sdlc strategic plan draft 2014-08-04

7/21/2019 SDLC Strategic Plan Draft 2014-08-04

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School District of Lee County

3-Year Strategic Plan

Initial DraftAugust 4, 2014


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UPD + Cross & JoftusSDLC Strategic Plan Initial Draft | i

TABLE OF CONTENTS

Letter from the School Board Chairman ............................................................................ 1

Letter from the Superintendent ....................................................................................... 1

Executive Summary.......................................................................................................... 2

Introduction .................................................................................................................... 3

Methodology .................................................................................................................................................... 3Strategic Plan Principles ............................................................................................................................. 5

District Overview ............................................................................................................. 8

Students and Schools .................................................................................................................................... 8Governance ....................................................................................................................................................... 8Finance ............................................................................................................................................................... 9

Needs Assessment Findings ............................................................................................ 10

District-wide Goals and Measures .................................................................................. 12

Summary of Organizing Principles and Objectives .......................................................... 13

Objectives, Objective Measures, and Strategies ............................................................. 16

PRINCIPLE 1: Inspire Students to Think and Learn ...................................................................... 16PRINCIPLE 2: Engage Families and Leverage Community Partnerships ........... .......... ......... 20PRINCIPLE 3: Ensure a Safe and Healthy Environment for All ................................................. 24PRINCIPLE 4: Hire and Retain the Best Talent ................................................................................ 27PRINCIPLE 5: Strengthen District Support Systems ..................................................................... 31PRINCIPLE 6: Drive Decisions with Data ........................................................................................... 34PRINCIPLE 7: Allocate Resources Strategically .............................................................................. 38

Appendix A: Community Forum Summary ...................................................................... 42

Appendix B: Glossary ..................................................................................................... 47

Definition of Terms .................................................................................................................................... 47Acronyms ....................................................................................................................................................... 48


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UPD + Cross & JoftusSDLC Strategic Plan Initial Draft | 1

Letter from the School Board Chairman

To be provided in the final document.

Letter from the Superintendent



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Executive Summary



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Introduction

This plan represents a commitment by the SchoolDistrict of Lee County (SDLC) to provide every

student who walks through the doors of an SDLCschool with a world-class education that enables andprepares them to reach their full potential. Thiscommitment defines the vision and mission for the school district.

What does it mean to be a world-class school system?The district was clear: a world-class school systemprepares every learner to realize personal excellenceand to compete in a global workforce. This vision isstraightforward, and it is rigorous. Although

unprecedented, this is what our students deserve. This is the right vision at the right time

for the School District of Lee County.This strategic plan is the result of honest feedback and input from numerous Lee Countystakeholders, including parents, students, civic and business leaders, educators, andadministrators. The feedback from the community was clear: they have high expectationsfor their school district.

SDLC is prepared to make the difficult decisions and engage in the difficult work to makethis mission a reality. You, the SDLC community, will hold us the Board, Superintendent,administrators, educators, and staff accountable for successfully achieving our mission.This work will not be easy; to achieve the outcomes that are reflected in this plan, we willrequire a commitment from everyone in the district.

We understand that we must regularly measure, monitor, and report our progress towardsachieving the mission. Because of this, the strategic plan includes clear and measurableoutcomes which clearly define what we expect of our educators, staff, and students. Inorder to truly monitor our success, these outcomes go beyond the typical measures ofstudent success test scores and graduation rates to include measures of collegereadiness, career readiness, and life readiness.

Methodology

The Superintendent recognizes that in order to drive continuous improvement to buildSDLC into a world-class school district, it is necessary to formulate a clear vision withdefined goals and priorities. In developing these goals and priorities, district leadershipwas committed to a process that ensures that this plan reflects the voices, hopes anddreams of Lee Countys many stakeholders.

The board hired the team of UPD Consulting (UPD) and Cross & Joftus (C&J) to guide thedistrict through the development of this three-year strategic plan. The strategic planning

OUR MISSION

To ensure that each student

achieves his/her highest potential

OUR VISION

To be a world-class school system


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process spanned approximately four months and was structured to ensure a high level ofcollaboration among educators, administrators, and staffand to solicit significantstakeholder input. The process provided many opportunities for all SDLC stakeholders toparticipate, including parents, students, administrators, teachers, staff, community andbusiness leaders, and members of the greater Lee County community, and included thefollowing components:

Accreditation Documentation

SDLC engaged in an intensive Accreditation process, which included a three-day sitevisit by a sixteen-member Advance-Ed Team in early 2014. Accreditation is a voluntarymethod of quality assurance designed primarily to recognize schools adhering to a setof educational standards. UPD/C&J reviewed all the artifacts and findings from this in-depth assessment to gain an understanding of the districts identified strengths andchallenges.

District Data

The UPD/C&J team analyzed district data pertaining to a variety of areas includingbudgets, organizational charts, student outcomes, and demographic information inorder to gain an understanding of the district.

District Staff Interviews and Focus Groups

Between May 15, 2014 and June 13, 2014 UPD/C&J subject-matter experts conducted aseries of district staff interviews and focus groups to review district systems related tothe following areas: Curriculum & Instruction, Human Capital, Finance, Family andCommunity Engagement, Board Governance, and Technology. Over multiple site visits,the UPD/C&J team interviewed board members, district staff (principals, teachers, non-

instructional staff, central office staff, and leadership), and students.

Community Forums

The UPD/C&J team hosted ten community forums attended by over 360 communitymembers, including students, parents, teachers, district staff, and other interestedcommunity stakeholders. To reach a wide range of participants, the meeting locationswere dispersed throughout Lee County, and meetings were held at various times of theday during the week of June 9 through June 13, 2014. A meeting specifically forcommunity, faith-based, and business organizations was held in the morning on June 9,2014. During each session, participants were asked to discuss SDLC strengths,weaknesses, opportunities, and threats, and provide input on top district priorities.

Appendix A provides a summary of the community meeting outcomes, which played akey role in informing this strategic plan.

In addition to the many interviews, focus groups, community forums, and districtleadership meetings, formal input into the development of the strategic plan was providedthrough two advisory groups:


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Steering Committee

The district selected committed leaders from business, faith-based and communityorganizations, law enforcement, educational institutions, and the communityandinvited representatives from the SDLC Board, principals, and district stafftoparticipate in the Steering Committee and provide input and guidance on overall goals

and focus areas for the plan. Their commitment to the strategic plan is expected tocontinue throughout implementation.

