20092009--2014 M2014 M--DCPS Strategic DCPS Strategic FrameworkFrameworkM DCPS i f d i l l St d t A hi tM-DCPS is focused on a singular goal: Student Achievement

Each student succeeds as measured by:1. Graduating2. Having a post-secondary plan3 Demonstrating age/grade level appropriate knowledge mastery

EducationThis pillar supports activities and functions

Student, Parent and Community Engagement

3. Demonstrating age/grade level appropriate knowledge mastery4. Successfully entering the higher education arena and/or workforce

p ppleading to an educational experience that fosters individual excellence in a collaborative environment leading to

responsible citizenship, globalawareness and lifelong

and Community EngagementThis pillar supports activities and functions which enhance student, parent, and community understanding, awareness, and

St d t awareness, and lifelonglearning.

Financial School/District

support for our schools and District.

Student Achievement:

Preparing for Success in the Third MillenniumFinancial

Efficiency/StabilityThis pillar supports activities and functions that ensure effective and ethical b i ti d t d hi

School/District Leadership

This pillar supports activities and functions which enhance talent

it t d t l d hi

the Third Millennium

business operations, sound stewardship of resources, and responsible budget management.

recruitment and management, leadership development and effective and ethical governance.

School Board Members Dr. Solomon C. Stinson, Chair

Perla Tabares Hantman, Vice Chair Agustin J. Barrera

Reneir Diaz de la Portilla Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway

Dr. Martin Karp Ana Rivas Logan Dr. Marta Pérez

Eboni Finley, Student Advisor

Superintendent of Schools Alberto M. Carvalho

M SIAMI-DADE COUNTY PUBLIC SCHOOLgiving our s tuden ts the w orld

TABLE OF CONTENTS

Message from the School Board Chair....................................1 Message from the Superintendent ..........................................3 District Profile ..........................................................................5 Strategic Planning Process......................................................7 District’s Vision, Mission, and Core Values..............................9 District Goal ........................................................................... 11 Strategic Framework..............................................................13 2009-10 Initiatives .................................................................14 Millennial Access Platforms (MAPS) .................................... 15 Appendix Direct Reports to the Superintendent ............................ A 2009-2014 Strategic Plan Survey Results ..................... B Selected Research ........................................................ C 2009-10 Initiative Summaries ........................................D

1

MESSAGE FROM THE SCHOOL BOARD CHAIR

The 2009-2014 District Strategic Plan focuses the efforts

of this organization on one goal which is “Student

Achievement: Preparing for Success in the Third

Millennium”. This in effect translates to each student

striving for academic success both personally and

civically; by demonstrating age/grade level appropriate

knowledge mastery; having a post-secondary plan;

graduating and successfully entering the workforce or

higher education.

The School Board of Miami-Dade County, Florida

adopted the 2009-2014 District Strategic Plan which is the foundation to which all

activities and resources can be aligned to achieve the District’s mission of providing

the highest quality education to our students. The plan incorporates district-wide

efforts in making students more competitive in the global market. Parental and teacher

involvement are critical to the success of the District’s Strategic Plan.

As Board Chair and on behalf of the School Board of Miami-Dade County, Florida, I

take this opportunity to thank all of the stakeholders who have participated in the

development of this plan. The collective efforts of all parties involved in making our

students marketable are our goal. We are committed to providing a superior education

to every student that enters the doors of Miami-Dade County Public Schools.

Dr. Solomon C. Stinson Chair

2

3

MESSAGE FROM THE SUPERINTENDENT

The 2009-2014 Miami-Dade County Public Schools’ Strategic Framework represents a departure from previous planning efforts. This Strategic Framework, created with the help and input of a broad range of stakeholders, focuses on a singular goal of “Student Achievement” and will serve as a living document which will be used to drive the important work of public education forward as we transition to third millennium educational platforms. While the initiatives and strategies outlined in this framework may be amended over time, the singular goal of “Student Achievement: Preparing for Success in the Third Millennium” will never be compromised. There are Four Pillars that will support our goal of “Student

Achievement,” and first among these is Student, Parent, and Community Engagement. The work that will occur within this Pillar, as well as the Education; School/District Leadership; and Financial Efficiency/Stability Pillars will be aligned directly to improving the academic outcomes for our students.

This document represents a major step forward into the future and a recognition that what happens in the classroom must be linked to the dreams and aspirations that students have for themselves. As educators, we must broaden the concept of what is relevant to students by exposing them to what matters to the rest of the world, by informing them of what is required to succeed, and by doing so in a manner which excites and engages them. As a community, we must join together in support of children, helping them to learn not only how to be students, but also how to be responsible citizens of the world. To meet this challenge, particularly in uncertain economic times, we must be adaptable, innovative, and able to respond both to opportunities and challenges. Aligning our decision-making processes within this Strategic Framework will facilitate just such a paradigm shift.

I am grateful to all those that contributed to this work and I am proud of the partnerships that have been formed in service to our students and our schools. Together we will achieve our vision of educational excellence for each child.

Alberto M. Carvalho Superintendent

4

5

DISTRICT PROFILE 2008-2009

General information1 Number of schools: 415 Number of students: 345,150 Annual budget $5,542,364,940 Personnel Total full-time staff: 38,819 Total teachers: 21,260 Average years teaching2: 11 Salary: $50,262 Average teacher's salary excluding fringe benefits (salary for ten months) Student membership1 Including Charter Schools Number of students by ethnicity: Hispanic: 215,896 Black non-hispanic: 88,610 White non-hispanic: 31,457 Other: 9,187 Number of students by gender: Male: 177,177 Female: 167,973 Percentage of students receiving free/reduced price lunch1 Elementary: 72.2 K-8: 49.3 Middle: 68.0 Senior High: 53.8 Alternative: 60.9 District-wide: 63.4 Number of students in summer school (Summer 2005)1 Elementary: 3,109 K-8: 438 Middle: 1,232 Senior High: 2,400 Specialized Centers: 4,609 Total: 11,788

Charter Schools1

Number of schools: 75 Number of students: 23,942

Controlled choice schools1 Enhanced curricula focused on academic themes offered to parents residing within the six controlled choice attendance boundaries.

Number of schools: 14 Number of students: 7,451

Adult/Vocational centers3

Number of centers: 21 Number of students: 54,730

Exceptional Student Education (ESE) programs4

Number of students: 54,284 Gifted: 28,923 Other ESE: 25,361

English Language Learners (ELLs) programs1

Number of students: 50,859

Magnet programs1

Number of programs: 129 Number of students: 39,407

Enrollment in advanced level courses1

Enrollment in honors, dual enrollment, and advanced placement courses: 203,524 As a percent of total 9-12 student periods: 33.1

Number of students enrolled in vocational courses1

Grades 6-8: 18,068 Grades 9-12: 77,843

Sources: 1. Statistical Highlights 2008-09 – based on October 2008 Full Time Equivalent (FTE) calculations 2. Office of Assessment, Research and Data Analysis – based on October 2008 FTE calculations 3. Office of Adult/Vocational, Alternative and Community Education (November 2008) 4. Office of Assessment, Research and Data Analysis – based on February 2009 FTE calculations 5. Division of Bilingual Education and World Languages – based on October 2008 FTE calculations

6

7

STRATEGIC PLANNING PROCESS

The strategic planning process is an on-going, deep and meaningful function which continually focuses District activities and resources in support of student achievement.

Take Stock

Establish Framework To Support

Goal

Implement Supporting Strategies

Stakeholder Input

Define Strategic Direction and Goal

8

9

VISION

CORE VALUES

We are committed to provide educational excellence for all.

We provide the highest quality education so that all of our students are empowered to lead

productive and fulfilling lives as lifelong learners and responsible citizens.

Excellence We pursue the highest standards in academic achievement and organizational performance.

Integrity

We build positive relationships through honesty, respect and compassion, which enhance the self-

esteem, safety, and well-being of our students, families and staff.

Equity

We foster an environment that serves all students and aspires to eliminate the achievement gap.

Citizenship

We honor the diversity of our community by working as a team to ensure the educational

success of all our students and recognize the our obligations go beyond our professional

responsibilities to promote democratic principles.

10

11

ONE DISTRICT GOAL

Student Achievement: Preparing for Success in the

Third Millennium

Each student succeeds academically, personally, and civically as measured by:

1. demonstrating age/grade level appropriate knowledge mastery

2. having a post-secondary plan 3. graduating 4. successfully entering higher education arena and/or

the workforce

12

13

STR

ATEG

IC F

RA

MEW

OR

K

14

2009

-10

INIT

IATI

VES*

Stud

ent,

Pare

nt a

nd

Com

mun

ity

Enga

gem

ent

1.

Laun

ch A

lum

ni O

utre

ach

Plan

. 2.

In

crea

se P

aren

t and

C

omm

unity

Par

ticip

atio

n in

Adv

ocac

y Ef

fort

s.

3.

Expa

nd S

ervi

ce-L

earn

ing

proj

ects

to E

lem

enta

ry

and

Mid

dle

Scho

ol le

vels

. 4.

In

crea

se U

tiliz

atio

n of

Te

chno

logy

to E

ngag

e C

omm

unity

Mem

bers

.

Educ

atio

n

1.

Educ

atio

n Pl

an

2.

Mia

mi E

diso

n Ed

u-Pl

ex

3.

Succ

ess

Aca

dem

y 4.

C

ultu

ral L

itera

cy

Initi

ativ

es

5.

Link

s to

Lea

rnin

g 6.

Vi

rtua

l Sch

ool P

rogr

ams

7.

M-D

CPS

Prim

ary

Lear

ning

Cen

ter

8.

Blu

e La

kes

Aut

ism

A

cade

my

9.

Mul

tilin

gual

Edu

catio

n Pr

ogra

ms

10. P

rofe

ssio

nal

Dev

elop

men

t: Le

arni

ng

on th

e G

o

Scho

ol/D

istr

ict

Lead

ersh

ip

1.

