 • Average
daily
attendance
report
in
the
Data
Warehouse.
Go

Release
&
FAQ
document
posted
on
website
)
 to
School
Reports
Menu,
Attendance
folder
and
then

8. Access
attendance
reports
from
the
Data
Warehouse
and
 ATT1004
‐
Average
Daily
Attendance.
Customize
by

customize
to
meet
school
needs

 accessing
ATT1007
–
Absences
(Minutes
Occurrences)




 2

 Getting
Started:
Broward
Effective
Schools
Plan
Components



For
all
attendance
questions
call
The
School
Social
Work
and

Attendance
office
at
754‐321‐2490
or
post
questions
in
the
KCW

Attendance
CAB
Conference.







Student
Promotion,
Retention:
Middle
and
  Resources

High
Schools
  Policy
6000.1:
Student
Progression
Plan

Where
to
Start
 http://www.broward.k12.fl.us/sbbcpolicies/docs/P6000.1.
1. Learn
 the
 graduation
 requirements
 for
 the
 year
 the
 students
 000.pdf

entered
high
school.
  DWH/School
reports,
FLVS,
BVED,
APEX
–
High
School,

2. Identify
 deficient
 students
 and
 make
 a
 plan
 to
 provide
 those
 Odyssey
or
school
based
credit
recovery
in
Middle
Schools

students
with
additional
support
and/or
utilize
the
various
  BRACE
Advisor,
collegeboard.com
(SAT),
actstudent.org

3. Ensure
students
who
are
eligible
receive
fee
waivers
to
take
the
 (ACT)

SAT
or
ACT.
  DWH/Reports,
Opti‐spool
Report
–
ZSDBD565,
DWH

4. Counselors
 should
 be
 sure
 that
 students
 are
 enrolled
 in
 Reports/Guidance.

intensive
reading
and
math
classes
if
needed.


  www.flvs.net,
co‐enrollment
in
community
school

5. Enroll
students
in
ACT/SAT
preparatory
classes.
  Policy
6000.1,
Forgiveness
Section

6. Determine
 the
 high
 school
 students
 who
 have
 a
 grade
 point
 

average
 below
 a
 2.0
 and
 apply
 forgiveness.
 
 Apply
 the
 For
assistance
in
this
area,
call
Guidance,
754‐321‐2584

forgiveness
rules
to
all
students
each
semester.

7. Ensure
students
meet
the
service
hour
requirements.




 






Student
Overage
for
Grade
 Resources

Where
to
Start
 • Competency‐Based
education
programs
for
HS
students:

Employ
a
comprehensive
approach
with
early
intervention
 Technical
Programs;
Alternative
programs;
Course

strategies
for
addressing
the
needs
of
potential
retainees
and
 Recovery;
Off‐Campus
Leaning
Center;
ACT/SAT
alternative

retained
students
at
the
elementary,
middle
and
high
school
levels.
 to
FCAT.

1. Identify
students
retained
one,
two
or
three
times.
 • Academic
plan
for
elementary
and
middle
schools
students

2. Offer
intervention/options
for
retained
student
to
be
placed
 to
reach
high
school
by
the
age
of
14.
(Recommendations

back
with
their
grade
level
cohort.
 for
elementary
and
middle
school
level
is
forthcoming.

3. Engage
student,
parent,
school
and
district
guidance,
in
 Overage
Students
PMOC
project
recommendations
from

developing
an
individual
academic
plan
for
high
school
 Central
Area
will
be
presented
to
Dr.
Butler)

graduation
between
ages
of
17‐19.
 



