Report on Progress – March 2017

Bradley v Pinellas County Schools
Memoranda of Understanding
Report on Progress  – March 2017

In the past, five Memoranda of Understandings (MOU) in the various subject areas were negotiated and approved by the plaintiffs in class actions cases and the School Board.  The MOUs related to the following topics:

Student Achievement, Student Discipline, Assignment to Programs and Classes, Administrative Staff Assignment and Faculty, and District Monitoring and Advisory Committee.

 Student Achievement

• Evidence of School Improvement Plans including data on black student achievement relative to white and other students in general, strategies and interventions to improve black student achievement, and school-based individuals responsible for implementation

• Equitable allocation of resources

• Data to support the above using district data systems  

Student Discipline (Behavior)

• Evidence of School Improvement Plans including data relative to black student discipline relative to white and other students in general, behavioral strategies and interventions to improve student behavior, and school-based individuals responsible for implementation

• Evidence of Positive Behavior Intervention and Support Plans to include positive behavioral supports and professional development in the implementation of the plan through the use of data for identifying the underlying causes of negative behavior through problem-solving

• Data to support the above using district data systems

Assignment to Programs and Classes

• Evidence of School Improvement Plans including data relative to assignment of students by race to exceptional education programs, accelerated classes, countywide programs, AVID, and/or gifted programs, means and methods to achieve continuous improvement, and school-based staff responsible for implementation

• Data related to black student participation in exceptional education programs, accelerated classes, magnet/application programs, AVID, and gifted services  

Administrative Staff Assignment and Faculty

• Evidence of the district’s support of minority administrative staff assignment at all school levels and in central administration and general geographic apportionment that is at least as equitable as levels that existed in the 1998-99 school year
  

• Evidence of the district’s commitment to continued support of minority instructional staff assignments at all school levels and in the general geographic apportionment.  The district will maintain a “critical shortage” designation of black teachers so long as the percentage of black students within the district is two or more points higher than the percentage of black teachers  

District Monitoring and Advisory Committee (DMAC)

• Discussion of progress achieved on points of understanding in Memorandum of Understanding.

Quality of Education – Student Achievement

FSA Results and Tiered Supports (This data was shared in the August 2016 Report)

 Beginning in the school year 2014-15, the state transitioned to a new assessment series called FSA (the Florida Standards Assessment) for ELA (English Language Arts) and Mathematics.  These assessments are tied to more rigorous standards adopted by the state.

The Department of Education considers these first two years of FSA results as baselines or starting points for analysis and provides some caution in making valid comparisons to the FCAT.  However, using the results to provide achievement gap comparisons is noteworthy.

Analysis of the 2016 FSA results suggests:

• The FSA assessment for English Language Arts (formerly called “Reading”) shows black students narrowing the achievement gap at each grade level compared to the previous years under the FCAT assessment.

• The 2016 FSA ELA results show consistent proficiency rates overall for black students, though some promising gains are seen in grades 3-5.  While the scores for black students are relatively constant, the proficient rates for non-black students have decreased somewhat under the more rigorous state assessment.

• These changes have resulted in a decrease in the achievement gap in ELA-Reading from a 36-point gap in 2013 to a 29-point gap in 2016 (a 7 percentage point improvement).

• The largest increase in proficiency for black students in ELA-Reading is found in Grades 9 and 10, which had been at 21% in 2013 and now is at 26% for 2016.

• The new FSA assessment for Math shows black students with an even stronger narrowing of the achievement gap at each grade level compared to the previous years under the FCAT math assessment.

• The FSA Math results show an increase in proficiency among black students (compared to previous years of FCAT results) in both elementary (an increase from 22.1% in 2013 to 38.9% in 2016) and middle school (an increase from 18.5% in 2013 to 25.1% in 2016).  Again, this follows a three-year period of math proficiency results that were relatively constant, whereas the current, more difficult, FSA yielded lower scores statewide. 

• The overall growth in math proficiency among black students has been strong and consistent and the narrowing of the achievement gap has been steady, dropping from a 36.8% gap in 2013 to a 30.1% gap in 2016 (a nearly 7 percent improvement).

District Highlights for School Grades

It is further notable to acknowledge the district’s impressive school grade results that have drawn recognition throughout the state.  Among the highlights are:

• Among elementary schools, 91% earned an A, B or C grade.

• Among middle schools, 86% earned an A, B or C grade.

• Among high schools, 94% earned an A, B or C grade.

• The number of F schools dropped from seven to two.

• Twenty-two schools maintained an A grade.

• Five of the seven schools in the Transformation Zone improved their letter grade.

• Seven schools improved from a D grade to a C:  Bear Creek, Lealman Avenue, Ponce de Leon, Rawlings, Seventy-Fourth Street and Woodlawn elementary schools and Tyrone Middle School.

• Azalea Elementary improved from a B to an A.

• Belleair Elementary School improved from a D to B.

• Maximo elementary and Sandy Lane Elementary improved from an F to a C.

Pinellas County Schools has been aggressive in developing actions to support increased achievement rates across all of our schools in the areas of ELA and mathematics as demonstrated by the results shared above.  These plans are being implemented and continue to be monitored by district staff:

• Increased opportunities for teachers to attend standards-based professional development targeting reading and math;

• Additional funds to all schools to further expand extended learning opportunities before, during, and after school hours;

• Increased opportunities for more students to attend Summer Bridge to narrow learning gaps;

• Supplemental reading and math technology programs that can be used at home, in the community, and via before/after school programs;

• Additional support sessions throughout the summer of 2016 assisting schools with targeted strategies to build effective school improvement plans targeting black students;

• Additional supports for our neediest schools through the Scale Up for Success initiative and new Transformation Zone. Ongoing research and evaluation regarding what is working best in these schools for “at-risk” students;

• Increased training and school improvement initiatives to support student mentoring programs such as Peer Mentoring Program, Lunch Pals, 5000 Role Models Program, and 21^st Century iClass Program.

• Increase the number of black students participating in the Pinellas Talent Identification Program to promote high achieving 7^th grade students in taking the SAT.

• Continue to pay for all 8^th, 9^th, and 10^th grade PSAT exams regardless of need.

• Implement a universal screening for gifted services to all second graders for 2016-17.

• Continue to screen all Emotional Behavior Disorder (EBD) students for gifted services.

• Increased family engagement structures and processes tied to the Dual-Capacity Framework from Dr. Karen Mapp, Harvard University expanding from specifically identified schools to include all schools in these research-based  programs;

• Increased the number of Parent University sessions to support academics.

• Provided professional development to both principals and assistant principals using the Early Warning Reports for elementary, middle, and high schools with monitoring systems for black/non-black students;

• Utilize the automated report after each grading period to inform course failures disaggregated for black/non-black students and by school - shared with school and district leadership for intentional progress monitoring;

• Continue to increase representation of black students enrolled in higher level courses such as Algebra I, Geometry, Advanced Math, and English Honors at the middle school level and gifted/talented programs at the elementary level;

• Continue to monitor progress of black students for placement into intervention/credit recovery programs as soon as needed;

• Continue to expand participation of black students in STEM clubs and other enrichment activities;

• Increased recruitment and retention bonuses for turnaround schools;

• Expanded AVID programs to include 13 elementary schools.

