FAUQUIER COUNTY PUBLIC SCHOOLS Recommended … · · 2015-06-22People learn differently ... independent options; data reviews; ... Define and research what are high schools are

Draft prepared June 2015

FAUQUIER COUNTY PUBLIC SCHOOLS Recommended Strategic Plan

Aspirations 2.0 - draft

Aspirations 2.0

Table of Contents

Beliefs ............................................................................1

Mission Statement ..........................................................1

Parameters ......................................................................1

Objectives ......................................................................1

Strategies ........................................................................2

Academic Strategy .........................................................3

Student Support Strategy .............................................13

Environments Strategy .................................................17

Staffing Strategy ..........................................................22

Communication Strategy .............................................34

Resources Strategy .......................................................41

Excellence by Design


Aspirations 2.0 These are the beliefs, mission statement, parameters and objectives

upon which the strategies were built. BELIEFS We believe that… Each person is unique and has invaluable intrinsic worth People learn differently Learning occurs through access and engagement Inspiration and affirmation foster achievement People seek deep and meaningful connections Effective education maximizes each individual’s potential Each of us has the potential to change Family is the most formative influence in child development High expectations are the foundation of success Sound relationships, based on civility and mutual respect, are central to community Recognizing and respecting diversity in our community builds a stronger community A safe, supportive and trusting environment promotes learning We impact the natural environment; therefore, environmental stewardship is our

responsibility A community’s commitment to public education is essential to the success of both its

schools and the community itself MISSION STATEMENT Fauquier County Public Schools, an innovative learning community, is committed to developing creative, confident, knowledgeable, and responsible world citizens by cultivating the potential of each learner. PARAMETERS We will treat all people with dignity and respect. We will learn from our past as we build our future. We will celebrate excellence. We will use all resources efficiently and wisely. We will promote and support instructional innovation. OBJECTIVES Each student will reach his or her academic potential. Each student will have access to a rigorous and engaging curriculum. Each student will acquire essential qualities of character and integrity and shall demonstrate respect for self and others. Each student will become a responsible contributor through a personal connection with the community. Each student will use what he or she learns to impact the community, the country, and the world positively now and in the future.

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Aspirations 2.0

STRATEGIES Following are the six strategies of Aspirations 2.0 Academics We will meet the academic needs of each learner preK-12 through engaging and relevant instruction. Student Support We will engage our schools and larger community to teach prosocial skills and provide tiered supports promoting development of responsible practices, social-emotional wellness, and positive character traits for each student. Environments We will provide safe and productive environments that support the physical, emotional, academic and social needs of the school and community and that create a culture of environmental responsibility. Staff We will attract, hire, develop, and retain high quality staff. Communication We will ensure effective internal and external communication and involvement. Resources We will be accountable, system-wide, to manage our resources effectively and to allocate them wisely to achieve our mission.

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Academics We will meet the academic needs of each learner preK-12 through engaging and relevant instruction.



Action Plan 1.1 Provide a needs-based pre-school program using the Virginia Pre-School Initiative (VPI).

Recommended Steps 1. Apply to and acquire funding from the VPI program. (Complete)

2. Identify potential sites for one central locality or northern/southern localities. Create a list of all public schools and buildings for consideration. (Complete and 3 identified: WGC, CHR, GMES)

3. Develop a plan that includes: Quality Preschool Education, Parental Involvement, Comprehensive Child Health Services, Comprehensive Social Services, and Transportation.

4. Hire Staff. (In progress, all staff hired before 15-16 SY)

5. Develop and carry out recruitment program following VPI guidelines, will recruit eligible (at risk) children.

6. Expand Needs Based PreK to 3 additional classrooms. a. Identify funding ($400,00) b. Identify locations (available classroom space) c. Transportation will be a tangible benefit due to children not

being transported out of zone. d. By fully funding these 3 classrooms FCPS can develop own

guidelines for program.

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Action Plan 1.2 Provide on-going awareness & skill training of instructional and administrative staff to address (1) quality, rigorous instruction for all students, (2) a tiered system of support for students, and (3) achievement disparities among student groups.

