Portfolio Services Magnet Program Review

School Board Workshop

September 9, 2014  

Leslie  M.  Brown,  Chief  Por3olio  Services  Officer  Leona  Miracola,  Director  Innova=ve  Programs/Design  Support  Ruth  Johnson,  Community  Rela=ons  Specialist        

Topics  for  Presenta/on    •  Historical  Perspec=ve    •  Magnet  Program  Applica=on  and  Enrollment  Trends    

•  Magnet  Program  Review  -­‐Me=s  Associates,  Inc.    •  Magnet  School  Planning  Process  and  Timeline      •  Next  Steps  and  School  Board  Direc=on  

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Historical  Background  

1973 The first magnet programs were established at Dillard High and

Walker Elementary schools in Performing & Visual Arts

2014 70 magnet programs 52 magnet schools 25 magnet themes

44,000 magnet students

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Defining  Magnet  Programs  

PARENTAL CHOICE - Broward County Public Schools provides educational choices for students and parents through a variety of specialized programs. Magnets Programs offer students with different interests, talents and aptitudes, specialized programs aligned with their educational interests and needs. FLORIDA STATUTE 1002.31 Public School Parental Choice

ENROLLMENT - A Magnet Program is an attractive option for students to attend a school with a specialized themed program. Magnet programs are located at schools identified as under-enrolled or in need of stabilizing enrollment at the school. Students living beyond the boundary are able to attend the school through an annual Magnet application process. District School Boundary Process

UNITARY STATUS – In 1996 the US District Court declared Broward County Public Schools to be a unitary school district and no longer under a court supervised desegregation plan. Policy 5004.1 has continued to serve as the District’s Unitary Status plan since April 1997. School Board Policy 5004.1

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District-­‐level  Marke=ng  

TwiSer  Website      Promo  Spot/Commercial  Brochures,  Postcards,  Flyers  Publica=ons

   Newspaper  &  Online  Ads  

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7 Parent  Link   8  

School  Collaterals

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Press  &  Media  Releases

10 E-­‐Blast

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Google  Analy/cs  July  1,  2013  –  June  30,  2014  

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Explore

Experiment

Explain

Exhibit

!"#$%"$&&'$"(%)*)+,&&-%+#%$$.#%+&&/01($201#"3&&/43$42MAGNET PROGRAM

Atlantic West Elementary School

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Applica/on  Trends  -­‐  School  Levels  

Elem   Elem  %   Middle   Middle  %   High   High  %   Total  2011-­‐12   2976   24.1%   3997   32.4%   5379   43.5%   12,352  

2012-­‐13   3238   25.7%   3966   31.5%   5391   42.8%   12,595  

2013-­‐14   3194   24.6%   4255   32.7%   5544   42.7%   12,993  

Ø  Annually, more than 12,000 magnet applications are received Ø  Over a three year period, high schools continue to have more than

40% of all applications for magnet programs

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Interest  In  Magnet  Programs  Applica/on  &  Wait  Pool  Trends    

Highest  Applica.ons  by  Theme  2011  –  2014    •  Montessori  •  Interna=onal  Affairs  with  Informa=onal  Technology      •  Technical        •  Marine  Science        •  Medical  Sciences      •  Environmental  Science    •  Performing  and  Visual  Arts      Ø  These  themes  also  had  a  wait-­‐pool  each  year  

 *  Me%s  Report    Recommenda%on  #  3:    All  magnet  programs  should  maintain  or  achieve  an  increase  in  the  number  of  applica=ons  that  are  received  compared  to  the  previous  school  year.        

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Magnet Programs Themes By Level

Montessori

Elementary Virginia Shuman Young

Middle Sunrise

K-8 Beachside

International Baccalaureate

Elementary Primary Years Program (PYP)

Wilton Manors Middle

Middle Years Program (MYP) Deerfield Beach

Lauderdale Lakes Plantation

High International Baccalaureate (IB)

Boyd Anderson Deerfield Beach

Miramar Plantation

Cambridge (AICE)

Ft. Lauderdale

Diploma Programs

International Affairs and Business Programs

Middle Crystal Lake

McNicol High

Hallandale Northeast

Pompano Beach

Elementary Thurgood Marshall

Middle William Dandy

High Fort Lauderdale

Pre-Law & Public Affairs

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STEM Related Programs (Science, Technology, Engineering and Mathematics)

(Environmental, Marine and Medical Themes Included)

Elementary Middle High Atlantic West Apollo Blanche Ely

Broward Estates Crystal Lake Northeast Charles Drew Lauderhill 6-12 South Broward

