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




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                                                                                             School Board

                                                                                          Sue Sifrit, Chairman
Douglas K. Whittaker, Ed.D.
                                                                                    Andrea Messina, Vice-Chairman
     Superintendent
                                                                                            Alleen Miller
                                                                                           Barbara Rendell
                                                                                              Lee Swift
     David E. Gayler, Ph.D
       Superintendent
                                            Our Vision – Student Success!
                                                   Race to the Top
                                 Charlotte County Public Schools Final Scope of Work
                                                Table of Contents                                       Page

       1.       Section A Narrative                                                                         10
       2.       Form (A)1. Student Goals and Measures                                                       52
       3.       Work Plan Tables for Projects
                                    1. Expand Lesson Study                                                  53

                                    2. Expand STEM Career and Technical Program Offerings                   56

                                    3. Increase Advanced STEM Coursework                                    63

                                    4. Bolster Technology for Improved Instruction and Assessment           66

                                    5. Improve Access to State Data                                         72

                                    6. Use Data to Improve Instruction                                      76

                                    7. Provide Support for Educator Preparation Programs                    81

                                    8. Improve Teacher and Principal Evaluation Systems                      85

                                    9. Use Data Effectively for Human Capital Decisions                      90

                                   10. Focus Effective Professional Development                             97

                                   11. Drive Improvement in Persistently Low-Achieving Schools          N/A

                                   12. Implement Proven Programs for School Improvement                 N/A

                                   13. Include Charter Schools in LEA Planning                              106

                4.           Appendix                                                            12/8 Removed
                5.           Final Scope of Work DOE Feedback & LEA Response                     12/8 Removed

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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.

Charlotte County Public School’s (CCPS) Comprehensive Reform Plan:
Since 2002 the visionary leadership of retiring Superintendent Dr. David Gayler, in collaboration
with members of the LEA’s senior administration (including incoming Superintendent (former
Assistant Superintendent) Dr. Doug Whittaker), the presidents and leadership of the LEA’s two
unions (Charlotte FEA and Charlotte County Support Personnel Association), and the District
Leadership Team, has led Charlotte County Public Schools to be an Academically High Performing
district since 2005.

During 2002-03, CCPS conducted a community wide visioning process that invited ALL members of
the community to participate in more than 20 meetings in all areas of the district to give their input
about what they wanted their LEA to Be, Do and Have. More than 5400 individual pieces of data
were provided in the meetings from citizens of all ages (including students through great-
grandparents), ethnicities, and professions. This information was synthesized into our district
vision, Student Success!, mission, and core values (see Appendix B, p.96); these are the foundation
of the CCPS comprehensive reform plan, and have informed the development of a myriad of
innovative programs and practices that make the LEA an Academically High Performing district.

Covey’s 7 Habits of Highly Effective People was introduced as a focus for the District Leadership
Team (DLT), and the expectation that all DLT members be trained in the Habits began a 9 year
leadership focus that has expanded throughout all areas of LEA staff. It is now being infused in
schools with students through Covey’s Leader in Me and 7 Habits of Highly Effective Teens programs.

This leadership focus became the springboard for building collaborative relationships with the
teachers’ union (CFEA) and support employees’ union (CCSPA). The Federal Mediation Service
provided trainers for the LEA staff in the Interest-based Problem Solving Process, and facilitators to
guide our early meetings. Within a short time, this became the way that we related with one
another in all aspects of LEA business, including Collective Bargaining. We established an LEA
Labor-Management Committee, which evolved into our Partnership and Performance Council (PPC)
– a title which reflects our relationships and focus on Student Success! There are now instructional
PPCs (with CFEA members and CCPS administration) and support PPCs (with CCSPA members and
CCPS administration) at both the LEA and school/building levels throughout the LEA.

(a)    The CCPS Comprehensive Reform Plan supports and is strategically aligned with the State’s
Theory of Action (highly effective teachers and leaders make the difference in student
achievement). Through RTTT we will bring in or expand some areas to meet the expectations of
Florida’s RTTT application.

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In recent years there have been major, integrated programs and processes established in CCPS.
These unique programs and processes bring together the human resources (HR) functions of hiring,
compensation and evaluation with professional development(PD) functions at the LEA and school
levels for instructional and leadership staff. As a result of this collaborative integration our teachers
and instructional leaders (at LEA and school levels) continue to bring our students to increasing
levels of high academic achievement. The programs delineated here were developed collaboratively
with teachers, principals, and HR, PD, and CCPS leadership over several years; they work
synergistically as integrated parts of the CCPS Comprehensive Reform Plan.

Human Resources:
1. PACE (Professional Accountability for Charlotte’s Educators)
View full handbook at http://www.yourcharlotteschools.net/documents/humanresources/PACE2010-
11.pdf

                                     PHILOSOPHY OF PACE
The Vision
    Focus on student success
    Support district and school improvement plans
    Create a district-wide culture of improving teaching and learning
    Support continuous professional development
    Utilize technology
    Emphasize collaboration
    Promote climate of trust
    Enable teacher and administrator growth
    Accommodate differences among teachers and learners

The Purpose
    Raise accountability for teaching and learning
    Accommodate new research-based methods in teaching and learning
    Encourage professional dialog
    Promote ongoing professional development
    Encourage self-reflection
    Improve employee performance
    Reduce paperwork
    Enable Student Success

THE GOALS of PACE
   Meet all requirements of F. S. 1012.34 and State Board of Education Rule 6B-4.0042.
   Improve student achievement.
   Provide accurate and helpful feedback to foster professional growth.
   Facilitate the development and achievement of meaningful individual, department, school, and district
     goals.
   Utilize the ―Effective Schools‖ research as well as the concepts of the Florida Educator Accomplished
     Practices, and sound educational procedures when assessing teacher performance.
   Utilize the TSA Dimension Areas and Competencies when assessing the performance of teachers on
     special assignment.
   Provide an alternative appraisal process for continuing contract/professional services contact teachers
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       who are demonstrating satisfactory performance in the domains evaluated in the comprehensive
       appraisal process.
      Provide data relating to reappointment, transfer, promotion, and termination of personnel.
      Analyze all student performance data to include classroom, FCAT, and other scores at the individual
       teacher level and the school level to guide instruction to improve student learning across the
       curriculum.
      Provide a process to encourage and allow parents and the community to give input into the assessment
       process.

During the RTTT grant period, CCPS will take the following steps to align our teacher evaluation
programs with the expectations outlined in Florida’s RTTT application:
    Revise Professional Accountability for Charlotte’s Educators (PACE) forms/documents to ensure
       compliance with s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii);
      Negotiate the evaluation process in the collective bargaining agreement, with particular emphasis on
       developing the parameters for teacher pay for student performance;
      Establish timeline for piloting PACE in district schools, and gather feedback data from those schools;
      Revise PACE based on feedback data from the pilot schools and as required by the MOU in (D)(2)(i)-
       (iii)
      Develop training program for teachers and evaluators relating to PACE updates;
      Negotiate the timeline for implementation of the teacher evaluation system;
      Train evaluators and teachers on the teacher evaluation system;
      Compare current principal appraisal system to determine elements that need to be revised to be consistent
       with s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii), and revise any elements inconsistent with s.
       1012.34, F.S., and in the MOU in (D)(2)(i)-(iii);
      Develop training for principals and evaluators;
      Schedule & conduct training for evaluators and principals;
      Meet all RTTT requirements for reviewing evaluation data, revising programs, negotiating any revisions to
       the teacher evaluation system if necessary per contract; and,
      Continue to work collaboratively with CFEA throughout the process and going forward as
       we integrate a quality Professional Development Plan centered on student achievement as
       part of the PACE evaluation system, and develop a fair, meaningful evaluation system that
       links teacher improvement with student achievement.

PROFESSIONAL DEVELOPMENT
CAPE and the Professional Development Academy (PDA)
CAPE is one program within the larger Professional Development Academy “umbrella”:

PROFESSIONAL DEVELOPMENT ACADEMY
     • Inservice
     • Teacher Assistance Program (TAP)
     • Charlotte Academy of Professional Educators (CAPE)
     • Leadership Initiative (all employees)
     • Preparing New Principals (PNP)/Developing Educational Leaders for
      Tomorrow’s Achievers (DELTA)
     • Student Learning Plan (SLP)/ Plan to Achieve Student Success (PASS)

Within the past several years CCPS has shifted a significant piece of the Professional Development

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focus to school imbedded PD activities. Through this focus programs have evolved that meet the
needs of the specific school staff and are highly aligned to the achievement needs of their students.
All activities must have the approval of the Director or Assistant Director of the Professional
Development Academy, and are registered through the Avatar system. These school-imbedded PD
activities include, but are not limited to:
     Book studies (topics have included Lesson Study, literacy, poverty, leadership, instructional
        strategies, and many others)
     Lesson Study
     Data analysis
     Use of data to inform instruction
     Student leadership and self-efficacy

All professional inservice is grouped into four categories for compensation purposes:
       1) Required (mandatory) – compensated at hourly pay rate
       2) District encouraged – compensated at $15 hour stipend rate (after regular work hours)
       3) Voluntary – non-compensated
       4) CAPE – compensated with annual salary supplement upon tier completion (see amounts
           below)

Exceptions to the above categories include:
      • Reading/ESOL endorsements – compensated with a one-time $1000 payment
         upon completion of the endorsement, whether taken through regular inservice or
        CAPE programs. If taken through CAPE, the one-time payment is in addition to
        the CAPE supplement process.
      • Teacher Assistance Program – courses are non-compensated. TAP participants
         may participate in CAPE courses, which can be counted toward the
        CAPE supplement. Tuition and all other CAPE requirements apply.

CAPE Organization and Structure

CAPE is organized into four tiers of 15 “CAPE Education Units (CEUs)” each. One CEU is roughly
equivalent to 20 hours of inservice, for a total of about 300 hours per tier:




          Tuition            Tier 4      Supplement

      Tuition          Tier 3 Supplement

   Tuition          Tier 2       Supplement

Tuition      Tier 1                   Supplement

Each tier includes six areas of district need. One CEU must be earned in each area per tier. All other

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CEUs may be earned in any combination of areas (concentrated or distributed). The tiers will be
designed to emphasize foundations in tiers 1 and 2, and specialization in tiers 3 and 4.
Specialization tracks will include research/course development, advanced application
(demonstration), coaching/mentoring, trainer preparation, etc. Tier 1 has been designed around
the following high need areas:
        • Reading
        • ESOL
        • Coaching and Mentoring
        • Leadership
        • Curriculum, Instruction, and Assessment (CIA)
        • Technology

Supplement Pay-out
Upon successful completion of a tier including all follow-up and application work, the participant will
earn a permanent CAPE pay supplement of $1000 per completed tier. The first supplement will be paid
upon completion of the tier. Thereafter, the supplement will be included annually in the first October
paycheck.

CAPE (Charlotte Academy of Professional Educators)
View full handbook at: http://www.yourcharlotteschools.net/PDA/Cape.htm

Charlotte Academy of Professional Educators (CAPE) is a professional development program
created by Charlotte County Public Schools and CFEA through the Partnership and Performance
Council.

It is based on the common interests of both CCPS and CFEA:
• Development of a high quality workforce
• Recruitment and retention of high quality instructional personnel
• Focus on the highest needs of the district

To create the program, the Partnership and Performance Council authorized two subcommittees to
develop the design and implementation process. Both the design and implementation
subcommittees are composed of representatives of CCPS and CFEA, and also operates using the
Interest Based Problem Solving process.

CAPE is a voluntary, tuition-based program that provides an alternative to advanced
university/college degrees, providing a comparable salary supplement upon completion. It is an
innovative program modeled after the “corporate university” concept.

CAPE is currently open to all actively employed instructional employees that are eligible for
membership in CFEA. It is hoped that the program can be expanded or replicated for other
employee categories in the near future.

CAPE is governed by the Partnership and Performance Council and designated subcommittees. The
Professional Development Academy is authorized as the executive agency for the operation of
CAPE. Governance and operational issues should be addressed to the Director of Professional
Development.
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The CAPE Program is built on the following philosophical tenets:

   1. All courses should be both rigorous in design and relevant to the needs of the instructional
      employee.
   2. All course content should be thoroughly based on research. All course delivery methods
      should also be research-based.
   3. The focus of CAPE courses will be application in the instructional setting instead of seat-time
      in the inservice class.
   4. Support through coaching/mentoring is essential for successful implementation.
   5. All CAPE courses will be sequenced to ensure continual development over time. All CAPE
      courses will be interconnected to provide a holistic, well-rounded classroom instructor.
   6. CAPE will include alumni in various roles: mentors/coaches, trainers, course designers,
      researchers, demonstration classrooms, etc.

CAPE will provide annual compensation upon demonstration of application of knowledge and skills
in the instructional setting instead of once for seat-time in an inservice class.

Other connections lead to highly effective teachers as well…
With the district vision, Student Success!, the expectation in Charlotte County Public Schools is that
ALL decisions are made according to what is best for students. This has been our focus for more
than 8 years, and is thoroughly ingrained in our culture.

Due to this almost single minded focus on students, the alignment and connections among all staff
and departments flow synergistically in CCPS schools and departments. When new legislation or
FDOE rules are released, everyone works together to implement them.

For example, when the new graduation requirements were released the Division of Learning was
supported by ICS to ensure that our data programs were ready to provide the information required
at all levels, from student grades to FDOE reporting requirements. The inclusion of student
participation and performance in advanced coursework requirement (for school grades) was
discussed among all who could possibly contribute to helping more students have access to those
courses. Solutions included distance learning within CCPS (the LTT department facilitated
classroom technology connections between schools with video and audio so that more students
could participate in the advanced programs), virtual school opportunities (from several sources),
and funding to pay for the expensive Industry Certification exams was arranged through the grants
department.

Often solutions to issues or requirements necessitate teacher support, in the form of materials,
equipment, or additional training. Because Student Success! is the central focus of CCPS, these
teacher needs become priorities, and every attempt is made to meet those needs. In Charlotte
County Public Schools you do not hear comments such as “That’s not my problem.” or “ I have other
priorities, I might be able to do that next month/semester.” When it comes to helping teachers help
students.

All of these connections and the collaborative processes that build them serve to support effective
teaching. CCPS employees work diligently to ensure that the teachers in our classrooms have the
tools they need to use their skills in teaching students to the best of their ability.
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(b) how the reform plan will contribute to the state’s student achievement goals (see pp. 24-
34 of Florida’s application)

                                             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.                                            (CCPS
       2009 results = 71%; gap to close =14%)
    Of the 85 students who graduate, 63 (or 74%) will go on to college by 2017.      (CCPS 2007
       results = 51%; gap to close =12%)
    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. (CCPS 2005 results = 64%; gap to close =6%)


The CCPS reform plan as outlined in these RTTT documents will serve to refine the focus and bring
together the details of the work that we have been doing to continually increase the academic
achievement of our students. The RTTT components align with one another and with our work as
outlined in part A.1 (a) above. As an Academically High Performing District for the past 6 years,
CCPS has been on the right track towards achieving the State Goals as stated here. The gaps
between current status and the goals for the Class of 2015 are not large, and are attainable.

While the goals focus on goals to be attained by our graduates, the teachers and leadership at all
levels of the LEA are very aware that achieving them is the work of everyone. This includes not only
LEA employees, but also parents and the community as a whole. It is important for us to share these
goals with all our stakeholders, so that students benefit from the support of all individuals and
groups who can help them achieve their goals.


   A. 1 (c): CCPS Current Status on Reform Elements ((c) the LEA’s current status with
      respect to the various reform elements, including strengths and challenges.)
 Reform                Current Status            Strengths                  Challenges
 Element

 Expand Lesson Study   Professional              CCPS remains a high        Expansion to
                       development               performing district        additional schools
                       personnel have            with no schools            without additional
                       participated in           identified as              resources. On-going
                       facilitator preparation   persistently low or in     support and follow-
                       with ETS/FLICC and        the "Intervene"            up. Continued
                       FLDOE Lesson Study        category of                development of
                       presentations with        Differentiated             leadership to support
                       Lois Brown Easton         Accountability. As a       teachers involved in
                       during the 2009-10        result, the district has   lesson study.
                       school year. Lesson       been able to utilize an    Limitations to
                       Study information         invitational process to    implement aspects of
                       was included in a         Lesson Study, and it       lesson study (live
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                  2009-10 curriculum        has been well received observations, re-
                  mapping professional      in many schools. Key teaching research
                  development series as     district and school     lesson, etc.).
                  part of the SREB          leaders have at least a
                  modules through the       minimal operating
                  W. Cecil Golden           knowledge of Lesson
                  Florida School            Study and are able to
                  Leaders program,          begin working in
                  including specific        collaborative settings
                  lesson study protocols    to introduce the
                  provided by Lois          process into the life
                  Brown Easton.             and work of the
                  Several schools have      greater school
                  piloted lesson study      professional learning
                  projects at the           community. District
                  elementary and            trained facilitators
                  middle school levels.     provide initial
                  Two school teams          information/skills, and
                  joined other district     follow-up support.
                  personnel at the          Resources are
                  Florida Association of    provided to schools to
                  Staff Development         support the learning
                  Leadership                and practice of lesson
                  Conference in             study.
                  September, 2010, at
                  which Lois Brown
                  Easton was the
                  keynote speaker on
                  Lesson Study.
                  Rebecca Sarlo from
                  the Region IV office
                  of the Bureau of
                  School Improvement
                  provided a keynote to
                  the District
                  Leadership Team
                  Kick-off in August of
                  2010, that provided a
                  holistic approach to
                  RtI integrated with
                  FCIM, Lesson Study,
                  and School
                  Improvement. Schools
                  have been invited and
                  encouraged to include
                  lesson study goals and
                  strategies in their
                  2010-11 school
                  improvement plan.

Expand STEM/CTE   STEM labs in all          Strong K-12 foundation   Addition of new STEM
courses           elementary, middle, and   in STEM; high tech       courses at the high
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                     high schools. High          labs; trained teachers    school level; teacher
                     schools concentrate on                                industry certification
                     drafting and                                          and staff development in
                     power/energy.                                         STEM; marketing
                                                                           STEM programs to
                                                                           counselors, students,
                                                                           and parents as an
                                                                           integration of academics
                                                                           and career/technical
                                                                           programs that may lead
                                                                           to many postsecondary
                                                                           career choices.
Advanced STEM        Currently we offer 17       New courses               Hiring teachers with the
coursework           different AP courses in     Partnerships/grants       necessary course work
                     our 3 high schools. 6 of    On-line access to meet    to teach dual enrollment
                     those are STEM              classes with smaller      courses
                     courses. 21 dual            demand                    Increase cost for
                     enrollment courses are                                instructional materials
                     offered at our 3 high
                     schools. 10 of those are
                     in STEM areas. This
                     year is the 1st year on-
                     line access to dual
                     enrollment and AP
                     courses is being offered.
Bolster Technology   Currently we have           Our staff has access to   Our greatest
For Improved         sufficient desktop          a large number of         challenges include
Instruction And      computers to meet our       modern computers, an      hiring additional
Assessment           testing window              excellent wired           technical support to
                     requirements and to         infrastructure,           assure the smooth
                     have sufficient             excellent on-line         implementation of
                     computer for                resources, and top        technology based
                     classroom instruction.      notch professional        instruction and
                     However, we are in          development.              assessment. We also
                     need of adding                                        need to address the
                     additional laptops and                                physical layout of our
                     access points. We                                     testing spaces.
                     also need to improve
                     the layout of the
                     physical locations
                     where the testing will
                     occur.
Access to State      CCPS has been               The use of data across    To have all available
Data                 recognized as one of        the District for school   data housed in a
                     the top five Districts      improvement is            single source location
                     for reporting data to       strong.                   for easy access will be
                     the State.                                            a challenge for CCPS
                                                                           over the next few
                                                                           years.
Data to Improve          FOCUS, DART,            Use of data to inform     Looking at data
Instruction              Data Teams and          instruction, RtI,         longitudinally,
                         Walls, and              differentiated            programmatic data to
                         Performance             instruction, fluid        see if supplemental
                         Matters                 grouping                  materials are working in

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                                                                                  the schools.
Support for Educator   Currently offer 3-day         NET Program oversight        Limited number of state-
Preparation Programs   compensated pre-school        currently monitored          certified peer mentors
                       orientation program for       through a teacher on         available for certain
                       newly hired teachers;         assignment position;         subject areas, grade
                       Peer mentor assigned to       Optional teacher             levels. PD goal is to
                       each new teacher with         orientation activities are   increase number of
                       oversight by                  well attended and highly     certified clinical
                       Professional                  rated by participants;       educators by 25%.
                       Development Specialist;       PDSEP audit results          School calendar
                       Systematic completion         rank CCPS professional       presently allows for only
                       of CCPS NET portfolio         development within the       one professional
                       evidencing successful         top ten districts            development day per
                       completion of Florida         evaluated;                   school year. This day is
                       Educator Accomplished         Professional                 reserved for school-
                       Practices;                    Development Academy          based professional
                       University intern             housed in own site with      development activities,
                       placement currently           audio/visual                 which limit the
                       coordinated through           enhancements in              availability and
                       Professional                  meeting space, computer      participation in district-
                       Development with              lab, and professional        initiated professional
                       university partners           development library;         development.
                                                     Continually increasing       Professional
                                                     online professional          development offerings
                                                     development offerings,       and services are
                                                     have resulted in             restricted by the limited
                                                     increased availability       number of Professional
                                                     and participation in         Development
                                                     professional                 Department personnel.
                                                     development;
Improving Teacher/     The Professional              Developed in                 Key staff are challenged
Principal Evaluation   Accountability for            collaboration with the       to find the time for
Systems                Charlotte’s Educators         teachers’ union; 2 year      development; gathering
                       (PACE), the new               pilot has given feedback     data to determine what
                       teacher evaluation            for improvement of           constitutes ―exemplary‖
                       system has been piloted       system; teacher self-        performance;
                       at 5 schools over the         reflection, emphasis on      determining the factors
                       past 2 years, in              student performance and      that will be used to
                       conjunction with the          achievement are key          reward teachers;
                       Coaching, Assistant, and      elements of PACE;
                       Support for Teachers          online PDP has
                       (CAST) program to help        improved the process
                       struggling teachers           over the previous paper
                       improve. This year, the       version.
                       entire district is piloting
                       PACE, with emphasis
                       on the online
                       Professional
                       Development Plan
                       (PDP). The PDP focus
                       is to tie teacher
                       development to student
                       performance.

