Effective Reading Strategies

The recent First Year Principal Meeting focused on a presentation by Eleanor Goldberg. Ms. Goldberg discussed Effective Reading Strategies with the principals.

We would like school-based administrators to share an effective reading strategy currently being used in their buildings. Post a strategy. Review the other postings if you need a few, new ideas.

FCAT LEARNING GAINS

The Learning Gains by Teacher by Standard tool is a valuable tool in today's climate of accountability, and "raising the bar" to show increases in student achievement. This document will help school planners, whether Principal, Assistant Principal or other Leadership Team members, target specific areas to monitor and provide adequate assistance and reinforcement.

The FCAT Learning Gains Teacher Report creates a visual for individual teachers to see student achievement levels in each Adequate Yearly Progress (AYP) subgroup. It will also enable teachers to reflect on instructional practices from the current/past year and set a path toward increasing student achievement in various AYP subgroups.

The Personal Learning Gains Plan provides an instrument for teachers to use when conducting data chats with individual students. This document will enable students to see area(s) of strength and area(s) needing improvement. A plan for future improvement will be created and be made available for review at later dates to check for progress.

The Learning Gains documents described above are available for download in the column to the right.

What strategies are you implementing to raise student achievement in these targeted areas? Post a comment below describing a strategy so others may benefit.

VISION, MISSION and CULTURE

The Awesome Threesome: Vision, Mission and Culture, combine to support each other and guide the school to success. All leaders have a personal vision for their school. The high-performing leaders have the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision, that is supported by the larger organization and the school community.

The Vision may be thought of as the destination.

The Mission is the roadmap to the desired destination.

The Culture is the collective traditions, expectations, norms, and shared experiences, which form the vehicle used to get to the desired destination.

Reflect on the Vision, Mission & Culture presentation given by Ms. Maria Tracy. Post your comments.

Professional Learning Communities & YOU

This month Intern Principals Cindy Pluim and John Vetter present a timely update on Professional Learning Communities (PLC) and the evolving cultural shift in the purpose and activities of the PLC.

Professional Learning Communities are driven by a sense of purpose and clear goals. A key component of all school-based PLCs is student achievement. According to Shirley Hord, Southwest Educational Development Laboratory, Professional Learning Communities’ research suggests that teachers learn best from and with each other in ongoing, job-embedded activities.

In education circles, the term learning communities has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community, bringing community personnel into the school to enhance the curriculum and learning tasks for students, or engaging students, teachers, and administrators simultaneously in learning-to suggest just a few.

The leading researchers on professional learning communities (PLC) are probably not strangers to anyone in education. Richard and Rebecca Dufour, Robert Eaker and Dr. Robert Marzano have done extensive work in the field. Unfortunately, the term PLC has been overused so much that the terminology needs to be revisited.

The term professional learning community describes a collegial group of administrators and school staff who are united in their commitment to student learning. They share a vision, work and learn collaboratively, visit and review other classrooms, and participate in decision-making (Hord, 1997b). The benefits to the staff and students include a reduced isolation of teachers, better-informed and committed teachers, and academic gains for students. Hord (1997b) notes, "As an organizational arrangement, the professional learning community is seen as a powerful staff-development approach and a potent strategy for school change and improvement."

The attributes of a Professional Learning Community are: (1) Supportive and shared leadership, (2) Collective creativity, (3) Shared values and vision, (4) Supportive conditions, and (5) Shared personal practice according to Rosenholtz (1989).

One school has won the Blue Ribbon School award four times. This means they have sustained forward educational progress for twenty years in a row. The school is Stevenson Adlai Stevenson High School in Lincolnshire Nebraska. The power of the professional learning community is evident. This school is one of many examples of a true PLC at work.

The PLC is not a group but instead a new way working together. It is a complete culture change for MANY schools and businesses.

Review the attachments labeled Cultural Shifts in a PLC and reflect on this… Is my school ready to focus on student learning and willing to work as a team to do it? Are we willing to challenge the norm and recognize that the system we are currently using is outdated and needs to be fixed? Are we willing to start tomorrow and not wait for the right time?

