RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II … · 2014. 8. 26. · RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 6 A. OVERARCHING PROJECT PLANS 1. Describe the

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

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Submission Checklist

Form DOE 100A – Project Application (superintendent signature required)

Attachment I – Program-Specific Assurances (superintendent signature required)

Attachment II – Three-Party Assurances (superintendent, school board chair, and representative of local teachers’ union signatures encouraged)

Form DOE 101-RTTT (Budget submitted in web-based system)

Final Scope of Work:

Table of Contents

Section A Narrative

Form (A)1. LEA Student Goals and Measures

Work Plan Tables for 13 Projects

Appendix with Table of Contents and Final Scope of Work Feedback Form


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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.

Enter narrative for (A)1. here. Complete the attached Form (A)1. LEA Student Goals and Measures by setting LEA targets to address Florida’s Race to the Top student achievement goals.

“Roadmap to R.O.U.T.E. 2015 and Beyond”

The School District of Manatee County’s Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond had its beginning more than eight years ago as the district began a significant reform effort to transform the teaching and learning process with the implementation of the Magnet School Assistance Program in eight district schools, which focused on innovative programs in math, science, technology and the arts. This initial reform strategy supports the Theory of Action in that the overarching focus in this effort was building content knowledge of teachers and school leadership in addition to equipping teachers with best practices in the delivery of instruction. We realized a long time ago that “highly effective teachers and leaders make the difference in student achievement.” Consequently, if we are to achieve our strategic mission -- to inspire our students with a passion for learning, empowered to pursue their dreams confidently and creatively while contributing to our community, nation and world, first and foremost -- we must embrace reform and ensure that there is a teacher in every classroom and leaders in every school who are well prepared and committed to our mission. Our Roadmap includes our Global Positioning Strategies (GPS), EdVantage – The District Strategic Plan, and a focus on the integration of technology in the teaching and learning process. These strategies have led the district to other reform initiatives such as the College Center at one of our high schools where students are able to acquire a high school diploma and Associate’s Degree simultaneously; a partnership with Lockheed Martin to promote science and engineering projects and programs in the district; a one-to-one laptop initiative that put technology in the hands of our students, thus bridging the digital divide; a partnership with Emory Riddle University to prepare a cohort of our teachers to receive Master of Science Degrees; the ePortfolio Project, a relatively new teaching and learning strategy that documents student learning and encourages students to establish individual websites to demonstrate their learning endeavors and achievements; the Secondary School Re-Design Initiative, a reform initiative for middle and high school students that provided administrator and teacher training to support the increase of rigorous and relevant instruction; and development and implementation of the Manatee Core Curriculum. These efforts indicate that the School District of Manatee County has embraced the reform and started this journey long before Race To The Top became a reality. In 2005, more than 190 deeply devoted community leaders and school district employees spent more than 6,000 hours carefully crafting and creating Edvantage -- the District Strategic Plan. The Plan includes six Core Values and four Strategic Objectives that our students are expected to achieve by 2015. These include:

▲ Continually demonstrate enthusiasm for the self-directed pursuit of knowledge; ▲ Articulate personal goals, create plans to achieve these goals, and exhibit progress toward their attainment; ▲ Continually participate in the democratic process; and


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▲ Actively engage in global outreach.

Overseeing each of the six strategies designed to accomplish the EdVantage mission are leadership teams. The strategies are: Leadership, Mandates, Curriculum, Trust and Collaboration, Partnerships, and Technology and Learning. Each strategy leader and team is responsible for annual reporting to the EdVantage Core Team on progress and accomplishments. These efforts continue to strengthen our reform-minded stature and encourage us to continue our journey toward Reaching Our Ultimate Target – Edvantage. Our itinerary has included the development and implementation of Small Learning Communities (SLC’s) and Career Academies at each high school. SLCs, and in particular, career academies, have been found to be effective in improving outcomes for students during and after high school. They are the most durable and best-tested component of a high school reform strategy that prepares students for both college and careers. Manatee County is home of the first Nationally Certified Academy by the National Career Academy Coalition. We offer a wide range of programming, including arts and communication; science, technology and health; engineering; business; and international studies. Our students are earning local, state, and national recognition. Just recently, two of our high schools that sent teams representing the United States in Singapore for the F1 in Schools World Competition, an international competition in which students design, manufacture, and race a model “car” powered by a CO2 cartridge, won international recognition. One high school placed in the top ten and the other team won the World Championship. Additionally, we have developed and implemented engineering programs at the elementary level – engaging young minds and bringing awareness to the Science, Technology, Engineering, and Mathematics (STEM) career paths. We have not been without roadblocks and sharp curves! Challenges have ranged from a lack of funding for full implementation of initiatives to negotiations with the local teacher’s union. At times we have felt that we have come to a dead-end, when suddenly, a burst of hope emerges and our journey continues. Though we have a successful track record of reform initiatives, our itinerary continues to focus on increased achievement for all students and accelerating the progress toward the following district goals:

Goal 1: Increase the high school graduation rate. Goal 2: Strengthen teacher quality. Goal 3: Improve college and career readiness skills. Goal 4: Develop strong instructional leaders. Goal 5: Close the Achievement Gap.

Each of the aforementioned goals are in alignment with the state goals of (1) increasing the graduation rate, (2) cutting achievement gap in half, and (3) increasing percentage of students at or above proficient on NAEP. Our reform plans that are a part of our Roadmap to R.O.U.T.E. 2015 and Beyond include strategies, projects, and programs that will ensure increased preparation of our students for postsecondary education and careers; real time access to data to support instruction; and professional development opportunities for teachers and principals.


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This Roadmap includes: The implementation of Advancement Via Individual Determination (AVID) at all secondary

schools; The implementation of Advanced International Certificate of Education (AICE) at select schools; A new Bio-Medical Academy designed to help students become career and college-ready so that

they are prepared to compete in a workforce that demands skilled employees; Renzulli Learning for selected schools; Teacher Institutes to build the content knowledge of our teachers; Leadership Academies for our school administrators; Paperless Benchmark Assessment System; Focused professional development to include virtual learning and technology-based training; Electronic documentation system of student learning; and Revised Teacher and Principal Evaluation Systems.

We have put on our seat belts and have prepared ourselves to take the next steps: to innovate; to increase opportunities for students to be college and career ready; to provide greater, user-friendly access to data to inform instruction; to increase the use of technology in teaching, learning, and professional development offerings; and to create new ideas and new ways of educating students that will yield increased student achievement results. 2. Provide a detailed LEA-wide management plan for implementing Race to the Top. The

plan should include but is not limited to: • Involve all stakeholders (e.g., parents, teachers, administrators, local institutions of higher

education as appropriate, teachers’ unions, business leaders, community organizations, etc.).

• Identify the leadership/management team(s). • Determine strategies for monitoring implementation. • Create 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.

• Provide the required summary budget for all years of the grant period, as well as detailed budgets for each activity within each reform area (submitted in web-based system). The release of funds will be contingent upon the successful progress toward completion of identified deliverables in the management plan and detailed budgets.

Enter narrative for (A)2. here: Collaborative Development of Plan: Manatee County’s Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond has been developed in collaboration with local stakeholders, which include parent representatives, district and school level administrators, School Board Members and our local teacher’s union. Though our local teacher’s union has chosen not be an active participant in the development of the application, they have been invited on a number of occasions to participate. District administration held meetings with union representation to provide advisory on the process for the development of the application and to offer continuing invitations to participate in the process of development. Prior to completion of the Plan, a presentation on the elements to be included in the plan was made to The Joint Parent Organization (JPO), which includes representatives from the School Advisory Council of each school, and input was solicited at that time.


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Leadership Management Team: A collaborative approach will continue with the management of Roadmap to R.O.U.T.E. 2015 and Beyond. The District Oversight Committee for Race To The Top (membership list included in Appendix B), will oversee the project. The Oversight Committee includes 34 members representing district departments, school administrators, and community members. Two slots have been left vacant and reserved for the Manatee Education Association, should they choose to participate as the project progresses. This committee will meet quarterly and will be chaired by the Assistant Superintendent for Curriculum and Instruction. The Assistant Superintendent for District Support Services and the Assistant Superintendent for Business Services will act jointly as Co-Chairs for the oversight committee. A Project Coordinator (included in project application), who will report to the Assistant Superintendent for Curriculum and Instruction will have the responsibility for coordinating project activities, ensuring compliance with project goals, and reporting on outcomes and evaluative elements of the projects included in the plan. The Project Coordinator and a fiscal assistant (included in project application) will manage the day-to-day operations of the project. The Project Coordinator will function as a member of the Direct Reports staff meetings, which are convened bi-weekly with the Assistant Superintendent of Curriculum and Instruction. Operating as an ad-hoc committee of the District Oversight Committee, the six committee co-chairs for each section of the Plan, along with the Project Coordinator and assistant superintendents, will meet at least monthly to review status of the plan’s implementation and progress. Roadmap to R.O.U.T.E. 2015 and Beyond Management Chart:

District Oversight Committee

for RTTT

Assistant Superintendent for District Support

Services

(Co-Chair)

Assistant Superintendent for Curriculum and

Instruction

(Chair)

Project Coordinator

Fiscal Assistant

Ad-Hoc Committee of Plan Co-Chairs

Assistant Superintendent for Business Services

(Co-Chair)


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Strategies for monitoring implementation A variety of strategies will be used to monitor the implementation of Roadmap to R.O.U.T.E. 2015 and Beyond. These will include, but will not be limited to, the following strategies:

1. A monitoring plan will be prepared based on the Work Plan activities and the budget. 2. An ongoing review of Professional development logs will be conducted. 3. Follow-up reports from trainees will be reviewed. 4. On-site visitations to school sites and training locations will be conducted. 5. Fidelity checks of components to be implemented via the Plan. 6. Deliverables timelines checklists will be reviewed on an ongoing basis. 7. Data Reviews will be conducted on an ongoing basis. 8. Progress reports from Project Coordinator will be presented and discussed at bi-weekly meetings. 9. Reports from Work Plan Co-Chairs will be reviewed on an ongoing basis. 10. LEA goals as stated in the application will be reviewed annually.

The Monitoring Plan described in #1 above will include the activities to be tracked, due dates, status of the activity and the deliverables timelines for reporting. The monthly meeting of the Ad-Hoc committee will have as an agenda item the monitoring plan as developed for this project. Implementation Timeline: Note: Gray areas are required deliverables.

YEAR 1 – Summary: 2010 - 2011 ACTIVITY: Process and Planning Quarter 1 Quarter 2 Quarter 3 Quarter 4 Hire Project Coordinator.

X

April 2011 – May 2011

Submit Teacher Appraisal System. X May 1, 2011

Conduct monthly IPAT (Instructional Performance Appraisal Team) meetings; contract with Consultant; begin Collective Bargaining.

X X X

Submit timeline for implementing teacher and principal evaluation system. X Provide training on Teacher Appraisal System. X Report evaluation results for teachers and principal. X Produce annual report for School Board summarizing evaluation results; submit revisions as necessary and report same.

X

Submit a 4-year district timeline and implementation plan to initiate one of the RTTT-approved career and technical programs.

X

ACTIVITY: Student Achievement Quarter 1 Quarter 2 Quarter 3 Quarter 4 Deliverables related to implementation of Lesson Study. *Not required because district has no persistently low-achieving schools.

X X X

Develop district protocol for a modified lesson study/collaborative planning model. X X


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Analyze district-wide course offerings; develop timeline for STEM implementation; gather baseline data for STEM course implementation; select high schools to implement new STEM initiatives.

X

Conduct a student interest survey at each middle school to inform career programs at the high school.

X

Identify all details needed for implementing Biomedical Academy. X X X Analyze student performance on related Industry Certification exams. X X Annually review 4-year plan; sequence curriculum for new courses; determine how special education and gifted students will be included in industry certification process.

X X

Develop district plan for implementation and marketing of Advancement Via Individual Determination (AVID), Advanced International Certificate of Education (AICE), and STEM.

X X X

Create position for the Coordinator of Advanced Studies and Academic Excellence; develop job description.

X

ACTIVITY: Technology and Professional Development

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Complete and submit computer-based testing readiness certification. X Develop a system for paperless benchmark assessments aligned to Next Generation Sunshine State Standards (NGSSS) and then Common Core.

X X

Create job description and position for Instructional Assessment Specialist; hire position.

X X

Revise Professional Development System. X Develop timeline for implementing new elements of Professional Development System. X Revise process for evaluating the district’s professional development aligned to state protocols.

X

Created timetable for implementing the evaluation of professional development. X Annually report evaluation of professional development for teachers and principals. X Implement supporting activities for deliverables 1, 2, 4, and 5. X Coordinate Content Area Reading-Professional X X X


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Development (CAR-PD) training for STEM teachers. Provide implementation timeline for Focus Student Information System. X Develop comprehensive training plan for teachers and administrators to be able to interpret multiple sources of data.

X X X

Develop plan to implement a district-wide electronic documentation system that shows academic growth of students and their mastery of the four district objectives.

X X X

Organize Professional Development Plan for Advanced Placement teachers whose scores are below the state average.

X

Develop district protocol for a modified lesson study/collaborative planning model. X X X

YEAR 2 – Summary – 2011 – 2012

ACTIVITY Year 2 Year 3 Year 4 Conduct collective bargaining. X Revise Principal Appraisal System. X Develop a MOODLE for sharing of lesson plans. X Create district timeline for implementation of STEM career and technical certification programs.

X

Hire two teachers for Biomedical Academy. X Analyze student performance data on related Industry Certification exams. X Begin implementation of AVID at schools. X Begin implementation of AICE program at one high school and feeder middle and elementary. X Develop a system for paperless benchmark assessments. X Evaluate technical environment for single sign-on readiness. X Complete and submit all deliverables as required in each Work Plan. X Complete each supporting activity outlined in each Work Plan. X Hire Data Support Analyst and Online Testing Coordinator. X

*Supporting activities that began during Year One continues.

YEAR 3 – Summary – 2012 – 2013 ACTIVITY Year 2 Year 3 Year 4 Conduct collective bargaining. X Hire Online Learning Specialist for new work with MOODLE. X X


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Develop a MOODLE for sharing of lesson plans. X Develop Train the Trainer model with online modules for training for Focus Student Information System and MOODLE.

