RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II General This Final Scope of Work template provides a format for LEAs to provide quarterly detail for FY 2010/11 work plans, and strategic plans for years 2011/12, 2012/13, and 2013/14. As with all grants, it is envisioned that the strategic elements in the last three years of the work plan may be amended as LEAs work through initial implementation, more comprehensive planning, and the collective bargaining process. While collective bargaining should be a Supporting Activity in the Final Scope of Work where applicable, the bargaining does not have to be completed before the Final Scope of Work is submitted to or approved by the state. Unless otherwise indicated in the MOU, all timelines shall reflect a complete implementation for all schools before the end of the grant period. Template Overview The Final Scope of Work is divided into sections A through F. Section A asks LEAs to describe their overarching project plans and complete Form (A)1. LEA Student Goals and Measures (attached to this template). Sections B through F correspond to the MOU and require completion of Work Plan Tables. Please provide a Table of Contents for the Final Scope of Work. The budget will be completed using the same web-based system for ARRA money that LEAs should be familiar with. Specific instructions as well as the website link will be available at www.fldoe.org/arra/racetothetop.asp. An Appendix is allowed, and must include a Table of Contents. Appendices and page numbers must be referenced in the appropriate box of the Work Plan Table. Participating LEAs must address all applicable criteria of the MOU, now grouped into 13 Projects. A Work Plan Table is required for each of the following Projects: 1. Expand Lesson Study – (B)(3)1.* 2. Expand STEM Career and Technical Program Offerings – (B)(3)4. 3. Increase Advanced STEM Coursework – (B)(3)5. 4. Bolster Technology for Improved Instruction and Assessment – (B)(3)6. 5. Improve Access to State Data – (C)(2) 6. Use Data to Improve Instruction – (C)(3)(i) and (iii) 7. Provide Support for Educator Preparation Programs – (D)(1)(ii) 8. Improve Teacher and Principal Evaluation Systems – (D)(2)(ii)-(iii) 9. Use Data Effectively for Human Capital Decisions – (D)(2)(iv)(b)(c)(d), (D)(3), and (E)(2)4.-5. 10. Focus Effective Professional Development – (D)(5), (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a) and (D)(3)(ii)2. 11. Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2.** 12. Implement Proven Programs for School Improvement – (E)(2)3.** 13. Include Charter Schools in LEA Planning– (F)(2) *Required for LEAs with a persistently lowest-achieving school; optional for other LEAs. **Applicable only to LEAs with a persistently lowest-achieving school.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II If an LEA can provide evidence that it has already satisfied an element, it must provide narrative as to how it was satisfied and attach evidence in the Appendix. Florida‘s MOU was numbered to correspond to sections of the grant application required by USDOE (letters and numbers in parentheses) and FLDOE used bullets under each to indicate what would be required. Those bullets have now been changed to numbers or lowercase letters not in parentheses for easier reference, for example (B)(3)4. and (D)(2)(iv)(b)1.a. LEAs must describe their plan to address implementation of the criteria through the following items in the provided Work Plan Table: Project Goal (MOU requirement; pre-populated) Deliverables (minimum required evidence; pre-populated but LEAs are encouraged to add their own; intended to support Florida‘s student achievement goals) Key Personnel Supporting Activities (be very specific for Year One) Timelines (i.e., Year One - quarterly, Year Two, Year Three, Year Four) Budget Summary (Budget detail must also be provided via web-based system) Sustainability Factors Supporting Narrative (optional) Appendices (if applicable) Receipt of Funds Funds will be available on a cash advance basis; however, the amounts available will be limited to those funds identified in the budgets (or amended budgets) needed for each quarter‘s operation. FLDOE monitoring staff will track the submission of deliverables and coordinate the review of each deliverable. Should an LEA miss target dates for submitting deliverables and/or submit substandard deliverables, fiscal staff will review the district‘s status and implement appropriate actions which could include further restrictions on the availability of funds, adjusted timelines, more frequent monitoring, etc. Submission Instructions • Return the information listed on the ―Submission Checklist‖ electronically by 11:59 pm EDT on October 13, 2010. Earlier submissions are encouraged. Approval or feedback will be given, and if the LEA wishes to resubmit a revised version based on the feedback, the deadline is 11:59 pm EST on November 9, 2010. First submissions received after October 13 but before 11:59 pm EST on November 9, 2010, will be reviewed but there will not be an opportunity to receive feedback and make revisions. • A signed, electronic copy in PDF format (excluding budget) must be sent to [email protected] and the budget must be completed in the web-based system by the deadlines listed above. • A hard copy with original signatures (excluding budget) must be sent to Holly Edenfield, 325 West Gaines Street, Room 1502, Tallahassee, Florida, 32399. The hard copy must be received by October 15, 2010. The hard copy deadline for the November submission is November 12, 2010.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Submission Checklist Form DOE 100A – Project Application (superintendent signature required) Attachment I – Program-Specific Assurances (superintendent signature required) Attachment II – Three-Party Assurances (superintendent, school board chair, and representative of local teachers‘ union signatures encouraged) Form DOE 101-RTTT (Budget submitted in web-based system) Final Scope of Work: Table of Contents Section A Narrative Form (A)1. LEA Student Goals and Measures Work Plan Tables for 13 Projects Appendix with Table of Contents (if applicable)

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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. Overview of Orange County Public Schools, Florida Orange County Public Schools (OCPS), the nation‘s 10th largest school district and the fourth largest in Florida, has been an ‗A‘ district for three successive years, with 130 schools earning A and B grades in 2010. The district serves over 175,363 students in 180 elementary, middle, high, exceptional, and alternative/charter schools. The student‘s racial/ethnic representation is 64 percent white, 28 percent black, four percent Asian, three percent multicultural and one percent American Indian/Alaskan Native. Thirty-two percent of students are Hispanic. Sixty-three percent of OCPS students are eligible for the free or reduced price lunch program. The district‘s vision is to be the top producer of successful students in the nation. The mission is to lead our students to success with the support and involvement of families and the community. The district goals are: Intense focus on student achievement High-performing and dedicated team Safe learning and working environment Efficient operations Sustained community engagement The OCPS graduation rate is higher than ever at 77 percent and our dropout rate is the lowest it has been in decades at 1.1 percent. Thirteen of our high schools were named to Newsweek magazine‘s list of the top high schools in the country. Since 2000, Advanced Placement enrollment and participation has increased by 547 percent overall and by 733 percent for minority populations. Florida‘s 2010 FCAT test results indicated that the district‘s overall average scores stepped up one percentage point in Reading (to 60 percent), Mathematics (to 65 percent), and Science (to 41 percent) compared to last year.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Under the leadership of Superintendent Ronald Blocker, high school principals created the League of Educational Excellence, a program of best practices to improve the performance of every high school student. The League of Educational Excellence was later expanded to include middle schools. Today, five middle schools and five high schools increased their rigorous coursework through the International Baccalaureate program, and two middle schools, Jackson and Howard, are national demonstration sites for Advancement Via Individual Determination (AVID), a program that turns borderline students into college admission candidates. AVID is in all OCPS middle schools and most high schools. The district leveraged a 2002 voter-approved sales tax to pursue a disciplined and substantial building program to build new schools and replace and upgrade 128 older facilities. Since 2003, 30 additional schools have opened and 1,000 portables were removed from campuses. Among older schools, 35 are currently in some phase of renovation or replacement while 44 are already completed (as of May 2010). OCPS is a powerful, positive force in the Central Florida economy. It is the second largest employer with more than 21,000 employees. Support from Orange County business partners, caring parents and community-minded citizens is evident by their participation: 51,140 registered volunteers 2,413 school-business partnership agreements 29,430 PTA/PTSA members in 119 local units School Advisory Councils composed of community members, parents and school staff A Framework for Reform in Teaching and Learning: One Vision, One Voice At his recent annual leadership retreat, Superintendent Ronald Blocker unveiled a plan to refine the district‘s focus on its core business of teaching and learning. One Vision, One Voice will provide better alignment of resources, increase standardization of instructional and business functions, and improve communication and collaboration. The plan will be further enhanced by the district‘s Race to the Top initiatives, two federal Teacher Incentive Fund grants, and a federal School Leadership Program grant, all of which are aligned with the district‘s strategic plan. (a) How the reform plan will support the state’s Theory of Action Orange County Public Schools (OCPS) is committed to support Florida‘s Theory of Action plan to ―change the culture of the profession by ensuring that all teachers and school leaders are well-selected, prepared, supported, respected, and accountable for their students' achievement‖ as described in the Florida Department of Education (FL DOE) Race to the Top application. OCPS educators recognize that highly effective teachers and leaders have the greatest impact on student achievement.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Florida’s Theory of Action/Reform Highly effective teachers and leaders make the difference in student achievement. Human capital is the core of Florida‘s RTTT theory of reform. Florida will change the culture of the profession by ensuring that all teachers and school leaders are well selected, prepared, supported, respected, and accountable for their students' achievement. It is the state‘s responsibility to be strategic and intentional in providing teachers and leaders with the support system they need to make instructional decisions that result in students who are internationally competitive. Florida envisions a student-centered school environment where all teachers are engaged in peer collaboration around using data analysis to improve teaching and learning, and where teachers are consistently guided and supported by effective instructional leaders. As a result of RTTT, teachers in Florida will enter the classroom each day energized by a level of ownership, responsibility, and pride in their students‘ outcomes. In every school, teachers will: • Set high expectations and provide a ―culture of rigor‖ for their students using curricular tools that are informed by internationally-benchmarked standards; • Differentiate instruction through rich learning experiences informed by results from aligned formative and interim assessments; • Continuously improve their practice by engaging with other teachers in lesson study and other job-embedded, data-drive professional development; and • Access compensation and career opportunities that reflect the value of effective teaching and leadership. As a result of RTTT, school principals and leadership teams will be instructional leaders for every child in the school community. Every school will have a leader who: • Insists on a rich curriculum and balanced assessment program for all students based on internationally-benchmarked standards; • Uses a variety of student data indicators to make strategic instructional and management decisions; • Hires, retains, develops, and promotes the most effective teachers for his/her students; • Demonstrates commitment to the continuous improvement of everyone in the school community by supporting common planning time, job-embedded professional development, and attention to his/her own leadership development; and • Is respected, supported, and included in district decision-making, and whose compensation and advancement opportunities reflect the value of his/her leadership. Reference: Florida Department of Education Race to the Top Grant Application, Phase II

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

OCPS VISION: Top Producer of Successful Students in the Nation FLORIDA STUDENT ACHIEVEMENT GOALS: Double the percentage of incoming high school freshmen who ultimately graduate from high school, go on to college, and achieve at least a year’s worth of college credit. Cut the achievement gap in half in 2015. Increase the percentage of students scoring at or above proficient on NAEP by 2015, to or beyond the performance levels of the highestperforming states.

OCPS Student Success

Race to the Top Teacher Incentive Funds I & II School Leadership Program School Improvement Grant Title II A

OCPS STUDENT ACHIEVEMENT GOALS: Meet State Standards on FCAT – Reading, Math, Writing, and Science. Increase participation and performance in rigorous curriculum. Increase participation and performance on SAT/ACT. Close the Achievement Gap – Increase AYP percentages for all subgroups. Increase the graduation rate.

One Vision, One Voice Framework for Teaching and Learning Non-negotiable Research-Based Practices Highly Effective Teachers & Leaders High Expectations–NGSSS/Common Core Standards Data Systems Support Instruction Turn Around Low Achieving Schools – POI & DA

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II The OCPS One Vision, One Voice Framework for Teaching and Learning, which aligns proven best practices with Florida‘s Next Generation Sunshine State Standards (and eventually to the internationally-benchmarked Common Core Standards), will maximize learning for all students. All OCPS schools will use this framework for on-going planning, teaching, and assessing student learning. OCPS is economically and demographically diverse serving a highly mobile student population. Using the framework will promote consistency, commitment and high performance of all educators in the district. The composition of this plan is designed to ensure successful school protocol for K-12 curriculum implementation and continuous improvement measures to support teaching and learning at all levels. Over the last few years, the Orange County school district has made consistent progress in student achievement and school improvement, having been awarded an ―A‖ grade for three consecutive years. However, with a 77 percent graduation rate, the superintendent and his leadership team are not satisfied with the district‘s high marks for growth. That 23 percent of our students are not graduating, the district is committed to ensure that teachers and leaders receive the individualized and collective support needed to be highly effective in leading all students to success. In addition, though progress is being made to close the achievement gap, sizeable disparities remain among subgroups. According to A 2006 survey of the OECD Programme for International Student Assessment (PISA), U.S. students ranked 25th in math and 21st in science among 30 developed countries. The top five percent of U.S. students ranked 23rd out of 29 developed countries. In one generation, U.S. students have fallen from first to ninth in college graduates. According to Edward Gordon, author of Winning the Global Talent Showdown, ―Between today and 2020, it is expected that 74 percent of all jobs created in America will be high-paying jobs for high-skilled workers. While there will be a need for 123 million of those talented people, only 50 million Americans will qualify. By contrast, low-paying, low-skill jobs will shrink to just 26 percent of the total jobs in the U.S. Worst of all, just 44 million people will be needed for those jobs, but 150 million or more candidates will be seeking those jobs.‖ Florida‘s Race to the Top initiative is offering OCPS teachers and leaders an opportunity to design a support system to make instructional decisions that result in students who are internationally competitive, helping address these national concerns. Under the 13 proposed work plans, OCPS has committed to all requirements of Florida’s Race to the Top Memorandum of Understanding (MOU) which was signed by Superintendent Ronald Blocker, School Board Chair Joie Cadle and Classroom Teachers Association (CTA) President Michael Cahill. In response to the Race to the Top MOU, the OCPS Final Scope of Work includes a planning year in 2010-2011 to allow for responsible development of all key components of the implementation plan designed with the involvement of key stakeholders, including teachers and the CTA, administrators, paraprofessionals and Orange Education Support Professionals Association (OESPA), and community partners. Collaborative bargaining will occur throughout the four-year grant period and beyond. Florida‘s reform efforts will be supported under each assurance area as described below. 13

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II STANDARDS AND ASSESSMENTS: Expanded lesson study: The Florida Department of Education‘s A Guide to Implementing Lesson Study, defines lesson study as ―an ongoing professional development process utilized within Professional Learning Communities (PLCs) to allow teachers the opportunity to create a model for high quality instructional practices. It is also a method for improving a lesson through teacher collaboration. Lesson Study originated in Japan as an approach to instructional improvement that has recently sparked much interest in the United States. Lesson Study meets Florida Professional Development System Evaluation Protocol Standards (1.2.1, 2.2.1, and 3.2.1), i.e., the educator participates (school-based professional learning occurs) in collaborative learning communities whose members use a cycle of continuous improvement to achieve goals that align with individual, school, and district goals for student achievement.‖ The three persistently low-achieving schools in Orange County---Evans and Oak Ridge high schools and Memorial Middle School---will modify their school schedules to devote a minimum of one lesson study per month for each grade level or subject area. This will support teacher content knowledge with a focus on the common core standards. Supported by the OCPS One Vision, One Voice Teaching and Learning Framework, lesson study will improve instruction through building the capacity of all teachers. Intensity of district level support throughout the year will be dependent upon the evidence of improved student learning and instruction at each grade level in the content areas. Expand STEM Career and Technical Program Offerings: District leaders and staff realize the importance of expanding the STEM career and technical programs within our district to yield college/career ready students with strong school and district accountability and research-based teaching, appropriate learning resources, and industry certifications as appropriate. OCPS will implement three additional high school career and technical programs that provide training for occupations requiring science, technology, engineering, and/or math (STEM) skills. OCPS will pay, or secure payment for the industry certification, and/or examination for graduates of the programs. These programs will 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. OCPS 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. They have advisory councils that include industry representation and it is hoped that they will help sustain the programs.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Increase Advanced STEM Coursework: OCPS will increase the number of STEM-related acceleration courses, such as Advanced Placement, International Baccalaureate, dual enrollment, and industry certification. District staff will work within the schools to maintain STEM activities to help close the achievement gap. Teacher leaders will provide professional development, instruction modeling and collaboration activities in order to help achieve a higher level of understanding and application of different concepts. Bolster Technology for Improved Instruction and Assessment OCPS will ensure that each school possesses the technology to provide sufficient access to

strategic tools for improved classroom instruction and computer-based assessment. E-Rate funding will help support upgrading technology in 62 schools. Readiness for computer-based testing (FCAT 2.0, End-of-Course Exams, Florida Assessments for Instruction in Reading) will be certified through completion and submission of Florida‘s online certification tool. OCPS will implement district instructional improvement systems throughout the duration of this initiative to include an Instructional Management System (IMS) which will become a single source system for use by teachers, students, and parents to access instructional materials that can link student performance with digital assets which are critical to the district‘s ability to significantly impact student performance. Through IMS, all teachers will have access to a Dashboard for each of their students, appropriate integrated learning content, real time student progress reports and more. Key Highlights: Modify school schedules in persistently low achieving schools Implement lesson study in regularly scheduled blocks of time by all schools (minimum monthly, likely more in low achieving schools) Implement three additional high school STEM career and technical programs leading to an industry certification. Expand STEM-related acceleration courses. Upgrade technology in 62 schools to ensure access to strategic tools to support instruction and assessment. DATA SYSTEMS: OCPS will integrate with the Department to provide single sign-on access to state-level applications and data by their users. OCPS 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. OCPS 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. OCPS will implement an instructional improvement system that will ensure that 15

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II the system is being fully utilized. OCPS will provide requested data from local instructional improvement and longitudinal data systems to the Department as requested. Enterprise Data Warehouse: The expansion of the Enterprise Data Warehouse (EDW) --- a suite of tools housing data at the student-level, teacher-level, school-level, and district-level for seamlessly sharing data among multiple sources --- will enable OCPS to address key performance indicators aligned with the district‘s strategic plan. The EDW will set the stage for end user selfsufficiency, comprehensive enterprise-wide business intelligence and the return on investment that analytic capabilities deliver. Informational Management System: The creation of an Informational Management System (IMS) in Orange County is critical to the district‘s ability to significantly impact student performance. Through IMS, all teachers would have access to a Dashboard for each of their students, appropriate integrated learning content, real time student progress reports, and more. The student and parent could view content for students based on benchmarks, and look at student assignments, and practice materials designed to help close learning gaps. From a learning management view, administrators would have tools to manage content that is properly categorized and aligned to benchmarks and the authorization to submit content as well as approve/reject substandard content. Single Sign-On System: The Single Sign-On System will allow for one central system to manage most employee accounts for business and student systems. The one user ID/one password concept will streamline user provisioning across multiple local and state systems by using a centralized user repository. This tool will enable the district to enforce a more complex password policy that will improve access to data systems, and increase security of employee and student data. The IDs will be managed in one location and pushed to all connected systems. This will occur in real-time with our Human Resources (HR) systems so that accounts are activated/deactivated based on HR activities (i.e. personnel appointments, position changes, transfers, etc.). Key Highlights: Integrate the OCPS Identity Management System, a single sign-on system, with the FL DOE single sign-on system. Obtain Sign-On Readiness Certification. Implement the Instructional Management System to provide data for instructional decisionmaking. Prepare for and implement state-level data downloads. GREAT TEACHERS AND LEADERS: Under Race to the Top, OCPS will reward excellence in education. Effective and highly effective teachers and leaders will be recognized and financially rewarded through a Performance-Based Compensation System (PBCS) linked to student achievement/growth and for working in hard to staff subject areas or in historically underserved schools. The OCPS Race to the Top grant is aligned with two federal Teacher Incentive Fund grants which target the district‘s three highest need high schools and their seven Title I feeder middle and 15 Title I feeder elementary schools. 16

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II By Year 4 of Race to the Top, all OCPS schools will have implemented the PBCS. OCPS teachers and leaders have historically gone the extra mile to help their students meet or exceed Florida’s state standards. Even the most highly effective and experienced educators can benefit from the coordinated and comprehensive support and resources which will be provided through the Race to the Top initiatives. These resources will help teachers and leaders meet internationally-benchmarked standards, access appropriate and valuable assessments, learn to use enhanced data systems that provide timely student information for making instructional decisions, be recognized for impacting student achievement, engage in data-driven professional development, and receive strong collaborative assistance, particularly when working in the lowest achieving schools. Teacher evaluation tied to student achievement will help the teacher leaders stand out and will help those who are not at the level they want to be, to become better informed and prepared to improve through professional development opportunities. OCPS 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. The district will enhance collaboration with institutions of higher education to ensure high quality supervisors are assigned to candidates in teacher preparation programs. These qualifications will be defined. OCPS will design and conduct teacher and principal evaluations through systems that meet the requirements of law and of the MOU. These results will inform each of the human capital processes listed in the MOU. The planning and design of these evaluation systems will include collaborative bargaining throughout the four-year grant period and beyond. (See Appendix H, Collaborative Bargaining Calendar) OCPS will revise our 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. Key Highlights: Ensure qualified supervisors are assigned to candidates in teacher preparation programs. Design and implement teacher and principal evaluations which meet the requirements of the law and the MOU. Implement a district-wide performance-based compensation system. Maintain ongoing communication and collaborative bargaining with the teachers‘ union. Ensure that effective and highly effective teachers and principals are assigned to the highest need schools. Ensure that the professional development throughout the district is aligned with Florida‘s Professional Development System Evaluation Protocol Standards. Build on teacher content knowledge with a focus on the Next Generation Sunshine State Standards and the common core standards

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II TURNING AROUND LOW ACHIEVING SCHOOLS: OCPS selected one of the four school intervention models---the Transformation Model---in its three persistently lowest-achieving schools---Evans and Oak Ridge high schools and Memorial Middle School. All actions will be in accordance with the Differentiated Accountability (DA) plan. OCPS will submit a plan to implement the following programs in each persistently lowestachieving school and within the feeder pattern of each persistently lowest-achieving high school:  OCPS currently offers 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 these schools.  OCPS will expand opportunities for students to attend STEM career and professional academies in Evans and Oak Ridge high schools (also Timber Creek High)  OCPS will expand or introduce proven programs to encourage advanced classes, positive behavior support systems (Positive Behavior Support System/PBS), and curriculum (Project Lead the Way Pathway to Engineering) that provide high-need students with college-ready, career-ready, or other postsecondary skills. Mentoring services are already being provided at the schools through COMPACT and Elevate Orlando. Orange County Public schools is prepared to offer comprehensive support to implement the Transformation Model in Memorial Middle School, Evans High School, and Oak Ridge High School. Support will be provided by the deputy superintendent for teaching and learning, two associate superintendents of curriculum and student services, three area superintendents, the director of Curriculum Services, district resource staff, and school leadership teams consisting of principals, assistant principals for instruction, deans, department lead teachers, and learning resource teachers at each of the schools. Expertise exists in school operations, Florida Continuous Improvement Model (FCIM), professional learning communities, instructional calendars, lesson study, response to intervention, content area expertise in reading, math, writing, and science, and the best instructional practices as evidenced in Marzano‘s High Yield Strategies and the Advancement Via Individual Determination (AVID) strategies. Professional development to help create enduring school cultures of positive relationships will be supported through the School Improvement funds during the first year of the grant and Race to the Top funding of training provided by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. The ability to monitor implementation and provide sustained support is evidenced through the district‘s Plan of Involvement (POI) process which is an intense, sustained support system of targeted school actions of data analysis, monitoring, progress accountability, professional development, coaching, and implementation of interventions. This plan has been recognized as an effective process by the Florida Department of Education‘s regional director. The district intervention of the POI process will be maintained for each school. At the end of the grant period, teachers in the targeted schools will have completed the Reading Endorsement and Content Area Reading- Professional Development (CAR-PD) training, and will 18

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II be able to train content area teachers in reading per Rule 6A-5.090 (Section 1003.413(4)(b), Florida Statutes). AVID training will be expanded to the feeder elementary schools of the lowest-achieving middle and high schools. The feeder pattern schools of the three Transformation Model schools are Title I schools and will be participating in the transformation activities. These schools will benefit from the planned collaboration for vertical articulation in curriculum. Professional development activities will also be offered to these elementary schools. School Improvement and other Title I funds will be used to strengthen the academic interventions at these schools. The feeder pattern schools are: Memorial Middle: Catalina Elementary, Washington Shores Elementary Evans High: Meadowbrook Middle School, Robinswood Middle School, Pinewood Elementary, Ridgewood Park Elementary, Rolling Hills Elementary, and Hiawassee Elementary Oak Ridge High: Walker Middle School, Westridge Middle School, Lancaster Elementary, Winegard Elementary, and Sadler Elementary The Project Lead the Way (PLTW) Pathway to Engineering program will be introduced in Oak Ridge High School and Evans High School during the 2010-2011 school year. The PLTW program at Oak Ridge will be partially supported through the State Fiscal Stabilization Fund, Workforce. To create a sustainable program, faculty at both schools will be trained over the remaining three years of Race to the Top initiative. The program is, by design, sustained under the guidance and support of an advisory board of industry representatives. The OCPS One Vision, One Voice model of school expectations, leadership expectations, and mandatory professional development will continue the emphasis on building teacher capacity. Reforms will have the continued support of district revenue, Title I funds, and special grant funds obtained for these targeted schools. The reforms will be sustained through the oversight of the district Teaching and Learning Framework expectations which require OCPS systemic use of the Professional Learning Community model, the Florida Continuous Improvement Model, the School Improvement Plan, Lesson Study and other achievement components. Participation in AVID will continue to support student readiness for Advanced Placement (AP). Key Highlights: Implement the Transformation Model in Evans and Oak Ridge high schools and Memorial Middle School Full Day Pre-K in feeder elementary schools STEM career academies in persistently low performing schools based on the Project Lead the Way (PLTW) model – Pathways to Engineering Positive Behavior Support System (PBS) Increased advanced coursework, particularly STEM-related, including Advanced Placement CHARTER SCHOOLS: OCPS offered chartered schools located within the district the opportunity to participate in the 19

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II grant on the same terms as any other district school. Consistent with federal requirements, OCPS will ensure that participating charter schools receive a commensurate share of any grant funds or services funded by the grant. OCPS will provide data and reports necessary for the evaluation of the grant as conducted by the Florida Department of Education‘s evaluation team and will require charter schools to provide the district with the data necessary for such evaluations. Key Highlights: Sixteen charter schools have indicated a plan to participate and their ―opt in‖ forms and contact information are listed in Appendix F. They will develop their own plan aligned with the requirements of the MOU and coordinate some of their activities with OCPS where it is most economically feasible, such as with data systems and some professional development. (b) How the reform plan will contribute to the state’s student achievement goals (see pp. 2434 of Florida’s application) Support for Florida’s Student Achievement Goals Florida Student Achievement Goals:  Double the percentage of incoming high school freshmen who ultimately graduate from high school, go on to college, and achieve at least a year‘s worth of college credit;  Cut the achievement gap in half in 2015; and  Increase the percentage of students scoring at or above proficient on NAEP by 2015, to or beyond the performance levels of the highestperforming states.

Orange County Public Schools One Vision, One Voice: Student Success  Meet State Standards on FCAT – Reading, Math, Writing, and Science.  Increase participation and performance in rigorous curriculum.  Increase participation and performance on SAT/ACT.  Close the Achievement Gap – Increase AYP percentages for all subgroups.  Increase the graduation rate.

ONE VISION, ONE VOICE OCPS Strategic Plan Supports Florida’s Student Achievement Goals: Vision: To be the top producer of successful students in the nation Mission To lead our students to success with the support and involvement of families and the community District Goals: Intense focus on student achievement High-performing and dedicated team Safe learning and working environment Efficient operations Sustained community engagement 20

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Belief Statements: We believe in shared accountability for all outcomes. We believe in a collaborative team approach to supporting schools. We believe as a school system we are responsible for improving student achievement, leadership development, and building teacher capacity in order for all students to achieve at their highest potential. We believe accountability goes far beyond the Florida Comprehensive Assessment Test (FCAT). We believe in college and career (workforce) readiness. We believe that in order to be the top producer of successful students in the nation we must focus on 21st Century preparation that brands our students as global competitors. OCPS FRAMEWORK FOR TEACHING AND LEARNING: NONNEGOTIABLES The Framework for Teaching and Learning aligns proven best practices with next generation Florida standards to maximize learning for all students. All schools will use this framework for on-going planning, teaching, and assessing student learning. Orange County Public Schools is economically and demographically diverse serving a highly mobile student population. Using the framework promotes consistency, commitment and high performance of all educators in the district. The composition of this plan is designed to ensure successful school protocol for K-12 curriculum implementation and continuous improvement measures to support teaching and learning at all levels. 11 ESSENTIAL OUTCOMES The 11 Essential Outcomes provide direction and focus for schools and district departments in achieving the district‘s vision of becoming the top producer of successful students in the nation. These outcomes strategically take our focus beyond FCAT and align with college and workforce readiness, closing the achievement gap, as well as with state and federal requirements. The essential outcomes were developed by melding four key documents: the district‘s Strategic Plan, School Improvement Plans, the secondary schools‘ League of Educational Excellence, and departmental Integrated Business Plans. These Essential Outcomes define how progress toward accomplishing the goal of ―intense focus on student achievement‖ will be measured. The outcomes include: OUTCOME 1: All elementary students will read independently on grade level by age nine. OUTCOME 2: All elementary students will become fluent in all four basic mathematical operations (whole numbers) by grade four; adding and subtracting fractions and decimals by the end of fifth grade. OUTCOME 3: All students will successfully complete Algebra I prior to tenth grade. OUTCOME 4: All students will be proficient in FCAT mathematics, reading, science, and writing and all students will demonstrate learning gains in reading and math. OUTCOME 5: All schools will increase enrollment and performance in gifted, honors, Advanced Placement, International Baccalaureate, World Language, Fine Arts, Advance 21

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II International Certificate of Education courses (AICE), Career and Professional Education (CAPE), etc. with a particular emphasis on under-represented populations. OUTCOME 6: All high schools will increase enrollment and performance in upper level mathematics courses beyond Algebra II and science courses beyond chemistry, as well as the participation in related technology, competitions, and career paths. OUTCOME 7: All middle schools will increase the enrollment and performance of students in high school courses offered at the middle school level. OUTCOME 8: All elementary schools will adopt and implement the ―Destination College‖ program and all middle and high schools will implement the AVID program/philosophy with fidelity to support academic rigor and promote college readiness. OUTCOME 9: All high schools will work cooperatively with the technical centers to increase enrollment in and completion of technical programs, such as Tech Prep, Dual-Enrollment, ExitOption, and transition as adults to technical programs. OUTCOME 10: All schools will eliminate the disproportionate classification and placement of minority students in special education. OUTCOME 11: All schools will decrease drop-out rates and increase graduation rate for all students. SEVEN CORRELATES OF EFFECTIVE SCHOOLS Effective schools‘ characteristics provide a framework for school leadership based on various guiding principles, or correlates, derived from national research and case studies of school success. They describe the culture and learning climate of schools where students are achieving. The characteristics have continually led schools, administrators, and teachers towards looking at ways to improve the culture of a school and the achievement of its students. They provide a comprehensive framework as a foundation and catalyst for long-term systemic changes needed to ensure that every student succeeds. The core belief is that all children, regardless of race, socioeconomic status, or gender, can and will achieve expected academic content and performance standards. The main characteristics of an effective school are: clear and focused mission, climate of high expectations, instructional leadership, safe and orderly environment, purposeful teaching (opportunity to learn and student time on task), home-school connection, and monitoring of student progress. The first correlates to be emphasized are: clear and focused mission (for classroom climate and culture), climate of high expectations for success, and purposeful teaching. PROFESSIONAL LEARNING COMMUNITIES (PLC) A Professional Learning Community (PLC) is an ongoing process used to establish a schoolwide culture that capitalizes on the collective strengths and talents of the staff to develop teacher leadership focused on building and sustaining school improvement efforts. These educators are motivated by a shared learning vision, working with each other to inquire on their practice, conducting action research, and learning together about new and better approaches to improve staff effectiveness as professionals for the benefit of students, ultimately enhancing student achievement. The work of the PLC focuses on four critical questions of learning: What is it we expect students to learn; How will we know when they have learned it; How will we respond when they don‘t learn; and, How will we respond when they already know it? 22