What specific steps would you take as a Principal to ensure your school staff will share the Professional Learning Community mentality and model it throughout the school year? Post your comment(s) below.

CLASSROOM WALKTHOUGH 3.0.1

Teachscape, the company that produces and maintains the Classroom Walkthrough tool and database, has updated to Classroom Walkthrough 3.0.1 (CWT 3.0.1) and is currently available at www.teachscape.com.

As of 09/30/2010, all Florida districts should use the CWT Florida Standard Look Fors-DA. The CWT 2.0 workspaces are still visible to administrators. All walks captured should be done with the new Data Collection Tool and CWT 3.0. Once this is activated, the current tool in use will be removed from your access, however, you can still run reports on data collected against these surveys/tools.

If you use a hand-held device, Teachscape recommends that you delete the 2.0 software first before downloading 3.0. You will find installation instructions in the Using the Data Collection Tool module in the Classroom Walkthrough Resource Library workspace. The Look Fors tool will be posted on the HRD website and is also available on the Teachscape website (www.teachscape.com) on the Resource Library tab: Introduction to CWT.

Please feel free to share this information with your leadership teams conducting Classroom Walkthroughs. CWT 3.0.1 courses are offered regularly. Dates, times and locations are available on ESS by searching for CWT 3.0.1 2-Day Training. For further information please contact Camille Spence, Coordinator, Teacher Development/HRD, at (754) 321-5013.

To download the memo with the updated 2-page CWT Florida Look Fors – Differentiated Accountability document, click here.

FPMS UPDATE

All school based administrators are required to complete an FPMS Update by September 30, 2010. The only exceptions are the Principals who attended and signed into the Evaluation Coordinators' Summer Leadership Training, and any new Assistant Principal who completed FPMS training within the last 12 months.

Please log onto the link below, complete the Update,and you are done! The Update will take approximately 10 minutes to complete. Contact either Dr. Cathy Kirk or Heather Thompson-Parente if you have any questions or need additional information.

FPMS Update: http://www.quia.com/quiz/2515815.html

Reflections on Summer Leadership Academy 2010

This year's Summer Leadership Academy was once again an outstanding opportunity for administrators in Broward County Public Schools to attend new professional learning sessions, networking opportunities, see long-time friends and colleagues and to meet new friends.

Below are some reflections for attendees of this year's Summer Leadership Academy. Please take a few moments and add your favorite memory to this list.

"The variety of training sessions and trainers were amazing!"
"HRD was extremely organized and proactive in putting this event together under the leadership of Ms. Sherry Rose" "The materials provided will help all Administrators be more effective in their current positions"

Cindy Pluim Coordinator,
Interim Assistant Principal Program
Leadership and Non-Instructional Development, HRD


Great effort by HRD running another successful event. Networking with our fellow administrators was great!

Brad A. Schmidt
Intern Principal
Dolphin Bay Elementary School


This year's leadership academy provided clarity on Zero Tolerance legislation, Policy 5006 and how they directly impact the way we deal with and approach our students at the school level. One cannot begin to create a positive learning environment if the sole objective of managing student misconduct is punishment; we must work together to provide resources and tools for students to learn constructive behavior leading them to academic and social success.

Karen Birke
Assistant Principal
Bair Middle School


Truly a spectacular learning experience! I am proud to work with such outstanding professionals.

John Vetter
Intern Principal
Pompano Beach Middle School


I truly believe my experience during the training will assist me with my interpersonal skills, time management and ability to create a culture conducive for learning.

Ms. Keietta L. Givens
Intern Principal
Deerfield Beach Middle School


I enjoyed my Summer Leadership Academy experience tremendously! The workshop that I attended was called "Implementing Change". I can say that this was the most active workshop I have attended in a while. Everyone was participatory and had great input. I am looking forward to utilizing the things that I learned from the workshop within my school, when I get one of course. The trainers were a perfect fit for the workshop, because they were both retired principals who have been there, done that, and got a t-shirt!!! Their leadership during the workshop was awesome!! I am looking forward to next year!

Trials make us think; thinking makes us wise; wisdom makes life profitable.