X

Begin implementation of AVID at schools. X Begin implementation of AICE program at one high school and feeder middle and elementary. X Develop a system for paperless benchmark assessments. X Complete and submit all deliverables as required in each Work Plan. X Complete each supporting activity outlined in each Work Plan. X

*Supporting activities that began during Year One and Year Two continues

YEAR 4 – Summary – 2013 – 2014 ACTIVITY Year 2 Year 3 Year 4 Continue collective bargaining (as needed). X Conduct monthly Instructional Performance Appraisal Team (IPAT) meetings. X Develop a MOODLE for sharing of lesson plans. X Promote MOODLE as a means for teachers to collaborate. X Provide ongoing training and updates for teacher and principal appraisal systems. X Partner with State College of Florida to integrate Biotechnology into the Biology program at each high school.

X X X

Offer Summer STEM and Advanced Placement Boot Camp. X X X Continue implementation of AVID schools. X X X Continue implementation of AICE program at one high school and feeder middle and elementary.

X X X

Develop a system for paperless benchmark assessments. X X X Complete and submit all deliverables as required in each Work Plan. X X X Complete each supporting activity outlined in each Work Plan. X X X

*Supporting activities that began during Year One, Two and Three continues


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Budget Summary: MOU AREA YEAR 1

2010 - 2011 YEAR 2

2011 - 2012 YEAR 3

2012 - 2013 Year 4

2013 - 2014 A. Overarching Project Plans $126,477 $189,378 $189,261 $188,520

B. Standards and Assessments

$475,706 $880,089 $845,492 $820,255

C. Data Systems to Support Instruction

$65,107 $230,622 $167,082 $111,944

D. Great Teachers and Leaders $138,015 $209,194 $218,097 $226,992

F. Charter Schools $12,795 $13,160 $13,526 $13,891

Note: A. includes: Project Coordinator, Fiscal Assistant, and Indirect Cost. This is not reflected in the rest of the budget narrative. The budget for Manatee County’s Roadmap to R.O.U.T.E. 2015 and Beyond has been submitted through the web-based system and is outlined through each of the work plans. The budget for this massive reform was crafted thoughtfully as priorities were addressed, as well as sustainability. The budget reflects a significant portion to be used in creating at least one new Science, Technology, Engineering, and Mathematics initiative that involves the field of biomedical science. We are excited to have this opportunity to offer such a critical career path to our students, especially as local opportunities for work in this field are forthcoming. Another main component of the budget includes the cost of professional development. Professional Development is essential for insuring sustainability and laying the foundation for change, improvement, and achievement. Through our Roadmap, teachers will build their capacity and this knowledge can then be passed on through train-the-trainer and mentoring programs. 3. Indicate steps that the LEA will take to evaluate progress in implementing the project

(in addition to participating in the statewide evaluation efforts). Enter narrative for (A)3. here: In addition to participating in statewide evaluation efforts, the district will use the monitoring plan, which will include strategies described in (A)2 as a guide in evaluating progress on components and projects proposed in this application. During the monthly scheduled meetings of the Ad-Hoc committee, monitoring strategies and status updates will be discussed, and timelines will be reviewed. Ongoing data collection from a variety of sources, such as professional development records, supporting activity logs, surveys and other internal assessments will be used to assess our progress on our Roadmap to R.O.U.T.E. 2015 and Beyond. The services of an external evaluator will be used each year of the grant to provide an annual report of progress on supporting activities, deliverables, and student achievement goals to our School Board. 4. Provide an overview of how the LEA will ensure sustainability of RTTT reforms beyond

the grant period. Enter narrative for (A)4. here: The reform initiative identified in this application aligns with EdVantage, the district’s Strategic Plan, which is supported by the School Board of Manatee County. The achievement of these initiatives will


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ensure that our students accomplish the four Strategic Objectives identified in EdVantage. The evidence of support of reform initiative can be recognized through the current efforts such as ePortfolio, Manatee Core Curriculum, and up-to-date cutting edge technologies in all schools, which have been funded from inception over five years. Annually, the Core Team for EdVantage convenes to review the progress of objectives and make recommendations for future focus. Additionally, our district pursues external funding aggressively. Our grant writing efforts have yielded over 10 million dollars over the last few years. Special project funding for our schools has been made available through Manatee Education Foundation. Lockheed Martin is also an annual supporter of our district STEM initiatives. Our monitoring plan will continue beyond the conclusion of the grant to ensure that key initiatives brought to fruition through Race To The Top, and have continuing financial support, are in place to support generations of students to come as we work together to help all our students learn, dream, and achieve. 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.

Enter narrative for (A)5. here: Manatee County’s Roadmap to R.O.U.T.E. 2015 and Beyond is comprehensive and will take a joint effort as we journey down this pathway of moving from good to great and helping every student succeed. Funding sources that will help us achieve our heightened benchmarks include:

• Title I: Funds to be used when appropriate. • Title II-A: For the extensive leadership and training component that includes a revamped

professional development strategy that will build the capacity of instructors, principals, and the district, providing momentum behind this monumental reform. Note: Professional development will have ties to student growth and improvement in instruction as participants are expected to reflect, demonstrate, and share new knowledge.

• General district funds, as this is a Roadmap that has the full support of the School Board. • Funds generated by programs such as Advanced International Certificate of Education (AICE).

Additionally, this district will work diligently to cultivate additional funding sources through foundations and related industry partners and other grant sources. A pooling of funding sources, where and when appropriate to accomplish the supporting activities in the application, will foster an integrated approach during and after the grant period. This is a common approach used in the district to meet the targeted needs.


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FORM (A)1. LEA Student Goals and Measures INSTRUCTIONS

: Indicate the outcomes your LEA will achieve on the following measures. Please provide annual and overall targets.

STUDENT ACHIEVEMENT Florida set goals for student achievement on NAEP. Since all districts and schools do not administer NAEP, LEAs will need to track performance and set targets on the statewide assessment (FCAT 2.0) at a minimum. Since FCAT 2.0 will be administered for the first time in 2010-11, and standards will not be set until the fall of 2011, LEAs do not need to set overall targets and annual goals on FCAT 2.0 at this time. However, when standards are set and scores are available, districts will need to set targets at that time, keeping in mind the statewide goals established for NAEP. LEAs may provide additional student achievement goals using other measures, as noted below. Please provide additional tables to capture the other measures, if the LEA so chooses. 2010-11

(Baseline) 2011-12 2012-13 2013-14 2014-15 % Scoring Level 4 or 5 on FCAT 2.0, 4th Grade Reading (STATE GOAL: 50% AT OR ABOVE PROFICIENT ON NAEP BY 2015)

TBD, when standards are set in the Fall of 2011

% Scoring Level 4 or 5 on FCAT 2.0, 4th Grade Mathematics (STATE GOAL: 60% AT OR ABOVE PROFICIENT ON NAEP BY 2015)


% Scoring Level 4 or 5 on FCAT 2.0, 8th Grade Reading (STATE GOAL: 45% AT OR ABOVE PROFICIENT ON NAEP BY 2015)


% Scoring Level 4 or 5 on FCAT 2.0, 8th Grade Mathematics (STATE GOAL: 55% AT OR ABOVE PROFICIENT ON NAEP BY 2015)


(OPTIONAL) Other District-Determined Achievement Goals: • 82% of 2nd grade students scoring at or

above the 34th percentile on the Stanford Achievement Test (SAT 10) by 2015.

• 50% of students scoring at level 3 or above

on FCAT 2.0, 8th grade science by 2015.

TBD - (SAT 10) is held Spring

2011

TBD, when standards are

set in the Fall of 2011


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Students will achieve through Manatee County’s Roadmap to R.O.U.T.E. 2015 and Beyond.

With the support of Race To The Top, Manatee County expects that 82% of our 2nd grade students will score at or above the 34th percentile on the Stanford Achievement Test (SAT 10) by 2015.

70%

71%

73%

75%

77%

79%

80%

64%

66%

68%

70%

72%

74%

76%

78%

80%

82%

2008 2009 2010 2011 2012 2013 2014

Percent of Students >=34%ile

Linear (Percent of Students >=34%ile)

77%

Percent of 2nd Grade Students >=34%ile SAT 10

Total Reading with

Target

79%

81%

82%


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FORM (A)1. LEA Student Goals and Measures

CLOSING THE ACHIEVEMENT GAP Florida set goals for closing the achievement gap on NAEP. Since all districts and schools do not administer NAEP, LEAs will need to track performance and set targets for closing the achievement gap on the statewide assessment (FCAT 2.0) at a minimum. Since FCAT 2.0 will be administered for the first time in 2010-11, and standards will not be set until the fall of 2011, LEAs do not need to set overall targets and annual goals for closing the achievement gap on FCAT 2.0 at this time. However, when standards are set and scores are available, LEAs will need to set targets at that time, keeping in mind the statewide goals established for NAEP. LEAs may provide additional closing the achievement gap goals using other measures, as noted below. Please provide additional tables to capture the other measures, if the LEA so chooses. 2010-11

(Baseline) 2011-12 2012-13 2013-14 2014-15

% Reduction in White/African-American achievement gap on FCAT 2.0 (STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015) 2011 FCAT 2.0 Grade 4 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 4 Mathematics TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Mathematics TBD, when standards are set in the Fall of 2011 % Reduction in White/Hispanic achievement gap on FCAT 2.0 (STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015) FCAT 2.0 Grade 4 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 4 Mathematics TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Mathematics TBD, when standards are set in the Fall of 2011 (OPTIONAL) Other District-Determined Closing the Achievement Gap Goals: • Reduce the achievement gap between

White/African-American students by 25% in 8th grade science on FCAT 2.0 by 2015.

• Reduce the achievement gap between

White/Hispanic students by 25% in 8th grade science on FCAT 2.0 by 2015.

TBD, when standards are

set in the Fall of 2011

TBD, when

standards are set in the

Fall of 2011


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Closing the Achievement Gap Through Manatee County’s Roadmap to R.O.U.T.E. 2015 and Beyond

While all 8th grade subgroups have shown increases in science, the achievement gap between those groups has increased as well. The graphic above illustrates the achievement gap that has been noted by Manatee County schools since 2004. The target is to increase the performance levels of the under-performing subgroups, thus closing the gaps by 25% for both Hispanic and African-American groups as compared to the White population by 2015. Manatee County’s Roadmap to R.O.U.T.E. 2015 and Beyond supports this goal of helping every student achieve success through a number of learning strategies, technical support, and training for educators and leaders.


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FORM (A)1. LEA Student Goals and Measures

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* 62 59 60 62 64 66 70 74 78 82 88 College Going Rate 56 57 61 62 63 64 65 66 68 72 75 College Credit Earning Rate 68 68 69 69 69 70 70 71 72 73 74 Percent of 9th Graders Who Eventually Earn at Least a Year’s Worth of College Credit 24 23 25 27 28 30 32 35 38 43 49 *Graduation Rate indicated above is the Federal Uniform Graduation Rate which includes students receiving a standard diploma only.


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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. The School District of Manatee County does not have any persistently lowest-achieving schools; therefore, the Work Plan Table for (B)(3)1is not required. Please see Table (D)(5)with regard to Manatee County’s proposed collaborative planning model in which teachers will pool resources and work cohesively to improve classroom instruction with a focus on student growth and achievement. Funds for these activities are indicated within Table (D)(5)as well.


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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: Doug Wagner Title: Director, Adult, Career and Technical Education Phone #: (941) 708-8770 Ext. 2227 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 2013-2014 who were awarded industry certifications.

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

District Adult, Career and Technical Education Director X X X X X X

District Secondary Vocational Program Specialist X X X X X X

Director of Curriculum X X X X X X Small Learning Community Manager X X X X X X Science Curriculum Specialist X X X X X X Mathematics Curriculum Specialist X X X X X X High School Principals X X X X X X High School Assistant Principals X X X X X High School Lead Center Teachers X X X X High School Lead Counselors X X X X Two Biomedical Teachers – New Positions X X X Career Counselor (RTTT funding last 2 yrs.) X X X X


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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. (B)(3)4 – 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. 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 2013-2014 who were awarded industry certifications.

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

Quarter 3rd

Quarter 4th

Quarter

X X X X

(B)(3)4 – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Analyze district-wide course offerings by school and coordinate to the Targeted Occupation List (TOL). Identify the most critical area of need to meet the local workforce demands while furthering the STEM initiative and framing the curriculum around state and national standards.

X

2) Develop a district timeline for implementation of STEM career and technical certification program(s). Review and revise annually.

X X X X X

3) Gather district baseline data for 2009-2010 to include documentation of STEM career and technical programs with name of program, courses offered, student enrollment, and number of students awarded industry certification.

X

4) Conduct a student interest survey at each middle school. X 5) Select high school(s) to provide new STEM initiative(s) to include biomedical and those reflected in the student survey. Initiatives will also be based on the required mission and goals of the grant, facilities, and faculty.

X


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6) Determine Advisory Board make-up, schedule size, and who should be involved from business and industry, administration, instructional, the community (such as the local Workforce Board, Chamber and Economic Development Council), post-secondary education, and student reception.

X X

7) Identify the full structure of programs that will frame a new Biomedical Academy at Palmetto High School.

X X X X

8) Determine grade levels/student numbers needed for the first three years of programming.

X X X X

9) Identify student recruitment/selection process. X X X X 10) Determine the entrance and exit requirements of the new STEM program including student expectations. Students will earn science credit through an applied science education to prepare them for the cutting edge industry of biomedical science. Students will be prepared with intense laboratory and research skills relevant to the biomedical field.

X X X X

11) Identify the required core course numbers that will be used for all students who are in enrolled in the program. 8708110-Principles of the Biomedical Sciences; 8708120-Human Body Systems; 8708130-Biomedical Interventions; 8708140-Biomedical Science Research.

X

12) Provide two teachers for the Biomedical Academy at Palmetto High School. X X X 13) Identify what motivational tools will be used to engage students and promote STEM learning including the course sequence (for both technical and academic). Students will become motivated by using hands-on experiences related to the application of biomedical practices. Tools selected will enhance the program by being aligned with those used in the industry.