While this is an extensive list of strategies resulting in academic gains, a great deal of attention has been placed on the partnership between Pinellas County Schools and Dr. Karen Mapp from Harvard University.  This partnership has taken place over the last two years with the intent of increasing family and community engagement through deliberate planning and implementation.  Using her research-based Dual-Capacity Framework for Family and Community Engagement, schools have increased their engagement activities linked directly to learning, particularly in the targeted Transformation Zone schools.  During 2016-17, the work will expand to all schools where they will be trained in the use of the Dual-Capacity Framework with additional supports offered to twenty-nine Title I schools who will participate in her on-going Workshop Series.  These expanded activities will be monitored by district and school-based staff for effectiveness and accountability to the plan.

In addition to our data analysis, the state of Florida uses two methods for identification of “struggling” schools.  The first designation requiring state oversight by a Regional Differentiated Accountability team is referred to as Turnaround Schools.  This designation is defined by Florida Department of Education based on school grades issued over the previous three years. The following Pinellas County Schools are in their first year of implementation of a hybrid turnaround plan:  Azalea Middle, Campbell Park Elementary, Fairmount Park Elementary, Gulfport Elementary, High Point Elementary, John Hopkins Middle, Lakewood Elementary and Melrose Elementary.  As schools are added and/or removed from state oversight, the district maintains its commitment to provide retention/recruitment bonuses, additional time, wraparound services, and district supports to ensure stability in these schools.

A second designation from the Florida Department of Education is defined as the lowest 300 elementary schools in the state based on ELA-Reading proficiency rates using the FSA achievement measures.  These identified schools are receiving one hour of additional, intensive reading instruction per day.  Pinellas County already provides an additional 30 minutes of reading instruction daily.  The following elementary schools will continue to increase their school day by at least an additional 30 minutes so as to deliver an hour of intensive reading instruction daily:  Bear Creek Elementary, Campbell Park Elementary, Fairmount Park Elementary, Gulfport Elementary, High Point Elementary, Lakewood Elementary, Maximo Elementary, Melrose Elementary, Mildred Helms Elementary, Ponce de Leon Elementary, Sandy Lane Elementary, and Woodlawn Elementary.  This is a reduction of schools falling into this category from 15 in 2015-16 to 12 for 2016-17.  Also of note, there are five schools that came off this list from last year, while adding two new schools for the new total of 12.  The district will maintain its commitment to continue additional supports to all 15 of these targeted schools.

In response to the low achievement scores in these identified schools, district improvement initiatives have been put into place to continue to positively impact these trends.  The following actions are planned for the implementation process for 2016-17:

• Provide debriefing meetings with individual principals and district leadership to review data and to review components within their School Improvement Plans;

• Differentiate staffing models including both instructional, non-instructional, and support staff;

• Differentiate allocation of funds at both the district and school levels to support improvement efforts with a focus on increasing the extended learning opportunities beyond the school day;

• Implement specific research-based intervention programs with fidelity in each school site;

• Implement a curriculum vetting process to examine supplemental reading and math programs with proven success rates with minority children;

• Expand professional development opportunities for all staff members focused on the implementation of the identified interventions as well as school-wide behavior strategies;

• Protect hiring practices to ensure highly qualified teaching staff are in place;

• Replace teachers and administrators who have not shown a strong record of student performance increases;

• Expand pool of teachers and administrators who have strong turnaround competencies;

• Increase monitoring practices at both district and school levels;

• Expand opportunities for students to attend Summer Bridge academic programs;

• Expand opportunities for students to take home computers for academic practice and engagement before, during, and after school (Beyond the Classroom Initiative);

• Continue to provide professional development to both principals and assistant principals using the Early Warning Reports for elementary, middle, and high schools with monitoring systems for black/non-black students;

• Utilize the automated report after each grading period to inform course failures disaggregated for black/non-black students and by school and shared with school and district leadership for intentional progress monitoring;

• Continue to increase representation of black students enrolled in higher level courses such as Algebra I, Geometry, Advanced Math, and English Honors at the middle school level and gifted/talented programs at the elementary level;

• Continue to increase the number of family academic engagement opportunities provided by schools with district monitoring processes;

• Continue to monitor progress of black students for placement into intervention/credit recovery programs as soon as needed;

• Continue to expand participation of black students in STEM clubs and other enrichment activities;

• Screen all students in the Transformation Zone for gifted services;

• Continue to pay for all 8^th, 9^th, and 10^th grade PSAT exams regardless of need;

• Offer administration of the ACT and SAT during the school year for 2016-17;

• Expand AVID elementary sites to 15 schools.

Transformation Zone

In addition to the above supports, the district has created a dedicated team to monitor and support growth in our lowest performing schools.  The district has hired a Director of School Transformation and Transformation Zone staff to provide a greater degree of oversight and innovative solutions to include the following:

• Differentiated staffing models to support schools as needed;

• Additional wraparound services to support students as needed;

• Dedicated training around teaching strategies, school culture and parent engagement;

• Updated data systems to provide student progress data in real-time;

• On-site monitoring and coaching from the Transformation Zone Team.

The Transformation Zone is an extension of the district supports put in place through the Scale Up for Success Initiative.  The initiative was put in place formally in 2014 in our five neediest elementary schools and was aimed at increasing student achievement through a multi-pronged approach.

Rooted in the 5Essentials framework for school reform, the following goals were established to provide the district with evidence of best practices in those schools.

Scale Up for Success/Program Goals

• Immediate:  Building the capacity and effectiveness of school leaders and instructional staff to increase student achievement at each of the five Scale Up schools

• Long-term:  Transference of best practices in the five Scale Up schools to other school sites in the district in support of a widespread increase in student achievement

 Scale Up Schools/ Progress/Highlights from 2016 Data

•  In Grade 3 ELA, four out of the five Scale Up schools saw increased proficiency rates.

• In Grade 4 ELA, four out of the five Scale Up schools saw increased proficiency rates.

• In Grade 5 ELA, three out of the five Scale Up schools saw increased proficiency rates.

• In Grade 3 Math, all five Scale Up schools saw increased proficiency rates.  The largest increase was at Melrose Elementary School, 11% to 31% proficient.

• In Grade 4 Math, four out of the five schools saw increased proficiency rates.  The largest increase was at Lakewood Elementary School, 14% to 34%. Lakewood also had the highest proficiency rate among the five schools.

• In Grade 5 Math, four out of the five schools saw increased proficiency rates.  The largest increase was at Maximo Elementary School, 12% to 35%.  Maximo also had the highest proficiency rate among the five schools and showed the most overall growth among the five schools.

Transformation Zone/Progress/Highlights from 2016 Data

When considering all seven of the schools in the Transformation Zone:

• All 7 schools ranked in the 74^th percentile and above for growth in OVERALL math and ELA proficiency among all elementary schools in Florida.

• All 7 schools ranked in the 74^th percentile and above for growth in math proficiency among all elementary schools in Florida (1,725 traditional elementary schools took part in FSA Math).

