2017-18 Strategic Plan Year-End Progress Reporteagendatoc.brevardschools.org/10-23-2018 Capacity Plan... · 2018-12-03 · schools. The Strategic Plan is community‐driven, and it

2017-18 Strategic Plan Year-End Progress Report

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2017-18 Strategic Plan

Year-End Progress Report

TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................................................................................................................... 5

Milestones Achieved .......................................................................................................................................................... 5

Encouraging Signs of Progress ........................................................................................................................................... 6

Challenges Remaining ........................................................................................................................................................ 8

Next Steps ........................................................................................................................................................................... 8

APPENDIXES ............................................................................................................................................................................ 9

LEADING AND LEARNING ................................................................................................................................................. 11

Objective L1................................................................................................................................................................... 11

Objective L2................................................................................................................................................................... 21

Objective L3................................................................................................................................................................... 29

Objective L4................................................................................................................................................................... 33

Objective L5................................................................................................................................................................... 37

Objective L6................................................................................................................................................................... 39

HUMAN RESOURCES ........................................................................................................................................................ 45

Objective HR1 ................................................................................................................................................................ 45

Objective HR2 ................................................................................................................................................................ 47

Objective HR3 ................................................................................................................................................................ 51

Objective HR4 ................................................................................................................................................................ 53

Objective HR5 ................................................................................................................................................................ 55

Objective HR6 ................................................................................................................................................................ 57

GOVERNANCE ................................................................................................................................................................... 59

Objective G1 .................................................................................................................................................................. 59

Objective G2 .................................................................................................................................................................. 61

FINANCE ............................................................................................................................................................................ 63

Objective F1 .................................................................................................................................................................. 63

Objective F2 .................................................................................................................................................................. 65

Objective F3 .................................................................................................................................................................. 67

Objective F4 .................................................................................................................................................................. 69

GOVERNMENT & COMMUNITY RELATIONS .................................................................................................................... 71

Objective R1 .................................................................................................................................................................. 71

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Objective R2 .................................................................................................................................................................. 73

Objective R3 .................................................................................................................................................................. 75

OPERATIONS ..................................................................................................................................................................... 77

Objective O1 .................................................................................................................................................................. 77

Objective O2 .................................................................................................................................................................. 79

Objective O3 .................................................................................................................................................................. 81

Objective O4 .................................................................................................................................................................. 85

Objective O5 .................................................................................................................................................................. 87

Objective O6 .................................................................................................................................................................. 89

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Executive Summary The 2017-18 (Year 3) priority was the implementation of new processes and programs; on-going efforts to define clear

metrics; continuing momentum for implementing objectives in progress, and building momentum for implementing

those objectives that still required significant work. The process included monthly Stocktakes, Board Champions, and

community input. We changed some objectives and added an additional theme, Operations, reflecting our continuous

process of adjusting our thinking, correcting our course and improving our metrics as we continue implementation and

monitoring of our plan.

Furthermore, Dr. Blackburn held Town Hall meetings with schools and several stakeholder groups to collect feedback on

strategic initiatives that were going well and those that had opportunity for improvement throughout the district. These

“Community Findings” are being carefully considered and incorporated into our 2018-19 (Year 4) strategic objectives

where possible. It is clear that the people who comprise our community are proud of and passionate about their

schools. The Strategic Plan is community‐driven, and it is helping us channel that passion into a productive energy that

moves our district forward.

This report provides a glimpse of collective achievements, objectives-in-progress, and the challenges that have limited or

delayed progress. Brief descriptions follow in this executive summary. A detailed year-end assessment on each objective

provided by each Theme/Division is hyperlinked and appears in the appendix.

Milestones Achieved Among the objectives showing significant implementation progress are these eight objectives, which relate to student

success, the learning, teaching and working environment, financial efficiency, and communication.

Objective L1 Protect Instructional Time: Teacher teams generated a list of district-based barriers to protect instructional

time. Those barriers were addressed by the district teams (department representatives and principals) resulting in

possible solutions which were implemented during 2017-18 school year. After the first semester, teacher leaders were

surveyed to determine the fidelity of implementation of district solutions. Results for individual solutions ranged from a

low of 36% to a high of 76%. Results were tabulated and will be shared with stakeholders.

Objective L2 Support Educator Effectiveness and Build Capacity of Teachers to Improve Student Outcomes and Close

Achievement Gaps: Identified secondary and elementary “priority schools” were targeted with increased visits by

Resource Teachers and Directors providing targeted support and interventions based on each school’s data such as

digital progress monitoring training, standards alignment, professional development, and instructional coaching.

Secondary Resource Teachers and Instructional Coaches made 1637 school visits with 495 (30%) to the five priority

schools. Elementary Resource Teachers and Content Specialists made 582 school visits to the seven priority schools. FSA

2017-18 Grade 3 ELA scoring Level 3 or higher was 63% vs. 57% state average. Grade 10 ELA scoring Level 3 or higher

was 61% vs. 53% state average. Insight Survey results indicate teacher satisfaction with opportunities for targeted,

individualized personal growth as evidenced by Brevard Professional Development Domain score of 7.8 and Professional

Development Domain Score for Brevard’s Top Quartile Schools of 8.5.

Objective HR4 Allocate Workforce Resources Equitably to Support the Needs of our District: New school-based staffing

plan rolled out January 2018. PAR was Board approved on July 26, 2018. Approximately $3.7M savings.

Objective G2 Develop and Implement More Thorough and Effective Meeting Preparation and Communication

Protocols to keep the Superintendent, School Board, and Senior Staff Members Focused on Achieving the School

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District’s Mission, Vision, and Strategic Plan: Established processes for the Board/Supt/Cabinet relationship are well

established and becoming the "way of work." All feedback received is favorable.

Objective F2 Equitable allocation of resources to align with priorities and maintain adequate fund balances within the

operating, capital outlay, and self-insured trust funds: Monthly Board financial statements and department statements

developed and implemented FY2018. Positive feedback received. Asset management process changes complete and

ready for FY19 implementation. Staffing Plan allocations and non-labor school allocations updated for FY19.

Objective R1 Increase Proactive Communication through BPS-owned Digital Media with Content that Builds Trust and

Cooperation with our Schools: BPS TV produced two “seasons” of programs to date. BPS social media clips routinely

watched by more than 1,000 viewers with no paid promotion. Facebook likes increased from 18,827 in September 2017

to 19,449 in May 2018; Twitter followers increased from 8,083 in November 2017 to 8,438 in May 2018

Objective R2 Execute winning PR campaigns that support strategic initiatives: Translation services agreement

developed. Family Resource Nights strategically planned and successfully conducted with many vendors in attendance

and resulting in in-kind donations of venues and food totaling $3,325. Partners in Education program includes over 100

churches that have committed time or money, including mentoring and volunteering, to our schools. Legacy Club Fair

held June 2018. Increased sponsorships and advertising revenues by $22,307 with new initiatives directed at Stocktake

retreats, LTMs, and summits. 2017-18 advertising revenues increased 1.7% ($263,041).

Objective O3 Ensure adequate and appropriate facilities to support the learning and work environments: Attendance

boundary changes implemented for the 2018-19 school year. Completed 30 major capital projects with a value in excess

of $55 million on time and in budget. New Plant Operations & Maintenance “zone” organization implemented in June

2018. Casualty safety inspections by Gallagher coordinated and supported by EH&S inspectors. New District Custodial

Standards issued in April 2018. Phase 1 (50,000 lamps) purchased and installed in 2018. Titusville Utilities approved sub-

meters with reduced costs for cooling towers in June 2018. Eric Ryan Corporation tasked with pursuing similar approvals

at all other utilities serving Brevard facilities.

Encouraging Signs of Progress Progress outlined below is indicative of the strides BPS has made in many areas as the district works toward reaching its

strategic goals.

Objective L5 Create and Implement a System-Wide Approach to Discipline: District-wide discipline plan implemented at

the school level 2017-18. Implemented the Success through Awareness and Restoration (STAR) program in

North/Central ALC. District metrics: Discipline referrals from 20,623 to 21,920 (+667); OSS days from 8,954 to 8,809 (-

145); Expulsions from 7 to 2 (-5); ALC abeyance placement 137 to 163 (+26); ALC felony suspension placements from 15

to 21 (+5); Attendance rate 94.67%

Objective L6 (E1 2016-17) Build Principal Capacity to Develop and Spread Highly Effective Practice and Support all

Employees in Professional Growth and Continuous Improvement: Directors visited assigned schools based on the level

of support required (e.g. DA status, FSA results, Insight Survey results, administrative experience/performance, and/or

another 30+ metrics). A Vision for Excellence Instructions was developed and training provided to all principals, assistant

principals, and coaches. Small collaborative groups of principals, facilitated by directors, met throughout the year. Key

metrics: Directors made 786 elementary and 600 secondary school visits; TNTP 2018 results reflect improvement in

leadership support from District.

Objective HR1 Recruit, Develop and Retain a High Quality, Diverse Workforce: Applicant Tracking System is 75%

complete. ITB 18-B-093-DR Temporary Services for Substitute Teachers (for retirees to substitute) posted on July 9, 2018

and closed August 7, 2018. 44% of personal files have been organized in preparation for automation.

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Objective HR2 Strengthen our Workforce through Professional Growth and Continuous Improvement enabling them to

take on Leadership Roles within the District: Leadership Development Programs planned and implemented for

instructional leaders and support personnel including Teacher Leadership Academy; Leadership Awareness; AP1; AP2;

Level II Certification Program; Level 5 Program and Step UP (Operational Leadership Program). Funds built in to

Instructional Leadership & Faculty Grant to continue building mentor training.

Objective HR3 Develop an Equitable Compensation Structure for our Workforce: Development of Classification and

Compensation Plan is 83% complete. All job descriptions (500) submitted for management review to develop a database

to ensure revision control, accurate title coding, and accurate job postings.

Objective HR5 Negotiate, Interpret, and Support Collaborative Collective Bargaining Agreements for all Stakeholders:

Six executive sessions held with School Board to gain input on bargaining items. One-hundred fifty-nine (159)

administrators completed a 2-day training in professional Standards and Labor Relations. Seven newsletters distributed

to staff via HR Newsletter “Scoop”. Labor Relations meets with Local 1010 on a monthly basis to discuss issues. BFT

meetings held as needed.

Objective HR6 Strengthen our Culture of Ethics and Accountability: Employee misconduct and grievance allegations

currently tracked in excel by Professional Standards and Labor Relations. In 2017-18, 872 records entered and 472

investigations completed. School-based administrators (159) completed a two-day Professional Standards and Labor

Relations training. Professional Standards and Labor Relations managers attend regularly scheduled Principal meetings.

Administrative Guide updated for 2017-18.

Objective G1 Ensure Schools Get Timely and Effective Support from the Central Office: Communication materials

presented in January Principal meeting, February Operational Cohort meeting, April Leadership Academy, and April BPS

News Flash. Norms and Commitments cards printed and delivered to each school and department by courier early May.

Capacity has been a barrier to work due to elevated security projects as a result of SB 7026.

Objective F3 Proactively Monitor and Analyze District-wide Resources to Ensure Appropriate Usage of Budget

Allocations within the Operating Fund, Capital Outlay, and Grants: Monthly department financials provide budget vs.

actual reports allowing stakeholders to self-monitor spending patterns while providing support to align spending with

District priorities.

Objective F4 Annually negotiate fair and competitive salaries and benefit options for all employee groups: Number of

meetings held with Dan Bennett over the Spring and Summer. Financial details provided to union's negotiations

team. Numerous one-on-one conversations with union leadership. Monthly newsletter improving district-wide

awareness to BPS employees.

Objective R3 Manage Legislative Advocacy program that Delivers Financial and Policy Wins: BPS lobbyists successfully

advocated the passing of $1.5M CTE appropriation. Successfully advocated against and stopped a bill that would have

cost $3.5M in operating expenses and $15M in capital costs. Government and Community Relations maintains a “short

list” of BPS agenda bills and regularly updates Board.

Objective O1 Seek innovative solutions to improve operational efficiencies: Operations departments visited private and

other schools districts investigating operational best practices for potential BPS application. FNS is finalizing rebranding

plans including logo, uniforms and menu updates. Purchasing implemented new electronic contract submittal and

tracking. Transportation 3-5 continuous improvement plan has been developed, reviewed and finalized.

Objective O2 Progressive enhancements of district and school security: Phase 2 Security Assessment (P2SA) presented

to Board July 10 including recommendations to move forward. The STAR program is proving effective for our at-risk

students with six completing the program in May. BPS leads Central Florida Districts with the highest volume of

SpeakOut Tips for SY 2017-18.

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Objective O4 Allocate Technology Resources Equitably: Development and use of Technology “snapshots” provides ET

ability to assess amount of hardware and use of applications by site. Ocean Breeze and Kennedy middle schools hosted

events to showcase products, devices, and equipment that may meet BPS needs for the classrooms of tomorrow.

Objective O5 Improve Brevard’s Digital Literacy: Technology committee and ambassadors created to analyze and

maintain the changing needs of technology. Continue to add computing and educational tools to LaunchPad for easy

organizational availability. ISTE standards incorporated into Professional Development and Training opportunities.

Objective O6 Enhance ET’s Customer Service and Collaboration: The Helpdesk was moved under the Educational

Training and Customer Service department to improve customer service. Feedback mechanisms to monitor progress are

in place but results need to be incorporated to improve service.

Challenges Remaining These objectives, chosen because of their importance to student success, are among those that will require significant

effort in building the momentum needed to implement and/or improve.

Objective L3 Increase Equitable Access to Innovative Educational Choice Opportunities: Four FUSE studios (Southwest,

Madison, Jackson, and Titusville) have South Lake SMART lab opening in fall 2018 and achieved 1.5M legislative

appropriation for development of Adult Ed’s Vo-Tech Center. However, funding remains volatile due to fluctuating

federal and state funding, availability of grants and district prioritization of funds received.

