H. Performance and Accountability

The District’s teacher evaluation system, Instructional Performance Evaluation and Growth System (IPEGS) is founded upon the Goals and Roles Assessment and Evaluation model developed by Dr. James Stronge. As such, IPEGS provides a framework for continuous growth and development of each instructional professional within a clearly defined framework of performance expectations, with multiple levels of performance defined. The IPEGS model provides two levels of support for struggling staff: a Support Dialogue initiated at the school site with the support of the school site administrator either as a result of a staff member’s request or an unsuccessful performance observation; and the formal Improvement Plan (IP) that is initiated if Support Dialogue is unsuccessful. The IP takes place within a 90-day probationary window during which the instructional professional receives support in addressing identified performance areas of concern. IP strategies are developed collaboratively, with the participation of the professional, the site administrator, and the union representative (if applicable). Application of new knowledge or strategies recommended in the IP is monitored through subsequent performance observations. Participants who successfully complete an IP and improve their level of performance exit the IP process, whereas those who do not successfully complete an IP through acceptable performance on follow-up observations are not recommended for continued employment. The table below provides information on total number of teachers, teachers placed on Improvement Plans, and outcomes each school year from 2007 to 2011.

As evidenced in the data above, less than one percent (1%) of teachers each year requires an Improvement Plan; the majority either is performing successfully in their observations or is remediated early, prior to IP intervention. Of those who progress to IP, the majority are still unsuccessful in remediation efforts at the end of the probationary window. See pages 31-39 in the M-DCPS IPEGS Procedural Handbook at https://ipegs.dadeschools.net/pdfs/teacher_handbook_10-11.pdf.

In addition, several studies conducted by the District are attached in this section. These studies are utilized as pertinent information by the Office of Human Resources, Recruiting, Performance Management and Labor Relations to modify protocol processes for supporting struggling staff throughout the District so they may achieve success.

The Office of Professional Standards (OPS) provides specific guidance for administrators to address conduct that may impede the delivery of a quality education to students as well as ensure that effective business practices are implemented. The OPS manual offers direction to administrators on how to progressively document employees who are not meeting high quality standards and provides detailed procedures to assure professional accountability for corrective actions. The OPS manual may be found at: https://ops.dadeschools.net/11_Manual/manual.asp.

OPS District Case Managers give direct support to school sites, region, and district offices to address ineffective personnel performance issues through targeted interventions. These include monthly meetings held to individually address each affected employee’s status, providing updates at administrative meetings and affording administrators easy access to templates, handbooks and other documents necessary to properly document employee performance.

In addition, the Personnel Investigative Model (PIM) was designed to address and resolve issues and/or conflicts at the worksite. Issues should be resolved by encouraging communication with adherence to laws, rules and guidelines by the administration. When an issue cannot or should not be addressed at the worksite by the administration, it is to be immediately referred for review under PIM, through the corresponding Region/District Office.

The goal of IPEGS is to support the continuous growth of each instructional professional by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback. IPEGS is designed to facilitate instructional personnel in identifying, designing, and reflecting upon their professional performance. Instructional personnel are active participants in the evaluation process through the setting of goals, collaborative meetings, input and reflection. Support is provided to struggling teachers or instructional staff through the IPEGS Support Dialogue Process,. The support dialogue is designed to facilitate discussion about identified performance standards and ways to address improvement. During the support dialogue, both parties share what each will do to support the professional’s growth. Should improvement not occur, the employee is placed on a 90-Calendar Day Probation and Improvement Plan (IP). See attached support dialogue meeting notification form at: https://forms.dadeschools.net/webpdf/7406.pdf (Support Dialogue Meeting Notification Form).For more information on the on policy regarding improving professional performance see the M-DCPS Instructional Performance Evaluation and Growth System IPEGS Procedural Handbook, Teacher’s Edition pages 31-39 (attached) https://ipegs.dadeschools.net/pdfs/teacher_handbook_10-11.pdf.

District policies for determining and implementing consequences for ineffective employees such as Managerial Exempt Personnel (MEP), Dade County School Administrators Association (DCSAA), and non-instructional personnel are also included in the OPS manual. See attached documentation.

