blended learning

service learningcomprehensive plan

November 2012

Chesterfield County Public Schools has a vision for the future and a design for excellence.

project-based learning

Chesterfield County Public Schools

P.O. Box 10 • Chesterfield, VA 23832

mychesterfieldschools.com

ccpsinfo@ccpsnet.net

804•748•1405

Carrie CoynerSchool Board member • Bermuda District

Dianne SmithSchool Board member • Clover Hill District

David WymanSchool Board member • Dale District

Tom DolandSchool Board member • Matoaca District

Patricia CarpenterSchool Board member • Midlothian District

Dr. Marcus NewsomeSuperintendent

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table of contentsoverview of Chesterfield County Public Schools

Superintendent’s message . . . . . . . . . . . . . . . . . . . . . . . page 5Division profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6-7Vision, mission and core values . . . . . . . . . . . . . . . . . . . . . . . 8Guiding principles for employees (summarized) . . . . . . . . . . . . . 9

strategic planGoals and objectives . . . . . . . . . . . . . . . . . . . . . . . . . page 13Goal 1 key measures of success . . . . . . . . . . . . . . . . . . . . 14-17Goal 2 key measures of success . . . . . . . . . . . . . . . . . . . . 18-19Goal 3 key measures of success . . . . . . . . . . . . . . . . . . . . 20-21Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-24

accountability measuresCommunity expectations . . . . . . . . . . . . . . . . . . . . . . page 27No Child Left Behind . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Standards of Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Standards of Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . 29

needs assessmentTrends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .pages 33-34Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-37

supporting plans for Design for Excellence 2020Funding the Design for Excellence 2020 . . . . . . . . . . . . . . page 41Capital Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . 42Communication Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Engagement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Curriculum and Assessment Plan . . . . . . . . . . . . . . . . . . . . . 45Technology Master Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 46Professional Development Plan . . . . . . . . . . . . . . . . . . . . . . 47Regional programs and services . . . . . . . . . . . . . . . . . . . . . . 48Special Education Plan . . . . . . . . . . . . . . . . . . . . . . . . . 49-50Gifted Services Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Plan for services for English learners . . . . . . . . . . . . . . . . . . . 52Career and Technical Education Plan . . . . . . . . . . . . . . . . . . . 53Crisis Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 54

appendixGuiding principles for employees (unabridged) . . . . . . . .pages 57-66Innovation teams and the Design for Excellence 2020 process . . . 67-69Communication and Engagement Plan . . . . . . . . . . . . . . . . 70-98Technology Master Plan and revisions adopted March 23, 2012 . 99-223Professional Development Plan . . . . . . . . . . . . . . . . . . . 224-231Focus on Curriculum and Instruction . . . . . . . . . . . . . . . 232-251Special Education Plan . . . . . . . . . . . . . . . . . . . . . . . . 252-274Gifted services plan . . . . . . . . . . . . . . . . . . . . . . . . . . 275-310Plan for services for English learners . . . . . . . . . . . . . . . . 311-322Career and Technical Education Plan . . . . . . . . . . . . . . . . 323-376Organizational chart . . . . . . . . . . . . . . . . . . . inside back cover

This is the comprehensive plan of Chesterfield County Public Schools. The heart of the comprehensive plan is the strategic plan, the Design for Excellence 2020. Other plans included in this publication support the Design for Excellence 2020, which will prepare students for what they should know and be able to do in 2020.

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Chesterfield County Public Schools does not unlawfully discriminate on the basis of sex, race, color, age, religion, disability or national origin in employment or in its programs and activities . For more information, go to mychesterfieldschools .com .

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overview Superintendent’s message Division profile Vision, mission, core values Guiding principles

of Chesterfield County Public Schools

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Superintendent’s message from Dr. Marcus NewsomeOur school system has a vision for the future and a design

for excellence .Chesterfield County schools are great and getting even

better . The Chesterfield County School Board adopted new vision and mission statements in 2011, and these words now guide our path to 2020:vision — Chesterfield County Public Schools will provide an engaging and relevant education that prepares every student to adapt and thrive in a rapidly changing world .mission — Chesterfield County Public Schools, in partnership with students, families and communities, emphasizes and supports high levels of achievement through a global education for all, with options and opportunities to meet the diverse needs and interests of individual students .

The new vision and mission are part of the process to update the school system’s strategic plan, the Design for Excellence 2020 . The process began in 2010 with forums to spark community conversations on such topics as online education and the importance of science, technology, engineering and math . Community members were invited to participate on working committees — called innovation teams — to revise the existing Design for Excellence . Parents, business representatives, community leaders and educators worked together to chart the future of Chesterfield County Public Schools . The proposal they developed has three overarching goals for what students should know and be able to do in 2020:Goal 1 — All learners will acquire, analyze, synthesize and evaluate information to solve meaningful problems and to achieve success as productive, thriving global citizens . Students will learn through active engagement, collaboration and exploration of personal interests, talents and ambitions across disciplines . Student learning and achievement will be measured and reported using clearly defined standards and performance assessments that measure student progress toward personalized learning goals .Goal 2 — All learners will demonstrate the 21st-century learning and technology skills and knowledge that will prepare them for success in school, postsecondary education, work and life in a global society .Goal 3 — Working in partnership with school and family, all learners will understand, model and embrace the important attitudes and attributes necessary to be responsible global citizens .

Our Design for Excellence 2020 is established on national best practices and cutting-edge research . Said Susan Patrick,

president and chief executive officer of the International Association for K-12 Online Learning: “Teachers standing up talking is deadly .” Instead, today’s students seek■ a global outlook at a younger age■ mobile multimedia■ community building■ socially networked environments to live, play and learn■ on-demand customization and personalization■ an ability to scrutinize and provide feedback for

improvement■ freedom of choice and constant innovation with clear

guidelinesSo, what does the Design for Excellence 2020 mean for

our students? Once it is fully implemented, our students will have access to anytime, anywhere learning and will integrate 21st-century skills and content socially and academically by using reasoning and problem-solving skills to promote higher-level thinking . They will gain knowledge to understand and solve real-world situations .

Accomplishing the School Board’s vision and mission will require strong partnerships with students, families and citizens . Everyone in Chesterfield has a role to play in public education . Teamwork is the best approach because by working together we can meet and even exceed our expectations for school and student success . I ask parents, guardians and volunteers to join us in creating a school system in which all children will not only become successful learners but also will embrace learning as a joyful, lifelong activity . I encourage you to get involved at a nearby school . Join a winning team — Chesterfield County Public Schools! Together we can help our children realize their hopes and dreams and our vision for 2020 .

May 2012

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Division profileThe reputation of the public schools often inspires families

to make their home in Chesterfield County . But don’t just take our word for it: SchoolMatch, an independent research and data service, consistently rates Chesterfield County Public Schools as having precisely the balance parents seek . Chesterfield residents say they are happy with their choice: In a 2010 survey, nearly 86 percent of residents rated Chesterfield schools as excellent or good . Is it any wonder that — for the fifth time — Chesterfield was named one of the 100 Best Communities for Young People?

Fast facts■ 62 schools■ 38 elementary schools (grades K-5)■ 12 middle schools (grades 6-8)■ 11 high schools (grades 9-12) that include 11 specialty

centers■ 1 technical center■ 58,707 students, making Chesterfield one of the 100

largest school systems in the country■ 25-to-1 pupil-teacher staffing standard for elementary

school, 27-to-1 for middle school, 26-to-1 for high school■ $522 million operating budget (68 percent for instruction,

11 percent to operations and maintenance, 10 percent to debt and capital improvement program reserve, 5 percent to transportation, 4 percent to administration, attendance and health and 2 percent to technology)

■ $8,708 cost per student■ 7,775 full-time and part-time positions■ 6 .3 million meals are served in school cafeterias each year .■ 30 percent of students qualify for free or reduced-price

meals .■ In 2011-12, the student body was 55 percent white, 27

percent black, 10 percent Hispanic, 4 percent Asian, 4 percent two or more races and 0 .5 percent American Indian/Alaskan native or native Hawaiian/Pacific islander .