X X X X

14) Determine scheduling and how to ensure that the identified academy students are enrolled in course sections open to academy students with identified academy teachers.

X X X

15) Identify physical space and what equipment is needed to ensure student achievement.

X X X

16) Develop and implement additional online course opportunities/virtual learning for students.

X X X X


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17) Determine a marketing plan to promote the new STEM initiative and how students will be identified as part of the academy.

X X X

18) Provide both student and educator shadowing at industry sites related to the STEM career theme.

X X X X X

(B)(3)4 – 2: 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

Quarter 3rd

Quarter 4th

Quarter

X (B)(3)4 – 2: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Analyze student performance on related industry certification exams that could be part of the program (based on student enrollment and program direction) when offered in conjunction with to determine additional support needs to teachers and students. See Appendix C for list of dual enrollment programs in conjunction with the Manatee Technical Institute (MTI).

X X X X X

2) Identify structure and requirements for any additional STEM Career &Technical programs that are identified through the student survey.

X X X X X

3) Determine projected numbers of exams taken annually. X X X X X 4) Calculate the potential funds derivative from the CAPE legislation that will be used to offset the cost of the exams.

X X X

5) Allocate annual funds for biomedical industry certification exams. X X X 6) Seek articulation agreement options for students who successfully take and pass the industry certification exam.

X X X

(B)(3)4 – 3: Deliverable (required): Documentation of implementation of a complete program that results in industry certification.

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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Annual review of 4-year plan with amendments as needed to reach 4-year goals.

X X X X


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2) Ensure that the curriculum for the new program is sequenced and rigorous to meet industry certification, and prepare students for STEM pathways beyond high school.

X X X X

3) Determine how special education and gifted students will be included and educated to have success in the industry certification process.

X X X X

Project Budget Summary:

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

$0 $2,197 $4,697 $225,104 $189,302 $178,045

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 School District of Manatee County is a national leader in the implementation of Smaller Learning Communities (SLC’s). Because of this leadership role, the district has received over ten million dollars in federal funding to implement SLC’s throughout Manatee County’s high schools. Through Race To The Top, this district will have the support to attain the core tools needed to bring new STEM initiatives to fruition. Having the full support of the School Board, Superintendent, School District, School Administration, school and industry stakeholders, students, and parents, the proposed Biomedical Program and any other Career and Technical Programs will then be sustained through capacity building efforts of teachers. This district has a track record of success in implementing and sustaining successful STEM programs. Designed to meet the needs and interests of our students, these proposed programs will continue beyond this grant cycle as student enrollment increases to sustain critical teacher units. Additionally, students who successfully attain the industry certifications generate supplementary funding that will then be used to continue biomedical sciences and other programs. Relationships will also be developed with industry-related foundations and businesses for alternative funding sources. With Race To The Top leading the way, it is anticipated that Manatee’s new biomedical sciences pathway as well as any other STEM initiative will be a major success and a model program to be replicated statewide. Supporting Narrative (optional): With biotech industries moving into the Manatee County area, biotechnology is noted as a high priority for job preparedness. Although this district has many STEM related programs, this is one field that has not been addressed. Furthermore, Palmetto High School is currently reeling from a loss of almost 700 students as they switched schools in search of higher level and more challenging classes. To address these two issues, one of the ideas behind the district’s Theory of Action and Roadmap to R.O.U.T.E. 2015 and Beyond is to transform Palmetto High School. This innovation will implement a new STEM-related Biomedical Sciences Program, under the scope of biotechnology, which meets the needs of the students, school, community and business and industry while providing industry certification and postsecondary readiness to the student body. The following narrative describes this new direction at Palmetto High School in the biomedical sciences area and provides a deeper understanding of the four credit core components that will be required of all enrolled students. Once the core is successfully achieved, students can then focus on a medical pathway that will capture their interest and lead to industry certification. The Project Lead The Way (PLTW) Biomedical Sciences program offers students an array of advantages from career-readiness and hands-on experience to college preparatory-level classes, labs, and creative exercises.


27

The program is designed to appeal to all students, from those already interested in STEM-related fields, to those whose experiences in the sciences and math has been less comprehensive. PLTW classes are hands-on, based on real-world experiences and fun for students and teachers. PLTW incorporates the highest standards for rigorous, focused, and engaging study. By developing students’ innovative, collaborative, cooperative, and problem-solving skills, we believe our students at Palmetto High School are sure to be winners in this new program. The Biomedical Sciences Curriculum is a sequence of four high school courses that make-up the Core, which parallels the proven PLTW Engineering program that the district has successfully implemented in other schools. This initial Biomedical Core is aligned with appropriate national learning standards and will be used to focus on a medical pathway upon completion. Principles of the Biomedical Sciences (PBS) - Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, research processes, and bioinformatics. This course is designed to provide an overview of all the courses in the Biomedical Sciences program and lay the scientific foundation for subsequent courses.

Human Body Systems (HBS) - Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real-world cases and often play the role of biomedical professionals to solve medical mysteries.

Medical Interventions (MI) - Students investigate a variety of interventions involved in the prevention, diagnosis, and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose, and treat cancer; and how to prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important roles that scientific thinking and engineering/design play in the development of interventions of the future.

Biomedical Innovation (BI) - In this capstone course students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging, open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community. Through this Biomedical Sciences Program, the students at Palmetto High School will truly “Lead The Way” in industry expectation for this critical area. Based on the results of the district analysis, other Career and Technical certification programs may need to be developed. These will be crafted in conjunction with the selected high school’s leadership team with the same level of rigor and detail indicated above. Title and Page Number of Appendices for this Project (if applicable): Appendix C


28

Work Plan Table

Project/MOU Criterion: Increase Advanced STEM Coursework – (B)(3)5. Please indicate one LEA point of contact for this Project. Name: Linda Guilfoyle Title: Director of Curriculum Phone #: (941) 751-6550 Ext. 2100 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 Quarter

3rd Quarter

4th Quarter

District Adult, Career and Technical Education Director X X X X X X District Secondary Vocational Program Specialist X X X X X X Director of Curriculum X X X X X X Small Learning Community Manager X X X X X X Science Curriculum Specialist X X X X X X Mathematics Curriculum Specialist X X X X X X Elementary, Middle and High School Principals X X X X X X Elementary, Middle and High School Assistant Principals X X X X X X Lead Teacher, Team Leader, Department Chairs X X X X X X Guidance Counselors X X X X X X Coordinator of Advanced Studies and Academic Excellence – New Position 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.


29

(B)(3)5 – 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 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

Quarter 3rd

Quarter 4th

Quarter

X

(B)(3)5 – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Analyze the district-wide offerings of STEM-related accelerated courses to identify the need for additional programs.

X X X X

2) Gather district baseline data for 2009-2010 to include STEM-related courses provided at each high school, courses provided at each middle school, and programs offered at elementary schools.

X X X X

3) Develop a district timeline for implementation of STEM courses. Review and revise annually as needed.

X X X X

4) Determine areas of need based on school course offerings to meet the requirements of Senate Bill 4. Identify the need for each high school to have an accelerated program option to attract students.

X X X X

5) Develop STEM program options and pathways for feeder patterns from elementary to middle to high school.

X X X X

6) Develop a plan to implement an Advancement Via Individual Determination (AVID) program at all high schools and middle schools.

X X X

7) Implement an AVID program at all middle and high schools. X X X 8) Develop marketing campaign for AVID, Advanced International Certificate of Education (AICE), and STEM courses and programs.

X X X X X


30

9) Create a position for the Coordinator of Advanced Studies and Academic Excellence to coordinate and evaluate implementation of all Advanced Placement (AP), International Baccalaureate program (IB), AICE, AVID, and STEM programs.

X X X X X X

10) Create the job description for Advanced Studies and Academic Excellence Coordinator and hire Coordinator.

X

11) Implement the AICE program at Palmetto High, Lincoln Middle, and an elementary school in Palmetto.

X X X X X X

12) Develop and implement a marketing plan for all programs including the AICE program.

X X X X X X

13) Investigate shadowing, mentoring, and other opportunities for students and educators to partner with industry leaders.

X X X X X X

14) Develop and implement a plan to prepare teachers to support students in meeting the new graduation requirements of Algebra II and Chemistry.

X X X X

15) Partner with the State College of Florida to integrate Biotechnology into the Biology programs at all high schools.

X X X X X

16) Provide opportunities for teachers at all levels to collaborate on lesson planning to integrate STEM concepts and strategies across the curriculum.

X X X X X X

17) Analyze data from district advanced placement courses for 2009-2010 and at the end of each year.

X X X X X

18) Develop a system for advanced placement teachers to collaborate and share lesson plans and assessments.

X X X X X X

19) Provide a summer STEM and advanced placement boot camp for students. X X X X 20) Provide family/parent activities and outreach to promote STEM courses and content, and increase awareness.

X X X X X

21) Investigate the feasibility of providing teachers the resources to implement 6th grade teams at all middle schools to effectively monitor student progress and achievement.

X X X X

22) Develop and implement additional opportunities for students to take online courses and participate in virtual learning.

X X X X

23) Implement Renzulli Learning for selected elementary and middle schools.

X X X


31

24) Implement ReadiStep: a college readiness assessment program for 8th grade students.

X X X

(B)(3)5 – 2: 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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Gather district baseline data for 2009-2010 of the STEM related course offerings by school.

X

2) Gather data at the end of every school year to analyze and compare to determine growth in the number of offerings and growth in student enrollment.

X X X X



$6,667 $81,265 $311,507 $413,894 $414,897 $391,105

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 Manatee County School District embraces programs such as STEM, Advanced International Certificate of Education (AICE), and Advancement Via Individual Determination (AVID) as they are designed to promote student growth and achievement through innovative and engaging programs. These programs not only challenge students to their fullest, but enhance the capacity of teachers as they broaden their skill sets and welcome new ways of providing instruction. These programs have the full support of the School Board, Superintendent, School District and Administration, school and industry stakeholders, students and parents. With this support, STEM-related courses will become an integral part of the school course offerings and continue to be funded through district-means including funding generated through industry certifications. With regard to AICE, students in this program will generate additional school-based funds through successful achievement on the AICE examinations thus ensuring program sustainability. A highly successful program at Palmetto High School, AVID will be sustained past the life of this grant cycle as it is a key district initiative. The newly proposed district-wide AVID programs will be built on the successful practices at Palmetto High School. Additionally, Race To The Top will provide the opportunity to build the capacity of teachers to support students in meeting the new graduation requirements and the heightened expectations in a technological society. This knowledge is paramount as we continue to transform good to great with effective leaders and teachers working together to help Manatee County’s students achieve success and the skills needed for future self-sufficiency. Supporting Narrative (optional): The Roadmap for Manatee District Schools includes the goal that all high schools have accelerated course offerings to challenge and prepare students for a high-tech future.


32

The district data analysis will provide the foundation to ensure that each high school and feeder pattern includes programs that will attract students and parents, and meet business and community needs for a viable, self-sufficient future workforce. STEM accelerated courses lay the groundwork for student success after high school. Developing STEM courses by feeder pattern will provide students the opportunity to investigate areas of interest and possible career pathways prior to entering high school. Teachers will collaborate to integrate Science, Technology, Engineering, and Mathematics across all content areas to attract a diverse student population as well as encourage participation in these subjects by underrepresented populations – such as girls in mathematics. Currently, Renzulli Learning is implemented with great success at several schools as a pilot program. With the support of Race To The Top, Renzulli Learning will be implemented in more of Manatee’s elementary and middle schools. Web-based, this resource provides around-the-clock access to engaging, individualized opportunities for learning based on a student’s interests. Renzulli is key in jumpstarting learning for all students in all subjects – especially in STEM related areas. Training for teachers on the implementation of Renzulli will also address differentiating instruction for students based on need. Renzulli models proven strategies that will assist our teachers in becoming experts in tailoring instruction to meet diverse student needs. Additionally, our Roadmap includes ReadiStep, an 8th grade assessment program designed to identify skills that need improvement in order to be on track for college readiness. By incorporating ReadiStep, this district will be creating a college-going culture in which all students are expected to succeed academically. Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond Goals Include: Implementing the AICE program in Palmetto High School, Lincoln Middle and an elementary school in

Palmetto. Increasing the advanced placement and dual enrollment opportunities for students. Increasing the availability of online courses/virtual learning for students. Providing STEM-related courses in a feeder pattern for each high school. Partnering with the State College of Florida to promote biotechnology. Implementing the AVID program at all middle and high schools to close the achievement gap by preparing

students for college and careers. Title and Page Number of Appendices for this Project (if applicable): N/A


33

Work Plan Table

Project/MOU Criterion: Bolster Technology for Improved Instruction and Assessment – (B)(3)6. Please indicate one LEA point of contact for this Project. Name: Dr. Tina M Barrios Title: Director of Technology Information Services Phone #: (941)708-8770 Ext. 2122 E-mail Address: [email protected]

Name: John Pertner, Ph.D. Title: Supervisor, Test Admin. and Data Management Phone #: (941)708-8770 Ext. 2239 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 Quarter

3rd Quarter

4th Quarter

Network Services Engineer X X X X X X Network Services Personnel X X X X X X Supervisor of Testing and Data Management X X X X X X Alternative Site Personnel X X X X X X Director of Curriculum X X X X X X Supervisor of Instructional Technology X X X X X X Executive Director of School Improvement and Accountability X X X X X X Executive Director of Academics X X X X X X Instructional Assessment Specialist – New Position X X X X Online Testing Specialist – New Position X X X X Data Support Analyst – New Position X X X X


34

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. (B)(3)6 – 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

Quarter 3rd

Quarter 4th

Quarter

X X X X (B)(3)6 – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) First year of the grant: development of a timeline by the Manatee County School District’s Technology Council comprised of numerous professionals including: the Director of Technology, Supervisor of Test Administration and Data Management, Supervisor of Network Services as well as a representative of the charter schools/alternative education sites. This team will develop a timeline for implementation of all goal activities as defined by the Annual Certification Tool. This timeline will be reviewed, monitored, and revised annually.