Colbert Liberty

Margate McNicol

South Plantation Stranahan

North Fork New River Palmview Parkway Plantation Silver Lakes

Royal Palm William Dandy

Health and Wellness

Middle Deerfield Beach

Driftwood High

Boyd Anderson

Technology Themes and Technical Academies

Elementary

Markham Middle Attucks

High Dillard 6-12

Atlantic McFatter Sheridan

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Performing and Visual Arts

Elementary

Bethune Deerfield Park

North Andrews Gardens Walker Middle Parkway

High Dillard

Performing and Visual Arts

UTAP

Urban Teacher Academy Program

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High Deerfield Beach

Stranahan

Communications and Languages, Broadcast Arts

Elementary

Riverland Sanders Park

Watkins Middle Attucks

Pompano Beach High

Deerfield Beach Hallandale

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Military Academy

Hollywood Hills High

Elementary Bethune

Deerfield Park North Andrews Gardens

Walker Middle Parkway

High Dillard 9-12

Aviation

Miramar High

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Focus  to  align  new  magnets  with  feeder  schools  Awarded  $27,185,100  in  Magnet  Schools  Assistance  Program  Grant  Funds  •  Compe==ve  federal  grant  with  specific  criteria  for  iden=fying  schools    •  Does  not  support  all  Magnet  schools  

 Designing  magnets  to  promote  parental  choice  in  feeder  schools:    In  2010    awarded  over  $8  million  for  6  middle  schools  to  create  STEM  magnet  programs.      Schools:    Apollo,  McNicol,  Parkway,  Lauderhill  6-­‐12,  Margate  and  Silver  Lakes    

In  the  2013  grant  compe==on  awarded  $11.9  million  to  create  feeder  elementary  STEM  magnets  (Sprou=ng  STEM  Museum)  Schools:  Atlan=c  West,  Broward  Estates,  Colbert,  Liberty,  Planta=on  &  Royal  Palm    Focus  is  to  expand  the  feeder  school  model  through  Innova/ve  and  Magnet  Programs.    

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Funding  of  the  Magnet  Programs  Funding  -­‐  Formula  Driven  -­‐Ended  2009-­‐10  -­‐  $12,609,348    annually  allocated  •  K-­‐12  Magnet  teachers  –UNWTD  FTE  student  enrollment  &  secondary  Small  Class  Funding  •  Magnet  coordinator  (216  calendar)  &  clerical  posi=ons  –  coordinate  &  promote  the  program,                      support  to  parents,  students,  school  staff,  and  community  stakeholders      •  Subs=tutes  &  field  trip  funding  -­‐  support  magnet  ac=vi=es  –  based  on  enrollment    •  Unique  Program  Funds    –  Curriculum,  teacher  training,  equipment  repairs,  materials/supplies,  registra=ons/

authoriza=on  memberships,  consultants/master  ar=sts  ,  solware/licenses,  and  themed  support  staff.    •  Authoriza=on  fees  and  training  for  iden=fied  programs  requiring  external  agency  approval      

Funding  -­‐  Major  reduc=on  2010-­‐11  -­‐  $6,929,359  annual  alloca=on  2014-­‐2015  SY      •  Magnet  Teachers  –  Elementary  –  1-­‐4  total  based  upon  theme  &  No  secondary  Small  Class  Funds  •  Magnet  coordinator  (196  calendar),  elementary  reduced  to  25%    posi=on  and    no  clerical  support  •  Authoriza=on  fees  and  training  for  iden=fied  programs  requiring  external  agency  approval    •  Unique  Program  funds  –  reduced  based  upon  funds  remaining  &  essen=al  costs      •  No  capital  funds  allocated  since  the  2009-­‐10  SY.    

Capital  Funding  Status    -­‐  No  Funding  Since  2009-­‐  2010  for  Magnet  Programs  –  Reques=ng  $2  Million  to  Support  Magnet  Capital  Needs  (see  tab  #2f  for  magnet  program  details)  •  Capital  funds  of  $1,000,000    reduced  to  $750,000  in  2003  for  all  programs    

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Me.s  Report  Recommenda.on  #6:      District  magnet  budget  alloca/ons  should  be  used  to  support  thema/c  professional  development,  student  enrichment    &  career  explora/on  ac/vi/es  in  theme,  theme-­‐specific  supplies,  equipment,  and  addi/onal  staff  needed  to  provide  the  recommended  dosage  &  mul/ple  pathways  in  the  magnet  theme.    