Ever

ybod

y Te

ache

s 2.

Te

ach

For A

mer

ica

3.

En

terp

rise

Res

ourc

e Pl

anni

ng

(a

nd re

late

d pr

oces

s im

prov

emen

ts)

4.

Educ

ator

s in

Res

iden

ce

Fina

ncia

l Ef

ficie

ncy/

Sta

bilit

y

1.

Valu

e-ba

sed

budg

etin

g

2.

Impl

emen

tatio

n of

SA

P &

C

ogno

s 3.

R

educ

tion

of o

ur c

arbo

n fo

otpr

int

4.

Mov

emen

t to

self-

insu

red

plat

form

for h

ealth

in

sura

nce

* In

itiat

ives

sum

mar

ized

in a

ppen

dix

D

15

Mill

enni

al A

cces

s Pl

atfo

rms

(MA

PS)

APPENDIX A

SUPERINTENDENT DIRECT REPORTS

DIR

ECT

REP

OR

TS T

O T

HE

SU

PER

INTE

ND

ENT

OF

SCH

OO

LS

5 R

egio

n Su

perin

tend

ents

Chi

ef o

f Pol

ice

and

D

istri

ct S

ecur

ity

Adm

inis

trativ

e D

irect

or

Bus

ines

s S

ervi

ces,

Ac

coun

tabi

lity

and

Per

form

ance

Chi

ef F

acilit

ies

Offi

cer

Ass

ista

nt S

uper

inte

nden

t In

terg

over

nmen

tal A

ffairs

, G

rant

s A

dmin

istra

tion

and

Com

mun

ity S

ervi

ces

Ass

ista

nt S

uper

inte

nden

t D

iffer

entia

ted

Acc

ount

abili

ty

Chi

ef C

omm

unic

atio

ns

Offi

cer

Ass

ocia

te S

uper

inte

nden

t C

urric

ulum

and

Inst

ruct

ion

Ass

ocia

te S

uper

inte

nden

t an

d C

hief

Fin

anci

al O

ffice

r D

eput

y S

uper

inte

nden

t D

istri

ct/S

choo

l Ope

ratio

ns

Ass

ista

nt S

uper

inte

nden

t H

uman

Res

ourc

es,

Rec

ruitm

ent a

nd

Per

form

ance

Man

agem

ent

Sup

erin

tend

ent

of S

choo

ls

APPENDIX B

SURVEY

APPENDIX C

RESEARCH

The Four Pillars of Student Achievement Miami-Dade County Public Schools Strategic Plan

Student, Parent, and Community Engagement The Miami-Dade County Public Schools (M-DCPS) 2009-14 Strategic Plan considers Student, Parent, and Community Engagement as one of the four pillars supporting student achievement by enhancing student, parent, and community understanding, awareness, and support for the schools and the District. Research has shown a consistent, positive relationship between parents' engagement in their children's education and student outcomes such as higher academic achievement, and lower dropout and truancy rates. (Dauber & Epstein 1993; Epstein 2001; Grolnick, Benjet, Kurowski, & Apostoleris 1997). Epstein (2001) argued that family, school, and community are important "spheres of influence" on children's development and that a child's educational development is enhanced when these three environments work collaboratively toward shared goals. Schools should create greater "overlap" between the school, home, and community by implementing activities across six types of involvement. Specifically: 1) Parenting, 2) communication, 3) volunteering, 4) learning at home, 5) decision-making, and 6) collaboration with the community. The focus of further research is on two significant issues: Why parents do and do not get involved in their children's education and what role do schools and teachers play in creating parental involvement? Catsambis and Beveridge (2001) and Hoover-Dempsey and Sandler (1995, 1997) find that working-class families and families in which mothers work full-time tend to be less involved in their children's education. Also, parents of elementary school students tend to be more involved in their children's education than parents of older students. Dauber and Epstein (1993) found that school and teacher practices were the strongest predictors in getting parents and family members involved in students' education. Community engagement may be more a function of school willingness to engage those resources. Several studies reported that schools have a wide range of community resources available to them but the majority of schools do not reach out to them. (Sanders , 2001). Finally, research has shown that schools and teachers' attitudes, as well as family resources, can be important obstacles to parental and community involvement. One approach to overcoming these obstacles is to increase the degree to which teacher and principal training programs (formal and informal) cover the topic of the importance of parental involvement and how to facilitate it. (Sanders, 2001; Epstein & Saunders 2000; Grolnick & Slowiaczek, 1994). Financial Efficiency/Stability Miami-Dade County Public Schools relies on two main sources of funding provided by the state and allocated to school districts primarily based on student population and highly visible School Board levied property taxes. In addition, Federal funds are provided through various grant programs and Title I funds. The appropriate use of this funding is a key pillar of the District’s 2009-2014 Strategic Plan.

Financial efficiency, assuring that funds are spent wisely and financial stability, and assuring that funding can be maintained from one year to the next enable all personnel to focus on the purpose of the District, which is to promote the maximum levels of achievement for all students. According to Timothy A. Hacsi, in his book, “Children as Pawns: The Politics of Educational Reform,” (Hasci, 2002) there are two primary questions about school finance. The first is whether the “amount of money a school has in its budget affects student achievement” and secondly, “How much is required for an ‘adequate’ education?” He goes on to state that of course money matters because it is essential for schools to have funding, but the question that is not clear is how much is required for an adequate education. It is really the latter question that is the focus of much debate since hypothetically a district that spends only a few hundred dollars per student versus a district that spends tens of thousands of dollars per student would have vastly different outcomes. Another aspect of a district’s financial status is how it affects the relationship between School Boards, Superintendents, and the Communities they serve. When finances are not stable and real or perceived inefficiencies occur, the focus on student achievement is lost amidst the crumbling relations between these three entities. M-DCPS finances require careful stewardship in light of the difficult economic conditions facing the nation and the State of Florida. A report prepared by the Research Services group of M-DCPS examined how the economic downturn has led to cost cutting at schools across the nation (Research Services, Information Capsule 2008). This report catalogues many strategies being implemented by districts to reduce costs, and several of these are represented in this Strategic Plan. For example, districts are reducing spending on supplies and equipment, altering health insurance programs, cutting energy costs, reducing employee hours, fundraising, applying for grants, developing corporate support, and accepting corporate advertising. The two concepts of Return on Investment (ROI) and Values-Based Budgets included in the Strategic Plan are both supported and enabled by a stable financial environment. ROI is a management tool that examines the degree to which costs incurred in any activity are reflected in positive dollar outcomes exceeding those costs. This is accomplished through appropriate data collection and evaluation which enable the calculation of outcome minus costs. (Phillips, 1997). The Districts’ Strategic Plan objectives to reduce our carbon foot print and to decrease medical insurance costs are examples of efforts that can provide a measurable return on investment. Values-based budgeting grows out of a way to prioritize projects from the engineering and business world and is described by Merkhofer (1995) as multi-attribute utility analysis (MUA) which he says focuses on organizations “making decisions driven by the values of its citizens.” Referring to the work of Ralph Keeney who has promoted “Value Focused Thinking,” he says “that focusing on values leads to choices that produce more desirable consequences.” The MUA model for values-based budgeting consists of defining decision objectives, performance measures, and weights that determine the willingness (importance) of each objective. This process encourages out-of-the-box thinking and provides a consensus-based objective/budget. This approach would facilitate the Strategic Plans’ objectives of flexibility and transparency. Education Miami-Dade County Public Schools continuously develops new and creative initiatives for educating our students. The District’s educational plans are developed based on reviews of the existing research literature. Every year our educators examine a myriad of issues that impact education to come up with solutions. In the recent past, the effects of many factors that impact student performance have been examined, such as poverty (Blazer & Romanik, 2009), student

mobility (Froman, 2007), and class size (Romanik, 2003). Similarly, formal evaluations have assessed the effectiveness of M-DCPS programs impacting the areas of curriculum (Abella, 2007a; Arcia, 2009; Arcia, et al. 2007), support services (Abella, 2008), bilingual education (Shneyderman, 2007; Nichols-Lopez, 2008), and school reform (Abella, 2007b; Abella, 2007c; Abella, 2009; Sorhaindo & Urdegar, 2006), There is a constant effort to discern the best way to select (Blazer, 2009a), train (Blazer, 2005a), and motivate teachers and school administrators (Blazer, 2005b). In sum, the efforts to rethink the way education is provided are constant and include consideration of many innovative educational initiatives such as virtual schools (Blazer, 2009b), alternative pathways to diplomas (Blazer & Romanik, 2007a), extended day schools (Blazer, 2008), and single-gender schools (Blazer, 2006b). The Strategic Plan 2009-2014 proposes the introduction of several programs designed to extend the reach of education both in terms of time and distance. Research has shown that wider exposure to instruction generates benefits for students (Silva, 2007). Consequently, M-DCPS has introduced the Links to Learning initiative which extends the school day by allowing students to access school work through their computers at home. In addition, the availability of educational content via internet courses is being expanded as part of the Virtual School Programs. In general, research into the best techniques for providing students with vocabulary (Blazer & Romanik, 2007b), mathematics (Blazer, 2004a), reading (Gomez, 2004; Shneyderman, 2006), and science instruction (Blazer, 2004c) is always ongoing and informs all efforts to enhance the educational experience of M-DCPS students. School/District Leadership The District’s Strategic Plan recognizes the integral role of leadership in promoting student achievement. Leadership and leadership development are supported throughout the life cycles of all stakeholders to this process. Diversity is encouraged in terms of experience, culture, and background because such variability makes organizations more adaptable, provides for a wider array of viewpoints, and affords a greater level of synergy (Greenberg, 2005, January 4). Emergent leaders are recruited as students in career training and internship programs. The model initiative used by the district in this area is Teach for America, which “recruits outstanding recent college graduates from all backgrounds and career interests who commit to teach for two years in urban and rural public schools. Through diverse, non-traditional backgrounds, Teach for America teachers infuse new ideas and initiatives into their schools” (Office of the Superintendent, 2009, p.30). Cross-training is encouraged in order to facilitate movement between career ladders in which teachers are offered the choice of progressing as mentor/master teachers, honing their expertise in particular subject areas, or moving into administrative positions in which they train for the school principalship and learn the art of budgeting and management. Paraprofessionals are also given the opportunity to progress into teaching. Research has shown that such career ladders promote retention and improve job satisfaction (Shen, 1997) and the retention of quality employees has been found to be associated with student achievement (Hanushek, Kain, & Rivkin, 2004). Cross-training is achieved through initiatives that give instructional employees management experiences and that offer administrative experiences to instructional employees. Everybody Teaches and Educators in Residence are two district-developed initiatives designed to accomplish cross training. “Everybody Teaches leverages non-school site employees to assist in the delivery of instruction . . . [provides] additional exposure to students and classroom instruction . . . [and] helps to refocus and reprioritize current duties” (Office of the Superintendent, p. 29). “Educators in Residency [conversely operates] by . . . training the District’s next generation of leaders and by

