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Success Plan2017-18 PASCO COUNTY SCHOOLS

2 Pasco County Schools Success Plan

Sunray2017-18 Success Plan Development Team Metric OwnersTerry Aunchman, Director, Office for Career and Technical EducationMolly Blair, Senior Supervisor, Student Services Division, Student Support Programs and ServicesLinda Brunner, Programmer/Analyst, Office for Technology and Information ServicesMark Butler, Supervisor, Office for Accountability, Research, and MeasurementLinda Cobbe, Public Information OfficerDominick Cristofaro, Senior Finance Manager, Financial ServicesLaura Drew, Program Coordinator, Student Support Programs and ServicesAndy Dunn, Media Production, Communications and Government RelationsMark Fox, Director, Maintenance ServicesJulie Hedine, Director, Food and Nutrition ServicesPatricia Howard, Senior Manager, Employee Benefits and Risk ManagementSamantha Del Valle, Senior Supervisor, Educational and Innovative Options, Office for Teaching and LearningCourtney Lough, Senior Instructional Specialist, K-6 ELA, Office for Teacher and LearningRichard MacLemale, District Website Coordinator, Communications and Government RelationsJoanne Millovitsch, Director, Finance ServicesTeresa Montanez, Human Capital Partner, Office for Human Resources and Educator QualityMelissa Musselwhite, Director, Student Support Programs and ServicesChristine Pejot, Director, Office for Human Resources and Educator QualityAngela Porterfield, Director, Early Childhood ProgramSpencer Pylant, Communications & Government Relations Liaison, Communications and Government RelationsLibby Rossman, Secretary II, Communications and Government RelationsJoy Salerno, Supervisor, Office for Accountability, Research, and MeasurementGary Sawyer, Director, TransportationRamon Suarez, Supervisor, Graduation Enhancement, Student Support Programs and ServicesOlga Swinson, Chief Finance Officer, Superintendent StaffMary Tillman, Director of Internal Audit, Superintendent StaffTom Topping, Human Capital Partner, Office for Human Resources and Educator QualityNicole Westmoreland, Director, Purchasing Services

Superintendent StaffKurt Browning, SuperintendentRay Gadd, Deputy SuperintendentTammy Berryhill, Assistant Superintendent - High SchoolsLinda Cobbe, Public Information OfficerMarcy Hetzler-Nettles, Assistant Superintendent - Middle SchoolsVanessa Hilton, Assistant Superintendent for Student AchievementDr. Monica Ilse, Assistant Superintendent - Elementary SchoolsBetsy Kuhn, Assistant Superintendent for Support ServicesKimberly Poe, Executive Director - Elementary SchoolsDr. David Scanga, Assistant Superintendent - Elementary SchoolsKevin Shibley, Assistant Superintendent for AdministrationOlga Swinson, Chief Finance OfficerMary Tillman, Director of Internal Audit

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CONTENTS 04 Mission, Vision &

Success Moments

05 Letter from the Superintendent

06 Pasco County School Board

08 Anatomy of a Success Plan

12 Work Plan: Tactics

40 Performance Plan: Metrics

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Pasco Schools MissionProviding a world-class education for all students.

Pasco Schools VisionAll our students achieve success in college, career, and life.

Key PrioritiesHigh Impact InstructionData-Driven DecisionsCollaborative Culture

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Pasco County Schools Success Plan 5

LETTER FROM THE SUPERINTENDENTKurt S. Browning

We are pleased to share with you Pasco County Schools’ 2017-18 Success Plan.

In July of 2015, the School Board approved Pasco County Schools’ first ever Success Plan. Unlike so many strategic plans, which end up on shelves gathering dust, our Success Plan is operational. It is the guide for how the district and its schools do business.

This document represents ongoing, collaborative work by hundreds of individuals across the district. Steps taken in this Success Plan are designed to ensure sustainable Pasco schools for years to come – and a world-class education for all of our students.

Now that we are in the third year of our Success Plan, we can see that this plan, its fluid nature, and its performance measures are working. We have seen results in improved student achievement, innovative and cost-saving operational programs, the 8th best teacher retention rate in Florida, and monumental increases in community and stakeholder engagement.

Moving forward, we will more closely align all of our work with this Success Plan, and all of our schools and the district will continue to follow aligned Success Plans that will help us realize our vision, that all of our students achieve success…in college… career… and life.

Sincerely,

Kurt S. BrowningSuperintendent of Schools


Colleen Beaudoin District 2Colleen Beaudoin was elected to the School Board in 2016.

Mrs. Beaudoin earned her Bachelor’s Degree from University of South Florida and her Master’s Degree from The University of

Tampa. She was a public high school mathematics teacher for 17 years. Since leaving the classroom, she has provided professional development, instructional support, and mentoring to mathematics teachers. She has also written mathematics curriculum and developed resources and hosted podcasts for mathematics instructors at the Florida Center for Instructional Technology. Mrs. Beaudoin has worked on several grants with mathematicians and educators across the state of Florida to improve content knowledge of mathematics teachers. At The University of Tampa,

Mrs. Beaudoin was part of the team that implemented the Science Math Masters grant in partnership with the Florida Department of Education. She is currently an Instructor of Mathematics at The University of Tampa.

Mrs. Beaudoin is a member of the Mathematics Association of America, National Council of Teachers of Mathematics, and the National Society for Experiential Education. At The University of Tampa, she serves on the Assurance of Learning Committee, the Admissions Committee, the Accessibility Committee, and is an advisor for two student organizations. Her State of Florida teaching certificate is active through 2019. In the community, she is an active volunteer with Tourette Association of America where she is a member of the National Education Advisory Board as well as a local support leader.

Mrs. Beaudoin is married to Douglas Beaudoin and has three sons.

Pasco County School BoardAllen Altman District 1Allen Altman was elected to the School Board in 2006, and was re-elected without opposition in 2010 and 2014. He has served as vice-chairman and chairman of the board.

Mr. Altman has lived in Pasco County almost all his life, and graduated from Pasco High School. He is an agency manager for Farm Bureau Insurance Companies, for which he has worked most of his adult life. He is also involved in real estate, agriculture, and banking.

Mr. Altman is a longtime member of the Dade City Kiwanis Club, Hardy Benevolent Trust and Winter

Haven Citrus Growers Association. He has served on the Pasco High School Advisory Council, the Pasco Education Foundation, the Story Dads Reading Program at Lacoochee Elementary School and as a trustee member of Bayfront Hospital in Dade City.

Mr. Altman is a member of the Leadership Tampa Bay Class of 2005. He has received the Business Recognition award for Outstanding Support of Education from the Florida Education Foundation, the CARE award for Service to Children from the Pasco Pediatric Foundation, the Florida Agency Manager of the Year award from Farm Bureau Insurance Companies, and the Kiwanian of the Year award.