Good steward of tax dollarsAudits consistently prove that Chesterfield schools

are efficient and effective . Based on student enrollment, Chesterfield is among the country’s 100 largest school systems but still keeps costs low . In 2010, out of 132 school divisions in Virginia, Chesterfield ranked 123rd lowest in total per-pupil costs . Standard & Poor’s compared reading and math proficiency with money spent and determined that Chesterfield schools are extremely effective, ranking the school division third among 15 of Virginia’s largest localities .

Launching successful students■ All Chesterfield schools are accredited, and students

continue to perform well on Virginia’s Standards of Learning tests . In fact, Chesterfield students achieved perfect scores on 9,178 SOL tests in 2010-11 .

■ Six Title I schools are among the 20 Chesterfield County elementary schools to make adequate yearly progress for 2011-12 . For three of the past five years, the school system has met the objectives of No Child Left Behind and made adequate yearly progress .

■ More than 87 percent of Chesterfield students graduate on time, outperforming their peers across Virginia . More than 4,400 students graduated in 2011: 57 percent earned advanced diplomas, and 90 percent planned to attend a two- or four-year college . The class of 2011 earned $22 .8 million in scholarships .

■ Great teachers foster great students, and Chesterfield makes attracting and retaining the best teachers and staff members a priority . Working in Chesterfield schools are 1,804 teachers with master’s degrees, 89 National Board Certified Teachers and 86 employees with doctorates .

■ Chesterfield’s curriculum is rigorous and relevant . Initiatives include a school readiness program for 4-year-olds at a few schools, world language instruction in some elementary schools and algebra for every student during middle school . Safety nets help struggling students reach their goals . Alternative study options include day and night programs, as well as online courses .

■ Advanced Placement classes offer intense academic experiences . High school students also have the opportunity to take dual enrollment classes that carry college credit and courses that can lead to industry certification . High school students may choose to attend their neighborhood school or they may apply to a specialty center, technical center or two regional governor’s schools based on interests and talents .

■ Center-based programs in elementary and middle schools help meet the needs of gifted learners, and an English for Speakers of Other Languages program reflects growing diversity in the county .

• Parents,students,employeesandcommunitymembershave convenient, round-the-clock access to Chesterfield County Public Schools through several web-based initiatives, including website (mychesterfieldschools .com), Facebook (www .facebook .com/chesterfieldschools), Twitter (twitter .com/ccpsinfo), Blackboard Connect (a rapid way to phone or email parents), Edline (online access for students and parents to grades and assignments)and BoardDocs (information about School Board meetings and policies) .

■ Hundreds of businesses and organizations partner with schools, and thousands of individuals volunteer .

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Recognizing excellence■ Bellwood Elementary was selected as a 2011 National

Title I Distinguished School for sustained achievement . Bellwood is the fifth elementary school to be honored: Beulah in 2010, Harrowgate in 2006, Chalkley in 2005 and Bensley in 2002 .

• TheVirginiaDepartmentofEducationapprovedChesterfield County Public Schools as a multidivision online provider . CCPSOnline has 10 classes available to students outside Chesterfield County .

• BeulahElementarywasrecognizedin2012asaTitleIDistinguished School by the Virginia Board of Education .

• In2012,VirginiaTech’sSchoolofEducationrecognizedChesterfield County Public Schools with the Excellence in Education Award for 21st-century teaching and learning .

• In2012,17ChesterfieldschoolswonVirginiaIndexofPerformance awards, with three of those schools winning the highest honor .

• In2012,ChesterfieldstudentswontwotopawardsattheVirginia State Science and Engineering Fair and five at the Metro Richmond Science Fair .

• MeadowbrookHighmathteacherPaulDaszkiewiczisthe 2013 Teacher of the Year for Chesterfield County Public Schools . Ben Davis, an English teacher at Bailey Bridge Middle, is Chesterfield’s Middle School Teacher of the Year . Amanda Moody, who teaches students with learning disabilities at Wells Elementary, is Chesterfield’s Elementary School Teacher of the Year .

• In2011,theVirginiaAssociationfortheGiftednamedInstructional Specialist for Gifted Education Cathy Glenn as Leader of the Year and named Robious Middle’s Joanne Stanley as Region 1 Outstanding Teacher of the Gifted .

• ManagerofOnlineLearning David Rankin won the 2011 Educational Technology Leadership Award for Region 1 .

• ElizabethScottElementary won the 2012 Exemplary Reading Award from the Virginia State Reading Association .

• Fortwoyearsin a row, Leslie Alderman has

division profile ▶ continued from previous page been recognized as Virginia’s top school bus driver and in 2011 she was one of the nation’s top 10 school bus drivers .

• Dr.LindaSzwabowski,instructionalspecialistforworldlanguages, received the 2011 Helen Warriner-Burke Distinguished Service Award from the Foreign Language Association of Virginia .

■ Virginia’s best school office manager works at Greenfield Elementary: Carole Evans was honored in 2011 .

• ConnieHonsingerofAlbertaSmithElementarywasnamed 2011 Elementary Counselor of the Year by the Virginia School Counselors Association .

• TheVirginiaArtEducationAssociationnamedKathieTharp as Virginia Art Educator of the Year in 2011 . She teaches visual art at Cosby High .

• ThelibraryofThomasDaleHighwasnamedLibraryProgram of the Year by the Virginia Educational Media Association in 2011 .

• GrangeHallElementarymathteacherVickieHugatewasthe only Virginia teacher to win a Presidential Award for Excellence in Math and Science Teaching in 2010 .

• StephenCunningham,principalofMatoacaHigh,was the 2012 Chesterfield winner of the R .E .B . Award for Distinguished Educational Leadership, and nine Chesterfield educators won 2011 R .E .B . Awards for Teaching Excellence .

• ChesterfieldhasfourNationalBlueRibbonSchools:James River High, Clover Hill Elementary, Robious Elementary and Grange Hall Elementary .

• FourschoolshaveachievedNationalSchoolChangeAwards: Bensley Elementary, Chalkley Elementary, Harrowgate Elementary and Carver Middle .

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VisionThe Chesterfield County School Board adopted this vision

statement in 2011:Chesterfield County Public Schools will provide an

engaging and relevant education that prepares every student to adapt and thrive in a rapidly changing world .

The Chesterfield County School Board adopted this mission statement in 2011:

Chesterfield County Public Schools, in partnership with students, families and communities, emphasizes and supports high levels of achievement through a global education for all, with options and opportunities to meet the diverse needs and interests of individual students .

Core values

Mission

The core values of Chesterfield County Public Schools are respect, responsibility, honesty and accountability:respect — Be kind, caring, tolerant, appreciative and accepting of individual differences . Be courteous and polite . Judge all people on their merits . Respect the rights of individuals to make decisions about their own lives . Show self respect . Treat others as you would want to be treated . Have regard for the property of others as well as for the environment .responsibility — Be dependable, reliable, trustworthy and accountable for your actions . Understand that you alone make choices for your actions . Keep trying; don’t quit or

give up easily . Be diligent and give your best in all your endeavors .honesty — Tell the truth . Be sincere . Refrain from lying, cheating or stealing . Resist social pressures to do things you think are wrong . Don’t betray a trust or withhold important information in relationships of trust .accountability — Accept responsibility for the consequences of your choices . Think before you act and consider how others will be affected by your actions . Don’t make excuses, blame others for your mistakes or take credit for others’ achievements . Set a good example for others at all times . Exercise self discipline .

