2010-11 race to the top grant “final scope of work”fldoe.org › core › fileparse.php › 3...

919 North Broad Street, Brooksville, FL 34601 (352) 797-7070 (ext. 452) [email protected]

Grant Proposal:

2010-11 Race to the Top Grant “Final Scope of Work”

Funding Source:

CFDA 84.395

American Recovery and Reinvestment Act (2009)

Contact: Eric C. Williams, State & Federal Grants Manager

[email protected]

(352) 797-7070 (x452)

(352) 346-7279 cell

Hernando County Schools

919 N. Broad Street

Brooksville, FL 34601

(352) 797-7000

Tax Exemption #: 37-02-008133-53C

FEIN: 596000647

DUNS: 804671105

Revised Final Draft, Jan. 6, 2011

Total ARRA: $2,205,010.00

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mailto:[email protected]


X

X

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See the budget submitted via FLDOE’s online

application system.

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See the budget submitted via FLDOE’s online

application system.

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Table of Contents:

I. Overarching Project Plans…….……………………………………………………………...…9

II. Expand Lesson Study – (B)(3)1………………………………………………………………..17

III. (B)(3)4 STEM Career Academy ………………………………………………………….…...21

IV. (B)(3)5 Increase STEM Coursework ………………………………………………….……....82

V. (B)(3)6 Computer-Based Assessment………………………………………………….……....86

VI. (C)(2) Access to State Data…………………………………………………………………….91

VII. (C)(3)i-iii Data to Improve Instruction…………………………………………….……….…..97

VIII. (D)(1)(ii) Support Teacher Prep Programs………………………………………………..…..112

IX. (D)(2)(i-iii) Improve Teacher & Admin Evaluations…………………………………….……119

X. (D)(3) Data Decisions in Human Capital………………………………………………….…..127

XI. (D)(5) Focus PD………………………………………………………………………………136

XII. (E)(2)1 Improving Low-Achieving Schools……………………………………………….….149

XIII. (E)(2)3 Proven Programs for School Improvement……………………………………..…….156

XIV. (F)(2) Charter Schools…………………………………………………………………..…….166

XV. Form A(1)…………………………………………………………………………………….173

XVI. Appendix A: 2010-11 HS Mathematics Flowchart…………………………………….……..178

XVII. Appendix B: 2010-11 HS Science Flowchart…………………………………………………179

XVIII. Appendix C: Power & Energy Technology Curriculum………………………………….…..180

XIX. Appendix D: Power & Energy Technology 8601300 Race to the Top STEM Program……..184

XX. Appendix E: Program of Study for Power & Energy Technology……………………………203

XXI. Appendix F: Regional Targeted Occupation List…………………………………………….205

XXII. Appendix G: Statewide Targeted Occupation List……………………………………………208

XXIII. Appendix H: Baseline Data 2009-10 STEM CTE Courses…………………………………..211

XXIV. Appendix I: Autodesk Certified Associate—Autodesk Inventor……………………….…....212

XXV. Appendix J: Autodesk Certified Associate—AutoCAD Civil 3D……………………………214

XXVI. Appendix K: Autodesk Certified Professional Inventor Statewide Articulation……………..215

XXVII. Appendix L: Statewide Articulation Agreement for Design Technology…………………….216

XXVIII. Appendix M: FLDOE Curriculum Framework for Biomedical Sciences………………….…217

XXIX. Appendix N: Race to the Top CTE STEM Program Description……………………..……..220

XXX. Appendix O: Biomedical Sciences Program of Study………………………………………..222

XXXI. Appendix P: Biomedical Sciences Curriculum………………………………………..……..223

XXXII. Appendix Q: Project Lead the Way Biomedical Sciences Program Outline…………...…….225

XXXIII. Appendix R: Assessment Teacher Job Description……………………………..……………239

XXXIV. Appendix S: DPEP………………………………………………………………….………..241

XXXV. Appendix T: Excerpts from 2010-11 1003(g) SIG Application………………………………261

XXXVI. Appendix U: Student-Performance Based Teacher Evaluation Instrument………………......317

XXXVII. Appendix V: Student-Performance Based Administrator Evaluation Instrument………..….320

XXXVIII. Appendix W: Hernando County School Board/Gulf Coast Academy M.O.U………...........329

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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.

The Hernando County School District is committed to supporting comprehensive state and local school

reform efforts in a manner consistently described throughout the U.S. Dept. of Education’s ―A Blueprint

for Education Reform: Reauthorization of the Elementary and Secondary Education Act‖ (2010) and Race

to the Top and 1003(g) SIG guidance.

All components of the Hernando County School District’s comprehensive school reform plan, described in

detail in our 2010-111 Race to the Top Final Scope of Work, are centered upon, and were designed to

support, the Florida Dept. of Education’s Race to the Top Theory of Action that, ―Highly-effective

teachers and leaders make the difference in student achievement.‖ For example, as part of proposed Race

to the Top activities in support of set project goals and deliverables, the District will significantly enhance

and increase professional development to support implementation of common core standards in reading

and mathematics, Lesson Study, and effective differentiation of instruction to address all students’

particular needs and use of students’ formative, interim, and summative assessment data to drive

instruction. The District’s focused Race to the Top professional development programs will effectively

provide our teachers and leaders with the tools and support they need to address all students’ particular

needs and directly advance the Florida Dept. of Education’s Theory of Action.

Significantly improved local data and accountability systems will directly advance the Florida Dept. of

Education’s Race to the Top Theory of Action, too. For example, Hernando County students’ formative,

interim, and summative assessment data will be primary factors in determining all teachers’ and

administrators’ annual evaluation scores, students’ assessment data as part of employee evaluations will be

used to develop individual professional development plans, and highly-effective and low performing

teachers’ students’ assessment data will be compared to professional development attendance rosters to

evaluate the effectiveness of completed trainings, to assess training needs, and to facilitate appropriate

corrective action.

The Hernando County School District believes that highly-effective teachers not only make the difference

in student achievement, but that they also have the potential to make a difference in the achievement of

their colleagues. Therefore, as much as possible as part of identifying and rewarding our highly-effective

teachers, we will ask our highly-effective teachers to provide the training and other supports desperately

needed to address all students’ particular needs, and (as a result) to increase total highly-effective teachers

and administrators who serve our students and schools.

In reviewing our 2010-11 Race to the Top Final Scope of Work, the District recognized that the common

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thread throughout our proposed approach is the use of technology and data to build and/or enhance

sustainable accountability systems. The District also predicts that use of Race to the Top funds to build

effective technology-based systems will also directly advance the Florida Dept. of Education’s Race to the

Top student achievement goals. For example, proposed professional development to support

implementation of common core standards in reading and mathematics, Lesson Study, and effective

differentiation of instruction to address all students’ particular needs and use of students’ formative,

interim, and summative assessment data to drive instruction, will (in part) significantly decrease the

achievement gap for all AYP subgroups, increase total students who demonstrate NAEP proficiency, and

increase total students who graduate, who attend college, and who earn at least one year’s worth of

college.

Prior to embarking on this important journey, the District recognizes that our strengths in implementing all

Race to the Top goals, deliverables, and supporting activities are: Using data to drive instruction,

providing access to student assessment data at different levels for all stakeholders, providing facilities and

equipment to support computer-based assessment, evaluating our teachers/administrators based on their

assigned students’ assessment data, and planning as part of the 1003(g) SIG application to reform our (2)

persistently low-achieving schools. Our primary weakness is the lack of a systemic process whereby

student assessment data as part of teachers’ and administrators’ evaluations determine the types of

professional development programs that teachers/administrators are urged to participate in and the

effectiveness of trainings are, in turn, determined by participants’ assigned students’ learning gains.

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

should include but is not limited to:

Involvement of all stakeholders (e.g., parents, teachers, administrators, local institutions of higher

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

Identification of the leadership/management team(s)

Strategies for monitoring implementation

An overall implementation timeline (i.e., Summary of Year One, Year Two, Year Three, Year

Four). Detailed timelines are required in each Work Plan Table. Unless otherwise indicated in

the MOU, all timelines shall reflect a complete implementation for all schools before the end of

the grant period.

A summary budget is required for all years of the grant period as well as detailed budgets for each

activity within each reform area (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:

All members of the Hernando County School Board consistently emphasize the importance of

continuously involving all relevant stakeholders in planning, implementing, maintaining, and evaluating

all local public school programs and services. As such, it has become common practice for all school

employees to facilitate diverse stakeholder involvement, especially in planning new programs and

services. Stakeholders who played an active role, or who were invited to play an active role, in developing

the District 2010-11 Race to the Top Final Scope of Work included local business leaders, education

foundation representatives, charter school administrators, teachers union representatives, community

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college administrators, teachers, district administrators, school administrators, the Assistant

Superintendent of Schools, and the Superintendent of Schools. The District provided an open discussion

forum via a project wiki, and then—based on expertise, expressed interest, and project requirements—

formed small work groups for each of (13) assigned work plan tables. Diverse stakeholder interests were

also represented as part of our Race to the Top small work groups. After all draft work plan tables were

completed and compiled, a draft Final Scope of Work was submitted to all members of our small work

groups and to the Florida Dept. of Education for review, comment, and revision. Although, primarily due

to budget limitations, not all stakeholder requests were included in the final draft Final Scope of Work, the

District offers assurances that all expressed stakeholder interests were represented and carefully considered

as part of the process.

Identification of the proposed Race to the Top management team occurred as part of small groups working

to develop their draft work plan tables. To save time and to avoid duplication of efforts, the District hereby

proposes merging the newly-formed SIG School Improvement Committee with proposed Race to the Top

project managers to form a Race to the Top team who will monitor and evaluate the effectiveness of all

Race to the Top initiatives. The District also proposes hiring a School Improvement Supervisor to lead our

Race to the Top team and to monitor and evaluate all Race to the Top initiatives. Proposed project

monitoring activities will include regular review of student assessment data, teacher/administrator

evaluations, staff ranking lists, data chats, meeting minutes, meeting attendance records, time/effort logs,

professional development schedules, curriculum maps, instructional focus calendars, lesson plans,

employee attestations, other formal plans, copies of dissemination media, and financial data, including

requisitions, invoices, receipts, and payroll records. Any challenges in implementing the proposed project

will be identified as part of project monitoring and evaluation, and corrective action plans will be

developed to address all significant deficiencies. Progress toward correcting all deficiencies will be closely

monitored, too.

Overall, the District will utilize Year 1 to complete required collective bargaining activities, to plan project

implementation, and to build solid foundations for supporting, monitoring, and evaluating all project

initiatives.

The District will focus on building effective accountability systems and on providing professional

development to support new or enhanced systems and approaches in Year 2.

The District will focus on fully implementing and supporting all proposed Race to the Top initiatives in

years 3 and 4.

And, in addition to implementing and supporting all proposed Race to the Top initiatives in Year 4, the

District will complete a comprehensive project evaluation and publish and disseminate a formal project

evaluation report in June 2014.

The District will use the majority of its $2.2 million Race to the Top allocation to build or enhance

computer-based assessment and accountability systems and to hire district staff charged with building self-

sustaining systems in support of Race to the Top.

In Year 1, the District will use RTTT funds to provide classroom coverage for teachers who will

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model/observe lessons as part of Lesson Study groups, to build new STEM career academies at SHS and

WWHS, to certify additional teachers to teach AP and DE courses, to build assessment labs at (4) high

schools, to enhance our IIS to include evaluations and IPDPs/ILDPs, and to pay a supervisor to support

and monitor RTTT initiatives.


model/observe lessons as part of Lesson Study groups, to continue to build new STEM career academies at

SHS and WWHS, to certify additional teachers to teach AP and DE courses, to provide personnel to

support our high school assessment labs, to provide additional clinical educator training programs, to

maintain our enhanced IIS, and to pay a supervisor to support and monitor RTTT initiatives.


model/observe lessons as part of Lesson Study groups, to continue to build STEM career academies at


support our high school assessment labs, to provide additional clinical educator training programs, to

maintain our enhanced IIS, to provide incentives and performance pay for our highly-effective teachers,

and to pay a supervisor to support and monitor RTTT initiatives.


model/observe lessons as part of Lesson Study groups, to continue to build STEM career academies at


support our high school assessment labs, to provide personnel to build effective teacher preparation and

recruitment programs , to maintain our enhanced IIS, to provide incentives and performance pay for our

highly-effective teachers, and to pay a supervisor to support and monitor RTTT initiatives.

Year 1: $551,250

Year 2: $551,250

Year 3: $551,250

Year 4: $551,260

MOU Criterion Total Percent of Total Budget

1 $130,000.00 5.90%

2 $104,651.00 4.75%

3 $124,684.00 5.65%

4 $590,000.00 26.76%

7 $126,087.00 5.72%

8 $130,000.00 5.90%

9 $355,574.00 16.13%

10 $171,895.00 7.80%

11 $250,000.00 11.34%

12 $148,701.00 6.74%

13 $11,664.00 0.53%

14 $61,754.00 2.80%

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3. Indicate steps that the LEA will take to evaluate progress in implementing the project (in

addition to participating in the statewide evaluation efforts).


The District’s Race to the Top team, managed by a Supervisor of School Improvement and consisting of

all (13) project primary contacts, local business leaders, education foundation representatives, charter

school administrators, teachers union representatives, community college administrators, teachers, district

administrators, school administrators, and the Assistant Superintendent of Schools, will meet in November

2010 to develop a common approach and a comprehensive system to progress monitor all project

components. As a starting point, the Supervisor of School Improvement will create and disseminate a

project calendar that includes due dates for all deliverables as part of all (13) work plan tables. He/she will

also develop and disseminate customized minimum standards for monitoring all Race to the Top project

initiatives, which may include regular review of student assessment data, teacher/administrator

evaluations, staff ranking lists, data chats, meeting minutes, meeting attendance records, time/effort logs,

professional development schedules, curriculum maps, instructional focus calendars, lesson plans,

employee attestations, other formal plans, copies of dissemination media, and financial data, including

requisitions, invoices, receipts, and payroll records. Any challenges in implementing the proposed will be

identified as part of project monitoring and evaluation, and corrective action plans will be developed to

address all significant deficiencies. Progress toward correcting all deficiencies will be closely monitored,

too. While the District’s Race to the Top team will meet quarterly, the District’s Supervisor of School

Improvement will continuously meet with individual team members to monitor implementation of

proposed project components and to provide support, as project implementation and monitoring

deficiencies are identified. These efforts will be documented as part of his/her time/effort logs. In addition

to coordinating participation in statewide project evaluation efforts, the District’s Supervisor of School

Improvement will utilize computer-based project accountability systems to compile quantitative and

qualitative data in support of set project goals indicative of project successes or failures. He/she will

compile aggregated quantitative and qualitative data related to project implementation as part of annual

progress reports that he/she will disseminate to all members of the District’s Race to the Top team. This

aggregated quantitative and qualitative data will be derived from student assessment data,

teacher/administrator evaluations, staff ranking lists, data chats, meeting minutes, meeting attendance

records, time/effort logs, professional development schedules, curriculum maps, instructional focus

calendars, lesson plans, employee attestations, other formal plans, copies of dissemination media, and

financial data, including requisitions, invoices, receipts, and payroll records. The District’s Race to the

Top team will meet during the fourth quarter of all project years and use the Supervisor of School

Improvement’s annual Race to the Top progress reports as the basis for improving, expanding, and/or

eliminating individual project components.

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4. Provide an overview of how the LEA will ensure sustainability of RTTT reforms beyond the

grant period.


As part of developing supporting activities under set project deliverables and budgets for each work plan

table, the Hernando County School District’s Superintendent of Schools charged each small work group

with the daunting task of only proposing expenditures that could be sustained beyond the Race to the Top

project period under tight budget constraints. As a result, the Hernando County School District hereby

proposes primarily using its $2.2 million Race to the Top allocation to hire district staff charged with

building self-sustaining systems in support of Race to the Top, to build or enhance computer-based

assessment and accountability systems, and to build an institutional knowledge base, shared and

continuously renewed by training our trainers. For example, the District will engage in collective

bargaining with teachers union representatives to establish common planning by grade or subject to

facilitate the formation of Lesson Study groups at all schools, and the District will also provide

professional development on Lesson Study for select facilitators, thus building an institutional knowledge

base that will ensure effective Lesson Study becomes common practice at all Hernando County schools.

The District will also use Race to the Top funds to train and certify highly-effective teachers to teach

additional STEM AP and dual-enrollment courses and to train highly highly-effective teachers to serve as

clinical educators and as mentors for beginning teachers. Combined with more focused recruitment and

retention efforts, proposed professional development programs for our highly-effective teachers will

effectively build the district’s capacity to self-sustain additional STEM AP and dual-enrollment course

offerings and support for teacher preparation programs. The District will use Race to the Top funds to

enhance our current computer-based, data-driven Instructional Improvement System to include

teacher’s/administrator’s annual evaluations, which will be primarily based on their assigned students’

assessment data. Teachers’ and administrators’ evaluations as part of our enhanced IIS will then

automatically generate their annual IPDPs/ILDPs. As a result, district and school administrators will be

able to use aggregated common training recommendations as part of IPDPs/ILDPs to plan professional

development to address common deficiencies, and—as part of tying completed professional development

program participation rosters back to staff rankings—evaluate the effectiveness of all completed trainings.

Once built, this enhanced IIS will have low recurring costs. While initially concerns regarding Race to the

Top project sustainability seemed insurmountable, beginning with a tight budget and the Superintendent’s

strategic imperative that all proposed Race to the Top initiatives be, by design, self-sustaining, helped the

Hernando County School District develop a Final Scope of Work that will be easily sustained beyond the

project’s funding period.

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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.


In addition to Race to the Top funding, the Hernando County School District will leverage existing local,

state, and federal funding sources to support and enhance proposed Race to the Top initiatives described as

part of the District’s 2010-11 Final Scope of Work. For example, Title II funds will be used to provide

sign-on bonuses and performance pay as part of efforts to recruit and retain highly effective teachers and

administrators and to provide incentives for highly-effective teachers and administrators to serve

persistently low-achieving schools. Title II funds will also be used to provide focused professional

development to support implementation of Common Core standards and Lesson Study; to provide focused

professional development to advance effective use of students’ formative, interim, and summative

assessment data to drive instruction; and to certify additional faculty to teach rigorous STEM courses. The

District will leverage Title II (Part D) EETT funds, State Fiscal Stabilization Funds, and E-Rate

reimbursements to increase capacity to support computer-based assessment. The District will use Perkins

funds, will seek competitive grants, and may issue Qualified Zone Academy Bonds to support additional

career academies. The District will use Title I 1003(g) SIG funds to support comprehensive reform efforts

at our (2) persistently low-achieving schools. Finally, because significant sustainability concerns arose as

part of planning to adopt a new salary schedule whereby the most significant increases in salaries are tied

to increased student achievement, the District will rely primarily on local funds to support a new student-

performance-based salary schedule; however, the District will also actively seek competitive federal

grants, like funds available through the Teacher Incentive Fund, to support and sustain the student-

performance-based salary schedule developed as part of participating in Race to the Top.

B. STANDARDS AND ASSESSMENTS

(B)(3) Supporting the transition to enhanced standards and high-quality assessments

1. Persistently lowest-achieving schools (schools in the [state’s] lowest 5%) must modify the school

schedules to accommodate lesson study. The LEA may modify school schedules for other schools to

allow for common planning time by grade level (elementary) or subject area (secondary). Such

planning time may be dedicated to lesson study focused on instructional quality, student work, and

outcomes, without reducing time devoted to student instruction. Where lesson study is implemented,

the LEA will devote a minimum of one lesson study per month for each grade level or subject area.

Complete Work Plan Table for (B)(3)1.

2. The LEA will ensure that professional development programs in all schools focus on the new common

core standards, including assisting students with learning challenges to meet those standards (such as

through accommodations and assistive technology). Such professional development will employ

formative assessment and the principles of lesson study.

Include Work Plan in Table for (D)(5).

3. The LEA will implement a system to evaluate the fidelity of lesson study and formative assessment

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implementation that is tied to interim and summative student assessments.

Include Work Plan in Table for (D)(5).

4. 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 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.


5. The LEA will increase the number of STEM-related accelerated courses, such as Advanced

Placement, International Baccalaureate, AICE, dual enrollment, and industry certification.


6. The LEA will ensure that each school possesses the technology, including hardware, connectivity, and

other necessary infrastructure, to provide teachers and students sufficient access to strategic tools for

improved classroom instruction and computer-based assessment.


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Work Plan Table

Project/MOU Criterion: Expand Lesson Study – (B)(3)1.

Note: This Work Plan Table is optional for LEAs without a persistently lowest-achieving school; however, criterion

(B)(3)2. states that professional development programs in all schools will “employ formative assessment and the

principles of lesson study.” (B)(3)2. is included in the Table for (D)(5).

Please indicate one LEA point of contact for this Project.

Name: Tim Urban

Title: Manager of Professional Development

Phone #: (352) 797-7070 (Ext. 410)

E-mail Address: [email protected]

Project Goal: An LEA with a persistently lowest-achieving school will modify these schools’ schedules to devote

a minimum of one lesson study per month for each grade level or subject area.

Deliverables (minimum required evidence):

1. Submission of school schedule for each persistently lowest-achieving school that includes regularly scheduled

blocks of time dedicated to lesson study for each grade level or subject area.

2. Annual submission of monthly grade level and content area Next Generation Sunshine State Standard lesson

used to teach, observe, study evidence of student learning and design improved instruction.

3. Rosters of school administrator(s) and grade level and content area teaching staff who participated in the

lesson study

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

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

study noted.

The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible

for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

Assistant Superintendent of Schools X X X X X X

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Manager of Professional Development X X X X X X

Curriculum Supervisors X X X X X X

Academic Coaches and Dept. Chairs X X X X

Classroom Teachers X X X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each

Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each

additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.

Deliverables and Supporting Activities should support student achievement targets in Form (A)1.

Deliverable (required):

Submission of school schedule for each

persistently lowest-achieving school that

includes regularly scheduled blocks of time

dedicated to lesson study for each grade

level or subject area.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X X

Supporting Activities (indicate each year

activity will be conducted and include

collective bargaining, if applicable):

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

2nd

Quarter

3rd

Quarter

4th

Quarter

Submit CHS/HHS master schedule that

includes common planning time by subject

X X X X

Negotiate with the teacher’s union to

schedule common planning by grade/subject

at all Hernando County Schools

X


Annual submission of monthly grade level

and content area Next Generation Sunshine

State Standard lesson used to teach, observe,

study evidence of student learning and

design improved instruction.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X

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

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2nd

Quarter

3rd

Quarter

4th

Quarter

Support Lesson Study groups at CHS/HHS X X X X

Submit grade level and content area NGSSS

standard lessons produced as part of

CHS/HHS Lesson Study groups annually

X X X X

Support Lesson Study groups at all

Hernando County schools

X X X

Submit grade level and content area NGSSS

standard lessons produced as part of Lesson

Study groups at all Hernando County

schools annually

X X X


Rosters of school administrator(s) and grade

level and content area teaching staff who

participated in the lesson study.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Submit rosters of all CHS/HHS

administrators and grade/content level

teaching staff who participated in Lesson

Study groups

X X X X

Submit rosters of all administrators and

grade/content level teaching staff at all

Hernando County schools who participated

in Lesson Study groups

X X X

Deliverable (required): 2010-11 2011/12 2012/13 2013/14

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Submission of one participating teacher’s

improved lesson plan based on the submitted

grade level and content area Next

Generation Sunshine State Standard lesson

study with amendments due to participation

in lesson study noted.

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Submit at least one complete lesson plan,

improved as part of the Lesson Study

process conducted at CHS/HHS

X X X X

Submit at least one complete lesson plan,

improved as part of the Lesson Study

process conducted at each Hernando County

schools

X X X

Project Budget

Summary:

Classroom Coverage

for

Modeling/Observation

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

2nd Quarter 3rd Quarter 4th Quarter

$15,000

$15,000 $40,000

$30,000

$30,000

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results

of this Project after Race to the Top funding ends)

The lesson study project will require the District to provide common planning time for teachers to create, model,

assess, and improve lessons. This lesson creation time can be built into most school schedules without extra cost,

but for the modeling and observing to occur, the District will need to provide classroom coverage for teachers. In

order to sustain classroom coverage for teachers who participate in Lesson Study over time, in an effort to improve

teacher instruction based on student response, other federal, discretionary, and entitlement grants will need to be

utilized for this purpose. Lesson Study is in its first year of implementation at Central and Hernando high school,

as part of their transformation model implementation. Lesson Study in these schools has been started to build

systems that will minimize expenses, but in order for Lesson Study to sustain momentum, funding for classroom

coverage and common planning may be needed.

20

Supporting Narrative (optional):

Although individual teachers may reflect on and improve their own teaching, there are few opportunities for them

to converse with colleagues about what they discover about teaching and learning. A system for creating and

sustaining a Lesson Study will provide teachers knowledge about lesson successes that will help to build better

lessons for future delivery. In both our low performing schools, Lesson Study groups have been formed and

common planning and release time has been provided to allow teachers to work in small teams to plan, teach,

observe, analyze, and refine individual class lessons. The Hernando County School District supports the

implementation of Lesson Study as an effective form of professional development at all schools. As such, our goal,

by the end of the project period, is to support Lesson Study groups at all Hernando County schools.

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

Not applicable

Work Plan Table

Project/MOU Criterion: Expand STEM Career and Technical Program Offerings – (B)(3)4.


Name: Marcia Austin, Ed.D.

Title: Curriculum Supervisor

Phone #: (352) 797-7000


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.

21


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.




2nd

Quarter

3rd

Quarter

4th

Quarter

Curriculum Supervisor Χ Χ Χ Χ Χ Χ

SHS/WWHS Principals Χ Χ Χ Χ Χ Χ

SHS/WWHS CTE Specialists Χ Χ Χ Χ Χ Χ

SHS/WWHS CTE Teachers Χ Χ Χ Χ






Submission of a 4-year district timeline and

implementation plan based on the analysis

of employer needs in the community to

initiate one of the RTTT-approved career

and technical programs. Baseline data for

the plan should include documentation of

the STEM career and technical programs

that meet the requirements of RTTT

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X

22

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

Initiate planning for STEM-related career

and technical education program (s) by

working with the Hernando County

Chamber of Commerce, Office of Business

Development and the Agency f or

Workforce Innovation in conjunction with

the Department of Labor’s regional and

statewide targeted occupations list for 2010-

11

Χ Χ Χ

Continue to work with community members

as partners in the implementation of the

programs to develop possible internships

and work based learning experiences

Χ Χ Χ Χ Χ Χ

District will identify at least one additional

career and technical education program for

STEM occupations utilizing the same

collaborative partnerships to identify

localized needs and initiative all steps for

successful implementation of the new

program for 2011-12 year

Χ Χ Χ Χ Χ Χ

Schedule cohort working groups through the

master calendar process to plan and support

cross-curricula rigor throughout

implementation of the program

Χ Χ Χ Χ Χ Χ

Offer and enroll students in the newly

development STEM Career and Technical

program.

Χ Χ Χ Χ

23

Project the number of certification exams to

be completed based on enrollment and

secure funds to pay for students’

certification exams.

X X X

Maintain and increase STEM program

course offerings so that students can attain

industry certification upon completion of

course sequence

Χ Χ Χ

Analyze student performance on program

related math end of course exams (refer to

Appendix A for math sequence) to

determine necessary student curricula

support.

Χ Χ

Analyze student performance on related

industry certification exams to determine

additional support needs for teachers and

students

Χ

SHS: Identify teacher to teach first course,

Principles of the Biomedical Sciences (PBS)

X

SHS: Provide summer training for (PBS)

teacher

X

SHS: Identify teacher to teach second series

course, Human Body Systems(HBS)

X

SHS: Provide summer training for HBS

Teacher

X

SHS: Identify teacher to teach third and

fourth series courses, Medical Interventions

(MI) and Biomedical Innovation (BI)

X

SHS: Provide summer training for MI and

BI teachers

X

Deliverable (required): Evidence of

funding allocated to provide for the costs

associated with student candidates’ industry

certification exams.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

24

X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Analyze current district budgets and grant

allocations and costs related to industry

certification exams and other related

program costs (required software, test site

fees, teacher training)

Χ Χ Χ Χ Χ Χ

Determine projected number of exams

taken annually

X X X Χ

Allocate annual funds for industry

certification exam related expenditures.

Χ Χ Χ Χ


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

X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Annual review of 4-year plan with

amendments as necessary to reach 4-year

goal

Χ Χ Χ Χ

Project

Budget

Summary:

WWHS

Career

Academy

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


$0

$0

$0

$15,100

$4,601

$4,600

25

Instructional

Materials

(details in

Supporting

Narrative)

SHS Career

Academy

Supplies

(details in

Supporting

Narrative)

SHS Career

Academy

Equipment

(details in

Supporting

Narrative)

SHS Career

Academy

Dues & Fees

SHS Career

Academy PD

SHS Career

Academy

Transportation

SHS Career

Academy

Software

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

$2,000

$28,500

$2,000

$3,000

$1,000

$3,000

$5,600

$3,825

$5,000

$3,000

$1,000

$1,000

$5,600

$3,825

$5,000

$5,000

$1,000

$1,000

26



As a registered Career Academy, additional weighted funding exists to support sustainability of the proposed

programs through successful completion of industry certifications. The District and Springstead and Weeki

Wachee high schools will collaborate to obtain alternative funding sources for the proposed career academies, too.


Power & Energy Technology Program @ Weeki Wachee High School:

Project: Expand STEM Career and Technical Program Offerings – (B)(3)4. By the inclusion of a Power and Energy

Program to our Career and Technical Education program offerings.

Project Goal: To prepare students for the High Skill High Wage careers as outlined in the 2010-11 Regional Targeted

Occupation List for Region 16 (Pasco and Hernando Counties) and the 2010-11 Statewide Targeted Occupation List.

Regional: 499051 Electrical Power line Installers & Repairers

492094 Electronics Repairs Commercial & Industrial Equipment

499041 Industrial Machinery Mechanics

511011 First Line Supervisor of Production & Operating Workers

271024 Graphic Designers

271025 Interior Designers

414011 Sales Representatives Wholesale & Manufacturing Technical & Science

products

State: 131041 Compliance Officers

474011 Construction & Building Inspectors

District & Community Goal:

Mission: Functionally linking Hernando County educational programs with government, industry and private sector

goals.

This program of study will compliment the current course offerings at Weeki Wachee High School in terms of

emphasizing the math, science and Engineering-by-Design curricula. Additionally, there will be an alignment with

the needs of the business community and growth expectations of local industry.

The program of study prepares students for multiple career pathways. Students can articulate into post secondary

27

studies through statewide articulated industry credit, and would further prepare them for new and emerging

technologies.

The Power and Energy Technology program will be registered as a Career Academy in the 2012-13 school year and

will serve 10th and 11th grade students. Prior to that, during the 2010-11 school year the program will be marketed for

students to enroll in the entry level course for 2011-12.

Budget Details:

Year Program Item Cost Quantity Total

2011/12 Power & Energy Technology

Autodesk Design Academy Perpetual (one time) 10,500 1 10,500

Subscription Maintainance 1,600 1 1,600

30 Seat Solidworks License 3,000 1 3,000

Total 15,100



30 Seat Solidworks License 3,000 1 3,000

Total 4,600



30 Seat Solidworks License 3000 1 3,000

Total 4,600

Notes: Autodesk Design Academy includes AutoCAD, AutoCAD Architectural, Revit, Civil 3D,

Inventor & Professional 30 Seat Solidworks License includes: Solidworks, Photoworks, Simulation Motion & Flow,

DWG Editor (2D CAD). All certification exams for Solidworks are free while under subscription, and the subscription gives full

access to curriculum.

Biomedical Science Program @ Springstead High School:

Adding a Biomedical Science program to Springstead High School’s course offerings would serve to complement

28

existing programs in Allied Health and our IB Program, both of which math and science curricula. Upon approval,

Springstead High School will begin the process of implementation of the Biomedical Sciences curriculum as

developed by Project Lead the Way. This program has been adopted by the FLDOE as consistent with the

requirements of RTTT (see attached program description from the FLDOE which includes average budget

requirements. Also attached is the complete program description from Project Lead the Way for their Biomedical

Sciences Program).

Budget Details:

Biomedical Sciences Core Class and Lab Budget - Year 1

Item

Unit Cost Unit Total

Category

Freq quantity

Hydrochloric Acid (HCI) 0.1M Lab Grade 500mL

$5.37 Each $5.37 C 3-5y

1

Ethyl Alcohol 500mL 95% denatured

$4.99 Each $9.98 C 2y 2

Rubber pipette bulb, latex rubber, 1mL

$14.36 Pkg/72 $14.36 E 1x 1

Sodium Hydroxide, 0.2N solution, 500mL

$11.50 Each $11.50 C 3-5y

1

Sodium Chloride 500g

$2.71 Each $2.71 C 3-5y

1

Glove Exam Latex PF Medium

$6.08 Box $12.16 C CS 2

Gloves Exam PF Small

$6.07 Box $6.07 C CS 1

Standard Microscope Slides. 25mm x 75mm

$4.01 Pkg/144 $4.01 C 3-5y

1

Glucose Test Strips. Lab Grade.

$11.11 Pkg/100 $11.11 C CS 1

Cover Slips 18 x 18 mm. Made of clear vinyl with the refractive index of glass. Ideal for wet

$1.25 Box/100 $3.75 C 3-5y

3

29

mounts.

DNA Stain, Carolina BLU. An ultra-safe 2-step staining system, includes 30 mL of stain to be added to the agarose and buffer solutions and 250 mL of the final staining solution. Catalogue Number: 21-7300

$8.50 Each $17.00 C CS 2

Microscope immersion oil Cargille immersion oil. Type B, PCB free. 1 oz. Bottle

$3.99 Each $39.90 E 3-5y

10

Nitrile Exam Gloves, Large Textured fingertips for dry & wet working conditions. Made of 100% nitrile. Blue, Powder-free ambidextrous.

$7.75 Box/100 $7.75 C CS 1

5mL Pipette, Serological, Disposable, Fisher Brand, Polystyrene, 5mL capacity 1/10 divisions, tolerance 0.1

$6.00 Pkg/50 $12.00 C 2-3y

2

30

packaged to allow removal of pipettes without contaminating unused pipettes.

25mL Pipette, Serological, Disposable, Fisher Brand, Polystyrene, 25mL capacity 2/10 divisions, tolerance 0.2 packaged to allow removal of pipettes without contaminating unused pipettes.

$8.93 Pkg/25 $17.86 C 2-3y

2

Disposable serological pipette, polystyrene, negative & reverse graduations, 10ml capacity.

$38.76 Case/20

0 $38.76 C

2-3y

1

Corning Universal Fit Pipette Tips For use with most 1-200uL single & multichannel pipetters. Beveled orifice helps ensure accurate fluid delivery. 1-200uL tips are graduated at 10, 50 and 100uL. Yellow

$37.24 Case/96

0 $37.24 C

3-5y

1

31

color. Sterile

Disposable Inoculation Loop; Fisher Brand; Combi loop; Volume: 10/1 uL; ID.: 3.5mm/1.58mm; Color: natural; sterile; individual wrap.

$27.42 Pkg/250 $27.42 C 3-5y

1

DNA Electrophoresis Refill Melt & cast 0.8% agarose in TBE to make gels.

$11.99 Each $11.99 C 3-5y

1

Benedict Solution 500mL

$4.10 Each $4.10 E 3-5y

1

32

Custom PLTW Scientific Laboratory Notebook: Carbonless copies allowing students to turn in write-ups and maintain full copies in the notebook. Seventy sequentially numbered page sets. Back cover folds over to prevent bleed through between sets. Cover design includes periodic table, quick reference material related to all sciences, laboratory safety information, and "How to Keep a Laboratory Notebook" guidelines from Dartmouth University. Includes table of contents section and signature blocks on each page. Dimensions:

$9.95 Each $199.00 C CS 20

33

8.5 x 11 inches. Note: Must specify that school is part of the Project Lead The Way network in order to get listed discount pricing and free shipping. ISBN Number: 978-1-930882-60-7

Wick replacements for Alcohol Burner 12705

$2.25 Pkg/12 $2.25 E 3-5y

1

Water Bath, 10L. Features a powder coated 20-gauge steel exterior lining; a stainless steel interior lining, a low wattage non-contact heating element and fiberglass insulation,

$430.00

Each $430.00 E 1x 1

34

includes lid.

Rectangular Base, 4 x 6 inches (used with item 10236)

$4.21 Each $21.05 E 1x 5

BASIX Buret Clamp, plastic coated jaws, adjustable.

$2.70 Each $13.50 E 1x 5

CDA3A - Completely Denatured Alcohol with 5% methanol and 4.8% isopropanol. 1 Liters. Use with alcohol lamps.

$9.98 Each $19.96 E 3-5y

2

Support Rod, Steel 1/4 inch diameter, 18 inches long (used with item 10232)

$2.08 Each $10.40 E 1x 5

pH paper, 7/32" x 15'. Includes color chart.

$5.04 Pkg/5 $10.08 C 3-5y

2

Safety Glass Cabinet, Capacity 25 Glasses & 10 Goggles, with Sterilization Light & Timer

$364.00

Each $364.00 E 1x 1

35

Glassware drying rack. Holds 90 pieces on 72 pins (76mm long) & 18pins (127mm long) Rustproof drainage pan . Dimensions: 19" H x 18-1/2" W x 7-1/4"D.

$69.28 Each $69.28 E 1x 1

Test Tubes Pyrex Borosilicate 20mm x 150mm, Pack of 72 general-purpose test tubes with medium weight walls and polished rims (Corning No. 9800) Capacity: 32mL, stopper size 1 Frey

$33.00 Pkg/72 $66.00 E 1x 2

250mL Erlenmeyer Flask, graduation range 50-225mL, 25mL intervals rubber stopper #6, 89000-362

$19.35 Pkg/12 $19.35 E 1x 1

Erlenmeyer Flask, 2 Liter Made of quality borosilicate glass; Narrow Mouth. Perfectly suited for

$8.15 Each $16.30 E 1x 2

36

general laboratory use. White Ceramic enamel marking spot and a capacity scale for ease of reading.

Graduated Cylinder, 250mL Clear, Shatterproof polymethpentene polymer, Withstand autoclaving temperatures of up to 175º C. All plastic construction.

$4.27 Each $4.27 E 1x 1

Graduated Cylinder, 1 liter Clear, shatterproof polymethpentene polymer. Withstand autoclaving temperatures of up to 175ºC. All plastic construction.

$8.95 Each $8.95 E 1x 1

50mL Beaker. Corning 1000 Manufactured with spout & uniform wall thickness for maximum durability.

$24.35 Pkg/12 $48.70 E 1x 2

100mL Beaker. Corning 1000 Manufactured with spout & uniform wall thickness for maximum

$25.76 Pkg/12 $51.52 E 1x 2

37

durability. Large marking spot.

250 mLBeaker. Corning 1000 Manufactured with spout & uniform wall thickness for maximum durability. Large marking spot.

$24.92 Pkg/12 $49.84 E 1x 2


$18.41 Pkg/6 $36.82 E 1x 2


$34.70 Pkg/6 $34.70 E 1x 1

50mL Erlenmeyer Flask, graduation range 20-50mL, 5mL intervals, rubber stopper #1.

$33.10 Pkg/12 $33.10 E 1x 1

500mL Erlenmeyer Flask. Corning No. 4980. Approximate graduations in

$18.61 Pkg/6 $37.22 E 1x 2

38

white enamel. Flask has heavy duty rim.

1 Liter Erlenmeyer Flask, graduation range 250-1,000mL, 50mL intervals, rubber stopper #9.

$30.24 Pkg/6 $30.24 E 1x 1

10mL Polypropylene graduated cylinder. Molded in one place. Graduated upward on one side to contain; graduated downward on the other side to deliver. Suitable for autoclaving.

$1.26 Each $12.60 E 1x 10

25mL Polypropylene graduated cylinder. Molded in one piece. Graduated upward on one side to contain; graduated downward on the other side to deliver. Suitable for autoclaving.

$1.43 Each $14.30 E 1x 10

39

50mL Polypropylene graduated cylinder. Molded in one piece. Graduated upward on one side to contain; graduated downward on the other side to deliver. Suitable for autoclaving.

$1.68 Each $16.80 E 1x 10

Stirring Rods. Flint glass, with both ends rounded & fire polished. 250mm x 6mm.

$2.08 Pkg/12 $4.16 E 1x 2

Disposable transfer pipette. 5.0cm x 1.2mm. 1.3mL capacity. Economical and convenient, these polyethylene pipettes are relatively chemically inert. Micro tip. 54 drops/mL.

$2.92 Pkg/500 $2.92 C 2-3y

1

40

Disposable transfer pipette. 15.0cm x 5.0mm. 5mL capacity, .25 mL gradation Economical & convenient, these polyethylene pipettes are relatively chemically inert. Designed for constant drop sizes. 25 drops/mL.

$4.40 Pkg/500 $4.40 C 3-5y

1

Safety Red Spirit Thermometer. Total immersion, -20 to +150 deg.

$1.30 Each $13.00 E 1x 10

Student Dissecting Kit Model III Scissors, Student Grade 4 1/2", Forceps, Dissecting 4 1/2", Disposable Scalpel, 2 Teasing Needles, Straight, Mall Probe & Seeker, 6 Dissecting T Pins, Transparent Ruler, Dropping Pipette.

$5.96 Each $59.60 E 1x 10

41

Dissecting Pan. This aluminum pan will not rust, crack, break or leak-it lasts indefinitely. Each pan measures 13 1/8 x 9 3/8 x 2 1/4 " D.

$3.21 Each $32.10 E 1x 10

Histology Slide Set. This set of 25 slides includes representatives of the major tissue types. Ideal for Advanced Placement high school courses & beginning college histology courses.

$70.00 Each $70.00 E 1x 1

Human cardiac muscle prepared slide-H&E Stain.

$3.62 Each $21.72 E 1x 6

Human Blood Film Smear Slides, Wright's Stain.

$4.03 Each $40.30 E 1x 10

Visualization Blood Slides and Poster Kit: includes poster, 5 slides - normal blood, sickle cell, iron deficiency anemia, leukemia, mononucleosis

$74.95 Each $374.75 E 1x 5

42

. Catalogue Number: 31-2042

See-thru Plastic Ruler, 6" Flexible plastic rulers accurately scaled in sixteenths on one side & millimeters on the other.

$2.18 Pkg/12 $2.18 E 1x 1

Pinchcock clamp. Day type clamp, 2-5/8 in. one piece, nickel plated brass. For flow regulation in flexible tubing up to 10mm diameter.

$0.78 Each $15.60 E 1x 20

Pipette Filler. Fits pipettes to 50mL. Precise to 0.01mL. Expel air by pressing valve A on top of bulb. Draw liquid by pressing S valve on stem. To release, press valve E on side of stem. Chemical resistant. Catalog #: S69793-B

$3.64 Each $36.40 E 1x 10

43

Magnetic Stir Bar: 1 inch. Flat surface with pivot ring. Alnico-V magnets encased in Teflon PTFE fluoropolymer.

$1.07 Each $2.14 E 1x 2

Magnetic Stir Bar: 2 inch. Flat surface with pivot ring. Alnico-V magnets encased in Teflon PTFE fluoropolymer.

$1.10 Each $2.20 E 1x 2

A superior 4/16" tubing made from natural latex. It is seamless, has great elasticity, extremely great tensile strength & resists repeated sterilization. It is given no surface treatment & is supplied in a chemically clean condition inside and out without any talc or similar coating.

$3.90 12 feet $3.90 E 1x 1

Stoddard clamp test tube holder. Made of a continuous piece of spring

$0.37 Each $3.70 E 1x 10

44

brass wire with curved quadrangular jaws. Length: 127mm For tubes up to a 25mm in diameter.

Test Tube Rack. Tube positions have orifices for draining and/ or cleaning. 12 positions to take tubes of 20mm diameter; five draining pins.

$1.99 Each $19.90 E 1x 10

Safety spectacles. Continuous Polycarbonate Lenses. Lightweight wrap-around design provides comfortable, reliable eyewear. Contemporary style fits students' tastes. One-piece distortion-free lens offers a clear unobstructed view. Fits over prescription glasses. One size fits all. Meets ANSI Z87.1-1989 Standard.

$0.85 Each $17.00 E 1x 20

45

Alcohol Burner, These tip-resistant Alcohol Burners are made of heavy flint glass, making them perfect for student use in the classroom. The cap is used to extinguish the flame & prevent evaporation. Each burner includes 1 wick.

$1.29 Each $12.90 E 1x 10

Test tube brush. Twisted heavy, galvanized wire with radially tufted tip. 16-19mm test tubes. Brush is 9cm x 2cm in diameter.

$4.73 Pkg/12 $4.73 E 1x 1

Forceps. Ribbed sides & tips with built-in guide for a variety of dissecting procedures. Nickel-plated steel. Length: 4-1/2"

$0.60 Each $6.00 E 1x 10

Blunt forceps. Nickel plated steel with serrated tips. Length: 12.7cm

$0.85 Each $8.50 E 1x 10

46

Weighing Dishes, 3-1/2: x 3-1/2" x 1"

$10.27 Pkg/500 $10.27 E 3-5y

1

Plastic Clear Rulers 12"/ metric/ Eng.

$8.16 Pkg/12 $16.32 E 1x 2

Simulated Agarose Gel for Micropipette Practice. Each simulated gel is made of a durable, flexible material that emulates the look & feel of an actual agarose gel. Allow students to practice loading their gels with inexpensive dyes before using actual DNA. The kit contains two gels, four dyes and an instruction guide.

$31.68 Each $158.40 E 1x 5

National Instruments Multifunction SensorDaq for USB (For use with LabVIEW software) Includes USB Cable

$189.00

Each $1,890.0

0 E 1x 10

Fisher Science Education Microscope Binocular head 4X, 10X, 40XR

$360.60

Each $3,606.0

0 E 1x 10

47

and 100 XR Oil immersion objectives.

Electronic Balance: Easy three-button operation, Six weighing modes; g, oz, lb, dram, grain, pennyweights. Percentage weighing, Auto calibration. Sealed keypad Capacity: 500g: Readability: 0.1g; Pan: Round, 120mm dia.

$81.69 Each $408.45 E 1x 5

Microcentrifuge; Fixed Angle (6x0.5/1.5/2.0mL tubes) and Strip (16x0.2mL) Rotors, 115V/60Hz, 6400 rpm, Lid activated on/off, white.

$187.50

Each $187.50 E 1x 1

Hotplate Corning Scholar 170 Hotplate. Compact white enamel steel top plate 5 x 5". Heats from 25º C to 360ºC. Dual heat shields dissipate heat transfer & keep the case cool to the

$105.04

Each $210.08 E 1x 2

48

touch. UL/CUL approved.

Stirrer Corning PC-210 Stirrer, 4 x 5" ceramic top. Stirring range 60 to 1100 rpm. Microprocessor electronics automatically adjusts motor strength to any solution. Meet UL, Cul, IEC 1010, CE/GS standards.

$203.49

Each $203.49 E 1x 1

Incubator. Designed for labs that need compact unit for cultures, test kits & biologicals. Double-wall insulated construction and heat controller keeps temperature uniformity within 1/2ºC. 40L capacity. Up to 65ºC. Interior dimensions: 13 x 19 x 21"

$315.00

Each $315.00 E 1x 1

Micropipetter capable of accurately

$109.00

Each $545.00 E 1x 5

49

dispensing between 20 and 100 microliters of fluid.

EKG Sensor, British Telecom Connector.

$142.59

Each $1,425.9

0 E 1x 10

Hand Grip Heart Rate Monitor, British Telecom connector.

$115.43

Each $1,154.3

0 E 1x 10

M12 Dual Electrophoresis Apparatus; contains two removable 7x7 UV transparent trays, both 6 and 8/10 well combs, rubber end caps, insulated electrical leads, and adjustable leveling feet. Can run up to two groups of student samples at one time.

$154.40

Each $772.00 E 1x 5

Meter Stick $2.87 Each $14.35 E 1x 5

White Light Box (21.5cm x 29cm viewing area)

$40.10 Each $80.20 E 1x 2

50

Floating Microtube Rack Polypropylene rack conveniently holds 16 filled, 1.5-mL microcentrifuge tubes in a 4 × 4" array for incubation at elevated or reduced temperatures in water or ice baths. Rack will float with a full load of filled tubes. Excellent temperature resistance from –70 to 100° C.

$7.34 Each $22.02 E 1x 3

Microtest Tubes 1.5mL

$8.00 Pkg/500 $8.00 C 2-3y

1

9" x 12" Individual Student Lapboards White Melamine

$43.00 Case/24 $43.00 E 1x 1

EKG Electrodes Catalogue Number: ELEC

$12.00 Pkg/100 $24.00 E 1x 2

Artery, Vein, and Capillary (cs) h & e Microscope Slide

$3.94 Each $39.40 E 1x 10

Clear Glass Dropping Bottles, 15mL, Pkg. of 12

$9.83 Pkg/12 $49.15 E 1x 5

Classroom Digital

$111.00

Each $555.00 E 1x 5

51

Micropipets - 0.5 - 10µl Catalog #166-0550EDU

Edvocyler - Classroom Thermal Cycler - holds 25 0.2mL PCR tubes, contains pre-programmed PCR protocols; Temperature Range: 4°C - 99°C; 7-line LCD display; can hold samples at 4°C at the end of a run Catalog #541

$1,795.00

Each $1,795.0

0 E 1x 1

Microcentrifuge tube rack. Holds twenty-four 1.5mL microcentrifuge tubes. Item # 18V 4205

$10.75 Each $53.75 E 1x 5

Laboratory Apron, black rubberized, Large, Item #706254

$17.50 Each $350.00 E 1x 20

Power Pac Basic Power Supply - runs 4 cells simultaneously; fully programmable; adjustable voltage (10-300V) (Catalog# 5010 - TetraSource 300 Power

$325.00

Each $975.00 E 1x 3

52

Supply)

Laptop Computer, P4-2.8 GHZ minimum OR Pentium M processor 1.8 GHz

$665.19

Each

$1,995.57

E 3-5y

3

$19,580.52

C = Consumables

E = Equipment and Supplies

Misc. Consumables - Total Not to Exceed $419.48

12 inch Pipe Cleaners, assorted colors

- Pkg/50 C 1-2y

5

3 inch block of Styrofoam - approximately 2 inches thick

- Each C 1-2y

25

Alcohol Swabs or Pads

- Box C CS 1

Aluminum foil, 66-2/3 yds x 12in., 200 sq. feet.