Wylie L. Howard Jr.
Assistant Director
McFatter Technical Center


Growth demands a temporary surrender of security
Gail Sheehy
and...
~ The only failure is not to try ~

Sharon Boyd
Intern Principal
Boulevard Heights Elementary


Informative and captivating
In order to succeed, your desire for success should be greater than your fear of failure.
Bill Cosby

Channale Williams
Assistant Principal
Coral Springs Middle


"The PowerPoint and handouts from the SREB Prioritizing, Mapping, and Monitoring the Curriculum session will be utilized as reference materials for the Sheridan Technical Center's Cosmetology and Health Science Professional Learning Community activities during the 2010-2011 school year to increase student achievement."

Ellen Albano
Assistant Director
Sheridan Technical Center


The 2010 Leadership Academy was an opportunity to network with colleagues and provided me with resources for this school year.

Vicky B. Saldala
ESOL & Pre-K-2 Director
Intern Principal Program


During the 2010 Leadership Academy, I participated in the Coaching for Success module. During my training, I gained valuable knowledge on how to further motivate and guide members of my school community towards success. I recommend this professional development course to anyone wanting to move their school or department to the next level.

April Schentrup
Intern Principal
Davie Elementary


CWT 3.0 and Unwrapping the Standards were two great trainings that took administrators back to the heart of teaching in the classroom. I enjoyed the presenters, who found a way to make the trainings educational but entertaining. Thank you, HRD, for another quality event!

Belinda Hope
Intern Principal
Bair Middle School


It was a wonderful opportunity to grow professionally. The training was right on target with the district initiatives and offered real information we could use.

Paul Seay
Intern Principal
Boyd Anderson High School

Summer Leadership Academy 2010

SUPERINTENDENT'S STATE OF THE DISTRICT ADDRESS 2010-2011 LEADERSHIP ACADEMY – AUGUST 2-4, 2010

The 2010 Summer Leadership Academy will begin on August 2, 2010 at Cypress Bay High School. Registration begins at 7:00 a.m. Please bring your fully charged, laptop August 2 - 4. Attendees will be able to access PowerPoints and presentation materials via http://www.browardayp.blogspot.com.

To download the agenda for the Monday morning session, click here.

A directory will be posted for participants to find class choices and room number(s).

Tuesday, August 3rd, all school-based administrators please report to the auditorium no later than 7:30 a.m. for a "Zero Tolerance" overview prior to going to classes for that day.

Wednesday, August 4th, all participants should report directly to their scheduled classes by 8:00 a.m.

Reflections on the 2009-2010 Year

The 2009-2010 school year is finished, at least for the students. This has been a very trying year for many in the District. In spite of this being such an unusual year, good things are still going on, at all levels of our schools.

Take a moment to share a successful strategy implemented this year in your school/location. In your post, include what was the previous situation, what initiative/strategy was implemented to alleviate the situation and the known outcomes.

Data Analysis / School Improvement

This month’s blog focus is data analysis. Intern principals Michelle Kefford and Thomas Schroeder have researched and presented information for our blog readers. Please take the time to read the blog below and review the resources and post your thoughts and/or strategies for utilizing data effectively.

Data analysis is nothing new, continuous school improvement is embedded in all aspects of school operations. Being in the “know” regarding student achievement data is critical to school success and has lasting implications on the overall character and reputation of a particular campus.

Everyday as administrators, we are faced with a multitude of data points and information being presented regarding programs, departments, grade levels and individual students. This data can be both qualitative and quantitative in nature and topics vary from school lunch wait times, customer survey satisfaction, to proficiency attainment of standardized assessments. The important aspect to glean regarding data analysis is the need for a systematic process for interpreting and utilizing data sources to make informed and sound judgments. In any process, it is vital that these efforts are both collaborative and reflective. According to the “Guide to Using Data in School Improvement Efforts”, combining these two elements, referred to as reflective collaboration, is a powerful process that occurs among staff and other members of the school community. The guide outlines the importance of designating time and structures for utilizing data. This includes embedding the process throughout all aspects of school operations; in faculty meetings, staff meetings, grade level/department meetings, professional learning community meetings, and parent/community group meetings.