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Guiding principles for employeesGuiding principles are expectations approved by the

School Board for all employees of Chesterfield County Public Schools . A guiding principle is a broad statement describing the basic way that work is conducted in Chesterfield County Public Schools . The guiding principles describe the behaviors, practices, processes and priorities for how the school division, governing entities, departments, schools and individual employees operate and maintain high standards . The complete text of the five guiding principles is included in the appendix; here are summaries of each:

Student engagementMembers of the Chesterfield County Public Schools

community work together to encourage and develop high student engagement with the curriculum . Positive relationships between student and teacher increase student motivation and engagement . It is primarily the teacher’s responsibility to engage students using systematic teaching strategies . Schoolwide initiatives promote student engagement by creating a culture involving students in school activities and their classroom work . Parents and others also influence student engagement by their expectations of students .

Preconditions for student engagement include a student-teacher relationship based on a teacher who takes an interest in students and cares that they learn . Preconditions also include a stimulating and comfortable classroom, positive core values instruction, classroom routines that are well taught and practiced and student mastery of basic technical and social skills .

There are well-understood teaching strategies that support student engagement . These include high rigor and relevance, personalization of learning including well-differentiated instruction, active learning strategies and a focus on reading, including vocabulary and comprehension strategies .

Community of learnersChesterfield County Public Schools is a community of

learners committed to providing a sound and challenging learning environment for all employees and students, regardless of sex, race, color, age, religion, disability, national origin or socioeconomic status . A community of learners requires data analysis, professional learning communities built around the needs indicated by the data analysis, professional growth and performance plans to support the needs of learners, professional development designed to support the process, leadership development and cultural competence to ensure that everyone has a voice .

Quality service and operationsChesterfield County Public Schools is committed to

providing the highest-quality programs and services by empowering all staff members to incorporate and engage in quality management principles and practices while efficiently managing resources . Chesterfield County Public Schools efficiently and effectively exceeds minimum compliance standards, has a pervasive commitment to the highest-quality service and maintains a culture of honesty and integrity . No matter what their title or job description is, employees of Chesterfield County Public Schools are expected to provide the highest-quality service effectively and efficiently .

Community investmentChesterfield County Public Schools promotes the active

engagement of the community not only to nurture a better understanding of the goals and attributes of public education but also to create effective partnerships to benefit our students . The cornerstones of community relations are ongoing internal and external information sharing and communication, opportunities for community input and engagement, partnerships and volunteerism . It is the daily responsibility of every employee to be a productive ambassador for Chesterfield County Public Schools .

Safe, supportive and nurturing learning environments

Learning is the core business of Chesterfield County Public Schools, but children cannot learn effectively if they do not feel safe, so providing safe, supportive and nurturing learning environments for students and staff members is a top priority . Although problems can sometimes occur, Chesterfield schools are safe and students learn every day in excellent academic environments .

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strategic plan Goals and objectives Goal 1 key measures Goal 2 key measures Goal 3 key measures Timeline

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Chesterfield County Public Schools has a vision for the future: the Design for Excellence 2020 . Based on national best practices and cutting-edge educational research, this strategic plan has three overarching goals for what students should know and be able to do in 2020:

Goal 1 — academic achievementAll learners will acquire, analyze, synthesize and evaluate

information to solve meaningful problems and to achieve success as productive, thriving global citizens . Students will learn through active engagement, collaboration and exploration of personal interests, talents and ambitions across disciplines . Student learning and achievement will be measured and reported using clearly defined standards and performance assessments that measure student progress toward personalized learning goals .1 .1 Learners will develop into independent, strategic

readers, writers, thinkers and communicators across all fields of study, using diverse formats and media .

1 .2 Learners will understand science, technology, engineering and mathematics as integrated fields of study that emphasize questioning and inquiry, develop analytical thinking and focus on problem-solving and design .

1 .3 Learners will experience an interdisciplinary approach to the study of social sciences to become productive world citizens and gain an understanding of the interdependence and interrelationships of cultures .

1 .4 Learners will be prepared to effectively communicate and interact in a multicultural, multilingual world .

1 .5 Learners will develop their unique talents or interests in the arts for integration into all fields of study .

1 .6 Learners will make healthy lifestyle choices and maintain a mentally healthy and physically active lifestyle that sustains and promotes personal, family and community health .

1 .7 Learners will explore career opportunities, develop workplace readiness skills, understand personal finance, appreciate technical and business education and value initiative and engage in innovation .

Design for Excellence 2020 goals and objectivesGoal 2 — 21st-century learning and technology

All learners will demonstrate the 21st-century learning and technology skills and knowledge that will prepare them for success in school, postsecondary education, work and life in a global society .2 .1 Learners will apply knowledge across disciplines to

investigate and solve real-world problems .2 .2 Learners will understand and apply 21st-century

interdisciplinary themes that are vital to success in communities and the workplace . These themes include■ digital-age literacy■ inventive thinking■ communication and collaboration■ global connections

2 .3 Learners will ethically use 21st-century tools to develop skills essential to everyday life and workplace technology, including the abilities to think and problem solve .

Goal 3 — citizenship and core valuesWorking in partnership with school and family, all learners

will understand, model and embrace the important attitudes and attributes necessary to be responsible global citizens .3 .1 Learners will initiate, engage in and celebrate service,

volunteerism and the spirit of giving in order to become responsible citizens and servant leaders in their school, community, country and world

3 .2 Learners will make positive contributions to their schools, families, work and the greater diverse global community through opportunities provided by business and community partnerships .

3 .3 Learners will develop characteristics and practice duties and responsibilities of citizenship and the core values of respect, responsibility, honesty and accountability .

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Students graduate in four years with a Virginia Board of Education approved diploma

SOL — reading

SOL — writing

SOL — math

SOL — history/social science

SOL — science

Middle school students’ mastery of Algebra I (pass course and test)

Percentage of graduates who have completed an AP, IB, dual enrollment or industry certification course

Students taking AP courses earn a 3 or higher on the exam

High school graduates earning an advanced or IB diploma

Percentage of students achieving a pass advanced score or college-ready designation on a SOL test

Elementary students reading on grade level

World language in elementary schools

Middle school students’ mastery of a world language course for high school credit

High school students enrolled in a career and technical education course

K-12 students achieving proficient or exemplary on electronic portfolio assessments measuring mastery of 21st-century learning skills

High school graduates passing the Virginia Workplace Readiness Skills Assessment

Average (mean) SAT score — critical reading

Average (mean) SAT score — mathematics

Average (mean) SAT score — writing

Key measures track progress toward the goals and objectives . Based on state legislation and regulations, the proficiency and advanced cuts are subject to change .

Goal 1 — academic achievementAll learners will acquire, analyze, synthesize and evaluate

information to solve meaningful problems and to achieve success as productive, thriving global citizens . Students will learn through active engagement, collaboration and exploration of personal interests, talents and ambitions across disciplines . Student learning and achievement will be measured and reported using clearly defined standards and performance assessments that measure student progress toward personalized learning goals .1 .1 Learners will develop into independent, strategic

readers, writers, thinkers and communicators across all fields of study, using diverse formats and media .

1 .2 Learners will understand science, technology, engineering and mathematics as integrated fields of study that emphasize questioning and inquiry, develop

Goal 1 key measures of successanalytical thinking and focus on problem-solving and design .