Objective L4 Provide Equitable Support for Every Student’s Socio-Emotional Development: Two trainings focused on

tiered interventions conducted for admin and teacher leaders. Catalog for Social, Emotional and Behavioral Supports has

been developed and released for new school year. Although district shows decrease in number of OSS, disproportionate

suspension rate remains a concern for black students.

Objective F1 Sustain current revenue sources and identify new revenue opportunities with a focus on general fund,

capital outlay, and grants: Staff turnover and other district initiatives have delayed research to other school districts

and city/county governments to identify new revenue opportunities.

Next Steps 2018-19 (Year 4) priority is to refine initiatives/programs based on feedback from the schools and the community as well

as on-going efforts to define clear metrics for each objective. Other priorities include continuing our momentum for

implementing objectives in progress and building momentum for implementing those that still require significant work.

The District continues to work to achieve goals through strong two-way communication with the schools and

community: presenting and soliciting ideas, inviting feedback, and otherwise providing ample opportunity for a district-

wide conversation about what is important for the next few years. Encouraged and inspired by the progress we have

made to date, we look forward to the next year ahead.

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Appendixes

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Strategic Plan – 2017-18 Year End Assessment

LEADING AND LEARNING Objective L1: Protect Instructional Time

Accountable: Jane Cline - Assistant Superintendent of Elementary Leading and Learning Stephanie Soliven - Assistant Superintendent of Secondary Leading and Learning

Description:

BPS will ensure that district policy and practice supports protection and effective use of instructional time. The purpose of this objective is to maximize instructional time by eliminating barriers, establishing protocols and identifying the systemic changes necessary to improve instructional practice.

STEP ONE: Review each strategy for completion as indicated in the proceeding chart.

STRATEGIES

Responsible

Status: Complete (w/ evidence) Ongoing (w/ description) Modify (w/ rationale) Eliminate (w/ rationale)

Evidence; Description; Rationale

S1: Establish and communicate expectations for scheduling of instructional time at the elementary and secondary levels with a clear vision for why this ia a priority for BPS.

o The purpose will be to ensure that we are positively impacting the classroom environment for all students to have optimal learning; and

o Principals and teacher leaders will define instructional time and will identify barriers to preserving instructional time and recommend guidelines that will enhance the learning environment. The landscape analysis may include, but not limited to, an

Tara Harris Janice Scholz Sherri Bowman

Completed - shared with cabinet July 2017 and shared with principals at whole group principal meetings at the beginning of the 2018 school year.

During the 2016/17 school year, the L1 – Protecting Instructional Time teacher teams generated a list of barriers to protecting instructional time that were district based. Those barriers were divided by responsible department and district teams composed of department representatives and principals met to address possible solutions. The following are barriers that district departments committed to work solutions for during the 2017-18 school year. Human Resources:

● Lack of subs on a daily basis ● Focus professional development on PD days – so teachers

are not pulled out of instructional time throughout the school year

Facilities:

● Maintenance workers working in classrooms while a class is in there learning and often talking to the students.

● Grass being cut without the school knowing the schedule. ● Weeds and ants being out of control on the fields.

Student Services:

● Behavior not being addressed by PBIS ● Working on school based behavior plans, behaviors are

occurring, time to track behaviors for behavior analyst if referring, more documentation, behavior is out of control.

● High volumes of IPST meetings require too much data collection by the teacher

● So many IEP meetings where the classroom teacher has to be present

● IEPs require too much data collection time and tracking

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assessment inventory, use of PLC time, school-based daily schedule, calendar of events, and the MTSS/IPST process.

S2: Create an external communication plan to highlight our teacher leaders’ efforts in protecting instructional time.

o This task force will have multiple sub committees and those sub committees will work on the barriers to protecting instructional time that were identified by school landscape analysis completed in strategy 1.

An additional team will be

created to quantify time and

effort in the MTSS process.


On-going - Committee member teachers took a survey in January 2018 on the implementation of possible solutions to district based barriers to protecting instructional time. Those results have been tabulated and need to now be shared.

Technology: ● Sign on too long for students ● Tech Infrastructure inadequate: textbook & tech support

disconnects ● Student password only lasts 45 days. Need a way for them

to resent their own password. Transportation:

● Bus schedules are a problem, late to school, missing busses (Still happening this late in the year - everyday)

Leading and Learning:

● New students that transfer between schools, have to catch up on material due to variances in instructional pacing

● District In-services are not as valuable as at school planning time. It is often repeated information. It is more like "outings" - less like trainings. And, it is forced PD - should be able to choose PD, it would be more valuable

● District out of touch w/teacher workload (6/7.) Look at what district is asking teachers to do.

Teacher Survey results: (Percent of implementation fidelity) Leading and Learning:

● 55% - Leading and Learning committed to building planning time into professional development sessions so teachers can have time to process and plan how to use their new knowledge. Have you had planning time built into district professional development you have attended this year?

● 35% - The MTSS trainers committed to create and train schools on an easy to use data input system. Have the MTSS trainers worked with you or your peers on collected data?

● 50% - The resource teachers committed to train school personnel on the textbook technology. Have you received all needed assistance with the technology associated with your course textbook?

● 57% - Leading and Learning committed to assist administrators in making sure students stay on pace with their peers. Has your administrator checked in on your use of the district pacing guide for your courses?

● 54% - Leading and Learning committed to building planning time into professional development sessions so teachers can have time to process and plan how to use their new knowledge. Have you had planning time built into district professional development you have attended this year?

Facilities: ● 45% - Facilities committed to being transparent with their

grass cutting schedule. Have you been able to have the grass cutting schedule every time you needed it in your planning process?

Student Services: ● 36% - Student Services committed to assist with the

creation of behavior plans and with tracking behavior data. Have you had assistance from student services in the creation of behavior plans and/or in the data collection process required for behavior plans?

Technology: ● 76% - Technology committed to finding a solution to the

time it takes for student passwords to be reset. Has your school based tech put a software link on your computer to allow you to reset passwords?

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Transportation: ● 66% - Transportation committed to solving the late bus

issues. Have students that ride buses made it to school on time this school year?

S3: Focusing on specific barriers to protecting instructional time that were found to be common at all schools – too many assessments and student behaviors, analyze root causes and provide solutions.

o Once identified, establish protocols for rolling out of any new initiatives, programs or processes;

o All new initiatives that impact schools (human capital) must be vetted through the Assistant Superintendents of Leading and Learning; and

o All processes or procedures that impact schools (operational) must be vetted through the Chief Operations Officer.


Completed The following are school based barriers to protecting instructional time that were found to be common at many schools and the possible solutions schools committed to institute for the 2018 school year: Elementary:

● Front office interruptions to the classrooms ○ If lunches, clothes, etc. are brought into the

office, the student can stop by the office on the way to lunch instead of being called on the intercom during instruction.

○ Clerk will send email to teacher and student can retrieve items from the office

● Student motivation ○ Implement PBIS with fidelity

● Title I teachers being pulled to cover classes ○ Try to increase substitute participation with the

district ● Perfect Attendance Announcements in the morning,

solution ○ Have attendance announcements at the end of

the day ● Issues with recess traffic

○ new procedures to avoid disturbing classrooms during recess transitions

● MTSS process is unclear, if paperwork isn’t correct the student doesn’t qualify for supports

○ Gain clarification from the district on the process for MTSS

● Dismissal issue: dismiss in groups, the aftercare needs to be there at 2:20, need to dismiss at 2:30

○ Aftercare will not ask for students before 2:30 Secondary:

● Too many meetings ○ All schools attempt to roll at least one meeting

into the Early Release PD day once a month ● The time required to write IEPs and EPs

○ All schools will consult with student services on their services delivery model prior to finalizing their 2017-18 master schedule. All support specialist will work on transitional IEP meetings and service delivery models.

● Classroom interruptions from calls into the classrooms ○ All secondary schools will adhere to the following

classroom interruptions protocol except in an emergency:

○ No calls will be made into classrooms to remind students to pick up items in the front office. (this will require parental notification and training)

○ All phone calls into the classroom and campus wide all-calls will be limited to the last 5 minutes of each period.

● Excessive Absences ○ All administrators follow the same absence

communication protocol: ○ A computer generated call for every unexcused

absence, ○ A letter home at three unexcused absences,

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○ A parent letter and meeting at five unexcused absences,

○ A parent letter and meeting at 9 unexcused absences,

○ The SRO involved when contact with the parent does not produce attendance at a meeting

○ Truancy involved when student has 15 unexcused absences

○ District policy on how and when an attendance appeal is granted – and no multiple appeals granted in the same year.

○ A clerk with only attendance duties ● Testing Schedule

○ Bring the GSP from each secondary school together to share best practices in scheduling testing.

S4: Share out solutions to district barriers found in the landscape analysis problem solving process at cross functional meetings – with a goal of the district as a whole understanding our commitment to protect instructional time;

o Utilize formative assessments so team members can assess and redevelop the role out plan for district expectations.

Jane Cline Stephanie Soliven

Completed August 2017 district based barrier solutions shared with cross functional leads. March 2018 - teacher survey data shared with superintendent in one-on-one.

S5: Create an external communication plan to highlight our teacher leaders’ efforts in protecting instructional time.

o This may include interviewing teachers who have worked on this objective and the results obtained through the collaborative effort.


On-going Committee member teachers took a survey in January 2018 on the implementation of possible solutions to district based barriers to protecting instructional time. Those results have been tabulated and need to now be shared.

S6: Identify principal point of contact (POCs) and differentiate by level and need; share guidelines and landscape analysis with all principals.


Completed All principals were given all possible solutions to district and school barriers in August 2018. Those solutions have been implemented for one school year.

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STEP TWO: Review the Metrics indicated below and determine if outcome measures are available. If yes, provide

data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: Key metrics to measure success in protecting instructional time:

▪ Survey L1 teacher leaders by the end of February 2018 on level of/and success of implementation of district barriers to protecting instructional time. Expect both indicators to be over 50% approval to be positive.

o Survey completed, percents ranged from a low of 36% for student services to assist with the creation of behavior plans and with tracking behavior data o a high of 76% for technology to finding a solution to the time it takes for student passwords to be reset. (All survey data attached below)

Pre and Post analysis:

▪ What data are you collecting? (Reduction in assessments will be indicator of positive movement) o Assessment analysis in reading, math, science, and social studies at all secondary schools. To be

completed by CC or department chairs. o Assessments will be reviewed at the elementary level by requesting a list of required assessments for

each elementary school for all core areas. ▪ What data is driving your instruction? (Increase in school’s use of assessment data will be indicator of positive

movement) o Analysis of school’s use of assessment data collected to be completed by CC or department chair.

▪ What is the instructional time lost to student behavior? (Reduction of discipline incidents in the classroom will be indicator of positive movement)

o Discipline data analysis – incidents that happen in the classroom. Data, explanation, other applicable measures:

L1 – Protecting Instructional Time Survey

At the end of the 2016-17 school year, pilot-school teacher teams created lists of possible barriers to protecting instructional time. Those barriers were divided into two group – school based and district based. During the summer of 2017, each division at the district level participated in a problem solving session with teams made up of principals and division team members. This problem solving team’s task was to find possible solutions to the district barriers to protecting instructional time that the teacher teams from the pilot schools found. The Assistant Superintendents of Leading and Learning presented those solutions to the Assistant Superintendents from each division and each division committed to implement solutions to the district based barriers to Protecting Instructional Time that were owned by the division they head. At the end of first semester of the 2017-18 school year all teachers involved in the L1 – Protecting Instructional Time Strategic Plan Team (teams from each pilot school) were asked to take a survey to determine with what fidelity the district divisions have implemented their solution. A total of 84 anonymous responses were collected from the team. The respondents were asked to quantify the fidelity with the terms Yes, Most of the time, Some of the time, and No. Those responses were then given the following numeric value; Yes = 3, Most of the time = 2, Some of the time = 1, No = 0. With those values, the fidelity of each department’s implementation can be quantified on the following scale: 3.0 = 100 percent implementation to 0 = no implementation. It was decided that though all divisions were working with a goal of full fidelity of implementation, if the school based perception was that a division was implementing with fidelity 50% (a score of 1.5) at the end of the first semester, this would be considered within acceptable parameters as many divisions were still working on perfecting their implementation model. The results of that survey are below:

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Division Commitment Fidelity Score 0-3

Percent of Fidelity

Leading and Learning

Leading and Learning committed to building planning time into professional development sessions so teachers can have time to process and plan how to use their new knowledge. Have you had planning time built into district professional development you have attended this year?

1.638554217 55%

The MTSS trainers committed to create and train schools on an easy to use data input system. Have the MTSS trainers worked with you or your peers on collected data?

1.063291139 35%

The resource teachers committed to train school personnel on the textbook technology. Have you received all needed assistance with the technology associated with your course's textbook?

1.493975904 50%

Leading and Learning committed to assist administrators in making sure students stay on pace with their peers. Has your administrator checked in on your use of the district pacing guide for your courses?

1.719512195 57%

Leading and Learning committed to building planning time into professional development sessions so teachers can have time to process and plan how to use their new knowledge. Have you had planning time built into district professional development you have attended this year?

1.607142857 54%

Facilities

Facilities committed to being transparent with their grass cutting schedule. Have you been able to have the grass cutting schedule every time you needed it in your planning process?

1.338461538 45%

Student Services

Student Services committed to assist with the creation of behavior plans and with tracking behavior data. Have you had assistance from student services in the creation of behavior plans and/or in the data collection process required for behavior plans?

1.067567568 36%

Technology

Technology committed to finding a solution to the time it takes for student passwords to be reset. Has your school based tech put a software link on your computer to allow you to reset passwords?

2.268292683 76%

Transportation

Transportation committed to solving the late bus issues. Have students that ride buses made it to school on time this school year?