Mr. Altman is married to Laura and has two daughters and four grandchildren.


Alison Crumbley District 4Alison Crumbley was elected to the School Board for a two-year term in 2010, and was re-elected in 2012. She served as vice-chairman and chairman of the board.

Mrs. Crumbley has been a Pasco County resident since 1967. She

is a graduate of Gulf High School and the University of Florida. She currently works in a commercial real estate firm as public relations and marketing director.

Mrs. Crumbley co-founded the Cinderella Project of Pasco and the Prince Charming Project for Pasco’s young ladies and

men desiring to attend their prom but needing financial help. She serves on the Sunshine Kids Foundation, attends Trinity Presbyterian Church of Seven Springs, and is a former Athletic Booster Club board member at River Ridge High School.

Mrs. Crumbley served as PR Chairman for Super Playground in Sims Park, and is a past member of the River Ridge School Advisory Council, Junior Service League of West Pasco, All Children’s Guild of West Pasco, and the Citizens Advisory Council. Mrs. Crumbley also has been an Odyssey of the Mind coach.

Mrs. Crumbley is married to Allen Crumbley, and all three of their children graduated from Pasco County high schools.

Steve Luikart District 5Steve Luikart was elected to the School Board in 2010, and was re-elected in 2014. He has served as vice-chairman of the board and chairman of the board. He has 36 years of experience in Pasco County Schools as a teacher, assistant principal and

school board member.

Mr. Luikart is a member of the Gulf High School Class of 1969. He attended Sandhills Community College in North Carolina on a basketball scholarship and received his Associate of Arts degree. He earned his Bachelor of Science degree from University of West Florida. He has a State Vocational Directors Certificate from Florida

International University, and received his Master’s Degree in Administration, Supervision and Curriculum in Education from the University of South Florida.

Mr. Luikart is a Florida School Boards Association State Certified School Board Member. He is a member of Florida Retired Educators - West Pasco Chapter, the Association for Supervision and Curriculum Development, Florida Assistant Principal Association, Florida Association of School Administrators, New Port Richey Elks Lodge #2284, and Boys and Girls Clubs of Pasco County. He was named Florida Assistant Principal of the Year 2001 by the Florida Association of School Administrators. His State of Florida teaching certificate is active through 2019 in seven areas of certification.

He is a lifelong resident of Pasco County, has been married for 41 years, is the father of three, and is a grandfather of four.

Cynthia Armstrong District 3Cynthia Armstrong was elected to the School Board in 2010, and was re-elected without opposition in 2014. She has served as vice-chairman and chairman of the board. She also served as a Pasco Mosquito Control Board Commissioner from 1993 to 1997.

Mrs. Armstrong earned her Bachelor’s Degree in Biology from Wake Forest University and her Master’s in Education from the University of South Florida. Her career in education began in Pasco County as a science teacher at Ridgewood High School in 1978. Mrs. Armstrong taught science in 7th through 12th grades, and has been an adjunct professor at Pasco Hernando State College and St. Petersburg College.

Mrs. Armstrong is a business owner who has remained involved with education by serving as chairman of the Chamber of Commerce Education committee, judging for Odyssey of the Mind and senior projects in the high schools, and serving as a Rotary member working with the high school Interact Clubs.

Her community service and activities include membership on the Pasco Metropolitan Ministries Program Committee, past director and secretary of the West Pasco Chamber of Commerce, founding director of Leadership Pasco, past director and current member of the Rotary Club of Seven Springs, and member of the Restore Act Advisory Committee for Pasco County.

She is married to Gregg Armstrong.


THE ANATOMY OF A SUCCESS PLAN

MISSION VISION

MISSION An articulation of

why we exist.

VISIONHow we define what we strive to become.

PERFORMANCE METRICSPerformance metrics are developed to reflect progress relating directly to each strategic pillar. These are the metrics that correlate to achieving success for the year and are contained within a performance scorecard.

PERFORMANCE METRICS

STRATEGIC PILLARS

In order to bring each success moment to life,

overarching management strategies are identified.

They become the strategic pillars that support work

tactics and connect work with results through

performance metrics.

TACTICTACTICTACTIC

TACTICTACTIC

TACTIC

TACTIC

TACTIC

TACTICTACTIC TACTIC

TACTIC

TACTICSTactics are

specific projects and programs

that teams work on over the

course of the year. A project

manager and teams are assigned to

each tactic, and milestones are

developed to ensure the tactic remains on

target for time and budget.

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2017-18 Success Plan Elements:

STRATEGICPLAN

TACTICS4�Student Learning

Experiences Match the Rigor of the Standards 4�Increase Systems

of Support4 Increase Staff and

Student Engagement

TACTICS4 Turnover and Exit

Interview Data4 Promote Staff Engagement

in Pasco Go Healthy Wellness Program and Measure Absenteeism vs. Health and Wellness Center Utilization

4 Virtual Onboarding Process

4�Valuable Professional Development

METRICS1. Employee Engagement2. Employee Wellness3. Strategic Retention4. Professional Development

METRICS1. School Readiness2. Academics3. Student Engagement4. Life Readiness

Excellence in Student Achievement Employee Success

MISSION STATEMENTTo Provide A World-Class Education for All Students


TACTICS4 ePayables Program 4 P-Card Program4 Enterprise Vending Program4 Cell Towers4 Alternative Fuel Program4 Compressed Natural Gas Station4 Programmable Thermostats Replacement Plan4 Fund Balance Establishment4 Bond Rating4 Audits/Program Reviews Requiring Reimbursement4 Penny for Pasco Program

TACTICS4 Volunteer Hours4 Parent Connections with myStudent Information System4 Internet & Social Media Reach4 Social Media Engagement4 Work-Based Learning Opportunities4 Pasco Parent Press Newsletter

METRICS1. Financial Stewardship2. Innovative Management Practices3. Fund Balance

METRICS1. School & Community

Partnerships2. Family Engagement 3. Community Outreach

Strategic Pillars. Tactics. Performance Metrics.

Taxpayer Value

Connecting to the Community

VISION STATEMENTAll Our Students Achieve Success… In College… Career… and Life


IntroductionEach and every tactic detailed on the following pages contributes in some way to the district’s success goals.The Success Plan focuses on four key areas: 1. Excellence in Student Achievement2. Employee Success3. Taxpayer Value4. Connecting to the Community

The following pages outline tactics, their objectives, which members of the district staff are responsible for their oversight, and quarterly milestones to be achieved.

TACTICS

The district’s mission to provide a world-class education for all students is the driving force behind this plan and the goals articulated for the year. To fulfill

those goals for the 2017-18 school year, the following tactics have been identified to ensure we provide world-class learning moments for every student every day.