 3

 Getting
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Effective
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Plan
Components




 


 


 



Resources




Technology
 Go
to:

http://instructionaltech.org

web
site
for
information
on
the

Where
to
Start
 following:


1. Classroom
Technologies:

Ensure
that
classroom
 • Inventory
of
Teacher
Technology
Skills
(ITTS)
results.

technologies,
including
digital
classrooms,
digital
cameras,
 • Student
Tool
for
Technology
Literacy
(ST2L)
results
for

video
projectors,
interactive
whiteboards,
teacher
and
 eighth
grade
students.

student
laptops,
are
functional
and
available
for
use
on
the
 • School
Snapshot
of
your
school

first
day
of
school.
 • National
Education
Technology
Standards
(NETS)
for

2. Teacher
Technology
Literacy:

Ensure
that
all
teachers
have
 teachers
and
students.

completed
the
Inventory
of
Teacher
Technology
Skills
and
 • Digital
Education
Teacher
Academy
(DETA)
schedule
for
the

results
indicate
that
teachers
are
technology
literate.
 2010­2011
school
year.

3. Student
Technology
Literacy
(Middle
School
only):

Examine
 • Global
Learning
Initiative
through
Digital
Education
for

results
from
the
09‐10
eighth
grade
student
survey
and
plan
 Students
(GLIDES)
program.


a
course
of
action
to
ensure
technology
literacy
for
your
 • Instructional
Technology
Facilitator
list
by
school

students.
 • BEEP
Instructional
Portal
for
Teachers
and
Students

4. Professional
Development:

Incorporate
the
integration
of
 

technology
into
the
year‐long
staff
development
calendar
 Web
sites:

and
consider
scheduling
a
DETA
I
or
DETA
II
course
at
your

• Integrating
Technology
into
the
Classroom
using

school
or
within
your
innovation
zone.

Marzano’s
Instructional
Strategies

5. Instructional
Strategies:

Provide
opportunities
for
students

and
teachers
to
be
engaged
in
inquiry‐oriented
and
project
 http://www.tltguide.ccsd.k12.co.us/

based
learning
strategies
such
as
that
offered
through
the
 instructional_tools/Strategies/Strategies.html


GLIDES
program.
 • What
works
in
education:

George
Lucas
Educational

6. Instructional
Technology
Facilitator:

Find
out
the
name
of
 Foundation

your
district
Instructional
Technology
Facilitator
(ITF)
and
 http://www.edutopia.org

schedule
opportunities
for
the
ITF
to
provide
professional
 

development
and
coaching
of
your
teachers
in
integrating
 For
assistance
with
instructional
technology,
call
your
ITF
or
visit

technology
into
teaching
and
learning
for
your
school.
 http://instructionaltech.org

7. Technology
Planning:

Review
the
data
provided
through
the
 

“School
Snapshot
of
Technology”
to
assist
with
planning.



 4

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Components




 


 


 




 


Elementary
Reading
 Resources


 • K‐12
Comprehensive
Reading
Plan


Where
to
Start
 • Elementary
Struggling
Reader
Chart

1. Assessments:
Administer
appropriate
reading
assessments
 • State
Board
Rule
6A‐6.053
(K‐12
Comprehensive
Research‐
to
be
used
as
baseline
data
(screening,
progress
monitoring,
 Based
Reading
Plan)

diagnostic).
Analyze
assessment
data
to
guide
instructional
 http://www.justreadflorida.com/docs/6A‐6‐053.pdf


planning,
form
differentiated
groups,
and
guide
small
group
 • State
Board
Rule
6A‐6.054
(K‐12
Student
Reading

reading
instruction.

Identify
struggling
readers
and
plan
 Intervention
Requirements)

for
immediate
intensive
interventions.
 http://www.justreadflorida.com/docs/6A‐6‐054.pdf


2. Curriculum:

Instruct
students
in
a
daily,
minimal,
90‐minute
 • Elementary
Literacy
Resources
CAB
conference
(K‐12

block
of
uninterrupted,
initial
reading
instruction
following
 Reading
Plan,
Elementary
Struggling
Reader
Chart,

the
sequence
in
the
high
quality,
explicit,
and
systematic
 Professional
Development)

Comprehensive
Core
Reading
Programs,
 • BEEP
(Online
Textbooks,
BEEP
Lesson
Plans,
Instructional

Macmillan/McGraw‐Hill
Treasures
or
Harcourt
Trophies.

