Table of Contents - Florida Department of Education · Leon County middle and high schools. Gap...

Table of Contents Pg

Part A. Overarching Project Plans 1

Form A(1). LEA Student Goals and Measures 11

Work Plan Table 1 – Expand Lesson Study 12

Work Plan Table 2 – Expand STEP Career and Technical Program Offerings 15

Work Plan Table 3 – Increase Advanced STEM Coursework 18

Work Plan Table 4 – Bolster Technology for Improved Instruction and Assessment 21

Work Plan Table 5 – Improve Access to State Data 24

Work Plan Table 6 – Use Data to Improve Instruction 27

Work Plan Table 7 – Provide Support for Educator Preparation Programs 32

Work Plan Table 8 – Improve Teacher and Principal Evaluation Systems 37

Work Plan Table 9 – Use Data Effectively in Human Capital Decisions 45

Work Plan Table 10 – Focus Professional Development 53

Work Plan Table 11 – Drive Improvement in Persistently Low-Achieving Schools 59

Work Plan Table 12 – Implement Proven Programs for School Improvement 62

Work Plan Table 13 – Include Charter Schools in LEA Planning 71

Table of Appendices 79

A. OVERARCHING PROJECT PLANS 1. Describe the LEA’s comprehensive reform plan that connects and coordinates all of the

assurance areas. Include (a) how the reform plan will support the state’s Theory of Action (highly effective teachers and leaders make the difference in student achievement, see pp. 11-12 of Florida’s application), (b) how the reform plan will contribute to the state’s student achievement goals (see pp. 24-34 of Florida’s application), and (c) the LEA’s current status with respect to the various reform elements, including strengths and challenges.

Leon County Schools recognizes the future of our community and state depends upon the preparation we provide for college readiness and/or the work force. To provide this type of preparation, we must acknowledge that our student population reflects demographic trends that are reflective of our changing nation. Out of the 34,000 students enrolled in Leon County Schools, the minority student subgroups combined make up over 50% of the total student population. With a small number of schools making Adequate Yearly Progress, it is critical that our reform plan creates a system that makes it possible for ALL

students to achieve academic success. While programs may lead to different courses of study, we have high expectations for our students to graduate from high school with a diploma.

Because of these core beliefs, Leon County Schools has established the following goals as part of its reform plan for Florida’s Race to the Top initiative:

• Project Goal #1: Increase graduation rate from 64% to 85%.

• Project Goal #2: Cut in half Leon County Schools’ Achievement Gap. (Baseline will be determined in the fall of 2011 with the FCAT 2.0). See Appendix A-A for detail of current Achievement Gap.

• Project Goal #3: Increase the percent of 9th

graders who eventually earn at least a year’s worth of college credit from 34% to 56%.

Leon County Schools’ reform plan is built around Florida’s conviction that we can only impact change through an investment in teachers and leaders with the ultimate goal of improving student achievement. Our district’s ability to build, support and retain a highly effective teaching force will directly impact student achievement. Leon County Schools will address this Theory of Action through the following methods: Strategy #1:: Standards and Assessments:

Increase student achievement by implementing more rigorous coursework which prepares students for college and career readiness by the time of high school graduation

Previous District Initiatives for Strategy #1:

• This year Leon County Schools established its own virtual high school to provide more options for students at the high school level, including Advanced Placement classes.

• Leon County offers a variety of choice programs at every level, including an arts program and a math and science program at the elementary level; a pre-IB program, a science and technology program, an information technology program, and a performing arts program at

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the middle school level; five charter schools, and an information technology and an international baccalaureate program at the high school level.

• Leon County Schools has established at every high school a minimum of four courses in dual enrollment or AP, including one course in English, mathematics, science, and social studies.

• A number of programs have been established to meet the needs of students in special circumstances such as the Ghazvini Learning Center; PACE; the 100 Success Academy; and SAIL which meets students unique academic and behavioral needs.

• Leon County proves programs for adults learners in a changing economy through Adult and Community Education and Lively technical Center.

• Nims and Rickards are participating in the state’s Gear Up program, and as part of the program, are implementing Avid.

• A computerized credit-recovery program is available at the high school level to recover credits that were previously failed.

• To ensure that students are ready for demanding STEM courses in high school, Leon County has established an elementary gifted and talented STEM program to encourage early interest and success in science, technology, engineering and mathematics courses.

• Nims Middle School, TalTech Alliance, Comcast, and other school partners have aligned resources to promote Digital Harmony, a program that provides computers and internet access to students at Nims for academic use.

• Informational Technology Academies at Godby High School, our low performing school, and its feeder school, Griffin Middle School, have been established to increase knowledge and skills in the area of technology.

• Lincoln High School offers industry certification in Aerospace Technologies. • The Southern Regional Education Board has provided ongoing support and training at all

Leon County middle and high schools.

Gap Analysis for Strategy #1:

• Only 40% of Leon County Schools’ ninth graders in 2007 graduated with at least a year’s worth of college credit in 2010.

• Leon County Schools had a 68% graduation rate in 2010. • Technical Assistance Visits conducted under the direction of the Southern Regional

Education Board indicated the need for more rigorous instruction in two local high schools. • Technical Assistance Visits conducted under the direction of the Southern Regional

Education board indicated the need for more hands-on career planning beginning in the ninth grade.

• Only 51% of black students enrolled in Leon County during the 2009-2010 school year took an Honors, International Baccalaureate, or Advanced Placement course as compared to 77% of white students.

• Godby High School was identified as “persistently low achieving” by the Department of Education.

Leon County Schools’ Reform Initiatives for Strategy #1:

• Develop a plan for extending the learning time for the 2011-2012 school year at Godby High

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School. • Develop and implement courses that serve as prerequisites to Advanced Placement and/or

dual enrollment classes in the STEM areas, including Algebra I and Earth/Space Science in middle school.

• Implement Electrical Engineering program for industry certification at Godby High School. • The district will provide professional development in increased rigor of advanced

coursework in Advanced Placement, Dual Enrollment, and the use of SREB principles. • Schools will implement the use of Data Director and use the on-going student data to

differentiate instruction, increasing students’ readiness for the next school year. • The district will analyze employer needs to identify gaps in existing programs and work with

Lively and Workforce Development in planning for STEM related career and technical programs.

• Provide opportunities for charter schools to participate in Race to the Top activities implemented by Leon County.

Strategy #2:: Standards and Assessment:

Establish valid and reliable methods to monitor student progress and assess student achievement for the purpose of driving instructional improvement and human capital decisions.


• Online testing for FCAT re-takes and FAIR was implemented during the 2009-2010 school year.

• FCAT and FAIR Data analysis trainings have allowed schools and teachers to identify areas of instructional need.

• FCAT assessment data has been used to create School Improvement Plans and Individual Professional Development Plans for teachers and Individual Professional Leadership plans for administrators.

• Curriculum based assessment and computer software tools such as Pearson’s Successmaker have been used to provide additional formative data.

• In past years, many Leon County schools have used Snapshot as a tool to monitor student learning gains from year to year.

• Advanced Placement test results, PSAT data, and performance in the College Placement Test have been used to inform decisions at high schools about course offerings that result in student placement in college-level coursework.


• Current computer systems do not have the capability or the bandwidth to support future online testing with FCAT 2.0, End-of-Course Exams, Florida Assessments for Instruction in Reading, in addition to other online progress monitoring and assessment tools used at individual school sites.

• School Improvement Plans and Individual Professional Development Plans do not often serve as working documents.

• The current teacher and principal evaluation systems do not address quantifiable measures of

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student achievement and does not provide multi-metric measures for teacher effectiveness.


• Leon County will annually evaluate on-line testing capacity and new requirements, as well as update computer systems as needed.

• The district will develop an evaluation system for school administrators and instructional staff that takes into account student growth and other multi metric measures..

• Leon County Schools will negotiate with the Leon Classroom Teachers’ Association on the new teacher appraisal system.

• Leon County Schools will implement Riverside Publishing’s Data Director as a tool to monitor both formative and summative data. This system also provides ongoing progress monitoring resources for ongoing progress monitoring. students using not only annual standardized test data, but also as a way to create and document student assessments using test item banks.

• Nine-week Algebra I progress monitoring tools will be implemented during the 2010-2011 school year.

• A differentiated accountability system for bonus pay based on student learning gains was implemented at Leon County’s Differentiated Accountability schools effective 2009-2010 school year.

Strategy #3:: Data Systems to Support Instruction:

Create a local instructional improvement system that provides teachers, principals, and administrators with the information and resources they need to inform and improve their instructional practices, decision-making, and overall effectiveness.


• Implementation of Genesis, a full-featured and highly mature student information system that serves as a Parent and Teacher Portal, as well as a Student Information System. Genesis includes 15 data-collection, archiving, reporting, and data management modules including: attendance, enrollment, grades, FTE, grade reporting, student assessment, ESE/Special Programs, drop-out, and discipline data.

• Implementation of Educators’ Handbook, an electronic database that tracks student referrals at the individual, classroom, and school level.


• Currently, Leon County does not have an identity management system which would allow a single sign-on for parents, teachers, students, and staff.

• No system currently exists to access state data for purposes of instructional planning. • There is a need to create data transparency between student achievement and staff data.

Leon County’s Reform Initiatives for Strategy #3:

• Initiate Data Director, an on-line longitudinal assessment management system that compares multiple sets of data from FCAT, FAIR, and teacher assessments created from system item

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banks. • Interface data from all the information systems, relating student data to both performance and

human capital decisions for district personnel, principals, and teachers, as well as providing an avenue for parents and students to access important information for academic support and planning.

• Once a local instructional improvement system is established, Leon County’s IT staff will work to meet the deliverables specified in the MOU (C2).

Strategy 4:: Great Teachers and Leaders:

Establish a professional development system that allows educators to manage their own professional learning based on student learning gains and teacher effectiveness data.

Previous District Initiatives for Strategy 4:

• The transformation of the Staff Development and Teacher Education Center into the Department of Instructional Development and Professional Learning to align with Florida’s Protocol Standards.

• The paradigm shift to job-embedded professional development based on professional learning communities within schools and individual teacher/leader needs.

• Training in the principles of lesson study with members of the Professional Learning Council and schools has been provided. Implementation of lesson study will occur at Godby, Leon County’s persistently low performing school.

• Cadres of teachers have been trained to serve as consultants and coaches in various subjects areas and programs, including Imagine It! Reading series, Thinking Math, SIM Content Area Enhancement routines, GEMS, Pearson Successmaker, National Geographic Hampton Brown Inside and Edge, READ 180, Junior Great Books, and Science Probeware.

• Strengthening partnerships with Florida State University, Florida A & M University, and Flagler College that support pre-service teachers in Leon County Schools.

• Maintaining a strong support system for beginning teachers through on-site mentorship, the Mom and Pops program, and the beginning teacher program.


• The current system does not provide a quantifiable measure of training programs in relationship to student achievement.

• Job-embedded professional development with a focus on lesson study and research-based practices presents challenges related to master schedules and teacher contract issues

• There are no systems in place to ensure that ALL pre-service and beginning teachers are provided mentorship by teachers who have an established history of success, as determined by student learning gains in their classrooms.

Leon County’s Reform Initiatives for Strategy #4:

• The current professional development system will be reviewed and revised if necessary to reflect the relationship between training initiatives, the implementation and teacher and principal evaluation systems based on behaviors/activities that have been proven to produce student learning gains.

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• Leon County will review the current district teacher evaluation process, evaluations from other states/districts, and the core effective practices for teachers as provided by the Florida Department of Education. Following the review, Leon County will revise and implement the new district teacher evaluation tool. The evaluation tool and student performance data will be used to drive professional development plans.

• The principles of lesson study will be extended into all school sites by the end of the grant period. Strategy #5:: Turning Around the Lowest Achieving Schools:

Provide Godby High School and its feeder patterns schools with the tools resources, and support to successfully turn around.


• Implementation of Lesson Study (2010-2011) at Godby. • Informational Technology Academies at Godby High School, our low performing school,

and its feeder school, Griffin Middle School, were established to increase knowledge and skills in the area of technology. .

• The Southern Regional Education Board has been providing ongoing support and training at Godby and its feeder schools.

• Course retrieval for Godby’s students has been provided by Adult and Community Education.

• Extended learning time (afterschool, Saturday school, and spring break) is provided at Godby.


• Godby is a persistently low-achieving school and Nims is an Intervene under the DA model. • FCAT (27% Reading, 62% Math) at proficiency.


• Develop a plan for extending the learning time for the 2011-2012 school year at Godby High School.

• Implement Electrical Engineering program for industry certification at Godby High School. • The district will provide professional development in increased rigor of advanced

coursework in Advanced Placement, Dual Enrollment, and the use of SREB principles at Godby.

• The district will develop an incentive plan that will be used to recruit, place, and retain staff to meet the needs of students at Godby.