1.988095238 66%

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Results from the Elementary Assessment Survey All elementary schools were surveyed for assessments required for each of the core academic areas. The data demonstrated instructional time was most impacted by assessments to monitor ELA standards mastery. The data demonstrated that 100% of elementary schools (55/55) are utilizing two or more assessments each grading period. Based on the assessment used, this results in a minimum of three hours of instructional time lost each quarter. In the area of mathematics, 55% of elementary schools (30/55) are utilizing two or more assessments each grading period. Again, resulting in at least three hours of lost instructional time. 94% (52/55) of the elementary schools are utilizing one instructional block per grading period for mathematics assessments. In the area of science, 32% (18/55) of elementary schools are using instructional time each grading period for science assessments. In the area of social studies, instruction was impacted the least with only 12% (7/55) of elementary schools using instructional time toward assessment. Some of the findings from this survey detail a need to address what constitutes quality assessment compared to quality instructional tasks such as ATU and DBQ writing tasks. Additionally, schools are utilizing a variety of digital tools for assessments that may not be fully aligned with the standards, although they are directly impacting instructional time. In an effort to continue to maximize instructional time, the district is purchasing a common tool to progress monitor student learning three times each school year in the areas of ELA and mathematics. A common tool will eliminate the need for many of the additional school and district based assessments. In doing this step, we will gain a minimum of eight instructional hours in the area of ELA and five instructional hours in the area of mathematics. Results of the discipline data analysis:

1. The data on teacher created discipline referrals was analysed for 2017 and for 2018. a. This data can not be compared. In the process of analysing the data it was found that schools were not

entering data correctly. It was found that there was not any consistency school to school or even within a school on what events were recorded as classroom events by either teachers or administrators.

1. Some schools recorded all events as classroom events while some schools recorded no classroom events.

2. Some schools recorded all events as authored by administration so there was no way to determine which were true classroom events and which were not.

b. Should this data be something to use as a matric in the future, schools need to be trained on a consistent method of recording discipline events.

Below find the secondary data as evidence that this is not a metric we can use:

School Name School Number 2018 Total

Teacher

Written

2017 Total

Teacher

Written

Titusville High 0011 505 0

Madison Middle 0052 336 245

Jackson Middle 0141 291 280

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Astronaut High 0161 323 260

Space Coast Jr/Sr 0302 695 839

Rockledge High 1011 561 486

McNair Middle 1081 158 113

Kennedy Middle 1101 301 281

Cocoa High 1121 834 1597

Viera High 1171 377 320

Melbourne High 2011 601 524

Palm Bay High 2021 118 0

Stone Middle 2071 554 5

Southwest Middle 2122 633 717

Bayside High 2211 367 408

Heritage High 2311 588 895

Eau Gallie High 3011 441 273

Central Middle 3021 785 705

Johnson Middle 3031 552 6

West Shore Jr/Sr 3141 59 4

Merritt Island High 4011 134 252

Edgewood Jr/Sr 4021 33 91

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Jefferson Middle 4111 0 160

Cocoa Beach Jr/Sr 5011 87 277

Satellite High 6011 16 0

DeLaura Middle 6012 0 0

Hoover Middle 6082 205 205

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LEADING AND LEARNING Objective L2: Support Educator Effectiveness and Build Capacity of Teachers to Improve Student Outcomes and Close Achievement Gaps

Accountable: Jane Cline - Assistant Superintendent Elementary Leading and Learning Stephanie Soliven - Assistant Superintendent Secondary Leading and Learning

Description:

Although Brevard Public Schools is a high performing school district, we realize that achievement gaps exist and attention to this area must be addressed through building the capacity of teachers to meet the learning needs of each individual student. The purpose of this objective is to ensure teachers and administrators have the tools necessary to improve student learning for all students within the school system. This will be accomplished through the continuous learning cycle of data analysis, differentiated professional development and ongoing progress monitoring.


STRATEGIES

Responsible



S1: Identify priority schools based on student outcomes and achievement gaps and differentiate the quantity and type of professional development and instructional support to those schools’ teachers and building level administrators.

Novelli, Wright, Sylvester

Ongoing Priority secondary schools identified for 17/18 SY were Madison, AHS, CHS, Stone, and PBMHS. These schools represent 17% of the total secondary population. We differentiated our support to these schools by providing them 30% of all visits to schools by secondary resource teachers to work with principals, APs, teachers, instructional coaches, and students. Of the 551 visits by SLL directors to secondary principals, 130 (24%) have been to the principals of the five priority schools. Priority elementary schools identified for 17/18 were Coquina, Endeavour, Golfview, Mims, Palm Bay, Turner, and University Park Elementary. Designation as a priority school at the elementary level is based on a school grade of D and/or being on the state list of 300 lowest performing schools in English/language arts. Elementary Leading & Learning resource teachers and content specialists made approximately 582 visits to the priority elementary schools. Elementary directors made approximately 162 visits to these same schools, with both administrators and district instructional staff providing the supports and interventions that were needed based on each school’s individual data.

S2: Examine different models for delivering on-going professional development for teachers to include both content and instructional


Ongoing A secondary new teachers symposium was held for the first time to provide new teachers direct access to the resource teachers of their subject prior to starting school and follow up visits to their schools throughout the year. In this way we were able to form relationship, provide information and train for standards-based instruction and

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strategies that ensure all students master the Florida Standards. Maximize community opportunities for collaboration of resources for example, Brevard Zoo and Kennedy Space Center.

good pedagogy without relying on department chairs or building level administrators to pass on the information, skills, and training to these new teachers. Opportunities for resource teachers to model teaching actual students were increased this year. Students at a priority high school were identified statistically as most likely to score high level 2 on ELA FSA and US History EOC. They participated in monthly lessons team taught by resource teacher and literacy coach. Middle school math teachers (and administrators) were trained on much needed digital progress monitoring tools using a new model. Eight half-day trainings were made available at four different locations on four different days. Each substitute was used for two teachers (morning/afternoon). Elementary resource teachers and instructional coaches made approximately 582 visits to the seven priority schools. Most of these visits ranged from ½ day to full days, with an emphasis on professional development followed up with instructional coaching in English/language arts and/ or math, depending on the specific needs of the targeted school. This model enabled classroom teachers to experience peer to peer coaching from district content experts. In addition, the elementary resource teacher for math and two math instructional coaches provided targeted support to the tens schools implementing Eureka Math. This model of assigning the content experts to grade level bands, rather than individual schools enabled each of them to provide ongoing professional development and coaching for a target group, rather than spreading their expertise too thin to make an impact.

S3: Examine different models for conducting instructional reviews (including the components of the instructional review and a determination of which schools are in most need of a review) and provide instructional reviews to a subset of schools by need.


Ongoing Secondary planned an instructional review at Rockledge High school; however, it was cancelled because of the hurricane and lost time from school. The elementary schools identified as priority under the Florida Differentiated Accountability (DA) program were engaged in an instructional review no less than 3 times each semester; those schools with the highest needs had a monthly instructional review that included participation by FDOE staff, a director, and the resource teacher for school improvement. Data and feedback generated as a result of these instructional reviews generated coaching plans to address instructional concerns that could impede student achievement.

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S4: Develop and implement a protocol for utilizing instructional guides that are specific to subject areas that provide evidence of standards aligned instruction and empower building level administrators to more effectively coach teachers and monitor the learning of their students.


Ongoing Our secondary resource teachers made a total of 717 visits to schools to work with principals and their A.P.s. 217 (30%) of those visits were to priority schools. In many of these visits, resource teachers walked classrooms with the administrators to help them identify whether or not standards aligned instruction was occurring and coached them how to address the issues when not. SLL Directors have made 551 visits to principals in an effort to build their capacity for instructional leadership as well as non-academic problem solving. Elementary administrators and coaches were trained in how to use the Instructional Practice Guide (IPG) as a tool to help teachers (and those who support them) build an understanding and experience with standards-aligned instruction. Principals received regular practice using the IPG during monthly collaborative group meeting. IPG data and feedback generated during this meeting were provided to individual teachers whose classrooms were visited.

S5: Align Professional Learning and Development with Leading & Learning’s Vision for Excellent Instruction by adopting teacher leadership standards and developing professional development to meet those standards for all learners to include those in need of remediation, and gifted students in need of acceleration.

Novelli, Wright, Sylvester, Moore

A Directors Action Planning Team has been established and the directors in Leading and Learning have met regularly with the professional development director to develop a means to align professional learning and development with the Vision for Excellent Instruction. A new tool, Director Action Plan, was developed and is being used to ensure alignment between professional development offerings and the Vision for Excellent Instruction.

S6: Align Professional Learning and Development with Leading & Learning’s Vision for Excellent Instruction by developing The Priority Learning Series for all Level II candidates.

Novelli, Wright, Sylvester, Moore

A priority learning series has been developed and is ready for implementation for 2017-18. Continue to monitor the matriculation of new principal candidates through the Level II School Principal Preparation Program into principal positions. Six assistant principal were appointed to the position of principal in May, 2018.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics

▪ Number of visits to priority schools by instructional and administrative staff ▪ Florida Standards Assessment (FSA) results in grades 4-10 for ELA and math annually ▪ Scholastic Aptitude Test (SAT) results in grade 11 annually ▪ Insight survey results indicate teacher and school leader satisfaction with opportunities for targeted,

individualized professional growth Data, explanation, other applicable measures: 1637 visits were made by secondary resource teachers and instructional coaches to secondary schools. 495 (30%) of those visits were to the five priority secondary schools - Madison, AHS, CHS, Stone, and PBMHS. High School Programs logged 626 visits in SY 2015 and 867 visits in SY 2016 to schools. In the first semester of SY 2017, High School resource teachers logged 355 visits to schools. In the second semester of SY 2017, secondary resource teachers logged 664 visits to schools. SLL directors worked with secondary principals at their schools 551 times this year.

Elementary Leading & Learning resource teachers and content specialists made approximately 582 visits to the seven priority elementary schools. Elementary directors made approximately 162 visits to these same schools. 2018 FSA results and analysis are not yet available except for Grade 3 ELA. Below is a chart that includes district averages for the last three years in ELA, Math, SS, and Science:

State Testing Scale Score Averages (14/15-17/18 School Year)

FSA ELA Grade 14/15 15/16 16/17 17/18

3 303.4 303.8 305.9 305.0

4 315.2 312.4 313.1

5 323.0 322.4 323.7

6 332.6 330.6 331.0

7 336.2 334.8 336.1

8 341.3 342.3 342.4

9 348.3 345.2 346.5

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10 354.5 352.4 351.9

FSA Math Grade 14/15 15/16 16/17 17/18

3 301.3 301.1 302.2

4 314.2 313.8 314.5

5 322.5 322.6 322.5

6 335.2 332.7 332.7

7 334.1 335.2 333.7

8 331.3 332.7 330.5

Algebra 1 Grade 14/15 15/16 16/17 17/18

7 525.3 527.0 529.1

8 510.3 513.8 516.8

9 494.5 489.2 492.2

10 483.7 480.9 477.7

District (G7-10) 502.8 498.8 501.0

G7-8 513.3 516.3 519.3

G9-12 492.2 485.9 486.4

Geometry Grade 14/15 15/16 16/17 17/18

8 528.4 526.4 527.6

9 517.2 511.6 511.2

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10 495.9 493.7 490.9

11 479.4 478.5 479.2

12 458.6 471.2 471.2

District (G7-12) 505.5 501.1 500.3

G9-12 502.6 498.3 497.5

Biology 1 Grade 14/15 15/16 16/17 17/18

9 412.6 410.4 410.9

10 393.1 396.0 393.0

11 392.3 389.6 390.9

12 392.7 388.4 393.9

District (G9-12) 406.6 405.3 405.3

Civics Grade 14/15 15/16 16/17 17/18

7 407.2 408.5 409.6

US History Grade 14/15 15/16 16/17 17/18

9 392.3 394.8 389.3

10 410.0 407.6 408.0

11 413.5 413.0 410.2

12 409.6 407.9 413.6

District (G9-12) 410.3 408.3 408.3

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FCAT Science Grade 14/15 15/16 16/17 17/18

5 203.6 202.5 201.6

8 204.2 204.4 204.2

District (G5 & 8) 203.9 203.5 202.9

*Green indicates score greater than prior year

*Red indicates score lower than prior year

SAT was given to Juniors for the first time in 2018. Our baseline district average total is 1015.02. The Reading/Writing section score is 517.70. The Math sections score is 497.37. The PSAT has now been given to 10th graders for three consecutive years. The PSAT district averages are as follows: In 2015-16, the district average was 932.67. The district Rd & Wrt was 472.32. The district Math was 460.35. In 2016-17, the district average was 927.69 The district Rd & Wrt was 469.71. The district Math was 457.98. In 2017-18, the district average was 925.66. The district Rd & Wrt was 472.45. The district Math was 453.21. Insight survey results indicate teacher satisfaction with opportunities for targeted, individualized professional growth as evidenced by the Brevard Professional Development Domain average Score of 7.8 and the Professional Development Domain Score for Brevard’s Top Quartile Schools is an average score of 8.5 for teacher professional development.

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LEADING AND LEARNING Objective L3: Provide equitable access to innovative educational choice opportunities

Accountable: Stephanie Archer – Assistant Superintendent Equity, Innovation, and Choice

Description:

BPS will provide equitable access to innovative educational choice opportunities.


STRATEGIES

Responsible



S1: Enhance marketing plan for promoting educational opportunities to increase equity and access for all BPS student; inclusive of electronic and published information.

o Expand branding for specific programs with logos, tag lines, etc;

o Communicate with local, state and national levels regarding policy and legislative action;

o Collaboration with Government and Community Relations; and

o Develop a feedback process to determine success of marketing program.