Using Data for         CCPS has a strong             CCPS has a strong            Our challenges in
Human Capital          collaborative                 collaborative                this area include:
Decisions
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                  relationship with    relationship with    Insufficient data
                  CFEA (teachers’      CFEA (teachers’      sources available
                  union). Through      union). Through      for teachers who
                  this relationship    this relationship    instruct students in
                  we have bargained we have bargained content or grades
                  language in recent language in recent that are not
                  years that           years that           assessed by FCAT,
                  established a        established a        or who fill
                  differentiated pay   differentiated pay   instructional
                  scale, which is      scale, which is      support roles such
                  currently in place.  currently in place.  as media, guidance,
                  We also have         We also have         dean, curriculum
                  contract language    contract language    and grant
                  and models drafted and models drafted specialists. Also,
                  for teacher (and     for teacher (and     through
                  principal)           principal)           collaborative
                  evaluation that      evaluation that      bargaining we
                  includes student     includes student     need to develop
                  achievement as a     achievement as a     language that will
                  component. In        component. In        align our programs
                  addition, CCPS has addition, CCPS has with the MOU
                  a solid data mining a solid data mining expectations.
                  program that has     program that has
                  been in place for at been in place for at
                  least 7 years, with  least 7 years, with
                  related training     related training
                  components for       components for
                  teachers and         teachers and
                  principals.          principals.
Focus Effective   Charlotte County          Strong School Board     Aligning to the new
Professional      Public Schools'           and Superintendent      protocol standards.
Development       professional              support for             Professional
                  development system        professional            development of
                  received outstanding      development. Use of     national and state
                  ratings in it's last      data in the             initiatives including
                  PDSEP cycle (2008-        development of the      RtI. Resources needed
                  09), with a large         professional            for new initiatives,
                  number of exemplary       development system      alignment processes.
                  ratings. In 2004, the     and components.
                  district implemented      Electronic systems
                  an electronic             that support
                  professional              professional
                  development system        development. Strong
                  management system         alignment with school
                  called AVATAR, that       improvement
                  provides for the          processes, leadership
                  efficient registration,   appraisal system, and
                  monitoring, and           strategic plan. Full
                  record keeping of all     implementation of
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       LEA FINAL SCOPE OF WORK – EXHIBIT II
district and school       Florida's Protocol
professional              Standards as
development               evidenced in our last
activities. Also in       review cycle.
2004, the district
entered into a
partnership with
CFEA (teachers'
union) to develop the
Charlotte Academy of
Professional
Educators, a
"corporate university"
program. In 2005, the
district began the
implementation of
professional learning
communities and a
revised teacher
induction program,
New Educator
Training (NET) that
provides a one-to-one
peer coach. In 2008,
the district began the
Coaching, Assisting,
and Supporting
Teachers (CAST)
program, that provides
a lead peer coach in
participating schools.
This program was
integrated with the
Teacher Assistance
Program (TAP) in
these schools,
providing a required
formative assistance
process for
deficiencies, During
this time, the district
has also added a
student data
management/display
system, Classroom
Walk Through, and an
electronic IPDP
system. The district
currently provides
endorsement
programs for reading,
ESOL, Gifted, and
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       LEA FINAL SCOPE OF WORK – EXHIBIT II
Athletic Coaching.
Under Dr. David
Gayler, leadership
development has been
one of the primary
goals of his
administration. All
district and school
leaders participate in a
district-wide
professional learning
community/
professional study
group that focuses on
leadership literature
("Good to Great",
"Seven Habits of
Highly Effective
People", "Speed of
Trust", etc.) and
instructional
leadership literature
(Marzano, Daggett,
Schlechty, etc.). In
2008, the district
revised the Principal
Certification Plan to
align with state
requirements, and in
doing so, created the
"Aspiring Leaders
Program" for teachers
and other certified
personnel involved in
leadership
preparation, revised
the "Preparing New
Principals" induction
program for new
assistant principals,
and enhanced the
"District Leadership
Team" program to
includes mentoring
for new principals,
on-going professional
development activities
for all leaders, and
frequent meetings as a
PLC. In 2010, CCPS
completed a
comprehensive
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                                        RACE TO THE TOP
                              LEA FINAL SCOPE OF WORK – EXHIBIT II
                       qualitative study of
                       the effectiveness of
                       the reading
                       endorsement program
                       and the impact that it
                       has had on student
                       achievement. Also in
                       2010, the district
                       developed a
                       partnership with
                       CCSPA (support
                       employees union) to
                       provide Charlotte
                       Academy of Support
                       Employees (CASE), a
                       sister program to
                       CAPE, that gives
                       development
                       opportunities to all
                       classified personnel.
 Drive Improvement     N/A – the LEA has no
 in Persistently       persistently low-
 Low-Achieving         achieving schools
 Schools
 Implement             N/A – the LEA has no
 Programs              persistently low-
 for School            achieving schools
 Improvement
 Including Charter     There is a strong          Monthly meetings are       N/A
 Schools               partnership between our    held with the charter
 In LEA planning       charter school and the     school, which keeps
                       LEA.                       communication open
                                                  and helps keep problems
                                                  from developing.
 Project               The structures for         Current collaborative      Funding cuts is the
 Management            implementation and         structures in place        greatest challenge facing
 And Oversight         monitoring of the RTTT     facilitate the             the LEA at this time.
                       components are in place.   communication and
                       Minor shifts in            joint responsibility for   A Psychometrician will
                       responsibility may be      program implementation     be needed as the LEA
                       necessary as the RTTT      among LEA                  implements the RTTT
                       components go into full    departments.               components to facilitate
                       implementation.                                       data analysis of the
                                                                             projects’ benefit to
                                                                             Student Success!



2. Provide a detailed LEA-wide management plan for implementing Race to the Top. The
   plan should include but is not limited to:
    Involvement of all stakeholders (e.g., parents, teachers, administrators, local institutions of
       higher education as appropriate, teachers’ unions, business leaders, community
       organizations, etc.)
    Identification of the leadership/management team(s)
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                              LEA FINAL SCOPE OF WORK – EXHIBIT II
     Strategies for monitoring implementation
     An overall implementation timeline (i.e., Summary of Year One, Year Two, Year Three, Year
       Four). Detailed timelines are required in each Work Plan Table. Unless otherwise indicated
       in the MOU, all timelines shall reflect a complete implementation for all schools before the
       end of the grant period.
     A summary budget is required for all years of the grant period as well as detailed budgets
       for each activity within each reform area (submitted in web-based system). The release of
       funds will be contingent upon the successful progress toward completion of identified
       deliverables in the management plan and detailed budgets.
Enter narrative for (A)2. here:
                                CCPS’ LEA-wide RTTT Management Plan

   Involvement of Stakeholders:

The uniquely collaborative nature of the Charlotte County Public Schools extends far beyond the
doors of LEA facilities. Partnerships with multiple connections among stakeholder groups already
exist in a wide variety of scenarios. These are:
         relationships among of members of a caring community;
         collaborative work relationships;
         avenues of information dissemination and exchange; and,
         venues of involvement.

Why does Charlotte County have these extremely strong partnerships and connections within the LEA,
the community and the region? What makes our relationships unique?
In addition to the experiences brought to the LEA through Dr. Gayler’s leadership that have been
outlined in the explanation of our Comprehensive Reform Plan, the Charlotte County community
shared an event that changed our history, our landscape, and our relationships on and after August
13, 2004. Hurricane Charley. When the Category 4 storm raced up Charlotte Harbor that fateful
Friday afternoon, our LEA was ‘ground zero’ in its landfall. The challenges of having to rebuild an
entire community could have crushed us; instead, the challenges brought us together and made us
stronger.

CCPS lost 6 of 21 schools that day (28.5%), and a number of other facilities. Three schools were too
damaged to re-open without major repairs. Our community was in shambles; thousands were
instantly homeless. Communications were almost non-existent. Yet, the next morning, Dr. Gayler
was broadcasting from a local radio station that had no roof, but did have a generator. He or the
CCPS Public Information Officer was on the radio almost daily keeping our community informed,
and bringing calm and hope in the midst of chaos.

Schools re-opened on August 30, 2004 on double sessions, shared campuses, and shared
classrooms. Instructional schedules ran from 6:30am until 7:15pm, and busses began running at
5:00am and ended at 10:30pm in some cases. Charlotte High School was the last of the 6 destroyed
schools to be completed; it re-opened in August 2010.

The CCPS visioning process in 2003 served as a model for community collaboration in the
aftermath of Hurricane Charley. Not only did the LEA use a similar process to gather input from the

                                                                                                       25
                                           RACE TO THE TOP
                             LEA FINAL SCOPE OF WORK – EXHIBIT II
community on the needs for the new schools, but governmental and citizen groups followed our
lead in seeking information to plan for rebuilding sections of the community.

Hurricane Charley brought our community together in ways never before experienced.

Similarly, the recession of the past few years has provided some of the same connectedness among
groups within the Southwest Florida region. As our area has had some of the highest
unemployment and foreclosure rates in the nation, groups have sought out partnerships to work
together for the greater benefit of the region as a whole.

As is shown clearly by the attached graphic and chart, with these stakeholder connections solidly
established and functioning well in CCPS, the Charlotte County community, and the Southwest
Florida Region, all stakeholders cannot help but be involved in the implementation and
management of the RTTT grant projects. The chart posted here details many major partnerships
and relationships with the LEA that are specifically supportive of Student Success! and the
successful implementation of Charlotte County Public Schools’ components in the Race to the Top
application and Final Scope of Work presented here.

                     CCPS Stakeholders in the LEA-wide RTTT Management Plan


       LEA, PARENT, &                     LEADERSHIP                CURRICULUM AND STUDENT
         COMMUNITY                      STAKEHOLDERS                 SUPPORT STAKEHOLDERS
       STAKEHOLDERS
 School Board                     School Board                      School Board
 Partnership & Performance        Partnership & Performance         Partnership & Performance Council
 Council (PPC) (CCPS &            Council (PPC) (CCPS & CFEA)       (PPC) (CCPS & CFEA)
 CFEA)
 Superintendent’s Staff:          Superintendent’s Staff:           Superintendent’s Staff:
      Deputy Supt.                    Deputy Supt.                     Deputy Supt.
      Assistant                       Assistant Superintendents        Assistant Superintendents
           Superintendents             CFO/CBO                          CFO/CBO
      CFO/CBO                         Executive Director -             Executive Director -
      Executive Director -                Learning                          Learning
           Learning
 District Leadership Team         District Leadership Team          District Leadership Team
 Budget Advisory Comm.            Budget Advisory Comm.             Budget Advisory Comm.
 Information Communications       Information Communications        Information Communications
 Systems Department (ICS)         Systems Department (ICS)          Systems Department (ICS)
 Parent/Community/ Business       CCPS Division of Learning         CCPS Division of Learning:
 groups:                          Leadership:                            Directors
      District Advisory               Directors                        Curric. Specialists
           Council                     Curric. Specialists              RtI Core Team
      Charlotte Local                 RtI Core Team                    Principals
           Education Foundation        Principals                       Assistant Principals
      School Advisory                 Assistant Principals             K-12 Schools
           Councils                    Federal Prog./Grants             Charter schools
      ELL Parent                      Learning Through                 Federal Prog./Grants
           Leadership Comm.                 Technology (LTT)             Partnership schools
      CC Family Services              Charlotte Technical              School Improvement
           Center                           Center/Career &              ESE

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                                   LEA FINAL SCOPE OF WORK – EXHIBIT II
         CC Chamber of                   Technical Education              Title I Staff & SES
          Commerce                       Alternative Education             Providers
      Performance Matters               PreK/HeadStart/Early             Learning Through
          (data mining software           HeadStart/VPK                     Technology (LTT)
          company)                                                         Charlotte Technical
      FOCUS (new (2010-                                                    Center/Career & Technical
          11) data information                                              Education
          system software                                                  Alternative Education
          company)                                                         PreK/HeadStart/Early
      Rotary Clubs                                                         HeadStart/VPK
      Kiwanis Clubs
      Boys & Girls Clubs
          (21st CCLC)
      YMCA
      New Operation
          Cooper St (21st
          CCLC)
      Title I SES Providers
      CC Industrial
          Development
          Authority
      CC Parks & Rec.
      Suncoast Schools
          FCU / Suncoast for
          Kids Foundation
      Enterprise Charlotte
          Economic Council
      Leadership Charlotte
          classes
      Big Brothers and Big
          Sisters of CC
      CC Children’s
          Services Council
      American Cancer
          Society/Relay for Life
      United Way of
          Charlotte County
CCPS Professional                  CCPS Professional Development:   CCPS Professional Development:
Development Partners:                   New Educ. Training             New Educ. Training
      Covey                            CAPE                           CAPE
      Willard Daggett/                 Certification/HQ               Certification/HQ
          ICLE                          Lesson Study                   Lesson Study
      Robert Marzano                   PLCs/school imbedded           PLCs/school imbedded PD
      Beacon On-Line                      PD                           Coaching/Mentoring
      Teacher Education                Coaching/Mentoring             Leadership (Covey)
          Institute                     Leadership (Covey)             Preparing New
      Teachscape (CWT)                 Preparing New                     Principals/Aspiring
      FGCU                                Principals/Aspiring             Leaders Programs
      Edison State College                Leaders Programs
Institutions of Higher             CCPS Human Resources             CCPS Human Resources
Education (See Appendix for        Leadership/Management:           Leadership/Management:
complete list.)                         PACE (Teacher/Principal         PACE (Teacher/Principal
                                           Evaluation &                     Evaluation & Performance
                                           Performance                      Compensation)
                                           Compensation)                 CAST/TAP

                                                                                                        27
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                                   LEA FINAL SCOPE OF WORK – EXHIBIT II
                                        CAST/TAP                            Hiring/HQ
                                        Hiring/HQ
CCPS Division of Student           CCPS Division of Student Support   CCPS Division of Student Support
Support Services:                  Services:                          Services:
     Social Services                   Social Services                   Social Services
     Psych Services                    Psych Services                    Psych Services
     Family Services                   Family Services                   Family Services
     RtI Core Team &                   RtI Core Team &                   RtI Core Team & Coaches
         Coaches                            Coaches                        Discipline
     Discipline                        Discipline
CCPS District Support              CCPS District Support Services     CCPS District Support Services
Services Division:                 Division:                          Division:
     Facilities &                      Facilities & Maintenance          Facilities & Maintenance
         Maintenance                    Purchasing                        Purchasing
     Purchasing
Student Integrity Council
STEM Partnerships:
     Kitson/Babcock –
         partners in the
         development of their
         STEM/ E²C
         educational program
         for partnership
         schools in their
         Babcock Ranch
         development
     Gulf Coast
         Community
         Foundation of
         Venice– providing
         grant funds to enhance
         STEM coursework,
         activities and
         articulation in our
         schools
     Southwest Florida
         Workforce
         Development Board
         (i3, NSF, other grant
         applications)
     FGCU
Regional Stakeholders:
     Alliance of
         Educational Leaders -
         a 5 county regional
         consortium of LEA
         superintendents and
         college/university
         presidents
     Southwest Florida
         ARRA Regional
         Partners - a
         collaborative effort of
         a diverse group of
         local, regional, state
         agencies, and other

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                            LEA FINAL SCOPE OF WORK – EXHIBIT II
    partners representing
    the five-county area
   Southwest Florida
    Workforce
    Development Board –
    partnered with CCPS
    on applications for 2
    Investing in
    Innovations grants;
    currently working on
    a NSF grant for
    Algebra education;
    this consortium also
    includes other
    regional LEAs, FGCU
    and Edison State
    College




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                        LEA FINAL SCOPE OF WORK – EXHIBIT II
      Leadership Management Teams & Strategies for Monitoring RTTT Implementation

There will be multiple levels of strategies for monitoring the implementation of the RTTT projects,
and various teams or Forum Levels will be involved. The RTTT projects will be infused into the
current structure of CCPS’s Comprehensive Reform Plan. As current program expansions,
additions or improvements, it is both logical and practical to use current structures as much as
possible to ensure proper implementation and monitoring. This is also how we will build
sustainability into the implementation. RTTT is not an “extra” that will be put in place for 4 years
and then abandoned. CCPS is committed to ensuring sustainability by merging the RTTT
components into our current programs, practices and structures.

Primary Forums are for sharing RTTT program information and data. Each of the RTTT projects
has unique components that require specific populations within the CCPS community to monitor
the implementation on a regular and frequent basis. The chart provided here lists the various
groups which will be incorporating the project into their functions, and monitoring the data and
information that emerges as a result of implementation. Should there be any concerns; members of
the Primary Forums will take them to the appropriate Leadership Forums as soon as possible.


 RTTT Project                        Primary Forums for the RTTT Project
 Expand Lesson Study                 (Optional, as the LEA has no persistently low performing schools.)
                                     Professional Development Academy, Division of Learning,
                                     Principals, School Advisory Committees, curricular departments and
                                     PLCs according to their involvement in LS
 Expand STEM Career and              Divisions of Learning and Student Support, Charlotte Technical
 Technical Program Offerings         Center, IHEs, STEM grant partners, Professional Development
                                     Academy
 Increase Advanced STEM              Divisions of Learning and Student Support, Charlotte Technical
 Coursework                          Center, IHEs, STEM grant partners, Professional Development
                                     Academy
 Bolster Technology for Improved     Learning Through Technology Dept., Professional Development
 Instruction and Assessment          Academy, Division of Learning, Principals, School Advisory
                                     Committees, curricular departments and PLCs
 Improve Access to State Data        Information Communications Systems Department
 Use Data to Improve Instruction     Divisions of Learning and Student Support, Professional
                                     Development Academy,
 Provide Support for Educator        Professional Development Academy, Division of Learning, Principals
 Preparation Programs
 Improve Teacher and Principal       Human Resources, Divisions of Learning and Student Support
 Evaluation
 Use Data Effectively for Human      Human Resources, Divisions of Learning and Student Support,
 Capital Decisions                   Professional Development Academy
 Focus Effective Professional        Professional Development Academy, Divisions of Learning and
 Development                         Student Support
 Include Charter Schools in LEA      Divisions of Learning and Student Support, Charter schools
 Planning
 Drive Improvement in Persistently   N/A the LEA has no persistently low performing schools
 Low-Achieving Schools
 Implement Proven Programs for       N/A the LEA has no persistently low performing schools
 School Improvement



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                            LEA FINAL SCOPE OF WORK – EXHIBIT II
Leadership Forums are for decision making, resource allocation and accountability in regards to
all RTTT projects’ implementation and monitoring. These forums are:
        Superintendent’s staff (includes CFO and CBO, Deputy and Assistant Superintendents,
          and Executive Director of Learning);
        Budget Advisory Council;
        Division of Learning leadership;
        LTT leadership;
        ICS leadership;
        Human Resources leadership;
        Professional Development leadership;
        Division of School Support leadership; and
        District Leadership Team.