2. Provide a detailed LEA-wide management plan for implementing Race to the Top. The

plan should include but is not limited to:

• Involvement of all stakeholders (e.g., parents, teachers, administrators, local institutions of higher education as appropriate, teachers’ unions, business leaders, community

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organizations, etc.) • Identification of the leadership/management team(s) • Strategies for monitoring implementation • An overall implementation timeline (i.e., Summary of Year One, Year Two, Year Three,

Year Four). Detailed timelines are required in each Work Plan Table. Unless otherwise indicated in the MOU, all timelines shall reflect a complete implementation for all schools before the end of the grant period.

• A summary budget is required for all years of the grant period as well as detailed budgets for each activity within each reform area (include in Section G). The release of funds will be contingent upon the successful progress toward completion of identified deliverables in the management plan and detailed budgets.

Stakeholders: Oversight for Race to the Top in Leon County has been assigned to the Assistant Superintendent for Teaching and Learning. Stakeholder groups include the District Advisory Council, Central Council, Parent Teacher Organization, Parent Teacher Association, Professional Learning Council, Florida State University, Florida A & M University, Flagler College, Tallahassee Community College, Leon County Schools’ Foundation, the Tallahassee Chamber of Commerce, the Leon Classroom Teachers’ Association, and other local organizations that support Leon County Schools. A Race to the Top Committee made up of district staff and community stakeholders was established to review Florida’s Plan and the Memorandum of Understanding. Each member of the Committee established a work team that addressed one of the 13 projects that supported the Theory of Action and the four assurance areas. Work teams reflected the diversity of institutions and the needs of their specific populations. Additionally, these team members offered expertise in the project area they investigated. The Assistant Superintendent and Divisional Director for Teaching and Learning participated in most work group meetings and all of the webinars. Additionally, the district grant writer participated in nearly all of the meeting groups and webinars. Leadership: A coordinator will manage Leon County’s Race to the Top initiative. The Race to the Top Coordinator will work with the Race to the Top Committee and the 13 project work teams in meeting the implementation plan and timeline for Leon County’s reform efforts. The Race to the Top Coordinator will manage all aspects of the grant and be accountable for all reporting requirements. The work team leaders indicated for each of the 13 projects will oversee their scopes of work and will coordinate routinely as guided by the Race to the Top Coordinator. The Steering Committee consists of:

• Superintendent • Associate Superintendent • Assistant Superintendent for Teaching and Learning • Assistant Superintendent for Professional and Community Services • Chief Financial Officer • Divisional Director of Teaching and Learning • Director of Professional Learning • Director of Secondary Schools • Director of Elementary Schools

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• Director of Testing and Student Assessment • College Readiness Coordinator • Chief of Labor and Employee Relations • Director of Human Resources • District “Turnaround” Administrator • Director of Special Programs (includes Charter Schools) • Director of IT (Information Technology) • President, Leon Classroom Teachers’ Association • Grants Coordinator

Strategies for Monitoring Implementation:

• The Race to the Top Coordinator will work with the RTTT Steering Committee members in finalizing a calendar of milestones for Leon County’s reform plan.

• The Race to the Top Coordinator will meet regularly with the Committee to ensure that all aspects of the plan are proceeding according to the timeline.

• The Race to the Top Coordinator will quarterly report to the Steering Committee progress in proceeding according to the timeline and recommend revisions to DOE as needed.

• The Race to the Top Coordinator will work with the Steering Committee in analyzing the effectiveness of systems put in place as part of the reform plan.

• Team members will be proactive in seeking opportunities to network with other districts regarding RTTT initiatives to maximize opportunities for successful implementation.

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Budget Summary: Funds for RTTT, are predominately focused on the following items: $1,116,626 School-based Equipment $772,596 Professional and Evaluation Development $886,000 Software for Single Sign-On, LIIS $219,000 Career Academy and Turning Around Lowest Achieving Schools $390,800 Project Coordination / 4 years

$3,445,701 Total RTTT Allocation $110,679 Indirect Cost Rate

The future funding for Capital Outlay, SIG, Title 2 and Title 1 will be aligned with RTTT initiatives to assist in sustaining activities.

3. Indicate steps that the LEA will take to evaluate progress in implementing the project (in addition to participating in the statewide evaluation efforts).

The work team leaders indicated for each work plan will be accountable for their scopes of work and will coordinate routinely with the RTTT Coordinator. The Coordinator will quarterly report progress to the Steering Committee. Appropriate revisions will be made based on evaluation of the project. The Coordinator will guide work teams to reexamine any initiatives that appear unfeasible

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and/or ineffective and will update the administration accordingly. The Director of Testing and Student Assessment will continue to report on student achievement which will reflect the success of the RTTT investment. 4. Provide an overview of how the LEA will ensure sustainability of RTTT reforms beyond

the grant period. The Race to the Top funding is targeted for initial outlay and expansion of infrastructure, investment in human capital and increase college and career readiness. The future funding for Capital Outlay, School Improvement Grants, Title I and Title II will be aligned with RTTT initiatives to assist in sustaining activities. 5. Describe how other funding sources will be integrated with Race to the Top funds during

the four-year grant period (e.g., Title II-A, School Improvement Grant). Amounts are not necessary in this description.

Leon County will support various components of Race to the Top as follows:

• Lesson Study: Title IIAs • STEM career academies: Carl Perkins • Advanced course work: Advanced Placement Incentive Program, Title I, Florida College

Board Partnership • Classroom Technology: Capital Outlay Funds, Title IId • Educator Preparation: Title IIA, Title I • Teacher and Principal Evaluation: Title IIA • Human Capital Decisions: Subject to Bargaining • Professional Development: Title I, Title IIA, Title III, Perkins, IDEA • Intervention Models: School Improvement Grants

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II

2

STATE GOALS

State Goals for the Class of 2015: For the every 100 incoming high school freshmen in 2011-12,

85 will graduate from high school in 2015. Of the 85 students who graduate, 63 (or 74%) will go on to college by 2017. Of the 63 students who went on to college, 44 (or 70%) will earn at least a year’s worth of college credit by 2019

High School Graduating Class of: 2005

(Baseline)

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Graduation Rate 59 59 60 63 66 68 69 72 76 80 85 College Going Rate 58 58 60 61 62 63 64 65 67 71 74 College Credit Earning Rate 63 63 64 64 64 65 65 66 67 68 70 Percent of 9th Graders Who Eventually Earn at Least a Year’s Worth of College Credit

22 22 23 25 26 27 29 31 34 39 44 LEA GOALS

Note: The un-shaded boxes will be prepopulated for each LEA by the DOE. High School Graduating Class of: 2005

(Baseline)

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Graduation Rate 65 61 63 64 64 68 69 72 76 80 85 College Going Rate 74 73 77 77 78 79 80 81 82 83 84 College Credit Earning Rate 71 76 73 74 74 75 75 76 77 78 79 Percent of 9th Graders Who Eventually Earn at Least a Year’s Worth of College Credit

34 34 35 36 37 40 41 44 48 52 56

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Work Plan Table

Project/MOU Criterion: Expand Lesson Study – (B)(3)1. Note: This Work Plan Table is optional for LEAs without a persistently lowest-achieving school; however, criterion (B)(3)2. states that professional development programs in all schools will “employ formative assessment and the principles of lesson study.” (B)(3)2. is included in the Table for (D)(5). Please indicate one LEA point of contact for this Project. Name: Shannon Lynch Title: Assistant Superintendent of Instruction Phone #: 850-487-7219 E-mail Address: [email protected] Project Goal: An LEA with a persistently lowest-achieving school will modify these schools’ schedules to devote a minimum of one lesson study per month for each grade level or subject area. Deliverables (minimum required evidence): 1. Submission of school schedule for each persistently lowest-achieving school that includes regularly scheduled

blocks of time dedicated to lesson study for each grade level or subject area. 2. Annual submission of monthly grade level and content area Next Generation Sunshine State Standard lesson

used to teach, observe, study evidence of student learning and design improved instruction. 3. Rosters of school administrator(s) and grade level and content area teaching staff who participated in the

lesson study 4. Submission of one participating teacher’s improved lesson plan based on the submitted grade level and content

area Next Generation Sunshine State Standard lesson study with amendments due to participation in lesson study noted.

The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

Director-Professional Learning X X X X X X Directors-Elementary & Secondary X X X X X X Each School’s Principal and Assistant Principal

X X X X X X

District Lesson Study Facilitator X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): Submission of school schedule for each persistently lowest-achieving school that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X X

Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

District and school administrators will work with teachers and the teacher union to develop plans for schools to enhance teacher collaboration times in the master schedules.

X X X X X

12

mailto:[email protected]�

Establish and maintain a facilitator at the site.

X X X X X X

Deliverable (required): Annual submission of monthly grade level and content area Next Generation Sunshine State Standard lesson used to teach, observe, study evidence of student learning and design improved instruction.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

District and School leaders will analyze each school’s student performance data and identify priority areas in which students perform the lowest.

X X X X

District and School level instructional leaders will develop a plan and a calendar for completion of the lesson study cycles throughout the school year. (using student data and focus calendars)

X X X X

The District will recruit teachers to establish a system for lesson planning and formative assessments that support improved instruction and student performance.

X X X

The Workgroup of the guide/system will revise the process as student achievement and progress monitoring data is reviewed.

X X X

Members of the Workgroup will provide on-going professional development on the guide and lesson study.

X X X

Deliverable (required): Rosters of school administrator(s) and grade level and content area teaching staff who participated in the lesson study.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Professional development on the Lesson Study process will be provided to all the schools.

X X X X X X

The one “persistently lowest achieving” school will complete at least three Lesson Study cycles during 2010-2011 and expand to other content areas.

X X X

At least one trained, designated Lesson Study Facilitator will be on campus at the “persistently lowest achieving” school.

X X X X X X

Four Lesson Study cycles will be completed in each core area.

X X X

Job embedded professional development and coaching on the Lesson Study process will

X X X X X X

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be provided by the district and school based coaches. District office professional developers will continue to support the implementation of lesson study by providing support to the school facilitator.

X X X X X X

Deliverable (required): Submission of one

2010-11 participating teacher’s

improved lesson plan based on the submitted grade level and content area Next Generation Sunshine State Standard lesson study with amendments due to participation in lesson study noted.

2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Each school administrative (curriculum) leader will develop a system for maintaining video and lesson materials that support improved instruction and student performance through lesson study.

X X X

Project Budget Summary:

2010-11 2011/12 2012/13 2013/14 2nd 3 Quarter rd 4 Quarter th Quarter

$ 0

$0

$0

$0

$0

$0

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) The district will follow the Florida Department of Education Lesson Study Guide with the suggested templates and record keeping documents. Best practices for the implementation of Lesson Study in Leon County will be part of the on-going professional development with administrators and teachers. Supporting Narrative (optional): Funding for implementing Lesson Study at the Persistently Lowest-Achieving School is provided through the existing SIG 1003g grant.

Funding for the development of pacing guides is under Table 9 - Improve Teacher and Principal Evaluation Systems - (D)(2)(i)-(iii)

Title and Page Number of Appendices for this Project (if applicable):

Appendix 1-A. Schedule for each persistently lowest-achieving school that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area.

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Work Plan Table

Project/MOU Criterion: Expand STEM Career and Technical Program Offerings – (B)(3)4. Please indicate one LEA point of contact for this Project. Name: Randy Pridgeon Title: Division Director of Secondary Education Phone #: 850.487.7139 E-mail Address: [email protected] Project Goal: The LEA will implement at least one additional high school career and technical program that provides training for occupations requiring science, technology, engineering, and/or math (STEM). The LEA will pay, or secure payment for the industry certification, and/or examination for graduates of such programs. These programs must lead to a high-wage, high-skill career for a majority of graduates that supports one of the eight targeted sectors identified by Enterprise Florida and result in an industry certification. The LEA will ensure that these programs will include at least one Career and Technical Education course that has significant integration of math or science that will satisfy core credit requirements with the passing of the course and related end-of-course exam. Deliverables (minimum required evidence): 1. Submission of a 4-year LEA timeline and implementation plan based on the analysis of employer needs in the

community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications.

2. Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification exams.

3. Documentation of implementation of a complete program that results in industry certification including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications.


2nd 3 Quarter

rd 4 Quarter

th

Quarter

Division Director of Secondary Education X X X X X X Career Academy Coordinator X X X X X Principal, Godby High School X X X X X CTE Instructor, Godby High School X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTT-approved career and technical programs.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X

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Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Document baseline data from 2009-2010, 2010-2011.

X X

Establish business partnerships and with STEM related industry certifications.

X X X X X X

Establish courses, training and funding for specified programs to be added over the remaining years of RTTTT.

X X X X

Produce activity and phase-in timeline for new RTTT-related academy.

X X X

Current certified CTE personnel on staff. X X X X X X Deliverable (required): Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification exams.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Document incentive dollars from the state earned at Godby’s academy.

X X X

Document local business partner sponsorships dedicated to certification exam costs.

X X X

Document Carl D. Perkins funds dedicated to certification exam fees.