Recommended Steps 1. Update the FCPS instructional framework that emphasizes active

learning and deep understanding for every classroom

2. Develop a lesson/unit template that corresponds with the framework

3. Develop a status report, implementation plan, and monitoring plan for Implementation of a tiered systems of support

4. Develop and implement a 3-year plan of professional development options and follow-up steps related to fixed vs growth mindsets and inclusive practices in special education and gifted education (includes ongoing data reviews of inclusive practices. Professional develop options extend to online, independent options; data reviews; courageous conversations about achievement disparities; generous time for teachers and administrators to collaborate, research, develop, and assess effectiveness.

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Action Plan 1.3 Offer targeted support for post-secondary education to all students with specific attention to students from traditionally underrepresented groups.

Recommended Steps 1. Develop a program to provide targeted support and structured

guidance in the following areas: academic planning, financial aid planning, motivation workshops and speakers, test preparation, college visits including virtual tours, and parent involvement.

2. Hire two additional career and college counselor/advisors (position currently in place at Liberty High School (or this become a part of the current career coach responsibilities) a. Develop job description b. Include cost in FCPS budget

3. Identify underrepresented high school students for inclusion in the program a. Develop screening survey for all entering HS students. b. Academic planning: Guidance counselors establish small

group planning for targeted population. c. Career planning: on-site job exploration field trips. d. Financial aid planning: enlist cooperation of local banks to

provide parent workshops. e. Motivation workshops: led by college students from the

targeted population. f. Test prep: Explore scholarships for test prep – evaluate how

that program is working. g. College visits: Use retired teachers/guidance counselors to

take students to local community and four year colleges. h. Parent involvement: Provide specific initiatives to families of

targeted populations to attend “intro to college workshops” - include meal and child care and translators.

4. Develop a mentorship program to pair graduates of Fauquier schools who are now in college with targeted students. a. Identify FCPS grads who would want to participate via exit

survey.

5. Collaborate with Lord Fairfax Community College to identify college-readiness and remediation needs among the targeted students a. Obtain data from local community colleges about percent of

remedial students from recent FCPS graduates. b. Isolate college readiness skills needed for success.

6. Assign program responsibilities to career and college counselor/advisor /coach at each high school.

7. Explore partnerships/grants with local community colleges to support college-readiness skills for targeted unrepresented populations.

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Action Plan 1.4 Provide teachers and staff members with current 21st-century classrooms, libraries, and other learning spaces equipped with technology and training.

Recommended Steps 1. Develop and implement a comprehensive PreK-12 instructional

technology plan.

2. Develop standards for equipping all instructional spaces (classrooms, libraries, collaborative spaces).

3. Review school library media programs to insure that we are optimizing preparation of our students in information literacy.

4. Develop a refresh plan to replace/update instructional 21st century tools (hardware, applications, digital resources/subscriptions, AV equipment, other).

5. Develop and implement a comprehensive survey to assess current technology uses and determine direction for future technology needs.

6. Provide appropriate training to optimize the use of 21st century tools and spaces.

7. Plan opportunities for Librarians and ITRTs to collaborate.

8. Yearly evaluation of plan.

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Action Plan 1.5 Examine advanced studies programs K-12 to determine if they are meeting the needs of gifted and advanced learners.

Recommended Steps 1. Update the advanced programs page of FCPS website to reflect

current programming

2. Establish a committee to examine current advanced programs at each level. (ES,MS,HS)

a. Gateways in Elementary b. MS Courses c. MVGS in HS: AP, DE, Honors

3. Appoint a committee to investigate advanced academic programs being used in other Region IV school systems.

a. IB, Cambridge, mentorship, etc. b. Drawbacks c. Benefits d. Cost e. Participation f. Requirements

4. Investigate increasing number of DE and AP classes offered. a. Who is currently qualified to teach these? b. In what areas is there a need? c. What are some creative options we might try (e.g.,

“teacher of record” implementation with a college) d. What cost would be associated with addition of more?

i. No real tangible cost in exploration stage except for possible mileage to visit other school systems and sub pay if teachers are included.

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Action Plan 1.6 Review and refine K-12 World Language and International Programs.