- Each C 1-2y

1

Avery white labels, model S6424

- Pkg/60 C 1-2y

1

Balloons, Assorted Sizes

- Pkg/50 C 1-2y

2

Basic function calculator

- Each E 1x 10

Clorox Bleach, 1 Gallon, Original Style

- Each C 2-3y

1

Colored pencils - Pkg/12 C CS 10

Cotton string-400ft. model

- Ball C 1-2y

1

53

46171Catalog #QUA 46171

Craft Pom-Poms, assorted colors

- Pkg/300 C 2-3y

3

Craft sticks (popsicle sticks)

- Pkg/100 C 2-3y

2

Crayola colored markers - 8 colors

- Pkg/8 C CS 2

Distilled Water, gallon bottle (if not available in classroom)

- Each C CS 6

Flashlight (Don’t forget batteries)

- Each E 1x 5

Elmer's Glue (or equivalent), 4 oz. bottle

- Each C CS 10

Fine Tip Dry-Erase Markers, assorted colors

- Pkg/4 C CS 10

Florist wire 22 ga (or equivalent bendable thin wire for models), paddle roll

- Each C 2-3y

3

Long wooden kitchen matches

- Box C 3-5y

3

Masking tape, 1" wide

- Each C CS 5

1lb package Modeling clay, (includes 5 assorted colors)

- Pkg/5 C 2-3y

5

Paper Towels, rolls

- Each C CS 24

54

Plastic Wrap (50 ft)

- Box C 1-2y

5

Pony Beads (Assorted colors)

- Pkg/100

0 C

3-5y

2

Poster Board White 1lb 22" x 28"

- Pkg/10 C 1-2y

5

Post-It® 20”x30” Easel Pad

- Pkg/2 C CS 2

Post-it® 1-1/2" x 2" Notes

- Pkg/24 C CS 1

Rivo colored 12" x 18" construction paper

- Pkg/50 C 1-2y

2

Rubber Bands, Assorted sizes

- Bag C 3-5y

1

Scissors - Each E 1x 20

Transparent tape rolls

- Each C CS 10

Highlighter (yellow)

- Each C CS 2

Styrofoam ball, 1in.

- Each C 2-3y

30


- Each C 2-3y

30


- Each C 2-3y

15

Toothpicks, round

- Box C 2-3y

10

Pair of Oven Mitts

- Pkg/2 E 1x 2

Sharpie fine point permanent markers, Black

- Each C 1-2y

12

Washable glue sticks

- Pkg/18 C 1-2y

1

Rectangular food storage containers (plastic, sandwich size)

- Each E 1x 8

total

419.48

55

Previous total

19,580.52

Total for Consumables and Equipment

20,000.00

BIOMEDICAL SCIENCES COMPUTER HARDWARE AND SOFTWARE Budget - Year 1

Item


Category

Freq Quantity

Inspiration 9 10-user lab pack

$464.95

10 Seat License

$929.90 S 1x 2

LabVIEW 25 seat license Alert! You do not need both items # BIO25 and BIO100, you should determine which works best for your school.

$920.00

25 Seat License

$920.00

S CS 1


$665.19

Each

$1,995.57

H 3-5y

3

HP Laserjet Printer

$645.90

Each $645.90

H 3-5y

1

Jump Drive, 1GB USB 2.0 Write Speed, 4.0 MB or higher, Read 5.5 MB or higher

$8.63 Each

$8.63

H 3-5y

1

$4,500.00

BIOMEDICAL SCIENCES - Principles of the Biomedical Sciences (PBS) Budget - YEAR 1

Item

Unit Cost Unit Total Category

Freq

Quantity

56

Dextrose, 500g Anhydrous granular, Reagent Grade

$7.28 Each $7.28 C 3-5y

1

Fisherbrand Disposable Soda-Lime Glass Pasteur Pipette, 9 inch

$6.09 Pkg/250 $6.09 C 3-5y

1

Phenolphthalein, Indicator Powder 100g

$7.73 Each $7.73 C 3-5y

1

Soluble Corn Starch 100g

$6.64 Each $6.64 C 3-5y

1

Glycerin 500 mL $7.13 Each $7.13 C 3-5y

1

Bromothymol Blue, Power Reagent grade stain. Sodium salt, water soluble. When making a solution with this, if it turns green, add 4% sodium hydroxide solution drop wise until it turns blue. 5g

$8.60 Each $8.60 C 3-5y

1

Sheep Heart Without pericardium with aorta attached at base packed in carosafe

$17.10

Pkg/10 $34.20 C CS 2

57

Dialysis Tubing 1 5/16" x 10 feet Made of seamless regenerated cellulose with a typical molecular weight cutoff of 12,000 to 41,000 MW. An excellent membrane for general demonstrations of osmosis. Instructions included. Size given is flat width and length of roll.

$5.12 Each $25.60 C CS 5

Cheesecloth. Absorbent. Excellent for cleaning glassware, making insect-proof enclosures, plugging flasks, etc. Package of 5 sq yd.

$2.65 Each $2.65 C CS 1

Tubes, Conical Bottom 15mL Centrifuge: Sterile Polypropylene tubes. Leak & chemical resistant. Withstand RFCs up to 6000xG.

$10.61

Pkg/50 $31.83 C 1-2y

3

Albumin egg 25g

$4.84 Each $4.84 E 3-5y

1

Screw-Compression Pinchcock 1/2 x

$0.76 Each $7.60 E 1x 10

58

3/4"

Quality Corks, Size 24

$10.13

Pkg/10 $10.13 E 1x 1

Lactose Monohydrate, Reagent Grade, 500g

$8.64 Each $8.64 E 3-5y

1

Pyrex Hard Glass Tubing, 5mm Designed for laboratory glass blowing. The same glass as used in Pyrex laboratory glassware. Supplied in 4 ft. lengths.

$27.60

Pkg/20 $27.60 E 3-5y

1

An Illustrated Dissection Guide to the Mammalian Heart By David Hall

$5.44 Each $54.40 E 1x 10

Two holed stoppers. Black gum rubber stoppers with two holes. Sold in 1-lb packages. Size 6.

$3.74 Each $3.74 E 1x 1

File for glass cutting. American pattern, single cut files. For cutting & scoring glass tubing & rods before breaking.

$2.76 Each $2.76 E 1x 1

Tripod Beaker Stand for Laboratory Micro Burner.

$8.90 Each $44.50 E 1x 5

59

Accessory Set for Tripod Beaker Stand for Micro Burner.

$7.99 Each $39.95 E 1x 5

Agar Powder 500g (Agar, Agar)

$55.62

Each $55.62 E 1x 1

Blood Pressure Kit, British Telecom connector.

$101.85

Kit $1,018.50 E 1x 10

Temperature Probe, Stainless Steel, British Telecom connector.

$29.00

Each $145.00 E 1x 5

CO2 Gas Sensor , British Telecom connector.

$249.00

Each $1,245.00 E 1x 5

Introduction to Molecules Set

$11.25

Each $112.50 E 1x 10

Introduction to Amino Acid Set

$27.00

Each $270.00 E 1x 10

Protein Beta-Pleated Sheet

$44.95

Each $44.95 E 1x 1

Protein Alpha Helix

$44.95

Each $44.95 E 1x 1

Carbohydrates and Fats Kit

$109.95

Each $1,099.50 E 1x 10

BioInformatics Map of the B-Globin Gene 10 Student Maps and 1 Teacher Map

$85.00

Each $85.00 E 1x 1

DNA Discovery Kit - 12 Base Pairs

$190.00

Each $1,330.00 E 1x 7

Escherichia coli (non-pathogenic) Gram Stain. Prepared Slides.

$7.24 Each $14.48 E 1x 2

Salmonella typsa, Gram

$9.15 Each $18.30 E 1x 2

60

stain. Prepared Slides.

Bacteria Gram negative demonstration. Prepared Slides.

$3.87 Each $7.74 E 1x 2

Bacteria Gram positive demonstration. Prepared Slides.

$7.24 Each $14.48 E 1x 2

Cocci, Streptococci Gram stain. Prepared Slides.

$7.24 Each $14.48 E 1x 2

Gram-negative and Gram-positive organisms. Prepared Slides.

$5.42 Each $10.84 E 1x 2

Gram Stain & Bacterial Morphology Kit. For class of 30. Tube cultures of: Bacillus megaterium, Escherichia coli , Micrococcus luteus, and Rhodospirillumrubrum. 30 Disposable Inoculating Loops, 95% Ethanol, Gram Iodine, Safranin, and Crystal Violet. Item #15-4724 NOTE: Perishable

$62.00

Kit $62.00 C CS 1

61

Antibiotic Sensitivity BioKit. For a class of 30. Broth cultures of: Bacillus cereus and Escherichia coli. 6 Different Antibiotic Disks, 4 Bottles Nutrient Agar, 20 Sterile Petri Dishes, Control Disks, Forceps, Autoclavable Disposal Bag. Item # 15-4740 NOTE: Perishable

$121.95

Kit $121.95 C CS 1

Kit #4: Preparation of Human Chromosome Spreads: enough for 30 students, 15 tubes containing 1mL of metaphase - blocked cell suspension, fixed in acetic acid - methanol, stain #1 and #2, permount, printed material. (Note: Store the kit in the freezer. Use within 4 weeks of receipt. CellServ only ships on Mondays for delivery on

$65.00

Each $65.00 C CS 1

62

Wednesdays. Place order 6-8 weeks before expected delivery date. Include requested delivery date on purchase order) Catalogue Number: Kit #4 NOTE: Perishable

Simulated genetic test for familiar hypercholesterolemia (FH). Simulation in which patients are tested for a DNA polymorphism linked to the FH gene. Kit for 6 gels. Methylene blue DNA stain. NOTE: Perishable

$63.28

Kit $63.28 C CS 1

Biuret solution Catalog #S93405

$7.60 500mL $7.60 C 2-3y

1

Potassium Iodide-Iodine Reagent Catalog #R63167001C

$42.10

1 liter $42.10 C 2-3y

1

Laptop Computer, P4-2.8 GHZ minimum OR

$665.19

Each

$2,660.76

H 3-5y

4

63

Pentium M processor 1.8 GHz

total

$8,895.94

Misc. Consumeables not to exceed $104.06

9 x 13" aluminum baking pan

- Each

E 1x 3

12oz. Breakfast Cereal (Cheerios) (not sugar coated)

- Box

C CS 1

1lb Cooked chicken or fish

- Each

C CS 1

1lb Cooked ground beef (not 90% )

- Each

C CS 1

Cutting Boards, 6" square, plastic

- Each

E 1x 6

Dry Active Yeast, baker's yeast

- Pkg/3

C CS 2

Lactaid tablets; supplement containing Lactase enzyme; need one tablet per 4 students

- Box

C CS 1

Milk, cow's milk, half gallon

- Each

C CS 1

16oz. Bottle Palmolive dishwashing liquid, must be the green "original" style

- Each

C CS 1

Paring knives - Each E 1x 6

Protein bars - Pkg/6 C CS 1

12oz. box Ritz crackers

- Box

C CS 1

16oz. Saltine crackers

- Box

C CS 1

64

8oz. Carton Sour Cream (not fat free)

- Each

C CS 1

1 pint Soy milk - Each C CS 1

12oz. Vanilla wafer cookies

- Box

C CS 1

Variety of fresh fruit: strawberries, raspberries, bananas, kiwi: 1lb total

- Each

C CS 1

Wet Erase color marker kit - fine point pack of four colors

- Pkg/4

C CS 10

16oz. bag Potato chips (not fat free)

- Each

C CS 1

16oz. bag Potato chips (fat free)

- Each

C CS 1

Half-dozen chicken eggs

- Each

C CS 1

1 Liter white vinegar

- Each

C CS 1

1 Liter Karo® syrup of molasses

- Each

C CS 1

Total

$104.06

Previous Total

$8,895.94

Total for BIO courses Year 1

$9,000.00

C = Consumables


BIOMEDICAL SCIENCES - Human Body Systems Budget - Year 2

Item


Category Freq

Quantity

Sonotrax A Pocket Fetal Doppler with 8MHz probe (water proof). Does not

$160.00 Each $480.00 E 1x 3

65

include Ultrasound Gel.

HUMAN BODY: Pushing the Limits - 4 DVD set

$127.41 Each $127.41 E 1x 1

Glucose Standard Solution, Laboratory Grade, 500mL

$3.98 Each $3.98 E 3-5y 1

Iodine, 2% solution Laboratory Grade, 500mL

$18.07 Each $18.07 C 2-3y 1

Bacterial Amylase Powder, 25g NOTE:

Perishable $8.20 Each $8.20 C 1-2y 1

Acetone, Reagent ACS, Solution, 500mL Bottle #950 V 3205

$6.75 Each $6.75 C 3-5y 1

Aquasonic Ultrasound Gel 0.25 Liter Bottle. (Required for Pocket Fetal Doppler)

$5.56 Each $11.12 C 3-5y 2

ATP Muscle Kit Item #203526 Kit contains glycerinated frog muscle tissues and various ATP/salt solutions. NOTE: This item contains perishable materials. You must select a specific arrival date for your perishable components. Order no sooner than 4 weeks before you complete the activity. Store in refrigerator. NOTE: Perishable

$94.95 Kit $94.95 C CS 1

66

DNA Fingerprinting II- Usage of Restriction Enzymes in DNA Fingerprinting Analysis Kit #225 Kit contains: Two pre-cut DNA samples, Two suspect DNA samples, Two restriction enzymes (EcoRI and HindIII), buffers, agarose powder, methylene blue stain. Simulation in which DNA is digested and compared to samples at a crime scene. Kit is for 6 gels. NOTE: Perishable

$78.95 Kit $157.90 C CS 2

Latex Swim Cap- White

$1.99 Each $19.90 C CS 10

Disposable bacterial filters Catalogue Number: SPR-FIL

$30.00 Pkg/10 $60.00 C CS 2

Disposable mouthpiece Catalogue Number:SPR-MP

$10.00 Pkg/30 $10.00 C 1-2y 1

Noseclips Catalogue Number: SPR- NOSE

$10.00 Pkg/10 $20.00 C CS 2

Simulating Urinalysis Lab Activity The kit contains 4 simulated urine samples, plastic cups, plastic pipettes, microscope slides and coverslips, and a prepared urine specimen microscope slide. NOTE: Purchase once, then purchase refill kit (Item# 10820) listed on optional worksheet.

$54.95 Kit $54.95 C CS 1

Artificial Urine, Laboratory, Control,

$19.25 Each $19.25 C 1-2y 1

67

500mL Bottle

Combination Urine Test Strips Each strip tests for pH, protein, glucose, ketones, bilirubin, nitrite, urobilinogen, blood, and specific gravity

$30.65 Vial/100 $30.65 C 1-2y 1

Simulated ABO and Rh Blood Typing Lab Activity Contains four simulated blood samples (A, B, AB, O), Anti-A, Anti-B and Anti-Rh serum, blood mixing slides and sticks NOTE: Purchase once, then purchase refill kit (Item# 10825) listed on optional worksheet.

$28.26 Kit $56.52 C CS 2

Carolina™ Visual Perception Kit This comprehensive kit enables students to investigate many of the physiological processes involved in human vision. Featured activities include testing for visual acuity, depth perception, peripheral vision, color vision, and astigmatism; positive and negative afterimages; optical illusions; and more. Item #694527

$113.95 Kit $113.95 E 1x 1

Muscle Types Slide Set Contains prepared slides of cardiac, smooth and skeletal muscle.

$5.93 Each $17.79 E 1x 3

Linking Cubes $27.29 Pkg/500 $27.29 E 1x 1

68

Surviving the Extremes: What Happens to the Body and Mind at the Limits of Human Endurance by Kenneth Kamler. ISBN-10: 0143034510 ISBN-13: 978-0143034513.

$12.50 Each $250.00 E 1x 20

CO2 to O2 Tee $4.85 Each $33.95 E 1x 7

Adult Skin, Pigmented (sect) Microscope Slide h & e

$3.40 Each $34.00 E 1x 10

Bone, Ground Preparation (cs) Microscope Slide

$7.80 Each $39.00 E 1x 5

Bone, Cancellous (cs) h & e Microscope Slide

$4.17 Each $20.85 E 1x 5

Student Aneroid Blood Pressure Set Velcro® cuff and artery position mark assures easy, precise application. Bulb has standard thumbscrew valve. Lightweight stethoscope features nursescope-type head with high-amplification diaphragm for high-fidelity sound transmission.

$8.91 Each $44.55 E 1x 5

25-g Accelerometer, British Telecom Connector

$89.24 Each $892.40 E 1x 10

Spirometer, British Telecom Connector

$193.03 Each $1,351.2

1 E 1x 7

O2 Gas Sensor, British Telecom Connector

$182.36 Each $1,276.5

2 E 1x 7

Hand Dynamometer, British Telecom Connector

$96.03 Each $960.30 E 1x 10

Percussion (Reflex) Hammer 7 1/2 inch Chrome

$1.06 Each $10.60 E 1x 10

69

handle/rubber head

12″, 360° Goniometer One arm has a linear scale in both inches and centimeters to allow accurate measurement of the joint’s axis and range of moti n. Item # 14 V 6603

$31.95 Each $223.65 E 1x 7

Cow Eye, Perfect Solution, Plain - Dissection specimen

$12.16 Pkg/10 $12.16 C CS 1

Pig Organs - Kidney, plain

$3.04 Each $30.40 C CS 10

Broken Bones X-rays Includes 15 X-rays of femoral shaft fracture, radius fracture, supracondylar humerus fracture, phalangel fracture, monteggia fracture, patella fracture, ulna and radius fractures, hip dislocation, compression fracture of lumbar spine, calcaneous fracture, tibia/fibula fractures, dislocated shoulder, clavicle fracture, metatarsal fracture, and skull fracture and includes informative guide Item #SB43367M

$24.95 Each $174.65 E 1x 7

70

Cow Long Bone for Dissection- Longitudinal Section of Long Bone A front leg bone of a cow has been sectioned longitudinally to allow the student to view internal structure. The periosteum, solid bone layer, spongy bone, medullary canal, yellow bone marrow, red bone marrow, and epiphysial line are evident. The head of the long bone is included in this preparation to show the articulating surface of the hyaline cartilage. Storage instructions and dissection guide included. Product Number LS03567MH

$6.20 Each $62.00 C CS 10

Cow Elbow Joint for Dissection - Elbow Joint Articulating surfaces, synovial joint cavity, ligaments, bursae, cartilage, bones, muscle origin, muscle insertion, and tendons are easily identified. Preserved in Nasco’s exclusive Bio-Flex process. This teaching aid will allow students the opportunity to evaluate the type of movement that is possible with a common hinge joint. Storage instructions

$27.25 Each $136.25 C CS 5

71

and dissection guide included. Product Number LS03566MH

Human X-Ray Print Set Look at bone growth in the hand, how a fractured leg heals, follow food along the intestine and see how teeth develop. Special techniques even show the stomach, blood vessels, and other internal organs. Comes with a 12-page guide with interpretations. Set of 23 X-ray prints on 12 sheets, each 11-3/4" x 8-1/4". Product #SB31327G

$27.75 Each $27.75 E 1x 1

Human Eye Model #OS-8477 Model includes: Molded Plastic Eyeball, Plastic Lenses (2 sets of 6), Pupil Aperture, Retina Screen, Experiment Manual

$198.00 Each $396.00 E 1x 2

72

WARD’S Sherlock Bones: Identification of Skeletal Remains Lab Activity (includes protractors, rulers, calipers, femur, humerus, skull and pelvis) NOTE: This kit comes in three different forms, two different skeleton kits should be ordered per class - preferably one male and one female: Order one Caucasian Male - Catalog #36 V 6082, and choose either African Female - Catalog #36 V 6084 or Asian Female Catalog #36 V 6085.

$330.00 Kit $660.00 E 1x 2

Anatomy in Clay® Learning System - PLTW Classroom Package Quote #525 (6 Student Maniken® models, 6 basic tool sets, 6 conversion kits, 4 clay gun extruders, 4 PVC clay gun handles, and 1 Starla on Maniken® Teacher's Guide)

$3,025.08

Kit $3,025.0

8 E 1x 1

$11,000.00

C = Consumables


BIOMEDICAL SCIENCES - Medical Intervention Budget - Year 3

Item


Category Freq

Quantity

Stopwatch Hand held. 10hr timing; 0.01 second resolution. Split timing function. Battery included.

$4.20 Each $42.00 E 1x 10

3D Molecular Designs Amino Acid Starter Kit

$36.86 Kit $737.20 E 1x 20

73

Melissa and Doug - Rainbow Stacker - tower used as a task for laparoscopic trainer project

$7.60 Each $22.80 E 1x 3

Perfection Fun on the Run Travel Game - game used in biofeedback therapy experiments

$6.99 Each $34.95 E 1x 5

Melissa and Doug USA Map - 51 piece floor puzzle - puzzle used in biofeedback experiments

$10.68 Each $32.04 E 1x 3

Medline Ultra Reacher - 31" - grabbing tool used in laparoscopic trainer project NOTE: Purchase this product OR the Deluxe Gopher (Item H185 below)

$19.99 Each $199.90 E 1x 10

Logitech QuickCam Express - White/Blue (960-000468) - basic webcam (USB cable and software included)

$19.99 Each $99.95 E 1x 5

Icy Super Balls - 12 pieces - balls used in a laparoscopic trainer box task

$1.39 Pkg/12 $2.78 E 1x 2

Bio-Rad Mini PROTEAN Tetra Cell for Ready Gel Precast Gels (4 gel system) - includes electrode assembly, companion running module, tank, lid with power cables, mini cell buffer dam. Used for protein electrophoresis Catalog # 165-8004EDU

$390.75 Each $1,563.00 E 1x 4

Fulcrum 3 LED 3-Pack Tap Lights - used in laparoscopic trainer box

$9.99 Pkg/3 $49.95 E 1x 5

Long Wave UV lamp - handheld UV lamp runs on AA batteries; wavelength output between 300 and 400 nm. Safety shield protects the bulb and viewer's eyes Catalog # 166-0500EDU

$32.00 Each $224.00 E 1x 7

74

Melissa and Doug - 100 Piece Wood Blocks Set -blocks used as a task for laparoscopic trainer project

$16.94 Each $16.94 E 1x 1

Straight Dressing Forceps with Blunt Tip WLS26525-B

$3.55 Each $35.50 E 1x 10

Respiration Monitor Belt RMB

$63.00 Each $441.00 E 1x 7

Gas Pressure Sensor GPS-BTA

$83.00 Each $581.00 E 1x 7

Surface Temperature Sensor STS-BTA

$23.00 Each $161.00 E 1x 7

How to Stitch Wounds Kit This 18-piece kit teaches valuable veterinary procedure. Learn to skillfully stitch wounds on animals using the included imitation skin, which simulates the feel and resistance of actual skin. Surgical knots, suture lacerations, and general wound care are also addressed. The hands-on CD-ROM provides additional instruction, evaluation, and games. Item # 14 V 5531

$59.95 Kit $599.50 E 1x 10

ELISA Immuno Explorer Kit - contains materials sufficient for 12 student workstations; contains antigen, primary antibody, secondary antibody, HRP enzyme substrate, buffer, and microplates with 12-well strips Catalog # 166-2400EDU

$124.00 Kit $248.00 C CS 2

Prot/Elec Protein Gel Loading Tips 0.5-200µl Catalog # 223-9915EDU

$41.60 Pkg/1000 $41.60 C 3-5y 1

Laemmli Sample Buffer, 30 ml - running protein electrophoresis Catalog #161-0737EDU

$11.20 Each $11.20 C CS 1

75

Ready Gel precast polyacrylamide gels - Tris-HCl Ready Gel Precast Gel, 15% resolving gel, 4% stacking gel, 10-well, 30ml Catalog # 161-1103EDU

$7.60 Each $60.80 C CS 8

Green Fluorescent Protein Chromatography Kit - purify GFP protein using column chromatography. Kit includes ampicillin, arabinose, LB agar, buffers, columns, inoculation loops, transfer pipets, and various tubes. Catalog # 166-0005EDU

$101.00 Kit $101.00 C CS 1

pGLO Bacterial Transformation Kit - contains pGLO plasmid, E.coli, LB nutrient broth and agar, ampicillin, arabinose, transforming solution, Petri dishes, microtest tubes, and disposable transfer pipets Catalog # 166-0003EDU

$89.00 Kit $89.00 C CS 1

Bulk Pipet Tips - BR-14 0.5 - 10µl Tips Catalog # 223-9014EDU

$27.20 Pkg/1000 $27.20 C 3-5y 1

Using a Single Nucleotide Polymorphism (SNP) to Predict Bitter Tasting Kit PTC PCR DNA Extraction, Amplification, and Electrophoresis Kit with CarolinaBLU and 0.2-mL Tubes Item # 211381 Includes materials for DNA extraction, PCR, restriction digestion and electrophoresis.

$207.00 Kit $414.00 C CS 2

76

Sunscreen for Yeast-and People Too! Kit This lab uses an ultraviolet-sensitive yeast strain to determine the ultraviolet blocking ability of various sunscreens. It also demonstrates the damaging effect of solar ultraviolet light on living organisms and can be used to initiate discussions regarding the importance of DNA repair in preventing this damage. NOTE: Each kit includes a coupon for requesting the delivery of yeast cultures. Please contact or return the coupon at least 2 weeks prior to requested delivery date to ensure prompt delivery. Item # 173603B

$89.00 Kit $89.00 C CS 1

DNA Chips: Genes to Disease Lab Kit This microarray simulation provides an inexpensive, hands-on lab to introduce students to microarrays, the complexities of gene expression, and the role of gene expression in cancer. Using simulated microarray technology, students compare the relative expression levels of 6 different genes in healthy lung cells and lung cancer cells. Item # 211520 NOTE: Purchase once, then purchase refill kit (item# 10830) listed on optional worksheet.

$83.00 Kit $83.00 C CS 1

77

Introductory Bacterial Conjugation Kit Students identify and confirm the identity of bacteria with different antibiotic resistance by streaking on different antibiotic selective media. Strains are then combined on a "mating" plate to allow conjugation. Results are tested on various media for growth response to demonstrate that DNA can be transferred between 2 genetically different cells. Item # 211125 NOTE: Purchase once, then purchase refill kit (item# 10835) listed on optional worksheet.

$84.95 Kit $84.95 C CS 1

Visualization of Normal & Transformed Cells Kit 1. each student will be led through a step by step procedure which involves staining, mounting, and observation of normal and transformed (tumor) cells. Each student will observe the morphological differences, as well as the differing growth patterns of these cell types when grown in culture. Kit #1.

$65.00 Kit $65.00 C CS 1

Amplification of DNA by PCR - Kit #330 Kit allows for basic DNA amplification and contains PCR beads, DNA template and primers, DNA size ladder, buffer, agarose, and gel stain.

$139.00 Kit $139.00 C CS 1

0.2 ml Thin-Walled PCR Microtest Tubes (Package of 100) - Catalog #642

$10.00 Pkg/100 $10.00 C 3-5y 1

Ear Pads. Go with personal headphones. Item

$1.08 Each $21.60 C CS 20

78

#091317-030

10X Tris/Glycine/SDS, 1L - Running buffer for protein electrophoresis Catalog #161-0732EDU

$20.80 Each $20.80 C CS 1

Dithiothreitol (DTT), 1g Catalog #161-0610EDU

$20.00 Each $20.00 C CS 1

Precision Plus Protein Kaleidoscope Standards, 500mL Catalog #161-0375EDU

$93.80 Each $93.80 C CS 1

Bio-Safe Coomassie Blue Stain - for proteins, 1L Catalog #161-0786-EDU

$57.60 Each $115.20 C 2-3y 2

Spray Mist Dispenser Bottle, 950mL. The chemically resistant polypropylene spray bottle has an easily cleaned valve and intake. The trigger operation produces a fine mist with a large pattern. Item #18 V 2261

$5.55 Each $27.75 E 1x 5

Disposable Syringes, 60 cc, sterile. Item #14V1620

$42.50 Pkg/10 $85.00 E 1x 2

Book - Remaking Eden: How Genetic Engineering and Cloning Will Transform the American Family (Paperback) by Lee Silver 2007.

$11.96 Each $11.96 E 1x 1

Tuning Fork, C Scale, Frequency 512. Made of a nontarnishing, lightweight aluminum alloy. With proper care and handling, the frequency of these forks will remain constant for many years. Each fork is stamped with a note and frequency. Item #754208

$10.50 Each $105.00 E 1x 10

79

Personal Headphone. Each headphone is supplied with a resealable plastic bag. Provides quality sound from any audio source, computers to record players, that uses a 3.5mm or 1/4" plug (adapter included). 6' cord with L-shaped plug. Item #069986-030

$3.19 Each $31.90 E 1x 10

WARD’S Simulated Blood Transfusion Matching Lab Activity Kit Determining blood type, and cross-matching are vital for successful blood transfusions. Students use WARD’S Simulated Blood to re-create ABO blood typing techniques used in real labs, and determine which are compatible for transfusions. Item #36 V 0037 NOTE: Purchase once, then purchase refill kit (Item# 10840) listed on optional worksheet.

$35.25 Kit $70.50 C 1x 2

Natural Selection and Antibiotic-Resistant Bacteria Lab Activity Kit Students re-create the interactions of antibiotics with bacteria populations, with some groups completing the entire course, while other groups miss doses. The populations of more and less-resistant bacteria are then graphed for comparison, and students observe the selection of more-resistant bacteria that can take place if antibiotic treatment is

$70.25 Kit $70.25 E 1x 1

80

intermittent or discontinued. Item #36 V 6783

National Geographic Clone DVD Item #LX95012

$27.84 Each $27.84 E 1x 1


$665.19 Each $3,991.14

H 3-5y 6

$11,000.00

C = Consumables



Appendix A: 2010-11 HS Mathematics Flowchart, Page 178

Appendix B: 2010-11 HS Science Flowchart, Page 179

Appendix C: Power & Energy Technology Curriculum, Page 180

Appendix D: Power & Energy Technology 8601300 RTTT STEM Program Description, Page 184

Appendix E: Program of Study for Power & Energy Technology, Page 203

Appendix F: Regional Targeted Occupation List, Page 205

Appendix G: Statewide Targeted Occupation List, Page 208

Appendix H: Baseline Data 2009-10 of STEM Career & Technical Education courses that meet RTTT

requirements for Hernando County, Page 211

Appendix I: Autodesk Certified Associate – Autodesk Inventor, Page 212

Appendix J: Autodesk Certified Associate – AutoCAD Civil 3D Statewide Articulation, Page 214

81

Appendix K: Autodesk Certified Professional Inventor Statewide Articulation, Page 215

Appendix L: Statewide Articulation Agreement for Design Technology, Page 216

Appendix M: FLDOE Curriculum Framework for Biomedical Sciences, Page 217

Appendix N: RTTT Career and Technical Education STEM Program Description, Page 220

Appendix O: Biomedical Sciences Program of Study, Page 222

Appendix P: Biomedical Sciences Curriculum, Page 223

Appendix Q: Project Lead the Way Biomedical Sciences Program Outline for Start-up, Page 225

Work Plan Table

Project/MOU Criterion: Increase Advanced STEM Coursework – (B)(3)5.


Name: Marcia Austin, Ed.D.


Phone #: (352) 797-7000


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.


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.



82


2nd

Quarter

3rd

Quarter

4th

Quarter

FTE/Support Manager X X X X X X

Manager of Assessment & Accountability X X X X X X

Curriculum Supervisors X X X X X X

High School Administrators X X X X X

Instructional Personnel X X X






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

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

Obtain baseline data of STEM accelerated courses

offered at each high school during 2009-2010

X X

Analyze student participation and performance to X X X X X

83

determine support needs for teachers and students

Determine the need to offer additional sections of

current courses or new courses at each high school

to comply with Senate Bill 4

X X X X X

Develop a 4 year plan to increase STEM

accelerated course offerings

X X

Research certification and qualification of current

staff to identify personnel to meet the increase in

STEM course offerings

X X X X X X

Provide research based professional development to

support instruction in STEM courses

X X X X X

Engage in collective bargaining to secure funding

for recruitment and retention of teachers qualified

to teach STEM accelerated courses.

X X X X X X

Deliverable (required): Documentation of

increased STEM accelerated course offerings,

including a comparison of baseline data to end-of-

grant period data

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X

Supporting Activities (indicate each year activity

will be conducted and include collective

bargaining, if applicable):

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

2nd

Quarter

3rd

Quarter

4th

Quarter

Obtain quarterly data on student performance in the

STEM courses

X X X X

Analyze data as it relates to course offerings,

student participation and performance

X X X X

Analyze data related to student performance in

prerequisite courses to determine readiness

X X X X

Take corrective action when appropriate X X X X

Annual review of 4-year plan with amendments as

necessary to reach 4-year goal

X X X X

84

Project Budget

Summary:

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


Curriculum Materials &

Supplies

Professional

Development

Certification

Reimbursements

$0

$0

$0

$0

$0

$0

$0

$0

$0

$60,000

$4,000

$5,158

$25,000

$1,000

$4,258

$20,000

$1,000

$4,268

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)

Factors that will contribute to sustainability beyond RTTT funding are:

Additional FTE funding for some accelerated courses

Seven year adoption period for the instructional resources, except for DE instructional materials

Title II funding to support professional development efforts


Currently all 4 high schools offer IB, AP, and/or DE courses each in English, mathematics, science, and social studies.

However, NCTHS does not offer an IB, AP or DE science course. The Hernando County School District is committed to

surpassing the B(3)(5) goal and minimum standards stated as part of both B(3)(5) deliverables, and—in addition to

increasing accelerated STEM courses at all schools, guarantees that NCTHS will offer at least one AP, IB, and/or DE

science course by Year 3 on the RTTT funding period.


Not applicable

85

Work Plan Table

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


Name: Linda Peirce

Title: Manager of Assessment and Accountability

Phone #: (352) 797-7000


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.


2nd

Quarter

3rd

Quarter

4th

Quarter

(2) NEW Network Support Specialists

X

X

X

X

X

Manager of Assessment and Accountability X X X X X X

(3) Curriculum Supervisors X X X X X X

Director of Technology and Information

Services

X X X X X X

Supervisor of Information Services X X X X X X

86

Computer-Based Network Support

Specialist

X X X X X X

District Network Support Manager X X X X X X

(23) Assessment Teachers 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.


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Hire (2) Network Support Specialists to

support assessment labs at (4) high schools X X X X X

Establish assessment labs at (4) high schools X

Project

Budget

Summary:

Salary w/

fringe: (2)

Network

Support

Specialists

(12)

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


$0

$0

$45,000

$0

$45,000

$140,000

$120,000

$0

$120,000

$0

$120,000

$0

87

Secondary

School

Mobile

Assessment

Labs

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)

Both Network Support Specialists will work to create self-sustaining systems during the project period.

The high school assessment labs will not involve recurring costs. Our computer-based testing is supported

by district capital dollars, as well as through Title II (Part D) EETT funding. We expect to use this

combined funding to continue to support our technology efforts after RTTT funds expire.


Hernando County School District provides more than 14,000 computers, which includes 11,500 two-and-

half-year-old Dells and more than 3,000 repurposed IBM machines. Each school’s computer allocation is

based on student enrollment and the district technology standard. This standard for secondary includes

mobile computer labs, in addition to standard computer labs. There are, on average, 10 to 13 mobile

computer labs in every secondary school for classroom utilization. In addition, there are 3-7 repurposed

machines in core subject-area classrooms. These numbers were included in our Computer-based Testing

Certification Tool and will be included in our updated Florida Innovates Survey Data, due Nov. 5, 2010.

We also included a review of our computer hardware status in our Technology Readiness Gauge. The

District currently maintains sufficient computer technology to support classroom instruction; however,

additional mobile assessment labs are needed at our (12) secondary schools because of the number of

students served at these schools and because of the greater number of assessments secondary students are

required to complete. The District recently increased its bandwidth from 10 mbps at most sites to 100

mbps at most sites; therefore, the District currently has sufficient bandwidth to conduct all manner of

computer-based assessment.

Based on the pilot computer-based testing completed last year with FLDOE, we submitted a plan to use a

combination of both the standard computer lab and mobile lab carts for both FCAT and end-of-course

exams. With the RTTT funds, we intend to increase each secondary school with an additional mobile

laptop cart of 15 machines; therefore, 15 computers @ $777.78/ea. = $11,666.70 x 12 schools =

$140,000. Those schools include 4 middle schools, 3 K-8 schools, and 5 high schools. These machines

will be leased under our Master Lease agreement and will include software licenses.

The RTTT funded carts will also be primarily used throughout the school year to assist in progress

88

monitoring, online assessments, and end-of-course exam preparation. Providing and additional mobile

assessment lab per school will free up a mobile computer lab that is now being used for computer-based

testing throughout the year. As such, our secondary teachers will then have an additional class set of

computers in circulation that can be used for other instructional purposes, rather than being solely

dedicated to assessment.

The Hernando County School District recently increased our bandwidth capacity from 45 mbps to 100

mbps to support the increase usage with F.A.I.R. testing. In addition, with Pearson’s Test Nav 7, proctor

caching, and tight scheduling, we do not anticipate the bandwidth issues we experienced last year with

F.A.I.R. After completing the DOE trial run scheduled for Dec. 5, 2010, we will be able to reassess our

computer-based testing action plan. Secondary schools were selected over elementary schools to receive

mobile assessment labs because of the larger populations served at our (12) secondary schools and

because of the greater number of assessments that secondary students are required to complete.


Not applicable

C. DATA SYSTEMS TO SUPPORT INSTRUCTION

(C)(2) Accessing and using State data

1. The LEA will assist in the design, testing, and implementation of initiatives to improve customer-

friendly access and information to district leaders, teachers, principals, parents, students, community

members, unions, researchers, and policymakers to effectively use state data systems. Examples of

areas where the LEA will be required to assist the Department include providing assistance on defining

state-level educational data that can be used to augment local data systems, implementing a single sign-

on to access state resources, providing data to the Department, and testing other mechanisms that will

enhance the usability of existing state-level applications to improve instruction and student learning.

2. The LEA will use state-level data that is published for use, along with local instructional improvement

systems, to improve instruction.

Complete Work Plan Table for (C)(2).

(C)(3) Using data to improve instruction:

(i) Use of local instructional improvement systems

1. The LEA will use customer-friendly front end systems that are easy for students, teachers, parents, and

89

principals to use and that show growth of students, teachers, schools, and districts disaggregated by

subject and demographics.

2. 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.

(iii) Availability and accessibility of data to researchers

1. The LEA will provide requested data from local instructional improvement and longitudinal data

systems to the Department to support the Department’s efforts to make data available to researchers for

the purpose of evaluating the effectiveness of instructional materials, strategies, and approaches for

educating different types of students and to help drive educational decisions and policies.

Complete Work Plan Table for (C)(3)(i) and (iii).

(ii) Professional development on use of data

1. The LEA will provide effective professional development to teachers and administrators on the use of

its instructional improvement system.

2. The LEA will provide effective professional development to teachers and administrators on the use of

state level data systems developed during the term of the grant.

Include Work Plan for (C)(3)(ii) in Table for (D)(5).

90

Work Plan Table

Project/MOU Criterion: Improve Access to State Data – (C)(2)


Name: Sue Wetherington

Title: Supervisor of Information Services

Phone #: (352) 797-7000


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.


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).

91

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.


2nd

Quarter

3rd

Quarter

4th

Quarter


Network Support Manager X X X X X X

Supervisor of Information Services X X X X X X


Services

X X X X X X

Charter School Representative 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.

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.

92


For teachers, principals, and other LEA

staff, provide a report on the following:

a. Number of each type of staff in the

district

b. Number of each type of staff

accessing state resources via single

sign-on

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X

X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Provide reports of staff accessing state

resources via single sign-on per Department

report template X

X

X


Single Sign-on Integration Readiness

Certification

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

Prepare technical environment X

Complete and submit Single Sign-on

Integration Readiness Certification to the

Department

X

93


Gap Analysis/Needs Assessment Report for

providing single sign-on

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

Provide feedback to the Department

regarding single sign-on implementation

X X

Complete an evaluation of ability to provide

single sign-on access to state resources

X


Detailed timeline and implementation plan

that addresses the tasks, timing, and

resources required to provide single sign-on

access to state resources.

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

Develop a plan to implement single sign-on

access to state resources by school and

district staff.

X

Deliverable:

Procurement documents

X

94


Single sign-on integration with the

Department

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

Integrate with the department to provide

single sign-on

X


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 X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Obtain state-level data download when

available

X

X

X

Incorporate downloaded data into local

instructional improvement system

X

X

X

Provide a report of state-level data

downloads incorporated into local

instructional improvement systems

X

X

X

95

Project

Budget

Summary:

No Funds

Requested

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


$0

$0

$0

$0

$0

$0



Not enough information is available at this time to know what financial impact this will have for district budget

and personnel. Much of this is state driven and will have an impact on districts both financially and with personnel

abilities to implement. Current staff may not be able to handle all that is involved.


No narrative provided


Not applicable

96

Work Plan Table

Project/MOU Criteria: Use Data to Improve Instruction – (C)(3)(i) and (iii)


Name: Linda Peirce

Title: Manager of Assessment and Accountability

Phone #: (352) 797-7000


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.


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.



97


2nd

Quarter

3rd

Quarter

4th

Quarter



Services

X X X X X X

(23) Assessment Teachers X X X X X X

Programmer/Systems Coordinator X X X X





98


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Assessment teachers (district data coaches)

will work with the Manager of Assessment

and Accountability to prepare and provide a

report that describes how AIM HI is used at

the classroom, school, and district level to

support instruction. This report will also

include a description of the student growth

data available to users on the system, how

the system is accessed and used by families,

and how frequently teachers, administrators,

and families access the system

X X X X

Assessment teachers, under the guidance of X X X X

99

the Manager of Assessment and

Accountability, will continue to provide all

stakeholders with professional development

on AIM HI and accessing and using state-

level data downloads


The LEA will provide timely, accurate, and

complete information in Department

sponsored technology assessments and

surveys to verify the LEA’s local

instructional improvement system meets the

minimum standards. LEAs will provide the

name, title, phone number, and email

address of a staff member responsible for

receiving such requests from the Department

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X

X

X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Continue to provide information to DOE

through the Tech Resource Survey

X X X

Provide contact information of the staff

member responsible for receiving such

requests from DOE

X X X

Enhance the Instructional Technology

Survey to verify that the LIIS meets the

state’s minimum standards

X X X

100


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


requests from the Department.

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

Provide district-level data downloads to

DOE upon request

X X X

Enhance the LIIS to meet the state’s

minimum standards as needed

X X X

Ensure the LIIS is capable of rapid-time

reporting

X X X

Provide contact information of the staff


requests from DOE

X X X

Project

Budget

Summary:

No Funds

Requested

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


$0

$0

$0

$0

$0

$0



No funding is needed to sustain proposed activities in support of the goal and deliverables under Use Data to

Improve Instruction. The Hernando County School District fully committed to and continues to support data-

driven instruction. The District currently uses State Fiscal Stabilization Funds and/or JOBS Stimulus to support

101

(23) assessment teachers, academic coaches who facilitate data-driven instruction at all Hernando County public

schools. The District will also use 1003(g) and RTTT funds (under different work plan tables) to upgrade its

Instructional Improvement System (IIS) AIM-HI.


AIM-HI is the District’s Instructional Improvement System (IIS). Teachers, administrators, and parents can access

student assessment data that includes, but is not limited to, FCAT and College Readiness scores as well as FAIR,

ThinkLink and district writing benchmark data. Reports that address NCLB, SIP, and DA requirements can be

easily generated by District and individual school employees. AIM-HI also allows school and District

administrators to be able to track longitudinal data, data trends, and historical data tied to teachers over time for

reading and mathematics. Assessment teachers (data coaches) serve all public schools. Assessment teachers, in

collaboration with instructional coaches, help teachers analyze data and plan instruction. Additional staff is

needed to facilitate improved use of AIM-HI. These employees will be responsible for merging multiple data

sources (i.e., SuccessMaker, Voyager, Read 180, Compass, ThinkLink, Fair) into AIM-HI and for the integration

of instructional data with student-level data such as attendance, discipline, grades, credit accumulation, and student

survey results These employees will also assist the District-based RtI team with the instructional implications of

collected data and the evaluation of program effectiveness.


Appendix R: Assessment Teacher Job Description, Page 239

102

D. GREAT TEACHERS AND LEADERS

(D)(1) Providing high-quality pathways for aspiring teachers and principals

(ii) Alternative routes to certification that are in use

1. The LEA will coordinate with institution preparation programs to provide effective district personnel

to supervise pre-service teacher and educational leadership candidates. Such district supervising

personnel will be highly effective teachers.

2. The LEA will use data from student performance and other continued approval standards in Rule 6A-

5.066, F.A.C., to annually review and improve its alternative certification program and will deliver

any professional development associated with the program in accordance with the state’s protocol

standards for professional development.

Complete Work Plan Table for (D)(1)(ii).

103

(D)(2) Improving teacher and principal effectiveness based on performance

(i) Measure student growth

1. The LEA will measure student growth based upon the performance of students on state-required

assessments and, for content areas and grade levels not assessed on state-required assessments, the

LEA will use state assessments or district-selected assessments that are aligned to state standards and

developed or selected in collaboration with LEA stakeholders, or will use valid, rigorous national

assessments.

(ii) Design and implement evaluation systems

1. The LEA will design and implement a teacher evaluation system with teacher and principal

involvement that:

a. Utilizes the state-adopted teacher-level student growth measure cited in (D)(2)(i) as the primary

factor of the teacher and principal evaluation systems.

Student achievement or growth data as defined in the grant must account for at least 50% of the

teacher’s evaluation as follows:

By the end of the grant, the LEA shall include student growth as defined in (D)(2)(i), for at least

40% of the evaluation, and student growth or achievement as determined by the LEA for 10% of

the evaluation. The LEA may phase-in the evaluation system but will use, at a minimum, student

growth as defined in (D)(2)(i) for at least 35% of the evaluation and student growth or

achievement as determined by the LEA for 15% of the evaluation. Implementation of the

requirements for the LEA evaluation systems beginning in the 2011-12 school years applies, at a

minimum, to teachers in grades and subjects for which student growth measures have been

developed by the Department in collaboration with the advisory body as described in (D)(2)(i).

The 2010-11 school year will be considered a development year for the evaluation systems.

However, an LEA that completed renegotiation of its collective bargaining agreement between

July 1, 2009, and December 1, 2009, for the purpose of determining a weight for student growth as

the primary component of its teacher and principal evaluations, is eligible for this grant as long as

the student growth component is at least 40% and is greater than any other single component of

the evaluation.

b. Includes the core of effective practices, developed in collaboration with stakeholders, that have

been strongly linked to increased student achievement for the observation portion of the teacher

evaluation. The principal, direct supervisor, and any other individual performing observation will

104

use, at a minimum, this same core of effective practices.

c. Includes at least one additional metric to combine with the student performance and principal

observation components to develop a ―multi-metric‖ evaluation system for, at a minimum, the

teachers who are in the year prior to a milestone career event, such as being awarded a multi-year

contract, a promotion, or a significant increase in salary. Examples of additional metrics include,

but are not limited to, observations by master teachers or instructional coaches, student input, peer

input, and parental input.

d. Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory, that

must include ―effective‖ and ―highly effective.‖

2. The LEA will design and implement a principal evaluation system with teacher and principal

involvement that:

a. Utilizes the state-adopted teacher-level student growth measure cited in (D)(2)(i) as the primary

factor of the teacher and principal evaluation systems.

Student achievement or growth data as defined in the grant must account for at least 50% of the

principal’s evaluation as follows:

By the end of the grant, the LEA shall include student growth as defined in (D)(2)(i), for at least

40% of the evaluation, and student growth or achievement as determined by the LEA for 10% of

the evaluation. The LEA may phase-in the evaluation system but will use, at a minimum, student

growth as defined in (D)(2)(i) for at least 35% of the evaluation and student growth or

achievement as determined by the LEA for 15% of the evaluation. Implementation of the

requirements for the LEA evaluation systems applies, at a minimum, to grades and subjects for

which student growth measures have been developed by the Department in collaboration with the

advisory body as described in (D)(2)(i).

The 2010-11 school year will be considered a development year for the evaluation systems.

b. Utilizes for the remaining portion of the evaluation the Florida Principal Leadership Standards

with an emphasis on recruiting and retaining effective teachers, improving effectiveness of

teachers, and removing ineffective teachers.

c. Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory, that

must include ―effective‖ and ―highly effective.‖

3. The LEA will submit teacher and principal evaluation systems to the Department for review and

105

approval.

4. The LEA will utilize student performance data on statewide assessments as a significant factor in the

annual evaluations of district-level staff with supervisory responsibilities over principals, curriculum,

instruction, or any other position directly related to student learning.

5. The LEA will report the results of evaluations of each teacher, principal, and district-level supervisor

[as described in (D)(2)(ii)] to the Department during Survey 5.

(iii) Conduct annual evaluations

For Teachers:

1. The LEA will conduct multiple evaluations for each first-year teacher that are integrated with the

district’s beginning teacher support program and include observations on the core effective practices

described in (D)(2)(ii)2. and reviews of student performance data.

2. The LEA will conduct ―multi-metric‖ evaluations as described in (D)(2)(ii) for teachers who are in the

year prior to a milestone career event, such as being awarded a multi-year contract, a promotion, or a

significant increase in salary. The LEA plan will include a definition of milestone career event.

3. The LEA will conduct evaluations as described in (D)(2)(ii)1, 2, and 4. for all other teachers at least

once per year.

For Principals:

4. The LEA will conduct evaluations as described in (D)(2)(ii) for principals at least once per year.

Complete Work Plan Table for (D)(2)(i)(ii)(iii).

106

(iv)(a) Use evaluations to inform professional development.

The LEA will use results from teacher and principal evaluations as described in (D)(2)(ii) in its

professional development system as follows:

For Teachers:

1. Establish an Individual Professional Development Plan (IPDP) for each teacher that is, in part, based

on an analysis of student performance data and results of prior evaluations.

2. Individualize the support and training provided to first-and second-year teachers and determine the

effective teachers who will provide coaching/mentoring in the district’s beginning teacher support

program.

For Principals:

3. Establish an Individual Leadership Development Plan (ILDP) for each principal that is based, in part,

on an analysis of student performance data and results of prior evaluations.