The RTTT Implementation Sub-committee of the Partnership and Performance Council is a
new group that will be established to monitor the implementation of the RTTT components.
Members will work with the Leadership Forums to help resolve any issues or concerns that arise
regarding implementation, and will make recommendations to the Partnership and Performance
Council regarding possible solutions. They will also monitor the compliance of the implementation
as each component relates to the RTTT grant and the implementation expectations. This sub-
committee will be charged with ensuring that all reporting and monitoring of the RTTT components
is completed accurately and on time. Membership in the group will be established by the PPC
according to their guidelines, and keeping the role of the sub-committee in focus to ensure that
members with the necessary skills are selected to serve.

Partnership and Performance Council is comprised of:
         The Superintendent and LEA representatives from District and School leadership; and
         The CFEA President and CFEA teacher representatives from elementary, middle and high
            schools, and sometimes from special center programs.
         There are PPC groups at all schools that mirror the LEA PPC structure, headed by the
            principal and CFEA appointed member as co-chairs.
The PPC will have the ultimate responsibility to ensure the proper implementation and monitoring
of all aspects of the RTTT grant projects. School-based PPCs will monitor the implementation of
RTTT projects on their campuses, and ensure that their parent and community members are kept
informed through SAC meetings or other appropriate communications.

The School Board, as the elected representatives of the community and the policy making
organization of the LEA, will be kept informed of the implementation of the various RTTT initiatives
and their impact on Student Success! through scheduled open forum (public) discussions at School
Board Workshops and/or formal presentations at public School Board meetings. The School Board
will make decisions regarding any aspects of the RTTT grant projects that may impact, or be
impacted by, Board Policies. As these meetings are covered by local press, and School Board
meetings are also taped and broadcast to the community, these discussions and presentations will
be a way to keep our community stakeholders informed on the progress of the RTTT initiatives in
Charlotte County Public Schools.



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Implementation Timeline Summary
As has been mentioned in the LEA’s Management Plan, many of the components of Florida’s RTTT
program are already in place in Charlotte County Public Schools. The following paragraphs
summarize the highlights of each year’s implementation process.

RTTT Year 1 – SY2010-11

The first year of RTTT implementation the focus will be on communication, planning, organization,
and professional development. Upon submission and acceptance by Florida Department of
Education of the revisions of this document, we will be communicating the scope of our work fully
to stakeholders groups, and working with them in various ways to begin the processes of expanding
and/or aligning our reform efforts.

Major components of our work during the rest of SY2010-11 include, but are not limited to:
    Professional development tasks, such as:
         o Initial Lesson Study training to school PLC participants and inviting them to pilot
            Lesson Study;
         o Initial NGSSS/Common Core standards training to curriculum PLCs;
         o Align district professional development system to Florida’s Professional Development
               System Evaluation Protocol (PDSEP) and elements of the district’s RTTT MOU;
           o Expand the access of evaluation data to individual faculty for the development of the IPDP;
             and,
           o Continue enhancements to faculty professional development plans and leadership
             professional development plans to align with the PACE and the district administrative
             appraisal system;
       Building the capacity to expand advanced STEM coursework by facilitating discussions with
        teachers about seeking additional certification areas, and supporting the financial aspects of
        this process for them;
       Conduct conversations with school personnel about their current STEM/CTE programs
        and/or advanced STEM courses to involve them in the planning for the new programs to be
        introduced during through RTTT;
       Hire assessment proctors in computer labs in 2 high schools that do not have the internal
        capacity to handle the on-line assessments with end-of-course exams;
        Hire the Psychometrician who will be an integral part of the RTTT implementation and
        management team, and purchase SPSS upgrade and/or modules. His/her initial work will
        include needs assessment for some segments of RTTT in order to obtain data that will
        facilitate some of the reforms.
       Communicate information and provide training opportunities for Computer Based Testing
        (CBT) Online Certification Tool and guidelines to appropriate staff at all schools that will be
        participating in end-of-course (EOC) exams.
       Begin work toward single sign-on connectivity and integration of CCPS and state data
        systems;
       Work collaboratively with CFEA to bargain the components of the Professional
        Accountability for Charlotte’s Educators (PACE) program to ensure compliance with s.
        1012.34, F.S., and in the MOU in (D)(2)(i)-(iii);
       Compare current principal appraisal system to determine elements that need to be revised to be
        consistent with s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii); make appropriate revisions
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                               LEA FINAL SCOPE OF WORK – EXHIBIT II
        necessary for compliance; and, develop training for principals and evaluators; and,
       Create and bargain the language for the initial performance pay plan, including items relating to
        evaluation components with a defined category of “outstanding”.

RTTT Year 2 – SY2011-12

SY2011-12, the second year of RTTT, will see major implementation components of RTTT. The planning and
communications of year 1 will facilitate these activities, which include, but are not limited to:
    Some new advanced STEM and STEM/CTE courses will be established during the first full year of
      RTTT implementation;
    The LEA will facilitate on-line assessments for the EOC exams and other state assessments as
      scheduled;
    A major upgrade to the Performance Matters (PM) data mining and reporting program will enhance
      access to student achievement data by the state, parents, teachers and administrators; this will
      facilitate the use of data to inform instructional decisions, for Individual Professional Development
      Plans (IPDP), and in teacher and principal evaluations;
    Teachers and principals will receive professional development in the PM upgrades, and thus be
      better prepared to use the data to inform instructional decisions, for IPDPs, and in teacher and
      principal evaluations; and,
    Collaborative work will begin or continue on numerous RTTT components involving bargaining
      and/or committees as outlined in the RTTT Work Plan Tables in the areas of Support for Educator
      Preparation Programs, Improving Teacher and Principal Evaluation Systems, Using Data Effectively
      in Human Capital Decisions, and, Focus Effective Professional Development.

RTTT Year 3 – SY2012-13

In SY2012-13, the third year of RTTT, the majority of RTTT components will be operational and on-
track to meet the compliance requirements by the end of the program:
     Evaluation and performance pay components will have been initially negotiated,
       implemented, data gathered and analyzed, and in Year 3 final agreements will be in the
       bargaining process, based on the results of the initial implementation;
     Widespread Professional Development and/or coursework will be well established in the
       areas of Lesson Study, certification for advanced STEM coursework, (PD for) teaching new
       STEM/CTE courses, technology for on-line assessments, industry certification exams,
       Performance Matters data mining, and, teacher/principal evaluation and performance pay
       plans;
     By year 3, the improved availability of student data and psychometric data analysis will
       enhance the development of school/district improvement plans; and,
     In year 3 a majority of the increased advanced STEM courses and expanded STEM/CTE
       classes will be scheduled in the schools and students will enrolled in them.

RTTT Year 4 - SY2013-14

By the fourth year of the RTTT implementation, the final components will be in place for full
compliance with CCPS’ Final Scope of Work. The few items that will be implemented / documented
in the last RTTT year include, but are not limited to:
     Enrolling students in the final advanced STEM/expanded STEM/CTE classes to be

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                                 LEA FINAL SCOPE OF WORK – EXHIBIT II
        scheduled;
       Make adjustments to the final performance pay plan after one year of implementation; and,
       Documentation of increased STEM accelerated course offerings, including a comparison of baseline
        data to end-of-grant period data.

Summary Budget:
    Assurance         Budget Areas     2010-11        2011-12        2012-13        2013-14        TOTAL
        B             Standards &
                      Assessments
     B(1)(3)            MOU #1        $21,620.00     $21,620.00     $21,620.00     $21,620.00     $86,480.00
     B(3)(4)            MOU #2           $0.00       $55,179.00     $25,729.00     $29,058.00    $109,966.00
     B(3)(5)            MOU #3       $61,223.00     $65,200.00     $62,200.00     $56,200.00     $244,823.00
     B(3)(6)            MOU #4        $27,648.00     $55,300.00     $55,300.00     $55,300.00    $193,548.00
         C            Data Systems
       C(2)             MOU #5         $9,032.00     $95,564.00     $35,564.00     $35,564.00    $175,724.00
   C(3)(i) &(iii)       MOU #6           $0.00         $0.00          $0.00          $0.00          $0.00
        D                Great
                       Teachers &
                        Leaders
     D(1)(ii)           MOU #7        $13,300.00     $21,300.00     $20,700.00     $20,700.00     $76,000.00
   D(2)(ii)-(iii)       MOU #8        $31,274.00     $49,848.00     $49,148.00     $48,677.00    $178,947.00
 D(2)(iv)(b)(c)(d);     MOU #9          $0.00         $6,000.00     $6,000.00        $0.00        $12,000.00
  D(3) & E(2)4-5
                       MOU #10         $4,500.00      $8,350.00      $8,350.00      $6,850.00     $28,050.00
  D(5), B(3)2-3,
    C(3)(ii),
   D(2)(iv)(a),
    D(3)(ii)2
        E               Turning
                        Around           N/A            N/A            N/A            N/A            N/A
                       Struggling
                        Schools
         F              Charter
                        Schools
         F             MOU #13        $20,518.80     $27,358.40     $27,358.40     $27,358.40    $102,594.00
                        Project
                      Management
 LEA Management       ―MOU #14‖        $38,895.00     $57,556.00     $57,556.00     $57,556.00    $211,563.00
                                      $216,417.00    $458,890.00    $373,915.00    $363,744.00   $1,412,966.00
                        TOTAL

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

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          the statewide
          evaluation efforts).
Reform          Indicator                      Data Source                   Contact/Title         Completion
Element                                                                                              Date

Expand    GOAL: An LEA with a
Lesson    persistently lowest-
 Study    achieving school will
          modify these schools’
          schedules to devote a
          minimum of one lesson
          study per month for
          each grade level or
          subject area.
                  Two schools will          - school schedules         -   Executive Director of    5/30/11
                 implement Lesson             planning meeting agendas                Learning
           Study with evidence of - sign-in sheets              - lesson
                 substantial teacher                               plans
                   participation and
            revised teacher lesson
            plans based on Lesson
                      Study results.
           33% of schools at each           - school schedules         -   Executive Director of    5/30/12
               organizational level           planning meeting agendas                Learning
              (elementary, middle, - sign-in sheets             - lesson
              high) will implement                                 plans
              Lesson Study once a
               marking period with
           evidence of substantial
              teacher participation
                and revised teacher
             lesson plans based on
              Lesson Study results
             100% schools at each           - school schedules         -   Executive Director of    5/30/13
               organizational level           planning meeting agendas                Learning
              (elementary, middle, - sign-in sheets             - lesson
              high) will implement         plans               - teacher
              Lesson Study once a                               surveys
               marking period with
           evidence of substantial
              teacher participation
                and revised teacher
             lesson plans based on
              Lesson Study results




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                100% schools at each           - school schedules        -   Executive Director of   5/30/14
                  organizational level           planning meeting agendas               Learning
                 (elementary, middle, - sign-in sheets            - lesson
                high) will implement       plans                         -
                 Lesson Study once a          teacher surveys            -
                  month at each grade                classroom observation
               level with evidence of
                    substantial teacher
                  participation at each
              grade level and revised
                  teacher lesson plans
                and instruction based
             on Lesson Study results

 Expand      GOAL: The LEA will
  STEM       implement at least one
Career and   additional high school
Technical    career and technical
 Program     program that provides
Offerings    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.
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               One high school will      DOE Frameworks; Biotechnology                CTE Director    8/1/2012
                    develop the Plant       consultants; industry surveys.
                       Biotechnology
                   Program of Study.
               One high school will       DOE Frameworks; State Energy                CTE Director    8/1/2013
               develop a new Power       Curriculum Director; local energy
             and Energy Program of                             businesses.
                 Study and one high
                 school will add two
             additional courses to an
                  existing Power and
                    Energy Program.
                  The local technical             DOE Frameworks; State          CTE Director; tech   8/1/2014
                     center will add a       Agriculture Director; "Green"          center Director
              Building Construction          consultants; industry partners.
               Technology program.
              This will be an add-on
                        to the current
             Carpentry program and
                 will feature "Green
                        Technology."

  Increase   GOAL: The LEA will
 Advanced    increase the number of
   STEM      STEM-related
Coursework   acceleration courses,
             such as Advanced
             Placement,
             International
             Baccalaureate, AICE,
             dual enrollment, and
             industry certification.
                 Offer an advanced                      School schedules               Director of    5/30/11
                 placement or dual              Planning meeting agendas       Secondary Learning
                 enrollment STEM                           Sign in sheets
                course in math and
             science in each of the
                three high schools.
                 Offer an advanced                      School schedules               Director of    5/30/12
               placement and dual               Planning meeting agendas       Secondary Learning
                 enrollment STEM                           Sign in sheets
                course in math and
             science in each of the
                three high schools.




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                Increase the number Teacher certifications; job postings;            Director of            5/30/13
                 of certified teachers        results from survey of current Secondary Learning
               in Chemistry/Physics teacher interest; communicate need
                          and Algebra               for courses to interested
                  II/Trigonometry to               teachers/email; Facilitate
                                       certification test information/email;
                             meet the
                                        Promote/organize study groups for
               requirements of SB4.       test preparation/ email & sign in
                                                      sheets; Provide tuition/test
                                            certification assistance for teachers/
                                                                 financial records




                Increase the number                 School/student schedules                  Director of   5/30/14
                   of students taking                                                 Secondary Learning
                  Chemistry/Physics
                         and Algebra
                  II/Trigonometry to
                            meet the
               requirements of SB4.
   Bolster     GOAL: The LEA will
 Technology    ensure that each school
for Improved   possesses the
 Instruction   technology to provide
     and       sufficient access to
 Assessment    strategic tools for
               improved classroom
               instruction and
               computer-based
               assessment.
                   CCPS will provide a                          CCPS Tech Plan        Executive Director of May 2011
                 minimum of 1 modern                                                     Learning Through
                  computer for every 5                                               Technology and Media
                        students. These                                                          (LTT/M)
                 computers will exceed
                       the requirements
                necessary for computer
                           based testing.
                     CCPS will provide                          CCPS Tech Plan        Executive Director of May 2011
                   sufficient bandwidth                                                            LTT/M
                    for computer based
                                 testing.




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 Improve     GOAL: LEAs will
Access to    integrate with the
State Data   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.
                     Charlotte County   - move FCAT and FAIR data into       Director, Information   5/30/11
                  Public Schools will PFM          - build analysis method       Communications
              implement single sign-                                in PFM                 Systems
               on to DOE test, school
              demographic as well as
                  local test data using
             Performance Matters to
                   support analysis of
                      student data and
                      teacher success.
                                              - move DOE Assessment of       Director, Information   5/30/12
                                                        Reading into PFM         Communications
                                          - build analysis method in PFM                   Systems

                                        - move DOE Assessment Test Bank      Director, Information   5/30/13
                                         into PFM                  - build       Communications
                                                  analysis method in PFM                   Systems

                                               - move eIPEP data into PFM    Director, Information   5/30/14
                                            - build analysis method in PFM       Communications
                                                                                           Systems


Use Data to GOAL: The LEA will
 Improve    use systems that are
Instruction 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

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              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.
                       A report will be Survey Data will be submitted using   Director, Information 5/31/2011-
                 submitted to the state    FOCUS extracts to DOE by ICS           Communications       2014
                      with the required                                                     Systems
                         information as
                requested by the state.
                        Surveys will be Survey Data will be submitted using   Director, Information quarterly
                completed and sent to      FOCUS extracts to DOE by ICS           Communications from 2011-
              the state as requested to                                                     Systems   2014
                   assure the minimum
                  standards are met for
                       the instructional
                 improvement system.
                Updated SPSS system Purchase orders for updates and/or        Director, Information 5/31/2011-
                        with additional additional modules to SPSS system         Communications       2014
                        modules added. as determined by needs assessment                    Systems


  Provide     GOAL: The LEA will
Support for   improve the support of
 Educator     candidates in teacher
Preparation   preparation programs
 Programs     by collaborating with
              providers in assigning
              effective personnel as
              mentors and
              supervising teachers
              and using candidate
              performance data for
              program
              improvements.




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   District Professional     meeting agendas, sign-in sheets,   Assistant Director, 5/31/2011
             Development     revised policies and procedures,         Professional
  Committee will meet           printed/online New Educator          Development
       and revise district                 Training materials            Academy
policies and procedures
  to align with FLDOE
         policy revisions
       (Florida Educator
            Accomplished
      Practices) for New
       Educator Training
      Induction Program
materials. Publications
      will continue to be
    updated annually by
           the committee.
   District Professional     meeting agendas, sign-in sheets,   Assistant Director, 5/31/2012
             Development     revised policies and procedures,         Professional
  Committee will meet                printed/online Principal        Development
 and revise policies and        Certification/ALPs materials             Academy
           documentation
        procedures of the
 Principal Certification
         Program, which
  includes the Aspiring
   Leaders Program for
    principal leadership
     candidates, to align
   with current FLDOE
   policy. Publications
  detailing policies and
          procedures will
 continue to be updated
          annually by the
 committee based upon
   performance data for
                  program
          improvements.
   District Professional     meeting agendas, sign-in sheets,   Assistant Director, 5/31/2012
             Development     revised policies and procedures,         Professional
  Committee will meet             printed/online Professional        Development
  and update the CCPS         Development System materials               Academy
              Professional
  Development System
          which includes
   policies, procedures,
             and reporting
      documentation for
      assigning effective
  personnel as mentors
         and supervising
            teachers. The
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                         Professional
               Development System
                  will continue to be
                updated annually by
                the committee based
              upon performance data
                         for program
                      improvements.
               A revised Peer Mentor       meeting agendas, sign-in sheets,   Assistant Director, 5/30/2012
                   Database system of       revised Peer Mentor Database            Professional
                 certified peer/mentor                                             Development
                  teachers and mentor                                                  Academy
                     principals will be
                         created by the
                           Professional
                          Development
                         Department in
                    collaboration with
               Human Resources and
                           Information
                       Communication
                Systems Departments
                        and continually
                 maintained using the
                     FOCUS database
                                system.
                 District Professional     meeting agendas, sign-in sheets,   Assistant Director, 5/30/2012
                          Development      revised policies and procedures,         Professional
               Committee will create              online evaluation system         Development
                 an evaluation system                                                  Academy
               for student interns and
                 assigned supervising
              teachers to evaluate the
                   effectiveness of the
                       current policies,
                       procedures, and
                   support of program
                      interns for future
              program enhancements
                based on performance
                  and evaluation data.

Teacher and   GOAL: The LEA will
 Principal    design and conduct
Evaluation    teacher and principal
 Systems      evaluations through
              systems that meet the
              requirements of law
              and of the MOU.