• 4 of the 7 schools ranked in the 90^th percentile and above for growth in math proficiency among all elementary schools.

• All 7 schools ranked in the 73rd percentile and above for growth in ELA proficiency among all elementary schools in Florida (1,660 traditional elementary schools took part in the FSA ELA).

•  3 of the 7 schools ranked in the 90^th percentile and above for growth in ELA proficiency among all elementary schools.

• 5 of the 7 schools improved a letter grade and two schools (Maximo Elementary and Sandy Lane Elementary) improved TWO letter grades from an F to a C.
• 4 of the 7 schools showed impressive learning gains among their most struggling readers, with more than 50% of those readers making gains on the FSA ELA test from 2015 to 2016.  Two schools (Lakewood Elementary and Campbell Park Elementary) ranked among the top 10 elementary schools in Pinellas County (out of more than 70 schools) for growth among their lowest quartile readers.

Supporting Data

• 2013-2016 FSA ELA-Math Proficiency Charts
  

• 2013-2016 data report for ELA-Reading, by school
  

• 2013-2016 data report for Math, by school
  

• 2016 – PCS School Grades Cell Data
  

• 2016 – Transformation Zone Academic Trends
  

• 2016 – Scale Up for Success – Final Year 2 Evaluation
  

Florida End of Course (EOC) Exams

EOC assessments are computer-based, criterion-referenced assessments that measure the Florida Standards (FS) or the Next Generation Sunshine State Standards (NGSSS) for specific courses, as outlined in their course descriptions.  In 2011, Algebra 1 (NGSSS) was the first course to undergo the implementation of a statewide EOC assessment.  Over the next few years, it was followed by Biology 1, Geometry, U.S. History, and Civics, all of which are aligned to the NGSSS.

Beginning in 2014-15, assessments aligned to the Florida Standards are replacing assessments aligned to the Next Generation Sunshine State Standards in mathematics and English language arts (formerly reading and writing).  More specifically, the Algebra 1 and Geometry NGSSS-aligned assessments are being replaced by FS-aligned assessments (Florida Standards Assessments, or FSA).  The NGSSS-aligned Algebra 1 will be administered through summer 2017 for the cohort of students who initially took the NGSSS course and have yet to pass the EOC assessment.  All students completing applicable Algebra 1 or Geometry courses in 2014-15 and beyond will take the FSA EOC Assessment.

The science and social studies NGSSS-aligned EOC assessments – Biology 1, Civics, and U.S. History – will continue to be administered for students completing applicable courses. 

As statewide assessment results are available for the 2013-14 school year, they will be posted here. Interactive reporting resources provide access to databases that allow users to generate reports for the state, districts, or schools.  More information about the assessments are provided on the FCAT 2.0, EOC Assessments pages.

College Readiness Exams ACT/SAT Scores 

The three-year trends for Pinellas County Schools’ Black students on the ACT and SAT tests indicate improved performance and a slight reduction in the Black/Non-Black gap on the SAT.  However, the stability of the scores is a positive sign with more students taking the assessments, especially the ACT tests.  Since 2006 when only 234 Pinellas Schools’ Black students took the ACT, there has been a 196% increase in the number of test-takers. 

The overall percentage of Pinellas County School ACT test-takers that are Black is slightly below the district’s Black student population.  In 2016, 17% of Pinellas County students taking the ACT were Black compared to 12% in 2006.

SAT and ACT scores become available from the College Board and ACT in September and are included in the supporting data below.

Supporting Data

ACT Trends 2016

SAT Trends 2016

Advanced Placement (AP) Exams

Graduation Rates

United States (US) Department of Education regulations require each state to calculate a four-year adjusted cohort rate, which includes standard diplomas but excludes GEDs, both regular and adult, and special diplomas.  Another difference in the new rate is that adult education transfers will count as non-graduates, rather than simply a transfer out of the cohort.  This new rate is referred to as the Federal Graduation Rate and the US Department of Education is adopting this calculation method in an effort to streamline graduation rate calculations to acquire uniform, accurate, and comparable rates across all states.  States began calculating the new graduation rate in 2010-11, and states were required to implement the federal graduation rate in determining school grades beginning in 2011-12.  District and school level federal graduation rate data disaggregated by race and gender is now available for the 2015-16 school year and is provided below.

We are providing a three-year (2013-14, 2014-15 and 2015-16) graduation rate comparison report.

Supporting data

District Federal Graduation Rate by Race and Gender 2013-14 to 2015-16

School Level Graduation Rates by Race and Gender 2015-16

Graduation Rate State and District 2015-16

School Improvement Plans

Each school is to include data relative to assignment of students by race to exceptional education programs, accelerated classes, countywide programs, AVID, and/or gifted programs, means and methods to achieve continuous improvement, and school-based staff responsible for implementation.  Individual schools selected the type of courses or programs to address in their SIP based on the programs and courses offered at the school.  Some schools may have addressed magnet or fundamental programs, while others addressed accelerated course participation or students assigned to exceptional student education programs.

Link to 2016-17 School Improvement Plans

Equitable Allocation of Resources

Through a variety of local, state, and federal funding sources such as Title I, schools with large populations of black students receive additional human and financial resources.  A detailed report of tiered support for 2016-17 school year was presented in the August 2016 report and will be included August 2017 report.

Quality of Education – Student Discipline (Behavior)

Suspension Report

The indicator of discipline required as a goal in the FDOE School Improvement Plan template is suspensions, both out-of-school and in-school suspensions.  Pinellas County Schools’ Assessment, Accountability, and Research (AAR) Department has developed yearly suspension reports since 2006.  A supplemental suspension report is compiled to specifically compare black and non-black students.  These reports are based on historically archived data on a date certain for each report.  The main report includes changes from the previous year and these reports are the most consistent and reliable suspension data available.  All the suspension reports are posted on the district AAR website and the links to all of the current and past year reports can be found with the supporting data below.

A detailed report was shared in the August 2016 report and will be included August 2017 report.

Supporting data

Suspension reports 2016

The Area Superintendent Offices have developed summary reports related to reassignments and expulsions.  Disaggregated data for the past five years by race was included in the August 2016 report and will be included in the August 2017 report.  The 2015-16 reports are provided below.

Supporting data

Reassignment and Expulsion Data 2015-16

Arrests

The Collaborative Interagency Agreement regarding Student Misconduct was initially drafted in January 2014 and ratified in May 2014.  In January, initial training was conducted in a joint meeting of all principals and their School Resource Officer (SRO).   School arrests were down 30% in 2014-15 from the year before.    

Since implementing the SRO agreement, arrests decreased 37% from 2012-13 to 2015-16.  Pinellas County ranks 2nd in Florida among large districts in the use of civil citations.  In 2015-16, 93% of all youth offenders received a civil citation and 94% of black offenders received a civil citation for school-based offenses.    

At the onset of this school year (August 2016), there were training/presentations with the School Resource Officers (SROs).  There was a full agenda including the Collaborative Agreement with a review of the main tenets and philosophy of the agreement, arrest trends, student interviews (ensuring parent notification) and community resources.   There were numerous presentations including Juvenile Arbitration/Direct Diversion, Teen Court, Dealing with the EBD Student, and school safety.  Campus Monitor training was also conducted with a focus on defining their responsibilities and enhancing de-escalation techniques and communication. 