Include Work Plan for (D)(2)(iv)(a) in the Table for (D)(5).

(iv)(b) Use evaluations to inform compensation, promotion, and retention

1. The LEA will implement a compensation system for teachers that:

a. Ties the most significant gains in salary to effectiveness demonstrated by annual evaluations as

described in (D)(2)(ii).

b. Implements statutory requirements of differentiated pay in s. 1012.22(1)(c)4., F.S., through

bonuses or salary supplements. Categories for differentiated pay are additional academic

responsibilities, school demographics, critical shortage areas (including STEM areas and

Exceptional Student Education), and level of job performance difficulties (including working in

high-poverty, high-minority, or persistently lowest-achieving schools).

c. Provides promotional opportunities for effective teachers to remain teaching in addition to moving

into school leadership positions and bases promotions on effectiveness as demonstrated on annual

evaluations as described in (D)(2)(ii), including a multi-metric evaluation in the year prior to

promotion.

2. The LEA will implement a compensation system for principals that:

a. Ties the most significant gains in salary to effectiveness demonstrated by annual evaluations as

107

described in (D)(2)(ii), rather than to degree level or years of experience.

b. Implements statutory requirements of differentiated pay in s. 1012.22(1)(c)4., F.S., through

bonuses or salary supplements. Categories for differentiated pay are 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).

3. The LEA may scale up the compensation system beginning with a cohort of schools, such as those that

are considered persistently low-performing (the lowest 5% of schools in the state), as long as by the

end of the grant, the compensation system applies district-wide.

4. The LEA will provide annually to the Department its salary schedule indicating how this requirement

has been met.

(iv)(c) Use evaluations to inform tenure and/or full certification

1. The LEA will base decisions to award employment contracts to teachers and principals on

effectiveness as demonstrated through annual evaluations as described in (D)(2)(ii).

(iv)(d) Use evaluations to inform removal

1. The LEA will base decisions surrounding reductions in staff, including teachers and principals holding

employment contracts, on their level of effectiveness demonstrated on annual evaluations as described

in (D)(2)(ii). When this factor yields equal results, seniority and other factors may be used in

decisions.

2. The LEA will hold principals, their supervisors, and all LEA staff who have a responsibility in the

dismissal process accountable for utilizing the process and timeline in statute (ss. 1012.33 and

1012.34, F.S.) to remove ineffective teachers from the classroom.

3. The LEA will report annually to the Department through Survey 5 the teachers and principals who

were dismissed for ineffective performance as demonstrated through the district’s evaluation system.

4. The LEA will report annually to the Department through Survey 5 the highly effective teachers and

principals who have resigned or who are no longer employed by the District.

Complete Work Plan Table for (D)(2)(iv)(b)(c)(d) and (D)(3) – one table covers all.

108

(D)(3) Ensuring equitable distribution of effective teachers and principals:

(i) High-poverty and/or high-minority schools

1. The LEA will develop a plan, with timetables and goals, that uses effectiveness data from annual

evaluations as described in (D)(2)(ii) to attract and retain highly effective teachers and principals to

schools that are high-poverty, high-minority, and persistently lowest-achieving. The LEA plan may

also be designed to attract and retain new teachers from high performing teacher preparation programs

as defined by the Department in the grant to these schools.

Include Work Plan for (E)(2)4. and 5. in the (D)(3) Work Plan Table, if applicable.

2. The LEA will implement a compensation system as described in (D)(2)(iv)(b) to provide incentives

for encouraging effective teachers and principals to work in these schools.

3. The LEA will present a plan that includes strategies in addition to compensation to staff these schools

with a team of highly effective teachers led by a highly effective principal, including how the success

of these individuals will be supported by the district.

4. The LEA will report the effectiveness data of all teachers and principals annually during Survey 5.

(ii) Hard-to-staff subjects and specialty areas

1. The LEA will implement a compensation system as described in (D)(2)(iv)(b) to provide incentives

for the recruitment of effective teachers in these subjects and areas.

2. The LEA will implement recruitment and professional development strategies to increase the pool of

teachers available in the district in these subject areas.

Include (D)(3)(ii)2. in Work Plan Table for (D)(5).

Complete Work Plan Table for (D)(2)(iv)(b)(c)(d) and (D)(3) – one table covers all.

(D)(5) Providing effective support to teachers and principals:

(i) Quality professional development

1. The LEA will implement a district professional development system that utilizes the state’s protocol

standards for effective professional development as follows:

For Teachers:

a. Persistently lowest-achieving schools (schools in the lowest 5%) must modify the school

schedules to accommodate lesson study. The LEA may modify school schedules for other schools

to allow for common planning time by grade level (elementary) or subject area (secondary). Such

planning time may be dedicated to lesson study focused on instructional quality, student work, and

outcomes, without reducing time devoted to student instruction. Where lesson study is

implemented, the LEA will devote a minimum of one lesson study per month for each grade level

109

or subject area.

b. The LEA will ensure that professional development programs in all schools focus on the new

common core standards, including assisting students with learning challenges to meet those

standards (such as through accommodations and assistive technology). Such professional

development will employ formative assessment and the principles of lesson study.

c. Implement IPDPs for teachers based on analysis of student performance data and results of prior

evaluations as described in (D)(2)(ii).

d. Implement a beginning teacher support program for teachers in the first and second year that

integrates data from multiple evaluations, coaching/mentoring, and assistance on using student

data to improve instruction; builds in time for observation of effective teachers; includes

collaboration with colleges of education, as appropriate; and defines a clear process for selecting

and training coaches/mentors.

For Principals:

e. Implement professional development programs at all schools that focus on the new common

standards, including assisting students with learning challenges to meet those standards.

f. Implement professional development based on the principles of lesson study and formative

assessment as described by the Department in this grant and the process needed to implement

lesson study in a school.

g. Implement ILDPs for principals based on analysis of student performance data and results of prior

evaluations as described in (D)(2)(ii).

(ii) Measure effectiveness of professional development

1. The LEA will evaluate professional development based on student results and changes in

classroom/leadership practice (as appropriate for the teacher/principal).

Complete Work Plan Table for (D)(5). Include (B)(3)2. and 3., (C)(3)(ii)1. and 2., (D)(2)(iv)(a), and

(D)(3)(ii)2. in Work Plan Table for (D)(5).

110

Toward the absolute priority of comprehensive education reform:

The LEA will document the use of Title II, Part A, funds specifically to supplement and enhance the

initiatives implemented in this grant.

This element of the MOU should be addressed in the response to (A)5.

111

Work Plan Table

Project/MOU Criterion: Provide Support for Educator Preparation Programs – (D)(1)(ii)


Name: Laurie Pellito

Title: Coordinator of Human Resources

Phone #: (352) 797-7000


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.


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

Assistant Superintendent of Schools X X X X X

Coordinator of Human Resources X X X X X

Curriculum Supervisors X X X X X

112

Manager of Teacher Recruitment &

Retention

X






Plan for collaboration with institutions or

other program providers (include list) to

assign supervising teachers. Institutions that

the district will collaborate with, include:

Pasco/Hernando Community College, St.

Leo University, (and) University of South

Florida. However, the list may expand as

―highly-effective‖ teacher preparation

programs are identified.

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

Collaborate with local colleges and

universities to review and revise the

district’s teacher-preparation support

policies and operating procedures. Particular

emphasis will be on significantly improving

matching ―highly-effective‖ supervising

teachers to interns.

X

Implement improved policies, procedures,

and support systems for local teacher

preparation programs and matching ―highly-

effective‖ supervising teachers to interns.

―Highly Effective‖ will be defined, using the

FLDOE’s criteria, of having an average

FCAT DSS growth among assigned students

of at least 65% and as having earned a

―highly-effective‖ rating on the District’s

X

113

new student performance-based

teacher/administrator evaluation system (see

Appendixes U & V), which is multi-metric

and which is tied to Educator Accomplished

Practices and Principal Leadership

Standards.

The participating institution or program

provider will submit lists of interns seeking

to complete clinical teaching semesters to

the District’s Human Resource Dept. with

subject area/ grade level specifications.

A.)

X X X X

Human Resources Dept. will send out a list

of interns to all school principals

A.)

X X X X

Each principal will assign a trained ―highly-

effective‖ teacher to supervise all interns

A.)

X X X X


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 X

X

X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

114

The Human Resources Dept. will generate a

list of ―highly effective‖ teachers and

administrators. ―Highly-effective‖ who can

supervise interns under the redeveloped

system will be defined as having earned a

―highly-effective‖ rating on the new student-

performance based employee evaluation,

having an average student FCAT DSS

growth of 65% or more, and having

successfully completed a clinical educator

training program.

X X X X

The Coordinator of Human Resources will

distribute the list of ―highly-effective‖

teachers and administrators who have

completed clinical educator trainings to all

principals and appropriate staff representing

local ―highly-effective‖ teacher preparation

programs.


provide a list of ―highly effective‖ principal

leadership candidates to the Assistant

Superintendent of Schools and appropriate

staff representing local ―highly-effective‖

teacher preparation programs.

X X X X

Principals will coordinate with the

Coordinator of Human Resources and staff

representing local ―highly effective‖ teacher

preparation programs to effectively assign

―highly-effective‖ teachers to supervise

teacher candidates.

The Assistant Superintendent will

coordinate with the Coordinator of Human

Resources and staff representing local


programs to assign ―highly-effective‖

administrators to supervise principal

leadership candidates.

X X X X

115


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 X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

As a result of collaborating with local


programs to review and revise teacher

preparation supports and to improve

assignment of ―highly-effective‖ teachers

and administrators to supervise aspiring

teachers and administrators as part of

clinical educator programs, the only teachers

and administrators who will be allowed to

supervise aspiring teachers and

administrators will be those who earned a

―highly-effective‖ rating on our new

student-performance-based teacher/admin.

annual evaluation, whose student’s average

FCAT DSS growth is 65% or better, and

who have successfully completed clinical

educator training programs.

X X X


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 X




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

2nd 3rd 4th

116

Quarter Quarter Quarter


maintain and disseminate a list of all ―highly

effective‖ teachers and administrators who

are eligible to supervise, and who have

supervised, aspiring teachers and

administrators.

X X X X


Annual DPEP reports for district alternative

certification programs and annual reports for

School Leadership programs reflect

requirements met for Continued Approval

Standard Three (regarding use of data for

continuous program improvement and the

assignment and training of peer mentors).

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X

X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

The Annual District Program Evaluation

Plan (DPEP) provides information related to

alternative certification programs and annual

report for School Leadership programs. Our

improved/enhanced DPEP will include

evidence that supports the district’s

compliance with Standard 3, involving use

of data to improve programs and the

assignment and training of mentors who

supervise those who seek alternative

methods to obtaining certification.

X X X X

117

Project

Budget

Summary:

Extra-Duty

Pay for

CET

Programs

Salary w/

fringe

Manager of

Teacher

Prep. &

Recruitment

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


$0

$0

$7,636

$0

$7,636

$0

$30,543

$0

$15,272

$0

$0

$65,000

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of

the results of this Project after Race to the Top funding ends)

Support for Educator Preparation Programs beyond the project period will be sustained through our

current District structure, including the Human Resources, Professional Development, and School

Services departments. The increase in Clinical Educator Training sessions and extended costs (past

2013-2014) will be sustained through Professional Development opportunities scheduled on regularly

scheduled (contracted) inservice days or defined professional development days for the targeted groups

represented in this program. The Manager of Teacher Preparation & Recruitment will be supported

through alternative funding sources and/or District funds.


With respect to the budget summary, the initial funds received through Race to the Top will include at least one

additional Clinical Educator Training session annually on non contracted days of employment and include

participant stipends and payment for trainers


Appendix S: DPEP, Page 241

118

Work Plan Table

Project/MOU Criteria: Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii)


Name: Laurie Pellito

Title: Coordinator of Human Resources

Phone #: (352) 797-7000


Project Goal: The LEA will design and conduct teacher and principal evaluations through systems that meet the

requirements of law and of the MOU.


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.




2nd

Quarter

3rd

Quarter

4th

Quarter

Superintendent X X X X X X

Executive Director of Business Services X X X X X X

Coordinator of Human Resources X X X X X X

Supervisor of TIS X X X X X X

119







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

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Modify current test data collections system

(AIM-HI) to include necessary data

disaggregation for appraisal system

X X X

Include a pilot student assessment data

performance matrix in teacher evaluations

for research purposes

X X

Reconvene the District Evaluation

Committee, made up of teachers, school

level administrators and district staff, to

review results of pilot data and make

recommendations for full implementation of

appraisal system in accordance with

1012.34, F.S. and MOU (D)(2)(i)-(iii)

X X

Through collective bargaining implement an

evaluation system for teachers that includes

the student assessment data matrix in

accordance with 1012.34, F.S. and MOU

(D)(2)(i)-(iii)

X X X X X

120


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 X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

School Board approval of teacher evaluation

instrument for the 2010-2011 school year

including a pilot of student performance data

collection.

X X X X

Assessment and Accountability staff will

collect and analyze data on all instructional

personnel as outlined in 2010-2011

Evaluation Manual. This data will be used

for research purposes only and will not be a

part of the 2010-2011 annual evaluation.

X X

The Evaluation Committee will meet to

review pilot research data and determine

business rules to be used to collect and

analyze the data for future evaluation

purposes and make recommendation for

collective bargaining.

X X

Through collective bargaining an evaluation

instrument will be implemented in


(D)(2)(i)-(iii)

X

School Board approval of evaluation

instrument.

X

The District will determine and

communicate to the employee the method of

collecting data and identify tests to be used.

X X X

The evaluation committee will reconvene as

needed to review changes to data collection

X X X

121

including the availability of additional state

or District assessments that may become

available and make recommendations for

collective bargaining.


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 X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Modify current test data collections system

(AIM-HI) to include necessary data

disaggregation for appraisal system.

X X

Put into operation the use of student

assessment data in school based

administrator evaluations in accordance with

1012.34, F.S. and MOU (D)(2)(i)-(iii)

X X X X X X


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

School Board approval of evaluation X X X X

122

instrument

Put into operation the use of student

assessment data in school based

administrator evaluations in accordance with

1012.34, F.S. and MOU (D)(2)(i)-(iii)

X X X X




X X X X

The Evaluation Committee will reconvene

as needed to review state or District changes

(i.e. availability of additional state or district

assessments; changes to Principal

Leadership Standards) and make

recommendations to the Superintendent

based on those changes.

X X X X X


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

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

TIS to modify data elements in TERMS to

reflect requirements in 1012.34, F.S. and

MOU (D)(2)(i)-(iii)

X X X


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

X X X

123




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

2nd

Quarter

3rd

Quarter

4th

Quarter

The evaluation committee will reconvene as

needed to review state or District changes

(i.e. availability of additional state or

District assessments; changes to Principal

Leadership Standards) and make

recommendations based on those changes.

X X X

Through collective bargaining an evaluation

instrument will be implemented in


(D)(2)(i)-(iii)

X X X

School Board approval of evaluation

instrument.

X X X




X X X

Project

Budget

Summary:

Contracted

Service: IIS

Enhancement

for

Evaluations

Contracted

Service:

Computer-

Based

Formative,

Interim, &

Summative

Assessments

Used to

Measure

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


$0

$0

$0

$0

$25,000

$0

$10,000

$0

$10,000

$151,895

$10,000

$0

124

Student

Growth in

Non-FCT

Tested

Subjects



Any additional adjustments to data collection and implementation beyond the four year grant will be funded

through the general fund.


The Hernando County School District’s Evaluation Committee, which consisted of the Executive Director of

Business Services, Coordinator of Human Resources, Hernando Classroom Teachers Association (HCTA)

Bargaining Team, and School Services Dept. employees, created a pilot, multi-metric teacher evaluation

instrument and corresponding evaluation manual in March 2010. The district’s Evaluation Committee finalized a

new evaluation instrument based primarily on students’ FCAT performance data in June, the Board approved the

new instrument July 27, and all Hernando County schools are piloting use of the new instrument in 2010-11.

However, the new evaluation instrument will not be fully adopted and, as such, will not contribute to teachers’

annual evaluation scores until 2011-12. The District also fully anticipates having to revamp our student-

performance based teacher and administrator evaluation systems annually as new assessments are identified and

created and as unforeseen complications are identified and corrected. The process of involving principals and

teachers in developing an equitable evaluation instrument for instructional staff was painstaking and, by the time it

was ready for Board approval, there was simply not enough time to provide the professional development essential

to conducting valid, reliable annual evaluations of all instructional staff. Therefore, the Committee decided to

postpone full implementation of the new student performance data-based evaluation instrument until August 2011.

In considering that some teachers’ evaluations must be tied to FCAT data and the lack of equitable criterion-

referenced assessments in all subjects locally, the Committee ultimately decided to base all teacher evaluations on

FCAT data. More than 50 percent of a teacher’s total points on the new evaluation are derived from their assigned

students’ FCAT DSS growth and/or proficiency rates, and (in addition to a formal lesson observation) the new

evaluation also rewards teachers for professional progression activities like professional memberships, maintaining

contact logs, submitting required district/school documents, and for committee memberships.

In the new teacher and administrator evaluation systems, ―student growth‖ will be defined a FCAT DSS growth of

at least one scale score point, all teachers’ and administrators’ (regardless of subject taught) annual evaluations

will be tied to appropriate FCAT reading and/or mathematics scores, and ―highly-effective‖ will be defined—using

the state standard—as having at least a 65% average student FCAT DSS growth.

125

The District will select and send highly-qualified, highly-effective teachers and administrators to state-level

meetings where participants will work to develop new assessments that can be used to determine ―student growth‖.

The District will also select and send highly effective, highly-qualified teachers and administrators to local

consortia meetings to collaborate with other district representatives to develop assessments that can be used to

measure student growth in non-FCAT tested subjects.

Since all Hernando County teachers’ and administrators’ student-performance-based annual evaluations will be

tied to FCAT (regardless of the subject they teach), the District did not budget any Race to the Top funds under

(D)(1)(ii) to acquire alternative student assessments to support revised evaluation systems in Year 1. However,

while the District will prefer to base student growth measures off of state generated assessments, the District

allocated $151,895 in Year 3 to purchase additional assessments that can be used to reliably measure student

growth in non-FCAT tested subjects.


Not applicable

126

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.


Name: Heather Martin

Title: Executive Director of Business Services

Phone #: (352) 797-7000


Project Goal: The LEA will use results from teacher and principal evaluations to inform each of the human

capital processes listed in the MOU.


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.




127

2nd

Quarter

3rd

Quarter

4th

Quarter

Executive Director of Business Services,

Heather Martin

X X X X X X

Coordinator of Human Resources, Laurie

Pellito

X X X X X X

Chief Financial Officer, Desiree Henegar X X X X X X

Superintendent, Bryan Blavatt X X X X X X

Payroll Coordinator X X X

HCTA Bargaining Team (Instructional

Union)

X X X X X X

Identified Teacher Representatives X X X X X X

Identified School-Based Administrators X X X X X X






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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Convene a committee to discuss options for

compensation that include evaluation ratings

and provide incentives for recruitment to

high-poverty schools, high-minority schools,

X X X

128

persistently low achieving schools, and hard

to staff subject areas

The committee will evaluate the

current salary schedule and develop

a compensation system that will tie

the most significant gains in

compensation to effectiveness

demonstrated by annual evaluations.

The compensation system will

include differentiated pay as

required by Florida Statute

1012.22(1)(c)4 through bonuses,

salary supplements, etc.

Bargain and ratify teacher compensation

with the HCTA union and obtain School

Board approval

X

Obtain School Board approval for new

school-based administrative compensation

that is based on student achievement

X

Hire a Compensation Manager that will be a

liaison between the Human Resources

Department and the Payroll Department to

effectively manage the compensation

structure and accurately process the multiple

changes as they occur

X

Implement new compensation structure X


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

129




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

2nd

Quarter

3rd

Quarter

4th

Quarter

District Assessment Committee to review

results of pilot data and make

recommendation for full implementation of

evaluation system in accordance with

1012.34, F.S. and MOU (D)(2)(i)-(iii)

X X

Bargain language with HCTA union to

include the use of evaluation results to make

data driven decisions for teacher selection,

assignment, and retention

X X

Adopt School Board policy to include the

use of evaluation results for school-based

administrator selection, assignment, and

retention

X


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

Identify the staffing needs of schools with

the highest percentages of low income

students and minority students

X

Convene stakeholder group to review

current recruitment and retention strategies

X

130

for effectiveness and revise as necessary

Evaluate current HR systems to determine

additional data elements are necessary to

make effective human capital decisions (i.e.

transfer applications)

X

Implement changes to HR systems to

include additional data elements (including

evaluation ratings, etc.)

X X

Bargain with HCTA union contract language

regarding involuntary transfers of teachers to

schools that have been identified as high

minority schools, high poverty schools, and

persistently lowest performing schools. This

plan may include salary incentives.

X

Adopt School Board policy to include

language and criteria for implementation of

plan for equitable distribution of effective

and highly effective school-based

administrators throughout the district in high

minority schools, high poverty schools, and

persistently lowest performing schools. This

plan may include salary incentives.

X

Implement bargained plan for transferring

effective and highly effective teachers

X

Implement district-wide plan for transferring

effective and highly effective school-based

administrators

X


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

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

131



2nd

Quarter

3rd

Quarter

4th

Quarter

Negotiate specific language regarding the

procedures for using evaluation data to make

informed decisions in regards to

reappointments, transfers, assignments, etc.

X X X X

Continue to bargain with HCTA union areas

that impact the terms and conditions of

employment for teachers

X X X X

Submit collective bargaining agreement

annually

X X X


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

The Human Resources Department will

work with the Superintendent to develop the

accountability process that requires

documented evidence that administrators are

using evaluation results in hiring,

assignment, transfer, and retention decisions

X

Adopt a School Board policy regarding the

accountability process that requires

documented evidence that administrators are

using evaluation results in hiring,

assignment, transfer, and retention decisions

X

The Human Resources Department will X

132

work with the vendor(s) to update the

tracking systems to include evaluation

results so this information can be utilized for

hiring, transferring, and promoting decisions

The accountability process and required

documentation will be communicated to

school-based administrators

X


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

The Human Resources and Payroll

Departments will work with the TIS

Department to ensure appropriate elements

are in the TERMS system to comply with all

areas necessary for reporting on the staff

survey

X X X X

Required data will be reported through the

regularly-scheduled staff survey

X X X X


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

X X X X




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

2nd 3rd 4th

133

Quarter Quarter Quarter


review separation codes to ensure all

terminations are reported correctly through

the staff survey

X X X X

Required data will be reported through the

regularly-scheduled staff survey

X X X X


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

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter


continue to enter new hires, assignments,

transfers, and separations into the TERMS

database system as they occur.

X X X X X X

Required assignment data will be sent

through the regularly-scheduled staff survey.

X X X X X X

Project

Budget

Summary:

Performance

Pay:

Highly-

Effective

Teachers

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


$0

$0

$0

$0

$130,574

$225,000

134



Bonuses will be paid using available Race to the Top funds through 2014. For 2014-2015 and beyond, the bonuses

and any additional compensation factors necessary through the newly adopted salary structure will be paid through

the General Fund. This may require adjustments to other non-required areas of the compensation structure in order

to sustain the cost of the required salary components.

The budget includes bonuses for year 2012-2013 and 2013-2014. The amount for bonuses increases each year

with the intent of increasing the performance level of teachers and increasing the number of highly effective

teachers each year.


The District will continue to review the areas of the union contract that may need to be revised to comply with the

MOU (D)(3). The District and HCTA will bargain any items that impact the terms and conditions of employment

for instructional staff. The above Supporting Activities include revisions to the following documents (including,

but not limited to): HCTA union contract, School Board policy, and Evaluation Manual.


Not Applicable

135

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).


Name: Tim Urban

Title: Manager of Professional Development

Phone #: (352) 797-7070 (Ext. 410)


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.




136

2nd

Quarter

3rd

Quarter

4th

Quarter


Manager of Professional Development X X X X X X

Teacher on Special Assignment for

Professional Development

X X X X X X

Professional Development Secretary X X X X

School Professional Development Liaisons X X X X






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 X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Collaborate with the Superintendent and

relevant stakeholders to create a new district

vision/mission and goals that support a

revamped PD Dept. designed to directly

advance the District’s Race to the Top

(RTTT) Final Scope of Work

X X

Collaborate with the Superintendent and

relevant stakeholders to develop, create,

revise, publish, and disseminate a Master

X X

137

Inservice Plan designed to directly advance

the District’s RTTT Final Scope of Work

Plan new PD Dept. focus on supporting

implementation of Lesson Study, Common

Core Standards, and effective differentiation

of instruction and on facilitating use of

performance-based evaluations, data-driven

instruction, and use of formative, interim,

and summative assessments

X X

Collaborate with the Human Resources

Dept. and the teacher’s union to negotiate

common planning by grade/subject to

facilitate Lesson Study

X

Train highly-effective teachers, members of

school leadership teams, and aspiring

administrators to provide training on

Common Core standards, Lesson Study, and

differentiation of instruction

X X

Provide ongoing professional development

to support implementation of Lesson Study,

Common Core standards, differentiation of

instruction, performance-based evaluations,

use of data to drive instruction, and use of

formative, interim, and summative

assessments

X X X X

Support Lesson Study groups at all schools X


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

138

Collaborate with the Superintendent and all

relevant stakeholders to align the district’s

vision, mission, and goals; the Master

Inservice Plan; and the Title II grant

application to emphasize professional

development support for implementation of

Lesson Study, Common Core standards,

differentiation of instruction, performance-

based evaluations, use of data to drive

instruction, and use of formative, interim,

and summative assessments

X X X



administrators to provide training on

Common Core standards, Lesson Study, and

differentiation of instruction

X X

Provide ongoing professional development

to support implementation of Lesson Study,

Common Core standards, differentiation of




assessments

X X X X

Collaborate with the Human Resources

Dept. and the teacher’s union to negotiate

the addition of (2) pre-school inservice days

that will time for additional professional

development programs to support

implementation of Lesson Study, Common

Core standards, differentiation of




assessments

X X


A revised teacher and principal evaluation

system that reflects the use of evaluation

results to plan and provide professional

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

2nd

Quarter

3rd

Quarter

4th

Quarter

139

development. X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Pilot new teacher/administrator

performance-based evaluation system

X X X

Collaborate with contracted service provider

to enhance the district’s current Instructional

Improvement System (IIS)(AIM-HI) to, in

addition to generating individual teacher

performance reports based on assigned

students’ assessment data, to host and pre-

populate employee evaluations, to generate

IPDP/ILDP recommendations, and (in the

end) to provide reports on most common PD

recommendations by district, school,

subject, grade, and AYP subgroup

X X X

Include support for the District’s enhanced

IIS, which now includes

teachers’/administrators’ evaluations and

IPDPs/ILDPs, in the Master Inservice Plan

and Title II grant application

X X



administrators to provide school-based

trainings on effective use of the enhanced

IIS

X X X

Use aggregated data collected from the IIS

on common PD requests and/or

recommendations to assess and to provide

for PD needs, as identified in the Master

Inservice Plan and the annual Title II

application

X X

Deliverable (required): 2010-11 2011/12 2012/13 2013/14

140

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.

2nd

Quarter

3rd

Quarter

4th

Quarter

X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Collaborate with contracted service provider

to enhance the district’s current Instructional

Improvement System (IIS)(AIM-HI) to, in

addition to generating individual teacher

performance reports based on assigned

students’ assessment data, to host and pre-

populate employee evaluations, to generate

IPDP/ILDP recommendations, and (in the

end) to provide reports on most common PD

recommendations by district, school,

subject, grade, and AYP subgroup

X X X

Collaborate with PD Dept. staff, curriculum

supervisors, and designated school PD

liaisons to develop procedures and processes

for comparing IIS data on common PD

requests to completed PD program

participant rosters and staff rankings,

whereby participants’ subsequent student

assessment data showed growth and/or

decline by subject and AYP subgroup to

identify effective PD programs

X X

Prepare and disseminate aggregated data on

effective PD by district, school, grade,

subject, and/or AYP subgroup as part of the

District’s annual Master Inservice Plan and

Title II application needs assessment

X X

141


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

X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter



administrators to facilitate school-based

trainings on effective use of the enhance IIS

to identify assigned students’ deficiencies, to

identify PD needs, and to evaluate the

effectiveness of completed PD programs

X X

Prepare and disseminate aggregated data

collected from the enhanced IIS and ERO on

effective and ineffective PD sorted by

district, school, grade, subject, and AYP

subgroup as part of the District’s Master

Inservice Plan and Title II application needs

assessment

X X

Utilize evaluations of PD based (in part) on

student academic performance data

compared to PD attendance rosters to plan

and provide effective PD

X X


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



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

2nd 3rd 4th

142

collective bargaining, if applicable): Quarter Quarter Quarter

Prepare and disseminate aggregated data

collected from the enhanced IIS and ERO on

effective and ineffective PD sorted by

district, school, grade, subject, and AYP

subgroup as part of the District’s Master

Inservice Plan and Title II application needs

assessment

X X

Submit summary PD evaluation reports

pulled from the Master Inservice Plan and

Title II needs assessment as part of the

District’s annual RTTT project progress

report

X X


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Utilize formal evaluations of PD

effectiveness based in part on student

academic growth as can be aggregated and

assigned to individual teachers who

participated in specific PD programs and

summarized as part of the District’s annual

Master Inservice Plan and Title II needs

assessment, to revise annual PD Dept. goals

and planned activities

X X

Submit summary PD evaluation reports

pulled from the Master Inservice Plan and

Title II needs assessment as part of the

District’s annual RTTT project progress

X X

143

report

Project

Budget

Summary:

Contracted

Service:

Enhance

current IIS to

include

annual

evaluations

and

IPDPs/ILDPs

based

primarily on

student

performance

data

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


$0

$0

$60,000

$15,000

$10,000

$10,000



The Hernando County School District will primarily leverage local and Title II funds to provide personnel to

support Race to the Top Focus PD project goals, to produce all deliverables, and to complete all proposed

supporting activities, including providing focused PD on Common Core implementation, effective differentiation

of instruction, Lesson Study implementation, administrators’ trainings on effective use of performance-based

evaluations, effective use of the enhanced IIS, and use of student assessment data to drive instruction, evaluation,

and professional development. Race to the Top Focus PD funds will be used to enhance the District’s IIS to

include teachers’ and administrators’ evaluations and IPDPs/ILDPs, which will be primarily based on students’

assessment data, in support of Focus PD project deliverables. As such, RTTT funds will not be needed to sustain

the production of Focus PD deliverables and the completion of Focus PD supporting activities beyond June 30,

2014. As proposed, local and Title II funds will support project management personnel and training, and RTTT

funds will be used to build sustainable computer-based PD monitoring, evaluation, and accountability systems that

have little or no recurring costs.


The Hernando County School District’s PD Dept. is currently being reorganized and rejuvenated. As a result, our

144

new and improved PD Dept. will adjust its focus to support and align departmental goals to the Florida Dept. of

Education’s strategic plan, the District’s strategic plan, Florida’s protocol standards for PD, and Race to the Top

Focus PD goals, deliverables, and proposed supporting activities. As such, our reorganized PD Dept. will focus

support on training trainers to provide effective PD on Common Core implementation, Lesson Study

implementation, effective differentiation of instruction, effective use of data to drive instruction, and use of

formative, interim, and summative assessments. Our rejuvenated PD Dept. will also focus on using student

performance data to plan PD and on measuring the effects of PD.


Not applicable

145

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)

138

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)

138

3. Methods, strategies, and the conceptual background appropriate to

differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3)

138

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)

18, 99

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)

18

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)

99

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)

142

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)

113

9. Instructional practices that target high-needs students (aligns with Protocol

1.2.3; 2.2.3; 3.3.3)

150

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)

142

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)

142

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].

Not applicable

146

E. TURNING AROUND THE LOWEST-ACHIEVING SCHOOLS

IF YOU ARE AN LEA THAT DOES NOT HAVE A PERSISTENLY LOWEST-ACHIEVING

SCHOOL, SECTION (E) DOES NOT APPLY TO YOU AND YOU DO NOT NEED TO

COMPLETE IT. SEE APPENDICES B AND C TO FLORIDA’S MOU FOR LIST OF SCHOOLS.

INFORMATION FOR ITEMS BELOW SHOULD BE THE SAME AS IN YOUR SCHOOL

IMPROVEMENT GRANT (SIG) APPLICATION. YOU MAY INCLUDE RELEVANT PARTS OF

YOUR SIG APPLICATION IN THE APPENDIX.

(E)(2) Turning around the lowest-achieving schools

1. The LEA will select and implement one of the four school intervention models described in the grant

application in all persistently lowest-achieving schools located in the district (see Appendix A to the

MOU). The Department will identify the schools based upon the school categories devised for school

accountability under s. 1008.33, F.S., and set forth in Rule 6A-1.099811, F.A.C. (see Appendices B and

C to the MOU).

2. An LEA with more than nine persistently lowest-achieving schools will not select the transformational

option for more than one-half of the schools.

All actions undertaken by the LEA under this element of the grant will be in accordance with the

requirements of s. 1008.33, F.S. (Differentiated Accountability).

Complete Work Plan Table for (E)(2)1.-2.

3. The LEA will submit a plan for the Department’s approval that implements one or more of the

following programs in each persistently lowest-achieving school and within the feeder pattern of each

persistently lowest-achieving high school:

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

beyond the minimum 180 days and/or implement an extended school day, beyond the current hours

of instruction.

• The LEA will offer prekindergarten on a full day basis using the Department’s Title I Full Day

147

PreK model, for children residing in the attendance zone of such schools.

• The LEA will expand opportunities for students to attend career and professional academies,

especially STEM academies, under s. 1003.493, F.S.

• The LEA will expand or introduce proven programs to encourage advanced classes, positive

behavior support systems, mentoring, and curriculum that provide high-need students with college-

ready, career-ready, or other postsecondary skills..

• The Department may approve other programs that demonstrate a strong record of improving

student achievement in these district schools.

Complete Work Plan Table for (E)(2)3.

4. The LEA will use effectiveness data from annual evaluations to determine incentives for the most

effective teachers to work in the district’s elementary, middle, and high schools that are the persistently

lowest-achieving.

Include Work Plan for (E)(2)4. in Table for (D)(3).

5. The LEA will only assign new teachers (those in their first and second year) in the district’s schools

that are the persistently lowest-achieving if these teachers have completed or are participating in a

high-performing teacher preparation program, as defined in the grant application. The LEA will ensure

that such teachers are provided additional support by staffing a mix of new and proven teachers across

all content areas and grade levels in the school.

Include Work Plan for (E)(2)5. in Table for (D)(3).

148

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.


Name: Sonya L. Jackson

Title: Assistant Superintendent of Schools

Phone #: (352) 797-7000


Project Goal: LEAs will select one of the four school intervention models in all schools identified as persistently

lowest-achieving by the Department of Education. LEAs with more than nine persistently lowest-achieving

schools will not select the transformation model option for more than one-half of the schools. All actions must be

in accordance with Differentiated Accountability.


1. LEA will select School Intervention Model from list of four options (see Appendix A of MOU).

2. LEA will provide documentation that supports the selection of the intervention model to include:

- Teacher performance data regarding student learning gains in reading and mathematics.

- Documentation that reflects the placement of the Principal and his/her record of ―turn around‖ success.

- Documentation relating to staff turnover/replacement.

Note: Please attach relevant parts of your School Improvement Grant in the Final Scope of Work Appendix.




2nd

Quarter

3rd

Quarter

4th

Quarter


Supervisor of School Improvement X X X X X

149

CHS Administrative Team X X X X X X

HHS Administrative Team X X X X X X






LEA will select Intervention Model from list

of four options (see Appendix A of MOU).

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

The LEA already satisfied this requirement

as part of planning and implementing its

2010-11 1003(g) SIG project. (See

Appendix T, Page 208)

X

Implement comprehensive school reform

activities as part of the Transformation

Model at Central and Hernando high

schools.

X

Support comprehensive school reform

activities as part of the Transformation

Model at Central and Hernando high

schools.

X X X X X X


LEA will provide documentation annually

that supports the selection of the

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

2nd

Quarter

3rd

Quarter

4th

Quarter

150

intervention model to include:

Documentation detailing staff (including

coaches) as it relates to their student

learning gains in reading

and/mathematics over a three year

period. For those with less than three

years of experience learning gains will

be based upon the number of years

taught. For teachers and coaches other

than those of reading and mathematics,

retention must be based on increased

student achievement. LEA will provide

detailed report regarding Principal and

administrative team as it relates to their

qualifications as outlined in Appendix A

of the MOU.

Documentation relating to staff

turnover/replacement.

Detailed report regarding Principal and

administrative team as it relates to their

qualifications as outlined in Appendix A

of the MOU.

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Complete the 2010-11 1003(g) SIG project

evaluation report, which will include lists of

highly-effective teachers/administrators,

CHS/HHS staff/administrator rankings

based on the teacher/administrator

evaluation system and/or FCAT DSS growth

by grade/subject, data on CHS/HHS staff

turnover/replacement, and members of the

administrative team’s successes in turning-

around persistently low-achieving schools.

―Highly effective‖ will be defined, using the

state standard, as earning a ―highly

X

151

effective‖ rating on the District’s student-

performance-based teacher/administrator

annual evaluation (and) having at least a

65% average FCAT DSS growth rate for a

maximum of (3) years. The District recently

adopted a multi-metric teacher/administrator

evaluation system, primarily based on

assigned students’ FCAT performance. As

such, all teachers’ and administrators’

annual evaluations will now be primarily

based on students’ FCAT scores, regardless

of the subject taught. The District will

submit a comprehensive annual 1003(g)

SIG project evaluation report, which

includes data on staff turnover/recruitment,

in July of each project year.




























X

152






























X














X

153
















Project

Budget

Summary:

Salary

(Including

Fringe

Benefits):

Supervisor

of School

Improvement

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


$

$25,000

$25,000

$100,000

$100,000

$0



The complete budget to support comprehensive reform initiatives at Hernando County’s (2) persistently low-

achieving schools, Central and Hernando high schools, is described in detail as part of the District’s 2010-11

1003(g) SIG application (See Appendix T, Page 208). These comprehensive school reform initiatives, however,

are supported through coordination of several federal grant programs, including: Title II, Title III, Perkins, and 21st

Century Community Learning Centers. While our 1003(g) project supports (13) full-time jobs, these employees

are charged with providing training and building systems that can be self-sustained beyond the project’s funding

period. The District also requests that Race to the Top funds be used to hire a School Improvement Supervisor

who, in addition to supporting school reform at CHS and HHS, will monitor and evaluate all Race to the Top

initiatives and will support school improvement efforts at CHS’ and HHS’ feeder schools. The School

Improvement Supervisor will provide training and build systems that can be self-sustained beyond the project’s

154

funding period.


The Hernando County School District currently operates (2) persistently low-achieving schools: Central and

Hernando high schools. These schools are currently engaged in full implementation of the Transformation Model,

as described in the District’s 2010-11 1003(g) SIG application. Please refer to the District’s 2010-11 1003(g) SIG

application for details on the District’s, and affected schools’, plans to implement the transformation model (See

Appendix T, Page 208).

―Highly effective‖ will be defined, using the state standard, as earning a ―highly effective‖ rating on the District’s

new student-performance-based teacher/administrator annual evaluation (and) having at least a 65% average

FCAT DSS growth rate for a maximum of (3) years. The District recently adopted a multi-metric

teacher/administrator evaluation system, primarily based on assigned students’ FCAT performance. As such, all

teachers’ and administrators’ annual evaluations will now be primarily based on students’ FCAT scores, regardless

of the subject taught. Teachers’/Administrators’ annual evaluations will now be based on such student-

performance factors as: Assigned students average FCAT DSS growth, percentage of AYP criteria met, and school

grade. (see samples of the new teacher/administrator evaluation instruments in Appendixes U and V, pages 264-

275) The District will submit a comprehensive annual 1003(g) SIG project evaluation report, which includes data

on staff turnover/recruitment, in July of each project year.


Appendix T: The Hernando County School District’s 2010-11 SIG Application, Page 261

Appendix U: Student Performance-Based Teacher Evaluation Instrument, Page 317

Appendix V: Student Performance-Based Administrator Evaluation Instrument, Page 320

155

Work Plan Table

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


Name: Mary-Grace Surrena

Title: Manager of Student Services

Phone #: (352) 797-7000


Project Goal:

The LEA will submit a plan that implements one or more of the following programs in each persistently lowest-

achieving school and within the feeder pattern of each persistently lowest-achieving high school:

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

minimum 180 days and/or implement an extended school day, beyond the current hours of instruction.

• The LEA will offer prekindergarten on a full day basis using the Department’s Title I Full Day Pre-K

model, for children residing in the attendance zone of such schools.

• The LEA will expand opportunities for students to attend career and professional academies, especially

STEM academies, under s. 1003.493, F.S.

• The LEA will expand or introduce proven programs to encourage advanced classes, positive behavior

support systems, mentoring, and curriculum that provide high-need students with college-ready, career-

ready, or other postsecondary skills.

• The Department may approve other programs that demonstrate a strong record of improving student

achievement in these district schools.

Deliverables (minimum required evidence): Note: will vary based on the program(s) implemented

1. Submission of each school schedule for identified Intervene schools that demonstrates extended learning time.

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

3. Submission of a district timeline and implementation plan to increase the number of STEM accelerated

courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-

2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that

by 2011-2012 each high school offer an International Baccalaureate program, Advanced International

Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including

one course each in English, mathematics, science, and social studies.

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

end-of-grant period data.

5. Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in

the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan

156

should include documentation of the STEM career and technical programs that meet the requirements of

RTTT available to students in your district for 2009-2010 including for each school site: name of program,

courses offered as part of the program, student enrollment in each course, and number of students for 2009-

2010 who were awarded industry certifications.

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

exams.

7. Documentation of implementation of a complete program that results in industry certification including for

each school site: name of program, courses offered as part of the program, student enrollment in each course,

and number of students for 2009-2010 who were awarded industry certifications.

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

Baseline data for this plan includes documentation of courses provided at each school in 2009-2010. This plan

should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012

each high school offer an International Baccalaureate program, Advanced International Certificate of

Education program, or at least four courses in dual enrollment or Advanced Placement including one course

each in English, mathematics, science, and social studies.

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

grant period data.

10. Submission of a district timeline and implementation plan to provide mentoring and positive behavioral

support programs. Baseline data for this plan includes documentation of behavioral/disciplinary data for each

school in 2009-2010.

11. Documentation of mentoring and/or positive behavioral support programs, including a comparison of baseline

data to end-of-grant period data.

12. Documentation of ―other‖ research based programs that demonstrate a strong record of improving student

achievement in these district schools.




2nd

Quarter

3rd

Quarter

4th

Quarter

CTE Specialists @ HHS & CHS X X X X X X

PHCC Liaison X X X X

Principal, Hernando eSchool X X X X X X

Curriculum Supervisor X X X X X X

District Coordinator of FL-PBS X X X X X X

Communities in Schools Program Manager X X

CIS Schools Site Managers X X

157



Deliverable:

Submission of each school schedule for

identified Intervene schools that

demonstrates extended learning time.

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

LEA will collect schedules of the extended

school day at HHS & CHS documenting

their efforts to maximize instructional time

for all students and will forward these

schedules to FLDOE as evidence of

satisfying standards as part of this

deliverable. Please read the narrative section

for E (2)(3) for details on exactly how

schedules were changed in 2010-11 to allow

for extended learning time.

X X X X

LEA will collect documentation of the

scheduled extended learning day

opportunities beyond the standard school

day for high need students

X X X X

Deliverable: Evidence of funding allocated

to provide for the costs associated with

student candidates’ industry certification

exams.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

158

Develop criteria for distribution of funds

associated with industry certification based

upon the number of CTE students eligible

for the industry certification, program cost

and student need

X

Deliverable:

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

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Implement ―marketing‖ as a complete

program at both persistently low-achieving

high school (CHS & HHS). The goal for

enrollment in CHS’/HHS’ marketing

program in 2 percent of each school’s

population. The goal for successful

completion of industry certification

requirements for all students enrolled in

CHS’ and HHS’ marketing industry

certification program is 65% of all

participants by June 30, 2014.

X X X X X X

Develop plans for CHS & HHS to become

certified testing sites

X

Train instructors to meet certification criteria X X X X X X

Provide instruction to students to prepare

them for the industry certification exam

X X X X X X

159

Deliverable:

Submission of a district timeline and

implementation plan to provide mentoring

and positive behavioral support programs.

Baseline data for this plan includes

documentation of behavioral/disciplinary

data for each school in 2009-2010.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Support existing FL-PBS efforts at CHS,

FCMS, DSPMS, EK8, SHES, MES, BES by

purchasing site license for SWIS and

incentives/materials

X X X X X X

Expand FL-PBS implementation to HHS,

PGES, WES, DES and EES. While 7 of 23

Hernando County public schools (30

percent) are currently FL-PBS schools, the

district will work to expand PBS

implementation to 12 of 23 schools (52

percent) by the end of Year 1. The district

will work to expand PBS programs to 80%

our of public school by June 30, 2014.

X X X X

Deliverable:

Documentation of mentoring and/or positive

behavioral support programs, including a

comparison of baseline data to end-of-grant

period data.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

160

Form a committee to work with the District

FL-PBS Leadership Team to examine ODRs

and suspension rates at HHS & CHS and

their feeder schools in order to monitor the

progress of existing FL-PBS programs and

newly implemented FL-PBS programs.

While 7 of 23 Hernando County public

schools (30 percent) are currently FL-PBS

schools, the district will work to expand

PBS implementation to 12 of 23 schools (52

percent) by the end of Year 1. The district

will work to expand PBS programs to 80%

our of public school by June 30, 2014.

X X X X

Review Communities in Schools (CIS)

annual report of mentoring

X X X

Deliverable:

Submission of other research based program

that demonstrates a strong record of

improving student achievement.

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

2nd

Quarter

3rd

Quarter

4th

Quarter

X X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Develop infrastructure for the Communities

in Schools (CIS) initiative by focusing initial

efforts at HHS & CHS and then their

primary feeder middle school by Year 3.

The district does not currently manage any

CIS programs. The district will work to plan

program implementation in Year 1, to build

sustainable CIS programs in Years 2 & 3,

and to support fully-functioning, effective

CIS programs at CHS, HHS, and both other

their ―feeder‖ middle schools in Year 4. The

district’s goals is to sustain effective CIS

programs in (4) schools by June 30, 2014.

X X X X X X

161

Collaborate with existing Drop Out

prevention Task Force in order to complete

the action plan and implement program steps

for CIS

X X X X X X

Project Budget

Summary:

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

2nd

Quarter

3rd Quarter 4th Quarter

Dues/Fees: Exams Fees & Industry Certifications

$0 $0 $15,000 $10,500 $0 $5,722

Contracted Services: PBS Support

$0 $4,250 $4,250 $8,500 $3,000 $3,000

CIS Program Manager

$0 $0 $0 $41,875 $41,875 $0

Stipends: CIS Site Managers

$0 $0 $0 $5,729 $5,000 $0

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of

this Project after Race to the Top funding ends)

CTE Deliverables: Schools will write additional grants and conduct fundraisers to pay for exams

Marketing Program: Schools will write additional grants and conduct fundraisers to pay for exams

The LEA will absorb the salary of the Programmer/Systems Coordinator after RTTT funding ends.

FL-PBS: District personnel will train and provide technical assistance at no cost

FL-PBS: State data management system is being developed and is anticipated complete by 2014

FL-PBS: Schools will conduct fundraisers for incentives / materials

CIS: Program manager will be funded by fund-raising efforts of Hernando Youth Coalition task Force and the

Chamber of Commerce Educational task Force

162


The persistently lowest-achieving schools within Hernando County are Hernando High School and Central High

School. Both schools are currently working within selected Intervention Models (the Transformation Model) to

drive best practices in instruction and increase student learning. These schools are currently using existing District

funds and grant funding to implement changes including maximizing instruction within the school day, offering

extended school day opportunities for students demonstrating need for academic intervention, increasing

opportunities for students to obtain industry certification, and increasing advanced course offerings. While schools

are moving forward in their attempts to turn around the lowest-achieving schools, they require additional funding

to continue to implement these changes completely.

Additional funds are needed to begin a new certification program in marketing for both persistently low-achieving

schools. Funding is also needed to assist students in accessing industry certification exams.

Increasing advanced course offerings may require a multi-pronged approach. Schools have been increasing their

advanced course offerings over the last several years, but are limited by the certification requirements for

instructors. It may help to better promote the opportunity for students to take dual enrollment classes through

PHCC on the PHCC campus. Marketing this option to students would likely increase the number of students who

take advantage of this type of advanced course. The LEA would also like to form a partnership with PHCC to

investigate options of PHCC instructors coming to high school campuses to teach some dual enrollment courses,

specifically in areas that are most difficult to obtain eligible instructors among existing LEA teachers (e.g.,

science). Increasing opportunities for students to enroll in advanced coursework may also be improved through

careful examination of middle school curriculum options. Middle schools that feed into the lowest-performing

high schools can offer ―pre-AP‖ courses to prepare students for advanced classes in high school, or they can offer

some courses for high school credit so that AP coursework in that area can later be selected in high school.

Hernando eSchool may also offer opportunities for increased advanced course offerings.

Florida’s Positive Behavior Support (FL-PBS) is an initiative with proven effectiveness in decreasing discipline,

increasing attendance, and positively impacting behavior and academics. Many schools within the feeder pattern

of each persistently lowest-achieving high school have already implemented FL-PBS. These schools would

benefit from financial support for their data system (SWIS) and assistance with purchasing incentives and

materials. The LEA would like to extend the implementation of FL-PBS to HHS and other schools within the

feeder pattern of HHS and CHS. Adding schools to the FL-PBS initiative within the district assumes an additional

cost of training for each school’s FL-PBS leadership team, as well as assistance with materials and incentive costs.

The district is also working toward a data system that is similar to the SWIS system for our county, which would

allow for academic and behavioral data within the same system. This newly developed/enhanced system would

require additional personnel in the form of a LEA Programmer/Systems Coordinator (from section (C) (3) (i) and

(iii)) to manage development and ensure smooth operation of the data management system.