Recommended Steps 1. Assess and strengthen middle school foreign language programs

and offerings through a program audit

2. Examine opportunities to expand global awareness and interdisciplinary connections in all content areas K-12

3. Use results of middle school review to frame vertical discussion about elementary and high school program offerings

4. Develop division-wide FL curriculum and course expectations – common assessments based on the Standards – focus on authentic instruction and assessment

5. Continue and enhance international exchange and sister school relationships

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Action Plan 1.7 Develop a program for high school seniors to research, write, and present an end-of-year capstone project to include a volunteer, internship or career shadowing learning experience.

Recommended Steps 1. Define and research what are high schools are already doing that

would meet these needs? a. Skills b. Focus c. Contact d. Goal

2. Develop timeline (Will implementation be incremental or all at once?)

3. Based on timeline, develop a local program guideline to meet FCPS needs/goals which may include the development of a coordinated curriculum unit for both English 12 and U.S. Government to include a research, writing, and presentation component in conjunction with a volunteer, internship, or career shadowing experience.

4. Secure volunteers/mentors: a cadre of contacts locally, and in the Northern Virginia area, for volunteer, internship, and career shadowing opportunities for seniors in the capstone project.

5. Develop a core group of retired teachers to read and help evaluate capstone projects.

6. Develop an accountability plan to ensure that students complete the project.

7. Develop an assessment tool as a follow-up for graduating seniors to determine strengths and weakness of the senior capstone project and how the project helped them in college or in their careers.

8. Pilot/Implement program pilot a. Redesign and add to pilot for further implementation

9. Begin research to determine capstone options for 5th grade and 8th grade

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Action Plan 1.8 Expand and review high school electives to include expansion and a review that addresses content integration, student interest, college and career readiness, global relevancy, and performance-based opportunities outside the school walls.

Recommended Steps 1. Complete the planning and implementation of high-interest core

elective options already underway: a. Environmental Studies Academy b. iSTEM program (i = integration) c. Geospatial Technology Seminar d. Government Internships

2. Complete the planning and implementation of high-interest CTE elective options already underway: a. Design, Multimedia and Web Technologies b. Computer Network Software Operations (includes units in

cyber-security)

3. Examine current program offerings, with specific focus on non-required courses, to determine their relevance and applicable preparation to integrate skills that match needs of the world marketplace. a. Include in the examination: core electives, CTE

courses/programs, interdisciplinary electives, after/before school program, summer programs, or online opportunities.

b. Insure the integration across content area of highly sought-after workplace skills in writing, speaking, reading, and technology and mathematical literacy.

c. Use enrollment data, surveys, interviews, data from labor statistics, etc.

4. Prepare a plan and timeline for expansion, deletion, or revisions.

5. Begin an examination of middle and elementary in-school and after-school “encore” programs and extra/co-curricular options for K-8 students.

6. Implement a K-8 plan.

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Action Plan 1.9 Enable all Fauquier County Public Schools students to attend one visual/performing arts program at each level (elementary, middle, and high) and, eventually, each year.

Recommended Steps 1. As an initial step, examine, develop, and offer options for

providing more visual/performing arts opportunities after-school and in the summer.

2. Develop a sequence of visual/performing arts programs that students will attend first at each level of school (e.g., 3rd, 7th, 10th) and then in each grade from K through 12, i.e. a play in kindergarten, a concert in grade 3, a ballet in grade 6, a museum/art exhibit in grade 10, opera in grade 12.

3. Develop a curriculum to correspond with the visual/performing arts program sequence to prepare students for the experience.

4. Collaborate with local and regional arts organizations to identify visual/performing arts program opportunities.

5. Solicit funding from community groups, foundations, and grant programs to support the cost of implementing the program.

6. Determine transportation plan and cost.

7. Resolve logistical problems in providing bus transportation for school field trips by purchasing a tour bus to add to the school bus fleet.

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Action Plan 1.10 Develop a protocol to evaluate program effectiveness and monitor key academic indicators based on empirical data, using established statistical analysis protocols.

Recommended Steps 1. (Aspirational) Employ a statistician/researcher who will serve as

primary accountability lead and who will develop and present timely analyses of student data, teacher data, and program/intervention effectiveness.

2. (Immediate [1-2 years]) Obtain assistance on a contractual basis from a program evaluation vendor or a statistical methodologist to develop analyses of student data, teacher data, and/or program/intervention effectiveness.