Archer

Ongoing Adult Education is very invested in the social media portion of marketing. Mr. Arnott is working with GCR to develop new campaign materials throughout the year. CTE will be working on the marketing aspect of their efforts in the near future. EIC will update our webpage to be informative without being overwhelming and parent friendly. EIC will continue to work alongside GCR for our annual communication blast as it relates to our open enrollment and Program Expo.

S2: Cultivate innovative programs within BPS.

o Develop additional FUSE studios and SMART Labs (technology connections) in schools;

o Create a system for continuous

Archer

Ongoing Opened 4 more FUSE studios (Southwest, Madison, Jackson and Titusville HS; PD for this effort is being held within the district for new and established school FUSE leaders SMART Lab opening at South Lake Elementary in fall 2018 Funding support for 3rd year FUSE studio subscriptions - Rockledge HS, McNair, Golfview

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improvement and sustainability of established theme-based programs;

o Establish professional development opportunities for implementation of Project Based Learning across all grade levels;

o Assess and evaluate future opportunities for theme based instruction at schools;

o Establish a process for school administrators to seek opportunities for innovation;

o Research and analyze potential for development of a Vo-Tech for Adult Ed PSAV;

o Ongoing development of Project LAUNCH;

✓ Work with individual schools to develop a phased-in implementation;

✓ Schedule Design Thinking workshop

o Observe and consult with innovative school-wide approaches throughout Florida;

✓ o Implement a GED+

program that incorporates an industry credential; and

o Explore opportunities for leisure courses.

Continue to support magnet efforts Hosting PBL Conference in June 2018 at Space Coast HS Assisting Madison in targeting a STEM focus with Great MInds Future opportunities for theme based instruction at this time is limited due to funding sources; survey to be developed with Elementary L & L Process for school administrators to identify innovative opportunities - developing a mini-grant training so schools may apply for small grants Awaiting the RFP for MSAP 2019; based on information EIC and L&L will need to evaluate whether this very lengthy and involved grant will meet our needs and/or whether our needs meet the purposes of the grant 1.5 Million dollars through legislation was appropriated for Adult Ed’s Vo-Tech Center LAUNCH Institute at Space Coast HS will be implemented for SY 2018-2019; capital monies were requested to support this program as well as build a larger ideation lab at PBMHS Design Thinking Workshop sponsored by Google was held at Harris in Nov. 2018 Innovative programs as related to Adult Ed and the Youth-Build Grant have been researched GED programs the incorporate industry certifications are currently under review with legislation EIC has developed a leisure course survey to be release in fall of 2018; explored other districts offerings Implementation of Innovation Day and subsequently planning Innovation Games for March 8, 2019

S3: Strengthen support for Open Enrollment.

Ongoing

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o Augment processes for ELO and EPO seat assignment;

o Enhance collaboration and connectivity with the CTE department through regular meetings;

o Build collaborative relationships to support charter school systems;

o Realign job descriptions to reflect duties and responsibilities to all functions of EIC; and

o Explore district-wide open enrollment, thus eliminating boundaries for schools

EIC’s vision to take over the entire ELO/EPO process has taken a baby step whereby the office is the first approver of all applications thus tasking schools will only offering seat or waitlisting students Various aspects of planning have occured with CTE; strategic planning, innovation games and grant opportunities Charter School support is in place as required by statute and contract; assist schools when possible in addressing needs Pinecrest Charter Academy is the first school who has sought our input regarding the selection of their school site as they wished to assist the district in addressing capacity challenges Realigning job descriptions is on hold until finalize comp studies are released District-wide open enrollment is on hold at this time

S4: Broaden resource development.

o Collaborate with finance and facilities for additional funding; and

o Research and align grant opportunities with strategic needs.

Ongoing Grants: Title IV - across divisions (awarded) Youth-Build - Adult Ed (in porgress) Florida Blue - Student Services Boeing - EIC and L & L Brevard Zoo - Headstart (in progress) Steelecase - Space Coast HS (unsuccessful) Capital requests made to support LAUNCH Institute

S5: Coordinate community STEAM coalition.

o Categorize database; o Publish via launch pad

as a teacher resource; and

o Join national STEM eco-system initiative network.

Eliminate During the 2017-2018 school year, there were various challenges that kept us from implementing this strategy


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics:

▪ Evidence of resource development ▪ Number of newly developed programs/innovations ▪ Marketing program success

Data, explanation, other applicable measures:

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LEADING AND LEARNING Objective L4: Provide Equitable Support for Every Student’s Socio-Emotional Development

Accountable: Beth Thedy - Assistant Superintendent for Student Services and Exceptional Student Education

Description:

Brevard Public Schools will build educator capacity and district infrastructure to equitably support every student’s social-

emotional development through professional development, new program development, provision of new curricular and

instructional resources, and human capital.


STRATEGIES

Responsible



S1: Analyze existing programs in the area of social-emotional supports to inform policy, procedures, and program equity for all students in Brevard Public Schools.

o Identify current policy and procedures related to district-wide social-emotional supports;

o Develop/send survey to principals to identify current social-emotional supports, programs, and resources;

o Compile results to determine existing social-emotional supports and curricular program resources;

o Schedule/conduct a focus group to gather/share information regarding existing social-emotional supports,

Bobersky Complete Evidence: 17-18:

● Two trainings conducted for administrators and teacher leaders focused on tiered interventions to support social, emotional and behavioral learning.

● Catalog for Social, Emotional and Behavioral Supports has been developed and will be released summer of 2018.

16-17: ● Current policies / procedures have been

analyzed; survey sent to school principals; results compiled to create a matrix of tiered supports reported as being used at one or more sites in the district. Focus group was created and held to review information regarding existing SEL programs / supports.

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services, and programs being used;

o Conduct gap analysis of results;

o Share results with responsible staff for Strategy L4.2; and

Investigate the possibility of

adding more sports to middle

schools.

S2: Research, develop, and implement programs and supports to address the social-emotional needs of all students in Brevard Public Schools (see connection in Objective 1B and 1E):

o Develop Tier 1,2, and 3 strategies

o Develop summer “kick-off” administrative training symposium on social-emotional supports;

o Revise hospital/homebound services;

o Implement pilot programs for ASD, Pre-K, and ESE; and

o Build toolkits and training for schools on dyslexia.

Bobersky Complete Modifications in red

16-17

Revision of Hospital Homebound and the development of

summer “kick-off” administrative training symposium on

social-emotional supports was completed. New system

monitored during the 17-18 school year.

Rationale:

● Support the development of the tiered system of SEL and behavior intervention strategies.

● Evaluate the effectiveness of new programs, deepening the impact of existing programs or expanding the programs offered to support student needs based on data.

● Dyslexia toolkit was published and school teams have been trained. During 18-19 school year, stakeholder input will be gathered to continue to improve supports for students with neurodiversity.

S3: Develop and communicate a matrix of tiered interventions and supports, universally designed to meet the needs of all students.

Bobersky Modify Tiered resource catalog is developed. Release summer 2018. As a result of a new superintendent being hired, a meeting will be requested to discuss current status of SEL and behavioral supports being offered and the prioritization of current initiatives based on the vision moving forward.

S4: Build educator capacity through catalog of professional development offerings including (See connection to Objective L1, L5, E1, and E3):

o Cultural competency (all);

Jenkins ongoing Continue to add offerings. Work with Leading and Learning, HR, and Professional Development Departments to align district professional learning offerings.

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o Behavior management (targeted);

o Trauma Informed Care (all/overview, targeted/in-depth);

o Universal Design for Learning (targeted);

o Alternatives to suspension (all);

o Positive Behavioral Intervention and Support/CHAMPS (targeted);

o Other programs identified through program analysis (targeted)

o Chiefs for Change Grant: Implement supports

through Accelerator

fund for at least 12

schools, SS to monitor

implementation and

outcomes based on

pre-post assessment.

o Based on community feedback shared at Stocktake in December 2017, Students Services will work with Leading and Learning to determine additional supports needed from ESE staff

S5: Review policy and/or administrative procedures in the area of social-emotional support for students. Communicate with Board and other stakeholders as appropriate.

Bobersky, Catechis and Fontan

Modify As directed by Dr. Thedy and guidance from NEOLA

S6: Communicate legal implications and collaborate with other departments.

Eliminate Incorporated into L4, S5


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20.

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Metrics: Key metrics to achieve success of creating a consistent approach to social emotional supports:

● Schools develop goals in the area of social emotional equity based on school level needs analysis (to be included

in the school improvement plan):

o Schools are encouraged to incorporate goals for student emotional learning into the school improvement

plan based on school specific needs analysis.

● Discipline incidents and disproportionality decrease, measured yearly by analyzing data from AS400 (PBIS

schools will have RTI-B data) and comparing longitudinal state data;

o District # of OSS days: 8,809, a decrease of 145 OSS days from first semester 16-17

o Disproportionate suspension rates remain a concern for black students (slight improvement district wide

during first semester)

● Attendance increases for students and staff measured quarterly for students and at least twice a year for staff;

● YTD attendance rate for 16-17 school year 94.79%

● YTD attendance rate for 17-18 school year 94.67%

● Increased proficiency from 2015-2016 baseline data on TNTP teacher survey (learning environment element of

survey) to be measured two times per year.

o Change to annually not twice per year. Report to be provided by Human Resource Office.


● During the 2018-2019 year, all schools will update the school level BPIE self-assessment, prioritize goals, and

develop a plan to support school improvement (L4.S4)

● Identified schools will use Panorama student survey data to determine areas of need and put a plan in place to

provide SEL and behavioral supports.

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LEADING AND LEARNING Objective L5: Create and Implement a System-Wide Approach to Discipline

Accountable: Beth Thedy - Assistant Superintendent for Student Services and Exceptional Student Education

Description:

Implement and revise (to include Pre-K) the systematic approach to consistent discipline practices in all schools in the district to include prevention strategies, interventions, and consequences aligned to specific behavioral incidents and infractions.


STRATEGIES

Responsible



S1: Implement, monitor and

revise a consistent and

equitable district-wide

discipline plan for K-12.

Catechis/ Fontan

Ongoing Meeting to be scheduled Summer of 2018 with Principal focus group to make revision on K-12 discipline plan based on data and feedback from stakeholders (school administrators, teachers, community members and students).

S2: Develop a consistent and

equitable district-wide

discipline plan for Pre-K.

Catechis/ Fontan

Ongoing Presenting draft PreK-6th discipline plan Summer 2018 to Principal focus group for rollout at the beginning of the 2018-19 school year.

S3: Identify and create alternatives to suspensions and expulsions.

Catechis Ongoing Piloted alternative to suspensions at the South ALC with plans to continue in August 2018 pending approval of budget request. Implemented the Success through Awareness and Restoration (STAR) program in the North/Central ALC.

S4: Implement and review restructured Alternative Learning Center (ALC) programs that addresses:

o Inconsistent instructional practice across classroom(s) and between schools;

o Inconsistent staffing plan;

o Lack of CTE options and Social/Emotional supports for students;

o Inconsistent practices for violation of stipulation contract agreement; and

Catechis Completed Academics are individualized for students through competency based software (Odysseyware); Staffing plan restructured; Added a social worker and CTE teacher for both sites; Developed process requiring Assistant Superintendent to review and approve any violation of stipulation contract; Transition meetings held between ALC staff and sending schools to ensure supportive transition for the student to their neighborhood school.

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o Lack of communication between ALCs and neighborhood schools regarding returning students.

S5: Review/revise discipline policy and procedures (e.g. Code of Conduct) to align to alternatives to suspension.

Fontan Ongoing Review discipline policy and procedures as changes are made in policy reviews.

S6: Develop and implement an on-going training model to roll out the new district-wide discipline plan, alternative to suspensions and expulsions, restructured ALC, and policies and procedures.

Catechis/ Fontan

Ongoing Trainings are scheduled for school administrators on July 31st and August 6th.


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: Key metrics to achieve success of creating a consistent approach to discipline include the following:

▪ Number of discipline referrals to dean by school/district level measured bi-annually o Correction # of events by school/district level measured bi-annually

District # events for first semester: 21,920, an increase of 667 events from first semester 16-17

▪ Number of days of out-of-school suspensions at the school/district level measured bi-annually o District # of OSS days: 8,809, an decrease of 145 OSS days from first semester 16-17

▪ Number of expulsions at the district level measured bi-annually o District # of expulsions: 2, a decrease of 5 students expelled from first semester 16-17

▪ Number of ALCs placement by school/district level measured bi-annually o District # of ALC (abeyance) placements: 163, an increase of 26 from first semester 16-17 o District # of ALC (felony suspension) placements: 21, an increase of 6 from first semester 16-17

▪ Disproportionality rate of suspensions and number of expulsions (ESE, Race, Free and Reduced Lunch) from AS400 reports measured quarterly

o Disproportionate suspension rates still concern for black students, with slight improvement district wide during first semester

▪ Student attendance rate by school/district level measured quarterly o YTD attendance rate for 17-18 school year 94.67%

▪ Learning environment element of TTNP teacher survey measured twice per year Data, explanation, other applicable measures:

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LEADING AND LEARNING

Objective L6 (revised; formerly E1): Build Principal Capacity to Develop and Spread Highly Effective Practice and Support

all Employees in Professional Growth and Continuous Improvement

Accountable: Jane Cline - Assistant Superintendent of Elementary Leading and Learning

Stephanie Soliven - Assistant Superintendent of Secondary Leading and Learning

Description:

Expanding the capacity of the principal is critical to developing a highly effective learning culture for both teachers and

students. The time and attention spent on developing principals through professional development, coaching and

mentoring, while focusing on clear expectations, is essential to maintaining the status of a highly effective school

system.


STRATEGIES

Responsible

Status:

Complete (w/ evidence)

Ongoing (w/ description)

Modify (w/ rationale)

Eliminate (w/ rationale)


S1: Identify needs and

differentiate the level of

district support and/or

guidance needed to develop

each individual principal’s

capacity by using multiple data

points (e.g. Insight, years’

experience, achievement,

etc.).