Tiering teachers for support is an essential component of improving teacher quality in the Education Transformation Office (ETO) schools. Teachers identified as Tier 1 require no support and are considered a model teacher, a Tier 2 teacher requires moderate support, and a Tier 3 teacher requires intense support. Based on formal and informal walkthroughs, the strategic coaching cycle is in place to support teachers who are struggling. Once a teacher fails a formal observation, he/she is put on support dialogue (SD) and the intense coaching cycle begins. That teacher is then formally re-observed for signs of improvement. This occurs under the leadership of instructional coaches and ETO support personnel. If the teacher improves and passes the second observation, then he/she is removed from SD and is monitored informally and supported by the coach. If the teacher still does not improve, then he/she remains on SD and receives more support before another formal observation occurs. If the teacher fails the next observation, then he/she is placed on an Improvement Plan (IP) and if they continue to not show improvement they will receive notification of non-reappointment. While this is a difficult process to oversee it does allow the teacher an opportunity for improvement under the guidance of a coach but also gives the administrator the opportunity to remove teachers who are not effective. Enclosed is evidence of teacher observations indicating one teacher who was placed on SD and exited based on improvements in the classroom and another teacher who remained on support dialogue and was later placed on an IP based on a poor follow up observation.

To appropriately monitor student referrals the District maintains a student case management system. The system provides information relative to student absences, percentages of attendance, student mobility rates and disciplinary referrals.

Through the Student Case Management System, data on disciplinary referrals district-wide is collected. The system provides information that is relevant to each school regarding indoor and outdoor suspensions. District School Operations works closely with schools to ensure that additional support is provided to those exhibiting high levels of suspensions.

With respect to expulsions, District/School Operations monitors data through the Office of Alternative Education to ensure that all students receive due process, prior to School Board action. School Operations/Alternative Education oversees non-traditional programs that serve at-risk youth. As a result of these measures, there has been a significant decline in the number of expulsions as of 2007-2008 school year to present.

The Office of Assessment, Research, and Data Analysis generates detailed reports for respective years: 2007-2008, 2008-2009, 2009-2010, and 2010-2011. These reports may be accessed by clicking on the desired school year. Also included in this section are charts which summarize the data for Expulsions and Suspensions presented in these referenced reports.

Additionally, the Student Case Management System collects data elements of code of conduct violations. Each year staff analysis data related to violation of the Code of Student Conduct. This information is provided by the Office of Assessment, Research and Data Analysis every July 1 for the previous school year. The data is reviewed and monitored by the District for the development of strategies that lead to alternatives to student disciplinary action.

Miami-Dade County Public Schools (M-DCPS) has been implementing a very comprehensive, consistent and coordinated approach aimed at reducing the dropout rate and increasing the graduation rate of all students in the District for the past four years. The core curriculum is being complemented with a plethora of interventions and targeted assistance programs to aggressively address dropout and graduation rates. To that end, M-DCPS has placed tremendous emphasis in the customization of essential to learning resources including pacing guides, instructional focus calendars, lessons plans, core interventions, and technology tools. The ultimate goals are to: enable a successful transition into postsecondary living; compete in today’s global economy by becoming life-long learners that can adapt; and remain competitive in an ever changing and dynamic environment. Below, is a synopsis of some of the interventions that are aimed to have an impact in the improvement of the graduation rate.

Saturday Success Academies The Saturday Success Academy, first implemented in December 2008, is a key component of the District student performance enhancement initiatives. High-impact lessons in science, reading and mathematics have been developed by staff in C & I for use in the classrooms of schools hosting these Saturday sessions. Teachers were hired to provide extra classroom instruction to students targeted as needing additional academic support. The success of the Saturday sessions has been a function of the support provided by the District to participating teachers. C & I administrators provided support to the school-site lead teachers by reviewing the Saturday Success Academy lessons and training them on strategies for implementing these lessons (See M-DCPS Education Plan, Page 40).

Secondary School Reform (SSR) Today’s high school graduates need new skills and experiences in order to be college and workforce ready and to compete effectively in the global workplace. In order to facilitate these objectives, The School Board of Miami-Dade County Public approved the implementation of the SSR Five Year Plan to be implemented between 2008-2013. The following six core principles of Secondary School Reform provide high schools with a framework to reduce dropout rate, for increasing student achievement, increasing student attendance, and increasing graduation rates: (1) personalize the learning environment; (2) increase academic engagement of all students; (3) empower educators; (4) develop accountable leaders; (5) engage community and youth; and (6) integrate a system of high standards, curriculum, instruction, and assessment. A ninth grade academy helps students transition into high school and better prepares them to choose their theme-based career academies. Students are encouraged to participate in Advanced Placement, Dual Enrollment, and Career Pathway courses that can earn them college credit; successfully pass Industry Certification Exams; and participate in an internship program (See SSR 5 Year Plan & SSR Power Point).