X X X X X X

2) Complete and submit Annual Certification Tool reports from school sites. X X X X

3) District Technology Council monthly meetings to determine readiness regarding technology and/or computer-based testing including connectivity, hardware/software needs, test instruments, etc. Site visits will be implemented as needed.

X X X X X X

4) The council will match Annual Certification Tool reports from the school sites to the District Technology Inventory report to ensure capacity to meet expanding assessment requirements.

X X X X

5) Review School Certification Reports with building-level Testing Coordinators and Tech Support personnel to ensure logistical capacity for computer-based testing.

X X X X

6) The council will conduct a needs assessment of instructional technology requirements to meet the National Educational Technology Standards (NETS).

X X

7) The council will compare the District Technology plan to support school technology needs based on the Certification Tool responses to meet the district

X X X X


35

7) Continued expectations for computer-based testing (CBT) and instruction. The plan will be compared and results reviewed annually. 8) Continue the annual technology allocation (district-funded) to each school for upgrades, replacement, and additional needs for CBT and instruction.

X X X X

9) Continue the district-funded fiber optic network expansion project to address the current bandwidth needs and prepare for future demands of CBT and instructional connectivity.

X X X X

10) Identify, implement, and evaluate the technology performance standards and instructional expectations for teachers as defined by in NETS.

X X

11) Integrate student technology performance standards into the Manatee County Core Curriculum.

X X

12) Develop, field test, and implement a system for: • formative (screening, diagnostic, progress

monitoring), • online interim (benchmark), and • online summative assessments such as the

FCAT 2.0, End-of-course exams (EOC), etc.

all aligned to the content focus of Next Generation Sunshine State Standards (NGSSS) and then the Common Core Standards.

X X X

13) The intent of online Interim/ Benchmark Assessment is to assess student preparedness for FCAT 2.0 and EOC’s success similar to the way the Florida Assessment In Reading currently measures probability of success in Reading. Assessments in Mathematics and Science will be created from a bank of questions that are aligned by benchmark number and content focus to the FCAT 2.0 and EOC’s. The Interim/Benchmark Assessments will occur at least two times per year.

X X X

14) The aligned assessment questions and answers will entered on the online testing system and piloted prior to full implementation.

X X X

15) Teachers will have access to the assessment results to analyze data for instruction.

X X X


36

16) Raw score data will be used to correlate Interim/Benchmark results to FCAT 2.0 and EOC data and alignment decisions will be made based upon the level of relationship.

X X X

17) Interim/Benchmark assessments will occur as indicated in the District Assessment Plan. The data will also be used for Differentiated Accountability (DA) reporting that is required by the FLDOE two times per year.

X X X

18) Student performance results from the Interim/Benchmark Assessments will be available to all levels of administration and each teacher by the student who are assigned to them through the current Benchmark Viewer the District supports. This analysis tool is currently deployed in the district and will remain as the evaluation tool. The tool allows for filtering by group and student performance level through exports to Excel.

X X X X X

19) Teachers and building administrators will use the results of the Interim/Benchmark Assessments to identify groups of students and individual students who demonstrate deficiencies by the benchmark number and provide specific instructional interventions to those students.

X X X X X

20) Instructional Assessment Specialist: create job description, post position, and hire specialist to develop district benchmark assessments aligned to the NGSSS and the Core Standards as well as support schools and improve student achievement by analyzing data to inform instruction and help drive classroom instruction.

X X X X

21) Data Support Analyst: create job description, post position, and hire analyst to evaluate various data sets and communicate the effectiveness of instructional programs with respect to student achievement.

X X X X

22) Online Testing Specialist: create job description, post position, and hire specialist to manage all programming needs regarding the implementation process and use of a secure online testing system. This professional will conduct site visits to ensure each school’s capacity for effective implementation of online testing.

X X X X

23) Develop a yearly plan for feedback and improvement of CBT, including evaluation of process, efficiency, and resources throughout the Certification Tool process.

X X X X


37



$0 $0 $69,374 $241,091 $241,293 $251,106

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 Manatee County School District believes in the importance of teaching and learning through technology. To this effort, EdVantage, the district’s strategic plan, includes a Technology and Learning Strategy that identifies technology-based expectations and standards for all employees, teachers, and students. The district will build the capacity of teachers to implement these expectations in all classrooms. The district's commitment to ensuring technology access for teachers and students is evidenced by the district's Comprehensive Technology Plan, which includes:

• A District Technology Council, with representation from all departments and schools, that meets monthly to oversee purchases and projects.

• The District Assessment Committee, including all stakeholders, meets quarterly to develop the District Assessment Plan.

• A fiber optic bandwidth expansion project. • An annual School Technology Allocation earmarked for upgrades, replacement, and expansion of technology

and supporting equipment per each school. • Instructional Technology Specialists assigned to each school to support teaching and learning through

technology. • Requirement that each school develops and implements a Technology Plan that indicates the school plans to

maintain district expectations for hardware and software. • The district-wide policy of a (1) computer to (3) student ratio. • The district commitment to the one-to-one ePortfolio Project. (Refer to Appendix E.)

All of the above components are funded through general revenue sources, the School Technology Allocation, and applicable grants. Furthermore, these activities demonstrate the District’s ongoing commitment to the sustainability of this project. The results of the certification reports are critical as we strive to maintain or increase the level of available technology throughout Manatee County’s schools. Through this comprehensive effort, Manatee County’s students will be able to achieve self-sufficiency and success as they compete for future employment in a technologically-advanced society. New positions in this Roadmap include an Instructional Assessment Specialist, Online Testing Specialist, and Data Support Analyst who will work with the Assessment Office, the Curriculum Team, district, and individual schools.

• An Instructional Assessment Specialist will develop local assessments aligned to the Next Generation Sunshine State Standards (NGSSS) and the Core Standards, develop and implement the process for monitoring student progress, and use assessment data to inform and modify instruction. This Specialist will lead the way in empowering teachers with effective progress monitoring strategies that will shape teaching and learning methods within the classroom so that all students can succeed.

• With numerous online assessments on the horizon, an Online Testing Specialist is critical in coordinating the

programming necessary to deliver a secure, online assessment system that will be accessed by a population of students that is more than 42,000 strong. Additionally, the Specialist will train, expedite, and troubleshoot all online testing efforts.

• The Data Support Analyst will be experienced with statistics and educational research design to strengthen


38

the current accuracy of data production in the district. The Analyst will also conduct regular research on topics such as the efficacy of supplemental reading programs on student reading achievement performance and communicate the effectiveness of instructional programs.

All positions are intended to build capacity among current employees, and create learning and assessment systems that are sustainable. Positions that are needed beyond the length of Race To The Top will be funded through alternative sources. Supporting Narrative (optional): One of the goals of the Roadmap is to maintain a level of technology at the school sites that will support multiple levels of assessment (formative, interim, and summative). The assessment results will drive instruction to increase student achievement as quantitative data regarding growth is defined. Classroom instruction will improve as teachers have knowledge of student achievement levels and single log-on access to tools that provide options for student learning style and address their academic needs. With learning based on student interest, students will have the motivation to learn thus improving achievement, classroom engagement, and boosting graduation rates. In using technology in the classroom at the student-level, students will be expected to achieve the established learning outcomes by using a variety of technological tools to effectively communicate their thoughts, ideas, and/or findings such as: Spreadsheets to create graphic presentation of collected facts. Word processing tools to write position papers presenting synthesized research. Multimedia tools such as word processors, video recorders, still cameras, and video cameras to create

projects that combine text, sounds, graphics, animation, audio, and video. Web design to create websites documenting their learning and accomplishments such as projects,

presentations, videos, audios, etc. Another main initiative is to develop an online assessment tool for the district benchmark assessments in mathematics and science. These assessments will be aligned to the NGSSS and then move to the Common Core Standards as directed by the State. The Instructional Assessment Specialist will provide district support for using formative and summative assessments to inform instruction. This specialist will work closely with the Curriculum Specialist and the Testing and Data Management Department to empower teachers to effectively use data to inform instruction. The Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond will continue this district’s commitment in ensuring that teachers and students have sufficient access to the ever-changing technology and tools needed to improve classroom instruction, infuse computer skills that are required to be successful in any field, facilitate computer-based assessment, and provide feedback that will direct student learning and improve teaching. Title and Page Number of Appendices for this Project (if applicable): N/A


39

Work Plan Table

Project/MOU Criterion: Improve Access to State Data – (C)(2) Please indicate one LEA point of contact for this Project. Name: Dr. Tina M Barrios Title: Director of Technology Information Services Phone #: (941)708-8770 Ext. 2122 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 Quarter

3rd Quarter

4th Quarter

Director of Technology Information Services X X X X X X Manager Systems & Programming X X X X X X Executive Director of School Improvement and Accountability X X X X X X Online Learning Specialist – New Position X X X


40

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. 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. (C)(2) – 1: 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

Note: a baseline report is due at the end of the 2nd quarter for 2010-11.

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

Quarter 3rd

Quarter 4th

Quarter

X

(C)(2) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Provide report detailing number and type of staff. X X X X 2) Provide report of staff accessing state resources via single sign-on as per Department report template.

X X X X

3) Gap Analysis/Needs Assessment Report for providing single sign-on (timing contingent upon DOE providing necessary data).

X

(C)(2) – 2: Deliverable (required): Single sign-on Integration Readiness Certification.

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

Quarter 3rd

Quarter 4th

Quarter

X (C)(2) – 2: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Evaluate technical environment to determine readiness for single sign-on.

X 2) Provide a detailed implementation plan and timeline that includes tasks, timing, and resources needed to provide single sign-on access to state resources.

X

3) Complete and submit single sign-on Integration Readiness Certification as required.

X


41

(C)(2) – 3: Deliverable (required): Single sign-on integration with the Department.

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

Quarter 3rd

Quarter 4th

Quarter

X (C)(2) – 3: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Implement integration plan to provide single sign-on with the Department.

X

(C)(2) – 4: 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

Quarter 3rd

Quarter 4th

Quarter

X

(C)(2) – 4: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Obtain state-level data download when available.

X 2) Incorporate downloaded data into Focus Student Information System.

X 3) Provide a report of state-level data downloads incorporated into Focus.

X 4) Hire an Online Learning Specialist to assist with the development of the MOODLE learning management system.

X X X

5) Develop and implement a train-the-trainer model with online modules to provide follow-up training and support for all users of the Focus and MOODLE system.

X X X X



$0 $15,001 $15,000 $111,397 $81,400 $81,403

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) Single sign-on access to a comprehensive improvement system will provide teachers easy access to data that will enable them to make timely and informed decisions to improve instruction; therefore, improving student achievement. Race To The Top will provide the tools necessary to implement a system that can then be monitored and sustained by the district through general funds and staff expertise. Supporting Narrative (optional): Currently, Manatee County teachers have access to Local Benchmark (Interim) Assessments, an Individual Student Achievement Dashboard, and Quick Query (a custom list of common queries regarding student demographics, etc. enabled to run on demand). This current data source is authenticated and available to each teacher and administrator. As access is based upon a user’s identification/position as well as their worksite, the district’s technology and


42

information services personnel can track usage per staff. While offering comprehensive data in a multitude of forms, this overall system is cumbersome. Without training, it can be difficult to extract meaningful data that can be interpreted and used at the classroom level in a timely fashion. The district has embarked on the process of replacing the existing data system with the Focus Student Information System. Focus Student Information System is an open-source student information system that is more powerful and easier to use than any other. Focus is: completely web-based; easily integrated with almost any other system; infinitely scalable; accessible to parents and students; built with the easiest state reporting system; and integrated with e-Learning, formative assessment, accounting, cafeteria, and library management software. This new student data management system will lay the groundwork necessary to moving toward single sign-on integration with the Department and provide teachers with attendance, gradebook, student test and academic data, as well as access to MOODLE (a learning management system) through one interface. Having critical academic data at their finger tips, teachers can tailor the instruction to meet students’ needs. Furthermore, the district’s MOODLE will provide a common platform in which teachers can develop interactive online lessons and websites in support of the core curriculum and the district’s strategic objectives in addition to formative assessments. Lessons will be automatically entered into the teacher gradebook. This application has many uses and is key in promoting collaboration and the sharing of best practices so that instructors can provide relevant, engaging, and effective programming. Additionally, one of these features of Focus will be a tool to assist teachers in the Response to Intervention (RtI) process for students. Interventions will be built into the system so that teachers will be able to access easily, thus enhancing the teaching and learning process. Building a teachers’ capacity to perform queries using relational data will provide more flexibility and ease in gathering data to make instructional decisions. It will also allow teachers to better evaluate need in the RtI process and determine the level of intervention required. Title and Page Number of Appendices for this Project (if applicable): Appendix D/Response to Intervention


43

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: Dr. Tina M Barrios Title: Director of Technology Information Services Phone #: (941)708-8770 Ext. 2122 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 Quarter

3rd Quarter

4th Quarter

Director of Technology Information Services X X X X X X Manager of Systems and Programming X X X X X X Executive Director of School Improvement and Accountability X X X X X X Supervisor of Test Administration and Data Management X X X X X X


44

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. (C)(3)(i) and (iii) – 1: 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

Quarter 3rd

Quarter 4th

Quarter

X

X

X

X

(C)(3)(i) and (iii) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Provide implementation timeline for Focus Student Information System. X 2) Provide reports of system usage by teachers, students, parents, and staff. X 3) Provide reports of state-level data usage per Department template when available. X (C)(3)(i) and (iii) – 2: 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.

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

Quarter 3rd

Quarter 4th

Quarter

X

X

X

X


45

Continued from page 44 LEAs will provide the name, title, phone number, and email address of a staff member responsible for receiving such requests from the Department. NOTE: Quarter 2 reflects when initial contact information on staff member will be provided. (C)(3)(i) and (iii) – 2: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Complete Department technology assessments and surveys as required. X X X X 2) Provide all contact information as required. X X X X

(C)(3)(i) and (iii) – 3: 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

Quarter 3rd

Quarter 4th

Quarter

X X X

(C)(3)(i) and (iii) – 3: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Provide reports from the Focus Student Information System to meet the requirement to provide data from the local instructional improvement and longitudinal data to the Department.