ELLA & SLL

Ongoing - Strategy will be

continued during the

2018-2019 school year.

Elementary - School were assigned to directors and visited

based on the level of support required. Level of support

was based on the following data sources: DA status,

Lowest 300 ELA state schools, FSA results, Insight Survey

results, and administrative experience and/or

performance.

Secondary - School were assigned to directors and visited

based on the level of support required. Level of support

was based on the following data sources: FSA results,

Insight Survey results, administrative experience and/or

performance, and another 30+ metrics.

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S2: Develop and implement a

training model for building

principal capacity. Targeted

professional learning based on

principal need will include:

o Developing Principal

knowledge of highly

effective instructional

practices;

o Creating small groups

of principals to work

together to improve

their practices;

o Job embedded

coaching and

mentoring led by

district leadership and

lead principals;

o Principal facilitation

using the “problem of

practice model” in an

effort to create true

principal PLC’s (Note:

The PLC’s will be

facilitated by district

and school leaders

focused on a specific

problem to be

determined by a data

review and school

needs);

o Ongoing support for

new principals starting

with an orientation in

August;

o Redefine protocol for

school visits;

o Establish expectation

for principal’s

participation in school

level PD/Resource

teacher coaching

sessions/all district

personnel; and

o Principal, Assistant

Principal, and Coach

ELLA & SLL




Elementary -

● A Vision for Excellent Instruction was developed and all principals, assistant principals, and coaches were trained on the clarification of its terminology. This was accomplished by discussing key words/phrases within the vision and collectively coming to a consensus as to their meaning. A training Powerpoint was created and shared with all schools along with the expectation of training all teachers this school year or at the beginning of the next school year.

● Two PAC (Principal, Assistant Principal, Coach) meetings were held this school year (October 2017 and January 2018) with training delivered on the Instructional Practice Guide (IPG) and the Vision for Excellent Instruction. This training has been transferred back to the schools with the IPG being used at varying levels of degree for classroom observations and coaching conversations; and the Vision for Excellent Instruction being shared with all teachers and used as the basis for instructional conversations and decisions.

● Small collaborative groups of principals met throughout the school year (August 2017, November 2017, February 2018, March 2018, and April 2018) facilitated by the directors. They focused on problems of practice sharing practices and discussing potential solutions and next steps. Additionally, group meetings included classroom observations followed by debriefing centered around a walkthrough protocol focused on the IPG Core Action 2. The group meetings also included activities that accompanied the study of the book, The Moral Imperative of School Leadership, and hot topic discussions. Included on the agenda were also such topics as administrative school-level data reviews, Insight Survey Results, and good cause exemption training.

● In an effort to redefine protocol for school visits, all principals were placed on a learning plan which defined the focus of director school visits. A principal practice directly linked to changes in student and teacher practice based on a school improvement plan goal was identified and used as the basis for the plan. Together the directors and principals mapped out actions they would take during school visits to support the learning process.

● A new principal orientation was held in August 2017, and additional support was provided through director support and mentor assignments.

Secondary -

● A Vision for Excellent Instruction was developed and all principals, assistant principals, and coaches were trained on the clarification of its terminology. This was accomplished by discussing key words/phrases within the vision and collectively coming to a consensus as to their meaning. A training Powerpoint was created and shared with all schools along with the expectation of training all teachers this school year or at the beginning of the next school year.

● Small collaborative groups of principals met throughout the school year facilitated by the directors. They

Page 41 of 90

(PAC) trainings at

elementary level.

focused on problems of practice sharing practices and discussing potential solutions and next steps. The group meetings also included hot topic discussions. Included on the agenda were also such topics as administrative school-level data reviews, Insight Survey Results, deficiency reports, Algebra enrollment, and articulation.

● A new principal orientation was held in August 2017, and additional support was provided through director support and mentor assignments.

● New principal meeting was held for May 24, 2018 for SY 19.

● Suggested focus for all one-on-one meetings with principals to include classroom walk-throughs and have an ensuing discussion regarding the observations.

S3: Build the capacity of

Directors/Coordinators in

order to build principal

capacity.

o Investigate

trainings/resources

available on

mentoring/coaching;

Identify best model for

BPS and implement;

and

o Develop a survey to be

administered three

times per year

focusing on the

effectiveness of

Directors/Coordinators

in building principal

capacity.

ELLA & SLL

Ongoing - Continue to

look for

trainings/resources on

mentoring/coaching, and

utilize the District Level

Insight Survey to

determine effectiveness

of directors in building

principal capacity.

Elementary -

● Four directors completed their National Principal Mentor Certification (NAESP) this year and one director and assistant superintendent completed their recertification.

● The 2017 Brevard School Leader Report was shared with directors and data analyzed to determine the effectiveness of the directors in building principal capacity. The two indicators that are being used to determine effectiveness are; “The support I receive from my supervisor helps me be a more effective leader,” and “My supervisor supports my role as an instructional leader.”

Secondary -

● The 2017 Brevard School Leader Report was shared with directors and data analyzed to determine the effectiveness of the directors in building principal capacity. The two indicators that are being used to determine effectiveness are; “The support I receive from my supervisor helps me be a more effective leader,” and “My supervisor supports my role as an instructional leader.”

S4: Develop learning plans

with elementary principals.

ELLA




Elementary - In an effort to redefine protocol for school

visits, all principals were placed on a learning plan which

defined the focus of director school visits. A principal

practice directly linked to changes in student and teacher

practice based on a school improvement plan goal was

identified and used as the basis for the plan. Together the

directors and principals mapped out actions they would

take during school visits to support the learning process.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if

available and set goal for 2018-19 and 2019-20.

Metrics:

Key metrics to achieve success of Building Principal Capacity:

▪ TNTP Leaders Survey Results

o Instructional Leadership Domain

▪ My supervisor supports my role as an instructional leader

▪ The support I receive from my supervisor helps me be a more effective school leader

▪ Principal-Supervisor Survey Results

▪ Standardized student data points (FSA, graduation rate, SAT/PSAT)


● For elementary, a total of 786 school visits occurred this school year by Directors to support principals. For secondary, a total of 600 school visits occurred this school year by Directors to support principals.

● TNTP Leaders Survey Results (2017): ○ My Supervisor supports my role as an instructional leader.

■ Brevard site administrators 81% ■ Elementary site administrators 74% ■ Middle school site administrators 82% ■ Junior/Senior High site administrators 100% ■ High School site administrators 100%

○ The support I receive from my supervisor helps me be a more effective school leader. ■ Brevard site administrators 82% ■ Elementary site administrators 78% ■ Middle school site administrators 82% ■ Junior/Senior High site administrators 100% ■ High School site administrators 91%

● TNTP Leaders Survey Results (2018): ○ My Supervisor supports my role as an instructional leader

■ Brevard site principals - 92% ■ Brevard site assistant principals - 89% ■ Elementary site principals - 91% ■ Elementary site assistant principals - 83% ■ Secondary site principals - 96% ■ Secondary site assistant principals - 92%

○ The support I receive from my supervisor helps me be a more effective school leader ■ Brevard site principals -88% ■ Brevard site assistant principals - 89% ■ Elementary site principals -87% ■ Elementary site assistant principals -87% ■ Secondary site principals - 92% ■ Secondary site assistant principals - 91%

● We did not administer a principal-supervisor survey due to having the TNTP Leader Survey. ● Standardized data points - awaiting receipt.

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Grade 3 FSA ELA Scores

Improved and

Declined

Non-charter

schools

Change Scale

Score

% Change

Scale

Score

Change

Level 1

% Change

Level 1

Change

Level 3+

% Change

Level 3+

Improved 18 33% 16 30% 22 41%

Declined 34 63% 33 61% 30 56%

No Change 2 4% 5 9% 2 4%

54 100% 54 100% 54 100%

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HUMAN RESOURCES

Objective HR1: Recruit, develop, and retain a high quality, diverse workforce (Employment Lifecycle)

Accountable: Carol Tolx, Deputy Superintendent/Chief Human Resources Officer

Description:

Improve the process and speed of service for recruitment, screening, selection, on-boarding, and monitoring of new

employees in order to ensure a high quality and diverse workforce, which will meet our students’ needs.


STRATEGIES

Responsible

Status:






S1: Implement an applicant

tracking system to assist with

the management of job

vacancies, including the

integrating of systematic filters

and pre-screening tools, as

well as a component to

efficiently and consistently on-

board high quality candidates

to the District.

Marynet

Dulice and

Chrystal

Holaway

Ongoing 75% complete of configuring the Applicant Tracking

System. We are in the process of upgrading the software

at no additional cost.

S2: Subcontract substitute

personnel to a vendor who

specializes in helping districts

to achieve cost savings and

operational efficiency,

ensuring the continuity of

instruction, while allowing

students to flourish from

quality education.

Chrystal

Holaway

Ongoing New ITB for retirees to substitute sent to Purchasing on

June 19, 2018.

S3: Retain a vendor to

implement the electronic

scanning and storage of all

employee personnel files.

Marynet

Dulice and

Chrystal

Holaway

Ongoing As of June 20, 2018, 44% of the personnel files have been

organized in preparation for automation. An RFP will be

written Fall of 2018.

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Metrics:

▪ Implement ATS within 6 months of budget and board approval; this project is ongoing and we anticipate a go-live in

Fall of 2018.

▪ Substitute Staffing partnership within 6 months of board approval; this is ongoing. We anticipate implementation

in Fall of 2018.

▪ Personnel file audit percentage completion and goal; create timeline for this; timeline is complete. Project

organization is at 44%.

▪ Continue to attend monthly historic minority colleges and local minority organizations; recruitment continues to

attend HBCs.

▪ Improved feedback from Leadership Team on TNTP survey; complete


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HUMAN RESOURCES Objective HR2: Strengthen our workforce through professional growth and continuous improvement enabling them to take on Leadership Roles within the District (Professional Development)

Accountable: Carol Tolx – Deputy Superintendent/Chief Human Resources Officer

Description:

Establish career advancement opportunities for excellent employees to assume leadership roles within the district to increase employee engagement, build collective capacity, and recognize the benefits of a high quality, diverse workforce.


STRATEGIES

Responsible



S1: Plan and implement a system of professional learning that develops and improves the leadership competencies and skills of instructional leaders and support personnel. (Leadership Development)

Moore Complete ● Program Outlines: 1. Teacher Leader Academy 2. Leadership Awareness 3. AP 1, 4. AP 2 5. Level II Certification Program 6. Level 5 Program 7. Step UP

● 2018/19 Professional Development Calendar

S2: Provide mentoring and/or coaching for all employees as they advance to positions of increasing responsibility to ensure high-fidelity implementation of professional learning. (Coaching and Mentoring)

Moore Ongoing ● Three mentoring trainings scheduled for 2018/19

● Funds build in to ILFD Grant to continue building mentor trainer capacity

● Projected to re-certify all available BPS Mentor trainers and add 4 new trainers in 2018/19

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▪ Create career advancement programs that move participants from one level to the next and is reflective of BPS’s workforce

▪ 70% of participants in each of the Leadership Pipeline Programs will be hired within 3 years to the next level of leadership within the district

▪ 70% of non-certified participants in career advancement programs will be hired within 3 years to the next level of employment within the district

Data, explanation, other applicable measures: Teacher Leadership Academy

TOTAL PARTICIPANTS (38)

TOTAL PERCENT

MALE 1 3%

FEMALE 37 97%

WHITE 35 92%

BLACK 2 5%

HISPANIC 0 0%

ASIAN 1 3%

ELEM 30 79%

SEC 8 21%

Leadership Academy


TOTAL PERCENT

MALE 15 26%

FEMALE 42 74%

WHITE 41 72%

BLACK 11 19%

HISPANIC 4 7%

ASIAN 1 2%

AP Academy Year 1

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TOTAL PERCENT

MALE 8 26%

FEMALE 23 74%

WHITE 24 77%

BLACK 3 10%

HISPANIC 3 10%

ASIAN 1 3%

ELEM 17 55%

SEC 14 45%

AP Academy Year 2


TOTAL PERCENT

MALE 7 35%

FEMALE 13 65%

WHITE 19 95%

BLACK 1 5%

HISPANIC 0 0%

ASIAN 0 0%

ELEM 9 45%

SEC 11 55%

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HUMAN RESOURCES Objective HR3: Develop an equitable compensation structure for our workforce (Compensation Structure and Salary Administration)


Description:

Develop an equitable compensation structure for our workforce.


STRATEGIES

Responsible



S1: Execute a district wide

classification and

compensation study, analyze

vendor correction plan, and

formalize a long term

execution strategy to include

negotiating the proposed

solutions as they apply with

CBAs.

o Annual benchmarking and comparison of other neighboring districts compensation, classification, and HRIS systems (Osceola, Orange, Seminole, Volusia, Indian River, St. Lucie, Martin, St. Johns Counties) and biannual market support staff salary survey comparison

Carol Tolx and Rochelle Schwindt

Ongoing Development of Classification and Compensation Plan is 83% complete. The final report that will be presented to the Superintendent and Board is 75% complete. Development of implementation strategies are 70% complete. (All results have been provided by MGT as of Friday, June 15, 2018.)

S2: Establish labor budgets to

include supplements,

differentials, and bonuses in

order to equitably distribute

labor dollars and budget for

various retention measures.

Carol Tolx and Rochelle Schwindt

Ongoing District-wide initiative that involves all divisions and is a multi-year project.

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o Establish succinct salary schedules and assist departments in budgeting new and reconstituted positions reflecting realistic starting and transfer salaries.

S3: Initiate a job description

database ensuring revision

control, accurate title coding,

accurate job postings

facilitating a legally defensible

compensation, selection,

transfer, and promotion

policies.

o Ensure every active position is appropriately assigned a corresponding position description/code and consolidate/expand descriptions/codes as needed to facilitate an expanded infrastructure for career paths thereby encouraging retention of a highly quality workforce

Rochelle Schwindt

Complete All job descriptions have been submitted to MGT for review and BPS has received all 500 plus as of June 19, 2018.