X X X

Deliverable (required): Documentation of implementation of a complete program that results in industry certification.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Submit description of new 2011-2012 Electrical Drafting Academy at Godby High

X X X

Report student enrollments and completions. X X X

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$0

$0

$120,000

$8,000

$16,000

$16,000

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) Supporting Narrative (optional): Godby High School will open the Electrical Drafting Academy in August 2011. The baseline data for 2009-2010 and 2010-2011 will include existing programs at Lively Technical and Tallahassee Community College. Start up costs per DOE STEM Academy guidance identified as $120,000 for a turnkey setup for a class of 20. Budget is set for startup of 20 students and continuing at 40 students for remaining two years of the grant. Additional CTE courses to be added: 8725010 Drafting 1 8725020 Drafting 2 8725030 Drafting 3 8725040 Drafting 4 8725210 Electrical Drafting 5 8725220 Electrical Drafting 6 8725230 Electrical Drafting 7 8725240 Electrical Drafting 8 Students completing the Drafting core are encouraged to complete advanced drafting technology programs in any of the following: architectural, electrical, electronic, mechanical, structural, drafting Industry certifications (total $190 per student): ADDA Drafter Certification (AMDDA001) - $65 exam fee for non-ADDA members, $50 for ADDA members Autodesk Certified Associate – AutoCAD (ADESK016) - $25 exam fee Autodesk Certified Professional – AutoCAD Architecture (ADESK022) - $50 exam fee Autodesk Certified Professional – Revit Architecture (ADESK025) - $50 exam fee Teacher Certifications: Building Construction Drafting Technology Drafting Technology Construction Title and Page Number of Appendices for this Project (if applicable):

17

Work Plan Table

Project/MOU Criterion: Increase Advanced STEM Coursework – (B)(3)5. Please indicate one LEA point of contact for this Project. Name: Kathy Corder Title: College Readiness Coordinator Phone #: 850/487-7898 E-mail Address: [email protected] Project Goal: The LEA will increase the number of STEM-related acceleration courses, such as Advanced Placement, International Baccalaureate, AICE, dual enrollment, and industry certification. Deliverables (minimum required evidence): 1. Submission of a district timeline and implementation plan to increase the number of STEM accelerated

courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies.

2. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data.


2nd 3 Quarter

rd 4 Quarter

th

Quarter

College Readiness Coordinator X X X X X X Divisional Director of Teaching and Learning

X X X X X X

Middle and High School Principals X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

18

International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Review current course offerings at middle and high school to determine what changes are needed in the progression plan to ensure students are prepared for more rigorous STEM coursework.

X X X

Develop list of potential STEM/Accelerated courses, including Advanced Placement and Dual Enrollment, to add to high school course offerings.

X

Develop a plan for expansion of STEM/Accelerated offerings at each high school site.

X X X

Explore the use of distance learning to increase STEM/Accelerated offerings at the high school level.

X X

Develop and refine courses that serve as prerequisites to Advanced Placement and/or dual enrollment classes in the STEM areas, including, but not limited to, Algebra I and Earth/Space Science in middle school.

X X X X

Implement revised course progression plan to include, but not limited to: Algebra I and Earth/Space Science in middle school and additional STEM courses in Advanced Placement and/or dual enrollment.

X X X

Provide professional development for teachers to effectively teach accelerated STEM courses.

X X X X

Monitor, maintain, and support revised course progression plan at middle and high schools.

X X X

Analyze student performance data to determine support needed for students in rigorous STEM courses.

X X X X

Deliverable (required): Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

19

Analyze current offerings in STEM accelerated course offerings to use as baseline data.

X

Document implementation of additional accelerated STEM courses and industry certifications offered at each school to check progress in expanding opportunities.

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3 Quarter rd 4 Quarter th Quarter $

$

$

$

$

$

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends.)s Additional accelerated STEM courses should be sustainable if weighted funding continues for passing scores on Advanced Placement exams, plus FTE earned for dual enrollment courses. Supporting Narrative (optional): Currently, all Leon County high schools offer an International Baccalaureate program (Rickards High School) or at least four courses in dual enrollment or Advanced Placement, including one course each in English, mathematics, science, and social studies.

Professional development for teachers of STEM courses will be funded through Advanced Placement, Title II and incorporated in planned activities under Workplan 10 - Focus Effective Professional Development - (D)(5), (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a) and (D)(3)(ii)2.

. Title and Page Number of Appendices for this Project (if applicable):

20

Project/MOU Criterion: Bolster Technology for Improved Instruction and Assessment – (B)(3)6. Work Plan Table

Please indicate one LEA point of contact for this Project. Name: William Nimmons Title: IT Director (Interim) Phone #:850-487-7530 E-mail Address: [email protected] Project Goal: The LEA will ensure that each school possesses the technology to provide sufficient access to strategic tools for improved classroom instruction and computer-based assessment. Deliverable (minimum required evidence): 1. Readiness for computer-based testing (FCAT 2.0, End-of-Course Exams, Florida Assessments for Instruction

in Reading) as certified through completion and submission of Florida’s online certification tool. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

Asst Supt, Professional & Community Svcs X X X X IT Director X X X X Distributed Systems Manager X X X X Director, Student Assessment X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): Completion and submission of computer-based testing readiness certification through Florida’s online tool.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Update of certified computer systems; review of new on-line testing requirements to insure capacity to complete on-line testing in the desired time frame; adjust computer needs based upon this analysis; identification of funding to support any increased computer needs.

X X X X



$0

$0

$600,000

$390,932

$0

$0

21

Sustainability Factors: Capital Outlay funding or other funding will be identified to fund any additional computer needs that are not met by Race to the Top funding. Supporting Narrative (optional): In anticipation of this year’s on-line testing requirements we funded via Capital Outlay (Summer 2010) the purchase of 780 additional computer systems to increase our computer lab capacity. In the recent September 2010 DOE computer-based assessment survey we certified that we have enough capacity for this year’s on-line assessments. However, as additional on-line State assessments are mandated in future years (examples: Geometry, Biology, US History, Geometry, Civics) and an increase in on-line progress monitoring, we believe we will have insufficient capacity in terms of additional computers and computer labs. Other likely factors that will make this situation more acute are:

• Testing windows for different assessments will likely overlap (increases the number of computers required in a given time frame).

• As on-line testing needs increase, computers available for instruction decrease. • Increasing the addition of additional computer labs space is costly; especially utility upgrades.

As a result of these factors, we plan to purchase the following in 20011-12 and 2012-13:

• Laptop carts (30 workstation): o Two workstation carts (includes laptops and access point) for each of our six high schools. One

work station cart for each high school in 2011-12 and the remaining carts for the high schools in 2012-13.

o One laptop cart for our eight middle schools in 2012-13. • Campus-wide wireless for each of the 14 secondary schools to maximize flexibility of where testing can

occur and provide wireless connectivity for other “continuously connected” teachers/students at these sites.

o Campus-wide wireless for all high schools in 2011-12 and all middle schools in 2012-13. We will evaluate our on-line testing capacity yearly based upon new on-line tests being required during that year to determine if we have sufficient capacity. If capacity is not sufficient additional funding will have to be identified to meet capacity requirements. These additional laptop carts will also be used for improved classroom instruction allowing teachers to integrate their curriculum with technology to provide a richer environment for learning by students where goal setting, collaboration, and classroom access to web-based resources is used to facilitate instruction in the classroom. These systems when used with other available technology in our classrooms such as projectors, electronic whiteboards, audio systems, iPods, student response systems, and document cameras as examples will further enhance our “connected classrooms”. Leon County Schools, Bolster Technology for Improved Instruction and Assessment

Laptop cost (Dell E6510)

$ 1,000.00

Bretford Intellient 30 workstation cart $

1,900.00 Campus Wireless, High Schools $ 65,000.00 Campus Wireless, Middle Schools $ 45,000.00

22

High Schools 6 Middle Schools 8

2011-2012 High Schools Cart(s) 1

Laptops 30 Wireless 1 Total Cost, per school: $96,900.00 Total Cost, all schools: $581,400.00

Middle Schools Cart(s) 1


2012-2013 High Schools Cart(s) 1


Middle Schools Cart(s) 1


Total, 2011-2012: $1,196,600.00 Total, 2012-2013: $1,196,600.00 Grand Total: $2,393,200.00


23

Work Plan Table

Project/MOU Criterion: Improve Access to State Data – (C)(2) Please indicate one LEA point of contact for this Project. Name: William Nimmons Title: IT Director (Interim) Phone #:850-487-7530 E-mail Address: [email protected] Project Goal: LEAs will integrate with the Department to provide single sign-on access to state-level applications and data by their users. The LEA will incorporate state-level data into local instructional improvement systems to improve instruction in the classroom and operations at the school and district levels, and to support research. Deliverables (minimum required evidence): 1. For teachers, principals, and other LEA staff, provide a report on the following:

a. Number of each type of staff in the district b. Number of each type of staff accessing state resources via single sign-on

Baseline report based on 2009-10 is due by December 31, 2010. Reports based on the prior two quarters completed are due by September 30 and March 31 of each year. Bi-annual reporting shall begin the first applicable period after single sign-on integration with the Department. The Department will provide a report template.

2. Single Sign-on Integration Readiness Certification. Certification forms will be provided by the Department for LEA signature.

3. Single sign-on integration with the Department.

4. For state-level data downloads, provide a report of the following: a. Name of the download b. Date of most recent download

Reports are due by September 30 and March 31 of each year and based on the prior two quarters completed. Reporting shall begin the first applicable period after receipt and incorporation of state-level data into local instructional improvement systems. The Department will provide a report template.

Note: Additional evidence regarding the state-level data downloads is collected with Section (C)(3)(i). The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

Asst Supt, Professional & Community Svcs X X X IT Director X X X Distributed Systems Manager X X X X X X Database Administrator X X X Program Manager– Human Resources X X X User Support Manager X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable

24


as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Note: Deliverables will be dependent on an LEA’s current status with respect to technology and data systems. During Year 1, LEAs will provide feedback to the Department regarding single sign-on implementation and state-level data downloads. Work should be completed by Year 4. Deliverable (required): For teachers, principals, and other LEA staff, provide a report on the following:

a. Number of each type of staff in the district

b. Number of each type of staff accessing state resources via single sign-on

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Report staff numbers to the DOE X X X X Provide staff data as requested by the DOE

X X

X

Provide each type of staff accessing state resources using single sign-on

X X X

Deliverable (required): Single Sign-on Integration Readiness Certification

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Analyze DOE single sign-on certification readiness document, determine technical resources required to meet single sign-on requirements.

X

X

X

X

Submit Integration Readiness document to the DOE

X

Deliverable (required): Single sign-on integration with the Department

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Analyze DOE single sign-on technical requirements.

X

Research, evaluate, and purchase enterprise-level Identity Management system to provide single sign-on capability.

X

Implement single sign-on system and X X

25

integrate with State and local systems. Integrate single sign-on capability with additional systems identified by the state and other locally developed/purchased systems.

X X X

Deliverable (required): For state-level data downloads, provide a report of the following:

a. Name of the download b. Date of most recent download

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Incorporate state data downloads into Local Instructional Improvement System

X X X



$0

$0

$150,000

$0

$0

$0

Sustainability Factors: Identification and training of staff to maintain the purchased Single Sign-on system. Identification of funding to support yearly maintenance cost of software (operating expense) and possible need for additional manpower to support the daily use of this system. Supporting Narrative (optional): In the 4th quarter 2010 and the 1st

quarter of 2011we will work to integrate single sign-on to DOE resources and current local systems. In addition, in 2011/12 we will begin incorporating data into existing local systems where appropriate until an LIIS can be developed.

An identity management system (single sign-on) is an important component of a fully integrated LIIS because of the need to provide easy access to students, parents, teachers, and staff to our current systems such as our Parent Portal, Teacher Portal, Student Information System, Data Director (on-line longitudinal assessment management system), and Professional Development systems. This system will also be a key interface as we evaluate and procure systems that provide a variety of professional instructional capabilities such as classroom management software (example: Moodle) and on-line conferencing systems (example: LiveMeeting, Adobe Connect, etc), Web 2.0 technologies (example: Gaggle.net) and cloud computing services (example: Stoneware) that provides a web-based IT delivery systems so that teachers/students/staff can access needed IT resources anytime/anywhere via browser technology to extend the classroom/workday.


26

Work Plan Table

Project/MOU Criteria: Use Data to Improve Instruction – (C)(3)(i) and (iii) Please indicate one LEA point of contact for this Project. Name: William Nimmons Title: IT Director (Interim) Phone #:850-487-7530 E-mail Address: [email protected] Project Goal: The LEA will use systems that are easy for students, teachers, parents, and principals to use and that show growth of students, teachers, schools, and districts disaggregated by subject and demographics. An LEA that has an instructional improvement system will ensure that the system is being fully utilized; an LEA that does not have an instructional improvement system will acquire one. The LEA will provide requested data from local instructional improvement and longitudinal data systems to the Department as requested. Deliverables (minimum required evidence): 1. For local instructional improvement systems, provide a report that includes the following:

a. Name of the system b. How the system has been adopted and used in the classroom, school, and at the district level to support

instruction in the classroom, operations at the school and district levels, and research c. How the system is accessed and used by students and parents d. How state-level data downloads are accessed and used in the classroom, school, and at the district

level to support instruction in the classroom, operations at the school and district levels, and research [Ref. to Section (C)(2)]. This section should be included when it becomes applicable.

e. A description of the student growth data available to users on the system f. How frequently students, teachers, parents, and principals are accessing the system

The baseline report for 2009-10 is due by December 31, 2010. Subsequent reports are due annually by September 30 for the prior year.

