Strat Plan DETAILED FORMAT SP FY15 Results FY16 Updates 9 ... › fl › collier › Board.nsf › files... · STRATEGIC PLAN 2014-2016 DETAILED FORMAT YEAR 2: 2014-2015 Highlights

STRATEGIC PLAN2014-2016DETAILED FORMAT

YEAR 2: 2014-2015Highlights and Results

YEAR 3: 2015-2016Updates

School Board Work Session September 15, 2015

Dr. Terrie MitevExecutive Director of

Strategic Planning, Differentiated Accountability, and Continuous Improvement Initiatives

REPORTING PROCESSYEAR 2: 2014-2015

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REPORTING PROCESSYEAR 2: 2014-2015

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2014-2016STRATEGIC PLAN

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2012 - 2013Community Members teamed with School Site and District Leaders to develop six goals for the Collier County 2014‐2016 Strategic Plan


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25 KEY PERFORMANCE INDICATORS (KPIs)Created to monitor progress of the six goals

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2.1

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2.6

3.1

3.2

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4.1

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5.1

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STRATEGIES3 to 5 strategies were developed by staff and community members to support each KPI

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 5.1 5.2 5.3 5.4 6.14.1 4.2 4.3 4.4

SIXFIVEFOURTHREETWOONE

YEAR 3: 2015-2016

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PUBLICATION OF YEAR 3 OF THE STRATEGIC PLAN

• Found on the District Website• Under School Board links,

select Strategic Plan

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YEAR 2: 2014-2015PROGRESS HIGHLIGHTS


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GOAL LEADERSGoal 1: Expand Early Childhood Education

Mrs. Jennifer Kincaid, Executive Director of Elementary ProgramsGoal 2: Extend College and Career Readiness

Dr. Peggy Aune, Assistant Superintendent, Curriculum and InstructionGoal 3: Engage STEM Education

Dr. Traci Kohler, Director of STEM Resources, Instructional Technology & Media Goal 4: Elevate Talent Management

Mr. Ian Dean, Executive Director of Human ResourcesGoal 5: Narrow the Achievement Gap on State Assessments

Dr. Peggy Aune, Assistant Superintendent, Curriculum and InstructionGoal 6: Maintain Fiscal Responsibility

Mr. Robert Spencer, Executive Director of Financial Services


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oneExpand Early Childhood Education to Enhance School Readiness and Early Learning

Mrs. Jennifer KincaidExecutive Director of Elementary Programs

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Expand Early Childhood Education to Enhance School Readiness and Early Learning

KEY PERFORMANCE INDICATOR 1.1Increase by four percent the number of CCPS Vonluntary Pre‐Kindergarten students who meet the criteria for Kindergarten Readiness as defined by the Florida Office of Early Learning

STRATEGIES FOR FY15Conduct a minimum of two annual meetings with site Pre‐K principals to review assessment data and to implement improvement strategies to include developing a plan for improvements, training personnel, and plan implementation

• The School Readiness Leadership Team’s analysis of child outcomes data (Galileo and VPK Assessment) was shared during four quarterly meetings with Head Start and VPK Principals

• Individual meetings with administrators with Pre‐K programs were held to develop improvement plans based on outcomes data

Analyze the impact of professional learning efforts from previous year by reviewing staff surveys and child outcome data to expand opportunities for professional learning for community based agencies, based on identified community needs

• Pre‐K Coordinator and Chief Quality Officer of Early Learning Coalition of SWFL collaborated bi‐monthly to analyze community needs assessment and provider feedback on session evaluation forms to plan training sessions in 2014‐2015

Promote communication by planning and delivering quarterly early childhood updates to elementary principals with Pre‐K programs

• Quarterly Child Outcomes data was expanded to include VPK assessment results for assessment period two, Galileo School Readiness quarterly data, and CLASS scores

• School Readiness Leadership Team, which included parents, teachers, and school administrators, reviewed and analyzed child outcomes data quarterly

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KEY PERFORMANCE INDICATOR 1.1Increase by four percent the number of CCPS Voluntary Pre‐Kindergarten (VPK) students who meet the criteria for Kindergarten Readiness as defined by the Florida Office of Early Learning (OEL)

FY15 RESULTS• The Florida Office of Early Learning (OEL) announced on May 5, 2015 noKindergarten Readiness Rates for the current year would be issued due to administration challenges with the FAIR‐FS at the beginning of the school year

• Florida Office of Early Learning and the Florida Department of Education will work collaboratively to determine the readiness rate calculation for the next academic year

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KEY PERFORMANCE INDICATOR 1.2Strengthen and monitor Family Literacy programs at one hundred percent of elementary schools and develop and implement three Parent Academies one of which will focus on early childhood education

STRATEGIES FOR FY15Share best practices gathered from elementary reading coaches/principals to create a Family Literacy collaboration website

• A Family Literacy website was developed through collaboration between the Elementary Literacy and Communications and Community Engagement departments

• Parent resource documents were translated into Spanish and Creole and posted on the Family Literacy website through the collaboration of the Literacy and Federal, State, and Competitive Grants departments

Design, promote, and conduct an annual elementary family literacy event at each school• 100% of elementary schools conducted a family literacy event• Elementary reading coaches significantly contributed to the design of the family literacy events this year

Promote communication by advertising Family Literacy events via school marquees, newsletters, auto‐dialer calls and school website

• Schools used a flyer template that was provided by the literacy department to advertise Family Literacy events in English, Spanish, and Creole

• During Celebrate Literacy Week, Family Literacy events were displayed on school marquees• Survey responses from all schools indicate the communication and events were very successful, with some schools reporting over 300 participants attending their Family Literacy Events

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KEY PERFORMANCE INDICATOR 1.2Strengthen and monitor Family Literacy programs at one hundred percent of elementary schools and develop and implement three Parent Academies one of which will focus on early childhood education

FY15 Results• Conducted Early Childhood Town Hall Meeting 11/20/15• Family Literacy events conducted at 100% of elementary schools• 91 Parent Academies held at Title 1 school sites, building capacity of parents to assist children at home in various academic subjects, as well as a focus on parent self‐efficacy and advocacy

• Three Parent Academies were specific to Early Childhood Education

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KEY PERFORMANCE INDICATOR 1.3Provide professional learning opportunities by offering six sessions, two sessions annually, for community Pre‐K providers