 Focus
Calendars,
and
K‐5
Reading
Resources)

Provide
additional,
daily,
immediate,
intensive
intervention
 http://beep.browardschools.com/ssoPortal/index.html

(iii)
instruction
that
extends
beyond
the
initial
90‐minute
 • Access
Instructional
Focus
Calendars
(IFC)
and
BEEP
lesson

reading
block
for
struggling
readers
and
focuses
on
the
 plans
for
supplemental
resources,
including
instructional

specific
differentiated
needs
of
students
until
the
deficiency
 strategies,
differentiated
instruction,
technology

is
remedied.


 connections,
links
to
build
background,
and
additional

3. Professional
Development:
Provide
sharing
of
best
practices
 practice
and
application
of
skills.

and
professional
development
opportunities
(see
ELR
CAB
 • Florida
Department
of
Education,
Just
Read,
Florida!

conference
and
BRITE)
to
ensure
fidelity
of
instruction
with
 Website:
http://www.justreadflorida.com/

all
reading
resources.

 • FL
DOE
Next
Generation
Sunshine
State

4. Literacy
Leadership
Team:
Follow
the
guidelines
in
the
 Standards/Common
Core
Standards
(July
adoption

School
Leadership
section
of
the
K‐12
Comprehensive
 anticipated)

Reading
Plan
to
form
the
School
Literacy

Leadership/Reading
Leadership
Team.
 





 



 5

 Getting
Started:
Broward
Effective
Schools
Plan
Components




 


 





Secondary
Reading

 Resources

Where
to
Start
 • Comprehensive
Core
Reading
Program
Materials

1. Analyze
Student
Data
to
identify
instructional
needs
and
gaps
in
 • Supplemental
Intensive
Reading
Program
Materials
(per

reading
proficiency
and
mastery
of
Sunshine
State
Standards
 Struggling
Reader
Chart)

2. Placement
of
Students
in
Appropriate
Programs
 • FL
DOE
Next
Generation
Sunshine
State

3. Professional
Development
of
Teachers,
Coaches,
and
Support
 Standards/Common
Core
Standards
(July
adoption

Staff
 anticipated)

4. Literacy
Leadership
Team
Planning
Meeting
to
identify
and
 • Broward’s
Comprehensive
K12
Reading
Plan
and
Struggling

establish
plan
to
support
classroom
teachers
 Reader
Chart
2010
‐
2011




 





Elementary
Mathematics
 Resources

Where
to
Start
 • Elementary
Math
CAB
conference

Employ
action
steps
to
begin
K‐5
implementation
of
the
Next
 • Instruction
Focus
Calendars
found
on
BEEP
&
Elementary

Generation
Sunshine
State
Standards
(NGSSS).
 Math
CAB
conference

1. Student
Needs
Assessment:

Administer
Prerequisite
Skills
 • Online
Textbooks,
BEEP
Lesson
Plans,
and
K‐5
Math

Assessment
to
all
students
to
identify
curriculum
gaps
from
 Resources
found
at:

previous
grade
level.

Continuous
monitoring
and
analysis
of
 http://beep.browardschools.com/ssoPortal/index.html

student
data
is
necessary
to
ensure
student
mastery
of
Big
 • Professional
Development
Courses
found
on
BRITE/ESS

Ideas
and
Supporting
Ideas.
 

2. Core
Textbook
Organization:
Participate
in
professional
learning

communities
at
the
school
level
and
District
trainings
for
the

new
Go
Math
program
to
begin
implementation
of
newly

adopted
textbooks.


3. Articulated
Curriculum:

Refer
to
Instructional
Focus
Calendars

(IFC)
which
provide
teachers
with
course
pacing
and
resources

to
ensure
instruction
of
all
benchmarks
found
in
the
NGSSS.