X

X

X

2) Provide contact information to receive Department requests. X X X X 3) Develop a comprehensive training plan that addresses the need for teachers and administrators to be able to interpret multiple sources of data and make informed decisions about student academic progress.

X

X

X

4) Develop a plan to implement a district-wide electronic documentation system that shows academic growth and mastery of the four district strategic objectives.

X X X


46

5) Implement the plan for district-wide electronic documentation of student academic growth and mastery of the four district strategic objectives.

X

X

X

6) Identify and implement unique data elements such as supplemental education services, career and technology education, ePortfolio, and other unique cohort groups into the Focus Student Information System to ensure comprehensive reporting and comparison of student academic achievement.

X



$0 $15,107 $19,999 $119,225 $85,682 $30,542

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) Integrating a user-friendly system that provides students, teachers, parents, and principals access to data that depicts growth of students, teachers, and schools will ensure a continuous improvement system. In partnering with Race To The Top, this district will be able to implement this comprehensive system including critically-needed training for capacity building of staff, and then sustain it through district resources. Supporting Narrative (optional): Inspiring our Students to Learn, Dream, and Achieve is the mission of the School District of Manatee County, which is in the sixth year of implementing a Strategic Plan. Changing the face of education here in the Suncoast, this plan is moving a 7,000 employee school system away from working in silos to a system that is working together in the same direction. In order to move our district from good to great, a new strategy has been identified that concentrates on “Technology and Learning.” This strategy will transform our teaching, learning, and operational environments district-wide by maximizing the effective use of technology throughout the system. The Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond will serve as the catalyst to ensure our success and full implementation of Section (C): Data Systems to Support Instruction. In addition, the School District of Manatee County is in the process of migrating to Focus, a new student data management system. Focus is a true relational database and includes a graphical user interface, to which most current users have become accustom in recent years. This new system offers more flexibility and should increase school personnel capacity to perform queries using relational data thus erasing technical barriers that currently exist for some educators. As a result, it is expected that as the capacity for creating specific queries increases, so will the level of understanding of the impact that data has upon instruction. Additionally, direct access to data queries allows for customization of individual student programming. For example, a student’s reading developmental history can be examined along with the most current fluency scores from interim assessments. Other systems that use the student data management as a source to populate baseline and mid-year interim achievement results will be refined to inform district level-administration, building-level administration, and teachers of student progress toward annual goals at intervals throughout the year.


47

It is our goal to increase student achievement through advancing teacher effectiveness, which all stems from harnessing technology that provides a single sign-on access to state and district level applications and data. Educators can now make better informed decisions more quickly based on fact and data. We will now be able to compare students to their peers based on areas of concern, test results, absences, discipline issues, grade book averages, and other indicators. Through a separate portal, parents will be able to view present grade and assessment information and compare to national and state averages. Another local goal is to gather select student population assessment results and compare them against students from other schools. We have even had discussion about the need to compare permanent populations of various schools (those who have started the first year in a select school and have continued for their entire education). Example: a 9th grader staying the full four years at a particular high school and comparing their group’s assessment information to the previous year to show if a school has had academic growth for the year and if not then why? The district, with the support of the community, has identified a need for its students to have strong academic and technology skills. To this effort, every student is expected to establish and maintain an electronic (including web-based) portfolio that exemplifies their learning Kindergarten through 12th grade through samples and reflection. The School Board recently approved the following priorities of the Technology and Learning Strategy that will also serve as a foundation to fulfilling Race To The Top’s Data Systems to Support Instruction: A. Professional development experiences support technology and learning to improve student and employee performance. B. The district has established expectations for the integration of technology and curriculum to transform teaching and learning. (Begin this Year – Priority 3)

1. To prepare students to be personally responsible for self-directed learning. 2. Each learner will maintain electronic documentation of their learning. 3. Students and staff will model the behaviors described by the strategic objectives. 4. Merge 3 Rs (Rigor, Relevance, and Relationships) with 4 Cs (Critical Thinking and Problem Solving,

Communication, Collaboration, Creativity and Innovation) so that our students are prepared for their future.

C. The district has adopted a standard level of hardware, software, training, and support to increase the technological capacity of staff and students. (Begin this Year – Priority 1) D. The district has technology delivery systems to advance both facilitated and independent learning, inside and outside the district. (Begin this Year – Priority 2) E. The district utilizes electronic systems to provide and organize data effectively to support teaching, learning, and productivity. Title and Page Number of Appendices for this Project (if applicable): Appendix E/ePortfolio Program


48

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: Dr. Sophie Paul Title: Resource Specialist for Professional Development Phone #: (941) 751-6550 Ext. 2162 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 Quarter

3rd Quarter

4th Quarter

Resource Specialist for Professional Development (Induction) X X X X X X Resource Specialist for Professional Development (Teacher Development) X X X X X Coordinator of School Leadership X X X X ACE Coordinator X X X X


49

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. (D)(1)(ii) – 1: Deliverable (required): Plan for collaboration with institutions or other program providers (include list) to assign supervising teachers. (Refer to Appendix F.)

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

Quarter 3rd

Quarter 4th

Quarter

X

(D)(1)(ii) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Form the Manatee County College/University Collaboration Team (MCUC), and work with the Legal Department to determine responsibilities for the colleges and universities and the district.

X X X

2) Set regular meeting times and agenda for MCUC. X X X

3) Determine, through MCUC, the qualifications of the institutions from which interns will be accepted.

X X

4) MCUC will establish the criteria for teachers supervising interns. X X

5) MCUC will develop guidelines for assigning supervising teachers. X X

6) Professional development staff, consulting with MCUC, will create an Internship Guidelines Manual for interns and supervising teachers.

X X

7) Develop and implement an internship survey for supervising teachers to identify needed professional development and support.

X X X X X

8) Develop and implement an intern survey to identify needed professional development and support.

X X X X X

9) Aggregate survey data for the purposes of program revision and future professional development (D)(5).

X X X X

10) The district will work with bargaining unit to establish incentives for teachers supervising interns.

X X

11) Submit plan for collaboration with institutions or other program providers to assign supervising teachers.

X


50

12) Monitor the plan for collaboration with institutions or other program providers (Appendix F) quarterly, and evaluate annually (bargaining unit included) based on individual effectiveness results and review of data. Submit revised plan to the DOE annually (if revisions are made).

X X

13) Teacher inductees will participate in Teacher Institutes as described in D(5)2, #3, which include components such as the following: • Collaborative Teaching Model (Modified

Lesson Study), to include effective use of common planning time to focus on teaching and learning improvements.

• Transition from Next Generation Sunshine State Standards (NGSSS) to Common Core Standards.

• Differentiated Instruction for Students

with Learning Challenges: Meeting Common Core Standards (including methods, strategies, and the conceptual background appropriate to differentiating instruction and instructional practices that target high-needs students)

• Formative Assessments • Technology Integration • Content Area Knowledge (with a focus in

the common core state standards) • Instructional Strategies and Methods (for

implementation of the common core state standards)

• Action Research • Data Analysis

• College and Career Readiness

X X X


51

(D)(1)(ii) – 2: 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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Submit to the state the district’s current 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.

X

2) The Manatee County College/University Collaboration Team (MCUC) will review the current plan annually for potential revisions, and if the plan is revised, it will be submitted to the DOE. The criterion for qualification to become Clinical Educator trained will be monitored quarterly, evaluated annually and revised, if need is determined. The criterion for qualification to supervise leadership candidates will be monitored quarterly, evaluated annually, and revised as necessary.

X X X

3) On an annual basis, MCUC will gather input from all stakeholders regarding revisions to the plan. Such input will be considered during the revision process.

X X X X

4) Review and update clinical educator database of trained teachers and administrators.

X X X X

5) Maintain and update National Board Certified Teacher database to identify potential supervising teachers and peer mentors.

X X X X

6) Develop and implement an annual survey of beginning teachers to identify needed professional development and support.

X X X X

7) Annually identify and survey selected beginning teachers who had mentors to identify needed professional development and support.

X X X X


52

(D)(1)(ii) – 3: Deliverable (required): Description of qualifications to supervise program interns or serve as a peer mentor.

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

Quarter 3rd

Quarter 4th

Quarter

X (D)(1)(ii) – 3: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Create a rubric for assessing peer/supervising teacher qualifications. X

2) A committee will review current criteria for supervising interns/peer teacher and determine revisions to the criteria for teachers to supervise interns/become a peer teacher. As part of the review process, the committee will gather input from all stakeholders, including principals, supervising/peer teachers, interns, and second year teachers. Survey and individual effectiveness results will be analyzed. The revised qualifications will be submitted to DOE.

X

3) Inform teachers and principals about the new system for selecting teachers to supervise interns and mentor new hires.

X X X X

4) Disseminate information to the District regarding how interns and peer teachers are assigned.

X X X X

5) Make adjustments based on data analysis and set targets for effectiveness levels for newly assigned/hired supervisors and mentors. As qualifications are revised, submit revisions, if any, to the DOE.

X X

(D)(1)(ii) – 4: 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

Quarter 3rd

Quarter 4th

Quarter

X X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Maintain and update the Clinical Educator Database. X X X X 2) Maintain and update the National Board Certified Teacher Database. X X X X 3) Create, maintain, and update the Peer Teacher Database, which allows the tracking of the assignment of peers to interns.

X X X X


53

4) Create, maintain, and update the database of assigned Supervising Principals. X X X X 5) Through the DOE data element, annually submit teachers and principals who are selected for these positions.

X X X

(D)(1)(ii) – 5: Deliverable (required): 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).

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

Quarter 3rd

Quarter 4th

Quarter

X X X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Analyze data from the Florida Teacher Preparation Program Survey. X X X X 2) Review ACE teacher performance data based on feedback from ACE Program Administrator (i.e. final portfolios), teacher evaluations, and student achievement data. Analyze results to determine program improvements.

X X X X

3) Determine ACE completer satisfaction with the program by analyzing data from monthly surveys and end-of-program survey created and conducted by the ACE Program. Analyze results to determine program improvements.

X X X X

4) Review the annual number of participants beginning, participating, and completing the ACE Program to determine the program’s success rate and determine what improvements are needed.

X X X X

5) Review Florida Comprehensive Assessment Test (FCAT) data and End-of- Course Exam results received from DOE in order to determine the performance of ACE teachers as compared to other teachers. Utilize data to improve the program.

X X X X

6) The ACE Program Administrator will determine program changes and needs by analysis of Florida Teacher Certification Examination (FTCE) results and other participant feedback.

X X X X


54

7) Develop training for supervising and peer mentor teachers based on survey results and other data collected, as described above.

X X X X

8) Review School Leadership program and report data in order to identify professional development and support needs.

X X X X

9) Perform annual reviews to insure that the Annual District Program Evaluation Plan (DPEP) reports for district alternative certification programs and annual reports for the School Leadership program reflect requirements met for Continued Approval Standard Three (regarding use of data for continuous program improvement and the assignment and training of peer mentors). Submit DPEP Plan to DOE annually.

X X X X



$2,056 $2,056 $2,055 $8,221 $8,221 $8,221

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) With the support of the Race To The Top initiative, funds can be used toward creating systems and processes needed to foster effective teaching and learning by students and teachers. Comprehensive professional development is a cornerstone of Manatee County's commitment as it will assist teachers and administrators in building their capacity to impact student achievement that will continue well after the conclusion of the grant cycle. Supporting Narrative (optional): The School Board of Manatee County’s plan for collaboration with institutions or other program providers (refer to Appendix F) to assign supervising teachers is currently underway. With the help of many hands, our goal is to create a sustainable process that is efficient, equitable, and well informed in order to make the best possible decisions when assigning supervising teachers and peer mentors. A relevant data element will be used to inform decisions regarding the effectiveness of the placements. In year one, through collaboration with institutions and other program providers, a committee will work to develop criteria for supervising teachers and peer mentors, including Clinical Educator training. Baseline data on current supervising teachers and peer mentors will be collected quarterly during year one and targets for the percentages of effective teachers and administrators assigned to supervise interns and act as peer mentors will be set at the end of year two. Throughout the rest of Race To The Top, Manatee County will maintain fidelity to the established criteria with ongoing evaluation and revision as needed. Collaborative efforts will be maintained between institutions and other program providers through a select committee comprised of, but not limited, to Resource Specialists for Professional Development, the Coordinator of School Leadership, and the collective bargaining unit. Data collection will be ongoing for the District Alternative Certification program beginning in year one. Analysis of program data, survey results, Florida Comprehensive Assessment Test (FCAT) data, Florida Teacher Certification Examination (FTCE) results, and participant feedback will be collected and analyzed. Need for program changes or improvements will be determined, through the Alternative Certification Coordinator.


55

Ongoing meetings will be held with partnering institutions and school administrators to ensure the selection of assignment of effective peer mentors and supervising teachers. Title and Page Number of Appendices for this Project (if applicable): Appendix F/List of providers


56

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: Mike Wilder Title: Coordinator of School Leadership Development Phone #: (941) 708-8770 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 Quarter

3rd Quarter

4th Quarter

Coordinator of School Leadership Develop X X X X X X Director of Elementary Education X X X X X X Assistant Director of Human Resources X X X X X X Teacher Evaluation Committee X X X X X X Principal Evaluation Committee 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.


57

(D)(2)(i)(ii)(iii) – 1: 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

Quarter 3rd

Quarter 4th

Quarter

No later than

May 1

(D)(2)(i)(ii)(iii) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Organize an Instructional Performance Assessment Team (IPAT) to include key personnel to revise teacher appraisal system.

X

2) Organize an End-of-Course Exam Teams to include stakeholders to develop end of course exams not measured by state or national assessments.

X

3) Research best practices and collect samples from similar districts to be posted electronically in a common location.

X

4) Meet with IPAT monthly or as needed to meet timelines. X

5) Meet with IPAT quarterly or as needed to review progress, check for system validity, and make any necessary revisions.

X X X

6) Meet with IPAT and DOE contracted consultant for assistance. X X X X

7) Meet with a consortium of other school districts to share best practices. X X X X

8) Develop 50% of the teacher appraisal system incorporating FLDOE Accomplished Practices, requirements of F.S. 1012.34, and a comprehensive range of ratings to include “effective” and “highly effective.”