Finally, the LEA is proposing the implementation of a new proven program called Communities in Schools (CIS)

within the two persistently low-achieving high schools, with the extension of the program to two feeder middle

schools (WHMS and DSPMS) following the first full year of implementation at HHS and CHS. The CIS model

would facilitate mentoring opportunies and provide community-based wrap-around services to at-risk students,

many of whom are functioning in the lower quartile of academically. The Communities in Schools project would

163

require an LEA Program Manager to oversee the program implementation, with site coordinators identified at each

implementing school. The LEA is proposing that the site coordinators be current instructional staff who would

receive a supplement for this additional duty.

** Central High School will lengthen our bell schedule by 65 minutes per week in 2010-11 (Year 1). Of total

increased minutes, 50 additional minutes will be divided among seven instructional periods, which will lengthen

each period by more than 7 minutes and effectively provide more time for instruction in all subjects.

** Hernando High School will lengthen our bell schedule by 140 minutes per week in 2010-11 (Year 1). Of total

increased minutes, 120 additional minutes will be divided among seven instructional periods, which will lengthen

each period by more than 17 minutes per week and effectively provide more time for instruction in all subjects.


Not applicable

164

F. GENERAL

(F)(2) Ensuring successful conditions for high-performing charter schools and other innovative

schools

1. 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.

2. Consistent with federal requirements, the LEA will ensure that participating charter schools receive a

commensurate share of any grant funds and services funded by the grant.

3. 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.

Complete Work Plan Table for (F)(2). See attached guidance for charter school participation.

165

Work Plan Table

Project/MOU Criterion: Include Charter Schools in LEA Planning – (F)(2)


Name: Jeff Yungmann


Phone #: (352) 797-7000


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.


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)




166

2nd

Quarter

3rd

Quarter

4th

Quarter

State & Federal Grants Manager X X X X

Curriculum Supervisor X X X X X X

GCA Administrative Team X X X X X X

Superintendent of Schools X

Supervisor of School Improvement X X X X





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 X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Meet with charter school administrative

team to discuss the District’s Race to the

Top Final Scope of Work , to assess needs,

to recruit assistance in addressing RTTT

goals and deliverables, and to recruit

assistance preparing the District’s Final

Scope of Work

X

Create and seek Board approval for a formal

Memorandum of Understanding between the

Hernando County School Board and Gulf

Coast Academy that provides details on both

parties’ commitments and responsibilities as

X

167

part of the proposed RTTT project

Invite Gulf Coast Academy’s administrative

team to participate on the District’s Race to

the Top team

X

Document all invitations to participate,

meeting agenda, and attendance at all RTTT

Team meetings

X X X X X X

Provide documentation of efforts to include

GCA in the Hernando County School

District’s Race to the Top project and

associated initiatives to the Florida Dept. of

Education, as requested

X X X X

Continuously meet with Gulf Coast

Academy’s administrative team as part of

comprehensive efforts to engage and include

Gulf Coast Academy in the Hernando

County School District’s RTTT project and

associated initiatives

X X X X X X


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

Create and seek Board approval for a formal


Hernando County School Board and Gulf

Coast Academy that provides details on both

parties’ commitments and responsibilities as

part of the proposed RTTT project

X

Submit a copy of the signed, dated Race to

the Top Memorandum of Understanding

X

168

between the District and Gulf Coast

Academy, as requested


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




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Document all invitations to participate,

meeting agenda, and attendance at all RTTT

Team meetings

X X X X X X

Submit documents that verify that Gulf

Coast Academy’s administrative team has

been invited to participate in Race to the

Top-funded activities

X X X X


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 X X X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Establish and disseminate commensurate

per-pupil Race to the Top funding to be

allocated to Gulf Coast Academy and a list

X X X X

169

of district-level Race to the Top activities

that Gulf Coast Academy will have access to

as part of the Race to the Top project

Submit a final, substantially-approvable

Race to the Top Final Scope of Work budget

that indicates that a commensurate share of

Race to the Top funds have been allocated to

Gulf Coast Academy

X X X X


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 X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Prepare and submit expense reports that

demonstrate that participating charter

schools have received a commensurate share

of funds and/or have benefited from district-

level services

X X X X


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

170

Submit a copy of the signed Race to the Top


District and Gulf Coast Academy that

demonstrates that Gulf Coast Academy has

agreed to submit all required data and

documents as part of agreeing to participate

in Race to the Top, as requested

X


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 X




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

2nd

Quarter

3rd

Quarter

4th

Quarter

Document and submit detailed notifications

to the Florida Dept. of Education, if Gulf

Coast Academy does not comply with the

project Memorandum of Understanding

X X X X

Project

Budget

Summary

by Year:

Commensurate

per-pupil

funds (Based

on 120

students @

$24.30/per

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


$

$2,916

$

$2,916

$2,916

$2,916

171

student)



Gulf Coast Academy will continue to benefit from district-level resources developed as part of the Hernando

County School District’s Race to the Top initiatives; however, commensurate annual per-pupil funding allocations

will expire at the end of the project period. As such, a sustainability plan for Race to the Top activities involving

charter schools is not needed.


The Hernando County School District benefits through continuous cooperation with our high-achieving charter

school, Gulf Coast Academy. The Hernando County School District hereby assures Florida Dept. of Education

Race to the Top project managers that Gulf Coast Academy administrators participated, or were invited to

participate, in all activities related to the development of the District’s Final Scope of Work, including wiki

discussions and small group work plan table breakout trainings. In addition, Gulf Coast Academy’s administrative

team met with the Superintendent and the State & Federal Grants Manager to discuss Gulf Coast Academy’s

proposal to use 10 percent of the total Race to the Top allocation to support B(3)(5). However, the Superintendent

determined that Gulf Coast Academy’s proposal was not the most cost-effective means to advance the goal and

deliverables as part of B(3)(5) and, therefore, limited gulf Coast Academy’s participation to membership on the

District’s Race to the Top team, benefiting from district-level resources, and a commensurate share of funds based

on a per-pupil rate. The per-pupil rate of $24.30 per student was calculated by adding the Hernando County

School District’s total public school enrollment to Gulf Coast Academy’s total enrollment and dividing this

combined enrollment figure into the District’s total 4-year Race to the Top allocation. This per-pupil figure was

then multiplied by GCA’s total enrollment to determine the total amount of Race to the Top funds that GCA could

receive for the entire 4-year grant period and then divided by 4 to determine GCA’s yearly allocation.


Appendix W: HCSB/GCA Race to the Top Memorandum of Understanding, Page 329

172

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


4th Grade Mathematics





8th Grade Reading





8th Grade Mathematics



173


% Scoring Level 4 or 5 of FCAT 2.0,

5th Grade Science


% passing End-of Course Exam

Biology 1

TBD, when baseline data is received in the Summer of 2011

% passing End-of-Course Exam

Algebra 1

TBD, when baseline data is received in the Summer of 2011

174

FORM (A)1.


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



% Reduction in White/Hispanic achievement gap on FCAT 2.0

(STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015)





175

FORM (A)1.


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 55 58 59 64 65 67 69 72 76 80 85

College Going Rate 55 50 55 57 59 61 63 66 68 71 74

College Credit Earning Rate 62 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 19 18 21 23 25 27 28 31 35 39 44

176

Appendixes A-W

177

Revised 5-10-10

TransitionalLevel 1-2/C-D (300+ scale score)

Parent Conference

‡ Algebra 1A (Sem1)(1200370) 1 credit Algebra 1B (Sem2)

(12000380) 1 credit (285+ scale score)

EOC Exam is 30% of final grade in 2010-11; passing score for

credit beginning 2011-12

Geometry

(1206310)

EOC Exam is 30% of final grade in 2011-12;passing score for credit beginning

2012-13

‡ ‡ Algebra II (1200330)

Required course for the 2015-2016 graduates

‡ ‡ Math for College Readiness(1200700)

or‡ ‡ Advanced Algebra 1

w/Financial App.(1200500)

On Grade Level

Level 3+ Teacher Rec. + B-C Grades

‡‡‡Algebra 1 or (H) (1200310/1200320)

EOC Exam is 30% of final grade in 2010-11; passing score for credit beginning

2011-12

Geometry or (H) (1206310/1206320)


2012-13

Algebra II or (H)(1200330/1200340)


DE College Algebra/Trigonometry

(MAC 1105/1147)or

Pre-Calc(1202340)

AboveGrade Level

Level 4, 5+ Teacher Rec. + A-B Grades

‡‡‡Geometry or (H) (1206310/1206320)


2012-13

Algebra II or (H)(1200330/1200340)


DE College Algebra/Trigonometry

(MAC 1105/1147)or

Pre-Calc(1202340)

AP Calculus AB/BC

(1202310/1202320)

or

AP Probability & Statistics

(1210320)

Intensive math is designed for students not meeting minimum district math standards. Intensive Math may be taken in addition to regular math courses/requirements. ‡ Algebra A and Algebra B is accepted as 2 credits for graduation. However, both courses count as 1 credit for admission to the State University System. Therefore, we recommend the double block Algebra A/B in one year. ‡‡ Based on the student’s career plan, it may be appropriate to reverse the sequence of these courses. ‡‡‡ Middle schools students that were successful in completing HS math courses should be placed into Honors courses upon entering 9

th grade.

This form is to be used for student placement by teachers or guidance counselors in the Hernando County Schools.

Recommended High School Mathematics Progression

Chart

8th

to 9th

9th

to 10th

10th

– 11th

11th

to 12th

178

The following courses are lab courses. You must have a

minimum of two lab courses for graduation requirements.

9th grade

Direct Entry

Environmental Science

Physical Science

Biology I

Biology I Honors

Physical Science

Chemistry I

Chemistry Honors I

Chemistry I

Marine Science I

Zoology

Anatomy and Physiology

Physics

Technical Post-Secondary

Physical Science Honors

Biology I Honors

Chemistry I

Chemistry I Honors

Anatomy and Physiology Honors

Marine Science I

Physics Honors

Dual Enrollment Physics I

Dual Enrollment Biology I

Professional Level Jobs & A.P. Program Track

Biology I Honors

Physical Science I Honors

Physics I Honors

Chemistry I Honors

IB Biology

AP Biology

AP Chemistry

AP Physics

AP Environmental Science

IB Biology

AP Biology

AP Chemistry

AP Physics

AP Environmental Science

10th grade

11th grade

12th grade

Three credits of science, two of which must have a laboratory requirement, are required

for high school graduation.

Recommended Science Progression Flowchart 2010-11

179

Revised: 10/11/2010

1

July 2010 Florida Department of Education

Curriculum Framework Program Title: Power and Energy Technology Program Type: Non Career Preparatory Career Cluster: Science, Technology, Engineering, & Mathematics Secondary – Non Career Preparatory

Program Number 8601300 CIP Number 0821.010501 Grade Level 9-12 & 30, 31 Standard Length 3 credits Teacher Certification

TEC ED 1 @2 ENG 7 G INDUS ARTS @4 @6 I ART-TEC @1 @2 AUTO MECH @7 G TEC MECH @7 G GEN SHOP @4 DIESEL MECH @7 G GASENG RPR @7 G AUTO IND @7 G TRANSPORT @4 AIR MECH @7 G

CTSO FL-TSA Facility Code 243, Related 808, 810, 849, 851, 852.

Refer to http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)

Purpose The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of power and energy technology. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry.

The content includes, but is not limited to, a study of power systems and the kinds and sources of energy. The content and activities will also include the study of entrepreneurship, safety, and leadership skills. Many of the learning outcomes in this program are aligned with the Standards for Technological Literacy: Content for the Study of Technology published by the International Technology and Engineering Educators Association. Aligned outcomes are indicated by STL followed by the standard. Program Structure

180

http://www.fldoe.org/edfacil/sref.asp

Revised: 10/11/2010

2

This program is a planned sequence of instruction consisting of the courses shown in the following table: Course Number Course Title Length Level

8601310 Power and Energy Technology I 1 credit 2 8601320 Power and Energy Technology II 1 credit 2 8601330 Power and Energy Technology III 1 credit 3

In addition to the above courses, the Advanced Applications in Technology (8601900) is appropriate to be used for content area continuation in this program after all three credits of this program have been completed. The purpose of Advanced Applications in Technology course is to provide students with a capstone opportunity to develop a school based project from "vision" to "reality". Working in teams to design, engineer, manufacture, construct, test, redesign, test again; and then produce a finished "project". This would involve using ALL the knowledge previously learned, not only in Technology Education but also across the curriculum. See the Advanced Applications in Technology framework for more information. Laboratory Activities Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to occupations in this industry. Equipment and supplies should be provided to enhance hands-on experiences for students. Special Notes Career and Technical Student Organization (CTSO) The Florida Technology Student Association (FL-TSA) is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C. Cooperative Training Cooperative training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply. Work-Based Experience (8601800) is the appropriate course to provide Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience. Work-Based Experience (WBE) is also designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations independent of school facilities. At least one credit of a Technology Education program consisting of three credits must be completed before enrolling in WBE. See the Work-Based Experience framework for more information.

181

Revised: 10/11/2010

3

Essential Skills Essential skills identified by the Division of Career and Adult Education have been integrated into the standards and benchmarks of this program. These skills represent the general knowledge and skills considered by industry to be essential for success in careers across all career clusters. Students preparing for a career served by this program at any level should be able to demonstrate these skills in the context of this program. Accommodations Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s IEP or 504 plan or postsecondary student’s accommodations plan to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their postsecondary service provider. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file. In addition to accommodations, some secondary students with disabilities (ESE) will need modifications to meet their special needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum cannot be modified. Bright Futures/Gold Seal Scholarship Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met. Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. Standards After successfully completing this program, the student will be able to perform the following: Technological Literacy Standards 01.0 Demonstrate an understanding of the characteristics and scope of technology. 02.0 Demonstrate an understanding of the core concepts of technology. 03.0 Demonstrate an understanding of the relationships among technologies and the

connection between technology and other fields of study. 04.0 Demonstrate an understanding of the cultural, social, economic, and political effects of

technology. 05.0 Demonstrate an understanding of the effects of technology on the environment. 06.0 Demonstrate an understanding of the influence of technology on history. 07.0 Demonstrate an understanding of the attributes of design. 08.0 Demonstrate an understanding of engineering design.

182

https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx

Revised: 10/11/2010

4

09.0 Demonstrate an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

10.0 Demonstrate the abilities to apply the design process. 11.0 Demonstrate the abilities to use and maintain technological products and systems. 12.0 Demonstrate the abilities to assess the impact of products and systems. 13.0 Demonstrate an understanding of and be able to select and use energy and power

technologies. Technical Content Standards 14.0 Demonstrate safe and appropriate use of tools, machines, and materials in power and

energy technology. 15.0 Describe sources of energy. 16.0 Demonstrate technical knowledge and skills related to power and energy systems. 17.0 Demonstrate technical knowledge and skills about steam power technology. 18.0 Demonstrate technical knowledge and skills about hydraulic and pneumatic power

technology. 19.0 Demonstrate technical knowledge and skills about electric power technology. 20.0 Demonstrate technical knowledge and skills about solar cells and fuel cells. 21.0 Demonstrate technical knowledge and skills about nuclear power technology. 22.0 Perform advanced-study and technical skills related to energy and power technology. 23.0 Measure and report the power and efficiency of power producing systems. 24.0 Conduct a research and experimentation project on an energy and power system. 25.0 Demonstrate an understanding of career opportunities and requirements in the field of

power and energy technology. Essential Skills 26.0 Demonstrate language arts knowledge and skills. 27.0 Demonstrate mathematics knowledge and skills. 28.0 Demonstrate science knowledge and skills. 29.0 Use oral and written communication skills in creating, expressing and interpreting

information and ideas. 30.0 Solve problems using critical thinking skills, creativity and innovation. 31.0 Use information technology tools. 32.0 Describe the roles within teams, work units, departments, organizations, inter-

organizational systems, and the larger environment. 33.0 Demonstrate the importance of health, safety, and environmental management systems

in organizations and their importance to organizational performance and regulatory compliance.

34.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.

35.0 Describe the importance of professional ethics and legal responsibilities. 36.0 Explain the importance of employability skill and entrepreneurship skills. 37.0 Demonstrate personal money-management concepts, procedures, and strategies.

183

Revised: 10/11/2010

5

July 2010 Florida Department of Education Student Performance Standards

Course Title: Power and Energy Technology I Course Number: 8601310 Course Credit: 1 Course Description: This course provides students with an introduction to the knowledge, human relations, and technical skills of energy and power technology. 01.0 Demonstrate an understanding of the characteristics and scope of technology. – The

student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.1.J, STL.1.L]

01.01 Discuss the nature and development of technological knowledge and processes. 01.02 Conduct specific goal-directed research related to inventions and innovations.

02.0 Demonstrate an understanding of the core concepts of technology. – The student

will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.3.1 – 3.5, MA.912.A.3.11, MA.912.A.10.1 – 10.3, STL.2.W, STL.2.X, STL.2.Z, STL.2.AA, STL.2.EE]

02.01 Identify systems thinking logic and creativity with appropriate compromises

in complex real-life problems. 02.02 Define technological systems, which are the building blocks of technology

and are embedded within larger technological, social, and environmental systems.

02.03 Identify resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.

02.04 Identify the criteria and constraints of a product or system and determine how they affect the final design and development.

02.05 Define a management system as the process of planning, organizing, and controlling work.

04.0 Demonstrate an understanding of the cultural, social, economic, and political effects of

technology. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.4.H – I]

04.01 Identify changes caused by the use of technology ranging from gradual to rapid

and from subtle to obvious. 04.02 Classify the use of technology involving weighing the trade-offs between the

positive and the negative effects.

184

Revised: 10/11/2010

6

05.0 Demonstrate an understanding of the effects of technology on the environment. – The


This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.10.1 – 10.3, STL.5.K – L]

05.01 Identify technologies devised to reduce the negative consequences of other

technologies. 05.02 Discuss the implementation of technologies involving the weighing of trade-offs

between predicted positive and negative effects on the environment. 06.0 Demonstrate an understanding of the influence of technology on history. – The student

will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.6.H – I]

06.01 Research how the evolution of civilization has been directly affected by, and has in

turn affected, the development and use of tools and materials. 06.02 Define the history of technology as a powerful force in reshaping the social,

cultural, political, and economic landscape. 07.0 Demonstrate an understanding of the attributes of design. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.2.3, MA.912.2.4, MA.912.2.13, MA.912.A.5.1, MA.912.A.5.4, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, MA.912.G.7.5, MA.912.G.7.7, SC.912.P.12.2, STL.8.H – K]

07.01 Recognize the design process; including defining a problem, brainstorming,

researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.

07.02 Restate design problems that are seldom presented in a clearly defined form. 07.03 Check and critique a design continually, and improve and revise the idea of the

design as needed. 07.04 List competing requirements of a design, such as criteria, constraints, and

efficiency. 08.0 Demonstrate an understanding of engineering design. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, SC.912.P.12.2, STL.9.I – L]

08.01 Identify design principles used to evaluate existing designs, to collect data, and to

guide the design process.

185

Revised: 10/11/2010

7

08.02 Describe the influence of personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly on the Engineering Design process.

08.03 Construct a prototype or a working model used to test a design concept by making actual observations and necessary adjustments.

08.04 Identify factors taken into account in the process of engineering. 09.0 Demonstrate an understanding of the role of troubleshooting, research and development,

invention and innovation, and experimentation in problem solving. – The student will be able to:


09.01 Define research and development as a specific problem solving approach that is

used intensively in business and industry to prepare devices and systems for the marketplace.

09.02 Identify research needed to solve technological problems. 09.03 Differentiate between technological and non-technological problems, and identify

which problems can be solved using technology. 09.04 Utilize a multidisciplinary approach to solving technological problems.

10.0 Demonstrate the abilities to apply the design process. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.3.1 – 3.5, MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.11 – 3.13, MA.912.A.3.15, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, SC.912.P.12.2, STL.11.M – R]

10.01 Identify the design problem to solve and decide whether or not to address it. 10.02 List criteria and constraints and determine how these will affect the design

process. 10.03 Refine a design by using prototypes and modeling to ensure quality, efficiency,

and productivity of the final product. 10.04 Evaluate the design solution using conceptual, physical, and mathematical models

at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.

10.05 Develop a product or system using a design process. 10.06 Evaluate final solutions and communicate observations, processes, and results of

the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.

11.0 Demonstrate the abilities to use and maintain technological products and systems. – The


This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.2.3, MA.912.A.2.4, MA.912.A.2.13, MA.912.A.3.1 – 3.5, MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.11 – 3.13,

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8

MA.912.A.3.15, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, SC.912.P.12.2, STL.12.L – P]

11.01 Document processes and procedures and communicate them to different

audiences using appropriate oral and written techniques. 11.02 Diagnose a system that is malfunctioning and use tools, materials, machines, and

knowledge to repair it. 11.03 Troubleshoot, analyze, and maintain systems to ensure safe and proper function

and precision. 11.04 Operate systems so that they function in the way they were designed. 11.05 Use computers and calculators to access, retrieve, organize, process, maintain,

interpret, and evaluate data and information in order to communicate. 12.0 Demonstrate the abilities to assess the impact of products and systems. – The student

will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.2.3, MA.912.A.2.4, MA.912.A.2.13, MA.912.A.3.1 – 3.5, MA.912.A.5.1, MA.912.A.5.4, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, MA.912.D.7.2, SC.912.P.12.2, STL.13.J – M]

12.01 Collect information and evaluate its quality. 12.02 Synthesize data, analyze trends, and draw conclusions regarding the effect of

technology on the individual, society, and the environment. 12.03 Define assessment techniques, such as trend analysis and experimentation to

make decisions about the future development of technology. 12.04 Identify forecasting techniques to evaluate the results of altering natural systems.

13.0 Demonstrate an understanding of and be able to select and use energy and power

technologies. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.D.7.2, SC.912.P.10.1, STL.16.J, STL.16.K, STL.16.M, STL.16.N]

13.01 Discuss how energy cannot be created nor destroyed; however, it can be

converted from one form to another. 13.02 Categorize types of energy into major forms: thermal, radiant, electrical,

mechanical, chemical, nuclear, and others. 13.03 Classify energy resources as renewable or nonrenewable. 13.04 Construct a power system having a source of energy, a process, and loads.

14.0 Demonstrate safe and appropriate use of tools, machines, and materials in power and

energy technology. – The student will be able to:

14.01 Select appropriate tools, procedures, and/or equipment needed to produce a product.

14.02 Demonstrate the safe usage of appropriate tools, procedures, and operation of equipment needed to manufacture a product.

14.03 Follow laboratory safety rules and procedures.

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14.04 Demonstrate good housekeeping at workstation and within total laboratory. 14.05 Identify color-coding safety standards. 14.06 Explain fire prevention and safety precautions and practices for extinguishing fires. 14.07 Identify harmful effects/potential dangers of familiar hazardous

substances/devices to people and the environment.

15.0 Describe sources of energy. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.D.7.2, SC.912.P.10.1]

15.01 Describe sources of thermal energy. 15.02 Describe sources of radiant energy. 15.03 Describe sources of nuclear energy. 15.04 Describe sources of chemical energy. 15.05 Describe sources of electrical energy. 15.06 Describe sources of mechanical energy. 15.07 Describe sources of fluid energy.

16.0 Demonstrate technical knowledge and skills related to power and energy systems. – The


16.01 Identify and define key terms, categories, and parts of a steam power system. 16.02 Identify and define key terms, categories, and parts of a hydraulic or pneumatic

system. 16.03 Identify and define key terms, categories, and parts of an electric power system. 16.04 Identify and define key terms, categories, and parts of a solar power system. 16.05 Identify and define key terms, categories, and parts of a nuclear power system. 16.06 Construct, test, and evaluate a variety of power systems.

26.0 Demonstrate language arts knowledge and skills. – The student will be able to: AF 2.0

26.01 Locate, comprehend and evaluate key elements of oral and written information. AF2.4 26.02 Draft, revise, and edit written documents using correct grammar, punctuation and

vocabulary. AF2.5 26.03 Present information formally and informally for specific purposes and audiences. AF2.9

27.0 Demonstrate mathematics knowledge and skills. – The student will be able to: AF3.0

27.01 Demonstrate knowledge of arithmetic operations. AF3.2 27.02 Analyze and apply data and measurements to solve problems and interpret

documents. AF3.4 27.03 Construct charts/tables/graphs using functions and data. AF3.5

28.0 Demonstrate science knowledge and skills. – The student will be able to: AF4.0

28.01 Discuss the role of creativity in constructing scientific questions, methods and explanations. AF4.1

28.02 Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings. AF4.3

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Course Title: Power and Energy Technology II Course Number: 8601320 Course Credit: 1 Course Description: This course provides students with intermediate understanding of the knowledge, human relations, and technical skills of energy and power technology. 01.0 Demonstrate an understanding of the characteristics and scope of technology. – The


This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.1.J – L]

01.01 Discuss the nature and development of technological knowledge and processes. 01.02 Graph the rapid increase in the rate of technological development and diffusion. 01.03 Conduct specific goal-directed research related to inventions and innovations.

02.0 Demonstrate an understanding of the core concepts of technology. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.3.1 – 3.5, MA.912.A.3.11, MA.912.A.10.1 – 10.3, STL.2.W, STL.2.X, STL.2.Z, STL.2.AA, STL.2.CC, STL.2.EE]

02.01 Apply systems thinking logic and creativity with appropriate compromises

in complex real-life problems. 02.02 Discuss technological systems, which are the building blocks of technology


02.03 Select resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.


02.05 Discuss new technologies that create new processes. 02.06 Organize a management system as the process of planning, organizing,

and controlling work. 04.0 Demonstrate an understanding of the cultural, social, economic, and political effects of

technology. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.4.H, STL.4.I, STL.4.K]

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04.01 Discuss changes caused by the use of technology ranging from gradual to rapid and from subtle to obvious.

04.02 Compare the use of technology involving weighing the trade-offs between the positive and the negative effects.

04.03 Debate the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.

06.0 Demonstrate an understanding of the influence of technology on history. – The student

will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.6.I – O]

06.01 Research the history of technology as a powerful force in reshaping the social,

cultural, political, and economic landscape. 06.02 Debate that early in the history of technology, the development of many tools and

machines was based not on scientific knowledge but on technological know-how. 06.03 Discuss the Iron Age as the use of iron and steel as the primary materials for

tools. 06.04 Discuss the Middle Ages and its development of many technological devices that

produced long-lasting effects on technology and society. 06.05 Discuss the Renaissance, a time of rebirth of the arts and humanities, as an

important development in the history of technology. 06.06 Discuss the Industrial Revolution and the development of continuous

manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.

06.07 Discuss the Information Age and its placement of emphasis on the processing and exchange of information.

07.0 Demonstrate an understanding of the attributes of design. – The student will be able to:


07.01 Describe the design process; including defining a problem, brainstorming,


07.02 Translate design problems that are seldom presented in a clearly defined form. 07.03 Evaluate a design continually, and improve and revise the idea of the design as

needed. 07.04 Analyze competing requirements of a design, such as criteria, constraints, and


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08.01 Investigate design principles used to evaluate existing designs, to collect data, and

to guide the design process. 08.02 Examine the influence of personal characteristics, such as creativity,

resourcefulness, and the ability to visualize and think abstractly on the Engineering Design process.


08.04 Evaluate factors taken into account in the process of engineering. 09.0 Demonstrate an understanding of the role of troubleshooting, research and development,



09.01 Employ research and development as a specific problem solving approach that is


09.02 Conduct research needed to solve technological problems. 09.03 Differentiate between technological and non-technological problems, and identify




10.01 Interpret the design problem to solve and decide whether or not to address it. 10.02 Evaluate criteria and constraints and determine how these will affect the design




10.05 Produce a product or system using a design process. 10.06 Evaluate final solutions and communicate observations, processes, and results of


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11.0 Demonstrate the abilities to use and maintain technological products and systems. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.2.3, MA.912.A.2.4, MA.912.A.2.13, MA.912.A.3.1 – 3.5, MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.11 – 3.13, MA.912.A.3.15, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, SC.912.P.12.2, STL.12.L – P]






will be able to:



technology on the individual, society, and the environment. 12.03 Apply assessment techniques, such as trend analysis and experimentation to

make decisions about the future development of technology. 12.04 Design forecasting techniques to evaluate the results of altering natural systems.



This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.D.7.2, SC.912.P.10.1, STL.16.J – N]



mechanical, chemical, nuclear, and others. 13.03 Explain impossibility of building an engine to perform work that does not exhaust

thermal energy to the surroundings. 13.04 Classify energy resources as renewable or nonrenewable. 13.05 Construct a power system having a source of energy, a process, and loads.

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14.0 Demonstrate safe and appropriate use of tools, machines, and materials in power and energy technology. – The student will be able to:

14.01 Select appropriate tools, procedures, and/or equipment needed to produce a

product. 14.02 Demonstrate the safe usage of appropriate tools, procedures, and operation of

equipment needed to manufacture a product. 14.03 Follow laboratory safety rules and procedures. 14.04 Demonstrate good housekeeping at workstation and within total laboratory. 14.05 Identify color-coding safety standards. 14.06 Explain fire prevention and safety precautions and practices for extinguishing fires. 14.07 Identify harmful effects/potential dangers of familiar hazardous

substances/devices to people and the environment. 17.0 Demonstrate technical knowledge and skills about steam power technology. – The


17.01 Describe the operating theory and principles of steam power systems. 17.02 Explain the uses and applications of steam power systems. 17.03 Identify industries that produce and use steam power systems. 17.04 Describe energy and fuel sources for steam power operations. 17.05 Perform technical skills in designing, assembling, maintaining, or operating a

steam power system.

18.0 Demonstrate technical knowledge and skills about hydraulic and pneumatic power technology. – The student will be able to: 18.01 Describe the operating theory and principles of hydraulic and pneumatic power

technology. 18.02 Explain the uses and applications of hydraulic and pneumatic power systems. 18.03 Identify industries that produce and use hydraulic and pneumatic power systems. 18.04 Describe the energy sources for hydraulic and pneumatic power systems. 18.05 Perform technical skills in designing, assembling, maintaining, or operating

hydraulic and pneumatic power systems.

19.0 Demonstrate technical knowledge and skills about electric power technology. – The student will be able to: 19.01 Describe the operating theory and principles of electric power systems. 19.02 Explain the uses and applications of electric power systems. 19.03 Identify industries that produce and use electric power systems. 19.04 Describe energy and fuel sources for electric power systems. 19.05 Perform technical skills in building, assembling, maintaining, or operating an

electric power system. 20.0 Demonstrate technical knowledge and skills about solar cells and fuel cells. – The student

will be able to: 20.01 Describe the operating theory and principles of solar cell and fuel cell power

technology. 20.02 Explain the uses and applications of solar cell and fuel cell power technology.

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20.03 Identify the industries that produce and use solar cell and fuel cell power systems. 20.04 Describe the energy and fuel sources for solar cell and fuel cell power systems. 20.05 Perform technical skills in building, assembling, maintaining, or operating solar cell

or fuel cell systems.

21.0 Demonstrate technical knowledge and skills about nuclear power technology. – The student will be able to: 21.01 Describe the operating theory and principles of nuclear power systems. 21.02 Explain the uses and applications of nuclear power systems. 21.03 Identify industries that produce and use nuclear power systems. 21.04 Describe energy and fuel sources for nuclear power systems. 21.05 Perform technical skills in building, assembling, maintaining, or operating a

simulated or real nuclear power system. 29.0 Use oral and written communication skills in creating, expressing and interpreting

information and ideas. – The student will be able to:

29.01 Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace. CM 1.0

29.02 Locate, organize and reference written information from various sources. CM 3.0 29.03 Design, develop and deliver formal and informal presentations using appropriate

media to engage and inform diverse audiences. CM 5.0 29.04 Interpret verbal and nonverbal cues/behaviors that enhance communication. CM 6.0 29.05 Apply active listening skills to obtain and clarify information. CM 7.0 29.06 Develop and interpret tables and charts to support written and oral

communications. CM 8.0 29.07 Exhibit public relations skills that aid in achieving customer satisfaction. CM 10.0

30.0 Solve problems using critical thinking skills, creativity and innovation. – The student will

be able to:

30.01 Employ critical thinking skills independently and in teams to solve problems and make decisions. PS1.0

30.02 Employ critical thinking and interpersonal skills to resolve conflicts. PS 2.0 30.03 Identify and document workplace performance goals and monitor progress toward

those goals. PS 3.0 30.04 Conduct technical research to gather information necessary for decision-making.PS 4.0

31.0 Use information technology tools. – The student will be able to:

31.01 Use personal information management (PIM) applications to increase workplace efficiency. IT 1.0

31.02 Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications. IT 2.0

31.03 Employ computer operations applications to access, create, manage, integrate, and store information. IT 3.0

31.04 Employ collaborative/groupware applications to facilitate group work. IT 4.0

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32.0 Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. – The student will be able to:

32.01 Describe the nature and types of business organizations. SY 1.0 32.02 Explain the effect of key organizational systems on performance and quality. 32.03 List and describe quality control systems and/or practices common to the

workplace. SY 2.0 32.04 Explain the impact of the global economy on business organizations.

35.0 Describe the importance of professional ethics and legal responsibilities. – The student

will be able to:

35.01 Evaluate and justify decisions based on ethical reasoning. ELR 1.0 35.02 Evaluate alternative responses to workplace situations based on personal,

professional, ethical, legal responsibilities, and employer policies. ELR1.1 35.03 Identify and explain personal and long-term consequences of unethical or illegal

behaviors in the workplace. ELR1.2 35.04 Interpret and explain written organizational policies and procedures. ELR 2.0

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Course Title: Power and Energy Technology III Course Number: 8601330 Course Credit: 1 Course Description: This course provides students with advanced understanding of the knowledge, human relations, and technical skills of energy and power technology. 01.0 Demonstrate an understanding of the characteristics and scope of technology. – The


This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.1.K, STL.1.L]

01.01 Graph the rapid increase in the rate of technological development and diffusion.

STL.1.K 01.02 Conduct specific goal-directed research related to inventions and innovations.

STL.1.L 02.0 Demonstrate an understanding of the core concepts of technology. – The student

will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.3.1 – 3.5, MA.912.A.3.11, MA.912.A.10.1 – 10.3, STL.2.W – Z, STL.2.AA, STL.2.DD, STL.2.EE]

02.01 Apply systems thinking logic and creativity with appropriate compromises

in complex real-life problems. 02.02 Assess technological systems, which are the building blocks of technology


02.03 Assess the stability of a technological system and its influence by all of the components in the system, especially those in the feedback loop.

02.04 Compare resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.


02.06 Recommend a quality control process to ensure that a product, service or system meets established criteria.

02.07 Implement a management system as the process of planning, organizing, and controlling work.

03.0 Demonstrate an understanding of the relationships among technologies and the

connection between technology and other fields of study. – The student will be able to:

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18

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.3.I, STL.3.J]

03.01 Report the process of patenting to protect a technological idea. 03.02 Investigate technological progresses that promote the advancement of science

and mathematics.

04.0 Demonstrate an understanding of the cultural, social, economic, and political effects of technology. – The student will be able to:

This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [STL.4.H – K]

04.01 Discuss changes caused by the use of technology ranging from gradual to rapid

and from subtle to obvious. 04.02 Evaluate the use of technology involving weighing the trade-offs between the

positive and the negative effects. 04.03 Discuss ethical considerations important in the development, selection, and use of

technologies. 04.04 Debate the cultural, social, economic, and political changes caused by the transfer

of a technology from one society to another. 07.0 Demonstrate an understanding of the attributes of design. – The student will be able to:


07.01 Implement the design process; including defining a problem, brainstorming,


07.02 Translate design problems that are seldom presented in a clearly defined form. 07.03 Evaluate a design continually, and improve and revise the idea of the design as

needed. 07.04 Analyze competing requirements of a design, such as criteria, constraints, and



08.01 Select design principles used to evaluate existing designs, to collect data, and to

guide the design process.

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19

08.02 Examine the influence of personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly on the Engineering Design process.


08.04 Evaluate factors taken into account in the process of engineering. 09.0 Demonstrate an understanding of the role of troubleshooting, research and development,



09.01 Employ research and development as a specific problem solving approach that is


09.02 Conduct research needed to solve technological problems. 09.03 Differentiate between technological and non-technological problems, and identify




10.01 Interpret the design problem to solve and decide whether or not to address it. 10.02 Evaluate criteria and constraints and determine how these will affect the design




10.05 Produce a product or system using a design process. 10.06 Evaluate final solutions and communicate observations, processes, and results of


11.0 Demonstrate the abilities to use and maintain technological products and systems. – The


This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.A.1.8, MA.912.A.2.3, MA.912.A.2.4, MA.912.A.2.13, MA.912.A.3.1 – 3.5, MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.11 – 3.13,

198

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20

MA.912.A.3.15, MA.912.A.7.1, MA.912.A.7.2, MA.912.A.7.8, MA.912.A.7.10, MA.912.A.10.1 – 10.3, SC.912.P.12.2, STL.12.L – P]






will be able to:



technology on the individual, society, and the environment. 12.03 Apply assessment techniques, such as trend analysis and experimentation to

make decisions about the future development of technology. 12.04 Design forecasting techniques to evaluate the results of altering natural systems.



This standard supports the following Next Generation Sunshine State Standards and Standards for Technology Literacy (STL): [MA.912.D.7.2, SC.912.P.10.1, STL.16.J – N]



mechanical, chemical, nuclear, and others. 13.03 Explain impossibility of building an engine to perform work that does not exhaust

thermal energy to the surroundings. 13.04 Classify energy resources as renewable or nonrenewable. 13.05 Construct a power system having a source of energy, a process, and loads.

14.0 Demonstrate safe and appropriate use of tools, machines, and materials in power and

energy technology. – The student will be able to:

14.01 Select appropriate tools, procedures, and/or equipment needed to produce a product.

14.02 Demonstrate the safe usage of appropriate tools, procedures, and operation of equipment needed to manufacture a product.

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14.03 Follow laboratory safety rules and procedures. 14.04 Demonstrate good housekeeping at workstation and within total laboratory. 14.05 Identify color-coding safety standards. 14.06 Explain fire prevention and safety precautions and practices for extinguishing fires. 14.07 Identify harmful effects/potential dangers of familiar hazardous

substances/devices to people and the environment. 22.0 Perform advanced-study and technical skills related to energy and power technology. –

The student will be able to: 22.01 Select an individual or group project in cooperation with the teacher. 22.02 Develop a written plan of work to carry out the project. 22.03 Show evidence of technical study in support of the project. 22.04 Perform skills related to the project. 22.05 Complete the project as planned.

23.0 Measure and report the power and efficiency of power producing systems. – The student will be able to: 23.01 Measure the power and efficiency of a mechanical system. 23.02 Measure the power and efficiency of a fluid system. 23.03 Measure the power and efficiency of an electrical system. 23.04 Measure the power and efficiency of a thermal system.

24.0 Conduct a research and experimentation project on an energy and power system. – The student will be able to: 24.01 Identify a problem. 24.02 State a need to research the problem. 24.03 Form a hypothesis about the problem. 24.04 Plan the procedures for researching the problem. 24.05 Conduct the research following the planned procedures. 24.06 Present the research findings in a seminar.

25.0 Demonstrate an understanding of career opportunities and requirements in the field of

power and energy technology. – The student will be able to:

25.01 Discuss individual interests related to a career in power and energy technology. 25.02 Explore career opportunities related to a career in power and energy technology. 25.03 Explore secondary education opportunities related to power and energy

technology. 25.04 Conduct a job search. 25.05 Complete a job application form correctly. 25.06 Demonstrate competence in job interview techniques. 25.07 Create a professional resume and letter of introduction. 25.08 Solicit awards, letters of recommendation and recognition. 25.09 Organize work samples in a professional, presentable format.

33.0 Demonstrate the importance of health, safety, and environmental management systems

in organizations and their importance to organizational performance and regulatory compliance. – The student will be able to:

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33.01 Describe personal and jobsite safety rules and regulations that maintain safe and

healthy work environments. SHE 1.0 33.02 Explain emergency procedures to follow in response to workplace accidents. 33.03 Create a disaster and/or emergency response plan. SHE 2.0

34.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and

objectives. – The student will be able to:

34.01 Employ leadership skills to accomplish organizational goals and objectives. LT1.0 34.02 Establish and maintain effective working relationships with others in order to

accomplish objectives and tasks. LT3.0 34.03 Conduct and participate in meetings to accomplish work tasks. LT 4.0 34.04 Employ mentoring skills to inspire and teach others. LT 5.0

36.0 Explain the importance of employability skill and entrepreneurship skills. – The student

will be able to:

36.01 Identify and demonstrate positive work behaviors needed to be employable. ECD 1.0 36.02 Develop personal career plan that includes goals, objectives, and strategies. ECD 2.0 36.03 Examine licensing, certification, and industry credentialing requirements. ECD 3.0 36.04 Maintain a career portfolio to document knowledge, skills, and experience. ECD 5.0 36.05 Evaluate and compare employment opportunities that match career goals. ECD 6.0 36.06 Identify and exhibit traits for retaining employment. ECD 7.0 36.07 Identify opportunities and research requirements for career advancement. ECD 8.0 36.08 Research the benefits of ongoing professional development. ECD 9.0 36.09 Examine and describe entrepreneurship opportunities as a career planning option.ECD 10.0

37.0 Demonstrate personal money-management concepts, procedures, and strategies. – The


37.01 Identify and describe the services and legal responsibilities of financial institutions.FL 2.0 37.02 Describe the effect of money management on personal and career goals. FL 3.0 37.03 Develop a personal budget and financial goals. FL3.1 37.04 Complete financial instruments for making deposits and withdrawals. FL3.2 37.05 Maintain financial records. FL3.3 37.06 Read and reconcile financial statements. FL3.4 37.07 Research, compare and contrast investment opportunities.

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RTTT Career and Technical Education STEM Program Descriptions

Program Title

Power and Energy Technology 8601300

CTE Courses and Descriptions

This three-course, project-based program provides students with a foundation of knowledge and technically oriented experiences in the study of power and energy technologies, their effect upon our lives, and the nature of energy resources, engineering design, and problem-solving techniques and methodologies. The content and activities also support building safety, teamwork, and leadership skills. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in the power and energy industry. 8601310 Power & Energy Technology I 8601320 Power & Energy Technology II 8601330 Power & Energy Technology III Students completing the program are encouraged to complete the Advanced Applications in Technology program (8601900), a capstone opportunity to develop a school-based project from "vision" to "reality". Working in teams, students design, engineer, manufacture, construct, test, redesign, test again; and then produce a finished "project". This involves applying both technical and academic knowledge and skills to be successful.

Integrated Core Course(s) Algebra Teacher Certification(s) Technology Education (TECH ED)

Industry Certification(s) Autodesk Certified Associate – Inventor (ADESK024) Number of Articulated Credits

None

Implementation Costs

Startup Costs (approximate): $165,000 This is a turnkey 20-seat estimate and includes computers, software, peripheral equipment, furniture, course-specific equipment, and textbooks. This estimate does not include any instructional technology items such as smart boards, computer projection devices, etc.

Recurring Costs (approximate): $15,000 This includes software lease renewals and replacement consumables.

Recommended Feeder Programs/Course

None currently available

202

Science, Technology, Engineering & Mathematics Power & Energy Technology

Power & Energy Technology Florida Department of Education SAMPLE

SOCIAL

ENGLISH MATH SCIENCE STUDIES

FINE ARTS (1 cdt)

4 credits 4 credits 3 credits PHYSICAL EDUCATION (1 cdt)

9 English I Algebra I Environmental Science American History HOPE 8601310 Power & Energy Technology I Foreign Language

10 English II Geometry Biology World History Practical or Performing Fine Arts

8601320 Power & Energy Technology II Foreign Language

11 English III Algebra II Physical Science or Chemistry

American Government/ Economics Electives 8601330 Power &

Energy Technology III Elective

12 English IV Trigonometry Physics Elective Electives8601900 Advanced

Applications in Technology

Elective

*Possible Industry Certifications (Students):

Secondary: Autodesk Certified Associate – Inventor (ADESK024) Autodesk Certified Professional - Inventor ADESK024Autodesk Cerified Assoicate - AutoCAD Civil 3D (ADESK018)

Career Cluster:

Career Cluster Pathway:

Secondary CTE Program:

Eligible Recipient:

16 CORE CURRICULUM CREDITS 8 ADDITIONAL CREDITS

RECOMMENDED

ELECTIVES (Aligned

with State University

System Admissions)

OTHER REQUIRED

COURSES

Major Area of

Interest: INDUST Engineering Assisting

CAREER AND

TECHNICAL

EDUCATION

COURSES

3 credits, 2 with lab

HIG

H S

CH

OO

L

Engineering Assisting

Dual enrollment courses may be used to satisfy high school graduation or Bright Futures Gold Seal Vocational Scholars course requirements - see the

Articulation Coordinating Committee's Dual Enrollment Equivalency List and the Bright Futures Comprehensive Course Table.

UNIVERSITY PROGRAM(S)TECHNICAL CENTER PROGRAM(S)

Engineering

COMMUNITY COLLEGE PROGRAM(S)

Building Construction Technology

Career Cluster of interest identified by students enrolled in mandatory middle school career education course that includes interest inventory through Choices

and ePersonal Education Planner through FACTS.org.

CA

RE

ER

PO

ST

SE

CO

ND

AR

Y

Secondary career and technical education programs may lead to industry recognized certificates, occupational opportunities or postsecondary education

options. Based on the Career Cluster of interest and identified career and technical education program, the following postsecondary options are available.

Civil Engineering Technology

Construction Manager (TOL)

Drafting & Design Technology

Machinery Maitenance Worker

SAMPLE CAREER SPECIALTIES

(TOL signifies occupation identified on the Agency for Workforce Innovation's Targeted Occupation Listing)

203

Green Building Certification LEED Professional Accreditation (GRBCI001)Postsecondary: Autodesk Certified Professional - Inventor ADESK024

204

Source: Florida Agency for Workforce Innovation, Labor Market Statistics 1

Workforce Region 16 - Hernando and Pasco Counties

Workforce Estimating Conference Selection Criteria:1

2 10 annual openings and positive growth3 Mean Wage of $12.47/hour and Entry Wage of $10.13/hour4 High Skill/High Wage (HSHW) Occupations:

Mean Wage of $19.53/hour and Entry Wage of $12.47/hour

Annual FLDOEPercent Annual Training Data

SOC Code† HSHW†† Occupational Title† Growth Openings Mean Entry Code Source†††An asterisk (*) after the Occupation Title means that these occupationsare found in declining industries and are not projected to return totheir historical peak during the forecast period. They may havean oversupply of trained workers.