Excellence In Student AchievementEmployee SuccessTaxpayer ValueConnecting to the Community

Excellence in Student Achievement


STUDENT LEARNING EXPERIENCES MATCH THE RIGOR OF THE STANDARDS

Description: A unifying definition for instructional excellence in Pasco County will serve as the guiding vision of instruction in all schools, ensuring that there is a guaranteed and viable curriculum and continuous improvement of instruction aligned to the rigor of the standards in all classrooms. Professional development will be carefully planned in order to build the knowledge necessary in all leaders and teachers for these stakeholders to engage in planning, delivering, and reflecting on instruction with focus on the Florida Standards.Tactic Owner: Vanessa HiltonTactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, and Lea MitchellThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Excellence in Student Achievement Metrics• Valuable Professional Development (Employee Success Metric)

Tactic Timeline

Q1 - Q4

4 Provide training to school leaders to deepen knowledge of the district Vision of Instructional Excellence, and expertise in observing this vision in each classroom, including alignment of instruction with the standards, as well as the instructional framework and shifts (core actions).

o Model the feedback process for instructional staff to support professional growth in providing standards aligned instruction. 4 Provide training to teachers to build knowledge in planning, delivering,

and reflecting on standards aligned instruction through the use of district curriculum resources.4 Provide training to new teachers to build knowledge in the instructional

framework, use of district standards aligned curriculum resources and the instructional shifts (core actions).

o Model development and use of standards aligned learning targets and common formative assessments as part of the planning and lesson delivery. o Support the planning of differentiated instruction to meet the needs of students.4 Refine common curriculum based assessments aligned to district scope

and sequence resources for schools to monitor student progress towards the standards. 4 Refine district-created supplements and guides to reinforce the integration

and progression of standards in a well-organized and easy to access format in Canvas.

o Provide models/samples of standards aligned learning targets for curriculum units. o Provide access to standards aligned Tier 2 intervention supports. o Provide video resources to model standards aligned instruction and shifts (core actions).


INCREASE SYSTEMS TO SUPPORT STUDENTS

Description: The district and school teams use data over time to inform important instructional decisions as part of the collaborative problem-solving process. The systematic review of implementation and outcome data will ensure the quality and appropriateness of our implementation of instruction and intervention processes.Tactic Owner: Vanessa HiltonTactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, and Lea MitchellThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• All Excellence in Student Achievement Metrics

Tactic Timeline

Q1 - Q44 Build the capacity of school teams, teachers and PLCs to engage in the problem

solving process to identify, support and monitor needs of all students in meeting grade level expectations and/or appropriate access point standards.

Q1

4 Build capacity of school leadership teams to understand their system’s needs through the problem solving process in order to develop the

4 infrastructures necessary to supports their students. o Support school teams with the development and use of a system of data collection to monitor academic and behavioral expectations. o Provide district data protocols and progress monitoring tools to assist schools with collaborative problem solving to identify, support, and monitor the needs of at risk students.

Q1 - Q4

4 Build the capacity of school teams, teachers and PLCs to engage in the problem solving process to identify, support and monitor needs of all students in meeting grade level expectations and/or appropriate access points for standards.

o Model development and monitoring of standards aligned tier 2 interventions to meet skill deficits. o Provide sample resource maps of academic and behavioral supports to meet the needs of students at all levels of need. o Guide teams to develop a monitoring system to track student progress and effectiveness of interventions. 4 Build capacity of intervention teams to develop infrastructures and supports

necessary to provide intensive interventions for the most at-risk students. o Model development and monitoring of tier 3 interventions to meet skill deficits. o Model and support the decision making process for monitoring student response to intervention and the determination of any special needs.


INCREASE STAFF AND STUDENT ENGAGEMENT

Description: The district and school teams foster a collaborative culture that cultivates positive relationships in an engaging environment. The system will build the capacity of leaders and teachers to advance practices of shared decision-making and collective commitments around the unifying vision of instructional excellence. Tactic Owner: Vanessa HiltonTactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, Lea Mitchell, and Assistant SuperintendentsThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Excellence in Student Achievement Metrics• Employee Engagement (Employee Success Metric)

Tactic Timeline

Q1

4 Build the capacity of school teams to create the infrastructures needed to support weekly PLCs, intervention services and problem solving teams. 4 Support schools in developing intentional professional development plans linked

to district goals, school needs, resources (including coaching), and district priorities. o Monitor the implementation of the school action plans and the impact on Success Plan goals.

Q1 - Q4

4 Build capacity of school leaders to build and maintain relationships with all stakeholders.

o Model the positive facilitation of meetings with various stakeholders to promote a collaborative culture and problem solving approach. o Model the process of coaching, providing feedback, and engaging in courageous conversations with school staff.4 Plan and communicate district wide activities to promote the academic and social

engagement of students.4 Clearly communicate purpose, expectations, and scheduling for district wide

professional development, including stakeholders participation and implementation.4 Monitor the implementation of the school action plans and the impact on Success

Plan goals.

Q3 4 Provide resources for schools to engage in annual needs assessment processes to determine and prioritize needs.

Q4 4 Support school teams in the development of Success Plans for upcoming year, aligned with the priorities, purpose, vision and mission of the district.


Providing a world-class education for all students is heavily dependent upon Pasco’s entire workforce – both educators and non-instructional staff members at schools and the district office. Pasco County Schools strives to

attract, support, and retain a world-class team to help students excel in college, career, and life. The following pages outline tactics to drive the development of Pasco’s world-class team.

Excellence in Student AchievementEmployee SuccessTaxpayer ValueConnecting to the Community

Employee Success


PROMOTE STAFF ENGAGEMENT IN THE PASCO GO HEALTHY WELLNESS PROGRAM

Description: Increase new employees’ awareness and engagement of the services available through the district’s Pasco Go Healthy Wellness Program prior to the need for a sick visit, in doing so promotes a culture of health and wellness. Tactic Owner: Jessica RushaTactic Team: Lisa Giblin and Patricia Howard This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Employee Wellness

Tactic Timeline

Q14Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan.

Q24Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan.

Q34�Send communication introducing the Board’s Pasco Go Healthy Wellness

Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan.

Q4

4�Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan. 4Evaluate new employees’ experience with the Pasco Go Healthy Wellness Program.4�Analyze and communicate employees’ experience data to all stakeholders.


MEASURE ABSENTEEISM VS. HWC UTILIZATION

Description: Establish a baseline for benchmarking the rate of absenteeism based on utilization and non-utilization of services provided through the health and wellness centers. For the purpose of establishing a baseline, absenteeism is defined as employees missing part or whole days of work due to personal illness, personal business, or other reasons (excluding paid vacations). These absences may be avoidable or unavoidable. Metric will measure the rate of absenteeism of employees who utilize HWC services in comparison to eligible employees who do not access HWC services. Tactic Owner: Patricia HowardTactic Team: Lisa Giblin and Jessica Rusha This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Employee Wellness

Tactic Timeline

Q1 4Identify employee groups and data to be collected. 4Establish method for collecting and measuring aggregate data.