The Florida Continuous Improvement Model begins with data disaggregation which seeks to answer questions such as: “What are the weakest areas?”; “What are the strongest areas?” and “What are patterns/trends?” From this utilization of data, there is the establishment of priorities and the development of an effective plan based on the standards.

One core belief regarding the utilization of data for school improvement is that student learning can and should improve on a continuous basis. It is essential that educators continually reflect on the quality of programs being implemented and interventions being employed. This process should be cyclical and continuous with concentration on the process, not any specific results.

Some basic guiding questions for collecting student achievement data can include:

• What evidence can we collect about our students’ learning?
• What evidence do we have that shows the knowledge, skills, and understandings our students have achieved?
• Which data indicates the degree to which our students show the conceptual understandings and generalizations in our standards?
• What evidence shows which students are meeting or exceeding our achievement expectations and which are not?
• What do we know about how each individual student learns?

Typically, student achievement data is reported for whole populations, or as aggregate data. It is not, however, until the data are disaggregated, that patterns, trends and other important information are uncovered. Disaggregated data simply means looking at test scores by specific subgroups of students.

Here are several different ways to disaggregate data:

• Gender
• Socio-economic status
• Mobility (students moving in an out of the districts at any given time)
• Race and ethnicity
• Special education and disability
• English as a Second Language (ESL)
• Enrollment patterns in courses like physics or algebra
• Successful completion of specific course such as advanced placement

Each specific campus and school has a process for utilizing data sources, analyzing such information and enacting school reform based on the patterns identified and/or observed. The important common thread noted in a variety of professional materials is the essential element of involving all stakeholders and continually reflecting on whether what is being done is best for our children.

2010-11 School Improvement Plan Presentation

We have received and posted the 2010-11 School Improvement Plan presentation to be used by Dr. Hicks on April 27 at Dillard High School. Principals, Assistant Principals and other attendees should download a copy of the presentation and the SIP template for use during the training session.

To download the School Improvement Plan presentation click here.
To download the School Improvement Plan template click here.

2010-11 School Improvement Plan Template

The template for the 2010-11 School Improvement Plan has arrived from the Florida Department of Education. This document contains minor changes. Additional supporting documents will be posted as soon as they arrive.

This template can be downloaded from the document/resource column to the right or click here.

School Improvement Plan Materials Arriving by April 20th

In keeping with the practice established last year, all schools will use a template for developing their school improvement plans. The FDOE has advised us their Draft SIP template will be available in April 2010. We expect some modifications to this template.

A workshop featuring Dr. Deedara Hicks will be presented for all Principals on April 27, 2010. Materials for this class, entitled 2010 – 11 School Improvement Plan Presentation, will be posted on this Blog. Each participant should download the workshop documents and bring them to the session on April 27.

All related documents will be posted here for all administrators to download as needed.

Senate Bill 1908

This month's Blog focus is Senate Bill 1908. Intern principals Vicki Flournoy and Denise Lawrence have researched and presented information and related documents for our Blog readers. Please take the time to read the Senate Bill 1908 information and post your thoughts.

The 2008 Florida Legislature passed Senate Bill 1908 - School Grading on June 30, 2008. This bill requires the State Board of Education to replace the Sunshine State Standards with “Next Generation Sunshine State Standards” by December 31, 2011. Click the following to review the enrolled version of the bill.

THE MISSION OF THIS INITIATIVE

• Higher expectations
• More rigorous curriculum
• Respond to students needs
• Ensure students are prepared for college and or a high-skills high-wage work force

GOALS OF THIS LAW

• Increase the number and percentage of students who graduate from high school "college and career ready"
• Better communicate with 11th grade students and their parents the requirements and opportunities for enrollment in college-credit courses without a need for remediation,
• Provide students, whose test scores in Reading, Writing and/or Mathematics indicate any gaps, an opportunity to attain needed competencies in 12th grade prior to high school graduation.