Working Groups

The district invited select central office staff; principals; teachers; business,government, and organization representatives; parents; and community members toparticipate in one of seven working groups. Each working group focused on oneorganizing principle and led the development of specific objectives, objective measures,and strategies that will drive implementation of the plan. Each working group met threetimes, including two facilitated work sessions.

We believe this collaborative process resulted in a comprehensive strategic plan thatreflects and balances the priorities of SDLCs varied stakeholders. The hard work and timecommitment of these groups and other stakeholders molded the recommendations of theneeds analysis into an actionable strategic plan with a bold vision and missionandaligned outcomes, guiding principles, objectives, measures, and strategiesthat willprovide clear direction to the district as it moves forward.

Strategic Plan Principles

The accreditation process and data collection, along with the community and staff input,while identifying a number of SDLC strengths, revealed a variety of challenges that must beaddressed in order for the SDLC to realize its vision and goals. This plan aims to leverageour strengths and address the challenges by developing and sustaining systemic coherence.This requires SDLC to have a clear set of beliefs for how to achieve the district outcomes,while aligning systems, structures, policies and processes to support and facilitate thesebeliefs.

PELP Coherence Framework

In order for SDLC to successfully implement an improvement strategy, it is important tostrengthen coherence among actions at the district, school and classroom levels. The PublicEducation Leadership Project (PELP) at Harvard University developed a framework,1researched by the Harvard Graduate School of Education and Harvard Business School,which was designed to help district leaders strengthen coherence by identifying the key

1http://pelp.fas.harvard.edu/book/coherence-framework


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elements that support an implementation strategy. The framework brings those keyelements into a coherent relationship with the strategy and with each other, and guides theactions of people throughout the district in the pursuit of high levels of achievement for allstudents. The PELP framework is primarily applicable to the public education arena, as itwas developed to fit the distinctive context and challenges of managing in this sector.

The districts focus is to prepare students forsuccess in the career and/or college of theirchoice. This is why the focal point ofthe framework is the instructionalcore, or the crucial work of teachingand learning that happens inclassrooms. The core consists ofthree components: teachers

knowledge and skill, students

engagement in their own learning,and academically challenging

content. A theory of change2is anorganization's belief about therelationships between statedactions and desired outcomes. It isoften a used as a tool that guides thedevelopment of a more detailedstrategy. Enveloping the core is thestrategy. This set of actions is intended to raise student performance by strengthening theinstructional core. This strategy must enhance each of the three components at theinstructional core, but how this is done will vary.

Critical to the successful implementation of a district-wide strategy arefiveorganizational elementsthat surround the strategy in the framework. These elements areculture, structures and systems, resources, and stakeholders. District leadershipdirectly influences the effectiveness of these elements.

The outermost layer represents the environmentthat is mostly outside of district control.The environment includes regulations and statutes, contracts, funding, politics, and otherexternal factors. This component is included in the framework because it has the potentialto greatly influence district strategy and operations.

Using the coherence framework to structure the strategic plan demonstrates how policiesand actions at the district level lead to improved student performance in the classroom.

The framework facilitates coherence by:1. Connecting the instructional core with a district-wide strategy for improvement.

2The term theory of change in this graphic is synonymous with thetheory of action.

PELP Coherence Framework


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2. Highlighting district elements that can support or hinder effective implementation.

3. Identifying interdependencies among district elements.

4. Recognizing forces in the environment that have an impact on the implementationof strategy.

Adhering to the guidelines of the coherence framework strengthens planning at the districtlevel as it ensures that all key factors work together systematically. Achieving systematiccoherence will help to create a district that is fully-functional and structured to provideoptimal support to its students, staff, and stakeholders.

Theory of Action

As part of the strategic planning process the Superintendent developed a theory of actiona belief system for how the central offices actions can drive student improvementandaligned strategies:

If the School District of Lee County implements core priorities in all schools,

encourages a culture of innovation, and allows principals to strategically directresources towards students needs, then student achievement will increase.

Strategic Plan Framework

This strategic plan provides overarching goals for the district and a detailed plan for howthe district can apply the theory of action to achieve those goals. The four district-widegoalsare overall outcomes that clearly define success for the district. Each goal issupported by measurable indicators, which are quantifiable measurements that provideevidence of progress towards goals.

The work of the plan is categorized into seven organizing principles, which are high-level

processend results that, if achieved, will enable SDLC to meet its goals. Under eachprinciple, there are a number of objectives, which areprocessoutcomes that SDLC mustcomplete in order to meet its mission. Under each objective, the plan defines objectivemeasures, which provide short-term, actionable datathat inform the effectiveness ofimplementation. Each objective comprises multiple strategies, which outline a definedapproach and series of actions that, if implemented effectively, will enable SDLC to meet itsobjectives and, ultimately, its goals.


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District Overview

The School District of Lee County is the ninth-largest district in Florida and America's 37th-largest school district and one of the largest, fully-accredited school districts in the

nation.

Students and Schools

SDLC proudly educates approximately 85,000 students in grades K-12, with thousandsmore adult learners. It is one of the countys largest employers, with approximately 10,000full- and part-time employeesof those, approximately 5,400 are teachers.

The School District of Lee County has 95 schools, 42 of which are Title I. The breakdown ofschools is as follows:

Elementary Schools 44

Middle Schools 16

High Schools 13

Special Education Centers and Community Schools 14

K-8thGrade Schools 5

Vocational Centers 3

TOTAL 95

The School District of Lee Countys 85,000 students represent 159 countries and speakapproximately 98 different languages. The latest figures show that more than 70 percent ofSDLCsK-12 students participate in the Free & Reduced Lunch Program.

Governance

The Lee County School Board is comprised of five members elected through a District-widevote of the people. Board Members serve four-year terms on a staggered basis and reside inone of the five districts from which they are voted. Members annually elect their Chairmanand Vice Chairman.


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The Lee County School Board sets policies and rules that govern the administration of theDistrict. The Board operates according to Florida laws and Florida Department ofEducation regulations and it sets policy only when members meet in official session. TheBoard appoints the District's Superintendent, who administers the daily operations of theschool system.