X

9) Incorporate student growth measures based on performance of students on state-required assessments for 35% of the evaluation and student growth or achievement as determined by IPAT for 15%.

X

10) Design the teacher appraisal system to support district and school level improvement plans and continuous quality improvement of the professional skills of instructional personnel.

X

11) Implement the revised teacher appraisal system for classroom FCAT teachers. (Collective bargaining.)

X


58

12) Utilizing state resources and a consortium of other school districts, develop end-of-course exams for all courses not measured by state or national assessments.

X X X

13) Applications of value added measures of teacher level student growth will be included in calculations as the measures are piloted and approved by FLDOE. (Collective bargaining.)

X X X

14) Through IPAT, define milestone events and at least one additional metric to include in the teacher appraisal system.

X

15) Implement multi-metric evaluations for teachers in the year prior to a milestone event. (Collective bargaining.)

X

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

X

17) Develop a communication plan to inform all stakeholders on the evaluation system development progress.

X

18) Provide training for all teachers on the teacher appraisal system. X X X X

19) Provide training for all administrators on the teacher appraisal system. X X X X

20) Make necessary revisions to the teacher appraisal system according to the established timelines.

X X X

21) Conduct multiple evaluations for each first-year teacher that are integrated with the district’s beginning teacher support program and include observations on the FLDOE Accomplished Practices. (Collective bargaining.)

X X X

22) Conduct multiple evaluations for each annual contracted teacher that include observations on the FLDOE Accomplished Practices. (Collective bargaining.)

X X X

23) Conduct evaluations for all other teachers at least once per year that include observations on the FLDOE Accomplished Practices. (Collective bargaining.)

X X X


59

(D)(2)(i)(ii)(iii) – 2: Deliverable (required): A timetable for implementing the teacher evaluation system (this may be adjusted annually).

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

Quarter 3rd

Quarter 4th

Quarter

X (D)(2)(i)(ii)(iii) – 2: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Work with the Instructional Performance Assessment Team (IPAT) to develop a timetable.

X

2) Conduct annual reviews of the teacher evaluation system. X X X

(D)(2)(i)(ii)(iii) – 3: 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

Quarter 3rd

Quarter 4th

Quarter

X

(D)(2)(i)(ii)(iii) – 3: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Organize a Principal Performance Assessment Team (PPAT) to include key personnel to revise teacher appraisal system.

X

2) Meet with PPAT monthly or as needed to meet timelines. X X

3) Meet with PPAT quarterly or as needed to review progress, check for system validity, and make any necessary revisions.

X X

4) Meet with PPAT and DOE contracted consultant for assistance. X X X X

5) Meet with a consortium of other school districts to share best practices. X X X X

6) Revise the principal appraisal system to include emphasis on recruiting and retaining effective teachers, improving effectiveness of teachers, and removing ineffective teachers that is based in the Florida Principal Leadership Standards.

X

7) Develop a principal appraisal system that includes a comprehensive range of ratings to include “effective” and “highly effective.”

X


60

8) Incorporate student growth measures based on performance of students on state-required assessments for 35% of the evaluation and student growth or achievement as determined by PPAT for 15%.

X

9) Implement program for the principal appraisal system. X

10) 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 evaluation and 10% determined by PPAT.

X

11) Make necessary revisions to the principal appraisal system according to the established timelines.

X X

12) Develop a communication plan to inform all stakeholders on the evaluation system development progress.

X

13) Provide training for all principals on the principal appraisal system.

X X X

14) Provide training for all directors on the principal appraisal system.

X X X

15) Conduct evaluations at least once a year for all principals.

X X

16) Conduct annual reviews of principal evaluation system.

X X

(D)(2)(i)(ii)(iii) – 4: Deliverable (required): A timetable for implementing the principal evaluation system (this may be adjusted annually).

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

Quarter 3rd

Quarter 4th

Quarter

X X X X (D)(2)(i)(ii)(iii) – 4: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Work with PPAT to develop a timetable. X 2) Conduct annual reviews of the principal evaluation system.

X X X


61

(D)(2)(i)(ii)(iii) – 5: 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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Produce and provide an annual report to the School Board of Manatee County summarizing the evaluation results.

X X X X

2) Create timelines and a system for gathering the results in order to report accurately to DOE.

X

(D)(2)(i)(ii)(iii) – 6: 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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Produce and provide an annual report to the School Board of Manatee County summarizing the changes to the appraisal systems.

X X X X



$5,707 $5,707 $30,708 $87,900 $87,899 $87,889

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 support of the State of Florida’s Theory of Action, Manatee will embrace the development of a rigorous new teacher and principal evaluation system, the Teacher/Leadership Effectiveness Improvement Plan. This plan will include a careful and meaningful annual review of the overall evaluation system by a committee of stakeholders to ensure compliance with all legal and statutory requirements. The plan will include a comprehensive professional development plan for teachers and administrators designed to build their capacity to impact student achievement that will continue after the conclusion of the grant cycle. Using the continuous improvement model, the plan will continue a collaborative effort through the district collective bargaining process supported with the district’s professional development funds. Supporting Narrative (optional): A school district’s evaluation system drives improved instruction, increases student achievement, and encourages collaboration among all stakeholders. Manatee County’s current evaluation system lacks consistency according to feedback from a recent survey of school administrators and teachers. Furthermore, the evaluation lacks focus and is not visibly correlated to student achievement.


62

In the effort to support the overarching theme of “Highly Effective Teachers and Leaders Make the Difference in Student Achievement,” and a critical component of our Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond, the district commits to the development and implementation of an innovative evaluation system with teacher and principal involvement that is fair and transparent, contains understandable “multi-metrics” for measurement, and differentiates performance for all participants. Manatee County’s Teacher/Leadership Effectiveness Improvement Plan will utilize the state-adopted teacher-level student growth measure as indicated in (D)(2)(i) as well as district-developed assessments. District assessments will be aligned with the state for content areas and grade levels not addressed by the state’s growth measure, formulated through collaboration, and thorough in nature. Additionally, the evaluation will address the core of effective practices (FLDOE Accomplished Practices) and encompass other components to create a “multi-metric” system that speaks to the unique strengths and weakness of this district’s team of teachers and administrators. A communication plan will be developed to keep all stakeholders informed as to the direction and progress of the Teacher/Leadership Effectiveness Improvement Plan. Lastly, this plan is comprehensive with a range of ratings to include effective and highly effective. Teachers and leaders will participate in timely professional development regarding the Teacher/Leadership Effectiveness Improvement Plan, targeted student outcomes, and published benchmarks and expectations. The Teacher/Leadership Effectiveness Improvement Plan will provide a logical roadmap that integrates student accountability data with relevant professional development that is imbedded throughout the system. The plan will include robust, quality evaluation and monitoring components as well as a continuous review of data to optimize the plan and increase the reliability and trustworthiness of the system. Furthermore, the Teacher/Leadership Effectiveness Improvement Plan has future sustainability through the use of district staff development funds. A successful process includes the design and implementation of evaluation systems, which involves a collaborative development effort from all stakeholders as well as the approval of teachers, principals, District Superintendent, School Board, and the Florida Department of Education – all united for the sake of our children. Year 1: The Teacher Evaluation Committee, Instructional Performance Appraisal Team (IPAT) comprised of five teachers and five administrators, will meet monthly to complete a teacher evaluation system that reflects the inclusion of and implementation process for each of the contents and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). IPAT is included in the teacher contract and recommendations from IPAT are subject to the collective bargaining process. The training of teachers and administrators on the reformed evaluation system and augmented expectations will be developed and implemented throughout the grant cycle with annual assessment of the overall Teacher/Leadership Effectiveness Improvement Plan. To this effort, annual reporting of the appraisal system will lead to modifications based on findings. IPAT is responsible for establishing a grant timeline although an evaluation system is anticipated for the second quarter of the grant cycle. Future revisions and modifications are expected and will be addressed during monthly meetings year two of the grant and quarterly reviews thereafter. Year 2: The Teacher/Leadership Effectiveness Improvement Plan continues with structuring a 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). To this end, the Principal Performance Appraisal Team (PPAT) comprised of three principals, three district administrators, and one teacher will meet monthly to complete the system. The committee will also develop and implement a training program for principals and directors on the evaluation system and expectations. The PPAT will establish a grant timeline. Also in year two, the Instructional Performance Appraisal Team (IPAT) will meet quarterly to review data and modify the teacher evaluation system with regard to efficiency, effectiveness, and reliability. Years 3-4: IPAT and PPAT will meet quarterly to review data and amend the evaluation systems with the goal of providing equitable, rigorous education by a team of highly effective educators to best benefit Manatee’s students.


63

To assist in the development and implementation of the appraisal systems, consultative and contracted services have been included in the application to provide guidance and direction. In reporting annual evaluations of teachers and principals, the district intends to produce an annual report that will be provided to the School Board and other stakeholders, which will highlight achievements and summarize the overall results. This report will also include various activities linked to the Teacher/Leadership Effectiveness Improvement Plan including qualitative and quantitative data to reflect the steps taken to promote achievement. By the end of the grant cycle, Manatee County will have an evaluation system in place that includes a process of data collection and overall analysis encompassing student achievement, a review process with a focus on dependability and trustworthiness, and a process to monitor and adjust the systems to improve instruction. Each year of the grant, a report will be created and submitted to the School Board and other stakeholders addressing the overall system and summarizing any changes made to the appraisal system. Title and Page Number of Appendices for this Project (if applicable): N/A


64

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: Darcy Hopko Title: Assistant Superintendent of District Support Services Phone #: (941) 708-8770 Ext. 2218 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: *Instructional Personnel Assessment Team

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

Quarter 3rd

Quarter 4th

Quarter

Coordinator of School Leadership Development

X X X X X

Director of Human Resources X X X X X Teacher Evaluation Committee (IPAT)* X X X X X Principal Evaluation Committee (SAMP) X X X X X District Certification Coordinator X X X X X Data Manager X X X X X Directors of Secondary and Elementary Education

X X X X X

Payroll Manager X X X X X


65

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. (D)(3) – 1: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X X X X

(D)(3) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Committee formed to research and to design a comprehensive performance pay compensation plan that incorporates the new appraisal system.

X

2) Committee will design and develop a compensation system with input from all stakeholders.

X

3) Committee will simulate the new appraisal system through mock implementations to determine the following: monetary impact, including differentiated pay categories; system’s effectiveness; and to address any needs to redesign and edit the system.

X

4) Compensation system committee will determine and identify schools for pilot implementation focusing on Title I schools from both the elementary and secondary levels.

X

5) Collective bargaining to negotiate the statutory requirements of differentiated pay for teachers included in the plan. The compensation system will include differentiated pay as required by F.S. 1012.22(1)(c)4 through bonuses, salary supplements, etc. Categories to include, but are not limited to, academic responsibilities, school demographics, critical shortage areas (including STEM and ESE), and level of job performance difficulties (including working in high-poverty, high-minority, or persistently lowest–achieving schools).

X X


66

6) Collective bargaining to negotiate a compensation system for teachers that ties the most significant gains in salary to effectiveness demonstrated by annual evaluations.

X X

7) Collective bargaining to include the review of placement of National Board Certified teachers.

X X

8) Collective bargaining to negotiate the implementation of promotional opportunities for effective teachers to remain teaching in addition to moving into school leadership positions, with promotions based on effectiveness as demonstrated on annual evaluations, including a multi-metric evaluation in the year prior to promotion.

X X

9) District and union to negotiate a MOU and ratify as required for pilot implementation in designated schools.

X X

10) The teacher comprehensive performance pay system will be piloted in agreed upon identified schools with revisions performed as needed based upon continual review and evaluation during the pilot timeframe.

X

11) District & union to collectively bargain and negotiate final compensation system. X

12) Collaboration between Payroll, Human Resources, and Finance departments to streamline the process for implementation.

X

13) Board approval of new salary schedule and implement for instructional staff. X X

14) Notice and train teachers and principals of salary schedule changes, guidelines, procedures, and opportunities.

X X

15) Design a compensation system for Principals including input from all stakeholders that ties the most significant gains in salary to effectiveness demonstrated by annual evaluations, including value added by working in a high risk school. The compensation system will include differentiated pay as required by F.S. 1012.22(1)(C)4. Implement statutory requirements of differentiated pay for principals, to include additional academic responsibilities, school demographics, critical shortage areas, and level of job performance difficulties (including working in high-poverty, high-minority, or persistently lowest-achieving schools.)

X X


67

16) Run a simulation to determine the monetary/fiscal impact of the principal compensation system and evaluate its effectiveness.

X X

17) Board approval and full implementation of new principal salary schedule. X X

(D)(3) – 2: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Monthly and quarterly Instructional Personnel Assessment Team (IPAT) meetings to include a comprehensive review of the current evaluation systems and procedures for placement of teachers and principals.

X X

2) Collaborate with all stakeholders to obtain input to create a process to use evaluation data to drive and influence human capital decisions and placements.

X X

3) Collective bargaining to negotiate and finalize details of the process. X X

4) Decision tree created and reviewed yearly for possible revisions that may impact the collective bargaining agreements.

X X X

5) Training in revised teacher evaluation system and human capital decision making for teachers and principals.

X X X

6) Training in revised principal evaluation system and human capital decision making for principals and directors.

X X

7) Implementation of the evaluation data-driven teacher and principal placement process. Continued assessment and analysis of evaluation system for potential revisions to decision tree.

X X


68

(D)(3) – 3: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Conduct a comprehensive review of current recruitment plan for highly effective teachers and principals. Review to include examining current college/university affiliations, recruitment practices, technology systems (PATS), information from stakeholders, and other current practices.

X

2) Rewrite current recruitment plan as necessary based upon results of review.

X

3) Collective bargaining to negotiate any aspects of the recruitment plan and procedures that may impact the collective bargaining agreement.

X

4) Implement the revisions to the recruitment procedures and plan after Board approval.

X X

5) Conduct a comprehensive review of current staffing plan and procedures to place highly effective teachers and principals in high-poverty, high-minority schools.

X

6) Identify needs of low-performing, high-poverty, high-minority schools.

X

7) Collect data and report on the incidence of highly effective teachers and principals (based on evaluations) currently working in high-poverty, high-minority schools.