providing opportunities for select staff to participate in Cabinet-level decision making” (p. 32). These leadership development initiatives enhance the accumulation of institutional knowledge. The process of Knowledge Capture enables institutions to better employ best practices; codify, classify, and archive information; and apply formative feedback strategies (O’Hara & Shadbolt, 2002). The model initiative used by the district to facilitate this process is Enterprise Resource Planning, which enhances/streamlines current work processes to achieve maximal efficiency and effectiveness in order to “provide a context for human capital decisions that were previously difficult to attain” (Office of the Superintendent, p. 31). This comprehensive system is geared toward an overall instructional focus, which is the hallmark of effective schools (Lezotte, 1984) and actualized through a shared value system under girded by structured policy initiatives that support rigorous accountability. Schools and districts that manifest such Instructional Program Coherence have been found to experience higher levels of student achievement (Newmann, et al., 2001).

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October 28, 2009 from, http://drs.dadeschools.net/InformationCapsules/IC0508.pdf Blazer, C. (2006b). Single-gender schooling, Information Capsule, 0506(January). Retrieved

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2009 from, http://drs.dadeschools.net/InformationCapsules/IC0705.pdf Blazer, C. (2009a). How to select the best principals, Information Capsule, 0818(April). Retrieved

October 28, 2009 from, http://drs.dadeschools.net/InformationCapsules/IC0818.pdf Blazer, C. (2009b). Virtual schools, Information Capsule, 0817(March). Retrieved October 28, 2009

from, http://drs.dadeschools.net/InformationCapsules/IC0817.pdf Blazer, C., Romanik, D. (2007a). Differentiated diploma pathways, Information Capsule, 0701

(December). Retrieved October, 28, 2009 from, http://drs.dadeschools.net/InformationCapsules/IC0701.pdf

Blazer, C., Romanik, D. (2007b). Individual differences in vocabulary acquisition, Information

Capsule, 0702(September). Retrieved October 28, 2009 from, http://drs.dadeschools.net/InformationCapsules/IC0702.pdf

Blazer, C. & Romanik, D. (2009). The effect of poverty on student achievement, Information Capsule, 0901(July). Retrieved October 28, 2009, from, http://drs.dadeschools.net/InformationCapsules/IC0901.pdf

Froman, T. (2007). Measuring student mobility�district and zone, Research Brief, 0605(February).

Retrieved October 28, 2009, from, http://drs.dadeschools.net/ResearchBriefs/RB0605.pdf Gomez, J. (2004). Evaluation of the third grade summer reading camps in the summer of 2003.

Miami, FL: Miami-Dade County Public Schools. Nichols-Lopez, K. (2008). English language learners and their academic progress: 2005-05 and

2006-07. Miami, FL: Miami-Dade County Public Schools. Romanik, D. (2003). What do we know about class size reduction?, Information Capsule,

0202(March). Retrieved October 28, 2009 from, http://drs.dadeschools.net/InformationCapsules/IC0202.pdf

Silva, E (2007). On the clock: rethinking the way schools use time, Education Sector Reports,

January. Retrieved October 28, 2009 from, http://www.educationsector.org/usr_doc/OntheClock.pdf

Shneyderman, A. (2007). Evaluation of the extended foreign language program final report. Miami,

FL: Miami-Dade County Public Schools. Sorhaindo, L. Urdegar, S. (2006). Evaluation of the school improvement zone year 1: 2004-05. Miami, FL: Miami- Dade County Public Schools. School/District Leadership Greenberg, J. (2005, January 24). Diversity in the workplace: Benefits, challenges and solutions.

Retrieved October 27, 2009, from http://ezinearticles.com/?Diversity--in--the--Workplace:--Benefits,--Challenges--and--Solutions&id=11053

Hanushek, E.A., Kain, J.A., & Rivkin, S.G. (2004, Winter).The revolving door: A path-breaking study in Texas reveals that working conditions matter more than salary. Education Next. Retrieved May 5, 2007, from http://www.educationnext.org/.

Lezotte, L.A. (1984). School effective research: A tribute to Ron Edmonds. “One perspective of an effective schools research agenda.” Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).

Newman, F.M., Smith, B., Allensworth, E., & Bryk, A.S. (2001). Instructional program coherence: What it is and why it should guide school improvement policy [Electronic version]. Educational Evaluation and Policy Analysis, 23(4), 297-321.

O’Hara, K., & Shadbolt, N. (2002). Managing knowledge capture: Economic, technological, and political considerations [Electronic version]. Paper prepared under a grant from the United Kingdom Engineering and Physical Sciences Research Council (GR/N15764/01). Retrieved October 27, 2009, from http://eprints.aktors.org/44/01/valuation-methods.pdf

Office of the Superintendent (2009). Miami-Dade County Public Schools 2009-14 strategic planning framework. Power Point presentation. Retrieved October 26, 2009, from http://www.dadeschools.net/draftframeworkpackage.ppt.

Purkey, S.C. & Smith, M.S. (1983). Effective schools: A review [Electronic version]. Elementary School Journal, 83 (4), 426 – 452.

Shen, J. (1997). Teacher retention and attrition in the public schools: Evidence from SASS91. Journal of Educational Research, 91 (2), 81-89.

APPENDIX D

Initiative Summaries

1

Wha

t is

it?La

unch

Alu

mni

Out

reac

h Pl

an.

Alu

mni

Eng

agem

ent

How

will

it b

e im

plem

ente

d?1.

Dev

elop

tool

kit t

o as

sist

hig

h sc

hool

s in

eng

agin

g al

umni

.

2.D

evel

op d

istr

ict w

eb p

age

for a

lum

ni c

onta

ct in

form

atio

n.

3.Sh

owca

se d

istin

guis

hed

alum

ni o

n di

stric

t web

pag

e.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Supp

orts

pill

ar o

f Stu

dent

, Par

ent a

nd C

omm

unity

Eng

agem

ent.

2

Wha

t is

it?In

crea

se P

aren

t and

Com

mun

ity P

artic

ipat

ion

in A

dvoc

acy

Effo

rts

Par

ent E

ngag

emen

t

How

will

it b

e im

plem

ente

d?1.

Supp

ort w

ork

of p

aren

t gro

ups

(i.e.

, PTA

, FC

IAC

, PLC

, and

CPA

gra

duat

es).

a.A

rticu

late

the

Sup

erin

tend

ent’s

vis

ion

to p

aren

ts a

nd m

ake

his

voic

e he

ard

thro

ugho

ut th

e co

mm

unity

.b.

Edu

cate

sta

ff an

d pr

inci

pals

abo

ut th

e im

porta

nce

of p

aren

t inv

olve

men

t and

the

prop

er u

se o

f PTA

fund

s.c.

Sho

wca

se p

aren

t inv

olve

men

t at t

he S

choo

l Boa

rd m

eetin

gs.

d.S

uppo

rt an

effo

rt fo

r par

ents

to m

eet w

ith th

e H

eral

d ed

itoria

l boa

rd.

e.E

valu

ate

the

non-

finan

cial

impa

ct o

f the

elim

inat

ion

of th

e pa

rent

-teac

her c

onfe

renc

es a

nd th

e la

ck o

f ade

quat

e te

ch s

uppo

rt fo

r the

Par

ent P

orta

l.f.

Pla

n qu

arte

rly m

eetin

gs w

ith t

he le

ader

s of

fou

r m

ajor

par

ent

orga

niza

tions

(FC

IAC

, P

TA,

PLC

, an

d Ti

tle I

D

AC

.)

3

Par

ent E

ngag

emen

t

How

will

it b

e im

plem

ente

d?2.

Empo

wer

par

ents

thro

ugh

invo

lvem

ent w

ith T

he P

aren

t Aca

dem

y (T

PA).

a.R

evie

w a

nd m

odify

exi

stin

g TP

A c

urric

ula

to id

entif

y ga

ps.

b.Im

plem

ent t

he P

aren

t Pla

n fo

r Suc

cess

in a

t lea

st 3

5 C

orre

ct II

and

Inte

rven

e S

choo

ls o

n a

mon

thly

bas

is.

c.Im

plem

ent o

nlin

e re

gist

ratio

n sy

stem

and

pro

vide

a m

inim

um o

f tw

o on

line

clas

ses.

d.P

artn

er w

ith o

rgan

izat

ions

and

pro

vide

rs to

hos

t a m

inim

um o

f nin

e fa

mily

enr

ichm

ent e

vent

s.e.

Incr

ease

num

ber o

f par

ents

par

ticip

atin

g in

TP

A b

y 15

%.

f.In

crea

se n

umbe

r of s

choo

ls o

fferin

g TP

A w

orks

hops

by

10%

.