1 .3 Learners will experience an interdisciplinary approach to the study of social sciences to become productive world citizens and gain an understanding of the interdependence and interrelationships of cultures .

1 .4 Learners will be prepared to effectively communicate and interact in a multicultural, multilingual world .

1 .5 Learners will develop their unique talents or interests in the arts for integration into all fields of study .

1 .6 Learners will make healthy lifestyle choices and maintain a mentally healthy and physically active lifestyle that sustains and promotes personal, family and community health .

1 .7 Learners will explore career opportunities, develop workplace readiness skills, understand personal finance, appreciate technical and business education and value initiative and engage in innovation .

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Goal 1 — academic achievementstrategy ▶ advanced academic achievement

Provide ongoing annual opportunities for students to advance SOL/SAT/PSAT/AP/dual enrollment/ industry certification achievement (driven by student performance data)☐ Revise SOL and PSAT/SAT improvement action plans yearly based on student outcomes, 2012-20☐ Develop and implement a plan for teachers’ pursuit of

■ Advanced Placement training through College Board, 2012-13■ certification to attain dual enrollment credentials, 2012-13■ certification to attain career and technical education credentials, 2012-13

Goal 1 — academic achievementstrategy ▶ integration of curriculum

Establish performance expectations for students in all curriculum areas☐ Define and develop a K-12 integrated model of rigorous content and core performance standards that

combines Virginia’s Standards of Learning and national (common core)/international performance standards (International Society for Technology in Integration), 2013-14

☐ Develop and implement an accountability system that assesses learners’ performance on college and career readiness standards that benchmark to national/international standards, 2017-20

Revise curriculum based on future changes to local and state standards☐ Implement newly revised language arts SOLs, 2012-13☐ Implement newly revised science SOLs, 2012-13☐ Implement newly revised performing arts SOLs for students, 2014-15☐ Annually update curriculum to reflect Virginia Department of Education curriculum standards, 2017-20

Implement and revise the economics and personal finance course at the secondary level☐ Implement economics and personal finance course for students, 2012-13☐ Monitor completion rates to determine impact on the on-time graduation rates, 2013-16

Establish questioning protocols to support advanced critical thinking in social studies and across the curriculum☐ Develop a questioning protocol to enhance historical thinking, 2012-13

Implement a K-12 model to integrate science, technology, engineering, art and mathematics☐ Research STEAM/children’s engineering and interdisciplinary connections through content literacy, 2013-14☐ Develop and implement student projects that integrate STEAM through project-based learning training,

2015-20

Implement uniform, agreed-upon strategies in the teaching of reading and writing in all K-12 content areas☐ Develop K-12 literacy plan for the district with long-term goals for students that can be aligned with

individualized student learning goals, 2014-15☐ Provide multiyear professional development on integrating reading and writing strategies in all content areas

and through project-based learning, 2015-20

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Goal 1 — academic achievementstrategy ▶ grading practices

Develop and implement a grading and reporting system that effectively uses technology, reflects futures practices and contents, aligns with the strategic goals for students and is meaningful to parents and families☐ Develop student grading guidelines and grading practices, 2012-13☐ Implement student grading practices, 2013-14☐ Update report card formats for students and inform parents of new guidelines and practices, 2014-15☐ Implement updated student report cards to reflect adopted grading guidelines and practices, 2015-16☐ Annual monitor grades, grading practices and guidelines, 2016-20

Goal 1 — academic achievementstrategy ▶ blended learning

Select, acquire and implement teaching and learning portal capable of supporting divisionwide blended learning☐ Update written Curriculum Management Plan to document ongoing cycle of curriculum development, usage

review and update and to include processes for supporting professional development, 2012-13☐ Update written Assessment Management Plan to document ongoing cycle of assessment development, usage

review and update, for both county and school assessments and including process for supporting professional development, 2012-13

☐ Provide systemwide professional development for teachers on f blended learning pedagogy, 2012-13☐ Develop teaching and learning portals for students, 2012-14☐ Implement blended learning for students utilizing a new teaching and learning portal, 2014-15

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Goal 1 — academic achievementstrategy ▶ electives

Increase student participation in career and technical education courses and performance on industry credentialing measures☐ Provide an integrated approach to expose students to career development and college readiness, 2012-13☐ Provide professional development for secondary counselors and administrators on career clusters/pathways

and career and technical education offerings, 2013-14☐ Develop advisory councils with current industry members for new career and technical education programs,

2013-14☐ Plan for opening of 21st-Century Academy at Clover Hill, 2013-14☐ Open 21st-Century Academy at Clover Hill, 2014-15☐ Expand career and technical education programs for secondary students to align to the National Career

Clusters, 2015-16

Provide K-12 opportunities for students to appreciate fine and performing arts☐ Enhance K-12 arts curriculum to support enhanced integration of science, technology, engineering, arts and

mathematics, 2013-14☐ Develop and implement a K-12 plan for annually exposing students to fine and performing arts, 2013-14☐ Develop and implement student projects and cross-curricular lessons that integrate fine and performing arts

with the core content through project-based learning, 2015-20

Implement K-12 language programs to ensure students can communicate in at least two languages and develop cultural competency☐ Expand annually elementary world language programs to expose all students to second language and cultural

studies, 2014-20☐ Develop and implement heritage language classes for native speakers based upon population needs, 2014-16☐ Expand annually current world language opportunities at the secondary level to increase student

participation, 2015-16

Develop strategies to support students in making health and safe life choices☐ Revise the wellness guidelines and policies to reflect national guidelines, 2016-17☐ Develop a district plan to promote healthy lifestyles in students, 2016-17☐ Support students in setting individualized health and wellness goals, 2017-18☐ Support and monitor students’ individualized goals, 2018-20

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Percentage of fifth graders achieving a proficient score on keyboarding

Percentage of eighth-graders achieving a proficient score on 21st-century assessment

K-12 students achieving proficient or exemplary on electronic portfolio assessments measuring mastery of 21st-century learning skills

High school graduates achieving a passing score on the Virginia Workplace Readiness Skills Assessment

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Key measures track progress toward the goals and objectives . Based on state legislation and regulations, the proficiency and advanced cuts are subject to change .

Goal 2 — 21st-century learning and technologyAll learners will demonstrate the 21st-century learning

and technology skills and knowledge that will prepare them for success in school, postsecondary education, work and life in a global society .2 .1 Learners will apply knowledge across disciplines to

investigate and solve real-world problems .2 .2 Learners will understand and apply 21st-century

interdisciplinary themes that are vital to success in communities and the workplace . These themes include■ digital-age literacy■ inventive thinking■ communication and collaboration■ global connections

2 .3 Learners will ethically use 21st-century tools to develop skills essential to everyday life and workplace technology, including the abilities to think and problem solve .