Acceleration Programs A variety of acceleration mechanisms have been made available to secondary students in Miami-Dade County Public Schools for the past four years. Through participation in acceleration programs, students may save time and money since they are able to earn academic credit that may apply toward postsecondary degree/certificate requirements. If students apply the academic credits earned through the various acceleration program options toward degree requirements, they may graduate more quickly from colleges and universities (See M-DCPS Education Plan, Page 41 & 42).

Response to Intervention (RTI) Training for Leadership Teams Implementation of RtI has been established in all K-12 schools with a three (3) year roll-out implementation. Schools that receive a DA designation of Correct II or Intervene have been accelerated in this process. In order to effectively teach all children, RtI emphasizes early intervention utilizing multi-tier levels of support through a problem-solving method that utilizes data to make decisions. Once a problem has been identified and research-based interventions have been implemented, student progress is monitored in order to adjust instruction to meet student needs. The 3-Tiered Model of decision making and support is designed so that Tier 1 designates support that is school-wide for every student; Tier 2 designates support that is for small groups of students; and Tier 3 designates support that is individualized (See M-DCPS Education Plan, Page 17).

FCAT Re-Takers M-DCPS has been providing the necessary venues for the FCAT / FCAT 2.0 Retake assessments in Reading and Mathematics to serve as graduation tests for students seeking a standard diploma. The FCAT / FCAT 2.0 graduation tests are administered for the first time to all students in grade 10 in the Spring. Students in grades 10+ and above who have not previously passed the FCAT / FCAT 2.0 graduation test have further opportunities to participate in retake administrations in the Fall and Spring of each school year (See FCAT Retake included).

Operation Graduation / ACT Preparation This initiative is intended for eligible senior high school students in Title I schools who have failed the FCAT and would like to use the ACT concordance score for graduation. Operation Graduation’s goals are to: raise student concordance scores in Reading, minimally to 18, and Mathematics, minimally to 15; graduate senior high school students that would have not graduated otherwise; and increase participation of senior high school students in a national college admission examination.

8 Period Day M-DCPS eight period day schedule allows schools to offer students remediation, acceleration, enrichment, and credit recovery opportunities during the regular school day. The eight period day schedule allows for greater number of students to graduate within the four years of high school. Students that are consistently not able to access elective programs due to required remediation are able to do so under this schedule structure. Class size requirement is more easily met by schools that implement this schedule structure. Additionally, students can access academy courses related to their future career goals (See SSR 5 Year Plan & SSR Power Point).

Secondary Student Success Center (S3C) The Secondary Student Success Center (S3C) initiative, inaugurated in the 2010-2011 academic year, is a grade 6-12 technology-based secondary program designed to provide an accelerated educational experience for over-aged middle school students. The S3C program provides an over-aged middle school student an opportunity to recover courses not completed in a traditional school setting, advance through core curriculum, and participate in a three-year 18-credit career preparation program to meet graduation requirements. Along with addressing students’ core academic studies, the S3C initiative provides students with the opportunity to participate in an Adult Vocational/Dual Enrollment program. The 2011 FCAT scores reflect that S3C students have higher developmental gains points than other Alternative Education students in Reading and in Mathematics: their development gains surpassed those of all students in the District. The administration of the 2011 Florida Writes! also showed positive results: 36 of the S3C students completed the 8th grade test, 59% scored a 4 and above, and 90% scored 3 and above. Currently, 42 students are eligible for and have enrolled in Adult Vocational/Dual Enrollment programs (See S3C Mid-Year Review included).

Educational Summer Services Educational Summer Services are provided in accordance with Federal and State mandates to eligible students in Pre-Kindergarten, Grade 3 and Students with Disabilities in all grade levels to address the academic needs of our most needy students. Summer Camps have been held for retained third graders, and middle school students needing one course for recovery in accordance with requirements for middle school promotion. Additionally, students in grades 6-12 meeting eligibility criteria for enrollment in the Alternative Education Program and who have been ineligible to attend traditional schools have also been served. Educational summer services have also been provided for Immigrant and Migrant students (See 2011 Educational Summer Services Implementation Document included).