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: Key metrics to achieve success of negotiating fair and competitive compensation packages:

▪ Establish Baseline with Classification and Compensation Study Phase 1 expected completion March 2018; has been extended due to complexity of this project. o Percent of labor expenditures to operational budget compared to peer organizations; complete o Percent of Athletic, Academic, and Unique supplements and differentials to labor expenditure; ongoing o Number of Active Job Descriptions vs. Active Title Codes Baseline and show improvement; complete


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HUMAN RESOURCES Objective HR4: Allocate workforce resources equitably to support the needs of our district (Personnel Allocation Reporting (PAR))

Accountable: Carol Tolx - Deputy Superintendent/Chief Human Resource Officer

Description:

Review Personnel Allocation (Staffing Plan) and other allocation processes, along with annual review of school and

department needs vs wants, to ensure that human resources, representing 84% of the school district’s budget, are

appropriately and equitably allocated to best serve our students and community with fiscal responsibility.


STRATEGIES

Responsible



S1: Research and review

current staffing plan to

understand formulations in

determining staffing

allocations.

o Taking into

consideration FTE and

Membership.

Carol Tolx Complete New school-based staffing plan was rolled out in January of 2018. PAR is going for Board review on June 28, 2018.

S2: Evaluate current staffing

plan for staffing allocation

inequities.

Carol Tolx Complete Completed in Fall of 2017 by a cross-functional team.

S3: Develop and implement a

new 2018-19 Staffing Plan for

schools and departments that

ensures financial

responsibility, equitable

placement of allocations, and

other factors not limited to

school enrollment,

demographics, and academic

needs.

o Other potential

factors may include:

tech allocation; ESE %,

FRL%, special ESE

programs, age/design

of facility.

Carol Tolx Complete Implemented in January of 2018 for the 18-19 school year.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Identify percent of allocation of savings from year to year; approximately $3.7 million savings ▪ Identify percent of allocation to fragile schools compared to all others; determined on a year-by-year case-by-case

basis Data, explanation, other applicable measures:

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HUMAN RESOURCES Objective HR5: Negotiate, interpret, and support collaborative Collective Bargaining Agreements (CBA) for all stakeholders (Labor Relations)


Description:

The Office of Professional Standards & Labor Relations will work collaboratively with the Board Members, Superintendent, and Cabinet to prioritize district resources in order to offer a fair and competitive contract to affect all employee groups. (Also supported through Objective F4: Annually negotiate fair and competitive salaries and benefit options for all employee groups.”)


STRATEGIES

Responsible



S1: Develop and implement

communication protocols to

disseminate timely bargaining

updates to all stakeholders.

Rivers Lewis Ongoing Multiple executive sessions were held with the School Board. Bargaining updated provided to staff members via HR Newsletter (Scoop). Principals informed of updates during principal meetings. Currently we are updated the Labor Relations Department website to include bargaining information.

S2: Identify and provide

training opportunities to BPS

Leadership to educate on

matters of Labor Relations.

Rivers Lewis Ongoing Professional Standards/Labor Relations completed two 2-day training sessions (June 6th and 7th and 13th and 14th) for school based administrators. A make-up day will be planned for the upcoming school year. Sessions are being planned for non-school based administrators to be held this upcoming school year.

S3: Build collaborative

relationship with union

partners by regularly meeting

with union leaders and

addressing non contractual

concerns.

Rivers Lewis Ongoing Labor Relations meets with Local 1010 on a monthly basis to discuss issues relating to the bargaining unit. BFT meeting are held as needed.

Page 56 of 90


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: Key metrics to achieve success of negotiating, interpreting, and supporting collaborative collective bargaining

agreements (CBA) for all stakeholders:

▪ Identify content needs, preferred method of delivery, frequency of delivery, and helpfulness of information provided to be distributed

▪ Identify percentage of BPS Leaders who experience an enhanced knowledge of the bargaining process and contract interpretation


● Six Executive Sessions were held with the Board to seek input on items relating to bargaining.

● 159 administrators completed the two day training in Professional Standards and Labor Relations.

● Seven newsletters distributed.

● Website update pending completion of District website update (December 2018).

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HUMAN RESOURCES Objective HR6: Strengthen our culture of ethics and accountability (Professional Standards)


Description:

The Department of Professional Standards division is responsible for maintaining the professional workplace within Brevard County Public Schools. Professional Standards seeks to build strong partnerships with administrators and employees in support of the District’s vision and mission


STRATEGIES

Responsible



S1: Enhance record keeping capabilities to increase consistency in professional standards practices.

o Develop and implement an internal database to track all reported allegations of employee misconduct and grievances.

Rivers Lewis Ongoing Case files regarding investigations are being maintained by Professional Standards and Labor Relations. Information is also being maintained on excel spreadsheet. Database solutions are being explored.


communication protocols to

disseminate district

professional standards related

policies, procedures, and

standards to administrators.

Rivers Lewis Ongoing Administrative Guide updated for the 2017-18 schools year. Additional revisions planned for the 2018-19 school year. Professional Standards/Labor Relations managers attend scheduled principals meetings. Managers also meet with Elementary and Secondary Assistant Superintendents on a weekly basis to discuss cases in their division.


training to educate and inform

all administrators on matters

of Professional Standards.

Rivers Lewis Ongoing Professional Standards/Labor Relations completed two 2-day training sessions (June 6th and 7th and 13th and 14th) for school based administrators. A make-up day will be planned for the upcoming school year. Sessions are being planned for non-school based administrators to be held this upcoming school year.

Page 58 of 90


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Identify content needs, preferred method of delivery, frequency of delivery, and helpfulness of information provided ▪ Identify percentage of BPS Leaders who experienced an increase in comfortability with Professional Standards

practice enforcement Data, explanation, other applicable measures:

● 159 administrators completed the two day training in Professional Standards and Labor Relations.

● Seven newsletters distributed.

● 872 records entered into the case log for the 2017-18 school year.

● 472 investigations completed by Professional Standards/Labor Relations and District Security.

● 400 records of non-disciplinary and disciplinary actions completed by the work location administrator.

● Website update pending completion of District website update. (December 2018)

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GOVERNANCE

Objective G1: Ensure Schools Get Timely and Effective Support from the Central Office

Accountable: Mark Mullins - Chief Operations Officer

Description:

All Central Office Divisions will commit to the continuous improvement of Leading and Learning by providing high-quality

service and highly-effective internal communication that is structured around cross-functional processes.


STRATEGIES

Responsible



S1: Implement and monitor

developed Central Office

communication protocol

(horizontal).

Rayen Thornton

Ongoing Combined with Strategy 2

S2: Implement and monitor

internal stakeholder

communication protocol

(vertical).

Rayen Thornton

Ongoing Relaunch of implementation plan set to begin at Leadership Conference July 16 and throughout the 18-19 school year. Coordination needed between GCR and OPS.

S3: Promote a strong

customer service oriented

culture organization-wide (i.e.

celebrate suggestions for

improvement, “risk-taking”,

etc.); design a “Customer

Service Recognition” initiative

that includes celebration of

innovative solutions, “risk-

taking”, suggestions for

improvement, etc.

Benken Ongoing Currently working with other district initiatives related to employee recognition. Currently developing a new launch for 2018-19.

S4: Communicate with

established Principal Advisory

to periodically identify and

prioritize existing operational

processes needing review to

ensure efficient practices and

Rayen Ongoing Capacity has been a barrier to work on evaluating identified processes due to elevated security projects as a result of SB 7026.

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expectations; recommend

new processes as needed.

S5: Analyze and evaluate

feedback from the 2017 TNTP

by department and launch

progress monitoring email

survey.

Creach Ongoing Survey results have been provided to Cabinet members. District Operations is planning to cover during July 16th Conference and follow up with specific Operational leaders at Charge session in in August.



▪ Monthly implementation of well-defined and established communications message (horizontal and vertical) to promote cultural awareness of new norms and commitments.

▪ Annual TNTP School Leader Survey will reflect strong organization-wide support and effective communication o Improvement ratings will be defined after 2018 received for 2019


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GOVERNANCE Objective G2: Develop and Implement More Thorough and Effective Meeting Preparation and Communication Protocols to Keep the Superintendent, School Board, and Cabinet Focused on Achieving the School District’s Mission, Vision, and Strategic Plan

Accountable: Carol Tolx – Deputy Superintendent/Chief Human Resources Officer Mark Mullins -- Deputy Superintendent/Chief Operating Officer

Description:

As strategic plan priorities and strategies are finalized, structures to support implementation and monitoring will require strong relationships and clearly defined roles and responsibilities among members of the governance team in order to ensure goals are achieved.


STRATEGIES

Responsible



S1: Monitor established preparation protocols for Board meetings.

Tolx Mullins

Complete Protocols established, individuals identified for monitoring and maintaining; positive feedback from board members.

S2: Monitor the established protocols for responding to Board Member questions, constituent concerns, and Board-assigned tasks in a timely manner (i.e. process to provide regular updates, and so forth); seek feedback from board quarterly on efficiency and effectiveness of protocols.

Tolx Mullins

Complete Cabinet members are regularly updating 1-1 document. Board members are utilizing the "Board Hub" which provides ongoing updates on initiatives, priorities and/or board assigned tasks.

S3: Monitor protocols for scheduling and organizing collaborative work sessions between the School Board, Superintendent, and Senior Staff; establish regular meetings (i.e. retreats) between board members and cross-functional themes (non-champion theme areas).

Tolx Mullins

Complete Board workshop calendar process established; board/supt and board/supt/cabinet retreats dates established.

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S4: Facilitate Superintendent/Board member school visits to foster open dialogue between Superintendent, Board Member and principals in the board member’s district

Tolx Mullins

Complete Visits are currently scheduled; several joint visits have occurred with all board members.

S5: Formally present Leadership Team Insight survey results and steps for improvement.

Tolx Mullins

Complete Central Office Leadership Insight results were presented to Leadership Team on November 20, 2017. Individual departments were provided dis-aggregated results for analysis.

S6: Comprehensive review and update of Board Policies.

Tolx Mullins

Ongoing Amy Envall, new general counsel, has established process for ongoing updates. She is currently working with cabinet members for monitoring and updating priorities policies. Will not be complete by end of SY 17-18.


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Quarterly feedback from board members relative to board agendas and communication protocols; results aim to

reflect strong confidence in Superintendent/Cabinet practices of communication and work priorities ▪ Monitor School Leader Insight Survey results for increasingly favorable response from Leadership Team based on the

following questions: o “The district uses effective communication channels to reach school leaders.” o “I receive consistent communication from central office.” o “I receive clear communication from central office.”


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FINANCE

Objective F1: Sustain current revenue sources and identify new revenue opportunities with a focus on general fund, capital outlay, and grants

Accountable: Pennie Zuercher - Chief Financial Officer

Description:

BPS is committed to ensuring adequate revenues to support the core district mission. To that end, BPS will work with our legislative delegation and community to sustain the current revenue sources received by the District. In addition, BPS will work to identify other revenue opportunities for the district and our schools to realize our strategic objectives.


STRATEGIES

Responsible



S1: Research other school districts and city/county governments to identify community support sponsorships and other new revenue opportunities, including grant opportunities.

Clark Modify We were not able to complete this objective due to other initiatives with property control and centralized internal accounts. Suggest this objective be moved to a FY19 objective.

S2: Work collaboratively with Facilities and Community Relations to develop a plan to promote community support for a new referendum by communicating the district’s funding successes and continuing future needs.

Zuercher Ongoing Facilities, Community & Government Relations, & Financial Services met to discuss. The team is waiting on Community & Government Relations to bring a timeline to work from

S3: Educate our legislative delegation to gain support for the following initiatives: a) Maintaining the Required Local Effort (RLE) millage at current levels; b) Adjusting the pupil transportation formula to cover the actual cost of transportation; c) Providing new funding or repurposing current appropriations (Best & Brightest) to provide a recurring increase to teacher salaries; and d) Restoring the board’s authority to levy up to 2.0 mills for capital outlay tax.

Zuercher Eliminate Financial Services cannot do this alone and it does not seem to be anyone else’s priority.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Receipt of new revenue sources / sponsorships ▪ A defined plan of action to begin gaining community support for a new sales tax referendum ▪ One or more members of our legislative delegation support the district’s initiatives Data, explanation, other applicable measures:

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FINANCE Objective F2: Equitable allocation of resources to align with priorities and maintain adequate fund balances within the operating, capital outlay, and self-insured trust funds


Description:

BPS is committed to allocating resources to support the core district mission. To that end, BPS will work to ensure adequate funding to achieve the District’s core mission. In addition, BPS will focus on allocating resources align with our strategic goals and streamlining spending.


STRATEGIES

Responsible



S1: Develop a revised asset management process to increase oversight and provide support to schools and departments.

Clark Complete Process changes and procedures have been updated for FY19 roll-out. Implementation will begin in FY19.

S2: Develop a process to examine and streamline spending patterns to maintain adequate balance in all funds.

Strickland Ongoing Monthly Board Financial Statements and monthly department statements were developed and implemented for FY18. We need to look at the next steps in financial reporting.

S3: Identify best practices, state and nation-wide, for allocating funds to schools to achieve equitable outcomes for students.

Zuercher Ongoing/Modify Received analytical tool from Chiefs for Change. However, data required is extensive. Needs to be determined if this is a continuing priority.

S4: Review current funding allocations for schools compared against other school districts and implement best practices for staffing and non-labor allocations.