During the first semester of this school year, there were Principal and Assistant Principal meetings, where there was considerable discussion regarding the Collaborative Agreement including a review of the main tenets and philosophy of the agreement, the arrest trends, student interviews (reminding them to contact the parent), Restorative Practices (pro-active), community resources, and school safety.  

As the school year has progressed, there have been two (2) more county-wide SRO meetings and one SRO Supervisors meeting.  There was continued presentations and interactive discussions regarding the Collaborative Agreement, arrest trends, student interviews (parent notification), Restorative Practice Programs, Teen Court, and school safety issues.  A Teen Court presentation was also provided to all the high school principals in a recent high school leadership meeting.  Another meeting of all the Principals, Assistant Principals, and their SRO’s is scheduled for May 2017.  

As a result of training and a continued focus on the Collaborative Agreement, school administrators and SROs have worked together to handle minor student misconduct at the school level using a variety of school-based sanctions and other alternatives, including referrals to diversionary programs and community-based programs.  Due to heightened awareness through continual training to ensure parent notification on student suspect interviews, we have not received any student interview forms.    School arrests (333) through the month of February 2017 are up by 13% when compared to the same time last year (287).  However, when you consider there has been two (2) more weeks of school this year and you subtract the thirty-nine (39) Violation of Probation (VOP) arrests due to the new Habitual Offender Monitoring Enforcement (HOME) unit, and law enforcement’s increased vigilance toward juveniles on probation, the number of arrests is fairly consistent.  When compared to the same time period in Feb. 2013, the year before we began the Collaborative Agreement, there were 535 arrests, or a 38% decrease this year.  

Supporting data

Arrest Data

School Improvement Plan (SIP)

As the MOU requires, each school is to include data on black student achievement relative to white and other students in general, strategies and interventions to improve black student achievement and school-based individuals responsible for implementation.  This requirement is communicated annually to all school principals during annual SIP technical assistance.  Beginning with the 2011-12 school year, SIP technical assistance and monitoring is coordinated through the district Assessment, Accountability, and Research (AAR) Department.  Positive Behavior Intervention and Supports (PBIS) plans are now incorporated into the SIP each school must identify two goals focused on behavior, one of which must include data on black student discipline relative to non-black students.

Supporting data

2016-2017 School Improvement and Behavior Plans

The School Improvement Plan development process for 2016-17 school year was detailed in the August 2016 report and will be included August 2017 report.

1. Data are used to identify disproportionality between the number of referrals and in- and out- of-school suspensions for Black and Non-Black students.
2. Goals are measureable, specific and observable.
3. Goals are designed to reduce or eliminate the gap between Black and non-Black students.
4. Specific strategies are designed to reduce or eliminate the gap between Black and non-Black students.

Positive Behavior Intervention and Support (PBIS) Plan Feedback

Schools were provided specific feedback via email and face-to-face feedback during school visits to address the problem-solving cycle, with focus on data for maintaining existing processes and identifying new priorities to support Black students.  The MTSS Specialists examined the effectiveness and fidelity of implementation of the PBIS (formerly School Wide Behavior Plan) plans compared to the changes in disproportionate exclusion data (outcome data on referrals and suspensions) of Black students.  Additional pertinent feedback includes support in helping schools to:

1.Determine whether strategies specifically address barriers which have been validated through research and local data

2.Identify and implement evidence-based strategies to reduce or eliminate the disproportionality in disciplinary exclusions – discussed more extensively in the next section.

Guiding Questions:

1. Do the strategies provide an explicit description of the procedures, practices and/or interventions to be used?
2. Do the strategies provide a clear definition of the settings and implementers who use the procedures, practices and/or interventions?
3. Do the strategies provide an identification of the population of individuals who are expected to benefit?
4. Do the strategies provide the specific outcomes expected?

3. Delineate a plan for monitoring effectiveness and fidelity of implementation including the use of the PBS Assessments such as monthly PBS monitoring, PBS Implementation Checklist (PIC) and current MTSS self-assessment to monitor and guide development and implementation, as well as establishing routine monitoring through observations, walk-throughs, informal surveys, interviews, etc., to provide ongoing feedback and support to staff and adjust as indicated by data.

 

4. Determine if goals and strategies revision and/or continuation is based on Response to Intervention (RtI) – What’s working?  For whom?  How do you know (data)?  Next steps?

District-Wide Implementation of Restorative Practices 

PCS Implementation Timeline for Restorative Practices:

A. Improving School Climate in PCS Schools

1.  In January 2014, the U.S. Department of Education Office for Civil Rights (OCR) and U.S. Department of Justice Civil Rights Division officials issued a Joint Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline.  The letter includes guidance to public elementary and secondary schools in meeting their obligations under federal law to administer student discipline without discriminating on the basis of race, color or national origin.

2.   MTSS specialists began to problem-solve around the disparate discipline in our district; also started to compile and index research on addressing disproportionate discipline in schools.

3. PCS identified by DOE as a Rethink Discipline District and invited to the White House to attend a day-long Rethink School Discipline conference (http://www.ed.gov/news/press-releases/educators-gather-white- house-rethink-school-discipline) on creating positive school climates and implementing effective discipline practices.

4. PCS debrief of the national convening and subsequent resources, resulted in the development of a plan to engage school leaders in district-level problem solving around the discipline gap.

5. Office of Accountability, Assessment & Research publishes a literature review consistent with national findings

6. PCS Discipline Disparity and School Discipline Consensus Report--Citing the #1 cause and correlate of discipline disparity as implicit bias; and that research demonstrates schools utilizing Restorative Practice (RP) models of discipline experienced reduction in exclusionary discipline practices (Gregory, Clawson, Davis, & Gerewitz, 2014).

2015-2016 School Year                                                                                                                                                     

1. MTSS specialists facilitated year-long, research-based examination with principals on the connection between individual factors such as implicit racial bias and mindsets and school discipline disparities.

2. Guidance

a. Implicit Association Test (IAT) - Harvard UniversityThe Discipline Disparities Research-to-Practice Collaborative

b. Indiana University Equity Project:

 

c. Addressing the Root Causes of Disparities in School Discipline

d. Rethink School Discipline: Resource Guide for Superintendent Action 

3. Culminating, area principal teams used a data informed process to examine disparities in school discipline and develop a plan of action to implement school-based interventions aimed at improving how student and adults interact with one another, thereby reducing exclusions in schools. Consistent across area plans was an identification of RP as a comprehensive whole-school approach to improve school climate which also showed promise for reducing racial disparities in discipline.

4. Late July, the district contracted with the International Institute for Restorative Practices (IIRP) to train 45 participants in the Introduction to Basic Restorative Practices. Included were four schools that would serve as a RP pilot schools – Azalea MS, Dunedin Highland MS, Gibbs HS, and Lealman Innovation Academy.

5. Pat Wright, Area 4 Superintendent, also facilitated year-long research-based examination with Executive Leadership (ELT) on the connection between individual factors such as implicit racial bias and mindsets and school discipline disparities.