STRATEGIES FOR FY15Review feedback from 2013‐14 sessions and continue to expand partnerships with private Pre‐K providers and with the Early Learning Coalition

• Pre‐K team expanded the partnership with the Early Learning Coalition of SWFL by collaborating every other month with the Chief Quality Officer (CQO) to analyze community needs assessment and provider feedback

• Based on analysis of provider needs, collaborative training sessions were enhanced to include a five session series on Classroom and Behavior Management

Provide for professional learning opportunities to include the implementation of Practice‐Based Coaching (PBC) facilitated by Head Start Managers for instructional staff

• Monthly meetings with the Early Learning Literacy Model (ELLM) Coach team redesigned coaching model to include data chats between coaches and teachers based on ongoing analysis of child outcomes data

• New instructional coaching model was successfully implemented in January as shown by teachers and ELLM coaches effectively incorporating the Student Early Literacy Success (SELS) Strategic Planning Tool

Promote communication by sharing professional learning opportunities through Early Learning Coalition meetings and communication tools to include the district website

• Professional Learning Opportunities conducted by Pre‐K staff, in collaboration with the Early Learning Coalition (ELC), were communicated through the ELC and CCPS websites, at community meetings, and through distribution of flyers

• Communication efforts were successful, as evidenced by attendance at each collaborative training session

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KEY PERFORMANCE INDICATOR 1.3Provide professional learning opportunities by offering six sessions, two sessions annually, for community Pre‐K providers

FY15 Results• Three sessions were offered to private providers during the current school year [Classroom Assessment Scoring System (CLASS), Conscious Discipline and Creating a Classroom Community]

• Meetings with the Early Learning Coalition have led to a re‐design of the collaboration for 2015‐16 to include a series on Behavior Management

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Updates for FY16 include:• Continue to build on professional development and parent involvement initiatives from 2014‐15

• Expand Family Literacy Night to include Young Author’s Night• Collaborate with Opportunity Naples to provide enhanced early learning opportunities and resources



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twoExtend College and Career Readiness to Advance Rigor and Relevance

Dr. Peggy AuneAssistant Superintendent,Curriculum and Instruction

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Extend College and Career Readiness to Advance Rigor and Relevance

KEY PERFORMANCE INDICATOR 2.1Increase the number of CCPS career themed programs [e.g. Career and Technical Education (CTE) programs, academies] by two, one annuallySTRATEGIES FOR FY15Implement Engineering Academies at all high schools and continue ongoing support and professional learning for instructors

• 15 teachers trained for Introduction to Engineering Design in seven high schools• 446 students enrolled in Introduction to Engineering Design

Develop guidelines for information related to career themed academies and courses to be shared at middle/high school transition meetings

• Creation of comprehensive CTE Information Guide for distribution to parents and students• Each NAF Academy created a flyer to be used for student recruitment at events and in middle schools

Implement Year of Planning (YOP) model for the addition of Business and Finance Academies for identified high schools• Seven academies completed the Year of Planning Process for National Academies Foundation (NAF)• 15 existing academies passed the NAF annual evaluation, three with distinguished rating

Implement a second year entrepreneurial course in each high school with embedded career related experiences and increase student participation in Business Plan competition

• Over 300 students will participate in the 2015 Business Plan Competitions which represents an increase of over 100%• High schools implemented the second entrepreneurial class with over 100 students involved, all students participated in end of year business competition

Promote communication by publishing internally and externally a semiannual newsletter focusing on academies and career themedcourses

• Newsletter distributed via Naples Chamber of Commerce and Career Source Florida to community membership• CTE and industry certification highlighted bi‐monthly in the District STEM newsletter

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KEY PERFORMANCE INDICATOR 2.1Increase the number of CCPS career themed programs [e.g. Career and Technical Education (CTE) programs, academies] by two, one annually

FY15 Results• Introduction of 3‐D Animation Technology as a course and industry certification in one high school

• Introduction of Engineering Design as a course and industry certification in seven high schools


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KEY PERFORMANCE INDICATOR 2.2Baseline year for new state industry certification calculationsSTRATEGIES FOR FY15Provide training for new teachers in industry certifications and updated training for existing teachers as appropriate for CTE and career themed courses

• Introduced new certifications and technical skill attainments for every Career and Technical Education program• Training completed for Adobe, Microsoft, Quickbooks, and Autodesk products for teachers and staff• Collier teachers now hold 118 Industry Certifications• Completion rate for industry certifications ‐ FY11: 316 FY12: 893 FY13:1805 FY14: 1818 FY15: Available September 2015

Through Master Schedule Reviews, determine district‐wide need for new courses that lead to earning industry certifications and provide technical support for enhancing current offerings

• 22 approved NAF Academies that will be in operation for the 15‐16 school year (15 continuing , 7 graduating academies)• Hosted district‐wide activities to support the career academy program for the 2014‐15 school year including the Instructional Technology Conference at Hodges University and the Health Horizon Conference at Naples Community Hospital, together serving over 1000 students

Continue to promote communication by disseminating information on industry certifications and technical skill attainments earnedby students to business stakeholders and solicit feedback regarding preparedness for workplace (entry skills, additional training required, program effectiveness)

• CTE Industry Certification Newsletter featuring academy highlights distributed to Naples Chamber of Commerce and Career Source Florida for distribution to community stakeholders

FY15 Results• 12 new certifications and technical skill attainments were added during the 2014‐15 School Year in Career and Technical Education programs, (increasing total offerings from 28 in FY14 to 40 in FY15)

• Three year goal to increase the number of state identified industry certifications by 10% was met by the end of year one (2013‐2014), with an increase in certifications from 2185 in FY13 to 3921 in FY14

• Newly established state certification guidelines and assessment administration rules for the 2014‐15 school year established a new baseline of 3129 industry certifications earned by students in FY15

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KEY PERFORMANCE INDICATOR 2.2Baseline year for new state industry certification calculations


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KEY PERFORMANCE INDICATOR 2.3Increase the number of students from sixty‐two percent to sixty‐four percent district‐wide who complete rigorous academic coursework in middle and high schools [Advanced Placement, Advanced International Certificate of Education (AICE)/Pre‐Advanced International Certificate of Education (Pre‐AICE), Advanced Placement (AP), Honors, and Dual Enrollment (DE)]

STRATEGIES FOR FY15Increase the number of courses offered in Advanced Placement, Dual Enrollment, Pre‐AICE, and AICE Courses