COMPONENTS OF THE BILL

• School Grading, Alternative School Improvement Rating System, School
• College Readiness
• Assessment
• FCAT Preparation Activities
• Electronic Personal Education Planner (ePep)
• Arts Requirement for High School Graduation
• Standard High School Diploma Designations
• Dual Enrollment
• Individuals with Disabilities Education Act (IDEA)
• School Advisory Council (SAC) Membership
• Teacher CertificationCorporate Tax Credit (CTC) Scholarship Assessments
• Test of Adult Basic Education (TABE)
• Florida Ready to Work Credential
• Florida Teachers Lead Program
• Cafeteria Sanitation Certificate

Florida has become a member state in the American Diploma Project (ADP) Project http://www.achieve.org/ in order to address the articulation component of the Next Generation High School Initiative.

Goals for ADP

• Align high school standards and assessment with the knowledge and skills required for success after high school
• Require all graduates to take rigorous courses aligned to college- and work- ready standards that prepare them for life after high school
• Streamline the assessment system so that tests students take in high school also serve as placement tests for college and hiring for work
• Hold high schools accountable for graduating students who are ready for college or careers and hold postsecondary institutions accountable for students’ success once enrolled.

IMPACT ON HIGH SCHOOL GRADES
As of the 2009-10 school year, 50% of a school's grade will be based on the existing FCAT scores of students and the other 50% will be based on:

• The school's graduation rate
• Participation and performance of students in Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, Advanced International Certificate of Education (AICE), and achievement industry certification courses/programs
• Post-secondary readiness of students as measured by the SAT, ACT, or CPT
• The school's "at-risk" graduation rate
• Performance of students on statewide standardized end of course assessments, as they become available.
• Growth or decline in the elements above from year to year.

These provisions will be reflected in the Guide to Calculating School Grades technical assistance paper (TAP) for 2009. A copy of the most recent TAP is available via a link at http://schoolgrades.fldoe.org/.

GENERAL IMPLEMENTATION TIMELINE
The State Board of Education’s approved timeline is available at http://www.fldoe.org/board/meetings/2008_06_17/Next%20Gen%20Stan.pdf.

GENERAL IMPLICATIONS
Ultimately, this legislation is intended to help graduate better prepared students, increase access to postsecondary opportunities, enhance career success, and promote student retention and completion in college.

POST YOUR THOUGHTS
What are the implications of Senate Bill 1908 at your level?

Motivating Staff

On Monday, March 15 the Staff of the Leadership and Non-Instructional Development Department at HRD had the opportunity to hear a number of highly motivational speakers at the Get Motivated! Seminar, in the Bank Atlantic Center. Ms. Sherry A. Rose, Director of Leadership and Non-Instructional Development and her staff highly recommend this low-cost session for leadership teams and/or team leaders. Tickets for this event were available for the nominal fee of $19.00 for an entire office staff. If interested, watch for advertisements announcing future seminars. See some of the highlights from our experience below.

Dr. Robert Schuler, former Sr. Pastor of the Crystal Cathedral:
“Cut the word IMPOSSIBLE from your vocabulary.” “Turn impossibility to possibility: ‘It’s impossible unless . . .’”

Rick Belluzza COO of Microsoft:
“Opportunities occur when situations are in a state of change.”
“Be hard-headed and soft-hearted. Do the right thing in a way best for your people.”

John Walsh, Host of America’s Most Wanted:
“There is power in partnerships.” “One person can make a difference.”

Bob Kittell, Financial Planner Instructor:
“Principles are more important than money.”
“Learn something new. Do something new.”

Rudolph Giuliani, Former Mayor New York City:
“Learn how to use technology.” i.e. iPhone, ebook reader, iPods. Figure out how to adapt it to your life.”

Tamara Lowe, Get Motivated Seminars:
“One’s past does not determine the future.”
“Everybody is wired to be inspired, but are motivated in different ways.”

James Smith, Financial Planner:
“It is up to you to get in the game and make changes.”
“Your words become the prophecy of your future.”

Zig Ziglar, America’s #1 Motivator:
“Encouragement is the fuel on which hope runs.”
“You can get the things money won’t/can’t buy if you have character.”
“You can have everything you want in life if you help others get what they want.”