B.  How will it be implemented?

1. District contracted with Center for Educational Leadership & Technology (CELT) to streamline priority district initiatives.  Strategic Oversight Project Committee was formed to oversee projects, implementation and related resources.

PBIS:  Improving Student Behavior was identified as the project to oversee improving school climate in PCS schools.

a. All schools will use the revised Multi‐Tiered System of Supports (MTSS) Implementation Guide to define the school‐based process for problem solving/MTSS.

b. Implementation of core interventions such as restorative practices, socio‐emotional learning (SEL) and other evidence‐based interventions that ensure all learners are benefiting in the educational environment and benefiting from the educational opportunities.

c. District-wide use of Restorative Practices (RP) to shift schools’ discipline practices to a more non‐punitive approach; ensure core practices are aimed at preventing conflict and misconduct by building relationships and a sense of community.

d. Overall reduction in the percentage of students receiving Office Discipline Referrals (ODR) and the percentage of in‐school and out‐of‐school suspensions.

e. Reduction in disparate gap between Black and Non‐Black students as determined by disproportionate discipline measures including risk rate, percent and ratio.

f. Increased use of the Schools Profile dashboard to monitor implementation and impact of core interventions and best practices on reducing disparity gaps among subgroups, guide decision‐making and inform next steps.

2. Perceptions Intervention Program (PIP):  connected with Dr. Okonofua of Stanford University to conduct mindset research in our district – mindsets are research-based factors that contribute to disparate discipline.  The research and intervention focused on shifting mindsets from punitive to empathic to help develop the impactful teacher-student relationships that improve student outcomes, which seemed a precursory and necessary step to ensure successful implementation of RP’s in PCS.

a. Administer a series of assessments to get an idea about the mindsets of principals and assistant principals around the profession and interactions with students.  The surveys will help to learn their personal perspectives on how to best navigate as principals, assistant principals/specialists, and the challenges they face, and how they would suggest that future school leaders navigate the profession.

b. Targeted audience:  principals/assistant principals, teachers and students.

c. Dr. Okonofua will return late spring to debrief w/school leaders.              

Note:  The Office of Elementary and Secondary Education (OESE), has ranked Dr. Okonofua’s PIP as        the #1 resource for Rethink Discipline districts and partners.

3.  Train principals and assistant principals on Introduction to Basic Restorative Practices.  Also connect assistant principals to an abbreviated version of school discipline disparities training.

4. All schools will implement Tier 3 Restorative Practices Reentry Process for students returning from OSS, DJJ and alternative placement.

6.  Pilot schools received Stage 1 of RP Whole-School Implementation Guide for Pilot Schools designed to provide support in determining school readiness.

7. Spring:  Twelve participants, from the initial IIRP training, will participate in IIRP Training of the Trainers (TOT) in March to be certified as district trainers of RP (3-day).  To create linkages between community RP practitioners, the district and school administrators, teachers and staff members, representatives from Juvenile Welfare Board (JWB) and St. Petersburg Police Department (SPPD).

8. Complete mindset work (PIP assessments) with PCS teachers.

9. Dr. Okonofua will return in May to speak with school and district leaders on the findings of PIP, discuss interventions, and next steps.

10. At each Area Meeting in May, review tentative implementation with principals and assistant principals.

11. Launch an Awareness Blitz to begin 6 weeks prior to the end of the school year that will include:  (1) an introductory video; (2) a prepared scripted presentation delivered by the principal that will provide more information on Restorative Practices to the entire school staff, (3) periodic media blasts via email, flyers, and correspondence of additional snippets of information and announcements about Restorative Justice to include upcoming training about Restorative Initiatives to build the awareness and anticipation.

12. RP trainers will meet with Professional Development to calendar summer trainings.

13. Schools identify RP implementation teams.

14. Training of the Trainers will begin offering summer PD on Introduction to Basic Restorative Practices.

15. Provide schools with guidance for determining school-based RP implementation teams.

16. Include ELT and Pinellas Classroom Teachers Association (PCTA) in the first group of individuals to be trained in Introduction to Basic Restorative Practices - including teacher-cohort.

Continuing the conversation, Pinellas County Schools has limited both the type of offenses that lead to suspension and the number of days a student can be suspended without district approval and has begun to infuse unique options including alternatives to suspension.  The district began a new practice in December of this year to limit the number of days of suspension to a maximum of five days for any one offense.  See monthly AAR report on school discipline.

Since school discipline is important in building positive school culture and climate that is both safe and productive, the MTSS Specialists often draw from the work of Sprick, Tobin, Vincent, and Sprague --among others-- to specifically guide our supports in helping schools to improve disciplinary conflicts and suspension.  The interventions identified in this section offer schools a more front-end proactive approach which moves beyond punishment to prevention and intervention.  Schools are supported in the use of data-driven, problem-solving to identify the disproportionate representation of black students in disciplinary incidents, and to identify which interventions are most effective in reducing, eliminating or preventing discipline discrepancies among these students.

The resources below are used in specific and face-to-face feedback and ongoing support to help effectively align best practices, monitor implementation efforts, and evaluate for intended outcomes.

Supporting Data

Evidence-Based Interventions

How to Make Classroom Timeouts More Effective

Focus-Attention Intervention

Disparity interventions

Check-in-Check-out

The Research

Gregory, A., Bell, J., & Pollock, M., (2014). How educators can eradicate disparities in school discipline: A briefing paper on school-based interventions. Bloomington, IN: The Equity Project at Indiana University. Available at http://rtpcollaborative.indiana.edu/briefing-papers/

Sprick, R. (2009).CHAMPS. A Proactive & Positive Approach to Classroom Management.

Sprick, R., & Daniels, K. (2010).Managing student behavior. Principal Leadership, 11(1), 18-21.

Tobin, T. J., & Vincent, C. G. (2011). Strategies for preventing disproportionate exclusions of African

American students. Preventing School Failure: Alternative Education for Children and Youth, 55(4),

192-201.

Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support.

Vincent, C., Sprague, J., & Gau, J. M. (2012). The effectiveness of school-wide positive behavior support for reducing racially inequitable disciplinary exclusions in middle school.

Exceptional Student Education (ESE) Classes

Goal:  Reduce the Disparity of Black Students Being Found Eligible for Emotional Behavioral Disabilities

 Current Condition:  Pinellas County Schools has reduced the number of overall placements for Exceptional Student Education (ESE).  However, the number of black students identified remains disparate from the number of non-black students identified.  The disproportionality is largely found within the Emotional Behavioral Disability (EBD) designation.  The disproportionality of black and non-black students is represented by risk ratios.  The risk ratio for overall placement in ESE is 1.42 which means that black students are almost one and one half times as likely to be identified as an ESE student than non-black students.  The risk ratio for EBD eligibility is 4.15, which means that black students are four times more likely to be referred for EBD services.

Aspirational Goal:  Pinellas County Schools will reduce all ESE eligibilities for black students each year until it meets a risk ratio that is at or near 1.0.  The district will closely monitor its placements for EBD until the percentage is at or near the current enrollment of black students (18%) and the risk ratio drops each year by one-quarter (.25) until the ratio is at or near 1.0.