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                   PACE committee         Meeting agendas, revised Asst. Supt. Of HR and 6/30/2011
                         meetings to            evaluation systems                   ER
               design/revise system
              to meet requirements
                   of law and MOU
              Meetings with school        Meeting agendas, revised Asst. Supt. Of HR and 6/30/2011
              PPC’s to gather input             evaluation systems                   ER
                           on PACE
                      Meetings with       Meeting agendas, revised Asst. Supt. Of HR and 6/30/2011
                 principals and their           evaluation systems                   ER
                 evaluators to revise
                      the Principals’
                   appraisal to meet
                requirements of law
                           and MOU

 Use Data     GOAL: The LEA will
Effectively   use results from teacher
in Human      and principal
  Capital     evaluations to inform
Decisions     each of the human
              capital processes listed
              in the MOU.
              Bargaining results in      Initial performance pay plan            Superintendent or 6/30/12
              creating the language                                                      Designee
              for the initial
              performance pay plan
              with a defined category
              of ―outstanding‖ or its
              equivalent.
              Bargain adjustments to Final performance pay plan                  Superintendent or 6/30/2013
              be made if necessary                                                       Designee and 2014
              after the first and
              second years of
              implementation of
              initial performance pay
              plan.
                          Data from the      Current Contract; evaluation data   Superintendent or 6/30/12 and
                  bargained evaluation                                                   Designee annually
                system will be used to                                                              thereafter
                        make decisions
                 granting professional
                   services contracts to
                        annual contract
                                teachers
               Evaluation data will be Evaluation data; teachers placed in       Superintendent or 6/30/12 and
               used to make decisions                          CAST program              Designee annually
                      regarding teacher                                                             thereafter
                       placement in the
                     district Coaching,

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                         Assisting, and
                 Supporting Teachers
                     (CAST) program.
                     Revised Principal      Revised Principal Performance        Superintendent or 6/30/11 and
              Performance Appraisal                    Appraisal Instrument              Designee annually
              Instrument that reflects                                                              thereafter
               principal effectiveness
                in leading teachers to
                       higher levels of
                  performance and/or
                 removing ineffective
                     teachers from the
                            classroom.
                         Demonstrated Data on teacher effectiveness levels       Superintendent or 6/30/12 and
                       effectiveness of                      within schools              Designee annually
                     Revised Principal                                                              thereafter
              Performance Appraisal
              Instrument that reflects
               principal effectiveness
                in leading teachers to
                       higher levels of
                  performance and/or
                 removing ineffective
                     teachers from the
                            classroom.
   Focus     GOAL: The LEA will
Professional revise its professional
Development 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.
                   Completed revised         District Plan Approval Memo,     Executive Director of 5/30/2010
                  district professional School Board Minutes, Professional               Learning
                    development plan, Development Coordinators' Guide
                   aligned to Florida's
              Protocol Standards for
                           Professional
                         Development.



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    Completed timetable        District Plan Approval Memo,       Executive Director of 5/30/2011
  for implementing new School Board Minutes, Professional                    Learning
  plan elements into the Development Coordinators' Guide
             professional
    development system
   100% of instructional          Electronic IPDPs, principal     Executive Director of 5/30/2011
           staff using the                 verification screens              Learning
electronic IPDP system
   aligned to the distict's
  instructional appraisal
    system, and utilizing
  previous performance
        data (student and
teacher) in the planning
           of IPDP goals
  100% of SINI schools           School Improvement plans,        Executive Director of 10/30/2012
    utilize summary and     electronic reports in one or more                Learning
   disaggregated reports district electronic reporting access
  of IPDP and appraisal points: FOCUS, Reportal, or direct
          data for school     population of electronic school
 improvement planning                       improvement plan




       100% of District Strategic plans, electronic reports in    Executive Director of 1/30/2012
           divisions and      one or more district electronic                Learning
    departments utilize    reporting access points (FOCUS,
  district summary and               Reportal, Crystal, etc.),
  disaggregated reports    supplemental reports (as needed)
  for strategic planning


   100% of professional AVATAR evaluation reports, State          Executive Director of 5/30/2012
 development activities                      Protocol reviews                Learning
 listed in the AVATAR
              professional
             development
management system for
     inservice credit will
      utilize one or more
       aligned evaluation
  instruments/processes
          At least 10% of   Qualitative/Quantitative/Multiple     Executive Director of 5/30/2012
              professional Methods Evaluation report, related                Learning
    development will be          qualitative/quantitative data
fully evaluated utilizing                          summaries
            a highly valid
               qualitative,
           quantitative, or
        multiple methods
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                  approach to determine
                   the impact on student
                achievement, according
                    to Florida's Protocol
                            Standards for
                             Professional
                            Development
                    Annual report of the     Summary report of all evaluation     Executive Director of 5/30/2012
                    evaluation results of results in review of the professional              Learning      and
                         the professional    development plan, School Board                              annually
                          development of                      review/approval                           thereafter
                 teachers and principals
                         in review of the
                             professional
                       development plan
                        Annual report of Revised professional development         Executive Director of 5/30/2012
                School Board approved                                      plan              Learning      and
                     revised professional                                                                annually
                       development plan                                                                 thereafter

    Drive       GOAL: LEAs will
Improvement     select one of the four
      in        school intervention
 Persistently   models in all schools
    Low-        identified as
 Achieving      persistently lowest-
  Schools       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.
                    No persistently low-
                      achieving schools




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 Implement     GOAL: The LEA will
   Proven      submit a plan that
Programs for   implements one or
   School      more of the following
Improvement    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
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             strong record of
             improving student
             achievement in these
             district school⹳ ┊48




                No persistently low-
                 achieving schools

  Include    GOAL: The LEA will
 Charter     offer charter schools
Schools in   located within their
   LEA       district the opportunity
 Planning    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.




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             Inclusion of Charter        Minutes of meetings between         Deputy Superintendent 6/30/11 and
             school administration       Charter school administrators and                         annually
             in the RTTT process         LEA; intent to participate letter                         thereafter
                                         from Charter school



             Charter school receives Documentation of RTTT funding or Deputy Superintendent 6/30/11 and
             commensurate share of services provided to Charter school;                     annually
             RTTT funds or services                                                         thereafter


 Program      GOAL: The LEA will
Management     manage all aspects of
             the RTTT program in a
                       manner that is
              consistent with federal
                    fiscal and RTTT
              program requirements.
                All deliverables and      Copies of deliverables and reports;     PPC RTTT sub-          As
                       reports will be            supporting documentation committee/Coordinator      scheduled
              submitted as agreed in                                          of State and Federal
                      this document.                                                     Programs


                     Psychometrician          Analysis reports; deliverables;       PPC RTTT sub-         As
               provided through this        student data from state and local committee/Coordinator scheduled
               grant will analyze the                           assessments;    of State and Federal or requested
                    impact of various                                                      Programs
              RTTT components on
                    increased student
             academic achievement,
              and provide necessary
             data to support required
                     deliverables and
                supporting activities.




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

Enter narrative for (A)4. here:
The RTTT projects will be infused into the current structure of CCPS’s Comprehensive
Reform Plan. As current program expansions, additions or improvements, it is both logical and
practical to use current structures as much as possible to ensure proper implementation and
monitoring. This is how we will build sustainability into the implementation. RTTT is not an “extra”
that will be put in place for 4 years and then abandoned. CCPS is committed to ensuring
sustainability by merging the RTTT components into our current programs, practices and
structures.
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The response to Question 5 (below) provides detail on the current funding levels of most of the
RTTT initiatives, as all are currently underway in some format or status in the LEA. As we move
forward during the grant period, we will be continuing to use the funding streams described below,
and add RTTT funds to them for the enhancements to the programs.

At the same time, we recognize that we must bring the funding levels of these projects up to the
sustainable level in the LEA budget prior to the end of the grant period. The Budget Advisory
Council will have a major role in recommending ways to facilitate the sustained funding of the RTTT
components as integral parts of the LEA’s scope of work. In addition to continuing to review our
systemic structures and processes for cost saving measures, we anticipate that the economy
(specifically the local and regional employment and housing markets) will improve over the next 4
years, and tax revenue will increase. However, we will not base all our plans on hopes or wishes.
We are working with other partners currently to secure additional grant funds which will further
the STEM initiatives beyond both the RTTT and current private funding, and will continue to seek
new partner relationships and grant opportunities for funding the initiatives which will continue to
move all our students toward academic and personal success.

The future of our community and the health and welfare of our citizens depends on graduating
educated, competent students who are college or career ready. Since these students will be the ones
caring for us as we age, we will ensure that they receive the best possible education!

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:
The RTTT projects will be infused into the current structure of CCPS’s Comprehensive Reform Plan.
It is both logical and practical to use current structures and funding, while adding RTTT funds as
necessary to fund the RTTT initiatives that are program expansions, additions or improvements to
our Comprehensive Reform Plan. The RTTT funding provides an average of $350,000 per year for
each of the 4 years of the grant period; that is an increase of only about 2.5% to the CCPS budget.
Therefore, we must use current or dependable, future revenue sources to fund the RTTT
components both during and after the RTTT grant period.

A wide variety of funding sources are already in place for the RTTT components currently
established in Charlotte County. For example, Professional Development activities such as Lesson
Study, Support for Educator Preparation Programs, and Effective Professional Development are
already funded through General Revenue, Title II Part A, and Title I Part A funds, as well as through
private grant dollars from foundations. There are Professional Development components involved
in any expansion of course offerings, including STEM, which also are currently supported by these
funding streams. In addition, private grant funds currently awarded to CCPS for 5 years are funding
not only STEM professional development, but also the enhancement of STEM programs in our
schools. We are working with other partners currently to secure additional private and Federal
grant funds which will further the STEM initiatives beyond both the RTTT and the current private
funding. Titles I and II Part A fund a technology trainer, whose primary role is to provide
professional development designed to improve instruction through technology.

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Bolstering Technology for Improved Instruction and Assessment is being funded currently through
General Revenue operating and capital dollars, as well as Title II Part D (formula and discretionary
grants), and the Titles I and II funds mentioned in the previous sentence. We have a meeting
scheduled on October 27th between APPLE Computers and CCPS leadership members to begin
serious partnership conversations with them on this topic.

The LEA has been committed to improving teacher and principal evaluation systems, and using data
effectively for human capital decisions for 7-9 years. Funds from General Revenue and Title II Part
A have been used to release teachers from classroom duties for training in the Interest Based
Problem Solving process, and then to work on the committees that developed and/or bargained our
PACE program, which includes the new evaluation instruments. Through the RTTT funding we will
negotiate with CFEA to bring our instruments and compensation system into alignment with the
RTTT expectations, and implement it in our district.

Over the past 5-8 years the LEA has committed significant funding through capital and operating
budgets to improving our data management systems, for teachers and district staff as well as for
parents. This year we purchased a program developed to our specifications as our new information
system for the LEA. Title I and II Part A funds have been tapped to fund professional development
for teachers and principals in the area of data mining, and also using data to improve classroom
instruction. General revenue funds have been used to train staff at all levels in the use of the new
system, FOCUS.

In regards to charter schools, we currently have one charter school in the LEA; it is in its 2nd year of
operation. Monthly meetings serve to keep communications open between the LEA and the charter.
The LEA funds the time and travel for the staff who participate in the meetings through General
Revenue.




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                                            Work Plan Table #1
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: Chuck Bradley
Title: Executive Director of Learning
Phone #: 941-255-0808, extension 3024
E-mail Address: chuck_bradley@ccps.k12.fl.us

Project Goal: An LEA with a persistently lowest-achieving school will modify these schools’ schedules to devote
a minimum of one lesson study per month for each grade level or subject area.
Deliverables (minimum required evidence):
1. Submission of school schedule for each persistently lowest-achieving school that includes regularly scheduled
    blocks of time dedicated to lesson study for each grade level or subject area.
2. Annual submission of monthly grade level and content area Next Generation Sunshine State Standard lesson
    used to teach, observe, study evidence of student learning and design improved instruction.
3. Rosters of school administrator(s) and grade level and content area teaching staff who participated in the
    lesson study
4. Submission of one participating teacher’s improved lesson plan based on the submitted grade level and content
    area Next Generation Sunshine State Standard lesson study with amendments due to participation in lesson
    study noted.

The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
Key Personnel by Title:                                      2010-11            2011/12       2012/13    2013/14
                                                      nd          rd       th
                                                    2           3        4
                                                  Quarter Quarter Quarter
Executive Director of Learning                       X          X        X          X             X          X
Assistant Director, Professional                     X          X        X          X             X          X
Development
Professional Development Specialist                  X          X        X          X             X          X
Directors of Elementary and Secondary                X          X        X          X             X          X
Learning

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
Deliverable (required):                                 2010-11             2011/12         2012/13     2013/14
1.Submission of school schedule for each         2nd      3rd        4th
persistently lowest-achieving school that     Quarter Quarter Quarter
includes regularly scheduled blocks of time      X         X                      X             X          X
dedicated to lesson study for each grade
level or subject area.
Supporting Activities (indicate each year               2010-11             2011/12         2012/13     2013/14
activity will be conducted and include           2nd      3rd        4th

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collective bargaining, if applicable):           Quarter   Quarter   Quarter
2. Provide initial training in Lesson Study to     X         X         X           X
individual school PLC participants.
3. Invite school PLCs to pilot Lesson Study.       X         X         X           X
4. Expand implementation of Lesson Study                                           X        X         X
PLCs.

Deliverable (required):                                    2010-11             2011/12   2012/13   2013/14
5. Annual submission of monthly grade level        2nd       3rd     4th
and content area Next Generation Sunshine        Quarter   Quarter Quarter
State Standard lesson used to teach, observe,                        X             X        X         X
study evidence of student learning and
design improved instruction.
Supporting Activities (indicate each year                  2010-11             2011/12   2012/13   2013/14
                                                    nd
activity will be conducted and include             2         3rd     4th
collective bargaining, if applicable):           Quarter   Quarter Quarter
6.Provide initial training in                      X         X       X             X
NGSSS/Common Core Standards to
Curriculum PLCs.
7. Integrate NGSSS/Common Core concepts                                            X        X         X
and processes into Lesson Study
applications.
8. Integrate aligned curriculum guides,            X         X         X           X        X         X
course outlines, pacing guides, and
assessments into Lesson Study applications.

Deliverable (required):                                    2010-11             2011/12   2012/13   2013/14
9. Rosters of school administrator(s) and          2nd       3rd     4th
grade level and content area teaching staff      Quarter   Quarter Quarter
who participated in the lesson study.                                X             X        X         X
Supporting Activities (indicate each year                  2010-11             2011/12   2012/13   2013/14
activity will be conducted and include             2nd       3rd     4th
collective bargaining, if applicable):           Quarter   Quarter Quarter
10. Require scheduling and documentation                             X             X        X         X
of Lesson Study activities by PLCs through
the district professional development
management system, including registration,
participant rosters, agendas, attendance,
participant products, and evaluation.


Deliverable (required):                                    2010-11             2011/12   2012/13   2013/14
                                                    nd
11. Submission of one participating                2         3rd     4th
teacher’s improved lesson plan based on the      Quarter   Quarter Quarter
submitted grade level and content area Next                          X             X        X         X
Generation Sunshine State Standard lesson
study with amendments due to participation
in lesson study noted.
Supporting Activities (indicate each year                  2010-11             2011/12   2012/13   2013/14
                                                    nd
activity will be conducted and include             2         3rd     4th
collective bargaining, if applicable):           Quarter   Quarter Quarter
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12. Extract one lesson out of our                                         X           X             X            X
professional development management
system and provide for documentation
purposes.


Project                           2010-11                             2011/12           2012/13            2013/14
Budget         2nd Quarter       3rd Quarter       4th Quarter
Summary:
              $0.00           $0.00              $ 21,620.00      $ 21,620.00        $ 21,620.00        $ 21,620.00



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)
Charlotte County Public Schools presently has an electronic management system (AVATAR) in place for the
tracking and documentation of professional development activities, including PLCs and Lesson Study. District
Curriculum and Instruction Specialists will continue to provide support for the practice of Lesson Study in PLCs in
the areas of reading/language arts, math, science, social studies, and fine arts. District Leadership will ensure that
school leaders monitor and support Lesson Study practice in PLCs.

Supporting Narrative (optional):
Through the Florida Association for Staff Development (FASD), Learning Forward (formerly National Staff
Development Council), and ETS/Florida and the Islands Regional Comprehensive Center, Charlotte County
School District receives support for training and implementation of Lesson Study. Key district personnel have
already attended a variety of training opportunities provided through FASD and ETS/FLICC, focused upon the
model of Lois Brown Easton.

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




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                                            Work Plan Table#2
Project/MOU Criterion: Expand STEM Career and Technical Program Offerings – (B)(3)4.

Please indicate one LEA point of contact for this Project.
Name: Carolyn Gorton
Title: Director of Career and Technical Education
Phone #: 941-255-0808, Ext. 3117
E-mail Address: Carolyn_Gorton@ccps.k12.fl.us

Project Goal: The LEA will implement at least one additional high school career and technical program that
provides training for occupations requiring science, technology, engineering, and/or math (STEM). The LEA will
pay, or secure payment for the industry certification, and/or examination for graduates of such programs. These
programs must lead to a high-wage, high-skill career for a majority of graduates that supports one of the eight
targeted sectors identified by Enterprise Florida and result in an industry certification. The LEA will ensure that
these programs will include at least one Career and Technical Education course that has significant integration of
math or science that will satisfy core credit requirements with the passing of the course and related end-of-course
exam.
Deliverables (minimum required evidence):
1. Submission of a 4-year LEA timeline and implementation plan based on the analysis of employer needs in the
    community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan
    should include documentation of the STEM career and technical programs that meet the requirements of
    RTTT available to students in your district for 2009-2010 including for each school site: name of program,
    courses offered as part of the program, student enrollment in each course, and number of students for 2009-
    2010 who were awarded industry certifications.
2. Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification
    exams.
3. Documentation of implementation of a complete program that results in industry certification including for
    each school site: name of program, courses offered as part of the program, student enrollment in each course,
    and number of students for 2013-2014 who were awarded industry certifications.

The Key Personnel box below should include both new positions funded through RTTT and existing staff
responsible for implementation of this Project. List titles in the first column and indicate each year of involvement
with an X.
Key Personnel by Title:                                    2010-11              2011/12       2012/13      2013/14
                                                  2nd         3rd         4th
                                               Quarter Quarter Quarter
Director of Career and Technical Education        X            X          X          X           X            X
Director of Secondary Education                   X            X          X          X           X            X
Principal                                          X         X          X           X            X            X
Assistant Principal                                X         X          X           X            X            X
Agriculture Teacher                                X         X          X           X            X            X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
Deliverable (required):                                  2010-11            2011/12         2012/13     2013/14
                                                    nd       rd        th
13. Submission of a 4-year district timeline and  2        3         4
implementation plan based on the analysis of     Quarter Quarter Quarter
employer needs in the community to initiate one    X        X        X
of the RTTT-approved career and technical
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programs. Baseline data for the plan should
include documentation of the STEM career
and technical programs that meet the
requirements of RTTT available to students
in your district for 2009-2010 including for
each school site: name of program, courses
offered as part of the program, student
enrollment in each course, and number of
students for 2013-2014 who were awarded
industry certifications.
Current and Continuing STEM                                X                     X        X         X
Programs:

Charlotte High School (CHS)—Power and
Energy Technology Program. Courses:
Power & Energy I
Drafting/Illustrative Design Technology
Program. Courses: Drafting/Illustrative
Design I/II
Lemon Bay High School (LBHS)
Power and Energy Technology Program
Courses: Power & Energy Technology I/II
Drafting/Illustrative Design Technology
Program. Courses: Drafting/Illustrative
Design I/II
Port Charlotte High School (PCHS)
Drafting/Illustrative Design Technology
Program. Courses: Drafting/Illustrative
Design I/II
Charlotte Technical Center
Aerospace Technologies Program
Courses: Aerospace Technologies I, II, III
Drafting Program
Drafting I,II,III,IV
Architectural Drafting; Mechanical
Drafting; Structural Drafting

New STEM Program Implementation                            X                     X        X         X
Plan for Charlotte High School:
Plant Biotechnology Program
Course: Agriscience Foundations 1
(Currently in place)
Course: Agricultural Biotechnology 2                                                      X         X
(New)
Course: Plant Biotechnology 3 (New)                                                                 X
Industry Certification: Certified                                                                   X
Horticulture Professional
Supporting Activities (indicate each year                2010-11             2011/12   2012/13   2013/14
activity will be conducted and include           2nd       3rd       4th
collective bargaining, if applicable):         Quarter   Quarter   Quarter
1. Analyze district-wide STEM course             X         X

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offerings and coordinate with Targeted
Occupation List (TOL). Identify the most
critical needs for local, state and national
workforce demands.
2. Establish a timeline for implementing         X   X    X       X
STEM related Career Academy at Charlotte
High School (CHS).
3. Review and revise timeline annually.                                X   X
4. Study current enrollment in CHS               X   X    X       X    X   X
Agriculture program by course; program
completion rate; number of students eligible
for industry certification test when it
becomes available.
5. Review annual ePEP results from 8th               X    X       X    X   X
grade career interest surveys to determine
areas of interest in STEM related careers.
6. Work with CHS Leadership Team                 X   X    X       X    X   X
(Principal/Assistant Principal), Agriculture
Advisory Board, Ag Alumni Group and
Agriculture teacher to study initiatives and
community/school activities associated with
opening STEM Plant Biotechnology
program courses through a Career Academy.
7. Confer with the DOE state supervisor for      X   X    X       X    X   X
Agriculture in developing the Plant
Biotechnology program.
8. Visit existing Plant Biotechnology                             X    X
programs in Clay and Dade County.
Representatives of LEA and school
leadership/Ag teacher, Agriculture Advisory
Board and Ag Alumni Group will
participate in the visits. Student/FFA
representatives may participate with parental
permission.
9. Meet with current CHS Agriculture             X   X    X       X    X   X
Advisory Board & Alumni Group, Ag
teacher and school/student leaders to gather
ideas for the implementation of the courses
for this new program.
10. Meet with local Workforce Board,                              X    X
Chamber of Commerce, and Economic
Development Council to unveil the structure
of this new program.
11. Determine grade levels/student numbers                X       X
needed for the first three years of this
program.
12. Develop and expand/revise as needed a                 X       X    X   X
marketing plan to recruit and select students.
13. Meet with school staff to determine                           X    X   X
entrance and exit requirements. Students
may earn a Science credit through the
Agriscience Foundations 1 course.
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14. Identify the core courses for which                               X           X        X
students enrolled in this program will earn
credits through the STEM courses:
Agriscience Foundations 1; Agricultural
Biotechnology 2; Plant Biotechnology 3.
15. Provide course descriptions for annual                            X           X        X         X
inclusion in student registration materials.
16. Work with school administration in                                            X        X         X
hiring process for the additional/new teacher
for this program. Initially, the program will
require a part-time teacher; as program
grows the teaching hours allocated to it by
the LEA will also expand. LEA has
committed funding to teacher expense.
17. Work with counselors to determine how                   X         X           X        X         X
student schedules will be developed to
ensure identified academy students are
enrolled in correct course sections open to
academy students with identified academy
teachers.
18. Collaborate with school and LEA staff         X         X         X           X        X         X
to plan equipment and supply needs along
with physical space for program.
19. Study opportunities for shadowing in          X         X         X           X        X         X
industry sites related to Plant Biotechnology
within a 50 mile radius of Charlotte County.
20. Professional Development for teacher in                                       X        X         X
Academy development and Plant
Biotechnology curriculum, most likely
through UF.
21. Update analysis of workforce needs in                                         X        X         X
STEM to reflect current job market.
20. Begin plans for implementing an                                                        X         X
additional STEM Academy for Charlotte
County’s (currently in early construction
phase) re-built high school, Lemon Bay
High School (LBHS).

