meeting the challenges of equity ascd march 2006

Property of Miami-Dade County Public Schools. Rev. 02/06/2006

Dr. Kriner Cash, ChiefAccountability and Systemwide Performance

andMr. Carlos A. Viera, Executive Director

Office of Performance ImprovementMiami-Dade County Public Schools


Session Objectives On Philosophy, Vision and Culture

Key Concepts

M-DCPS’ Top Accomplishments of 2004-2005

M-DCPS’ Top Priorities for 2005-2006

School Improvement Zone (SIZ) Outcome Data 2004-2005

District Dashboard

Performance Scorecards

PRESENTATION OVERVIEW


Session Objectives• Reinforce critical knowledge and understanding about

the kind of leadership, resources, and systems thinking required to turn around performance in underperforming schools.

• Describe core processes and tools that must be sharpened and/or re-designed in order for organizational results to improve from good to better to best.

• Provide key strategies for increasing graduation rates and decreasing retention among the District’s minority groups.

• Highlight processes for increasing the percentages of underrepresented minorities in advanced academic coursework.


Key Concepts

• Knowledge Management

• Value Triangle

• Cascading Accountability

• Sustainability

• Market Branding

• Post-Unitary Commitments


Systems ThinkingBreakthrough

2010

and

Beyond

2004

Efficiency&

Sustainability

Equity

Quality

Stability

Repair & Upgrade


District Strategic Plan

Superintendent’s Performance Objectives

Function Plans(13)

Unit Plans(32)

Regional Improvement

Plans (6)

PerformanceScorecard

Goals and Objectives

District Dashboard

School Improvement Plans (360)




Performance Plan

Performance Plan

Performance Plan

Performance Plan





Miami-Dade County Public SchoolsModel of

“Cascading Accountability”


Organizational Alignment


Top Accomplishments of 2004-2005

1. Schools receiving an “A” from the state grew to 138 (41% of 334 schools) from 103 (31%) – the highest number ever – despite tougher state standards, and schools receiving a repeat “F” were reduced to 3 from 9 – a 66% reduction.

2. Third graders considered proficient readers rose to 61% from 57% - the highest ever, and 1,814 fewer 3rd graders are at risk of being held back because of reading scores.

3. Chronically low-performing schools (39) were placed in a “School Improvement Zone” with an extended school day and year, a common reading program, and mandatory teacher training; 80% of these schools registered performance gains in the state accountability system – with 40% improving enough to raise their state grade.

4. All employees received an average 3% raise using a $44 million negotiating reserve carved from the existing budget.

5. Designed a structure for an integrated approach to addressing our “Post-Unitary Commitment to Equity and Diversity.”


Top Accomplishments of 2004-2005

6. Reorganization of central office eliminated more than 500 positions, freeing up $38 million for other educational needs.

7. Constructed 18,000 new student seats to address overcrowding – more than three times the number planned by the prior administration.

8. First comprehensive five-year capital plan was developed, identifying $3.3 billion in needs.

9. First comprehensive five-year Information Technology Blueprint was commissioned by the School Board at a cost of $90 million, identifying and aligning priority system processes.

10. Bond rating firms improved their official outlook for M-DCPS based on the administration’s management of the District’s finances, including a 50% increase in the “rainy day” fund.


M-DCPS’ Top Priorities for 2005-2006

• Launch Secondary School Reform• Continue strong literacy emphasis• Build 20,000 new student seats• Pilot incentive pay performance

plan for administrators• Launch Parent Academy• Improve customer service and

satisfaction


&D V E R SI T YI

Ad va nc e d , Ho no rs, Ad va nc e d Pla c e m e nt C o urse s, a nd G ifte d Ed uc a tio n