General Colin Powell, Statesman and Soldier:
“It does not matter where you begin, what matters is where you end up.”
“Essence of good leadership is to build connections of trust.”

FCAT CRUNCH—The Time is Near

FCAT Season offically started February 9 with the FCAT Writes.

If you have had your formal visit from the IRT team –two recommendations probably topped your list of Deliverables—

• spend the first 20 minutes of class on FCAT strategies

• analyze the benchmarks that are most tested from year to year. (http://fcat.fldoe.org/fccontentfocus.asp)

Diane Fettrow provided High School English Department Heads with just that-- Benchmarks, Skills and Number of Items in the Past Two Years in Reading.

Examine the data and have your teachers do the same thing with Science, Math, and the appropriate grade level of your school. The data is available—use it.

Now that you have this information, what do you need to do to assure teachers are using the information to your school’s advantage?

First, make sure teachers have taught all the skills listed on the chart. Next, have them recognize the clusters and skills that have the biggest payoff. Then, teachers should use the released items, the old tests, (http://fcat.fldoe.org/fcatrelease.asp) from the Department of Education for practice.

Teachers should not make this just another assessment. They should use it as a teaching tool to find out what students are missing. . . what they don’t understand. Time is running out!

The Heat Is ON

Henry David Thoreau said, “Write while the heat is in you.” That might be well and good for an aspiring writer, but for teachers preparing their students to take the FCAT Writing—the heat is on them!

Now is the time for you to check and see what your teachers have in place for the last weeks prior to the FCAT Writing test. All English Department Heads received handouts and powerpoints from curriculum to distribute to all English and Language Arts teachers.

The secondary materials included a Homestretch Plan for HS FCAT Writing—10 Days of Activities and Lessons. Check with your department head to find out how teachers at your school plan to implement the materials.

You might want to ask some of the following questions:
• Are students using FCAT Writing Rubric when examining returned FCAT Practice Writing assignments? Do they understand what they are doing wrong?
• Do the students understand that two full elaborations can make a difference in their score? Do they fully understand what elaborations are?
• Have teachers shared papers with scores of 4 and higher with students?
If you feel you need to know more about the FCAT Writing, check out the materials under The Heat Is On to the right of this column.
Remember, high performing leaders provide an effective instructional program and apply best practices to student learning—make one of those best practices a homestretch plan for FCAT Writing.

2010--Time to Come Out Kickin’

With all the DA visits and FCAT approaching, it’s time to Kick It Up A Notch! Make sure you are mentoring and giving feedback.  Where should you start?  Here are a few suggestions:

1.  Are your teachers writing measurable objectives?  Be sure to check objectives in your teachers’ lesson plans.  Remember, objectives need to have a measurable verb.  Make sure teachers are not using terms like: to know, to understand, or to appreciate.   If the teacher’s goal is for students to produce a book report, this is an activity. 

Objectives should be instructions about what teachers want the student to be able to do and what degree the students will be able to demonstrate mastery of the task.  Do objectives reflect high levels of cognition according to Bloom’s Taxonomy?

2. Are Test Specifications being utilized?  Why not print the test specifications for students?   Teachers could use the latest BAT data and print the specs for what most students missed.  Students could read the benchmark, check out how the benchmark will be assessed, see a list of distracters that could be used, and then try to answer a sample question.  Also, your PLCs should be sharing ways to use Test Specifications.

3.  Are word walls student generated? Word Walls take time.  Remind your teachers that great web resources are available for students to use for their words.  Introduce your teachers to the following websites:

• Visuwords™ online graphical dictionary  Look up words to find their meanings and associations with other words and concepts. Produce diagrams reminiscent of a neural net. Learn how words associate.

• Shahi is a visual dictionary that combines Wiktionary content with Fickr images.

• Wordle generates “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes.

(Links to these websites are listed under Kick It Up A Notch Resources on the right-hand side of this blog entry.)

I hope this will give you a starting place for mentoring and giving feedback for the next month.  If you have any Kick It Up A Notch suggestions for mentoring and giving feedback that you have used at your school, please share.