18. Deliverable (required): Evidence of                   2010-11             2011/12   2012/13   2013/14
funding allocated to provide for the costs       2nd        3rd       4th
associated with student candidates’ industry    Quarter   Quarter   Quarter
certification exams.                              X          X        X           X        X         X
Supporting Activities (indicate each year                 2010-11             2011/12   2012/13   2013/14
activity will be conducted and include           2nd        3rd       4th
collective bargaining, if applicable):          Quarter   Quarter   Quarter
1. Funding for CURRENT and New STEM               X          X        X           X        X         X
academy students candidates’ Industry
Certification Exams: In addition to funding
generated through CAPE Academy bonus
FTE, funding will be (or currently is)
provided through the Perkins Grant,
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Suncoast Grant, Charlotte County Public
Schools, and the CHS Agriculture Advisory
Board. Additional donations will come
from the CHS Agriculture Alumni group
and the CHS student-operated agriculture
business for the student candidates in the
new STEM Plant Biotechnology Program .
2. Determine the cost of Industry                      X         X         X             X       X
Certification exams and calculate the
potential funds from CAPE legislation that
will offset this cost.
3. Allocate annual funds for the Plant                           X         X             X       X
Biotechnology Industry Certification and
other IC exams.
4. Develop articulation agreement                                X         X             X       X
options for students who pass the
Industry Certification exams (all LEA
programs).

Deliverable                           2010-11                    2011/12       2012/13       2013/14
                       nd
(required):           2 Quarter      3rd Quarter      4 th

21.Documentation                                    Quarter
of implementation                                     X               X            X             X
of a complete
program that
results in industry
certification.
Supporting                            2010-11                    2011/12       2012/13       2013/14
Activities            2nd Quarter    3rd Quarter   4th Quarter
(indicate each
year activity will
be conducted
and include
collective
bargaining, if
applicable):
1. Annual review                             X         X              X            X             X
of 4-year plan
with adjustments
made as needed to
reach 4-year
goals.
2. Study the Plant                                                    X            X             X
Biotechnology
Career Academy
curriculum to
determine if
courses are
rigorous enough
to meet industry
standards and for

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students to pass
Industry
Certification
exams along with
preparing students
for STEM
pathways beyond
high school.

Project                          2010-11                         2011/12         2012/13          2013/14
Budget         2nd Quarter     3rd Quarter     4th Quarter
Summary:
             $0.00           $0.00           $0.00           $ 55,179.00      $. 25,729.00    $ 29,058.00

Sustainability Factors: Charlotte High School (CHS) has had an excellent reputation state- and nation-wide
for over 30 years in their agriculture program. There is an active CHS Agriculture Advisory Board and
CHS Agriculture Alumni group for the program along with a strong Career and Technical Student
Organization (CTSO), Future Farmers of America (FFA). CHS Agriculture students have held offices in
FFA at the state and national level and compete in agriculture events annually at the local, state, and
national levels.

Over the past two years, over $50,000 in Perkins and district money has been used to continue the
advancement of this program. Over 1,000 plants were recently donated to the Agriculture program by a
local nursery. Students have nurtured these plants and set up a small business selling these plants. The
business included learning entrepreneurship skills such as making a business plan, marketing the business,
setting up an accounting practice, and evaluating the success of the business through profits earned. The
profits that were earned were used to purchase additional supplies to “grow” the Agriculture program.

Through the Race to the Top, Charlotte County Public Schools will use this core agriculture program to
add the new STEM initiative. The teacher and leadership team are eager to begin a Plant Biotechnology
Program to broaden their existing curriculum. Currently, they teach the Agriscience Foundations 1 course
and would be adding Agriculture Biotechnology 2 and Plant Biotechnology through a CAPE Career
Academy. During SY2011-12 we will work with DOE agriculture contacts, visit existing programs, market
and recruit students, educate counselors and parents, and work with the CHS Agriculture Advisory Board
and Alumni Group.

Student enrollment in agriculture is high each year, and the addition of this program will bolster an already
healthy program in addition to giving students an opportunity for industry certification. An additional
teacher will need to be hired through Charlotte County Public Schools to teach the new courses for this
program. In SY2112-13 Agriculture Biotechnology will be added, and in 2013-14, Plant Biotechnology.

Through careful planning and research prior to implementation, and building on existing strong
community support for agriculture at CHS, the Plant Biotechnology Program is anticipated to become a
model program that may be replicated statewide.

Supporting Narrative (optional):
Charlotte High School is in a perfect position to add this program. The re-built high school (destroyed in
August, 2004 due to Hurricane Charley) has all new science labs that will be used for the Plant
Biotechnology labs with both the academic teachers and the agriculture teacher working in common
planning areas. A shade house already exists and may be expanded to serve as a Green House with district
Capital Outlay money to meet the needs of Plant Biotechnology.

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In order to supplement the Race to the Top funding and open this program at full throttle, the district has
committed to fund the teacher salary/benefits, computers, and textbooks. The Perkins Grant will provide
$20,000 for Biotechnology Teaching Lab packages, hydroponics equipment and supplies.

The Suncoast Foundation will provide additional funding for the industry certification costs for students.
Currently, $8,000 has been donated.

The CHS Agriculture Advisory Board and the CHS Agriculture Alumni group will donate their time and
work skills to assist in getting this program running. Members of these groups will participate in visits to
existing Plant Biotechnology programs in Florida during the planning process. Local plant nursery owners
will be contacted to serve as partners with the program through serving as Executive Internship work
stations, On-the-Job Training (OJT) employers, guest speakers, judges for agriculture contests, etc.

With horticulture and plants being a leading industry in southwest Florida, Plant Biotechnology is a high
priority for job readiness in Charlotte and the surrounding counties. The addition of this STEM program
will broaden the scope of STEM at Charlotte High School and give students an additional opportunity for
success beyond high school.

The development of this STEM program will serve as a model for other high schools in the area including
the new Lemon Bay High School that will open by 2013-14.




Title and Page Number of Appendices for this Project (if applicable):
None




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

Please indicate one LEA point of contact for this Project.
Name: Kathleen Jarrell
Title: Director of Secondary Learning
Phone #: 941-255-0808 EXT. 3160
E-mail Address: Kathleen_Jarrell@ccps.k12.fl.us



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.
25. 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.
Key Personnel by Title:                                    2010-11              2011/12       2012/13      2013/14
                                                  2nd         3rd         4th
                                               Quarter Quarter Quarter
Director of Secondary Learning                   X           X           X        X             X            X
Math and Science Curriculum and Instruction      X            X          X        X             X            X
Specialists
High school math and science department           X            X          X          X            X           X
chairpersons
Assistant Principals for Curriculum at each       X            X          X          X            X           X
high school

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

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(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                   2010-11                 2011/12      2012/13      2013/14
activity will be conducted and include             2nd        3rd     4th
collective bargaining, if applicable):           Quarter    Quarter Quarter
27. Subsidize tuition costs for teachers                      X       X                 X            X            X
taking graduate classes in STEM related
areas
28. Subsidize increased cost of instructional                               X           X            X            X
materials; provide supplemental
instructional materials and supplies to
support the new courses.
29. Subsidize certification test fees for                         X         X           X            X            X
teacher in STEM related areas

30. Deliverable (required): Documentation                   2010-11                 2011/12      2012/13      2013/14
of increased STEM accelerated course               2nd        3rd     4th
offerings, including a comparison of             Quarter    Quarter Quarter
baseline data to end-of-grant period data.                                                                       X
Supporting Activities (indicate each year                   2010-11                 2011/12      2012/13      2013/14
activity will be conducted and include             2nd        3rd     4th
collective bargaining, if applicable):           Quarter    Quarter Quarter
31. Document student participation in on-                     X       X                 X            X            X
line STEM related accelerated courses each
year


Project                           2010-11                                2011/12         2012/13            2013/14
Budget         2nd Quarter       3rd Quarter        4th Quarter
Summary:
              $0.00            $0.00              $ 61,223.00         $ 65,200.00      $ 62,200.00       $ 56,200.00

Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
With the implementation of SB 4 and its emphasis on advanced/accelerated course work, an increasing number of
students will be required to take advanced math and science course to meet graduation requirements. In addition,
with the implementation of the CAP (Credit Acceleration Program) students will be allowed to progress more
quickly through the curriculum if proficiency can be demonstrated by passing the subject EOC exam. This will
present our schools with the challenge of continuing to expand our upper level course offerings.

Supporting Narrative (optional):
The Charlotte County Public School System historically supported offering its students Advanced
Placement and Dual Enrollment course opportunities. Though a comparatively small school district,
students are offered a variety of course options. Currently we offer 17 different AP courses in our 3 high
schools. Six of these are STEM courses. 21 dual enrollment course offerings are available to students on the
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high school campuses. 10 of those DE courses are in STEM areas. To further expand opportunities to our
students, we are beginning to offer on-line access to dual enrollment and AP courses. This will accommodate
student interest where there are insufficient numbers of students to open a traditional course section taught
by a teacher on campus. Also, on-line access to advanced classes will help us address the shortage of
teachers certified to teach upper level courses. In addition RTTT funds can be used to subsidize tuition costs
for teachers who are interested in taking graduate courses in STEM areas thereby increasing the pool of
available qualified teachers to teach the upper level curriculum. One of our high schools and middle schools
received a five year grant from the Gulf Coast Community foundation of Venice for $625,000 to
“Implement a coherent, challenging and rigorous STEM-related curriculum”. These funds will be used to
support professional development for teachers to thoroughly familiarize themselves with the NGSSS in
math and science and incorporate these new standards in their lesson plans. By 2015 the goal has been set to
increase enrollment in upper level math and science classes by 30 % and proficiency on the Algebra I,
Geometry and Biology EOC exam to 90%. Though this grant only affects 2 of our 7 secondary schools, we
are planning of replicating the progress made here in our other 5 secondary schools through articulation
and shared PD opportunities.



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




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                                    Work Plan Table #4
    Project/MOU Criterion: Bolster Technology for Improved Instruction and Assessment –
   B)(3)6.

Please indicate one LEA point of contact for this Project.
Name: Chris Bress
Title: Executive Director, Learning Through Technology and Media
Phone #: 941-255-0808 ext: 3144
E-mail Address: chris_bress@ccps.k12.fl.us

     Project Goal: The LEA will ensure that each school possesses the technology to provide sufficient access to
   strategic tools for improved classroom instruction and computer-based assessment.
     Deliverable (minimum required evidence):
     1.         Readiness for computer-based testing (FCAT 2.0, End-of-Course Exams, Florida Assessments for
   Instruction in Reading) as certified through completion and submission of Florida’s online certification tool.

     The Key Personnel box below should include both new positions funded through RTTT and existing staff
   responsible for implementation of this Project. List titles in the first column and indicate each year of
   involvement with an X.
     Key Personnel by                        2010-11                            2011/1        2012/1           2013/1
   Title:                                                                     2             3                4
                                2nd             3rd              4th
                             Quarter        Quarter            Quarte
                                                                 r
     Director of                 X              X                 X               X              X               X
   Secondary Learning
      Director of                X              X                 X               X              X               X
   Information &
   Communication
   Systems
     Executive Director,         X              X                 X               X              X               X
   Learning Through
   Technology and
   Media (LTT & M)
      LTT & M, District          X              X                 X               X              X               X
   Technology Trainer
     Testing Assistant           X              X                 X               X              X               X


     The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
   Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
   additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
   Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
     32.                             2010-11                      2011/         2012/           2013/14
   Deliverable                                                  12            13
   (required):            2nd           3rd           4th
     Completion        Quarter      Quarter          Quar
   and                                               ter
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submission
of computer-
based testing
readiness
                 X                             X         X                X
certification
through
Florida’s
online tool.
   Supportin              2010-11             2011/     2012/   2013/14
g Activities                                12        13
(indicate        2nd        3rd      4th
each year       Quar       Quar     Quar
activity will   ter        ter      ter
be
conducted
and include
collective
bargaining,
if
applicable):
   33.
Computer
Based
Testing
(CBT)
Online
Certification
                 X
Tool and
guidelines
reviewed by
District
personnel
and
completed
   34.
Personnel
from every
participating
                 X
school
received and
reviewed the
CBT Guide
   35. All
school based
personnel
received
detailed
                 X
information
on
completion
procedures
for the
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Online
Certification
tool with an
expected
submission
date for
district
review.
   36. District
personnel
will review
school
submissions
to ensure         X
completion
and
submitted to
FDOE by
deadline.
   37. Trial
runs during
this school
year’s first      X          X        X
and second
semester will
be conducted.
   38.
Quarterly
meetings will
be held by
the district
committee to
adjust the
online
certification
tool based on
changes           X          X        X        X
made to the
infrastructure
and hardware
within the
schools as
well as the
results of the
computer
based testing
trial.
   39. The
district will
seek funds to                                  X
increase
number of
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    mobile laptop
    carts to
    accommodate
    the projected
    increase in
    End of
    Course
    exams and
    FCAT testing
    that will be
    computer
    based.
      40. Hire 2
      support
      people as
      lab proctors
                                            X              X              X               X                      X
      for testing
      labs at
      PCHS and
      LBHS
       The
    district’s
    policy for
    maintaining
    computers
    has been to
    annually
    replace
    computers
    that are five
    years old.               X              X              X              X               X                      X
    This will
    ensure
    computers
    used for
    online testing
    will meet the
    state required
    specifications
    for computer
    based testing.

Project                            2010-11                              2011/12           2012/13           2013/14
                 nd                rd                th
Budget         2 Quarter          3 Quarter         4 Quarter
Summary:
              $ 0.00           $13824.00          $13824.00        $ 55,300.00         $ 55,300.00      $55,300.00


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 continue to search for all available funding sources to maintain the level of hardware (computers

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and infrastructure) to meet the requirements for computer based testing needs.
    - Additional mobile laptop carts will need to be purchased
    - Annually recurring computer replacement costs


Supporting Narrative (optional):
Budget Narrative:
   - The district’s yearly technology budget will also be used to increase the number of testing computers and
       supporting infrastructure required at all schools that will be doing online testing.
   - The monies from this grant will provide two Lab proctors who will help assist and troubleshoot all online
       testing at their schools.
   - Additional mobile laptop carts will increase readiness for End of Course exams and FCAT online
       assessment.

Additional Computer Based Testing Narrative:
During the 2009-2010 school year the school district submitted their information for the Technology Readiness
Gauge. Of the seven indicators, the Charlotte County School District scored low in three areas: Technical Support
and Coordination, Experience and Training, and Student Testing Space.
    - Technical Support and Coordination – the hiring of two Lab Proctors will provide technical support to
        help monitor, troubleshoot and resolve equipment/connection issues during the testing window. Training
        for these Lab Proctors will be funded through the Enhancing Education Through Technology (EETT)
        Competitive Grant the district received for the 2010 school year.
    - Experience and Training – District and school staff will be trained during the 2010 – 2011 school to
        manage and administer computer based testing. Funding will come from the EETT Competitive Grant.
    - Student Testing Space – to provide additional access and flexibility in student spacing for online testing
        the district will purchase two Mobile Laptop Carts (30 laptops) through the EETT Competitive Grant and
        one through district funding.
    - The district will have installed wireless access points in all schools doing computer based testing by the
        end of this school year.

Strategic Tools for Improved Classroom Instruction Narrative:
The district has added a computer lab at each high school funded through internal department funds and plans to
add Mobile Laptop Carts funded by the EETT Competitive grant to be used by:
    - Students for computer based testing
    - Students for working on 21st century skills: project based learning, collaborating with peers and research
    - Teachers to provide a learning environment for their student that will motivate and engage students using
        21st Century Skills

The district’s goal for the standard of a technology equipped classroom includes:
   - A Promethean Interactive Whiteboard and software, sound enhancement, document camera, LCD
        projector, and laptop. By the 2011 -2012 school year we will have 11 out of 18 schools completed
        including all three of our high schools.
   - The district has and will continue to provide professional development for the use and integration of the
        hardware and software as well as Best Practices for every school completed with the new technology.
   - The district has a Technology Cadre project in its third year that provides eight to 10 days of professional
        development of technology integration modeled after the FDE workshops to 25 to 35 teachers each year.
        The program includes a coaching/mentoring component where every Cadre member has to mentor at least
        one person the following year of their participation in the Cadre along with providing eight hours of
        technology inservice to the staff members at their school.


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The district offers the online resource of Atomic Learning to provide ―Just In Time‖ learning experiences. Other
technology professional development opportunities are available through the school’s Cadre teachers, Charlotte
Academy of Professional Educator (CAPE) Program which provides hands on technology training (digital
storytelling, Adobe Photoshop, Adobe Premiere Elements, Google Earth, PowerPoint, Activ Inspire and
Expressions) and professional development offered by the District Technology Trainers.


Title and Page Number of Appendices for this Project (if applicable):
The Readiness Gauge p.116
Cadre Agenda Week 1 p.118
Cadre Agenda Week 2 p.120
Cadre Agenda Week 3 p.121
Cadre Agenda Week 4 p.122
CCPS Tech Plan for 2010 -2013 p.123




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                                               Plan Table #5
Project/MOU Criterion: Improve Access to State Data – (C)(2)

Please indicate one LEA point of contact for this Project.
Name: John J. Weant
Title: Director of Information and Communication Services
Phone #: (941) 255-0808 ext 3091
E-mail Address: John_Weant@ccps.k12.fl.us

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.
41. Deliverables (minimum required evidence):
1. For teachers, principals, and other LEA staff, provide a report on the following:
         a. Number of each type of staff in the district
         b. Number of each type of staff accessing state resources via single sign-on
    Baseline report based on 2009-10 is due by December 31, 2010. Reports based on the prior two
    quarters completed are due by September 30 and March 31 of each year. Bi-annual reporting shall begin
    the first applicable period after single sign-on integration with the Department. The Department will
    provide a report template.