It has been determined that Pinellas County Schools has significant disproportionality in the representation of black students in the area of Emotional/Behavioral (EBD) eligibilities.  Review of our racial disparity over the past several years determined the district requires intervention in order to address inequity.  The district is required to conduct a review of policies, procedures and practices.  After careful review of current practices, the intensity of intervention and problem solving has been intentionally increased when teams are considering eligibility for an Emotional Behavioral Disability.

Focus:  ESE Eligibility Determination and Coordinated Early Intervention Services- Providing specific support to reduce disproportionality of black students being found eligible for an Emotional Behavioral Disability.

Action:  Record Review Process

• Action Step:  The ESE department will initiate a record review for transfer students with an EBD eligibility from outside of the district to determine most appropriate services in PCS.

• Action Step:  The ESE department will initiate a record review for all students with an EBD eligibility at their annual IEP meeting to determine most appropriate services in PCS.

• Action Step:  The ESE department will identify students with multiple eligibilities that include a primary EBD designation and initiate record reviews when applicable to determine most appropriate services; students may be recommended for reevaluation when deemed suitable to consider EBD as a secondary disability category or dismissal from EBD identification.

Reason, Data or Research Supporting Action Steps and Results to Date:

PCS data reviews to determine contributions to the disproportionality between black and non-black student eligibility in EBD revealed high incidences of transfer students to Pinellas County with EBD designations.  Additionally, discussion around the numbers of students with continued EBD eligibility resulted in process revisions at the school and district level to ensure best practices to decrease disproportionality and apply data-driven, decision-making for intervention/service delivery.  The ESE department aims to promote a system that effectively implements appropriate procedures for the identification and evaluation of students considered for emotional/behavioral disabilities and subsequent interventions and IEP development for students eligible to receive special education services when applicable.

Record Review Process has been developed and is being used. Implementation of process for records review has resulted in:

• # Transfer Student Record Reviews in process:  36

•  # Students with EBD Eligibility plus a Second Eligibility:  452

•  # Student Record Reviews:  109 (as of 2/28/2017)

•  # Students with Revised Eligibilities:  18 (out of 109 reviews)

•  # Students Dismissed from EBD:  4 (out of 109 reviews)

•  # Record reviews in process:  87 (as of 2/28/2017)

Action:  Behavioral Supports and Early Intervening Services, and EBD Identification Process

• Action Step:  Provide intensive supports from district personnel to ensure interventions are being implemented for black students who received evaluation consent at the end of the prior school year.

• Action Step:  Provide intensive and intentional early intervening services, using district resources, prior to EBD identification.

• Action Step:  A District Coordinated Early Intervening Services (CEIS) Behavior Specialist will provide intensive behavior support to students under consideration for EBD with a focus in high minority schools.

• Action Step:  A District Behavior Specialist will provide intensive behavior support to students under consideration for EBD with a focus on all schools.

 Reason, Data or Research Supporting the Action Steps and Results to Date:

PCS has implemented an intensive process to address disproportionality of black students being found eligible for EBD.  There were several carry-over students from the 2015-2016 school year.  We wanted to ensure appropriate intervention has been implemented with fidelity for these students since they do not fall under this year’s more intensive process. We have put in place a district behavior specialist specifically to support early intervening services.  An intensive process has been revised and implemented this school year to ensure behavioral support is provided prior to teams even considering an evaluation for an emotional behavioral disability.  This new way of work emphasizes the critical need to establish high quality general education intervention procedures that are implemented with fidelity prior to suspecting a disability.  Well-delivered, scientific, research-based interventions of reasonable intensity and duration are expected to be implemented with support.

Data Specific to these Action Steps:

• CEIS District Behavior Specialist has supported 36 students at 11 high minority schools

• Out of the 36 students supported, 26 were black (72%) and 10 were non-black (28%)

• ESE District Behavior Specialists have supported 33 students at 31 schools

• Out of the 33 students supported, 17 were black (52%) and 16 were non-black (48%)

• New eligibilities (Aug – Jan):  10 Black/7 Non-Black (17 Total New Eligibilities)

• Action Step:  Provide professional development to behavior specialists in high minority schools that includes the utilization of student-specific interventions, including cultural components that can be included in the student’s positive behavior intervention plan.

• Results:  Monthly professional development completed to date.

 Action: Behavioral Supports and Early Intervening Services, and EBD Identification Process

• Action Step:  Pilot a model for Collaborative and Proactive Solutions (CPS), literacy instruction, and social-emotional learning at one elementary school as a potential model for other schools to follow.

Reason, Data or Research Supporting the Action Steps and Results to Date:

• Ridgecrest Elementary School was chosen for this pilot because in 2014-2015 school year, the school had a high incidence of minority students identified as EBD.  The Ridgecrest pilot was developed to serve as a means to address indicators that affect equity and access in the general education environment.  The research-based behavioral intervention chosen is, The Collaborative and Proactive Solutions (CPS) approach developed by Dr. Ross Greene.  School-based team has been trained and is implementing CPS.  The research-based academic intervention chosen was Independent Reading Level Assessment (IRLA) Framework.  28.5% of students assessed in August 2016 were at the proficient level in IRLA, 50.7% of students assessed in February 2017 are at the proficient level in IRLA.  The social-emotional curriculum chosen is Strong Kids.  Professional development has been completed with school-based team, all staff members and administrators.

Supporting data

EBD 2010-17 Comparison Graphs

EBD Eligibility 2013-17

EBD Black/Non-Black 2010-17

Gifted Education

Gifted department initiatives continue to focus on providing students from underrepresented populations the opportunity for increased access to services as well as gifted education best practices.

District Gifted Enrollment

The percentage of black students identified as gifted has shown a slight increase in 2016-17.

(Ethnic data by Special Ethnic Code: Black/NonBlack.  Data Source:  ESO35, Focus Advanced Report, Gifted Student Data Report) 

The Centers are magnet programs and require application as per the processes outlined for District Application Programs.  The Centers offer full-time gifted service through self-contained classes.  In 2016-17, 8% of black gifted students in grades 1-5 (25/305) are enrolled at Ridgecrest. 31% of gifted black students in grades 6-8, are enrolled in the three Middle School Centers for Gifted Studies:  Dunedin Highland CGS, Morgan Fitzgerald CGS, and Thurgood Marshall CGS.

Talent Development Programs

Beginning in 2013-14, gifted teachers in elementary Title 1 schools added talent development as part of their job responsibility.  The expectation is that the gifted/talented teacher will provide creativity exercises in general education classes and identify students in the top 10% to participate in talent development groups.  In 2016-17, over 40 schools employed talent development to reach students beyond just those identified as gifted.  The number of students reported in first semester was 1148.  29% (329) of the students participating were black.  This is an increase over 2015-16, when 25% (271) of the students served were black.

