Polk County Public Polk County Public Schools Schools

2013-14 through 2013-14 through 2017-18 Strategic 2017-18 Strategic

PlanPlan

Vision for Polk County Vision for Polk County SchoolsSchools

PCPS faces similar challenges in accelerating achievement for all students,

eliminating the achievement gap, and building capacity unlike other Florida districts. Strategic Planning and the Comprehensive Aligned Instructional System must be closely coupled to

accelerate student achievement for all students. These tools allow for common

expectations, common measurements and ensures consistent district support in that

aligned system possible.

Strategic Planning and Strategic Planning and AlignmentAlignment

A high achieving school district must commit to a shared vision and comprehensive strategic planning process to sustain continuous improvement that will:

(1) Ensure short-term decisions are based on long-term goals; (2) Allow leadership to establish proactive actions; (3) Align daily decision making, problem solving and financial commitments to short and long-term goals; (4) Share responsibility for outcomes;(5) Provide transparency and building trust; and (6) Provide opportunity to use a systemic approach to improve the efficiency of cross-functional operations.

Priority Areas of the PlanPriority Areas of the Plan

•Student Achievement

•Stakeholder Partnerships

•Safe and Secure Environment

•Staff Learning and Growth

•Support and Resources

Changes to Strategic Plan Changes to Strategic Plan FormatFormat•The purpose of strategic planning is to

provide the roadmap for continuous improvement;

•The District Strategic Plan should be adopted as policy by the School Board; and

•Sections of the original plan included strategies and action steps that will change based on leading indicators and final annual outcomes and should not be adopted into policy because of the flexibility needed.

Original FormatOriginal FormatA - Student Achievement

Objectives: Strategies: Action Steps: Indicators/Measures: Targets:

A.1 To prepare all students to meet or exceed appropriate grade level proficiency through a standards-based model preparing them to enter a college program or the workforce ● Literacy (reading

and writing) ● Mathematics ● Science ● Social Studies ● Fine Arts ● Physical Education ● World Language

Workforce Education

A.1.1 Ensure district curriculum clearly identifies what students need to know, understand and be able to do A.1.2 Implement research-based instructional methods and strategies to deliver standards-aligned curriculum

A.1.1.a Define and align state and national standards expectations including Common Core and Common Core Connectors A.1.1.b Define a scope and sequence of essential benchmarks, identifying targeted knowledge, concepts, and skills within district curriculum maps to assist teachers with planning effective instruction A.1.1.c Provide descriptors of proficiency (scoring guides, rubrics, student exemplars) for essential benchmarks to communicate student expectations A.1.1.d Evaluate curriculum maps to eliminate gaps and benchmark redundancies within and among grade levels and across the district (horizontal and vertical alignment) A.1.2.a Monitor use of curriculum maps to ensure scope and sequence is consistently addressed and essential benchmarks are taught to proficiency A.1.2.b Provide ongoing opportunities for teachers to engage in intense collaborative work to develop units, lessons and instructional strategies focused on students learning essential benchmarks A.1.2.c Continue to develop lesson and units using a backwards design process (student learning outcomes drive lesson development) A.1.2.d Engage students in learning by providing them with strategies to learn benchmark information, concepts and skills, by receiving timely feedback about their performance, and by providing adequate opportunities to learn and perform at proficient levels

● District curriculum ● Descriptors of proficiency ● Models of backward

designed units and lessons with scaffolded activities (Example: SpringBoard English/Language Arts and Mathematics curriculum)

● Formative assessments ● Summative assessments ● Models of differentiated

lessons ● Annual Measurable

Objectives ● Classroom walkthrough

trends ● Technology-based

applications and tools ● District School Grade ● Teacher Evaluation System

○ Informal/formal observation results

Meet or exceed the achievements of the State and five comparable Florida districts (Pinellas, Volusia, Duval, Lee and Osceola) on the following measurements: ● District School

Grade ● Florida

Comprehensive Assessment Test (FCAT)

● Partnership for Assessment of Readiness for College and Careers (PARCC)

● End of Course (EOC) Exams

● Post-Secondary Education Readiness Test (PERT)

● International Baccalaureate (IB)

● Advanced Placement (AP)

● ACT ● SAT ● Dual Enrollment ● Kindergarten

Readiness ● Voluntary

Prekindergarten (VPK)

● Industry Certification

● Graduation Rate

New FormatNew Format

Priority Area

Objectives

Measurable Outcomes over 5 years

New FormatNew Format1. Goals have remain unchanged;

2. Objectives have slight revisions and edits;

3. Targets have become Annual Measurable Outcomes;

4. Strategies, Action Steps, and Leading Indicators will be revised based on the objectives and measurable outcomes on an on-going basis; and

5. Glossary of terms.

Increase Achievement for All Increase Achievement for All StudentsStudents

A.1 To prepare all students to meet or exceed appropriate grade level proficiency preparing them to be College and Career Ready (CCR).

By 2017-18• District School Grade total points will increase from

440 (C) to 535 (A). • Percentage of students who are proficient as

defined by state-mandated assessments will increase for Reading/Math/Science and Writing .

• Percentage of 3rd, 6th and 9th grade students who score Level 3 and above on the State-Mandated Reading assessment will increase…….

Measurable OutcomesMeasurable OutcomesMeasurable outcomes should be SMART

Specific – target a specific area for improvement.Measurable – quantify or at least suggest an indicator of progress.Attainable – specify who will do it.Relevant – state what results can realistically be achieved, given available resources.Time-bound - specify when the result(s) can be achieved.

Student AchievementStudent AchievementMeasurable Outcomes:

By 2017-18, the District School Grade total points will increase from 440 (C) to 535 (A).

District Grade Target

Grade 2012-13 Baseline

2013-14 2014-15 2015-16* 2016-17 2017-18

District Target 440 (C) 459 (C) 478 (C) 497 (B) 516 (B) 535 (A) Source: 2012-13 Florida Department of Education School Accountability Reports – District Grade *There is an anticipated change in the School Grading System in 2015-16.

Student AchievementStudent Achievement By 2017-18, the percentage of students who are proficient as defined by state-mandated

assessments will increase for Reading/Math/Science and Writing from:

FCAT/EOC Percent of Students at Proficiency

2012-13 Baseline Proficient

2012-13 Baseline

% 2013-14 2014-15 2015-16 2016-17 2017-18

Reading 27,314 50% 52% 54% 56% 59% 62% Math 26,813 50% 52% 54% 56% 59% 62%

Science 8,988 46% 48% 50% 52% 55% 58% Writing (3.5) 10,115 52% 54% 56% 58% 61% 64%

Strategies, Action Steps, and Strategies, Action Steps, and Leading IndicatorsLeading Indicators

STRATEGY: Ensure district curriculum clearly identifies what students need to know, understand and be able to do.

ACTION STEP: Define and align state and national standards expectations including Common Core and Common Core Connectors.

LEADING INDICATORS: Descriptors of proficiency; Models of backward designed units and lessons with scaffolded activities.

AppendixAppendix

Next StepsNext Steps Collected additional recommendations from the

Strategic Planning Committee (October 14).

Revised the plan based on Committee recommendations.

Provide the School Board a final draft Strategic Plan (October 22).

Revise plan based on Board recommendations.

Post on www.polk-fl.net for public comment (October 22-November 8).

Final reading and adoption (November 12).

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