Transforming Education One Student at a Time 1

Robin Bartleman, Chair Maureen S. Dinnen,Vice Chair Beverly Gallagher Jennifer Leonard Gottlieb Phyllis C. Hope Stephanie Arma Kraft,Esq.

Robert D. Parks Ed.D

Eleanor Sobel Benjamin J. Williams James F. Notter Superintendent of Schools 2

 Unifies the work of all stakeholders & provides action steps;  Describes our beliefs, vision, and clearly defines our goals;  Includes benchmarks to monitor progress;  Guides the work of the school system & engages the community to improve student achievement.

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 Establishes targets that students must achieve to be prepared for the future.

 Provides support through SLC structures and strategies to increase rigor.

 Uses data on student progress to make adjustments.

 Calls on the entire community - parent & business - to increase support.

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To provide high-quality education that ensures that young men and women are ready for lifelong success, no matter which door they take first: college, work, or career.

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We want high schools in which:

    Every student has an adult advocate.

All students would be authentically engaged.

Student mastery would be monitored by multiple forms of assessment and scheduling would be flexible to meet the needs of all students.

The community would be utilized as a rich resource, providing relevant experiences for students through project-based learning, inquiry-based teaching methods, and workforce skills.

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Core Principles Academic Engagement of All Students Empowered Educators All youth ready for college, career and active civic participation Engaged Community and Youth Accountable Leaders Integrated System of High Standards, Curriculum, Instruction, Assessment, and Support

www.hsalliance.com

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www.browardschools.com

Click on

Departments, Curriculum & Instruction/Student Support,

Then

Secondary School Redesign

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Core Principle One:

Personalization

Schools will  Create ninth grade academies with a dedicated administrator where teachers share common groups of students  Create flexible scheduling opportunities for longer, more integrated instruction  Support and organize students through internal and or external mentoring, tutoring advisory programs.

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Core Principle Two : Academic Engagement Schools will:  Emphasize project-based learning and other engaging, inquiry based teaching methods that make curriculum rigorous and relevant.

 Differentiate instruction and provide support that meet the varied learning needs of multiple student population.

 Connect curriculum to real world context that build upon student and community resources and experiences.

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Core Principle Three: Empowered Educators Schools will:  Empower teachers with the authority to make decisions regarding curriculum, teaching methods, classroom environment, and professional development based on data.

 Create a critical mass of personnel in the school (via professional learning communities) who are engaged in reflective practice intended to improve teacher practice, student learning, and whole school change. 11

Core Principle Four : Accountable Leaders School will:  Advocate, nurture, and sustain a school vision and culture and an instructional program conducive to student learning and professional growth.

 Through shared leadership ensure management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

District will:  Support the High School Reform Strategic Plan through equitable allocation of financial and human resources.

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Core Principle Five: Engaged Community and Youth Schools will:  Share community data and concern with school district and civic leaders.

 Build students’ and community members’ capacity to exercise leadership and participate in decision making that affect the community.

 Increase and encourage parent involvement in schools.

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Core Principle Six: Integrated Systems of High Standards, Curriculum, Instruction, Assessment, and Support Schools will:  Design rigorous work, based on Sunshine State Standards, and teach in ways that engage students resulting in the acquisition of knowledge, critical thinking and real world problem solving skills.

District will:  Design and develop and implement, with input from schools, standards-based common assessments.

 Ensure the educators at very level are trained in data analysis and implementation of effective instruction based on Broward County’s Effective Schools 7,8,9 Plan. 14

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As a result of high school reform… How do schools look and operate differently?

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Results after Piloting Ninth Grade Academies

:

• • Two high schools (Miramar and Flanagan) piloted Ninth Grade Academies prior to full implementation.

These two schools both experienced dramatic results in the number of 9th graders retained.

Year 2004-05 2005-06 No. Retained* 142 38 *These results were achieved without any change in promotion requirements .

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Ninth Grade Academies for All!

 In order to accomplish the SLC goal to

personalize the learning environment

common characteristics: , all schools instituted 9th grade academies in the 2007-08 school year with the following – Separate location, – Adult advocates/advisors for students, – Common planning for teachers, – Teaming of students, – Increased parental engagement, – Dedicated administrator & guidance personnel, and – Monthly Professional Learning Communities (PLCs) for ninth grade administrators to network & share best practices.

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Smaller Learning Communities (SLC) Program

 Provides financial incentives to encourage schools to create SLCs through research-based restructuring by establishing small learning clusters, houses, or schools within a school.

 Employs research-based strategies to include personal adult advocates, teacher advisory systems, internships, and project-based learning.

 Provides money for staff development.

 Encourages active involvement of parents, business partners and local institutions of higher education.

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SLC High Schools

Current SLC Schools in Cohort 5:  Coconut Creek  Deerfield Beach  Dillard  Fort Lauderdale  Hollywood Hills  Northeast  Piper and  Stranahan Schools in Cohort 8 Application :  Boyd Anderson  Everglades  Flanagan  McArthur  Monarch  Plantation  South Plantation  Taravella 20

Stranahan High: Example of Model SLC School

• • • • 

Apprenticeships for all seniors

based on their field of study using community business partnerships.

Each SLC has a community business partner, and higher education representatives.

Board of Directors

with student, parent,

Advisory program

for all students: curriculum designed by the school’s teachers & students.

Recipient of the

College Board’s 2007 Inspiration Award.

One of three schools in the nation honored for improving the academic environment & helping students achieve equitable access to higher education.

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…evidence of closing the achievement gap in high rigor classes!

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For more information, please contact:

Ms. Ann Evans Smaller Learning Communities Project Director Secondary School Reform 600 SE Third Avenue Fort Lauderdale, FL 33301 Phone: 754-321-2087 Email: [email protected]

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