2. Single Sign-on Integration Readiness Certification. Certification forms will be provided by the
    Department for LEA signature.

3. Single sign-on integration with the Department.

4. For state-level data downloads, provide a report of the following:
       a. Name of the download
       b. Date of most recent download
    Reports are due by September 30 and March 31 of each year and based on the prior two quarters
    completed. Reporting shall begin the first applicable period after receipt and incorporation of state-level
    data into local instructional improvement systems. The Department will provide a report template.

Note: Additional evidence regarding the state-level data downloads is collected with Section (C)(3)(i).


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



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Key Personnel by Title:                              2010-11         2011/12             2012/13     2013/14
                                               2nd     3rd     4th
                                             Quarter Quarter Quarter
LEA User Access Management Team                 X    X       X          X                    X           X
LEA Network Administration Team                 X       X       X       X                    X           X
LEA Server Administration Team                  X       X       X       X                    X           X
LEA Director of Information Services            X       X       X       X                    X           X
DJJ School representative                       X       X       X       X                    X           X
Charter School representative                   X       X       X       X                    X           X
Psychometrician (.20)                                   x       x        x                   x           x


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

Note: Deliverables will be dependent on an LEA’s current status with respect to technology and data systems.
During Year 1, LEAs will provide feedback to the Department regarding single sign-on implementation and state-
level data downloads. Work should be completed by Year 4.

1. Deliverable (required):                           2010-11         2011/12             2012/13     2013/14
For teachers, principals, and other LEA        2nd     3rd     4th
staff, provide a report on the following:    Quarter Quarter Quarter
    a. Number of each type of staff in
         the district
    b. Number of each type of staff             X                                X           X           X
         accessing state resources via
         single sign-on
Supporting Activities (indicate each                 2010-11         2011/12             2012/13     2013/14
year activity will be conducted and            2nd     3rd     4th
include collective bargaining, if            Quarter Quarter Quarter
applicable):
Report staff numbers/information to
                                                X                               X            X           X
DOE
Provide staff data as requested by DOE                                          X            X           X
Provide each type of staff accessing state
                                                                                X            X           X
resources using single sign-on

Deliverable (required):                              2010-11         2011/12             2012/13     2013/14
2. Single Sign-on Integration Readiness        2nd     3 rd    4 th

Certification                                Quarter Quarter Quarter
                                                                               X
Supporting Activities (indicate each                 2010-11         2011/12             2012/13     2013/14
year activity will be conducted and            2nd     3rd     4th
include collective bargaining, if            Quarter Quarter Quarter
applicable):
Analysis of DOE single sign-on
certification readiness document;                                    X         X             X           X
determine technical resources required
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to meet single sign-on requirements.
Submit Integration Readiness document
to the DOE (Collective Bargaining will be                                   X
handled through the PPC as needed)




3. Deliverable (required):                           2010-11         2011/12          2012/13     2013/14
Single sign-on integration with the            2nd     3rd     4th
Department                                   Quarter Quarter Quarter
                                             X       X       X       X                X           X
Supporting Activities (indicate each                 2010-11         2011/12          2012/13     2013/14
year activity will be conducted and            2 nd    3 rd    4 th

include collective bargaining, if            Quarter Quarter Quarter
applicable):
Continue analysis of DOE single sign-on                                      X            X           X
technical requirements.
Research, evaluate, and purchase
enterprise-level Identity Management                                        X
system to provide single sign-on
capability.
Implement single sign-on and integrate                                      X
with State and local Systems.
Integrate single sign-on capacity with
additional systems identified by the state
                                                                            X             X           X
and other locally developed/purchased
systems.

Deliverable (required):                              2010-11         2011/12          2012/13     2013/14
4. For state-level data downloads,             2nd     3rd     4th
provide a report of the following:           Quarter Quarter Quarter
    a. Name of the download                                          X                X           X
    b. Date of most recent download
Supporting Activities (indicate each                 2010-11         2011/12          2012/13     2013/14
year activity will be conducted and            2nd     3rd     4th
include collective bargaining, if            Quarter Quarter Quarter
applicable):
Incorporate state data downloads into
                                                                            X             X           X
local Instructional Improvement System.

Project                        2010-11                         2011/12          2012/13         2013/14
Budget        2nd Quarter     3rd Quarter      4th Quarter
Summary:
             $0.00          $4,516.00         $4,516.00      $95,564.00     $35,564.00        $35,564.00

Sustainability Factors: : Ongoing support for the SSO system will be included in the ICS department budget
for LEA fiscal support. It will include, but not be limited to:
Identification and training of CCPS staff to maintain the purchased single sign-on system;
Identification of funding to support yearly maintenance cost of software from operating budget; and,
Possible need for additional manpower to support the daily use of the system.
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Supporting Narrative (optional): Charlotte County Public Schools has been designated as one of the
top 5 districts in the state for reporting Data to DOE. CCPS has recently implemented an all new
student information system and parent portal, and upgraded the district’s financial system software;
so all vital systems are ‘state-of-the-art’ data systems. The district currently migrates data internally
to the Food Service System, the Media system, the Transportation system and exports externally to
Performance Matters, Pearson’s SuccessNet, School Connects, and DOE systems with efficiency and
timeliness.

In the last quarter of 2010 and the beginning quarter of 2011 CCPS will work to integrate single sign-
on to DOE resources and current local systems. In addition, in 2011/12 we will continue
incorporating data into existing local systems where appropriate and until other suitable
replacements are developed or procured.

An identity management system (noted as single sign-on within this document) is a vital component
of a fully integrated Local Instructional Improvement System because of the need to provide easy
access to students, parents, teachers, and staff to our current systems such as our Parent/Student
Portal, the Student Information System, Performance Matters and Professional Development
systems. A identity management system will also be a key interface as we evaluate and purchase
systems that provide a variety of professional instructional capabilities such as classroom
management software (Moodle) and on-line conferencing systems (LiveMeeting, GoTo Meeting by
examples) Web 2.0 technologies and cloud computing services that provide a web-based IT delivery
system so that teachers/students/staff can access needed IT resources anytime/anywhere via
browser technology to extend the classroom beyond the normal confines.


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




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                                          Work Plan Table #6
Project/MOU Criteria: Use Data to Improve Instruction – (C)(3)(i) and (iii)

Please indicate one LEA point of contact for this Project.
Name: Cathy Hoff
Title: Director of Elementary Learning
Phone #: 941-255-0808, ext. 3089
E-mail Address: cathy_hoff@ccps.k12.fl.us

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.
54. 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.
Key Personnel by Title:                                   2010-11               2011/12       2012/13 2013/14
                                                2nd          3rd          4th
                                             Quarter Quarter Quarter
Director of Information &                    x            x             x         x            x            x
Communication
Director of Elementary Learning              x            x             x         x            x            x

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Director of Secondary Learning              x          x           x         x            x            x
Director of Exceptional Student             x          x           x         x            x            x
Education
Executive Director of Professional Dev.     x          x           x         x            x            x


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

55. Deliverable (required):                         2010-11              2011/12 2012/13            2013/14
For local instructional improvement
systems, provide a report that includes
the following:
    a. Name of the system
    b. How the system has been
         adopted and used in the
         classroom, school, and at the
         district level to support
         instruction in the classroom,
         operations at the school and
         district levels, and research
    c. How the system is accessed
         and used by students and
         parents
    d. How state-level data
         downloads are accessed and
         used in the classroom, school,
         and at the district level to
         support instruction in the
         classroom, operations at the
         school and district levels, and
         research [Ref. to Section
         (C)(2)]. This section of the
         report should be included
         when it becomes applicable
    e. A description of the student
         growth data available to users
         on the system
    f. How frequently students,
         teachers, parents, and
         principals are accessing the
         system




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                                               2nd     3rd     4th
                                             Quarter Quarter Quarter
                                             x                       x       x             x
Supporting Activities (indicate each                 2010-11         2011/12 2012/13       2013/14
year activity will be conducted and            2nd     3rd     4th
include collective bargaining, if            Quarter Quarter Quarter
applicable):
56. Annually review the requirements                                     x           x         x
of this report and submit with
necessary changes
Utilize Psychometrician hired                            x       x       x           x         x
through RTTT year 1, Q3, to support
on-going data implementation and
analysis needs to meet the LEA’s RTTT
goals and deliverables [Budgeted in
MOUs 5,8,&14]
57. Evaluate SPSS needs for updating           x         x
the system
Purchase SPSS “new versions” and add                             x       x           x         x
new modules
Determine how student data available
through LIIS is being used at all levels                                             x         x
to improve instruction.
Evaluate the effectiveness of the data
and determine expansion if necessary                                                 x         x
Report requested data to DOE                                                         x         x

Deliverable 2 (required):                             2010-11         2011/12    2012/13   2013/14
The LEA will provide timely, accurate,          2nd     3rd     4th
and complete information in Department        Quarter Quarter Quarter
sponsored technology assessments and                                  x          x         x
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                  2010-11         2011/12    2012/13   2013/14
year activity will be conducted and                2nd  3 rd    4 th

include collective bargaining, if             Quarter Quarter Quarter
applicable):
Meet with Collier County and other                 x         x       x       x
Regional Counties to look at Colliers LIIS
Review the minimum requirements of                                   x       x
the LIIS from the state
Determine if the Collier County LIIS
meets the state minimum requirements,                                x       x
if yes, begin to set up a committee with a
contact from each county on the
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committee
Integrate all district data portals into the
LIIS                                                                             x            x               x
Identify how the system is accessed by all
stakeholders                                                                                  x               x
Identify how LIIS is used from the district
level to the classroom implementation to                                                      x               x
benefit instruction




54. Deliverable (required):                            2010-11         2011/12            2012/13         2013/14
The LEA will provide data from local            2nd      3 rd    4 th

instructional improvement and                  Quarter Quarter Quarter
longitudinal data systems to the                                       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.
Supporting Activities (indicate each                   2010-11         2011/12            2012/13         2013/14
year activity will be conducted and             2nd      3 rd    4 th

include collective bargaining, if              Quarter Quarter Quarter
applicable):
Collect data to report to DOE on all data
portals required                                                                 x            x               x
Establish a monitoring committee to look
at usage of the TIIS at all levels                                               x            x               x
Make improvements where necessary
after comparing to the minimum DOE                                               x            x               x
requirements




Project                         2010-11                          2011/12          2012/13           2013/14
Budget        2nd Quarter      3rd Quarter       4th Quarter
Summary:
              $0.00          $0.00              $0.00          $0.00            $0.00             $0.00

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 have a system (Performance Matters) in place now where teachers, administrators, and district
personnel are able to access data to inform instruction in the classrooms. This system is a transitional
system until the TIIS system is in place. Our FOCUS system has a grade book for teachers where parents and
students can view their grades as well as the final report card. The missing piece is collecting longitudinal
and program analysis data. We would start to build capacity so that we can look at program data to assure
supplemental programs are matching our students’ needs and making them successful. Once the SPSS
modules are in place the cost is minimal for the updates that are necessary to keep the program viable in

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future years.



Supporting Narrative (optional):
We presently use Performance Matters to progress monitor and look at leading and lagging data for
our students. Our teachers have had extensive training on the system and use the data to
differentiate their instruction in the classrooms. Teachers can look up data for all the core areas.
The system also has Student Assessment Modules (SAM) for monitoring student success on the Math
and Science Standards. Item analysis can be done to differentiate for students in the classrooms. We
are in the process of uploading the FAIR results so that all the data appears in Performance Matters.
Teachers meet as data teams to discuss their data, share best practices, and build lessons to ensure
student success.
It is anticipated that our systems will be integrated with the future TIIS.

Our FOCUS system houses our grade book and report cards so that the parents and students can
access this information at any time. Our missing link in the collection of data would be the SPSS
modules to do longitudinal and programmatic data analysis. Adding a Psychometrician [See MOUs
5,8 and 14) to the LEA’s team will further enhance the data analysis and support for teachers,
principals, and district leaders as decisions are considered and made with the clear focus on Student
Success! , as well as providing an in-house resource for longitudinal and programmatic data analysis,
which will enhance instructional planning.

NOTE: Feedback states “Technology staff are anticipated for this area”. The LEA is hiring a
psychometrician through RTTT to meet this need. The expense of this position is divided in the
RTTT application among MOUs 5, 8, and 14. MOU 14 is the LEA’s management plan, and under that
capacity the psychometrician will perform these duties.

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




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                                          Work Plan Table #7
Project/MOU Criterion: Provide Support for Educator Preparation Programs – (D)(1)(ii)

Please indicate one LEA point of contact for this Project.
Name: Mary Leonard
Title: Assistant Director, Professional Development
Phone #: 941-255-7675, extension 223
E-mail Address: mary_leonard@ccps.k12.fl.us

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.
65. 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.
Key Personnel by Title:                                   2010-11               2011/12       2012/13 2013/14
                                                2 nd         3 rd         4 th

                                             Quarter Quarter Quarter
Assistant Director, Professional                 X            X           X          X            X           X
Development
Professional Development Specialist              X            X           X          X            X           X
Director, Human Resources                        X            X           X          X            X           X
District Certification Specialist                X            X           X          X            X           X
Higher Education Partners                        X            X           X          X            X           X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
66. Deliverable (required):                               2010-11                2011/12      2012/13 2013/14
Plan for collaboration with institutions        2 nd         3 rd         4 th

or other program providers (include list) Quarter Quarter Quarter
to assign supervising teachers.              X            X           X          X            X            X

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

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year activity will be conducted and             2nd     3rd     4th
include collective bargaining, if             Quarter Quarter Quarter
applicable):
67. Maintain continuous communication           X       X        X       X         X         X
with higher education officials regarding
policies and procedures for placement
and support of program interns. (See
Appendix A.)
68. Maintain database of approved               X       X        X       X         X         X
supervising teachers and peer mentors
who have completed the state-approved
Clinical Educator Training model.



69. Deliverable (required):                           2010-11         2011/12   2012/13   2013/14
Plan for determining qualifications for         2nd     3 rd    4 th

selecting effective and highly effective      Quarter Quarter Quarter
teachers and administrators, including
clinical educator training, as supervising      X       X        X       X         X         X
teachers and peer mentors for teacher
and principal leadership candidates.
Supporting Activities (indicate each                  2010-11         2011/12   2012/13   2013/14
year activity will be conducted and             2nd     3rd     4th
include collective bargaining, if             Quarter Quarter Quarter
applicable):
70. Update district policies and                        X        X       X         X         X
procedures to align with FLDOE policy
revisions (Florida Educator
Accomplished Practices) which provide
for the training and reporting
documentation for supervising teachers,
peer mentors, and principal leadership
candidates.
71. Enhance and improve the policies                    X        X       X         X         X
and documentation procedures of the
Principal Certification Program, which
includes the Aspiring Leaders Program
for principal leadership candidates.
72. Mentor principals and peer principals       X       X        X       X         X         X
will be appointed by the Superintendent
and/or his/her designee to work with
principal intern participants or current
principals identified as needing
assistance. Each principal must meet the
qualifications of the district’s leadership
program requirements.
73. Update the professional development                 X        X       X         X         X
system that includes the policies,
procedures, and reporting
documentation for the screening and
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placement of interns with supervising
teachers and peer mentors in CCPS.

74. Deliverable (required):                           2010-11         2011/12     2012/13   2013/14
Description of qualifications to supervise      2nd     3rd     4th
program interns or serve as a peer            Quarter Quarter Quarter
mentor.                                                                   x
Supporting Activities (indicate each                  2010-11         2011/12     2012/13   2013/14
year activity will be conducted and             2nd     3rd     4th
include collective bargaining, if             Quarter Quarter Quarter
applicable):
75. Continue collaboration with higher          X       X        X         X         X         X
education partners (see Appendix A) to
review qualifications necessary to
supervise program interns.
76. Continue collaboration with the             X       X        X         X         X         X
teachers’ union to implement policies
and procedures regarding the eligibility
of supervising teachers and peer
mentors.
77. Continue collectively bargained             X       X        X         X         X         X
requirements of peer teachers and
supervising teachers: three (3) years
successful teaching experience in
Charlotte County Public Schools,
completion of Clinical Educator Training,
consistent demonstration of the Florida
Educator Accomplished Practices and
demonstrated effectiveness as a peer
coach or mentor as evidenced through
collected feedback/surveys.
78. Continue to provide professional                             X         X         X         X
development opportunities to increase
the number of Clinical Educator Training
completers.

79. Deliverable (required):                           2010-11         2011/12     2012/13   2013/14
Reporting teachers and principals who           2nd     3rd     4th
are selected for these positions (the staff   Quarter Quarter Quarter
database will be updated with a data
element for this purpose).                                                  X        X         X
Supporting Activities (indicate each                  2010-11           2011/12   2012/13   2013/14
year activity will be conducted and             2nd     3rd     4th
include collective bargaining, if             Quarter Quarter Quarter
applicable):
80. Human Resources, Professional               X       X        X         X         X         X
Development, and Information
Communication Systems Departments
will collaboratively provide and maintain
a database of certified peer/mentor

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teachers and mentor principals.
81. The Professional Development               X           X        X           X            X           X
Department will continue to collaborate
with principals in the placement of
interns and developing teachers.


82. Deliverable (required):                         2010-11         2011/12              2012/13     2013/14
Annual APEP reports for district              2nd     3rd     4th
alternative certification programs and      Quarter Quarter Quarter
annual reports for School Leadership
programs reflect requirements met for                                           X            X           X
Continued Approval Standard Three
(regarding use of data for continuous
program improvement and the
assignment and training of peer
mentors).
Supporting Activities (indicate each                2010-11         2011/12              2012/13     2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
83. Florida’s Alternative Certification        X           X        X           X            X           X
Educators (ACE) Program is the district’s
approved alternate certification
program. Participant completion data is
submitted through the FACP Tracking
System.
84. Continue involvement in the annual         X           X        X           X            X           X
Florida DOE evaluation survey of FACP-
ACE, which includes participating
teachers, principals, and mentors.

Project                        2010-11                           2011/12         2012/13           2013/14
Budget        2nd Quarter     3rd Quarter      4th Quarter
Summary:
             $0.00          $1500.00          $11,800.00       $21,300.00      $20,700.00        $20,700.00

Sustainability Factors: The RTTT program will provide the funding to meet the requirements of the MOU;
following the end of the RTTT grant period, the activities listed here that are still required will be funded
through a combination of LEA general revenue and Title II funds.

Supporting Narrative (optional): These funds will supplement the use of existing funds from Title II-
A and district operational funds for the enhancement and expansion of existing peer mentoring
programs.



Title and Page Number of Appendices for this Project (if applicable):
Professional Development Plan p. 170
CCPS Higher Education Partners p.202
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                                          Work Plan Table #8
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: Barbara Melanson
Title: Assistant Superintendent of Human Resources & Employee Relationships
Phone #: (941)255-0808, ext. 3030
E-mail Address: Barbara_Melanson@ccps.k12.fl.us

Project Goal: The LEA will design and conduct teacher and principal evaluations through systems that meet
the requirements of law and of the MOU.
Deliverables (minimum required evidence):
1. A completed teacher appraisal system that reflects the inclusion of and implementation process for each
    of the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See
    combined checklist at the end of the template document.
2. A timetable for implementing the teacher evaluation system.
3. A completed principal appraisal system that reflects the inclusion of and implementation process for
    each of the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii).
    See combined checklist at the end of the template document.
4. A timetable for implementing the principal evaluation system.
5. Annually report evaluation results for teachers and principals through the regular student and staff
    survey.
6. Submit revisions to the teacher and principal evaluations annually, if revisions are made.