Goal 2 key measures of successke

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Goal 2 — 21st-century learning and technologystrategy ▶ 21st-century curriculum

Develop curriculum and assessments aligned with the 21st-century framework☐ Integrate 21st-century skills of communication/collaboration with 21st-century skills of global connections

into curriculum, 2012-13☐ Integrate inventive thinking skills into curriculum to include questioning protocols, 2013-14☐ Provide districtwide professional development on inventive thinking skills, 2014-15☐ Develop updated integrated model of 21st-century learning skills and self-directed learning, 2015-16☐ Provide districtwide professional development on 21st-century learning skills and self-directed learning

through project-based learning, 2015-20☐ Develop and implement an accountability system that assesses students’ performance on 21st-century

learning skills, 2017-20☐ Evaluate curriculum for integration of 21st-century skills, 2017-20

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Goal 2 — 21st-century learning and technologystrategy ▶ project-based learning

Create project-based learning experiences to apply core knowledge, concepts and skills, within and across disciplines, to solve real world problems☐ Develop a project-based learning communication plan for staff, parents, administrators and community;

include research on how project-based learning improves student achievement outcomes, 2012-13☐ Train central office and school-based administrators to lead and monitor effective implementation of PBL,

2013-14☐ Conduct project-based learning school readiness assessments to determine a multiyear implementation and

professional development plan, including the identification of model demonstration sites and/or classrooms, 2013-14

☐ Develop a set of tools, exemplars, resources and rubrics that support teachers and students in mastering and measuring progress in core content standards, communication, collaboration and critical thinking through project-based learning, 2014-15

☐ Provide professional development for teacher leaders on project-based learning, 2014-15☐ Provide teachers with sustained professional development in project-based learning and technology

integration with special emphasis on developing an ongoing, sustainable coaching model to build training capacity, 2015-20

Goal 2 — 21st-century learning and technologystrategy ▶ technology access for students

Ethically and effectively use technology to enhance their learning experience☐ Complete wireless access capacity to support 1:1 computing for students, 2012-13☐ Revise age-appropriate lessons in the ethical use of technology, 2012-13☐ Identify mobile devices for students, 2013-14☐ Pilot mobile devices for students, 2014-15☐ Provide mobile devices for students to support project-based learning, 2015-20☐ Continue to phase in providing mobile devices annually for students to support project-based learning,

2015-20

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K-12 attendance rate

Students with no suspensions or expulsions

K-12 students who say they feel safe at school

K-12 students engaged in a service learning and leadership project

Schools that have developed a formal community or business partnership

Key measures track progress toward the goals and objectives . Based on state legislation and regulations, the proficiency and advanced cuts are subject to change .

Goal 3 — citizenship and core valuesWorking in partnership with school and family, all learners

will understand, model and embrace the important attitudes and attributes necessary to be responsible global citizens .3 .1 Learners will initiate, engage in and celebrate service,

volunteerism and the spirit of giving in order to become

responsible citizens and servant leaders in their school, community, country and world

3 .2 Learners will make positive contributions to their schools, families, work and the greater diverse global community through opportunities provided by business and community partnerships .

3 .3 Learners will develop characteristics and practice duties and responsibilities of citizenship and the core values of respect, responsibility, honesty and accountability .

Goal 3 key measures of successke

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Goal 3 — citizenship and core valuesstrategy ▶ positive behavior support

Provide training and monitoring for a positive behavior approach in all schools☐ Annually implement ongoing Effective Schoolwide Discipline for students and implement division-level

analysis tools to support Effective Schoolwide Discipline interventions (by Effective Schoolwide Discipline cohorts), 2012-20

☐ Annually implement recognition of core values at schools to also include recognition of student leadership and service, 2012-20

Goal 3 — citizenship and core valuesstrategy ▶ individualized goal setting

Develop a process for students to set goals (academic/career/wellness/leadership), measure progress and reflect on their accomplishments☐ Research best practices for student-directed goal setting, 2014-15☐ Design e-portfolios for students to support project-based learning, service learning and literacy plan for

students, 2015-16☐ Implement e-portfolios for students, 2016-17☐ Provide districtwide professional development to implement student goal setting for students, 2017-18☐ Provide districtwide professional development to implement student-led conferences for students, 2018-19☐ Host student-led project-based learning conference, 2019-20

Goal 3 — citizenship and core valuesstrategy ▶ service and leadership

Develop guidelines and opportunities for service learning and leadership to support the local community for all elementary, middle and high school☐ Expand partnerships for students with colleges, business and community organizations to foster leadership

and service opportunities, 2012-13☐ Provide menu of service learning opportunities for students, 2015-16☐ Provide opportunities through project-based learning for students to address community issues, participate

in service learning, explore careers, interact with adult mentors, use technology and present their work to audiences beyond the classroom students, 2016-20

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DfE TIMELINE-SYSTEMWIDE ACTIONS TO SUPPORT STUDENT GOALS Primary Focus of Professional Development

YEAR: 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

Inte

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Goal 1/Strategy

Academic Achievement

Advanced Academic Achievement Provide ongoing annual opportunities for students to advance SOL/SAT/PSAT/AP/Dual Enrollment/ Industry Certification achievement (driven by student performance data)

Integration of Curriculum Implement newly revised Language Arts and Science SOLs for students Implement Economics and Personal Finance Course for students Develop a questioning protocol to enhance historical thinking Research and implement a summer reading plan

Define and develop a K-12 integrated model of rigorous content and core performance standards that combines Virginia’s Standards of Learning and national (Common Core)/ international performance standards (International Society for Technology in Integration) Research STEAM/Children’s Engineering and interdisciplinary connections

Develop a K-12 Literacy Plan for the District Implement newly revised performing arts SOLs for students Increase STEAM opportunities for students

Integrate Literacy Plan and integrated curriculum expectations through project

based learning

Develop and implement an accountability system that assesses learners’ performance on college and career readiness

standards and 21st century skills that benchmark to national/international standards

Annually update curriculum to reflect VDOE curriculum changes

Grading Practices Develop grading policy, regulations, practices and report cards Provide district-wide professional development on new grading practices and report cards; Implement updated student report cards to reflect adopted grading guidelines and practices iLearn 2014: Grading Practices and Guidelines

Annual monitor grades, grading practices and guidelines

Blended Learning Provide system-wide professional development on blended learning iLearn 2012: Blended Learning 1.0

Develop blended learning portals for students iLearn 2013: Blended Learning 2.0

Implement blended learning for students

Evaluate usage of blended learning tools and quality of blended learning curriculum

Electives Fine and Performing Arts, World Languages, Career and Technical

Education and Health and Physical Education

Provide an integrated approach to expose students to career development and college readiness

Implement a K-12 plan for annually exposing students to fine and performing arts Plan for opening of 21st Century Academy for students

Expand World Languages program for elementary students Open 21st Century Academy for students

Expand World Languages opportunities for students Expand CTE programs for secondary students

Develop a district plan to promote healthy lifestyles in students Promote family and community involvement in developing healthier school environments

Support students in setting individualized health and wellness goals

Support and monitor students’ individualized goals

Goal 2 /Strategy

21st Century Learning and Technology

Inno

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21st Century Curriculum Integrate 21st century skills of communication/collaboration with 21st century skills of global connections into curriculum

Integrate inventive thinking skills into curriculum to include questioning protocols

Develop updated integrated model of 21st century learning skills and self-directed learning

Provide district-wide professional development on 21st century learning skills and self-directed learning iLearn 2016: Self-directed Learning through PBL

Develop and implement an accountability system that assesses learners’ performance on college and career readiness

standards and students’ performance on 21st century learning skills

Evaluate curriculum for integration of 21st century skills

Project Based Learning (PBL) Develop districtwide project based learning (PBL) plan for students

Identify model schools/early implementers and provide professional development, PBL 101, for schools during summer 2013 Provide districtwide administrator professional development, PBL LEAD/SYSTEM, on PBL during Superintendent Quarterly Sessions; conduct PBL school readiness assessments

Provide professional development for teacher leaders on PBL Develop and adopt resources and rubrics to support PBL for students

Train teachers on implementing PBL for students iLearn 2015: 21st Century Learning and PBL Create laboratory PBL schools in district

Continue project based learning for students and coaching for teachers

Technology Complete wireless access capacity to support 1:1 computing for students Revise age-appropriate lessons in the ethical use of technology Train technology personnel to support changeover to new student information system

Identify mobile devices for students Integrate lessons in ethical use of technical into curriculum Train school-based master schedulers on new student information system

Pilot mobile devices for students Train school-based personnel on new student information system