3. Other steps (related to #1 or #2) will include: a. A selection of programs to evaluate, including new

initiatives from the Strategic Planning process b. Development of a standard protocol and schedule for

review of annual data/programs. c. Training of staff on how to conduct basic educational

research, including correlational analysis and quasi-experimental studies.

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Student Support We will engage our schools and larger community to teach prosocial skills and provide tiered supports promoting development of responsible practices, social-emotional wellness, and positive character traits for each student.



Action Plan 2.1 Enact staged implementation of Restorative Justice (RJ) by providing training and coaching in Restorative Practices supports (Tier One and Two) and Formal Restorative Circles (Tier Three) for pilot schools at each level (year one); remaining secondary schools (years two and three), and remaining elementary schools (years two, three, and four).

Recommended Steps 1. Determine and recruit school-based coordinators for Restorative

Justice (RJ) for pilot schools at each level (year one).

2. Provide professional development in implementation of Restorative Justice Practices (Tier One and Tier Two) for pilot schools at each level (year one). This training may be provided by FCPS personnel who have received specialized training in RJ

3. Provide professional development in implementation of Formal RJ Restorative Circles (Tier Three) for pilot schools at each level (year one). This training will be provided in a Train-the trainer model by persons with professional experience in Restorative Justice. These professional RJ trainers will also provide coaching support for schools as they implement during their first year. (Cost estimate: $2500-$3500)

4. Selected FCPS staff participants, who receive formal RJ training at the pilot schools in year one, will become trainers for school teams in subsequent years.

5. The use of RJ interventions will be encouraged as a useful strategy in addressing commonly occurring violations of the Code of Conduct.

6. The steps above will be repeated for remaining schools, except that training will be provided by FCPS Staff who have been trained as RJ Instructors.

7. By 2020, all FCPS schools will implement Restorative Practices (Tier One and Tier Two) and Formal Restorative Circles (Tier Three) as part of the options available for discipline procedures.

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Action Plan 2.2 Create a division-wide program to promote critical thinking about and dissemination of the influence of media to fellow students, staff and parents, resulting in an increased awareness of the role of media on character development.

Recommended Steps 1. Complete development of lessons for ninth graders covering

similar topics as found in the middle school course, “My Digital Life” to include the following:

a. Understanding the long and short term impact of digital decisions

b. Understanding and applying key technology concepts c. Exploring positive communication and collaboration d. Using technology responsibly , productively and

appropriately e. Maintaining a current understanding of the trends in

technology f. Understanding the legal implications of social media

2. Make lessons available to rising ninth grade students in Blackboard for completion upon the beginning of their ninth grade school year.

3. Develop a presentation for parents providing current information about trends in the use of social media and tips on how to monitor the social media use by their children.

4. Consider collaborating with law enforcement and the Commonwealth Attorney’s Office in developing information on the legal aspects of social media.

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Action Plan 2.3 Implement a system of evidence-based instruction and tiered supports to build interpersonal and self-management skills in order to promote social-emotional wellness, strengthen character traits, and address social-emotional concerns impacting academic success.

Recommended Steps 1. Schools participating in Virginia Department of Education’s State

Project for Virginia Tiered System of Supports (VTSS) and Positive Behavioral Interventions and Supports (PBIS) will use data collection and analysis tools to identify social-emotional concerns and needs for tiered support. These schools will receive professional development for efficient data-driven problem-solving and for utilizing evidence-based tiered interventions to address social-emotional concerns.

2. Schools participating in professional development provided through VTSS and PBIS will develop and implement evidence-based supports for addressing social-emotional concerns that will serve as models as we scale-up for implementation of tiered supports in other Fauquier County Public Schools.

3. By 2017, all FCPS schools, as a minimum for tiered support for social-emotional concerns, will implement evidence-based structured coaching with progress monitoring as a tiered support utilizing an evidence-based model (e.g.: Check-in/Check-Out or Check-and-Connect).

4. By 2020, all FCPS schools will implement evidence-based tiered supports for social skills and self-management.

Social-emotional skills include demonstrating respect, responsibility, pro-social problem-solving, self-management and self-directed learning skills. Social-emotional concerns include critical issues mentioned in character education such as student absenteeism, anxiety, self-harm, negative peer interactions, discipline problems, drug abuse, underdeveloped problem-solving, ineffective conflict resolution, and poor academic performance.