 6

 Getting
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Components



4. Instructional
Strategies:

Access
BEEP
lesson
plans
which

provide
lesson
lead‐ins,
vocabulary,
instructional
strategies,

differentiated
instruction,
assessments
and
technology
links.


5. Content
Knowledge:
Provide
sharing
of
best
practices
(see

Elementary
Math
CAB
conference)
and
professional

development
opportunities
(see
BRITE)
to
ensure
teachers
are

aware
of
and
implement
current
practices
such
as
Professional

Learning
Communities,
Lesson
Study,
Data
Analysis,
etc.



 





Secondary
Mathematics
 Resources

Where
to
Start:
 • Course
BEEP
Lesson
Plans
found
at:

Direct
the
Department
Chair
(with
Math
Coach)
to
engage
course
 http://beep.browardschools.com/ssoPortal/index.html

Professional
Learning
Communities
(PLC).

Learning
Communities
 • Secondary
Best
Practices
WIKI

will
work
on:
 o http://secondarymathematics.pds‐
1. Proper
Student
Placement:
Review
student
data
to
insure
 hrd.wikispaces.net/

proper
placement
of
students
in
course(s).

Ongoing
 • Instruction
Focus
Calendars
found
on
BEEP
&
Secondary

analysis
student
data
to
ensure
students
have
mastered
Big
 Best
Practices
WIKI

Idea/Supporting
Idea/
Body
of
Knowledge
Benchmarks.

 • Professional
Development
Courses
found
on
BRITE/ESS

2. Instructional
Strategies:

Use
of
Course
BEEP
lesson
plans
 

which
have
been
populated
with
lesson
openers,

vocabulary,
instructional
strategies,
differentiated

curriculum,
assessments
and
more.

3. Articulated
Curriculum:

Use
of
course
Instructional
Focus

Calendar
(IFC)
which
provides
teachers
with
course
pacing

calendars
to
ensure
teachers
instruct
all
mandated
content.

4. Core
Textbook
Organization:
Participate
in
training
for
the

new
book
adoption
to
ensure
use
of
new
adopted
textbooks

(based
on
the
course
IFC
which
is
aligned
with
the
BEEP

lesson
plans.

5. Content
Knowledge:
Provide
sharing
of
best
practices

(Secondary
Mathematics
WIKI)
and
professional



 7

 Getting
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Broward
Effective
Schools
Plan
Components



development
opportunities
(BRITE)
to
ensure
teachers
are

aware
of
and
implement
current
practices
such
as

Professional
Learning
Community
Lesson
Study,
course

common
assessments
and
data
study,
and
analysis
of

chapter/quiz/mini‐assessment
results.





Elementary
Science
 


 Resources

Where
to
Start
 • District‐developed
Instructional
Focus
Calendars
(IFCs)

1. Analyze
BAT
data
and
FCAT
cluster
data
to
determine
 • BEEP
Lessons

strengths
and
weaknesses
as
a
school.
 • BEEP
Resources
(Including
BEEP
lessons,
e‐item
specs
and

2. Administer
and
analyze
data
to
determine
individual
 online
kit
guides,
etc.)

student
needs
and
interventions.
Utilize
BAT
data
and
Mini‐ • Harcourt
Science
Text

BAT
data
for
grade
5
and
Mini‐BAT
data
for
grades
3
and
4.
 • Broward
County
Customized
Hands‐On
Science
Kits

3. Plan
for
daily
science
instruction
utilizing
the
District
 • United
Streaming
(Discovery
Streaming)

Instructional
Elementary
Science
Instructional
Focus
 • Mini
Benchmark
Assessments
(Mini
BATs)

Calendars
(IFCs)
and
BEEP
lessons.
Instruction
must
align
 • Benchmark
Assessments
(BATs)

to
State
Science
Standards.
Implement
the
plan.
 • Virtual
Counselor

‐ Kindergarten
through
4th
grades
are
implementing
 • BRITE
(ESS
for
Staff
Development)

curriculum
aligned
to
the
Next
Generation
Sunshine

State
Science
Standards.
 