• Increased course offerings by 15.6%• Hosted Cambridge AICE Summit, providing collaborative opportunity for AICE instructors to share scope and sequence guides • Accessed and analyzed AP Potential and Summary of Answers and Skills (SOAS) Reports from the Preliminary Scholastic Aptitude Test (PSAT), also known as the National Merit Scholarship Qualifying Test (NMSQT) results

Create targeted and specific professional learning opportunities for teachers of AP and AICE courses• Advanced Placement Summit hosted by Golden Gate High School on January 6, 2015, provided time for instructors to share best practices with colleagues that were learned at the AP Summer Institute trainings held in June

• DE teachers developed scope and sequence guides and identified resources and training needsImplement College and Career Readiness experience for all 7th grade students

• Students completed the Florida Choices Interest Profiler and saved it in iPortfolio• 3,300 students visited FGCU in May, 2015

Promote communication by disseminating information of Advanced Studies courses (AP, AICE/Pre‐AICE, Honors, and DE) to encourage enrollment, via counseling by AICE Advisors, conducting parent nights, and expanding the website

• Advanced Studies Department website posted comparisons of AICE, AP, and DE options entitled "Comparison of Accelerated Programs" and published four quarterly newsletters posted on the website and sent by email to parents and teachers

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KEY PERFORMANCE INDICATOR 2.3Increase the number of students from sixty‐two percent to sixty‐four percent district‐wide who complete rigorous academic coursework in middle and high schools [Advanced Placement, Advanced International Certificate of Education (AICE)/Pre‐Advanced International Certificate of Education (Pre‐AICE), Advanced Placement (AP), Honors, and Dual Enrollment (DE)]

FY15 Results• 51% of students who took AP exams passed, an increase of 1% from FY14• 68% of students who took AICE exams passed, an increase of 1% from FY14• 98% of students who took DE exams passed, a decrease of 2% from FY14


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KEY PERFORMANCE INDICATOR 2.4Develop, implement, and expand community support for student internships and on‐the‐job training experiences as measured by a ten percent increase in the number of student participants annually

STRATEGIES FOR FY15Identify CTE and career themed course internship opportunities, through community outreach efforts and establish baseline data

• District completed survey to area business through the Collier County Chamber of Commerce, Career Source Florida, Florida Engineering Society, and Collier Building Industry Association

• District received 51 inquires of interest in potential internship sites in engineering and construction because of the surveyDevelop a catalogue of career themed/ academy/CTE courses with course descriptions of intended outcomes for the purpose of marketing meaningful internships to the business community

• CTE Information Guide for parents completed for 2015‐2016 school year• Internship website created to include manuals and required forms for internship opportunities

Develop a procedures manual for student internships and on‐the‐job training• Internship manuals developed and posted on District website• District provides insurance for students completing internships

Promote communication through development of an electronic platform for student internships inclusive of business, community, and student access including career readiness and scholarships

• Electronic platform for students and business to register internships opportunities completed• Engineering students completing paid internship opportunities during summer 2015

FY15 Results• District designed and implemented internship page on the website and internship platform to allow businesses to post availability of internships

• Baseline for internship opportunities established this school year with ten students utilizing the CCPS website to apply for internship positions for the summer of 2015

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KEY PERFORMANCE INDICATOR 2.4Develop, implement, and expand community support for student internships and on‐the‐job training experiences as measured by a ten percent increase in the number of student participants annually


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KEY PERFORMANCE INDICATOR 2.5Develop and implement a comprehensive Florida Standards District implementation and monitoring plan, as evidenced by curriculum, instructional, and assessment tools

STRATEGIES FOR FY15Provide Florida Standards [Professional Development Action Project (PDAP) / Educators Evaluating Quality Instructional Products (EQuIP) rubric] training for identified Curriculum and Instruction staff

• All identified Curriculum and Instruction staff were trained on the PDAP/EQuIP rubricProvide Florida Standards (PDAP/EQUIP rubric) train‐the‐trainer for identified school‐based personnel

• Instructional personnel at each school site trained on the PDAP/EQuIP rubric• Two additional professional learning sessions were held with these trainers• District‐created videos were developed to enhance site‐based professional learning

Provide initial and ongoing Florida Standards (PDAP/EQUIP rubric) training at all sites• Site‐based professional learning held at each school site• District‐created videos were developed to correspond with two of the professional learning

Promote communication by monitoring and assessing impact of training on classroom implementation of Florida Standards• Principals monitored and assessed the impact of training at all school sites• Findings regarding the impact of training on the implementation of Florida Standards were reported through CTEM

FY15 Results• Initial District‐wide Florida Standards [Professional Development Action Project (PDAP) / Educators Evaluating Quality Instructional Products (EQuIP) rubric] training completed

• Two additional professional learning follow‐up sessions conducted with trainers• Curriculum maps and assessments revised to reflect Florida Standards• Videos developed by the District to enhance site‐based learning

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KEY PERFORMANCE INDICATOR 2.5Develop and implement a comprehensive Florida Standards District implementation and monitoring plan, as evidenced by curriculum, instructional, and assessment tools


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Updates for FY16 include:• Expand

‐ academies in middle and high schools and increase participation ‐ NAF programs in selected high schools‐ industry and technical certifications‐ Advanced Studies options‐ work‐based learning experiences

• Enhance College and Career Readiness initiatives



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threeEngage Science, Technology, Engineering, and Math Education (STEM) to Strengthen Global Awareness and 21st Century Learning Skills

Dr. Traci KohlerDirector of STEM Resources,

Instructional Technology and Media Services

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Engage Science, Technology, Engineering, and Math Education (STEM) to Strengthen Global Awareness and 21st Century Learning Skills

KEY PERFORMANCE INDICATOR 3.1Conduct three, one annually, STEM Conferences

STRATEGIES FOR FY15Implement 4th annual STEM Conference, broadening participation to two surrounding counties

• 54 presenters in total (39 presenters were from underrepresented populations) • Three presenters from Lee County: Dr. Frost from FGCU, Dr. Travis from Keiser, Professor Lanham from Hodges University• One presenter from Alachua County: Trisha Aldridge from University of Florida, 4‐H Outreach Coordinator• 400 registered participants