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Action Plan 2.4 FCPS School Counselors will implement evidence-based supports which align with the American School Counselor Association (ASCA) model, specifically addressing the four quadrants of foundation, delivery, management, and accountability.

Recommended Steps 1. School Counselors will read and discuss the ASCA handbook.

2. School Counselors will assess the current counseling services provided at their schools and analyze ways to improve alignment with ASCA model.

3. School Counselors will create action plans for implementing evidence-based practices that support the ASCA model.

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Environments We will provide safe and productive environments that support the physical, emotional, academic, and social needs of the school and community and that create a culture of environmental responsibility.



Action Plan 3.1 Provide balanced food choices, reasonable access to competitive foods, and a consistent message that optimizes healthy lifestyles.

Recommended Steps 1. Conduct a survey of school administration to assess all

opportunities in which students have access to food throughout the school day; include parties, food or candy given as reward as well as the sale of foods for profit, i.e., vending.

2. Monitor competitive food sales for nutrition standards and Smart Snack Rule compliance; non-program foods are planned to encourage healthy choices.

3. Recommend updates to the Student Wellness Policy; cafeterias are student-centered learning environments which encourage wellness, model healthy eating habits, and promote a positive social setting.

4. Conduct staff training for all school personnel; develop a training program for ServSafe certification completion for fulltime staff.

5. Identify a nutrition wellness champion at each school. Appoint a wellness coordinator (among the nutrition champions) who will periodically meet with all nutrition champions and will provide an annual progress report.

6. Plan menus to meet USDA guidelines with consideration for student preferences; school meals are a model for healthy eating.

7. Explore expansion opportunities of the breakfast program.

8. Provide opportunities for community involvement in the school nutrition program; engage in wellness activities in the school and community.

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Action Plan 3.2 Use local foods in the school environment to support local economy and provide fresh foods for improved student wellness.

Recommended Steps 1. Identify individual school gardens; work cooperatively with each

school to promote foods grown in the cafeteria.

2. Identify sources for local foods and include them in the menu; define quality standards, procurement process, and delivery requirements.

3. Plan promotions centered around Farm to School Week and Virginia Agriculture Month in each school

4. Train staff in Farm to School program, buying local, and food safety requirements.

5. Provide training to staff in the preparation of fresh produce (in lieu of canned and frozen)

6. Partner with the community in promoting fresh fruit and vegetable consumption through displays, farmer visits, taste testing.

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Action Plan 3.3 Assess the condition of school facilities to include major systems and buildings; develop and maintain a comprehensive replacement and renovation plan to use in capital planning.

Recommended Steps 1. Identify and inventory major systems and buildings to be included

in the facilities assessment process.

2. Develop an assessment tool(s) for all facilities and major systems, which may include a rating system to use in setting priorities for maintenance, repair, renovation, and/or replacement.

3. Identify assessments that can be done by in-house staff and which require professional assessment and the frequency of the assessment.

4. Assess facilities, identifying maintenance, project costs and budget implications.

5. Identify the method of maintaining data for the useful life cycle of each system/building.

6. Review progress and update project plan at least annually.

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Action Plan 3.4 Upgrade facilities for energy and water efficiency and environmental sustainability.

Recommended Steps 1. Develop potential economically and technically feasible projects

to improve energy and water efficiency and environmental impact.

2. Produce specific project descriptions and cost estimates.

3. Include energy and environmental improvement projects in the FCPS Capital Improvement Plans.

4. Implement and maintain approved and funded projects.

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Action Plan 3.5 Reduce landfill waste through source reduction, reuse, and technology.

Recommended Steps 1. Develop and seek school board approval of a policy requiring the

school division to implement a number of waste reduction plans that would result in the desired percentage of waste reduction.

2. The superintendent will write a regulation requiring each school principal or designee to conduct a waste audit, thereby producing waste reduction programs tailored specifically to their school that would meet the desired percentage of waste reduction.

3. The principal or designee will implement and monitor the specific waste reduction programs in their school for the desired waste reduction results.

4. Fauquier County Environmental Services will report school waste and recycling monthly weight data to the school facilities division for analysis and progress. Each principal will be given a monthly report.

5. Establish waste reduction goals annually for each school.

6. Incentives to recognize progress and to encourage participation will be generated and presented by the superintendent on an annual basis.