Finance

The School District of Lee County has an annual budget of approximately $1.3 billion, whichequates to an average cost of $3 million per day. According to the 2013 SDLCComprehensive Annual Financial Report, just over half of SDLCs revenue comes fromproperty taxes, with the rest from state, federal and other sources.

School Year 2013/14 Budget (Latest Figures)

Budget Categories

2013/14

Budget

General Fund $782.0 million

Capital Fund $220.8 million

Internal Services $127.0 million

Special Revenue $54.8 million

Food Services $59.8 million

TOTAL $1.292 billion

The average per pupil funding for SY2013-14 is as follows (per Florida Department ofEducation):

Regular: $6,224

ESE Programs: $9,340

At-Risk: $6,356 Vocational: $6,231


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Needs Assessment Findings

The extensive data gathering and needs assessment process provided the UPD/C&J teamwith a broad understanding of the issues facing the district from the varied perspectives of

its many stakeholders. This section highlights the districts key strengths and opportunitiesthat were identified during the needs assessment process and informed the development ofthe strategic plan.

Strengths

School-based and central-office staff are talented and consistently go above andbeyond to help students and colleagues.

The student body is diverse, motivated, and talented; families, teachers and thecommunity take great pride in studentsachievement and demonstrated ability toobtain scholarships for college.

The district has demonstrated excellence in its academic and extracurricular programs(e.g., International Baccalaureate, Cambridge, Dual Enrollment, Odyssey of the Mind,AVID, Microsoft Certification, etc.).

The central office is making significant progress in standardizing and streamliningprocesses (e.g., Hiring the Lee County Way).

SDLC facilities are clean and well-maintained, and provide a safe learning environment.Concerns about safety stem from national, rather than local, incidents.

Opportunities

Staff and families are optimistic about new leadership and hope it will bring moreconsistency and innovation in district-wide practices.

Over the past year the district has improved communication with staff and families; thedistrict should standardize the most effective approaches and continue to innovate.

The district should do more to build and leverage partnerships with local business,faith-based, and community organizations and educational institutions to enhanceresources for student learning and growth.

The Student Assignment plan provides many benefits; however, the district shouldconsider ways to mitigate some unintended consequences, such as the time and cost ofbussing and the challenge of building strong school-community connections.

Administrators, teachers, school-based support staff and central office staff are eagerfor professional development opportunities; increasing access to training andmentoring opportunities would improve staff skills and performance.

The district has strong processes and protocols in place for data collection, monitoringcompliance, and ensuring data accuracy/integrity, and needs to build greater capacity


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in analyzing data to evaluate program effectiveness and inform continuousimprovement.

Internal and external stakeholders indicated that support services (e.g., psychologists,social workers, and counselors) are currently under-resourced in schools, andexpressed interest in leveraging partnerships with businesses and organizations to

expand resources for students.This plan provides a roadmap for the district to capitalize on these strengths andopportunities on its journey to become a world-class school district.


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District-wide Goals and Measures

As part of the strategic planning process, the School District of Lee County identified fourgoals and associated measures that, if met, would indicate that the district is making

progress towards its vision and mission.

Increase student achievement

Increased % of students graduating within 4 years

Increased % students going to college, vocational, trade schools, or jobs within 12

months of graduation

Increased # of co/extracurricular opportunities and the % of students participating

in co/extracurricular activities

Increased % of students on or above grade level in third grade

Decreased achievement gap among all student sub-groups on state accountabilitytests.

Increase retention of effective and highly effective employees

Increased % of principals rated effective or highly effective, overall and in hard toserve schools

Increased % of teachers rated effective or highly effective, overall and in hard to

serve schools

Increased staff and teacher engagement

Increased # of partnerships with colleges, universities, and technical institutions

Increase family engagement and understanding of district initiatives and resources

Increased # of interactive responses to electronic communication (increase email

open rate, click-through rates, survey responses)

Increased # of hours of family/community participation at the school-level

Increased # of community partnerships

Increased # of business partnerships

Increased # of seniors completing the Free Application for Federal Student Aid

(FAFSA) form

Become a model continuous improvement organization

Increased # of schools and departments using the tenants of the Florida Sterling

model to drive continuous improvement within our organization.

Increased # of principal innovations each year


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PRINCIPLE 3: Ensure a Safe and Healthy Environment for All

Ensure that schools are safe and conducive to learning and that students receive the

supports necessary to achieve optimal health and happiness.

3.1 Ensure that all schools are safe and secure.

3.2 Ensure that all students have access to comprehensive student services.3.3 Ensure that all students and staff have access to health and wellness opportunities.

PRINCIPLE 4: Hire and Retain the Best Talent

Identify, hire, evaluate and retain the most qualified and effective and teachers and

principals with diverse backgrounds and experience.

4.1 Ensure that all schools are led by an effective or highly effective principal andleadership team.

4.2 Attract and hire highly qualified and effective teachers, administrators, and supportstaff.

4.3 Retain and support the growth of high-performing teachers, administrators, andsupport staff.

PRINCIPLE 5: Strengthen District Support Systems

Strengthen district systems and structures so that staff can focus on providing

excellent customer service and efficient and effective support to schools, families,

and other district stakeholders.

5.1 Utilize a sustained systemic and systematic approach of continuous improvement.

5.2 Ensure that all employees provide internal and external customers with outstandingcustomer service.

5.3 Encourage a culture of innovation throughout the district.

PRINCIPLE 6: Drive Decisions with Data

Develop and implement systems for using clear, consistent and relevant data to

inform classroom instruction and support the continuous improvement of school

and district department practices.

6.1 Develop clear, reasonable and contextual measures of success for every level of thedistricts organization.

6.2 Establish mechanisms to ensure that existing and new data systems adequatelysupport the needs of users across the district.


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6.3 Establish systems and processes for ensuring that internal and externalstakeholders have timely information about progress on district-wide performancemeasures.

6.4 Build the capacity of stakeholders to understand and effectively apply data to drivedecision-making.

6.5 Implement systems for monitoring, analyzing, and improving performance acrossthe district.

PRINCIPLE 7: Allocate Resources Strategically

Allocate the districts resources strategically to ensure that the needs of all students

are being met so that each child has the opportunity to reach his/her full academic

and personal potential.