Continue to select nationally recognized keynote speakers in the area of STEM • Keynote speaker Cindy Moss, PhD. Director of Global STEM for Discovery Education• Keynote speaker Patti Duncan, Manager of Instructional Implementation for Discovery

Recruit presenters from underrepresented populations in STEM Fields at the STEM conference• 39 out of 54 presenters were from underrepresented populations• Recruited presenters at AAUW Girls Count STEM Conference, Hodges University, February 14, 2015

Promote communication of events through partnerships with local businesses, universities, and colleges, which include email blasts, iCasts to teachers and other community members

• Sent email invitations to STEM Leadership Corps and DEN Star Ambassadors inviting them to be presenters • Invitations also sent to FGCU, Hodges, Florida Atlantic, Keiser University, Apple, Arthrex, Discovery Education, FSW, Conservancy, STEM Team of SWFL, CASTLE

FY15 Results• 400 registered participants, largest number to date• 39 of the 54 presenters were from underrepresented populations• Nationally recognized keynote speakers included Dr. Cindy Moss, Ph.D., Director of Global STEM for Discovery Education

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KEY PERFORMANCE INDICATOR 3.1Conduct three, one annually, STEM Conferences


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KEY PERFORMANCE INDICATOR 3.2Ensure digital readiness by providing equitable opportunities for student access to technology as measured by one hundred percent of schools participating in Bring Your Own Device (BYOD) implementation

STRATEGIES FOR FY15Implement phase three of BYOD programs and include ongoing support and professional learning

• All training completed at Phase 3 BYOD schools, including staff and parents• Monthly BYOD and STEM newsletters

Continue Technology Platform Test (TPT) tests to identify best classroom technologies for teaching and learning • Teachers representing each grade level (elementary, middle, and high school) participated in the TPT to identify benefits and restrictions of new mobile devices

• Devices included the Samsung Galaxy, MS Surface Pro 3, HP Stream, and iPad Air 2 Promote communication by identifying and providing targeted Digital Leadership development activities/training for all schools in order to meet identified needs and promote strategic use of instructional technology and communicate advancements in use of instructional technology to the school community

• Completed Digital Leaders of Collier (DLC) training for schools in conjunction with Discovery Education• Shared data usage reports for core curriculum software at principal meetings

FY15 Results• Training components completed at all Phase 3 BYOD schools• Completed Digital Leaders of Collier (DLC) year‐long professional learning sessions for teacher leaders at Phase 1 BYOD schools

• Inclusion of Phase 3 schools in FY15 completes this KPI

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KEY PERFORMANCE INDICATOR 3.2Ensure digital readiness by providing equitable opportunities for student access to technology as measured by one hundred percent of schools participating in Bring Your Own Device (BYOD) implementation


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Engage Science, Technology, Engineering, and Math Education (STEM) to Strengthen Global Awareness and 21st Century Learning SkillsKEY PERFORMANCE INDICATOR 3.3Increase student participation in STEM competitions by twenty percent

STRATEGIES FOR FY15Establish a database to identify the total number of participants and number of underrepresented subgroup participants in district, regional, state, and national STEM competitions

• A database was created in iTravel to monitor student participation in STEM events with close to 9,000 students participating• Subgroups included: 51% male, 49% female, 9% Black, 46% Hispanic, 36% White, 9% Other

Expand district‐wide competition theme for elementary and secondary schools across the grade level • Solar Car competitions expanded to include participation by approximately 3,100 6th grade science students• Approximately 3,100 4th grade students participated in littleBits site‐based competitions, an increase of 2,500 from the previous year

• 9th grade participation increased from approximately 700 last year to 2,400 students participating in geocache competitionsExpand district‐wide elementary participation in Hour of Code event

• Created grade level unit plans for Hour of Code in grades K‐5• All students in grades K‐5 participated in two weeks of Hour of Code activities (over 21,000 students)

Promote afterschool opportunities for advanced learning, i.e., Odyssey of the Mind, SWFL STEM Team Competitions (FGCU, Algenol, etc.)• Elementary participation in Odyssey of the Mind increased from five teams in FY13, seven teams in FY14, to 22 teams in FY15 (four qualified for state competition)

• Gulf Coast High School, a first time entry in the competition, placed 3rd at the FGCU Solar Go‐kart competition • Pelican Marsh Elementary placed 3rd in the solar car competition

Promote district‐wide academic competitions through branding, increased internal/external communications, and a greater website presence

• Created academic competition webpage to promote events and list results• News packages produced on academic competitions from the Communications Office

FY15 Results• Close to 9,000 students participated in STEM events throughout the school year• 3,100 4th grade students participated in littleBits school‐based competitions• 3,100 6th grade students participated in solar car school‐based competitions• 2,400 9th Grade earth space science students participated in Geocaching school‐based competitions

• 200 students participated in the annual Florida Southwestern State College iSTEM Competitions

• Participation in STEM Competitions grew from 2,500 in FY14 to 8800 in FY15, an approximate 250% increase, largely due to the expansion of student participation in school‐based iSTEM competitions at grades 4, 6, and 9

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KEY PERFORMANCE INDICATOR 3.3Increase student participation in STEM competitions by twenty percent


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KEY PERFORMANCE INDICATOR 3.4Implement effective digital curricula as measured by annual program reviews

STRATEGIES FOR FY15Conduct a formative program review of new online Government and Economic courses

• All regular and honors Government and Economics courses were taught in a blended learning environment• Formative program review completed by Social Studies department and STEM Resources, Instructional Technology and Media Services department

Implement online blended courses for Government and Economics with Financial Literacy providing Professional Development Learning (PDL) opportunities for educators who teach in online learning environments

• Teachers were provided ongoing support and training to ensure their comfort with the new online course platform within ANGEL

• Extensive collaboration by the Technology and Instructional Technology departments, building leaders, teachers, and content specialists to bring this project into implementation

Promote communication of digital curricula through The Education Channel District Digest, school newsletters, and a variety of other available media venues

• In partnership with Solution Tree, CCPS hosted the National Digital Learning Conference with keynote speakers such as Dr. Michael Fullan, author and Professor Emeritus with the Ontario Institute for Studies in Education

• Monthly “What’s Cool in School” segments produced to highlight digital learning in our schools to the community via The Education Channel

FY15 Results• Formative program review completed by Social Studies Department and STEM Resources, Instructional Technology and Media Services Department

• All regular and honors Government and Economics with Financial Literacy courses were taught in a blended environment to meet graduation requirement for an online course