2. The LEA will provide timely, accurate, and complete information in Department technology assessments and surveys to verify the LEA’s local instructional improvement system meets the minimum standards. LEAs will provide the name, title, phone number, and email address of a staff member responsible for receiving such requests from the Department.

3. The LEA will provide data from local instructional improvement and longitudinal data systems to the

Department, as requested. LEAs will provide the name, title, phone number, and e-mail address of a staff member responsible for receiving such requests from the Department.


2nd 3 Quarter

rd 4 Quarter

th

Quarter

Asst Supt, Professional & Community Svcs X X X X IT Director X X X X Program Manager X X X X Database Administrator X X X X User Services Director X X X X Teaching & Learning Team X X X X

27

Deliverable (required): For local instructional improvement systems, provide a report that includes the following:

a. Name of the system b. How the system has been adopted

and used in the classroom, school, and at the district level to support instruction in the classroom, operations at the school and district levels, and research

c. How the system is accessed and used by students and parents

d. How state-level data downloads are accessed and used in the classroom, school, and at the district level to support instruction in the classroom, operations at the school and district levels, and research [Ref. to Section (C)(2)]. This section of the report should be included when it becomes applicable

e. A description of the student growth data available to users on the system

f. How frequently students, teachers, parents, and principals are accessing the system

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

X

X

X

X

X

X

X

X

X

X

X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Apply for DOE committee membership on the development of standards for an instructional improvement system. If accepted, participate in all committee meetings.

X X X X

Review DOE minimum standards for LIIS. X X Evaluate current systems and compare against this standard and then determine access/integration path.

X

X

X

X

Identify both state and local data systems that should be integrated into our LIIS.

X

X

X

Implementation of LIIS. Integrate Parent Portal, Student Portal, Teacher Portal, DataDirector and other LCS systems into LIIS.

X

X

X

Implementation of LIIS. Integrate Parent Portal, Student Portal, Teacher Portal, DataDirector and other LCS systems into LIIS.

X

X

X

28

Identify how the LIIS is used in the classroom, school, and at the district level to support instruction in the classroom, operations at the school and district levels, and research.

X X

Identify how the system is accessed and used at all levels (staff, researchers, students, teachers, parents).

X X

Evaluate state-level downloads and determine how they are accessed and which are used in classrooms, at the district level to support classroom instruction, district levels, and research.

X X

Describe how student growth data available via the LIIS is being used by users to improve instruction by users on the system.

X X

Identify/develop the process for reporting the frequency of students, teachers, parents, and principals using the LIIS. Report this data to the DOE.

X

X X X

Deliverable (required): The LEA will provide timely, accurate, and complete information in Department sponsored technology assessments and surveys to verify the LEA’s local instructional improvement system meets the minimum standards. LEAs will provide the name, title, phone number, and email address of a staff member responsible for receiving such requests from the Department.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Collect data necessary to report to the DOE on the technology assessment.

X X X

Verify minimum standards are met. Work with constituent group evaluation and inputs to improve LIIS.

X X X

Provide POC information for receiving DOE requests.

X X X

29

Deliverable (required): The LEA will provide data from local instructional improvement and longitudinal data systems to the Department, as requested. LEAs will provide the name, title, phone number, and e-mail address of a staff member responsible for receiving such requests from the Department.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Provide additional data requested by the DOE as identified.

X X X

Provide POC information for receiving DOE requests.

X X X


2010-11 2011/12 2012/13 2013/14 2nd 3 Quarter rd 4 Quarter th Quarter $0

$0

$86,000

$250,000

$200,000

$200,000

Sustainability Factors: By the end of year four we plan to be in a software maintenance mode and will identify funding to support the LIIS in the out years. Supporting Narrative (optional): Once LIIS requirements are adequately defined by the DOE, starting in the 4th

quarter of 2010 and continuing into the beginning of 2011/12 we will begin development of our LIIS. In 2011/12 and the remaining years, we will begin integrating local systems such as the Parent Portal, Teacher Portal, other constituent driven portal systems, Data Director, and a professional development system into our LIIS so that administrators, teachers, parents, and students have access to needed data.

Our vision is that our LIIS will tie together the disparate systems that we have in place today and software that we develop/procure in the future to provide to seamless access to dashboards and reports for staff, teachers, administrators, parents and students so that we can all make intelligent decisions on a student’s progress and instruction.

o Parent/Student Portal: Once fully developed will be used by parents and students to monitor grades, review assignments, track assignment completion, review/update student/parent demographic data, review state testing results, attendance, discipline and career path progression as examples.

o Teacher Portal: Interface with teacher grade books to provide a web-based system for student grades, testing results, attendance and other related information.

o Professional Development Portal: For administrator, District staff, and teacher use to monitor and assess professional development needs based so these needs can be targeted effectively based upon the teachers abilities and particular student needs.

o Data Director: A web-based decision support system that allows us to make sense out of a huge range of data to provide longitudinal tracking and report of student assessment data, student demographic data, as well as other student grades and teacher data (daily assessments can be captured in the system).

30

We currently envision that we will develop a system that will integrate these different systems to provide a LIIS to our constituents. The budgeting for this development reflects contracted staff to define, design, and develop this system. With years 2011-12 & 2012-13 integrating current systems, integrating additionally acquired systems in 2012-13, and the continual development across all years of this grant to provide a seamless interface with appropriate dashboards/reports to be used by all users. Title and Page Number of Appendices for this Project (if applicable):

31

Work Plan Table

Project/MOU Criterion: Provide Support for Educator Preparation Programs – (D) (1) (ii) Please indicate one LEA point of contact for this Project. Name: Jo Marie Olk Title: Director of Staff Development Phone #: 850-487-7897 E-mail Address:[email protected]

Project Goal: The LEA will improve the support of candidates in teacher preparation programs by collaborating with providers in assigning effective personnel as mentors and supervising teachers and using candidate performance data for program improvements. Deliverables (minimum required evidence): 1. Plan for collaboration with institutions or other program providers (include list) to assign supervising teachers. 2. Plan for determining qualifications for selecting effective and highly effective teachers and administrators,

including clinical educator training, as supervising teachers and peer mentors for teacher and principal leadership candidates.

3. Description of qualifications to supervise program interns or serve as a peer mentor. 4. Reporting teachers and principals who are selected for these positions (the staff database will be updated with

a data element for this purpose). 5. Annual District Program Evaluation Plan (DPEP) reports for district alternative certification programs and

annual reports for School Leadership programs reflect requirements met for Continued Approval Standard Three (regarding use of data for continuous program improvement and the assignment and training of peer mentors).


2nd 3 Quarter

rd 4 Quarter

th

Quarter

Director of Professional Learning x x x x x x Director of Leadership Development x x x x x x Beginning Teacher Program/Alternative Certification Program Manager

x x x x x x

Coordinator of Internship Placement x x x x x x The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A) 1. Deliverable (required): Plan for collaboration with institutions or other program providers (include list) to assign supervising teachers.

2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

32

x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Form a collaboration team with members from area universities and school district

representatives

x

Determine regular meeting dates and agenda items for meetings of the collaborative team

x x x x

Develop guidelines for assigning supervising teachers

x x x x

Update MOUs with all partnering institutions and programs

x x x x

Develop Leon County Internship Guideline Manuals for Interns and Supervising

Teachers

x

Develop and administer an internship survey for supervising teachers to identify

professional development needs and areas of support needed

x x x x

Develop and administer an internship survey for interning students to identify

professional development needs and area of support needed

x x x x

Using data received from surveys revise plan or program and plan for future staff

development

x x x x

Deliverable (required): Plan for determining qualifications for selecting effective and highly effective teachers and administrators, including clinical educator training, as supervising teachers and peer mentors for teacher and principal leadership candidates.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Convene a committee to create a plan that identifies qualifications for identifying and selecting highly effective teachers and mentors.

x x x x

Collect performance data to assist in identifying effective and highly effective teachers/administrators.

x x x x

Maintain access to Clinical Educator Training for teachers and administrators

x x x x x

Update database of teachers and x x x x

33

administrators who are trained as clinic educators Develop and administer a survey of peer teachers to identify needed professional development and support

x x x x

Develop and administer a survey of beginning teachers to identify needed professional development and support

x x x x

Deliverable (required): Description of qualifications to supervise program interns or serve as a peer mentor.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Convene a committee to establish criteria to determine qualifications for supervising

teachers and peer mentors

x

Obtain feedback from interns and beginning teachers to identify areas of need

x x x x

Use student performance data to identify effective and highly effective

peer/supervising teachers

x x x x

Create PEC manual for School Administrators; provide training on

manual and update as necessary

x x x

Deliverable (required): Reporting teachers and principals who are selected for these positions (the staff database will be updated with a data element for this purpose).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

X

X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Provide training for administrators on qualifications for selecting and assigning

intern supervising teachers and peer mentors

x x x

Collaborate with MIS to establish internal process to review and report accurate data

on mentors and supervising teachers

x

Disseminate information to schools informing them of the process for collecting

data from the school sites regarding assignment of supervising teachers and peer

mentors

x x x

Produce annual report that indicates results x x

34

of revised process for selecting and assigning supervising teachers and peer

mentors Deliverable (required): Annual DPEP reports for district alternative certification programs and annual reports for School Leadership programs reflect requirements met for Continued Approval Standard Three (regarding use of data for continuous program improvement and the assignment and training of peer mentors).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x

X

X

X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Surveys will be designed and distributed to interns and alternative certification

participants regarding effectiveness of assigned mentors

x x x x

Surveys will be analyzed and results included in the DPEP

x x x x

Collect and review student performance data of ACP teachers for the purpose of making

professional development decision.

x x x

Review School Leadership Program report data in order to identify professional

development and support needs

x x x

Based on analysis of survey results, performance results for peer mentors and student learning outcomes reassign peer

mentors to participants as needed based on performance

x x

Annual reports for district internship programs will be generated

x x x



$0

$0

$0

$0

$0

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) Many of the trainings and other aspects of the deliverables are already a part of the existing budget in the district. The creation of surveys and analysis of data will be incorporated into existing job descriptions. No significant increase in expenditures is anticipated in this area. Supporting Narrative (optional): Surveys will be created and administered in the second quarter of years 2-4. Baseline data on current supervising teachers and peer mentors will be collected at the end of years one and two and targets for the

35

percentages of effective teachers and administrators assigned to supervise/mentor will be set at the end of year two. Interns and alternative cert participants will be surveyed in years one and two for baseline satisfaction data on their supervisor/mentors. Targets will be set at the end of year two for improvements in supervisor /mentor performance regarding satisfaction rates and training manuals and training will be updated to meet those identified needs. Data will be analyzed in years three and four to measure progress. The district will report personnel assigned to these positions through regular staff reporting based on forthcoming FLDOE instructions. Title and Page Number of Appendices for this Project (if applicable):

36

Work Plan Table

Project/MOU Criteria: Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii) Please indicate one LEA point of contact for this Project. Name: Gwendolyn Graham Title: Chief of Labor and Employee Relations Phone #: 850.487.7103 E-mail Address: [email protected] Project Goal: The LEA will design and conduct teacher and principal evaluations through systems that meet the requirements of law and of the MOU. Deliverables (minimum required evidence): 1. A completed teacher appraisal system that reflects the inclusion of and implementation process for each of the

content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined checklist at the end of the template document.

2. A timetable for implementing the teacher evaluation system. 3. A completed principal appraisal system that reflects the inclusion of and implementation process for each of

the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined checklist at the end of the template document.

4. A timetable for implementing the principal evaluation system. 5. Annually report evaluation results for teachers and principals through the regular student and staff survey. 6. Submit revisions to the teacher and principal evaluations annually, if revisions are made. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

Teacher Representatives X X X X X X Principal Representatives X X X X X X Selected Curriculum Personnel X X X X X X Assistant Superintendent, Teaching and Learning

X X X X X X

Chief, Labor and Employee Relations X X X X X X Division Director, Elementary X X X X X X Division Director, Secondary X X X X X X Division Director, Special Programs X X X X X X Director, Professional Development X X X X X X Director, Human Resources X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1.