7.1 Leverage opportunities to generate additional revenues and services.

7.2 Administer a transparent and effective resource-allocation system that alignsresources with district priorities.

7.3 Maximize the utilization of facilities district-wide and ensure capacity for futuregrowth.

7.4 Fund attractor/special programs that demonstrate effectiveness in addressingstudents needs, interests, and unique talents.

7.5 Establish a district standard for quality facilities and ensure equitable maintenancedistrict-wide.

7.6 Establish a district standard for technology and ensure an equitable level district-

wide.


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Objectives, Objective Measures, and Strategies

PRINCIPLE 1: Inspire Students to Think and Learn

Use research-based instructional strategies and other innovative strategies to ensure that all

students meet high expectations and become critical thinkers and engaged citizens.

Objective 1.1 Establish and maintain active and engaging learning

environments in all schools.

Objective

Measure(s)

% Engaged and Actively Engaged on Gallup Student

Engagement Poll

% Engaged and Actively Engaged on Gallup Employee

Engagement Poll

Increase % of teachers rated effective and highly effective in

Classroom Walk-Through Domains 2 and 3

Increase Student Attendance

Increase Teacher Attendance

Increase % of students who feel their school supports and

empowers them to be successful. (StudentClimate/Engagement Survey and Developmental Assets

Profile)

Increase % of students participating in extra-curricular activities

Strategies 1. Increase opportunities for Authentic Learning (Project-based

learning).

2. Expand opportunities for student and staff recognition.

3. Extend the use of Collaborative Learning Structures (WICOR,

Kagan, Thinking Maps).4. Pilot innovative teaching and learning techniques (e.g., flipped

classrooms) in select classrooms and schools to identify

effective alternatives for non-traditional learning.

5. Provide opportunities for students to explore options for their

future:


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Objective 1.1 Establish and maintain active and engaging learning

environments in all schools.

a. Enhance extra-curricular programs at all schools to

ensure relevant opportunities exist for all students.

b.

Ensure all secondary schools offer homeroom or careeracademies as a part of their standard schedules.

c. Promote programs that inform and support student

choices around college and career pathways.

6. Assess student engagement through student surveys and

classroom observations.

7. Evaluate the impact of engagement strategies and revise as

appropriate.

Objective 1.2 Provide a standards-based curriculum that is differentiated to

meet the learning needs of all students.

Objective

Measure(s)

% of students making learning gains on state and district

assessments

% of students who leave 3rdgrade age appropriately, 8thgrade

age appropriately, and graduate high school with 4-year cohort

% of students with IEPs appropriately served in the general

education classroom % of ELL students performing at grade level on state ELL

assessment tool

Strategies 1. Implement a Backward Design planning model for curriculum

2. Ensure access to the core curriculum by all students, including

students with disabilities and English language learners, in

general education classrooms as appropriate.

3. Identify up to three research-based instructional strategies for

full implementation.4. Observe implementation of selected instructional strategies,

analyze implementation and outcome data in PLCs, and adjust

coaching and professional development as appropriate.

5. Promote the use of lesson study among administrators and

teachers in select schools.


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Objective 1.3 Use formative and summative assessment data to provide

stakeholders timely, ongoing feedback to inform instruction.

ObjectiveMeasure(s)

% of teachers receiving effective and highly effective rating indomain 1 and domain 3 indicators of the teacher evaluation

system.

Strategies 1. Develop and consistently implement a framework for school

PLCs.

2. Develop a system-wide assessment process to include:

Formative/summative assessment

Performance-based assessment

Performance task assessment

Pre/post assessment

Standards-based reporting system

Portfolios

Student-led conferences

Student data folders

3. Provide teachers and principals with ready access to data that

can be used to assign students to tiered supports, re-teach

material as necessary, and provide enrichment activities.

4. Provide standards-based intervention/enrichment time in all

schools.

Objective 1.4 Provide timely, targeted interventions, enrichments and

resources to all students to ensure their academic and

behavioral success.

Objective

Measure(s) % of classrooms/schools implementing multi-tiered system of

supports (MTSS) effectively

Quality of tiered (1,2,3) interventions as determined by

evaluation

Strategies 1. Provide teachers with easy access to data and an electronic

progress-monitoring tool.


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Objective 1.4 Provide timely, targeted interventions, enrichments and

resources to all students to ensure their academic and

behavioral success.

2. Identify and provide teachers with research strategies for core

instruction in all subject areas.

3. Identify and provide teachers with research-based academic

and behavioral intervention and enrichment strategies.

4. Develop a system-wide/school-wide MTSS process.

5. Observe implementation of tiered interventions, analyze

implementation and outcome data in PLCs, and adjust

coaching and professional development as appropriate.

Objective 1.5 Become a leader in the county in providing access to high-

quality inclusive early childhood educational resources.

Objective

Measure(s)

% of 4-year olds attending high-quality preschool

% of entering kindergarteners ready to learn as measured by

FLKRS (Kindergarten Readiness Test)

Strategies 1. Develop and promote community partnerships in support of

early childhood education (ECE).

2. Strengthen partnership with Early Learning Coalition.

3. Expand the number of high-quality preschool programs in

schools and local nonprofit organizations.

4. Review current staffing and recruitment efforts to ensure

availability of high-quality early childhood educators.

5. Promote, expand, and enhance parent and family engagement

and access as an integral part of ECE.

6. Implement ECE programs with consideration given to first-

language instruction.7. Evaluate district and community facilities to ensure adequate

and appropriate facilities.


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PRINCIPLE 2: Engage Families and Leverage Community Partnerships

Clearly communicate and build a common understanding of the districts vision and priorities

by engaging all stakeholders families, community, business partners, and district staff.

Objective 2.1 Respect all students and families diverse perspectives, values,

cultures, abilities, and beliefs.

Objective

Measure(s) % of parents reporting feeling respected and valued

% of families reporting that they trust the school

% of families reporting that they trust the district

% of parents reporting that they have a they have a say in their

childs education

% of parents reporting that the district and school provide

them with the resources to support their childs learning

Strategies 1. Provide school staff with ongoing cultural-proficiency training

to foster respect for students and families of diverse cultures:

Identify relevant evidence-based best practices and

document them in Sharepoint.

Develop cultural competencies and awareness for schools,

focused on their demographics.