X

8) Determine the ratio of students in high-poverty and/or high-minority schools that are being served through highly effective teachers and principals.

X

9) Develop a staffing plan/process that addresses student needs in high-poverty and/or high-minority schools. Design a decision tree derived from the staffing plan/process for placing effective teachers and highly effective principals at district schools with the highest percentages of low-income and minority students.

X X


69

10) Negotiate all aspects of the staffing plan and decision tree that may impact the collective bargaining agreement.

X X X

11) Collective bargaining to negotiate and determine incentives for teachers working in high-poverty, high-minority, or persistently lowest achieving schools. Negotiations to include assignments and transfers in accordance with the evaluation system identified in (D)(2)(i)(ii)(iii).

X X

12) Train district and school-based administrators on staffing plan with a specific focus on how to select highly effective teachers and principals.

X X X

13) Implement staffing plan for hiring and placing highly effective teachers and principals. Implementation will incorporate the ongoing assessment and analysis of staffing plan evaluation system for potential revisions.

X X

(D)(3) – 4: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X X X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Submit district’s collective bargaining agreement annually.

X X X X

2) Annually negotiate collective bargaining agreement to include the use of teacher evaluation data to make informed human capital decisions.

X X

3) District will implement policies and procedures to ensure the use of teacher evaluation data to ensure informed human capital decisions.

X X


70

(D)(3) – 5: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Conduct an annual comprehensive review of current accountability process to anticipate critical needs including a supply and demand review to anticipate critical shortages and needs of low-performing schools.

X X

2) Create revisions to accountability process based upon newly written teachers’ evaluation process to utilize in making effective human capital decisions for teachers.

X X

3) Create revisions to accountability process based upon newly written principals’ evaluation process to utilize in making effective human capital decisions for principals.

X X

4) Bargain collectively to determine the criteria and final accountability process for utilizing teacher evaluations to make human capital decisions to move highly efficient teachers to low-performing, high-minority/SES schools. The process will be monitored to ensure fidelity.

X X X

5) Train district and school-based administrators in utilizing evaluation results in human capital decisions.

X X

(D)(3) – 6: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter

X X X X (D)(3) – 6: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Comply with Florida DOE system reporting through regularly scheduled student and staff surveys.

X

X

X

X


71

2) Committee to conduct a comprehensive review to evaluate and update the current reporting system for state reporting compliance.

X X X X

3) Negotiate ongoing incentives for teachers to move to high-poverty, high-minority schools through collective bargaining.

X X X

4) Design ongoing incentives for principals to move to high-poverty, high-minority schools.

X X

(D)(3) – 7: Deliverable (required): Annually report terminations through the regularly-scheduled student and staff survey.

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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Complete exit interviews for terminated employees and report terminations.

X X X X 2) Utilize the statutory means process to terminate ineffective teachers and principals.

X X X X 3) Committee will conduct a comprehensive review to evaluate and update current reporting system for state compliance reporting.

X X X X

4) Utilize Survey 5 data to report the effective and ineffective teachers and principals in the district.

X X X X

(D)(3) – 8: Deliverable (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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) The LEA will report all teacher and principal assignments through the regularly scheduled state surveys.

X X X X

2) Committee formed to review and evaluate the current human resource data system(s) to determine additional data elements, coding and tracking capabilities necessary to report human capital decisions.

X X X X

3) Determine future data and reporting needs based on legislation and DOE guidelines.

X X X X


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4) Create and modify a human resource data system that is user friendly and accessible. The data system to house all human resource data necessary to assist in human capital decisions as well as reporting required information to DOE.

X X X



$0 $0 $0 $16,668 $16,668 $16,668

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 School Board of Manatee County’s process toward the utilization of data in Human Capital Decisions is currently under review. Our goal is to create a sustainable process to attract, retain and support highly effective teachers and leaders to ensure the equitable distribution of staff for high-poverty and/or high-minority schools as well as hard-to-staff subjects and specialty areas. During the implementation of the theory of action, we will develop an evaluation system aligned with the statutory requirement(s) for differentiated pay for teachers. We will also provide a compensation system that will tie gains in salary to effectiveness based on annual evaluations. This effort will be a collaborative process through district collective bargaining agreements. The goal is to sustain the compensation system and the use of data in human capital decisions. Through additional collaboration with District departments, we can continue to provide incentives through private grants or federal funds. Restructuring of the teacher salary schedule will be negotiated through bargaining with the Manatee Education Association. Supporting Narrative (optional): The School Board of Manatee County holds firm in our belief that teachers are the strongest determinant of student achievement. We also recognize that strong leadership is the key to success in any organization. Our Roadmap involves a redesigned teacher and principal evaluation system that is fair, transparent, and integrates student accountability data. Through this effort, we will develop a staffing and compensation plan, with timetables and goals, which incorporates effectiveness data from annual evaluations to attract and retain highly effective teachers and principals. It is our intent to begin with small steps to ensure that our approach is apparent and fair. Year 1: Through collective bargaining, we will begin to negotiate and design an evaluation system with specific compensatory salary incentives for encouraging effective teachers and principals to work in high-poverty and/or high-minority schools. The involvement in the design process will be far-reaching including participation with all stakeholders. A decision tree will be created and reviewed annually to reflect and improve the process for using evaluation data in human capital decisions. Professional development will be provided for all stakeholders to ensure the implementation is done with fidelity. The School Board of Manatee County will also create and submit a clear staffing plan that reflects the assignments of effective and highly effective teachers and principals as strictly aligned with evaluation data. We will initially collect, report, and disseminate data that will include, but is not limited to, the incidence of highly effective teachers and principals in high-poverty, high-minority schools as well as the incidence of ineffective teachers and principals in high-poverty, high-minority schools. An annual district-based supply and demand staffing report will be generated and examined to anticipate and determine critical needs areas. Current teacher and principal training programs will be reviewed and new programs may be designed and implemented to train and place highly effective teachers and principals in high needs schools. A decision tree will be utilized for the process of employee placement.


73

The accountability process will be established through collective bargaining and fidelity to the process will be maintained and documented when human capital decisions are made. In addition to the financial compensation of staff, the District will also incorporate a plan to continue to celebrate and support the successes of highly effective teachers and principals in our schools. Years 2-4: Manatee County will continue to maintain compliance with DOE system reporting (salary and bonus augmentations, collective bargaining agreements, staff surveys, salary schedules, employee terminations, assignments, and other required documentation), as well as implement a sustainable compensation and incentive system for teachers and principals who are classified as highly effective. Throughout the timeline, all plans and processes will continually be evaluated and revised as needed. Collaborative efforts will be maintained between the Assistant Superintendent of District Support Services, School Leadership Department, Elementary and Secondary Directors, the Teacher Evaluation Committee and Principal Evaluation Committee, the District Certification Coordinator, and District Data Management staff. The ultimate goal is to have an effective process to use data in human capital decisions to improve student achievement. Title and Page Number of Appendices for this Project (if applicable): N/A


74

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: Tammy Evans, Ph.D. Title: Director of Professional Development Phone #: (941) 751-6550 Ext. 2155 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 Quarter

3rd Quarter

4th Quarter

Director of Professional Development X X X X X X District Alt. Cert. Program Coordinator X X X X X X Director of Fed. Programs and Grants X X X X X X Coordinator of School Leadership X X X X X X Response to Intervention Specialist X X X Coordinator of Guidance Services X X X X X X Director of Curriculum X X X X X X Resource Specialist for Professional Development X X X X X X


75

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. (D)(5) – 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 requirements in the MOU sections listed above. See combined checklist attached.

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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Create and maintain a K-12 Professional Development Council charged with revising the current system. Members of the council will include: teachers, teacher-educators of community colleges and state universities, business and community representatives, local education foundations, consortia, and professional organizations.

X X X X

2) Conduct a needs assessment of all stakeholders with a focus on participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes.

X X X X

3) Evaluate the current Professional Development System through analysis of the DOE Protocol Review, changes in teaching or leadership practice, student learning outcomes, and follow-up to determine needed improvements.

X X

4) Revise the current Professional Development System to align with Next Generation Sunshine State Standards (NGSSS) and National Staff Development Council standards to increase student achievement by enhancing instructional practices to promote rigor and relevance throughout the curriculum and prepare students for continuing education and the workforce.

X X X X

5) Identify trends for ongoing improvements to the Professional Development System. This includes the development and delivery of professional development by distance learning and other technology-based delivery systems to reach more educators

X X X


76

efficiently, effectively, and at lower costs. 6) Include in the design of the plan training on the revised Professional Development System that focuses on Florida’s Protocol Standards for Professional Development, Common Core Standards, and Race To The Top MOU requirements, including FLDOE’s evaluation criteria on student learning outcomes using the new growth measure, and changes in classroom or leadership practice, to school-site and district administrators, professional development liaisons, and curriculum support specialists.

X X X

7) Include in the revised plan training in Common Core Standards to reading coaches, department heads, curriculum specialists, subject area teachers, and administrators. Include strategies for using student work, interim assessments, and other formative assessments to insure that instruction is accessible to all learners.

X X X

8) Plan for ongoing training for principals to foster a culture of school-based data-informed decision-making to support change in classroom or leadership practice that results in improved student achievement.

X X X

9) Plan for the development and delivery of follow-up activities and evaluate training to insure fidelity to the Response to Intervention (RtI) Model for assistance to students with learning challenges.

X X X

10) Develop a timeline and plans for the delivery of professional development by distance learning and other technology-based delivery systems to reach more educators at lower costs.

X X X

11) Develop a comprehensive training plan that addresses the need for teachers and administrators to be able to interpret multiple sources of data and make informed decisions about student academic progress.

X X X

12) Plan for the creation, promotion, and implementation of the following Teacher Institutes, with follow-up activities and evaluation components: • Collaborative Teaching Model (Modified

Lesson Study), to include effective use of common planning time to focus on teaching and learning improvements.

X X X X


77

12) Continued - • Transition from Next Generation Sunshine

State Standards (NGSSS) to Common Core Standards.

• Differentiated Instruction for Students

with Learning Challenges: Meeting Common Core Standards (including methods, strategies, and the conceptual background appropriate to differentiating instruction and instructional practices that target high-needs students).

• Formative Assessments • Technology Integration • Content Area Knowledge (with a focus in

the common core state standards). • Instructional Strategies and Methods (for

implementation of the common core state standards).

• Action Research • Data Analysis

• College and Career Readiness 13) Develop a plan to prepare teachers to support students in meeting the new graduation requirements of Algebra II and Chemistry.

X X X X X

14) Plan for Content Area Reading-Professional Development (CAR-PD) training for STEM teachers to promote reading in the content areas. Compensate attending teachers and ask teachers for a commitment to implement.

X X X X

15) Design a Professional Development Plan for Advanced Placement teachers whose Advanced Placement scores are below the state average.

X X X

16) Design professional development to support the biomedical educational pathway for staff and the advisory board.

X X X

17) Design professional development for teachers to implement technology expectations.

X X X

18) Design training for principals on the qualifications for selecting and assigning intern supervisors and peer mentors.

X X X X


78

19) Incorporate into the plan technology utilization, content area knowledge, action research, data analysis, and training for college and career readiness.

X X X

20) Create ongoing K-12 professional development sessions focusing on behavioral and academic intervention strategies for struggling students.

X X X

21) Organize ongoing professional development to increase rigor and college readiness through integration of Advancement Via Individual Determination (AVID), STEM, and Advanced International Certificate of Education (AICE) concepts and strategies throughout the curriculum.

X X X X

22) Plan for creating, supporting, and sustaining collaborative teaching models around the core curriculum emphasizing self-reflective teaching and action research.

X X X X

23) Create a plan for building the MOODLE platform as a collaborative tool for teachers. Build toward an environment of ongoing professional development in which teachers share lesson plans aligned to the Next Generation Sunshine State Standards (NGSSS) and share teacher support materials. Build into the plan opportunities and incentives for teachers to meet by grade level or course to build model lessons that will be shared on the district MOODLE and easily replicated. Through training, teachers will be able to video tape “model” lessons to share.

X X X

24) Design ongoing professional development in which teachers and leaders learn to analyze student achievement data for collaborative teaching models (modified lesson study).

X X X X

25) Design ongoing training with follow-up activities for teachers and principals on how to use data systems involving assessment information on student learning. Evaluate training and its impact based on longitudinal student performance data (FCAT, benchmark assessments, end-of-course exams, etc.) and utilize evaluation results to improve training.

X

X

X

X


79

26) Design training for administrators and other school leaders on methods of classroom observation, feedback and coaching for improvement, using collaborative teaching models, and related protocols to focus and support teacher work on improving instructional and assessment practices. Create an implementation timeline, provide the training with follow-up activities, and evaluate effectiveness of training.

X X X X

27) Work with the Curriculum Department in the design of professional development for all principals to reinforce professional development on common core standards and monitor the implementation at their school sites. Principals will provide support for teachers in assisting students with learning challenges to meet those standards (such as through accommodations and assistive technology), in developing and employing formative assessment, and in the principles of collaborative planning.

X X X X

28) Plan for providing substitutes and stipends for teachers to work collaboratively to develop summative assessment test item banks for difficult to assess subject areas such as art, music, and physical education.

X X X X

29) Plan professional development for teachers in the administration of online state, district, and classroom formative and summative assessments.

X X X X X

30) Submit revised plan to DOE in 2011-12. If revisions are made for subsequent years, submit revisions annually.

X X X

(D)(5) – 2: 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

Quarter 3rd

Quarter 4th

Quarter

X (D)(5) – 2: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Convene the K-12 Professional Development Council to create an implementation timetable for the new elements of the Professional Development System for teachers and principals and projected budget for each component of the revised Professional Development System.

X X X


80

1) Continued - The timetable will include who is responsible for implementation and oversight of each component of the Professional Development System and budgetary items. 2) Disseminate the implementation timetable and projected budget to the Curriculum and Instruction Assistant Superintendent, Executive Directors, and Directors for feedback and revisions.

X X

3) After revisions are made, present the time table and projected budget to the Superintendent’s Cabinet (DELTA).

X X

4) Publish the timetable and professional development plan on the District’s professional development website with interactive links to Ascriptica, the District’s Professional Development Registration System.