37


Deliverable (required): A completed teacher appraisal system that reflects the inclusion of and implementation process for each of the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

No later than

May 1


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Establish committee of all stakeholders (teachers, principals, assistant principals, curriculum representatives, union representatives, district staff, charter school representatives) to evaluate proposed revisions of teacher appraisal system appropriate

X X X

Review the Educator Accomplished Practices and review other teacher appraisal systems

X X X

Meet with committee monthly or more often as needed

X X X

Dialogue with DOE’s consultant X X X Include Educator Accomplished Practices, requirements of Florida Statute 1012.34 and Race to the Top elements in revised LCS teacher appraisal system

X X X

Incorporate student growth measure based on performance of students on state required assessments for 35% of the evaluation and student growth or achievement as determined by the LEA for 15%

X

Design teacher appraisal system to support district and school improvement plans

X

Coordinate outcome of evaluations with staff development to provide professional development identified as needed in evaluation

X X X

Draft teacher appraisal system submitted to union

X X X

Collectively Bargain new appraisal system X X X Agreement reached with LCTA X Implement newly revised teacher appraisal system for classroom teachers whose subject of instruction is tested via FCAT subject to any required collective bargaining

X

Utilizing state resources, develop, through participation in a consortium, end of course exams for all courses not measured by state or national assessments

X X

38

As calculated by DOE, value added measures will be applied to the determination of teacher impact on student growth

X X

Define milestone event and additional metric X Implement multi-metric evaluations for teachers in the year prior to a milestone event

X

Revise teacher appraisal system to reflect student growth based on performance of all students either on state, national or district selected assessments for at least 40% of the evaluation and 10% determined by the LEA

X X

Make necessary yearly revisions utilizing the phase in option

X X X

Collectively Bargain any revisions X X X X Agreement reached with LCTA X X X X Implement phased in teacher appraisal system that reflects inclusion of Florida Statute and MOU requirements

X

\ Deliverable (required): A timetable for implementing the teacher evaluation system (this may be adjusted annually).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Through the Technology and Information Services (TIS) or through contract with an outside company develop/create electronic formats for all appraisal systems data collection and reporting processes (see work table 9)

X

Design and implement professional development activities for all teachers, school leaders and district staff related to implementing, monitoring and evaluating teacher appraisal system processes

X X X

Provide coaching and support for all stakeholders related to effective implementation/application of all appraisal system processes

X X

Ongoing coaching and support for new employees and new administrators related to effective implementation/application of all appraisal system processes

X X X

Monitor for effective implementation of teacher appraisal system

X X X

39

Conduct evaluation of integrity and quality of implementation of teacher appraisal system

X X X

Conduct evaluation process related to the impact of applying the teacher appraisal system on the overall performance of students

X

Collectively bargain with LCTA each year regarding timetable for implementation of teacher appraisal system

X X X X X X

Deliverable (required): A completed principal appraisal system that reflects the inclusion of and implementation process for each of the content and design requirements listed in s.1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined checklist attached.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Establish committee of all stakeholders (teachers, principals, assistant principals, union representatives, district staff, charter school representatives) to evaluate proposed revisions of principal appraisal system

X X

Meet with work group as often as needed X X Dialogue with DOE’s consultant X X X X X Revise principal appraisal system to include emphasis on recruiting and retaining effective teachers, improving effectiveness of teachers, removing ineffective teachers, including a comprehensive range of ratings

X

Include Florida Principal Leadership Standards requirements of Florida Statute 1012.34 and Race to the Top elements in revised LCS principal appraisal system

X X

Incorporate student growth measure based on performance of students on state required assessments for 35% of the evaluation and student growth or achievement as determined by the LEA for 15%

X

Draft committee plan submitted to School Board for approval

X

Implement phase 1 of the principal appraisal system

X

Revise principal appraisal system to reflect student growth based on performance of all students either on state, national or district selected assessments for at least 40% of the

X

40

evaluation and 10% determined by the LEA Submit revisions to the School Board for approval

X

Make necessary yearly revisions utilizing the phase in option

X X X

Obtain School Board Approval as necessary X X X Implement phased in principal appraisal system reflecting inclusion of Florida statute and MOU requirements

X

Conduct principal evaluations at least yearly X X X Deliverable (required): A timetable for implementing the principal evaluation system (this may be adjusted annually).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Through the Technology and Information Services (TIS) or through contract with an outside company develop/create electronic formats for all appraisal systems data collection and reporting processes(see Table 9)

X X

Design and implement professional development activities for all teachers, school leaders and district staff related to implementing, monitoring and evaluating principal appraisal system processes

X X X

Monitor X X X Provide coaching and support for all stakeholders related to effective implementation/application of all appraisal system processes

X X

Ongoing coaching and support for new employees and new administrators related to effective implementation/application of all appraisal system processes

X X X

Conduct evaluation process related to the impact of applying the principal appraisal system on the overall performance of students

X

Deliverable (required): Annually report evaluation results for teachers and principals through the regular student and staff survey.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

41

Review data transfer systems X X X Implement new data transfer system X Human Resources and TIS will work together to create methods and process in collecting data and generating reports

X X

Data collected by human resources compiled in accordance with FDOE requirements

X X X X

Report as required X X X X Deliverable (required): Submit revisions to the teacher and principal evaluation systems annually, if revisions are made.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Maintain ongoing work committees with appropriate stakeholders to analyze and reevaluate teacher and principal appraisal systems in accordance with Federal/State/FDOE laws and/or rules.

X X X

Repeat Activities as delineated in Deliverables One (1) and Three (3)

X X

Collectively bargain as necessary X X X Annual submission for Board and Union approval.

X X X X



$0

$51,200

$55,040

$32,000

$32,000

Sustainability Factors:

• Allocation and expenditure of District funds to support continuation of all planning, implementation, monitoring and evaluation processes related to described deliverables.

• Allocation and expenditure of Title II-A funds to support continuation of all planning, implementation, monitoring and evaluation processes related to described deliverables.

• Analysis of results from system’s evaluation processes pertaining to their impact on teacher and principal performance in positively impacting the performance of students

• In order to maintain compliance, ongoing review of changes to Federal, State and/or State Board law and/ or rule.

• State FEFP funding • Reliability and validity of data elements used to create the revised principal and teacher

evaluation system • Development of reliable and valid student growth measures for all grades and subjects by

2013/14 • Continued planning, implementation, monitoring and evaluation of Professional Learning

42

activities to ensure that system processes are applied consistently pervasively and with high quality throughout the District.

• Ability to provide training specific to individual needs as they are determined by the revised evaluation process.

• Success of collective bargaining and ongoing support of union and instructional staff Supporting Narrative (optional): Funding is provided for development of assessments, lesson planning and end of course exams that 1) support improved instruction and student performance; and 2) provide measurement for courses not measured by state or national assessments. The teacher and principal evaluation [assessment/appraisal] processes will address variables for supportive professional development practices/activities as described in the district revised Professional Development System to include the following:

• Teacher and principal use of data systems involving assessment information on student learning [aligns with Protocol 1.4.4; 2.4.4; 3.4.4]

• Methods for using student data to formulate targets for improvement in IPDP and ILDP [aligns with Protocol 1.1.3 and 2.1.5]

• Effective beginning teacher support programs based on evaluation data of student learning and teacher performance [aligns with Protocol 1.3.1; 1.3.2; 2.3.2; 3.3.2]

• Training administrators and other school leaders on methods of classroom observation, feedback and coaching for improvement, and using lesson study and related protocols to focus and support teacher work on improving instructional and assessment practices [aligns with Protocol 3.1.6]

• Use of the result of teacher and principal evaluation processes to identify professional development priority need areas and the development of professional learning activities to address those need areas [aligns with Protocol 1.1.3 and2.1.5]

Teacher Appraisal System

The Great Teachers and Leaders Race to the Top Committee (Committee) responsible for revising the LCS Teacher evaluation system will include the Director of Human Resources, all school based Division Directors, the Director of Staff Development, representative from Division of Teaching and Learning, the President of the Leon Classroom Teachers’ Association (LCTA), Leon County School District (District) teachers, the Chief of Labor and Employee Relations and charter school representatives.

- The Committee will carefully review the requirements of RTTT as it pertains to the Great Teachers and Leaders Section.

- The Committee will review the status of the current District teacher evaluation process. - The Committee will review a variety of other teacher evaluations from other States and other

Districts in Florida. - The Committee will review the Core Effective Practices for teachers as provided by the Florida

Department of Education. - Through participation in a consortium and utilizing state resources, the Committee will by

2013/2014 develop end of course exams for all courses not measured by state or national assessments. To complete this task the budget was increased for this work table. The funds budgeted were transferred Hourly Salaries from Work Plan 1 –Expand Lesson Study to this work plan, as the development of pacing guides will directly allow for development of assessments in

43

courses. This activity will also impact more than just the district’s one lowest-achieving school.

Following review of the above, the Committee will revise the current District Teacher evaluation tool incorporating required statutory and RTTT elements. As revisions are being considered and discussed in Committee, collective bargaining will be ongoing. Agreement with Union on revised evaluation tool will be reached prior to Friday, April 29, 2011. Use of revised evaluation will begin in the 2011/12 school year. Student achievement or growth data will account for 50% of the teacher’s evaluation. Use of student achievement or growth data as part of the teacher evaluation must be phased in starting in the 2011/12 school year for those teachers in grades and subjects for which student growth measures have been developed. Training on the new teacher evaluation system for principals and teachers will begin in the summer of 201l. Training will be continuously provided for new teachers and principals. If revisions are made to the new teacher evaluation system, training will be provided to all principals and teachers.

Principal Appraisal System

The Great Teachers and Leaders Race to the Top Committee (Committee) responsible for revising the LCS Principal evaluation system will include the Director of Human Resources, all school based Division Directors, the Director of Staff Development, the Chief of Labor and Employee Relations and charter school representatives.

- The Committee will carefully review the requirements of RTTT as it pertains to the Great Teachers and Leaders Section.

- The Committee will review the status of the current District principal evaluation process. - The Committee will review a variety of other principal evaluations from other States and other

Districts in Florida. - The Committee will review the Florida Principal Leadership Standards as provided by the Florida

Department of Education.

Following review of the above, the Committee will revise the current District Principal evaluation tool incorporating required statutory and RTTT elements. The new Principal evaluation system will be submitted to the Leon County School Board for approval during the 2011/2012 school year. Revised evaluation will used at the end of the 2011/12 school year. Title and Page Number of Appendices for this Project (if applicable):

44


1

Work Plan Table Project/MOU Criteria: Use Data Effectively in Human Capital Decisions – (D)(3), including (D)(2)(iv)(b)(c)(d) and (E)(2)4.-5. Please indicate one LEA point of contact for this Project. Name: Vi Dennis Title: Director of Human Resources Phone #: (850) 487-7100 E-mail Address: [email protected] Project Goal: The LEA will use results from teacher and principal evaluations to inform each of the human capital processes listed in the MOU. Deliverables (minimum required evidence): 1. Annually submit the teacher and principal salary schedules that reflect the basis of determining the pay scale

and supplements. The salary schedule will reflect the use of evaluation data and the requirements of the MOU based on the district-determined implementation timeline.

2. Submit a revised teacher and principal evaluation system that reflects the process for using evaluation data to make each of the human capital decisions listed in the MOU (date submitted will be based on the district-determined implementation timeline.)

3. Submit a staffing plan that reflects the assignment of effective and highly effective teachers and principals as defined in the grant notice to the district’s schools that have the highest percentages of low income students and minority students. Revisions to the plan, if made, should be submitted annually.

4. Annually submit the district’s collective bargaining agreement. The agreement that shows the use of teacher evaluation data to inform human capital decisions listed in the MOU will be submitted based on the district-determined implementation timeline.

5. Submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions (list the documentation and the timeline for submission in Related Activities).

6. Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff survey.

7. Annually report terminations through the regularly-scheduled student and staff survey. 8. Report and update as necessary during the school year the assignment of teachers and principals through the

regularly-scheduled student and staff surveys. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd Quarter

3rd Quarter

4th Quarter

Asst. Superintendent, Professional & Community Services

X X X X X X

Director, Human Resources X X X X X XSupervisor, Human Resources X X X X X X Chief, Employee & Labor Relations X X X X X X Director, Professional Learning X X X X X X Project Manager, Technology Services X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each

45


2

additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable 1 (required): Annually submit the teacher and principal salary schedules that reflect the use of evaluation results. The salary schedule will reflect the use of evaluation data and the requirements of the MOU based on the district-determined implementation timeline.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

A committee will focus on developing a compensation system for teachers. Committee members will seek input from parents, teachers, district staff and community members. The committee will evaluate the current salary schedule and develop a compensation system that will tie gains in compensation to effectiveness demonstrated by annual evaluations. The compensation system will include differentiated pas as required by F.S. 1012.22(1)(c)4 through bonuses, salary supplements, etc. Categories for differentiated pay will include but not be limited to additional academic and student activity responsibilities, school demographics, critical shortage areas, and level of job performance difficulties. A simulation will be run using the new appraisal system that will compare to the present salary schedule to the newly developed compensation system to determine the monetary impact, including differentiated pay categories, and evaluation of its effectiveness.

X

The teacher compensation committee will also identify schools for a pilot program from each level.