• Usage reports were analyzed with additional professional learning support provided when needed

• Teachers were provided ongoing support and training to ensure their comfort with the new online course platform within ANGEL

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KEY PERFORMANCE INDICATOR 3.4Implement effective digital curricula as measured by annual program reviews


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Engage Science, Technology, Engineering, and Math Education (STEM) to Strengthen Global Awareness and 21st Century Learning SkillsKEY PERFORMANCE INDICATOR 3.5Increase by ten percent the number of students enrolled in core and non‐core STEM coursesSTRATEGIES FOR FY15Establish a database to identify the total number of underrepresented student subgroups enrolled in non‐core STEM subjects (AP, AICE) with a focus on STEM academies

• Districtwide, the number of non‐core STEM courses offered having a focus on STEM academies increased from 28 to 33• Enrollment increased from 1151 to 1600 in the 2014‐15 school year due primarily to these new courses being offered in schools where academies did not previously exist

• Enrollment of female students increased from 363 to 548Increase the number of students earning industry certifications in CTE STEM programs

• Newsletter distributed highlighting STEM Industry Certifications to community stakeholders• CTE teachers now hold over 100 industry certifications, with additional training planned for the summer• Out of a total of 3,129 Industry Certifications earned district‐wide, 1,338 are STEM certifications (43%)

Select reading materials with a STEM focus for use in summer school and/or site‐based summer programs• Discovery Education Techbook utilized for summer school• New leveled readers for 2nd grade, including non‐fiction titles for science, added

Promote communication of student enrollment opportunities during the STEM Conference, middle to high school transition events, and parent orientation sessions

• NAF Academies highlighted during middle school to high school transition events and ninth grade orientations• iTech and LWIT highlighted during middle to high school transition events• CTE and AICE instructional programs highlighted at STEM conference via breakout sessions

FY15 Results• Baseline Enrollment data for CORE STEM and Non‐CORE STEM Courses was determined at the end of the 2013‐14 School year

• Enrollment in CORE STEM courses increased by 3.2% during the 2014‐15 School Year

• Enrollment in Non‐CORE STEM (student, self‐selected AP, AICE, DE courses) increased by 11.3% during the 2014‐15 School Year

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KEY PERFORMANCE INDICATOR 3.5Increase by ten percent the number of students enrolled in core and non‐core STEM courses


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KEY PERFORMANCE INDICATOR 3.6Implement iPortfolio platform at one hundred percent of schools (grades 5‐12) to showcase student virtual artifacts/learning outcomes

STRATEGIES FOR FY15Refine iPortfolio platform for secondary schools to showcase student virtual artifacts/learning outcomes and expand professional learning to staff and students on the proper use and capability of the iPortfolio platform

• iPortfolio requirements refined for grades 5‐12 • Training completed for ELA department heads, media specialists, reading coaches, and middle school school counselors

Develop and implement an electronic component for career readiness and scholarships within the student electronic portfolio and parent portal

• 3,023 students completed the Florida Choices Interest Profiler and saved it into their individual student iPortfolios• Scholarship link provided in iPortfolio and in the Parent Portal to direct parents and students to the District’s revised, searchable scholarship website

Promote communication through a variety of forums focusing on the District’s vision of personalized learning and iPortfolio• National Digital Learning Conference hosted the first week of May 2015 • Professional development segments during principal and assistant principal meetings (personalized learning via application demonstrations, and professional learning and software usage reports)

FY15 Results• iPortfolio requirements were refined with 100% of schools participating in grades 5‐12

• Over 3,000 7th grade students completed the Florida Choices Interest Profiler and saved it into their individual student iPortfolios

• Scholarship link provided in iPortfolio to direct parents and students to the District’s revised, searchable scholarship website

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KEY PERFORMANCE INDICATOR 3.6Implement iPortfolio platform at one hundred percent of schools (grades 5‐12) to showcase student virtual artifacts/learning outcomes


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Updates for FY16 include:• Sustain and enhance

‐ annual STEM conference and competitions‐ Digital Leaders of Collier professional learning program‐ student participation in Collier Online Virtual Education (COVE)‐ electronic portfolio usage in designated courses

• Implement‐ Common Sense Digital Citizenship Certified School opportunities at elementary schools



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fourElevate Talent Management to Augment a Highly Qualified Workforce

Mr. Ian DeanExecutive Director ofHuman Resources

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Elevate Talent Management to Augment a Highly Qualified Workforce

KEY PERFORMANCE INDICATOR 4.1Develop and implement a Succession Management plan as evidenced by new district evaluation system which will provide needs assessment data and gap analysis of skills and qualifications to focus professional development efforts

STRATEGIES FOR FY15Develop a new performance evaluation process for district administrators which aligns with district goals and supports leadership development

• Created an enhanced District evaluation model for employees at the managerial level and above to align with the rigor and relevance of the existing teacher and school‐based administrator evaluation models

• Collaborated with a broad group of stakeholders to educate them on the new evaluation model and solicit feedback on the evaluation process

Utilize newly purchased software solution to develop a new district‐level performance evaluation system• Software was utilized to build the new performance evaluation form and process• Software allows employees and supervisors to easily access performance and goal data electronically to support continuous professional growth

Utilize new software to collect performance and succession data for district‐level employees that can inform succession planningdecisions

• Software will be utilized to collect performance and succession data from employees when the new evaluation model is implemented during the 2015‐16 school year

• Software will allow decision‐makers to review multiple data points on employees when making decisions about future leadership positions

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STRATEGIES FOR FY15 (CONTINUED)Develop targeted professional development activities which align to the Marzano instructional model for school based administrators and school based teacher leaders in order to improve instructional leadership capacity

• 95 teacher leaders and administrators have received intensive professional learning in Marzano Essentials• Teaching Foundations Essentials• Guiding Deeper Thinking• Facilitating Complex Learning• Coaching component included for each area

• A majority of District administrators have received Marzano's Inter‐Rater Reliability and Side‐By‐Side training• Feedback from the Marzano training was positive and plans have been finalized for the remaining administrators to receive training during the 2015‐2016 school year

Promote communication by involving cabinet members in the development and implementation of new District evaluation process on an ongoing basis

• Eight Cabinet Members and six Human Resources staff members were involved in the development of the new District evaluation process

• The new evaluation process was also reviewed with the full Cabinet and Superintendent on multiple occasions