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II RESPONSE TO INTERVENTION (RtI) Response to Intervention (RtI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student‘s responsiveness, and identify students with learning disabilities or other disabilities. Based on the student's response to the intervention, the student continues to be monitored for positive progress or, if the data shows no or limited progress, a more intensive level of intervention is implemented. Through this process, resources necessary for the student's success can be coordinated and used more effectively with linkages made to community resources when needed. Enforced In Name LESSON STUDY Lesson study is a teaching improvement activity in which instructors jointly develop, teach, observe, analyze, and revise lessons for their courses. Lesson study teams build knowledge about how students learn in their discipline, produce a lesson that can be used by others, and create manuscripts for possible publication, presentation, and inclusion in teaching portfolios. In lesson study, teachers work together to formulate student goals for learning and long-term development. They then collaboratively plan a ―research lesson‖ designed to bring to life these goals. The lesson is conducted with one team member teaching and the others gathering evidence on student learning and development. Teachers then discuss the evidence gathered during the lesson, using it to improve the lesson, the unit, and instruction. The revised lesson may then be taught in another classroom, if needed to study and improve it again. TEACHING AND LEARNING FRAMEWORK OF STRATEGIES The Teaching and Learning Strategies provide a comprehensive approach to meeting the needs of all students and include: nine high-yield strategies, brain-based strategies, cultural proficiency strategies, student engagement strategies, strategies for under-resourced learners, technology literacy strategies, content specific strategies, 21st Century skills – rigor, relevance, and relationships, and classroom management strategies. 8-STEP PROCESS: FLORIDA’S CONTINUOUS IMPROVEMENT MODEL (FCIM) Florida’s Continuous Improvement Model (FCIM) is an ongoing continuous improvement teaching and learning cycle based on the idea that student and teacher success must be a continuous effort. FCIM is applicable and adaptable to any curriculum, subject-area, and grade level or student group; promotes a culture of excellence where teachers can teach and students will learn; removes subjectivity and specifically identifies individual student needs according to data; ensures that all state standards are taught before the test; and neutralizes excuses. The 8 Steps of analyzing data, developing timelines, enacting quality instruction and frequently assessing students for understanding are all key parts to the model. The FCIM is a four part instructional cycle of Plan-Do-Check-Act based on Deming‘s cycle outlines a critical path that 23

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II organizations (schools) should follow to achieve organizational improvement. Organizations that use this cycle will constantly define and refine themselves as they meet the needs of the customer. IMPLEMENTATION SUPPORT MATRICES The Implementation Support Matrix outlines important components that support the ―Teaching and Learning Framework‖ – Classroom Climate & Culture, Purposeful Teaching, and High Expectations. These key focus areas are aligned with the Correlates of Effective Schools and provides school leaders with important to ensure fidelity of implementation. The Matrix also delineates the additional support provided to Plan of Involvement Schools (POI). See Appendix A, One Vision, One Voice. PLAN OF INVOLVEMENT (POI) AND PARTNERSHIP SCHOOLS In Plan of Involvement (POI) and Partnership Schools, the Instruction and Curriculum Services (ICS)division ensures that additional support is provided for schools identified by the superintendent, as schools in need of additional support, based on school grades, FCAT scores, AYP percentages, Title I designation, and DA model category. Support to Plan of Involvement (POI) schools is more prescriptive than Partnership schools and district resources are realigned to meet unique school needs through the structured school improvement process. The focus in classrooms shifts from what is taught to what is learned and job-embedded professional growth is critical to the sustainability of improvement. The Instruction and Curriculum Services (ICS) team facilitates this process to increase staff and student performance through regular school site visits that combine data review and classroom walkthroughs to identify areas of need. This process establishes a systematic method to deliver and support the needs of each individual school by identifying gaps, developing a plan of action, and monitoring the progress of each gap through team collaboration, resulting in the establishment of school-wide academic plans. The major focus is on the role of instructional leaders in providing the guidance and support needed to help teachers examine their belief systems about themselves and their learners, acquire the necessary knowledge, and develop the required skills to meet all student needs. Action plans and dashboard reviews, data presentations, and essential questions are presented to frame the monthly progress monitoring meetings. The Instruction and Curriculum Services (ICS) team is responsive to dialogue that includes a variety of school and district personnel, all with the same goal—to increase, enhance, and improve staff and student performance. Decisions and behaviors are examined in light of what students need to know and do, what teachers need to know and do to increase student performance, and how we respond when students already know and can do or show us they do not yet know. This examination reflects the professional learning community process. Clear and Focused Mission Purposeful Teaching Climate of High Expectations

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II PROFESSIONAL LEARNING FOCUS FOR SCHOOL AND DISTRICT LEADERS Effective professional learning is a vital part of the success of a school; it is ongoing and jobembedded. The trainings below are designed to support school leadership as they master management responsibilities and emerge as instructional leaders in standards-based curriculum. Mandated training ensures that all administrators are provided with the necessary tools and clearly defined expectations to successfully observe teaching and learning through the lenses of standards, best-practices, and data and to provide teachers with the appropriate coaching and support. The outlined professional development is a comprehensive approach and provides the foundation for the Framework for Teaching and Learning: Non-Negotiables. Differentiated levels of training will ultimately lead to the ―train the trainer‖ model to build capacity and ensure sustainability at each school site. Level 1 professional development will support schools in the planning and learning necessary for building a common foundation. Level 2 professional development will support schools in implementing and sustaining practices through identified campus experts to build campus capacity. School principals are recommended to identify more than one expert to commit to training for building capacity at their campuses. Required training: ACCOUNTABILITY Professional Learning Communities (PLC) o Cultural Behavior - Participants will learn ways to create culturally embedded structures for the development of Professional Learning Communities based on guiding questions regarding instruction and student learning. o Audience – All principals and select leadership team members Florida Continuous Improvement Model (FCIM) o Process - Participants will understand and describe each component of the 8-Step Instructional Process. They will apply a highly structured, data-driven, cyclical improvement approach (Plan, Do, Check, Act) using student data to positively impact student achievement. o Audience - All principals and designated leadership team members School Improvement Planning (SIP) o Planning and Orientation - Participants will receive a general introduction to the school improvement planning process. This training covers the basic elements of the school improvement process and the components of the school improvement plan, as well as, requirements and procedures of the School Advisory Council.  Audience - Principals and key leadership team members o Statement of Work - Participants will receive information on the school improvement planning process, review requirements for the plan, both district and state templates, and demonstrations of the online versions of both templates.  Audience - Principals and key leadership team members 25

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Response to Intervention (RtI) o Intervention - Participants who attend three modules developed to provide in-depth instruction in the OCPS Response to Intervention (RtI) Model will learn how to form RtI teams and develop first steps in implementation; utilize data-based decision making, professional development, and align district goals to ensure the sustainability of student learning based on the RtI model; and incorporate data analysis, intervention design, and progress monitoring o Audience - All principals and designated leadership team members who will serve as the school‘s RtI team Lesson Study o Capacity Development - Participants will be introduced to the lesson study professional development model, observe the process in action and discuss plans for implementation. o Audience - All principals and key leadership team members CURRICULUM/ASSESSMENT NGSSS/Common Core Standards o Content - The Next Generation Sunshine State Standards (NGSSS) are the curricula taught in OCPS. After studying the content and grade level standards appropriate for the students being taught, teachers will gain a deeper understanding of what students should know and be able to do. Participants will see the continuum of learning. FCAT II and End of Course training will prepare school staff on what schools and students can expect for the new tests. o Audience - Principals, APs, Teachers, CRT‘s, LRS‘s, Reading Coaches, Instructional Coaches NGSSS Access Points, Instructional Materials and Florida Alternative Assessment o Instruction includes the following: Descriptions of Access Points; Information on who should be on Access Points based on the FLDOE Florida Alternate Assessment; Participation Checklist; Instruction in using specialized curricular materials to teach NGSSS Access Points o Audience - Mandated for all teachers of students with significant cognitive disabilities who are exempt from FCAT and taking FAA Comprehensive Academic Achievement Plan (CAAP) o CAAP is the OCPS framework for implementing the NGSSS. CAAP exists for all subject areas, including Character Education and comprehensive guidance, and includes best practices and instructional resources. Professional learning in CAAP will lead participants to understand how CAAP should be incorporated into classroom practice. o Audience - Principals, APs, Teachers, CRT‘s, LRS‘s, Reading Coaches, Instructional Coaches K-12 Reading and ESOL Plans o The K-12 Reading Plan provides the vision for reading leadership and instruction in OCPS. Participants will explore the guiding document to include the following: Specifics of reading plan and use of resources; Role of Reading Leadership Team; Role of Reading Coach; Components of successful ELL program, such Sheltered 26

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Instruction Observation Protocol (SIOP); Appropriate student placement in reading programs/classes; and Assessment o Audience - Principals and Assistant principals, Teachers responsible for reading instruction, Reading Coaches and reading contacts Advancement Via Individual Determination (AVID) o AVID - Participants receive an overview of the Advancement Via Individual Determination (AVID) program. Teachers receive content area training and program strategies such as the Cornell note taking system, Socratic method of inquiry, Writing, Inquiry, Collaboration & Reading (WICR), and Tutorials. o Audience - All middle and high school principals and teachers implementing AVID Destination College o Destination College - Teachers participate in the Destination College online training course and incorporate a college going and readiness environment in their classrooms from the lessons learned in the online training modules. o Audience - Elementary Principals, 4th and 5th grade teachers Classroom Culture and Environment o Research and Findings - To plan and learn about research-based practices, participants will be exposed to research and findings of specific strategies used to support student learning, including: Cultural Proficiency - Black & Hispanic Male Study; Underresourced learners (Ruby Payne)—Online overview; 21st Century Skills; AYP/subgroup performance o Audience - All principals and key leadership team members Data Analysis o Data - This training will offer an overview and explanation of data seen in the Accountability and Assessment dashboards of the Educational Data Warehouse. Explanations on how to use the EDW, interpret data presented and recommended usages of data will be provided. o Audience - Principals, APs, Teachers Instructional Materials o Instructional Materials - Participants will learn how to use instructional materials as a tool to achieve the outcomes listed in the NGSSS. Classes will be provided in OCPS adopted materials in order to ensure fidelity of implementation. o Audience - Principals, APs, Teachers, CRT‘s, LRS‘s, Reading Coaches, Instructional Coaches COMPLIANCE Master Schedule/ Course Code Directory, Student Progression Plan, SMS/ProgressBook o Policy overview of the statutory and certification requirements in the selecting of courses and updates to the FLDOE course code directory as it impacts Master scheduling and student scheduling. Policy overview of the statutory requirement of student progression by elementary, middle and high school requirements of the student progression plan. ProgressBook grading requirements and data entry at school site. Training on the course progression for compliance with NGSSS. Explanation of how the course progression meets NGSSS and student progression. SMS training by components or task and ProgressBook is conducted by ICTS Customer Care for 27

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II technical input via online resources and open labs. o Audience - Principals, APs, Secondary APIs, Guidance Counselors, TCs, Curriculum leaders, CCTs, ESE and ELL specialists FTE /State Reporting and Certify/SRS o FTE training reviews the overall funding requirement and how the data elements are generated from the components of SMS (master/student scheduling) and SAP to generate funds for the various State Reporting Surveys. State Reporting training reviews the overall compliance requirements and how the data elements are generated from the components of SMS and SAP and EDW. Certify training reviews the editing tool and which steps are necessary to correct the data in the source (SMS/SAP or EDW). SRS training reviews the editing tool and which steps are necessary to amend the State Reporting Survey for corrections and how to correct the data in the source (SMS/SAP or EDW). o Audience - Principals, select school staff ESE Compliance o ESE training includes: Guidelines for appropriate documentation and procedures of identifying and serving students with disabilities. Information on staffing, evaluations, IEP‘s, matrices and FTE compliance with the SMS database. o Audience - Administrators, Staffing Specialists, LEA Reps Instructional Materials Inventory o Instructional Materials Inventory training includes the procedures for bar-coding and inventory based on the textbook manager module of Follett Destiny. Additional information will be provided on resources and the policies for instructional materials. o Audience - Instructional Materials or Textbook Manager for each school site Accountability Corrections Process o Accountability Corrections Process training instructs school staff in the process to check and correct the data the state will use to calculate school grades and AYP. o Audience - Principals, APs and/or their designees Building Capacity o Building Capacity - To implement initiatives, those responsible for coaching and supporting teachers are required to attend designated professional learning: Instructional Coaches, Reading Coaches, CRT/LRS, API, ELL, etc. o Audience - Designated personnel or substitute representatives Graduation Plans o Graduation plans policy training on the types of graduation plans, how to select grad plans for students, how to record the student‘s graduation plan selection in SMS and how to monitor student progress towards successful graduation and guidance along with student progression. o Audience - High School Assistant Principals and Guidance Counselors Beginning Teacher Induction o Beginning Teacher Induction - To learn about foundational best practices to support student learning and the culture, mission, and vision of OCPS. o Audience - Beginning teachers and mentors

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II INSTRUCTIONAL LEADERSHIP Professional Leadership EXPO o A daylong professional learning event which provides information and resources to help schools create their annual professional development goals for the upcoming year. The purpose of the day is to share information to help schools build the necessary infrastructures for building capacity at their school site, to hear from schoolbased practitioners who can share their successes and barriers; and to review available resources. The overall picture emphasizes the OCPS ―One Vision – One Voice‖ including the ―Countdown to Excellence.‖ It is designed to address closing the achievement gap and use of 21st Century Skills to increase rigor and relevance in the classroom and to improve achievement for all students. o Audience - Principal and school Leadership Teams (Attendance required as a team.) Summer Leadership Institute o This four-day summer institute is a follow-up to the EXPO attended in April. The purpose of the Institute is to provide a more in-depth training from the EXPO topics and other district initiatives. Designed as K -12 Professional Learning, it supports the implementation of the OCPS ―Countdown to Excellence‖ and ―Closing the Achievement Gap.‖ Sessions include PLC, CIM, NGSSS, RtI, Lesson Study, Rigor & Relevance (21st Century Skills), Differentiated Instruction, ESE strategies and compliance, ELL strategies and compliance, Male and Hispanic Study Initiative, School Improvement, etc. o Audience - School Leadership Teams, District Instructional Leadership Superintendent‘s Leadership Summit o An annual, one-day summit meeting hosted by the Superintendent. Success stories from the current school year are shared and challenges for greater achievement are made for the upcoming year. OCPS goals are defined in detail to gain insight, information and strategies. o Audience - All District Administrators OCPS will support the state‘s student achievement goals using these strategies and measuring progress toward the targets identified in A1: LEA Student Goals and Measures.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II (c) The LEA’s current status with respect to the various reform elements, including strengths and challenges. OCPS Current Status with Reform Elements

STANDARDS AND ASSESSMENTS: Strengths: OCPS is adopting internationally-benchmarked student standards aligned to college and career readiness. The district is setting high standards for student achievement (Florida Comprehensive Assessment Test, grades 3-10) This year Orange County Public Schools opened the first full-time district supported virtual school in its history. Orange County Virtual School now provides part-time and full-time virtual school opportunities for grades 6-12. Additionally, we offer full-time virtual school for grades K-5. OCPS has a strong Career and Technical Education program with growing industry involvement in STEM-focused occupations. Challenges:

FCAT Reading (Level 3+) Overall 68.1% Achievement gaps o Black 32.6% o Hispanic 23.4% o ELL 18 % o ESE 34.3% o FRL 19.5%

FCAT Math (Level 3+) Overall 73.4% Achievement gaps o Black 34% o Hispanic 23.3% o ELL 21.2 % o ESE 39.1% o FRL 23.6%

FCAT Science (Level 3+) Overall 47.4% Achievement gaps o Black 38.2% o Hispanic 28.8% o ELL 24.2 % o ESE 28.6% o FRL 29.5%

DATA SYSTEMS: Strengths: The OCPS Enterprise Data Warehouse (EDW) has been in development since 2004. Demographic, enrollment, schedules, academic history, discipline, attendance, sub groups, test scores, and staff information have been loaded in the EDW for school years 2004-2005 to present. Select groups of district personnel can access, view and use EDW data.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Challenges: EDW is not fully implemented at the district, learning community, schools, teacher, and student levels. The district does not have an Instructional Management System (IMS) to analyze EDW data and apply that analysis to individual student needs. District data systems need to be linked to professional development, performance based compensation systems, and classroom instruction.

GREAT TEACHERS AND LEADERS: Strengths: OCPS emphasizes reading (state-funded LEA comprehensive reading plans and thousands of teachers, principals, and reading coaches trained in research-based reading instruction). OCPS has had a highly successful, district-developed Alternative Certification Program (ACP) for eight years. OCPS has a Transition to Teaching grant that support ESE, math and science teachers to enter teaching and complete the ACP. OCPS was awarded a five-year federal grant to create a principal mentoring program, Building Rigor Into Great Educational Leaders (BRIDGE) that provides graduate level educational leadership courses at Stetson University. Challenges: The Florida Principal Leadership Standards are implied in the district‘s evaluation system, but not explicitly addressed. Principals‘ performance is only indirectly tied to teacher effectiveness and to the removal of ineffective teachers. The Instructional Personnel Assessment System and the Principal Evaluation systems are not yet structured to meet the requirements identified in §1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). District needs to build the necessary infrastructure to ensure compliance with Florida‘s Professional Development System Evaluation Protocol 2010.

TURNING AROUND LOWEST-ACHIEVING SCHOOLS: Strengths: The newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. The ability to monitor implementation and provide sustained support is evidenced through the district‘s Plan of Involvement process which is an intense, sustained support system of targeted school actions of data analysis, monitoring, progress accountability, professional 31

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II development, coaching, and implementation of interventions. Positive Behavior Support programs are either already established or in development at all targeted schools. All-day Pre-Kindergarten programs are provided at the feeder elementary schools (Catalina, Washington Shores, Pinewood, Ridgewood Park, Rolling Hills, Hiawassee ,Lancaster, Winegard, and Sadler). Challenges: Memorial Middle School o Only 34% of students scored at grade level proficiency in reading. o Only 27% of students scored at grade level proficiency in math. o Only 10% of students scored at grade level proficiency in science. o A strong emphasis on data analysis, benchmark mastery, and monitoring of interventions is needed on a weekly basis for reading, math, science, and writing. Evans High School o Only 22 % of 10th grade reading scores were at or above grade level proficiency. o The middle 50% of students did not show growth in reading and in many cases dropped one or two levels. o Science scores were at a low 18% proficiency. o AVID emphasis is necessary for all content teachers to incorporate into their instruction for student achievement and ability to participate in advanced courses. Oak Ridge High School o only 23% of students scored at grade level proficiency in reading o Only 55% of students scored at grade level proficiency in math. o Only 25% of students scored at grade level proficiency in science. An emphasis on appropriate identified interventions as prescribed by the reading, math, and science data and defined in the School Improvement Plan are necessary for all content teachers to incorporate into their instruction for student achievement and ability to participate in advanced courses.

CHARTER SCHOOLS: Strengths: OCPS currently serves 28 charter schools, enabling a wide range of school choice for Orange County families. Several OCPS charter schools offer specialized curricula to meet the needs of students with disabilities, as well as accelerated academics and career preparation programs. Challenges: Two of the OCPS charter schools are currently classified as Differentiated Accountability (DA) schools. o Nap Ford Community School is a PK-5 school classified as Prevent I, having missed AYP for two consecutive years but has met at least 80% of AYP criteria). Nap Ford is a Title I school, with poverty rate of 94%. 32

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II o Rio Grande Charter School of Excellence is a K-5 school that is classified as Correct I, having missed AYP for four or more years but met at least 80% of AYP criteria. Rio Grande received a grade of D from the Florida Department of Education in 2010. It is a Title I school, with a poverty rate of 93%.

2. Provide a detailed LEA-wide management plan for implementing Race to the Top. The plan should include but is not limited to: 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: RACE TO THE TOP MANAGEMENT TEAM PROJECT DIRECTOR: Barbara Jenkins, Deputy Superintendent The Project Director responsible for oversight of the implementation of the Race to the Top initiative is Deputy Superintendent Barbara Jenkins, Ed.D., who reports directly to Superintendent Ronald Blocker and leads the Division of Teaching and Learning. OCPS administrators responsible to implement the commitments within the Race to the Top Memorandum of Understanding and OCPS Final Scope of Work include: STANDARDS AND ASSESSMENTS: Team Leader: Marilyn Doyle-Patterson, Associate Superintendent, Curriculum and Instruction Contact Persons: Expand Lesson Study – (B)(3)1: Contact: Amanda Ellis, Director, Instructional Development Expand STEM Career and Technical Program Offerings – (B)(3)4: Contact: Janet Addair, Associate Superintendent, Career and Technical Education Increase Advanced STEM Coursework – (B)(3)5: Contact: Dianne Lovett, Senior Director, Academic Services Bolster Technology for Improved Instruction and Assessment – (B)(3)6: Contact: Hermes Mendez, Director, ICTS

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II DATA SYSTEMS: Team Leader: Michael Eugene, Chief of Operations Contact Persons: Improve Access to State Data – (C)(2): Contact: Lee Baldwin, Senior Director, Accountability, Research, and Assessment Use Data to Improve Instruction – (C)(3)(i) and (iii): Contact: Lee Baldwin, Senior Director, Accountability, Research, and Assessment GREAT TEACHERS AND LEADERS: Team Leader: Kathleen Palmer, Chief of Staff Contact Persons: Provide Support for Educator Preparation Programs – (D)(1)(ii): Contact: Carol A. Kindt, Senior Executive Director, Human Resources Improve Teacher and Principal Evaluation Systems – (D)(2)(ii)-(iii): Contact: Carol A. Kindt, Senior Executive Director, Human Resources Use Data Effectively for Human Capital Decisions – (D)(2)(iv)(b)(c)(d), (D)(3), and (E)(2)4.-5: Contact: Carol A. Kindt, Senior Executive Director, Human Resources Focus Effective Professional Development – (D)(5), (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a) and (D)(3)(ii)2: Contact: Carol A. Kindt, Senior Executive Director, Human Resources TURNING AROUND LOW-ACHIEVING SCHOOLS: Team Leaders: Area Superintendents Over Persistently Low Performing Schools (Lowest 5%) Contact Persons: Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2: Contact: Principals for Evans High School, Oak Ridge High School and Memorial Middle School Implement Proven Programs for School Improvement – (E)(2)3: Contact: Principals for Evans High School, Oak Ridge High School and Memorial Middle School CHARTER SCHOOLS: Christopher Bernier, Principal, School Choice Contact Persons: Include Charter Schools in LEA Planning– (F)(2): Contact: Christopher Bernier, Principal, School Choice

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II COMPREHENSIVE DISTRICT LEVEL SUPPORT FOR IMPLEMENTATION Under Dr. Jenkins‘ direction, many practices will be standardized across the district so that, no matter where you go, the message and method will be the same. The five area superintendents who oversee the schools report to her. Schools will have less discretion with some business decisions, shifting those tasks to the central office. Dr. Jenkins is aligning Race to the Top and other funding streams and priorities with those of the district‘s strategic plan, One Vision, One Voice. One Vision, One Voice will drive school leaders to focus more intently on teaching and learning. All administrative efforts, both business and instructional, will focus on increasing student performance in order to achieve our vision to be the top producer of successful students in the nation. These changes came about as a result of Superintendent Blocker gathering information through sessions with various employee groups. He met with teachers from various disciplines, noninstructional administrators, classified employees from transportation, facilities and other areas, and every principal. The new name of the division describes the core mission and breadth of services provided to all students by the units housed within the division. They are: Curriculum and Student Services Specialized Student Support Exceptional Student Education Career and Technical Education School Choice State Reporting A description of each department within the division follows. CURRICULUM AND STUDENT SERVICES Associate Superintendent Marilyn Doyle, Ed.D. Accountability, Research and Development handles all the state testing, data analysis, research projects by colleges and universities, the school improvement process, and all state assessment compliance mandates. Academic Services oversees advanced studies, including AP, College Board and AVID programs. In addition, this area is responsible for the entire pupil progression plan, grants, guidance, SAFE, instructional technology and media services, and the district athletic director. Curriculum Services houses all instructional content for both the elementary and secondary levels. This includes early childhood (VPK), reading, language arts, math, science, social studies, foreign language, and fine arts.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Multilingual Services serves our English Language Learners. This area has been moved within the department of Curriculum and Student Services because: • English is a content area and ELL students are learning English. • ELL students are taught the same curriculum as non-ELL students without modifications to curriculum. • ELL students do not require specialized services as do exceptional education students. • Having multilingual and exceptional education combined gives the perception that somehow ELL students require different curriculum when what they need is the same curriculum with strategies that allow them to learn English. • Strategies for teaching ELL students are embedded throughout the curriculum. Multilingual staff has collaborated with curriculum services staff throughout the year in order to best address the needs of the teachers of ELL students. • ELL students are acquiring a second language and the strategies to attain the second language are cross-curricular and would help them acquire not only the English language, but also the content area material necessary to achieve academic proficiency. Alternative Education offers an array of programs for students seeking different options for completing their education. It touches all grade levels but is primarily concentrated at the secondary level. These programs assist many learners who find the traditional school environment challenging. SPECIALIZED STUDENT SERVICES Associate Superintendent Dr. Bridget Williams Specialized Student Services is a reconfiguration of services intended to intensify services for challenged students and is responsible for differentiated accountability, AYP and corrective programs. The department is organized as follows: AYP/Corrective Programs Response to Intervention (RtI) Instructional Professional Development Title I Operations, Migrant and Homeless Education Title I School Improvement and Turnaround Grants Juvenile Justice Programs Extended Day Services The success of the district is tied to the success of this department. Closing the achievement gap, meeting AYP in all schools, and strategically eliminating deficits will catapult us from merely being a successful district to being a leader of high performing districts. The Response to Intervention team was moved to Specialized Student Services. Response to Intervention (RtI) is a problem-solving process for determining effective interventions for students. It is mandated by the state for all schools in the Differentiated Accountability system 36

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II and is a required intervention before students can be staffed into certain exceptional education programs. The most appropriate placement for RtI is with the DA team in Specialized Student Services since it is an OCPS non-negotiable for all schools. Dr. Williams is a leader who has had demonstrated success with the target population, especially at the high school level. Resources have been clustered, both human and financial, that generally support the target population under one roof. The focus (vision) and message (voice) is clearly represented in this department. EXCEPTIONAL STUDENT EDUCATION Associate Superintendent Dr. Anna Diaz Exceptional Student Education is responsible for providing and monitoring all specialized services for students identified as disabled. The Exceptional Student Education Department is organized as follows: Policy and Procedures Program Support Psychological and Social Services Moderate to Severe Disabilities Instructional Support Special Schools  Cherokee  Gateway/Silver Star  Magnolia  Hospital/Homebound CAREER AND TECHNICAL EDUCATION Associate Superintendent Janet Addair Career and Technical Education is funded separately by the state and oversees technical and career specific training, adult basic education, adult ESOL training, and high school dual enrollment opportunities. SCHOOL CHOICE Principal, Christopher Bernier School Choice oversees virtual education, magnet programs, home education and charter schools. OCPS will open and operate a Florida Virtual School franchise. The principal assigned to the virtual school will also oversee the entire School Choice department including magnet programs, home education, and charter schools. With the addition of eight new charter schools (and likely more in the years ahead), OCPS will be responsible for monitoring a total of at least 28 charter programs this next school year.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II STATE REPORTING Director, Karen Wilson State Reporting works with schools to assist with all state reporting including FTE surveys. Accurate FTE counts are essential to us having the resources to achieve success in the face of the anticipated funding cliff. In addition, the director will be kept informed about the Race to the Top reporting requirements and other initiatives. Teachers and school administrators must communicate in more meaningful ways with the singular purpose of improving student achievement. Such communication must be frequent focused, and structured. The methodology used will be professional learning communities (PLC). Training has already taken place throughout most of the district and full implementation is at hand. The other moves will occur in the business support areas and will be a work in progress. Transportation and ICTS functions are both being reviewed as they undergo leadership change. Again, we are aligning efforts to better support schools during lean times. More district functions will be standardized to make it easier to guarantee quality standards and predictable deliverables. The same will be true for areas such as technology, media services, and other support functions that demonstrate the need for more standardization. Policy and procedure changes will result in changes in some organizational practices. Work locations throughout the district will be expected to communicate and collaborate in a way that facilitates One Vision, One Voice and initiatives, such as Race to the Top, which support the district‘s strategic plan. Interdepartmental collaboration is often easier said than done. The plan is to increase our use of technology in the area of communication and to provide guidance to managers on effective interdepartmental planning. This clear pathway will offer comprehensive support to our teachers and leaders leading to student success. Maintaining the Involvement of All Key Stakeholders COMMUNITY PARTNERS Beginning in June 2009, OCPS convened a working group of stakeholders to study the goals and objectives of the federal Race to the Top program. This group included the Heart of Florida United Way; the Winter Park Health Foundation; the Foundation for Orange County Public Schools; the Lake Nona Education Initiative; the University of Central Florida College of Health and Public Affairs, College of Education, and Institute for Simulation and Training; Junior Achievement; the PRISM Project; Florida Virtual Schools; and Synaptic Mash.. Understanding that Race to the Top would have regional implications beyond our boundaries, we requested and benefitted from the enthusiastic participation of our neighboring school districts of Volusia, Lake, Osceola, and Seminole counties. Over the next twelve months, this group spent hundreds of hours brainstorming projects that would meet the Race to the Top‘s call for innovation and systemic reform. We remain committed to working together throughout the coming years of the grant and pooling our collective knowledge for the improvement of teaching and learning in our schools. (See Appendix G, Key Stakeholder Involvement) 38

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II PLANNING THE FINAL SCOPE OF WORK Along with the community conversations on Race to the Top possibilities, OCPS implemented a team approach to planning for the Final Scope of Work. Top level administrators served as Team Leaders over each assurance area and appointed high level administrators to chair committees related to Race to the Top criteria in Florida‘s memorandum of understanding (MOU). These teams have continued to meet since Phase I planning. Committee chairs were asked to invite teachers to their meetings. Documentation of teacher participation is in Appendix G, Key Stakeholders Involvement in Planning. Under Phase II, to improve representation of teachers on committees, the CTA president provided a list of names of teachers who indicated an interest in participating. Each were invited to meetings to provide their input in concept development. OCPS teacher leaders do not like to be out of their classrooms and so meetings were primarily scheduled in mid-afternoon to accommodate their schedules. Year I is a planning year and is in progress (2010-2011). Teachers will continue to be invited to meetings and encouraged to help review, refine and endorse the Race to the Top initiatives. Collaborative bargaining will be integral to the success of the PBCS, teacher and principal evaluations and the outcomes for students. CLASSROOM TEACHER’S ASSOCIATION (CTA) The president of the Classroom Teachers‘ Association (CTA) signed a letter of support for the Teacher Incentive Fund II: One Vision, One Voice proposal which is aligned with the Race to the Top plans to implement a PBCS linked to student achievement and includes a common planning year. The CTA plans to participate in the planning process and collaborative bargaining will be ongoing. In addition, the NEA Keys to Educational Excellence will support collaboration among all key stakeholders, including teachers. ORANGE EDUCATION SCHOOL PROFESSIONALS ASSOCIATION (OESPA) The president of the Orange Education School Professionals Association (OESPA) also signed a letter of support for the Teacher Incentive Fund II: One Vision, One Voice proposal which is aligned with the Race to the Top plans and includes a common planning year. Paraprofessionals in the 15 TIF II elementary schools will benefit from the proposed compensation model to be negotiated. Strategies for Monitoring Implementation The Race to the Top Project Coordinator, funded through the grant and reporting to the Project Director, will be responsible to work with the 13 Project Contacts to collect formative and summative data and will report this data to a Race to the Top advisory council, the School Board of Orange County, and the superintendent. The council will include representatives of key stakeholders in education reform, including parents, classroom teachers, school principals, district administrators, community partners, and representatives from the Classroom Teachers 39

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Association (CTA) and the Orange Education Support Professionals Association (OESPA). Also the Race to the Top grant will fund two teachers who, in addition to supporting professional development in data-driven instruction, will serve as informational liaisons to CTA and OESPA concerning progress of the Race to the Top implementation. Given the unprecedented opportunity of Race to the Top to improve the quality of instructional leadership, teaching and student achievement in our schools, and its potential to make a significant and positive impact on our community, we intend to partner with the CTA and OESPA in implementing the National Education Association‘s Keys to Excellence in Your Schools (KEYS) initiative. The KEYS initiative is a research-based, school improvement process that complements the district‘s One Vision, One Voice – Framework for Teaching and Learning by measuring progress through feedback from all stakeholders, including teachers, parents, administrators, and community members. We believe that the KEYS framework will help to strengthen and sustain our unified efforts to continuously improve the quality of our children‘s education beyond the period of the Race to the Top grant.