Schoolwide Enrichment Model (SEM)

A cohort of elementary schools continue to implement the Schoolwide Enrichment Model (SEM) and Enrichment Clusters (Renzulli & Reis).  The basic premise of Enrichment Clusters is to engage students in personalized learning by providing the opportunity to work in an area of their interest during a 6-8 week period.  Dr. Renzulli's philosophy, "A rising tide lifts all ships", puts the gifted education practices in place for all participating students.  In 2016-17, several new schools began implementing aspects of the Schoolwide Enrichment Model:  North Shore, Eisenhower, Southern Oak, and Walsingham.  Teachers and administrators from North Shore and Southern Oak will attend training on SEM at the University of Connecticut in July 2017.

Increased access to gifted screening

In 2016-17, the district committed to universal screening to increase accessibility to gifted services.  While gifted screening is available to any student nominated by a teacher or parent, the concept of universal screening is to make it available to all students in a particular grade level. 

The initial plan was to screen one grade level at each elementary school using the Naglieri Nonverbal Assessment Test (NNAT). As described in the product literature, the NNAT “uses progressive matrices to allow for a culturally neutral evaluation of students’ nonverbal reasoning and general problem-solving ability, regardless of the individual primary language, education, culture, or socioeconomic background."

Second grade was the target grade level, however, the grade level varied if the school had already screened students currently in second grade. In the Transformation Zone schools, the plan was extended to screen all of the students in the school.   NNAT administration began late in the fall and has just recently been completed. Students scoring at or above the 90^th percentile will be recommended for further gifted evaluation that will include an intellectual assessment administered by a school psychologist.  Preliminary screening data should be available at the end of the school year.

Increased Access to Gifted Services – Plan B

Plan B refers to a district-developed plan used to increase the identification of students from underrepresented populations, specifically ESOL or economically disadvantaged students. It allows districts to determine the criteria for gifted eligibility for students in this group.  A Pinellas Plan B proposal was submitted to the Department of Education for approval in October as part of the Special Policies and Procedures (SP&P) revision.  It is expected that the plan will be approved by DOE in April and once that occurs, it will be submitted to the Pinellas School Board for approval.  It is expected that this initiative will result in an increase in ESOL, economically disadvantaged, and black students being identified as gifted.

AVID is and has been in place at 16 high schools and 19 middle schools for several years.  The Advanced Studies & Academic Excellence staff strives to continually improve the fidelity to the AVID expectations for providing students, who are underrepresented at the college level, with the opportunity to access a more rigorous course load in order to provide them with the greatest variety of post-secondary options.  The mission of AVID is and will remain preparing students in the academic middle to gain the academic independence necessary to be successful in the post-secondary setting, with a focus on the underrepresented subgroups (minority, low income, first generation college, unique circumstances that put a student at risk to discontinue their education).

As we recruit secondary students to take the AVID elective and schedule students for the upcoming school year, the expectation is clear to students who demonstrated interest in participating in the AVID program, as well as teachers, counselors, administrators, that all AVID students must be scheduled into courses of rigor to the greatest extent possible, without compromising their ability to be successful in those courses.  Intentional recruitment of black students in the academic middle who have not previously accessed rigorous courses is evident when reviewing the enrollment over the past several years. 

While the AVID program has seen growth for several consecutive years, the enrollment was consistent from 2015-16 to 2016-17, maintaining an overrepresentation of black students as compared to the breakdown of our total school population.  When comparing AVID Elective enrollment numbers over the last year, you will see 4276 students in 2015-16 (18.9%) as compared to 4285 students in 2016-17 and 1030 black students (24.1%) in 2015-16 compared to 1041 black students (24.3%) in 2016-17. 

AVID Elementary was initially established in Pinellas County at five schools in 2012-13. The process for schools to become an AVID Elementary site is one of self-identification based on their interest in the professional development and the use of AVID methodologies in all classrooms at selected grade levels including at least 4^th & 5^th grade.  Interested schools invite the AVID Elementary District Director to provide an overview of AVID Elementary for the staff and then the staff makes a collective decision whether to implement the program.  When deciding to become an AVID Elementary site, principals commit to use of school-based funds to provide training opportunities and meet training requirements for their staff, while the district pays the membership fees.  As we established the Transformation Zone (TZ) in 2016-17, the two existing AVID Elementary schools that are also TZ schools turned their focus to the schoolwide changes in curriculum and professional development demands associated with these changes.  While the principals have the option to choose to bring the program back at a future time when it best meets the needs of their school, they will not continue with AVID in 2017-18. 

As the interest in the structure of AVID Elementary broadens, we do anticipate continued growth in the future.  Two schools will add AVID Elementary next year – Lealman & Sawgrass Lake.  Frontier is using 2017-18 as a planning year and will become an official AVID site in 2018-19.  The complete list of 2017-18 AVID Elementary schools is listed below for your reference:

Azalea, Bear Creek, Blanton, Dunedin, Garrison Jones, Kings Highway, Lealman, New Heights, Pinellas Central, Ponce de Leon, Sandy Lane, Sawgrass Lake, Seventy-fourth Street, Starkey, Woodlawn.

Supporting Data

AVID Ethnicity

AVID Enrollment 4-year Summary

Analysis of black and non-black enrollment in several types of advanced and accelerated courses is provided below.

At the high school level, the course enrollment analysis includes:

• Dual enrollment (DE) courses, which are courses that earn both high school and college credit if the student achieves a C or higher for the final grade – students must have qualifying test scores and a qualifying GPA in order to participate in dual enrollment (accelerated)

• Advanced Placement (AP) courses, which are courses that require the AP exam in May and have potential to articulate to college credit if the student earns a 3 or higher on the exam (accelerated)

• DE and AP courses combined to represent the college level course enrollment (accelerated)

• Honors classes, which are taken for high school credit and are college preparatory (advanced)

At the middle school level, the course enrollment analysis includes:

• Honors courses, which are taken for high school credit and are college preparatory (accelerated)

• Algebra courses that result in completing the Algebra I graduation requirement while in middle school (accelerated)

• Middle school advanced courses, which are middle school courses taken in preparation for a high school college preparatory focus (advanced)

Supporting Data

High School Comparison Data

Middle School Comparison Data

This data shows black and nonblack student enrollment for DE, AP, DE & AP combined, high school honors enrollment, middle school Algebra enrollment, middle school honors enrollment, and middle school advanced enrollment.

This data is the best indicator of PCS’s efforts to have equitable participation in accelerated coursework.  Increasing participation in AVID and improving the fidelity to the AVID program requirement for all AVID students to be scheduled into the most rigorous courses available has proven to make a difference in the enrollment numbers as you will see throughout this section of the report.  As such, increasing participation in AVID has been an instrumental tool for increasing participation of underrepresented students in the advanced and accelerated courses.  This becomes more obvious when you compare the trends in AVID enrollment and advanced/accelerated course enrollment at the high school and middle school levels.  Consider the table below as you review the data related to middle and high school student participation in advanced and accelerated courses.

High School Accelerated (AP and DE) and Advanced (Honors) Course Participation Analysis:

• While the number of students taking AP courses increased by 9.0%,the number of black students taking AP courses increased by 15.2%, thereby increasing the percentage of black AP students from 11.1% to 11.8%.  Likewise, the number of AP courses that are taken by black students increased from 10.0% to 10.5%.  Overall the four-year trend shows a continuous decrease in the gap between black and nonblack students accessing AP courses.