Q2 4Collect, analyze data, and report rate of absenteeism.

Q3 4Collect, analyze data, and report rate of absenteeism.

Q44Collect, analyze data, and report rate of absenteeism.4Evaluate data and establish baseline for benchmarking absenteeism.4Analyze and communicate data to all stakeholders.


IMPLEMENT NEW APPLICATION/ONBOARDING SYSTEM

Description: Enhance the District’s recruiting and onboarding programs to attract, support, and retain a world-class team. Tactic Owner: Lori Perreault and Teresa MontanezTactic Team: Angela Pettry, Tom Topping, Darrell Clark, Chris Glenn This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Employee Engagement and Strategic Retention

Tactic Timeline

Q1 4Identify team members and roles and responsibilities. 4Establish goals and timeline for implementation.

Q2 4Develop application module.4Set parameters.

Q3 4Launch application/onboarding module. 4Provide training to all stakeholders.

Q4 4Determine metrics and establish a baseline. 4Establish programs/processes to fully utilize capabilities of program.


UTILIZE TURNOVER & EXIT INTERVIEW DATA TO INCREASE STRATEGIC RETENTION

Description: Analyze existing turnover data sets while utilizing exit interview data to further understand trends through the use of quarterly extracts and collaborative conversations with stakeholders.Tactic Owner: Tom ToppingTactic Team: Teresa Montanez and Chris Glenn This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Strategic Retention

Tactic Timeline

Q1

4Use turnover data and recommendations from 2016-17 to identify schools/departments that need priority focus for retention strategies.4Communication to schools/departments regarding need for targeted strategies for specific job titles.4Pull Q1 (2017-18) turnover data and analyze results compared to Q1 (2016-17).

Q2

4Work collaboratively with schools/departments to identify strategies to be implemented for the 2017-18 school year. 4Pull Q2 (2017-18) turnover data and analyze results compared to Q2 (2016-17). 4Identify any trends that may need to be addressed to increase strategic retention.

Q3

4�Follow up with schools/departments to monitor strategies implemented for the 2017-18 school year. 4Pull Q3 (2017-18) turnover data and analyze results compared to Q3 (2016-17). 4Identify any trends that may need to be addressed to increase strategic retention.

Q4

4�Pull Q4 (2017-18) turnover data and analyze results compared to Q4 (2016-17). 4Evaluate outcomes and celebrate successes.

4�Identify any trends that may need to be addressed to increase strategic retention.


FOSTER EMPLOYEE ENGAGEMENT THROUGH ON-SITE HR Q&A SESSIONS

Description: This program will provide a forum for employees to meet with District Human Resources and Benefits subject matter experts. The aim of these sessions is to help staff better navigate benefits and HR topics. Tactic Owner: Lori Perreault and Cheryl GanciTactic Team: Jessica Rushe, Lisa Giblin, Patty Nguyen This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Employee Engagement and Employee Wellness

Tactic Timeline

Q14Identify Benefits and HR topics to include in the Q&A sessions.4Select Subject Matter Experts (SMEs) to participate.4Set a tentative schedule for in-person sessions.

Q24Develop advertisement materials and share with school and district departments.4Select first schools and/departments to participate in the sessions.4Publish fall schedule for sessions.

Q3 4Publish spring schedule for sessions.4Create and distribute survey to help determine effectiveness.

Q4 4Review survey results.4Make any necessary updates to content or plan.


CREATE A WORK-GROUP DEDICATED TO DRIVING EMPLOYEE ENGAGEMENT

Description: Establish a work-group dedicated to creating formal tactics to drive Employee Engagement. Tactic Owner: Christine PejotTactic Team: Darrell Clark, Kara Deschenes, Vanessa Hilton, Patricia Howard, Sandra Jay, Peggy Jones, Laura Lisi, Scott Leu, Elena Merrit, Teresa Montanez, Margarida Wainraich, and Susan Zanatta This tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Employee Engagement

Tactic Timeline

Q1 4 Determine additional departments that need representation and recruit members to join the workgroup.

Q2 4 Establish workgroup goals and timeline. 4 Analyze data from 2017 Gallup Employee Engagement survey.

Q3 4 Identify specific areas to address from survey results.4 Develop strategies to drive Employee Engagement in those areas.

Q4 4 Design and implement processes around those strategies to increase Employee Engagement for the 2018 Gallup survey.

Superintendent Kurt Browning interacts with students during an engaging STEM lesson.


VALUABLE PROFESSIONAL DEVELOPMENT

Description: Valuable professional development that is relevant, responsive to the needs and feedback of the system, focused and produces an immediate impact on work is key to employee engagement, growth and success. Tactic Owner: Lea MitchellTactic Team: Office for Professional Development Staff and Regional Support NetworksThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard:• Valuable Professional Development• Employee Engagement

Tactic Timeline

Q1 - Q4

4 Partner with school and district leaders, school teams, PLCs, teachers and new teachers to develop, support and provide professional learning opportunities that are meaningful and responsive.

4 Implement system-wide Instructional Coach Professional Learning plan to support all building level coaches in developing content expertise, data literacy and skills to coach and support adults.

4 Two weeks after each Professional Development opportunity survey participants to gather feedback regarding value of learning opportunity, alignment to district priorities, relevance to current practices and level of engagement for participants.

4 Analyze and adjust PD offerings based on feedback and data to ensure responsiveness in professional learning opportunities within the system.

Q4

4 Deploy professional development needs assessment survey for all Pasco employees.

4 Analyze feedback data provided via surveys, face to face and other feedback loops.

4 Refine and adjust long term professional development plans and learning opportunities based on system feedback


The district takes its role and responsibilities very seriously in balancing the delivery of a high quality educational experience for its students and providing value to the taxpayers of Pasco County. To that end, this success

planning process has provided a platform for the district to identify tactics aimed at enhancing the value the district can provide through its facilities and innovative business practices.

Excellence in Student AchievementEmployee Success

Taxpayer ValueConnecting to the CommunityTaxpayer Value


ePAYABLES PROGRAM

Description: Purchasing and Finance Services will continue to enroll vendors in the ePayables program.Tactic Owner: Olga SwinsonTactic Team: Jim Class & Nicole WestmorelandThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue

Tactic Timeline

Q1 4Report ePayable rebate estimates for Q1.

Q2 4�Report ePayable rebate estimates for Q2.

Q3 4�Report ePayable rebate estimates for Q3.

Q4 4�Report ePayable rebate estimates for Q4.4�Report total number of vendors using ePayables program.

P-CARD PAYMENT PROGRAM

Description: The district will strive to increase revenue from the P-card program and will monitor the operational costs avoidance.Tactic Owner: Olga SwinsonTactic Team: Jim Class & Nicole WestmorelandThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue

Tactic Timeline

Q1 4Report P-Card rebate estimates for Q1 this year compared to Q1 last year.