132011 HSHW Accountants and Auditors 1.50 34 28.84 18.69 4 R413011 Advertising Sales Agents 2.53 407 23.39 12.13 3 S274011 Audio and Video Equipment Technicians 2.76 235 17.93 12.16 4 S493021 Automotive Body and Related Repairers* 1.94 310 18.16 12.04 3 S493023 Automotive Service Technicians and Mechanics 1.90 48 17.20 11.03 3 R433031 Bookkeeping, Accounting, and Auditing Clerks 1.67 59 15.80 11.61 4 R472021 Brickmasons and Blockmasons* 2.84 318 18.32 12.63 3 S274012 Broadcast Technicians 2.04 157 19.76 11.60 4 S493031 HSHW Bus and Truck Mechanics and Diesel Engine Specialists* 1.55 424 20.05 14.91 3 S533022 Bus Drivers, School 0.99 14 13.07 10.86 3 R131199 HSHW Business Operations Specialists, All Other 2.74 34 31.48 18.94 4 R517011 Cabinetmakers and Bench Carpenters* 2.02 199 15.79 10.84 3 S292031 Cardiovascular Technologists and Technicians 2.57 193 19.58 11.53 3 S472031 Carpenters* 2.32 33 16.82 11.60 3 R472051 Cement Masons and Concrete Finishers* 3.11 13 14.71 11.32 3 R351011 HSHW Chefs and Head Cooks 1.87 206 23.07 14.78 3 S131031 HSHW Claims Adjusters, Examiners, and Investigators* 1.53 723 26.57 17.12 3 S272022 HSHW Coaches and Scouts 1.62 420 25.61 13.55 4 S131072 HSHW Compensation, Benefits, and Job Analysis Specialists* 2.12 166 24.67 16.60 4 S131041 HSHW Compliance Officers, Exc. Safety, Agri, Constr & Transp. 0.91 371 22.96 15.25 3 S151031 HSHW Computer Software Engineers, Applications 4.12 1,047 38.94 24.20 4 S151041 HSHW Computer Support Specialists 1.23 14 20.98 13.53 3 R151051 HSHW Computer Systems Analysts* 2.48 10 35.96 23.63 4 R474011 HSHW Construction and Building Inspectors 2.15 295 25.55 18.15 3 S119021 HSHW Construction Managers* 2.25 20 44.49 27.12 4 R333012 HSHW Correctional Officers and Jailers 1.46 28 23.32 17.05 3 R131051 HSHW Cost Estimators 3.53 15 26.46 15.39 4 R434051 Customer Service Representatives 2.52 111 15.27 11.37 3 R151061 HSHW Database Administrators 2.80 229 32.60 21.13 4 S319091 Dental Assistants* 2.82 14 17.26 13.64 3 R292021 HSHW Dental Hygienists 3.49 495 28.97 22.37 4 S333021 HSHW Detectives and Criminal Investigators 2.13 314 30.48 20.91 3 S472081 Drywall and Ceiling Tile Installers 2.66 12 16.25 12.88 3 R499051 HSHW Electrical Power-Line Installers and Repairers 2.06 246 24.09 15.69 3 S472111 Electricians* 2.55 25 18.48 14.11 3 R492094 HSHW Electronics Repairers, Commercial and Industrial Equip. 2.17 271 21.32 13.99 3 S131071 HSHW Employment, Recruitment, and Placement Specialists* 2.43 595 21.23 14.14 4 S436011 Executive Secretaries and Administrative Assistants 1.70 46 18.61 13.27 3 R132051 HSHW Financial Analysts 2.57 253 33.31 20.74 4 S113031 HSHW Financial Managers 1.52 555 53.12 30.63 4 S

2009 Hourly Wage

2010-11 Regional Targeted Occupations ListSorted by Occupational Title

FLDOE Training Codes 3 (PSAV Certificate) and 4 (Community College Credit/Degree)

205








2009 Hourly Wage



332011 HSHW Fire Fighters* 1.20 15 20.25 13.26 3 R471011 HSHW First-Line Superv. of Construction and Extraction Workers* 2.23 43 28.18 18.82 4 R351012 First-Line Superv. of Food Preparation & Serving Workers* 1.64 20 16.04 11.04 3 R371011 First-Line Superv. of Housekeeping & Janitorial Workers 2.12 399 17.21 11.44 3 S371012 HSHW First-Line Superv. of Landscaping and Groundskeeping 2.18 377 21.31 14.33 3 S531031 HSHW First-Line Superv. of Material-Moving Vehicle Operators* 1.69 401 26.80 17.83 3 S491011 HSHW First-Line Superv. of Mechanics, Installers, and Repairers* 1.74 16 26.45 17.82 3 R431011 HSHW First-Line Superv. of Office and Admin. Support Workers 1.20 50 23.08 14.96 4 R511011 HSHW First-Line Superv. of Production and Operating Workers* 0.84 475 26.26 16.39 3 S411012 HSHW First-Line Supervisors of Non-Retail Sales Workers* 0.86 724 37.68 21.10 4 S391021 First-Line Supervisors of Personal Service Workers 1.35 10 18.59 13.02 3 R411011 First-Line Supervisors of Retail Sales Workers 1.28 75 20.47 12.44 3 R119051 HSHW Food Service Managers 1.02 10 28.56 18.03 4 R111021 HSHW General and Operations Managers* 0.79 25 49.32 25.76 4 R472121 Glaziers* 2.64 159 16.67 11.89 3 S271024 HSHW Graphic Designers 1.54 670 19.93 13.43 4 S292099 Health Technologists and Technicians, All Other 2.26 155 18.46 12.81 3 S319099 Healthcare Support Workers, All Other 2.17 266 13.97 10.35 3 S499021 Heating, A.C., and Refrigeration Mechanics and Installers* 2.65 23 17.70 12.52 3 R434161 Human Resources Assistants, Exc. Payroll 2.29 317 17.05 12.72 3 S499041 HSHW Industrial Machinery Mechanics 2.34 426 21.45 15.20 3 S537051 Industrial Truck and Tractor Operators* 0.70 642 13.70 10.31 3 S259031 HSHW Instructional Coordinators 2.47 261 25.89 15.71 4 S413021 HSHW Insurance Sales Agents 2.97 24 29.08 13.27 3 R271025 HSHW Interior Designers* 2.83 283 23.34 13.54 4 S436012 Legal Secretaries 1.97 649 19.43 13.67 3 S292061 HSHW Licensed Practical and Licensed Vocational Nurses 2.34 59 19.95 16.76 3 R132072 HSHW Loan Officers* 1.61 691 28.40 16.29 4 S499042 Maintenance and Repair Workers, General* 1.53 20 15.01 10.17 3 R112021 HSHW Marketing Managers* 1.92 234 53.02 27.77 4 S292012 Medical and Clinical Laboratory Technicians 2.02 244 17.75 12.16 4 S119111 HSHW Medical and Health Services Managers 2.42 367 48.58 30.25 4 S319092 Medical Assistants 3.55 40 13.38 10.86 3 R292071 Medical Records and Health Information Technicians 2.04 11 15.85 10.21 4 R436013 Medical Secretaries 1.82 19 14.18 10.98 3 R319094 Medical Transcriptionists 2.35 194 15.38 12.30 3 S493042 Mobile Heavy Equipment Mechanics, Except Engines* 2.80 214 19.66 13.88 3 S151071 HSHW Network and Computer Systems Administrators 2.76 677 33.69 21.62 4 S151081 HSHW Network Systems and Data Communications Analysts 4.10 19 35.27 23.41 3 R472073 Operating Engineers/Construction Equipment Operators* 2.90 29 15.45 12.42 3 R

206








2009 Hourly Wage



472141 Painters, Construction and Maintenance* 3.12 28 16.80 13.00 3 R232011 HSHW Paralegals and Legal Assistants* 3.28 10 23.98 16.40 3 R132052 HSHW Personal Financial Advisors 2.09 638 32.18 16.21 4 S372021 Pest Control Workers NR NR 14.05 11.45 3 R312021 HSHW Physical Therapist Assistants 3.67 180 24.70 17.56 4 S472151 Pipelayers* 2.11 190 15.58 12.15 3 S472161 Plasterers and Stucco Masons* 2.77 206 18.11 12.87 3 S472152 Plumbers, Pipefitters, and Steamfitters* 2.64 14 17.18 12.30 3 R333051 HSHW Police and Sheriff's Patrol Officers 1.09 25 26.57 20.84 3 R119141 HSHW Property, Real Estate & Community Association Managers 0.89 473 29.63 16.14 4 S273031 HSHW Public Relations Specialists 1.91 441 27.17 16.62 4 S131023 HSHW Purchasing Agents, Except Farm Products & Trade* 0.93 423 25.38 16.48 4 S292034 HSHW Radiologic Technologists and Technicians 1.85 431 25.10 18.91 3 S419021 HSHW Real Estate Brokers 1.10 438 34.44 14.31 3 S419022 Real Estate Sales Agents* 0.72 1,181 20.26 10.56 3 S291111 HSHW Registered Nurses 2.75 143 30.13 21.94 4 R291126 HSHW Respiratory Therapists 2.54 264 24.02 19.18 4 S472181 Roofers 2.95 21 15.51 11.50 3 R112022 HSHW Sales Managers 1.65 596 60.96 31.40 4 S414011 HSHW Sales Representatives, Wholesale & Mfg, Tech. & Sci. Products 1.86 1,185 34.59 17.40 3 S414012 HSHW Sales Representatives, Wholesale and Manufacturing, Other* 1.60 37 27.48 14.11 3 R413031 HSHW Securities and Financial Services Sales Agents* 0.47 556 37.79 16.41 4 S492098 Security and Fire Alarm Systems Installers 2.97 268 17.16 12.84 3 S253021 Self-Enrichment Education Teachers* 1.35 10 19.10 10.79 3 R472211 Sheet Metal Workers* 2.50 307 17.46 12.37 3 S211011 Substance Abuse and Behavioral Disorder Counselors 2.78 172 19.62 12.23 3 S292055 Surgical Technologists 2.72 320 18.13 14.11 3 S173031 Surveying and Mapping Technicians 2.28 382 17.09 11.54 3 S171022 HSHW Surveyors* 2.50 167 28.74 16.57 4 S259041 Teacher Assistants 1.38 41 14.09 10.72 3 R533032 Truck Drivers, Heavy and Tractor-Trailer 2.02 75 17.26 12.19 3 R251194 HSHW Vocational Education Teachers, Postsecondary 2.96 371 24.10 14.48 3 S514121 Welders, Cutters, Solderers, and Brazers* 1.96 512 16.78 12.03 3 S

†SOC Code and Occupational Title refer to Standard Occupational Classification codes and titles.††HSHW = High Skill/High Wage.

†††Data Source:R = Meets regional wage and openings criteria based on state Labor Market Statistics employer survey data. Regional data are shown.S = Meets statewide wage and openings criteria based on state Labor Market Statistics employer survey data. Statewide data are shown.

207



2 150 annual openings and average growth rate of 1.76% or360 annual openings with any positive growth

3 Mean Wage of $12.66/hour and Entry Wage of $10.29/hour4 High Skill/High Wage (HSHW) Occupations:


Annual FLDOEPercent Annual Training New

SOC Code† HSHW†† Occupational Title† Growth Openings Mean Entry Code to List?

An asterisk (*) after the Occupation Title means that these occupations

are found in declining industries and are not projected to return totheir historical peak during the forecast period. They may havean oversupply of trained workers.

132011 HSHW Accountants and Auditors 1.99 3,031 29.77 18.65 4413011 Advertising Sales Agents 2.53 407 23.39 12.13 3274011 Audio and Video Equipment Technicians 2.76 235 17.93 12.16 4493021 Automotive Body and Related Repairers* 1.94 310 18.16 12.04 3 Yes493023 Automotive Service Technicians and Mechanics 2.16 1,843 17.71 11.04 3433031 Bookkeeping, Accounting, and Auditing Clerks 1.84 4,019 15.79 11.07 4472021 Brickmasons and Blockmasons* 2.84 318 18.32 12.63 3274012 Broadcast Technicians 2.04 157 19.76 11.60 4493031 HSHW Bus and Truck Mechanics and Diesel Engine Specialists* 1.55 424 20.05 14.91 3131199 HSHW Business Operations Specialists, All Other 2.88 2,670 29.50 16.89 4517011 Cabinetmakers and Bench Carpenters* 2.02 199 15.79 10.84 3 Yes292031 Cardiovascular Technologists and Technicians 2.57 193 19.58 11.53 3472031 Carpenters* 2.38 2,319 17.37 11.89 3472051 Cement Masons and Concrete Finishers* 3.00 576 15.67 11.35 3351011 HSHW Chefs and Head Cooks 1.87 206 23.07 14.78 3 Yes131031 HSHW Claims Adjusters, Examiners, and Investigators* 1.53 723 26.57 17.12 3272022 HSHW Coaches and Scouts 1.62 420 25.61 13.55 4131072 HSHW Compensation, Benefits, and Job Analysis Specialists* 2.12 166 24.67 16.60 4131041 HSHW Compliance Officers, Exc. Safety, Agri, Constr & Transp. 0.91 371 22.96 15.25 3151031 HSHW Computer Software Engineers, Applications 4.12 1,047 38.94 24.20 4151041 HSHW Computer Support Specialists 1.44 1,369 19.85 13.42 3151051 HSHW Computer Systems Analysts* 2.87 1,207 33.85 22.05 4474011 HSHW Construction and Building Inspectors 2.15 295 25.55 18.15 3119021 HSHW Construction Managers* 2.57 1,196 48.09 27.24 4333012 HSHW Correctional Officers and Jailers 1.71 1,455 20.83 15.82 3131051 HSHW Cost Estimators* 3.31 591 27.23 16.50 4151061 HSHW Database Administrators 2.80 229 32.60 21.13 4319091 Dental Assistants 3.34 782 16.55 12.76 3292021 HSHW Dental Hygienists 3.49 495 28.97 22.37 4333021 HSHW Detectives and Criminal Investigators 2.13 314 30.48 20.91 3472081 Drywall and Ceiling Tile Installers* 2.46 290 16.13 11.94 3499051 HSHW Electrical Power-Line Installers and Repairers 2.06 246 24.09 15.69 3 Yes472111 Electricians* 2.45 1,674 19.27 14.01 3492094 HSHW Electronics Repairers, Commercial and Industrial Equip. 2.17 271 21.32 13.99 3131071 HSHW Employment, Recruitment, and Placement Specialists* 2.43 595 21.23 14.14 4436011 Executive Secretaries and Administrative Assistants 1.81 3,322 18.99 13.40 3132051 HSHW Financial Analysts 2.57 253 33.31 20.74 4113031 HSHW Financial Managers 1.52 555 53.12 30.63 4332011 HSHW Fire Fighters 1.36 1,048 22.37 14.35 3471011 HSHW First-Line Superv. of Construction and Extraction Workers* 2.27 1,886 28.78 19.02 4351012 First-Line Superv. of Food Preparation & Serving Workers 2.23 1,225 16.47 11.36 3

2010-11 Florida Statewide Demand Occupations ListSorted by Occupational Title

2009 Hourly Wage


208











2009 Hourly Wage


371011 First-Line Superv. of Housekeeping & Janitorial Workers 2.12 399 17.21 11.44 3371012 HSHW First-Line Superv. of Landscaping and Groundskeeping 2.18 377 21.31 14.33 3531031 HSHW First-Line Superv. of Material-Moving Vehicle Operators* 1.69 401 26.80 17.83 3491011 HSHW First-Line Superv. of Mechanics, Installers, and Repairers* 1.65 847 28.44 19.30 3431011 HSHW First-Line Superv. of Office and Admin. Support Workers 1.23 2,432 22.64 14.58 4511011 HSHW First-Line Superv. of Production and Operating Workers* 0.84 475 26.26 16.39 3411012 HSHW First-Line Supervisors of Non-Retail Sales Workers* 0.86 724 37.68 21.10 4391021 HSHW First-Line Supervisors of Personal Service Workers* 1.72 525 20.80 12.73 3411011 HSHW First-Line Supervisors of Retail Sales Workers 1.28 3,240 20.85 12.82 3119051 HSHW Food Service Managers 1.64 687 26.58 16.96 4111021 HSHW General and Operations Managers* 0.82 1,549 48.89 24.97 4472121 Glaziers* 2.64 159 16.67 11.89 3 Yes271024 HSHW Graphic Designers 1.54 670 19.93 13.43 4292099 Health Technologists and Technicians, All Other 2.26 155 18.46 12.81 3 Yes319099 Healthcare Support Workers, All Other 2.17 266 13.97 10.35 3 Yes499021 Heating, A.C., and Refrigeration Mechanics and Installers 2.55 977 18.61 12.97 3434161 Human Resources Assistants, Exc. Payroll 2.29 317 17.05 12.72 3499041 HSHW Industrial Machinery Mechanics 2.34 426 21.45 15.20 3537051 Industrial Truck and Tractor Operators* 0.70 642 13.70 10.31 3 Yes259031 HSHW Instructional Coordinators 2.47 261 25.89 15.71 4413021 HSHW Insurance Sales Agents 1.60 1,890 28.07 14.06 3271025 HSHW Interior Designers* 2.83 283 23.34 13.54 4436012 Legal Secretaries 1.97 649 19.43 13.67 3292061 Licensed Practical and Licensed Vocational Nurses 2.63 2,369 19.44 16.13 3132072 HSHW Loan Officers* 1.61 691 28.40 16.29 4499042 Maintenance and Repair Workers, General 1.61 1,423 15.44 10.36 3 Yes112021 HSHW Marketing Managers* 1.92 234 53.02 27.77 4292012 Medical and Clinical Laboratory Technicians 2.02 244 17.75 12.16 4119111 HSHW Medical and Health Services Managers 2.42 367 48.58 30.25 4319092 Medical Assistants 3.77 1,763 13.75 10.73 3292071 Medical Records and Health Information Technicians 2.28 490 15.63 10.30 4436013 Medical Secretaries 2.08 807 13.78 10.72 3319094 Medical Transcriptionists 2.35 194 15.38 12.30 3493042 Mobile Heavy Equipment Mechanics, Except Engines* 2.80 214 19.66 13.88 3151071 HSHW Network and Computer Systems Administrators 2.76 677 33.69 21.62 4151081 HSHW Network Systems and Data Communications Analysts 4.88 1,519 32.76 20.11 3472073 Operating Engineers/Construction Equipment Operators* 2.30 720 16.75 12.62 3232011 HSHW Paralegals and Legal Assistants 3.00 868 22.29 15.42 3132052 HSHW Personal Financial Advisors 2.09 638 32.18 16.21 4372021 Pest Control Workers 1.93 432 14.49 10.29 3312021 HSHW Physical Therapist Assistants 3.67 180 24.70 17.56 4

209











2009 Hourly Wage


472151 Pipelayers* 2.11 190 15.58 12.15 3472161 Plasterers and Stucco Masons* 2.77 206 18.11 12.87 3472152 Plumbers, Pipefitters, and Steamfitters* 2.60 1,041 18.45 13.01 3333051 HSHW Police and Sheriff's Patrol Officers 1.34 1,431 25.21 17.72 3119141 HSHW Property, Real Estate & Community Association Managers 0.89 473 29.63 16.14 4273031 HSHW Public Relations Specialists 1.91 441 27.17 16.62 4131023 HSHW Purchasing Agents, Except Farm Products & Trade* 0.93 423 25.38 16.48 4292034 HSHW Radiologic Technologists and Technicians 1.85 431 25.10 18.91 3419021 HSHW Real Estate Brokers 1.10 438 34.44 14.31 3419022 Real Estate Sales Agents* 0.72 1,181 20.26 10.56 3291111 HSHW Registered Nurses 2.80 6,528 30.08 21.90 4291126 HSHW Respiratory Therapists 2.54 264 24.02 19.18 4472181 Roofers* 3.31 696 15.81 11.72 3112022 HSHW Sales Managers 1.65 596 60.96 31.40 4414011 HSHW Sales Representatives, Wholesale & Mfg, Tech. & Sci. Products 1.86 1,185 34.59 17.40 3414012 HSHW Sales Representatives, Wholesale and Manufacturing, Other* 1.61 3,399 27.24 13.21 3413031 HSHW Securities and Financial Services Sales Agents* 0.47 556 37.79 16.41 4492098 Security and Fire Alarm Systems Installers 2.97 268 17.16 12.84 3253021 Self-Enrichment Education Teachers* 2.21 434 18.60 10.42 3472211 Sheet Metal Workers* 2.50 307 17.46 12.37 3211011 Substance Abuse and Behavioral Disorder Counselors 2.78 172 19.62 12.23 3292055 Surgical Technologists 2.72 320 18.13 14.11 3173031 Surveying and Mapping Technicians 2.28 382 17.09 11.54 3171022 HSHW Surveyors* 2.50 167 28.74 16.57 4259041 Teacher Assistants 1.74 1,495 13.94 10.54 3533032 Truck Drivers, Heavy and Tractor-Trailer 1.85 2,745 17.25 12.20 3251194 HSHW Vocational Education Teachers, Postsecondary 2.96 371 24.10 14.48 3514121 Welders, Cutters, Solderers, and Brazers* 1.96 512 16.78 12.03 3

†SOC Code and Occupational Title refer to Standard Occupational Classification codes and titles.††HSHW = High Skill/High Wage.

210

Baseline Data For Race to the Top Approved STEM Programs 2009-10

School Site Program Name Courses Offered Enrollment Industry Certs. 2013-14

Central High School Animal Biotechnology 8106100 Agriscience Foundations 1 8106810

Agricultural Biotechnology 2 8106850

Animal Biotechnology 3 8106120

Nature Coast Technical High School Building Construction Technology 8720300 Building Construction Tech 1 8720310

Building Construction Tech 2 8720320



Nature Coast TechnicalHigh School Drafting/Illustrative Design Technology Drafting/Illustrative Design Tech 1 8600810

8600800 Drafting/Illustrative Design Tech 2 8600820

Drafting/Illustrative Design Tech 3 8600830

Nature Coast Technical High School Engineering Technology 8607000 Engineering Technology 1 8600570

Engineering Technology 2 8600670

Engineering Technology 3 8600770

211

Autodesk Certified Associate – Autodesk Inventor Revised: 12/14/2009

Autodesk Certified Associate – Autodesk Inventor

Credential Number ADESK019

Credential Title Autodesk Certified Associate – Autodesk Inventor

Awarding Agency Autodesk, Inc. 111 McInnis Parkway San Rafael, AC 94903 Paul Sullivan - Senior Manager, Building Industry PR 1-603-621-3100 [email protected]

Credential Description Autodesk written exams are administered by Autodesk online testing centers located throughout the nation. The Autodesk Certified Associate – Autodesk Inventor examination contains 30 questions and covers: • Basic Sketching Techniques; • Basic Shape Design; • Detailed Shape Design; • Assembly Design Overview; • Placing, Creating and Constraining Components; • Interacting with an Assembly; • Basic View Creation; • Dimensions, Annotations and Tables; • Annotating Assembly Drawings; and • Drawing Standards and Resources.

The Autodesk Certified Associate exams do not require access to the Autodesk application.

Procedural Requirements

You may purchase Autodesk exams via the Autodesk Online Testing Service (http://autodesk.starttest.com/) or directly at Autodesk Authorized Certification Centers located throughout the nation. Centers may be located at http://www.starttest.com/7.0.0.0/starttest.aspx?cmd=centersearchall. More information about Autodesk certifications may be viewed at http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=10115126.

Instructor Qualifications N/A

Testing Prerequisites None

Age Requirement None

Experience Requirement

None

Career Cluster Science, Technology, Engineering, and Mathematics

212


http://autodesk.starttest.com/

http://www.starttest.com/7.0.0.0/starttest.aspx?cmd=centersearchall

http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=10115126

http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=10115126

Autodesk Certified Associate – Autodesk Inventor Revised: 12/14/2009

CAPE Approved Yes

Perkins TSA Approved

Secondary: Yes PSAV: Yes CC: Yes

Statewide Articulation

None

Basic Skills Exemption

N/A

Exam Fees Through the Autodesk Academic Certification Program, the fee for each Autodesk Certified Associate exam is $25.00. The list of available exams may be viewed at http://autodesk.starttest.com/.

Comments A Comprehensive Exam Guide is available for download online at http://usa.autodesk.com/adsk/servlet/index?siteID=123112&id=3653758&linkID=9242016.

Disclaimer: Every effort has been made to ensure that the information in this description is accurate. However, since changes may occur over time, the Department of Education does not guarantee that the information in this description is current since last revised. If you discover that this description contains erroneous information or that a web link does not work properly, please notify [email protected].

213

http://autodesk.starttest.com/

http://usa.autodesk.com/adsk/servlet/index?siteID=123112&id=3653758&linkID=9242016

http://usa.autodesk.com/adsk/servlet/index?siteID=123112&id=3653758&linkID=9242016


Florida Department of Education Statewide Articulation Agreement

Industry Certification to AAS/AS Degree Program

AAS/AS Degree Name: Civil Engineering Technology

CIP Number(s): AAS: 0715020101 AS: 1715020101

Industry Certification: Autodesk Certified Associate (AutoCAD Civil 3D) Code: ADESK018

College Credit: The minimum award of course credits or a block of credit toward the above AAS/AS program is 3 hours of credit. This agreement does not preclude the awarding of additional credits by any college through local agreements.

Admission Requirements

Students entering the above Associate in Applied Science and or the Associate in Science Program must have a standard high school diploma or its equivalent, or a CPT Eligible Certificate of Completion, and must meet the requirements of State Board Rule 6A-10.0315(3), FAC (College preparatory testing, placement, and instruction). Students earning scores less than those listed shall enroll in college preparatory communication and computation instruction.

Validation Mechanism:

To be eligible for articulation, the student must show evidence of their current Autodesk Certified Associate (AutoCAD Civil 3D) certification and it must have been issued within three (3) years prior to their enrollment in the program.

Rationale/Justification:

The Autodesk Certified Associate (AutoCAD Civil 3D) certification represents industry acknowledgement of technical skill attainment of competencies in the Civil Engineering Technology program.

Applicability:

Community college administrators statewide were consulted and agreed that the “Autodesk Certified Associate (AutoCAD Civil 3D)” shall articulate three (3) college credit hours to the AAS/AS Degree in Civil Engineering Technology.

Articulated credit awarded under this agreement may only be applied to the above AAS/AS Degree.

Date Presented to ACC ACC Recommendation Date Submitted to SBE SBE Status

Approval / Denial Approved / Denied

05/26/2010 Approved 06/15/2010 Approved

214



AAS/AS Degree Name: Engineering Technology


Industry Certification: Autodesk Certified Professional (Inventor) Code: ADESK024

College Credit: The minimum award of course credits or a block of credit toward the above AAS/AS program is 3 hours of credit. This agreement does not preclude the awarding of additional credits by any college through local agreements.

Admission Requirements:



To be eligible for articulation, the student must show evidence of their current Autodesk Certified Professional (Inventor) certification and it must have been issued within three (3) years prior to their enrollment in the program.


The Autodesk Certified Professional (Inventor) certification represents industry acknowledgement of technical skill attainment of competencies in the Engineering Technology program.

Applicability:

Community college administrators statewide were consulted and agreed that the “Autodesk Certified Professional (Inventor)” shall articulate three (3) college credit hours to the AAS/AS Degree in Engineering Technology.

Articulated credit awarded under this agreement may only be applied to the above AAS/AS Degree and the following College Credit Certificate (CCC) programs: Computer-Aided Design and Drafting (0615000004); Computerized Woodworking (0615080501); and CNC Machinist (0615080502).


Approval / Denial Approved / Denied


215



AAS/AS Degree Name: Drafting and Design Technology


Industry Certification: Autodesk Certified Associate - AutoCAD Code: ADESK016

College Credit: The minimum award of course credits or a block of credit toward the above AAS/AS program is _3_ hours of credit. This agreement does not preclude the awarding of additional credits by any college through local agreements.

Admission Requirements



To be eligible for articulation, the student must show evidence of their Autodesk Associate - AutoCAD certification and it must have been issued within three (3) years prior to their enrollment in the program.


The Autodesk Associate - AutoCAD certification represents industry acknowledgement of technical skill attainment of competencies in the Drafting and Design Technology program.

Applicability:

Community college administrators statewide were consulted and agreed that the “Autodesk Certified Associate - AutoCAD” shall articulate three (3) college credit hours to the AAS/AS Degree in Drafting and Design Technology.

Articulated credit awarded under this agreement may only be applied to the above AAS/AS Degree and the following College Credit Certificate (CCC) programs: AutoCAD Foundations (0615020204) and Fire Sprinkler Design Technology (0615020205).



216

Revised: 10/11/2010

1

July 2010

Florida Department of Education Curriculum Framework

Program Title: Biomedical Sciences Program Type: Non Career Preparatory Career Cluster: Health Science Secondary – Non Career Preparatory

Program Number 8708100 CIP Number 0326010201 Grade Level 9 – 12, 30, 31 Standard Length 4 Credits Teacher Certification* BIOLOGY 1 @2

REG NURSE G MED PROF G PARAMEDIC @7 G PLTW HEALTH 7G

CTSO HOSA Facility Code http://www.fldoe.org/edfacil/sref.asp (State Requirements for

Educational Facilities) * Note: As a Project Lead The Way program, both teachers and the program require special certification. See the Special Notes section below for more information.

Purpose The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study and applications of biomedical sciences and the possibilities in the biomedical field. This program uses a combination of activity-based, project-based and problem-based (APPB) learning styles to engage students. The content includes but is not limited to the study of human body systems, medicine, health, key biological concepts, communication, transport of substances, locomotion, metabolic processes, defense, protection, research processes, engineering principles and an introduction to bio-informatics. The program also includes the design and development of various medical interventions, including vascular stents, cochlear implants, and prosthetic limbs. In addition, students review the history of organ transplants and gene therapy, and stay updated on cutting-edge developments via current scientific literature. Hands-on projects include designing experiments, investigating the structures and functions of body systems, and using data acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory operation. Using 3D imaging, data acquisition software, and current scientific research, students design a product that can be used as a medical intervention. The capstone course gives student teams the opportunity to work with a mentor, identify a scientific research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers.

217

http://www.fldoe.org/edfacil/sref.asp

Revised: 10/11/2010

2

Program Structure This program is a planned sequence of instruction based on the Project Lead The Way program of the same title. Students complete the three foundation courses (8708110, 8708120, and 8708130), and the capstone course (8708140). Listed below are the courses that comprise this program and a sample schedule:

Grade Course

Number Course Title Course

Length Level

9 8708110 Principles of the Biomedical Sciences 1 credit 3

10 8708120 Human Body Systems 1 credit 3

11 8708130 Biomedical Interventions 1 credit 3

12 8708140* Biomedical Science Research 1 credit 3 * Note: This course is intended to serve as a capstone course.

More information about the PLTW Biomedical Sciences program can be found on their website (http://www.pltw.org/).

Laboratory Activities Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations. Equipment and supplies should be provided to enhance hands-on experiences for students. Special Notes

PLTW Requirements Implementation of this program using PLTW curriculum requires each school to be certified by PLTW and teachers to be trained according to PLTW requirements. More information on specific PLTW contractual and certification requirements can be found at http://www.pltw.org/Biomedical/Curriculum/Curriculum.cfm.

Career and Technical Student Organization (CTSO) The Health Occupation Student Association (HOSA) is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Articulation

218

http://www.pltw.org/

http://www.pltw.org/Biomedical/Curriculum/Curriculum.cfm

Revised: 10/11/2010

3

To be transferable statewide between institutions, this program must have been reviewed, and a “transfer value” assigned the curriculum content by the appropriate Statewide Course Numbering System discipline committee. This does not preclude institutions from developing specific program or course articulation agreements with each other. There is no statewide articulation agreement approved for this program; however there are a number of universities and institutions of higher education nationwide that award credit for students completing this program. Schools are encouraged to pursue specific articulation agreements with their local higher education institutions.

Accommodations Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Bright Futures/Gold Seal Scholarship Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met. Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx.

Standards: After successfully completing this program the student will be able to perform the following: The program curriculum is currently being developed for the 2011-2012 school year. Program curriculum is available through Project Lead The Way.

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https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx

RTTT Career and Technical Education STEM Program Descriptions Program Title

Biomedical Science

CTE Courses and Descriptions

8708110: Principles of the Biomedical Sciences-provides an introduction to the biomedical sciences through exciting “hands-on” projects and problems. Student work involves the study of human medicine, research processes and an introduction to bio-informatics. 8708120: Human Body Systems- engages students in the study of the processes, structures and interactions of human body systems. Important biomedical concepts in the course include: communication, transport of substances, locomotion, metabolic processes, identity, and protection. 8708130: Biomedical Interventions- curriculum for this course has not been finalized by Project Lead The Way ® 8708140: Biomedical Science Research- curriculum for this course has not been finalized by Project Lead The Way ®

Integrated Core Course(s)

Biology

Teacher Certification(s)

Biology 1 @2 Reg Nurse G Med Prof G Paramedic @7 G

Industry Certification(s)

Certified LabVIEW Associate Developer (CLAD)

Number of Articulated Credits

None presentably available

Implementation Costs

Start Up for a classroom of 20 students: Computer Equipment and Software Purchases:

• Computers: $13,189 • Printer and Projector: $2,547 • Inspiration Software 10-Licenses: $465 Total: $16,201

Laboratory Equipment and Supplies (for the first 3 of 4 courses):

• Furniture: $420 • Lab Equipment: $27,469 • Glassware and Plasticware: $928 • Models: $8,004 • General Tools and Supplies: $2,984 • Chemicals and Consumables: $4,954 Total: $44,759

Recurring Costs: • LabVIEW Software (25 seats): $1,000 • LabVIEW Software (100 seats): $2,400 • School Participation Fee: $2,000 Total: $5,400

Overall Total $66,360

Recommended Feeder Program/Course(s)

None at present

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Biomedical Sciences

Health Science

SOCIAL

ENGLISH MATH SCIENCE STUDIES

FINE, PERFORMING OR PRACTICAL ARTS (1 cdt)

4 credits 4 credits 3 credits HOPE (1 cdt)

9 English IAlgebra I / Geometry /

Geometry Honors / Algebra II

Environmental Science ElectiveHOPE (1cr) AND Fine, Performing or Practical

Arts (1cr)

Principles of the Biomedical Sciences Foreign Language I

10 English II Geometry/ Pre-Calculus Biology I World History Elective Human Body Systems Foreign Language II

11 English IIIAlgebra II / Algebra II Honors / Pre-Calc /

Prob & Stat Chemistry American History Elective Medical Interventions Elective

12 English IV Pre Calc / Prob & Stats / Algebra II / Calculus Physics Am.Government and

Economics Elective Biomedical Innovation Internship Elective

*Possible Industry Certifications (Students):

Secondary:

Postsecondary:

PSAV/PSV to AAS or AS to BS or BAS

CR

ED

IT ARTICULATION AND CTE DUAL ENROLLMENT OPPORTUNITIES

Potential to work with PHCC on Articulating to Biotechnology Program and Dual Enrollment

Secondary to Technical Center (PSAV) Secondary to College Credit Certificate or Degree

Paramedic, LPN, CAN, EMT RN; Health Unit Coordinator; LPN; LVN; Physical Therapy Assistant

MD; Pharmisist; Biomedical Researcher; Nurse Practitioner

HIG

H S

CH

OO

L

TECHNICAL CENTER PROGRAM(S) COMMUNITY COLLEGE PROGRAM(S) UNIVERSITY PROGRAM(S)

BSRN; Pre-Med; Pre-Pharmacy; Nurse Practitioner MS

Dual enrollment courses may be used to satisfy high school graduation or Bright Futures Gold Seal Vocational Scholars course requirements - see the

Articulation Coordinating Committee's Dual Enrollment Equivalency List and the Bright Futures Comprehensive Course Table.

PO

ST

SE

CO

ND

AR

Y Secondary career and technical education programs may lead to industry recognized certificates, occupational opportunities or postsecondary education

options. Based on the Career Cluster of interest and identified career and technical education program, the following postsecondary options are available.

Paramedic; LPN; Nursing Assistant; EMT; Physical Therepy Assistant; Radiologic Technician; Respiratory

Therapist

Biotechnology AS; Nursing AS; Medical Administrative Specialist Technical Cert.; Health Unit Coordinator Technical Certificate; Medical Coder/Biller Applied Technology Diploma

RECOMMENDED

ELECTIVES (Aligned

with State University

System Admissions)

OTHER REQUIRED

COURSES

3 credits, 2 with lab

Biomedical Sciences

Program Courses

CA

RE

ER

SAMPLE CAREER SPECIALTIES

(The Targeted Occupations List may be used to identify appropriate careers.)

Program:

Career Cluster:

16 CORE CURRICULUM CREDITS

Career Cluster of interest identified by students enrolled in required middle school career education course that includes interest assessment and career

exploration through CHOICES and ePersonal Education Planner through FACTS.org.

8 ADDITIONAL CREDITS

222

BIOMEDICAL SCIENCES CURRICULUM

The sequence of high school courses in the Project Lead The Way (PLTW) Biomedical Sciences

program parallels the proven PLTW Engineering program. The initial program includes four

courses, all aligned with appropriate national learning standards:

Principles of the Biomedical Sciences (PBS)

o 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)

o 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)

o Students investigate the 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 scientific thinking and engineering design play in

the development of interventions of the future.

Biomedical Innovation (BI)

o 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

223

audience that may include representatives from the local business and healthcare

community.

224

Biomedical ScienceSGetting Started

225

1 BMS-GS-1109

Overview

Talking Points

Biomedical Sciences Program

Program Course Descriptions

Administrator and Counselor Information

Sample Student Schedule

National Science Education Standards & Principles of the Biomedical Sciences

Steps to a Successful Implementation

University Affiliates

PLTW Partners

Page 2

Page 3

Page 4

Page 5

Pages 6-7

Page 8

Page 9

Page 10

Page 11

Page 12

TaBle oF conTenTS

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2 BMS-GS-1109

PLTW is a national nonprofit organization that partners with middle schools and high schools to implement a curriculum, developed by it and imparted by teachers whom it has trained, that emphasizes hands-on experiences in Science, Technology, Engineering, and Mathematics (STEM) in an effort to prepare students for academic and professional success in these disciplines. PLTW aims to encourage an increasingly more diverse group of students to consider careers as scientists, technology experts, engineers, mathematicians, healthcare providers, and researchers in an effort to enable the United States to compete favorably in the global economy.

PLTW began in 1998 in 12 high schools in upstate New York as a program designed to address the shortage of engineering students at the college level. It has grown to a network of more than 3,300 middle and high schools in 50 states and the District of Columbia. In 2007, PLTW added a Biomedical Sciences program, also project-based, to stem an impending shortage of healthcare professionals and researchers.

PTLW’s approach — using activities-, project-, and problem-based learning (or APPB learning) — centers on hands-on projects that have real-world applications. The curriculum makes mathematics and science relevant and strives to help students understand how the skills they are learning in the classroom may be applied in everyday life.

PLTW Gateway To Technology (GTT) is a middle school program offered in six independent, nine-week units and designed to help students explore math, science, and technology. This activity-oriented program challenges and engages the natural curiosity of middle school students and is taught in conjunction with a rigorous academic curriculum.

PLTW Pathway To Engineering (PTE) is a four-year high school sequence taught in conjunction with traditional mathematics and science courses. PTE’s eight cours-es, including Digital Electronics and Civil Engineering and Architecture, provide students with in-depth, hands-on knowledge of engineering and technology-based careers.

PLTW Biomedical Sciences Program (BMS) introduces high school students to the human body, cell biology, genetics, disease, and other biomedical topics in a sequence of four courses. The program prepares students for postsecondary education and training necessary for success in a wide variety of positions: physician, nurse, pharmaceutical researcher, technician, etc.

Teachers and guidance counselors at schools that offer PLTW courses may access a nationwide support network comprised of PLTW staff, master teachers, affiliate directors and state leaders who are Department of Education employees. PLTW has 36 affiliated colleges and universities that provide teacher training. They also offer college credits for some of the courses. Business partners offer grants and internships.

oVeRVieW

SummaRy & miSSion

HiSToRy & Scope

cuRRiculum

THRee TRackS

plTW neTWoRk

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3 BMS-GS-1109

a SHoRTaGe oF HealTHcaRe WoRkeRS

plTW’S miSSion

HiGH ScHool ReFoRm

ReSulTS

a cHanGinG economy

STudenT enGaGemenT

maTHemaTicS, Science, & pRoBlem SolVinG

TeacHeRS

economic STimuluS

colleGeS &uniVeRSiTieS

The U.S. Department of Labor predicts that 8 of the 20 careers with the highest demand for employees in the next decade will be in the healthcare sector. The health services sector is projected to grow more than any other industry (about 30%) through 2014. The combination of an aging population, longer life expectancies, and rapidly advancing technology has created a growing demand for highly skilled professionals in a broad spectrum of healthcare and science careers.

Postsecondary education and training have become an essential requirement for a steadily increasing percentage of jobs. Two-thirds of America’s economic growth in the 1990s resulted from the introduction of new technologies.

Nationally, of 100 ninth graders, only 68 will graduate from high school on time, 38 will directly enter college, 26 are still enrolled in their sophomore year of college, and only 18 graduate from college. The rates for minority students are even lower. Only one-third of America’s workforce has a postsecondary education, yet 60% of new jobs in the 21st century require it. According to the latest results from the Program for International Student Assessment, America’s 15-year-olds performed below the international average in mathematics literacy and problem solving, placing 27th out of 39 countries.

PLTW’s mission is to ensure that the United States succeeds in the increasingly high-tech and high-skill global economy by partnering with middle schools and high schools to prepare students to become the most innovative and productive in the world.

PLTW is able to accomplish this mission because it has broken the code on student engagement through hands-on, project-based curriculum in STEM fields. To date, more than 500,000 students in the United States have taken at least one PLTW course.

PLTW alumni are studying engineering and technology at colleges and universities at rates approximately five to ten times the average of all U.S. students. They also have higher retention rates in college engineering, science, and related programs than other students in these areas.

Teachers play a critical role in PLTW’s success with students. Since 1997, PLTW has trained approximately 13,000 teachers to teach its courses. PLTW supports teachers with an ongoing professional development model based upon its curriculum. Its Virtual Academy is a robust online resource to which teachers may turn for guidance.

PLTW has relationships with more than 100 colleges and universities. Of these, 36 offer credit to students for completion of select PLTW courses.

Among the biggest hurdles for new schools is the ability to secure capital for classroom technology. Some states have plans to include PLTW as a “centerpiece” in ARRA Race to the Top applications.

TalkinG poinTS

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4 BMS-GS-1109

A shortage of qualified science and health professionals prompted Indiana’s Department of Workforce Development and the Connecticut, Maryland, Missouri, Ohio, Oklahoma, and South Carolina State Departments of Education to approach PLTW about starting a Biomedical Sciences program separate from, but similar in structure to, PLTW’s Engineering program. State departments of education, offices of workforce development, and business leaders recognized the need for quality instructional programs to prepare students for the rigor of postsecondary biomedical sciences training and funded the program’s initial development. During the 2007-08 school year, the first course, Principles of the Biomedical Sciences, was field-tested in 42 schools in the seven states that provided funding for the development of the program. For the 2008-09 school year, the first course was available nationwide.

The PLTW Biomedical Sciences program consists of a sequence of four high school courses that are taken along with college-preparatory mathematics and science courses:

1. Principles of the Biomedical Sciences2. Human Body Systems3. Medical Interventions4. Biomedical Innovation

Students can begin the Biomedical Sciences program in 9th, 10th, or 11th grade and take one course each year or they can double up and take two consecutive courses simultaneously.

The Biomedical Sciences program provides students with an understanding of the role of the biomedical sciences in the modern world and prepares them for careers in the rapidly growing biomedical sciences field. The four courses present a broad foundation in science and healthcare and include specialized knowledge in such areas as: molecular biology, genetics, biochemistry, microbiology, physiology, anatomy, and public health. Students also gain an awareness of the social, legal, and ethical issues surrounding technological advances related to the biomedical sciences.

While the coursework is intentionally rigorous with an emphasis on scientific principles and medical research, the students are exposed to key concepts that will transfer to many fields. Students who complete the Biomedical Sciences courses will graduate being able to do the following:

• Communicate effectively both orally and in writing. • Think critically. • Practice professional conduct.• Work effectively in teams. • Understand how medical and scientific research is conducted and funded.• Understand the interdisciplinary nature of science, healthcare, mathematics, and English language arts.

The PLTW Biomedical Sciences program uses a combination of activity-, project-, and problem-based (APPB) learning styles to engage students as they learn to solve problems, participate as part of a team, lead teams, conduct research, analyze data, and learn through fieldwork.

Biomedical ScienceS pRoGRam

229

5 BMS-GS-1109

Student work involves the study of human medicine, research processes, an introduction to bioinformatics, and the use of computer science, mathematics, and information theory to model and analyze biological systems. 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 life-style choices and medical treatments that might have prolonged the person’s life. Key biological concepts including homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease are embedded in the curriculum. Engineering principles including the design process, feedback loops, and the relationship of structure to function are incorporated in the curriculum. 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.

Students engage in the study of the processes, structures, and interactions of the human body systems. Important concepts in the course include: communication, transport of substances, locomotion, metabolic processes, defense, and protection. The central theme is how the body systems work together to maintain homeostasis and good health. The systems are studied as “parts of a whole,” working together to keep the amazing human machine functioning at an optimal level. Students design experiments, investigate the structures and functions of body systems, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory operation. Students work through interesting real-world cases and play the role of biomedical professionals to solve medical mysteries.

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. These scenarios expose students to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Each family case scenario introduces multiple types of interventions and reinforces concepts learned in the previous two courses, as well as presenting new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions are showcased across generations of a family and provide a look at the past, present and future of biomedical sciences. Lifestyle choices and preventive measures are emphasized throughout the course as are the important roles scientific thinking and engineering design play in the development of interventions of the future.

Students apply their knowledge and skills to answer questions and solve problems related to the biomedical sciences. In this capstone course, they may consult with a mentor or advisor from a university, hospital, physician’s office, or industry. Students are expected to present the results of their work to an adult audience, which may include representatives from the local healthcare or business community or the school’s Partnership Team.

pRoGRam couRSe deScRipTionS

pRincipleS oF THe Biomedical ScienceS (pBS)

medicalinTeRVenTionS (mi)

Human Body SySTemS (HBS)

Biomedical innoVaTion (Bi)

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6 BMS-GS-1109

All students interested in pursuing a career in biological sciences, emergency services, healthcare, or medicine should take the courses. As with the PLTW Engineering program, the rigorous curriculum uses the APPB mode of learning that’s grounded in real-world relevance. The APPB approach addresses the learning styles and needs of the majority of students. The courses are hands-on and allow students to apply the concepts they learn in other science and mathematics courses.

There are no prerequisites for the Principles of the Biomedical Sciences course. For all other courses, the prerequisites are the courses earlier in the series. Students may double up and take more than one PLTW Biomedical Sciences course in a year. If students start the program in 10th grade, it is recommended that they take one course per year until their senior year, when they take both Medical Interventions and Biomedical Innovation. All four courses give students a well-rounded experience in the Biomedical Sciences. Students enrolled in the PLTW Biomedical Sciences courses must also be enrolled in college-preparatory mathematics and science courses. PLTW Biomedical Sciences courses are not designed to replace traditional science courses; they are designed to enhance them and to focus on concepts directly related to biomedical science.

• Critical thinking skills and enhanced creativity• Problem-solving skills• Effective communication skills• Professional conduct• Team players

• Provide teachers with PLTW promotional materials to distribute to their students.• Encourage PLTW teachers to attend and present at parent/student orientations and other district/community meetings.• Set up window displays showing a diverse population of students involved in various careers related to the biomedical sciences.• Provide students the opportunity to explore biomedical science careers.• Invite parents and students to learn more about the PLTW program through various promotional materials.• Involve members of the community by inviting professionals in the biomedical sciences to bring their expertise and guidance to the students and in the process enhance their support of the program.• Use press releases to local newspapers and other media outlets in order to generate community awareness of the PLTW programs.

A Partnership Team is an advisory board comprised of teachers, representatives from colleges and universities, healthcare providers, advisors from scientific, medical, and technology industries, and local community members. This group supports the PLTW program, addresses issues arising from the implementation of the program, mentors student teams, and speaks to students about the biomedical sciences.

adminiSTRaToR & counSeloR inFoRmaTion

WHo SHould TakeplTW couRSeS?

WHaT aRe THe RequiSiTe couRSeS?

WHaT aRe THepReRequiSiTeS FoRTHe BiomedicalScienceS couRSeS?

WHaT aRe THeaTTRiBuTeS oFpRoGRam GRaduaTeS?

WHaT aRe SomeSucceSSFul meTHodSFoR RecRuiTmenT?

WHaT iS apaRTneRSHip Team?

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7 BMS-GS-1109

The school district shall recommend teachers for participation in the PLTW professional development program. Teachers instructing PLTW Biomedical Sciences courses must have successfully completed at least two semesters of college biology with laboratory experience.

Each district office designates its own PLTW School District Delegate to be the liaison between PLTW and the entire district, including all schools implementing a PLTW program. In many districts, the Career and Technical Education (CTE) coordinator also serves as the delegate. The School District Delegate is responsible for the following:

• Verifying the accuracy and completeness of district information in the PLTW database, and ensuring that all schools within the district teaching PLTW courses are registered• Acting as liaison between PLTW and the district superintendent’s office with the processing of the School District Agreement and the school board of education approval process• Assisting new teachers in registering with PLTW and enrolling in Core Training• Managing district and school data in the PLTW database to confirm accuracy

Yes. All schools must pay an annual participation fee, currently $2,000, in order to implement the PLTW Biomedical Sciences program. Schools located in one of the seven states that helped to fund the Biomedical Sciences program development (CT, IN, MD, MO, OH, OK, and SC) receive a $1,000 per school credit toward the participation fee until the total value of the credits equals the amount of the state’s investment in the program.

Until 2009, training took place exclusively during the summer months and was referred to by PLTW as Summer Training Institute (STI). As 2009 comes to a close, Core Training will take the place of STI as the name of PLTW’s professional development division, with STIs continuing to take place during the summer months. Year-round training will allow PLTW to accommodate more teachers and schools. As with STIs, Core Training is offered through our Affiliate Universities. Core Training includes intense training of the PLTW teaching model and course content. Only upon successful completion of Core Training may a teacher instruct that PLTW course. In order to register for a Core Training course, teachers must earn a score of at least 75% on a pre-assessment for that course.

adminiSTRaToR & counSeloR inFoRmaTion (conTinued)

WHo SHould TeacHplTW couRSeS?

aRe THeRe any addiTional coSTS To implemenT THe plTW Biomedical ScienceS pRoGRam?

WHaT iS a ScHooldiSTRicT deleGaTe?

WHaT iS coRe TRaininG?

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8 BMS-GS-1109

Sample STudenT ScHedule

English

Social Studies

College-prepMathematics

College-prepScience

Principles of the Biomedical Sciences

Foreign Language

Physical Education

Note: This schedule assumes students take seven courses per year. If the school is on block scheduling or otherwise allows students to take eight courses per year, additional courses can be added to the schedule.

English

Social Studies


College-prepScience

Human BodySystems

Foreign Language

Health

English

Social Studies


College-prepScience

Medical Interventions

Fine Arts

TechnologyEducation

English

Social Studies


College-prepScience

Biomedical Innovation

Elective

Elective

GRade 9 GRade 11GRade 10 GRade 12

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9 BMS-GS-1109

SkillS and pRoceSSeSFoR BioloGy

THe cell

THe moleculaR BaSiS oF HeRediTy

BioloGical eVoluTion

inTeRdependence oF oRGaniSmS

maTTeR, eneRGy, & oRGanizaTion in liVinG SySTemS

BeHaVioR oF oRGaniSmS

• Form hypotheses, design & execute multiple experiments, analyze data, & write reports.• Use a variety of instruments including: LabVIEW software, Vernier probes, microscopes, electrophoresis equipment, & computers.

• Cell functions involve chemical reactions.• Cell functions are regulated.• Cells store & use information to guide their functions—DNA & protein synthesis.• Cells can differentiate.

• Structure & function of DNA.• Human cells contain 23 pairs of chromosomes.• Mutations.• Expression of traits.

• PBS does not directly address the concepts in this area.

• Atoms & molecules cycle.

• Chemical bonds of food molecules contain energy.• Complexity & organization of organisms accommodates the needs for life functions.

• Human nervous system.

• PBS covers all the expectations for Content Standard A.

• Cell organelles.• Plant cells.

• PBS covers the main concepts of this area.

• Species evolve over time.• Diversity of organisms.• Natural selection.• Common ancestry.• Biological classification.

• Energy flow through biosphere.• Organisms cooperate & compete.• Population limits.• Human beings modify environments.

• All matter tends toward disorganization.• Energy for life derived from sun.• Flow of energy & matter through ecosystems.

• Structure of nerves.• Sense organs.• Learned or innate behavior.• Evolution of behavior.

STandaRdS coVeRedin THe pBS couRSe

STandaRdS noT coVeRedin THe pBS couRSe

naTional Science educaTion STandaRdS& pRincipleS oF THe Biomedical ScienceS

conTenT STandaRd a: Science as inquiry

conTenT STandaRd c: life Science

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• Visit the PLTW website to learn more about the program.• Contact your PLTW State Leader with questions or to find out more information.• Visit schools currently implementing the program.• For federal funding information, read Education and America’s Economic Recovery: Project Lead The Way’s Critical Role and Plan for Immediate Action. • Use promotional materials to increase awareness about the program. • Select a School District Delegate.• Complete the New Program Online Registration for the school district and schools that will be implementing the PLTW program for 2010-11. Registration will open in September 2009 and will close on March 1, 2010.• Return School District Agreement signed by the superintendent and approved by the school board, to the PLTW National Office by May 1, 2010.• Review equipment and supply needs to create a multiyear budget.• Send school counselors and administrators to a Counselor Conference.

• Identify teachers who meet the requirements set by PLTW and are best suited to teach the courses.• Complete online teacher registration (once the signed school district agreement has been returned).• Register teachers for Core Training (registration for Summer Training Institutes opens on March 15, 2010).• Return signed Software Lease Agreement.• Send purchase order for the appropriate software to the PTLW National Office.• Purchase supplies and equipment using the PLTW Biomedical Sciences Purchasing Manual.• Pay the appropriate participation fee for each school according to the PLTW invoice.