Miami-Dade County Public Schools implements a tiered and focused support process to sustain its lower-performing schools. This effort is driven by the district’s Education Transformation Office (ETO) and the Curriculum and Instruction Office (C &I). Through 2007-2010, the district actively partnered with the state and made bold human capital changes at the principal and teacher level in its lowest-performing schools. The turnaround process emphasized the monitoring of instruction, data driven instruction, and community engagement.

In 2010-2011, the district used the School Improvement Grant (SIG) to ensure that its initial turnaround success would be sustained. A team was developed to combine external and internal talent of educators who had a proven record of raising student achievement in high-poverty schools. ETO focuses on 1) improving teacher quality 2) developing instructional leadership 3) expanding wraparound services 4) engaging parents and the community. ETO served 19 SIG schools in 2010-2011 as a separate region, and conducts three comprehensive Instructional Reviews that guides the work of the school’s leadership and ETO’s support. Enclosed with this item are documents highlighting the ETO way of work, a flow chart of support services, and ten years’ worth of trend data on all ETO schools.

To guarantee that vulnerable schools that are not served by ETO do not fail (labeled “District Targeted Schools”), C & I supports schools through active monitoring where a district support team also conducts Instructional Reviews and develops improvement plans to guide the work of fragile schools. Enclosed is a diagram of how C & I support is tiered.

Several years ago, the Superintendent instituted DATA/COM which is a statistics-based management process used by the superintendent and his staff to monitor schools’ immediate operational needs and deploy resources to deal with critical issues in a timely manner. This process occurs approximately four times per year for all District Targeted Schools and ETO Schools. The superintendent, cabinet staff, regional superintendents, and school principal analyze individualized school-level data. Elements included in the review are student achievement; student attendance, suspensions, withdrawals; and staff vacancies. Problem areas are flagged and interventions are designed and implemented based on the data presented. Specific emphasis is placed on the Interim Assessment and the data is used to flag and design interventions for the core content areas: reading, mathematics, science, and writing. Sample DATA/COM questions and protocol are included with this item. Progress updates are provided at subsequent DATA/COM meetings and the effectiveness of interventions is reviewed. Included in this section is a sample of questions used at a DATA/COM. Additionally, you may view excerpts of our DATA/COM meetings at: https://videos.dadeschools.net/videos/dataAssessment-main.html

The Office of Management and Compliance Audits (OMCA) was established in Miami-Dade County Public Schools (M-DCPS) by School Board policy pursuant to governmental agencies’ best practices. As such, the Chief Auditor who leads this office is appointed and reports to the School Board, the governing body. To enhance the objectivity and effectiveness of the internal auditing activities, reports, audit findings and recommendations emanating from the Office are submitted to the School Board, the School Board’s Audit and Budget Advisory Committee (ABAC) and the Superintendent at the same time. The ABAC consists of eleven members, ten of whom are independent from the school system. These members are appointed by the School Board Chair, the Superintendent and each of the nine School Board members.

The OMCA conducts its audits based on a risk-based annual audit plan, with input from stakeholders, and approved by the ABAC and the School Board. Various financial aspects of each of the more than 350 schools are audited on an annual basis, while several District departments are audited every year predicated on risk-based analyses. Investigations are also conducted and results often referred to the State Attorney’s Office for prosecution. Final audit reports describe the objectives, scope and methodology used in the audit and include findings and recommendations, along with responses from the administration. These reports are submitted to the ABAC for approval at publicly held meetings and subsequently transmitted to the School Board.

The OMCA comprise a staff of 35 employees, including ten Certified Public Accountants; two Certified Fraud Examiners; and a Certified Information Systems Auditor. These employees are guided, in part, by a comprehensive Policies and Procedures Manual that has been developed throughout the years and which is periodically updated. Audits are conducted in accordance with generally accepted Government Auditing Standards. The Miami-Dade County School District is the only District among the 67 counties in the State of Florida that has its own Ethics Advisory Committee. This Committee is composed of seven members appointed by different judicial and education entities in the county, which makes this Committee totally independent from the School Board. The Committee meets several times during the year and the OMCA serves as its liaison, by coordinating the meetings, preparing its minutes and helping set the agendas.