3.U

tiliz

e “B

e Th

ere”

conc

ept a

nd m

ater

ials

to p

rom

ote

pare

ntal

invo

lvem

ent.

4.In

crea

se n

umbe

r of V

ery

Invo

lved

Par

ents

(VIP

s) b

y 15

%.

5.Pi

lot G

reat

Sch

ools

“C

olle

ge B

ound

”pr

ogra

m.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Supp

orts

pill

ar o

f Stu

dent

, Par

ent a

nd C

omm

unity

Eng

agem

ent.

4

Wha

t is

it?Ex

pand

Ser

vice

-Lea

rnin

g pr

ojec

ts to

Ele

men

tary

and

Mid

dle

Scho

ol le

vels

.

Stu

dent

Eng

agem

ent

How

will

it b

e im

plem

ente

d?1.

Ass

ist s

choo

ls in

sec

urin

g gr

ant o

ppor

tuni

ties

for s

ervi

ce-le

arni

ng.

2.In

crea

se s

ervi

ce-le

arni

ng p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties

for t

each

ers

thro

ugho

ut c

ount

y.

3.D

evel

op p

artn

ersh

ips

that

sup

port

new

pro

ject

s.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Supp

orts

pill

ar o

f Stu

dent

, Par

ent a

nd C

omm

unity

Eng

agem

ent.

5

Wha

t is

it?In

crea

se U

tiliz

atio

n of

Tec

hnol

ogy

to E

ngag

e C

omm

unity

Mem

bers

.

Eng

agem

ent t

hrou

gh T

echn

olog

y

How

will

it b

e im

plem

ente

d?1.

Prov

ide

ongo

ing

supp

ort a

nd tr

aini

ngs

to s

choo

l-site

s fo

r util

izat

ion

of n

ew S

VP re

gist

ratio

n sy

stem

.

2.En

hanc

e O

CS

web

site

to b

e m

ore

user

-frie

ndly

.

3.Pr

ovid

e Pa

rent

Por

tal w

orks

hops

thro

ugh

The

Pare

nt A

cade

my.

4.Es

tabl

ish

onlin

e ne

twor

k of

sch

ool-l

evel

alu

mni

ass

ocia

tion

web

pag

es th

roug

h so

cial

net

wor

king

site

s.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Supp

orts

pill

ar o

f Stu

dent

, Par

ent a

nd C

omm

unity

Eng

agem

ent.

6

Wha

t is

it?Th

e Ed

ucat

iona

l Pla

n is

foun

ded

on th

e fo

llow

ing

thre

e te

nets

:•

Exc

elle

nce:

Eve

ry s

tude

nt is

pro

vide

d w

ith a

wor

ld-c

lass

edu

catio

n•

Equ

ity:

An e

quita

ble

allo

catio

n of

reso

urce

s ba

sed

on s

tude

nt n

eeds

•E

ffici

ency

: U

nifo

rm te

achi

ng s

tand

ards

, hig

h ex

pect

atio

ns, q

ualit

y re

sour

ces,

and

sup

port

Edu

catio

n P

lan

-Ove

rvie

w

How

will

it b

e im

plem

ente

d?Th

e Ed

ucat

ion

Plan

pre

sent

s a

mor

e st

ream

lined

and

res

ults

-orie

nted

app

roac

h th

at f

ocus

es o

n al

l te

ache

rs

deliv

erin

g th

e co

re c

urric

ulum

effe

ctiv

ely

so t

hat

expe

ctat

ions

for

wha

t st

uden

ts s

houl

d le

arn

are

cons

iste

nt

acro

ss a

ll sc

hool

s. I

nclu

ded

in th

e Ed

ucat

ion

Plan

is a

n in

stru

ctio

nal a

nd c

urric

ular

too

lkit

that

incl

udes

:•

Inst

ruct

iona

l Pac

ing

Gui

des

and

Focu

s C

alen

dars

alig

n co

ncep

ts, t

opic

s, a

nd s

kills

rel

ated

to a

par

ticul

ar c

onte

nt

area

cur

ricul

um t

hat a

re to

be

addr

esse

d in

a d

efin

ed s

eque

nced

perio

d of

tim

e•

Acad

emic

Inte

rven

tions

pro

vide

sup

plem

enta

ry le

arni

ng in

sup

port

of c

ore

acad

emic

sub

ject

s, e

.g. R

eadi

ng, M

ath

and

Scie

nce

•Pl

an f

or M

onito

ring

Stud

ent

Pro

gres

s pr

ovid

es g

uida

nce

for

track

ing

and

gaug

ing

prog

ress

usi

ng b

oth

form

ativ

e an

d su

mm

ativ

e m

easu

res

•Ti

ered

Aca

dem

ic S

uppo

rt fo

r S

choo

ls o

utlin

es a

sys

tem

atic

pla

n fo

r pr

ovis

ion

of d

iffer

entia

ted

supp

ort

and

assi

stan

ce

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Educ

atio

n Pl

an p

rovi

des

a co

mpr

ehen

sive

, con

sist

ent,

and

coor

dina

ted

appr

oach

to

the

impl

emen

tatio

n of

th

e cu

rric

ulum

acr

oss

all

scho

ols.

It

leve

rage

s th

e co

llegi

al e

ffort

s of

Dis

tric

t, R

egio

n, a

nd s

choo

l-lev

el

adm

inis

trat

ors

and

supp

ort

pers

onne

l to

ensu

re t

hat

Mia

mi-D

ade

Cou

nty

Publ

ic S

choo

ls d

eliv

ers

a w

orld

-cla

ss

curr

icul

um to

eac

h an

d ev

ery

stud

ent m

eetin

g th

e St

rate

gic

Plan

of “

One

Goa

l of S

tude

nt A

chie

vem

ent”

for

the

Dis

tric

t in

2009

-201

0.

7

Wha

t is

it?Th

e M

iam

i Edi

son

Edu-

Plex

is a

200

9-20

10 in

itiat

ive

that

:•

infu

ses

a gl

obal

focu

s in

to a

ll as

pect

s of

Edi

son

educ

atio

n;•

impl

emen

ts a

n ar

ray

of ri

goro

us, h

igh-

leve

l aca

dem

ic p

rogr

ams;

•in

stills

prid

e an

d sk

ill in

real

izin

g on

e’s

entre

pren

euria

l pot

entia

l and

in s

ervi

ng o

ther

s; a

nd

•in

spire

s th

e jo

y of

inst

illing

dis

cipl

ine

of a

rtist

ic e

xpre

ssio

nto

stim

ulat

e se

lf-un

ders

tand

ing

and

self-

expr

essi

on,

criti

cal

thin

king

, hig

h-le

vel l

earn

ing,

and

pro

blem

-sol

ving

.

Mia

mi E

diso

n E

du-P

lex

How

will

it b

e im

plem

ente

d?Th

e cu

rren

t nin

th a

nd te

nth

grad

ers

have

the

oppo

rtun

ity to

sel

ect f

rom

four

aca

dem

ies:

•In

tern

atio

nal S

tudi

es:

Lang

uage

ski

lls a

re p

erfe

cted

by

stud

ents

in o

rder

to b

e fu

lly b

ilingu

al a

nd

trilin

gual

.•

Col

lege

Boa

rd A

cade

my:

C

halle

nges

hig

h ac

hiev

ers

thro

ugh

rigor

ous

cour

sew

ork,

Adv

ance

dP

lace

men

t and

Hon

ors

cour

ses,

in a

ll ac

adem

ic d

isci

plin

es. T

he A

cade

my

can

lead

to th

e at

tain

men

t of c

olle

ge c

redi

ts a

s a

high

sch

ool s

tude

ntth

roug

h D

ual E

nrol

lmen

t.•

Hea

lth a

nd P

ublic

Affa

irs A

cade

my:

Stu

dent

s ap

ply

thei

r kno

wle

dge

of m

ath

and

scie

nce

as th

ey d

evel

op•

Perfo

rmin

g an

d V

isua

l Arts

Aca

dem

y:

Offe

rs s

tude

nts

oppo

rtuni

ties

to e

xpan

d on

the

on th

eir t

alen

ts o

f art,

mus

ic,

danc

e, a

nd fi

lm.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Mia

mi E

diso

n Ed

u-Pl

exco

ntrib

utes

to

the

Stra

tegi

c Fr

amew

ork

of E

duca

tion

by p

rovi

ding

stu

dent

s w

ith a

w

orld

-cla

ss,

wor

ld-th

emed

, w

orld

-focu

sed

educ

atio

n, c

reat

ing

grad

uate

s w

ho a

re i

nven

tors

of

thei

row

n de

stin

ies,

pre

parin

g th

em fo

r suc

cess

in th

e gl

obal

soc

iety

and

mar

ket p

lace

of t

he T

hird

Mill

enni

um.

8

Wha

t is

it?Th

e Su

cces

s A

cade

my

is a

key

com

pone

nt o

f th

e D

istr

ict

stud

ent

perf

orm

ance

enh

ance

men

t in

itiat

ives

to

prov

ide

wee

kly

supp

lem

enta

l aca

dem

ic s

uppo

rt to

stu

dent

s in

low

per

form

ing

scho

ols

in S

atur

day

sess

ions

.

Suc

cess

Aca

dem

y

How

will

it b

e im

plem

ente

d?•

Twen

ty h

igh

impa

ct l

esso

ns i

n re

adin

g, m

athe

mat

ics

and

scie

nce

have

bee

n de

velo

ped

for

use

in S

atur

day

sess

ions

to

be c

ondu

cted

at

all

scho

ols

desi

gnat

ed a

s In

terv

ene

and

Cor

rect

II

acco

rdin

g to

the

FLD

OE

Diff

eren

tiate

d A

ccou

ntab

ility

requ

irem

ents

.