Work Plans (13) Expand Lesson Study – (B)(3)1

RACE TO THE TOP TIMELINE STANDARDS AND ASSESSMENTS (B)(3) Major Activities Year 1: Quarter 1: Development of Final Scope of Work Quarter 2: District staff working with teachers and teacher union representatives to research and analyze school schedules that support teacher collaboration. District and school level leads will submit a school schedule for each persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached school schedules and lesson study overview timeline in Appendix B.) Quarter 3: District staff working with teachers and teacher union representatives to research and analyze school schedules that support teacher collaboration. Analyze school level student performance data to identify prioritized grade level and content area benchmarks with the lowest performance. District and school level staff will develop a lesson study calendar reflecting the phases based on this data and aligned to the school calendar. See attached estimated timeline and outline for rollout. District and school level leads will submit a school schedule for each persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly 40

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached schedules and lesson study overview timeline in Appendix B.) Quarter 4: District and school level leads will develop a calendar based on this data and aligned to the school calendar. Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. All persistently lowest achieving schools will have a minimum of one trained, designated lesson study facilitator on campus. Ensure collaborative planning for all teachers at the persistently lowest achieving schools to implement the planning phase of lesson study every month evidenced by a lesson plan. Annually submit 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. Year 2: District staff working with teachers and teacher union representatives to research and analyze school schedules that support teacher collaboration. District and school level leads will develop a calendar based on this data and aligned to the school calendar. Ensure collaborative planning for all teachers at the persistently lowest achieving schools to implement the planning phase of lesson study every month evidenced by a lesson plan. Analyze school level student performance data to identify prioritized grade level and content area benchmarks with the lowest performance. District and school level staff will develop a lesson study calendar reflecting the phases based on this data and aligned to the school calendar. Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district & Region III. The persistently lowest-achieving schools will designate and train 41

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II staff lesson study facilitators and expand implementation with the support of the district and Region III. All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. School instruction and curriculum leads maintain lesson materials that support improved instruction and student performance through lesson study. See attached estimated timeline and outline for rollout. District and school level leads will submit a school schedule for each persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached schedules and lesson study overview timeline in Appendix B.) Annually submit 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. Year 3: District staff working with teachers and teacher union representatives to research and analyze school schedules that support teacher collaboration. District and school level leads will develop a calendar based on this data and aligned to the school calendar. Analyze school level student performance data to identify prioritized grade level and content area benchmarks with the lowest performance. District and school level staff will develop a lesson study calendar reflecting the phases based on this data and aligned to the school calendar. See attached estimated timeline and outline for rollout. Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district & Region III. The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. All persistently lowest achieving schools will have a minimum of one trained, designated lesson study facilitator on campus. All persistently lowest-achieving schools will complete at least one cycle of lesson study with at least one research team. School instruction and curriculum leads maintain lesson materials that support improved instruction and student performance through lesson study. District and school level leads will submit a school schedule for each 42

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached schedules and lesson study overview timeline in Appendix B.) Annually submit 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. Year 4: District staff working with teachers and teacher union representatives to research and analyze school schedules that support teacher collaboration. District and school level leads will develop a calendar based on this data and aligned to the school calendar. Analyze school level student performance data to identify prioritized grade level and content area benchmarks with the lowest performance. District and school level staff will develop a lesson study calendar reflecting the phases based on this data and aligned to the school calendar. Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. All persistently lowest-achieving schools will complete at least one cycle of lesson study with at least one research team. All staff members in persistently lowest-achieving schools will engage in at least one phase of lesson study per month. School instruction and curriculum leads maintain lesson materials that support improved instruction and student performance through lesson study. See attached estimated timeline and outline for rollout. District and school level leads will submit a school schedule for each persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached schedules and lesson study overview timeline in Appendix B.) 43

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Annually submit 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. Expand STEM Career and Technical Program Offerings – (B)(3)4

Year 1: Quarter 1: Development of Final Scope of Work Quarter 2: Establish, Evaluate, Revise Academy  Establish targeted career – Academy of Industrial Biotechnology Research the career (Refer to the following website: http://www.workforceflorida.com/partners/tol/index.htm  Review equipment and supplies list – update prices  Select team members. (An administrator, CTE and academic teachers). Assign a guidance counselor to the team.  Determine program of study. (http://www.fldoe.org/workforce/dwdframe/1011/mfg/rtf/8736000.rtf) Recruitment  Develop recruitment plan (e.g. open house, parent meeting and/or curriculum fair).  Plan for collateral material (brochures, handouts, flyers, add to curriculum guide).  Establish meeting schedule with Timber Creek High School admin and guidance. Instructional Personnel  Designate an Academy Coordinator. This individual will be responsible for coordinating all activities as it relates to the academy. Advisory Board – Industry Certification  Research industries located in the community. Include Career and Technical Education Department for assistance. Quarter 3: Continue - Establish, Evaluate, Revise Academy  Order equipment and supplies  Develop curriculum, lesson plans, etc.  Begin articulation planning process. Continue – Recruitment  Include program in course guide.  Produce collateral material.  Present to Timber Creek students, parents, administration & guidance counselors 44

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Continue – Instructional Personnel  Allow release time for staff development -Teachers will need to establish cross curriculum project-based lessons. Continue - Advisory Board – Industry Certification  Contact local industry to establish an advisory board (refer to ―Partnership Guide for Career Academies‖ http://casn.berkeley.edu/resources.php?r=149&c=4#academy and to the National Academy Foundation Advisory Board Manual http://nafcollaborationnetwork.org/downloads/AdvisoryBoardManual. pdf) Quarter 4: Continue - Establish, Evaluate, Revise Academy  Install equipment  Review and finalize curriculum, lesson plans, etc.  Establish articulation agreements with Winter Park Tech – Avalon Campus. Continue – Recruitment  Have academy students identified by scheduling date. Enroll students into program  Present to Timber Creek students & parents. Continue – Instructional Personnel  Teachers to job shadow within the industry. They will use this experience to make industry contacts as well as bring industry knowledge back to the academy.  Teachers participate in summer staff development activities Continue - Advisory Board – Industry Certification  Hold initial advisory board meeting. Elect chairperson, establish Mission Statement, review curriculum framework and proposed curriculum. Establish timeline of meeting dates with a minimum frequency of once each semester. Year 2: Continue - Establish, Evaluate, Revise Academy  Open academy  Review equipment needs to keep up with industry trends  Conduct monthly meeting on student progress, teachers will also meet on regular basis to determine cross curricular projects  Begin development of articulation agreement with Valencia Community College.  Review program alignment with CAPE Academy standards. Revise as needed. 45

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II  Review program data do determine program sustainability Continue – Recruitment  Have academy student/parent orientation meeting  Update collateral materials (application, brochures etc)  Present to Timber Creek students & parents. Continue – Instructional Personnel  Additional school site visits, conferences, and staff development activities  Teachers participate in summer staff development activities Continue - Advisory Board – Industry Certification  Advisory board will meet at least once each semester to ensure industry participation  Work with BioFlorida and the Florida Banner Center for Biotechnology to establish new industry certification. Year 3: Continue - Establish, Evaluate, Revise Academy  Conduct monthly meeting on student progress, teachers will also meet on regular basis to determine cross curricular projects  Review equipment needs to keep up with industry trends  Conduct monthly meeting on student progress, teachers will also meet on regular basis to determine cross curricular projects  Review articulation agreements with Winter Park Tech & Valencia Community College  Register as CAPE Academy in August.  Review program data do determine program sustainability Continue – Recruitment  Have academy student/parent orientation meeting  Update collateral materials (application, brochures etc)  Present to Timber Creek students & parents. Continue – Instructional Personnel  Additional school site visits, conferences, and staff development activities  Teachers participate in summer staff development activities Continue - Advisory Board – Industry Certification  Establish timeline of meeting dates with a minimum frequency of once each semester.  Work with BioFlorida and the Florida Banner Center for Biotechnology to finalize new industry certification. Graduating students earn new Biotechnician industry certification. 46

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Year 4: Continue - Establish, Evaluate, Revise Academy  Conduct monthly meeting on student progress, teachers will also meet on regular basis to determine cross curricular projects  Review equipment needs to keep up with industry trends  Conduct monthly meeting on student progress, teachers will also meet on regular basis to determine cross curricular projects  Review articulation agreements with Winter Park Tech & Valencia Community College  Review alignment with CAPE Academy standards. Revise as needed.  Review program data do determine program sustainability Continue – Recruitment  Have academy student/parent orientation meeting  Update collateral materials (application, brochures etc)  Present to Timber Creek students & parents. Continue – Instructional Personnel  Additional school site visits, conferences, and staff development activities  Teachers participate in summer staff development activities Continue - Advisory Board – Industry Certification  Contact advisory board members and establish timeline of meeting dates. Set goals for the advisory board  Graduating students earn new Biotechnician industry certification. Increase Advanced STEM Coursework – (B)(3)5

Year 1: Quarter 1: Development of Final Scope of Work Quarter 2: Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Quarter 3: Implementation of planning activities Quarter 4: Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS; Multimedia-Evans HS Year 2: Provide advanced STEM training for school staff (Pathways to 47

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Engineering-Oak Ridge HS; Multimedia-Evans HS Increase in the number of higher level STEM courses in persistently lowest-achieving schools. Increase in the number of students involved in science/mathematics competitions. Increase in number of students enrolled in accelerated STEM courses. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Year 3: Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS; Multimedia-Evans HS Increase in the number of higher level STEM courses in persistently lowest-achieving schools. Increase in the number of students involved in science/mathematics competitions. Increase in number of students enrolled in accelerated STEM courses. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Year 4: Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS; Multimedia-Evans HS Increase in the number of higher level STEM courses in persistently lowest-achieving schools. Increase in the number of students involved in science/mathematics competitions. Increase in number of students enrolled in accelerated STEM courses. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Bolster Technology for Improved Instruction and Assessment – (B)(3)6

Year 1: Quarter 1: Development of Final Scope of Work Quarter 2: Attain more information about technology needs for certification tool and survey data. Activate certification tool Determine that current bandwidth of 10 Meg per elementary school, 100 Meg per middle school and 1 Gig per high school is sufficient for online assessments Determine that the current network infrastructure of PoE switches with 10/100/1000 ports and 10Gig backbone is sufficient for online assessments 48

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Define Stakeholders to serve on committee to write requirements. Develop ITN for the Instructional Management Systems based on agreed upon requirements. Quarter 3: Rectify any deficiencies in bandwidth needed for online assessments Monitor bandwidth to ensure continued success for online assessments Rectify any deficiencies for network infrastructure for online assessments. Monitor to ensure that network infrastructure is sufficient for online assessments Identify Project Management Team (i.e. OCM, QA) Evaluate certification tool Quarter 4: Monitor bandwidth to ensure continued success for online assessments Monitor to ensure that network infrastructure is sufficient for online assessments Facilitate Vendor Selection Facilitate integration of data systems (i.e. SAP, SMS, EDW, IMS, PD System, and Progressbook) Upgrade electronics at 62 school sites in year one and 30 school sites in year two to ensure that each school posses the technology for improved instruction and assessment. The network switches that district staff will purchase for the schools under the E-rate program will be: Elem Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF. Middle Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF.High Schools - Cisco model # 2960 and #3560 for the IDF and model #6500 for the MDF. Year 2: Monitor bandwidth to ensure continued success for online assessments. Monitor to ensure that network infrastructure is sufficient for online assessments. Upgrade electronics at 62 school sites in year one and 30 school sites in year two to ensure that each school posses the technology for improved instruction and assessment The network switches that district staff will purchase for the schools under the E-rate program will be: Elem Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF.Middle Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF.High Schools - Cisco model # 2960 and #3560 for the IDF and model #6500 for the MDF. 49

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Facilitate Vendor Selection. Offer Professional Development in three phases (i.e. Introduction, Ongoing, and Sustaining) with input from stakeholders. Implementation of Identity Management System. Launch soft opening to get feedback from users. Year 3: Monitor bandwidth to ensure continued success for online assessments. Monitor to ensure that network infrastructure is sufficient for online assessments. Continue upgrading electronics at 62 school sites in year one and 30 school sites in year two to ensure that each school posses the technology for improved instruction and assessment. Facilitate Vendor Selection. Offer Professional Development in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders. Continue upgrading electronics at the 87 school sites to ensure that each school has technology for continuous instruction and assessment. Year 4: Monitor bandwidth to ensure continued success for online assessments Monitor to ensure that network infrastructure is sufficient for online assessments Continue upgrading electronics at 62 school sites in year one and 30 school sites in year two to ensure that each school posses the technology for improved instruction and assessment. Facilitate Vendor Selection Offer Professional Development in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders Continue upgrading electronics at the 87 school sites to ensure that each school has technology for continuous instruction and assessment. Launch district-wide rollout of Instructional Management System DATA SYSTEMS TO SUPPORT INSTRUCTION C(2) & (3) Initiative Activities Improve Access to YEAR 1: State Data – (C)(2) Quarter 1: Development of Final Scope of Work Quarter 2: Provide reports of OCPS staff accessing state resources via single sign-on per State report template. 50

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Provide feedback to the State regarding Single Sign-on implementation. Complete ITN Process (Intent to Negotiate) for integration of the OCPS Identity Management System – a district-wide Single Sign-on system – with the FL DOE single sign-on system. Quarter 3: Provide feedback to the State regarding Single Sign-on implementation Quarter 4: Provide feedback to the State regarding Single Sign-on implementation OCPS will allocate staff members to manage process for Single Signon access on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. YEAR 2: Provide reports of OCPS staff accessing state resources via single sign-on per State report template Prepare technical environment for integration with Single Sign-on solution Complete and submit Single Sign-on Integration Readiness Certification to FL DOE Obtain state-level data download when available Provide feedback to the State regarding Single Sign-on implementation Complete an evaluation of district‘s ability to provide Single Sign-on access to state resources Implement Single Sign-on access to state resources for OCPS staff use. OCPS will allocate staff members to manage process for Single Signon access on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II YEAR 3: Ongoing management and evaluation Provide reports of OCPS staff accessing state resources via Single Sign-on per State report template. Integrate with FL DOE to provide Single Sign-on access to applications and data. Obtain state-level data download when available. Incorporate download data into OCPS instructional improvement systems. Provide a report of state-level data downloads incorporated into OCPS instructional improvement systems. OCPS will allocate staff members to manage process for Single Signon access on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. YEAR 4: Ongoing management and evaluation Provide reports of OCPS staff accessing state resources via Single Sign-on per State report template. Obtain state-level data download when available. Incorporate download data into OCPS instructional improvement systems. Provide a report of state-level data downloads incorporated into OCPS instructional improvement systems. OCPS will allocate staff members to manage process for Single Signon access on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. Use Data to Improve Instruction – (C)(3)(i) and (iii)

YEAR 1: Quarter 1: Development of Final Scope of Work Quarter 2: Develop ITN for the Instructional Management Systems based on agreed upon requirements. Provide data from OCPS instructional improvement systems for FL DOE use as requested. 52

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Quarter 3: Define Stakeholders to serve on committee to write requirements. Identify Project Management Team (i.e. OCM, QA) Provide reports for FL DOE use as requested. Provide data from OCPS instructional improvement systems for FL DOE use as requested. Quarter 4: Facilitate Integration of data systems (i.e. SAP, SMS, EDW, IMS, PD System, and Progressbook). Facilitate Vendor Selection. Identify OCPS personnel responsible for working with FL DOE sponsored technology assessments and surveys; and provide employee contact information to FL DOE. Provide data from OCPS instructional improvement systems for FL DOE use as requested. OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. YEAR 2: Facilitate Vendor Selection Offer Professional Development in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. Provide an Annual Report of evaluation results relating to single signon. Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Negotiate with publishers to provide metadata for inclusion in 53

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II repository Implement identity management for staff and students Provide reports for FL DOE use as requested. Provide data from OCPS instructional improvement systems for FL DOE use as requested. OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. YEAR 3: Facilitate Vendor Selection. Offer Professional Development in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development. Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. Provide an Annual Report of evaluation results relating to single signon. Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Launch soft opening to get feedback from users. Develop a process to jury content created and uploaded locally developed materials. Provide reports for FL DOE annually. Provide data from OCPS instructional improvement systems for FL DOE use as requested. OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. 54

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II OCPS will report its survey findings to the School Board of Orange County. YEAR 4: Facilitate Vendor Selection Offer Professional Development in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development. Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. Provide an Annual Report of evaluation results relating to single signon. Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Launch district-wide rollout of Instructional Management System Provide reports for FL DOE annually. Provide data from OCPS instructional improvement systems for FL DOE use as requested. OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. OCPS is supporting EDW with local funds and will use Race to the Top funding to support IMS. When Race to the Top funding ends in 2013/14 the district will continue to support EDW and IMS through district funding.

Initiative Provide Support for Educator Preparation Programs –

GREAT TEACHERS AND LEADERS (D)(2)-(5) Activities Year 1: Quarter 1: Development of Final Scope of Work

55

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II (D)(1)(ii)

Quarter 2: Review current criteria for teachers to have an intern in their classroom. Review current criteria to be a mentor of an aspiring principal. OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Each pre-service teacher will be supervised by a highly effective teacher defined as a PSC/CC teacher who has taken Clinical Educator In-service and/or a National Board Certified Teacher who has received an overall Effective on their Final assessment with no NI‘s or U‘s. Each aspiring leader will be paired with a highly effective principal mentor defined as a principal who is recommended by their area superintendent, has had a minimum of three years of effective assessments as a school principal and/or is requested by the aspiring leader. Submit plan for determining qualifications for selecting effective and highly effective teachers and administrators to FL DOE annually. Quarter 3: OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Quarter 4: OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Annually review student performance data and other continued approval standards in Rule 6A-5.066, FAC, to improve the alternative certification program. Internal processes to select the teacher and principal mentors will be reviewed for completeness, accuracy and timeliness. A complete, accurate and timely report of the selected teacher and principal mentors will be maintained and submitted. The required DPEP data will be collected and analyzed to meet the Continued Approval Standard 3 requirements. The annual DPEP report for ACP and an annual School Leadership Program report will be submitted. Year 2: Review current criteria for teachers to have an intern in their classroom. Review current criteria to be a mentor of an aspiring principal. 56

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Each pre-service teacher will be supervised by a highly effective teacher defined as a PSC/CC teacher who has taken Clinical Educator In-service and/or a National Board Certified Teacher who has received an overall Effective on their Final assessment with no NI‘s or U‘s. Each aspiring leader will be paired with a highly effective principal mentor defined as a principal who is recommended by their area superintendent, has had a minimum of three years of effective assessments as a school principal and/or is requested by the aspiring leader. Internal processes to select the teacher and principal mentors will be reviewed for completeness, accuracy and timeliness. A complete, accurate and timely report of the selected teacher and principal mentors will be maintained and submitted. The required DPEP data will be collected and analyzed to meet the Continued Approval Standard 3 requirements. The annual DPEP report for ACP and an annual School Leadership Program report will be submitted. Annually review student performance data and other continued approval standards in Rule 6A-5.066, FAC, to improve the alternative certification program. Submit plan for determining qualifications for selecting effective and highly effective teachers and administrators to FL DOE annually. Year 3: Review current criteria for teachers to have an intern in their classroom. Review current criteria to be a mentor of an aspiring principal. OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Each pre-service teacher will be supervised by a highly effective teacher defined as a PSC/CC teacher who has taken Clinical Educator In-service and/or a National Board Certified Teacher who has received an overall Effective on their Final assessment with no NI‘s or U‘s. Each aspiring leader will be paired with a highly effective principal mentor defined as a principal who is recommended by their area superintendent, has had a minimum of three years of effective assessments as a school principal and/or is requested by the aspiring leader. Internal processes to select the teacher and principal mentors will be 57

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II reviewed for completeness, accuracy and timeliness. A complete, accurate and timely report of the selected teacher and principal mentors will be maintained and submitted. The required DPEP data will be collected and analyzed to meet the Continued Approval Standard 3 requirements. The annual DPEP report for ACP and an annual School Leadership Program report will be submitted. Annually review student performance data and other continued approval standards in Rule 6A-5.066, FAC, to improve the alternative certification program. Submit plan for determining qualifications for selecting effective and highly effective teachers and administrators to FL DOE annually. Year 4: Review current criteria for teachers to have an intern in their classroom. Review current criteria to be a mentor of an aspiring principal. OCPS will coordinate with higher education institutions provide effective district personnel to supervise pre-service teachers and educational leadership candidates. Each pre-service teacher will be supervised by a highly effective teacher defined as a PSC/CC teacher who has taken Clinical Educator In-service and/or a National Board Certified Teacher who has received an overall Effective on their Final assessment with no NI‘s or U‘s. Each aspiring leader will be paired with a highly effective principal mentor defined as a principal who is recommended by their area superintendent, has had a minimum of three years of effective assessments as a school principal and/or is requested by the aspiring leader. Internal processes to select the teacher and principal mentors will be reviewed for completeness, accuracy and timeliness. A complete, accurate and timely report of the selected teacher and principal mentors will be maintained and submitted. The required DPEP data will be collected and analyzed to meet the Continued Approval Standard 3 requirements. The annual DPEP report for ACP and an annual School Leadership Program report will be submitted. Annually review student performance data and other continued approval standards in Rule 6A-5.066, FAC, to improve the alternative certification program. Submit plan for determining qualifications for selecting effective and highly effective teachers and administrators to FL DOE annually.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Improve Teacher and Principal Evaluation Systems – (D)(2)(ii)-(iii)

Year 1: Quarter 1: Development of Final Scope of Work Quarter 2: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. See Appendix D, p. A-89, for the Timeline for Completion of the Teacher Evaluation Plan. A timetable for the teacher evaluation will require an agreement between the district and CTA. OCPS will work collaboratively with teachers and administrators to develop a timetable for implementing the principal appraisal system that meets design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). See Appendix D, p. A-95, for the Timeline for Completion of the Principal Evaluation Plan. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. Quarter 3: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. 59

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Quarter 4: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. OCPS will work collaboratively with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. A timetable for the teacher evaluation will require an agreement between the district and CTA. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will annually report evaluation of teachers and principals through the regular student and staff survey (Survey 5). Year 2: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. OCPS will work collaboratively with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. A timetable for the teacher evaluation will require an agreement between the district and CTA. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers and administrators to 60

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II develop a timetable for implementing the principal appraisal system that meets design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will annually report evaluation of teachers and principals through the regular student and staff survey (Survey 5). OCPS will work collaboratively with teachers, administrators and CTA to recommend and submit revisions to the teacher and principal evaluation systems each year. Year 3: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. OCPS will work collaboratively with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. A timetable for the teacher evaluation will require an agreement between the district and CTA. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers and administrators to develop a timetable for implementing the principal appraisal system that meets design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will annually report evaluation of teachers and principals through the regular student and staff survey (Survey 5). OCPS will work collaboratively with teachers, administrators and CTA to recommend and submit revisions to the teacher and principal evaluation systems each year. Year 4: OCPS will work collaboratively with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core 61

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II effective practices that increase student achievement. The teacher‘s revised evaluation is subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. OCPS will work collaboratively with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. A timetable for the teacher evaluation will require an agreement between the district and CTA. OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. OCPS will work collaboratively with teachers and administrators to develop a timetable for implementing the principal appraisal system that meets design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will annually report evaluation of teachers and principals through the regular student and staff survey (Survey 5). OCPS will work collaboratively with teachers, administrators and CTA to recommend and submit revisions to the teacher and principal evaluation systems each year. Use Data Effectively for Human Capital Decisions – (D)(2)(iv)(b)(c)(d), (D)(3), and (E)(2)45

Year 1: Quarter 1: Development of the Final Scope of Work Quarter 2: Proposed pay model is being developed with the involvement of key stakeholders to ensure MOU compliance and to build support of teachers and administrators. Analyze potential distribution of teacher effectiveness rankings to calculate costs. OCPS will submit a plan to staff schools with the highest percentage of low income students and minority students with effective and highly effective teachers. Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. Quarter 3: The proposed model will be bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. Work with stakeholders to identify the critical need subjects that need 62

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II to have the bonus tied to them and their value. Quarter 4: Annually submit schedules to the FL DOE reflecting use of evaluations and MOU requirements. OCPS will submit a revised teacher and principal evaluation system that reflects a process for utilizing evaluation data to make each of the human capital decisions listed in the MOU, including compensation, promotion, retention, removal and equitable distribution.. The proposed model will be bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. OCPS will annually submit the district‘s collective bargaining agreement including the new teacher evaluation system. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. CTA will vote on approval of a new bonus for attracting teachers to the lowest performing schools, hard to staff subjects, and specialty areas, and high poverty and /or minority schools. Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. Set up wage code for new bonuses. OCPS will annually report terminations through the regularly scheduled student and staff survey (Survey 5). OCPS will report and update the assignment of teachers and principals through the regularly-scheduled student and staff surveys. Year 2: Annual revisions will be bargained with CTA. Annually submit schedules to the FL DOE reflecting use of evaluations and MOU requirements. OCPS will submit a revised teacher and principal evaluation system that reflects a process for utilizing evaluation data to make each of the human capital decisions listed in the MOU, including compensation, promotion, retention, removal and equitable distribution.. The proposed model will be bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. OCPS will submit a plan to staff schools with the highest percentage of low income students and minority students with effective and highly effective teachers. 63

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II OCPS will annually submit the district‘s collective bargaining agreement including the new teacher evaluation system. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. Set up wage code for new bonuses. OCPS will annually report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff survey. OCPS will annually report terminations through the regularly scheduled student and staff survey (Survey 5). OCPS will report and update the assignment of teachers and principals through the regularly-scheduled student and staff surveys. Year 3: Annual revisions will be bargained with CTA. Annually submit schedules to the FL DOE reflecting use of evaluations and MOU requirements. OCPS will submit a revised teacher and principal evaluation system that reflects a process for utilizing evaluation data to make each of the human capital decisions listed in the MOU, including compensation, promotion, retention, removal and equitable distribution.. The proposed model will be bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. OCPS will submit a plan to staff schools with the highest percentage of low income students and minority students with effective and highly effective teachers. OCPS will annually submit the district‘s collective bargaining agreement including the new teacher evaluation system. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. Set up wage code for new bonuses. OCPS will annually report terminations through the regularly scheduled student and staff survey (Survey 5). OCPS will report and update the assignment of teachers and principals through the regularly-scheduled student and staff surveys.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Year 4: Annual revisions will be bargained with CTA. Annually submit schedules to the FL DOE reflecting use of evaluations and MOU requirements. OCPS will submit a revised teacher and principal evaluation system that reflects a process for utilizing evaluation data to make each of the human capital decisions listed in the MOU, including compensation, promotion, retention, removal and equitable distribution.. The proposed model will be bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. OCPS will submit a plan to staff schools with the highest percentage of low income students and minority students with effective and highly effective teachers. The staffing plan will be fully implemented in the district. OCPS will annually submit the district‘s collective bargaining agreement including the new teacher evaluation system. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions. Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. Set up wage code for new bonuses. OCPS will annually report terminations through the regularly scheduled student and staff survey (Survey 5). OCPS will report and update the assignment of teachers and principals through the regularly-scheduled student and staff surveys. Focus Effective Professional Development – (D)(5), (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a) and (D)(3)(ii)2

Year 1: Quarter 1: Development of the Final Scope of Work Quarter 2: D5 - Designate a Professional Development Manager to coordinate the design and implementation of a system for implementing the Florida Professional Development System Evaluation Protocol Standards. D5 - Hire an administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 - A professional development leadership team, including the district. D5 administrators for instructional and leadership training, 65

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II learning community representatives, ICTS administrators, and district ESE and ELL administrators, will design a professional development system that supports the implementation of the Florida‘s Professional Development System Evaluation Protocol. D5 - Create a system for implementing the Florida Professional Development System Evaluation Protocol Standards and gather baseline data. D5 - Share the new procedures throughout the district through meetings with teachers and administrators, training, and promotional materials. E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students).  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. D5 - Create a plan for ILDPs based on analysis of student performance data and results of prior evaluations. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. D5 - Provide district-wide professional development for teachers and administrators on the Protocol. ($5,000 per year). Quarter 3: D5 - Administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. E2 - Building school teacher capacity through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated training leading to reading endorsement for content teachers (Saturdays and after school). E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students). 66

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. D5 - Provide training in ILDPs for administrators. D5 - Create a Web site for ILDPs, including online tutorials. E2 - CAR-PD Train cohort 1: 180 teachers. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. Quarter 4: C3: Provide staff training on the use of software in ICTS C3: Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems D5 - Administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 - Design enhanced professional development follow-up. D5 - Design enhanced professional development evaluation. D5 - Implement external evaluation of a minimum of 10 percent of our professional development programs as required in Protocol standards. D5 - Expand and enhance the implementation and effectiveness of professional learning communities (PLCs). Develop an initiative for sustainability of PD through train the trainer model (district level) and coaches (school level). E2 - Building school teacher capacity through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated training leading to reading endorsement for content teachers (Saturdays and after school). E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students).  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. C3 - Provide staff training on the use of software in ICTS. C3 - Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional 67

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II improvement systems. D5 - Provide overview of lesson study at Principal Leadership Institute and throughout the year at demonstration schools and existing structures. ($2,000 per year) D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Support and monitor implementation of lesson study persistently lowest-achieving schools (schools in the lowest 5%). D5 - Implement district level writing teams to align common core standards with the CAAP, to include the creation and revision of the modules for common core standards using the model of the Florida DOE PROMISE modules for mathematics and science. ($1,500 per year). D5 - Update IPDP tutorials online. D5 - Offer training on action research (application of IPDP). D5 - Continue collaboration activities with institutions of higher education to implement the beginning teacher support program. D5 - Provide differentiated support on coaching to coaches. ($31, 400 per year). D5 - Ensure that all principals implement quality ILDPs that meet state standards as measured by analysis of student performance data and identified needs based on prior evaluations. D5 - Monitor implementation throughout the year using formative assessments, including solicitation of feedback from principals through monthly principal meetings. E2 - CAR-PD Train cohort 1: 180 teachers. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. D5 - Evaluate professional development using the Florida Professional Development System Evaluation Protocol Standards. D5 - Evaluate teacher professional development based on student results and changes in classroom/leadership practices as measured by IPDPs and the Florida Professional Development System Evaluation Protocol. D5 - Evaluate principal professional development based on student results and changes in leadership practices as measured by ILDPs and the Florida Professional Development System Evaluation Protocol. D5 - Work with the district to ensure Title II A funds are used to specifically supplement and enhance the Race to the Top initiative as 68

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II measured by expenditure reports. D5 - Participate in the development of the annual Title II A grant application to ensure that the funds support Race to the Top professional development initiatives. D5 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. D5 - Implement external evaluation of a minimum of 10 percent of our Race to the Top professional development programs as required in Protocol standards. D5 - Collect and compile district-wide and school-wide evaluation data on professional development. D5 - Provide an Annual Report of evaluation results. Year 2: C3 - Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development. C3 - Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. C3 - Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. C3 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. C3 - Provide an Annual Report of evaluation results relating to single sign-on. C3 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. D5 - Designate a Professional Development Manager to coordinate the design and implementation of a system for implementing the Florida Professional Development System Evaluation Protocol Standards. D5 - Administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 - A professional development leadership team, including the district. D5 administrators for instructional and leadership training, learning community representatives, ICTS administrators, and district ESE and ELL administrators, will design a professional development system that supports the implementation of the Florida‘s Professional Development System Evaluation Protocol. D5 - Share the new procedures throughout the district through meetings with teachers and administrators, training, and promotional 69

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II materials. D5 - Implement external evaluation of a minimum of 10 percent of our professional development programs as required in Protocol standards. D5 - Expand and enhance the implementation and effectiveness of professional learning communities (PLCs). D5 - Expand training for SMART goals, common assessments, formative assessments, and collaborative teams. D5 - Expand professional development in grading practices to include formative and authentic assessments that support 21st Century skills. Develop an initiative for sustainability of PD through train the trainer model (district level) and coaches (school level). D5 - Design a system to build district and school capacity and accountability through a consistent train-the-trainer model of professional development. D5 - Design a system for coaches that meet state standards. E2 - Building school teacher capacity through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated training leading to reading endorsement for content teachers (Saturdays and after school). E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Elementary AVID training in feeder schools. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students).  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. B3 - Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. B3 - The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. B3 - The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. B3 - All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. C3 - Provide staff training on the use of software in ICTS. 70

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II C3 - Provide professional development to users explaining sign-on procedures. C3 - Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems. D5 - Provide overview of lesson study at Principal Leadership Institute and throughout the year at demonstration schools and existing structures. ($2,000 per year) D5 - Provide three cycles of lesson study at demonstration schools. D5 - Provide facilitator training in lesson study for district and school personnel. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Support and monitor implementation of lesson study persistently lowest-achieving schools (schools in the lowest 5%). D5 - Implement district level writing teams to align common core standards with the CAAP, to include the creation and revision of the modules for common core standards using the model of the Florida DOE PROMISE modules for mathematics and science. ($1,500 per year). D5 - Update IPDP tutorials online. D5 - Offer training on action research (application of IPDP). D5 - Provide training to coaches and beginning teachers (first and second year teachers) on standards based instruction, diversity, engagement, assistance on using student data and formative assessment. (1,000 per month for 10 months per year). D5 - Continue collaboration activities with institutions of higher education to implement the beginning teacher support program. D5 - Provide differentiated support on coaching to coaches. ($31, 400 per year). D5 - Provide a stipend to instructional coaches of second year beginning teachers to provide support and mentoring (Total $49,500 per year). D5 - Offer additional training to coaches and mentors of beginning teachers as measured by records of continued participation and surveys of teachers who are being mentored. D5 - Ensure that all principals implement quality ILDPs that meet state standards as measured by analysis of student performance data and identified needs based on prior evaluations. 71

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II D5 - Monitor implementation throughout the year using formative assessments, including solicitation of feedback from principals through monthly principal meetings. E2 - CAR-PD Train cohort 2: 180 teachers E2 - Begin AVID elementary PD in feeder schools E2 - Project Lead the Way PD (Oak Ridge HS). D5 - Use the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. D5 - Evaluate professional development using the Florida Professional Development System Evaluation Protocol Standards. D5 - Provide district-wide professional development for teachers and administrators on the Protocol. ($5,000 per year). D5 - Evaluate teacher professional development based on student results and changes in classroom/leadership practices as measured by IPDPs and the Florida Professional Development System Evaluation Protocol. D5 - Evaluate principal professional development based on student results and changes in leadership practices as measured by ILDPs and the Florida Professional Development System Evaluation Protocol. D5 - Work with the district to ensure Title II A funds are used to specifically supplement and enhance the Race to the Top initiative as measured by expenditure reports. D5 - Participate in the development of the annual Title II A grant application to ensure that the funds support Race to the Top professional development initiatives. D5 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. D5 - Implement external evaluation of a minimum of 10 percent of our Race to the Top professional development programs as required in Protocol standards. D5 - Collect and compile district-wide and school-wide evaluation data on professional development. D5 - Provide an Annual Report of evaluation results. D5 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Year 3: C3 - Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development C3 - Ensure use of the revised teacher and principal evaluation system 72