‐ Fifth
grade
is
implementing
curriculum
aligned
to

both
the
Sunshine
State
Standards
(SSS)
and
the

Next
Generation
Sunshine
State
Science
Standards

(NGSSSS).
[Incoming
fifth
grades
will
be
assessed
on

the
old
standards
(SSS)
on
FCAT
in
2011.]

4. Utilize
the
District
approved
major
instructional
materials:

Harcourt
Science
Text
and
Broward
County
Customized

Hands‐On
Science
Kits.

5. Design
a
plan
for
monitoring
of
curriculum
implementation

and
student
progress.
The
plan
should
included
a
system
for

monitoring
the
implementation
of
the
instructional
focus

calendar,
inquiry‐based
learning
utilizing
hands‐on



 8

 Getting
Started:
Broward
Effective
Schools
Plan
Components



activities,
District
developed
mini‐assessments
and

assessments
in
IFCs.
Implement
the
plan.


6. Participate
in
school‐based
professional
learning

communities
focused
on
implementation
of
the
science

curriculum,
inquiry‐based
learning
and
sharing
of
best

practices.

7. Participate
in
District
Elementary
Science
Staff

Development.



 




Secondary
Science
 


 Resources

Where
to
start
 • BEEP
IFCs,
Maps,
Mini‐assessments,
and
lesson
plans

1.

Ensure
students
are
placed
in
appropriate
courses:
 • BEEP
curriculum
enhancements:

United
Streaming
and


 Middle
grades
comprehensive
science
6,7,8
 other
virtual
tools.


 High
School:
 • Publisher
text
books
and
resources


 
 Struggling
students:
 • Virtual
Counselor
Reading,
Math
and
Science
Data


 
 
 grade
9
‐
integrated
 


 
 
 grade
10
‐
biology


 
 
 grade
11
‐
chemistry




 
 Advanced
students:


 
 
 grade
9
biology
honors


 
 
 grade
10
chemistry/chemistry
honors


 
 
 grade
11
physics/physics
honors



2.

Analyze
student
data
for
grouping
and
interventions

3.

Develop
lesson
plans
to
address
differentiated
instruction
based

on
the
district
IFC/Map

4.

Assess
students
periodically
to
determine
needs
and
develop
an

individualized
instructional
focus
calendar
based
on
those
needs.

5.

Utilize
district‐designed
mini‐assessments
to
assist
in
the

monitoring
of
student
progress
and
the
development
of



 9

 Getting
Started:
Broward
Effective
Schools
Plan
Components



individualized
instructional
focus
calendars
based
on
observed
and

measured
needs


 


 


 




Elementary
Language
Arts
 


 Resources:

Where
to
Start
 • Broward
Enterprise
Education
Portal
(B.E.E.P.)

1. Schedule
an
uninterrupted
block
of
time
for
instructional
 http://beep.browardschools.com

writing.
 • FL
DOE
Next
Generation
Sunshine
State

2. Analyze
student
writing
through
the
collection
of
a
writing
 Standards/Common
Core


sample.
 http://www.floridastandards.org/Standards/

3. Determine
student
writing
needs
and
plan
instruction

FLStandardSearch.aspx


through
the
use
of
grade
specific
BEEP
lessons.

4. Within
the
instructional
writing
block
of
time
schedule

• Elementary
Literacy
CAB
conference
(Grammar

individual
conferencing
time
for
every
student.

 Lessons,
District
Writing
Plan)

5. Plan
professional
development
of
teachers
and
support
staff
 

on
the
use
of
BEEP,
and
proper
implementation
of
the
plans

using
the
writing
process.

6. During
Literacy
Leadership
Team
Planning
Meeting,
identify

and
establish
plan
to
support
classroom
teachers
(PLC’s).







 10