Tolx and Zuercher

Complete Both the Staffing Plan allocations and the non-labor school allocations have been updated for the coming year. This includes a new method for allocating and reporting substitute budget and expense.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Increase in contingency/reserves in operating, capital outlay and self-insured funds - this will be determined at year-

end ▪ Established change in the method of allocating resources to schools - completed as referenced above Data, explanation, other applicable measures:

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FINANCE Objective F3: Proactively monitor and analyze district-wide resources to ensure appropriate usage of budget allocations within the Operating Fund, Capital Outlay, and Grants


Description:

BPS is committed to understanding and reporting real-time revenues and expenditures in a transparent manner to facilitate period decision-making by Cabinet and the Board in order to maximize return on investment of allocated funds.


STRATEGIES

Responsible



S1: Educate stakeholders on how to interpret financial data; develop user-friendly budget vs. actual reports with historical data for stakeholders to self-monitor spending patterns; and provide support to align spending with the strategic priorities of the District.

Strickland Ongoing Monthly department financials as well as new monthly financial statements provide budget vs. actual reports. Budget matrices provide historical spending patterns to be considered in developing new budgets.

S2: Establish a process to examine current year adopted labor budget against obligated (encumbrances and expenditures) labor expense for schools and departments to identify changes in allocated units and labor expenditures.

Strickland Ongoing Required reports have not been updated to present most current data. This is still a worthwhile strategy.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Increase in contingency/reserves in operating, capital outlay and self-insured funds - this will be determined at year-

end ▪ Established change in the method of allocating resources to schools - n/a Data, explanation, other applicable measures:

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FINANCE Objective F4: Annually negotiate fair and competitive salaries and benefit options for all employee groups


Description:

BPS is committed to prioritizing district resources in order to offer a fair and competitive compensation package to all employee groups. (Also supports Objective E5: Negotiate, interpret, and support collaborative collective bargaining agreements (CBA) for all stakeholders.)


STRATEGIES

Responsible



S1: Maintain open communications with union leadership and team members regarding the financial position of the District.

Zuercher Eliminate This should just be part of the day to day work.

S2: Improve district-wide awareness of the BPS employee benefits program using monthly communications with emphasis on preventive-care resources.

Langdorf Ongoing – A monthly newsletter was developed and started in December 2017. The newsletter is distributed by e-mail from Ms. Pennie Zuercher to all employees. In addition, the newsletter is posted at all worksites. This process has continued each month since December.

The monthly newsletter can be found at the following website address; http://www.edline.net/pages/Brevard_County_Schools/Departments/Departments__K-Z/HumanResources/Benefits_Monthly_Newsletter


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Increase in contingency/reserves in operating, capital outlay and self-insured funds ▪ Established change in the method of allocating resources to schools Data, explanation, other applicable measures:

http://www.edline.net/pages/Brevard_County_Schools/Departments/Departments__K-Z/HumanResources/Benefits_Monthly_Newsletter





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GOVERNMENT & COMMUNITY RELATIONS

Objective R1: Increase proactive communication through BPS-owned digital media with content that builds trust and cooperation with our schools

Accountable: Matt Reed - Assistant Superintendent of Government & Community Relations Description:

BPS will attract new community stakeholders groups through an increased digital presence and a renewed effort on engaging our current audience. A specific focus will include local and state government officials, and business, faith based and non-profit representatives.


STRATEGIES

Responsible



S1: Develop a stable of BPS-branded digital media by August 2017 to serve as a platform for news, messaging, advertising and morale-building.

Matt Complete w/ evidence Facebook likes: September 2017 - 18,827 March 2018 - 19,276 May 2018 - 19,449 Twitter followers: November 2017 - 8,083 March 2018 - 8,318 May 2018 - 8,438 Constant contact, Peachjar growth campaigns underway.

S2: Set benchmarks for audience growth with a goal of increasing combined digital reach by 10 percent annually.

Matt Complete w/ evidence Social media, constant contact, Peachjar, Blackboard Connect all provide data on audience reach and engagement. Besides growing our reach, we have begun lengthening the time spent per visitor reading, watching and commenting.

S3: Produce weekly public-affairs program for BPS-TV that can be efficiently repurposed as a podcast, radio program, social media updates and embedded in BPS newsletters.

Matt Complete w/ evidence BPS TV has produced two "seasons" of programs to date. Clips in BPS social media routinely are watched by more than 1,000 viewers with no paid promotion. Have transitioned from 1-hour show to 30-minute based on resources, staff time, and interest. https://www.youtube.com/playlist?list=PLXhI-4G3Px5Vsk0VYSf8hrWo8m6iCIUX5 Looking into additional delivery options and expansion for Fall 2018

S4: Increase advertising revenue by developing underwriting opportunities.

Debra Complete w/ evidence Despite initial business risk of transitioning to digital, all BPS News products are "sold" and making publishing deadlines to satisfy advertisers. G&CR will make its annual $100,000 payment back to the general fund dedicated, encumbered advertising dollars for the first time. A healthy external advertising campaign has been launched to grow audience, using sponsor dollars exclusively.

https://www.youtube.com/playlist?list=PLXhI-4G3Px5Vsk0VYSf8hrWo8m6iCIUX5

https://www.youtube.com/playlist?list=PLXhI-4G3Px5Vsk0VYSf8hrWo8m6iCIUX5

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Quarterly measurement of increased engagement (social media analytics, survey responses, news output) ▪ Improved community perceptions as measured by an increase in the number of positive stories produced by internal

and external mediums, and compare coverage to other large employers in the area ▪ Create tracking system for incidents and related stories covered by news outlets Data, explanation, other applicable measures:

● Quarterly measurement of increased engagement: ○ Facebook likes: September 2017 - 18,827 March 2018 - 19,276 May 2018 - 19,449 Twitter followers:

November 2017 - 8,083 March 2018 - 8,318 May 2018 - 8,438 ○ Develop tracking for publications in 2018-19

● Improved community perceptions as measured by an increase in the number of positive stories produced by internal and external mediums, and compare coverage to other large employers in the area

○ Tracking for this item insufficient and tracking system too costly to sustain ● Create tracking system for incidents and related stories covered by news outlets

○ Reprioritized and determined this is no longer necessary

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GOVERNMENT & COMMUNITY RELATIONS Objective R2: Execute winning PR campaigns that support strategic initiatives

Accountable: Matt Reed - Assistant Superintendent of Government & Community Relations Description:

The strategic plan outlines many communications plans within the strategies and objectives. Government and Community Relations will prioritize assets and resources to accommodate the needs of those divisions and departments to achieve Brevard Public Schools’ goals.


STRATEGIES

Responsible



S1: Research and test techniques for reaching low-income and Hispanic parents.

Sara Ongoing w/ description Family Resource Nights were strategically planned in vulnerable areas of Brevard offering community resources, translation services, and providing a meal and childcare for attendees. Translation services agreement has been developed for BPS. Formed relationships with Brevard American Caribbean Sports & Arts Assoc. (BACASA) and the Brevard Hispanic Center.

S2: Develop partnership program for faith-based groups.

Sara Completed w/ evidence Our Partners In Education program includes more than 100 churches that have committed money or time -- including mentoring and volunteering -- to our schools. New engagement coordinator in G&CR organized Family Resource Nights with faith-based partners, and has joined faith-based networking groups.

S3: Multiply (or increase) sponsorships and advertising revenue. (Also in support of R1; S4.)

Sara/Debra Ongoing w/ evidence Advertising sales and cultivation of the Legacy Club suffered in fall 2017 due to a staff vacancy -- Legacy Fair has been scheduled for June 2018 and all sponsorships and vendor tables have been sold.The ‘Legacy Letter’ is being revamped with more ad space for increased revenue. Family Resource Nights were planned and executed with many vendors in attendance and in-kind donations of venues and food.


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Define metrics to track results based on each unique campaign, examples include; votes, teacher recruits, poll

numbers, volunteer hours

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▪ Analyze potential ROI for adding an advertising sales position in 2018. Consider goal of doubling advertising and sponsorship revenue within three years

▪ Develop system to record and track PR campaigns and successes related to the strategic plan with an effort on follow-through and market competition

▪ Create new digital-advertising options for business partners, including video Data, explanation, other applicable measures: ▪ Define metrics to track results based on each unique campaign, examples include; votes, teacher recruits, poll

numbers, volunteer hours o Hard to anticipate in strategic planning process, projects and campaigns develop organically

▪ Analyze potential ROI for adding an advertising sales position in 2018. Consider goal of doubling advertising and sponsorship revenue within three years

o Additional advertising sales position postponed indefinitely o Partners In Education: 750 o Faith based partners: 175 with emphasis on key partnerships with unique connections in the community o Legacy sponsorships: 2017-18 $1,230 o New initiative- district sponsorships: stocktake retreat, summits, LTM 2017-18 $22,307 o Family Resource Night: in kind - child care, venues, meals = 2017-18 $3,235 o Advertising: 2016-17 $258,648 2017-18-$263,041

▪ Develop system to record and track PR campaigns and successes related to the strategic plan with an effort on follow-through and market competition

o Each campaign is unique, one tracking system would not be sufficient. Success is determined by each unique campaign

▪ Create new digital-advertising options for business partners, including video o Brevard Watch - 2 seasons, 25 episodes

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GOVERNMENT & COMMUNITY RELATIONS

Objective R3: Manage legislative advocacy program that delivers financial and policy wins

Accountable: Matt Reed - Assistant Superintendent of Government & Community Relations

Description:

BPS will leverage our partnership with lobbyists and local government entities to advocate for legislation that increases

revenue or policies that benefit the school district.


STRATEGIES-

Responsible

Status:






S1: Develop BPS legislative

agenda, concentrating on

advocacy during fall

committee weeks.

Focus lobbyists’ efforts on

passing BPS-specific bills or

appropriations.

Matt Complete w/ evidence We successfully produced a board-approved legislative

agenda -- based on input from board, cabinet and Brevard

legislative delegation. Positions and budget requests

were completed during committee weeks, and BPS landed

sponsors for bills and other actions. Session resulted in

BPS winning a $1.5 million appropriation for a

manufacturing-training center. Also, a request was made

on behalf of BPS for OPPAGA to study transportation

costs.

S2: Identify and advocate for

policy changes that could

result in fiscal savings.

Matt Ongoing w/ success BPS made incremental progress on our request to

adequately fund transportation through a revision of the

state funding formula (that potentially would free $8

million that eventually could be spent instead on other

strategic initiatives). In addition, BPS advocated against,

and stopped, a bill that would have expanded bus

transportation and cost $3.5 million in operating expenses

and $15 million in capital costs.

S3: Develop plan in

preparation for testimony at

legislative sessions with Space

Coast delegation.

Matt Complete w/ evidence We visited our delegation's offices in Brevard and

Tallahassee to advance BPS' agenda. Our plan included

organizing a complex "day in the Legislature" for 16

student-government leaders -- accompanied by four

school board members and the superintendent -- on a

field trip sponsored by Parrish Health Network. That trip

helped pass an appropriation for mental-health services

on campuses.

S4: Refine system for tracking

legislative bills and providing

fiscal updates for BPS cabinet.

Matt Complete w/ success G&CR maintained a "short list" of BPS-agenda bills, bills

that BPS has offered feedback on, and impactful bills that

appeared likely to pass. It updated the board semi-

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weekly. In addition, the FSBA sent daily updates that were

shared with the board and Cabinet.




Metrics:

▪ Tracking system of proposed legislation and impacts on BPS

▪ Prioritized list of key legislation that could result in fiscal savings or financial gain for BPS


▪ Tracking system of proposed legislation and impacts on BPS

o Government and community relations maintained a "short list" of BPS-agenda bills, bills that BPS has offered feedback on, and impactful bills that appeared likely to pass and updated the board regularly

▪ Prioritized list of key legislation that could result in fiscal savings or financial gain for BPS

o Streamlined these metrics to be covered in the regular board updates.

o Increased funding for CTE by $1.5 million

o Avoided $15 million transportation bill

o Moving forward, input from cabinet and community leaders is needed to move the needle

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OPERATIONS

Objective O1: Seek innovative solutions to improve operational efficiencies and effectiveness

Accountable: Mark Mullins – Chief Operating Officer

Description:

Operational functions consist of a significant human capital representation and provide day-to-day services organization-wide (i.e. Food & Nutrition Services, Transportation, and Purchasing & Warehouse). Increased efficiencies and effectiveness to provide district and school leaders with the best management practices, tools, and support to help schools and students thrive is essential and ultimately ensures our district’s mission.


STRATEGIES

Responsible



S1: Investigate private industry-like operational functions for best-practices and applications to BPS operations (all departments).

Henzmann Thornton Creach

FNS Complete P&W Complete Trans Complete

FNS visited Green Turtle Market on March 29, 2018 and Florida Institute of Technology (FIT) on May 15, 2018 P&W visited Florida Institute of Technology (FIT) Trans visited School District Services on Feb 15, 2018 and Space Coast Area Transit on Feb 20, 2018

S2: Investigate school district operational functions for best-practices (locally and nationally) and applications to BPS operations (all departments).

Richer Thornton Creach

FNS Complete P&W Complete Trans Complete

FNS visited Pasco County Schools on April 12, 2018 and visited Alachua County Schools on April 26, 2018 P&W visited Seminole County Schools on December 5, 2017, visited Osceola County Schools on December 7, 2017 and visited Pasco County Schools on December 12, 2017 Trans visited Broward Public Schools on Jan 18, 2018, visited Orange District Schools on Jan 24, 2018, visited Osceola District Schools on February 7, 2018, and visited Volusia District Schools on Nov 16, 2017.

S3: Develop a Food & Nutrition Services “rebranding” campaign with marketing priorities.

Thornton Ongoing FNS is finalizing their rebanding plans to include a new logo, new uniforms, and updates to the breaKfast and lunch menu. The team is working to execute the plan.

S4: Develop a contract administration process to more efficiently monitor entire process from early request to fully executed contract.