Q2 4 Report P-Card rebate estimates for Q2 this year compared to Q2 last year.

Q3 4 Report P-Card rebate estimates for Q3 this year compared to Q3 last year.

Q4 4 Report P-Card rebate estimates for Q4 this year compared to Q4 last year. 4 Comparison of cost avoidance of P-Card transactions versus requisitions.


ENTERPRISE VENDING MACHINE PROGRAM

Description: Food & Nutrition Services will operate an Enterprise Vending Machine program to generate funding for our schools.Tactic Owner: Olga SwinsonTactic Team: Julie HedineThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue

Tactic TimelineQ1 - Q4 4Financial statements will be prepared to evaluate the effectiveness of the

program and determine the pro-rata share for each school.

CELL TOWERS

Description: The district will strive to increase revenue from existing and future cell towers.Tactic Owner: Olga SwinsonTactic Team: Chris WilliamsThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue

Tactic Timeline

Q1 - Q4 4Report annual revenue from cell towers as compared to previous years.4Report progress on additional cell tower opportunities.


ALTERNATIVE FUEL PROGRAM

Description: Use of alternative fuel program to reduce transportation costs.Tactic Owner: Olga SwinsonTactic Team: Gary Sawyer & Jim ClassThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue

Tactic TimelineQ1 - Q4 4 Application for fuel and vehicle rebates will be submitted and funds

received will offset the overall cost of transportation.

COMPRESSED NATURAL GAS STATION

Description: The district operates a compressed natural gas station to reduce fueling costs.Tactic Owner: Olga SwinsonTactic Team: Gary SawyerThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Expenses Controlled and Costs Avoided

Tactic TimelineQ1 - Q4 4The district will report the operational cost of the new CNG station as

compared to the operations of a diesel/propane bus garage.


REPLACE PROGRAMMABLE THERMOSTATS IN PORTABLES

Description: 140 portables were retrofitted with programmable thermostats to reduce electricity costs.Tactic Owner: Olga SwinsonTactic Team: Mark FoxThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Expenses Controlled and Costs Avoided

Tactic TimelineQ1 - Q4 4The district will report on the cost savings associated with the portables

retrofitted with programmable thermostats.


FUND BALANCE ESTABLISHMENT

Description: The total dollar amount of the fund balance and the fund balance expressed as a percentage of all expenses.Tactic Owner: Olga SwinsonTactic Team: Dominick CristofaroThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Fund Balance Dollar Amount

Tactic Timeline

Q1 - Q44The district will monitor expenses on an annual basis to make sure that the budgeted fund balance remains the same throughout the year, as well as, monitor expenses and revenue to the projected budget.


BOND RATING

Description: Maintain current bond rating as reported by designated rating agencies.Tactic Owner: Olga SwinsonTactic Team: Dominick Cristofaro This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Bond Rating

Tactic Timeline

Q1 - Q4

4The district will review monthly property and sales tax collections versus projections.4The district will monitor Debt Service Ratio.4The district will monitor interest rates for opportunities for refunding and savings.4The district will monitor SWAP interest rates for opportunities to terminate SWAP and eliminate variable rate exposure.

AUDITS/PROGRAM REVIEWS REQUIRING REIMBURSEMENT

Description: Review external audit reports on an ongoing basis throughout the year.Tactic Owner: Olga SwinsonTactic Team: Mary TillmanThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Audits/Program Reviews Requiring Reimbursement

Tactic Timeline

Q1 - Q4

4Determine if financial audits are unqualified so that bond ratings are not adversely affected.4Determine whether or not compliance audits are without findings that would require any type of repayment or fine. If an audit requires any type of repayment or fine, procedures and controls will be established to eliminate future repayment of fines.4NOTE: There may not be completed audits to review each quarter. As they become available, the analysis will be completed and the results reported.


PENNY FOR PASCO PROGRAM

Description: Moneys collected from the Penny for Pasco initiative will be expended in accordance with the project list approved by the citizens of Pasco County.Tactic Owner: Olga SwinsonTactic Team: Dominick CristofaroThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Penny for Pasco Funds

Tactic Timeline

Q1 - Q4

4Monitor sales tax collections versus projections and planned expenditures.4Review project budgets and actual expenditures.4Maximize interest earned on cash investments.4Make adjustments to project budgets, as needed.


Pasco schools are an integral part of the larger Pasco County community, making it very important for the district and its schools to be active and communicative to families of students – as well as to the business community, community

leaders, and the community at large. Tactics outlined on the following pages are aimed at helping to foster a strong relationship between the district and members of the Pasco community.

Excellence in Student AchievementEmployee SuccessTaxpayer Value



VOLUNTEER HOURS

Description: It is important to keep track of the number of volunteer hours performed by approved volunteers at our schools. Research has shown that when parents and community members are meaningfully engaged in student education that is linked to achievement, there is an increase in student achievement and/or success. Owner: Linda Cobbe Tactic Team: Libby Rossman, Tara Nixon, School Volunteer CoordinatorsThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Volunteer Hours

Tactic Timeline

Q1 - Q4

4Update volunteer procedures handbook and communicate and disseminate to schools for training. 4Track volunteer hours using the Raptor System at each school. 4Track and monitor documented volunteer hours at each school.4Compare year-to-date data with Q2 data from previous year, and plan forward.4Track and monitor documented volunteer hours at each school.4Compare year-to-date data with Q3 data from previous year, and plan forward.4Track and monitor documented volunteer hours at each school.4Analyze end of year volunteer hours data to measure growth and plan forward.


NUMBER OF MIDDLE SCHOOLS RECEIVING SILVER SCHOOL AWARDS

Description: Each year, the FLDOE recognizes secondary schools by awarding silver school awards based on volunteer hours equaling half of the school’s FTE count. Typically, five Pasco secondary schools qualify. It is the district’s belief that encouraging more middle schools to strive for the awards will increase parental involvement in middle schools, and thereby increase student achievement. Owner: Libby Rossman, Tara Nixon This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Family Engagement

Tactic Timeline

Q1 - Q4

4Encourage middle schools to qualify for the awards, and assist them with the needed training to increase volunteer hours by recording all hours in the Raptor System. 4Meet with the middle schools to review award requirements. 4Verify all middle schools have completed the volunteer training with school staff.4Help facilitate reporting from elementary to middle school for peer volunteer hours.4Compare number of qualifying schools from school year 2016-2017 to 2017-2018.