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II to systematically ensure results are used to plan and provide professional development relating to single sign-on. C3 - Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. C3 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. C3 - Provide an Annual Report of evaluation results relating to single sign-on. C3 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. C3: Provide staff training on the use of software in ICTS C3: Provide professional development to users explaining sign-on procedures C3: Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems D5 - Designate a Professional Development Manager to coordinate the design and implementation of a system for implementing the Florida Professional Development System Evaluation Protocol Standards. D5 - Administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 - A professional development leadership team, including the district. D5 administrators for instructional and leadership training, learning community representatives, ICTS administrators, and district ESE and ELL administrators, will design a professional development system that supports the implementation of the Florida‘s Professional Development System Evaluation Protocol. D5 - Share the new procedures throughout the district through meetings with teachers and administrators, training, and promotional materials. D5 - Implement external evaluation of a minimum of 10 percent of our professional development programs as required in Protocol standards. D5 - Expand and enhance the implementation and effectiveness of professional learning communities (PLCs). D5 - Expand training for SMART goals, common assessments, formative assessments, and collaborative teams. D5 - Expand professional development in grading practices to include formative and authentic assessments that support 21st Century skills. Develop an initiative for sustainability of PD through train the trainer model (district level) and coaches (school level). 73

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II D5 - Align coaching roles with initiatives. E2 - Building school teacher capacity through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated training leading to reading endorsement for content teachers (Saturdays and after school). E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Elementary AVID training in feeder schools. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students).  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. B3 - Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. B3 - The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. B3 - The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. B3 - All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. B3 - All schools will complete at least one cycle of lesson study with at least one research team. C3 - Provide staff training on the use of software in ICTS. C3 - Provide professional development to users explaining sign-on procedures. C3 - Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems. D5 - Provide overview of lesson study at Principal Leadership Institute and throughout the year at demonstration schools and existing structures. ($2,000 per year) D5 - Provide three cycles of lesson study at demonstration schools. D5 - Provide facilitator training in lesson study for district and school personnel. 74

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Support and monitor implementation of lesson study persistently lowest-achieving schools (schools in the lowest 5%). D5, B3 - Provide awareness training sessions on Common Core Standards for district and school-based administrators and teacher leaders. D5 - Through district in-service, online training, core subject training, and school–wide staff development, all teachers will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and teacher in-service records, including assisting students with learning challenges to meet those standards. D5 - Implement district level writing teams to align common core standards with the CAAP, to include the creation and revision of the modules for common core standards using the model of the Florida DOE PROMISE modules for mathematics and science. ($1,500 per year). D5 - Deliver common core standards module training to learning communities. D5 - Update IPDP tutorials online. D5 - Offer training on action research (application of IPDP). D5 - Evaluate the quality of IPDPs using Protocol rubric during the individual planning meeting between the administrator and the teacher. D5 - Create competency profiles aligned with the state standards for the selection of instructional coaches. D5 - Provide training to coaches and beginning teachers (first and second year teachers) on standards based instruction, diversity, engagement, assistance on using student data and formative assessment. (1,000 per month for 10 months per year). D5 - Continue collaboration activities with institutions of higher education to implement the beginning teacher support program. D5 - Provide differentiated support on coaching to coaches. ($31, 400 per year). D5 - Provide a stipend to instructional coaches of second year beginning teachers to provide support and mentoring (Total $49,500 per year). 75

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II D5 - Offer additional training to coaches and mentors of beginning teachers as measured by records of continued participation and surveys of teachers who are being mentored. D5 - All principals will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and in-service records through principal meetings, Summer EXPO, District-Wide Meetings, and online training. D5 - Provide support for instructional leaders through job-embedded professional development on the Common Core Standards. In addition, training will be offered through existing structures such as (D5):  Preparing New Principals Program (PNPP): OCPS offers a program to prepare assistant principals to become principals. The PNPP offers professional development in the Florida leadership standards to help assistant principals gain Florida principal certification.  School Leadership Program (BRIDGE) Program: The Building Rigor in Developing Great Educational Leaders (BRIDGE) program is to train, retain and retrain school leaders, specifically targeting placement in high need schools. The program includes veteran principals mentoring novice principals (0-3 years) and assistant principals in the PNPP program. In addition principals and assistant principals mentor teachers who are aspiring principals.  EXPO and Summer Leadership Institute: Curriculum Services will offer training in the Common Core Standards during a spring EXPO and a summer Leadership Institute.  Learning Community Summer Institute: Area superintendents will offer training in the Common Core Standards during learning community professional development.  Monthly Principal Professional Development: Area superintendents, in collaboration with Curriculum Services, will offer training and follow-up in the Common Core Standards during monthly principal professional development D5 - Ensure that all principals implement quality ILDPs that meet state standards as measured by analysis of student performance data and identified needs based on prior evaluations. D5 - Monitor implementation throughout the year using formative assessments, including solicitation of feedback from principals 76

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II through monthly principal meetings. E2 - CAR-PD Train cohort 3: 180 teachers E2 - Continue AVID elementary PD in feeder schools E2 - Project Lead the Way PD (Oak Ridge HS). D5 - Use the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. D5 - Evaluate professional development using the Florida Professional Development System Evaluation Protocol Standards. D5 - Provide district-wide professional development for teachers and administrators on the Protocol. ($5,000 per year). D5 - Evaluate teacher professional development based on student results and changes in classroom/leadership practices as measured by IPDPs and the Florida Professional Development System Evaluation Protocol. D5 - Evaluate principal professional development based on student results and changes in leadership practices as measured by ILDPs and the Florida Professional Development System Evaluation Protocol. D5 - Work with the district to ensure Title II A funds are used to specifically supplement and enhance the Race to the Top initiative as measured by expenditure reports. D5 - Participate in the development of the annual Title II A grant application to ensure that the funds support Race to the Top professional development initiatives. D5 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. D5 - Implement external evaluation of a minimum of 10 percent of our Race to the Top professional development programs as required in Protocol standards. D5 - Collect and compile district-wide and school-wide evaluation data on professional development. D5 - Provide an Annual Report of evaluation results. D5 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Year 4: C3 - Ensure professional development to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development. C3 - Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. 77

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II C3 - Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. C3 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. C3 - Provide an Annual Report of evaluation results relating to single sign-on. C3 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. C3: Provide staff training on the use of software in ICTS C3: Provide professional development to users explaining sign-on procedures C3: Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems D5 - Designate a Professional Development Manager to coordinate the design and implementation of a system for implementing the Florida Professional Development System Evaluation Protocol Standards. D5 - Administrator to coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 - A professional development leadership team, including the district. D5 administrators for instructional and leadership training, learning community representatives, ICTS administrators, and district ESE and ELL administrators, will design a professional development system that supports the implementation of the Florida‘s Professional Development System Evaluation Protocol. D5 - Share the new procedures throughout the district through meetings with teachers and administrators, training, and promotional materials. D5 - Implement external evaluation of a minimum of 10 percent of our professional development programs as required in Protocol standards. D5 - Expand and enhance the implementation and effectiveness of professional learning communities (PLCs). D5 - Expand training for SMART goals, common assessments, formative assessments, and collaborative teams. D5 - Expand professional development in grading practices to include formative and authentic assessments that support 21st Century skills. E2 - Building school teacher capacity through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated 78

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II training leading to reading endorsement for content teachers (Saturdays and after school). E2 - STEM faculty development through Project Lead the Way: Pathway to Engineering. E2 - Provide embedded Professional Development: School PLC and FCIM training. E2 - Provide Elementary AVID training in feeder schools. E2 - Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students).  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. B3 - Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. B3 - The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. B3 - The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. B3 - All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. B3 - All schools will complete at least one cycle of lesson study with at least one research team. B3 - All staff members will engage in at least one cycle of lesson study per month. C3 - Provide staff training on the use of software in ICTS. C3 - Provide professional development to users explaining sign-on procedures. C3 - Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems. D5 - Provide overview of lesson study at Principal Leadership Institute and throughout the year at demonstration schools and existing structures. ($2,000 per year) D5 - Provide three cycles of lesson study at demonstration schools. D5 - Provide facilitator training in lesson study for district and school personnel. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their 79

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II site which includes modifying school schedules for common planning time or subject area. D5 - Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5%) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 - Support and monitor implementation of lesson study persistently lowest-achieving schools (schools in the lowest 5%). D5, B3 - Provide awareness training sessions on Common Core Standards for district and school-based administrators and teacher leaders. D5 - Through district in-service, online training, core subject training, and school–wide staff development, all teachers will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and teacher in-service records, including assisting students with learning challenges to meet those standards. D5 - Implement district level writing teams to align common core standards with the CAAP, to include the creation and revision of the modules for common core standards using the model of the Florida DOE PROMISE modules for mathematics and science. ($1,500 per year). D5 - Deliver common core standards module training to learning communities. D5 - Update IPDP tutorials online. D5 - Offer training on action research (application of IPDP). D5 - Evaluate the quality of IPDPs using Protocol rubric during the individual planning meeting between the administrator and the teacher. D5 - Create competency profiles aligned with the state standards for the selection of instructional coaches. D5 - Provide training to coaches and beginning teachers (first and second year teachers) on standards based instruction, diversity, engagement, assistance on using student data and formative assessment. (1,000 per month for 10 months per year). D5 - Continue collaboration activities with institutions of higher education to implement the beginning teacher support program. D5 - Provide differentiated support on coaching to coaches. ($31, 400 per year). D5 - Provide a stipend to instructional coaches of second year beginning teachers to provide support and mentoring (Total $49,500 per year). D5 - Offer additional training to coaches and mentors of beginning teachers as measured by records of continued participation and 80

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II surveys of teachers who are being mentored. D5 - All principals will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and in-service records through principal meetings, Summer EXPO, District-Wide Meetings, and online training. D5 - Provide support for instructional leaders through job-embedded professional development on the Common Core Standards. In addition, training will be offered through existing structures such as (D5):  Preparing New Principals Program (PNPP): OCPS offers a program to prepare assistant principals to become principals. The PNPP offers professional development in the Florida leadership standards to help assistant principals gain Florida principal certification.  School Leadership Program (BRIDGE) Program: The Building Rigor in Developing Great Educational Leaders (BRIDGE) program is to train, retain and retrain school leaders, specifically targeting placement in high need schools. The program includes veteran principals mentoring novice principals (0-3 years) and assistant principals in the PNPP program. In addition principals and assistant principals mentor teachers who are aspiring principals.  EXPO and Summer Leadership Institute: Curriculum Services will offer training in the Common Core Standards during a spring EXPO and a summer Leadership Institute.  Learning Community Summer Institute: Area superintendents will offer training in the Common Core Standards during learning community professional development.  Monthly Principal Professional Development: Area superintendents, in collaboration with Curriculum Services, will offer training and follow-up in the Common Core Standards during monthly principal professional development D5 - Ensure that all principals implement quality ILDPs that meet state standards as measured by analysis of student performance data and identified needs based on prior evaluations. D5 - Monitor implementation throughout the year using formative assessments, including solicitation of feedback from principals through monthly principal meetings. 81

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II E2 - CAR-PD Train cohort 4: 180 teachers E2 - Continue AVID elementary PD in feeder schools E2 - Project Lead the Way PD (Oak Ridge HS). D5 - Use the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development. D5 - Share and implement the Florida Professional Development System Evaluation Protocol Standards. D5 - Evaluate professional development using the Florida Professional Development System Evaluation Protocol Standards. D5 - Provide district-wide professional development for teachers and administrators on the Protocol. ($5,000 per year). D5 - Evaluate teacher professional development based on student results and changes in classroom/leadership practices as measured by IPDPs and the Florida Professional Development System Evaluation Protocol. D5 - Evaluate principal professional development based on student results and changes in leadership practices as measured by ILDPs and the Florida Professional Development System Evaluation Protocol. D5 - Work with the district to ensure Title II A funds are used to specifically supplement and enhance the Race to the Top initiative as measured by expenditure reports. D5 - Participate in the development of the annual Title II A grant application to ensure that the funds support Race to the Top professional development initiatives. D5 - Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. D5 - Implement external evaluation of a minimum of 10 percent of our Race to the Top professional development programs as required in Protocol standards. D5 - Collect and compile district-wide and school-wide evaluation data on professional development. D5 - Provide an Annual Report of evaluation results. D5 - Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. TURNING AROUND THE LOWEST ACHIEVING SCHOOLS (E)(2) Initiative Activities Drive Improvement Year 1: in Persistently Low- Quarter 1: Achieving Schools Development of Final Scope of Work – (E)(2)1-2 Quarter 2: Hire (2) Directors, Turnaround Leader, School Improvement Director 82

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II (.33) Hire Resource Teacher and Program Assistant to support Directors School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students) Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor On-going Plan of Involvement operational/governance model Design teacher assessment evaluation system (includes collaborative bargaining) IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). Quarter 3: School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students)  Learning Keys (increase rigor within classrooms – to be 83

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor On-going Plan of Involvement operational/governance model Design teacher assessment evaluation system (includes collaborative bargaining) IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). Superintendent will review the principal assignment with the FLDOE Regional Executive Director in March 2011 and 2012 Quarter 4: School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis Build teacher capacity in reading instruction through CAR-PD and reading endorsement training: ongoing accelerated training to lead to reading endorsement for content teachers (Saturdays and after school) STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students)  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor) On-going Plan of Involvement operational/governance model Design teacher assessment evaluation system (includes collaborative bargaining) IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned 84

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). Recruitment of teachers for targeted schools Transfer criteria developed by Area Superintendents (aligned with RTTT Assurance D) and approved by Differentiated Accountability Regional Executive Director, Region III. Year 2: School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis Build teacher capacity in reading instruction through CAR-PD and reading endorsement training: ongoing accelerated training to lead to reading endorsement for content teachers (Saturdays and after school) STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Elementary AVID training in feeder schools Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students)  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor) On-going Plan of Involvement operational/governance model IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Obtain teacher data on learning gains as defined by the state. Determine transfers. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). 85

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II See D (3). Superintendent will review the principal assignment with the FLDOE Regional Executive Director in March 2011 and 2012 Recruitment of teachers for targeted schools Transfer criteria developed by Area Superintendents (aligned with RTTT Assurance D) and approved by Differentiated Accountability Regional Executive Director, Region III. Year 3: School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis Build teacher capacity in reading instruction through CAR-PD and reading endorsement training: ongoing accelerated training to lead to reading endorsement for content teachers (Saturdays and after school) STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Elementary AVID training in feeder schools Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students)  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor) On-going Plan of Involvement operational/governance model IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Obtain teacher data on learning gains as defined by the state. Determine transfers. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). Recruitment of teachers for targeted schools Transfer criteria developed by Area Superintendents (aligned with 86

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II RTTT Assurance D) and approved by Differentiated Accountability Regional Executive Director, Region III.

Implement Proven Programs for School Improvement – (E)(2)3

Year 4: School leadership team training 1. April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis Build teacher capacity in reading instruction through CAR-PD and reading endorsement training: ongoing accelerated training to lead to reading endorsement for content teachers (Saturdays and after school) STEM faculty development through Project Lead the Way: Pathway to Engineering Provide embedded Professional Development: School PLC and FCIM training; Provide Elementary AVID training in feeder schools Provide Flippen Group training:  Capturing Kid‘s Hearts (multi-phase training leading to the systemic transformation of school culture to enhance relationships with students)  Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor) On-going Plan of Involvement operational/governance model IPDPs are formulated by teachers with administrators that align professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned administrator. Collaborative Bargaining issues will be reviewed at scheduled monthly meetings or as needed. Teacher and administrator reward incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). Recruitment of teachers for targeted schools Year 1: Quarter 1: Develop Final Scope of Work Quarter 2: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. 87

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: Principals and core team members visit schools currently implementing the program. Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. 88

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. Schools will collect baseline survey data from students and teachers to determine status of relationships between teachers and students. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Seek community sponsors for student post-secondary motivational subsidies. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Quarter 3: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special 89

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Planning for STEM training of teachers. Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: o Schools utilize promotional materials to increase awareness about the program. o Schools send counselors and administrators to a Counselor Conference. o Identify teachers who meet the requirements set by PLTW and are best suited to teach the courses. Complete online teacher registration. o Register teachers for Core Training (summer) Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: 90

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Seek community sponsors for student post-secondary motivational subsidies. Quarter 4: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in 91

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Convert part-time AVID coordinator positions at Memorial Middle School to full time positions. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: o Schools review equipment and supply needs to create a multiyear budget. o Purchase supplies and equipment o Teachers attend the appropriate Summer Training Institute. Annual review of 4-year plan with amendments as necessary to reach 4 year goals. Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. To increase positive student participation in academics, provide student post-secondary motivational subsidies to include, but not limited to, graduation regalia, study aids and supplies, college application fees, and post-secondary school entrance test fees. Seek community sponsors to student post-secondary motivational subsidies. Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS, Evans HS) - See E(2). 92

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Seek community sponsors for student post-secondary motivational subsidies. Year 2: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school 93

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS, Evans HS) - See E(2). Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Convert part-time AVID coordinator positions at Memorial Middle School to full time positions. Baseline data and end of grant data collection and reporting; AVID and AP (Advanced Studies); IB (School Choice) Analyze district budget allocations and costs related to industry certification exams. Analyze projected costs of exams Allocate funds for projects exams. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: o Schools send counselors and administrators to a Counselor Conference. o Identify teachers who meet the requirements set by PLTW and are best suited to teach the courses. Complete online teacher registration. o Register teachers for Core Training (summer) o Purchase supplies and equipment o Teachers attend the appropriate Summer Training Institute. Annual review of 4-year plan with amendments as necessary to reach 4 year goals. Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS 94

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. To increase positive student participation in academics, provide student post-secondary motivational subsidies to include, but not limited to, graduation regalia, study aids and supplies, college application fees, and post-secondary school entrance test fees. Seek community sponsors for student post-secondary motivational subsidies. Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. Schools will collect annual survey data from students and teachers to determine changes in relationships between teachers and students. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Increase in the number of students involved in science/mathematics competitions. (There is currently no participation at the persistently lowest-achieving schools.) Increase in number of students enrolled in accelerated STEM courses. Baseline data has been included in Appendix B, p. A-52. 95

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Year 3: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS, Evans HS) - See E(2). Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Convert part-time AVID coordinator positions at Memorial Middle School to full time positions. Baseline data and end of grant data collection and reporting; AVID and AP (Advanced Studies); IB (School Choice) Analyze district budget allocations and costs related to industry certification exams. 96

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Analyze projected costs of exams. Allocate funds for projects exams. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: o Schools send counselors and administrators to a Counselor Conference. o Identify teachers who meet the requirements set by PLTW and are best suited to teach the courses. Complete online teacher registration. o Register teachers for Core Training (summer) o Purchase supplies and equipment o Teachers attend the appropriate Summer Training Institute. Maintain student certification exams by allocating $16,000 in funds for Industry certification exams (PLTW Pathway to Engineering) after the 2013/14. Annual review of 4-year plan with amendments as necessary to reach 4 year goals. Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. To increase positive student participation in academics, provide student post-secondary motivational subsidies to include, but not limited to, graduation regalia, study aids and supplies, college application fees, and post-secondary school entrance test fees. Seek community sponsors for student post-secondary motivational subsidies. Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. Schools will collect annual survey data from students and teachers to determine changes in relationships between teachers and students. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, 97

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Increase in the number of students involved in science/mathematics competitions. (There is currently no participation at the persistently lowest-achieving schools.) Increase in number of students enrolled in accelerated STEM courses. Baseline data has been included in Appendix B, p. A-52. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. Year 4: Although not an Intervene school, Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including pushin tutoring in school day) and 21st Century grant funds. The total 98

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. Provide activity busses and Lynx passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. All feeder elementary schools already have full day Pre-K programs. Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS, Evans HS) - See E(2). Increase in the number of students taking higher level science/mathematics courses in middle and high school. Offer Pre-AP courses to students in English, mathematics, science and social studies. Provide International Baccalaureate program training for teachers and administrators. Convert part-time AVID coordinator positions at Memorial Middle School to full time positions. Baseline data and end of grant data collection and reporting; AVID and AP (Advanced Studies); IB (School Choice) Analyze district budget allocations and costs related to industry certification exams. Analyze projected costs of exams. Allocate funds for projects exams. Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge and Evans high schools: o Schools send counselors and administrators to a Counselor Conference. o Identify teachers who meet the requirements set by PLTW and are best suited to teach the courses. Complete online teacher registration. o Register teachers for Core Training (summer) o Purchase supplies and equipment o Teachers attend the appropriate Summer Training Institute. Maintain student certification exams by allocating $16,000 in funds for Industry certification exams (PLTW Pathway to Engineering) after the 2013/14. Annual review of 4-year plan with amendments as necessary to reach 4 year goals. Evans High School has a Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. Memorial will participate in Positive Behavioral Support training 99

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II during the 2010-2011 school year. Oak Ridge will participate in Positive Behavioral Support training during the 2010-2011 school year. To increase positive student participation in academics, provide student post-secondary motivational subsidies to include, but not limited to, graduation regalia, study aids and supplies, college application fees, and post-secondary school entrance test fees. Seek community sponsors for student post-secondary motivational subsidies. Specific professional development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. Schools will collect end-of-grant data to determine the degree to which a culture of supportive relationships has been developed between teachers and students. In addition to the strong, culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) Oak Ridge High School: To provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department. Increase in the number of students involved in science/mathematics competitions. (There is currently no participation at the persistently lowest-achieving schools.) Increase in number of students enrolled in accelerated STEM courses. Baseline data has been included in Appendix B, p. A-52. Document increased accelerated course offerings, including a comparison of baseline data to end-of-grant period data. 100

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Initiative Include Charter Schools in LEA Planning– (F)(2)

CHARTER SCHOOLS Activities Year 1: Quarter 1: Development of Final Scope of Work Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation. Quarter 2: OCPS will hold meetings with charter school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation. We will continue to report to FLDOE all charter schools that are out 101

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II of compliance in accordance with state law. Quarter 3: Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law. Quarter 4: OCPS will hold meetings with charter school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law.

102

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Year 2: OCPS will hold meetings with charter school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation. We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law. Year 3: OCPS will hold meetings with charter school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the 103

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation. We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law. Year 4: OCPS will hold meetings with charter school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Charter school invitations to participate will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT. According to Florida Statute 1002.33, OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district. If charters submit individual plans that are consistent with the MOU, funding will be allocated to them commensurate with the share allocated to other district schools. Charter participation in RTTT funded activities or services being provided to other district schools will be documented. An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation. We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law. 104

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

OCPS RACE TO THE TOP BUDGET BY ASSURANCE AREA ASSURANCE

BUDGET AREAS

2010-11

2011-2012

2012-13

2013-14

TOTAL

B

Standards and Assessments

$5,000

$66,875

$72,824

$72,824

$217,523

$2,965,555

$1,803,858

$954,058

$904,687

$6,628,158

$292,753

$935,708

$963,156

$5,249,879

$7,441,496

$776,458

$2,124,827

$2,017,707

$2,468,981

$7,387,973

$0

$100,000

$100,000

$100,000

$300,000

Project Management & Oversight and Indirect Costs

$285,260

$455,919

$456,394

$486,862

$1,684,435

TOTAL

$4,325,026

$5,487,187

$4,564,139

C

D

E

F

Data Systems Great Teachers and Leaders Turning Around Struggling Schools Charter Schools

Initiative Expand Lesson Study – (B)(3)1 Expand STEM Career and Technical Program Offerings – (B)(3)4

$9,283,233 $23,659,585

OCPS RACE TO THE TOP BUDGET BUDGET BY INITIATIVES STANDARDS AND ASSESSMENTS (B)(3) Year 1 Year 2 Year 3

Year 4

$0

$0

$0

$0

$5,000

$66,875

$72,824

$72,824

105

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Increase Advanced $0 $0 $0 STEM Coursework – (B)(3)5 Bolster Technology for Improved $0 $0 $0 Instruction and Assessment – (B)(3)6 DATA SYSTEMS TO SUPPORT INSTRUCTION C(2) & (3) Initiative Year 1 Year 2 Year 3 $0 $0 $0 Improve Access to State Data – (C)(2) Use Data to Improve $2,965,555 $1,803,858 $954,058 Instruction – (C)(3)(i) and (iii) GREAT TEACHERS AND LEADERS (D)(2)-(5) Initiative Year 1 Year 2 Year 3 Provide Support for $0 $0 $0 Educator Preparation Programs – (D)(1)(ii) Improve Teacher and Principal Evaluation $47,297 $303,279 $303,279 Systems – (D)(2)(ii)(iii) Use Data Effectively for Human Capital $152,310 $219,118 $298,766 Decisions – (D)(2)(iv)(b)(c)(d), (D)(3), and (E)(2)4.-5 Focus Effective Professional Development – (D)(5), $93,146 $413,311 $361,111 (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a) and (D)(3)(ii)2 TURNING AROUND LOWEST ACHIEVING SCHOOLS (E)(2) Initiative Drive Improvement in Persistently LowAchieving Schools – (E)(2)1.-2 Implement Proven Programs for School Improvement – (E)(2)3

$0

$0

Year 4 $0

$904,687

Year 4 $0

$337,814

$4,588,417

$323,648

Year 1

Year 2

Year 3

Year 4

$333,978

$1,327,221

$1,289,374

$1,459,761

$442,480

$797,606

$728,333

$1,009,220

106

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II CHARTER SCHOOLS Initiative Year 1 Year 2 Include Charter $0 $100,000 Schools in LEA Planning– (F)(2) OCPS PROJECT MANAGEMENT AND OVERSIGHT Initiative Year 1 Year 2 Administration/ $285,260 $455,919 Indirect Costs $4,325,026

$5,487,187

Year 3

Year 4

$100,000

$100,000

Year 3

Year 4

$456,394

$486,862

$4,564,139

$9,283,233

3. Indicate steps that the LEA will take to evaluate progress in implementing the project (in addition to participating in the statewide evaluation efforts). Enter narrative for (A)3. here: Evaluation measures will focus on the State deliverables, the One Vision, One Voice goals, and the State and district student achievement goals. OCPS will conduct periodic internal evaluations of the Race to the Top projects using Stufflebeam‘s Process Evaluation checklist (Stufflebeam, 2007), as adapted below. Process Evaluation Monitor, Document, and Assess Program Activities Evaluation Activities Management Activities Project contact or designee will monitor, Project contact or designee will use the observe, maintain records of, and provide process evaluation findings to coordinate regular progress reports on program and strengthen staff activities. (Annual, implementation. (Year 1) Years 1-4) Project contact or designee will maintain a Project contact or designee will use the record of program events, problems, costs, process evaluation findings to strengthen and allocations. (Quarterly, Years 1-4) the program design. (Annual, Years 1-4) Project contact or designee will maintain an Project contact or designee will use the up-to-date profile (key personnel, process evaluation findings to maintain a deliverables, activities, locations) of the record of the program‘s progress. program. (As needed, Years 1-4) (Quarterly, Years 1-4) Project contact or designee will report on Project contact or designee will use the formative and summative data and process evaluation findings to help maintain evaluation findings and provide the draft a record of the program‘s costs. (Quarterly, reports to the Project Director, Coordinator, Years 1-4) State Evaluation Team, and other designated stakeholders. (Annual, Years 1-4) Project contact or designee will present and Project contact or designee will use the discuss evaluation findings in feedback process evaluation findings to report on the workshops with stakeholders. (Annual, program‘s progress to the program‘s Years 1-4) financial sponsor (State and Federal, as 107

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Project contact or designee will finalize process evaluation report and provide to the Project Director, Coordinator, State Evaluation Team, and other designated stakeholders. (Year 4)

required), School Board, community members, and other stakeholders. (Annual, Years 1-4)

Source: Stufflebeam, D.L. (2007). CIPP evaluation model checklist. Retrieved October 11,2010, from The Evaluation Center, Evaluation Checklists Web site: http://www.wmich.edu/evalctr/archive_checklists/cippchecklist_mar07.pdf OCPS Student Goals and Measures are identified in Appendix A-1. 4. Provide an overview of how the LEA will ensure sustainability of RTTT reforms beyond the grant period. Enter narrative for (A)4. here: SUSTAINABILITY PLANS STANDARDS AND ASSESSMENTS: Expand Lesson Study – (B)(3)1  This program will be established in such a manner that any school can replicate lesson study with minimal costs and maximum results to the school. The district staff will work with the persistently lowest achieving schools to maintain lesson study through other grant funds upon the conclusion of this grant. Expand STEM Career and Technical Program Offerings – (B)(3)4  Majority of this program budget for equipment and year one costs will be paid from the ARRA Stabilization Workforce grant.  On-going availability of Perkins funds in subsequent years except materials/supplies and the teacher‘s salary. Cost of teacher will be incurred by the district after the RTTT grant ends.  Success of student recruitment  Continued CAPE funding earned for industry certification  Successful involvement of area industry leaders in Advisory Board  Sustained job growth in Biotechnology industry in Central Florida Increase Advanced STEM Coursework – (B)(3)5  The district will assign district and entitlement funds in order to maintain the capacity built for STEM and Advanced Placement courses in the schools once grant funds have been used. The program will allow for model courses which can will be developed and implemented in the persistently lowest-achieving schools and can be replicated in other district schools as appropriate. 108

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Bolster Technology for Improved Instruction and Assessment – (B)(3)6  OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis.  OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels.  OCPS will report its survey findings to the School Board of Orange County. DATA SYSTEMS: Improve Access to State Data – (C)(2)  OCPS will allocate staff members to manage process for Single Sign-on access on an ongoing basis.  OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels.  OCPS will report its survey findings to the School Board of Orange County. Use Data to Improve Instruction – (C)(3)(i) and (iii)  OCPS will allocate staff members to manage process for developing district instructional improvement systems on an on-going basis.  OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels.  OCPS will report its survey findings to the School Board of Orange County.