20 02-20 03 A c a d e m ic Ye a r

Re te ntio n a nd G ra d ua tio n20 01-20 02 a nd 2 0 02 -20 03

Re vise d 9/2 00 5

M iam i-D ade C oun ty P u blic S ch ools P ost-Un itar y Com m itm ents to

E quity and D iver sity

Integrated Approach to Achieving Our……


School Improvement Zone2004-2005

Academic Achievement Outcomes

READINGPercent of schools

decreasing their number of students in Level 1

Percent of schools increasing their number of students in Levels 3-5

Zone Schools 76 84

District 84 82

MATHEMATICSPercent of schools

decreasing their number of students in Level 1

Percent of schools increasing their number of students in Levels 3-5

Zone Schools 95 95

District 90 88

* Data from the Office of Assessment and Data Analysis


0

10

20

30

40

50

60

70

80

90

100

2004 2005

Grades 3-5 Grades 6-8 Grades 9-10 Grades 3-5 Grades 6-8 Grades 9-10

School Improvement Zone Percent of Students

Scoring Levels 3-5 by Ethnicity

Reading



0

10

20

30

40

50

60

70

80

90

100

2004 2005

Grades 3-5 Grades 6-8 Grades 9-10 Grades 3-5 Grades 6-8 Grades 9-10

Mathematics

School Improvement Zone Percent of Students

Scoring Levels 3-5 by Ethnicity



School Improvement Zone Percent Reduction in the

Number of Students Scoring at Level 1, Grades 3-5 by Ethnicity

50

41

48

323637

0

10

20

30

40

50

60

Black Hispanic White

2004 2005

4340

25

3430

22

0

10

20

30

40

50

60

Black Hispanic White

2004 2005

Reading Mathematics



A DASHBOARD FOR M-DCPS

• Purpose and Intended Uses• Cultural Requirements• Aligned to Function Scorecards• Post-Unitary Commitment integrated across

District Dashboards and Key Performance Indicators (KPIs)

• Progress Monitoring• Evaluating Results – Cross-Functional Teams


PERFORMANCE SCORECARDS

Different cards for different types of schools:• Elementary

• Middle

• Senior High

• K-8 Centers

• Alternative Schools

• Adult Centers

• ESE Centers


CONTENT OF SCORECARDS

• District Strategic Plan/Goals & Objectives• Student Performance/Achievement Gap• Student Progression Trends• Student Health, Safety, and Attendance• Human Resources (OPIS)• Parent/Stakeholder Engagement• Business Operations


TWO-STEP CLUSTER ANALYSIS

An exploratory tool designed to reveal natural groupings (or clusters)

within a data set that would

otherwise not be apparent


VARIABLES USED

• Ethnic Composition

• Membership

• Free/Reduced Lunch

• Mobility Rate

• LEP Participation

• Reading/Math Performance (% 3 +)


PRINCIPLES FOR TARGET SETTING

• Improvement over prior year’s actual and trend data

• “Stretch” to achieve strategic objectives

• Ask, “How much improvement is needed to achieve the organization’s plan?”

• If no data are available, targets should be based on expert judgment about broader strategic objectives

• “Benchmarking” – internal and external

• School’s cohort information

• Delta T


CLUSTERMEAN GAINS

READINGCLUSTER 1 = 3.3CLUSTER 2 = 4.6CLUSTER 3 = 5.1

MATHEMATICSCLUSTER 1 = 3.6CLUSTER 2 = 5.4CLUSTER 3 = 5.3


SCORECARD TARGET GUIDELINES

School Grades Cluster 1 (+ 7 points)

Cluster 2 (+ 14 points)


Reading and Math Performance





Critical Cross-Functional Processes Improving

Student Achievement

Human Resources

Accountability &

Systemwide Performance

School Operations

Curriculum and Instruction/School

Improvement Zone

Strategic Planning

Professional Development

Cross-FunctionalProcesses

Business Operation

s


M-DCPS IS ON THE MOVE!


Dr. Kriner Cash, Chief Accountability and Systemwide Performance

Miami-Dade County Public Schools1450 N.E. 2nd Avenue, Suite 802

Miami, Florida 33132 Phone: (305) 995-3066

Fax: (305) [email protected]

Mr. Carlos A. Viera, Executive DirectorOffice of Performance Improvement1500 Biscayne Boulevard, Suite 225

Miami, Florida 33132Phone: (305) 995-7597

Fax: (305) 995-4189 [email protected]

meeting the challenges of equity ascd march 2006

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