X

The union and district with negotiate an MOU and ratify as required for the pilot implementation.

X

The teacher compensation system will be piloted in schools with review and revision as needed.

X

Obtain board approval and implement the new salary schedule for instructional staff.

X

A committee will focus on developing a compensation system for principals. Committee members will seek input from

X X

46


3

parents, teachers, district staff and community members. The committee will evaluate the current salary schedule and develop a compensation system that will tie gains in compensation to effectiveness demonstrated by annual evaluations. The compensation system will include differentiated pas as required by F.S. 1012.22(1)(c)4 through bonuses, salary supplements, etc. Categories for differentiated pay will include but not be limited to additional academic and student activity responsibilities, school demographics, critical shortage areas, and level of job performance difficulties. A simulation will be run using the new appraisal system that will compare to the present salary schedule to the newly developed compensation system to determine the monetary impact, including differentiated pay categories, and evaluation of its effectiveness. The principal compensation system will be piloted in schools with review and revision as needed.

X

Obtain board approval and implement the new salary schedule for administrators.

X

Deliverable 2 (required): Submit a revised teacher and principal evaluation system that reflects the process for using evaluation data to make each of the human capital decisions listed in the MOU (date submitted will be based on the district-determined implementation timeline).

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

x


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

Revision of teacher evaluation process to reflect the process for using evaluation data for human capital decisions listed in the MOU.

X X

Implementation of teacher evaluations. X X Revision of teacher salary schedule to include revised evaluations and use of data.

X X

Revision of principal evaluation process to reflect the process for using evaluation data for human capital decisions listed in the MOU.

X X

Implement, monitor and evaluate the process X X

47


4

for teacher and principal placement based on evaluation data. Negotiate with the union on any aspects that impact the collective bargaining agreement.

X X

Process revisions following DOE consultations.

X X

Deliverable 3 (required): Submit a staffing plan that reflects the assignment of effective and highly effective teachers and principals as defined in the grant notice to the district’s schools that have the highest percentages of low income students and minority students. Revisions to the plan, if made, should be submitted annually.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

Conduct a comprehensive review of current recruitment plan and procedures that indicate the recruitment of highly effective teachers and principals exploring current practices; identifying effective recruitment practices; soliciting input from stakeholders and determining financial impact.

X X

In an effort to help identify, build relationships with and recruit highly effective teacher and principal candidates, seek professional services to development marketing strategies.

X X

Revise the recruitment plan and procedures to include an emphasis on highly effective minority teachers in collaboration with school based and district level personnel.

X

Negotiate with the union on any aspects that impact the collective bargaining agreement.

X

Implement the revisions to the recruitment plan and procedures.

X X

Evaluate the current HR data system to determine additions necessary for effective decisions.

X X X

Determine future evaluation reports needs based on legislation and DOE guidelines.

X X

Purchase an HR module that is accessible to administrators for new HR data based decision-making.

X

Establish an advisory committee to review current staffing plans and procedures, including stakeholders, comprehensive review of staffing plans; and ensuring that

X X X X

48


5

students in high poverty and/or high-minority schools are not served by ineffective teachers and principals. Identify staffing plans that other schools districts are using effectively.

X

Identify specific needs of low performing schools.

X

Correlate teacher and principal evaluations to the specific needs of low performing high minority schools.

X

Propose a staffing plan that addresses the needs of students and low performing schools that assigns teachers and principals according to the evaluation system.

X

Deliver training to district and school administrators on staffing plan and identification and placement of highly effective teachers and principals.

X X X

Begin implementation of the staffing plan. X X Deliverable 4 (required): Annually submit the district’s collective bargaining agreement. The agreement that shows the use of teacher evaluation data to inform human capital decisions listed in the MOU will be submitted based on the district-determined implementation timeline.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

Establish policies and procedures that use teacher evaluation data to make informed decisions, including employment contracts and dismissal process.

X

Negotiate with the union on any aspects that impact collective bargaining agreement.

X

Submit the collective bargaining agreement annually.

X X X


X X

Deliverable 5 (required): Submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions (list the documentation and the timeline for submission in Related Activities).

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

X

Supporting Activities (indicate each year activity will be conducted and include

2010-11 2011/12 2012/13 2013/14 2nd 3rd 4th

49


6

collective bargaining, if applicable): Quarter Quarter Quarter Conduct a comprehensive review of current accountability process for administrators, including defining value-added data elements using three years worth of data.

X X X

Negotiate with the union on any aspects that impact collective bargaining agreement.

X X X X X X


X X

Through the Technology and Information Services (TIS) or through contract with an outside company develop/create electronic formats for all appraisal systems data collection and reporting processes.

X

Provide training on accountability system, using evaluation results for decision-making and data collection and reporting processes.

X X X

Deliverable 6 (required): Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff survey.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

Data is currently collected and reported. X Establish new business rules to incorporate revised teacher and principal evaluation process.

X X

Modify system to accommodate new data elements.

X

Provide mechanism for easy access to real time data by administrators.

X X


X X

Submit annual termination data through DOE surveys.

X X X

Deliverable 7 (required): Annually report terminations through the regularly-scheduled student and staff survey.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter


X X


X

50


7


X X


X X


X X X

Deliverable 8 (required): Report and update as necessary during the school year the assignment of teachers and principals through the regularly-scheduled student and staff surveys.

2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd

Quarter3rd

Quarter 4th

Quarter


X X


X

Develop reports to provide all teacher salary and bonus information.

X


X X


X X


X X X

2010-11 2011/12 2012/13 2013/14

2nd Quarter

3rd Quarter

4th Quarter

Salary adjustments based on new salary schedule and evaluations.

LCS will redistribute existing resources. 0 0 0 0 0 0 Staff resources for developing and negotiating new teacher and principal evaluation process.

Revision of teacher evaluation process. $0 $4,800 $2,400 0 0 0 Revision of principal evaluation process. 0 0 0 $2,400 0 0 Collective bargaining (staff resources). $0 $4,800 $2,400 $2,400 $2,400 $2,400 Staff resources for developing new data collection and reporting modules.

Develop reporting matrix. 0 $13,700 $13,700 $,000 0 0 Define value-added data elements. 0 0 0 $52,000 $17,333 0 Incorporate value-added data elements using three years worth of data.

0 0 0 0 $17,333 $26,000

Establish new business rules to incorporate revised teacher and principal evaluation process.

0 $13,700 $13,700 $52,000 $17,333 0

51


8


0 0 0 0 $17,333 $26,000

Develop reports to provide all teacher salary and bonus information.

0 0 0 0 $17,333 $26,000


0 0 0 0 $17,333 $26,000

TOTAL $0 $37,000 $32,200 $108,800 $106,400 $106,400 Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) In order to sustain the deliverables of this section beyond grant funding, LCS will focus on four major areas. The first is the development of the assessment tools. The reliability and validity of data elements used to create the principal and teacher evaluation system that incorporates requirements of the MOU are critical. The evaluation tools must be perceived as being accurate, fair and worthy of the time invested. The second is ongoing training which will continue to be funded by LCS but will be specific to individual needs as they are determined by the revised evaluation process. The third is the ease of collecting, reporting and accessing data will be critical to the success of using such data in human capital decision-making. LCS will sustain this through the purchase of a business management system. The fourth is funding to support the salary adjustments using the evaluation data. LCS will be largely dependent on an improved revenue picture and will sustain this initiative by using what has previously been used for changes to the salary schedule to now sustain salary changes based on the evaluation and performance methodology developed. Supporting Narrative (optional): Title and Page Number of Appendices for this Project (if applicable):

A. 2008-09 Teacher Salary Schedule (Deliverable 1) B. 2009-10 Administrator Salary Schedule (Deliverable 1) C. 2009 Performance Feedback Process for Teachers (Deliverable 2) D. 2007-08 School Administrative Performance Appraisal System (Deliverable 2) E. 2009-10 List of Schools with Highest Percentage of Low income Students (Deliverable 3) F. Collective Bargaining Agreement (Deliverable 4) G. Survey Data Reports including bonuses by teachers; terminations; and the assignment of teachers and

principals (Deliverables 6,7,8)

52

Work Plan Table

Project/MOU Criteria: Focus Professional Development – (D)(5), including (B)(3)2. and 3., (C)(3)(ii), (D)(2)(iv)(a), (D)(3)(ii)2., and, if applicable, (E). Please indicate one LEA point of contact for this Project. Name: Jo Marie Olk Title: Director of Professional Learning Phone #:850-487-7897 E-mail Address:[email protected] Project Goal: The LEA will revise its professional development system to include the elements described in the Race to the Top grant, will utilize data from teachers’ and principals’ evaluations to plan and evaluate professional development, and will evaluate the effectiveness of professional development based on changes in practice and student outcomes. Evidence: 1. A revised district professional development system that meets the requirements of Florida’s Protocol

Standards for Professional Development and reflects the inclusion of each of the content and design requirements in the MOU sections listed above. See combined checklist attached, to be submitted with this Table.

2. A timetable for implementing the new elements into the professional development system for teachers and principals in the district.

3. A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and provide professional development.

4. A component of the district’s professional development system reflecting a revised process for evaluating the district’s professional development in accordance with Protocol Standards, the requirements of the MOU, and as described in the grant.

5. A timetable for implementing the evaluation of professional development in the district. 6. Annually report evaluation results of the professional development for teachers and principals as part of the

review of the district’s professional development plan. 7. Submit revisions to the professional development system annually, based on the district-determined timetable

for implementation. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

Director of Professional Learning x x x x x x Chief of Labor Relations x x x x x x Director of Human Resources x x x x x x Director of School Improvement x x x x x x The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1.

Deliverable (required): A revised district professional development system that meets the requirements of Florida’s Protocol Standards for Professional Development and reflects the inclusion of each of the content and design

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x x x x

53

requirements in the MOU sections listed above. See combined checklist attached. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

In collaboration with all stakeholders review and revise the professional development system to align with Florida’s Protocol Standards for Professional Development and Common Core Standards; the system will include each of the content and design requirements in the MOU

x x x x x

Develop and deliver training on the revised Professional Development System that focuses on Florida’s Protocol Standards, Common Core Standards, and RTTT MOU requirements.

x x x x

Deliver content knowledge professional development with an emphasis on common core standards

x x x x

Prepare and implement Pacing Guides for core classes created by teachers that area aligned with common core standards

x x x x

Provide professional development in instructional strategies and methods that meet the needs of all learners using common core standards, including high risk students

x x x x

Plan and deliver professional development for teachers and administrators that targets creating a culture of data-informed decision making that improves student learning outcomes and supports change in classroom and leadership practice

x x x x

Professional development provided for administrators and other school leaders on methods of classroom observation, feedback and coaching for improvement, using lesson study and other protocols in order to support teacher work in improving instructional practices

x x x x

Develop and deliver training to expand and insure fidelity to the Response to Intervention model for assisting students with learning challenges

x x x x x

Deliver training to expand the implementation of lesson study throughout the district

x x x x x

Professional development on utilizing formative assessment data to differentiate and improve instruction

x x x x x

District and school administrators, in conjunction with teachers and teacher union representatives will research and analyze school schedules that support teacher

x x x x x

54

collaboration and produce models that will be implemented at the school level Provide mentoring/coaching for all educators, including beginning teachers, to ensure high-fidelity classroom implementation of professional practices

x x x x x

Create training and support materials on use of the Professional Development Management Tool

x x x x

Conduct training of key personnel, including Professional Learning Advocates, school and district administrators, on the use of the Professional Development Management Tool

x x x x

Deliverable (required): A timetable for implementing the new elements into the professional development system for teachers and principals in the district.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x x x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Collaborate with all stakeholders to conduct a gap analysis and make recommendations regarding the revisions and additions to the district’s Professional Development System; establish priorities to develop timelines for implementation of the system.

x

Develop and submit a timeline for implementing the elements described in the RTT grant into the Professional Development System based on recommendations from the analysis conducted

x x x

Deliverable (required): A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and provide professional development.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x x x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

School administrators will create and implement Individual Leadership Development Plans that include an analysis of student performance data and results of previous year’s evaluation to inform professional development.

x x x x

In collaboration with all stakeholders and through collective bargaining, the school district will revise the Individual Professional Development Plan for

x x x x

55

Teachers to reflect the use of evaluation results to plan and provide professional development Deliverable (required): A component of the district’s professional development system reflecting a revised process for evaluating the district’s professional development in accordance with Protocol Standards, the requirements of the MOU, and as described in the grant.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x x x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Design an evaluation model in collaboration with the Office of Program Monitoring using multiple data sources (teacher/principal evaluations, professional development record and student performance) that will analyze the impact of professional development on student learning outcomes and the changes in professional practices as described in the RTTT MOU.

x x x x

Deliverable (required): A timetable for implementing the evaluation of professional development in the district.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x x x Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Implement the revised evaluation model in order to assess the impact of professional development

x x x

Deliverable (required): Annually report evaluation results of the professional development for teachers and principals as part of the review of the district’s professional development plan.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Prepare an annual report containing results of the professional development system for teachers and administrators as part of the review of the district’s professional development plan.