GREAT TEACHERS AND LEADERS: Provide Support for Educator Preparation Programs – (D)(1)(ii)  The programs are currently district-funded and will continue to be. Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii)  The programs are currently district funded and will continue to be. Use Data Effectively in Human Capital Decisions – (D)(3), including (D)(2)(iv)(b)(c)(d) and (E)(2)4.-5.  The general fund and supplemental federal funding streams, such as Title I funding, will help sustain the Performance Based Compensation System (PBCS). See ―Data Systems‖ above for sustainability plan and plan to keep the school board informed about the effectiveness of the Race to the Top initiatives. 109

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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).  Title II-A funding, pending appropriations, will continue to fund professional development. Also Title I funding will continue to supplement district funding for schools serving disadvantaged students. Streams of funding that support teaching and learning of exceptional education students and English language learners will continue to supplement district funding to train teachers and administrators in effective instructional strategies for students with special needs. TURNING AROUND LOWEST ACHIEVING SCHOOLS: Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2 Orange County Public schools is prepared to fully support and sustain the Transformation Model for Memorial Middle School, Evans High School, and Oak Ridge High School. Assigned staff have extensive background and expertise in school operations, Florida Continuous Improvement Model (FCIM), Professional Learning Communities, instructional calendars, lesson study, Response to Intervention, content area expertise in reading, math, writing, and science, and the best instructional practices, such as Marzano‘s High Yield and the AVID strategies. This cadre of experts is dedicated to pushing forward educational reform and includes the deputy superintendent for teaching and learning, two associate superintendents of curriculum and student services, three area superintendents, the director of Curriculum Services, in addition to district resource staff, and school leadership teams consisting of principals, assistant principals for instruction, deans, department lead teachers, and learning resource teachers at each of the schools. Professional development to help create enduring school cultures of positive relationships will be supported through the School Improvement funds during the first year of the grant and Race to the Top funding of training provided by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. The ability to monitor implementation and provide sustained support is evidenced through the district Plan of Involvement process which is an intense, sustained support system of targeted school actions of data analysis, monitoring, progress accountability, professional development, coaching, and implementation of interventions. This plan has been recognized as an effective process by the FLDOE regional director. The district intervention of the Plan of Involvement (POI) process will be maintained for each school. At the end of the grant period, teachers in the targeted schools will have completed the Reading Endorsement and CAR-PD training, and will be able to train content area teachers in reading per Rule 6A-5.090 (Section 1003.413(4)(b), Florida Statutes). The feeder pattern schools of these three Transformation Model schools, all Title I, will participate in the transformation activities sponsored by the three targeted schools. These feeder schools will benefit from collaboration for vertical articulation in curriculum planning and 110

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II professional development, including the expansion of AVID training to the feeder elementary schools. School Improvement and other Title I funds will be used to sustain and strengthen the academic interventions at these schools, which are: Targeted School Memorial Middle Evans High

Oak Ridge High

Feeder Schools Catalina Elementary, Washington Shores Elementary Meadowbrook Middle, Robinswood Middle, Pinewood Elementary, Ridgewood Park Elementary, Rolling Hills Elementary, Hiawassee Elementary Walker Middle, Westridge Middle, Lancaster Elementary, Winegard Elementary, Sadler Elementary

The Project Lead the Way (PLTW) Pathway to Engineering program will be introduced in Oak Ridge High School and Evans High School during the 2010-2011 school year. The PLTW program at Oak Ridge will be partially supported through the State Fiscal Stabilization Fund, Workforce. To create a sustainable program, faculty at both schools will be trained over the remaining three years of Race to the Top. The program is, by design, sustained under the guidance and support of an advisory board of industry representatives. The OCPS One Vision, One Voice model of school expectations, leadership expectations, and mandatory professional development will continue the emphasis on building teacher capacity. Reforms will have the continued support of district revenue, Title I funds, and special grant funds obtained for these targeted schools. The reforms will be sustained through the oversight of the district Teaching and Learning Framework expectations which require OCPS systemic use of the Professional Learning Community model, the Florida Continuous Improvement Model, the School Improvement Plan, Lesson Study and other achievement components. Participation in AVID will continue to support student readiness for advanced placement. Implement Proven Programs for School Improvement – (E)(2)3 The newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment rubric (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only. The full Cabinet of the Superintendent will support the Transformation Model efforts per the Division of Human Resources, the Division of Teaching and Learning, and the Operations Staff including ICTS, facility use, and transportation. In the Division of Teaching and Learning, the units of Instructional Technology, Multilingual Services, the SAFE department, and Career Technical Education will support the schools‘ transformation efforts. Finally, the Office of Assessment, Research, and Accountability in CSS will provide close data assistance in analyzing the frequent assessment data, charting progress, and identifying gaps for improvement. Extra instructional time: Evans and Oak Ridge and Memorial – the transportation would allow all schools to provide extended learning time opportunities earlier in anticipation of the new campus 111

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II being built; after school and in the summer. Sustainability at all three schools can be approached through redistribution of Title I funds. Title III can pay for ELL students. Post-secondary motivational subsidies would be provided in the out-years by community sponsors. CHARTER SCHOOLS: Include Charter Schools in LEA Planning – (F)(2)  Sustainability of charter schools and their programs is based upon FTE funding collected for their students, and on the ability of the schools to manage their operations efficiently. 5. Describe how other funding sources will be integrated with Race to the Top funds during the four-year grant period (e.g., Title II-A, School Improvement Grant). Amounts are not necessary in this description. Enter narrative for (A)5. here: TITLE II-A FUNDS Toward the absolute priority of comprehensive education reform document, the use of Title II–A funds specifically to supplement and enhance the initiatives implemented in this grant, including documentation in the district‘s budget for the first year and each subsequent year of the grant, is addressed below. Many consider a database of individual student information to be the essential foundation for a needs assessment plan vital to providing: Teachers -- subject matter knowledge and teaching skills, and Students -- opportunities to meet state and district academic achievement standards In Orange County, various assessments will be used to determine student academic achievement and to drive instruction. Training on how to access and use data will be funded in part with Title II – A funds. Specific professional development offerings tying Race to the Top, Title II – A, Title I School Improvement, and the Teaching Incentive Fund grant to assisting teachers to understand and use data assessments include: Lesson Study In Lesson Study, teachers join together to plan, observe, teach, and debrief a lesson, frequently referred to as the "research" lesson. Throughout the process, the Lesson Study team focuses on understanding student learning. Key qualities of professional development standards for Lesson Study include: Students are at the center of this process. Teachers have the opportunity to develop their own knowledge and skills. 112

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Teachers learn collaboratively, while focusing on a few ideas. The process honors teacher knowledge as well as contributions from outside experts. The process supports alignment with standard-based curriculum. Note: For school year 2010-11, this initiative is supported by Title II – A funds totaling approximately $68,660. Professional Learning Communities PLCs --- a staff development approach and strategy for school change and improvement --- gives attention to five attributes of such organizational arrangements: 1. supportive and shared leadership, 2. collective creativity, 3. shared values and vision, 4. supportive conditions, and 5. shared personal practice Note: For school year 2010-11, this initiative is supported by Title II – A funds totaling approximately $180,615. Reading Endorsement Reading Endorsement is a Florida mandate requiring teachers who instruct secondary students in reading to earn additional college credit or 300 hours of specialized in-service training. There are five components required for reading endorsement: Competency 1 - Foundations of Language and Cognition Competency 2 - Foundations of research-based practices in Reading Competency 3 – Foundations of Assessment in Reading Competencies 4 and 5 – Foundations and Application of Differentiated Instruction in Reading Competency 6 – Demonstration of Accomplishment in Reading Note: For school year 2010-11, this initiative is supported by Title II – A funds totaling approximately $424,866. In year one of Race to the Top, Title II – A funds totaling $674,141 will be used to supplement and enhance the above initiatives. The amount of Title II – A funds to be set aside in the Race to the Top project in years two thru four will be level funding at minimum and contingent on receipt of Title II – A funds in school years 2011-12 thru 2013-14. SCHOOL IMPROVEMENT GRANT (1003g) The School Improvement Grant funds are being used to support the assurance Turning Around Low-Achieving Schools through support for the Transformation Model in Evans and Oak Ridge high schools and Memorial Middle School.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II STATE FISCAL STABILIZATION FUND The Project Lead the Way program at Oak Ridge High will be partially supported through the State Fiscal Stabilization Fund. E-RATE PROGRAM The upgrading of electronics at 62 school sites will ensure that each school possesses the technology for improved instruction and assessment. This will be paid by the district under the Erate program. TEACHER INCENTIVE FUND I (TIF I) (Evans, Jones, and Oak Ridge high schools and seven Title I feeder middle schools) In 2007, OPCS was awarded a five-year federal Teacher Incentive Fund grant to implement a performance-based compensation system (PBCS) in Evans, Jones and Oak Ridge high schools and seven Title I feeder pattern middle schools. This grant will continue through the second year of the Race to the Top four-year project period. In Year 3 of Race to the Top, these schools will transition to and pilot the PBCS for secondary schools, aligned with MOU requirements. See Appendix D, p. A-87, Chart Demonstrating Alignment of Grant Programs. TEACHER INCENTIVE FUND II (TIF II) (15 Title I elementary schools which are in the feeder pattern of the Teacher Incentive Fund I highest need secondary schools) In 2010, OCPS was awarded a five-year federal Teacher Incentive Fund grant to expand and enhance progress made through the district‘s Teacher Incentive Fund I grant. In the proposal, the district aligned its plans for the performance-based compensation system with the criteria for Florida‘s Race to the Top application so that, if funded, both initiatives would complement each other. See Appendix D, p. A-87, Chart Demonstrating Alignment of Grant Programs. Teacher Incentive Fund II: One Vision, One Voice will support implementation of a performancebased compensation system (PBCS) in 15 high need elementary schools which feed into the district‘s three highest need, low income, high minority high schools and their seven feeder Title I middle schools. This proposal focuses on the following target populations: (1) teachers, principals, paraprofessionals and other school-based certified educators in the 15 targeted elementary schools; and (2) other certified teachers working in the secondary schools targeted in the 2007 TIF I program, but who were not served (legislation did not allow until recent changes), including guidance counselors, deans, resource teachers, media specialists, academic coaches and other certified teachers. Building on TIF I, the proposed TIF II: One Vision, One Voice will potentially serve 715 classroom teachers, 30 principals and assistant principals, 59 other certified educators, and 139 paraprofessionals per year. The objectives are to increase the number of highly effective teachers and administrators in high need schools through implementation of a PBCS that rewards educators primarily based on student growth;

114

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II offer high quality professional development to teachers, principals and paraprofessionals; recruit and retain highly effective teachers and principals; and develop a data system that links student achievement data with the performance-based compensation system, professional development, and evaluation of teachers and administrators. The result of the TIF II: One Vision, One Voice initiative, aligned with Race to the Top standards, will be a comprehensive PBCS in the district‘s highest need K-12 schools that supports effective teaching and improved student achievement. TIF II and Race to the Top will share the planning year. See Appendix D, p. A-87, Chart Demonstrating Alignment of Grant Programs.

SCHOOL LEADERSHIP PROGRAM (All schools with priority given to high need school leaders) In 2009, OCPS was awarded a five-year federal School Leadership Program grant. The district is implementing a system-wide structure of mentoring and professional development opportunities entitled The BRIDGE Leadership Program – Building Rigor into Developing Great Educational Leadership. This project is designed to recruit, train and retain assistant principals and principals, especially in high need schools. The program identifies three tiers of leadership development: teachers participating in the Aspiring Leaders Program (ALP), assistant principals participating in the Preparing New Principals Program (PNPP), and newly appointed principals participating in the Principal Induction Program (PIP). The grant funds support mentoring financial incentives for assistant principals to mentor teacher leaders, for principals to mentor assistant principals and for contracted coaches (retired qualified principals) to mentor newly appointed principals. Funds also support comprehensive online, on site, workshop, graduate, and conference professional development. There is an emphasis on diversity and minority representation in recruitment of new leadership to help meet the challenges of working in high need schools. Professional development includes two track options for ALP, one of which will include the opportunity to earn a Masters in Education from Stetson University and Educational Leadership certification from the Florida Department of Education and the implementation of a structured, district-wide system of mentoring new principals in PIP. To help expand rigor, The BRIDGE Leadership Program also funds training opportunities for leaders in the form of summer institutes and professional leadership dialogues.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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 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. Complete Work Plan Table for (B)(3)4. 5. The LEA will increase the number of STEM-related accelerated courses, such as Advanced Placement, International Baccalaureate, AICE, dual enrollment, and industry certification. Complete Work Plan Table for (B)(3)5. 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. Complete Work Plan Table for (B)(3)6.

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

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: Amanda Ellis Title: Director, Instructional Development Phone #: 407-317-3200, x2672 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. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: 2nd 3rd 4th Quarter Quarter Quarter Director, Instructional Development X X X X X X District Differentiated Accountability X X X X X X Leader Each School‘s Assistant Principal of X X X X X X Curriculum and Instruction Director, Curriculum Services X X X X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): nd rd th Submission of school schedule for each 2 3 4 persistently lowest-achieving school Quarter Quarter Quarter that includes regularly scheduled blocks X X X X X 117

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II of time dedicated to lesson study for each grade level or subject area. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 District staff working with teachers X X X and teacher union representatives to research and analyze school schedules that support teacher collaboration. No cost. 1.2 District and school level leads will X X X submit a school schedule for each persistently lowest achieving school (Evans and Oak Ridge high schools and Memorial Middle School) that includes regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area. (See attached schedules, lesson study overview timeline and plan for rollout in Appendix B, p. A-42.) 2010-11 2011/12 2. Deliverable (required): nd rd th Annual submission of monthly grade 2 3 4 level and content area Next Generation Quarter Quarter Quarter Sunshine State Standard lesson used to X X teach, observe, study evidence of student learning and design improved instruction. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 2.1 Ensure collaborative planning for X X all teachers at the persistently lowest achieving schools to implement the planning phase of lesson study every month evidenced by a lesson plan. Cost for this is covered in Title I School Improvement. See p. A-50-51. 2.2 Analyze school level student X X performance data to identify prioritized grade level and content area benchmarks with the lowest performance. 2.3 District and school level staff X X X develop a lesson study calendar 118

2012/13

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II reflecting the phases based on this data and aligned to the school calendar. 2.4 Annually submit monthly grade X X level and content area Next Generation Sunshine State Standard lesson used to teach, observe, study evidence of student learning and design improved instruction. 3. Deliverable (required): Rosters of school administrator(s) and grade level and content area teaching staff who participated in the lesson study. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 3.1 Principals from persistently lowest achieving schools will attend Level 1 training in Lesson Study. 3.2 The persistently lowest-achieving schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. 3.3 The persistently lowest-achieving schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. 3.4 All persistently lowest achieving schools will have a minimum of 1 trained, designated lesson study facilitator on campus. 3.5 All persistently lowest-achieving schools will complete at least one cycle of lesson study with at least one research team. 3.6 All staff members in persistently lowest-achieving schools will engage in at least one phase of lesson study per month. 3.7 Submit rosters of school administrator(s) and grade level and content area teaching staff who

X

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2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II participated in the lesson study. 2010-11 2011/12 4. Deliverable (required): nd rd th Submission of one participating 2 3 4 teacher‘s improved lesson plan based on Quarter Quarter Quarter the submitted grade level and content X X area Next Generation Sunshine State Standard lesson study with amendments due to participation in lesson study noted. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 4.1 School instruction and curriculum X leads maintain lesson materials that support improved instruction and student performance through lesson study. 4.2 Submit one participating teacher‘s X X improved lesson plan based on the submitted grade level and content area NGSSS lesson study with amendments due to participation in lesson study noted. Project Budget Summary:

2nd Quarter $0

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Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) This program will be established in such a manner that any school can replicate lesson study with minimal costs and maximum results to the school. The district staff will work with the persistently lowest achieving schools to maintain lesson study through other grant funds upon the conclusion of this grant. Supporting Narrative (optional): This program of lesson study at the persistently lowest achieving schools takes its direction from the OCPS One Vision, One Voice Teaching and Learning Framework, identifying lesson study as the professional development design that improves instruction through building the capacity of all teachers. Intensity of district level support throughout the year will be dependent upon the evidence of improved student learning and instruction at each grade level in the content areas. Currently there is active lesson study participation in over 40% of our schools. For this four year RTTT project period, Lesson Study will be expanded for deeper implementation beginning with the three persistently lowest achieving schools and with expansion planned in all required schools, at minimum, by 120

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II the end of the project period. In the implementation of OCPS Lesson Study: 1. Principals are required to attend a Lesson Study Overview session. Currently, two of the three persistently lowest-achieving school administrators have completed this. A total of 83 schools have had their principal attend an overview session. 2. Once the principal attends the overview and has an understanding of structures that need to be in place to begin, he/she identifies a Lesson Study Facilitator that is trained in all aspects of Lesson Study in order to facilitate this within the school. The first year of implementation at the school site is fully supported by a district Lesson Study Facilitator who is assigned following facilitator training. Currently, two of the three persistently lowest achieving schools have a trained facilitator and all three have been assigned district support. 3. The facilitator and principal select a research team within the school to begin the formal process of Lesson Study. Currently, 25 schools have identified a research team. 4. The research team analyzes data and selects an academic goal (benchmark/standard) for the cycle and selects a lesson to be examined. 5. The formal Lesson Study Cycle begins with the district support. The team meets (typically 2 ½ to 3 hours) to follow protocols for implementation. A teacher is selected to teach the lesson. The lesson is taught with the research team simultaneously observing and collecting data that is evidence of the academic and 21st Century goal. The team analyzes the data and reflects on implications for practice. Currently, five schools have completed a formal cycle of lesson study with an additional seven schools that have been scheduled for the fall/winter (one of the three persistently low achieving schools has already identified a research team and is scheduled for their first formal cycle on Dec. 6). 6. By year 2011, the schedule for each persistently lowest-achieving school will include regularly scheduled blocks of time dedicated to lesson study for each grade level or subject area and at least one research team will experience a full cycle of lesson study 7. The goal is for each collaborate team (that include all staff) to complete a minimum of two formal cycles per year.

Title and Page Number of Appendices for this Project (if applicable): One Vision, One Voice, Lesson Study, p. A-14. Lesson Study timeline, p. A-42. E-mails regarding OCPS Lesson Study Model – Share with Other Districts, A-47. Preliminary School Schedules - Evans and Oak Ridge high schools and Memorial Middle School, p. A-50.

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Work Plan Table Project/MOU Criterion: Expand STEM Career and Technical Program Offerings – (B)(3)4. Please indicate one LEA point of contact for this Project. Name: Janet Addair Title: Associate Superintendent, Career and Technical Education Phone #:407.317.3200 X 2803 E-mail Address: [email protected] Project Goal: The LEA will implement at least one additional high school career and technical program that provides training for occupations requiring science, technology, engineering, and/or math (STEM). The LEA will pay, or secure payment for the industry certification, and/or examination for graduates of such programs. These programs must lead to a high-wage, high-skill career for a majority of graduates that supports one of the eight targeted sectors identified by Enterprise Florida and result in an industry certification. The LEA will ensure that these programs will include at least one Career and Technical Education course that has significant integration of math or science that will satisfy core credit requirements with the passing of the course and related end-of-course exam. Deliverables (minimum required evidence): 1. Submission of a 4-year LEA timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications. 2. Evidence of funding allocated to provide for the costs associated with student candidates‘ industry certification exams. 3. Documentation of implementation of a complete program that results in industry certification including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications. 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. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Associate Superintendent, CTE X X X X X X Assistant Director, Winter Park Tech X X X X X X Senior Administrator, Agriscience X X X Program Specialist, Manufacturing X X X X X X Program Specialist, Health Science X X X X X X Consultant To Be Determined (grantX X funded) Principal, High School X X X X X X 122

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II STEM Teacher (new-grant-funded) X

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The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 1. Deliverable (required): Submission of a 4-year district timeline 2nd 3rd 4th and implementation plan based on the Quarter Quarter Quarter analysis of employer needs in the X X X X community to initiate one of the RTTTapproved 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. See E(2). 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Submission of a 4-year district X timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTTapproved career and technical programs. 1.2 Work with district staff and X X community partners on the implementation of the program 1.3 Identify at least one additional X X X career and technical education program for STEM occupations and complete actions to complete this program. 1.4 Recruit and hire one qualified X X teacher 1.5 Offer and enroll students in career X and technical program for STEM occupations 1.6 Maintain STEM course offerings ensuring qualified instructors 123

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 1.7 Analyze student performance on related industry certifications exams to determine additional support needs for students and teachers. 2. Deliverable (required): Evidence of funding allocated to provide for the costs associated with student candidates‘ industry certification exams. See E(2). Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 Analyze district budget allocations and costs related to industry certification exams. 2.2 Analyze projected costs of exams

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2.3 Allocate funds for projects exams. 2.4 Evaluate RTTT funds requested and used against FEFP generated by the course and adjust budget accordingly.

3. Deliverable (required): Documentation of implementation of a complete program that results in industry certification. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): See E(2). 3.1 Maintain student certification exams by allocating $6,000 in funds for new Biotechnician industry certification with district support after the 2013/14. 3.2 Annual review of 4-year plan with amendments as necessary to reach 4 year goals. 3.3 Provide Industrial Biotechnology 8736000 3.4 Provide Biotechnology 1 (3027010) 3.5 Provide Biotechnology 2 (3027020) 3.6 Provide Biotechnology 3 (8736030) 3.7 Provide Students achieving

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II industry certification Project Budget Summary:

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$72,824

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) Majority of this program budget for equipment and year one costs will be paid from the ARRA Stabilization Workforce grant. This includes $40,000 budgeted to pay for a consultant and hiring of one instructor during the planning year (Year 1). On-going availability of Perkins funds in subsequent years except materials/supplies and the teacher‘s salary. Cost of teacher will be incurred by the district in year 4 and beyond. Success of student recruitment. Continued CAPE funding earned for industry certification. Successful involvement of area industry leaders in Advisory Board. Sustained job growth in Biotechnology industry in Central Florida. Supporting Narrative (optional): Introduction: In the last 25 years in the United States the biotechnology industry has created more than 198,000 jobs at more than 1,400 pharmaceutical, agricultural, industry and instrumentation biotechnology companies. The sectors include health care, agriculture biotech, industrial and environmental applications, biodefences and research tools. This industry is one of the fastest growing sectors in the nation. Orlando has seen the growth of UCF, (University of Central Florida) Medical school, the Burnham Institute for medical Research and the addition of a VA hospital to the area. Taking into consideration that the program selected will be innovative, will meet the needs of the community, and the industry it was determined now is the time to introduce an Industrial Biotechnical Academy to the area. Background/Rationale: In considering the location of the Industrial Biotechnical Academy it was determined that the program will be housed on two campuses, The Winter Park Tech - Avalon Campus and Timber Creek High School. The Avalon Campus is a satellite center of Winter Park Tech. They opened the doors to this new campus in August 2007. The new state-of-the-art facility currently offers five career training programs: Pharmacy Technician, Patient Care Technician, Massage Therapy, Nails Specialty and Facials Specialty and a wide array of computer, health and academic classes. Not only does Avalon Tech serve adults and businesses of East Orlando/Orange County, the center offers dual enrollment opportunities in our career training programs for many Orange County high schools. After identifying the training needs of East Orlando/Orange County, future expansion needs for Avalon Campus were established. Timber Creek is a comprehensive High school with a population of 3190 students. Through careful research it was determined that Avalon would be the ideal location for an Industrial Biotechnical Academy. In partnership with Timber Creek high school located directly across the street both campuses will host this state of the art program. 125

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II The preliminary outline of the program will consist of the following considerations in establishing the program. This academy will start in the 11th grade recruiting from 9th and 10th grade students. Students will enroll in the academy through an application process. Students will take the required academic classes for 9th and 10th grade. A guidance counselor will be assigned to the academy and will guide students through the three year process. Academic teachers will be specifically assigned to the academy and they will have a common planning time to coordinate cross curriculum projects. 11th grade students will attend Winter Park Tech - Avalon Campus three periods out of the school day. One class will consist of Anatomy & Physiology and the other classes will be Biotechnology 1 first semester and Biotechnology 2 second semester. The classes will follow block scheduling. Students in the academy will have access to an Apple IPOD-Touch lab for collaboration and research. Beginning in year 3, two groups of academy students will be scheduled three hours in the morning block or three hours in the afternoon block. Students will spend the remaining class time on the campus of Timber Creek high school within their cohort schedule or use the time to complete high school graduation requirements. In the senior year, students will be required to pursue a guided work place experience in the form of either an internship or job shadowing experience. Students enrolled in this academy will earn an additional science credit since the Biotechnology 1 and 2 accounts for one-half science credit each. Students will be on a college level track. Funding will be used to fund one instructional position in Years 2 & 3. Beginning in Year 4, the instructional salary will be funded by the district from FTE allocation and CAPE funding earned for industry certification. The academy will follow the established guidelines as out lined by the CTE – OCPS Academy handbook and follow the directive mandated through the Florida Career and Professional Education Academy legislation. Projected enrollment for Year 2 is 25 students, all of which will be Juniors (11th grade). Due to attrition, we expect 17 of these students to return to the program their Senior year (12th grade) in Year 3. Also in Year 3, we will enroll a second cohort of 25 Juniors. This will create a sustainable enrollment of two cohorts (1-11th grade & 1-12th grade) for a total of 42 students each year. Further growth will require that a second instructor be hired. Industrial Biotechnology Instructor Costs Year 1 Projected Salary Costs Planning Year Consultant Benefits Salary Total

Year 2

Year 3

Year 4

$40,000 $0 $0 $40,000

$0 $15,850 $43,900 $59,750

$0 $15,850 $43,900 $59,750

$0 $15,850 $43,900 $59,750

Projected Enrollment Cohort 1 Cohort 2 Cohort 3 Total Enrollment

0

25 25

17 25 42

17 25 42

District Funds (not from FTE) Expected Revenue from FTE Allocation RTTT Funds

$40,000 $0 $0

$0 $0 $59,750

$0 $0 $59,750

$0 $59,750 $0

126

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Title and Page Number of Appendices for this Project (if applicable): Baseline Data – STEM Programs Meeting RTTT Requirements, p. A-52. Timeline, p. A-54.

127

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

Work Plan Table Project/MOU Criterion: Increase Advanced STEM Coursework – (B)(3)5. Please indicate one LEA point of contact for this Project. Name: Dianne Lovett Title: Senior Director Phone #: 407-317-3200 x-2927 E-mail Address: [email protected] Project Goal: The LEA will increase the number of STEM-related acceleration courses, such as Advanced Placement, International Baccalaureate, AICE, dual enrollment, and industry certification. Deliverables (minimum required evidence): 1. Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies. 2. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data. 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.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter Senior Director, Academic Services X X X X Principal, Evans High School X X X X Principal, Oak Ridge High School X X X X Principal, Memorial Middle School X X X X Director, Curriculum Services X X X X Director, Professional Development X X X X Director, Turnaround Schools X X X X Senior Administrator, Advanced Studies X X X X Principal, School Choice X X X X Key Personnel by Title:

2012/13

2013/14

X X X X X X X X X

X X X X X X X X X

nd

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): nd rd th Submission of a district timeline and 2 3 4 implementation plan to increase the Quarter Quarter Quarter number of STEM accelerated courses. X Baseline data for this plan includes 128

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Submission of a district timeline X and implementation plan to increase the number of STEM accelerated courses. 1.2 Planning for STEM training of X teachers 1.3 Provide advanced STEM training X X for school staff (Pathways to Engineering-Oak Ridge HS; Multimedia-Evans HS) - See E(2). 1.4 Increase in the number of higher X level STEM courses in persistently lowest-achieving schools. 2. Deliverable (required): Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-ofgrant period data. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 Increase in the number of students involved in science/mathematics competitions. (There is currently no participation at the persistently lowestachieving schools.) 2.2 Increase in number of students enrolled in accelerated STEM courses.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

X

X

2012/13

2013/14

nd

X 2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

X

X

X

X

nd

129

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2.3 Baseline data has been included in Appendix B, p. A-52. 2.4 Document increased accelerated X X course offerings, including a comparison of baseline data to end-ofgrant period data. Project Budget Summary:

2010-11 2nd Quarter

3rd Quarter

4th Quarter

$0

$0

$0

X

X

2011/12

2012/13

2013/14

$0

$0

$0

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) The district will assign district and entitlement funds in order to maintain the capacity built for STEM and Advanced Placement courses in the schools once grant funds have been used. The program will allow for model courses which can will be developed and implemented in the persistently lowestachieving schools and can be replicated in other district schools as appropriate. Supporting Narrative (optional): There has been a coordinated effort to increase participation in higher level courses. The district has developed Destination College: It’s Elementary! a program for elementary schools that provides academic instruction and other support prepare students for the challenges of secondary education. In addition, we have developed a culture of all students to participate in higher level courses in order to reduce the achievement gap. To follow this culture, we have implemented a variety of support programs at our secondary schools to equip the students with college readiness skills. Part of the awareness is the Black and Hispanic Male Initiative in which the district is working with the schools on acculturation of different learning traits identified in boys that will help them achieve at a higher level. The district utilizes district and entitlement funding to have master teachers provide professional development, instruction modeling and collaboration activities in order to achieve a higher level of understanding and application of different concepts. The areas where support is provided is Advanced Placement, AVID, Mathematics, Science and STEM among many initiatives that the district is implementing currently. The district is committed to work with the schools on maintaining the STEM activities in order to close the achievement gap. Increased student involvement in Science Fairs, Science Olympiad and/or Math counts are minimal and will be paid by each school. ($235 per school for Science Olympiad for a team of 15 students) Additional courses will require one new teacher position at each persistently lowest-achieving school for the new/advanced course. Budget for advanced courses will be maintained and paid for by each school after year four. Additional courses will require materials, supplies and books for twenty five students per school minimum. Cost of textbook is $100 and supplies @$200 per student X 25 students. A science lab will be included for each of the persistently lowest-achieving schools @ $15,000 each. 130

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Advanced Placement staff training will be paid from the Teacher Incentive Fund in year one. In years two, three and four the cost of Advanced Placement staff training is for 10 teachers at each of the persistently lowest-achieving schools per year as this training is given every three years after initial training. Cost is $525 per teacher plus travel to the five day training X 30.

Title and Page Number of Appendices for this Project (if applicable): Baseline Data – Existing STEM Courses in OCPS Persistently Low-Achieving High Schools, p. A-58. STEM Competitions Available to Students in Lowest-Achieving Schools, p. A-59. Advanced Placement Enrollment – District wide - Historical, p. A-60.

131

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

Work Plan Table Project/MOU Criterion: Bolster Technology for Improved Instruction and Assessment – (B)(3)6. Please indicate one LEA point of contact for this Project. Name: Hermes Mendez Title: Director, ICTS Phone #: 407.317.3252 E-mail Address: [email protected] Project Goal: The LEA will ensure that each school possesses the technology to provide sufficient access to strategic tools for improved classroom instruction and computer-based assessment. Deliverable (minimum required evidence): 1. Readiness for computer-based testing (FCAT 2.0, End-of-Course Exams, Florida Assessments for Instruction in Reading) as certified through completion and submission of Florida‘s online certification tool. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Sr. Director, Accountability, Research X X X X X X and Assessment Chief Information Officer X X X X X X Director, ICTS – Infrastructure X X X X X X Director, ICTS – Applications X X X X X X Enterprise Data Architect X X X X X X Director Instructional Technology and X X X X X X Library Media Sr. Administrator, Data Analysis & Reporting, Accountability, Research X X X X X X and Assessment The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): nd rd th Completion and submission of 2 3 4 computer-based testing readiness Quarter Quarter Quarter certification through Florida‘s online X X X tool. 2010-11 2011/12 2012/13 2013/14 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 132

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 1.1 Attain more information about X technology needs for certification tool and survey data. 1.2 Activate certification tool X 1.3 Evaluate certification tool X 1.4 Determine that current bandwidth X of 10 Meg per elementary school, 100 Meg per middle school and 1 Gig per high school is sufficient for online assessments 1.5 Rectify any deficiencies in X bandwidth needed for online assessments 1.6 Monitor bandwidth to ensure X X X continued success for online assessments 1.7 Determine that current network X infrastructure of 10 Elem/100 Middle/1000 High School ports and District 10Gig backbone is sufficient for online assessments. 1.8 Rectify any deficiencies in network X infrastructure for online assessments. 1.9 Monitor to ensure that network X X X infrastructure is sufficient for online assessments. 1.10 Define Stakeholders to serve on X committee to write requirements. 1.11 Identify Project Management X Team (i.e. OCM, QA) 1.12 Facilitate Integration of data X systems (i.e. SAP, SMS, EDW, IMS, PD System, and Progressbook) 1.13 Facilitate Vendor Selection X X 1.14 Offer Professional Development X in three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders 1.15 Implementation of Identity X Management System; Cost-See (C)( 3)(i) and (iii) 1.16 Launch soft opening to get X feedback from users 1.17 Upgrade to electronics at 62 X X school sites in year one and 30 in year two to ensure that each school posses the technology for improved instruction and assessment. This will be paid by the 133

X

X

X

X

X X

X X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II district under the E-rate program. The network switches that district staff will purchase for the schools under the Erate program will be: Elem Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF. Middle Schools - Cisco model # 2960 for the IDF and model #3560 for the MDF. High Schools - Cisco model # 2960 and #3560 for the IDF and model #6500 for the MDF. Continue upgrading electronics at the 87 school sites to ensure that each school has technology for continuous instruction and assessment 1.18 Launch district-wide rollout of Instructional Management System; Cost-See (C)( 3)(i) and (iii) Project Budget Summary: Cost-See (C)( 3)(i) and (iii)

2nd Quarter

2010-11 3rd Quarter

4th Quarter

$0

$0

$0

X

X

X

2011/12

2012/13

2013/14

$0

$0

$0

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of this Project after Race to the Top funding ends) OCPS will allocate staff members to manage process for developing district instructional improvement systems throughout the duration of this initiative on an as needed basis. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. OCPS will report its survey findings to the School Board of Orange County. Supporting Narrative (optional):

Title and Page Number of Appendices for this Project (if applicable): OCPS Plan for Accessing and Using Data Systems to Support Instruction, p. A-62.

134

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

135

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

Work Plan Table Project/MOU Criterion: Improve Access to State Data – (C)(2) Please indicate one LEA point of contact for this Project. Name: Lee Baldwin Title: Sr. Director, Accountability, Research, and Assessment Phone #: 407.317.3201 E-mail Address: [email protected] Project Goal: LEAs will integrate with the Department to provide single sign-on access to state-level applications and data by their users. The LEA will incorporate state-level data into local instructional improvement systems to improve instruction in the classroom and operations at the school and district levels, and to support research. Deliverables (minimum required evidence): 1. For teachers, principals, and other LEA staff, provide a report on the following: a. Number of each type of staff in the district b. Number of each type of staff accessing state resources via single sign-on Baseline report based on 2009-10 is due by December 31, 2010. Reports based on the prior two quarters completed are due by September 30 and March 31 of each year. Bi-annual reporting shall begin the first applicable period after single sign-on integration with the Department. The Department will provide a report template. 2. Single Sign-on Integration Readiness Certification. Certification forms will be provided by the Department for LEA signature. 3. Single sign-on integration with the Department. 4. For state-level data downloads, provide a report of the following: a. Name of the download b. Date of most recent download Reports are due by September 30 and March 31 of each year and based on the prior two quarters completed. Reporting shall begin the first applicable period after receipt and incorporation of statelevel data into local instructional improvement systems. The Department will provide a report template. Note: Additional evidence regarding the state-level data downloads is collected with Section (C)(3)(i).