Impact  of  Budget  Reduc%on  

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Magnet  Program  Review  Process  ü  Iden=fied  External  Evaluator  –  Me=s  Associates,  Inc.      ü  Developed  evalua=on  plan,  tools,  and  =meline  –  Me=s  Associates  and  Innova=ve  Programs    

ü  Collected  data  from  magnet  schools  and  District  –  Me=s  Associates,  Innova=ve  Programs,  Demographics  &  Student  Assignments,  and  Student  Assessment  and  Research  

 ü  Conducted  field  work  and  interviews  –  Me=s  Associates  

ü  Analyzed    magnet  programs  by  school  level  –  Based  upon  Best  Prac=ces  -­‐  Me=s  Associates    ü  Prepared  and  submiSed  report  –  Me=s  Associates  

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Comprehensive  Report  Format  Evalua/on  Overview  ü  The  report  included  both  qualita=ve  and  quan=ta=ve  data  for  each  magnet  program/school  

based  upon  a  set  of  criteria  based  on  best  prac=ces  and  na=onal  standards  for  magnet  programs.          

ü  Data  analysis  and  a  checklist  was  used  to  score  each  magnet  program    ü  Scores  were  converted  to  total  percentage  scores  and  used  to  group  school  levels  into  thirds  

(terciles)    highest,  middle,  and  lowest  terciles.      Magnet  Criteria  ü  Marke=ng  and  student  recruitment  ü  Program  demand  ü  College  and  career  readiness  ü  Student  achievement  ü  Program  administra=on  ü  Family  and  community  engagement     15  

Overview  of  Findings  –  Elementary  Level    

Highlights     Recommenda%ons    

•  Offers  aSrac=ve  themes  for  parents  and  students    

•  Provides  the  whole  school  model  for  the  Magnet  theme  

•  Promotes  family  engagement  

•  Provide  students  with  a  unique  thema=c  experience  by  offering  instruc=on  in  the  magnet  theme  for  a  minimum  of  three  days  per  week      

•  Increase    student  achievement  and  prepare  students  for  college  and  careers  

•  Expand  theme  and  career  focused  partnerships    •  Offer  marke=ng  materials  at  the  schools  in  

mul=ple  languages  and  con=nue  marke=ng  to  increase  applica=ons  –  focus  under-­‐enrolled  schools    

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Overview  of  Findings  –  Middle  Level    

Highlighted  Areas   Areas  To  Be  Addressed    •  Offers  unique  themes  &  parental  

choices  for  these  programs  

•  Focuses  on  theme  instruc=on,  sequen=al  pathways,  real-­‐world  applica=ons  

 •  Shows  learning  gains  in  math  and/or  

reading  

•  Offer  mul=ple  pathways  or  courses  in  magnet  theme  to  meet  the  diverse  needs  and  goals  of  students  and  provide  high  school  credit  courses  aligned    

             to  themes      •  Increase    student  achievement  and  

prepare  students  for  college  and  careers    •  Conduct  aggressive  marke=ng  strategies  at  

schools  &  monitor  applica=ons  at  the  District  to  address  declining  enrollment.    Offer  marke=ng  materials  at  the  schools  in  mul=ple  languages  

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Overview  of  Findings  –  High  Level      Highlighted  Areas   Areas  To  Be  Addressed    

•  Provides  instruc=onal  focus  in  themes  while  offering  courses/programs  in  career  technical  educa=on  (CTE).  The  CTE  courses    lead  to  industry  cer=fica=ons  aligned  with  career  readiness  

 •  Offers  advanced  academic  tracks  including  

dual  enrollment  and  diploma  programs  leading  to  college  readiness    

 •  Shows  posi=ve  learning  gains  in  reading  and  

or  math  for  out-­‐of-­‐boundary  students  

•  Implements  extensive  marke=ng  &  recruitment  strategies  

•  Offer  mul=ple  pathways  or  courses  in  magnet  theme  to  meet  the  diverse  needs  and  goals  of  students  

 •  Increase    student  achievement  and  

prepare  students  for  college  and  careers  

•  Offer  marke=ng  materials  at  the  schools  in  mul=ple  languages  and  con=nue  marke=ng  to  increase  applica=ons  –  focus  under-­‐enrolled  schools    

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Highest  Third  

• Wilton  Manors    Primary  Years  Program/IB  

•  Beachside  Montessori  

•  Riverland    Communica/ons  &  Languages  

•  Palmview          Global  Environmental  Science  

• Virginia  Shuman  Young              Montessori                                                              

• (IB  -­‐  Interna=onal  Baccalaureate)  