PARENT CONNECTIONS WITH MYSTUDENT INFORMATION SYSTEM “PARENT PORTAL”

Description: Ensuring that parents are connected and aware of their child’s academic progress is key when building a strong “school-to-home” partnership. Parents can access their student’s grades, attendance, test history and demographics through the myStudent information system. The more information parents know about their student’s school experiences, the more engaged both the parents and students will be. Owner: Linda Cobbe Tactic Team: Linda Brunner, Rebecca Musselman, Chuck HutingerThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Number of Parents Accessing myStudent Accounts

Tactic Timeline

Q1 - Q4

4Include in Superintendent’s Open House video.4Encourage schools to promote myStudent to parents. 4Continue to promote the use of the “Parent Portal” system through reminders in the Parent Press Newsletter, the district website, and through on-hold message on district phone lines.4Include information in monthly Pasco Parent Press.


INTERNET & SOCIAL MEDIA REACH

Description: More and more, the public turns to the World Wide Web for information. Efforts to increase the number of people who see posts on the website and social media, and the number of unique web page views must be a district priority. Page views illustrate that the community relies on these platforms to get information about the district and its schools. These sites also provide the district with the opportunity to tell its story to the public. We can gauge whether our content is useful, interesting, or entertaining by monitoring the number of views on these pages.Owner: Linda Cobbe Tactic Team: Andy Dunn, Richard MacLemale, Mark WolfenbargerThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Internet and Social Media Reach

Tactic Timeline

Q1 - Q4

4Explore new social media platforms. 4Utilize automated notification system to inform community of our various sites and platforms.4Utilize targeted social media ads to increase reach.4Embed video content into School Matters, school websites and department websites.4Develop and follow a social media campaign schedule.


SOCIAL MEDIA ENGAGEMENT

Description: Engaging our community in the 21st Century requires the use of social media. By monitoring the number of comments, likes, shares, retweets, etc., we can judge whether or not we are presenting information that is engaging and relevant. An effective communications effort looks at the kinds of posts that generate the most engagement and uses this information to guide communications planning. By striving to increase the number of people who like, comment on, or share Facebook and Twitter posts, we will increase the engagement of our community stakeholders.Owner: Linda Cobbe Tactic Team: Andy Dunn, Mark WolfenbargerThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Social Media Engagement

Tactic Timeline

Q1 - Q4

4Have schools take over our Instagram account to localize the content. 4Increase community participation through questions and surveys.4Ask people to subscribe to YouTube channel.4Analyze results to help determine what is most compelling content.4Optimize engagement by monitoring posts on social media.4Develop and follow a social media campaign schedule


WORK-BASED LEARNING OPPORTUNITIES

Description: Work-based learning is an instructional strategy that is essential in preparing all students for success in postsecondary education and careers. The primary purposes of work- based learning are to expose students to future options and provide opportunities for skill development and mastery over time. All work-based learning experiences involve interactions with business, industry or community professionals that are linked to school-based instruction. These learning experiences are intentionally designed to help students extend and deepen classroom work and to make progress toward learning outcomes that are difficult to achieve through classroom or standard project-based learning alone. These work-based learning opportunities can take the form of job shadowing, internships, clinical experiences, work experiences, on-the-job training (OJT), virtual apprenticeships, and school-based enterprises.Owner: Linda Cobbe Tactic Team: Terry AunchmanThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • High School Students Involved in Work-Based Learning Opportunities

Tactic Timeline

Q1 - Q4

4Recruit business partners to provide work-based learning opportunities to schools.4Increase diversity of businesses that provide work-based learning opportunities.4Establish a recognition program for business partners that have provided work-based learning opportunities.


PASCO PARENT PRESS NEWSLETTER

Description: Timely and clear communication with parents is essential to family involvement. The Superintendent sends the Pasco Parent Press newsletter to parents using the parent notification system. At this time, parents who have email addresses entered into the student database receive the emails, and it also is posted on the Superintendent’s web page. The newsletter is used to communicate important and helpful information to stakeholders. Owner: Linda Cobbe Tactic Team: Richard MacLemale & Andy DunnThis tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Family Engagement Metrics

Tactic Timeline

Q1 - Q4

4Encourage schools to enter every student’s parent email address into the student database.4Include employee email addresses in the data that is transmitted to the notification system.4Improve newsletter content monthly.4Encourage schools and departments to contribute content.


IntroductionJust as a student’s progress is monitored throughout the year, so will the efforts of our district departments and schools. All schools will develop a plan for success that aligns with the priorities of the District Success Plan including focus areas in one or more of the four strategic pillars; Excellence in Student Achievement, Employee Success, Taxpayer Value and Connecting with the Community. The Scorecard for Educational Excellence K-12 (SEEK-12) will be used to track performance toward goals, throughout the year, at both the district and school level. Metrics were carefully chosen as priorities within our work, and will be monitored each quarter, each semester or on an annual basis. District and school level metrics are included for each of the four strategic pillars mentioned above.An important objective of the scorecard is to increase every staff member’s understanding of his/her individual & collective contributions to the overall performance of the District. The data reported through the scorecards will inform decisions at both the district and school level, and will ensure a continuous reflection of practices.

Monitoring performance in a consistent manner across all school levels is a vital component to our success as a system.

METRICS

SEEK-12SCORECARD FOR EDUCATIONAL EXCELLENCE K-12



Quarter Metrics

Excellence in Student

Achievement

School Readiness% 1st Graders on Target for Reading (IRLA)

% 1st Graders on Level for Reading (IRLA)

Student Engagement

% Students Off Track in Elementary School

% Students Off Track in Middle School

% Students Off Track in High School

Employee Success

Strategic Retention % Voluntary Departures

Employee Wellness% of New Employees Registering to Access Health and Wellness Centers (HWC)

% of New Employees Accessing Health and Wellness Centers (HWC)

Taxpayer Value Financial StewardshipNumber of Audits Requiring Reimbursement

Amount of Penny for Pasco Funds

Semester Metrics


Achievement

School Readiness% Students Meeting PreK GOLD Criteria

% Students with Disabilities Meeting or Exceeding PreK GOLD Criteria

Academics

% of Elementary Learning Experiences Matching Rigor of ELA Standards

% of Elementary Learning Experiences Matching Rigor of Math Standards

% of Secondary Learning Experiences Matching Rigor of ELA Standards

% of Secondary Learning Experiences Matching Rigor of Math Standards

Life Readiness

% of All Students On Track to Graduate in 4 Years (18 Credits)


% of Students with Disabilities On Track to Graduate in 4 Years (18 Credits)

% of Students with Disabilities On Track to Graduate in 4 Years (24 Credits)