7. Schools will include incentives for participation.

8. Train custodians and school recycling designees

9. Kitchen staff to promote recycling by encouraging students to recycle (e.g., milk carton project) and promoting Earth Day

10. Establish paper reduction initiatives

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Staffing We will attract, hire, develop, and retain high-quality staff.



Action Plan 4.1 Compensate employees equitably for work performed based on a competitive wage.

Recommended Steps 1. Set baseline (according to MIT: 1 adult is $13.22; 1 adult/1 child

is $24.38 for Fauquier)

2. Meet with senior staff to determine goals and objectives

3. Compare actual salaries to baseline; adjust individual wages and scales; project cost for changes

4. Meet with senior staff to present findings and suggestions; come to consensus on final recommendations

5. Finalize and present to School Board

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Action Plan 4.2 Create opportunities for advancement of classified personnel using career ladders.

Recommended Steps 1. Meet with senior staff to identify classifications that would benefit

from a career ladder and set objectives/overall principles for career ladders

2. HR staff develops career ladders; estimates cost of implementation; drafts policies for implementation

3. Meet with senior staff to review ladders and policies; make adjustments as necessary


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Action Plan 4.3 Compensate employees equitably for supplemental duties.

Recommended Steps 1. Conduct market study of surrounding localities

2. Adjust existing supplements based on market findings

3. Establish new supplements based on market study and needs identified by senior staff

4. Present findings to senior staff


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Action Plan 4.4 Redesign certified tuition reimbursement to encourage continued education and service longevity.

Recommended Steps 1. Research monies available to reinstate tuition reimbursement.

Would it be a tiered reimbursement with the expectation to increase the amount set aside each year for a specific period of time.

2. Determine if it should be a “first come first serve” basis or if the program should be reintroduced to initially target high needs areas, such as math, science, or special education.

3. Determine if it would be beneficial to establish a cohort here.

4. Develop guidelines for reimbursement for certified staff: a. To apply for tuition reimbursement, the certified staff

member would need to meet the following criteria: i. Tenured staff member ii. Consistent overall evaluation rating of 3.0 or higher iii. Written support of direct administrator iv. Be enrolled in a certified program that will lead to

additional certification(s) v. Sign an agreement that if tuition reimbursement is

received, the staff member must remain with Fauquier County Public Schools for at least three years after reimbursement or reimbursement would need to be returned to FCPS (pro-rated).

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Action Plan 4.5 Create classified tuition reimbursement program to encourage continued education and service longevity.

Recommended Steps 1. Research monies available to reinstate tuition reimbursement.

2. Determine if it should be a “first come first serve” basis or if the program should be reintroduced to initially target high needs areas, such as math, science, or special education.

3. Determine if the timing of implementation should parallel the implementation for certified staff.

4. Determine if it would be beneficial to establish a cohort here.

5. Develop guidelines for reimbursement for certified staff: a. To apply for tuition reimbursement, the certified staff

member would need to meet the following criteria: i. Have at least three successful years with the

school division ii. Written support of direct administrator

iii. Be enrolled in a degree program that will lead to a Bachelor’s Degree

iv. Sign an agreement that if tuition reimbursement is received, the staff member must remain with Fauquier County Public Schools for at least three years after reimbursement or reimbursement would need to be returned to FCPS (pro-rated).

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Action Plan 4.6 Grow teachers locally.

Recommended Steps 1. Work with high schools to form club activity.

2. Stay in contact with individuals from high school program who are interested in teaching.

3. Research ways to offer localized scholarships that would encourage Fauquier Graduates to return.

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Action Plan 4.7 Revitalize the mentoring program.

Recommended Steps 1. Using funds from the Apple Federal Credit Union Education

Foundation grant funds to help support this program, a differentiated level of mentoring support will be introduced based on level of previous experience.

2. All new teachers will receive mentoring support; however, the intensity of support will differ for zero year teachers.

3. We will also implement a modified mentoring program for new instructional assistants.

4. Based on survey data from 2014-2015, there will be additional training in place for mentors as well as a systemic manner in which mentors are selected.

5. New teachers will also participate in more extensive division level training on those items identified in the 2014-2015 survey as areas where more support is needed. Those areas include goal setting, understanding the evaluation process, developing lesson plans for units and planning instruction for children with IEPS’s, handling challenging discipline situations and understanding how to handle various crisis situations.