Provide customer service training for support staff(including front office staff) to support to support/embrace

the community.

Include cultural-proficiency training in new hire orientation.

2. Develop tools to help staff overcome language barriers.

Provide translator services via a subscription service.

Maintain a directory of local volunteers who are able to

assist with translation.

Offer language classes for teachers and staff so that they

are able to communicate at a basic level in a variety of

languages. Provide support and resources for non-native English

speakers.

3. Recruit multi-cultural staff and volunteers to mirror the district

and school population.

4. Embrace, recognize, and celebrate diversity and family


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Objective 2.1 Respect all students and families diverse perspectives, values,

cultures, abilities, and beliefs.

structure:

Include cultural holidays on calendars.

Integrate cultures via the fine arts. Align Food Servicesmenus to cultural-specific holidays.

Include and highlight a selection of titles (including digital)

that embrace diversity in libraries. Reach out to the

community to assist with funding school libraries and/or

providing titles.

Develop a marketing strategy that promotes the district-

wide celebration of cultural diversity.

Objective 2.2 Develop mutual trusting relationships among parents, students,schools, district staff, and community.

Objective

Measure(s)

% of local organizations offering internships, job shadowing

opportunities, and diploma to hire relationships

# of clicks it takes to get to the good news

Strategies 1. Increase community partnerships to provide additional

resources to support schools for:

Staff development Student opportunities

2. Explore and implement non-traditional methods of

communication to share good news about the district.

Start with the district website is it parent-friendly?

Ask the Chamber and other community partners to share

information via their websites/newsletters.

3. Define expectations and protocols for all levels of leadership to

engage with the community:

Superintendent and Board Members (or representative ) at

schools with common message. District expectation for school leaders to embrace

community. Be prepared and welcoming.

Maintain program continuity if leadership changes have a

written succession plan.

Speakers Bureau for teachers to share their own expertise.


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Objective 2.2 Develop mutual trusting relationships among parents, students,

schools, district staff, and community.

4. Develop and disseminate paper and electronic resources to

help parents clearly understand school processes and policies:

Take a proactive approach to reach out to parents.

Teach families how to use smart mobiledevices.

Be open and transparent with schools processes and

procedures.

Provide opportunity for parents to submit questions during

the course of the year that can be addressed at various

school forums.

Schools need to increase communication of their events on

a more regular basis.

5. Increase opportunities for students to engage in hands-on

projects to build real-world connections in the community,

project-based learning opportunities, and higher-order thinking

activities both inside and outside of the classroom.

Objective 2.3 Remove barriers to community and family engagement

[Engagement is defined as a participatory relationship among

family, community and schools].

ObjectiveMeasure(s)

% of parents or community members who are actively engagedin the schools as measured by mid-year and end-of-year survey

% of parents who feel that schools are welcoming and

supportive

Strategies 1. Identify current barriers to community/family engagement.

2. Inventory and assess the effectiveness of current engagement

strategies at the school and district level.

3. Develop and implement a family/community engagement plan

to remove/mitigate barriers to engagement.

Use Parent Link

Include survey with report card

Identify and share best practices

4. Develop and implement an outreach strategy to engage

community partners in education.


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Objective 2.4 Increase the level of meaningful parent engagement at home,

school and the district level to support student learning.

ObjectiveMeasure(s)

% of increased involvement through Parent Link

# of parent volunteer hours

% of parents volunteering

Strategies 1. Conduct a study to determine how and when parents want to

engage.

How do we currently engage parents? Increase/add to what

were currently doing to further engage parents.

Conduct a school-specific needs assessment to determine

what type of engagement parents want/need.2. Determine how to measure family engagement at the school

level (e.g. total attendance for school events like back-to-

school night, surveys, number of parent contacts)

3. Organize formal and informal social events that encourage

parent participation:

Back-to-School nights

Informal social engagements unstructured

Family nights at schools with a focus on academics and

assessment

Parent University

Use electronic sign-in to document and count parents who

attend their student activities (arts, sports, etc.).

4. Define specific parent outreach activities to be conducted by

schools and teachers to support student learning.

Positive indicator on report card (i.e., teacher adds a

positive comment to note parent involvement).

School staff reaches out to parents for a specific task.

Student Led Conferences - goal setting for child and parent

led by child.

Use social media (Parent Link and Lee County Schools app)

to disseminate and collect information.


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PRINCIPLE 3: Ensure a Safe and Healthy Environment for All

Ensure that schools are safe and conducive to learning and that students receive the supports

necessary to achieve optimal health and happiness.

Objective 3.1 Ensure that all schools are safe and secure.

Objective

Measure(s) # of documented disciplinary incidents

% of students who feel safe when they are at school

Level of compliance with required safety training and drills

Strategy 1. Increase the number of School Resource Officers, assigning

them to elementary schools where needed.2. Utilize School Resource Officers to assist with delivery of

curriculum related to Physical Education, Health and Wellness

classes (bullying awareness, substance abuse prevention and

cyber bullying safety/awareness).

3. Provide annual security training for security specialists through

the Southwest Florida Public Safety Academy at Fort Myers

Institute of Technology.

4. Implement evidence-based prevention strategies/programs in

all schools.

5. Implement a system to track and monitor at-risk students.

6. Include Safety and Security in design of new buildings and

refurbishing of existing buildings.

Objective 3.2 Ensure that all students have access to comprehensive student

services.

ObjectiveMeasure(s)

% of students who feel that their school supports andempowers them to be successful

% of students who report a high level of school connectedness

% of students participating in extra-curricular activities

% of students who are referred to social agencies and receive


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Objective 3.2 Ensure that all students have access to comprehensive student

services.

services

gap between the % of students who are referred to social

agencies and the % who are referred and receive services

% of parents who are aware of available support services

% of students who are absent 20 or more days

Strategies 1. Create community and business partnerships to support

student services.

2. Increase the ratio of student services personnel (social workers,

counselors, psychologists, etc.) to students.

3.

Develop and implement comprehensive school counselingprograms in each school.

4. Increase the number of schools providing information to

parents, students, and other stakeholders regarding:

definition of bullying, harassment, and peer conflict

awareness of and access to services

5. Identify and audit existing peer mediation programs and best

practices used in schools with a formalized program in place.

6. Provide additional peer mediation training.

7.