•A

cade

my

sess

ions

are

str

uctu

red

to e

nsur

e fid

elity

of

inst

ruct

ion

and

cons

iste

ncy

of le

sson

del

iver

y th

roug

h ta

rget

ed o

n-si

te s

uppo

rt a

nd m

onito

ring.

•In

stru

ctio

nal

supp

ort

prov

ided

to

Sa

turd

ay

Aca

dem

y fa

culty

in

clud

es

unifo

rm

less

ons,

re

view

an

d de

mon

stra

tion

of le

sson

pla

ns p

rior

to le

sson

del

iver

y, d

ebrie

fing

sess

ions

follo

win

g th

e le

sson

s an

d on

goin

g pr

ofes

sion

al d

evel

opm

ent f

or fa

culty

invo

lved

.

•Po

dcas

ts o

f the

less

on d

eliv

ery

will

be

avai

labl

e to

all

M-D

CPS

sch

ools

.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Succ

ess

Aca

dem

y al

igns

to th

e St

rate

gic

Fram

ewor

k of

Edu

catio

n by

pro

vidi

ng a

ctiv

ities

and

func

tions

that

en

hanc

e st

uden

t aca

dem

ic a

chie

vem

ent.

9

Wha

t is

it?Sp

ecia

l pro

gram

s an

d ev

ents

whi

ch p

rovi

de o

ppor

tuni

ties

for s

tude

nts

to:

•en

rich

and

enha

nce

thei

r edu

catio

nal e

xper

ienc

es;

•ex

tend

thei

r lea

rnin

g be

yond

the

clas

sroo

m;

•ex

plor

e ar

eas

of in

tere

st; a

nd•

show

case

thei

r tal

ents

and

abi

litie

s.

Cul

tura

l Lite

racy

Initi

ativ

es

How

will

it b

e im

plem

ente

d?•

Cul

tura

l Pas

spor

t:P

rovi

des

a cu

ltura

l fie

ld e

xper

ienc

e fo

r all

stud

ents

K-1

2 ea

ch y

ear.

•B

enef

it C

once

rt:

Opp

ortu

nity

for s

tude

nts

and

scho

ol p

erso

nnel

to s

how

case

thei

r tal

ent.

•O

lym

pic

Day

:P

rovi

des

inno

vativ

e op

portu

nitie

s to

enh

ance

phy

sica

l, m

oral

, and

aca

dem

icde

velo

pmen

t of a

ll s

tude

nts,

est

ablis

hes

a co

mpr

ehen

sive

aca

dem

ic c

urric

ulum

base

d on

col

labo

rativ

e re

sear

ch e

fforts

whi

ch e

xplo

re b

est p

ract

ices

, and

ena

bles

stud

ents

the

oppo

rtuni

ty to

reac

h th

eir f

ulle

st h

uman

pot

entia

l thr

ough

inno

vativ

e sp

ort o

ppor

tuni

ties

and

educ

atio

nal p

rogr

ams.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Cul

tura

l Lite

racy

Initi

ativ

es c

ontr

ibut

e to

the

Stra

tegi

c Fr

amew

ork

of E

duca

tion

by im

prov

ing

and

expa

ndin

g cu

rric

ulum

and

incr

easi

ng e

nric

hmen

t opp

ortu

nitie

s fo

r all

stud

ents

and

sta

ff.

10

Wha

t is

it?Li

nks

to L

earn

ing

prov

ides

stu

dent

s w

ith c

usto

m l

earn

ing

path

s in

dis

tric

t-lic

ense

d so

ftwar

e ap

plic

atio

ns f

or

rem

edia

tion

and

enric

hmen

t pur

pose

s.

Link

s to

Lea

rnin

g

How

will

it b

e im

plem

ente

d?Li

nks

to L

earn

ing

is a

vaila

ble

to s

tude

nts

in g

rade

s 3

-11

acce

ssib

le t

hrou

gh t

he s

tude

nt p

orta

l fo

r us

e af

ter

scho

ol a

nd o

n ho

liday

s an

d w

eeke

nds.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Link

s to

Lea

rnin

g co

ntrib

utes

to th

e st

rate

gic

Plan

by

exte

ndin

gst

uden

t lea

rnin

g be

yond

the

regu

lar

scho

ol d

ay

thro

ugh

the

use

of in

stru

ctio

nal s

oftw

are

whi

ch s

uppo

rts

stud

enta

chie

vem

ent g

oals

.

11

Wha

t is

it?•

Mia

mi D

ade

Onl

ine

Aca

dem

y is

the

dist

rict’s

new

full-

time

onlin

e sc

hool

for s

tude

nts

in g

rade

s K

-12.

•

Mia

mi D

ade

Virt

ual S

choo

l is

the

dist

rict's

est

ablis

hed

part

-tim

e su

pple

men

tal p

rogr

am fo

r stu

dent

s in

gra

des

9-12

.

Virt

ual S

choo

l Pro

gram

s

How

will

it b

e im

plem

ente

d?M

iam

i Dad

e O

nlin

e A

cade

my

–St

uden

ts m

ust c

ompl

ete

a C

hoic

e A

pplic

atio

n in

ord

er to

obt

ain

plac

emen

t for

the

2010

-11

scho

ol y

ear.

Mia

mi D

ade

Virt

ual-

Inte

rest

ed h

igh

scho

ol s

tude

nts

can

acce

ss c

ours

e in

form

atio

n an

d re

gist

er a

t http

://m

dvs.

dade

scho

ol.n

et/

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Bot

h pr

ogra

ms

offe

r stu

dent

s th

e op

port

unity

to u

tiliz

e di

stan

cele

arni

ng to

mee

t edu

catio

nal g

oals

.

12

Wha

t is

it?In

nova

tive,

dua

l lan

guag

e, d

emon

stra

tion,

com

mut

er s

choo

l led

by

the

Sup

erin

tend

ent

of S

choo

ls a

nd h

ouse

d at

the

Scho

ol B

oard

hea

dqua

rter

s. T

he p

urpo

se o

f the

PLC

is to

pro

vide

hig

h qu

ality

prim

ary

lear

ning

ser

vice

s an

d st

aff d

evel

opm

ent o

ppor

tuni

ties

for t

each

ers

and

adm

inis

trat

ors.

M-D

CP

S P

rimar

y Le

arni

ng C

ente

r

How

will

it b

e im

plem

ente

d?U

nder

the

day

to

day

oper

atio

ns o

f th

e D

ivis

ion

of E

arly

Chi

ldho

od p

rogr

ams,

the

MD

CPS

PLC

will

ser

ve

stud

ents

in

grad

es P

re-K

inde

rgar

ten

thro

ugh

seco

nd g

rade

. T

he m

issi

on o

f th

e PL

C i

s to

cont

inue

the

bes

t re

sear

ch a

nd p

ract

ice

in l

earn

ing

and

teac

hing

, fr

om a

ran

ge o

f na

tiona

l m

odel

s; d

esig

ned

to p

rovi

de a

co

mpr

ehen

sive

and

bal

ance

d cu

rric

ulum

.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Stud

ents

par

ticip

atio

n in

the

M-D

CPS

PLC

will

tea

ch y

oung

chi

ldre

n to

rel

ate

the

prog

ram

of

stud

y to

the

re

aliti

es o

f th

e w

orld

out

side

the

sch

ool

and

will

ser

ve t

o en

hanc

e st

uden

t ac

adem

ic o

ppor

tuni

ties

and

achi

evem

ent.

Wha

t is

it?A

dem

onst

ratio

n si

te s

choo

l cre

ated

to a

ddre

ss th

e co

mpl

ex n

eeds

of s

tude

nts

with

Aut

ism

Spe

ctru

m D

isor

ders

, th

eir f

amili

es, a

nd th

e pr

ofes

sion

als

wor

king

with

them

.

Blu

e La

kes

Aut

ism

Aca

dem

y

How

will

it b

e im

plem

ente

d?In

200

9-10

a t

wo

trac

k pr

ogra

m p

rovi

ding

bot

h in

clus

ive

and

sepa

rate

set

tings

for

pre

kind

erga

rten

and

K

inde

rgar

ten

stud

ents

will

be

impl

emen

ted.

B

y 20

10-1

1 th

e A

cade

my

will

ser

ve P

re K

thr

ough

gra

de l

evel

5

stud

ents

. Th

e A

cade

my

will

ser

ve a

s a

rese

arch

, dem

onst

ratio

n an

d tr

aini

ng s

ite t

o ad

apt

new

res

earc

h ba

sed

met

hods

and

tec

hnol

ogie

s th

at h

ave

show

n hi

gh y

ield

res

ults

with

stud

ents

with

Aut

ism

Spe

ctru

m D

isor

ders

. A

noth

er k

ey f

eatu

re o

f th

e A

cade

my

is t

he P

aren

t A

uxili

ary

Cen

ter

esta

blis

hed

to p

rovi

de p

aren

t ed

ucat

ion,

fa

mily

sup

port

gro

ups

to i

nclu

de p

aren

ts,

gran

dpar

ents

and

sib

lings

and

acc

ess

to t

he a

ssis

tive

tech

nolo

gy

lend

ing

libra

ry.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Blu

e La

kes

Aut

ism

A

cade

my

will

de

velo

p st

uden

ts

part

icul

arly

in

the

area

s of

so

cial

sk

ills

and

com

mun

icat

ion

thus

enh

anci

ng t

he l

earn

ing

pote

ntia

l an

d ac

hiev

emen

t of

enr

olle

d st

uden

ts.

Add

ition

ally

, th

roug

h th

e Pa

rent

Aux

iliar

y C

ente

r fa

mili

es w

ill b

e ac

tivel

y en

gage

d in

sup

port

of

stud

ent

achi

evem

ent.