Provide mobile devices for students to support project based learning

Continue to phase in providing mobile devices annually for students to support project based learning

Goal 3 /Strategy

Citizenship and Core Values

Impa

ct

Positive Behavior and Core Values

Annually implement ongoing Positive Behavioral Interventions and Supports (PBIS) for students and implement division level analysis tools to support ESD interventions (by Effective Schoolwide Discipline Cohorts)

Annually implement recognition of core values at schools to also include recognition of student leadership and service

Individualized Goal Setting

Research student goal setting

Design e-portfolios for students to support PBL, service learning, and literacy plan for students

Implement e-portfolios for students

Provide district-wide professional development to implement student goal setting for students iLearn 2017: Student Goal Setting

Provide district-wide professional development to Implement student-led conferences for students iLearn 2018: Student Led Conferences

Host student-led PBL Conference 2019

Service and Leadership Expand partnerships for students with colleges, business and community organizations to foster leadership and service opportunities

Provide menu of service learning opportunities for students

Provide opportunities through project based learning for students to address community issues, participate in service learning, explore careers, interact with adult mentors, use technology and present their work to audiences beyond the classroom

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accountability Community expectations No Child Left Behind Standards of Quality Standards of Accreditation

measures

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No Child Left BehindSigned into law in 2002, this federal legislation has

had significant immediate and long-range implications for educational reform and accountability for student achievement . Here is what No Child Left Behind requires:■ All students will achieve proficiency or better in reading

and mathematics by 2013-14 .■ All students in specific subgroups, including those for

whom English is a second language, who have disabilities, live in poverty or belong to one of several ethnic groups, will achieve proficiency or better in reading and mathematics .

■ All students will be taught by a highly qualified teacher, as defined by the act, by 2005-06 and thereafter .

■ Schools will be safe and drug-free .■ All students will graduate from high school .

Making adequate yearly progress under No Child Left Behind is a measure of the success of schools at attaining increasing levels of student achievement each year .

Percentage of Chesterfield schools making AYP2011-12 . . . . 33 percent2010-11 . . . . 61 percent2009-10 . . . . 76 percent2008-09 . . . . 84 percent2007-08 . . . . 93 percent2006-07 . . . . 83 percent2005-06 . . . . 71 percent2004-05 . . . . 63 percent

Adequate yearly progress for each school year is based on data from the previous school year . Based on performance in the 2010-11 school year, 20 of 61 Chesterfield schools made adequate yearly progress for the 2011-12 school year . That means 33 percent of schools made adequate yearly progress, indicating weakness in reading and mathematics among students with disabilities, English language learners, economically disadvantaged students, black students and Hispanic students .

As a vehicle for focusing attention and intention on the achievement of every student, regardless of their circumstances, the goals of No Child Left Behind are consistent with those of Chesterfield County Public Schools, and the comprehensive plan addresses success on its requirements .

Chesterfield County Public Schools AYP statusstatus for based on data from status2011-12 . . . . . . . 2010-11 . . . . . . . did not make AYP2010-11 . . . . . . . 2009-10 . . . . . . . did not make AYP2009-10 . . . . . . . 2008-09 . . . . . . . made AYP2008-09 . . . . . . . 2007-08 . . . . . . . made AYP2007-08 . . . . . . . 2006-07 . . . . . . . made AYP2006-07 . . . . . . . 2005-06 . . . . . . . did not make AYP2005-06 . . . . . . . 2004-05 . . . . . . . made AYP2004-05 . . . . . . . 2003-04 . . . . . . . made AYP2003-04 . . . . . . . 2002-03 . . . . . . . did not make AYP

Community expectationsWhat does the Chesterfield County community expect its

public schools to provide to prepare for the future? The community expects Chesterfield to lead the region as a

center for innovation . The Chesterfield County Committee on the Future

recommends■ programs that develop lifelong learning and global

understanding■ systems that refocus education around innovation and

global partnerships■ strategies to incorporate new and emerging technology■ technology as an integral part of the educational delivery

system

■ world language instruction, pre-k through gray■ resources for teachers for mastering skills and knowledge

about the worldChesterfield County expects safe schools that offer a

positive presence in the community, schools where students feel comfortable and parents feel involved . The community wants open access to teachers and staff members and values principals and staff members who listen to parents and respond in a timely manner . To meet community expectations, qualified staff members must identify student needs and offer solutions, working to give all students a wide range of opportunities in school and out of school . School locations and the instructional day are expected to mesh well with family life and work schedules . And the community expects the per-pupil cost to continue to be much lower than that of other localities .

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The Code of Virginia, through a section called the Standards of Quality (Section 22 .1-253 .13:6), requires every school division in Virginia to develop and implement a comprehensive, long-range plan, which is to be reviewed, and revised every two years . Specifically, the section requires that

“Each local school board shall adopt a divisionwide comprehensive, unified, long-range plan based on data collection, an analysis of the data, and how the data will be utilized to improve classroom instruction and student achievement . The plan shall be developed with staff and community involvement and shall include, or be consistent with, all other divisionwide plans required by state and federal laws and regulations . Each local school board shall review the plan biennially and adopt any necessary revisions . Prior to the adoption of any divisionwide comprehensive plan or revisions thereto, each local school board shall post such plan or revisions on the division’s Internet website if practicable, and, in any case, shall make a hard

copy of the plan or revisions available for public inspection and copying and shall conduct at least one public hearing to solicit public comment on the divisionwide plan or revisions … . A report shall be presented by each school board to the public by November 1 of each odd-numbered year on the extent to which the objectives of the divisionwide comprehensive plan have been met during the previous two school years .”

This eight-year improvement plan for Chesterfield County Public Schools represents an effort toward greater systemwide consistency, through the inclusion of explicit guiding principles, strategies, action steps and action plans, as well as specific accountability measures for plan implementation and success . To ensure consistency of implementation of the long-range priorities outlined in the Design for Excellence 2020, principal and school teams for each Chesterfield County school are to align the annual operating plan, or school improvement plan, to the Design for Excellence 2020’s vision, mission, guiding principles, goals and strategies . The annual operating plan and an executive summary of this annual operating plan are available on the division’s website and individual school websites .

Standards of Quality

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The Code of Virginia requires the Virginia Board of Education to promulgate regulations establishing standards for accreditation . These regulations govern public schools operated by local school boards providing instruction to students as defined in 8VAC20-131-280C of the Virginia Administrative Code . Other schools licensed under other state statutes are exempt from these requirements .

Like No Child Left Behind at the federal level, achieving full accreditation is a measure of the success of schools at attaining with their students the levels of achievement in English, mathematics, history and science required by the Virginia Board of Education . The Code of Virginia requires that every public school in Virginia is fully accredited . Since the Virginia Department of Education has submitted a waiver application to the U .S . Department of Education requesting the use of our accreditation standards as the baseline for the academic requirements for our students, accreditation and No Child Left Behind may become synonymous depending on the U .S . Department of Education’s final decision, expected in May or June 2012 .

The standards for the accreditation of public schools in Virginia are designed to ensure that an effective educational program is established and maintained in Virginia’s public schools . The accreditation standards■ provide an essential foundation of educational programs

of high quality in all schools for all students■ encourage continuous appraisal and improvement of

the school program for the purpose of raising student achievement

■ foster public confidence■ assure recognition of Virginia’s public schools by other

institutions of learning■ establish a means of determining the effectiveness of

schools

Standards of AccreditationState accreditation is based on passing rates in reading,

writing, mathematics, history and science . Almost every Chesterfield school has achieved full accreditation, except two high schools that are provisionally accredited and need to improve their graduation rates, a new requirement implemented beginning 2011-12 .