• While the number of students taking DE courses increased by 9.7% from 2196 students to 2410 students, the number of black students accessing dual enrollment courses increased by 46.0%, thereby increasing the percentage of black dual enrollment students from 11.5% to 15.3%.  Black students now account for 10.0% of the dual enrollment classes taken, whereas last year they represented only 7.3% of the total DE course enrollments.  Overall the three year trend shows a continuous decrease in the gap between black and nonblack students accessing DE courses.

• When considering DE and AP combined (access to college level courses), the five-year trend demonstrates a continuous increase in both the number and percentage of unique black students as well as the number and percentage of enrollments for the black student group.  There is also a continuous decrease in the gap between black and nonblack students accessing college level courses.

• The number of students taking Honors courses at the high school level increased by 3.8%, while the number of black students taking Honors courses at the high school level increased by 7.4%, thereby increasing the percentage of black Honors students from 15.7% to 16.2%.  Likewise, the number of Honors courses that are taken by black students increased from 14.2% to 15.0%.  Again, the four- year trend shows a continuous decrease in the gap between black and nonblack students enrolling in Honors courses.

Middle School Accelerated (HS Honors courses) and Advanced (M/J Advanced courses)

• Enrollment in Algebra I in middle school increased by 7.8% overall, while enrollment by black students showed an increase of 6.9%.  This resulted in a very slight increase in the gap between black and nonblack students taking Algebra 1 in middle school, with black students representing 12.5% of all Algebra 1 middle school students in 2015-16 and 12.4% in 2016-17.  This is the first year since the change in Algebra offerings at middle school that we have seen a slight decline.

• While the overall number of students taking HS Honors courses increased by 21.0%, the number of black students taking HS Honors courses increased by 6.4%, resulting in the percentage of students taking these classes who are black decreasing from 10.5% in 2015-16 to 9.3% in 2016-17.  Similarly the number of enrollments in HS Honors students increased by 7.7% while this same measure for black students decreased by 3.0%

• The number of students who are taking M/J Advanced courses decreased by 6.4% from a year ago, with the percentage of black students taking these courses decreasing from 16.2% to 14.8% in comparison to a year ago. Total enrollment in M/J Advanced courses declined by 5.0% during this time period while black representation in M/J Advanced courses decreased from 16.0% to 14.7%.

 In addition to increasing the frequency of our collaboration with middle schools to insure their AVID recruitment efforts are intentionally incorporating underrepresented students, we are also adding summer online supplemental instruction options which allow for students to move up a level from traditional to M/J advanced as they progress from 6^th to 7^th grade.  This will be in place for the first time in Summer 2017 and it is out intent to use this option to increase access to advanced and accelerated course options, particularly since the scheduling of 6^th grade students is so heavily grounded in their assessment data.  The recommended students to target for these options were selected by our staff based on cycle assessment data with the intentionality of finding the highest performers within the black subgroup to invite them to participate.  We are asking schools to couple that with inviting the selected students to enroll in AVID for the upcoming school year to support their continued success in advanced courses.

Administrative Staff Assignment and Faculty

The district is committed to the continued support of minority administrative staff assignments at all school levels, in central administration, and in the general geographic apportionment that are at least as equitable as levels that existed in the 1998-1999 school year.

In the area of administrators in all school types, such as elementary, middle, high, ESE, and vocational settings, we continue to make great strides.  As shown on the graph we currently have 23.08% of all administrators identified as black.  This is in comparison to 15.54% in the 1998-1999 school year.  We actively recruit teacher leaders through our aspiring leaders program in addition to actively recruiting out-of-district for leadership positions.  We have increased our level of communications throughout the district with Professional Development’s monthly “Chalk Talk” newsletter and through the district’s Office of Strategic Communications.  As a result of our active recruiting, we have increased the number and quality of our participants in our leadership preparation programs such as “A Prep” and Level II Principal Certification Program. 

In the area of administrators in all site types, such as Administration Building, Walter Pownall Service Center, countywide positions and area offices, we continue to make great strides as well.  As shown on the graph we currently have 16% of all administrators identified as black.  This is in comparison to 6.71% in the 1998-1999 school year.  The district’s Human Resources Division, including the Professional Development department, continue to implement best practices in providing leadership opportunities at the central administration level.  We are currently looking at developing a program to introduce site-based and school-based administrators who would like to intern and seek experience at the central administration level in order to move into such positions when such an opportunity becomes available.  We also actively recruit outside the district in order to keep a balanced quality of internal and external candidates.

The district is also committed to the continued support of minority instructional staff assignments at all school levels and in the general geographic apportionment.  The district will maintain a “critical shortage” designation of black teachers so long as the percentage of black students within the district is two or more points higher than the percentage of black teachers.

In the area of classroom instructors, we are making strides to reach a percentage that matches the student population.  As shown on the graph we currently have 11.07% of all classroom instructors identified as black.  This is in comparison to 8.14% in the 1998-1999 school year, however this is approximately 4% higher than a year ago.  We continue to refine our strategies in order to secure the best black candidates for our vacant teaching positions.  We recruit in-state and out-of-state for critical need candidates, which includes minorities, as we develop our relationships with colleges and universities across the country.  In addition, our focus when working with the historically black colleges and universities is to compete with other Florida districts for a limited number of minority candidates.  We also offer advanced contracts with our teacher internship programs and on recruiting trips.  We are entering our fourth year of Pinellas County School District’s Job Fair whereby we interview and hire candidates on the spot in early June, which coincides with our Open Hiring period.
 
This year an Assistant Director was hired to work with both the Human Resources department and Professional Development department to work solely with our “Transformation Zone” schools (Campbell Park, Fairmount Park, Lakewood, Maximo, Melrose, Sandy Lane and High Point Elementary Schools and Midtown Academy).  This initiative was implemented in order to assist with the recruitment, retention, and development of teachers in those schools.  Although some of these schools are seeing the same percentage of teacher turnover, many of them have reduced that turnover rate significantly. 

We also have recreated a recruitment team that focuses solely on recruitment, with a specific position created to focus on minority hires.  This three person team will lead the efforts that we have implemented as well as work on implementing different strategies to focus on minority hires.
 
In the area of non-classroom instructors, we see similar levels of black vs. non-black this year in regards to the 1998–1999 school year levels.  As shown on the graph we currently have 7.93% of all non-classroom instructors identified as black.  This is in comparison to 8.14% in the 1998-1999 school year.  We continue to heavily recruit candidates such as guidance counselors, school psychologists, social workers, and the like through internship programs and direct contact with specific departments at various colleges and universities including the historically black colleges and universities.

Supporting Data

HR Comparison by Race

District Monitoring and Advisory Committee (DMAC)

DMAC has met monthly since the start of the 2016-2017 school year and has had a quorum represented in the majority of the meetings held.  As there are several new members to the committee this year, training has been held to go over the purpose and expectation of DMAC.  Members understand the task placed before them as they monitor the implementation of the Memorandums of Understanding.  The year has been spent on reviewing the data and hearing from various district representatives.