FY15 Results• Created a new performance evaluation model for use with District‐level administrators

• Collaborated with stakeholders on the development of performance evaluation model

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KEY PERFORMANCE INDICATOR 4.2Enhance rigor and relevance of the district’s leadership programs to ensure that eighty percent of the graduating internal candidates who apply to the leadership pools are admitted annually

STRATEGIES FOR FY15Revise and enhance the school leadership program based on data and feedback from FY14 and additional state initiatives

• Additional experiential opportunities were available for the participants (district‐wide events, non‐profit Board meeting)• Increased depth of knowledge training of data analysis, School Improvement Plan, and instructional leadership• Updated information about school security and lock‐down procedures• Increased interactive sessions with first and second‐year principals

Develop and implement a year‐long leadership development program for new and aspiring coaches in order to build necessary leadership capacity to meet future school administrative needs

• 48 teachers completed the first cycle of the Aspiring Academic Coaches Academy• 48 have registered to enter the second cycle, starting April 2015, ending February 2016

Promote communication by disseminating pertinent information through multiple digital platforms• Information for Leadership Programs has been published in electronic catalogues• Both Master In‐service Points and Summer School information have been given District electronic platforms

FY15 Results• 22 out of 27 Internal Candidates who graduated and applied to leadership pools were admitted (81% as of 5/20/15)

• 48 teachers completed the first cycle of the Aspiring Academic Coaches Academy

• 45 have registered to enter the second cycle, April 2015 through February 2016• 20 teachers graduated from the Aspiring Leaders Program• 20 assistant principals graduated from the Preparing for the Principalship Program

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KEY PERFORMANCE INDICATOR 4.2Enhance rigor and relevance of the district’s leadership programs to ensure that eighty percent of the graduating internal candidates who apply to the leadership pools are admitted annually

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KEY PERFORMANCE INDICATOR 4.3Develop, implement, and expand a Community Based Professional Learning externship program as evidenced by a fifty percent increase in the number of participating teachers and school‐based administrators

STRATEGIES FOR FY15Expand the community based professional learning externships for teachers and school‐based administrators

• 42 employees participated in community based professional learning throughout the year• There was a 40% increase in community based learning (FY14 30 teachers and administrators, FY15 42 teachers and administrators)

Increase the number of Principals who reciprocate the Principal for a Day experience by visiting CEOs of local businesses• 12 principals participated in the Principal for the Day reciprocals• Feedback from the day was very positive with new relationships formed

Increase the number of one‐day job shadowing opportunities for teachers during teacher planning days• 16 CTE teachers participated in the half day job shadowing• Feedback from the day was very positive from both the teachers and the business hosts

Promote communication by creating a promotional video of community‐based experiences • Video production completed• Video presented at the April 14, 2015 School Board Meeting

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FY15 Results• 48 employees participated in community‐based professional learning throughout the year (a 60% increase from FY14)

• Feedback on the experiences was positive


KEY PERFORMANCE INDICATOR 4.3Develop, implement, and expand a Community Based Professional Learning externship program as evidenced by a fifty percent increase in the number of participating teachers and school‐based administrators

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KEY PERFORMANCE INDICATOR 4.4Strengthen student teaching program as evidenced by an eighty percent increase in participation rates of internsSTRATEGIES FOR FY15Expand partnerships with universities/colleges by creating a video to promote Collier County Public Schools as a premier district for training new teachers, specifically targeting those institutions that teach the Marzano model

• Worked closely with Otterbein University and Grove City College in order to have their student teaching interns come to Collier County Public Schools next year

• Created new partnerships with 15 colleges and universities and enhanced existing partnerships to recruit students to our District

• Communications department created the internship recruitment video in partnership with Central Michigan University students

Concentrate on the placement of student teachers in the District’s lowest performing schools so they are afforded a well‐rounded intern experience and are prepared to meet the demands of the profession upon graduation

• The number of interns placed in Title I schools increased significantly• 31 of 58 (53.4%) interns were placed in Title I schools

Expand on the inclusion of student teachers in professional development opportunities within the district to ensure a comprehensive introduction to the Marzano model of instruction

• Individual schools included the interns for all CTEM/Marzano training• District staff spoke to interns during Senior Seminar classes about Marzano as the instructional model

Promote communication by sharing feedback obtained from universities, FY15 student teachers, cooperating teachers, and principals with all stakeholders on a semester basis

• Human Resources staff have been in constant contact with interns and college/university staff in order to receive feedback• Feedback was obtained from community groups regarding recruiting diverse student teachers and teachers

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FY15 Results• 58 interns were placed in CCPS Schools, which means we are on target to meet the goal of 70 interns for next year

• 15 new colleges and universities were added this year, bringing the total to 25 partnerships


KEY PERFORMANCE INDICATOR 4.4Strengthen student teaching program as evidenced by an eighty percent increase in participation rates of interns

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Updates for FY16 include:• Sustain and enhance

‐ targeted professional development on Marzano instructional model for teachers and administrators

‐ leadership development programs • Increase reciprocal community‐based professional learning opportunities• Enhance internship experiences and collaboration between District and universities

• Implement new performance evaluation model



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fiveNarrow the Achievement Gap on Statewide Accountability Assessments

Dr. Peggy AuneAssistant Superintendent,Curriculum and Instruction

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Narrow the Achievement Gap on Statewide Accountability Assessments

KEY PERFORMANCE INDICATOR 5.1READING Baseline year for new state accountability system

STRATEGIES FOR FY15Develop and administer benchmark assessments aligned to Florida Standards Assessment and End‐of‐Course (EOC) exams

• Assessments created to provide student achievement measures • Benchmark assessments aligned to Language Arts Florida Standards (LAFS) created for non‐state assessed courses

Utilize a district‐wide protocol for data/accountability interpretation three times a year that incorporates timelines and guided questions tailored to monitor student achievement

• Held three data dialogue meetings to focus on student achievement and school operationsPlan and conduct professional learning to enhance teacher knowledge of seven key Marzano elements for increasing rigor

• Professional learning on the essential elements provided to reading coaches throughout the year• Marzano Essentials training held in April and May 2015, for selected school‐site personnel

Update curriculum maps which reflect new Florida Standards and include gifted strategies within the Curriculum Maps • Curriculum maps aligned to Florida Standards and include gifted strategies, which streamline teachers’ planning