St

reng

then

ing

the

capa

city

of t

he p

rofe

ssio

nals

that

wor

k w

ith s

tude

nts

with

Aut

ism

Spe

ctru

m D

isor

ders

will

be

real

ized

thro

ugh

the

on-s

ite d

emon

stra

tion

and

trai

ning

pro

vide

d to

M-D

CPS

pro

fess

iona

ls.

13

Wha

t is

it?In

stru

ctio

nal

prog

ram

s th

at e

nabl

e ci

tizen

s liv

ing

in m

ultil

ingu

al s

ocie

ties

to i

nter

act

usin

g a

num

ber

of

lang

uage

s ac

ross

ling

uist

ic a

nd c

ultu

ral b

ound

arie

s.

Mul

tilin

gual

Edu

catio

n

How

will

it b

e im

plem

ente

d?A

var

iety

of m

odel

s ar

e us

ed th

at ta

ke in

to c

onsi

dera

tion

the

need

s of

the

stud

ents

and

the

com

mun

ity.

In o

rder

to

incr

ease

the

wor

ld la

ngua

ge p

rofic

ienc

y le

vels

of

stud

ents

, M-D

CPS

sch

ools

offe

r du

al l

angu

age

prog

ram

s w

here

stu

dent

s re

ceiv

e w

orld

lan

guag

e an

d co

nten

t ar

ea in

stru

ctio

n in

the

tar

get

lang

uage

fro

m o

ne t

o th

ree

hour

s da

ily.

Thr

ee t

ypes

of

prog

ram

s ar

e in

clud

ed u

nder

the

dua

l la

ngua

ge h

eadi

ng:

Ext

ende

d Fo

reig

n La

ngua

ge (E

FL),

Bili

ngua

l Sch

ool O

rgan

izat

ion

(BIS

O) a

nd In

tern

atio

nal S

tudi

es (I

S).

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Mul

tilin

gual

Edu

catio

n pr

ogra

ms

prov

ide

activ

ities

and

fun

ctio

nsth

at e

nhan

ce s

tude

nt a

cade

mic

ach

ieve

men

t an

d in

crea

se g

loba

l aw

aren

ess.

14

Wha

t is

it?Pr

ovid

ing

just

-in-ti

me

prof

essi

onal

dev

elop

men

t to

supp

ort t

he d

eliv

ery

of S

atur

day

Succ

ess

Aca

dem

y le

sson

s an

d ke

y be

nchm

arks

.

Pro

fess

iona

l Dev

elop

men

t: Le

arni

ng o

n Th

e G

o

How

will

it b

e im

plem

ente

d?

Podc

asts

are

bei

ng d

evel

oped

cov

erin

g K

-12

benc

hmar

ks i

n re

adin

g, m

athe

mat

ics,

and

sci

ence

tha

t w

ill b

e ac

cess

ible

to

all t

each

ers,

any

tim

e, a

ny w

here

. In

add

ition

, sel

ecte

d D

iffer

entia

ted

Acc

ount

abili

ty s

choo

ls w

ill

have

tea

cher

s an

d st

uden

ts t

rain

ed in

dev

elop

ing

podc

asts

as

a m

echa

nism

for

fac

ilita

ting

self-

pace

d le

arni

ng

and

fost

erin

g cr

eativ

ity a

nd e

ngag

emen

t in

lear

ning

. Lea

rnin

g on

the

GO

la

unch

es th

e D

istr

ict’s

invo

lvem

ent i

n th

e St

ate’

s IT

unes

Uni

vers

ity in

itiat

ive.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Th

e po

dcas

ts, i

n ad

ditio

n to

the

dist

rict d

evel

oped

less

ons,

will

ass

ist t

each

ers

in d

eliv

erin

g m

ore

targ

eted

and

ef

fect

ive

inst

ruct

ion

with

the

ulti

mat

e go

al o

f in

crea

sed

stud

ent

achi

evem

ent.

Pod

cast

s w

ill p

rovi

de g

reat

er

oppo

rtun

ity a

nd f

lexi

bilit

y in

del

iver

ing

high

qua

lity

prof

essi

onal

dev

elop

men

t t

hat

dire

ctly

sup

port

s th

e in

stru

ctio

nal n

eeds

of o

ur s

tude

nts.

15

Wha

t is

it?“E

very

body

Tea

ches

”(E

T) w

ill le

vera

ge n

on-s

choo

l site

em

ploy

ees

to a

ssis

t in

the

deliv

ery

of in

stru

ctio

n to

our

st

uden

ts.

Eve

rybo

dy T

each

es

How

will

it b

e im

plem

ente

d?D

epen

ding

upo

n te

achi

ng c

ertif

icat

ion,

edu

catio

nal

back

grou

nd,

and/

or p

artic

ipat

ion

pref

eren

ces,

non

-sch

ool

site

em

ploy

ees

will

ser

ve in

one

or m

ore

of th

e fo

llow

ing

role

s:•

Cla

ssro

om te

ache

rs to

teac

h or

co-

teac

h an

exi

stin

g le

sson

pla

n•

Teac

hers

who

par

ticip

ate

in S

atur

day’

s “S

ucce

ss A

cade

mie

s”•

Visi

ting

prof

esso

rs o

r gue

st s

peak

ers

who

inte

rtwin

e an

out

side

less

on in

to a

n ex

istin

g cu

rricu

lum

•Tu

tors

and

men

tors

who

wor

k w

ith in

divi

dual

stu

dent

s or

gro

ups

of s

tude

nts

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Scho

ol a

nd D

istr

ict L

eade

rshi

p sk

ill s

ets

are

enha

nced

thro

ugh:

•Ad

ditio

nal e

xpos

ure

to s

tude

nts

and

clas

sroo

m in

stru

ctio

n w

hich

hel

ps to

refo

cus

and

repr

iorit

ize

curre

nt d

utie

s•

Col

labo

ratio

n w

ith s

choo

l-site

sta

ff th

at c

an s

erve

as

a sp

ringb

oard

for n

ew id

eas

and

futu

re in

itiat

ives

16

Wha

t is

it?Te

ach

for

Am

eric

a (T

FA)

recr

uits

out

stan

ding

rec

ent

colle

ge g

radu

ates

fro

m a

ll ba

ckgr

ound

s an

d ca

reer

in

tere

sts

who

com

mit

to te

ach

for t

wo

year

s in

urb

an a

nd ru

ral p

ublic

sch

ools

Teac

h fo

r Am

eric

a

How

will

it b

e im

plem

ente

d?TF

A a

nd M

-DC

PS r

ecen

tly s

igne

d a

new

3-y

ear

cont

ract

to p

lace

cor

ps m

embe

rs in

our

har

dest

-to-s

taff

scho

ols

and

subj

ect

area

s.

Add

ition

ally

, TF

A a

nd M

-DC

PS a

re l

ooki

ng t

o in

nova

te n

ew a

ppro

ache

s on

how

to

best

de

ploy

thes

e ne

w te

ache

rs, h

ow to

str

ateg

ical

ly g

row

the

prog

ram

, and

how

to e

nhan

ce th

e pr

ogra

m to

mee

t the

D

istr

ict’s

spe

cific

nee

ds.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Thro

ugh

dive

rse,

non

-trad

ition

al b

ackg

roun

ds, T

FA te

ache

rs in

fuse

new

idea

s an

d in

itiat

ives

into

thei

r sc

hool

s.

Afte

r fu

lfilli

ng t

heir

2-ye

ar c

omm

itmen

t, m

any

of t

hese

ind

ivid

uals

sta

y in

Mia

mi-D

ade

Cou

nty

and

cont

inue

te

achi

ng o

r pro

ceed

into

oth

er e

duca

tiona

l lea

ders

hip

role

s.

17

Wha

t is

it?En

terp

rise

Res

ourc

e Pl

anni

ng

(ER

P)

cons

ists

of

im

plem

entin

g a

new

SA

P te

chno

logy

pl

atfo

rm

and

enha

ncin

g/st

ream

linin

g ou

r cur

rent

wor

k pr

oces

ses

to b

ecom

e m

ore

a m

ore

effic

ient

and

effe

ctiv

e or

gani

zatio

n.

Ent

erpr

ise

Res

ourc

e P

lann

ing

and

Pro

cess

Enh

ance

men

ts

How

will

it b

e im

plem

ente

d?ER

P im

plem

enta

tions

will

be

rele

ased

in s

tage

s, w

ith th

e fir

st H

R m

odul

e of

e-R

ecru

iting

goi

ng li

ve in

Nov

embe

r 20

09.

The

rem

aini

ng H

R-r

elat

ed m

odul

es w

ill b

e re

leas

ed a

s a

coho

rt i

n Ju

ly 2

010.

T

o su

pple

men

t th

e ne

w

tech

nolo

gy a

nd b

ecom

e m

ore

cust

omer

-orie

nted

, HR

is r

edev

elop

ing

its c

urre

nt w

ebsi

te, c

reat

ing

an e

mpl

oyee

se

rvic

e ce

nter

, and

revi

ewin

g al

l job

des

crip

tions

.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

new

tech

nolo

gy, i

n ac

cord

ance

with

upd

ated

wor

k pr

oces

ses,

will

:•

Allo

w p

rosp

ectiv

e em

ploy

ees

to a

pply

and

get

hire

d in

to o

ur o

rgan

izat

ion

thro

ugh

a fa

ster

, aut

omat

ed p

roce

ss; t

his

will

prov

ide

a la

rger

poo

l of a

pplic

ants

for u

s to

recr

uit a

nd s

elec

t our

nex

t gen

erat

ion

of le

ader

s•

Allo

w c

urre

nt s

taff

to c

aptu

re a

nd u

tiliz

e m

ore

empl

oyee

, hi

ring

and

sepa

ratio

n da

ta;

this

will

prov

ide

a co

ntex

t fo

r hu

man

cap

ital d

ecis

ions

that

was

pre

viou

sly

diffi

cult

to a

ttain

.

