BESP Resource Sheet

Getting
Started: Broward Effective Schools Plan Resource Guide

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
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Getting Started: Broward Effective Schools Plan Resource Guide

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 Wednesday,
6. Ensure attendance designee is added to the KCW Attendance September 22, 8:00 – 11:30am for elementary schools &
CAB Conference in order to receive timely attendance updates 1:00 – 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)
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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.
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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. 2010-2011 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.
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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.

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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.
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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
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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
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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
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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).

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Getting

Started: Broward Effective Schools Plan Resource Guide

3. Articulated Curriculum: Refer to Instructional Focus Calendars

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

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