Offer Restorative Justice Circle training to interested schoolsthrough Student Services Prevention Specialist.

Objective 3.3 Ensure that all students and staff have access to health and

wellness opportunities.

Objective

Measure(s) # of extracurricular activities related to health and wellness

# of student absences

# of teacher absences

Strategies 1. Pursue business and community involvement in providing

extracurricular health and wellness activities.

2. Spread awareness of mini-grants that promote health and


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Objective 3.3 Ensure that all students and staff have access to health and

wellness opportunities.

wellness.

3. Expand the resources of current LCPEC gym and identify

community partnerships to assist in this expansion.

4. Increase healthy options for outdoor activities that foster

wellness, a sense of community, and quality family time for all

Lee County School District stakeholders.


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PRINCIPLE 4: Hire and Retain the Best Talent

Hire, evaluate, and retain the most qualified and effective employees with diverse

backgrounds and experience.

Objective 4.1 Ensure that all schools are led by an effective or highly effective

principal and leadership team.

Objective

Measure(s) % of schools led by an effective or highly effective principal

Strategies 1. Develop principals to be instructional leaders and hold them

accountable for implementation of academic priorities and

increased student performance.

2. Enhance the training of teachers, principals, and principal

supervisors on teacher and principal evaluation processes and

procedures by incorporating inter-rater agreement and

external evaluation professional development.

3. Provide meaningful feedback to all teachers, delivered in a

timely manner through informal observations, coaching, and

feedback conferences.

4. Provide frequent, standardized, and consistent messaging

around teaching and learning.5. Provide feedback for continuous growth to administrators,

coaches, and teachers.

6. Design and implement a principal-support model:

Define job responsibilities and continue to develop principal

supervisors

Develop a clear theory of action, grounded in expectations

around what effective principals are accountable for in the

district (including what the negotiable vs. non-negotiable

factors are for their leadership and autonomy).

Design and implement the feedback, support, and coaching

model between the principal and principal supervisor.

Design and implement the feedback, support, and coaching

model between the principal and principal supervisor.

7. Identify highly effective principals, placing them in high-need


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Objective 4.1 Ensure that all schools are led by an effective or highly effective

principal and leadership team.

schools, and allowing them to select a cohort of staff.

8. Create succession plans to develop a pipeline of highly effective

principals.

9. Identify ineffective teachers and principals and develop a plan

of support; remove ineffective teachers and principals if

development plan is unsuccessful.

Objective 4.2 Attract and hire highly qualified and effective teachers,

administrators, and support staff.

ObjectiveMeasure(s)

Increase the % of teachers hired by June 1.

Increase the % of teachers, administrators, and staff reporting

satisfaction with recruitment, hiring, and onboarding processes

Strategies 1. Establish and document a standardized approach for the

application, interviewing, and selection of all employees

(expand Hiring the Lee County Way).

2. Develop a recruitment plan.

3. Establish partnerships with colleges and universities nationally

and internationally:

Establish an employee referral program for potential

applicants with incentives.

Establish an alumni retrieval program.

Establish an employee college of education connection

(have alumni attend recruiting events).

Establish SDLC marketing programs with local universities

to attract college students to local teaching positions early

in their college careers.

4. Develop a hiring and retention plan to maximize opportunities

to increase staff diversity. Explore ways to increase the diversity of the staff.

Send out recruitment teams that reflect the population/age

we are trying to attract (make sure they research the area

for local information).

5. Develop a New Hire On-boarding Program.


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Objective 4.3 Retain and support the growth of high-performing teachers,

administrators, and support staff.

6. Create and implement high-quality induction programs and

mentor programs for classified staff. Add new-hire feedback

surveys for classified staff.

7. Provide varied opportunities for professional development:

Embed professional development during the school day.

Use alternative scheduling scenarios to increase

opportunities for professional development.

Continue to expand professional learning opportunities in

partnership with postsecondary and college (credit and

non-credit) continuing education programs.

Involve teachers in multi-year professional development

opportunities and/or extension activities.

Involve teachers and staff in the planning and facilitating of

professional development opportunities.


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PRINCIPLE 5: Strengthen District Support Systems

Strengthen district systems and structures so that staff can focus on providing excellent

customer service and efficient and effective support to schools, families, and other district

stakeholders.

Objective 5.1 Utilize a sustainedsystemic and systematic approach of

continuous improvement.

Objective

Measure(s)

% of Departments and schools utilizing the Baldrige/Sterling

approach as a long-term management system

% of staff completing Baldrige/Sterling PD

Quality of product or service

# of schools eligible for Sterling award

Strategies 1. Define and implement a model of continuous improvement

(Baldrige/Sterling) and build awareness throughout the district.

2. Implement and sustain a Strategy Deployment Department to

monitor and support implementation of DSP, including the

Baldrige/Sterling governance model

3. Provide PD around continuous improvement model so that it

becomes the expectation.

4. Develop dashboards to track in-process measures.

5. Leverage technology to meet system goals and monitor

progress.

6. Redefine job descriptions to include quality management

competencies.

Objective 5.2 Ensure that all employees provide internal and externalcustomers with outstanding customer service.

Objective

Measure(s)

% of customers reporting that they receive outstanding

support, segmented by group (e.g. principals, teachers, support

staff)


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Objective 5.2 Ensure that all employees provide internal and external

customers with outstanding customer service.

% of community members and/or parents reporting that they

have favorable impressions of district central office

Central office response time for requests or questions from

schools, community members, parents

% of complaints handled satisfactorily

% of customer satisfaction with:

o Service

o Cost

o Time

Strategies 1. Establish a common vocabulary of the Lee County Way for

customer service:

Establish consistent measures

Collect baseline data

Develop a system-wide process for handling complaints

2. Reduce variation through consistent training (job instruction

training).

3. Collect and report on-going satisfaction data.

4. Cross-train staff within departments to build redundancy and

expand staff skills.

5. Increase employee engagement through professional

development and team building activities.

Objective 5.3 Encourage a culture of innovation throughout the district.

Objective

Measure(s)

# of new ideas submitted each week

# of new ideas implemented

# of open ideas

Strategies 1. Develop a system-wide process to encourage, collect, evaluate

and implement innovative ideas from district stakeholders:


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PRINCIPLE 6: Drive Decisions with Data

Develop and implement systems for using clear, consistent and relevant data to inform

classroom instruction and support the continuous improvement of school and district

department practices.