x x x x

Share evaluation results with the Professional Learning Council and the District Advisory Council

x x x x

56

Deliverable (required): Submit revisions to the professional development system annually, based on the district-determined timetable for implementation.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

x


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Update the Master In-Service Plan annually by adding /deleting components to support student learning and instructional professional development needs

x x x x

Submit revisions based on changes in teaching/leadership practice and/or learning outcomes to the professional development system annually to the DOE

x x x x



$0

$12,500

$170,265

$106,913

$136,530

$126,148

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) The district currently has a comprehensive Professional Development System which is supported through general and Title II funds. Within the scope and sequence of the Race to The Top implementation the system will be revised to align with Florida’s Protocol Standards for Professional Development, Common Core Standards and the Race to the Top MOU requirements. The revised system will be supported, as is the current system, through general funds and Title II funds. Supporting Narrative (optional): Budget Narrative: Teacher Stipends and benefits for training, substitute teachers, purchase of additional training materials including an on-line catalog of professional learning modules, and purchase of professional management learning system, a comprehensive system to allow districts to manage the professional growth of the employees. Title and Page Number of Appendices for this Project (if applicable):

57

Checklist for Professional Development System Revisions under RTTT

(Return with Final Scope of Work)

Item from RTTT MOU and corresponding Protocol standards Page shown in Final Scope of

Work 1. Teacher content knowledge with a focus on the common core state

standards (aligns with Protocol 1.2.2; 2.2.2; 3.2.2) 54

2. Instructional strategies and methods for implementation of the common core state standards (aligns with Protocol 1.2.2; 2.2.2; 3.2.2)

54

3. Methods, strategies, and the conceptual background appropriate to differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3)

54

4. Use of formative assessment and the principles of lesson study to guide instruction [Ref. MOU criterion (B)(3)2.] (aligns with Protocol 1.2.1; 1.4.2; 1.4.4; 2.2.1; 3.2.1)

12-14, 43, 54

5. Effective use of common planning time to focus on teaching and learning improvements (aligns with Protocol 1.2.6; 2.2.6; 3.2.6)

12-14, 54

6. Teacher and principal use of data systems involving assessment information on student learning (aligns with Protocol 1.4.4; 2.4.4; 3.4.4)

27-31, 45-52, 54

7. Methods for using student learning data to formulate targets for improvement in IPDP and ILDP (aligns with Protocol 1.1.3; 2.1.5)

55

8. Effective beginning teacher support programs based on evaluation data of student learning and teacher performance (aligns with Protocol 1.3.1; 1.3.2; 2.3.2; 3.3.2)

32-35

9. Instructional practices that target high-needs students (aligns with Protocol 1.2.3; 2.2.3; 3.3.3)

54

10. Training administrators and other school leaders on methods of classroom observation, feedback and coaching for improvement, and using lesson study and related protocols to focus and support teacher work on improving instructional and assessment practices (aligns with Protocol 3.1.6)

54

11. A comprehensive plan to deliver professional development to teachers, principals, and administrators on how to access local instructional improvement and state level data systems for the purpose of improving instruction. [Ref. Section (C), Data Systems] (aligns with Protocol 1.2.5; 2.2.5; 3.2.5)

53-57

12. If the district has schools in the 5% of persistently lowest performing schools and is participating in the Leadership Academy, include the Academy in the plan [Ref. Section (E), Struggling Schools].

61

58

Work Plan Table

Project/MOU Criteria: Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2. Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school. Please indicate one LEA point of contact for this Project. Name: Jackie Pons Title: Superintendant Phone #: E-mail Address: [email protected] Project Goal: LEAs will select one of the four school intervention models in all schools identified as persistently lowest-achieving by the Department of Education. LEAs with more than nine persistently lowest-achieving schools will not select the transformation model option for more than one-half of the schools. All actions must be in accordance with Differentiated Accountability. Deliverables (minimum required evidence): 1. LEA will select School Intervention Model from list of four options (see Appendix A of MOU). 2. LEA will provide documentation that supports the selection of the intervention model to include:

- Teacher performance data regarding student learning gains in reading and mathematics. - Documentation that reflects the placement of the Principal and his/her record of “turn around” success. - Documentation relating to staff turnover/replacement.

Note: Please attach relevant parts of your School Improvement Grant in the Final Scope of Work Appendix. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14

2nd 3 Quarter

rd 4 Quarter

th

Quarter

District “Turnaround” Administrator X X X X X X District Director Professional Development

X X X

Principal, Godby High School X X X X X X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): LEA will select Intervention Model from list of four options (see Appendix A of MOU).

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The district selects Transformation as its Intervention Model from the options in the Differentiated Accountability Model

X X X X

59

Deliverable (required): LEA will provide documentation annually

that supports the selection of the intervention model to include:

• Documentation detailing staff (including coaches) as it relates to their student learning gains in reading and/mathematics over a three year period. For those with less than three years of experience learning gains will be based upon the number of years taught. For teachers and coaches other than those of reading and mathematics, retention must be based on increased student achievement. LEA will provide detailed report regarding Principal and administrative team as it relates to their qualifications as outlined in Appendix A of the MOU.

• Documentation relating to staff

turnover/replacement. • Detailed report regarding Principal and

administrative team as it relates to their qualifications as outlined in Appendix A of the MOU.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The District will provide job-embedded professional development that is aligned with the school’s comprehensive instructional program to ensure effective teaching and learning

X X X X X X

The District will develop an evaluation system for with school administrators and instructional staff that takes into account student growth.

X X X X X X

The District will develop an incentive plan that will be used to recruit, place and retain staff to meet the needs of students in a transformation school. Refer to Work Plan Table (D)(2)(ii)(iii).

X X X X X

The District will provide professional development support in increased rigor of advanced coursework in AP, dual enrollment and the use of SREB principles.

X X X X X X

60

The District will provide professional development in differentiated instruction and using student data to deliver instruction

X X X X X X

Schools will follow the K-12 Reading Plan to include the implementation of researched-based programs specified in the plan

X X X X X X

Schools will implement the use of Data Director and use the on-going student data to differentiate instruction (for reading and math) increasing students’ readiness for the next school year.

X X X X X X

The District will provide on going support (District Instructional Support Team – DIST) for guiding implementation of programs and interventions with fidelity.

X X X X X X

District staff and Godby High School will participate in the Leadership Academy

X X X X



$0

$0

$0

$0

$0

$0

Sustainability Factors: Leon county has one SIG School (Godby High School) identified by the Department of Education beginning the 2010-2011 school year. The district has developed a Transformation SIG plan which includes a DIST Team (District Instructional Support Team). Godby receives additional financial and human capital resources for three years which includes a “Transformation Coordinator” and district curriculum specialists in core academic areas. Supporting Narrative (optional): Funding for implementing Lesson Study at the Persistently Lowest-Achieving School is provided through the existing SIG 1003g grant. The model being used for lesson study is the Florida Department of Education Lesson Study Guide. Title and Page Number of Appendices for this Project (if applicable):

61

Project/MOU Criterion: Implement Proven Programs for School Improvement – (E)(2)3. Work Plan Table

Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school. Please indicate one LEA point of contact for this Project. Name: Jackie Pons Title: Superintendant Phone #: E-mail Address: [email protected] Project Goal: The LEA will submit a plan that implements one or more of the following programs in each persistently lowest-achieving school and within the feeder pattern of each persistently lowest-achieving high school:

• In Intervene schools, the LEA will implement a schedule that provides increased learning time beyond the

minimum 180 days and/or implement an extended school day, beyond the current hours of instruction. • The LEA will offer prekindergarten on a full day basis using the Department’s Title I Full Day Pre-K

model, for children residing in the attendance zone of such schools. • The LEA will expand opportunities for students to attend career and professional academies, especially

STEM academies, under s. 1003.493, F.S. • The LEA will expand or introduce proven programs to encourage advanced classes, positive behavior

support systems, mentoring, and curriculum that provide high-need students with college-ready, career-ready, or other postsecondary skills.

• The Department may approve other programs that demonstrate a strong record of improving student achievement in these district schools.

Deliverables (minimum required evidence): Note: will vary based on the program(s) implemented 1. Submission of each school schedule for identified Intervene schools that demonstrates extended learning time. 2. Submission of developed full day Pre-K model for students in attendance zones for identified schools. 3. Submission of a district timeline and implementation plan to increase the number of STEM accelerated

courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies.

4. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data.

5. Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications.

6. Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification exams.

7. Documentation of implementation of a complete program that results in industry certification including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications.

8. Submission of a district timeline and implementation plan to increase the number of accelerated courses.

62

Baseline data for this plan includes documentation of courses provided at each school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies.

9. Documentation of increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data.

10. Submission of a district timeline and implementation plan to provide mentoring and positive behavioral support programs. Baseline data for this plan includes documentation of behavioral/disciplinary data for each school in 2009-2010.

11. Documentation of mentoring and/or positive behavioral support programs, including a comparison of baseline data to end-of-grant period data.

12. Documentation of “other” research based programs that demonstrate a strong record of improving student achievement in these district schools.

The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable: Submission of each school schedule for identified Intervene schools that demonstrates extended learning time.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Develop plan for implementing extended learning time for 2011-2012 school year

x x

Assess extended learning time research and develop a plan for implementation.

X X X

Implement Plan for Extended Learning Time and evaluate effectiveness Additional opportunities for extended learning will include Saturday School for

X X X

Key Personnel by Title: 2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

District Director – Secondary X X X X X X District Director – Professional Learning X X X X X X District Turn Around Team X X X X X X District Response To Intervention Facilitator

X X X X X X

63

targeted students, after school extended learning (during the 7th

period), one – on one sessions for students challenged with meeting the standards, Coaches and other trained staff will go into classes, “Push-In” to assist with small group, differentiating, modeling, when needed and “Pull – outs” for students needing intense remediation instruction, during their elective classes as a tiered intervention for improving student performance.

The extended learning time will be in the form of a Summer Academy provided to the students performing below expected proficiency levels. Remediation and enrichment instructional programs will be provided by a certified teacher.

X X X

Interventions for extended learning time will be selected as a result of the review of research validated practices from the Florida Center for Research and Reading (FCRR), National Science Teachers Assocation (NSTA), Florida Council for Teachers of Mathematics (MCTM), Southern Regional Education Board (SREB) and the Clearinghouse for What Works.

X X X X X X

Deliverable: Submission of developed full day Pre-K model for students in attendance zones for identified schools.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Full day PreK programs are in place in feeder zone area for identified schools

X X X X X X

Deliverable: Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Baseline data

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X

64

for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Increase the number of Advanced Placement classes and enrollments. (Currently, there are 12 Advanced Placement Classes at Godby High School.)

X X X

Increase the number of students who are Dually enrolled at Godby High School.(Currently, there students are enrolled in 13 different College courses.)

X X X

Review current course offerings at middle and high school to determine what changes are needed in the progression plan to ensure students are prepared for more rigorous STEM coursework.

X X X X X X

Maintain a course progression to ensure that each high school continues to offer an International Baccalaureate program or at least four courses in dual enrollment or Advanced Placement, including one course each in English, mathematics, science, and social studies.

X X X X X

Analyze history of test data for students to determine who, with support, could succeed in advanced level courses, including IB, dual enrollment, and Advanced Placement.

X X X X X

Develop and refine courses that serve as prerequisites to Advanced Placement and/or dual enrollment classes in the STEM areas, including Algebra I and Earth/Space Science in middle school.

X X X X X

Implement revised course progression plan to include Algebra I and Earth/Space

X X X X X

65

Science in middle school and additional STEM courses in Advanced Placement and/or dual enrollment. Provide professional development for teachers to effectively teach accelerated STEM courses.

X X X X X X

Monitor, maintain, and support new revised course progression plan at middle and high schools.

X X X X

Analyze student performance data to determine additional support needed for students in rigorous STEM courses.

X X X X

Deliverable: Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Analyze current offerings in STEM accelerated course offerings to use as baseline data. (During the 2010-2011 school year, there are 12 AP classes and 13 Dual Enrollment classes.)

X X X

Document implementation of additional accelerated STEM courses. (Using the course scheduling system, documentation of at least two additional AP classes and an increase in student enrollment in College credit – dual enrollment classes will be completed.) The goal is to increase to at least 2 additional AP classes and increase enrollment in Dual Enrollment classes by 25 students per year.

X X X

Deliverable: Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

X

X

X

66

available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Identify at least one additional career and technical program for STEM occupations. Add Electrical Drafting to the SIG High School.

X x x

District will analyze employer needs to identify gaps in existing programs.

X X X X X X

District will plan for STEM related career and technical programs working with Lively, Workforce Development and other community partners.

X X X X X X

District will offer professional development in STEM implementation to teachers (SREB and DOE)

X X X X X X

Enroll students in STEM related accelerated courses

X X X

End of Course exams and Industry Certification exams will be administered to all eligible students

X X X

Establish a program of a planned sequence of instruction consisting of three occupational completion points.