Middle  Third  

•  North  Andrews  Garden    Performing  &  Visual  Arts  

• Markham    Technology  &  Communica/ons  

•  Bethune    Performing  &  Visual  Arts  

•  Deerfield  Park  Performing  &  Visual  Arts  

•  Charles  Drew    Science,  Math,  and  Technology    

Lowest  Third  

• Walker      Performing  &  Visual  Arts  

•  North  Fork    Marine  Environmental  Science  

•  Sanders  Park  Communica/ons  &  Languages  

•  Thurgood  Marshall  Communica/ons  &  Gov’t.  Affairs  

• Watkins    Communica/ons  &  Languages  

Me/s  Associates  Results  -­‐    Elementary  Schools  

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Highest  Third  

•  Pompano  Beach    Communica/ons  and  Broadcast  Arts  

•  New  River                Marine  Science  

•  Sunrise          Montessori  

• McNicol  Interna/onal  Affairs  &  Business  

• William  Dandy  Pre-­‐Medical  

Middle  Third  

• Parkway          Performing  &  Visual  Arts  

• William  Dandy              Pre-­‐Law  

• DriLwood                    Health  and  Wellness  

• Crystal  Lake  Interna/onal  Affairs  &  Business  

• ANucks    Communica/ons  and  Broadcast  Arts    

Lowest  Third  

•  Deerfield  Beach  Middle  Years  Program-­‐  IB  

•  Lauderdale  Lake  Middle  Years  Program-­‐  IB  

•  Crystal  Lake    Science/Pre-­‐Engineering  

•  Deerfield  Beach  Health  &  Wellness  

•  ANucks                  Center  for  Instruc/onal  Technology  Educa/on  (CITE)  

Me/s  Associates  Results  -­‐    Middle  Schools  

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Highest  Third  

• South  Planta%on  Environmental  Sciences  

• Atlan%c  Technical    Technical  

• McFaNer  Technical  Technical  

• Miramar  -­‐  Avia/on  • Fort  Lauderdale  Cambridge  (AICE)  

• Fort  Lauderdale  –Pre  Law  &  Public  Affairs  

• Blanche  Ely                      Science/Pre  Engineering  

• Pompano  Beach  Interna/onal  Affairs  &  Business  

Middle  Third  

• Hollywood  Hills              Military  Leadership  Academy  

• Blanche  Ely-­‐Medical  Sciences  

• Planta%on-­‐Interna/onal  Baccalaureate/DP  

•   Dillard                                    Performing  &  Visual  Arts  

• Stranahan  –  Science/Pre  Engineering    

• Deerfield  Beach  Communica/ons/Broadcast  Arts  

• Deerfield  Beach  Interna/onal  Baccalaureate  Boyd  Anderson                  Health  and  Wellness  

• Dillard                                            Emerging  Computer  Technology    

Lowest  Third  

• South  Broward  Marine  Science  

• Northeast        Academies  of  Excellence  

• Hallandale  Interna/onal  Affairs  &  Business  

• Miramar      Interna/onal  Baccalaureate  

• Stranahan                Medical  

• Hallandale  Communica/ons/Broadcast  Arts  

• Deerfield  Beach            Urban  Teacher  Academy  Program  Program  

• Boyd  Anderson  Interna/onal  Baccalaureate  /DP  

Me/s  Associates  Results  -­‐    High  Schools    

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Me/s  Associates  Recommenda/ons      

Recommenda=on  1:    All  elementary  magnet  programs  should  provide    students  with  a  unique  thema=c  experience  by  offering  instruc=on  in  the  magnet  theme  for  a  minimum  of  three  days  per  week.    

Recommenda=on  2:  All  middle  and  high  school  magnet  programs  should  offer  mul=ple  pathways  or  course  tracks  in  the  magnet  theme  to  meet  diverse  needs  and  goals  of  students.    

Recommenda=on  3:  All  magnet  programs  should  maintain  or  achieve  an  increase  in  the  number  of  applica=ons  that  are  received  compared  with  the  previous  school  year.  

Recommenda=on  4:  All  magnet  programs  should  develop  one  or  more  partnerships  with  professionals,  organiza=ons,  or  businesses  in  the  magnet  theme  to  provide  real-­‐world  enrichment  experiences  for  all  students.    Recommenda=on  5:  Each  program’s  magnet  theme  should  support  the  district’s  goals  for  increasing  student  achievement  and  preparing  students  for  colleges  and  careers.    