For the past several years, Virginia public schools have been held to both federal (No Child Left Behind) and state accountability (Standards of Accreditation) systems . Like many other state boards have done, the Virginia Board of Education has submitted a request to the U .S . Department of Education seeking waivers from certain requirements of No Child Left Behind . The intent of the request is to merge the disparate federal and state accountability programs into a single system . The Virginia Board of Education expects a response from the U .S . Department of Education before this summer, when reporting of school and division performance is required .

Accreditation and AYP of Chesterfield schools fully accredited made AYP2011-12 . . . . . 97 percent . . . . . .33 percent2010-11 . . . . 100 percent . . . . . .61 percent2009-10 . . . . 100 percent . . . . . .76 percent2008-09 . . . . 100 percent . . . . . .84 percent2007-08 . . . . . 97 percent . . . . . .93 percent2006-07 . . . . . 97 percent . . . . . .83 percent2005-06 . . . . . 97 percent . . . . . .71 percent2004-05 . . . . . 95 percent . . . . . .63 percent

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Educating students is serious business: It is, in fact, the engine that drives Chesterfield County’s economy . Our community needs schools that ensure that all children have access to the high-quality education needed for the top jobs of the 21st century . The key components of the Design for Excellence 2020 are aligned with Chesterfield County’s Committee on the Future report, published in 2011, which states, “[We] envision Chesterfield County in 2030 as a responsible and active partner of the international community where its residents enjoy a high quality of life, live harmoniously in an ethnically-rich and culturally-diverse environment and prosper in the global economy . In order to thrive in a global society, the Chesterfield County community must be transformed into a population that values lifelong learning . Recognizing the influences of globalization on Chesterfield County residents and raising awareness of the importance of lifelong learning is the way to prepare them for this highly globalized future . It is also the way to reach the vision of competing in a global workforce, thriving in a global society and succeeding in a technological world .”

Lifelong learning is essential given these emerging trends:■ Individuals change careers, not just jobs, throughout their

work lives, requiring them to take personal responsibility for updating their knowledge and skills .

■ The rate of change in life and work is ever-increasing, which requires constant adaptation . In fact, technology requires re-invention and re-creation in ways unanticipated in the past .

■ All students need to be prepared for postsecondary education or a two-year technical degree; these are necessary for personal success and necessary to the economy .

■ The economic vitality of Chesterfield County, the United States and the world depends on a workforce of highly skilled, literate citizens who can work effectively with a diverse population .

■ Knowledge, according to Gary Marx, is the “engine of the new economy” (Sixteen Trends … Their Profound Impact on Our Future, 2006, p . 65), so well-educated people with high emotional quotients and social capital will be in demand .

According to a 2012 job outlook survey administered by the National Association of Colleges and Employers (www .naceweb .org) to employers, the skills and qualities most sought by employers are transferable soft skills — better known as 21st-century skills — that workers use in every type of job imaginable, even those that have not yet been created! The top 10 skills required are oral and written communication, honesty and integrity, interpersonal skills, teamwork skills, strong work ethic, motivation and initiative, flexibility and adaptability, computer skills, analytical skills and organizational skills .

Needs assessmentRecognizing these trends and the need for 21st-century

skills, the Virginia Department of Education created a Virginia College and Career Readiness Initiative designed to incorporate college and career-ready performance expectations aligned to national and international standards into key content areas, create state assessments to measure student mastery of more rigorous standards and identify accountability measures and incentives for schools to support the number of graduates who are college and career ready (Virginia Department of Education website, www .doe .virginia .gov) . The students of Chesterfield County Public Schools will need an educational experience that builds their expertise in the content areas and their ability to use 21st-century skills .

To fulfill the School Board’s vision and mission, we need to expand learning beyond the four walls of the classroom to anytime, anywhere learning that requires students to integrate 21st-century skills and content by using reasoning and problem-solving skills that promote higher-level thinking . Chesterfield County Public Schools will use the broad strategies of 21st-century learning, project-based learning and blended learning to support students in their quest to gain knowledge, to work with their work and solve real-world situations .

According to the Partnership for 21st Century Skills (www .p21 .org), a national organization that advocates for 21st-century readiness for every student, it is essential that school divisions infuse the three R’s of reading, ’riting and ’rithmetic and the four C’s of creativity and innovation, critical thinking and problem solving, communication and collaboration into the curriculum, instruction and assessments to provide students an education that prepares them to succeed as citizens and workers in the 21st century . In the Design for Excellence 2013, the same message was conveyed; the Design for Excellence 2020 continues this message and is a robust plan that will help students attain audacious goals .

Building on this focus on 21st-century skills, Chesterfield County Public Schools will implement project-based learning, which is based on recent work done by the school system’s Gifted Education Department . During the 2008-09 school year, the Gifted Education Department piloted problem-based learning in 11 schools; problem-based learning is a structure for learning that leads students to internalize knowledge and improve their comprehension . The broad goals of problem-based learning include building strong problem-solving skills, creating self-directed learners, honing collaboration skills and building intrinsic interest .

A research study (Gayle A . Hines, Sarah K . Mansfield, 2010, Program Evaluation: Problem-Based Learning Units in Elementary Gifted Education, Virginia Commonwealth University) was conducted on this pilot study that evaluated teachers’ perception of the program and the influence of

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problem-based learning on instruction, student engagement and time . Based on the results of this study, the program was expanded to all elementary schools, because the changes in content and delivery helped students achieve at high levels . Building on the success of problem-based learning in the elementary schools, Chesterfield County Public Schools will now focus on project-based learning in all schools, defined by the Buck Institute for Education, a nonprofit committed to the expansion of project-based learning in all schools, as a systematic teaching method that engages students in learning significant content and 21st-century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products, tasks and presentations . This approach will certainly prepare our students for the world they will encounter beyond high school .

Lastly, to prepare students for a highly technological and information-rich world, blended learning will be implemented . Blended learning is defined as “any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace” (Heather Staker, The Rise of K-12 Blended Learning: Profiles of Emerging Models, May 2011, Innosight Institute, www .innosightinstitute .org, p . 5) . This definition of blended learning is student-focused, much like the student-centered goals of the Design for Excellence 2020, allowing students to take ownership of their learning while using various 21st-century skills and technology tools .

For Chesterfield students to receive an educational experience that builds their expertise in content areas and their ability to use 21st-century skills and technology, central office and school administrators, teachers, instructional support staff members and classified employees will have to radically change how they work . In the following section, data regarding student performance that guides how the vision, mission, guiding principles, goals and objectives are achieved are provided to substantiate the ideas set forth in the strategic plan .

New measures of accountability for graduation rates have been implemented at state and federal levels . Specifically, on-time graduation rates refer to the percentage of students in a cohort who graduate within four years of the first time they enter ninth grade . This table shows the percentage of Chesterfield County students who graduated on time with a standard or advanced studies diploma:

Students graduating on time with standard or advanced studies diploma

2011 . . . . . 84 percent2010 . . . . . 88 percent2009 . . . . . 86 percent2008 . . . . . 84 percent

More than half of Chesterfield County Public Schools graduates earn an advanced studies or International Baccalaureate diploma, requiring the most rigorous course of studies . These requirements include four units of English and history, three of math and lab science and at least three credits in world language . Among student subgroups, there is wide variation: 66 percent of white students in 2011 earned one of these most rigorous diplomas but just 43 percent of black students, 45 percent of Hispanic students and even fewer students with disabilities or those with limited English proficiency did so .