6. Surveys will be conducted in the fall and spring for both mentors and mentees.

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Action Plan 4.8 Hire, develop and retain high-quality staff.

Recommended Steps 1. Plan social events for new teachers and instructional assistants.

Examples of those events might include a cook-out/trail ride, dinner and twinkling lights at Airlie, and a family picnic at Goldvein Gold Mine Park.

2. Develop communications with area businesses and other county departments and schools, such as a weekly/monthly “Here’s What’s Happenin’,” for employees to feel more connected to the community.

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Action Plan 4.9 Create a rewards program to encourage employees to submit suggestions that will save FCPS money or materials.

Recommended Steps 1. Create a form (hard copy and online) for suggestion submission.

2. Define a protocol for evaluation and approval of suggestions.

3. Define reward system for ideas used which are effective.

4. Create a policy and procedure for program.

5. Evaluate program for effectiveness.

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Action Plan 4.10 Redesign evaluation systems for classified employees.

Recommended Steps 1. Form a steering committee.

2. Conduct a review of current literature and research for evaluation methods and instruments, including a search for national norms.

3. Create/attain a Human Resources system that electronically houses performance evaluation records.

4. Develop an auditing process of evaluation data to ensure consistency across schools/environments.

5. Review current teacher evaluation rubric and design an objective evaluation form to document performance.

6. Create a classified evaluation rubric (specific to position and classification) and coordinating objective evaluation form to document performance.

7. Develop a personal/professional growth timeline template for all employees to use in planning future growth opportunities.

8. Create an incentive program to reward performance with pay.

9. Provide training for managers and employees.

10. Evaluate the effectiveness of the evaluation process and tools.

11. Revise process and tools as needed.

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Action Plan 4.11 Succession planning and leadership.

Recommended Steps 1. Identify key leadership roles that may be vacant in the next 3-5

years.

2. Offer leadership training programs and opportunities to grow staff to fulfill these future vacancies.

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Action Plan 4.12 Munis system implementation.

Recommended Steps 1. Move to electronic timekeeping to replace blue timesheets for

non-exempt employees. a. Set-up system with appropriate workflows and business rules b. Train employees on time and leave entry c. Train time and leave approvers on how to review and approve

time d. Define the process of how employees enter time and how it is

processed through payroll

2. Move to electronic leave submission for all employees – integrating Munis ePortal leave requests and maximizing AESOP a. Train non-AESOP users on entering leave in Fauquier ePortal b. Maximize AESOP by establishing workflow and business

rules for leave entry and approval

3. Use Munis as the system of record for all other systems the school division uses a. Pull employee data from Munis for Notification systems b. Pull employee data from Munis for Certification systems

4. Improve Applicant Tracking in Munis for the end-user a. Develop ways that it is functional and user friendly for hiring

managers to have access to their applications.

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Communication We will ensure effective internal and external communication and involvement.



Action Plan 5.1 Establish an on-line parent portal for updating student contact and medical information (address, phone numbers, emails, medical alerts) for district and school routine and emergency communication.

Recommended Steps 1. The Information Technology (IT) Department will define

requirements.

2. IT will review current system’s strengths and weaknesses.

3. IT will identify alternatives.

4. IT will evaluate (pilot test).

5. IT will recommend the appropriate application for purchase.

6. Upon approval, IT will oversee implementation at all schools.

7. The school division will publicize the availability and use of the parent portal.

8. Identify and finalize requirements from the student information system.

9. Investigate ways to notify parents in real time of late buses.

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Action Plan 5.2 Make personal contact with each student’s family prior to the first day of school.

Recommended Steps 1. Prior to the beginning of each new semester, the principal of each

school will require each teacher with homeroom classes, or first period when there is no homeroom, to make contact by phone, e-mail, or other written communication with the parent of each student.

2. Teacher will introduce him/herself and ask parent if he/she has any questions or concerns about the school year.

3. Consider incorporating principal forums at each school.

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Action Plan 5.3 Expand the volunteer program at each school to include (but not be limited to) parents, community members, retired teachers, senior citizens, businesses, and students.

Recommended Steps 1. The Office of Communication will survey other industries and

organizations that already use volunteers successfully and formulate plans using best practices.