The Key Personnel box below should include both new positions funded through RTTT and existing staff
responsible for implementation of this Project. List titles in the first column and indicate each year of involvement
with an X.
Key Personnel by Title:                                   2010-11               2011/12       2012/13 2013/14
                                                2 nd         3 rd         4 th

                                             Quarter Quarter Quarter
Assistant Supt. of HR & ER                       x            x            x         x            x           x
Director of Human Resources                      x            x            x         x            x           x
PACE committee members                           x            x            x         x            x           x
Executive Director of Learning                   x            x            x         x            x           x
Director of Information &                        x            x            x         x            x           x
Communication Systems
Psychometrician .5 FTE [new position –                        x            x         x            x           x
split FTE among several RTTT sections]

The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
86. Deliverable 1 (required):                           2010-11              2011/12        2012/13 2013/14
A completed teacher appraisal system            2nd       3rd        4th
that reflects the inclusion of and           Quarter Quarter Quarter

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implementation process for each of the                       No
content and design requirements listed                      later
in s. 1012.34, F.S., and in the MOU in                      than
(D)(2)(i)-(iii).                                            May 1
Supporting Activities (indicate each                2010-11         2011/12   2012/13   2013/14
year activity will be conducted and          2nd      3 rd    4 th

include collective bargaining, if           Quarter Quarter Quarter
applicable):
Psychometrician will work with key                    x       x        x         x         x
personnel to analyze issues and data
related to student growth measures and
teacher evaluation system.
Revise Professional Accountability for        x
Charlotte’s Educators (PACE)
forms/documents to ensure compliance
with s. 1012.34, F.S., and in the MOU in
(D)(2)(i)-(iii)
Gather best practices based on                        x       x        x
research for measuring student
growth in content areas not part of
statewide assessment
Work with PPC RTTT Implementation                     x       x        x         x         x
subcommittee to establish timeline
and process for bargaining student
growth measurements for inclusion in
PACE.
Establish committee of teachers,                              x        x         x
principals, consultants, district staff
to determine which “best practices”
for student growth will be part of
PACE;
Knowledgeable district staff, teachers,       x       x       x        x         x         x
and principals shall participate in
statewide and/or consortia efforts to
develop assessment items by
attending meetings, conference calls,
webinars, etc. and offering feedback
Negotiate the PACE process in the                     x       x        x         x         x
collective bargaining agreement
Establish timeline for piloting PACE in       x
district schools
Gather feedback from schools                          x       x        x         x         x
Establish benchmarks for determining                                   x         x
student growth component
Finalize bargaining and revise PACE                                              x         x
based on feedback/benchmarks and as
required by the MOU in (D)(2)(i)-(iii) in
either 2012-13 or 2013-14.
Implement final PACE program as is fully                                                   X
compliant in RTTT MOU no later than the

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beginning of the teacher calendar of
SY2013-14.

Deliverable 2 (required):                          2010-11         2011/12   2012/13   2013/14
A timetable for implementing the teacher     2nd     3rd     4th
evaluation system (this may be adjusted    Quarter Quarter Quarter
annually).                                            x
Supporting Activities (indicate each               2010-11         2011/12   2012/13   2013/14
year activity will be conducted and          2nd     3rd     4th
include collective bargaining, if          Quarter Quarter Quarter
applicable):
Collective bargaining for timeline of                x                x         x         x
implementation
Implementation of bargained elements                                  x         x         x
related to the teacher evaluation system
and the RTTT MOU.




Deliverable 3 (required):                          2010-11         2011/12   2012/13   2013/14
A completed principal appraisal system       2nd     3rd     4th
that reflects the inclusion of and         Quarter Quarter Quarter
implementation process for each of the                                 X
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               2010-11         2011/12   2012/13   2013/14
year activity will be conducted and          2nd     3rd     4th
include collective bargaining, if          Quarter Quarter Quarter
applicable):
Psychometrician will work with key                   x       x        x         x         x
personnel to analyze issues and data
related to school improvement plans and
principal evaluation system.
Determine metrics for inclusion in                           x        x
principal evaluation plan to more
accurately reflect student growth
measures as expanded by other RTTT
initiatives.
Revise principal evaluation system based                              x         x
on results of data analysis and
recommendations of key personnel.

Deliverable 4 (required):                          2010-11         2011/12   2012/13   2013/14
A timetable for implementing the             2nd     3rd     4th
principal evaluation system (this may be   Quarter Quarter Quarter
adjusted annually).                           X                        X        X         X
Supporting Activities (indicate each               2010-11         2011/12   2012/13   2013/14
year activity will be conducted and          2nd     3rd     4th
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include collective bargaining, if           Quarter Quarter Quarter
applicable):
In collaboration with the PPC RTTT                                         x
Implementation Subcommittee, create
timetable for implementation of revised
principal evaluation system.
Key personnel will review principal                                        x            x          x
evaluation system implementation data
and make recommendations for possible
revisions.

Deliverable 5 (required):                           2010-11         2011/12       2012/13       2013/14
Annually report evaluation results for        2nd     3rd     4th
teachers and principals through the         Quarter Quarter Quarter
regular student and staff survey.                             X         X            X             X
Supporting Activities (indicate each                2010-11         2011/12       2012/13       2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
Psychometrician will compile data for                     X        x       x            x          x
the required surveys.




Deliverable 6 (required):                           2010-11         2011/12       2012/13       2013/14
Submit revisions to the teacher and           2nd     3rd     4th
principal evaluation systems annually, if   Quarter Quarter Quarter
revisions are made.                                                     x            x             x
Supporting Activities (indicate each                2010-11         2011/12       2012/13       2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
Assistant Superintendent for HR & ER (or                                   x            x          x
designee) will establish committee to
review evaluation systems annually.
Any recommended revisions will be                                          x            x          x
submitted per the processes outlined
above for updating the teacher and
principal evaluation instruments (see
Deliverables 1 and 3)




Project                         2010-11                         2011/12     2012/13           2013/14
Budget       2nd   Quarter    3rd Quarter     4th   Quarter
Summary:                     $ 15,387.00
             $0.00                           $ 15,887.00      $49,848.00   $49,148.00       $48,677.00

   Sustainability Factors:

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   Collaborating with the teacher’s union to provide buy-in from teachers
   Developing a quality Professional Development Plan centered on student achievement as part of the
   PACE evaluation system
   Developing a fair, meaningful evaluation system that links teacher improvement to student achievement

Supporting Narrative (optional):



Title and Page Number of Appendices for this Project (if applicable):
Professional Development Plan p.170
Principal Evaluation   p.172
Administrative annual performance appraisal revised     p.173
Administrative performance appraisal goal planning form    p. 175
Alternative Annual Appraisal Form p. 176
Annual Appraisal Form p.178
Educator Accomplished Practices Continuum p.180
Pre-observation Form p.181
Professional Development Plan    p.182
salary schedule2010-11 p.183




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                                          Work Plan Table #9
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: Doug Whittaker
Title: Superintendent
Phone #: 941-255-0808 Ext. 3093
E-mail Address: doug_whittaker@ccps.k12.fl.us



Project Goal: The LEA will use results from teacher and principal evaluations to inform each of the human
capital processes listed in the MOU.
114. Deliverables (minimum required evidence):
1. Annually submit the teacher and principal salary schedules that reflect the basis of determining the pay
    scale and supplements. The salary schedule will reflect the use of evaluation data and the requirements
    of the MOU based on the district-determined implementation timeline.
2. Submit a revised teacher and principal evaluation system that reflects the process for using evaluation
    data to make each of the human capital decisions listed in the MOU (date submitted will be based on the
    district-determined implementation timeline.)
3. Submit a staffing plan that reflects the assignment of effective and highly effective teachers and
    principals as defined in the grant notice to the district’s schools that have the highest percentages of low
    income students and minority students. Revisions to the plan, if made, should be submitted annually.
4. Annually submit the district’s collective bargaining agreement. The agreement that shows the use of
    teacher evaluation data to inform human capital decisions listed in the MOU will be submitted based on
    the district-determined implementation timeline.
5. Submit documentation of the accountability process for administrators to utilize evaluation results for
    teachers and principals in human capital decisions (list the documentation and the timeline for
    submission in Related Activities).
6. Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and
    staff survey.
7. Annually report terminations through the regularly-scheduled student and staff survey.
8. Report and update as necessary during the school year the assignment of teachers and principals
    through the regularly-scheduled student and staff surveys.

The Key Personnel box below should include both new positions funded through RTTT and existing staff
responsible for implementation of this Project. List titles in the first column and indicate each year of involvement
with an X.
Key Personnel by Title:                                   2010-11               2011/12       2012/13 2013/14
                                                2nd          3rd          4th
                                             Quarter Quarter Quarter
Asst. Supt HR                                    X            X           X          X            X           X
Director HR                                      X            X           X          X            X           X
CFEA president                                   X            X           X          X            X           X
Exec. Dir. Of Learning                           X            X           X          X            X           X
Representative Principals                        X            X           X          X            X           X
Representative Teachers                          X            X           X          X            X           X

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The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
115. Deliverable (required):                            2010-11             2011/12         2012/13 2013/14
Annually submit the teacher and                 2 nd      3 rd       4 th

principal salary schedules that reflect the Quarter Quarter Quarter
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 district-determined
implementation timeline.
Supporting Activities (indicate each                    2010-11             2011/12         2012/13 2013/14
year activity will be conducted and             2 nd      3 rd       4 th

include collective bargaining, if            Quarter Quarter Quarter
applicable):
116. Create and bargain the language for                   X         X
the initial performance pay plan for
teachers by June 30, 2011. This plan will
serve as a phase 1 transition to the final
performance pay plan.
117. Seek professional assistance in the                                          X
researching and development of a
revised phase 2 performance pay plan
for teachers to be put into place for the
2012/13 school year
118. Finalize and bargain the language                                             X
for revised phase 2 performance pay
plan for teachers with a defined category
of “outstanding” by June 30, 2012. This
phase 2 plan may be piloted in some
voluntary schools during the 2012/13
school year
119. Implement the phase 2 performance                                                          X
pay plan for teachers at several pilot
schools
120. Seek professional assistance in the                                                        X
development of a final performance pay
plan for teachers to be piloted in the
2013/14 school year.
121. Finalize and bargain the language                                                          X
for the final performance pay plan for
teachers by June 30, 2013. This final plan
may be piloted in some voluntary schools
during the 2013/14 school year
122. Implement the final phase of the                                                                       X
performance pay plan for teachers at
several pilot schools.
123. Finalize and bargain the language                                                                      X
for district-wide implementation of the
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final performance pay plan for teachers
and submit to the school board for
approval by June 30, 2014.
124. Begin the development of a revised                                  X
performance pay plan for principals
using a committee made up of principals
and district staff. Professional assistance
with this task will be sought if needed.
125. Pilot the implementation of the                                              X
revised performance pay plan for
principals at schools whose principals
volunteer to participate.
126. Make revisions to the new                                                               X
performance pay plan for principals
based on the feedback from the
voluntary participants from the prior
year.
127. Finalize the language for the                                                           X
district-wide implementation of the final
performance pay plan for principals and
submit to the school board for approval
by June 30, 2014

128. Deliverable (required):                          2010-11         2011/12   2012/13   2013/14
Submit a revised teacher and principal          2nd     3rd     4th
evaluation system that reflects the           Quarter Quarter Quarter
process for using evaluation data to                                               X         X
make each of the human capital decisions
listed in the MOU (date submitted will be
based on the district-determined
implementation timeline).

Supporting Activities (indicate each                  2010-11         2011/12   2012/13   2013/14
year activity will be conducted and            2nd      3 rd    4 th

include collective bargaining, if             Quarter Quarter Quarter
applicable):
129. Conduct a thorough review of the                           X
current practice of placement of teachers
and principals
129. Create a committee that will                                        X
recommend appropriate modifications to
the current procedures for placing
teachers and principals base upon the
results of their performance.
130. The recommended modifications to                                    X
the current procedures for placing
teachers based upon the results of their
performance will be bargained with the
CFEA for board approval by June 30,
2012.

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131. The district will continue the use of                X    X                   X         X
evaluation data to make decisions to
place teachers in the district Coaching,
Assisting, and Supporting Teachers
(CAST) program.
133. The recommended modifications to                                    X
the current procedure for placing
principals based upon the results of their
performance appraisal will be approved
by the school board by June 30, 2012.
134. Implement and monitor the impact                                             X         X
and effectiveness of the new plan for the
placement of teachers and principals
based upon their performance appraisal.

135. Deliverable (required):                          2010-11         2011/12   2012/13   2013/14
Submit a staffing plan that reflects the        2nd     3rd     4th
assignment of effective and highly            Quarter Quarter Quarter
effective teachers and principals as                                      X        X         X
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                  2010-11         2011/12   2012/13   2013/14
year activity will be conducted and            2nd      3 rd    4 th

include collective bargaining, if             Quarter Quarter Quarter
applicable):
136. If needed, a staffing plan will be                                  X         X         X
developed that will assign the effective
and highly effective teachers to the
district’s schools that have the highest
percentages of low income students and
minority students.*(see note below)
137. High performing principals will                                     X        X         X
assigned to the district’s schools with the
highest percentages of low income
students and minority students if those
schools are not performing well. This will
begin with the 2011/12 school year




138. Deliverable (required):                          2010-11         2011/12   2012/13   2013/14
Annually submit the district’s collective       2nd     3rd     4th
bargaining agreement. The agreement           Quarter Quarter Quarter
that shows the use of teacher evaluation                      X           X        X         X
data to inform human capital decisions
listed in the MOU will be submitted
based on the district-determined

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implementation timeline.

Supporting Activities (indicate each                2010-11         2011/12   2012/13   2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
139. A plan will be developed and                             X        X         X         X
bargained to use teacher evaluation data
to make decisions regarding a reduction
in force and involuntary transfers due to
low student enrollment.
140. The district’s collective bargaining                     X        X        X         X
agreement will be annually submitted to
the DOE. This plan will reflect how
teacher evaluation date is used to inform
the district’s human capital decisions.




Deliverable (required):                             2010-11         2011/12   2012/13   2013/14
Submit documentation of the                   2 nd    3 rd    4 th

accountability process for administrators Quarter Quarter Quarter
to utilize evaluation results for teachers                              X        X         X
and principals in human capital decisions
(list the documentation and the timeline
for submission in Related Activities).
Supporting Activities (indicate each                2010-11         2011/12   2012/13   2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
141. The principal performance appraisal                      X         X        X         X
instrument will be modified to include an
indicator for how effective the principal
is in bringing his/her teacher up to a high
level of performance
142. The principal performance appraisal                      X         X        X         X
instrument will also be changed to reflect
whether or not the principal is in
compliance with the district’s procedures
for removing ineffective teacher from the
classroom
143. The principal performance appraisal                      X         X        X         X
instrument will be annually submitted to
the DOE in compliance with this
requirement

143. Deliverable (required):                        2010-11         2011/12   2012/13   2013/14
Report all bonuses and salary                 2nd     3rd     4th
augmentations by teacher through the        Quarter Quarter Quarter
regularly-scheduled student and staff                         X         X        X         X

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survey.
Supporting Activities (indicate each                2010-11         2011/12     2012/13         2013/14
year activity will be conducted and          2nd      3 rd    4 th

include collective bargaining, if           Quarter Quarter Quarter
applicable):
144. The required data will be reported                          X      X           X              X
in the annual student and staff survey
145. The district will establish and                                    X           X              X
implement a process to analyze the
bonus and salary augmentation data to
look for patterns, trends, and
unanticipated results that may influence
future decisions on teacher placement.

146. Deliverable (required):                        2010-11         2011/12     2012/13         2013/14
Annually report terminations through          2nd     3rd     4th
the regularly-scheduled student and staff   Quarter Quarter Quarter
survey.                                                       X         X          X               X
Supporting Activities (indicate each                2010-11         2011/12     2012/13         2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
147. Terminations will be reported                               X      X           X              X
annually through the student and staff
survey
148. The district will establish and                                    X           X              X
implement a process to analyze the
teacher terminations to identify patterns
and trends that may influence future
modifications to the district C.A.S.T
program.


133. Deliverable (required):                        2010-11         2011/12     2012/13         2013/14
Report and update as necessary during        2nd      3 rd    4 th

the school year the assignment of           Quarter Quarter Quarter
teachers and principals through the                           X         X           X              X
regularly-scheduled student and staff
surveys.
Supporting Activities (indicate each                2010-11         2011/12     2012/13         2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
134. This reporting requirement will be                          X      X           X              X
performed as required

Project                        2010-11                        2011/12    2012/13          2013/14
Budget       2nd Quarter      3rd Quarter     4th Quarter
Summary:
             $0.00          $0.00            $0.00          $6,000.00   $6,000.00       $0.00
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Sustainability Factors: Any sustainability costs will be funded through the LEA.

Supporting Narrative (optional): *The fact that all of Charlotte County’s schools are either A or B this
year, points out that there is no immediate, pressing reason to try to place our best teachers and
administrators in our lowest income schools. (e.g. our second lowest income elementary school is
also our highest achieving elementary school. So, we are going to take our time in developing a plan
that involves our teachers. We will begin to make these decisions with principals beginning in the
2011-2012 school year.



Title and Page Number of Appendices for this Project (if applicable):
Appendix R – PowerPoint description of the Coaching, Assisting, and Supporting Teachers (CAST)
program. P.183
Appendix U – Flow chart depicting the work flow of the CAST program p.204




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                                         Work Plan Table #10
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: Chuck Bradley
Title: Executive Director, Learning Division
Phone #: 941-255-0808, extension 3024
E-mail Address: chuck_bradley@ccps.k12.fl.us

Project Goal: The LEA will revise its professional development system to include the elements described in
the Race to the Top grant, will utilize data from teachers’ and principals’ evaluations to plan and evaluate
professional development, and will evaluate the effectiveness of professional development based on
changes in practice and student outcomes.
Evidence:
1. A revised district professional development system that meets the requirements of Florida’s Protocol
    Standards for Professional Development and reflects the inclusion of each of the content and design
    requirements in the MOU sections listed above. See combined checklist attached, to be submitted with
    this Table.
2. A timetable for implementing the new elements into the professional development system for teachers
    and principals in the district.
3. A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and
    provide professional development.
4. A component of the district’s professional development system reflecting a revised process for
    evaluating the district’s professional development in accordance with Protocol Standards, the
    requirements of the MOU, and as described in the grant.
5. A timetable for implementing the evaluation of professional development in the district.
6. Annually report evaluation results of the professional development for teachers and principals as part of
    the review of the district’s professional development plan.
7. Submit revisions to the professional development system annually, based on the district-determined
    timetable for implementation.

The Key Personnel box below should include both new positions funded through RTTT and existing staff
responsible for implementation of this Project. List titles in the first column and indicate each year of involvement
with an X.
Key Personnel by Title:                                   2010-11               2011/12       2012/13 2013/14
                                                2nd          3rd          4th
                                             Quarter Quarter Quarter
Executive Director, Learning Division            X            X           X          X            X           X
Assistant Director, Professional                 X            X           X          X            X           X
Development
Professional Development Specialist              X            X           X          X            X           X
Coordinator of Federal Programs                  X            X           X          X            X           X
Deputy Superintendent                            X            X           X          X            X           X
CFEA President                                   X            X           X          X            X           X
School Professional Development                  X            X           X          X            X           X
Coordinators


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The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
Deliverable 1 (required):                               2010-11             2011/12         2012/13 2013/14
A revised district professional                 2nd       3rd        4th
development system that meets the            Quarter Quarter Quarter
requirements of Florida’s Protocol                                   X             X            X           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.
Supporting Activities (indicate each                    2010-11             2011/12         2012/13 2013/14
year activity will be conducted and             2 nd      3 rd       4 th

include collective bargaining, if            Quarter Quarter Quarter
applicable):
Collaborate with stakeholders to                           X         X             X            X           X
establish priorities within the RTTT
elements, to develop timelines for
implementation of the professional
development for teachers and school
leaders.
Convene Professional Development sub-                      X         X             X            X           X
committee of the Partnership and
Performance Council to review the
current professional development
system, determine areas for revision and
alignment, and complete revisions and
alignment with Florida’s Protocol
Standards for Professional Development
Create and revise support materials                        X         X             X            X           X
(print and web) for communication with
stakeholders
Provide orientation and technical                                    X             X            X           X
assistance on the implementation of the
new PDSEP standards for all district and
school leaders, professional development
coordinators, and other staff as needed.
Integrate revisions into the AVATAR                        X         X             X            X           X
professional development management
system
Develop or revise Master Inservice Plan                    X         X             X            X           X
components for:
• NGSSS/Common Core Standards
• Differentiated Instruction
• Collaborative Formative Assessment*
• Lesson Study*
• Collaborative Review of Student Data*
• Effective Use of Common Planning Time
• Utilizing Student Learning Data to
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Formulate IPDP and ILDP Improvement
Targets
• New Educator Training (CCPS
Beginning Teacher Induction)
• Instruction for High Needs Students
• Classroom Walk Through &
Instructional Coaching
• Utilizing Instructional Improvement
and Data Systems to Improve Instruction
* also included in CCPS’ Protocols for PLCs
Conduct needs assessment of the above                    X       X        X         X         X
components
Provide comprehensive training of CCPS’          X       X       X        X         X         X
Protocols for PLCs: Lesson Study,
Collaborative Formative Assessment,
Collaborative Review of Student Data,
and Collaborative Review of Student
Work
Provide live delivery sessions of above                  X       X        X         X         X
components as determined through
needs assessment, and integrated with
other initiatives including RtI, district
Progress Monitoring, and the district
Leadership Program
Provide virtual delivery (webinars,                      X       X        X         X         X
podcasts, community boards, webtools,
etc.) of above components as determined
through needs assessment, and
integrated with live delivery and ongoing
district initiatives
Prepare instructional coaches and school                         X        X         X         X
leaders to provide follow-up coaching
and modeling as appropriate with the
above components
Provide continuous monitoring of the                                      X         X         X
transition of the professional
development system to ensure alignment
and fidelity to the new PDSEP standards.
Continue to increase stakeholder                                 X        X         X         X
participation in the evaluation of the
district professional development system
at the district, school, and faculty levels.