Objective 6.1 Develop clear, reasonable, and contextual measures of success

for every level of the districts organization.

Objective

Measure(s) % of departments and schools that have at least two

performance measures that support the goals of the strategic

plan

% improvement on those measures

Strategies 1. Form a workgroup to develop short- and long-term measures

for central office:

Timeliness

Efficiency

Customer service

2. Form a workgroup to develop short- and long-term measures

for schools:

Proficiency

Growth (formative and summative)

Climate

3. Adopt a common language across the district for describing

progress towards and success in meeting district-wide goals.

4. Develop protocols for ensuring accurate and timely data can be

collected to inform progress on measures.

Objective 6.2 Establish mechanisms to ensure that existing and new datasystems adequately support the needs of users across the

district.

Objective

Measure(s) % of users who believe the data tools/systems that are

available to them enable them to use data effectively to


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Objective 6.2 Establish mechanisms to ensure that existing and new data

systems adequately support the needs of users across the

district.

inform/support their work

Strategies 1. Assess existing systems ability to meet the functional needs of

users and identify gaps in functionality or system capability.

2. Identify and prioritize system changes and/or new systems or

tools necessary to support data needs throughout the district.

3. Develop and implement an improved process for engaging user

representatives in the development process for new or

improved data tools.

4. Conduct a review process to assess the effectiveness of existing

systems and tools in supporting district/school data needs.

Objective 6.3 Establish systems and processes for ensuring that internal and

external stakeholders have timely information about progress

on district-wide performance measures.

Objective

Measure(s)

% of stakeholders reporting that they have timely information

about progress on district-wide performance measures

Strategies 1. Engage internal and external stakeholders in dialogue about

the types of data that they are interested in and how they can

use the data.

2. Design and develop data dashboards for key stakeholders with

differentiated view, access, and functionality based on user

needs. Determine content and timeline for proactively sharing

performance data to various stakeholders.

3. Develop and implement processes to push relevant data to all

stakeholders, including effective communications withstakeholders.


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Objective 6.4 Build the capacity of internal and external stakeholders to

understand and effectively apply data to drive decision-

making.

Objective

Measure(s)

% of stakeholders who applied data to meet the identified

measures

% of stakeholders using the available technologies and

measures

Strategies 1. Focus on developing school leadership capacity for using data

to inform decisions about the types of interventions and

supports for teachers, and facilitating staff collaboration and

use of data to inform instructional planning.

2. Engage user representatives in the design/development of

training on new systems/tools, to ensure that the rollout ofthese tools lead to adoption of new practices in using data.

3. Engage a subset of schools and/or individuals as early

adopters to test and provide feedback on the systems and

training and inform district-wide deployment.

4. Establish and grow a network of qualified data experts willing

to serve as a resource to other staff or to schools.

5. Establish regular communication (e.g. newsletter, staff

meetings) about using data to stakeholders throughout the

district: Best practices

Tips and techniques

Case studies/Success stories

Availability of training and support

Objective 6.5 Implement systems for monitoring, analyzing, and improving

performance across the district.

Objective

Measure(s) % of department/schools showing improved performance on

measures identified in objective 6.1

Strategies 1. Establish a district-level performance management process that

emphasizes and continually reinforces a district-wide cultureof


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Objective 6.5 Implement systems for monitoring, analyzing, and improving

performance across the district.

data-based decision making.

2. Train district-level managers on the skills associated with

interpreting and discussing data, and using those data tohypothesize about strategies and tactics that will change short-

term indicators of performance.

3. Identify critical areas of district operation or programming to

undergo detailed program evaluation/return on investment

analysis.


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PRINCIPLE 7: Allocate Resources Strategically

Allocate the districts resources strategically to ensure that all children have the opportunity to

reach their full academic and personal potential.

Objective 7.1 Leverage opportunities to generate additional revenues and

services.

Objective

Measure(s)

% increase in revenue from grants

% increase in grant applications and awards

% increase in revenue and services from partners

% increase in revenue generated from use of facilities

% increase in the number of facilities used to generate revenue

Strategies1. Identify and implement appropriate and allowable

opportunities to build revenue sources using current fixed

assets.

2. Create streamlined processes that promote the use of district

assets for financial return.

3. Explore and procure grant opportunities to fund programs.

4. Explore and increase private/public/community partnerships

and endowments as sources of alternative funding.

5. Increase special program offerings that generate income for

the district.

6. Explore and implement Board/County/voter initiative and lobby

for legislative action to generate additional sources of revenue

by 2018.

Objective 7.2 Administer a transparent and effective resource-allocation

system that aligns resources with district priorities.

Objective

Measure(s) Program evaluation (statistics on successful program

completion)

Enrollment counts and demographic breakdown of students

participating in attractor and special programs


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Objective 7.2 Administer a transparent and effective resource-allocation

system that aligns resources with district priorities.

Rubric to assess allresources given to schools, and the

alignment of resources with SIP

Strategies1. Create/maintain an equitable school funding formula that

provides maximum flexibility to meet student needs and is

aligned with the strategic plan.

2. Develop evaluation systems that effectively assess the

allocation of resources to schools and departments.

Conduct an analysis of actual class size (number of students

in each class/section) to identify opportunities to better

target resources to at-risk students and to support core

subjects. Conduct an analysis of actual teacher and other staff

profiles by school to ensure equitable staffing across

schools.

3. District departments define metrics for performance

assessment.

Objective 7.3 Maximize the utilization of facilities district-wide and ensure

capacity for future growth.

Objective

Measure(s) Average class size

School enrollment vs. capacity

Strategies1. Analyze and update the student assignment plan to maximize

current available seats.

2. Analyze grade configurations at schools to maximize available

seats.

3.

Create a three-year plan to ensure seat availability for all

projected students.

4. Evaluate current capacity use in each building.

5. Research and utilize creative scheduling to maximize available

seats.


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Objective 7.5 Establish a district standard for quality facilities and ensure

equitable maintenance district-wide.

Objective

Measure(s) # of documented safety violations

Rubric for facility assessment to document equity among all

school facilities

Strategies1. Define minimum standards for facilities and safety.

2. Define ideal staffing, equipment, cleanliness and facility needs

to maximize learning.