Employee Success

Professional Development

% of Instructional Employees Who Rated Professional Development as Valuable

% of Non Instructional Employees Who Rated Professional Development as Valuable

Connecting to the Community Family Engagement

Number of Volunteer Hours

Number of Middle Schools receiving the Silver School Award

Number of Parents/Guardians Accessing myStudent Accounts


Q1 Q2 Q3 Q4

S1 S2

2 0 1 7 - 2 0 1 8D I S T R I C T S C O R E C A R D


Annual Metrics


Achievement

Academics





% 3rd Graders Proficient in ELA

% 3rd Graders Proficient in Math

% 6th Graders Proficient in ELA

% 6th Graders Proficient in Math



% 8th Graders Proficient in Science


% of Students Proficient in Algebra 1

Student Engagement Grand Mean of Students Engaged according to Gallup Survey

Life Readiness

Number of Students Earning Industry Certifications

% of Seniors Earning Scholar Designation

% of Graduating Seniors Earning College Credits

Federal Uniform Graduation Rate

Federal Uniform Graduation Rate Students with Disabilities

Employee Success

Employee Engagement Grand Mean of Employees Engaged according to Gallup Survey

Employee Engagement Voluntary Departures

Taxpayer Value

Innovative Management Practices

Amount of Non Taxpayer Revenue Created

Amount of Expenses Controlled and Costs Avoided

Fund Balance Fund Balance Dollar Amount

Financial Stewardship Bond Rating


Community OutreachInternet/Social Media Reach

Social Media Engagement

School & Community Partnerships Number of Work-Based Learning Opportunities


A

2 0 1 7 - 2 0 1 8D I S T R I C T S C O R E C A R D


Quarter Metrics


Achievement

School Readiness% 1st Graders on Target for Reading (IRLA)

% 1st Graders on Level for Reading (IRLA)

Student Engagement % Students Off Track in Elementary School

Semester Metrics



Number of Academic Related Opportunities

Annual Metrics


Achievement

Academics% 3rd Graders Proficient in ELA

% 3rd Graders Proficient in Math


Employee Success Employee Engagement Grand Mean of Employees Engaged according to Gallup Survey


Q1 Q2 Q3 Q4

S1 S2

2 0 1 7 - 2 0 1 8 E L E M E N TA RY S C H O O L

S C O R E C A R D

A


Quarter MetricsExcellence in Student

AchievementStudent Engagement % Students Off Track in Middle School

Semester Metrics




Number of Parents/Guardians Accessing myStudent Accounts

Annual Metrics


Achievement

Academics





% 8th Graders Proficient in Science




Q1 Q2 Q3 Q4

S1 S2

2 0 1 7 - 2 0 1 8M I D D L E S C H O O L

S C O R E C A R D

A


Quarter MetricsExcellence in Student

AchievementStudent Engagement % Students Off Track in High School

Semester Metrics


AchievementLife Readiness



% of Students with Disabilities On Track to Graduate in 4 years (18 Credits)

% of Students with Disabilities On Track to Graduate in 4 years (24 Credits)




Number of Parents/Guardians Accessing myStudent Account

Annual Metrics


Achievement

Academics% 10th Graders Proficient in ELA

% Students Proficient in Algebra I


Life Readiness


% of Seniors Earning Scholar Designations

% of Seniors Earning College Credits


Federal Uniform Graduation Rate Students with Disabilities



School & Community Partnerships Number of Work-Based Learning Opportunities


Q1 Q2 Q3 Q4

S1 S2

2 0 1 7 - 2 0 1 8H I G H S C H O O L S C O R E C A R D

A


2 0 1 7 - 2 0 1 8H I G H S C H O O L S C O R E C A R D


2017-2018 METRIC INFORMATIONStrategic

PillarMetricTitle

Metric Definition

2017-2018District Goals



% Students meeting PreK GOLD Criteria

The percentage of all 3-year-old Head Start and 4-year-old Head Start and/or voluntary Pre-K children whose performance is demonstrated to be on target, as defined by teaching strategies GOLD Criteria in the areas of approaches to Learning, Cognitive and General Knowledge (including math), Language and Literacy, and Physical Health.

Annual 75% Annual 75% Annual: 80%

% Students with Disabilities meeting or exceeding PreK GOLD Criteria

The percentage of all 3 and 4 year-old children with disabilities whose performance is demonstrated to be on target as defined by Teaching Strategies GOLD criteria on 14 objectives in the areas of Social Emotional, Physical Health, Language (receptive), and Cognitive.

Annual 55% Annual 55% Annual 60%

% 1st graders on Target for Reading (IRLA)

The percentage of 1st grade students whose reading performance meets or exceeds the expected level and whose monthly reading progress meets or exceeds 10%, as defined by the Independent Reading Level Assessment.

Q1: 1.2 52%Q2: 1.4 62%Q3: 1.6 72%Q4: 1.90-1.99 82%

Q1: 1.2 54%Q2: 1.4 64%Q3: 1.6 74%Q4: 1.90-1.99 84%

Q1: 1.2 56%Q2: 1.4 66%Q3: 1.6 76%Q4: 1.90-1.99 86%

% 1st graders on Level for Reading (IRLA)

The percentage of 1st grade students whose reading performance meets or exceeds the expected level, as defined by the Independent Reading Level Assessment.

Q1: 2G 57%Q2: 1B 67%Q3: 2B 77%Q4: 2B/1R 87%

Q1: 2G 59%Q2: 1B 69%Q3: 2B 79%Q4: 2B/1R 89%

Q1: 2G 61%Q2: 1B 71%Q3: 2B 81%Q4: 2B/1R 91%

% 3rd graders Proficient in ELA

The percentage of 3rd grade students achieving proficient or better on the Grade 3 ELA FSA. ≥3 percentage pt. increase from prior year

% 3rd graders Proficient in Math

The percentage of 3rd grade students achieving proficient or better on the Grade 3 Math FSA. ≥3 percentage pt. increase from prior year

% 6th graders Proficient in ELA

The percentage of 6th grade students achieving proficient or better on the Grade 6 ELA FSA. ≥3 percentage pt. increase from prior year

% 6th graders Proficient in Math

The percentage of 6th grade students achieving proficient or better on the Grade 6 Math FSA. ≥3 percentage pt. increase from prior year



% 8th graders Proficient in Math

The percentage of 8th grade students achieving proficient or better on the Grade 8 FSA. ≥3 percentage pt. increase from prior year

% 8th graders Proficient in Science

The percentage of 8th grade students achieving proficient or better on the Grade 8 Science FCAT 2.0. ≥3 percentage pt. increase from prior year



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PillarMetricTitle

Metric Definition


2018-2019 District Goals


% of students Proficient in Algebra 1

% of Algebra 1 students achieving proficient or better on the Algebra 1 EOC. ≥3 percentage pt. increase from prior year


% of elementary ELA classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core)

Annual: 50% Annual: 70% Annual: 90%


% of elementary Mathematics classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core)



% of secondary ELA classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core)



% of secondary Mathematics classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core)


% Students Off Track in Elementary School

The percentage of elementary school students who are off track according to the Early Warning System.

Q1: 20%Q2: 19%Q3: 18%Q4: 17%

Q1: 18%Q2: 17%Q3: 16%Q4: 15%

Q1: 16%Q2: 15%Q3: 14%Q4: 13%

% Students Off Track in Middle School

The percentage of middle school students who are off track according to the Early Warning System.