Deliverable 2 (required):                              2010-11         2011/12   2012/13   2013/14
A timetable for implementing the new            2nd      3 rd    4 th

elements into the professional                 Quarter Quarter Quarter
development system for teachers and                      X       X        X        X         X
principals in the district.
Supporting Activities (indicate each                  2010-11          2011/12   2012/13   2013/14
year activity will be conducted and             2nd     3rd      4th
include collective bargaining, if
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applicable):                                 Quarter Quarter Quarter
Convene the professional development                   X       X
sub-committee of the Partnership and
Performance Council to develop an
implementation plan to review the
district professional development
system, and analyze for alignment to
Florida’s Professional Development
System Evaluation Protocol (PDSEP) and
elements of the RTTT MOU.
Develop implementation plan of new                     X        X       X
components and system revisions (by
the professional development sub-
committee) and submit to the
Partnership and Performance Council for
approval. Upon approval, begin
implementation.
Provide monitoring of implementation                            X       X         X         X
and accountability reporting to the
Partnership and Performance Council
Continue to collaborate with district                           X       X         X         X
Partnership and Performance Council to
adjust timeline and/or revisions to the
district’s professional development
system.

Deliverable 3 (required):                            2010-11         2011/12   2012/13   2013/14
A revised teacher and principal                2nd     3rd     4th
evaluation system that reflects the use of   Quarter Quarter Quarter
evaluation results to plan and provide         X       X        X       X        X         X
professional development.
Supporting Activities (indicate each                 2010-11         2011/12   2012/13   2013/14
year activity will be conducted and            2nd     3 rd    4 th

include collective bargaining, if            Quarter Quarter Quarter
applicable):
Continue collaboration with PACE sub-          X       X        X       X         X         X
committee of the PPC to align and
enhance the faculty IPDP with PACE
(Professional Accountability for
Charlotte’s Educators) teacher
performance appraisal system. Align and
enhance ILDP and Charlotte Leaders
Appraisal System (CLAS), the district
administrative appraisal system.
Enhance paperless IPDP system data                     X        X       X         X         X
collection and reporting functions to
provide usable data for professional
development planning.
Initiate paperless ILDP system, and                             X       X         X         X
enhance data collection and reporting
functions to provide usable data for
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professional development planning.
Expand the access of evaluation data to                         X        X         X         X
individual faculty for the development of
the IPDP.
Expand the access of summarized                                          X         X         X
evaluation data to school leaders for the
development of school improvement
plans.
Expand the access of summarized                                          X         X         X
evaluation data to district leaders for the
development of district strategic plans
and program enhancements.
Monitor data usage through quantitative                         X        X         X         X
and qualitative data collection to ensure
successful integration of performance
data with professional development
activities

Deliverable 4 (required):                             2010-11         2011/12   2012/13   2013/14
A component of the district’s                  2nd      3 rd    4 th

professional development system               Quarter Quarter Quarter
reflecting a revised process for                X       X       X        X        X         X
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                  2010-11         2011/12   2012/13   2013/14
year activity will be conducted and             2nd     3rd     4th
include collective bargaining, if             Quarter Quarter Quarter
applicable):
Professional development staff will                             X        X         X
review previous evaluation processes,
analyze for needed alignment, and revise
evaluation processes as defined in the
district’s professional development
system, in accordance with the revised
Professional Development System
Evaluation Protocol and the RTTT MOU.
Continue to enhance the district                                X        X         X         X
professional development management
system (AVATAR – see narrative) to
incorporate aligned evaluation
components for the standardized
collection and reporting of data.
Continue to analyze evaluation results of       X       X       X        X         X         X
school-based and district professional
development offerings to improve
program quality and delivery of services.
Professional Development Staff will                             X        X         X         X
coordinate with state provided

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evaluators for quantitative and/or
qualitative evaluation of professional
development
Collaborate with institutions of higher                         X        X         X         X
education, education agencies, and
professional organizations on evaluation
studies of the effectiveness of
professional development and student
achievement
Participate in Florida PDSEP reviews and                                 X         X         X
utilize findings in system improvements
(next cycle in 2011-12)

Deliverable 5 (required):                             2010-11         2011/12   2012/13   2013/14
A timetable for implementing the                2nd     3rd     4th
evaluation of professional development        Quarter Quarter Quarter
in the district.                                X       X       X        X        X         X
Supporting Activities (indicate each                  2010-11         2011/12   2012/13   2013/14
year activity will be conducted and             2 nd    3 rd    4 th

include collective bargaining, if             Quarter Quarter Quarter
applicable):
  Establish an evaluation timetable for                         X        X         X         X
the evaluation of the district professional
development system and submit to the
Partnership and Performance Council for
review and recommendation.
Participate in evaluation projects                              X        X         X         X
initiated by institutions of higher
education, agencies, and professional
organizations to determine of
effectiveness of professional
development activities on student
achievement.
Develop plan for quantitative and                               X        X         X         X
qualitative formative evaluation of the
impact of professional development on
student achievement to improve specific
programs as identified
Utilize the Professional Development                                     X         X         X
System Evaluation Protocol report
(2011-12) in the monitoring of the
district professional development
system.
Contract with an external evaluator to                                   X         X         X
conduct formative evaluation of
professional development effectiveness,
integrating multiple data sources
including teacher and principal
performance appraisal


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Deliverable 6 (required):                           2010-11         2011/12   2012/13   2013/14
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        X         X
the district’s professional development
plan.
Supporting Activities (indicate each                2010-11         2011/12   2012/13   2013/14
year activity will be conducted and           2nd     3rd     4th
include collective bargaining, if           Quarter Quarter Quarter
applicable):
Continue to utilize evaluation summary        X       X       X        X         X         X
data in the review of the district’s
professional development plan.
Continue to enhance electronic                X       X       X        X         X         X
evaluation instruments in AVATAR to
provide more detailed data points for
decision making.
Prepare and submit annual report of the                       X        X         X         X
evaluation results of the professional
development system
Continue to collaborate with the district     X       X       X        X         X         X
and school-based PPCs regarding the use
of professional development evaluation
results to improve the district
professional development plan.

Deliverable 7 (required):                           2010-11         2011/12   2012/13   2013/14
Submit revisions to the professional          2nd     3rd     4th
development system annually, based on       Quarter Quarter Quarter
the district-determined timetable for         X       X       X        X        X         X
implementation.
Supporting Activities (indicate each                2010-11         2011/12   2012/13   2013/14
year activity will be conducted and          2nd      3 rd    4 th

include collective bargaining, if           Quarter Quarter Quarter
applicable):
Through the professional development                          X        X         X         X
sub-committee of the PPC, annually
revise the professional development
system based on evaluation results, and
needed changes in teaching and
leadership practice, and/or student
learning outcomes.
Provide annually updated professional         X                        X         X         X
development system to the School Board
for approval, according to the district
timeline.
Provide evidence of School Board              X                        X         X         X
approval and updated professional
development system to the Department
of Education, as required.

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Project                           2010-11                            2011/12           2012/13          2013/14
Budget          2nd Quarter      3rd Quarter       4th Quarter
Summary:
               0.00            $0.00             $4500.00         $ 8350.00         $8350.00        $6850.00

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) District infrastructure is largely in place to support
the required deliverables in this section. The professional development staff will ensure the enhancement
and maintenance of the system and the utilization of the data in district decision making. All enhancements
are sustainable beyond the project completion date by district personnel and/or district funds.

Funding from RTTT will provide for some of the revisions to the Avatar system necessitated by the RTTT
MOU and revisions to Florida’s Professional Development System Evaluation Protocol. Portions of Title II
Part A and district funds will be redirected for the remaining items and for the long-term sustainability of
the project.

Supporting Narrative (optional):

       Charlotte County Public Schools and CFEA (teachers’ union) have entered into a collaborative
        partnership for the pursuit of mutual interests. The forum for this partnership is known as the
        Partnership and Performance Council (PPC), composed of representatives of Charlotte County
        Public Schools and CFEA-represented employees. One of the mutual interests of the PPC is the
        access to high quality professional development for all instructional staff.

       Funding from this application will provide for enhancements to the professional development
        management system and enhanced data collection instruments. These enhancements will be
        sustainable after the project completion date through the use of district funds.

       AVATAR, by Alchemy, Inc., is an electronic data management system dedicated for professional
        development. Features include a course/class catalog, registration, attendance, completion,
        transcripts, evaluations, reporting and many other functions necessary for the implementation of
        the district’s professional development system. To preview portions of Charlotte County’s AVATAR,
        go to: http://training.ccps.k12.fl.us


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

CCPS List of Higher Education Partners – Appendix S, p.202




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     Checklist for Professional Development System Revisions under RTTT
                       (Return with Final Scope of Work)

Item from RTTT MOU and corresponding Protocol standards                      Page shown in
                                                                             Final Scope of
                                                                             Work
1. Teacher content knowledge with a focus on the common core state           10-11, 54, 98-
    standards (aligns with Protocol 1.2.2; 2.2.2; 3.2.2)                     99
2. Instructional strategies and methods for implementation of the            10-11, 54, 98-
    common core state standards (aligns with Protocol 1.2.2; 2.2.2;          99
    3.2.2)
3. Methods, strategies, and the conceptual background appropriate to         10-11, 54, 79-
    differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3)   80, 98-99
4. Use of formative assessment and the principles of lesson study to         10-11, 13-17,
    guide instruction [Ref. MOU criterion (B)(3)2.] (aligns with Protocol    54, 98-99
    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            54, 98-100
    learning improvements (aligns with Protocol 1.2.6; 2.2.6; 3.2.6)
6. Teacher and principal use of data systems involving assessment            72, 74, 76-80,
    information on student learning (aligns with Protocol 1.4.4; 2.4.4;      94, 102
    3.4.4)
7. Methods for using student learning data to formulate targets for          11, 74, 78-80,
    improvement in IPDP and ILDP (aligns with Protocol 1.1.3; 2.1.5)         89, 102
8. Effective beginning teacher support programs based on evaluation          74, 80, 85, 94
    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      54, 76-78
    Protocol 1.2.3; 2.2.3; 3.3.3)
10. Training administrators and other school leaders on methods of           54, 83, 88-89,
    classroom observation, feedback and coaching for improvement,            94-95, 98-102
    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              10-25, 79-80,
    teachers, principals, and administrators on how to access local          84, 87, 89, 94,
    instructional improvement and state level data systems for the           98-101
    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             N/A
    performing schools and is participating in the Leadership Academy,
    include the Academy in the plan [Ref. Section (E), Struggling
    Schools].




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                                Work Plan Table #13
Project/MOU Criterion: Include Charter Schools in LEA Planning – (F)(2)

Please indicate one LEA point of contact for this Project.
Name: Donna Widmeyer, Ed.D
Title: Deputy Superintendent
Phone #: 941-255-0808
E-mail Address: donna_widmeyer@ccps.k12.fl.us

Project Goal: The LEA will offer charter schools located within their district the opportunity
to participate in the grant on the same terms as any other district school. Consistent with
federal requirements, the LEA will ensure that participating charter schools receive a
commensurate share of any grant funds or services funded by the grant. The LEA will
provide data and reports necessary for the evaluation of the grant conducted by the
Department’s evaluation team and will require charter schools to provide the LEA with the
data necessary for such evaluations.
Deliverables (minimum required evidence):
1. The LEA will provide documentation of its efforts to engage and include charter schools
    in discussions of its RTTT efforts. The documentation must include dates, times, and
    attendees of any and all RTTT meetings with charter schools. (Quarterly as appropriate –
    whenever discussions are held)
2. The LEA will provide signed statements from each charter school that they have been
    fully informed of their opportunity to participate in the RTTT grant, and their decision to
    participate or opt-out. (Quarterly as appropriate)
3. The LEA will submit documentation that participating charter schools have been invited
    to participate in RTTT-funded activities. (Quarterly as appropriate)
4. The LEA will submit a budget that provides commensurate share of grant funds to
    participating charter schools. (Quarter 1)
5. The LEA will submit expenditure reports that demonstrate that participating charter
    schools have received their commensurate share of funds or services. (Quarter 4)
6. The LEA will provide a signed agreement from each participating charter school that
    states that the charter school will provide all necessary data and reports. (Quarter 1)
7. The LEA will provide documentation that FDOE was notified if any charter school fails to
    provide the necessary data and reports. (Quarterly as appropriate)


The Key Personnel box below should include both new positions funded through RTTT and
existing staff responsible for implementation of this Project. List titles in the first column and
indicate each year of involvement with an X.
Key Personnel by Title:                    2010-11                 2011/12 2012/13 2013/14
                                    2 nd      3 rd        4 th

                                  Quarter Quarter Quarter
Charter School Principal          X         X          X           X             X           X
Charter School Assistant          X         X          X           X             X           X
Principal
School District Deputy               X         X           X            X             X          X
Superintendent

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School District Director of         X          X         X           X          X           X
Exceptional Ed.


The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the
year each Deliverable will be accomplished and each Supporting Activity will occur with an X.
The box repeats for each additional deliverable as necessary. LEAs are encouraged to propose
additional deliverables as appropriate. Deliverables and Supporting Activities should support
student achievement targets in Form (A)1.
167. Deliverable                           2010-11               2011/12 2012/13 2013/14
(required): The LEA will           2nd        3rd       4th
provide documentation of its Quarter Quarter Quarter
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.
Supporting Activities                      2010-11               2011/12 2012/13 2013/14
(indicate each year activity       2nd        3rd       4th
will be conducted and            Quarter Quarter Quarter
include collective
bargaining, if applicable):
168. Email invitations              X          X         X          X           X               X
169. Minutes & Sign-in              X          X         X          X           X               X
sheets of LEA RTTT meetings

170. Deliverable                      2010-11         2011/12 2012/13 2013/14
(required): The LEA will        2nd     3rd     4th
provide signed statements     Quarter Quarter Quarter
from each charter school that    X       X      X        X       X         X
they have been fully
informed of their
opportunity to participate in
the RTTT grant, and their
decision to participate or
opt-out.
Supporting Activities                 2010-11         2011/12 2012/13 2013/14
(indicate each year activity    2 nd    3 rd    4 th

will be conducted and         Quarter Quarter Quarter
include collective
bargaining, if applicable):
171. Written memo from           X       X      X        X       X         X
Charter indicating decision
to participate or opt-out




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172. Deliverable                         2010-11         2011/12 2012/13 2013/14
(required): The LEA will          2nd      3 rd    4 th

submit documentation that        Quarter Quarter Quarter
participating charter schools
have been invited to
participate in RTTT-funded
activities.
Supporting Activities                    2010-11         2011/12 2012/13 2013/14
(indicate each year activity       2nd     3rd     4th
will be conducted and            Quarter Quarter Quarter
include collective
bargaining, if applicable):
173. Agenda of meetings            X       X      X        X       X         X
Meeting summaries                  X       X      X        X       X         X
LEA meeting emails                 X       X      X        X       X         X
LEA meeting agendas               X        X      X        X       X         X
LEA meeting summaries             X       X       X        X       X         X


174. Deliverable                         2010-11         2011/12 2012/13 2013/14
(required): The LEA will           2nd     3rd     4th
submit a budget that             Quarter Quarter Quarter
provides commensurate
share of grant funds to
participating charter schools.
Supporting Activities                    2010-11         2011/12 2012/13 2013/14
(indicate each year activity      2nd      3 rd    4 th

will be conducted and            Quarter Quarter Quarter
include collective
bargaining, if applicable):
175. Letter of notification        X       X      X        X       X         X
that includes budget
information regarding the
charter school’s
commensurate share of
RTTT funding, activities or
services

176. Deliverable                         2010-11         2011/12 2012/13 2013/14
(required): The LEA will           2nd     3rd     4th
submit expenditure reports       Quarter Quarter Quarter
that demonstrate that               X       X      X        X       X         X
participating charter schools
have received their
commensurate share of
funds or services.
Supporting Activities                    2010-11         2011/12 2012/13 2013/14
(indicate each year activity       2nd     3rd     4th
will be conducted and            Quarter Quarter Quarter

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include collective
bargaining, if applicable):

177. Deliverable                         2010-11         2011/12 2012/13 2013/14
(required): The LEA will            2nd    3 rd    4 th

provide a signed agreement       Quarter Quarter Quarter
from each participating            X                        X       X         X
charter school that states
that the charter school will
provide all necessary data
and reports.
Supporting Activities                    2010-11         2011/12 2012/13 2013/14
(indicate each year activity       2nd     3rd     4th
will be conducted and            Quarter Quarter Quarter
include collective
bargaining, if applicable):


178. Deliverable                         2010-11         2011/12 2012/13 2013/14
(required): The LEA will            2nd    3 rd    4 th

provide documentation that       Quarter Quarter Quarter
FDOE was notified if any           X                        X       X         X
charter school fails to
provide the necessary data
and reports.
Supporting Activities                    2010-11         2011/12 2012/13 2013/14
(indicate each year activity       2nd     3rd     4th
will be conducted and            Quarter Quarter Quarter
include collective
bargaining, if applicable):

Project                     2010-11                       2011/12        2012/13           2013/14
Budget           2nd       3rd Quarter       4th
Summary        Quarter                     Quarter
by Year:
             $6839.60      $6839.60       $6839.60      $27,358.40     $27,358.40      $27,358.40

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) Continued collaboration between
the Charter School and LEA; more highly trained teachers institutionalizing effective teaching
methods; utilizations of a new teacher appraisal system

Supporting Narrative (optional): The LEA and the Charter School will collaborate to ensure that
the Charter School is able to take full advantage of its commensurate share of the RTTT resources.
Inclusion in RTTT ongoing meetings along with monthly meetings with the Charter School will
support this inclusion.

BUDGET EXPLANATION:
The funds indicated in the Budget Summary by Year (above) is the Allocation reserved for Charter

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school based on percentage of students in relation to LEA total. Percentages: 2010-11 = 1%; 2011-
12 = 1.85%; 2012-13 = 2.5%; 2013-14 = 2.5% The funds have been set aside to ensure that as we
move forward that the Charter school has appropriate funding for its RTTT activities.




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

Charter School Letter p.203




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                                 “MOU 14”

NOTE: In various parts of this document and in the Budget Template we have
referenced MOU 14, which is the LEA’s Management Plan. In this way we have
allocated:
     A portion of the expense of the Psychometrician (.30);
     The Indirect expense for the project;
     The expense for the SPSS upgrades which will be used in statistical
       analysis and reporting by the Psychometrician; and,
     The expense of the part-time Project Manager.




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