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

136

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Sr. Director, Accountability, Research X X X X and Assessment Chief Information Officer X X X X Director, ICTS – Infrastructure X X X X Director, ICTS – Applications X X X X Enterprise Data Architect X X X X Director Instructional Technology and X X X X Library Media Sr. Administrator, Data Analysis & Reporting, Accountability, Research X X X X and Assessment Systems Engineer II (New) X Security Administrator (New) X 2 Content Administrators (new) X X X 2 Teachers – PDS/CTA(New) X X X

2012/13

2013/14

X

X

X X X X

X X X X

X

X

X

X

X X X X

X X X X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable 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. 1. Deliverable (required): For teachers, principals, and other LEA staff, provide a report on the following: a. Number of each type of staff in the district b. Number of each type of staff accessing state resources via single sign-on Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 1.1 Provide reports of OCPS staff accessing state resources via single sign-on per State report template

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

2012/13

2013/14

X

X

nd

X

X

137

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 2. Deliverable (required): nd rd th Single Sign-on Integration Readiness 2 3 4 Certification Quarter Quarter Quarter X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 2.1 Prepare technical environment for integration with Single Sign-on X solution 2.2 Complete and submit Single Signon Integration Readiness X Certification to FL DOE 3. Deliverable (required): Single sign-on integration with the Department Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 3.1 Integrate with FL DOE to provide Single Sign-on access to applications and data 4. Deliverable (required): For state-level data downloads, provide a report of the following: a. Name of the download b. Date of most recent download Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 4.1 Obtain state-level data download when available 4.2 Incorporate download data into OCPS instructional improvement systems 4.3 Provide a report of state-level data downloads incorporated into OCPS instructional improvement systems

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X 2010-11 2011/12 nd rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

2012/13

2013/14

2012/13

2013/14

2012/13

2013/14

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

nd

nd

X

X

X

138

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 5. Deliverable nd rd th Gap Analysis/Needs Assessment Report 2 3 4 for providing Single Sign-on Quarter Quarter Quarter X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 5.1 Provide feedback to the State regarding Single Sign-on X X X X implementation 5.2 Complete an evaluation of district‘s ability to provide Single Sign-on X access to state resources 6. Deliverable Timeline and Implementation Plan for providing Single Sign-on access to state resources Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 6.1 Submit a timeline and implementation plan for providing Single Sign-on access to state resources.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X 2010-11 2011/12 nd rd th 2 3 4 Quarter Quarter Quarter

7. Deliverable Documentation for Procurement Process

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 7.1 Complete ITN Process (Intent to Negotiate) for integration of the OCPS Identity Management System – a district-wide Single Sign-on system – with the FL DOE single sign-on requirements. Project Budget Summary:

X

2012/13

2013/14

2012/13

2013/14

2012/13

2013/14

2012/13

2013/14

2012/13

2013/14

X

X

2 Quarter

4 Quarter

$0

$0

$0

rd

2013/14

nd

2010-11 3 Quarter

nd

2012/13

2011/12

2012/13

2013/14

$0

$0

$0

th

139

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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)  OCPS will allocate staff members to manage process for Single Sign-on access on an on-going basis.  OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels.  OCPS will report its survey findings to the School Board of Orange County. Supporting Narrative (optional): Single Sign-On System: OCPS currently has an Identity Management System that will eventually integrate with the State‘s Single Sign-on System. This Single Sign-On System will allow for one central system to manage most employee accounts for business and student systems. The one user ID/one password concept will streamline user provisioning across multiple local and state systems by using a centralized user repository. This tool will enable the district to enforce a more complex password policy that will improve access to data systems, and increase security of employee and student data. The IDs will be managed in one location and pushed to all connected systems. This will occur in real-time with our Human Resources (HR) systems so that accounts are activated/deactivated based on HR activities (i.e. personnel appointments, position changes, transfers, etc.).

Title and Page Number of Appendices for this Project (if applicable):  OCPS Plan for Accessing and Using Data Systems to Support Instruction, p. A-62

140

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

Work Plan Table Project/MOU Criteria: Use Data to Improve Instruction – (C)(3)(i) and (iii) Please indicate one LEA point of contact for this Project. Name: Lee Baldwin Title: Sr. Director, Accountability, Research, and Assessment Phone #: 407.317.3201 E-mail Address: [email protected] Project Goal: The LEA will use systems that are easy for students, teachers, parents, and principals to use and that show growth of students, teachers, schools, and districts disaggregated by subject and demographics. An LEA that has an instructional improvement system will ensure that the system is being fully utilized; an LEA that does not have an instructional improvement system will acquire one. The LEA will provide requested data from local instructional improvement and longitudinal data systems to the Department as requested. Deliverables (minimum required evidence): 1. For local instructional improvement systems, provide a report that includes the following: a. Name of the system b. How the system has been adopted and used in the classroom, school, and at the district level to support instruction in the classroom, operations at the school and district levels, and research c. How the system is accessed and used by students and parents d. How state-level data downloads are accessed and used in the classroom, school, and at the district level to support instruction in the classroom, operations at the school and district levels, and research [Ref. to Section (C)(2)]. This section should be included when it becomes applicable. e. A description of the student growth data available to users on the system f. How frequently students, teachers, parents, and principals are accessing the system The baseline report for 2009-10 is due by December 31, 2010. Subsequent reports are due annually by September 30 for the prior year. 2. The LEA will provide timely, accurate, and complete information in Department technology assessments and surveys to verify the LEA‘s local instructional improvement system meets the minimum standards. LEAs will provide the name, title, phone number, and email address of a staff member responsible for receiving such requests from the Department. 3. The LEA will provide data from local instructional improvement and longitudinal data systems to the Department, as requested. LEAs will provide the name, title, phone number, and e-mail address of a staff member responsible for receiving such requests from the Department. 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.

141

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Sr. Director, Accountability, Research X X X X and Assessment Chief Information Officer X X X X Director, ICTS – Infrastructure X X X X Director, ICTS – Applications X X X X Enterprise Data Architect X X X X Director Instructional Technology and X X X X Library Media Sr. Administrator, Data Analysis & Reporting, Accountability, Research X X X X and Assessment Systems Engineer II (new) X Security Administrator (new) X 2 Content Teachers (new) X X X 2 Teachers – Prof. Dev. Services/CTA X X X (new)

2012/13

2013/14

X

X

X X X X

X X X X

X

X

X

X

X X X

X X X

X

X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1.

142

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 1. Deliverable (required): nd rd th For local instructional improvement 2 3 4 systems, provide a report that includes Quarter Quarter Quarter the following: a. Name of the system X X 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 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Define Stakeholders to serve on X committee to write requirements. 1.2 Develop ITN for the Instructional X Management Systems based on agreed upon requirements. 1.3 Identify Project Management Team X (i.e. OCM, QA) 1.4 Facilitate Integration of data systems X (i.e. SAP, SMS, EDW, IMS, PD System, and Progressbook) 1.5 Facilitate Vendor Selection X X 1.6 Offer Professional Development in X three phases (i.e. Introduction, Ongoing, Sustaining) with input from stakeholders

143

2012/13

2013/14

X

X

2012/13

2013/14

X X

X X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 1.7 Negotiate with publishers to provide X metadata for inclusion in repository 1.8 Implement identity management for X staff and students 1.9 Launch soft opening to get feedback from users 1.10 Develop a process to jury content created and uploaded locally developed materials 1.11 Launch district-wide rollout of Instructional Management System 2. Deliverable (required): The LEA will provide timely, accurate, and complete information in Department sponsored technology assessments and surveys to verify the LEA‘s local instructional improvement system meets the minimum standards. LEAs will provide the name, title, phone number, and email address of a staff member responsible for receiving such requests from the Department. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 Provide survey response to FL DOE annually. 2.2 Identify OCPS personnel responsible for working with FL DOE sponsored technology assessments and surveys; and provide employee contact information to FL DOE.

X X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

nd

nd

X X

144

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 3. Deliverable (required): nd rd th The LEA will provide data from local 2 3 4 instructional improvement and Quarter Quarter Quarter longitudinal data systems to the X X X X Department, as requested. LEAs will provide the name, title, phone number, and e-mail address of a staff member responsible for receiving such requests from the Department. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 3.1 Provide data from OCPS X X X X instructional improvement systems for FL DOE use as requested. 3.2 Identify OCPS personnel X responsible for working with FL DOE sponsored technology assessments and surveys; and provide employee contact information to FL DOE. Project Budget Summary:

2 Quarter

2010-11 3 Quarter

4 Quarter

$0

$2,186,827.50

$778,727.50

nd

rd

2012/13

2013/14

X

X

2012/13

2013/14

X

X

2011/12

2012/13

2013/14

$1,803,858

$954,058

$904,687

th

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) 1. OCPS will allocate staff members to manage process for developing district instructional improvement systems on an as on-going basis. 2. OCPS will annually survey school staff on the effectiveness of receiving data that supports our instructional improvement systems designed to improve instruction in the classroom and operations at the school and district levels. 3. OCPS will report its survey findings to the School Board of Orange County. 4. OCPS is supporting EDW with local funds and will use Race to the Top funding to support IMS. When Race to the Top funding ends in 2013/14 the district will continue to support EDW and IMS through district funding.

145

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Supporting Narrative (optional): Instructional Management System The Instructional Management System (IMS) --- a single source system for use by teachers, students, and parents to access instructional materials that link student performance with digital assets --- .is critical to the district‘s ability to significantly impact student performance. Through IMS, all teachers would have access to a Dashboard for each of their students, appropriate integrated learning content, real time student progress reports, and more. The student and parent could view content for students based on benchmarks, and look at student assignments, and practice materials designed to help close learning gaps. From a learning management view, administrators would have tools to manage content that is properly categorized and aligned to benchmarks and the authorization to submit content as well as approve/reject substandard content. The Orange County school district has many outstanding teachers and administrators. This is evidenced by some of the district‘s many achievements: ―A‖ school district rating for school years 2007-2008 and 2008-2009 141 high performing ―A‖ and ―B‖ schools 671 National Board Certified Teachers A 5.41% increase in Advanced Placement enrollment for nearly all student groups 77% Graduation Rate There are many different resources that contribute to our successes with student achievement. Still there is much work to be done as we strive to employ more highly qualified teachers and administrators to help us realize our mission and vision for Orange County Public Schools. MISSION: To lead our students to success with the support and involvement of families and the community. VISION: To be the top producer of successful students in the nation. The success that OCPS has experienced came in part through our dedicated teachers using tools such as scientifically-based research, best practices, professional development, assessment and numerous data analyses. Our teachers and administrators use multiple sources to pull together the right mix of materials to deliver effective classroom instruction. The move toward extensive use of data to drive instruction has led this district to identify the gaps in the systems we now have in place. By doing so, we discovered our need to individualize student teaching and learning through data driven decision-making. This data will be accessible through the EDW and will be analyzed through the IMS to focus in on individual student needs and to identify applicable and appropriate resources. This process goes beyond identification of need alone to a paring of appropriate digital resources accessible at anytime, anywhere.

146

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Description of IMS The IMS has three major components that will provide several critical elements in order to significantly impact student performance. Component #1  Dashboard: The dashboard will offer a unified view of multiple data sources displaying up-to-date student performance data pushed to the teacher in real time. Component #2  Digital Asset Repository: Information within the digital asset repository will be linked to Next Generation Sunshine Standards (and eventually to the Common Core Standards) and will be searchable by grade level standards and topics. The assets will include, but are not limited to: Publisher content associated with adopted materials Online encyclopedias Uploaded juried teacher-created materials Best practices Videos Web links CPalms repository Podcasts of exemplary teaching in specific content areas Links to repositories All resources will be tied to instructional timelines and, through state and district score reports, generate a ―playlist‖ of resources for differentiated instruction for individual students and parents. Component #3  Professional Development: Opportunities for teachers to seek professional development will be largely generated by a suggested list of areas resulting from student data and needs. The district is proposing to use RTTT funds for the creation of an IMS. OCPS has set aside funds to supplement this initiative that will bring all of our software systems into a single ID / Password requirement. Our yearly investment in support of the IMS is as follows: Year FY 2011 FY 2012 and Beyond

Total Investment $404,000 $100,000

Enterprise Data Warehouse Since school year 2004-2005, Orange County Public Schools (OCPS) has been developing a data warehouse. This initiative will set the stage for comprehensive enterprise-wide business intelligence and the prodigious return on investment that analytic capabilities deliver. The following goals will be supported: 147

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Goal 1 Goal 2 Goal 3 Goal 4

Goal 5 Goal 6 Goal 7 Goal 8

To implement the tools and processes required to effectively manage the complexities of this district‘s most precious assets --- Information To build the foundation for sharing data across the enterprise in a controlled and managed environment To provide a consistent enterprise-wide view to the end user ensuring data integrity and reliability To gain maximum advantage from the district‘s enterprise resource planning (ERP) and legacy systems investment through data integration at an enterprise level To facilitate end user self sufficiency To set the stage for the graceful retirement of Online Data Access (ODA) To cultivate a well-trained staff To execute a well-managed project

The Enterprise Data Warehouse (EDW) thus far can be described as a suite of tools housing data in two main areas: (1) business (i.e. SAP, facilities, etc.) and (2) student and teacher data (i.e. FCAT performance, progression toward graduation, highly qualified staff, etc.). Selected groups of district personnel can view this data; however, the EDW is not fully implemented at the district, learning community, schools, teacher, and student levels. Some historical data is available to allow for trend analyses and certain statistical data can be viewed for grades 3 – 10 only. Demographic, enrollment, schedules, academic history, discipline, attendance, sub groups, test scores, and staff information has been loaded for school years 2004-2005 to present. While consolidation and data quality is believed to be critical, the success of this initiative is to make available the right information to the right people at the right time. OCPS is investing significant resources for the implementation of the EDW. Our yearly investment to cover costs associated with Hardware, Consulting, Licensing, and Personnel is as follows: Year FY 2011 FY 2012 FY 2013 and Beyond

Total Investment $1,930,212 $1,200,000 $1,000,000

Title and Page Number of Appendices for this Project (if applicable): OCPS Plan for Accessing and Using Data Systems to Support Instruction, p. A-62. PowerPoint on Curriculum (and Technology) Resources Standardized and Aligned, p. A-75.

148

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

149

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II (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 staterequired 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 use, at a minimum, this same core of effective practices.

150

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

151

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

152

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

153

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

154

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

155

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

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.

156

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

Work Plan Table Project/MOU Criterion: Provide Support for Educator Preparation Programs – (D)(1)(ii) Please indicate one LEA point of contact for this Project. Name: Carol A. Kindt Title: Senior Executive Director, Human Resources Phone #: (407) 317-3200 x 2353 E-mail Address: [email protected] Project Goal: The LEA will improve the support of candidates in teacher preparation programs by collaborating with providers in assigning effective personnel as mentors and supervising teachers and using candidate performance data for program improvements. Deliverables (minimum required evidence): 1. Plan for collaboration with institutions or other program providers (include list) to assign supervising teachers. 2. Plan for determining qualifications for selecting effective and highly effective teachers and administrators, including clinical educator training, as supervising teachers and peer mentors for teacher and principal leadership candidates. 3. Description of qualifications to supervise program interns or serve as a peer mentor. 4. Reporting teachers and principals who are selected for these positions (the staff database will be updated with a data element for this purpose). 5. Annual District Program Evaluation Plan (DPEP) reports for district alternative certification programs and annual reports for School Leadership programs reflect requirements met for Continued Approval Standard Three (regarding use of data for continuous program improvement and the assignment and training of peer mentors). 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. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: 2nd 3rd 4th Quarter Quarter Quarter Principal on Assignment Professional X X X X X X Development Services Director Substitute Services and Special X X X X X X Projects Senior Administrator, Instructional X X X X X X Support and Programs Human Resources Business Process X X X X X X Specialist

157

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): nd rd th Plan for collaboration with institutions 2 3 4 or other program providers (include list) Quarter Quarter Quarter to assign supervising teachers. X X X X X X Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 1.1 OCPS will coordinate with higher education institutions provide effective district personnel to supervise preservice teachers and educational leadership candidates. 1.2 Annually review student performance data and other continued approval standards in Rule 6A-5.066, FAC, to improve the alternative certification program.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2. Deliverable (required): Plan for determining qualifications for selecting effective and highly effective teachers and administrators, including clinical educator training, as supervising teachers and peer mentors for teacher and principal leadership candidates. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 Review current criteria for teachers to have an intern in their classroom. 2.2 Review current criteria to be a mentor of an aspiring principal. 2.3 Submit plan for determining qualifications for selecting effective and highly effective teachers and administrators to FL DOE annually.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

nd

X

X

X

X

X

X

X

X

X

X

X

2012/13

2013/14

X

X

2012/13

2013/14

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter nd

X

X

X

X

X

X

X

X

X

X

X

X

158

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 3. Deliverable (required): nd rd th Description of qualifications to 2 3 4 supervise program interns or serve as a Quarter Quarter Quarter peer mentor. X X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 3.1 Each pre-service teacher will be X X supervised by a highly effective teacher defined as a PSC/CC teacher who has taken Clinical Educator In-service and/or a National Board Certified Teacher who has received an overall Effective on their Final assessment with no NI‘s or U‘s. 3.2 Each aspiring leader will be paired X X with a highly effective principal mentor defined as a principal who is recommended by their area superintendent, has had a minimum of three years of effective assessments as a school principal and/or is requested by the aspiring leader.

2012/13

2013/14

X 2012/13

X 2013/14

X

X

X

X

4. Deliverable (required): Reporting teachers and principals who are selected for these positions (the staff database will be updated with a data element for this purpose). Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 4.1 Internal processes to select the teacher and principal mentors will be reviewed for completeness, accuracy and timeliness. 4.2 A complete, accurate and timely report of the selected teacher and principal mentors will be maintained and submitted.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

X 2012/13

X 2013/14

5. Deliverable (required): Annual DPEP reports for district alternative certification programs and annual reports for School Leadership

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter 159

X

X

X

X

X

X

X

X

2012/13

2013/14

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Program reflect requirements met for X X Continued Approval Standard Three (regarding use of data for continuous program improvement and the assignment and training of peer mentors). 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 5.1 The required DPEP data will be X X collected and analyzed to meet the Continued Approval Standard 3 requirements. 5.2 The annual DPEP report for ACP X X and an annual School Leadership Program report will be submitted. Project Budget Summary:

2 Quarter

2010-11 3 Quarter

4 Quarter

$0

$0

$0

nd

rd

X

X

2012/13

2013/14

X

X

X

X

2011/12

2012/13

2013/14

$0

$0

$0

th

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 programs are currently district-funded and will continue to be. Supporting Narrative (optional): OCPS has had a district developed Alternative Certification Program (ACP) for eight years, which is formally covered in Rule 6A – 5.066, F.A.C. Orange County has always been at the forefront of alternative pathways for teachers through partnerships with American Board and the local Education Preparation Institute. The district program‘s student achievement scores rank OCPS in the top five statewide in reading and math gains as compared to other districts. The district also has a Transition to Teaching grant that support ESE, math and science teachers to enter teaching and complete the ACP. As a part of this grant teachers receive free program tuition and a completion bonus for teaching in the district for three or more years. While OCPS will not be pursuing an alternative principal program, the district was awarded a five-year federal grant to create a principal induction program. Through the Building Rigor Into Great Educational Leaders (BRIDGE) grant veteran principals mentor new principals, principals mentor assistant principals and all mentor teachers aspiring to be principals.

Title and Page Number of Appendices for this Project (if applicable): Teacher Incentive Fund I Abstract, p. A-84. Teacher Incentive Fund II Abstract, p. A-85. School Leadership Program Abstract, p. A-86. Chart Showing Alignment of Teacher Incentive Funds with Race to the Top, p. A-87. 160

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

Work Plan Table Project/MOU Criteria: Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii) Please indicate one LEA point of contact for this Project. Name: Carol A. Kindt Title: Senior Executive Director, Human Resources Phone #: (407) 317-3200 x 2353 E-mail Address: carol.kindt @ocps.net Project Goal: The LEA will design and conduct teacher and principal evaluations through systems that meet the requirements of law and of the MOU. Deliverables (minimum required evidence): 1. A completed teacher appraisal system that reflects the inclusion of and implementation process for each of the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)(iii). See combined checklist at the end of the template document. 2. A timetable for implementing the teacher evaluation system. 3. A completed principal appraisal system that reflects the inclusion of and implementation process for each of the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)(iii). See combined checklist at the end of the template document. 4. A timetable for implementing the principal evaluation system. 5. Annually report evaluation results for teachers and principals through the regular student and staff survey. 6. Submit revisions to the teacher and principal evaluations annually, if revisions are made. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Senior Executive Director, Human X X X X X Resources Principal on Assignment, Professional X X X X X Development Services Human Resources Business Process X X X X X Specialist Senior Director Labor and Legislative X X X X X Relations Lead CTA Representative X X X X X Senior Admin. Research (new) X X X X X EDW Data Assessment Specialist (new) X X X 2-Clerical Support Research (new) X X X The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 161

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 1. Deliverable (required): nd rd th A completed teacher appraisal system 2 3 4 that reflects the inclusion of and Quarter Quarter Quarter implementation process for each of the X content and design requirements listed No in s. 1012.34, F.S., and in the MOU in later (D)(2)(i)-(iii). than May 1 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Development Year: The 2010-11 X X X school year will be considered a development year for the teacher and principal evaluation system. 1.2 OCPS will work collaboratively X X X X with teachers, administrators and the Classroom Teachers Association (CTA) to develop a teacher evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement. 1.3 The teacher‘s revised evaluation is X X X X subject to collective bargaining. The Collective Bargaining Leadership Team (CBLT) will strive to reach tentative agreement by April 15 and ratification by April 30. 2010-11 2011/12 2. Deliverable (required): A timetable for implementing the 2nd 3rd 4th teacher evaluation system (this may be Quarter Quarter Quarter adjusted annually). X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 2.1 OCPS will work collaboratively X X with teachers, administrators and CTA to develop a timetable for implementing the teacher evaluation system. See Appendix D, p. A-89, Timeline for Completion of Teacher Evaluation Plan. 162

2012/13

2013/14

2012/13

2013/14

X

X

X

X

2012/13

2013/14

2012/13

2013/14

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2.2 A timetable for the teacher X X evaluation will require an agreement between the district and CTA.

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X

2012/13

2013/14

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

2010-11 2011/12 4. Deliverable (required): nd rd th A timetable for implementing the 2 3 4 principal evaluation system (this may be Quarter Quarter Quarter adjusted annually). X X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 4.1 OCPS will work collaboratively X X with teachers and administrators to develop a timetable for implementing the principal appraisal system that meets design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). See Appendix D, p. A95, Timeline for Completion of the Principal Evaluation Plan.

2012/13

2013/14

X 2012/13

X 2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

3. Deliverable (required): A completed principal appraisal system that reflects the inclusion of and implementation process for each of the content and design requirements listed in s.1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined checklist attached. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 3.1 OCPS will work collaboratively with teachers and administrators to develop a principal evaluation system that meets the content and design requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). OCPS will ensure that the observation portion is linked to core effective practices that increase student achievement.

5. Deliverable (required): Annually report evaluation results for teachers and principals through the

nd

nd

X

X

nd

163

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II regular student and staff survey (Survey X X 5). 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 5.1 OCPS will annually report X X evaluation of teachers and principals through the regular student and staff survey (Survey 5). 6. Deliverable (required): Submit revisions to the teacher and principal evaluation systems annually, if revisions are made. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 6.1 OCPS will work collaboratively with teachers, administrators and CTA to recommend and submit revisions to the teacher and principal evaluation systems each year. Project Budget Summary:

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

X

X

2012/13

2013/14

X

X

2012/13

2013/14

X 2012/13

X 2013/14

X

X

X

2nd Quarter

2010-11 3rd Quarter

4th Quarter

$0

$22,961

$24,336

2011/12

2012/13

2013/14

$303,279

$303,279

$337,814

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 programs are currently district funded and will continue to be. Supporting Narrative (optional): OCPS has begun the process of examining the current teacher evaluation system. The OCPS Instructional Personnel Assessment System is designed to contribute toward achievement of goals identified in the district plan and support district and school-level improvement plans. An assessment committee from the OCPS Collaborative Bargaining Leadership Team reviews the system annually to ensure we are measuring performance based on core effective practices. This committee is comprised of both instructional and administrative personnel. A variety of assessment tools are provided in the Instructional Personnel Assessment System Procedures Manual. This manual is reviewed by all teachers and instructional administrators each year. OCPS currently evaluates all principals annually in the spring. The current principal evaluation system was developed with Doug Reeves and addresses the areas of faculty development and student achievement. The student achievement factor is a primary factor at this time. The Florida Principal Leadership Standards are implied throughout the evaluation system, but not explicitly addressed. Principals‘ performance at this time is indirectly tied to teacher effectiveness and removing ineffective teachers. Our Instructional Personnel Assessment System and the Principal 164

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Evaluation system shall be structured to meet the requirements identified in S.1012.34, F.S. and RTTT MOU criteria in (D)(2)(i-iii). Title and Page Number of Appendices for this Project (if applicable): Timeline for Completion of the Teacher Evaluation Plan, p. A-89. Timeline for Completion of the Principal Evaluation Plan, p. 95. Instructional Personnel Assessment Systems Procedures Manual, p. A-117. Administrative/Technical Accountability and Performance Appraisal System, p. A-150. Collaborative Bargaining Calendar, p. A-389.

165

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

Work Plan Table Project/MOU Criteria: Use Data Effectively in Human Capital Decisions – (D)(3), including (D)(2)(iv)(b)(c)(d) and (E)(2)4.-5. Please indicate one LEA point of contact for this Project. Name: Carol Kindt Title: Senior Executive Director Human Resources Phone #: (407) 37-3200 E-mail Address: [email protected] Project Goal: The LEA will use results from teacher and principal evaluations to inform each of the human capital processes listed in the MOU. Deliverables (minimum required evidence): 1. Annually submit the teacher and principal salary schedules that reflect the basis of determining the pay scale and supplements. The salary schedule will reflect the use of evaluation data and the requirements of the MOU based on the district-determined implementation timeline. 2. Submit a revised teacher and principal evaluation system that reflects the process for using evaluation data to make each of the human capital decisions listed in the MOU (date submitted will be based on the district-determined implementation timeline.) 3. Submit a staffing plan that reflects the assignment of effective and highly effective teachers and principals as defined in the grant notice to the district‘s schools that have the highest percentages of low income students and minority students. Revisions to the plan, if made, should be submitted annually. 4. Annually submit the district‘s collective bargaining agreement. The agreement that shows the use of teacher evaluation data to inform human capital decisions listed in the MOU will be submitted based on the district-determined implementation timeline. 5. Submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions (list the documentation and the timeline for submission in Related Activities). 6. Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff survey. 7. Annually report terminations through the regularly-scheduled student and staff survey. 8. Report and update as necessary during the school year the assignment of teachers and principals through the regularly-scheduled student and staff surveys. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: 2nd 3rd 4th Quarter Quarter Quarter Senior Executive Director, Human X X X X X X Resources Senior Director, Employment Services X X X X X X Senior Director Compensation X X X X X X Human Resources Business Process X X X X X X Specialist 166

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Senior Director Labor and Legislative X X X X Relations Principal on Assignment Professional X X X X Development Services Lead CTA Representative X X X X Senior Manager Compensation (new) X X X

X

X

X

X

X X

X X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): Annually submit the teacher and 2nd 3rd 4th principal salary schedules that reflect Quarter Quarter Quarter the use of evaluation results. The salary X X X X schedule will reflect the use of evaluation data and the requirements of the MOU based on the districtdetermined implementation timeline. 2010-11 2011/12 2012/13 2013/14 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Proposed pay model is being X developed with the involvement of key stakeholders to ensure MOU compliance and to build support of teachers and administrators. 1.2 Analyze potential distribution of X teacher effectiveness rankings to calculate costs 1.3 The proposed model will be X bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification. 1.4 Annual revisions will be bargained X X X with CTA 1.5 Annually submit schedules to the X X X X FL DOE reflecting use of evaluations and MOU requirements. 2. Deliverable (required): Submit a revised teacher and principal evaluation system that reflects the process for using evaluation data to make each of the human capital decisions listed in the MOU (date submitted will be based on the district-

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

nd

167

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II determined implementation timeline). 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 2.1 OCPS will submit a revised teacher X X and principal evaluation system that reflects a process for utilizing evaluation data to make each of the human capital decisions listed in the MOU, including compensation, promotion, retention, removal and equitable distribution. 2.2 The proposed model will be X bargained between the district and CTA and the tentative agreements will be submitted to teachers for ratification.

2012/13

2013/14

X

X

3. Deliverable (required): Submit a staffing plan that reflects the assignment of effective and highly effective teachers and principals as defined in the grant notice to the district‘s schools that have the highest percentages of low income students and minority students. Revisions to the plan, if made, should be submitted annually. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 3.1 OCPS will submit a plan to staff schools with the highest percentage of low income students and minority students with effective and highly effective teachers. 3.2 The staffing plan will be fully implemented in the district.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

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

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

nd

X

X

X

2012/13

2013/14

X

X

nd

168

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 4.1 OCPS will annually submit the district‘s collective bargaining agreement including the new teacher evaluation system.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

5. Deliverable (required): Submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions (list the documentation and the timeline for submission in Related Activities). Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 5.1 OCPS will submit documentation of the accountability process for administrators to utilize evaluation results for teachers and principals in human capital decisions.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

6. Deliverable (required): Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff survey. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 6.1 CTA will vote on approval of a new bonus for attracting teachers to the lowest performing schools, hard to staff subjects, and specialty areas, and high poverty and /or minority schools. 6.2 Work with stakeholders to identify the critical need subjects that need to have the bonus tied to them and their value. 6.3 Set up wage code for new bonuses 6.4 Annually report all bonuses and

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

nd

nd

X

X

nd

X

X

X

169

X

X

X

X

X X

X X

X X

X X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II salary augmentations by teacher through the regularly-scheduled student and staff survey. 2010-11 2011/12 7. Deliverable (required): nd rd th Annually report terminations through 2 3 4 the regularly-scheduled student and staff Quarter Quarter Quarter survey. X X

2012/13

2013/14

X

X

Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 7.1 OCPS will annually report terminations through the regularly scheduled student and staff survey (Survey 5).

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

8. Deliverable (required): Report and update as necessary during the school year the assignment of teachers and principals through the regularly-scheduled student and staff surveys. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 8.1 OCPS will report and update the assignment of teachers and principals through the regularly-scheduled student and staff surveys.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

Project Budget Summary:

X

nd

X

2 Quarter

2010-11 3 Quarter

4 Quarter

$0

$130,155

$22,155

nd

rd

X

X

2011/12

2012/13

2013/14

$219,118

$298,766

$4,588,417

th

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) **Need to describe how we will sustain these costs after the funding ends. Supporting Narrative (optional): Title and Page Number of Appendices for this Project (if applicable): Teacher Incentive Fund I & II Abstracts, p. A-84-85 Chart Showing Alignment of Teacher Incentive Funds with Race to the Top, p. A-86 Timeline for Teacher Evaluation Plan, p. A-89, and Principal Evaluation Plan, p.A-95. 170

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Collaborative Bargaining Calendar, p. A-389.

171

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

Work Plan Table Project/MOU Criteria: Focus Professional Development – (D)(5), including (B)(3)2. and 3., (C)(3)(ii), (D)(2)(iv)(a), (D)(3)(ii)2., and, if applicable, (E). Please indicate one LEA point of contact for this Project. Name: Bridget Williams Title: Associate Superintendent, Student Services Phone #: (407) 317-3200 x 2329 E-mail Address: [email protected] Project Goal: The LEA will revise its professional development system to include the elements described in the Race to the Top grant, will utilize data from teachers‘ and principals‘ evaluations to plan and evaluate professional development, and will evaluate the effectiveness of professional development based on changes in practice and student outcomes. Evidence: 1. A revised district professional development system that meets the requirements of Florida’s Protocol Standards for Professional Development and reflects the inclusion of each of the content and design requirements in the MOU sections listed above. See combined checklist attached, to be submitted with this Table. 2. A timetable for implementing the new elements into the professional development system for teachers and principals in the district. 3. A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and provide professional development. 4. A component of the district‘s professional development system reflecting a revised process for evaluating the district‘s professional development in accordance with Protocol Standards, the requirements of the MOU, and as described in the grant. 5. A timetable for implementing the evaluation of professional development in the district. 6. Annually report evaluation results of the professional development for teachers and principals as part of the review of the district‘s professional development plan. 7. Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: 2nd 3rd 4th Quarter Quarter Quarter 2 Teachers – Prof. Dev. Services (new) X X X X X 2 Content Teachers (new) X X X Director, Professional Development X X X X X X Director, Student Services X X X X X X Director, Curriculum Services X X X X X X Principal-on-Assignment, Professional X X X X X X Development Services Senior Director, Accountability, X X X X X X Research and Development 172

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Senior Administrator, Data Analysis X X X X and Reporting Senior Director, Academic Services X X X X Director, Multilingual Services (2) X X X X Senior Director, Student Assessment X X X X and Database Management PROFESSIONAL DEVELOPMENT – E(2)1-2 Principal, Evans High School X X X Principal, Oak Ridge High School X X X Principal, Memorial Middle School X X X Senior Manager PDS (new) X X X

X

X

X X X

X X X

X X X X

X X X X

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 1. Deliverable (required): A revised district professional 2nd 3rd 4th development system that meets the Quarter Quarter Quarter requirements of Florida’s Protocol X 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 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): PROFESSIONAL DEVELOPMENT – C3 1.1 Ensure professional development X to explain single sign-on procedures meets the requirements of Florida‘s Protocol Standards for Professional Development. C3 PROFESSIONAL DEVELOPMENT – D5 1.2 Designate a Professional X X Development Manager to coordinate the design and implementation of a system for implementing the Florida Professional Development System Evaluation Protocol Standards. D5 1.3 Hire an administrator to X X X 173

2012/13

2013/14

2012/13

2013/14

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II coordinate, support, monitor, and report on the professional development that meets the requirements of the MOU in the Race to the top Grant. D5 1.4 A professional development X X leadership team, including the district. D5 administrators for instructional and leadership training, learning community representatives, ICTS administrators, and district ESE and ELL administrators, will design a professional development system that supports the implementation of the Florida‘s Professional Development System Evaluation Protocol. D5 1.5 Create a system for implementing X the Florida Professional Development System Evaluation Protocol Standards and gather baseline data. D5 1.6 Share the new procedures X X throughout the district through meetings with teachers and administrators, training, and promotional materials. D5 1.7 Design enhanced professional X development follow-up. D5 1.8 Design enhanced professional X development evaluation. D5 1.9 Implement external evaluation of a X X minimum of 10 percent of our professional development programs as required in Protocol standards. D5 1.10 Expand and enhance the X X implementation and effectiveness of professional learning communities (PLCs). D5 1.11 Expand training for SMART X goals, common assessments, formative assessments, and collaborative teams. D5 1.12 Expand professional development X in grading practices to include formative and authentic assessments that support 21st Century skills. D5 1.13 Develop an initiative for X X sustainability of PD through train the trainer model (district level) and coaches (school level). D5 1.14 Design a system to build district X 174

X

X

X

X

X

X

X

X

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II and school capacity and accountability through a consistent train-the-trainer model of professional development. D5 1.15 Design a system for coaches that X meet state standards. D5 1.16 Align coaching roles with initiatives. D5 PROFESSIONAL DEVELOPMENT - E(2)1-2 1.17 Building school teacher capacity X X X through professional development in Content Area Reading – Professional Development (CAR-PD) and reading endorsement training: ongoing accelerated training leading to reading endorsement for content teachers (Saturdays and after school) See (E)(2)1.-2. 1.18 STEM faculty development through Project Lead the Way: Pathway X X X X to Engineering. See (E)(2)1.-2. 1.19 Provide embedded Professional X X X X Development: School PLC and FCIM training; See (E)(2)1.-2. 1.20 Provide Elementary AVID X training in feeder schools. See (E)(2)1.-2. 1.21 Provide Flippen Group training: X X X X Capturing Kid‘s Hearts (multiphase training leading to the systemic transformation of school culture to enhance relationships with students).