2. The Office of Communication will work with schools and community organizations to develop projects wherein students reach out to the community and other schools.

3. The Office of Communication will establish a relationship with local and state civic and professional organizations.

4. Schools will identify and establish relationships with local businesses to build partnerships.

5. Schools will invite volunteers as guest speakers in the classroom on curriculum-related topics.

6. The Human Resource Department will process all volunteers according to Fauquier County policies.

7. Provide information to parents indicating when and where volunteers are needed.

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Action Plan 5.4 Establish a Parent Resource Area at each school.

Recommended Steps 1. Principal determines availability of space and designates a space

for the distribution of approved materials.

2. Acquire books, brochures, and other resources focused on student and parenting success.

3. Coordinate with the school’s volunteer program to staff, maintain, and organize the Parent Resource Area (PRA).

4. Assess different models, such as on-line and other virtual models.

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Action Plan 5.5 Establish an approach for stakeholder involvement at each school. The intent is to promote community advocacy and support, not fundraising, through collaborative efforts.

Recommended Steps 1. Each principal is encouraged to form a team (possible members

include parents, students, teachers, business representatives and community leaders) to serve the interest of every child and strive for meaningful involvement of others.

2. Teams meet on a periodic basis to support a community involvement plan which best serves the individual school.

3. In turn, community members may offer students mentoring or career shadowing experiences.

4. Look for programs that promote parent involvement with schools and students.

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Action Plan 5.6 Implement a virtual learning community for students, teachers, and administrators.

Recommended Steps 1. The IT Department will be guided in this task by an instructional-

staff working group of designated cross-discipline and multi-grade-level participants.

2. The virtual learning community should maximize ease of internal communication among FCPS educators across physical separations (e.g., different schools) and instructional divides (e.g., grade levels) so as to recognize and foster cohesion among natural cohorts of interest and responsibility.

3. Provide opportunity for interaction and mutual benefits from the expertise that exists from school to school and division to division.

4. Explore on-line, sharable lesson planning in a learning environment that is paperless.

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Action Plan 5.7 Consider requiring internships, service hours, and/or mentoring opportunities as requirements for graduation.

Recommended Steps 1. Identify community partnerships will to host interns and provide

community service opportunities to students.

2. Develop mentoring programs for students designed for the unique needs of each high school.

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Resources We will be accountable, system wide, to manage our resources effectively and to allocate them wisely to achieve our mission



Action Plan 6.1 Establish a full-time scholarship, financial aid, and career placement position to assist high school students.

Recommended Steps 1. Develop a position description and job duties for position.

2. Determine if one position or one for each high school.

3. Identify funding sources.

4. Obtain school board approval, if needed.

5. Advertise and fill the position.

6. Report accomplishments through internal and external sources.

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Action Plan 6.2 Streamline the FCPS procurement process.

Recommended Steps 1. Conduct an audit of current FCPS procurement practices to

identify inefficiencies.

2. Create review team to include County and school division staff to discuss findings and identify strategies to improve inefficiencies.

3. Implement strategies based on feasibility

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Action Plan 6.3 Create a grant coordinator position to identify and apply for federal, state, and private grants for program and material support.

Recommended Steps 1. Develop a position description and job duties for a grant

coordinator position to include, but not be limited to, researching and applying for federal, state, and private grants and coordinating business partnerships within the school division.

2. Identify funding sources for the position.

3. Obtain school board approval for the position.

4. Advertise and fill the position.

5. Provide feedback via internal reports, Board reports, and media releases concerning effectiveness.

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Action Plan 6.4 Facilities use expansion for after-hours.

Recommended Steps 1. Establish a focus group of stakeholders (e.g. school administrator,

community, county)

2. Develop use case scenarios for how different facilities within a school might be used (e.g. library for access to Internet)

3. For each scenario develop value proposition. Upon completion, evaluate scenarios for recommend adoption.

4. Review School Board Policies against scenarios for possible conflicts. Recommend changes to policies if desired.

5. Present to School Board for approval.

6. Communicate new offerings.

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FAUQUIER COUNTY PUBLIC SCHOOLS Recommended … · · 2015-06-22People learn differently ... independent options; data reviews; ... Define and research what are high schools are