• Teachers attend the appropriate Summer Training Institute.• Check to ensure all equipment and supplies have been ordered.• Load required software on classroom computers.

STepS To a SucceSSFul implemenTaTion

Fall 2009

SpRinG 2010

SummeR 2010

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11 BMS-GS-1109

Arkansas Tech University Duke University Eastern Michigan UniversityGeorgia Southern University Indiana University Purdue University Indianapolis Iowa State University Milwaukee School of Engineering Missouri University of Science & Technology NHTI, Concord’s Community College New Mexico State University Northwestern State University of Louisiana Oklahoma State University Old Dominion University Oregon Institute of Technology Penn State University Purdue University Rochester Institute of Technology Rowan University San Diego State University Seattle University Sinclair Community CollegeStevenson University University of Colorado at Colorado SpringsUniversity of Illinois University of Iowa University of KentuckyUniversity of Maryland at Baltimore County University of Minnesota University of New Haven University of Nebraska – Lincoln University of South Carolina University of Tennessee at Chattanooga University of Texas at Tyler West Virginia University Wichita State University Worcester Polytechnic Institute

uniVeRSiTy aFFiliaTeS

236

12 BMS-GS-1109

plTW paRTneRS

AutodeskCengage LearningEdgecamFischertechnikIntelitekNational InstrumentsStratasys/Dimension

3MAmerican Electric PowerAmgenCargillChevronIntel Lockheed MartinNorthrop GrummanQualcommRockwell AutomationRolls-RoyceSprintTime Warner Cable

Academy of Engineering Collaboration (AOE)American Society for Engineering Education (ASEE)Engineering Equity Extension Service (EEES)Gateway AcademyNASA Goddard Space Flight CenterNASA Dryden Flight Research CenterNational Council for Agricultural Education (NCAE)Society of Manufacturing Engineers Education Foundation (SME-EF)Southern Regional Education Board (SREB)U.S. Army

Ewing Marion Kauffman FoundationJohn S. and James L. Knight Foundation Kern Family Foundation

Aerospace Industries Association/National Defense Industrial Association

BuSineSS paRTneRS

educaTion iniTiaTiVeS

SponSoRS

FoundaTionS

induSTRy aSSociaTionS

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Hernando County School Board Florida

FLSA: Exempt, Union

TEACHER - ASSESSMENT Required Qualifications:

Bachelor’s Degree from an accredited college or university Hold a valid Florida teaching certificate Be able to read and interpret test data and federal, state and district mandated testing

requirements Be able to organize logistics for all school testing and the distribution of results Be able to exercise independent judgment, follow directions, and work as a team member Be able to organize and conduct training sessions for administrators, students, parents, teachers

and support staff Be able to judge and evaluate the ability level of new students to assist in placement decisions Be able to organize, analyze and interpret test data to teachers, parents and students Be sensitive to both clock and calendar deadlines and manage time effectively

Performance Responsibilities:

Coordinate the overall federal, state, district and school-based student assessment, accountability and progress monitoring programs

Maintain student assessment and progress monitoring records for state and district mandated testing

Maintain and support strict confidentiality of student records and data Prepare and deliver inservice training for school staff on testing and the use of progress

monitoring and reporting programs Coordinate the distribution and interpretation of test results within and between schools Report testing results and trends to faculty and other stakeholders Assist all stakeholders in the use of data to influence the School Improvement Plan and drive

instruction Perform other duties as assigned by the principal and/or designee

Reports to: Reports directly to the principal and/or designee Evaluation: Annual evaluation done by the principal and/or designee

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Teacher - Assessment

Terms of Employment: 10-month employment Salary: Salary based upon approved salary schedule - Instructional Job Code: 51071 Board Approved: 01/20/09

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Florida District Alternative Certification Plan

1

Hernando County

Standard 1. Core Curriculum Content The curriculum content delivered in each approved program includes those requirements found in State Board Rule 6A-5.066 and Section 1012.56, Florida Statutes

1.1 Curriculum content is aligned with the state-mandated requirements and a process is established to ensure consistent delivery through a competency based program.

a. Florida Educator Accomplished Practices are delivered and assessed throughout the program in a K-12 setting.

c. Professional Education Competencies and Skills for Teacher Certification, most recent edition are delivered and assessed in training modules or workshops and by achievement of a passing score on the Professional Education Test of the Florida Teacher Certification Examination.

1.2 The additional instructional practices prescribed in Subsection 1012.56(8), Florida Statutes are consistently

implemented.

d. Professional education preparation content knowledge, including Professional education preparation content knowledge (training) is provided to each candidate that includes, but is not limited to:

1. Methodologies, including technology-based methodologies, for teaching subject content that supports the Sunshine State Standards for students;

2. Techniques for effective classroom management;

3. Techniques and strategies for operationalizing the role of the teacher in assuring a safe learning environment for students;

4. Methodologies for assuring the ability of all students to read, write, and compute.

Instructions:

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http://www.fldoe.org/dpe/publications/preprofessional4-99.pdf

http://www.fldoe.org/asp/ftce/pdf/00ProfessionalEducation.pdf


2

Please submit a detailed overview of where the assessments for FEAPs/Professional Education Competencies/additional instructional practices are located throughout the program. Please indicate in the first column which tasks address the additional instructional practices.

References: Florida Educator Accomplished Practices Professional Education Competencies and Skills for Teacher Certification, most recent edition

District Alternative Certification Program Continued Approval Technical Assistance Paper (page 1-2)

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3

1.1 Curriculum content is aligned with the state-mandated requirements and a process is established to ensure consistent delivery through a competency based program.

b. Reading Competency 2 is delivered and assessed throughout the program in modules or coursework and in a K-12

setting.

Instructions: The district must provide a paragraph confirming that FOR-PD is required. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 3)

This is the introductory page from the ACP registration session that we hold in Hernando County. Everyone is given a notebook containing this information:

Welcome to…

The Alternative Certification Program (ACP)

Hernando County offers this program for teachers who do not have education degrees and who are employed by the school district. It is an independent study, competency-based program.

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4

1. The initial cost is $300.00 for the first year. An additional $150.00 is collected each year for the next two years (if a teacher takes more than 1 year to complete the program). Teachers are given a maximum of 3 years to complete the program. The program must be completed before the Temporary Certificate expires. 2. We use a program developed and administered by the State of Florida. 3. We offer two enrollment periods – September and January 4. Teachers are provided with a paid mentor and a paid assessor to grade their assignments. 5. All participants are assigned a username and password and are offered training in the use of the program. 6. An email group allows for sharing among participants, mentors, assessors and the district coordinator. 7. Teachers are asked to complete a portfolio in this very rigorous and challenging program. This becomes part of the permanent file which DOE can request at any time. Spelling and grammar count! 8. You must be an instructional employee with a class or classes of your own or be in a co-teaching situation to participate in the program. 9. The FOR-PD Reading Competency is a requirement of the program and must be completed in order to finish the program. To register for FOR-PD go to http://forpd.ucf.edu 10. Information and a program overview of ACP can be obtained by going to http://www.altcertflorida.org/

11. For information or to join the Hernando County ACP program, contact Susan McKinney at 352-797-7005 ext. 446 or [email protected] Let us know how we can assist you in fulfilling your certification requirements.

Sincerely,

Laurie Pellito Coordinator of Human Resources

Hernando County School Board

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http://www.altcertflorida.org/



5

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1.2 The additional instructional practices prescribed in Subsection 1012.56(8), Florida Statutes are consistently implemented.

a. A minimum period of initial preparation prior to assuming duties as the teacher of record.

Instructions: Please submit a narrative that describes the Initial Preparation Training/Survival Training that is offered to teachers prior to assuming duties, including the following:

Survival Training Components (Classroom management, district procedures, etc.) - The plan must include provisions for “minimum period of initial preparation prior to assuming duties as the teacher of record” per Section 1012.56, Florida Statutes.

Length and frequency of training (including when it is offered and the amount of hours involved.)

References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 5)

This is the flier that is given to all new teachers to Hernando County:

The School Board of Hernando County

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7

When: Monday, August 9, 2010 8:30 a.m. – 3:30 p.m. Sign in begins at 8:00 a.m. Tuesday, August 10, 2010 8:30 a.m. – 3:30 p.m.

Where: Central High School

14075 Ken Austin Pkwy. Brooksville, FL 34613

Who: Attendance is required for all instructional employees who are new to Hernando County and hired before

August 2, 2010.

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8

What:

Sessions will focus on Hernando County ethics, policies, procedures and strategies to help you to SURVIVE the first 90 days, and will follow the “Starting Out on the Right Track” educational research program.

Breakfast and Lunch will be provided each day and participants will receive the in-service rate of pay for attendance.

Questions? Call Susan McKinney at (352) 797-7005 ext. 446 Welcome to Hernando. We’re glad you’re here!

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b. Each candidate participating in the district alternative certification program is assigned a peer mentor. Instructions:

Please submit a narrative that describes how candidates are initially assigned a peer mentor during participation in the district alternative certification program and how records are kept of candidate and peer mentor contacts and/or meetings. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 6)

Each school in Hernando County has a supplemental position of one ACP mentor if an ACP participant teaches at the school. The ACP mentor is trained in the mechanics of the online program. The new teacher is also offered another mentor to help with any other areas of need. Both mentors must provide documentation of meetings held in order to receive payment. The ACP participant must also initial the mentor logs.

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c. An initial evaluation of each candidate’s competencies to determine an appropriate individualized professional development plan is in place.

Instructions:

Please submit a narrative that that describes how candidates are initially evaluated on their competencies and how individualized professional development plans are created as a result. . References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 7)

All teachers on annual contract in Hernando County are observed during the first 30 school days. They are assessed for areas of strengths and weaknesses and the Lead Mentor at each school may be consulted if deficiencies are noted so as to insure that help is provided. We are currently revising the way our IPDPs are created so that they meet the requirements of Florida statute.

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2.1 Candidate evidence of attainment of the Florida Educator Accomplished Practices (FEAP) and Professional Education Competencies and Skills (PECs) are assessed.

a. Candidate evidence of attainment of the Florida Educator Accomplished Practices is assessed and data are collected throughout the continued approval period.

b. Candidate evidence of attainment of Reading Competency 2 is collected throughout the continued approval period.

1. Activities for each indicator in Reading Competency 2 show progression from the theory to the demonstration of the skill (application) with resources listed.

Instructions:

Please submit a narrative that describes the assessment system that is used for collecting data both at the candidate and program levels throughout the program in order to meet program completion requirements. Evidence is provided that feedback is given to the candidates as they progress through the program.

References: Florida Educator Accomplished Practices Reading Competency 2 District Alternative Certification Program Continued Approval Technical Assistance Paper (page 10-11)

We have 8 assessors in Hernando County who grade all tasks. When the task is returned to the participant

there are comments made if revisions are necessary or praise given if exceptional work was submitted.

Standard 2. Candidate Performance Each candidate in the approved program will demonstrate all competencies identified in Statute and Rule.

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http://info.fldoe.org/docushare/dsweb/Get/Document-1004/ReadingEndorsement_Competencies.pdf





12

Pass rates on the Professional Education portion of the Florida Teacher Certification Examinations are collected throughout the continued approval period. Instructions: Please submit a narrative describing the how data is collected and maintained on the Professional Education portion of the Florida Teacher Certification Examination for each participant. The chart below must be completed.

Number of Completers for 2008-2009 Pass Rates on Professional Education portion of the FTCE

15 100%

All participants are advised that they must pass the Professional Education test and they do not complete the program without passing it. Our Certification Specialist checks on the DOE website to make sure that the test was passed. References: Professional Education Competencies and Skills for Teacher Certification, most recent edition District Alternative Certification Program Continued Approval Technical Assistance Paper (page.13)

d. Evidence of students’ eligibility for temporary certification is collected and maintained throughout the continued approval process.

Instructions: Please submit a narrative describing the how evidence of students’ eligibility for temporary certification is collected and maintained. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 14)

Our Certification Specialist makes sure that the person has a Temporary certificate or a Statement of Status of Eligibility prior

to hire.

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2.2 Program participants demonstrate impact on P-12 student learning based on student achievement data.

Instructions: Please submit a narrative describing how participants will demonstrate impact on P-12 student learning based on student achievement data. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page.15)

Our new School Board-approved evaluation manual has been sent to DOE. The new process involves basing 51% of a teacher’s evaluation on student performance data. We are hiring a consultant to help write a program in order to accurately collect and analyze the data needed.

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3.1 Employers of program completers indicate satisfaction with the level of preparedness for the first year of teaching, including longitudinal retention and rehire rates for program completers after the first year of teaching.

a. A narrative discusses the results of the data collected on employer satisfaction as they impact continuous program improvement. The following must be provided: 1) Copy of the employer satisfaction survey given to employers one year after candidates complete the program (if DOE’s

surveys are not used)

2) Summary of data from employer satisfaction surveys

3) Percentage of completers employed the first year following the completion of the program

4) Longitudinal retention rates for 5 years.

Instructions: Please submit a narrative describing how data is collected on employer satisfaction through employer surveys, rehire rate data on completers, and longitudinal retention rates. The following data must be provided:

The percentage of completers employed in Florida schools for the following school years o 2007 -2008 o 2008-2009 o 2009-2010

Retention rates for 2006-2007 completers employed in 2007-2008 to 2008-2009 and 2009-2010 (if applicable) Retention rates for 2007-2008 completers employed in 2008-2009 to 2009-2010 (if applicable)

References:

Standard 3. Continuous Improvement

The approved program implements processes to ensure continuous program improvement.

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15

District Alternative Certification Program Continued Approval Technical Assistance Paper (page.16)

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16

Number of Completers for 2006-2007

Number of 2006-2007 Completers Employed in Florida Public Schools in 2007-2008

Percentage of 2006-2007 Completers Employed in Florida Public Schools in 2007-2008

Number of 2006-2007 Completers Retained in Florida Public Schools from 2007-2008 to 2008-2009









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3.2 Program completers indicate satisfaction with the level of preparedness for the first year of teaching after completion of the program. a. A narrative discusses the results of the data from completer surveys as they impact continuous program

improvement.

1. Copy of survey given to program completers one year after completion of program (if DOE’s survey is not used).

2. Summary of data from survey results.

Instructions: Please submit a narrative describing how data is collected on completer satisfaction through surveys. A narrative with the following data must be provided:

The completer satisfaction data for the following school years o 2006 -2007 (if applicable) o 2007-2008


3.3 Number of candidates admitted and completed are collected and reviewed on an annual basis. a. The number of participants starting, participating, and completing the program are collected and reviewed on an annual

basis.

Instructions: Please submit a narrative describing the how data is collected on the number of candidates starting, participating, and completing the program. The following data must be given in the chart provided:

The data for the following school years o 2006 -2007 (if applicable) o 2007-2008 o 2008-2009

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Number of Candidates Starting the Program in 2008-2009

Number Participating in the Program in 2008-2009 Number of Completers in 2008-2009

20 46 15 Number of Candidates Admitted to Program in 2007-2008


28 40 9

Number of Candidates Admitted to Program in 2006-2007


12 21 6

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3.4 Completers demonstrate impact on P-12 student learning based on student achievement data during first year of teaching following completion of the program.

a. Completers demonstrate impact on P-12 student learning based on student achievement data during the first year of teaching following completion of the program.

Instructions: Please submit a narrative describing how data is collected on candidate demonstration of impact on P-12 student learning based on student achievement data during the first year of teaching following completion of the program. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (page 19)

3.5 Continuous improvement across and within programs is the result of routine analysis of data collected on Standards 2 and 3 and pass rates on all examinations required for teacher certification.

a. A narrative discusses the results of the annual evaluation process (e.g. DPEP, district and/or programmatic reports and evaluations) including strengths and weaknesses and how changes have been discussed and implemented. The following elements must be included:

1. Composition (positions of the members, e.g. Superintendent, program coordinator, principals, mentors, and other staff) of the team involved in the data analysis and recommendations for programmatic change.

Instructions:

Please submit a narrative describing the team involved in the data analysis and recommendations for programmatic changes. References: District Alternative Certification Program Continued Approval Technical Assistance Paper (pages 20-21)

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2. Summary of data analysis from Standards 2 and 3.1-3.5 and a description of how it is used for program improvement. The following must be included:

a. Admission and completion data

b. Candidate performance data on state mandated requirements, including Florida Educator Accomplished Practices, Competencies and Skills for Professional Education (most recent edition), Reading Competency 2 and successful strategies for improving reading for low-performing readers.

c. Pass rates on all the Professional Education portion of the Florida Teacher Certification Examinations

d. Impact on P-12 student learning

e. Employer satisfaction, including percentage employed and longitudinal retention rates in the classroom

f. Program Completer satisfaction results

Instructions:

Please submit a narrative describing how decisions are made based on the analysis of the data collected on the criteria in Standards 1, 2, and 3. A description of improvements that will be made in the 2010-2011 school year based on the results of internal evaluations can also be included.


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919 North Broad Street, Brooksville, FL 34601 (352) 797-7070 (ext. 452) [email protected]

Excerpts from 2010-11 School Improvement Grant 1003(g)

for RTTT Final Scope of Work

Contact: Eric C. Williams, Grant Proposal Writer

[email protected]

(352) 797-7070 (x452)

(352) 346-7279 cell

Hernando County Schools

919 N. Broad Street

Brooksville, FL 34601

(352) 797-7000

Tax Exemption #: 37-02-008133-53C

FEIN: 596000647

DUNS: 804671105

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Regular ($233,766.00) Section 1003(g), 270-1260A-0C001 & ARRA ($1,284,820) Section 1003(g) (ARRA), 270-1260S-0C001

Resources:

Allocations (link)

Schools to be Served:

School: Tier: Intervention: Regular ARRA

0051 HHS II Transformation $116,883 $642,410

0251 CHS II Transformation $116,883 $642,410

Tier III Schools (DES, DSPMS, EES, FCMS, MES, SHES, WES, & WHMS)

**No Tier III schools were served during Year 1**

LEA Capacity: (2,000 characters maximum)

A. Describe the adequacy of LEA staff, technical expertise, sufficient monetary resources, political climate

(i.e. agreements with unions and school board), technological infrastructure, qualified staff, ability to

recruit external providers, including educational management companies, ability to monitor

implementation and provide sustained support to the lowest performing schools, and other

organizational features necessary to implement and sustain the interventions.

Hernando County Schools hereby assures the Florida Dept. of Education that it has the capacity to

implement and sustain all interventions as part of the transformation model at our (2) Tier II schools.

Highly-qualified experts within our School Services Dept. will primarily oversee district-level 1003g

project implementation and oversight and will collaborate with all stakeholders to provide the guidance

and technical support essential to the success of this initiative. Our highly-effective School Services

Dept. team regularly collaborates to revise the district’s strategic plan, to create our DIAP, to review all

annual SIPs, and to support and monitor compliance with the DA Model. In addition to effectively

managing the district’s $389.6 million budget, our Finance Dept. manages $36.7 million in federal

program funding, including $14.3 million in local support obtained through the ARRA. The district’s

TIS Dept. will provide the technical, network, data programming and operational support and

telecommunications, public relations, and broadcast media services essential to successfully

implementing, monitoring, and sustaining applicable transformation model interventions at our (2) Tier

II schools. Finally, Hernando County School Board members and Hernando Classroom Teachers

Association officials fully support implementation of transformation model interventions at our (2) Tier

II schools, as evidenced by their participation and contributions as part of planning meetings and

cooperation in creating new, innovative staff evaluation systems based primarily on student performance

data. The district will not recruit and/or retain external providers to support implementation of

transformation interventions at our (2) Tier II schools.

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../../../../1003gSchoolImprovement/Final%201003g%20Items%20Really!/allFINALsigALLOCATIONS.pdf

B. The LEA must describe actions it has taken, or will take, to:

1. Analyze the needs of its schools and select an intervention for each school.

The Hernando County School District conducted a comprehensive needs assessment and analyzed quantitative

and qualitative data collected from a wide spectrum of stakeholders prior to deciding to collaborate to

implement the transformation model at both of our Tier II schools. Considering the contentious nature of

interventions as part of all (4) set school reform model choices, the School Services Dept. decided to survey all

faculty and staff at Central and Hernando High Schools. Overall, more than 87 percent of the faculty and staff at

our (2) Tier II schools completed the 25-question survey. Most respondents labeled the current climate at their

school as ―accepting‖, most did not agree with using external service providers, and most thought that financial

incentives should be provided for all staff, not limited to core academic teachers. Most supported use of an

evaluation system tied to student performance data; however, most did not believe it was possible to develop an

equitable evaluation system tied to student performance data for all disciplines and most did not think their

colleagues would welcome evaluations as such. District and school administrators also gathered and analyzed

set 1003g performance indicators, and after reviewing this data determined that our SIG projects should

emphasize decreasing discipline, suspension, dropout, and absentee rates; increasing graduation and

college/career readiness rates; increasing participation in and successful completion of accelerated coursework;

and (most importantly) significantly improving academic proficiencies among students representing the bottom

quartile, poor-performing AYP subgroups, and other ―at-risk‖ populations. Finally--after careful consideration

of all needs assessment data and a focused review of the requirements of all (4) school reform model choices—

both school and district administrators decided to pursue a 2010-11 1003g grant and, as such, to implement the

transformation model at CHS and HHS.

**The Hernando County School Board and our Superintendent reserve the right to use comprehensive analyses

of 1003(g) program performance data to adjust focuses of the project's district- and school- level Year 1

proposed activities, regardless of which school reform model is selected. As such, the Hernando County School

District will have options to use program performance data to change proposed performance pay schedules, to

continue and/or discontinue support for the (13) jobs funded through 1003(g), and/or to spend any other

1003(g) differently than proposed in the Year 1 1003(g) SIG application as part of ongoing efforts to support

what's best for our students as indicated by program performance data and particular requirements of

implementing the chosen school reform model in Years 2 and 3. Detailed information on the District's proposed

1003(g) expenditures for Years 2 and 3 will be included in the District's Year 2 and Year 3 1003(g) SIG annual

applications. All Year 2 and Year 3 expenditures included in the Hernando County School District's 2010-11

Year 1 1003(g) SIG application are projected based on the assumption that the District and affected schools

would simply continue to support the transformation model and activities in Years 2 and 3.**

2. Design and implement interventions consistent with these requirements.

Designing action plans to address all transformation model requirements was a laborious process that involved

ongoing collaboration between participating schools’ leadership teams, School Services Dept. staff, the

Superintendent, local teachers union representatives, FLDOE REDs Gail Daves and Julene Mohr, and Deputy

Chancellor Nikolai Vitti. The district’s State & Federal Grants Manager initiated the process by reviewing the

263

FLDOE’s 2010 1003g application and creating a draft action plan template based on information found in the

state’s application in February 2010. He then met with both schools administrative teams on several occasions,

reviewed all transformation model requirements, shared expectations for completing both action plans, and

provided guidance throughout the process of completing the first draft. After completing their first 1003g action

plan drafts, both schools’ administrative teams met with the Superintendent and the School Services Dept. team

to present their plans. After sharing, discussing, and critiquing both draft action plans both participating

schools’ administrative teams revised their action plans. The State & Federal Grants Manager then edited and

compiled both revised action plans and presented them at a meeting that included both schools’ administrative

teams, local teachers union leaders, affected district department heads, the Superintendent, and FLDOE RED

Gail Daves. During this meeting Mrs. Daves shared her concerns about justifying and sustaining 13 jobs and 6

supplements between both action plans. As such, the State & Federal Grants Manager consulted with the

FLDOE’s Deputy Chancellor for School Improvement, the new Region 4 RED, and both principals prior to

finalizing both schools’ action plans as presented in this application. Revision and partial implementation of

Hernando County’s complete 1003g action plan is currently in progress and will continue be a transparent

process involving all relevant stakeholders.

4. Align other resources with the interventions.

The Hernando County School District will leverage more than $500,000 in federal funds to supplement

proposed 1003(g) projects at Central and Hernando high schools, including $200,000 in 2009-10 Title II

(Part A) roll-forward funding to provide performance incentives for instructional staff who improve

academic proficiency rates among students in the lowest quartile at Central and Hernando high schools

in Year 1. In addition, the district will use $5,000 in Perkins entitlement funds to pay students’ industry

certification testing fees. CHS’ and HHS’ annual AP funding will support AP summer camps associated

with 1003(g) initiatives, and both schools will use more than $172,000 obtained in 2010 through a

competitive 21st Century Community Learning Centers grant to provide after school academic

enrichment programs targeting students in the lowest quartile at CHS and HHS in Year 1. Other Year 1

in-kind supports for proposed 1003(g) activities include use of safe, modern facilities, specialized staff

to support and monitor all SIG activities, trained staff to provide job-embedded professional

development, and computers and high-speed Internet access to support technology-based interventions.

The Hernando County School District is dedicated to facilitating significant improvements at Central

and Hernando high schools and will conduct ongoing needs assessments and will realign additional

resources to support 1003(g) transformation model interventions as needed.

5. Modify its practices or policies, if necessary, to enable it to implement the

interventions fully and effectively.

Processes involved in enacting new policies and operating procedures, and/or revising current policies

and operating procedures, in the Hernando County School District require public input, deliberation, and

consensus building prior to full implementation. The Hernando County School district has already

modified its evaluation system so that student performance data is the primary factor in determining

administrators’ and teachers’ ratings in compliance with F.S.S. 1012.34 and 1003(g) and Race to the

Top initiatives. The Hernando County School District also anticipates the need to modify policies and

264

operating procedures to support moving ―highly-effective‖ teachers to serve our lowest-performing

students, increasing minimum standards for hiring CHS/HHS instructional staff, differentiating funding

and staffing allocations based on academic deficiencies, extending instructional times in core-academic

subjects, scheduling mandatory professional development programs, and providing assurances that

experience and educational attainment are not the primary factors in decisions to hire, retain, and/or

promote instructional staff. Changes in policies and/or operating procedures related to proposed 1003(g)

activities will begin with comprehensive needs assessments and collecting and compiling stakeholder

input. Then, district/school administrators will draft a solution to refined concerns as new and/or revised

policy statements. New and/or revised policy statements will then be disseminated, vetted, further

refined, and finalized prior to Board approval. The district currently employs General Counsel who, as

an expert in legalize, will provide support for all 1003(g)-related policy additions and amendments and

will ensure that all proposed policies and operating procedures that support SIG do not supersede and

comply with all state and federal laws.

6. Sustain the reforms after the funding period ends.

The Hernando County School District will realign local, state, and federal resources to sustain school

improvement initiatives at Central and Hernando high schools beyond completion of the proposed

1003(g) project. The district’s SIG Committee will begin building foundations to support sustained SIG

initiatives by assessing the potential to utilize other federal discretionary and entitlement grants to fund

1003(g) activities beyond June 30, 2013. The district’s State & Federal Grants Manager will seek

additional federal grants, for example funding available through the U.S. DOE’s Teacher Incentive Fund

(TIF) and Smaller Learning Communities (SLC), to sustain 1003(g) activities, too. The district will also

address sustainability concerns annually as part of its comprehensive SIG needs assessment, as part of

SIG Committee meetings, as part of monitoring program components, and as part of its annual project

evaluation report. The Superintendent will invite grant-supported university research teams to work at

CHS and HHS in Year 2. The SIG Committee will work to cultivate relationships with the Hernando

County Education Foundation, the Hernando County Chamber of Commerce, and local businesses in

Year 2 as part of efforts to encourage increased community involvement and to sustain 1003(g)

activities at CHS and HHS beyond Year 3. Finally, both CHS’ and HHS’ SIG Year 1 projects were

designed to build systems, methodologies to provide highly-effective services efficiently. Therefore, by

design, and once they operational, many of our SIG initiatives will be self-sustaining.

Consult Stakeholders: (2,000 characters maximum)

C. As appropriate, the LEA must consult with relevant stakeholders regarding the LEA’s application

and implementation of school improvement models in its Tier I and Tier II schools.

All relevant stakeholders have already participated in designing all components of Hernando County’s

Year 1 1003(g) SIG application. Our 1003(g) Committee, soon to be renamed the SIG Committee,

currently includes our Superintendent, Assistant Superintendent, Executive Director of Business

Services, Supervisor of Title I, Coordinator of Human Resources, Assessment Specialist, State &

Federal Grants Manager, (3) Curriculum Supervisors, members of the HCTA Bargaining Team, and

members of CHS and HHS leadership and administrative teams. The district’s State & Federal Grants

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Manager and members of CHS’ and HHS’ administrative teams presented information and requested

public input as part of a 1003(g) SIG Board workshop on March 16, 2010. This group also presented

information and requested guidance as part of presenting CHS’ and HHS’ draft 1003(g) action plans to

members of the district’s 1003(g) Committee and the Region 4 RED on June 8, 2010. Business Services

Dept. and School Services Dept. staff collaborated with the HCTA Bargaining Team and members of

CHS’ and HHS’ administrative teams to develop 1003(g)-compliant teacher and principal evaluation

systems based primarily on student performance data. As part of ongoing efforts to provide continuous

consultation with relevant stakeholders, as our 1003(g) Committee transforms into the SIG Committee

the Assistant Superintendent will invite new members, including inviting CHS and HHS student and

parent representatives and local business owners, to participate in planning, implementing, monitoring,

and evaluating all SIG activities. Members of the SIG School Improvement Committee will form

subcommittees that will oversee categories of 1003(g) initiatives and will present their work to the SIG

Committee and to the public as part of Board workshops and public relations initiatives. The district will

continue to survey teachers’ perceptions as part of completing our annual needs assessment and project

evaluation report.

LEA Support: (2,000 characters maximum)

D. Describe the LEA-level activities designed to support implementation of the selected school intervention

models in the LEA’s Tier I and Tier II schools.

The Hernando County School District’s 3-year action plan (see Section F) provides details on when

district staff will complete tasks associated with facilitating, supporting, and monitoring all proposed

1003(g) SIG activities. So far, the district has assisted CHS and HHS administrative teams in planning

their SIG projects and preparing and submitting their 1003(g) SIG applications. District staff also

collaborated with CHS and HHS teachers and principals to create a progressive pilot teacher/principal

evaluation system tied in large part to students’ assessment data and to seek HCTA and Board approval

for new 1003(g) job descriptions to be funded through Hernando County’s SIG. Soon after Year 1 SIG

activities commence, School Services Dept. staff will begin collaborating with all stakeholders to design

methods and procedures for digitally monitoring and evaluating all proposed SIG activities. The

district’s curriculum supervisors will participate in CHS’ and HHS’ weekly leadership team meetings

and will support SIG activities by facilitating professional development, by providing updated

curriculum tools (i.e. curriculum maps, pacing guides, and instructional focus calendars), and by

modeling, observing, and critiquing lessons. School Services Dept. staff will facilitate completion of a

comprehensive needs assessment, prepare and submit CHS’ and HHS’ annual SIG application, and

prepare, submit, and disseminate the annual 1003(g) SIG project evaluation report. The district’s

Manager of Professional Development will facilitate all high-quality professional development programs

associated with 1003(g), and the district’s Business Services Dept. will provide support all purchasing

and accounting activities all efforts to identify, recruit, hire, and retain highly-effective staff.

**Although the Hernando County School Board and Superintendent want to avoid committing support

for Year 2 and Year 3 1003(g) activities as proposed in Year 1, the District is fully committed to

supporting 1003(g) comprehensive school reform activities at our (2) Tier II schools through June 30,

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2013. As such, regardless of the model chosen and/or the activities proposed in Years 2 and 3, the

District will allocate at least 90 percent of all 1003(g) SIG Year 2 and Year 3 funds to support school-

level activities, and no more than 10 percent of 1003(g) Year 2 and Year 3 funds will be used to support

district-level activities.**

F. Steps for Planning and Implementing the Interventions in Each of the Committed Tier I, II, and

III School (200 characters minimum per box)

Year 1 (2010-11)

Planning Steps: Implementation Steps: Person Responsible: Timeline: Funding Source:

Amount:

Monitor federal education program changes: FASFEPA, ECTAC, FGDN, CFDA, FLDOE 1003(g) app. to U.S. DOE

State & Federal Grants Manager

Ongoing No Funding Needed

$0

Submit RTTT phase 1 & 2 memoranda of understanding and establish Hernando as a “participating LEA”

State & Federal Grants Manager

January (and) May 2010

No Funding Needed

$0

Form 1003(g) Committee consisting of affected district and school employees

Superintendent of Schools

February 2010 No Funding Needed

$0

Analyze differences between (4) intervention models as part of the RTTT “Struggling Schools” assurance

1003(g) Committee February 2010 No Funding Needed

$0

Conduct a comprehensive needs assessment to select best intervention model and to determine district/school capacity to implement and sustain

1003(g) Committee March 2010 No Funding Needed

$0

Select intervention model: “Transformation”

Superintendent of Schools and CHS/HHS Principals

March 2010 No Funding Needed

$0

Plan “Transformation” Implementation at CHS/HHS by developing action plans for each school

State & Federal Grants Manager (and) CHS/HHS Administrative Teams

April 2010 No Funding Needed

$0

Form district Evaluation Committee with HCTA Bargaining Team to develop new evaluation based on student performance data

District Administrators (and) HCTA Bargaining Team


$0

Present 1003(g) progress report and draft action plans to Hernando’s new Superintendent and seek guidance

State & Federal Grants Manager (and) 1003(g) Committee


$0

Create CHS/HHS master schedules that provide common planning periods for all teachers by the subject(s) they teach

CHS/HHS Administrative Teams


$0

Create new CHS/HHS bell schedules that provide additional time for student engagement in core-academic disciplines


May 2010 No Funding Needed

$0

267

Establish a new Florida Virtual School franchise in Hernando County (Hernando E-School) as a potential credit recovery/enrichment program

Assistant Superintendent (and) Curriculum Supervisors


$0

Continue to cultivate an excellent relationship with the local teachers’ union by inviting them to all 1003(g) meetings (and) by sharing all 1003(g) documents with them

Executive Director of Business Services (and) State & Federal Grants Manager


$0

Present second draft 1003(g) action plans to 1003(g) Committee, Region 4 RED, and Superintendent (and) solicit feedback



Research effective Instructional Improvement Systems (IIS)

State & Federal Grants Manager, CHS/HHS Administrative Teams, Assistant Superintendent, (and) Superintendent

July 2010 No Funding Needed Potential CELT/Gates Foundation Funding Opportunity

$0

Develop, draft, edit, revise, submit, revise, (and) resubmit Year 1 1003(g) SIG project application


July 2010 No Funding Needed

$0

Assign roles and review School Support Department staff responsibilities in facilitating PD, supporting specific project initiatives, and monitoring state and district project compliance

CHS/HHS Administrative Teams, School Support Dept. Staff, (and) Assistant Superintendent of Schools


$0

Seek Board approval for final draft pilot teacher evaluation system (and) corresponding evaluation manual

Executive Director of Business Services, Coordinator of Human Resources, (and) State & Federal Grants Manager


$0

Seek Board approval for all new job descriptions associated with the 1003(g) project

CHS/HHS Leadership Teams (and) Executive Director of Business Services


$0

Develop comprehensive paperless method and procedures for effectively evaluating all Year 1 project components quantitatively and qualitatively

1003(g) Committee, State & Federal Grants Manager, (and) CHS/HHS Leadership Teams

August 2010 No Funding Needed

$0

Establish 21st Century Community Learning Centers that will target CHS’/HHS’ bottom quartile

District 21st CCLC Coordinator (and) CHS/HHS Site Coordinators

August 2010 Competitive 21st CCLC Grant

$172, 800.00

Advertise and fill all 1003(g) project-related full-time and supplement positions

CHS/HHS Administrative Teams (and) Select School Services Dept. Staff


$0

Develop business rules for Coordinator of Human August 2010 No Funding $0

268

automated collection, calculation, and aggregation of student performance data components in the pilot teacher evaluation system (and) for calculation of “highly-effective”

Resources (and) HCTA Bargaining Team

Needed

Create calendar for FLDOE Region 4 support, professional development, and monitoring activities as part of scheduled visits



$0

Plan early pre-school school improvement planning week. (Cover): lesson study, RtI, lowest quartile emphasis, new standards, performance pay, recognition programs, and “ample opportunity” definition

CHS/HHS Administrative Teams, CHS/HHS Leadership Teams, (and) Select School Services Dept. Staff


$0

Facilitate early pre-school school improvement planning week activities

CHS/HHS Administrative Teams, CHS/HHS Leadership Teams, (and) Select School Services Dept. Staff


$0

Collaborate with a contracted service provider to integrate teacher evaluation system data and reports into the district’s current data-mining tool: AIM-HI

Coordinator of Human Resources (and) Contracted Service Provider


$0

Collaborate with school-designees to plan reliable, paperless system to track all eligible employees’ participation in planned performance pay programs

CHS/HHS Designees (and) CHS/HHS Administrative Teams


$0

Form a core SIG School Improvement Committee consisting of district/school administrators, district/school staff, HCTA representatives, contracted service providers, and community volunteers

Superintendent, Assistant Superintendent, School Services Dept. Staff, CHS/HHS Administrators, and CHS/HHS Staff

September 2010

No Funding Needed

$0

Plan comprehensive strategies to effectively disseminate information about 1003(g)-funded school improvement initiatives at CHS/HHS, with special emphasis on hard-to-reach populations

District SIG School Improvement Committee

September 2010

No Funding Needed

$0

Develop bulletproof early-warning systems for all CHS/HHS students


September 2010

No Funding Needed

$0

Plan lesson study implementation CHS/HHS Administrative Teams (and) School Services Dept. Staff

September 2010

No Funding Needed

$0

Finalize goals, objectives, procedures, and a calendar for School Services Dept. staff

Assistant Superintendent of Schools (and) School

September 2010

No Funding Needed

$0

269

support activities, professional development programs, and project monitoring

Services Dept. Staff

Collaborate with the district’s General Counsel to identify all policies and operating procedures that need to be implemented and/or changed to support 1003(g) initiatives

State & Federal Grants Manager, Executive Director of Business Services, Coordinator of Human Resources, HCTA Bargaining Team, (and) Region 4 RED

September 2010

No Funding Needed

$0

Collaborate to create a calendar and an action plan for full implementation of the pilot teacher evaluation system, primarily based on student performance data, in Year 2

Executive Director of Business Services, Coordinator of Human Resources, and District Evaluation Committee, and HCTA Bargaining Team

September 2010

No Funding Needed

$0

Implement Year 1 1003(g) SIG projects at CHS and HHS

SIG School Improvement Committee, Select District Staff, CHS/HHS Administrative Teams, CHS/HHS Leadership Teams, and all CHS/HHS Staff


$0

Facilitate professional development to support Year 1 project components, to include: Lesson Study, RtI, Differentiation for ESE/ELL, New Standards Implementation, PBS, Student Performance Data, etc…

Manager of Professional Development, School Services Dept. Staff, (and) CHS/HHS Administrative Teams

September 2010

Title II $40,000

Provide other support for Year 1 project components, to include: curriculum tools, modeling, observations, and facilitating focus group discussions

School Services Dept. Staff (and) CHS/HHS Administrative Teams


$0

Monitor state and district project indicators associated with project compliance, to include: law/policy, finance, assessment, data mining, scheduling, stakeholder relationships, (and) teacher quality



$0

Monitor state and district project indicators associated with student performance, to include: RtI, lowest 25%, ESE, ELL, PBS,



$0

Monitor state and district project indicators associated w/ student resources, to include: middle/high transitions, college articulation, after school ops., advisory periods, CTE, and credit recovery



$0

Monitor state and district project indicators associated with teacher

School Services Dept. Staff (and) CHS/HHS


$0

270

quality and resources, to include: assessment, data mining, curriculum implementation, (and) professional development

Administrative Teams

Implement strategies to disseminate information about 1003(g)-funded school improvement initiatives at CHS/HHS, to include info. on project emphases, accountability improvements, and student resources

District SIG School Improvement Committee (and) CHS/HHS Administrative Teams

October 2010 Previously Budgeted

$0

Complete PBS school-wide safety plan and implement PBS school-wide

District PBS Specialist, CHS/HHS Administrative Teams, PBS/RtI Intervention Specialist, Teacher on Administrative Assignment for Student Behavior, PBS Coach, all CHS/HHS staff

October 2010 No Funding Needed

$0

Provide performance pay for all CHS/HHS staff who qualify


June 2011 No Funding Needed

$0

Prepare and disseminate a comprehensive Year 1 1003(g) SIG project evaluation report that includes quantitative and qualitative data collected as part of ongoing project monitoring activities

Assistant Superintendent of Schools (and) CHS/HHS Administrative Teams


$0

Year 2 (2011-12)


Amount:

Recruit and hire “highly effective” teachers to fill all vacant instructional positions at CHS/HHS

Coordinator of Human Resources (and) CHS/HHS Administrative Teams


$0

Use data from assessment of lowest 25% needs to plan appropriate Year 2 21st Century Community Learning Center programs at CHS/HHS

CHS/HHS Administrative Teams, District 21st CCLC Coordinator, and 21st CCLC Site Coordinators

June 2011 Competitive 21st CCLC grant

$172,800.00

Rank all CHS/HHS principals and instructional staff based on results of student performance-based pilot evaluation system and identify all “highly-qualified” instructional staff

Coordinator of Human Resources

June 2011 Previously Budgeted

$0

Advertise and fill all 1003(g) project-related full-time and supplement positions.


2011-12 2011-12 1003(g) SIG

$633,864

Revise student performance-based evaluation system to

District Evaluation Committee and HCTA


$0

271

address deficiencies/needs identified through qualitative and quantitative indicators

Bargaining Team

Seek Board approval for newly revised student performance-based teacher evaluation system and corresponding evaluation manual

Executive Director of Business Services (and) Coordinator of Human Resources


$0

Analyze comprehensive Year 1 1003(g) SIG project evaluation report to identify all deficiencies within project components



$0

Complete comprehensive Year 2 1003(g) SIG project needs assessment, including analysis of district/school capacity, project finances, teacher quality, new positions, performance pay, RtI, PBS, etc.



$0

Support AP professional development programs at CHS/HHS



$0

Support AP summer camp at CHS


July 2011 AP Funds $8,500

Evaluate pros/cons of Instructional Improvement Systems evaluated in Year 1



$0

Plan appropriate 1003(g) Year 2 PD, to include emphases on: staff evaluation systems, Lesson Study, RtI, PBS, IIS, new standards, data mining, (formative, interim, & summative) assessment dev., etc.

Assistant Superintendent, Manager of Professional Development, Curriculum Supervisors, (and) CHS/HHS Administrative Teams


$0

Reestablish members of the District SIG School Improvement Committee (and) establish Year 2 goals, objectives, actions, and timelines for completion

Superintendent, Assistant Superintendent, State & Federal Grants Manager, (and) CHS/HHS Administrative Teams


$0

Evaluate need and support for a District Turnaround Office and a District Turnaround Leader



$0

Prepare and submit the district’s Year 2 1003(g) SIG application



$0

272

Plan Early Pre-School Improvement Planning week, to emphasize: Lesson Study, RtI, PBS, New Standards, Differentiation, Data Mining, Dev. Progress Monitoring Assessments, Middle-High Transitions, etc.

CHS/HHS Administrative Teams, CHS/HHS Leadership Teams (and) Select School Support Dept. Staff


$0

Facilitate an Early Pre-School Improvement Planning week to develop participating schools’ Year 2 SIPs.



$0

Develop intensive family and community engagement activities

CHS/HHS Administrative Teams (and) Supervisor of Title I


$0

Present Year 1 data and Year 2 plans (and) policy and operating procedures change/addition request to the Board

State & Federal Grants Manager, General Counsel, (and) CHS/HHS Administrative Teams


$0

Reassign roles and review School Support Department staff responsibilities in facilitating PD, supporting specific project initiatives, and monitoring state and district project compliance

CHS/HHS Administrative Teams, School Support Dept. Staff, (and) Assistant Superintendent of Schools


$0

Finalize goals, objectives, procedures, and a calendar for School Services Dept. staff support activities, professional development programs, and project monitoring

Assistant Superintendent of Schools (and) School Services Dept. Staff


$0

Collaborate with FLDOE Region 4 representatives to plan and schedule all Year 2 professional development, modeling, and monitoring activities

FLDOE Region 4 Representatives, CHS/HHS Administrative Teams, (and) School Support Dept. Staff


$0

Implement Year 2 1003(g) SIG projects at CHS and HHS.


2011-12 2011-12 1003(g) SIG

$314,722

Facilitate PD to support Year 2 project components, to include: Lesson Study, RtI, Differentiation for ESE/ELL, New Standards Implementation, PBS, Student Performance Data, etc.


September 2011

Title II $40,000

Provide other support for Year 2 project components, to include: curriculum tools, modeling,



$0

273

observations, and facilitating focus group discussions




$0

Monitor state and district project indicators associated with student performance, to include: RtI, lowest 25%, ESE, ELL, PBS,



$0




$0

Monitor state and district project indicators associated with teacher quality and resources, to include: assessment, data mining, curriculum implementation, (and) professional development



$0

Facilitate intensive professional development on understanding of all components of the new student performance-data based evaluation system (and) on strategies methods to earn higher ratings

Manager of Professional Development (and) Coordinator of Human Resources

August 2011 Title II $40,000

Facilitate intensive professional development on administrative use of the new student performance-data based evaluation system

Manager of Professional Development (and) Coordinator of Human Resources


$0

Continue to facilitate and support implementation of Lesson Study initiatives school-wide at CHS/HHS

CHS/HHS Administrative Team (and) CHS/HHS Leadership Team

Implement intensive family and community engagement activities



$0

Adopt an Instructional Improvement System. At present, the district is uncertain how much funding will be needed to purchase and implement an effective IIS. However, we anticipate needing apprx. $150,000 per school to purchase an IIS.

Board, Superintendent, Assistant Superintendent, District SIG School Improvement Committee, (and) CHS/HHS Administrative Teams

February 2011 No Funding Needed

$0

Provide performance pay for all CHS/HHS staff who qualify. Please refer to the individual



$0

274

school timelines for details on the performance pay schedule.




$0

Year 3 (2012-13)


Amount:

Recruit and hire “highly effective” teachers to fill all vacant instructional positions at CHS/HHS

Coordinator of Human Resources (and) CHS/HHS Administrative Teams


$0

Use data from assessment of lowest 25% needs to plan appropriate Year 3 21st Century Community Learning Center programs at CHS/HHS

CHS/HHS Administrative Teams, District 21st CCLC Coordinator, and 21st CCLC Site Coordinators

June 2012 Competitive 21st CCLC grant

$172,800.00

Rank all CHS/HHS principals and instructional staff based on results of student performance-based pilot evaluation system and identify all “highly-qualified” instructional staff

Coordinator of Human Resources

June 2012 Previously Budgeted

$0

Advertise and fill all 1003(g) project-related full-time and supplement positions.


2012-13 2012-13 1003(g) SIG

$633,864

Revise student performance-based evaluation system to address deficiencies/needs identified through qualitative and quantitative indicators (Version #3)

District Evaluation Committee and HCTA Bargaining Team


$0

Seek Board approval for newly revised student performance-based teacher evaluation system and corresponding evaluation manual

Executive Director of Business Services (and) Coordinator of Human Resources


$0

Analyze comprehensive Year 2 1003(g) SIG project evaluation report to identify all deficiencies within project components



$0

Complete comprehensive Year 3 1003(g) SIG project needs assessment, including analysis of district/school capacity, project finances, teacher quality, new positions, performance pay, RtI, PBS, etc.



$0

275

Support AP professional development programs at CHS/HHS



$0

Support AP summer camp at CHS


July 2012 AP Funds $8,500

Plan and provide professional development to support full implementation of adopted Instructional Improvement System



$0

Plan appropriate 1003(g) Year 3 PD, to include emphases on: new staff evaluation systems, Lesson Study, RtI, PBS, IIS, new standards, data mining, (formative, interim, & summative) assessment dev., etc.

Assistant Superintendent, Manager of Professional Development, Curriculum Supervisors, (and) CHS/HHS Administrative Teams


$0

Reestablish members of the District SIG School Improvement Committee (and) establish Year 3 goals, objectives, actions, and timelines for completion



$0

Implement of all new and/or revised 1003(g)-related district policies and operating procedures (and) disseminate info. on changes to stakeholders using multiple forms of media

Assistant Superintendent of Schools, Executive Director of Business Services, (and) General Counsel


$0

Prepare and submit the district’s Year 3 1003(g) SIG application



$0

Plan Pre-School Improvement Planning week, to emphasize: Lesson Study, IIS, RtI, PBS, New Standards, Data Use, Implementing Progress Monitoring, CTE, Middle-High Transitions, etc.



$0

Facilitate an Early Pre-School Improvement Planning week to develop participating schools’ Year 3 SIPs.



$0

Plan full implementation of digital progress monitoring methods and assessments developed in Year 3


August 2012 1003(g) $0

Reassign roles and review School Support Department staff responsibilities in facilitating PD, supporting specific project initiatives, and monitoring state and

CHS/HHS Administrative Teams, School Support Dept. Staff, (and) Assistant Superintendent of


$0

276

district project compliance Schools

Finalize goals, objectives, procedures, and a calendar for School Services Dept. staff support activities, professional development programs, and project monitoring

Assistant Superintendent of Schools (and) School Services Dept. Staff


$0

Collaborate with FLDOE Region 4 representatives to plan and schedule all Year 3 professional development, modeling, and monitoring activities

FLDOE Region 4 Representatives, CHS/HHS Administrative Teams, (and) School Support Dept. Staff


$0

Implement Year 3 1003(g) SIG projects at CHS and HHS.


2012-13 2012-13 1003(g) SIG

$464,722

Facilitate PD to support Year 3 project components, to include: IIS, mini-Lesson Study, Tier III RtI, Differentiation for ESE/ELL, Progress Monitoring, Year 3 PBS, Data Use, etc.


September 2012

Title II $40,000

Provide other support for Year 3 project components, to include: curriculum tools, modeling, observations, and facilitating focus group discussions



$0




$0

Monitor state and district project indicators associated with student performance, to include: RtI, lowest 25%, ESE, ELL, PBS, etc.