X

X

X

X

X

X

X

X

X

X

X

2012/13

2013/14

Learning Keys (increase rigor within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor. See (E)(2)1.-2. 2. Deliverable (required): A timetable for implementing the new elements into the professional

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter nd

175

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II development system for teachers and X principals in the district. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): PROFESSIONAL DEVELOPMENT - B3 2.1 Principals from persistently lowest X achieving schools will attend Level 1 training in Lesson Study. B3 2.2 The persistently lowest-achieving X schools (beginning with one team and expanding to include all teams by 2013/14) will participate in one complete cycle of lesson study supported by the district and Region III. B3 2.3 The persistently lowest-achieving X schools will designate and train staff lesson study facilitators and expand implementation with the support of the district and Region III. B3 2.4 All persistently lowest achieving X schools will have a minimum of 1 trained, designated lesson study facilitator on campus. B3 2.5 All schools will complete at least one cycle of lesson study with at least one research team. B3 2.6 All staff members will engage in at least one cycle of lesson study per month. B3 PROFESSIONAL DEVELOPMENT – C3 X X 2.7 Provide staff training on the use of software in ICTS. C3 X 2.8 Provide professional development to users explaining sign-on procedures. C3 X X 2.9 Provide professional development in three phases (i.e. Introduction, Ongoing, Sustaining) on OCPS instructional improvement systems. C3 D5 – PROFESSIONAL DEVELOPMENT 2.10 Provide overview of lesson X X study at Principal Leadership Institute 176

2012/13

2013/14

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II and throughout the year at demonstration schools and existing structures. ($2,000 per year) D5 2.11 Provide three cycles of lesson study at demonstration schools. D5 2.12 Provide facilitator training in lesson study for district and school personnel. D5 2.13 Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5% ) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 2.14 Provide a district partnership with persistently lowest-achieving schools (schools in the lowest 5% ) in facilitating lesson study at their site which includes modifying school schedules for common planning time or subject area. D5 2.15 Support and monitor implementation of lesson study persistently lowest-achieving schools (schools in the lowest 5%). D5 2.16 Provide awareness training sessions on Common Core Standards for district and school-based administrators and teacher leaders. D5 (also B3) 2.17 Through district in-service, online training, core subject training, and school–wide staff development, all teachers will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and teacher inservice records, including assisting students with learning challenges to meet those standards. D5 2.18 Implement district level writing teams to align common core standards with the CAAP, to include the creation and revision of the modules for

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

177

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II common core standards using the model of the Florida DOE PROMISE modules for mathematics and science. ($1,500 per year). D5 2.19 Deliver common core standards module training to learning communities. D5 2.20 Update IPDP tutorials online. D5 X X 2.21 Offer training on action research X X (application of IPDP). D5 2.22 Evaluate the quality of IPDPs X using Protocol rubric during the individual planning meeting between the administrator and the teacher. D5 2.23 Create competency profiles aligned with the state standards for the selection of instructional coaches. D5 2.24 Provide training to coaches and X beginning teachers (first and second year teachers) on standards based instruction, diversity, engagement, assistance on using student data, and formative assessment. (1,000 per month for 10 months per year). D5 2.25 Continue collaboration activities X X with institutions of higher education to implement the beginning teacher support program. D5 2.26 Provide differentiated support on X X coaching to coaches. ($31, 400 per year). D5 2.27 Provide a stipend to instructional X coaches of second year beginning teachers to provide support and mentoring ($49,500 per year). D5 2.28 Offer additional training to X coaches and mentors of beginning teachers as measured by records of continued participation and surveys of teachers who are being mentored. D5 2.29 All principals will participate in professional development programs which focus on the common core standards while employing the principles of lesson study and formative assessment as measured by the professional development plan and inservice records through principal 178

X

X

X X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II meetings, Summer EXPO, DistrictWide Meetings, and online training. D5 2.30 Provide support for instructional leaders through job-embedded professional development on the Common Core Standards. In addition, training will be offered through existing structures such as (D5): Preparing New Principals Program (PNPP): OCPS offers a program to prepare assistant principals to become principals. The PNPP offers professional development in the Florida leadership standards to help assistant principals gain Florida principal certification. School Leadership Program (BRIDGE) Program: The Building Rigor in Developing Great Educational Leaders (BRIDGE) program is to train, retain and retrain school leaders, specifically targeting placement in high need schools. The program includes veteran principals mentoring novice principals (0-3 years) and assistant principals in the PNPP program. In addition principals and assistant principals mentor teachers who are aspiring principals. EXPO and Summer Leadership Institute: Curriculum Services will offer training in the Common Core Standards during a spring EXPO and a summer Leadership Institute. Learning Community Summer Institute: Area superintendents will offer training in the Common Core Standards during learning community professional development.

179

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Monthly Principal Professional Development: Area superintendents, in collaboration with Curriculum Services, will offer training and follow-up in the Common Core Standards during monthly principal professional development 2.31 Ensure that all principals implement quality ILDPs that meet state standards as measured by analysis of student performance data and identified needs based on prior evaluations. D5 2.32 Create a plan for ILDPs based on analysis of student performance data and results of prior evaluations. D5 2.33 Provide training in ILDPs for administrators. D5 2.34 Create a Web site for ILDPs, including online tutorials. D5 2.35 Monitor implementation throughout the year using formative assessments, including solicitation of feedback from principals through monthly principal meetings. D5 PROFESSIONAL DEVELOPMENT – E(2)1-2 2.36 CAR-PD Train cohort 1: 180 teachers 2.37 CAR-PD Train cohort 2: 180 teachers 2.38 CAR-PD Train cohort 3: 180 teachers 2.39 CAR-PD Train cohort 4: 180 teachers 2.40 Begin AVID elementary PD in feeder schools 2.41 Continue AVID elementary PD in feeder schools 2.42 Project Lead the Way PD (Oak Ridge HS) 2.43 Flippen Group training

X

X

X

X

X

X

X

X

X

X X

X

X X X X X

X

X

180

X

X

X

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 3. Deliverable (required): A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and provide professional development. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): C3 – PROFESSIONAL DEVELOPMENT 3.1 Ensure use of the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development relating to single sign-on. C3 D5 – PROFESSIONAL DEVELOPMENT 3.2 Use the revised teacher and principal evaluation system to systematically ensure results are used to plan and provide professional development. D5 4. Deliverable (required): A component of the district‘s professional development system reflecting a revised process for evaluating the district‘s professional development in accordance with Protocol Standards, the requirements of the MOU, and as described in the grant. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): C3 – PROFESSIONAL DEVELOPMENT 4.1 Evaluate professional development relating to single sign-on by using the Florida Professional Development System Evaluation Protocol Standards. C3 D5 – PROFESSIONAL DEVELOPMENT 4.2 Share and implement the Florida

2010-11 2nd Quarter

3rd Quarter

3rd Quarter

2012/13

2013/1 4

X 2011/12

X 2012/13

X 2013/1 4

4th Quarter

2010-11 2nd Quarter

2011/12

4th Quarter

X

X

X

X

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

X

X

X

X

nd

X

X 181

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Professional Development System Evaluation Protocol Standards. D5 4.3 Evaluate professional development X X using the Florida Professional Development System Evaluation Protocol Standards. D5 4.4 Provide district-wide professional X X development for teachers and administrators on the Protocol. ($5,000 per year). D5 4.5 Evaluate teacher professional X X development based on student results and changes in classroom/leadership practices as measured by IPDPs and the Florida Professional Development System Evaluation Protocol. D5 4.6 Evaluate principal professional X X development based on student results and changes in leadership practices as measured by ILDPs and the Florida Professional Development System Evaluation Protocol. D5 4.7 Work with the district to ensure X X Title II A funds are used to specifically supplement and enhance the Race to the Top initiative as measured by expenditure reports. D5 4.8 Participate in the development of X X the annual Title II A application to ensure that the funds support Race to the Top professional development initiatives. D5 5. Deliverable (required): A timetable for implementing the evaluation of professional development in the district. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): C3 and D5 – PROFESSIONAL DEVELOPMENT 5.1 Annually, evaluate the Race to the Top professional development based on student results and changes in classroom/leadership practice. C3 and D5

X

X

X

X

X

X

X

X

X

X

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

nd

nd

X

182

X

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

2010-11 2011/12 6. Deliverable (required): Annually report evaluation results of the 2nd 3rd 4th professional development for teachers Quarter Quarter Quarter and principals as part of the review of X the district‘s professional development plan. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): C3 – PROFESSIONAL DEVELOPMENT 6.1 Provide an Annual Report of X evaluation results relating to single signon. C3 D5 – PROFESSIONAL DEVELOPMENT 6.2 Implement external evaluation of a X X minimum of 10 percent of our Race to the Top professional development programs as required in Protocol standards. D5 6.3 Collect and compile district-wide X X and school-wide evaluation data on professional development. 6.4 Provide an Annual Report of X X evaluation results. D5

2012/13

2013/14

X

X

2012/13

2013/14

X

X

X

X

X

X

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

7. Deliverable (required): Submit revisions to the professional development system annually, based on the district-determined timetable for implementation. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): C3 and D5 – PROFESSIONAL DEVELOPMENT 7.1 Submit revisions to the professional development system annually, based on the districtdetermined timetable for implementation. C3 and D5

nd

X

183

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

Project Budget Summary: C3 – PROFESSIONAL DEVELOPMENT- See C budget D5 – PROFESSIONAL DEVELOPMENT E(2)1-2 – See E Budget

2 Quarter

2010-11 3rd Quarter

4 Quarter

-

-

$10,000

-

nd

2011/12

2012/13

2013/14

-

-

-

-

$30,573

$52,573

$413,311

$361,111

$323,648

-

-

-

-

-

th

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) We will design a professional development system aligned with the Florida Protocol Standards that will be sustained through a train-the-trainer model (district level) and coaches (school level). The Professional Learning Community model will also build capacity within our district. We will sustain our projects through existing personnel and funding from other sources such as Title II and the General Fund. Supporting Narrative (optional): Introduction: Orange County Public Schools‘ Race to the Top will ultimately provide effective, data-informed professional development, coaching, induction, and common planning and collaboration time to teachers and principals that are appropriate, ongoing and job-embedded. Building on the district‘s existing professional development opportunities, teachers and principals will learn how to gather, analyze, and use data to drive instruction in support of improved student academic achievement. Teachers will design instructional strategies for improvement, differentiate instruction, design instruction to meet the specific needs of high-need students, and align systems and remove barriers to effective implementation of practices designed to improve student learning outcomes. The district will measure, evaluate, and continuously improve the effectiveness of its professional development in order to improve student achievement. Initiative 1: Quality Professional Development Orange County Public Schools (OCPS) will redesign its teacher and principal professional development system to align current practices with Florida‘s Professional Development System Evaluation Protocol. Complementing its current high quality content and pedagogical training, the district will link professional development to improved student academic achievement and design more effective follow up and evaluation systems. To accomplish this, the district will: Expand and enhance the implementation and effectiveness of professional learning communities (PLCs). Design enhanced professional development follow-up and evaluation. Develop an initiative for sustainability of PD through train the trainer model (district level) and 184

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II coaches (school level) Implement external evaluation of a minimum of 10 percent of our professional development programs as required in Protocol standards. The revised Florida‘s Professional Development System Evaluation Protocol standards provide a system through which professional development is measured at the school level as well as the district level. Revised standards are currently being finalized. Florida‘s Protocol is the foundation for professional learning. Aligning current practice to the Protocol system as outlined will provide a standardized process to measure professional learning for all OCPS teachers and principals. Initiative 2: Quality Professional Development for Teachers A comprehensive district professional development system will be created for teachers utilizing Florida‘s Professional Development System Evaluation Protocol. Lesson Study: Persistently low performing school schedules will be modified to allow for common planning time by grade level or subject area for lesson study focused on instructional quality, student work, and outcomes, without reducing time devoted to student instruction. A minimum of one lesson study process per month for each grade level or subject area will be implemented at the persistently low performing schools. New Common Core Standards: Professional development programs in all schools will focus on the New Generation Sunshine Standards and the new common core standards, aligning with the principles of lesson study and formative and authentic assessment to support the 21st Century skills. IPDPs: IPDPs for teachers will be based on analysis of student performance data and results of prior evaluation. Induction: The beginning teacher support program for first and second year beginning teachers will integrate data from multiple evaluations, enhance coaching/mentoring, offer assistance on using student data to improve instruction, build in time for observation of effective teachers; include collaboration with colleges of education, and define a clear process for selecting and training coaches/mentors. Initiative 3: Quality Professional Development for Principals A comprehensive district professional development system will be created for principals utilizing Florida‘s Professional Development System Evaluation Protocol. New Common Core Standards: We will ensure that professional development programs in all schools focus on the Next Generation Sunshine State Standards and new common core standards, aligning with the principles of lesson study and formative and authentic assessment to support the 21st Century skills. Lesson Study: Persistently low performing school schedules will be modified to allow for common planning time by grade level or subject area for lesson study focused on instructional quality, student work, and outcomes, without reducing time devoted to student instruction. ILDPs: We will implement ILDPs for principals based on analysis of student performance data and results of prior evaluation.

185

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

Initiative 4: Measure Effectiveness of Professional Development Evaluation of Professional Development: Professional development will be evaluated based on student results and changes in classroom/leadership practice (as appropriate for the teacher/principal). Key questions to be addressed in the evaluations would include: Does participation in professional development result in changes in teaching behavior and increases in student achievement for all students? Do all educators have access to the professional development that they need? Does participation in professional development result in changes in classroom practices by teachers and leadership practices by principals? Does the professional development take advantage of technology to increase effectiveness? Are schools supporting ongoing job-embedded professional development? Professional development will be evaluated through use of: Professional Learning Community Surveys (one for teachers and one for leaders) The Florida Continuous Improvement Model Lesson Study Rubric IPDPs and ILDPs (Action Research) Teachers in Race to the Top grant development teams identified CAR-PD as an ongoing, essential offering of professional development because of its emphasis on reading instruction in all content areas, including Career and Technical Education. Title II A Funds: Title II A funds will be used to supplement and enhance the professional development initiatives implemented under the Race to the Top Final Scope of Work, including training related to professional learning communities, lesson study and other RTTT activities.

Title and Page Number of Appendices for this Project (if applicable):  One Vision, One Voice, p. A-7.  Advancement Via Individual Determination (AVID), A-162.

186

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

Checklist for Professional Development System Revisions under RTTT (Return with Final Scope of Work) Item from RTTT MOU and corresponding Protocol standards

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) 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) 3. Methods, strategies, and the conceptual background appropriate to differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3) 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) 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) 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) 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) 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) 9. Instructional practices that target high-needs students (aligns with Protocol 1.2.3; 2.2.3; 3.3.3) 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) 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) 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].

187

Page shown in Final Scope of Work 175 - 177 175 - 177 175 175 - 176

175 171, 174, 176 176, 178 - 179 176

175 - 176 176 - 178

174

N/A

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II E. TURNING AROUND THE LOWEST-ACHIEVING SCHOOLS IF YOU ARE AN LEA THAT DOES NOT HAVE A PERSISTENLY LOWESTACHIEVING 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 6A1.099811, 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 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. 188

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

189

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

Work Plan Table Project/MOU Criteria: Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2. Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school. Please indicate one LEA point of contact for this Project. Name: Leigh Bradshaw Title: Director, Turnaround Leadership, Transformation Model Schools Phone #: 407-317-3200 E-mail Address: [email protected] Project Goal: LEAs will select one of the four school intervention models in all schools identified as persistently lowest-achieving by the Department of Education. LEAs with more than nine persistently lowest-achieving schools will not select the transformation model option for more than one-half of the schools. All actions must be in accordance with Differentiated Accountability. Deliverables (minimum required evidence): 1. LEA will select School Intervention Model from list of four options (see Appendix A of MOU). 2. LEA will provide documentation that supports the selection of the intervention model to include: - Teacher performance data regarding student learning gains in reading and mathematics. - Documentation that reflects the placement of the Principal and his/her record of ―turn around‖ success. - Documentation relating to staff turnover/replacement. Note: Please attach relevant parts of your School Improvement Grant in the Final Scope of Work Appendix. The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Principal, Evans High School X X X X X X Principal, Oak Ridge High School X X X X X X Principal, Memorial Middle School X X X X X X Senior Director, Employment Services X X X Director, Curriculum Services X X X X X X Director, Professional Development X X X X X X Director, Instructional Media and X X X X X X Library Media Director, Title I Operations X X X X X X Director, School Improvement Grants X X X X X X Director, School Improvement X X X X X X Director, Turnaround Schools X X X X X X Director, ICTS Infrastructure X X X X X X

190

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 2010-11 2011/12 2012/13 2013/14 1. Deliverable (required): nd rd th LEA will select Intervention Model 2 3 4 from list of four options (see Appendix Quarter Quarter Quarter A of MOU). Orange County selected X X X X the Transformation Model for Memorial Middle School, Evans High School, and Oak Ridge High School. See also pages A-170 to 217. 2010-11 2011/12 2012/13 2013/14 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Hire (2) Directors, Turnaround X Leader, School Improvement Director (.33) 1.2 Hire Resource Teacher and X Program Assistant to support Directors 1.3 School leadership team training 1. X X X X X X April Expo 2. Summer leadership Institute 3. PLC training 4. Other designated training as identified in data analysis 1.4 Build teacher capacity in reading X X X X instruction through CAR-PD and reading endorsement training: ongoing accelerated training to lead to reading endorsement for content teachers (Saturdays and after school) 1.5 STEM faculty development through Project Lead the Way: Pathway X X X X X X to Engineering 1.6 Provide embedded Professional Development: School PLC and FCIM training; 1.7 Provide Elementary AVID training in feeder schools 1.8 Provide Flippen Group training: Capturing Kid‘s Hearts (multiphase training leading to the systemic transformation of school culture to enhance relationships with students;) Learning Keys (increase rigor

X

X

X

X

191

X

X

X

X

X

X

X

X

X

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II within classrooms – to be implemented through the feeder pattern from elementary to high school; vertical alignment of academic rigor 1.9 On-going Plan of Involvement X X X X operational/governance model 2. Deliverable (required): LEA will provide documentation annually that supports the selection of the intervention model to include:

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

nd

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. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 Design teacher assessment evaluation system (includes collaborative bargaining) 2.2 IPDPs are formulated by teachers with administrators that align

nd

X

X

X

X

X

X

192

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II professional development with school achievement goals and provide measurable outcomes. Weekly teacher meetings with the assigned admin 2.3 Collaborative Bargaining issues X X X X will be reviewed at scheduled monthly meetings or as needed. 2.4 Obtain teacher data on learning X gains as defined by the state. Determine transfers. (See Appendix E, p. A-234) 2.5 Teacher and administrator reward X X X X incentives will be determined per revenue source criteria throughout (includes collaborative bargaining). See D (3). 2.6 Superintendent will review the X X principal assignment with the FLDOE Regional Executive Director in March 2011 and 2012 2.7 Recruitment of teachers for X X targeted schools 2.8 Transfer criteria developed by Area X X Superintendents (aligned with RTTT Assurance D) and approved by Differentiated Accountability Regional Executive Director, Region III. 2.9 Seek community sponsors for X X X X student post-secondary motivational subsidies. Project Budget Summary:

2010-11 2nd Quarter

3rd Quarter

4th Quarter

$0

$0

$333,978

X

X

X

X

X

X

X

X

X

X

2011/12

2012/13

2013/14

$1,327,221

$1,289,374

$1,459,761

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) Orange County Public schools is prepared to fully support and sustain the Transformation Model for Memorial Middle School, Evans High School, and Oak Ridge High School. Assigned staff have extensive background and expertise in school operations, Florida Continuous Improvement Model (FCIM), Professional Learning Communities, instructional calendars, lesson study, Response to Intervention, content area expertise in reading, math, writing, and science, and the best instructional practices, such as Marzano‘s High Yield and the AVID strategies. This cadre of experts is dedicated to pushing forward educational reform and includes the deputy superintendent for teaching and learning, two associate superintendents of curriculum and student services, three area superintendents, the director of Curriculum Services, in addition to district resource staff, and school leadership teams consisting of principals, assistant principals for instruction, deans, department lead teachers, and learning resource 193

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II teachers at each of the schools. Professional development to help create enduring school cultures of positive relationships will be supported through the School Improvement funds during the first year of the grant and Race to the Top funding of training provided by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive student-teacher relationships. The ability to monitor implementation and provide sustained support is evidenced through the district Plan of Involvement process which is an intense, sustained support system of targeted school actions of data analysis, monitoring, progress accountability, professional development, coaching, and implementation of interventions. This plan has been recognized as an effective process by the FLDOE regional director. The district intervention of the Plan of Involvement (POI) process will be maintained for each school. At the end of the grant period, teachers in the targeted schools will have completed the Reading Endorsement and CAR-PD training, and will be able to train content area teachers in reading per Rule 6A-5.090 (Section 1003.413(4)(b), Florida Statutes). The feeder pattern schools of these three Transformation Model schools, all Title I, will participate in the transformation activities sponsored by the three targeted schools. These feeder schools will benefit from collaboration for vertical articulation in curriculum planning and professional development, including the expansion of AVID training to the feeder elementary schools. School Improvement and other Title I funds will be used to sustain and strengthen the academic interventions at these schools, which are: Targeted School Memorial Middle Evans High

Oak Ridge High

Feeder Schools Catalina Elementary, Washington Shores Elementary Meadowbrook Middle, Robinswood Middle, Pinewood Elementary, Ridgewood Park Elementary, Rolling Hills Elementary, Hiawassee Elementary Walker Middle, Westridge Middle, Lancaster Elementary, Winegard Elementary, Sadler Elementary

The Project Lead the Way (PLTW) Pathway to Engineering program will be introduced in Oak Ridge High School and Evans High School during the 2010-2011 school year. The PLTW program at Oak Ridge will be partially supported through the State Fiscal Stabilization Fund, Workforce. To create a sustainable program, faculty at both schools will be trained over the remaining three years of Race to the Top. The program is, by design, sustained under the guidance and support of an advisory board of industry representatives. The OCPS One Vision, One Voice model of school expectations, leadership expectations, and mandatory professional development will continue the emphasis on building teacher capacity. Reforms will have the continued support of district revenue, Title I funds, and special grant funds obtained for these targeted schools. The reforms will be sustained through the oversight of the district Teaching and Learning Framework expectations which require OCPS systemic use of the Professional Learning Community model, the Florida Continuous Improvement Model, the School Improvement Plan, Lesson Study and other achievement components. Participation in AVID will continue to support student readiness for Advanced Placement. 194

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Supportive Narrative (optional): Teacher evaluation systems will be based on the district assessment system. A rigorous, transparent, and equitable evaluation system for teachers exists within the Orange County school district. Based on classroom observations and other approved protocol per agreements with the Collaborative Bargaining Leadership Team of district and Classroom Teachers Association, teachers are assessed on classroom management, curriculum knowledge, planning and delivering instruction, assessment of student performance, interpersonal skills, and professional responsibilities. On-going data from classroom walk through observation protocol and participation in school improvement, professional learning community process also provide valuable assessment data. Data from school visitations by the FLDOE Regional Executive Director and team will also contribute to the evaluation assessment. Measures of student growth will be used in evaluation for learning gains performance pay for teachers and school administrators. The same protocol and the OCPS evaluation system will be used for 2011-12 and 2012-13 unless recommendations for improvement are determined and implemented per OCPS, FLDOE, or Classroom Teachers Association. The criteria used to replace existing teachers and coaches were reviewed with the Regional Executive Director by the Area Superintendents to include review of all instructional personnel with learning gains data. Any teacher with less than 50% of students making learning gains would be considered for transfer according to additional rubric criteria. The plan was approved by the RED per consult with the Deputy Chancellor regarding the adjusted threshold for learning gains; 50% was acceptable since this was the district's comprehensive average of learning gains. The rubric criteria included: learning gains; successful completion of the teacher IPDP; an overall evaluation rating of Effective or Effective with Recommendations, any overall rating of Needs Improvement would not be retained; participation in school improvement efforts; other assessment data per the RED/team and district team if applicable. Approval of plan, reviews of staff, and transfers were made in April/May 2010. July FCAT data will be reviewed for any additional changes. Principal who led the school prior to commencement of the transformation model have been replaced based on their past record of turning around low-performing schools. The following guidelines have been and will be considered to determine whether or not the principal can remain at the school: Principal is replaced: The school grade declines or there is consistent failure (D or F) under the same leadership for 2 years. The school grade declines under the same leadership for 1 year and the percentage of Annual Yearly Progress (AYP) Criteria Met decreases. The school grade declines under the same leadership for 1 year and the learning gains in reading and mathematics declines.

195

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

Principals has one more year to show growth: The school grade declines under the same leadership for 1 year but the learning gains in reading and mathematics increase. The school grade declines under the same leadership for 1 year and the percentage of AYP Criteria Met increases. A new principal of Memorial Middle School, Dr. Shelia Windom, has been appointed as of mid June 2010. Dr. Windom‘s proven record of school turnaround success is evidenced by her accomplishments at feeder elementary school, Richmond Heights, as she moved the school from an F to an A school grade, 2006-07 to 2008-09. In three years, increases in percentage of students achieving proficiency and above were 11 percentage points in reading, 14 points in math, and 17 points in writing (reaching 100% in this category). Learning gains were achieved in reading by 73% of students and in math by 86% of students. In the lowest 25%, the gains were 65% of students in reading and 90% in math. AYP criteria met improved from 77% to 92%. With Dr. Windom‘s close connections with the community, an excitement exists as she continues her instructional leadership into the middle school grades of 6, 7, and 8 (returning to her secondary level instruction that comprised her early career years.) Dr. Windom is well known and highly respected by the families in the neighborhoods that surround Memorial Middle School. Former leadership at Evans High School was replaced with a new principal for 2007-08. 2009-10 was the 3rd year David Christiansen has been principal at the school. At the end of his 1st year Evans gains achieved - school moved up 50 pts in school grade. Graduation rate increased from 50% to 67%. At end of his 2nd year at EHS (2008-09), learning gains for lower 25% in math & reading were 3rd highest in the district. 10th grade writing scores improved by 4 pts. Attendance improved by 1%, suspension numbers decreased. Evans achieved national authorization of International Baccalaureate Programme. The FLDOE Regional Executive Director Hicks and Deputy Chancellor Vitti visited with this principal in May 2010 and witnessed the strong leadership & commitment to school improvement. The district wants this momentum to continue under the spirited vision and leadership of David Christiansen. At the retirement of the former principal, new principal leadership at Oak Ridge High School was initiated in January 2010. Dr. Joseph Miller was appointed to ORHS due to his proven record of school turnaround accomplishments with his tenure at Stonewall Jackson Middle School. Jackson moved from a C to a B school grade. Additionally, with Dr. Miller‘s growth of the AVID program, the school received national recognition as an AVID national demonstration site. Under his leadership, the school earned national authorization as an International Baccalaureate Middle Years program. The Former Florida Department of Education Regional Executive Director Dr. Joseph Burke nominated this middle school for state recognition as a School of Promise. With Dr. Miller‘s strong leadership and commitment to school improvement, great expectations are held for the progress and ―transformation‖ of Oak Ridge High School. Title and Page Number of Appendices for this Project (if applicable): One Vision, One Voice, p. A-7 Title I School Improvement Grant, 1003g, excerpts, p. A-171-217. Baseline Data for Schools Implementing the Transformation Model, p. A-234. 196

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

Work Plan Table Project/MOU Criterion: Implement Proven Programs for School Improvement – (E)(2)3. Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school. Please indicate one LEA point of contact for this Project. Name: Margaret Gentile Title: Director, Title I School Improvement Grants Phone #: 407-317-3200 ext. 3244 E-mail Address: [email protected] Project Goal: The LEA will submit a plan that implements one or more of the following programs in each persistently lowest-achieving school and within the feeder pattern of each persistently lowest-achieving high school: • In Intervene schools, the LEA will implement a schedule that provides increased learning time beyond the minimum 180 days and/or implement an extended school day, beyond the current hours of instruction. • The LEA will offer prekindergarten on a full day basis using the Department‘s Title I Full Day Pre-K model, for children residing in the attendance zone of such schools. • The LEA will expand opportunities for students to attend career and professional academies, especially STEM academies, under s. 1003.493, F.S. • The LEA will expand or introduce proven programs to encourage advanced classes, positive behavior support systems, mentoring, and curriculum that provide high-need students with college-ready, career-ready, or other postsecondary skills. • The Department may approve other programs that demonstrate a strong record of improving student achievement in these district schools. Deliverables (minimum required evidence): Note: will vary based on the program(s) implemented 1. Submission of each school schedule for identified Intervene schools that demonstrates extended learning time. 2. Submission of developed full day Pre-K model for students in attendance zones for identified schools. 3. Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. Baseline data for this plan includes documentation of courses provided at each high school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies. 4. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to end-of-grant period data. 5. Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan should include documentation of the STEM career and technical programs that meet the requirements of RTTT available to students in your district for 2009-2010 including for each school site: name of program, courses offered as part of the program, student enrollment in each course, and number of students for 2009-2010 who were awarded industry certifications. 6. Evidence of funding allocated to provide for the costs associated with student candidates‘ industry 197

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

Area Superintendent, Southwest Learning Community Area Superintendent, North Learning Community Area Superintendent, Southeast Learning Community Principal, Evans High School Principal, Oak Ridge High School Principal, Memorial Middle School AVID Coordinator Memorial Middle School (new)

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X X X

2012/13

2013/14

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X X

X X X

X X X X

X X X X

X X X X

X X X X

The Deliverable box below should list each deliverable and its Supporting Activities. Deliverables will vary based on which program is chosen. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. 1. Deliverable: Submission of each school schedule for

2

nd

2010-11 3rd 198

2011/12 4

th

2012/13

2013/14

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II identified Intervene schools that Quarter Quarter Quarter demonstrates extended learning time. X X 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 1.1 Although not an Intervene school, X X X X Evans High School will add 20 minutes of instructional time to each day with adjustments in the master schedule, and maintain this additional learning time throughout the period of the grant. 1.2 Although not an Intervene school, Memorial Middle School will implement extended hours for tutoring instruction for 34 weeks (four days a week) for a total of 256 hours of extra instruction. Memorial Middle School will also plan and implement Summer Outreach Activities 1.3 At Oak Ridge High School a Zero period of 49 minutes has already extended the day to create teacher planning and also allow for special needs extended instruction. ORHS will add 7 minutes of instructional time within the school day to periods 0-7 (I minute per period) with adjustments in the master schedule. These extensions have added 9972 additional instructional minutes within the school day for the school year. No adjustments with the teacher contracts have had to have been made with this change. Additional instructional time will be offered in extended tutoring sessions after school for two-three hours a day, four days a week for 34 weeks, with the use of SIG funds (including push-in tutoring in school day) and 21st Century grant funds. The total instructional hours for these sessions can amount to an additional 408 hours. Summer school sessions will add an extra 100 hours and other summer outreach activities can add an additional 50 hours. 1.4 Provide activity busses and Lynx

X 2012/13

X 2013/14

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

199

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II passes to allow students to participate in after school and Saturday programs to increase student enrollment in academic and enrichment courses. 2. Deliverable: Submission of developed full day Pre-K model for students in attendance zones for identified schools. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 2.1 All feeder elementary schools already have full day Pre-K programs.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X 2012/13

X 2013/14

X

X

3. Deliverable: 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. (See Appendix B, page A-58) Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 3.1 Submission of a district timeline and implementation plan to increase the number of STEM accelerated courses. 3.2 Planning for STEM training of teachers 3.3 Provide advanced STEM training for school staff (Pathways to Engineering-Oak Ridge HS, Evans HS) - See E(2).