Henzmann Ongoing P&W is close to new electronic contract submittal and tracking utilizing SmartSheet. Vendor documents will be uploaded through a form process in Vendorlink.

S5: Develop a formal three-to-five year transportation continuous improvement plan

Creach Ongoing A formal 3-5 year Transportation plan has been developed, reviewed and finalized. Transportation is working in accordance with the developed timelines and strategies

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that prioritizes: FMIS acquisition and implementation, data management for process improvement and cost savings, and employee recruitment and retention.


data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ BPS contracted services are competitive when compared to other school districts ▪ Food and Nutrition Services will visit two like district operations ▪ Food and Nutrition Services will visit one private-like operation ▪ Completion of formal rebranding campaign and marketing strategies

o o Hire a Communications and Engagement Coordinator

▪ Completion of formal 3-5 year Transportation continuous improvement plan o Process improvements identified and implemented o Acquire and initiate FMIS implementation, training and support o Improved driver hiring and retention rate


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OPERATIONS Objective O2: Progressive enhancements of district and school security

Accountable: Mark Mullins – Chief Operating Officer

Description:

Continued enhancements and improvements in district and school security to provide a safe and healthy environment for students and staff.


STRATEGIES

Responsible



S1: Create a safe and drug-free learning environment through effective utilization of Sheriff’s K-9 Team.

o School visits will be performed on a routine basis

o K-9 demonstrations for staff, parents and students

o Utilization of K-9 at the ALC’s

o Respond to situations of concern for narcotics detection/enforcement

Ongoing This objective has significant development requirements, and efforts are well under way. Significant progress is expected by 2018-19 winter break with hosted presentations at all High Schools, to include any requested presentations at Elementary Schools.

S2: Optimize internal and external communications to improve overall efficiency and effectiveness.

o Promote and utilize the SpeakOut Hotline for anonymous crime/lifesaving tips to law enforcement

o Utilization of internal staff emergency notification system

o Reevaluation of communications at

Ongoing Brevard District Schools lead Central Florida School Districts with the highest volume of SpeakOut Tips for school year 2017-18. The promotion of this program will continue through our K-9 Presentations at our High Schools. District Security is collaborating with other District Departments to assess and identify the most effective mass emergency notification system for our entire district. This new system will enable ALL District staff to be notified and communicate during a critical incident. IT is currently seeking new cellular contract for the District, thus will drive our communication in the shelters during a natural disaster activation.

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our designated shelters during emergency activations

o Intelligence sharing between law enforcement and school administrators

District Security has utilized resources with Brevard County law enforcement agencies to distribute active intelligence with our school and District staff. Additionally, District Security has partnered with our Central Florida School Districts and created information sharing meetings, which are held on a quarterly basis.

S3: Create and implement S.T.A.R. Program (Success through Awareness & Restoration).

o Enhance partnership with Sheriff’s Office and BPS at the ALC’s

Ongoing The STAR Program has continued to progressed and is proving to be an effective program for our at-risk students. The first semester for the program was completed in May 2018, with a total of 6 STAR Students. The Sheriff’s Office is adding a Program Curriculum Specialist to the STAR Program who will play a vital role in formalizing the Program’s curriculum, monitor the STAR students progress in the program, and provide assistance to the ALC Staff with the daily operations with the STAR students.

S4: Investigate and develop future levels/phases of district and school security.

o Finalize Surtax construction projects at all BPS facilities

o Enhance security at ESF

o Establish school security baselines and 1-3 year plan according to industry standards

o Optimize video surveillance at all schools

Ongoing District Security and Operations is prepared to provide the Board and Cabinet Members with a security briefing and recommendations for the the Phase-2 Surtax security enhancements. Additionally, recommendations for district wide security cameras will be provided. District Security is continually evaluating options to enhance our overall efficiency and effectiveness with state of the art programs.



▪ District-wide utilization of K-9 team at all schools (priority given to secondary schools); monitor controlled substance capture rate(s)

▪ Increase number of SpeakOut TIPS; favorable parent & staff feedback ▪ Graduation rate improvement with Tier 2 and Tier 3 students enrolled at ALC ▪ Comprehensive district and school security enhancement plan with associated costs



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OPERATIONS Objective O3: Ensure adequate and appropriate facilities to support the learning and work environments

Accountable: Dane Theodore – Assistant Superintendent Facilities Services

Description:

The purpose of this objective is to provide the highest level of services and physical accommodations possible with the resources available to equitably support our students and staff.


STRATEGIES

Responsible



S1: Review, evaluate and implement short and long range capacity planning.

o Evaluate and utilize relocatable capacity

o Adjust and implement appropriate attendance boundary and/or program changes

o Assess new capacity needs that supports BPS mission

Sue Hann Dave Lindemann

Complete Complete Ongoinig

Student Accommodation Plan (relocatables) Attendance boundary changes implemented for the 2018-19 school year. New capacity recommendations presented at Board workshop on July 10, 2018. New 5-Year Capacity Plan, based on student enrollment projections updated in November 2018, will be presented to Board in February 2019.

S2: Coordinate capital projects.

o Group and schedule projects to maximize efficiency and minimize disruption

o Develop, implement, and monitor a planned renewal program based on a comprehensive facility assessment and capital plan

Sue Hann

Complete Ongoing

Completed 30 major capital projects with a value in excess of $55 million on time and in budget. Assessment software ITB completed August 2018. Submitted for Board approval September 2018. Conduct assessment in 2019.

S3: Maintain facilities to high standards.

o Create area service teams to increase “ownership” of specific facilities

Jim Ross

Complete

New Plant Operations & Maintenance “zone” organization implemented in June 2018.

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o Respond to school facility needs in an effective, timely manner

o Analyze work order data to improve completion times

o Increase preventative maintenance to reduce failures

Ongoing Ongoing Complete

Zone team model increased ability to respond to multi-craft work orders more quickly. Work order 30, 60 and 90 day backlogs reduced. Percentage of preventative maintenance work orders increased.

S4: Plan and implement Environmental Health & Safety improvements to support a safe learning and work environment.

o Develop a plan to increase casualty safety in coordination with Risk Management

o Develop new district standards that increase local custodial control to improve service

o Develop a plan to deploy safety training in all divisions

Jim Powers Complete Complete Ongoing

Casualty safety inspections by Gallagher coordinated and supported by EH&S inspectors New District Custodial Standards issued in April 2018 Safety training fully deployed in all Facilities Services departments but not expanded to other division at this time

S5: Maximize district-wide Energy/Resource Conservation.

o Reduce electrical consumption/costs with implementation of a LED lighting replacement program

o Reduce water consumption/costs with sub-metering and leak detection

Bruce Lindsay

Ongoing Ongoing

Phase 1 (50,000 lamps) purchased and installed in 2018. Funding not approved for Phase 2 in 2019 Titusville Utilities approved sub-meters with reduced costs for cooling towers in June 2018. Eric Ryan Corporation tasked with pursuing similar approvals at all other utilities serving Brevard facilities.

S6: Manage real estate portfolio.

o Sell or lease vacant land and facilities

Dane Theodore

Ongoing

Six vacant properties and three vacant facilities declared surplus by the Board in May 2018. RFQ for brokers to be issued in September 2018.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ Accurately forecast capacity needs: 3-year enrollment projections within 2%; 5-year projections within 3%

RESULTS: 3-year = 1.74% / 5-year = not available.

▪ Projects completed on schedule and within budget RESULTS: 30 major capital projects with a value in excess of $55 million completed on time and in budget.

▪ Validation of emergency work orders reduction at facilities receiving renewal projects RESULTS: Preliminary analysis indicates an overall reduction in work orders, but data is not reliable due to the

change in coding required by the change to a zone model in Maintenance. This metric should be continued to the

next year.

▪ Perform facility assessment update annually RESULTS: Competitive sport facility assessment completed in August 2018. Full facility assessment subject to

purchase of assessment software; implementation scheduled for 2019.

▪ Area service teams created; validate customer satisfaction by survey RESULTS: Area (zone) Maintenance teams created in June 2018. Customer satisfaction survey to be incorporated

into 2019 District survey.

▪ Reduce work order completion times: 30 days by 10%; 90 days by 20% Results: Work order completion times not reduced due to Hurricane Irma. This metric should be continued to the

next year.

▪ Increase preventative maintenance work orders by @10 % Results: Preventative maintenance work orders increased by 39% from FY2016-17 to FY2017-18 (3,420 vs 4,751)

▪ Safety training delivered to all divisions Results: Safety training not delivered to all divisions. Reassess available manpower in EH&S and the desire of

other divisions to consent to safety training. Establish new metric for 2018-19 or eliminate.

▪ Use of low-toxicity pesticides and herbicides by custodians Results: Custodial Standards revised in April 2018 to allow use of low-toxicity pesticides and herbicides by custodians

▪ Replace fluorescent lamps with LED lamps with all available funding Results: Phase 1 (50,000 lamps) purchased and installed in 2018.

▪ Sub-meters installed on 25% of cooling towers and usage agreements finalized with utilities Results: Sub-meters with reduced costs for cooling towers approved by Titusville Utilities in June 2018. Eric Ryan

Corporation tasked with pursuing similar approvals at all other utilities serving Brevard facilities.

▪ Properties declared surplus by the School Board marketed for sale or lease Results: Six vacant properties and three vacant facilities declared surplus by the Board in May 2018. RFQ for

brokers to be issued in September 2018.

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OPERATIONS Objective O4: Allocate Technology Resources Equitably

Accountable: Russell Cheatham - Assistant Superintendent / Chief Information Officer

Description:

Brevard’s continued success for students, teachers and staff is contingent on our ability to ‘Allocate Technology

Resources Equitably’. Educational Technology will ensure that we continue to be good stewards of its resources by

supporting policy and practices which ensure that we are working to elevate student achievement and productivity. We

are committed to providing safe, secure and dependable technology while meeting the educational needs of Brevard

public schools. A parent should never have to question if their child has the same basic resources that are available to

other students.


STRATEGIES

Responsible



S1: Assess the current technology resources. Using a combination of site assessments with data from FLDOE’s TRI (Technology Resources Inventory), ET will build a technical profile as a benchmark. The purpose of this is to create maintainable measurement for school resources that will be communicated to schools.

o Analyze factors that include school infrastructure, facility condition, ongoing projects, and other variables will also be taken into consideration.

Aulakh Fitzgerald

Complete Technology snapshot documentation

S2: Create an Educational Technology Equity standard.

All Modify ET is focusing on a Equity strategic rather than a specific standard. Each school, it’s culture, and goals are somewhat different so one model doesn’t fit all.

S3: Create a cross functional committee to develop a new/updated 21st century classroom design for the classroom of tomorrow.

Complete Technology committee and the technology Ambassador groups.

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ FLDOE’s Technology Resources Inventory ▪ Student computer ratios ▪ Site Technology Associate technology assessment ▪ Speak Up! Survey ▪ Technology resource usage statistics ▪ Infrastructure assessments Data, explanation, other applicable measures:

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OPERATIONS Objective O5: Improve Brevard’s Digital Literacy


Description:

Brevard’s goal of improving digital literacy’ will allow us to develop and maintain an innovative technology proficient

district that embraces new and unique approaches of implementing technology in our classrooms and beyond.

Achieving this goal will help foster quality digital learning environments and greater engagement for all.


STRATEGIES

Responsible



S1: Define Educational Technology Digital Literacy standards for Brevard Public schools.

aulakh fitzgerald ault

ongoing

S2: Create and maintain a steering committee that will analyze the changing needs of technology to determine what tools, training, and skills are needed to ensure our staff and students are pursuing digital literacy.

All complete technology committee and the technology ambassadors

S3: Increase awareness of the various digital resources available to the organization through instructional professional development and collaboration.

Ongoing continuing our work to ensure the district’s computing and educational tools are being added the the digital desktop( LaunchPad)

S4: Incorporate standards into Professional Development and Training opportunities.

aulakh complete ISTE standard have been incorporated

S5: Implement processes that allow for safe and responsible use of social media in collaboration with Government & Community Relations.

Eliminated government and community relations

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data. If no, provide explanation and/or other applicable measures. If benchmark/baseline data is needed, provide if available and set goal for 2018-19 and 2019-20. Metrics: ▪ TIM-O (Technology Integration Matrix Observation Tool) ▪ TUPS (Technology Uses and Perception Survey which is part of the TIM suite of tools) ▪ Speak-Up! Survey ▪ Technology Resource Usage ▪ Technology Snapshot Report Data, explanation, other applicable measures:

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OPERATIONS Objective O6: Enhance ET’s Customer Service and Collaboration


Description:

Brevard is committed to Customer Service and Collaboration throughout the organization. Educational Technology will

focus on delivering high quality technical support to our customers to ensure functionality and resources are maintained

in the most efficient manner possible.

.


STRATEGIES

Responsible



S1: Align the ET Help Desk with the Educational Training and support to improve service.

Aulakh Complete The Helpdesk has been moved under the customer service and professional development team

S2: Analyze the delivery models that are most effective for Brevard Public schools and make adjustments as needed. Modalities may include, depending on the situation: email, telephone, website, FAQ’s, online chats, support forums, live support software, remote access, and onsite support.

All Ongoing ET must continually monitor and review the delivery of support and professional development to our stakeholders.

S3: Establish feedback mechanisms to monitor our progress and develop best practices.

All Modify We found that we have several feedback mechanisms in place but as a department we must use that feedback to alter the way we work and service.

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Metrics: ▪ Quarterly measure data collected from the HEAT ticketing system used by Educational Technology ▪ Analyze additional data generated from customer satisfaction feedback mechanisms ▪ TNTP results will be factored into the analysis of customer satisfaction Data, explanation, other applicable measures:

Documents

2017-18 Strategic Plan Year-End Progress Reporteagendatoc.brevardschools.org/10-23-2018 Capacity Plan... · 2018-12-03 · schools. The Strategic Plan is community‐driven, and it