Promote communication through increased participation rates in student data chats and student‐led conferences at all schools where not fully implemented and/or underreported

• 18,422 Student‐led Conferences recorded• 14,897 Data Chats recorded

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FY15 Results• Professional learning provided to each school site on the Language Arts Florida Standards (LAFS), and test item specifications

• Provided one quarterly benchmark assessment aligned to the LAFS and test item specifications to each school

KEY PERFORMANCE INDICATOR 5.1READING Baseline year for new state accountability system


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KEY PERFORMANCE INDICATOR 5.2READING (Population Subgroups) Baseline year for new state accountability systemSTRATEGIES FOR FY15Utilize a district‐wide protocol for data/accountability interpretation three times a year that incorporates timelines and guided questions tailored to monitor student achievement

• Held three data dialogue meetings to focus on student achievement and school operationsMonitor the Multi‐Tiered System of Supports (MTSS) process, as delineated in the MTSS Manual, for fidelity of implementation

• Instructional reviews conducted and support provided to identified schools for MTSS• Website updated to provide current information for fidelity of implementation and enhanced understanding• 947 Progress Monitoring Plans (PMPs) made inactive

• 429 due to successfully completed interventions (229 marked “using Targeted Skill Intervention”)• 518 due to IEP created or modified to meet needs of the students

Provide schools with resources and professional learning to support acceleration of targeted subgroups and expand test takingstrategies and test preparation into intensive courses

• Monthly professional learning with coaches focused on writing throughout year• 14 sessions of the District’s reading add‐on endorsement courses offered this year • Next Generation Content Area Professional Development (NG CAR‐PD) Academy and Practicum offered two times this year

Monitor effective use of teacher English Language Learner (ELL) Strategies and provide professional learning opportunities as indicated

• 26 Sessions of English for Speakers of Other Languages (ESOL) Endorsement courses offered and 584 teachers completed the courses

• Six additional sessions of ESOL Endorsement classes offered this summer so teachers have more flexibility to satisfy the requirement

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KEY PERFORMANCE INDICATOR 5.2 READING (Population Subgroups) Baseline year for new state accountability system

STRATEGIES FOR FY15 (CONTINUED)Ensure that parents of students in targeted subgroups are informed of available resources for improving student achievement

• Family Literacy Night held at each elementary school• FAIR‐FS data uploaded to Data Warehouse for parental review of student results in grades three and above• Reading coaches facilitated parental conversations regarding individual student needs and strengths• 91 Parent Academies held, building capacity of parents to assist children at home in various academic subjects, as well as a focus on parent self‐efficacy and advocacy

• Academy topics included academic awareness in core subject areas, technology, health and nutrition, Exceptional Student Education, and counseling and goal setting as related to academic achievement of students



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FY15 Results• Students participated in new state assessments

KEY PERFORMANCE INDICATOR 5.2READING (Population Subgroups) Baseline year for new state accountability system


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KEY PERFORMANCE INDICATOR 5.3MATH Baseline year for new state accountability systemSTRATEGIES FOR FY15Develop and administer benchmark assessments aligned to Florida Standards and End of Course (EOC) Assessments

• Assessments created to provide student achievement measures• Second Quarter Benchmark Assessments (QBA2) aligned with Mathematics Florida Standards (MAFS) and Florida Standards Assessment (FSA/EOC) format, including technology‐enhanced items, created and administered for grades K‐8, Algebra 1, Geometry, and Algebra 2

• Post‐assessments aligned to MAFS created for non‐state assessed grades and coursesUtilize a district‐wide protocol for data/accountability interpretation three times a year that incorporates timelines and guided questions tailored to monitor student achievement

• Held three data dialogue meetings to focus on student achievement and school operations• QBA2 developed for grades K‐5 to help teachers determine progress and areas for review

Plan and conduct professional learning to enhance teacher knowledge of seven key Marzano elements for increasing rigor• Coordinators trained principals, assistant principals, and coaches on 2014 Marzano updates, including the seven key elements

• Marzano Essentials trainings held in April and May 2015, which 95 instructional personnel attended Update Curriculum Maps which reflect new Florida Standards and include gifted strategies within the Curriculum Maps

• Curriculum maps updated and aligned to MAFS• Maps include gifted strategies which streamline teachers’ planning



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FY15 Results• Students participated in new state assessments• Professional learning provided to each school site on the Mathematics Florida Standards (MAFS) and test item specifications

• Provided one quarterly benchmark assessment aligned to the MAFS and test item specifications to each school

KEY PERFORMANCE INDICATOR 5.3MATH Baseline year for new state accountability system


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KEY PERFORMANCE INDICATOR 5.4MATH (Population Subgroups) Baseline year for new state accountability systemSTRATEGIES FOR FY15Utilize a district‐wide protocol for data/accountability interpretation three times a year that incorporates timelines and guided questions tailored to monitor student achievement

• Held three data dialogue meetings to focus on student achievement and school operations• QBA2 developed for grades K‐5 to help teachers determine progress and areas for review

Monitor the Multi‐tiered System of Supports (MTSS) process, as delineated in the MTSS Manual, for fidelity of implementation• Instructional reviews conducted and support provided to identified schools for MTSS• Website updated to provide current information for fidelity of implementation and enhanced understanding• 947 Progress Monitoring Plans (PMPs) made inactive

• 429 due to successfully completed interventions (229 marked "using Targeted Skill Intervention“)• 518 due to IEP created or modified to meet the needs of students

Provide schools with resources and professional learning to support acceleration of targeted subgroups and expand test takingstrategies and test preparation into intensive courses

• Monthly Math Coach meetings provided professional learning opportunities• Provided ALEKS program to teachers as a supplemental resource to use with students in Intensive Math courses

Monitor teachers’ effective use of English Language Learner (ELL) Strategies and provide professional learning opportunities as indicated

• 26 Sessions of English for Speakers of Other Languages (ESOL) Endorsement courses offered and 584 teachers completed the courses

• Six additional sessions of ESOL Endorsement classes offered this summer so teachers have more flexibility to meet the requirements

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KEY PERFORMANCE INDICATOR 5.4MATH (Population Subgroups) Baseline year for new state accountability system

STRATEGIES FOR FY15 (CONTINUED)Ensure that parents of students in targeted subgroups are informed of available resources for improving student achievement