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X

X

X

X

X

X

nd

X

X X

200

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 3.4 Convert part-time AVID X X coordinator positions at Memorial Middle School to full time position.

X

X

2010-11 2011/12 4. Deliverable: nd rd th Documentation of increased STEM 2 3 4 accelerated course offerings, including a Quarter Quarter Quarter comparison of baseline data to end-ofX X grant period data. 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 4.1 Increase in the number of students X involved in science/mathematics competitions. (There is currently no participation at the persistently lowestachieving schools.) 4.2 Increase in number of students X enrolled in accelerated STEM courses. Baseline data has been included in appendix. 4.3 Baseline data and end of grant data X X collection and reporting; AVID and AP (Advanced Studies); IB (School Choice)

2012/13

2013/14

X

X

2012/13

2013/14

X

X

X

X

X

X

2010-11 2011/12 5. Deliverable: nd rd th Submission of a 4-year district timeline 2 3 4 and implementation plan based on the Quarter Quarter Quarter analysis of employer needs in the community to initiate one of the RTTTX X 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. (See Appendix B, pages A-52 - A-57) 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable):

2012/13

2013/14

X

X

2012/13

2013/14

201

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 5.1 Implementation of Project Lead the Way (PLTW) Pathway to Engineering (PTE) programs at Oak Ridge High School and Evans High School: Principals and core team members X visit schools currently implementing the program. Schools utilize promotional materials to increase awareness about the program.

X

X

Schools review equipment and supply needs to create a multiyear budget. X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

2012/13

2013/14

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

Schools send 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. Register teachers for Core Training (summer) Purchase supplies and equipment Teachers attend the appropriate Summer Training Institute.

6. Deliverable: Evidence of funding allocated to provide for the costs associated with student candidates‘ industry certification exams. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 6.1 Analyze district budget allocations and costs related to industry certification exams.

X

X

nd

X

202

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 6.2 Analyze projected costs of exams X 6.3 Allocate funds for projects exams. X

X X

X X

2012/13

2013/14

X 2012/13

X 2013/14

X

X

X

X

7. Deliverable: Documentation of implementation of a complete program that results in industry certification. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 7.1 Maintain student certification exams by allocating $16,000 in funds for Industry certification exams (PLTW Pathway to Engineering) after the 2013/14. 7.2 Annual review of 4-year plan with amendments as necessary to reach four year goals.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

8. Deliverable: Submission of a district timeline and implementation plan to increase the number of accelerated courses. Baseline data for this plan includes documentation of courses provided at each school in 2009-2010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012 each high school offer an International Baccalaureate program, Advanced International Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including one course each in English, mathematics, science, and social studies. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): Repeated in Template – See #3 Above

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

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

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

2012/13

2013/14

X

X

nd

X

X

X

nd

203

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II grant period data. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): 9.1 Increase in the number of students involved in science/mathematics competitions. (There is currently no participation at the persistently lowestachieving schools.) 9.2 Increase in number of students enrolled in accelerated STEM courses. Baseline data has been included in Appendix B, p. A-52. 9.3 Document increased accelerated course offerings, including a comparison of baseline data to end-ofgrant period data.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

X

2012/13

2013/14

X

X

X

X

X

X

X

X

X

2012/13

2013/14

X

X

2012/13

2013/14

X

X

X

X

X

X

2010-11 2011/12 10. Deliverable: nd rd th Submission of a district timeline and 2 3 4 implementation plan to provide Quarter Quarter Quarter mentoring and positive behavioral X X support programs. Baseline data for this plan includes documentation of behavioral/disciplinary data for each school in 2009-2010. 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): 10.1 Evans High School has a X X X X Positive Behavior Support Team with the leadership of an assistant principal and dean that meets on the 2nd and 4th Wednesday of each month to evaluate the trends in the disciplinary concerns of students, analyze effectiveness of the PBS program in efforts of promoting a safe learning and working environment for all. 10.2 Memorial will participate in X X X X Positive Behavioral Support training during the 2010-2011 school year. 10.3 Oak Ridge will participate in X X X X Positive Behavioral Support training during the 2010-2011 school year. 204

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 10.4 To increase positive student X X participation in academics, provide student post-secondary motivational subsidies to include, but not limited to, graduation regalia, study aids and supplies, college application fees, and post-secondary school entrance test fees. 10.5 Seek community sponsors to X X student post-secondary motivational subsidies.

X

X

X

X

2010-11 2011/12 11. Deliverable: nd rd th Documentation of mentoring and/or 2 3 4 positive behavioral support programs, Quarter Quarter Quarter including a comparison of baseline data X X to end-of-grant period data. 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 11.1 Specific professional X X X X development on building positive relationships will be provided by the SI grant funds by the Flippen Group: Capturing Kids‘ Hearts, a nationally endorsed training to enhance teacher capacity in promoting positive studentteacher relationships. 11.2 Schools will collect baseline X survey data from students and teachers to determine status of relationships between teachers and students. 11.3 Schools will collect annual survey X data from students and teachers to determine changes in relationships between teachers and students. 11.4 Schools will collect end-of-grant data to determine the degree to which a culture of supportive relationships has been developed between teachers and students.

2012/13

2013/14

X

X

2012/13

2013/14

X

X

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

2012/13

2013/14

X

X

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

205

X

X

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 2010-11 2011/12 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): 12.1 In addition to the strong, X X X X culturally embedded system of the Plan of Involvement process that will guide and monitor the Transformation Model, the newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield and AVID Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment tool (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only) 12.2 Oak Ridge High School: To X X X X provide incoming 9th graders with a safe and focused transition into the rigors of high school academics, a small learning community environment will be established with 9th grade teams in a designated section of campus, the 9th Grade Academy. These teams will allow for a systemic oversight to ensure relationship building and student progress monitoring per weekly team meetings. Consistent team ownership of this vision and mission to set up students for success will begin relationships and set expectations for a successful first year in high school. Plans for summer outreach activities will be developed for Summer 2011 to culminate initial outreach efforts to 8th graders at feeder middle schools through the 2010-11 school year by the guidance department.

206

2012/13

2013/14

X

X

X

X

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

Project Budget Summary:

2nd Quarter $0

2010-11 3rd Quarter

4th Quarter

$108,675

$333,805

2011/12

2012/13

2013/14

$797,606

$728,333

$1,009,220

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 newly initiated OCPS One Vision, One Voice framework will support the focus on student achievement with emphasis on FCIM, PLC, Lesson Study, RtI, High Yield Strategies, Correlates of School Effectiveness, and mandated professional development participation and fidelity. An assessment rubric (Implementation Continuum) is also involved that will identify the above framework components and the school‘s status of implementation: Culturally Embedded, Intentionally Structured and Enforced, or In Name Only. The full Cabinet of the Superintendent will support the Transformation Model efforts per the Division of Human Resources, the Division of Teaching and Learning, and the Operations Staff including ICTS, facility use, and transportation. In the Division of Teaching and Learning, the units of Instructional Technology, Multilingual Services, the SAFE department, and Career Technical Education will support the schools‘ transformation efforts. Finally, the Office of Assessment, Research, and Accountability in CSS will provide close data assistance in analyzing the frequent assessment data, charting progress, and identifying gaps for improvement. Extra instructional time: Evans and Oak Ridge and Memorial – the transportation would allow all schools to provide extended learning time opportunities earlier in anticipation of the new campus being built; after school and in the summer. Sustainability at all three schools can be approached through redistribution of Title I funds. Title III can pay for ELL students. Post-secondary motivational subsidies would be provided in the out-years by community sponsors. Supportive Narrative (optional): The district will support the interventions employed by each school involving the operational changes to increase teacher collaborative planning time and increased instructional time for students. Changes will be made to school daily schedules to accommodate teacher planning in teams (including both grade level and content groupings). Instructional time will be increased per individual plan of each school and mainly consist of providing targeted assistance in extended hours each week (four days a week) for low performing students with the option of some extended hours for all other students (two-four days a week). Specific instructional interventions will be applied in these extended hours to motivate and enrich student performance. The full-time AVID coordinator at Memorial Middle School will help in the expansion of the AVID program and preparation of students for the rigor of high school courses. Positive Behavioral Supports: Evans High School Student Government Association activities promote increased student motivation and student involvement in school activities through increased responsibilities of individual student, increased school spirit, and promoting closer relationships. The SAFE coordinators sponsor student 207

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II SAFE Ambassadors who are trained in awareness and outreach strategies to promote violence-free and drug-free lifestyles in school and community. Memorial Middle School provides a positive behavior support system with the leadership of the assistant principal and dean for each grade level as a team to evaluate the trends in the disciplinary concerns of students and analyze effectiveness of efforts in bi-weekly sessions to promote a safe learning and working environment for all. Memorial uses the resources of the ESE behavioral specialist, the Student Success resource teacher, and the YES intervention specialist to target the students in most need of behavioral support. School PBS, SGA, and SAFE activities will continue to involve students in positive interactions and interventions in promoting responsible behavior and safe campus environment. Oak Ridge High School provides a positive behavior support system with the leadership of the assistant principal and dean for each grade level as a team to evaluate the trends in the disciplinary concerns of students and analyze effectiveness of efforts in bi-weekly sessions to promote a safe learning and working environment for all. Current school efforts to build relationships with students involve the functions of guidance support groups, SAFE support groups, administrative mentoring groups, and the mentor/coach assistance of an intervention specialist. The staff in these positions are certified counselors, teachers and administrators trained in providing these positive relationship support efforts. Specific activities include support group sessions on personal life issues, monitoring of attendance and academics, goal setting, and community service. A partnership with the UCF Home Scholars program provides mentoring sessions by PhD and graduate students in the counseling field. Oak Ridge also has a YES intervention specialist to target the students in most need of behavioral support. Rationale for Implementing Project Lead the Way, Pathway to Engineering Programs Based on current research data, the implementation of Project Lead the Way (PLTW), Pathway to Engineering programs at Evans High School and Oak Ridge High School is expected to help these schools meet the state‘s goals under Race to the Top. 1.Double the percentage of incoming high school freshmen who ultimately graduate from high school, go on to college, and achieve at least a year’s worth of college credit Longitudinal studies students who have participated in PLTW programs indicate that 97% plan to pursue a four-year college degree. They are 5 to 10 times more likely to pursue engineering and technology classes during their first year in college, and attain GPAs that are .21 points higher all college freshmen. 2.Cut the achievement gap in half in 2015 A 2009 evaluation of the PLTW programs in Milwaukee Public Schools indicated that the improved performance of Hispanic students in English Language Arts, Mathematics, Science, and Social Sciences substantially decreased the achievement gap. A 2007 study also showed narrowing of the achievement gap for students with disabilities and English Language Learners. 3.Increase the percentage of students scoring at or above proficient on NAEP by 2015, to or beyond the performance levels of the highest-performing states The 2005 High Schools That Work (HSTW) study of Project Lead the Way reported that students who two or more PLTW courses achieved significantly higher scores on the NAEP-referenced HSTW assessments of reading, mathematics and science than students in other career and technical fields of study. Further sustainability factors include: On-going availability of Perkins funds in subsequent years except materials/supplies and the teacher‘s salary. Cost of teacher will be incurred by the district after the RTTT grant ends. 208

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Success of student recruitment. Continued CAPE funding earned for industry certification. Successful involvement of area industry leaders in Advisory Board Title and Page Number of Appendices for this Project (if applicable): RTTT Career and Technical Education STEM Program Descriptions: Pathways to Engineering, A218. Project Lead the Way High School Pathway to Engineering, p. A-220. 2010-11 Title I Full- Day Pre-Kindergarten Programs, p. A-233. Baseline Data – Persistently Lowest Achieving Schools – FCAT Learning Gains, p. 234. Baseline Data –OCPS STEM Programs Meeting RTTT Requirements, p. A-52. STEM Career and Technical Education Implementation Timeline, p. A-54. Baseline Data – Existing STEM Courses in Persistently Low-Achieving High Schools, p. A-58.

209

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

210

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

Work Plan Table Project/MOU Criterion: Include Charter Schools in LEA Planning – (F)(2) Please indicate one LEA point of contact for this Project. Name: Christopher S. Bernier Title: Principal, School Choice Services Phone #: 407-317-3200 ext 2706 E-mail Address: [email protected] Project Goal: The LEA will offer charter schools located within their district the opportunity to participate in the grant on the same terms as any other district school. Consistent with federal requirements, the LEA will ensure that participating charter schools receive a commensurate share of any grant funds or services funded by the grant. The LEA will provide data and reports necessary for the evaluation of the grant conducted by the Department‘s evaluation team and will require charter schools to provide the LEA with the data necessary for such evaluations. Deliverables (minimum required evidence): 1. The LEA will provide documentation of its efforts to engage and include charter schools in discussions of its RTTT efforts. The documentation must include dates, times, and attendees of any and all RTTT meetings with charter schools. (Quarterly as appropriate – whenever discussions are held) 2. The LEA will provide signed statements from each charter school that they have been fully informed of their opportunity to participate in the RTTT grant, and their decision to participate or opt-out. (Quarterly as appropriate) 3. The LEA will submit documentation that participating charter schools have been invited to participate in RTTT-funded activities. (Quarterly as appropriate) 4. The LEA will submit a budget that provides commensurate share of grant funds to participating charter schools. (Quarter 1) 5. The LEA will submit expenditure reports that demonstrate that participating charter schools have received their commensurate share of funds or services. (Quarter 4) 6. The LEA will provide a signed agreement from each participating charter school that states that the charter school will provide all necessary data and reports. (Quarter 1) 7. The LEA will provide documentation that FDOE was notified if any charter school fails to provide the necessary data and reports. (Quarterly as appropriate)

The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible for implementation of this Project. List titles in the first column and indicate each year of involvement with an X. 2010-11 2011/12 2012/13 2013/14 Key Personnel by Title: nd rd th 2 3 4 Quarter Quarter Quarter Principal, School Choice Services X X X X X X Senior Administrator, School Choice X X X X X X Services The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each Deliverable and Supporting Activity will be accomplished with an X. The box repeats for each additional 211

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate. Deliverables and Supporting Activities should support student achievement targets in Form (A)1. Deliverable (required): The LEA will 2010-11 2011/12 2012/13 2013/14 nd rd th provide documentation of its efforts to 2 3 4 engage and include charter schools in Quarter Quarter Quarter discussions of its RTTT efforts. The X X X X documentation must include dates, times, and attendees of any and all RTTT meetings with charter schools. 2010-11 2011/12 2012/13 2013/14 Supporting Activities (indicate each nd rd th year activity will be conducted and 2 3 4 include collective bargaining, if Quarter Quarter Quarter applicable): OCPS will hold meetings with charter X X X X school principals at least five (5) times per year. These regularly scheduled principal meetings will be held on a set time and date. Agendas will be developed in advance and all attendees are required to sign into the meeting. RTTT updates and discussions will become part of the meeting agendas. Deliverable (required): The LEA will provide signed statements from each charter school that they have been fully informed of their opportunity to participate in the RTTT grant, and their decision to participate or opt-out. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. Forms will be collected and retained by OCPS and charter schools for documentation.

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X

2012/13

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

nd

X

X

X

2013/14

X X X (as needed (as needed (as needed when new when new when new charter charter charter schools are schools are schools are established) established) established)

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Deliverable (required): The LEA will 2010-11 2011/12 nd rd th submit documentation that participating 2 3 4 charter schools have been invited to Quarter Quarter Quarter participate in RTTT-funded activities. X X X X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): Charter school invitations to participate X X X X will be collected in written format including, letters, announcements, flyers and email correspondence etc to document events and activities provided by RTTT.

2012/13

2013/14

X 2012/13

X 2013/14

X

X

Deliverable (required): The LEA will 2010-11 2011/12 submit a budget that provides 2nd 3rd 4th commensurate share of grant funds to Quarter Quarter Quarter participating charter schools. X X 2010-11 2011/12 Supporting Activities (indicate each year activity will be conducted and 2nd 3rd 4th include collective bargaining, if Quarter Quarter Quarter applicable): According to Florida Statute 1002.33, X X X X OCPS fully intends to comply with the charter school statutory requirements which regulate charter schools and their access to all school district training. We will continue to abide the statutory requirement by providing the same services, access, programs, and resources to our charter schools in the same manner provided to other public school is our school district.

2012/13

2013/14

X 2012/13

X 2013/14

X

X

Deliverable (required): The LEA will submit expenditure reports that demonstrate that participating charter schools have received their commensurate share of funds or services. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): If charters submit individual plans that are consistent with the MOU funding will be allocated to them commensurate

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter X X X X

2012/13

2013/14

X

X

2010-11 2011/12 rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

nd

nd

X (if appli-

X (if appli213

X (if appli-

X (if applicable)

X X (if appli- (if applicable) cable)

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II with the share allocated to other district cable) cable) cable) schools. Charter participation in RTTT funded X X X X activities or services being provided to other district schools will be documented.

X

X

Deliverable (required): The LEA will provide a signed agreement from each participating charter school that states that the charter school will provide all necessary data and reports. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): An opt-in or -out form, in conjunction with regularly scheduled principal meetings, will be used to inform and document the charter schools‘ participation as related to involvement in RTTT. These forms will include statements acknowledging the charter schools‘ agreement to provide all necessary data and reports. These forms will be collected and retained by OCPS and charter schools for documentation.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X

2012/13

2013/14

X

X

2010-11 2011/12 nd rd th 2 3 4 Quarter Quarter Quarter

2012/13

2013/14

X

X

Deliverable (required): The LEA will provide documentation that FDOE was notified if any charter school fails to provide the necessary data and reports. Supporting Activities (indicate each year activity will be conducted and include collective bargaining, if applicable): We will continue to report to FLDOE all charter schools that are out of compliance in accordance with state law.

2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter X X X X 2010-11 2011/12 2nd 3rd 4th Quarter Quarter Quarter

2012/13

2013/14

X 2012/13

X 2013/14

X

X

Project Budget Summary by Year:

X

X

X

X

2 Quarter

2010-11 3 Quarter

4 Quarter

$0

$0

$0

nd

rd

X

X

2011/12

2012/13

2013/14

$100,000

$100,000

$100,000

th

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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) Sustainability of charter schools and their programs is based upon FTE funding collected for their students, and on the ability of the schools to manage their operations efficiently. Supportive Narrative (optional):

Title and Page Number of Appendices for this Project (if applicable): 2010-2011 Charter School Administrator‘s Meeting Schedule, p. A-331. Meeting Agenda, p. A-332. Opt In/Out Form, p. A-333. Participating Charter School List and Contact Information, p. A-334. Participating Charter Schools‘ Opt In Forms – Signed, p. A-341.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II 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 2011-12 2012-13 2013-14 2014-15 (Baseline) % Scoring Level 4 or 5 on FCAT 2.0, 4th Grade Reading TBD, when standards are set in the Fall of 2011 (STATE GOAL: 50% AT OR ABOVE PROFICIENT ON NAEP BY 2015) % Scoring Level 4 or 5 on FCAT 2.0, 4th Grade Mathematics TBD, when standards are set in the Fall of 2011 (STATE GOAL: 60% AT OR ABOVE PROFICIENT ON NAEP BY 2015) % Scoring Level 4 or 5 on FCAT 2.0, 8th Grade Reading TBD, when standards are set in the Fall of 2011 (STATE GOAL: 45% AT OR ABOVE PROFICIENT ON NAEP BY 2015) % Scoring Level 4 or 5 on FCAT 2.0, 8th Grade Mathematics TBD, when standards are set in the Fall of 2011 (STATE GOAL: 55% AT OR ABOVE PROFICIENT ON NAEP BY 2015) (OPTIONAL) Other District-Determined Student Achievement Goals Examples: Other FCAT 2.0 Grade Levels and Subjects End-of-Course Assessments AP, Dual Enrollment, IB, AICE, and/or Industry Certification Performance and Participation PSAT, PLAN, SAT, and/or ACT Participation and Performance

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II FORM (A)1. LEA Student Goals and Measures

CLOSING THE ACHIEVEMENT GAP Florida set goals for closing the achievement gap on NAEP. Since all districts and schools do not administer NAEP, LEAs will need to track performance and set targets for closing the achievement gap on the statewide assessment (FCAT 2.0) at a minimum. Since FCAT 2.0 will be administered for the first time in 2010-11, and standards will not be set until the fall of 2011, LEAs do not need to set overall targets and annual goals for closing the achievement gap on FCAT 2.0 at this time. However, when standards are set and scores are available, LEAs will need to set targets at that time, keeping in mind the statewide goals established for NAEP. LEAs may provide additional closing the achievement gap goals using other measures, as noted below. Please provide additional tables to capture the other measures, if the LEA so chooses. 2010-11 2011201220132014-15 (Baseline) 12 13 14 % Reduction in White/African-American achievement gap on FCAT 2.0 (STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015) 2011 FCAT 2.0 Grade 4 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 4 Mathematics TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Mathematics TBD, when standards are set in the Fall of 2011 % Reduction in White/Hispanic achievement gap on FCAT 2.0 (STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015) FCAT 2.0 Grade 4 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 4 Mathematics TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Reading TBD, when standards are set in the Fall of 2011 FCAT 2.0 Grade 8 Mathematics TBD, when standards are set in the Fall of 2011 (OPTIONAL) Other District-Determined Closing the Achievement Gap Goals Examples: Other FCAT 2.0 Grade Levels and Subjects End-of-Course Assessments AP, Dual Enrollment, IB, AICE, and/or Industry Certification Performance and Participation PSAT, PLAN, SAT, and/or ACT Participation and Performance

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II FORM (A)1. LEA Student Goals and Measures

HIGH SCHOOL GRADUATION RATE, COLLEGE ENROLLMENT RATE, AND COLLEGE CREDIT ATTAINEMENT RATE STATE GOALS INSTRUCTIONS: Indicate the ultimate target your LEA will achieve with the high school graduating class of 2015 on the following measures: High School Graduation Rate (using the Federal Uniform Rate methodology) College Going Rate (College enrollment is defined as the enrollment of students who graduate from high school and who enroll in an institution of higher education within 16 months of graduation.) College Credit Attainment Rate (College credit is measured as credit earned that is applicable to a degree within two years of enrollment in an institution of higher education.) Percent of 9th Graders Who Eventually Earn at Least a Year’s Worth of College Credit (this is a calculation based on the graduation rate multiplied by the college going rate multiplied by the college credit attainment rate. For example, Florida‘s goals are 85% graduating, 74% going to college, and 70% earning credit. That translates into 85% x 74% x 70% = 44% of 9th graders ultimately graduating, going to college, and earning credit). Be sure to include annual targets to ensure that progress is being made toward the ultimate goals for the class of 2015. Given the inherent time lags in these measures (i.e., two years following high school graduation and two years following college enrollment), all actual data for the class of 2015 will not be available until 2019 (2017 for the college enrollment measure and 2019 for the credit attainment measure). On the following page are the state goals and annual targets for the four graduation and postsecondary outcome measures as a reference. Please indicate the LEA targets for the four measures below by filling in the shaded boxes in the table labeled “LEA GOALS”.

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II FORM (A)1. LEA Student Goals and Measures

STATE GOALS State Goals for the Class of 2015: For the every 100 incoming high school freshmen in 2011-12, 85 will graduate from high school in 2015. Of the 85 students who graduate, 63 (or 74%) will go on to college by 2017. Of the 63 students who went on to college, 44 (or 70%) will earn at least a year‘s worth of college credit by 2019 High School Graduating Class of:

Graduation Rate

2005 (Baselin e) 59

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

59

60

63

66

68

69

72

76

80

College Going Rate

58

58

60

61

62

63

64

65

67

71

College Credit Earning Rate

63

63

64

64

64

65

65

66

67

68

22

22

23

25

26

27

29

31

34

39

85 74 70 44

2013

2014

2015

86

89

79

82

90

93

92 85 96

61

68

75

th

Percent of 9 Graders Who Eventually Earn at Least a Year‘s Worth of College Credit

LEA GOALS Note: The un-shaded boxes will be prepopulated for each LEA by the DOE. High School Graduating Class of: 2005 2006 2007 2008 2009 2010 2011 2012 (Baseline) Graduation Rate 59 58 57 62 67 77 80 83 College Going Rate 54 57 60 63 67 70 73 76 College Credit Earning Rate 66 69 72 75 78 81 84 87 th

Percent of 9 Graders Who Eventually Earn at Least a Year‘s Worth of College Credit

21

23

25

219

29

35

44

49

55

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II TEACHER AND PRINCIPAL EVALUATION SYSTEMS REVIEW DISTRICT:

ORANGE COUNTY PUBLIC SCHOOLS

MOU section D(2)(ii) requires that ―the LEA will submit teacher and principal evaluation systems to the department for review and approval‖. SBE rule 6B-4.010 requires that where a district ―…makes substantive modifications to an approved school district instructional personnel assessment system, the modified system shall be submitted to the department of education for review and approval.‖ The following checklist combines the Race to the Top (RTTT) requirements for developing and conducting teacher and principal evaluation systems with those required in section 1012.34, Florida Statutes, and Rule 6B-4.010, F.A.C. This checklist will assist LEAs in ensuring that they have met the requirements for the RTTT grant in this area, while also satisfying requirements for Florida Statutes and State Board Rule. The checklist will also speed the review process so that LEA feedback can be returned quicker. Instructions. To complete the checklist, provide the page number in your evaluation system documentation where the criterion or element is addressed. NOTE: This checklist is NOT due with the Final Scope of Work. It should be submitted with the district’s evaluation system documentation in spring 2011. It is provided now with the Final Scope of Work template as a tool and reference for district planning and completing the Final Scope of Work. Elements of State Reform Plans to be addressed in LEAs’ Teacher and Principal Evaluation Systems

Citation in RTTT MOU and/or Section 1012.34, F.S.

TEACHER EVALUATION SYSTEM Part 1: System Development Involvement: The LEA has designed and committed to implement an evaluation system with teacher and principal involvement.

MOU D(2)(ii)

Phase-in Option: 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

MOU D(2)(ii)(1)

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Page # in Documentation

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Elements of State Reform Plans to be addressed in LEAs’ Teacher and Principal Evaluation Systems 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 MOU (D)(2)(i).

Citation in RTTT MOU and/or Section 1012.34, F.S.

Development year: The 2010-11 school year will be considered a development year for the evaluation system.

MOU (D)(ii)

Determines need for special procedures and criteria for other teaching fields

1012.34(2)(d)

Supports district and school level improvement plans

1012.34(2)(a)

Supports continuous quality improvement of the professional skills of instructional personnel Provides for district‘s annual review of instructional personnel assessment systems

1012.34(2)(b)

Page # in Documentation

1012.34(7)

Part 2: Evaluation Criteria

Page #

Student Growth Measure: The teacher evaluation system utilizes the state-adopted teacher-level student growth measure cited in (D)(2)(i) as the primary factor of the evaluation system.

MOU (D)(2)(ii)(1)

Student achievement or growth data as evaluation element, 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%

MOU (D)(2)(i) and (ii) 1012.34(3)(a) Primarily uses data and indicators of improvement in student performance 1012.34(3)(a) Student performance must be measured by state assessments required under s. 1008.22 and by local

221

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Elements of State Reform Plans to be addressed in LEAs’ Teacher and Principal Evaluation Systems of the evaluation.

Citation in RTTT MOU and/or Section 1012.34, F.S. assessments for subjects and grade levels not measured by the state assessment program 1012.34(3)(a)(1) performance of students assigned to their classrooms or schools, as appropriate

Early Bargaining Provision: An LEA that completed renegotiation of its collective bargaining agreement between 7/1/09 and 12/1/09 for the purpose of determining a weight for student growth as the primary component of its teacher 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.

MOU D (2)(ii)

Core of Effective Practices – Florida Educator Accomplished Practices: 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 use, at a minimum, this same core of effective practices Incorporates the newly-adopted Florida Educator Accomplished Practices (scheduled for adoption by the State Board of Education in December 2010) into the evaluation system.

MOU (D)(2)(ii) 1012.34(2)(d): addressing generic teaching competencies 1012.34(3)(a): basing assessment on contemporary research in effective educational practices 1012.34(3)(a)(2,4-7): Ability to maintain appropriate discipline; Knowledge of subject matter, including; Ability to plan and deliver instruction and the use of technology in the classroom; Ability to evaluate instructional needs; Ability to establish and maintain a positive collaborative relationship with students‘ families to increase student achievement; Other professional competencies and requirements in State Board of Education rules and local school board policies

Special provisions for evaluating subject knowledge for out-of-field teachers

1012.34(3)(a)(3)

Additional Metric Evaluation Element: Includes at least one additional metric to combine with the student

MOU (D)(2)(ii)(3)

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Page # in Documentation

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Elements of State Reform Plans to be addressed in LEAs’ Teacher and Principal Evaluation Systems 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. Evaluation ratings: Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory, that must include ―effective‖ and ―highly effective.‖

Citation in RTTT MOU and/or Section 1012.34, F.S. 1012.34(2)(c) Provides a mechanism for parental input, when appropriate

MOU (D)(2)(ii)(4) State board rule 6B-4.010(1)(c)2: providing for determination of satisfactory, unsatisfactory and outstanding performance levels

Part 3: Conducting Evaluations First Year Teachers: 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 MOU (D)(2)(ii)2. and reviews of student performance data.

Page # in Documentation

Page # MOU (D)(3)

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RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Elements of State Reform Plans to be addressed in LEAs’ Teacher and Principal Evaluation Systems

Citation in RTTT MOU and/or Section 1012.34, F.S.

Other Teachers’ Evaluations: The LEA will conduct evaluations as described in MOU (D) (2) (ii) 1, 2, and 4. for all other teachers at least once per year.

MOU (D)(2)(iii) 1012.34(3) (a) to provide for an assessment conducted for each employee at least once a year

Milestone career event(s) evaluations: The LEA will conduct ―multi-metric‖ evaluations as described in MOU (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.

MOU (D)(2)(iii)

Supports continuous quality improvement of the professional skills of instructional personnel: describe how information from the evaluation system will be returned to the teacher for individual continuous improvement. Provides training in the proper use of assessment criteria and procedures to all personnel with appraisal responsibilities. Fully informs all personnel of the criteria and procedures associated with the appraisal process before the appraisal takes place.

1012.34(2)(b)

Page # in Documentation

1012.34(2)(f)

1012.34(3)(b)

PRINCIPAL EVALUATION SYSTEM Part 1: System Development Involvement: The LEA has designed and committed to implement a principal evaluation system with teacher and principal involvement

Page # MOU D(2)(ii)

224

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Phase in option: 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 MOU (D)(2)(i)

MOU D(2)(ii)

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

MOU (D)(ii)

Supports district and school level improvement plans

1012.34(2)(a)

Supports continuous quality improvement of the professional skills of instructional personnel Provides a mechanism for parental input, when appropriate

1012.34(2)(b)

Provides for district‘s annual review of instructional personnel assessment systems

1012.34(7)

1012.34(2)(c)

Page #

Part 2: Evaluation Criteria Student growth measure: The principal evaluation system utilizes the state-adopted teacher-level student growth measure cited in (D) (2) (i) as the primary factor of the principal evaluation system.

MOU (D)(2)(ii)(1)

Leadership Standards evaluation component: Utilizes for the remaining portion of the evaluation the Florida Principal Leadership Standards, with an emphasis on recruiting and retaining effective teachers, improving the effectiveness of teachers, and removing ineffective teachers.

MOU D(2)(ii)

225

RACE TO THE TOP LEA FINAL SCOPE OF WORK – EXHIBIT II Student achievement or growth data evaluation component 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 MOU (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.

MOU D(20(ii) 1012.34(3)(a): primarily use data and indicators of improvement in student performance

Range of ratings: Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory, that must include ―effective‖ and ―highly effective

MOU D(2)(ii)

1012.34(3)(a): student performance must be measured by state assessments required under s. 1008.22 and by local assessments for subjects and grade levels not measured by the state assessment program , 1012.34(3)(a)(1: performance of students assigned to their classrooms or schools, as appropriate

Page #

Part 3: Conducting Evaluations Annual evaluation: The LEA will conduct evaluations as described in MOU (D)(2)(ii) for principals at least once per year.

MOU D(2)(ii) 1012.34(3)(a) to provide for an assessment conducted for each employee at least once a year

Provides training in use of assessment criteria and procedures Fully informs all personnel of the criteria and procedures associated with the appraisal process before the appraisal takes place.

1012.34(2)(f) 1012.34(3)(b)

226