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Metis Associates  Recommenda/ons  

Recommenda=on  6:  District  magnet  budget  alloca=ons  should  be  used  only  to  provide  unique  program  components  or  ac=vi=es  that  a  tradi=onal  school  would  not  be  able  to  provide  without  the  magnet  program.    

Recommenda=on  7:  The  district  should  consider  re-­‐branding  the  following  magnet  themes:  Health  and  Wellness,  Interna=onal  Affairs  and  Business  Technology  (IAB),  Communica=ons  and  Languages,  and  Science/Pre-­‐Engineering  because  the  program  =tles  do  not  accurately  represent  the  diversity  of  thema=c  offerings  in  the  different  magnet  programs  across  the  district.    

Recommenda=on  8:  Each  magnet  program  should  be  encouraged  to  use  the  district’s  transla=on  resources  to  ensure  that  school-­‐specific  marke=ng  materials  (printed  and/or  web-­‐based)  are  available  to  BCPS’s  diverse  community  in  mul=ple  languages,  to  include  but  not  limited  to  Spanish,  Hai=an-­‐Creole,  and  Portuguese.  

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Next  Steps  for  Schools  in  Terciles  #1  &  #2    August    25,    2014    •  The  Me=s  Associates  reports  are  released  to  all  magnet  schools      •  Each  magnet  school  will  review  the  report(s)  with  key  stakeholders  and  the  OSPA  Director  to  

review  areas  of  dis=nc=on  and  concern  September  2nd  –  30th    •  If  areas  of  concern  are  listed,  the  Magnet  school  staff  will  iden=fy  ac=on  steps  that  

strategically  address  these  areas  and  develop  a  =meline  for  implementa=on.  The  ac=on  steps  will  be  included  in  the  annual  submission  of  the  Magnet  Planning  Tool  to  the  Innova=ve  Programs  Department  and  the  OSPA  Director  

October  1st  –  30th    •  Innova=ve  Programs  staff  will  review  the  Planning  Tool  informa=on  with  Magnet  Coordinators  

to  ensure  that  areas  of  concerns  are  addressed  November  2nd  –  June  2015  •   Magnet  schools  will  implement  the  planned  ac=vi=es  to  address  the  concerns  and  the  

outcomes  will  be  included  in  the  annual  Magnet  End  of  the  Year  Report  24  

Op%on  A  Revise  magnet  theme      

Op%on  B  Transi%on  to  innova%ve  program  

 

Op%on  C  Eliminate  theme-­‐based  program    

Op%on  A  •  Revise  magnet  theme  to  

include  re-­‐branding  of  theme  (Me%s  Associates  recommenda%on  #7  

•  Con%nue  aNrac%ng  out  of    boundary  students  

Magnet  Program  Revisions  To  Consider  

Op%on  B  •  Transi%on  to  

Innova%ve  program  •  Revise  &  re-­‐brand  

theme  •  ANract  in  boundary  

students  

               Op%on  C  •  Phase-­‐out  theme  program  •  Develop  strategic  curriculum  

plan  that  supports  student  achievement  

Schools Identified in the Third Tercile

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2014  –  2015  Timeline  for  Magnet  Revisions  Align with School Boundary Process

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September •  Review of magnet programs •  Establish steering teams and planning dates for schools in the lowest tercile to develop transition proposals and prepare budget to align.

October •  School proposals prepared and submitted to OSPA, SSOS Planning Committee,

Cabinet and Innovative Programs •  Establish Budget Teams - Community Collaboration/Communication •  Public Hearings & Meetings – Steering Teams

December •  School Boundary Workshops - Proposals Considered •  Recommendations to School Board

February/March •  School Board Boundary Hearings

Next  Steps  for  Magnet  Programs    •  All  Magnet  schools  will  incorporate  the  8  recommenda=ons  outlined  in  the  Me=s  report.    This  will  

be  documented    in  the  annual  Magnet  Planning  Tool  and  the  End  of  the  Year  report    •  Maintain  the  magnet  programs  iden=fied  at  highest  or  middle  terciles    •  The  lowest  tercile  magnet  programs  will  convene  a  steering  team  to  select  one  of  the  three  

op=ons  and  develop  their  proposal  for  transi=on  or  revision    •  Innova=ve  Programs  staff  will  collaborate  with  schools  to  re-­‐brand  iden=fied  themes  and  prepare  

budget  requests  for  revised  and  new  programs.      •   Process  technology  requests  based  upon  capital  funds  for  the  highest  and  middle  third  magnet  

programs.    Reserve  requested  funds  for  the  lowest  third  un=l  program  proposal         27  

School  Board  Discussion  and  Direc=on      

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