18

Wha

t is

it?Th

e Ed

ucat

ors

in R

esid

ency

pro

gram

will

hel

p tr

ain

the

Dis

tric

t’s n

ext

gene

ratio

n of

lea

ders

by

prov

idin

g op

port

uniti

es fo

r sel

ect s

taff

to p

artic

ipat

e in

Cab

inet

-leve

l dec

isio

n m

akin

g an

d ex

perie

nce

mul

tiple

are

as w

ithin

th

e or

gani

zatio

n.

Edu

cato

rs in

Res

iden

cy

How

will

it b

e im

plem

ente

d?O

ver

the

cour

se o

f th

e sc

hool

yea

r, ap

prox

imat

ely

15 D

istr

ict

empl

oyee

s w

ill p

artic

ipat

e in

thi

s pr

ogra

m.

All

part

icip

ants

will

be

aske

d to

atte

nd C

abin

et-le

vel m

eetin

gs a

nd r

elat

ed e

vent

s.

Con

curr

ently

, eac

h pa

rtic

ipan

t ha

s be

en p

rovi

ded

a un

ique

resi

denc

y ex

perie

nce

that

is ta

ilore

dto

thei

r pro

fess

iona

l bac

kgro

und

and

skill

set

s

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

The

Educ

ator

s in

R

esid

ency

pr

ogra

m

will

he

lp

prov

ide

true

su

cces

sion

m

anag

emen

t fo

r th

e D

istr

ict.

Pa

rtic

ipan

ts h

ave

been

rec

omm

ende

d by

Cab

inet

mem

bers

and

are

pot

entia

lly b

eing

gro

omed

for

hig

h-le

vel

Scho

ol/D

istr

ict p

ositi

ons.

Fur

ther

, thi

s pr

ogra

m s

ets

a to

ne o

fmen

tors

hip

and

prof

essi

onal

gro

wth

that

sho

uld

casc

ade

dow

n th

roug

hout

the

Dis

tric

t.

19

20

Wha

t is

it?

M-D

CPS

will

bui

ld o

ur b

udge

t, as

wel

l as

mak

e al

l our

spe

ndin

g an

din

vest

men

t de

cisi

ons,

in k

eepi

ng w

ith o

ur

core

val

ues.

Val

ues

Bas

ed B

udge

ting

How

will

it b

e im

plem

ente

d?•

Con

tinue

pra

ctic

e es

tabl

ishe

d th

is p

ast

year

of

keep

ing

guid

ing

prin

cipl

es a

t th

e ce

nter

of

all b

udge

t-rel

ated

de

cisi

ons.

•In

stitu

tiona

lize

proc

edur

es w

here

by t

he D

istr

ict’s

fin

anci

al in

tegr

ity is

nev

er c

ompr

omis

ed n

or p

itted

aga

inst

th

e in

tegr

ity o

f our

cla

ssro

oms

or o

ur w

orkf

orce

.

•C

onsi

der

the

Ret

urn-

on-In

vest

men

t (R

OI)

of a

ll fin

anci

al d

ecis

ions

and

inv

estm

ents

M-D

CPS

mak

es.

All

“ret

urn”

mus

t be

mea

sure

d in

kee

ping

with

our

val

ues

and

the

Stra

tegi

c Pl

an,

both

of

whi

ch p

ut s

tude

nt

achi

evem

ent a

t its

cor

e.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

This

ini

tiativ

e ai

ms

to e

nsur

e th

at n

o m

atte

r w

hat

deci

sion

s la

yah

ead

–w

heth

er t

hey

be o

f si

mila

r ilk

to

our

rece

nt c

risis

-driv

en e

xpen

ditu

re r

educ

tions

, or

cho

osin

g w

hich

inv

estm

ents

to

mak

e w

ith f

unds

pro

perly

re

serv

ed –

M-D

CPS

will

fac

e th

ose

deci

sion

s w

ith n

o in

tern

al s

trug

gle

over

whe

re o

ur p

riorit

ies

lie. T

here

has

be

en m

uch

talk

ove

r th

e ye

ars

rega

rdin

g m

easu

ring

the

Dis

tric

t’s R

OI,

and

usin

g Va

lues

Bas

ed B

udge

ting

this

ta

sk is

str

aigh

tforw

ard:

our

ret

urn

can

be m

easu

red

sole

ly o

n its

impa

ct o

n st

uden

t ach

ieve

men

t as

defin

ed b

y th

e St

rate

gic

Plan

.

Wha

t is

it?SA

P: a

n En

terp

rise

Res

ourc

e Pl

anni

ng (

ERP)

sof

twar

e th

at w

ill r

epla

ce o

ur c

urre

nt F

inan

cial

and

HR

dat

a sy

stem

s, a

nd c

hang

e m

any

of o

ur c

urre

nt p

roce

dure

s.C

ogno

s: a

bus

ines

s in

telli

genc

e to

ol th

at w

ill c

hang

e th

e w

ay th

is D

istr

ict u

ses

data

thro

ugho

ut th

e or

gani

zatio

n,

as w

ell a

s re

plac

e ou

r out

-dat

ed le

gacy

bud

get s

yste

ms.

Impl

emen

tatio

n of

SA

P &

Cog

nos

How

will

it b

e im

plem

ente

d?Th

e SA

P im

plem

enta

tion

is o

ne o

f th

e la

rges

t an

d m

ost

com

plex

pro

ject

s M

-DC

PS h

as e

ver

unde

rtak

en. U

sing

in

tern

al a

nd e

xter

nal

pers

onne

l, a

proj

ect

team

has

bee

n fo

rmed

tha

t is

com

mitt

ed t

o ro

lling

out

thi

s ne

w

tech

nolo

gy in

sev

eral

pha

ses

from

late

200

9 th

roug

h th

e en

d of

the

2010

-11

scho

ol y

ear.

The

use

of C

ogno

s fo

r an

alyz

ing

stud

ent a

nd te

ache

r le

vel d

ata

is c

urre

ntly

und

erw

ay a

nd is

rad

ical

ly c

hang

ing

the

way

sch

ool-b

ased

lea

ders

use

dat

a to

driv

e th

e ed

ucat

iona

l pl

ans

for

each

chi

ld.

In a

dditi

on,

Cog

nos

budg

etin

g so

ftwar

e w

ill b

e im

plem

ente

d to

rep

lace

our

sch

ool a

lloca

tion

softw

are

and

entir

e bu

dget

ing

syst

em

prio

r to

the

build

ing

of th

e 20

10-1

1 bu

dget

.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Bot

h SA

P an

d C

ogno

s w

ill n

ot o

nly

crea

te fi

nanc

ial e

ffici

enci

es th

at w

ill fr

ee u

p do

llars

to b

e re

-dire

cted

to

the

clas

sroo

m,

but

will

al

so

grea

tly

impr

ove

the

effe

ctiv

enes

s an

d ef

ficie

ncy

of

our

finan

cial

an

d bu

dget

m

anag

emen

t. A

ll of

the

se e

ffect

s w

ill m

ake

M-D

CPS

a b

ette

r or

gani

zatio

n, o

ne t

hat

can

mor

e cl

early

foc

us it

s re

sour

ces

on im

prov

ing

stud

ent a

chie

vem

ent.

21

Wha

t is

it?

Car

bon

Foot

prin

t is

the

sum

tota

l of G

hG(G

reen

hous

e G

as) a

nd C

O2

emis

sion

s, p

rodu

ced

over

the

life

cycl

e of

a

prod

uct o

r ser

vice

pur

chas

ed a

nd/o

r con

sum

ed d

urin

g an

y on

e ye

ar b

y an

y on

e en

tity.

As

the

larg

est e

mpl

oyer

w

ith th

e la

rges

t tra

nspo

rtat

ion

fleet

and

larg

est f

ood

serv

ice

coun

tyw

ide,

the

Dis

tric

t is

extr

emel

y w

ell p

ositi

oned

to

tak

e a

big

bite

out

of

its C

arbo

n Fo

otpr

int

thro

ugh

redu

ced

cons

umpt

ion,

res

ourc

e re

use

and

impr

oved

pr

actic

es in

key

ope

ratio

nal a

reas

, ran

ging

from

ene

rgy

and

wat

er, t

o al

tern

ativ

e fu

els,

to

‘gre

en’b

uild

ings

and

pr

ocur

emen

t of ‘

gree

n’pr

oduc

ts .

Red

uctio

n of

our

Car

bon

Foot

prin

t

1)a

redu

ctio

n in

the

Dis

trict

’s o

vera

ll en

ergy

and

wat

er c

onsu

mpt

ion

by a

n av

erag

e of

15%

, as

com

pare

d to

FY

‘08-

’09,

w

hich

will

yiel

d an

est

imat

ed c

ost s

avin

gs to

the

Dis

trict

of a

ppro

xim

atel

y $1

2 m

illion

for t

he y

ear;

2)a

redu

ctio

n of

at

leas

t 15

% i

n al

l ex

pens

es a

ssoc

iate

d w

ith p

rinte

rs,

ink

cartr

idge

s/ t

oner

s an

d pa

per

purc

hase

d th

roug

h Pr

ocur

emen

t, w

hich

will

yiel

d an

est

imat

ed $

1.5

milli

on in

sav

ings

to th

e D

istri

ct fo

r the

yea

r; an

d 3)

a re

duct

ion

in th

e D

istri

ct’s

Car

bon

Foot

prin

t of 1

0%, a

s co

mpa

red

to th

e ba

selin

e ye

ar p

erio

d of

’07-

’08/

’08-

’09,

as

a re

sult

of th

ese

and

othe

r sus

tain

able

initi

ativ

es.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Th

is in

itiat

ive

will

con

trib

ute

to o

pera

tiona

l cos

t effi

cien

cies

in th

e D

istr

ict t

hrou

gh:

1)re

duce

d co

nsum

ptio

n an

d th

eref

ore

redu

ced

cost

s;

2)gr

eate

r and

mor

e ef

ficie

nt re

use

of e

xist

ing

reso

urce

s; a

nd

3)a

mor

e co

nsis

tent

app

licat

ion

of (b

est)

sust

aina

ble

prac

tices

toin

form

org

aniz

atio

nal b

ehav

ior.