$0




$0

Monitor state and district project indicators associated with teacher quality and resources, to include: assessment, data mining, curriculum/IIS implementation, (and) PD



$0

Facilitate intensive professional development to support

Manager of Professional

August 2012 Title II $20,000

277

implementation of the adopted Instructional Improvement System

Development (and) CHS/HHS Administrative Teams

Facilitate intensive professional development to support use of new digital progress monitoring assessments for all subjects

Manager of Professional Development (and) CHS/HHS Administrative Teams


$0

Continue to facilitate and support implementation of Lesson Study initiatives school-wide at CHS/HHS

CHS/HHS Administrative Team (and) CHS/HHS Leadership Team


$0

Implement intensive middle school transition activities

CHS/HHS (and) WHMS/DSPMS Administrative Teams


$0

Present Year 1 & 2 project monitoring data (and) discuss project capacity/sustainability at a Board workshop

State & Federal Grants Manager, General Counsel, (and) CHS/HHS Administrative Teams

November 2012

No Funding Needed

$0

Seek competitive grants to support expanded 1003(g) programs at CHS/HHS


November 2012

No Funding Needed

$0

Plan implementation of at least one transformation model strategy at each Tier III schools

District SIG School Improvement Committee, CHS/HHS Administrative Teams, (and) Tier III Administrative Teams

January 2013 No Funding Needed

$0

Model “best practices” as part of implementing 1003(g) strategies at district/state PD programs, conferences, and conventions

CHS/HHS Leadership Teams


$0

Provide performance pay for all CHS/HHS staff who qualify



$0




$0

Data Collection:

G. Indicate how data will be collected and the number of times per year it will be analyzed to determine if

the school is on track to meet its progress goals, determine if the school is on track in implementing the

interventions, and to evaluate the effectiveness of the interventions. (2,000 characters maximum)

Soon after SIG Committee members select methods and outline procedures for monitoring and

evaluating all 1003(g) SIG project components, initiatives, and activities, district staff will collaborate to

create a comprehensive database that district staff and CHS and HHS administrative teams will use to

compile, sort, analyze, and evaluate all 1003(g) quantitative and qualitative data. District staff and

278

CHS/HHS principals and/or designees will compile all relevant data weekly and will analyze, evaluate,

and present findings to the district’s SIG Committee quarterly to determine if each school is on track to

implement the proposed interventions and meet its progress goals, to identify and correct deficiencies,

and to evaluate the effectiveness of all transformation interventions. District and school staff will

regularly collect, compile, sort, and analyze quantitative and qualitative data to evaluate 1003(g) project-

related compliance, finances, scheduling, professional development programs, staff evaluation systems,

middle school transition activities, after school programs, career and technical education programs,

stakeholder communication and relationships, credit recovery systems, RtI initiatives, PBS initiatives,

and student assessment, progress monitoring, and early warning systems. Quarterly 1003(g) ―data

chats‖ will provide information essential to revising and/or expanding the SIG Committee subcommittee

action plans to improve all SIG initiatives. All relevant data will be aggregated and published in an

annual project evaluation report. This annual report will be presented to the FLDOE’s Bureau of School

Improvement, the Region 4 RED, the Board, and to the public via the district’s website. Aggregated

project data as part of our annual project evaluation reports will be incorporated into the district’s annual

1003(g) SIG comprehensive needs assessment and will provide justifications for revamping, improving,

and/or expanding SIG programs.

Dissemination & Reporting: (2,000 characters maximum per response)

H. Dissemination and Reporting Student Outcomes

1. Describe methods for disseminating the information from this application.

In addition to disseminating information from this application as part of a Board workshop

March 16, 2010, and as part of a 1003(g) Committee meeting with the Region 4 RED on June 8,

2010, the district’s State & Federal Grants Manager used the district’s email program to create a

distribution list and to regularly send 1003(g) project information to all stakeholders at the

district and school levels. Our State & Federal Grants Manager also composed the district’s

2010-11 1003(g) SIG application in Microsoft Word and will .pdf and disseminate all drafts of

our complete application to all stakeholders via email and to the public via the district’s website.

A SIG project overview and information on how to obtain a complete copy of the district’s 2010-

11 application will also be presented to all CHS and HHS staff as part of scheduled pre-school

staff meetings at CHS and HHS Aug. 16-20, 2010. A SIG project overview and information on

how to obtain a complete copy of the district’s 2010-11 application will be presented as part of

CHS/HHS Leadership Team, SAC, and open house meetings, too. Schools will also utilize

$1,600 in SIG funds to mail a one-page SIG project summary that includes information on how

to obtain a complete copy of the district’s 2010-11 1003(g) SIG application to all CHS/HHS

students’ homes in September.

2. Describe methods for reporting student outcomes.

Various reports on participating students’ progress will be available through the district’s data

mining tool: Achievement Information Management, Hernando Initiative (AIM-HI). AIM-HI

provides different levels of access and reports depending on the user. Parents can access their

279

child’s course grades, attendance records, progress monitoring data, and FCAT scores online via

the AIM-HI parent portal. Parent reports will include their child’s individual data, as well as

class and school averages. Teachers can use AIM-HI to access course grades, attendance records,

progress monitoring data, and FCAT scores for the students and courses they teach. In addition

to identifying students’ specific strengths and deficiencies, teachers’ AIM-HI reports

automatically highlight those students who are among the lowest-performing quartile. School

and district administrators have access to individual student, individual course, individual

teacher, individual subject, and whole school data. SIG project-related student performance data

will also be compiled in the comprehensive 1003(g) project monitoring database mentioned in

Section G. Quarterly SIG Committee ―data chat‖ reports and annual project evaluation reports

will also contain aggregated project-related student performance data.

3. Indicate the population(s) each method addresses.

Proposed SIG project application information and student outcome reporting methods available

to the general public include Board workshops and access to the district’s complete 2010-11

1003(g) SIG application via the district’s website. Proposed SIG project application information

and student outcome reporting methods available to student and parents include access to the

district’s complete 2010-11 1003(g) SIG application via the district’s website, the AIM-HI

parent portal, project overview presentations scheduled during SAC meeting and open houses,

and the one-page project summaries that will be mailed to their homes. Proposed SIG project

application information and student outcome reporting methods available to instructional staff

include access to the district’s complete 2010-11 1003(g) SIG application via the district’s

website, the AIM-HI portal, and project overview presentations scheduled during pre-school a

school leadership team meetings. Finally, Proposed SIG project application information and

student outcome reporting methods available to district/school administrators include the regular

email distributions, the 1003(g) project monitoring database, access to the district’s complete

2010-11 1003(g) SIG application via the district’s website, AIM-HI portals, and quarterly SIG

Committee ―data chat‖ meeting minutes.

4. Indicate the frequency of each method.

Student, class, teacher, subject, and school –level AIM-HI reports will be regularly updated and

available at any time via AIM-HI portals. The district’s complete 1003(g) SIG application will

also be published annually via the district’s website and all stakeholders with internet access will

be able to access the district’s annual 1003(g) SIG application at any time, too. The State &

Federal Grants Manager will facilitate annual Board workshops on various 1003(g) SIG

initiatives. Project overview presentations as part of pre-school staff, leadership team, SAC, and

open house meetings will occur at least once per year per school per group, and SIG Committee

―data chats‖ will occur quarterly.

280

5. Indicate the duration of each method.

All proposed SIG project application information and student outcome reporting methods will

reoccur annually through June 30, 2013.

6. Indicate that information will be available in the home language of parents.

The district will leverage general and Title III funds to translate all SIG project application

information and student outcome reports in the home language of parents, unless clearly not

feasible.

I. School Level Requirements:

Central High School

Central High School

School Statistics:

Annual Goals

count Metric

Most

Current

Data

Data

Source/Date 2010-2011 2011-2012 2012-2013

1 School Grade D School Grades

18JUN09 B

B

B

2 AYP status NO AYP 18JUN09 No

No

Yes (SH)

3 AYP targets the school met 79 AYP 2009 81

83

85

4 Number of minutes within the

school year 1580

Survey 2

1675

1675

1675

5 Percent of the lowest 25%

making learning gains in reading 39.00

School Grades

18JUN09 46

52

57

6

Percent of the lowest 25%

making learning gains in

mathematics

63.00 School Grades

18JUN09 67

71

74

7

Percentage of students (total)

scoring at proficiency level in

reading

40 2010 AYP,

8/24/10 46

52

57

8



mathematics

75 2010 AYP,

8/24/10 78

80

83

9



science

37 NCLB SPARS,

8/24/10 44

50

55

10 Percentage of students (total) 94 2010 AYP, 95

97

98

281


writing

8/24/10

11 Graduation rate (NCLB) 72.00 AYP 18JUN09 75

78

80

12 Dropout rate 2.7 0809 SV 5 as of

11/2009 2.5

1.5

1.0

13 Student attendance rate 91.6

Report F70488,

0809 SV 5 as of

03/07/2010.

92

93

94

14

Number of students completing

advanced coursework (e.g.,

AP/IB), early-college high

schools, or dual enrollment

classes based on the new High

School Accountability

requirements

206 DEC09

Simulation 213

224

246

15

Percentage of students

completing advanced coursework

(e.g., AP/IB), early-college high




requirements

24.00 DEC09

Simulation 27

30

35

16 College enrollment rates 53.37

2008 High

School Feedback

Report

57

60

63

17 Discipline referrals 48

Report F62270,

0809 SV 5 as of

03/08/2010.

33

30

27

18 Number of students who received

out-of-school suspensions 303

Report F62270,

0809 SV 5 as of

03/08/2010

273

246

221


in-school suspensions 514

Report F62270,

0809 SV 5 as of

03/08/2010

463

417

375

20 Number of out-of-school

suspensions 482

Report F71111,

0809 SV 5 as of

05/10/2010

434

391

352

21 Number of in-school suspensions 1278

Report F71111,

0809 SV 5 as of

05/10/2010

1151

1036

933

22 Percentage of truant students 6

TERMS

5.5

4.5

4

23

Distribution of teachers by

performance level on LEA’s

teacher evaluation system

100

TERMS

100

100

100

282

24 Teacher attendance rate 94.7

Staff

Demographic

File, 0809 SV 5

95

96

97

School Proficiency/Reading:

Grade 9 (Reading)-

Grade 09 Annual Goals

Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 41.00

SPAR

18JUN09, 50.00

55.00

53.00

STUDENTS WITH

DISABILITIES 23.00

SPAR

18JUN09, 31.00

38.00

45.00

WHITE 47.00 SPAR

18JUN09, 51.00

56.00

61.00

TOTAL 45.00 SPAR

18JUN09, 52.00

57.00

64.00

Note: An asterisk indicates a cell size of less than 11. A blank cell indicates no test results were reported.

Grade 10 (Reading)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 25.00

SPAR

18JUN09, 33.00

40.00

46.00

STUDENTS WITH

DISABILITIES 19.00

SPAR

18JUN09, 27.00

34.00

42.00

WHITE 35.00 SPAR

18JUN09, 40.00

46.00

52.00

TOTAL 33.00 SPAR

18JUN09, 42.00

48.00

54.00


School Proficiency/Math:

Grade 9 (Math)-


Subgroup Percentage of Data Source, 2010-2011 2011-2012 2012-2013

283

Students Scoring

at Proficiency

Level

Date

ECONOMICALLY

DISADVANTAGED 66.00

SPAR

18JUN09, 70.00

73.00

75.00

STUDENTS WITH

DISABILITIES 33.00

SPAR

18JUN09, 40.00

46.00

52.00

WHITE 71.00 SPAR

18JUN09, 72.00

75.00

79.00

TOTAL 69.00 SPAR

18JUN09, 74.00

77.00

80.00


Grade 10 (Math)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 64.00

SPAR

18JUN09, 68.00

71.00

75.00

STUDENTS WITH

DISABILITIES 45.00

SPAR

18JUN09, 52.00

57.00

71.00

WHITE 73.00 SPAR

18JUN09, 75.00

78.00

81.00

TOTAL 72.00 SPAR

18JUN09, 76.00

78.00

82.00


School Proficiency/Science:

Annual Goals

Grade

Percentage of

Students Scoring

at Proficiency Level

Data Source, Date 2010-2011 2011-2012 2012-2013

11 31.00 School Grades 18JUN09, 37.00

43.00

49.00


School Proficiency/Writing:

Annual Goals

Grade

Percentage of

Students Scoring


Data Source, Date 2010-2011 2011-2012 2012-2013

284


78.00

80.00

2. Provide the rationale for implementing the chosen intervention model in each school. Indicate how the

proposed option for each school matches the specific needs identified in the analysis.

(2,000 characters ?)

Central High School analyzed the results of a comprehensive needs assessment before choosing the

transformation model as the foundation for all school reform activities in 2010-11. CHS’ comprehensive

needs assessment included a staff survey, analyses of 1003(g) indicator data, and focus group

discussions on the subtle differences between the transformation and turnaround models and on our

capacity to sustain the transformation interventions beyond June 2013. A highly-effective principal, Mr.

Joseph Clifford, was reassigned to CHS in January 2010; therefore, CHS had already complied with the

transformation model’s first strategy. Providing performance pay, hiring bonuses and incentives is

suggested for Correct II schools in the DA Model and, as such, also supports another transformation

strategy. In addition CHS usually replaces approximately 20 percent of its staff, and 33 percent of its

paraprofessionals, annually. As such, implementation of transformation model strategies will establish

higher standards for the selection and placement of ―highly-effective‖ teachers to fill our vacant

positions, which we welcome. CHS had already planned to implement intensive RtI, PBS, and Lesson

Study initiatives, all of which are requirements within the transformation model, in 2010-11, too. The

transformation model also requires additional professional development opportunities designed to help

teachers address ELL and ESE students’ particular needs. CHS serves relatively large ELL and ESE

populations. Finally, transformation model strategies regarding placement of additional academic

coaches also fit well with CHS’ plan to hire reading, math, and ESE instructional intervention

specialists.

a) Develop and increase teacher and school leader effectiveness. The LEA must describe how it will:

1. In consultation with the Department, replace the principal who led the school prior to commencement of

the transformation model:

a. If this has already occurred, indicate the date the principal was replaced and his or her past

record of turning around low-performing schools. The following guidelines must be considered

determining if the principal can remain at the school:

i. The school grade declines or there is consistent failure (D or F) under the same leadership

for 2 years - The principal should be replaced.

ii. The school grade declines under the same leadership for 1 year and the percentage of

Annual Yearly Progress (AYP) Criteria Met decreases - The principal should be replaced.

iii. The school grade declines under the same leadership for 1 year but the learning gains in

reading and mathematics increase - The principal has one more year to show growth.

iv. The school grade declines under the same leadership for 1 year and the percentage of

AYP Criteria Met increases - The principal has one more year to show growth.

v. The school grade declines under the same leadership for 1 year and the learning gains in

reading and mathematics declines - The principal should be replaced.

285

b. If this has not occurred, indicate the LEA’s plan for recruitment of a principal with a prior

success record of turning around a low-performing school, the minimum qualifications that must

be met by the new principal, and the timelines for placement. Principals who have exhibited

performance outcomes specified in (i)-(v) can not be placed at the school.

(2,000 characters maximum)

Hernando County’s Superintendent of Schools reassigned Central High School’s entire administrative

team during the 2009-10 school year. After careful consideration of all current principals’ success in

transforming low-performing schools, our Superintendent named Mr. Joseph Clifford as CHS’ new

principal in January 2010. The Superintendent and Mr. Clifford then decided to retain one assistant

principal hired in August 2009 and to replace CHS’ other two assistant principals. Therefore, all CHS

administrators have served at CHS for less than one school year and no members of CHS’ current

administrative team will be replaced until Year 2 of the 1003(g) SIG project.

Planning Steps Implementation Steps Person Responsible Timeline Funding Source Amount

Solicit input from state, district, and affected school administrators on decision to retain or dismiss current CHS administrative team

Assistant Superintendent, Curriculum Supervisors, and Supervisor of Title I

June 2010 No Funding Needed $0

Collect quantitative and qualitative data on CHS principals’ professional performance. Use set 1003(g) criteria to define highly-effective principal

Assistant Superintendent, Coordinator of Human Resources, (and) Assessment Manager


Develop a detailed rationale for retaining the principal who currently serves CHS

Assistant Superintendent (and) State & Federal Grants Manager

July 2010 No Funding Needed $0

Clearly define “ample opportunity” to “transform” CHS

Superintendent of Schools (and) Assistant Superintendent of Schools


Create and refine rationale for retaining current principals and submit to RED Julene Mohr and Deputy Chancellor Nikolai Vitti

State & Federal Grants Manager July 2010 No Funding Needed $0

Superintendent meeting with CHS administrative team to discuss rationale, definition, and deadline for affecting significant improvements at CHS

Superintendent of Schools August 2010 No Funding Needed $0

(2) Use rigorous, transparent, and equitable evaluation systems for teachers and principals that:

a. Take into account data on student growth (as defined in this notice) as a significant factor as well as

other factors such as multiple observation-based assessments of performance and ongoing collections of

professional practice reflective of student achievement and increased high school graduations rates; and

b. Are designed and developed with teacher and principal involvement. Evaluations will be used that are

based in significant measure on student growth to improve teachers’ and school leaders’ performance;

(Limit response to 2000 characters or about 400 words)

Members of the CHS Administrative Team started collaborating with the district’s evaluation

committee, which consisted of the Executive Director of Business Services, Coordinator of Human

286

Resources, Hernando Classroom Teachers Association (HCTA) Bargaining Team, and School Services

Dept. employees to create a pilot, multi-metric teacher evaluation instrument and corresponding

evaluation manual in March 2010. The district’s Evaluation Committee finalized a new evaluation

instrument based primarily on students’ FCAT performance data in June, we expect Board approval of

the new instrument July 27, and all Hernando County schools will pilot use of the new instrument in

2010-11. However, the new evaluation instrument will not be fully adopted and, as such, will not

contribute to teachers’ annual evaluation scores until 2011-12. The process of involving principals and

teachers in developing an equitable evaluation instrument for instructional staff was painstaking and, by

the time it was ready for Board approval, there was simply not enough time to provide the professional

development essential to conducting valid, reliable annual evaluations of all instructional staff.

Therefore, the Committee decided to postpone full implementation of the new student performance data-

based evaluation instrument until August 2011. In considering that some teachers’ evaluations must be

tied to FCAT data and the lack of equitable criterion-referenced assessments in all subjects locally, the

Committee ultimately decided to base all teacher evaluations on FCAT data. More than 50 percent of a

teacher’s total points on the new evaluation are derived from their assigned students’ FCAT DSS growth

and/or proficiency rates, and (in addition to a formal lesson observation) the new evaluation also

rewards teachers for professional progression activities like professional memberships, maintaining


The LEA must include a timeline delineating the steps it will take to implement the activities listed above.

(200 characters per box)


Present information at teachers union meeting on the requirements of new federal initiatives like Race to the Top and 1003(g) and on PD initiatives (i.e. Lesson Study)


March 2010 No Funding Needed $0

Form and collaborate with combined evaluation/bargaining committee to develop new administrative and teacher evaluation systems that are equitable, the use student performance data as the primary component, and that are multi-metric.

Executive Director of Business Services, Coordinator of Human Resources, State & Federal Grants Manager, Assessment Manager, lead principals, and HCTA Bargaining Team

March through June 2010 No Funding Needed $0

Seek Superintendent and Hernando County School Board approval for new evaluation system, including accompanying Employee Evaluation Manual

Hernando County School Board, Superintendent of Schools, Executive Director of Business Services, Coordinator of Human Resources, and HCTA Bargaining Team


Collaborate with contracted service provider to develop a computer-based data entry and data mining tool to accompany the new evaluation system

Coordinator of Human Resources and Assessment Manager

August 2010 Budgeted in (3) $0

Train all district/school Coordinator of Human August 2010 No Funding Needed $0

287

administrators on changes in the Employee Evaluation Handbook, use of the new evaluation system, and use of the new evaluation data mining tool

Resources (and) TIS Employee and/or Assessment Manager

(3) Identify and reward school leaders, teachers, and other staff who, in implementing this model, have

increased student achievement and high school graduation rates and identify and remove those who, after ample

opportunities have been provided for them to improve their professional practice, have not done so;


Central High School will use 1003(g) funds to enhance the district’s current proprietary digital data-mining tool

AIM-HI so that all instructional staff evaluation data will be entered, extracted, and compiled on a single page

and so that each assigned teacher’s students’ FCAT DSS growth percentages will be calculated and reported

automatically. CHS’ current average reading FCAT DSS growth is 39%, more than 25 percentage points below

FLDOE’s expected 65% minimum. Therefore, in Year 1 of our 1003(g) SIG project, CHS will use the district’s

reading DSS growth average of 48% as the minimum standard and will work toward the standard that all

teachers’ average reading DSS score growth be at least 65% after Year 3. CHS’ current average math FCAT

DSS growth is 73%, more than 5 percentage points above FLDOE’s expected 65% minimum. As such, CHS

will expect more than 75% of math teachers’ students to demonstrate DSS growth as the minimum standard

after Year 3. CHS administrators do not believe that CHS reading and math teachers have had ―ample

opportunity‖ to perform in a ―highly-effective‖ manner because the minimum standard for ―highly-effective‖

was not set until 2009, the high school grading formula was changed in 2009, and previous FCAT scores and

progress monitoring tools have not been reliable indicators of all our students’ FCAT proficiency rates.

Therefore, in addition to using the district average as the minimum standard in Year 1, CHS will narrowly

define ―ample opportunity‖, identify all reading and math teachers who are not ―highly-effective‖, and provide

these teachers the support and PD they need to demonstrate ―highly-effective‖ DSS growth rates. Non- ―highly-

effective‖ teachers at CHS will be reassigned and/or terminated in Year 2. CHS and HHS collaborated to

develop a unique performance pay system designed to reward our ―highly-effective‖ teachers. Details on our

proposed performance pay system are in section (6).



Rank all CHS administrators and instructional staff (by subject/department) using performance criteria as part of the new evaluation systems

Contracted Service Provider and Assessment Manager

August 2010 1003(g) @ 5% ARRA 43

$2,500

Identify and aggregate data for lowest-performing quartile instructional staff at CHS based on 2010 FCAT assessments

Assessment Manager August 2010 No Funding Needed $0

Disseminate ranking lists to all affected school administrators and to site-based assessment specialists to support formative

Superintendent of Schools, Coordinator of Human Resources, and Assessment Manager

August 2010 No Funding Needed $0

288

assessments and pre-school in-service trainings

Collaboration between CHS administrative team, HCTA Site Representative, and HCTA president to begin the district’s union-approved NEAT process for poor performing administrators, teachers, and other instructional personnel

CHS Administrative Team, CHS Department Chairs, HCTA Site Representative, and HCTA President

September 2010 through June 2012

No Funding Needed $0

(5) The LEA will implement such strategies as financial incentives, increased opportunities for promotion and

career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the

skills necessary to meet the needs of the students in a transformation school. Include information on stipends for

professional development, signing bonuses, performance pay, or other recruitment activities.


Central High School will offer all staff more than $75,000 and all instructional staff more than $140,000

in performance bonuses in 2011 as detailed in Section (6). CHS will offer increased opportunities for

promotion to highly-effective staff with appropriate certifications to serve in a quasi-administrative

capacity as Instructional Practices Coaches, and Intervention Specialist, an AP Team Leader, or a Staff

Development Team Leader. As such, teachers who serve in this capacity, who support CHS principals,

and who effectively teach teachers will receive on-the-job training in educational leadership. In Year 2,

CHS will ask highly-effective teachers with the highest student proficiency percentages to serve on the

CHS Leadership Team and/or as department heads. Department heads will receive union-approved

extra-duty stipends. CHS will collaborate with the district’s SIG School Improvement Committee to

solicit, compare, and compile commonalities among requests for more flexible work conditions, and will

initiate programs to meet the most common requests for more flexible work conditions in Year 2. CHS

will also analyze the potential to use a portion of its annual Title II (Part A) allocation for signing

bonuses that will attract highly-effective teachers to CHS. **Instructional Practice Coach salaries are

approximately $60,000 each per year, including fringe; the RtI/PBS Intervention Specialist’s annual

salary if apprx. $80,000/year, including fringe; and the AP and Staff Development Team Leaders are

annual stipends at $4,700 each per year.



Develop job descrips. and seek HCTA and Board approval for the following instructional positions: Reading, Math, and ESE Instructional Practice Coaches (and) a RtI/PBS Intervention Specialist

CHS Administrative Team August 2010 No Funding Needed $0

Develop job descrips. and seek HCTA and Board approval for the following supplements: AP Team Leader (and) Staff Dev. Team Leader


289

Hire (3)Instructional Practice Coaches (Reading, Math, & ESE). Salaries are apprx. $60,000/ea., including fringe.

CHS Administrative Team August 2010 1003(g) ARRA 4,9,10,11,12 *at $60,000/each *including fringe

$180,000

Hire a RtI/PBS Intervention Specialist. Salary is apprx. $80,000, including fringe.

CHS Administrative Team August 2010 1003(g) ARRA 8,9,10,11, 12 including fringe

$80,000

Hire a AP Team Leader. This is an annual stipend.

CHS Administrative Team August 2010 1003(g) ARRA 1,9,10,11,12 *including fringe

$4,700

Hire a Staff Development Team Leader. This is an annual stipend.

CHS Administrative Team August 2010 1003(g) ARRA 1,9,10,11,12 *including fringe

$4,700

Use district-developed staff rankings to identify “highly-effective” teachers to serve on the CHS Leadership Team

CHS Principal August 2010 No Funding Needed $0

Recruit identified “highly-effective” teachers at CHS to serve on the CHS Leadership Team


Provide monetary rewards for teachers who demonstrate exceptional skills and dedication each quarter. We plan to give (4) awards at $250/ea.

CHS Administrative Team (and) CHS Leadership Team

2010-11 1003(g) ARRA 3,9,10,11,12 *4 awards at $250 each

$1,000

Collaborate with the SIG Committee to solicit, compare, and compare requests for more flexible work conditions

CHS Administrative Team (and) District SIG School Improvement Committee

April 2011 No Funding Needed $0

Analyze the potential to use Title II funds to provide signing bonuses

CHS Administrative Team April 2011 No Funding Needed $0

(6) Implement performance pay for, at a minimum, reading and mathematics teachers in grades 4 – 10 based on

Florida Comprehensive Assessment Test (FCAT) learning gains. Plans for administrators should include overall

school-wide and Adequate Yearly Progress (AYP) performance of individual subgroups.


Central and Hernando high school administrative teams collaborated to develop a performance pay schedule

aligned to the new high school grading formula in March 2010. Our performance pay schedule utilizes per

student rates and will provide more than $75,000 to all school employees for improving CHS’ school grade to a

―C‖ or better. Because of the widespread community awareness of, and attention on, school grades, CHS remain

committed to providing bonuses tied to its school grade. Under the new high school grading formula, high

school grades will not be released until early December; therefore, school grade bonuses will not be paid until

February of the following year. CHS’ bonus schedule will also include more than $140,000 to instructional staff

for each lowest quartile student who demonstrates learning gains on FCAT Reading and Math, for each non-

lowest quartile non-proficient student who demonstrates learning gains on FCAT Reading and Math, for each

chronically truant student who has less than four unexcused absences, for each student who graduates on time,

and for each student who earns at least a passing grade in an AP or DE course. Teachers can also earn financial

incentives for having four or fewer absences, and the CHS Administrative Team can earn incentives if at least

half of their reported AYP subgroups make AYP. CHS’ Year 1 performance pay schedule will be supported in

part through 1003(g) SIG funds and $100,000 in 2009-10 Title II (Part A) roll-forward funds. **The proposed

annual bonuses, if the school grade is a ―C‖ or better is $400 per employee; bonuses for all CHS teachers who

serve lowest-quartile students who demonstrate learning gains on 2011 FCAT assessments will be $20 per

290

student/per teacher (and) $5 per student/per academic coach (@ 456 students x 7 teachers x 2 (reading

gain/math gain)); bonuses for all CHS teachers who serve non-proficient, non-lowest quartile students who

demonstrate learning gains on 2011 FCAT assessments will be $20 per student/per teacher (and) $5 per

student/per academic coach (@ 300 students x 7 teachers x 2 (reading gain/math gain)); bonuses for AP

instructors, DE instructors, and guidance counselors for every CHS student who pass an AP exam and who earn

a ―C‖ or better in a DE course will be $10 per student who passes an AP exam (and) $10 per student who passes

a DE course (@ apprx 200 AP/DE students); bonuses for qualified CTE instructors will be $50 per student who

passes a CTE exam (@ 100 students x $50 per CTE cert.); bonuses for each CHS who graduates will be $9 per

graduate/per assigned guidance counselor (apprx. 350 students x $9); bonuses for guidance counselors for

significantly reducing truancy rates among chronically truant students will be: Guidance Counselors/Attend.

Coach ($20/$3 per student w/ 5 or less unex. absences per semester and $10/$2 per student w/ 6-10) (apprx. 52

chronically truant students x 5 eligible employees); bonuses for all instructional staff with exemplary attendance

will be $500 for less than 4 days absent (and) $250 for 4-7 absences (Estimated 100 instructional staff eligible

at full rate of $500/each); [and] bonuses for the principal and assistant principals if at least half of CHS’

reported subgroups make AYP will be $1 per student/per administrator (4 principals x 1,450 students x $1 per

student).Year 2 1003(g) SIG funds will be used to retain ―highly effective‖ teachers @ $1,000 bonus per

teacher, per year.

(7) If the LEA will be replacing instructors defined as teachers with one or more academic classes in the tested

areas, (reading/language arts, mathematics, and science) include as attachments the:

a. Instructor and instructional coach listing by content area with the percentage of students making learning

gains in reading and/or mathematics averaged over the three most recent years and the number of years

at the current school;

b. Percentage of instructors that will be replaced;

c. Percentage of instructional paraprofessionals that will be replaced;

d. Percentage of administrative staff that will be replaced, including:

i. Assistant principals

ii. Instructional Coaches

iii. Guidance Counselors

e. Indicate the criteria that will be used to retain existing teachers and coaches.

f. Indicate the criteria that will be used to recruit new teachers and coaches. NOTE: Reading and

mathematics teachers and instructional coaches cannot be rehired at the school unless they are highly

qualified and effective instructors and coaches, defined as 65% of their students achieving learning gains

on average over a three year period. For special situations where teachers and coaches have

demonstrated significant student achievement increases in the 2009-2010 school year, the individual can

be considered for reassignment at the school through the demonstration of data. For teachers and

coaches within their first or second year of teaching, learning gains are calculated according to the

number of years taught. For teachers other than those of reading and mathematics, retention must be

based on increased student achievement.


CHS replaced 10 certified staff (10 percent) and 20 instructional paraprofessionals (80 percent) in

August 2010. No staff were replaced due to their low average student FCAT DSS growth rates. District

and CHS administrators do not feel that our instructional staff has been offered ample training and/or

―ample opportunity‖ to understand the student performance expectations as part of the new high school

291

grading formula and to implement research-based strategies to address CHS’ students’ particular

academic deficiencies. Therefore, the district and Hernando County’s (2) Tier II high schools will work

in Year 1 to compile all average student DSS growth rates for CHS instructional staff, set the district’s

average DSS growth rates on FCAT Reading/Math as the minimum standard, and counsel all teachers

whose average FCAT DSS growth rates are below the district average (and the state’s average) to

develop effective IPDPs, work with mentor teachers, and to participate in professional development

programs to improve practices. After 2011 FCAT results are released in May, district School Services

Dept. Staff and CHS’ Administrative Team will collaborate with FLDOE to obtain a list of all core-

academic CHS teachers’ average student DSS growth rates. The district’s Superintendent and SIG

School Committee will then provide a recommendation on how to reassign and retrain these teachers

and, at least temporarily, replace them with identified ―highly-effective‖ staff in the district. The district

will use 65% average student DSS growth as the minimum standard for ―highly-effective‖ beginning in

May 2012. A list of current CHS teachers and their years of service sorted by department is attached.

The Hernando County School District requested a list of all CHS teachers’ average student FCAT DSS

growth rates in May, but due to the delay in the release of 2010 FCAT scores, we were not able to obtain

that database prior to the 1003(g) SIG grant application deadline. However, the attached list does

include average FCAT DSS growth rates for some teachers taken from a list received from FLDOE in

March 2010. Beginning in Year 2, CHS will not hire any non- ―highly-effective‖ teachers with less than

two years experience. CHS did not replace any members of its Administrative Team in 2010 (see

Section 2). The Hernando County School District will also acquire and review the state average teacher

DSS growth rate by grade and by subject and will use this data as a standard and as a factor in

determining minimum expectations in Year 2.



Rank all CHS administrators and instructional staff (by subject/department) using performance criteria as part of the new evaluation systems


August 2010 Previously Budgeted $0

Identify and aggregate data for lowest-performing quartile instructional staff at CHS based on 2010 FCAT assessments


Disseminate ranking lists to all affected school administrators and to site-based assessment specialists to support formative assessments and pre-school in-service trainings



Collaboration between CHS administrative team, HCTA Site Representative, and HCTA president to begin the district’s union-approved NEAT process for poor performing administrators, teachers, and other instructional personnel

CHS Administrative Team, CHS Department Chairs, HCTA Site Representative, and HCTA President



292

Upload the appropriate file: Instructor and instructional coaches

Upload the appropriate file: Percentage of instructors, instructional paraprofessional staff, and administrative

staff that will be replaced

(8) The LEA will implement the following:

a. Provide additional compensation to attract and retain staff with the skills necessary to meet the needs of

the students in a transformation school. Describe the compensation structure and the LEA’s criteria for

defining ―high-quality educators‖. At a minimum, this should be defined as 65% of students achieving

learning gains on average over a three year period. For teachers within their first or second year of

teaching, learning gains are calculated according to the number of years taught. For teachers other than

those of reading and mathematics, retention must be based on increased student achievement.

b. Institute a system for measuring changes in instructional practices resulting from professional

development. Describe the monitoring and measurement system and how the LEA will work with the

union to implement such system.

c. Describe how the LEA will work with the union and the anticipated timelines for such negotiations.


In Year 1 CHS will define ―highly-effective‖ as having average student FCAT DSS growth rate above the

district’s average FCAT DSS growth rate of 52 percent on Grade 9 & 10 FCAT Reading and of 76 percent on

Grade 9 & 10 FCAT Math. CHS reading, English, and math teachers whose average FCAT DSS growth rate are

below the district’s average--and all other teachers who, on average, have substandard student achievement

rates—will work closely with their supervisors to develop their IPDPs, will be required to work with ―highly-

effective‖ mentor teachers, will be required to turn in weekly lesson plans, will be required participate in

professional development on differentiation and classroom management, and will be formally observed

quarterly. This process expands the district’s union-approved NEAT process and will provide all CHS teachers

―ample opportunity‖ to improve practices. The NEAT process is already union-approved; however, the CHS

Administrative Team will need to collaborate with HCTA representatives to approve new procedures for

providing additional support for non- ―highly-effective‖ teachers and performance incentives. HCTA approval

for these activities will take place in the fall 2010. CHS will raise the bar to the 65 percent minimum FCAT

DSS growth rate to determine ―highly-effective‖ in Year 2. After 2011 FCAT AYP data is released,

CHS’Administrative Team will collaborate with the district’s Assessment Specialist to calculate all CHS

reading, English, math, and science teachers’ average FCAT DSS growth rates for the last 3 years or for the

length of their service if they have less than 3 years experience. Staff with the highest average FCAT DSS

growth rate will be invited to serve on the CHS Leadership Team and/or as dept. chairs, and in addition to

gaining educational leadership experience, CHS’ Leadership Team members and dept. chairs will earn stipends.

CHS plans to use 1003(g) funds to attract and retain ―highly-effective‖ instructional staff in Year 2. **Year 2 &

3 1003(g) SIG funds will be used to retain ―highly effective‖ teachers @ $1,000 bonus per teacher, per year.



Use the district’s average Grade 9 & 10 FCAT Reading & Math DSS growth rates to

All Administrative (and) Instructional Staff

August 2010 through June 2010


293

identify “highly effective” instructional staff

Work with the Assessment Specialist and a Contracted Service Provider to develop systems to identify and calculate the district-wide student growth average by grade, by subject

District Turnaround Leader, TIS Dept. Staff, Contracted Service Provider, (and) CHS Administrative Team


Use district-wide student growth average by grade, by subject to identify and rank “highly-effective” teachers in Year 1 of 1003(g) SIG



Use FLDOE’s 65% student-growth standard to identify and rank “highly-effective” teachers in Years 2 and 3 of 1003(g) SIG


July 2011 and July 2012 No Funding Needed $0

Provide annual performance pay for CHS instructional staff who meet or surpass the minimum standard for earning distinction as “highly-effective” in Years 2 and 3 of 1003(g) SIG. Performance pay to retain “highly-effective” teachers will be apprx. $1,000 ea. x 120 teachers.

CHS Administrative Team 2011-12, 2012-13 1003(g), Year 2 $120,000, 1003(g), Year 3 $120,000

$240,000


Increase accountability in ability to meet goals and measureable objectives set as part of Individual Professional/Leadership Development Plans (ILDP/IPDP)

Superintendent of Schools, Assistant Superintendent of Schools, Executive Director of Business Services, Coordinator of Human Resources, District Turnaround Leader, (and) School Administrative Teams


Verification of implementation of improved instructional practices as part of the new evaluation system, including providing guidance in developing ILDPs/IPDPs

District Turnaround Leader, School Administrative Teams, Department Chairs, CHS “Highly-Efective” Clinical Educators, and Instructional Staff

August 2010 through July 2011


Training to improve correlations between use of comprehensive needs assessments to develop annual ILDPs/IPDPs and annual principal/instructional staff evaluations

Coordinator of Human Resources, TIS Dept. Staff, (and) Assessment Specialist


d) Describe how the LEA will provide operational flexibility and sustained support. The LEA must describe

how it will:

(1) Give the school sufficient operating flexibility, such as staffing, calendars/time, and budgeting to

implement fully a comprehensive approach to substantially improve student achievement outcomes and

increase high school graduation rates. Describe how the LEA will provide flexibility to schools in

staffing decisions, calendars/time, and budgeting.

294


District School Services Dept. staff will begin collaborating with all stakeholders to design methods and

procedures for digitally monitoring and evaluating all proposed SIG activities in August 2010. The

district’s curriculum supervisors will participate in CHS’ weekly leadership team meetings and will

support SIG activities by facilitating professional development, by providing updated curriculum tools

(i.e. curriculum maps, pacing guides, and instructional focus calendars), and by modeling, observing,

and critiquing lessons. School Services Dept. staff will facilitate completion of a comprehensive needs

assessment, prepare and submit CHS’ annual SIG application, and prepare, submit, and disseminate the

annual 1003(g) SIG project evaluation report. The district’s Manager of Professional Development will

facilitate all high-quality professional development programs associated with 1003(g), and the district’s

Business Services Dept. will provide support all purchasing and accounting activities all efforts to

identify, recruit, hire, and retain highly-effective staff. The School Services Dept. will collaborate with

the CHS’ Administrative and Leadership teams to identify CHS’ additional operational flexibility needs

in Year 1 and will work with appropriate district staff to adopt and implement additional supports to

increase CHS’ operational flexibility in Year 2.


Planning Steps Implementation Steps Person

Responsible

Timeline Funding Source Amount

Define CHS’ needs in terms of increased

operational flexibility


Meet to discuss strategies and methods to

provide CHS increased operational

flexibility, as defined

CHS Administrative Team,

Assistant Superintendent of

Schools, Executive Director of

Business Services, District

Turnaround Leader, (and)

School Services Dept. Staff

August 2010 No funding Needed $0

Invite Curriculum Supervisors to attend

weekly CHS Leadership Team meetings

and provide schedule


Implement plan to provide CHS with

significantly increased operational

flexibility and support

CHS Administrative Team,






September 2010 No Funding Needed $0

Monitor and adjust plan to provide CHS

with significantly increased operational


District Turnaround Leader (and)

CHS Administrative Team

Quarterly (Sept.,

Dec., March,

and June)


(2) Provide ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated

external lead partner organization, such as a school turnaround organization or EMO. Identify the partner(s) and

provide the qualifications of each in providing support to low-performing schools.

295


The Hernando County School District is committed to facilitating, supporting, monitoring, and

evaluating transformation model intervention implementation at CHS and will not contract with an

EMO to manage local school reform efforts in Year 1. The district’s curriculum supervisors will

participate in CHS’ weekly leadership team meetings and will support SIG activities by facilitating

professional development, by providing updated curriculum tools (i.e. curriculum maps, pacing guides,

and instructional focus calendars), and by modeling, observing, and critiquing lessons. School Services

Dept. staff will facilitate completion of a comprehensive needs assessment, prepare and submit CHS’

annual SIG application, and prepare, submit, and disseminate the annual 1003(g) SIG project evaluation

report. The district’s Manager of Professional Development will facilitate all high-quality professional

development programs associated with 1003(g), and the district’s Business Services Dept. will provide

support all purchasing and accounting activities all efforts to identify, recruit, hire, and retain highly-

effective staff. District School Services Dept. staff and CHS’ Administrative Team will also actively

seek assistance from FLDOE Region 4 staff. CHS’ Administrative Team will welcome all FLDOE

Region 4 staff on campus and will work hard to provide all resources needed to facilitate high-quality

professional development, modeling, observations, and focus groups discussions led by the Region 4

staff.



Responsible

Timeline Funding

Source

Amount

Schedule SEA regional team visits and

associated professional development and

monitoring activities

CHS Administrative Team

and Region 4 RED

September 2010 No Funding

Needed

$0

Develop a job description and seek HCTA

and Board approval for hiring a District

Turnaround Leader

Superintendent of

Schools, Assistant

Superintendent of

Schools, (and) CHS

Administrative Team

August 2010 No Funding

Needed

$0

Use Year 1 Project Evaluation Report as

basis for determining need for a district

“Turnaround Leader”

Superintendent of

Schools, Assistant

Superintendent, (and)

CHS/HHS Leadership

Teams

July 2011 No Funding

Needed

$0

Attend weekly CHS Leadership Team

meetings

School Services Dept.

Staff

Ongoing No Funding

Needed

$0

(3) The LEA will adopt a new governance structure, which may include, but is not limited to:

a. Requiring the school to report to a new "turnaround office" in the LEA or SEA;

b. Appointing a ―turnaround leader‖ that the principal reports to and who reports directly to the

Superintendent or Chief Academic Officer; or

296

c. Entering into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for

greater accountability.


CHS Principal Mr. Joseph Clifford already reports directly to our Superintendent of Schools. Therefore,

in an effort to ensure that as much 1003(g) SIG funding as possible directly supports CHS’ struggling

students, the District will not elect to create a new ―turnaround office‖ or to hire a ―turnaround leader‖

until Year 2. In July 2011, Mr. Clifford will work closely with the Superintendent and the district’s SIG

School Improvement Committee and use data in Hernando County’s Year 1SIG Project Evaluation

Report as a basis for determining the need for a ―turnaround office‖ and/or a ―turnaround leader‖. If the

district’s SIG School Improvement Committee recommends that the district hire a ―turnaround leader‖,

School Services Dept. staff will collaborate with the Coordinator of Human Resources to advertise and

to fill the ―turnaround leader‖ position with a ―highly-effective‖ candidate in August 2011.



Responsible

Timeline Funding

Source

Amount



Turnaround Leader

Superintendent of

Schools, Assistant

Superintendent of

Schools, (and) CHS

Administrative Team


Needed

$0




Superintendent of

Schools, Assistant


CHS/HHS Leadership

Teams


Needed

$0

(d) In addition: Describe any additional strategies the LEA will implement to support the transformational

model.


Central High School will leverage SIG funds to purchase materials that will help teachers ask questions that

develop students’ cognitive skills and that promote high-order thinking. CHS will also use SIG funds to

purchase science lab materials and will provide professional development on effective use of these materials as

part of efforts to address our low FCAT Science proficiency rates.



Purchase instructional materials that promote development of higher-order

CHS Administrative Team October 2010 1003(g) ARRA 14

$2,500

297

thinking and questioning

Purchase additional science lab materials, disseminate an available materials list to science teachers, and provide professional development to support use of these materials in science courses

CHS Science Coach October 2010 Previously Budgeted $0

I. Hernando High School

Hernando High School

School Statistics:

Annual Goals

count Metric

Most

Current

Data

Data

Source/Date 2010-2011 2011-2012 2012-2013

1 School Grade D School Grades

18JUN09 C

B

B

2 AYP status NO AYP 18JUN09 No

No

Yes (SH)

3 AYP targets the school met 77 AYP 2009 79

81

83

4 Number of minutes within the

school year 1650

Survey 2

1750

1750

1750

5 Percent of the lowest 25%

making learning gains in reading 47.00

School Grades

18JUN09 53

58

63

6

Percent of the lowest 25%

making learning gains in

mathematics

65.00 School Grades

18JUN09 69

72

76

7



reading

39 2010 AYP,

8/24/10 45

51

57

8



mathematics

68 2010 AYP,

8/24/10 71

74

78

9



science

32 NCLB SPARS,

8/24/10 39

45

52

10



writing

87

88

90

11 Graduation rate (NCLB) 67.00 AYP 18JUN09 70

75

80

12 Dropout rate 2.6 0809 SV 5 as of 2.0

1.5

1.0

298

11/2009

13 Student attendance rate 88.0

Report F70488,

0809 SV 5 as of

03/07/2010.

90

91

92

14

Number of students completing

advanced coursework (e.g.,

AP/IB), early-college high




requirements

177 DEC09

Simulation 182

191

210

15

Percentage of students

completing advanced coursework

(e.g., AP/IB), early-college high




requirements

30.00 DEC09

Simulation 33

36

40

16 College enrollment rates 46.71

2008 High

School Feedback

Report

50

53

56

17 Discipline referrals 35

Report F62270,

0809 SV 5 as of

03/08/2010.

31

27

24


out-of-school suspensions 248

Report F62270,

0809 SV 5 as of

03/08/2010

223

201

181


in-school suspensions 477

Report F62270,

0809 SV 5 as of

03/08/2010

429

386

347

20 Number of out-of-school

suspensions 468

Report F71111,

0809 SV 5 as of

05/10/2010

421

379

341

21 Number of in-school suspensions 1143

Report F71111,

0809 SV 5 as of

05/10/2010

1029

926

833

22 Percentage of truant students 14

TERMS

12

10

8

23

Distribution of teachers by

performance level on LEA’s

teacher evaluation system

100

TERMS

100

100

100

24 Teacher attendance rate 93.7

Staff

Demographic

File, 0809 SV 5

95

96

97

299

School Proficiency/Reading:

Grade 9 (Reading)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 29.00

SPAR

18JUN09, 36

43

48

WHITE 44.00 SPAR

18JUN09, 50

55

60

TOTAL 39.00 SPAR

18JUN09, 45

51

57


Grade 10 (Reading)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 17.00

SPAR

18JUN09, 25

33

41

STUDENTS WITH

DISABILITIES 7.00

SPAR

18JUN09, 17

26

34

WHITE 30.00 SPAR

18JUN09, 37

43

50

TOTAL 27.00 SPAR

18JUN09, 34

42

48


School Proficiency/Math:

Grade 9 (Math)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

300

ECONOMICALLY

DISADVANTAGED 59.00

SPAR

18JUN09, 64

69

72

WHITE 68.00 SPAR

18JUN09, 71

74

78

TOTAL 66.00 SPAR

18JUN09, 69

72

75


Grade 10 (Math)-


Subgroup

Percentage of

Students Scoring

at Proficiency

Level

Data Source,

Date 2010-2011 2011-2012 2012-2013

ECONOMICALLY

DISADVANTAGED 48.00

SPAR

18JUN09, 53

58

64

STUDENTS WITH

DISABILITIES 27.00

SPAR

18JUN09, 34

41

48

WHITE 65.00 SPAR

18JUN09, 69

73

76

TOTAL 60.00 SPAR

18JUN09, 64

68

72


School Proficiency/Science:

Annual Goals

Grade

Percentage of

Students Scoring


Data Source, Date 2010-2011 2011-2012 2012-2013


48.00

54


School Proficiency/Writing:

Annual Goals

Grade

Percentage of

Students Scoring


Data Source, Date 2010-2011 2011-2012 2012-2013

10 66.00 School Grades 18JUN09, 70

73

76


301

2. Provide the rationale for implementing the chosen intervention model in each school. Indicate how the

proposed option for each school matches the specific needs identified in the analysis.

(2,000 characters ?)

Hernando High School analyzed the results of a comprehensive needs assessment before choosing the

transformation model as the foundation for all school reform activities in 2010-11. HHS’ comprehensive

needs assessment included a staff survey, analyses of 1003(g) indicator data, and focus group

discussions on the subtle differences between the transformation and turnaround models and on our

capacity to sustain the transformation interventions beyond June 2013. Mr. Ken Pritz was reassigned to

HHS in August 2008; therefore, HHS had already complied with the transformation model’s first

strategy. Immediately after taking over at HHS, Mr. Pritz significantly lengthened the school day, which

is another transformation model strategy. Providing performance pay, hiring bonuses and incentives is

suggested for Correct II schools in the DA Model and, as such, also supports another transformation

strategy. In addition HHS usually replaces approximately 10 percent of its staff, and 15 percent of its

paraprofessionals, annually. As such, implementation of transformation model strategies will establish

higher standards for the selection and placement of ―highly-effective‖ teachers to fill our vacant

positions, which we welcome. HHS had already planned to implement intensive RtI, PBS, and Lesson

Study initiatives, all of which are requirements within the transformation model, in 2010-11, too. The

transformation model also requires additional professional development opportunities designed to help

teachers address ESE students’ particular needs. HHS serves a relatively large ESE population. Finally,

transformation model strategies regarding placement of additional academic coaches also fit well with

HHS’ plan to hire an instructional practices/lowest-quartile coach.

a) Develop and increase teacher and school leader effectiveness. The LEA must describe how it will:

2. In consultation with the Department, replace the principal who led the school prior to commencement of

the transformation model:

a. If this has already occurred, indicate the date the principal was replaced and his or her past

record of turning around low-performing schools. The following guidelines must be considered

determining if the principal can remain at the school:

i. The school grade declines or there is consistent failure (D or F) under the same leadership

for 2 years - The principal should be replaced.

ii. The school grade declines under the same leadership for 1 year and the percentage of

Annual Yearly Progress (AYP) Criteria Met decreases - The principal should be replaced.

iii. The school grade declines under the same leadership for 1 year but the learning gains in

reading and mathematics increase - The principal has one more year to show growth.

iv. The school grade declines under the same leadership for 1 year and the percentage of

AYP Criteria Met increases - The principal has one more year to show growth.

v. The school grade declines under the same leadership for 1 year and the learning gains in

reading and mathematics declines - The principal should be replaced.

b. If this has not occurred, indicate the LEA’s plan for recruitment of a principal with a prior

success record of turning around a low-performing school, the minimum qualifications that must

be met by the new principal, and the timelines for placement. Principals who have exhibited

performance outcomes specified in (i)-(v) cannot be placed at the school.