3. Determine policies, staffing, and equipment required to

maximize safety at each school.

4. Conduct a formal facilities assessment for all schools

periodically and assess compliance with minimum facility and

Objective 7.4 Fund attractor/special programs that demonstrate effectiveness

in addressing students needs, interests, and unique talents.

Objective

Measure(s)

Amount of alternative funding for programs

Proportion of funding dedicated to programs at schools,

reflecting cost and need

Strategies1. Develop an effective method to determine program placement.

2. Create/maintain an allocation method to be used to

appropriately and uniformly fund attractor and special

programs.

3. Increase the amount of support received from community and

business partnership for programs:

Leverage community and business partners to supportprograms

Identify at least one champion from business partners to

support programs

4. Develop effective marketing processes to inform stakeholders

about programs.


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Objective 7.5 Establish a district standard for quality facilities and ensure

equitable maintenance district-wide.

safety standards.

Objective 7.6 Establish a district standard for technology and ensure an

equitable level district-wide.

Objective

Measure(s)

Student to device ratios

# of help desk requests for equipment failure

Documented adherence to appropriate refresh/replacement

schedule

Strategies1. Determine technology needs based on state mandates, district

initiatives, and program requirements for all schools.

2. Develop a technology infrastructure that supports instructional

requirements.

3. Develop a three-year plan to identify funding to acquire and

support defined technology needs.

4. Provide resources for appropriate and sustained training to

integrate technology and instruction.


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Appendix A: Community Forum Summary

The process by which UPD/Cross & Joftus develops a strategic plan relies, in part, onfeedback received by all school district stakeholders. In order to give the School District of

Lee County (SDLC) community the space to offer this feedback, ten Community Forumswere held during the week of June 8th, 2014. These meetings were held in ten differentregional locations: LCPEC, Franklin Park Elementary, Riverdale High, Pine IslandElementary, Cape Coral High, Island Coast High, Tice Elementary, Heights Elementary,Bonita Springs Middle and Veterans Park Academy. The district advertised the meetings onits website, through the press and directly to parents via principals in order to encourage alevel of participation that would represent a truly inclusive snapshot of the communitys

concerns. The agenda for each meeting was intentionally consistent and consisted of thefollowing three components:

1. Trophiesparticipants worked in

groups to identify what they aremost proud of in the district,focusing on four key areas:students, teachers andadministrators, programs, andfacilities

2. SWOT Analysisparticipantsworked in groups to identifyStrengths, Weaknesses,Opportunities, Threats (SWOT) forthe district.

3. Dotocracyparticipants wereasked to use dots to individuallyvote on their priorities for thedistrict.

Notes from each session were captured and duly noted. The outcomes of each of thesesessions are outlined below (Trophiesare incorporated into the Strengths section of theSWOT Analysis).

SWOT ANALYSIS

All attendees participated in a S.W.O.T. analysis where they highlighted what they believedto be the strengths, weaknesses, opportunities, and threats with regard to SDLC. For thepurposes of this report, the responses were consolidated into groups so that theinformation was effectively aggregated.


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14

109

7 76 6

5 5 54

0

2

4

6

8

10

12

14

16

NumberofMentions

Opportunities

10 109

87 7

5 54 4 4

0

2

4

6

8

10

12

NumberofMentions

Threats


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DOTOCRACY

The dotocracy activity allowed participants to vote on issues that they wanted the StrategicPlan to address. Nine categories or areas of concern were posted around the room on chartpaper:

1. Transportation

2. School Choice*

3. Rigor & Curriculum

4. Community Engagement

5. Technology

6. Equity

7. Safety & Security

8. Early Childhood Education

9.

Alternative Education10.Family Engagement

11. Image & Perception

12. English Language Learners & Cultural Competency

* For the purposes of the dotocracy, School Choice was the term used to describe the Student

Assignment plan.

Participants were then given a specific number of dots that they could place under anycategory. They could distribute their dots evenly among a few different categories, or, forexample, they could place all their dots under Equity.

Note: Some attendees left the Community Meetings early and did not participate in

this exercise.

Some findings from this exercise include:

Rigor and Curriculum had the largest percentage of total votes, with 15.3 %.

Family Engagement was the second area of most concern, receiving 11.3% of the votes,followed closely by Community Engagement (10.2%).

ELL and Cultural Competency came in 11th with 5.8% of the total votes, however therewere very few non-English-speaking participants in attendance at the meetings.

Total participation numbers are included in the following tables.


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0

50

100

150

200

250

300

350

400

Community Forum Prioritization


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Appendix B: Glossary

Definition of Terms

Term Definition Example

Mission Statement of the broad, timeless

purpose of the organization; its

reason for existing.

To ensure that each student

achieves his/her highest personal

potential

Vision A short, concise statement of the

organizations future that describes

where the organization is going and

what it will look like.

To be a world-class school system

District-wide

Goal

Overall outcome that clearly defines

success for the district within the

prescribed timeframe, when

supported by measurable indicators

(see below).

Increase student achievement.

Indicator A quantifiable measurement that

will provide evidence of progress

towards goals.

Increased percentage of students

graduating from high school in four

years.

Organizing

Principle

High-level process end results that,

if achieved, would enable SDLC to

meet defined outcomes.

Inspire Students to Think and Learn

Objective Process outcomes that SDLC must

achieve if we are to meet our mission.

Provide a standards-based

curriculum that is differentiated to

meet the learning needs of all

students.

Objective

Measure

Provide short-term, actionable data

which inform the effectiveness ofimplementation.

Percent of students with IEPs

appropriately served in the generaleducation classroom.

Strategy A defined approach and series of

actions that, if implemented

effectively, will enable SDLC to meet

objectives.

Implement a Backward Design

planning model for curriculum.


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Acronyms

Abbreviation Definition

C&J Cross & Joftus

ELL English-Language Learner

ESE Exceptional Student Education

FAFSA Free Application for Federal Student Aid

FLKRS Kindergarten readiness Test

IEP Individual Education Plan

LCPEC Lee County Public Education Center (District offices)

MTSS Multi-tiered System of Supports

PD Professional Development

PLC Professional Learning Community

SDLC School District of Lee County

SRO School Resource Officer

UPD Urban Policy Development, LLC

sdlc strategic plan draft 2014-08-04

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