Q1: 30%Q2: 29%Q3: 28%Q4: 27%

Q1: 28%Q2: 27%Q3: 26%Q4: 25%

Q1: 26%Q2: 25%Q3: 24%Q4: 23%

% Students Off Track in High School

The percentage of high school students who are off track according to the Early Warning System.

Q1: 39%Q2: 38%Q3: 37%Q4: 36%

Q1: 37%Q2: 36%Q3: 35%Q4: 34%

Q1: 35%Q2: 34%Q3: 33%Q4: 32%

Student Engagement according to Gallup Survey

The grand mean of Pasco County students that are engaged in their school experience as defined by the annual Gallup student survey. Annual: 3.86 Annual: 3.96 Annual: 4.08

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PillarMetricTitle

Metric Definition




% of Students on Track to Graduate in 3 Years (18 Credits)

Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts).

S1: 80% S1: 81% S1: 82%

% of Students on Track to Graduate in 4 Years (24 Credits)

Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior and senior cohorts). (Semester 2 includes the freshman, soph-omore, and junior cohorts).

S1: 74.6% S1: 76.6% S1: 78.6%

% of SWD on Track to Graduate in 3 Years (18 Credits)

Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior, and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts).

S1: 77% S1: 78% S1: 79%

% of SWD on Track to Graduate in 4 Years (24 Credits)

Percentage of students with disabilities on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior, and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts).

S1: 70% S1: 71% S1: 72%

Federal Uniform Graduation Rate for Students with Disabilities (SWD)

Percentage of students with disabilities who graduate with a standard high school diploma within four years of their first enrollment in ninth grade.



Percentage of students who graduate with a standard high school diploma within four years of their first enrollment in ninth grade.

Annual: 82.6% Annual: 84.6% Annual: 85%


The number of earned nationally recognized industry certifications as determined by an independent,third-party certifying entity.

Annual: 1909 Annual: 2004 Annual: 2104

% of Students Earning Scholar Designations

The percent of graduating seniors who meet the state requirements for the Scholar Designation. Annual: 22% Annual: 24% Annual: 26%

% of Graduating Seniors Earning College Credits

The percent of graduating seniors who earn at least 1 college credit. Annual: 35% Annual: 38% Annual: 41%

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PillarMetricTitle

Metric Definition




Employee Engagement Grand Mean

The grand mean of Paco County school district employees that are engaged in their work experience as defined by the annual Gallup employee survey.

Annual: 4.06 Annual: 4.16 Annual: 4.26

% of Voluntary Departures

Percentage of employees (excluding temporary employees, substitute personnel and student employees) who leave Pasco by choice. This excludes terminations, resignations in lieu of termination, death, retirees.

Annual: 7.0% Annual: 6.9% Annual: 6.8%

% of Eligible New Employ-ees who regis-tered to access HWC services

The percentage of new employees eligible to participate in the Board’s group health plan who actually registered to access services provided by the health and wellness centers (New employee is defined as an employee who is newly eligible to receive medical insurance from the district.)


% of registered Eligible New Employees who accessed HWC services within one year of employment

The percentage of employees who actually registered, accessed services and had face-to- face contact with a provider at the health and wellness center.


% of Employees who rated Professional Development as Valuable

The percentage of employees who engage in professional development that is relevant and has a positive impact on their work.

S1: 80%S2: 90% Annual: 90% Annual: 90%

Empl

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Suc

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PillarMetricTitle

Metric Definition




Non-Taxpayer Revenue Created

The total amount of revenue generated by the P-Card/ePayables purchasing programs, the alternative fuel program, the vending machine program, and the cell tower program.

Annual:$621,261

Annual: $650,918

Annual:$700,000

Expenses Controlled and Costs Avoided

Total cost reduction and/or cost avoidance in the establishment of the CNG Station and the replacement of programmable thermostats in each portable across the district.

Annual:0

Annual:0

Annual: $100,000

Fund Balance Dollar Amount The total dollar amount of the fund balance. Annual:

$26,907,180Annual:

$27,714,395Annual:

$27,862,345

Bond Rating The District’s bond rating as reported by Moody’s (or other designated rating agency). Annual: AA3 Annual: AA3 Annual: AA2

Audits Requiring Reimbursement

The amount of money required to be reimbursed to funding agencies as a result of negative audit or program review results.

Annual: 0 Annual: 0 Annual: 0

Penny for Pasco Funds

The total amount of revenue generated by the Penny for Pasco program.

Annual: $27,447,428

Annual: $27,447,428

Annual: $27,447,428

Taxp

ayer

Val

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PillarMetricTitle

Metric Definition




Social Media Engagement

The number of people who like, comment on, or share the District’s Facebook and Twitter posts.

Annual 5%:1,108,118

Annual 5%:1,163,523

Annual 5%:1,221,699

Internet & Social Media Reach

The number of people who see posts on the District Facebook and Twitter accounts, and the number of unique District web page views.

Annual 5%: 38,992,236

Annual 5%: 40,941,847

Annual 5%: 52,170,102

Number of High School Students In-volved in Work-Based Learning Opportunities

The number of students participating in work-based learning opportunities. These work-based learning opportunities can take the form of job shadowing, internships, clinical experiences, work experiences, on-the-job training (OJT), virtual apprenticeships, and school-based enterprises.

Annual 5%:1058

Annual 5%:1111

Annual 5%:1166

Volunteer Hours

The number volunteer hours performed by approved volunteers.

Annual 3%: 236,932

Annual 3%: 244,040

Annual 3%: 251,361

Silver School Award

The number of middle schools receiving the Silver School Award.

Annual:8

Annual:10

Annual:12

Number of Parents Accessing myStudent Accounts

The number of parents who access the Parent Portal of the myStudent information system to access information on their student’s grades, attendance, test history and demographics.

Annual 5%: 43,394

Annual 5%: 45,563

Annual 2%: 46,474C

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The Journey To Excellence...

7227 Land O’ Lakes Blvd.Land O’ Lakes, FL 34638www.pascoschools.org

Twitter: @pascoschools

www.facebook.com/pascoschools

Pasco County Schools does not discriminate on the basis of race, color, sex/gender, religion, national origin, marital status, disability, age or genetic information in its educational programs, services or activities, or in its hiring and employment practices. The District also provides equal access to its facilities to the Boy Scouts and other patriotic youth groups, as required by the Boy Scouts of America Equal Access Act.

Questions, complaints, or requests for additional information regarding discrimination or harassment may be sent to:

Sandra May, Equity Manager/Title IX Coordinator, 7227 Land O’ Lakes Blvd., Land O’ Lakes, FL 34638, (813) 794-2679, (813) 794-2119 FAX, [email protected]

success plan - pasco.k12.fl.us€¦ · steps taken in this success plan are designed to ensure...

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