302

(2,000 characters maximum)

After carefully considering the date that the previous Superintendent replaced Hernando High School’s

administrative team and the significant increase in FCAT proficiency rates in 2010, the Hernando

County School District’s new Superintendent has decided that he will not replace any members of the

administrative team at Hernando High School until May 2011.


Solicit input from state, district, and affected school administrators on decision to retain or dismiss current HHS administrative team

Assistant Superintendent, Curriculum Supervisors, and Supervisor of Title I


Collect quantitative and qualitative data on HHS principals’ professional performance. Use set 1003(g) criteria to define highly-effective principal

Assistant Superintendent, Coordinator of Human Resources, (and) Assessment Manager


Develop a detailed rationale for retaining both principals who currently serve CHS and HHS

Assistant Superintendent (and) State & Federal Grants Manager


Clearly define “ample opportunity” to “transform” HHS

Superintendent of Schools (and) Assistant Superintendent of Schools


Create and refine rationale for retaining current principals and submit to RED Julene Mohr and Deputy Chancellor Nikolai Vitti

State & Federal Grants Manager July 2010 No Funding Needed $0

Superintendent meeting with HHS administrative team to discuss rationale, definition, and deadline for affecting significant improvements at HHS

Superintendent of Schools August 2010 No Funding Needed $0

(2) Use rigorous, transparent, and equitable evaluation systems for teachers and principals that:

c. Take into account data on student growth (as defined in this notice) as a significant factor as well as

other factors such as multiple observation-based assessments of performance and ongoing collections of

professional practice reflective of student achievement and increased high school graduations rates; and

d. Are designed and developed with teacher and principal involvement. Evaluations will be used that are

based in significant measure on student growth to improve teachers’ and school leaders’ performance;


Members of the HHS Administrative Team started collaborating with the district’s evaluation

committee, which consisted of the Executive Director of Business Services, Coordinator of Human

Resources, Hernando Classroom Teachers Association (HCTA) Bargaining Team, and School Services

Dept. employees to create a pilot, multi-metric teacher evaluation instrument and corresponding

evaluation manual in March 2010. The district’s Evaluation Committee finalized a new evaluation

instrument based primarily on students’ FCAT performance data in June, we expect Board approval of

the new instrument July 27, and all Hernando County schools will pilot use of the new instrument in

2010-11. However, the new evaluation instrument will not be fully adopted and, as such, will not

contribute to teachers’ annual evaluation scores until 2011-12. The process of involving principals and

teachers in developing an equitable evaluation instrument for instructional staff was painstaking and, by

303

the time it was ready for Board approval, there was simply not enough time to provide the professional

development essential to conducting valid, reliable annual evaluations of all instructional staff.

Therefore, the Committee decided to postpone full implementation of the new student performance data-

based evaluation instrument until August 2011. In considering that some teachers’ evaluations must be

tied to FCAT data and the lack of equitable criterion-referenced assessments in all subjects locally, the

Committee ultimately decided to base all teacher evaluations on FCAT data. More than 50 percent of a

teacher’s total points on the new evaluation are derived from their assigned students’ FCAT DSS growth

and/or proficiency rates, and (in addition to a formal lesson observation) the new evaluation also

rewards teachers for professional progression activities like professional memberships, maintaining




Present information at teachers union meeting on the requirements of new federal initiatives like Race to the Top and 1003(g) and on PD initiatives (i.e. Lesson Study)


March 2010 No Funding Needed $0

Form and collaborate with combined evaluation/bargaining committee to develop new administrative and teacher evaluation systems that are equitable, the use student performance data as the primary component, and that are multi-metric.

Executive Director of Business Services, Coordinator of Human Resources, State & Federal Grants Manager, Assessment Manager, lead principals, and HCTA Bargaining Team

March through June 2010 No Funding Needed $0

Seek Superintendent and Hernando County School Board approval for new evaluation system, including accompanying Employee Evaluation Manual

Hernando County School Board, Superintendent of Schools, Executive Director of Business Services, Coordinator of Human Resources, and HCTA Bargaining Team


Collaborate with contracted service provider to develop a computer-based data entry and data mining tool to accompany the new evaluation system

Coordinator of Human Resources and Assessment Manager

August 2010 Budgeted in (3) $0

Train all district/school administrators on changes in the Employee Evaluation Handbook, use of the new evaluation system, and use of the new evaluation data mining tool

Coordinator of Human Resources (and) TIS Employee and/or Assessment Manager


(3) Identify and reward school leaders, teachers, and other staff who, in implementing this model, have

increased student achievement and high school graduation rates and identify and remove those who, after ample

opportunities have been provided for them to improve their professional practice, have not done so;


304

Hernando High School will use 1003(g) funds to enhance the district’s current proprietary digital data-mining

tool AIM-HI so that all instructional staff evaluation data will be entered, extracted, and compiled on a single

page and so that each assigned teacher’s students’ FCAT DSS growth percentages will be calculated and

reported automatically. HHS’ current average reading FCAT DSS growth is 38%, more than 25 percentage

points below FLDOE’s expected 65% minimum. Therefore, in Year 1 of our 1003(g) SIG project, HHS will use

the district’s reading DSS growth average of 48% as the minimum standard and will work toward the standard

that all teachers’ average reading DSS score growth be at least 65% after Year 3. HHS’ current average math

FCAT DSS growth is 65%. As such, HHS will expect more than 68% of math teachers’ students to demonstrate

DSS growth as the minimum standard after Year 3. HHS administrators do not believe that HHS reading and

math teachers have had ―ample opportunity‖ to perform in a ―highly-effective‖ manner because the minimum

standard for ―highly-effective‖ was not set until 2009, the high school grading formula was changed in 2009,

and previous FCAT scores and progress monitoring tools have not been reliable indicators of all our students’

FCAT proficiency rates. Therefore, in addition to using the district average as the minimum standard in Year 1,

HHS will narrowly define ―ample opportunity‖, identify all reading and math teachers who are not ―highly-

effective‖, and provide these teachers the support and PD they need to demonstrate ―highly-effective‖ DSS

growth rates. Non- ―highly-effective‖ teachers at HHS will be reassigned and/or terminated in Year 2. HHS and

CHS collaborated to develop a unique performance pay system designed to reward our ―highly-effective‖

teachers. Details on our proposed performance pay system are in section (6).



Rank all HHS administrators and instructional staff (by subject/department) using performance criteria as part of the new evaluation systems


August 2010 1003(g) @ 5% ARRA 43

$2,500

Identify and aggregate data for lowest-performing quartile instructional staff at HHS based on 2010 FCAT assessments

Assessment Specialist August 2010 No Funding Needed $0




Collaboration between HHS administrative team, HCTA Site Representative, and HCTA president to begin the district’s union-approved NEAT process for poor performing administrators, teachers, and other instructional personnel

HHS Administrative Team, HHS Department Chairs, HCTA Site Representative, and HCTA President



(4) Provide staff ongoing, high-quality, job-embedded professional development (e.g. regarding subject-specific

pedagogy, instruction that reflects a deeper understanding of the community served by the school, or

differentiated instruction) that is aligned with the school’s comprehensive instructional program and designed to

ensure staff are equipped to facilitate effective teaching and learning and have the capacity to successfully

implement school reform strategies. Include the frequency and duration of such professional development,

305

including professional development on lesson study. Common planning time must be established within the

master schedule to allow grade level meetings to occur daily in elementary schools and by subject area at the

secondary level. It must be scheduled so that all grade level and subject area teachers participate at the same

time and include lesson study implementation. If the master schedule prevents this from occurring, the district

must lesson study implementation after school for a minimum of one hour a week on the same day by grade

level or subject area.


All future professional development programs at Hernando High School will be aligned with the district’s

mission, vision, and strategic plan, and new school vision and mission statements. And, in addition to

addressing identified needs and set strategic imperatives as part of the district’s master inservice plan, all HHS

professional development will address identified needs and set student performance indicator goals as part of

our Year 1 SIG application. The HHS Administrative Team created a master schedule that includes common

planning for all teachers by subject, and as a result, created an opportunity to utilize one planning period per

teacher per week to facilitate job-embedded professional development. Common planning through departments

will now provide opportunities to require full participation in ongoing trainings on RtI/PBS, differentiated

instruction, credit recovery, effective differentiation for ESE and ELL students, middle and postsecondary

articulation, CRISS, CAR-PD, implementation of new standards, progress monitoring, advisory activities, data

disaggregation and use, critical thinking/questioning, and evaluations based on student performance data. HHS

will emphasize professional development of Lesson Study, RtI, CAR-PD, and effective advisory activities in

Year 1. Select staff will lay the groundwork for school-wide Lesson Study training in Year 1. All HHS

instructional staff will attend at least one hour-long job-embedded professional development program per week

for 36 weeks, and all HHS instructional staff will complete basic Lesson Study training in 2010-11. All

professional development programs at HHS in 2010-11 will be in part supported through Title II and/or 1003(g)

funds. ** Implement Lesson Study processes and strategies. 1003(g) funds will support extra-duty pay at apprx.

$22/hour and to provide classroom coverage at appx. $75 per teacher per day.



Collaborate with the district’s RtI Team to design and schedule a (4) phase approach to implementing RtI processes and strategies at HHS

District RtI Specialists (and) HHS Administrative Team

September through November 2010


Train HHS school leadership team, department chairs, and academic coaches to train other instructional staff to implement RtI processes and strategies in their classes

HHS Leadership Team, HHS Leadership Team, HHS Department Chairs, (and) HHS Academic Coaches

December 2010 through June 2011

Title II Annual Site Allocation

$4,000

Attend FLDOE and district-led trainings on Lesson Study processes and strategies

HHS Administrative Team, HHS School Leadership Team, HHS Department Chairs, (and) HHS Academic Coaches

June through November 2010

Title II 2009-10 Annual Site Allocation (and) Title II 2010-11 Annual Site Allocation

$17,000

Collaborate with the district’s Manager of Professional Development

Manager of Professional Development (and) HHS Administrative Team

September through November 2010


306

to design and schedule a (4) phase approach to implementing the Lesson Study processes and strategies at HHS

Train the school leadership team, department chairs, and academic coaches to train other instructional staff to implement Lesson Study processes and strategies in their classes

Manager of Professional Development, HHS Administrative Team, HHS School Leadership Team, HHS Department Chairs, (and) HHS Academic Coaches

December 2010 through June 2011

Title II 2010-11 Annual Site Allocation

$5,000

Collaborate with the district Manager of Professional Development, HHS Leadership Team, Department Chairs, and Academic Coaches to form lesson study groups

Manager of Professional Development (and) HHS Administrative Team

August through November 2010


Collaborate with HCTA Bargaining Team to modify current instructional staff contract to allow for (2) half-hour after school Lesson Study group meetings at HHS

Executive Director of Business Services, HHS Administrative Team, (and) HCTA Bargaining Team


Collaborate with HCTA to modify current instructional staff contract to obligate all HHS instructional staff to dedicate one planning period per week to participate in Lesson Study activities

Executive Director of Business Services, HHS Administrative Team, (and) HCTA President


Implement Lesson Study processes and strategies. 1003(g) funds will support extra-duty pay at apprx. $22/hour and to provide classroom coverage at appx. $75 per teacher per day.

Manager of Professional Development, HHS Administrative Team, HHS School Leadership Team, HHS Academic Coaches, and all HHS Instructional Staff

January-June 2011 1003(g) ARRA 5,9,10,11,12 **for classroom coverage/subs

$60,000

Collect quantitative and qualitative data on effectiveness of Lesson Study initiatives, identify program deficiencies, solicit suggestions for program improvement, and implement improvements

Manager of Professional Development, HHS Administrative Team, HHS School Leadership Team, HHS Academic Coaches, and all HHS Instructional Staff


(5) The LEA will implement such strategies as financial incentives, increased opportunities for promotion and

career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the

skills necessary to meet the needs of the students in a transformation school. Include information on stipends for

professional development, signing bonuses, performance pay, or other recruitment activities.


Hernando High School will offer all staff more than $50,000 and all instructional staff more than

$120,000 in performance bonuses in 2011 as detailed in Section (6). HHS will offer increased

opportunities for promotion to highly-effective staff with appropriate certifications to serve in a quasi-

administrative capacity as Teacher on Administrative Assignment for Student Behavior, Instructional

307

Practices Coach, PBS Coach, and Academic RtI Coach. As such, teachers who serve in this capacity,

who support HHS principals, and who effectively teach teachers will receive on-the-job training in

educational leadership. In Year 2, HHS will ask highly-effective teachers with the highest student

proficiency percentages to serve as department heads, and all department heads will receive union-

approved extra-duty stipends. HHS will collaborate with the district’s SIG School Improvement

Committee to solicit, compare, and compile commonalities among requests for more flexible work

conditions, and will initiate programs to meet the most common requests for more flexible work

conditions in Year 2. HHS will also analyze the potential to use a portion of its annual Title II (Part A)

allocation for signing bonuses that will attract highly-effective teachers to HHS. **Year 1 1003(g) funds

will be used to pay a Teacher on Administrative Assignment for Student Behavior @ apprx.

$65,000/year, including fringe benefits; a Instructional Practices Coach @ apprx. $65,000/year,

including fringe benefits, a PBS Coach who will earn a $2,000 annual stipend, and a RtI Coach who will

earn a $2,000 annual stipend.



Develop job descriptions and seek HCTA and Board approval for the following positions: Teacher on Admin. Assignment for Student Behavior, Instructional Practices Coach, PBS Coach, and RtI Coach

HHS Administrative Team August 2010 No Funding Needed $0

Hire a Teacher on Admin. Assignment for Student Behavior who will address campus disciplinary issues on campus. The annual salary for this position will be apprx. $65,000, including fringe benefits.

HHS Administrative Team August 2010 1003(g) ARRA 31,35,36,37,38

$65,000

Hire an Instructional Practices Coach. . The annual salary for this position will be apprx. $65,000, including fringe benefits.


$65,000

Hire a PBS Coach. This is an annual stipend.


$2,000

Hire a RtI Coach. This is an annual stipend.


$2,000

Collaborate with the SIG Committee to solicit, compare, and compare requests for more flexible work conditions

HHS Administrative Team (and) District SIG School Improvement Committee

April 2011 No Funding Needed $0

Analyze the potential to use Title II funds to provide signing bonuses

HHS Administrative Team April 2011 No Funding Needed $0

(6) Implement performance pay for, at a minimum, reading and mathematics teachers in grades 4 – 10 based on

Florida Comprehensive Assessment Test (FCAT) learning gains. Plans for administrators should include overall

school-wide and Adequate Yearly Progress (AYP) performance of individual subgroups.

308


Hernando and Central high school administrative teams collaborated to develop a performance pay schedule

aligned to the new high school grading formula in March 2010. Our performance pay schedule utilizes per

student rates and will provide more than $50,000 to all school employees for improving CHS’ school grade to a

―C‖ or better. Because of the widespread community awareness of, and attention on, school grades, HHS

remain committed to providing bonuses tied to its school grade. Under the new high school grading formula,

high school grades will not be released until early December; therefore, school grade bonuses will not be paid

until February of the following year. HHS’ bonus schedule will also include more than $120,000 to instructional

staff for each lowest quartile student who demonstrates learning gains on FCAT Reading and Math, for each

non-lowest quartile non-proficient student who demonstrates learning gains on FCAT Reading and Math, for

each chronically truant student who has less than four unexcused absences, for each student who graduates on

time, and for each student who earns at least a passing grade in an AP or DE course. Teachers can also earn

financial incentives for having four or fewer absences, and the HHS Administrative Team can earn incentives if

at least half of their reported AYP subgroups make AYP. HHS’ Year 1 performance pay schedule will be

supported in part through 1003(g) SIG funds and $100,000 in 2009-10 Title II (Part A) roll-forward funds.

**The proposed annual bonuses, if the school grade is a ―C‖ or better is $400 per employee; bonuses for all

HHS teachers who serve lowest-quartile students who demonstrate learning gains on 2011 FCAT assessments

will be $20 per student/per teacher (and) $5 per student/per academic coach (@ 280 students x 7 teachers x 2

(reading gain/math gain)); bonuses for all HHS teachers who serve non-proficient, non-lowest quartile students

who demonstrate learning gains on 2011 FCAT assessments will be $20 per student/per teacher (and) $5 per

student/per academic coach (@ 300 students x 7 teachers x 2 (reading gain/math gain)); bonuses for AP

instructors, DE instructors, and guidance counselors for every HHS student who pass an AP exam and who earn

a ―C‖ or better in a DE course will be $10 per student who passes an AP exam (and) $10 per student who passes

a DE course (@ apprx 200 AP/DE students); bonuses for qualified CTE instructors will be $50 per student who

passes a CTE exam (@ 100 students x $50 per CTE cert.); bonuses for each HHS graduate will be $9 per

graduate/per assigned guidance counselor (apprx. 350 students x $9); bonuses for guidance counselors for

significantly reducing truancy rates among chronically truant students will be: Guidance Counselors/Attend.

Coach ($20/$3 per student w/ 5 or less unex. absences per semester and $10/$2 per student w/ 6-10) (apprx. 52

chronically truant students x 5 eligible employees); bonuses for all instructional staff with exemplary attendance

will be $500 for less than 4 days absent (and) $250 for 4-7 absences (Estimated 100 instructional staff eligible

at full rate of $500/each); [and] bonuses for the principal and assistant principals if at least half of HHS’

reported subgroups make AYP will be $1 per student/per administrator (4 principals x 1,450 students x $1 per

student).Year 2 1003(g) SIG funds will be used to retain ―highly effective‖ teachers @ $1,000 bonus per

teacher, per year.

(7) If the LEA will be replacing instructors defined as teachers with one or more academic classes in the tested

areas, (reading/language arts, mathematics, and science) include as attachments the:

g. Instructor and instructional coach listing by content area with the percentage of students making learning

gains in reading and/or mathematics averaged over the three most recent years and the number of years

at the current school;

h. Percentage of instructors that will be replaced;

309

i. Percentage of instructional paraprofessionals that will be replaced;

j. Percentage of administrative staff that will be replaced, including:

i. Assistant principals

ii. Instructional Coaches

iii. Guidance Counselors

k. Indicate the criteria that will be used to retain existing teachers and coaches.

l. Indicate the criteria that will be used to recruit new teachers and coaches. NOTE: Reading and

mathematics teachers and instructional coaches cannot be rehired at the school unless they are highly

qualified and effective instructors and coaches, defined as 65% of their students achieving learning gains

on average over a three year period. For special situations where teachers and coaches have

demonstrated significant student achievement increases in the 2009-2010 school year, the individual can

be considered for reassignment at the school through the demonstration of data. For teachers and

coaches within their first or second year of teaching, learning gains are calculated according to the

number of years taught. For teachers other than those of reading and mathematics, retention must be

based on increased student achievement.


HHS replaced 18 certified staff (19 percent) and 5 instructional paraprofessionals (42 percent) in August

2010. No staff were replaced due to their low average student FCAT DSS growth rates. District and

HHS administrators do not feel that our instructional staff has been offered ample training and/or ―ample

opportunity‖ to understand the student performance expectations as part of the new high school grading

formula and to implement research-based strategies to address HHS’ students’ particular academic

deficiencies. Therefore, the district and Hernando County’s (2) Tier II high schools will work in Year 1

to compile all average student DSS growth rates for HHS instructional staff, set the district’s average

DSS growth rates on FCAT Reading/Math as the minimum standard, and counsel all teachers whose

average FCAT DSS growth rates are below the district average (and the state’s average) to develop

effective IPDPs, work with mentor teachers, and to participate in professional development programs to

improve practices. After 2011 FCAT results are released in May, district School Services Dept. Staff

and HHS’ Administrative Team will collaborate with FLDOE to obtain a list of all core-academic HHS

teachers’ average student DSS growth rates. The district’s Superintendent and SIG School Committee

will then provide a recommendation on how to reassign and retrain these teachers and, at least

temporarily, replace them with identified ―highly-effective‖ staff in the district. The district will use

65% average student DSS growth as the minimum standard for ―highly-effective‖ beginning in May

2012. A list of current HHS teachers and their years of service sorted by department is attached. The

Hernando County School District requested a list of all HHS teachers’ average student FCAT DSS

growth in May, but due to the delay in the release of 2010 FCAT scores, we were not able to obtain that

database prior to the 1003(g) SIG grant application deadline. However, the attached list does include

average FCAT DSS growth rates for some teachers taken from a list received from FLDOE in March

2010. Beginning in Year 2, HHS will not hire any non- ―highly-effective‖ teachers with less than two

years experience. HHS did not replace any members of its Administrative Team in 2010 (see Section 2).

The Hernando County School District will also acquire and review the state average teacher DSS growth

rate by grade and by subject and will use this data as a standard and as a factor in determining minimum

expectations in Year 2.


310


Rank all HHS administrators and instructional staff (by subject/department) using performance criteria as part of the new evaluation systems


August 2010 Already Budgeted $0

Identify and aggregate data for lowest-performing quartile instructional staff at HHS based on 2010 FCAT assessments





Collaboration between HHS administrative team, HCTA Site Representative, and HCTA president to begin the district’s union-approved NEAT process for poor performing administrators, teachers, and other instructional personnel

HHS Administrative Team, HHS Department Chairs, HCTA Site Representative, and HCTA President



Upload the appropriate file: Instructor and instructional coaches

Upload the appropriate file: Percentage of instructors, instructional paraprofessional staff, and administrative

staff that will be replaced

(8) The LEA will implement the following:

d. Provide additional compensation to attract and retain staff with the skills necessary to meet the needs of

the students in a transformation school. Describe the compensation structure and the LEA’s criteria for

defining ―high-quality educators‖. At a minimum, this should be defined as 65% of students achieving

learning gains on average over a three year period. For teachers within their first or second year of

teaching, learning gains are calculated according to the number of years taught. For teachers other than

those of reading and mathematics, retention must be based on increased student achievement.

e. Institute a system for measuring changes in instructional practices resulting from professional

development. Describe the monitoring and measurement system and how the LEA will work with the

union to implement such system.

f. Describe how the LEA will work with the union and the anticipated timelines for such negotiations.


In Year 1 HHS will define ―highly-effective‖ as having average student FCAT DSS growth rates above the

district’s average FCAT DSS growth rates of 52 percent on Grade 9 & 10 FCAT Reading and of 76 percent on

Grade 9 & 10 FCAT Math. HHS reading, English, and math teachers whose average FCAT DSS growth rates

are below the district’s average--and all other teachers who, on average, have substandard student achievement

rates—will work closely with their supervisors to develop their IPDPs, will be required to work with ―highly-

effective‖ mentor teachers, will be required to turn in weekly lesson plans, will be required participate in

professional development on differentiation and classroom management, and will be formally observed

311

quarterly. This process expands the district’s union-approved NEAT process and will provide all HHS teachers

―ample opportunity‖ to improve practices. The NEAT process is already union-approved; however, the HHS

Administrative Team will need to collaborate with HCTA representatives to approve new procedures for

providing additional support for non- ―highly-effective‖ teachers and performance incentives. HCTA approval

for these activities will take place in the fall 2010. HHS will raise the bar to the 65 percent minimum average

FCAT DSS growth rates to determine ―highly-effective‖ in Year 2. After 2011 FCAT AYP data is released,

HHS’ Administrative Team will collaborate with the district’s Assessment Specialist to calculate all HHS

reading, English, math, and science teachers’ average student FCAT DSS growth rates for the last 3 years or for

the length of their service if they have less than 3 years experience. Staff with the highest average FCAT DSS

growth rates will be invited to serve on the HHS Leadership Team and/or as dept. chairs, and in addition to

gaining educational leadership experience, HHS’ Leadership Team members and dept. chairs will earn stipends.

HHS plans to use 1003(g) funds to attract and retain ―highly-effective‖ instructional staff in Year 2. **HHS will

use Year 2 1003(g) funds to retain designated ―highly effective‖ teachers with bonus/incentives at apprx. $1,000

each per year.



Use the district’s average Grade 9 & 10 FCAT Reading & Math proficiency rates to identify “highly effective” instructional staff

All Administrative (and) Instructional Staff

August 2010 through June 2010


Work with the Assessment Specialist and a Contracted Service Provider to develop systems to identify and calculate the district-wide student growth average by grade, by subject

District Turnaround Leader, TIS Dept. Staff, Contracted Service Provider, (and) HHS Administrative Team


Use district-wide student growth average by grade, by subject to identify and rank “highly-effective” teachers in Year 1 of 1003(g) SIG



Use FLDOE’s 65% student-growth standard to identify and rank “highly-effective” teachers in Years 2 and 3 of 1003(g) SIG


July 2011 and July 2012 No Funding Needed $0

Provide annual performance pay for HHS instructional staff who meet or surpass the minimum standard for earning distinction as “highly-effective” in Years 2 and 3 of 1003(g) SIG. Planned bonuses for “highly-effective” teachers will be apprx. $1,000 x 120 teachers.

HHS Administrative Team 2011-12, 2012-13 1003(g), Year 2 $120,000, 1003(g), Year 3 $120,000

$240,000


Increase accountability in ability to meet goals and measureable objectives set as part of Individual

Superintendent of Schools, Assistant Superintendent of Schools, Executive Director


312

Professional/Leadership Development Plans (ILDP/IPDP)

of Business Services, Coordinator of Human Resources, District Turnaround Leader, (and) School Administrative Teams

Verification of implementation of improved instructional practices as part of the new evaluation system, including providing guidance in developing ILDPs/IPDPs

District Turnaround Leader, School Administrative Teams, Department Chairs, HHS “Highly-Efective” Clinical Educators, and Instructional Staff

August 2010 through July 2011


Training to improve correlations between use of comprehensive needs assessments to develop annual ILDPs/IPDPs and annual principal/instructional staff evaluations

Coordinator of Human Resources, TIS Dept. Staff, (and) Assessment Specialist


d) Describe how the LEA will provide operational flexibility and sustained support. The LEA must describe

how it will:

(1) Give the school sufficient operating flexibility, such as staffing, calendars/time, and budgeting to

implement fully a comprehensive approach to substantially improve student achievement outcomes and

increase high school graduation rates. Describe how the LEA will provide flexibility to schools in

staffing decisions, calendars/time, and budgeting.


District School Services Dept. staff will begin collaborating with all stakeholders to design methods and

procedures for digitally monitoring and evaluating all proposed SIG activities in August 2010. The

district’s curriculum supervisors will participate in HHS’ weekly leadership team meetings and will

support SIG activities by facilitating professional development, by providing updated curriculum tools

(i.e. curriculum maps, pacing guides, and instructional focus calendars), and by modeling, observing,

and critiquing lessons. School Services Dept. staff will facilitate completion of a comprehensive needs

assessment, prepare and submit HHS’ annual SIG application, and prepare, submit, and disseminate the

annual 1003(g) SIG project evaluation report. The district’s Manager of Professional Development will

facilitate all high-quality professional development programs associated with 1003(g), and the district’s

Business Services Dept. will provide support all purchasing and accounting activities all efforts to

identify, recruit, hire, and retain highly-effective staff. The School Services Dept. will collaborate with

the HHS’ Administrative and Leadership teams to identify HHS’ additional operational flexibility needs

in Year 1 and will work with appropriate district staff to adopt and implement additional supports to

increase HHS’ operational flexibility in Year 2.



Responsible

Timeline Funding Source Amount

Define HHS’ needs in terms of increased

operational flexibility


313

Meet to discuss strategies and methods to

provide HHS increased operational

flexibility, as defined

HHS Administrative Team,







Invite Curriculum Supervisors to attend

weekly HHS Leadership Team meetings

and provide schedule


Implement plan to provide HHS with

significantly increased operational


HHS Administrative Team,







Monitor and adjust plan to provide HHS

with significantly increased operational


District Turnaround Leader (and)

HHS Administrative Team

Quarterly (Sept.,

Dec., March,

and June)


(2) Provide ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated

external lead partner organization, such as a school turnaround organization or EMO. Identify the partner(s) and

provide the qualifications of each in providing support to low-performing schools.


The Hernando County School District is committed to facilitating, supporting, monitoring, and

evaluating transformation model intervention implementation at HHS and will not contract with an

EMO to manage local school reform efforts in Year 1. The district’s curriculum supervisors will

participate in HHS’ weekly leadership team meetings and will support SIG activities by facilitating

professional development, by providing updated curriculum tools (i.e. curriculum maps, pacing guides,

and instructional focus calendars), and by modeling, observing, and critiquing lessons. School Services

Dept. staff will facilitate completion of a comprehensive needs assessment, prepare and submit HHS’

annual SIG application, and prepare, submit, and disseminate the annual 1003(g) SIG project evaluation

report. The district’s Manager of Professional Development will facilitate all high-quality professional

development programs associated with 1003(g), and the district’s Business Services Dept. will provide

support all purchasing and accounting activities all efforts to identify, recruit, hire, and retain highly-

effective staff. District School Services Dept. staff and HHS’ Administrative Team will also actively

seek assistance from FLDOE Region 4 staff. HHS’ Administrative Team will welcome all FLDOE

Region 4 staff on campus and will work hard to provide all resources needed to facilitate high-quality

professional development, modeling, observations, and focus groups discussions led by the Region 4

staff.



Responsible

Timeline Funding

Source

Amount

314

Schedule SEA regional team visits and

associated professional development and

monitoring activities

HHS Administrative Team

and Region 4 RED

September 2010 No Funding

Needed

$0



Turnaround Leader

Superintendent of

Schools, Assistant

Superintendent of

Schools, (and) HHS

Administrative Team


Needed

$0




Superintendent of

Schools, Assistant


CHS/HHS Leadership

Teams


Needed

$0


meetings


Staff

Ongoing No Funding

Needed

$0

(3) The LEA will adopt a new governance structure, which may include, but is not limited to:

d. Requiring the school to report to a new "turnaround office" in the LEA or SEA;

e. Appointing a ―turnaround leader‖ that the principal reports to and who reports directly to the

Superintendent or Chief Academic Officer; or

f. Entering into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for

greater accountability.


HHS Principal Mr. Ken Pritz already reports directly to our Superintendent of Schools. Therefore, in an

effort to ensure that as much 1003(g) SIG funding as possible directly supports HHS’ struggling

students, the District will not elect to create a new ―turnaround office‖ or to hire a ―turnaround leader‖

until Year 2. In July 2011, Mr. Pritz will work closely with the Superintendent and the district’s SIG

School Improvement Committee and use data in Hernando County’s Year 1SIG Project Evaluation

Report as a basis for determining the need for a ―turnaround office‖ and/or a ―turnaround leader‖. If the

district’s SIG School Improvement Committee recommends that the district hire a ―turnaround leader‖,

School Services Dept. staff will collaborate with the Coordinator of Human Resources to advertise and

to fill the ―turnaround leader‖ position with a ―highly-effective‖ candidate in August 2011.



Responsible

Timeline Funding

Source

Amount



Turnaround Leader

Superintendent of

Schools, Assistant

Superintendent of

Schools, (and) CHS

Administrative Team


Needed

$0



Superintendent of

Schools, Assistant

July 2011 No Funding $0

315

“Turnaround Leader” Superintendent, (and)

CHS/HHS Leadership

Teams

Needed


meetings


Staff

Ongoing No Funding

Needed

316

Hernando County School District Instructional Personnel

INSTRUCTIONAL ANNUAL EVALUATION FORM for School Year 2010-2011

Part A - Accomplished Practice Report

Employee ID ______________ Employee’s Name _____________________________________________ Title _____________

Work Site ________________ Printed Name of Evaluator_______________________________________ Title _____________

A. Accomplished Practices: (max. 72 points)

Place a check in the box and indicate points earned in the “points” column at right

Unsatisfactory

0 points

Needs

Improvement

4 points

Effective

8 points

Highly

Effective

12 points

Points

Communication Uses and models effective oral and

written communication skills with

students and all stakeholders

Continuous Improvement Engages in continuous and appropriate

professional quality improvement for

self, school, and student

Human Development and

Learning Has an understanding of and uses

learning and human development to

provide a positive learning environment

which supports the intellectual, personal,

and social development of students

Curriculum Management (includes: Knowledge of Subject Matter,

Critical Thinking, Planning, Assessment,

Instructional Diversity)

Creates and maintains a positive,

disciplined learning environment in

which students are actively engaged

in learning, social interactions,

cooperative learning, and self-motivation

Role of the Teacher (includes: Professional Conduct,

Relationship with Families, Cultural

Diversity, Ethics)

Works with other education

professionals, parents, and vested

stakeholders in the continuous

improvement of the educational

experiences of students and within

established policies

Technology Uses allocated technology to manage,

evaluate, and improve instruction

Total Points T

Signature of Employee * _____________________________________________________________ Date ____________________ *My signature does not imply agreement but does acknowledge that I have read and received this document. I understand that I may submit a written statement (rebuttal)

to the Human Resources Department in response to this evaluation.

Signature of Evaluator ______________________________________________________________ Date ____________________

Signature of Principal/Site Administrator (if different from evaluator) ______________________________ Date ____________________

Comments (optional) __________________________________________________________________________________________ 317

Hernando County School District Instructional Personnel


Part B - Professional Progression Report



B. Professional Progression: (35 points possible, 28 points maximum earned)

a) Ethical Standards and Practices (adheres to code) No = zero points Yes = three points (0 or 3) ______

b) Professional Membership (evidence required, each membership is worth two points)

-list up to two professional organizations of which the employee is a member that is related to job assignment

__________________________________ __________________________________ up to (4) ______

c) Stakeholder Contact Log (evidence required)

-classroom teacher shows parent contact list, non-classroom teachers can use community letters, website, etc. up to (3) ______

d) Required School/District Documents -turn in beginning of the year checklist, IPDP, Edline is updated, grades submitted, lesson plans available

None (0) Incomplete (1) Complete, but not on time (2) Complete and on time (3) up to (3) ______

e) Participation with Stakeholders (evidence required) (Each event is worth two points) -list up to 7 - examples include, but not limited to: after-school events, PTA/PTSO/SAC member, school/district committees,

volunteering for and performing supplemental duties, non-supplemented positions after-school tutoring, mentoring, non-duty

lunch or planning period tutoring, non-required attendance at open house, chaperoning student or athletic events beyond supplements

____________________ ____________________ ____________________

____________________ ____________________ ____________________

____________________ up to (14) ______

f) Professional Assistance (evidence required) (Each event is worth two points) -list up to four events that demonstrate involvement to assist peers with their professional growth such as but not limited

to: mentoring, delivering training, peer review

____________________ ____________________

____________________ ____________________ up to (8) ______

Total points from Part B ___________, if points > than 28, then enter 28 __________

(28 is the maximum number earned for this section)

Part C Cumulative Scoring Report PART 1: Performance Scoring

A. Accomplished Practice (72 points) Total points from section A ________

B. Professional Progression (28 points) Total points from section B ________

Performance Scoring add points for sections A & B =________

____ 0-44 = Unsatisfactory ____45-64 = Needs Improvement ____65-89 = Effective ____90-100 = Highly Effective




Signature of Principal/Site Administrator (if different from evaluator) ____________________________ Date ____________________

318

Hernando County School District


Part 1 is the Board approved annual evaluation for the 2010-2011 school year. Part 2 will be completed for

research purposes only to determine future evaluative methods.



PART 2: Assessment Scoring (to be used for research purposes only and is not part of the official 2010-2011 evaluation)

C. Direct Student/School Performance (max. 50 points) Circle: Own students/School

Specify measurement(s) for showing student improvement :___________________________________

Formula: _______% students demonstrating acceptable growth divided by 2 =_________ (rounded up to whole number)

Total points from section C ________

D. Percentage of AYP Criteria Met: (max. 25 points) Circle: School/District

<70% (0) 71-75% (10) 76-89% (15) 90-99% (20) 100% (25) Total points from section D _______

E. School/District Grade: (max. 25 points) Circle: School/District

F (0) D (10) C (15) B (20) A (25) Total points from section E _______

F. AYP subgroups: (Bonus, max. 9 points) Circle: School/District

Half-point earned for each reportable subgroup making AYP

(Reading and Math for max. of 9 pts) Total points from section F _______

Performance Scoring add points for sections C, D, E & F =________

SCORING TOTALS (to be used for research purposes only and is not part of the official 2010-2011 evaluation)

Performance Scoring (sections A & B in Part 1) =________ x .49 = ___________ points awarded for performance section

Assessment Scoring (sections C,D,E & F in Part 2) =________ x .51 = ___________ points awarded for assessment section

TOTAL SCORE (add points above): __________

Employee has performed at the following level during this school year. Check one:

____ 0-44 = Unsatisfactory ____45-64 = Needs Improvement ____65-89 = Effective ____90-100+ = Highly Effective




Signature of Principal/Site Administrator (if different from evaluator) ____________________________ Date ____________________

319


School-Based Administrator Evaluation

School Administrator’s Name: _______________________________________ Site: ______________ Title: ____________________

Printed Evaluator’s Name: __________________________________ Title: _______________________ School Year: _____________

Process / Timeline

The Annual Goal Setting Forms are completed by the school-based administrator each year and submitted to his/her supervising administrator no later than September 1st.

The supervising administrator schedules an Initial Review Conference to review the Annual Goal Setting Forms with the school-based administrator prior to November 1st.

The school-based administrator submits the Outcome portion of the form and any supporting documentation to the supervising administrator by May 1st.

The supervising administrator completes the Goal Rating section and Sections I and II of the Annual Evaluation form and provides a copy to the school-based administrator for review. A Review Conference can be held to review this portion of the evaluation if so desired. If a conference is not held, this portion of the evaluation can be reviewed at the Final Conference.

Section III and the Overall Section of the Annual Evaluation is dependent on test/score data but must be completed prior to the end of the first marking period of the following school year.

The supervising administrator schedules the Final Evaluation Conference with the school-based administrator within thirty working days of the completion of the Annual Evaluation form. This conference should occur no later than November 15th of the following year.

The annual evaluation conference includes discussion of strengths, areas of need, and recommendations for improving performance.

A final Annual Evaluation form is submitted to the Human Resources Department no later than December 1st of the year following the year being evaluated.

Performance Judgments

HIGHLY EFFECTIVE: Overall performance exceeds standards and documented evidence of innovation is present

EFFECTIVE: Overall performance is proficient as demonstrated in documentation

NEEDS IMPROVEMENT: Evidence of proficiency is not documented for all performance criteria and/or performance is inconsistent

UNSATISFACTORY: Performance is inadequate. The employee has been made aware of areas that must be addressed. Assistance and a timeline for improvement should also be provided. Evaluator must develop a corrective action plan if a standard is not met.

Standards

The School-Based Administrator Standards are arranged into three categories. The three categories combined cover all of the Standards.

Instructional Leadership

Managing the Learning Environment Instructional Leadership Learning, Accountability & Assessment

Operational Leadership

Human Resources Development Ethical Leadership Technology Decision Making Strategies

School Leadership

Vision Diversity Community & Stakeholder Partnerships

320

Hernando County School District ANNUAL GOAL SETTING FORM – SCHOOL-BASED ADMINISTRATOR


Evaluator’s Name: ________________________________________ Title: _______________________ School Year: _____________

EFFECTIVE INSTRUCTIONAL LEADERSHIP

Includes the following Standards: Managing the Learning Environment, Instructional Leadership, and

Learning, Accountability, and Assessment

Goal # 1 (completed by School-based Administrator):

Measurement:


Measurement:

Criteria for Principals Criteria for Assistant Principals

Develops and administers policies and procedures that provide a safe environment

Develops and sustains a high-performance learning culture

Works with staff, teachers, parents, and students to achieve annual learning gains, school improvement goals and other targets

Uses multiple sources of data to plan, evaluation, and improve instructional practices and student performance

Engages staff in ongoing study of current best practices

Bases curricular decisions on research, applied theory, and informed practice

Creates a culture that is proficient using data Uses multiple sources of data to manage the

accountability and instructional improvement process Uses the methods and principles of program

evaluation in the improvement process Trains the staff in the use of diagnostic tools to

improve instructional Ensures the alignment of curriculum, instruction and

assessment, and professional development

Administers policies that provide a safe school environment

Manages the daily operations of the school Uses financial resources and capital goods and services to

support school priorities Confirms to legal and ethical standards in the management

of the learning environment Sets annual learning gains, school improvement goals, and

other targets for instructional improvement Uses data as a component of planning for instructional

improvement Engages staff in ongoing study of current best practices Provides instructional leadership Demonstrates knowledge of student performance

evaluation Models professionalism, collaboration, and continuous

learning Uses data to assess and monitor school improvement Monitors and assesses student progress Demonstrates an understanding of the methods and

principles of program evaluation Understands how to use diagnostic tools to assess,

identify, and apply instructional improvement

OUTCOME

Results of Goal # 1:


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EFFECTIVE OPERATIONAL LEADERSHIP

Includes the following Standards: Human Resources Development, Ethical Leadership, Technology, and Decision Making Strategies


Measurement:


Measurement:


Identifies, encourages, and develops potential leaders Works collaboratively with teachers to examine

student data and plan for individual professional development

Operates within the provisions of each contract as well as established practices

Empowers teachers and staff, setting high expectations and standards for performance

Recruits and retains high-quality teachers and holds them accountable for student learning

Makes decisions based on legal, moral, and ethical implications of policy options and political strategies

Provides leadership in the appropriate use of technology, telecommunications, and information systems

Creates and communicates a clear vision of technology integration

Models the appropriate use of technology Defines and monitors success based upon results Resolves problems using appropriate problem solving

techniques and multiple sources of data Delegates authority and responsibility clearly and

appropriately to accomplish organizational goals Promotes student learning as the driving force for

curriculum, instruction, and institutional decision-making

Utilizes a variety of supervisory skills to improve teaching and learning

Demonstrates an understanding of the methods and principles of personnel evaluation

Operates within the provisions of each contract as well as established enforcement and grievance procedures

Understands the processes necessary for use in the hiring and retention of high quality teachers

Pursues improvement of his/her own professional development

Manifests a professional code of ethics and values Makes decisions based on the legal, moral, and ethical

implications of policy options and political strategies Is aware of the technological, telecommunications, and

information systems and their uses to enrich curriculum, instruction, and assessment

Plans for technology integration for the school community

Models the use of technology as a tool in support of both educational and community activities

Establishes goals and targets Can explain and defend decisions made Uses data to make informed decisions Uses others to assist in the accomplishment of

organizational goals Supports student learning when making curricular and

instructional decisions

OUTCOME



322




EFFECTIVE SCHOOL LEADERSHIP

Includes the following Standards: Vision, Diversity, and Community & Stakeholder Partnerships


Measurement:


Measurement:


Facilitates the development and implementation of a shared vision

Creates conditions that motivate staff, students, and families to achieve the shared vision

Works with stakeholders to identify needs Articulates and reinforces the vision through actions,

and in written and spoken communications Promotes multicultural awareness, gender sensitivity,

and racial and ethnic appreciation in all aspects of the educational organization

Works with staff to develop instructional curriculum that provides for diverse perspectives

Conforms to legal and ethical standards related to diversity

Uses community leaders to support and promote school goals and programs

Communicates the school’s vision, mission, and priorities to the community

Shares leadership and decision-making with others in the community and within the school

Nurtures internal and external relationships Continuously builds family and community involvement

in appropriate policy implementation, program planning, and assessment

Can describe how to develop and implement a shared vision and strategic plan for the school

Works with staff, students, and families to achieve the school’s vision

Can describe how instructional objectives, curricular goals, and the shared vision relate to each other

Relates the vision, mission, and goals to students and the community

Has skills necessary for interactive and interpersonal situations

Is able to interact with the various cultural, ethnic, racial, and special interest groups in the community

Is perceptive and tactful in dealing with diverse populations

Defuses contentious situations Understands how student and family conditions affect

learning Uses shared leadership and decision-making model in

the operation of the school Actively engages the community to promote student and

school success Provides opportunities to involve family and community

in a broad range of school activities

OUTCOME

Results of Goal #5:

Results of Goal #6:

323




SCHOOL IMPROVEMENT

Goal specifically tied to improving school/student performance at assigned location


Timeline:

Measurement:


Timeline:

Measurement:

OUTCOME

Results Of Goal # 7:


324


ANNUAL GOAL SETTING FORM – SCHOOL-BASED ADMINISTRATOR



CAREER RELATED PROFESSIONAL GROWTH

Administrator and supervisor collaboratively determine goals or projects specific to job assignment.


Timeline:

Measurement:


Timeline:

Measurement:

OUTCOME



325


ANNUAL GOAL SUMMARY – SCHOOL-BASED ADMINISTRATOR



(This summary will be used as a basis for the Leadership Standards Ratings on the Annual Evaluation Form)

Standard / Area

Goal #

Met

Made Progress

Not Met

Comments


1


2


3


4

School Leadership

5

School Leadership

6

School Improvement

7

School Improvement

8

Professional Growth

9

Professional Growth

10

Signature of School Administrator*: __________________________________ Employee ID# ________ Date: _______________ * My signature does not imply agreement but does acknowledge that I have read this document. I understand I may submit a written statement (rebuttal) to the Human Resources Department in reference to this evaluation.

Signature of Evaluator: ________________________________________________________________ Date: ________________

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ANNUAL EVALUATION for School-Based Administrator – Page 1 of 2



Section I – LEADERSHIP STANDARDS (The Annual Goal Setting Forms will be used as a basis for the Leadership Standards Ratings)

Leadership Standards Unsatisfactory 0 pts

Needs Improvement 2 pts

Effective 4 pts

Highly Effective* 5 pts

Managing The Learning Environment


Learning, Accountability, and Assessment

Human Resources Development

Ethical Leadership

XXXXX-N/A-XXXXX

Technology

Decision Making Strategies

Vision

Diversity

Community and Stakeholder Partnerships

*to be eligible for Highly Effective rating the administrator will provide the supervisor a narrative outlining accomplishments for each of the ten leadership standards (no more than 1 paragraph per standard).

Total points Section I

Signature of School Administrator*: __________________________________ Employee ID# ________ Date: _______________ * My signature does not imply agreement but does acknowledge that I have read this document. I understand I may submit a written statement (rebuttal) to the Human Resources Department in reference to this evaluation.

Signature of Evaluator: ________________________________________________________________ Date: ________________

327


ANNUAL EVALUATION for School-Based Administrator – Page 2 of 2



Section II – PROFESSIONAL PROGRESSION AND SCHOOL ASSIGNMENT

Participation in District Committees, Leadership Roles, and/or Professional Leadership Membership: (0-15 pts) _____

School Improvement Goals (see Annual Goals Form): (0-25 pts) _____

Career Related Professional Growth Goal (see Annual Goals Form): (0-10 pts) _____

Assignment: High School (4 pts) Middle School (3 pts) K-8 School (2 pts) Elementary School (1 pt) _____

School Reportable* AYP Subgroups requiring accommodations/support: Students with Disabilities (SWD) – (2 pts) English Language Learners (ELL) – (1 pt) _____

*(School Reportable= a minimum of 30 students and represents more than 15% of the schools’ population or 100 students)

Poverty Level of School (Free/Reduced Lunch Count Reported with School Grade): 0-39% = 0 pts 40-49%= 1 pt 50-64%=3 pts 65-74%=4 pts 75-100%=5 pts _____

Total points Section II

Section III – SCHOOL PERFORMANCE

FCAT School Wide % Learning Gains:

Reading: (0-44)-0 points (45-54)-10 points (55-64)-15 points (65-74)-20 points (75-100)-25 points _____ Math: (0-44)-0 points (45-54)-10 points (55-64)-15 points (65-74)-20 points (75-100)-25 points _____ AYP Status (% criteria met): 0-70%= 0 pts 71-75%= 10 pts 76-89%=15 pts 90-99%=20 pts 100%=25 pts _____ School Grade: F= 0 pts D= 10 pts C=15 pts B=20 pts A=25 pts _____ AYP Exceeds District Performance: 1 point earned for each school reportable* subgroup making AYP if the district did not achieve AYP for that subgroup in reading and/or math. _____ *(School Reportable= a minimum of 30 students and represents more than 15% of the schools’ population or 100 students)

Total points Section III

OVERALL EVALUATION

Total Score Section I and II _______ multiplied by 49% = Total points Section I and II (round to whole number) Total Score Section III _______ multiplied by 51% = Total points Section III (round to whole number)

Total Points Overall Overall Rating: _____0-44 =Unsatisfactory _____ 45-64= Needs Improvement _____65-89= Effective _____ 90-100+ =Highly Effective

Signature of School Administrator*: __________________________________ Employee ID# ________ Date: _______________ * My signature does not imply agreement but does acknowledge that I have read this document and that a conference regarding my evaluation has been held. I understand I may submit a written statement (rebuttal) to the Human Resources Department in reference to this evaluation.

Signature of Evaluator: ________________________________________________________________ Date: ________________ 328

AGREEMENT TO PARTICIPATE WITH THE HERNANDO COUNTY SCHOOL BOARD IN ITS RACE TO THE TOP ACTIVITIES

WHEREFORE, the Hernando County School Board (HCSB) entered into the Participating Local Education Agency (LEA) Memorandum of Understanding (MOU) with the Florida Department of Education on or about May 19, 2010, regarding the Federal Race To The Top grant (RTTT); and,

WHEREFORE, said MOU and the incorporated State Plan requires participating LEA's to invite local charter schools to participate in the grant on the same terms as any other district school; and,

WHEREFORE, Gulf Coast Academy of Science and Technology (GCAST) is a charter school within HCSB's jurisdiction; and,

WHEREFORE, the HCSB has extended an invitation to GCAST to participate in the LEA's RTTT grant funded activities; and,

WHEREFORE, GCACT hereby accepts the invitation.

The parties accordingly hereby agree as follows:

1. GCAST acknowledges that it has been fully informed of its opportunity to participate in the RTTT grant and accepts the invitation to join in the activities.

2. The HCSB shall keep GCAST infonned of all RTTT activities in the same manner as another school in the District and shall submit a budget to the State Department demonstrating that the participating charter chool shall receive and/or benefit from RTTT grant funds commensurate with other schools in the District.

3. GCAST shall provide all necessary data and reports and acknowledges any failure to do so shall be reported to the State De artment a required by the Grant.

~~ 11Q.::t:1 d Date: Charles "Pat" Fagan, School BoI"C'h-a-ir-

Date: , (- Z. -/0

329