• 91 Parent Academies held, building capacity of parents to assist children at home in various academic subjects, as well as a focus on parent self‐efficacy and advocacy

• Academy topics included academic awareness in core subject areas, technology, health and nutrition, Exceptional Education, and counseling and goal setting as related to academic achievement of students

• Four Parent Academies focused on Math skills specificallyPromote communication through increased participation rates in student data chats and student‐led conferences at all schools where not fully implemented and/or underreported


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FY15 Results• Students participated in new state assessments

KEY PERFORMANCE INDICATOR 5.4MATH (Population Subgroups) Baseline year for new state accountability system


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KEY PERFORMANCE INDICATOR 5.5Exceed the State FCAT Science 2.0 performance by one point STRATEGIES FOR FY15Develop and administer benchmark assessments aligned to Florida Standards Assessment

• Assessments created to provide student achievement measures • Successfully developed and administered pre and post assessments for grades 3 through 12 and second quarter Benchmark Assessments (QBA2) for 5th and 8th grades and high school biology

Utilize a district‐wide protocol for data/accountability interpretation three times a year that incorporates timelines and guided questions tailored to monitor student achievement

• Held three data dialogue meetings to focus on student achievement and school operations • Developed Data Dialogue Science Summary and shared with school leadership via data dialogue process and utilized summary during meetings with science teacher leaders, coaches, and department chairs

Monitor effective use of the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) Instructional Delivery Model and provide professional learning opportunities as indicated

• District Teachers on Special Assignment (TSAs) worked with teams of science teachers to collaboratively plan using 5E instructional delivery model

• Office of Science and Environmental Education collaborated with science teacher leaders and coaches on effective use of 5E



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FY15 Results• Grade 5 scaled scores averaged 200 on the FCAT 2.0 Science Assessment, matching the State average of 200

• Grade 8 scaled scores averaged 202, exceeding the State average of 201 • High School Biology Students scored an average of 408 on the State Biology EOC, exceeding the State average by five points

KEY PERFORMANCE INDICATOR 5.5Exceed the State FCAT Science 2.0 performance by one point


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Updates for FY16 include:• Pending validation and analysis of student performance on new statewide assessments the District will:

‐ analyze baseline data to establish meaningful goals for improvement‐ implement districtwide professional learning based on the Marzano instructional framework to build capacity of teachers

‐ determine academic progress utilizing non‐statewide assessment measures

‐ identify resources to support remediation and acceleration‐ update curriculum maps and benchmark assessments



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sixMaintain Fiscal Responsibility

Mr. Robert SpencerExecutive Director ofFinancial Services

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Maintain Fiscal Responsibility

KEY PERFORMANCE INDICATOR 6.1The District will comply with a three percent State mandated fund balance in accordance with School Board Policy and strive to maintain five percent of its general fund revenues in the strategic and contingency reserveSTRATEGIES FOR FY15Provide five meetings/opportunities for input from district, school administrators, and community members for suggestions on spending reductions

• Over ten meetings focused on spending reductions • Meetings included principals, assistant principals, District and school administrators, and community members• 2014‐15 Spending reductions included:

• Reduced cost of class size compliance…………...……$4,000,000• Reduced cost of extended hour of reading ……..….$2,000,000• Funding shifts from Operating to Grants……………..$1,500,000

Continue to conduct Collaborative Planning meetings with administrative staff, school‐based staff and aspiring leaders to reviewallocations and maximize resources

• Quarterly meetings held with spending reduction sub‐committee chairs to discuss spending reduction and revenue generating ideas

• Capital furniture and equipment committee created to ensure requests are reviewed in a fair and fiscally responsible manner• Maintenance personnel began repairing student seats, desktops, and cafeteria tables where possible and in lieu of replacement (resulting in savings in excess of $100,000)

• Reduced the cost of compliance of additional reading instruction for schools in the LOW 300 category by $2,000,000• Shifted $1,700,000 in salaries from general operating to grants • Collier Online Virtual Education program created

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KEY PERFORMANCE INDICATOR 6.1The District will comply with a three percent State mandated fund balance in accordance with School Board Policy and strive to maintain five percent of its general fund revenues in the strategic and contingency reserve

STRATEGIES FOR FY15 (CONTINUED)Review staff allocations for class size compliance and make adjustments to reduce the overall cost of compliance

• Reduced overall cost of CSR compliance during the 2014‐15 school year by $4,000,000• Projected cost reduction of CSR compliance for 2015‐16 is $2,700,000

Continue to develop information budget sessions for the Superintendents District Advisory Council (SDAC)• Solicited spending reduction ideas at the March 26 SDAC meeting• SDAC and Community meeting to discuss budget and spending reductions held on April 20, 2015

Promote communication through Board Budget Workshops, SDAC, and digital platforms• SDAC and Community meeting held April 20, 2015• Board Work Session May 19, 2015• Recommended 2015‐16 budget and spending reductions total $8,900,000

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FY15 Results• District maintained a 5.2% reserve within the Strategic and Contingency reserve accounts as of May 31, 2015

• Strategic and Contingency reserves comply with Board Policy 6210 and exceed the minimum mandate of the State

• $6.9 million in spending reductions were identified in FY15

KEY PERFORMANCE INDICATOR 6.1The District will comply with a three percent State mandated fund balance in accordance with School Board Policy and strive to maintain five percent of its general fund revenues in the strategic and contingency reserve


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Updates for FY16 include:• Maintain fiscal stability• Recommend spending reductions of $8.9 million• Sustain initiatives to identify additional spending reductions• Develop five year budget outlook• Conduct a series of CEO Briefings on budget


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YEAR 3: 2015-2016

Dr. Terrie MitevExecutive Director ofStrategic Planning, Differentiated Accountability, and Continuous Improvement Initiatives

YEAR 3: 2015-2016

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PUBLICATION OF YEAR 3 OF THE STRATEGIC PLAN

• Found on the District Website• Under School Board links,

select Strategic Plan

STRATEGIC PLAN2014-2016DETAILED FORMAT

YEAR 2: 2014-2015Highlights and Results

YEAR 3: 2015-2016Updates

School Board Work Session September 15, 2015

Documents

Strat Plan DETAILED FORMAT SP FY15 Results FY16 Updates 9 ... › fl › collier › Board.nsf › files... · STRATEGIC PLAN 2014-2016 DETAILED FORMAT YEAR 2: 2014-2015 Highlights