22

How

will

it b

e im

plem

ente

d?FY

‘09-

’10

will

mar

k th

e fir

st p

hase

of a

n on

-goi

ng e

ffort

to d

ecre

ase

the

Dis

tric

t’s G

hGem

issi

ons,

and

ther

efor

e re

duce

the

Dis

tric

t’s C

arbo

n Fo

otpr

int.

Thre

e m

ain

initi

ativ

es h

ave

been

iden

tifie

d fo

r im

plem

enta

tion

in F

Y ‘0

9-’1

0:

Wha

t is

it?St

artin

g w

ith c

alen

dar y

ear 2

010,

M-D

CPS

will

beg

in th

e pr

oces

s of

set

ting

asid

e en

ough

mon

ey in

the

budg

et

each

yea

r to

cove

r all

expe

cted

em

ploy

ee a

nd d

epen

dant

hea

lth in

sura

nce

clai

ms.

Mov

emen

t to

Sel

f-Ins

ured

Pro

gram

How

will

it b

e im

plem

ente

d?•

An

RFP

to s

elec

t an

adm

inis

trat

or o

f our

sel

f-ins

ured

pro

gram

has

alre

ady

take

n pl

ace

and

is c

urre

ntly

in th

e ne

gotia

tion

phas

e.•

M-D

CPS

will

sit

dow

n w

ith a

ll ba

rgai

ning

uni

ts a

nd c

reat

e a

plan

des

ign

that

kee

ps e

xpec

ted

clai

m li

abili

ties

to

a m

anag

eabl

e le

vel w

hile

pro

vidi

ng e

mpl

oyee

s w

ith a

n ac

cept

able

leve

l of c

over

age.

•O

pen

enro

llmen

t will

beg

in a

s so

on a

s po

ssib

le to

ens

ure

a sm

ooth

tran

sitio

n be

ginn

ing

Janu

ary

1, 2

010.

•In

all

year

s go

ing

forw

ard

M-D

CPS

will

ens

ure

it ha

s th

e co

rrec

t lev

el o

f mon

ey s

et a

side

to c

over

the

expe

cted

le

vel o

f cla

ims

and

mak

e an

y ne

cess

ary

adju

stm

ents

.

How

doe

s it

cont

ribut

e to

M-D

CPS

Str

ateg

ic P

lan?

Mov

ing

to a

sel

f-ins

ured

hea

lth in

sura

nce

prog

ram

will

allo

w M

-DC

PS to

man

age

our f

inan

cial

exp

osur

e w

ithou

t ha

ving

to b

uy c

omm

erci

al in

sura

nce.

Thi

s ch

ange

will

impr

ove

the

effic

ienc

y of

our

bus

ines

s op

erat

ions

, and

th

e in

crea

sed

flexi

bilit

y w

ill e

vent

ually

allo

w a

gre

ater

per

cent

age

of o

ur li

mite

d re

sour

ces

to b

e re

dire

cted

to

mor

e di

rect

ly s

uppo

rt s

tude

nt a

chie

vem

ent.

Whi

le a

ll th

e w

hile

per

mitt

ing

M-D

CPS

to c

ontin

ue o

fferin

g w

orld

-cl

ass

heal

th in

sura

nce

whi

ch h

elp

in th

e re

crui

tmen

t of t

op-fl

ight

em

ploy

ees.

23

The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin, for programs or activities receiving Federal financial assistance from the Department of Education. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. School Board Rules 6Gx13-4A-1.01, 6Gx13-4A-1.32, and 6Gx13-5D-1.10 - prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 205.07 (Florida Statutes), which stipulate categorical preferences for employment.

Non-Discrimination

School Board Member

and Cabinet Retreat

2010 Review

Agenda

8:30 Continental Breakfast

9:00 Retreat Welcome and Day’s Expectations

Introduction of Strategic Framework

Accountability Overview

Operating and Capital Budget Outlook

Legislative Issues

Facility Utilization and New School Models

12:30 Lunch

1:00 School Board Policy, Leadership, and Governing

*Discussion Facilitated by Florida School Boards Association

3:15 Wrap up

Strategic Framework

EducationThis pillar supports activities and functions

leading to an educational experience that

fosters individual excellence in a

collaborative environment leading to

responsible citizenship, global

awareness, and lifelong

learning.

Financial

Efficiency/Stability

This pillar supports activities and

functions that ensure effective and ethical

business operations, sound stewardship

of resources, and responsible budget

management.

School/District

Leadership

This pillar supports activities and

functions which enhance talent

recruitment and management, leadership

development and effective and ethical

governance.

Student, Parent

and Community EngagementThis pillar supports activities and

functions which enhance student,

parent, and community

understanding, awareness, and

support for our schools and

District.

Student Achievement:

Preparing for Success in

the Third Millennium

2009-2014 M-DCPS Strategic Framework

EducationThis pillar supports activities and functions

leading to an educational experience that

fosters individual excellence in a

collaborative environment leading to

responsible citizenship, global

awareness, and lifelong

learning.

Financial

Efficiency/Stability

This pillar supports activities and

functions that ensure effective and ethical

business operations, sound stewardship

of resources, and responsible budget

management.

School/District

Leadership

This pillar supports activities and

functions which enhance talent

recruitment and management, leadership

development and effective and ethical

governance.

Student, Parent

and Community EngagementThis pillar supports activities and

functions which enhance student,

parent, and community

understanding, awareness, and

support for our schools and

District.

Student Achievement:

Preparing for Success in

the Third Millennium

M-DCPS is focused on a singular goal: Student AchievementEach student succeeds as measured by:

1. Graduating

2. Having a post-secondary plan

3. Demonstrating age/grade level appropriate knowledge mastery

4. Successfully entering the higher education arena and/or workforce

65%

70%67%

60% 61%

48%

43%

31%

68%70%

66%

62%64%

51%

42%

37%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

2009 and 2010 District FCAT SSS Reading

Percent Scoring 3-5

2009 2010

76%73%

59%

51%

56%

60%

65% 65%

78%

72%

60%

53%

59%

63% 63%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

2009 and 2010 District FCAT SSS Mathematics

Percent Scoring 3-5

2009 2010

42%

34%

29%

44%

34%

30%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Grade 5 Grade 8 Grade 11

2009 and 2010 District FCAT SSS Science

Percent Scoring 3-5

2009 2010

72%

79%

58%

73% 74% 73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 4 Grade 8 Grade 10

2009 and 2010 District FCAT Writing Essay Scores

Percent Scoring 4 and Above

2009 2010

51%

58%

78%

85%

57%60%

81%84%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009 2010 2009 2010

Reading Mathematics

2009 and 2010 District FCAT Graduation TestPercent of Students Meeting Graduation

Requirements on the First Attempt

M-DCPS State

Longitudinal Graduation Rates for M-DCPS

68.5

3.6% increase M-DCPS

2.5% increase State

2009

2010

By Ethnic Group

Longitudinal Graduation Rates for M-DCPS

Blacks Whites Hispanics

47.1%

31.9%

15.9%

2.6% 2.5%0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

4 Year College/University No Plans Community College Technical School Military

Post-Secondary Educational Plans for 2009-10 Graduating Class

14

15

Beginning in the 2009-10 school year, 50% of the school’s grade will be based on the existing FCAT-related factors and the remaining 50% will be based on factors that include:

A school’s graduation rate;

The performance and participation of students in AP, IB, Dual Enrollment, AICE, and industry-certification (as valid data becomes available);

The postsecondary readiness of the students as measured by the SAT, ACT, or CPT;

The high school graduation rate of at-risk students;

The performance of a school’s students on statewide standardized end-of-course assessments(when available); and

Growth or decline in the data components from year to year.

16

Bill revises School Grading System to:

Include End of Course results in calculating school grades for: Performance components in reading and mathematics

Learning gains components for reading and mathematics

Lowest 25% gains components in reading and mathematics

Assessments will include EOCs required for high school

graduation, including the following:

Algebra (2010-11)

Geometry, Biology and U.S. History (2011-12)

Civics (2012-13)

17

18

Development of Assessments in Non-Core areas such as:

Social Studies, Art, Music, PE, Career Academies

Performance Pay for Teachers

Value–Added Models

Determine teacher effectiveness across diverse assessment

instruments

Automated Teacher Evaluation System

Development of an automated system to capture teacher

evaluations and student achievement growth

19

20

Access to Active Student Reports

including:

Accountability

Academic Achievement

Attendance

Suspensions

21

22

23

Electronic e-textbooks

Pacing Guides

Teacher Class Roster with student

assessment information

24

25

26

Links to Learning Based on student performance

Provides links to educational software partners and specific Learning Path

Single Sign-On Reading Plus

Explore Learning Gizmos

Voyager Ticket To Read

Electronic textbooks Access to e-Textbooks

Email Allows 2 way communication - students to teachers/teachers to students

INBOX@LIVE.EDU

Alert Box System Specifically tailored alerts

Emergency Alert System (for all users)27

28

Parent Account Registration

New and easier registration process and password management

Parent Portal

New layout

Easier access to grade book

Alert Box System

Specifically tailored alerts

Emergency Alert System (for all users)

District Provided Parent Email

Parents can request a District email account

29

30

Operation

Graduation

MAST @

Homestead

International Preparatory

Academy @ Gables

Primary Arts & Arts are

Special

District Operated Clinics

School Board Member

and Cabinet Retreat

2010 Review