X X X

Add course sequence for Electrical Drafting at the SIG High School to include: Drafting 1, 2, 3, and 4 electrical Drafting 5, 6, 7, 8, based on the Course Code Directory.

X X X

Deliverable: Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification exams.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Analyze current district budget allocations and costs related to industry

X X X

67

certifications. Determine projected number of exams taken annually.

X X X X X X

Research alternative funding sources for industry certification exams

X X X X X

Deliverable: Documentation of implementation of a complete program that results in industry certification.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The district will collect student data correlating the completion of requirements for industry certification

X X X X X X

A correlation in student data and industry certification will be completed leading toward amendments in the four year plan.

X X X

The district will implement areas for improvement in curriculum for any deficient areas that may appear in industry certification.

X X X

Deliverable: Submission of a district timeline and implementation plan to increase the number of accelerated courses. Baseline data for this plan includes documentation of courses provided at each school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The District will develop an action plan outlining steps for implementation of Senate Bill 4

X X X X X X

Accelerated courses will be identified by each school.

X X X X X X

Accelerated courses will be offered and X X X X X X

68

students will enroll. Qualified teachers will be selected to teach the accelerated courses.

X X X X X X

On-going professional development will be provided to teachers.

X X X X X X

Deliverable: Documentation of increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Baseline data will be collected of currently offered accelerated courses.

X

Annual review of accelerated courses will be completed to ensure the continued increase in accelerated courses

X X X

Deliverable: Submission of a district timeline and implementation plan to provide mentoring and positive behavioral support programs. Baseline data for this plan includes documentation of behavioral/disciplinary data for each school in 2009-2010.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Discipline data (2009-2010) will be reviewed, collected and analyzed on an on-going basis

X X X X X X

The district will implement a PBS plan district wide

X X X X X X

Deliverable: Documentation of mentoring and/or positive behavioral support programs, including a comparison of baseline data to end-of-grant period data.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The district will develop a mentoring program aligned with the Positive

X X

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Behavior Support system Baseline and on-going behavioral data will be collected and analyzed to measure impact of mentoring and PBS

X X X X X

Deliverable: Submission of other research based program that demonstrates a strong record of improving student achievement.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The district will implement program evaluations to determine the type of other research based programs for increasing student achievement is needed.

X X X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4 Quarter th Quarter

$0

$0

$0

$3,800

$7,600

$47,600

Sustainability Factors: The Race to the Top funding will supplement existing non-negotiable components being implemented within the SIG and feeder schools including common planning each week, extended learning time daily for students, extensive professional development opportunities to build teacher capacity in content knowledge, lesson study, Florida Continuous Improvement Model, and effective use of data to inform instruction. Supporting Narrative (optional): The budget for $40,000 is designated for transportation to support an extended academic year if needed in year 4. SIG funds will end in year 3 of RTTT. Title and Page Number of Appendices for this Project (if applicable):

70

Work Plan Table

Project/MOU Criterion: Include Charter Schools in LEA Planning – (F)(2) Please indicate one LEA point of contact for this Project. Name: Beverly H. Owens Title: Divisional Director of Special Programs Phone #: 850-487-7525 E-mail Address: [email protected] Project Goal: The LEA will offer charter schools located within their district the opportunity to participate in the grant on the same terms as any other district school. Consistent with federal requirements, the LEA will ensure that participating charter schools receive a commensurate share of any grant funds or services funded by the grant. The LEA will provide data and reports necessary for the evaluation of the grant conducted by the Department’s evaluation team and will require charter schools to provide the LEA with the data necessary for such evaluations. Deliverables (minimum required evidence): 1. The LEA will provide documentation of its efforts to engage and include charter schools in discussions of its

RTTT efforts. The documentation must include dates, times, and attendees of any and all RTTT meetings with charter schools. (Quarterly as appropriate – whenever discussions are held)

2. The LEA will provide signed statements from each charter school that they have been fully informed of their opportunity to participate in the RTTT grant, and their decision to participate or opt-out. (Quarterly as appropriate)

3. The LEA will submit documentation that participating charter schools have been invited to participate in RTTT-funded activities. (Quarterly as appropriate)

4. The LEA will submit a budget that provides commensurate share of grant funds to participating charter schools. (Quarter 1)

5. The LEA will submit expenditure reports that demonstrate that participating charter schools have received their commensurate share of funds or services. (Quarter 4)

6. The LEA will provide a signed agreement from each participating charter school that states that the charter school will provide all necessary data and reports. (Quarter 1)

7. The LEA will provide documentation that FDOE was notified if any charter school fails to provide the necessary data and reports. (Quarterly as appropriate)

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The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. Key Personnel by Title: Participating Charter School Representatives

2010-11 2011/12 2012/13 2013/14 2nd

Quarter

3rd

Quarter

4th

Quarter

LCS District Charter School Liaison/Divisional Director of Special Programs

X X X X X X

Director of Budgeting X X X X X X Director of Assessment & Accountability X X X X X X Director of Information Services X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): The LEA will provide documentation of its efforts to engage and include charter schools in discussions of its RTTT efforts. The documentation must include dates, times, and attendees of any and all RTTT meetings with charter schools.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

Charter school administrators will be provided copies of LCS steering committee RTTT notebooks.

X

RTTT Information provided by the FLDOE to the School District by email will be forwarded to charter schools.

X

At least three meetings with charter school administrators will be scheduled to provide information and support for decision-making

X

72

prior to submission of the LCS RTTT draft proposal. RTTT timelines, memos, assurance documents, and participation forms will be provided during the third meeting. Additional meetings will be scheduled upon request. The LCS Charter School Liaison will provide RTTT information to charter school boards upon request.

X X X X X X

A meeting with charter school administrators will be scheduled to review FLDOE input regarding LCS RTTT draft proposal and any changes proposed as a result of input.

X

The final district plan will be distributed to charter school administrators.

X

The LCS Charter School Liaison will schedule regular meetings to provide RTTT information and support to charter schools throughout the process and will invite charter school administrators to district RTTT meetings. Support will be provided throughout the decision making process and for those choosing to participate, throughout the grant period.

X X X X X X

Deliverable (required): The LEA will provide signed statements from each charter school that they have been fully informed of their opportunity to participate in the RTTT grant, and their decision to participate or opt-out.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The LCS Charter School Liaison will provide RTTT information to charter school

X

73

boards and charter school administrators upon request. The LCS Charter School Liaison will provide notice to charter school administrators and boards that a board meeting needs to be held prior by October 15 to address participation in RTTT.

X

The LCS Charter School Liaison will provide to charter school administrators the following on October 6, 2010: an assurance document, which outlines all responsibilities, deliverables, and sustainability requirements for RTTT for participating charter schools; a memo that outlines participation/opt-out options with timelines; and a participation/opt-out form to submit to the school district. Charter school administrators will be asked to forward these documents to charter school board chairs on October 6, 2010 for board approval and signature by October 15, 2010. The October 15, 2010 deadline with be negotiable in the event that a charter school board needs additional time to make the decision.

X

The LCS Charter School Liaison will provide to all charter school administrators an opt-out form to be used by participating charter schools to utilize in the event a decision is made by the school’s board to opt out at a later date.

X X X X X X

Deliverable (required): The LEA will submit documentation that participating charter schools have been invited to participate in RTTT-funded activities.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X X X Supporting Activities (indicate each year 2010-11 2011/12 2012/13 2013/14

74

activity will be conducted and include collective bargaining, if applicable):

2nd 3 Quarter

rd 4 Quarter

th

Quarter

The LEA will determine the individual dollars to be provided to participating charter schools based on each participating charter school’s F/R lunch percentage and the services to be provided to each participating charter school as determined by the Leon RTTT plan. The budget will be amended a necessary.

X X X X X X

The LCS charter school liaison will be included in district communication involving all RTTT-funded activities.

X X X X X X

The LCS charter school liaison will provide a calendar of RTTT-funded activities to participating charter school administrators.

X X X X X X

The LCS charter school liaison will forward emailed invitations for RTTT-funded activities to participating charter school administrators.

X X X X X X

Deliverable (required): The LEA will submit a budget that provides commensurate share of grant funds to participating charter schools.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X X Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The LCS charter school liaison will collaborate with the LCS RTTT steering committee and participating charter school principals to determine the deliverables that each charter school must provide and/or implement, the manner in which the implementation will occur, the timelines for implementation, and any grant funds and

X X X X X X

75

services that will be attached to the required deliverables. Actual funds will be allocated based on the F/R lunch percentages for each participating charter school. The budget will be amended as needed. The LCS charter school liaison will collaborate with the LCS RTTT steering committee and charter school principals to develop a budget based on the identified deliverables and budget figures attached to those deliverables. The budget will be amended as needed.

X X X X X X

Deliverable (required): The LEA will submit expenditure reports that demonstrate that participating charter schools have received their commensurate share of funds or services.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X X X X X


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The LCS charter school liaison will collaborate with the LCS CFO to develop a reporting method to capture expenditures by participating charter schools based on budget developed.

X

LCS will require participating charter school boards to report RTTT expenditures in specific format developed by LCS CFO.

X X X X

LCS will train charter schools to utilize the LCS RTTT reporting system.

X X X X

Deliverable (required): The LEA will provide a signed agreement from each participating charter school that states that the charter school will provide all necessary data and reports.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

X

76


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The LCS Charter School Liaison will provide an assurance document which includes all deliverable and sustainability requirements for RTTT and a statement of assurance to provide all necessary date and reports, to charter school administrators to forward to charter school board chairs prior to October 6, 2010, and will require signature by October 16, 2010. The charter school board chair will be required to sign each section of the assurance document, indicating the board’s understanding of each RTTT area in the district’s plan and of the data requirements for each area.

X

Deliverable (required): The LEA will provide documentation that FDOE was notified if any charter school fails to provide the necessary data and reports.

2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter


2010-11 2011/12 2012/13 2013/14 2nd 3

Quarter rd 4

Quarter th

Quarter

The LCS staff assigned the responsibility of submitting necessary RTTT data and reports to FLDOE will notify the LCS charter school liaison when it appears that a charter school has not submitted required data and reports.

X X X X X X

The LCS charter school liaison will contact the charter school administrator and board chair to discuss the issue and will report findings to the LCS Superintendent of Schools and the LCS RTTT steering

X X X X X X

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8

committee. The deficiency will be reported to FLDOE as required.

X X X X X X

Project Budget Summary by Year:

2010-11 2011/12 2012/13 2013/14 2nd Quarter 3rd Quarter 4th Quarter

$0

$125,694

$0

$0

$0

$0

Sustainability Factors: Charter schools will be encouraged to develop and submit MAP plans to help support the teacher and principal compensation systems developed as a result of this grant. Charter schools will be encouraged to submit grants in other areas that can be used to further support the initiatives and systems developed and implemented as a result of this grant. The district will work with charter schools to determine if there are areas in which it would be more efficient for both the districts and charters to develop agreements in which charters would pay for services available (that the district is not statutorily required to provide) as a result of this grant in order to sustain changes made in charter schools. Supporting Narrative (optional): The allocation of funds is based on the percentage of free/reduced lunch student population.

Charter Schools & Alternative Programs

Enrollment

Free/ Reduced

% of District Free/

Reduced Lunch

RTTT Funds $3,445,701

1401 Steele‐Collins Middle 85 76 0.58% $ 20,153

1503 Pace For Girls 61 43 0.33% $ 11,403 1417 STARS Middle 146 99 0.76% $ 26,252 1411 Life Skills 343 154 1.19% $ 40,837 1402 Arts & Sciences 268 42 0.32% $ 11,137 1421 Imagine School 513 60 0.46% $ 15,911

$ 125,694 Title and Page Number of Appendices for this Project (if applicable):

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Table of Appendices

Appendix A-A. Detail of current Achievement Gap

Appendix 1-A. Schedule for each persistently lowest-achieving school that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area.

Appendix 9-A. 2008-09 Teacher Salary Schedule

Appendix 9-B. 2009-10 Administrator Salary Schedule

Appendix 9-C. 2009 Performance Feedback Process for Teachers

Appendix 9-D. 2007-08 School Administrative Performance Appraisal System

Appendix 9-E. 2009-10 List of Schools with Highest Percentage of Low income Students

Appendix 9-F. Collective Bargaining Agreement

Appendix 9-G. Survey Data Reports including bonuses by teachers; terminations; and the assignment of teachers and principals

Appendix 13-A. Opt-in – Pace Center for Girls

Appendix 13-B. Opt-in – School of Arts and Sciences

Appendix 13-C. Opt-in – Imagine School Evening Rose

Appendix 13-D. Opt-in - Life Skills

Appendix 13-E. Opt-in – Stars Middle School

Appendix 13-F. Opt-in – Steele-Collins Charter Middle School

Appendix 13-G. Opt-out – DJJ

Appendix 13-H. Opt-out- AMI

Appendix 13-I. Opt-out-Disc Village

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