X

5) Through the Professional Development Council, review the timetable and budget annually for revisions and improvement.

X X X X X

6) Submit timetable for implementing the new elements into the Professional Development System for teachers and principals in the district. As revisions are made, submit revised timetable to DOE.

X X X

(D)(5) – 3: 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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Provide professional development for teachers and administrators in the use of the revised teacher and principal evaluation systems.

X X X X

2) In collaboration with Professional Development Council, analyze teacher and principal evaluation results periodically to determine professional development needs including efficiency and effectiveness.

X

X

X


81

3) In collaboration with the District Office of Program Evaluation, design an evaluation model that will triangulate multiple data sources (i.e. teacher/principal evaluations, professional development records, and student performance). Data will be reported on FLDOE’s evaluation criteria for the impact of professional development in the following two key areas:

1) student learning outcomes 2) changes in classroom or leadership practices.

Provide model to the DOE with revisions provided annually as appropriate.

X X X

(D)(5) – 4: 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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Provide targeted follow-up for each professional development course offering, particularly in terms of initiatives identified in Section D of RTTT, Protocol Standards, and the MOU. Follow-up to include the use of summative, planning, and formative evaluations.

X X X

2) Through regular meetings of the Professional Development Council, analyze professional development end-of-course evaluations and correlate findings with student achievement data in order to identify areas of emphasis for future course offerings.

X X X

3) Incorporate in the revised Professional Development System a modified process for evaluating the district’s professional development in accordance with Protocol Standards, the requirements of the MOU, and as described in the grant. This process will include identification of individuals responsible for conducting evaluation of each new professional development

X X X X


82

3) Continued component. Evaluation of the professional development components will include responsibility for sharing with the Professional Development Council the evaluation and feedback results, as well as the revisions that will be made to improve the professional development component for the future. 4) Analyze results of Protocol Review to address areas of weakness in the Professional Development System.

X X X X

5) Incorporate new elements of Protocol Review into the current Professional Development System including enhanced course offerings and mandatory end-of-course evaluations.

X X X X

6) Work with the Professional Development Council and other stakeholders to revise the process for evaluating the district’s professional development in accordance with Protocol Standards and the requirements of the MOU.

X X X X

7) Submit to DOE verification that 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, has been included in plan revisions. Submit any further revisions annually.

X X X

8) Communicate to Curriculum and Instruction Leaders how the Professional Development System is evaluated and revised on an annual basis.

X X X X

(D)(5) – 5: Deliverable (required): A timetable for implementing the evaluation of professional development in the district.

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

Quarter 3rd

Quarter 4th

Quarter


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

Quarter 3rd

Quarter 4th

Quarter

1) Convene the District’s Professional Development Council to organize the timetable for the evaluation of each professional development component. The timetable will include:

X X X X


83

1) Continued -

• Who will be responsible for insuring that all components are evaluated and results reported;

• How and when results will be reported to the Council;

• Requirements for participants to evaluate the professional development and provide feedback for improvement;

• Follow-up options for participants as well as who will be responsible for facilitating and tracking follow-up activities;

• Options for measuring and reporting the impact on teacher performance and student achievement;

• Requirements for the facilitators to submit reflections on the success of delivery and content and how both can be improved.

2) Once an electronic workflow system for teacher and administrator performance appraisal systems is designed and implemented, use results to evaluate the impact of professional development and determine improvements.

X X

3) Design and implement an evaluation model, in collaboration with the Office of Program Evaluation, allowing the collection and alignment of teacher effectiveness and student achievement data to professional development. The results will be utilized to inform decisions about designing and improving professional development.

X

4) Establish a systematic timetable of regular meetings of the Professional Development Council to analyze the results of district benchmark assessment results as they relate to student achievement and corresponding professional development needs.

X X X X

5) Submit to DOE the timetable for implementing the evaluation of professional development in the district. Submit revisions annually.

X X X


84

(D)(5) – 6: 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

Quarter 3rd

Quarter 4th

Quarter

X X X (D)(5) – 6: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Inform course participants that the completion of an end-of-course evaluation is mandatory in order to receive in-service credit.

X X X X X X

2) Compile results of district professional development course evaluations and report to all stakeholders per RTTT requirements.

X X X X

3) Utilize evaluation results to improve content and delivery of professional development components and to determine additional needs.

X X X

4) Utilize formative and summative student performance data in the development of professional development priorities/plans.

X X X

5) Design a format for compiling all professional development offerings and the accompanying evaluations for purposes of reporting to DOE.

X X X X

6) Annually report evaluation results of the professional development for teachers and principals as part of the review of the Professional Development District Plan.

X X X

(D)(5) – 7: 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

Quarter 3rd

Quarter 4th

Quarter

X X (D)(5) – 7: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Through collaboration with the Professional Development Council, utilize annual needs assessment results to determine professional development course offerings revisions.

X X X X

2) Update the master in-service plan annually by revising components to more fully support student learning and instructional professional development needs. Delete obsolete offerings.

X X X X


85

3) Submit revisions to the Professional Development District Plan annually.

X X



$0 $0 $89,726 $96,404 $105,309 $114,213

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 School District of Manatee County is deeply committed to a fully-implemented, district-wide curriculum at all grade levels, including a core reading series, unit performance assessments, and ongoing professional development for teachers, principals, and district-level administrators. To this effort, funds are currently secured through FTE, Title I, Title II, and other grants. The district has also invested in both the Ascriptica electronic registration system and the upcoming Manatee Business World data management system. These systems enhance the ease of course registration, access to the district’s continuing education catalogue, and the awarding of in-service points. Furthermore, the Superintendent and School Board of Manatee County have approved the District’s Modified Wednesday early-release schedule that carves out time for “District” professional development days devoted to systemic activities carefully constructed by the Departments of Professional Development, Curriculum, Student Services, and stakeholders. The modified instructional week was implemented four years ago to build in time for professional development for staff. Knowledge is the cornerstone of teacher and leader effectiveness. To maintain and ensure sustainability of the initiatives put forth in this Work Plan Table, it is anticipated that teachers will grow to become experts in their fields and have the ability to train others in various areas of development. Collaboration is also critical in cost sharing. The district participates in collaborative efforts including regularly scheduled meetings with Region 4. Supporting Narrative (optional): The Manatee County School District encourages everyone from all departments to continue to accept new challenges and passionately seek knowledge. Furthermore, an informed, knowledgeable, and relevant teacher can make all the difference in a student’s learning experience. Manatee’s success in addressing Florida’s Protocol Standards for Professional Development was recently recognized during a highly favorable review. Manatee’s Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond, in support of the overarching theme of “Highly Effective Teachers and Leaders Make the Difference in Student Achievement,” commits to the development and realization of a revised district professional development system that meets the requirements of Florida’s Protocol Standards for Professional Development as well as timetable for implementation, a revised evaluation system for teachers/leaders, a revised process for evaluating the district’s professional development, a timetable for implementing the evaluation of professional development, and a plan to annually report and submit evaluation results of the professional development for teachers/principals as part of the review of the district’s professional development plan. All of these components are highlighted in (D)(5), including (B)(3)2. and 3.,(C)(3)(ii), (D)(2)(iv)(a), and (D)(3)(ii)2. Note: (E) is not applicable as Manatee County does not have any persistently low-achieving schools. The Online Learning Specialist position requested in the Data Systems area of this application will be tasked with increasing online learning and other technology-based professional development opportunities for all stakeholders. Such opportunities include the development and utilization of electronic delivery systems such as MOODLE to effectively support teaching and learning. MOODLE (Modular Object-Oriented Dynamic Learning Environment) is a free web application that is often used to create online courses and websites to provide opportunities for interactive and collaborative learning thus supporting


86

a social constructionist framework of education. Learning without borders – teachers can come together from throughout the district, state, and even world-wide to share best practices and build dynamic lessons designed to encourage and engage students while fostering achievement. Professional development and other learning opportunities delineated in the Race To The Top application are open to all public school students and employees. Title and Page Number of Appendices for this Project (if applicable): N/A


87

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) 76, 77

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) 30, 76, 77

3. Methods, strategies, and the conceptual background appropriate to differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3) 30, 32, 77

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)

* The district is not required to implement Lesson Study, but will implement the principles of collaborative teaching.

34, 35, 79 *76,78

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)

Note: The School District of Manatee County does not have any persistently lowest-achieving schools; therefore common planning time is not a requirement.

N/A

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)

45, 46, 76-79

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) 75-78

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)

51-53

9. Instructional practices that target high-needs students (aligns with Protocol 1.2.3; 2.2.3; 3.3.3) 77, 78

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)

79

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)

41, 45

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].

N/A


88

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.

The School District of Manatee County does not have any persistently lowest-achieving schools.


89

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: Verdya Bradley, Ed. D. Title: Associate Director, Innovative Programs and Parental Options Phone #: (941) 708-8770 Ext. 2242 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)

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

Associate Director, Innovative Programs X X X X X X Innovative Program Specialist X X X X X X Innovative Program Exceptional Student Education (ESE) Specialist X X X X X X Innovative Program ESE/Transition Specialist X X X X X X Innovative Program Reading Teacher (pt) X X X Innovative Program Guidance Counselor 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


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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.

(F)(2) – 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

Quarter 3rd

Quarter 4th

Quarter

X

(F)(2) – 1: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Steps for RTTT engagement activities: 1. A charter school person serves on the

district’s RTTT Oversight Committee. 2. Innovative Program staff met with charter

school contacts (9/21) to present an overview of the RTTT opportunity.

3. Each charter school received a packet detailing the overview of RTTT, the MOU, and specific charter school requirements.

4. Charter Schools were given commitment cards to notify the district of their opt-in decision.

5. Areas of the RTTT grant that allow charter schools flexibility were fully explained.

X

X

X

X

X

X

X

2) Ongoing conversations with participating charter schools to ensure that individual plans are aligned with MOU.

X X X X X X

3) Ongoing support during the development of flexible areas of the grant. X X X X X X 4) Send charters a copy of the district’s plan. X X X

(F)(2) – 2: 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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Maintain a copy of the commitment cards signed by each charter contact.

X


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2) Follow ongoing updates and guidance related to the responsibility of the district and the responsibility of participating charters related to RTTT.

X X X X X X

(F)(2) – 3: 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

Quarter 3rd

Quarter 4th

Quarter

X X X X (F)(2) – 3: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Determine the individual costs of dollars or services provided to participating charters based on the district’s definition of “commensurate share.”

X

2) Review the assurances and sustainability plans for participating charter schools related to costs and/or services.

X

3) Notify participating charter schools of the district’s preliminary definition of “commensurate share,” and/or available services based on the activities identified in the grant application.

X

(F)(2) – 4: 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

Quarter 3rd

Quarter 4th

Quarter

X (F)(2) – 4: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Determine how “commensurate share,” and/or services will be decided. X

2) Review plans of the participating charter schools to determine the levels of dollars and services to be provided.

X

3) Develop budget. X 4) Notify participating charter schools of budgeting decisions. X X X X X X

(F)(2) – 5: 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

Quarter 3rd

Quarter 4th

Quarter

X X X


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

Quarter 3rd

Quarter 4th

Quarter

1) Based on participation in district activities, expenditure reports with reflect the inclusion of participating charter schools.

X X X

2) Based on the description of specific grant activities at the participating charter school, expenditure reports will reflect the alignment of funds to grant activities.

X X X

(F)(2) – 6: 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

Quarter 3rd

Quarter 4th

Quarter

X


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

Quarter 3rd

Quarter 4th

Quarter

1) Identify the responsibilities of the participating charter schools in each of the sections of the district’s plan for RTTT.

X X X X

2) Identify the responsibilities of the district to the participating charter schools in each of the sections of the district’s plan for RTTT.

X X X X

3) Develop a reporting timeline tied to the grant application and notify participating charter schools. Information will be due to the district in a timely manner to ensure that the district meets DOE reporting requirements.

X X X X

4) Provide participating charter schools a list of required deliverables. X

(F)(2) – 7: 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

Quarter 3rd

Quarter 4th

Quarter

X X X (F)(2) – 7: Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable):

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

Quarter 3rd

Quarter 4th

Quarter

1) Provide feedback to participating charter schools and to FDOE related to the adherence to the reporting timelines.

X X X



$0 $0 $12,795 $13,160 $13,526 $13,891


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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) Manatee’s Roadmap to R.O.U.T.E. (Reaching Our Ultimate Target – Edvantage) 2015 and Beyond involves the teaching and learning for all of our educators and students. This district has committed to providing “choice” in education to our families for years. This is an ongoing effort that will be sustained through district support and additional resources as needed. Supporting Narrative (optional): The district’s strategic plan is founded on the belief that all students within our district should be afforded an opportunity to learn, dream, and achieve. Charter schools within our district are an important part of our Choice Program. Support from Race To The Top will allow the district to strengthen our partnership with participating charter schools. Additionally, the funds will support learning for both the professional staff as well as the students. The charter school commensurate share is calculated as follows:

1. The district’s total enrollment including participating charters = 41,625 2. Total participating charter enrollment (as of 10/4/10) = 436 3. Each charter school percentage is calculated by dividing each charter school’s enrollment by the district’s

enrollment

The percentage of charter school enrollment will be adjusted based on October FTE and February enrollment for each year of the RTTT grant period. A 3% enrollment increase was projected for each participating charter for the purpose of the grant. If a charter school elects to opt out of Race To The Top, their enrollment will be subtracted from district’s total eligible enrollment. This will change the allocation formula for each participating charter school. Likewise, if additional charters are added because they are new to the district during the grant period, the allocation formula will be adjusted. If a charter school implements their own plan and that plan costs more than the dollars allocated to that charter school per the allocation formula, the charter school is responsible for covering all additional costs. With regard to each participating charter schools’ commensurate share, the district has and will continue to include representatives in the planning of this overall initiative to develop programs including access to data and professional development to assist in meeting the common needs. The funds proposed above are for the charter schools to develop some of their own projects within the realm of Race To The Top guidelines.

Title and Page Number of Appendices for this Project (if applicable): Documentation attached under Appendix G

Documents

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II … · 2014. 8. 26. · RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 6 A. OVERARCHING PROJECT PLANS 1. Describe the