2011 graduates earning advanced studies or IB diplomaall graduates . . . . . . . . . . . . . 59 percentblack . . . . . . . . . . . . . . . . . 43 percentHispanic . . . . . . . . . . . . . . . 45 percentwhite . . . . . . . . . . . . . . . . . 66 percenteconomically disadvantaged . . . . .6 percentstudents with disabilities . . . . . . 31 percentlimited English proficiency . . . . 17 percent

Most Chesterfield students plan to attend college, and 50 percent of them prepare for that transition and earn college-level credit through Advanced Placement, dual enrollment and International Baccalaureate courses . The gaps among student subgroups are evident: more than half of white graduates have taken these courses while only one-third of black students and one-quarter of students with disabilities have done so .

2011 graduates earning AP, IB or dual enrollment creditall graduates . . . . . . . . . . . . . 50 percentblack . . . . . . . . . . . . . . . . . 32 percentHispanic . . . . . . . . . . . . . . . 40 percentwhite . . . . . . . . . . . . . . . . . 58 percenteconomically disadvantaged . . . . .8 percentstudents with disabilities . . . . . . 25 percentlimited English proficiency . . . . 18 percent

Advanced Placement courses are college-level courses that students may take in high school . The courses are more rigorous than high school courses because they are, in fact, college courses and students can receive college credit for taking the courses, although not all colleges grant students credit for the courses . Students may take optional Advanced Placement exams at the end of an AP course . Exams are scored on a 5-point scale . The College Board defines, a score of 3 as “qualified for college credit” and a score of 5 as “extremely well qualified for college credit .” This table shows the percentage of AP exam takers in Chesterfield County Public Schools who earned scores of 3 or higher . (Please

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note that colleges and universities differ in their policies and practices regarding award of college credit based on AP exam scores .)

Students scoring 3 or higher on an AP exam2011 . . . . . 57 percent2010 . . . . . 58 percent2009 . . . . . 49 percent2008 . . . . . 49 percent

More than half of all Chesterfield County Public Schools students taking an AP exam score 3 or higher . While the spread among subgroups in the percentage scoring 3 or higher is relatively small, the spread in the number of students taking the tests is quite large, indicating an area for improvement .

Percentage of students taking an AP exam and scoring 3 or higher for each ethnic group (2011)

number of percentage scoring students 3 or highertotal 2,793 57%American Indian 14 TSAsian 200 54%black 337 40%Hispanic 111 53%Mexican American 18 68%Puerto Rican 17 63%other Hispanic 76 47%white 1,948 61%TS = fewer than 25 students in the subgroup

Chesterfield’s curriculum development efforts over the past several years have compressed middle school mathematics into sixth and seventh grades and resulted in most eighth-grade students taking Algebra I, meaning the student passed both the course and the Algebra I SOL test . The gap between groups of students is largest for those who are economically disadvantaged .

Eighth-graders who completed Algebra I in 2010-11all eighth-graders 80 percentblack 73 percentHispanic 75 percentwhite 84 percenteconomically disadvantaged 38 percentstudents with disabilities 63 percentlimited English proficiency 65 percent

In preparation for a global society, Chesterfield County Public Schools students are afforded opportunities to take world language courses beginning in some elementary schools and continuing in middle school . Students who enroll in world language courses in middle school can earn high school credit . The gaps among middle school student subgroups are evident in this table, showing that 27 percent of eighth-grade students successfully completed a world language course . Thirty-two percent of white students had successfully completed at least one world language course, while only 16 percent of black students and 3 percent of student with disabilities have done so .

Eighth-graders completing at least one world language course

all eighth-graders . . . . . . . . . . 27 percentblack . . . . . . . . . . . . . . . . . 16 percentHispanic . . . . . . . . . . . . . . . 20 percentwhite . . . . . . . . . . . . . . . . . 32 percenteconomically disadvantaged . . . . . 3 percentstudents with disabilities . . . . . . 13 percentlimited English proficiency . . . . 12 percent

One significant way to increase students’ opportunity to take courses is by offering courses online . The Office of Technology is working to increase opportunities in the number of courses offered and the number of students taking online courses .

Graduates who passed an online courseall graduates . . . . . . . . . . . . . 12 percentblack . . . . . . . . . . . . . . . . . 12 percentHispanic . . . . . . . . . . . . . . . 11 percentwhite . . . . . . . . . . . . . . . . . 13 percenteconomically disadvantaged . . . . .8 percentstudents with disabilities . . . . . . 11 percentlimited English proficiency . . . . . . . . TSTS = fewer than 25 students

The SAT is a globally recognized college admissions test that gives colleges an objective measure of students’ knowledge and skills in reading, mathematics and writing . In 2011, 2,768 graduates took the SAT . Average (mean) SAT scores in each subject are shown on the next page .

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2010-11 SOL test results ■ percentage of students achieving proficient and advanced passing rates reading writing mathematics proficient advanced proficient advanced proficient advancedblack 85 24 85 10 80 27Hispanic 87 31 86 13 85 31white 94 50 94 27 92 39economically disadvantaged 70 23 65 8 69 26students with disabilities 83 16 81 4 81 17limited English proficiency 80 18 75 5 81 29

needs assessment ▶ continued from previous pageCritical reading SAT scores

The performance of Chesterfield County Public Schools graduates over the past few years has increased two points, while the mean scores for the United States have declined and Virginia scores have remained relatively stable .

Mathematics SAT scoresThe performance of Chesterfield County Public Schools

graduates has remained relatively stable over the past few years on the SAT mathematics test, but below Virginia and the United States, indicating a need for improvement .

SOL scoresVirginia has developed Standards of Learning to define

what every student should know at a minimum and assessments in grades 3 through 8 and high school to measure the extent to which students have successfully mastered that content in reading, writing, mathematics, history/social science and science . Success in the future will require high levels of knowledge and achievement in these

core content areas, as SOL content and assessments become increasingly rigorous, reflecting national and international college- and career-ready expectations . The 2010-11 SOL test results show that most Chesterfield County Public Schools students in grades 3-12 are successful . But, given increasing expectations, a redoubling of effort must be made to maintain this high performance .

Writing SAT scoresChesterfield’s writing performance on the SAT in 2011

was the same as for the United States but below Virginia, indicating an area of improvement .

SAT average (mean) scores for each ethnic group critical reading mathematics writingtotal 503 500 482American Indian 521 508 482Asian 509 543 512black 440 434 419Hispanic 487 482 475Mexican American 506 490 498Puerto Rican 485 488 467other Hispanic 483 478 471white 530 527 508Note: Ethnic group is self-reported by student and is different from NCLB .

State report cardMore data about Chesterfield schools are available at

https://p1pe .doe .virginia .gov/reportcard/

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Standards of Learning six-year trend by content area and by student group one-year six-year change change 2006 2007 2008 2009 2010 2011 2010-11 2006-11

all 87 90 90 92 91 91 0 +4 black 79 84 83 86 85 85 0 +6 Hispanic 78 82 84 89 88 87 -1 +9 white 92 93 94 94 94 94 0 +2 students with disabilities 67 70 70 73 73 70 -3 +3 economically disadvantaged 76 79 80 83 83 83 0 +7 limited English proficiency 67 75 80 85 83 80 -3 +13

all 77 83 87 88 90 88 -2 +11 black 64 74 79 80 83 80 -3 +16 Hispanic 68 77 81 84 86 85 -1 +17 white 83 88 91 92 93 92 -1 +9 students with disabilities 54 62 67 71 73 69 -4 +15 economically disadvantaged 61 70 77 80 86 81 -5 +20 limited English proficiency 66 76 78 81 84 81 -3 +15

all 90 89 89 90 89 90 +1 0 black 82 81 81 84 82 85 +3 +3 Hispanic 82 82 84 84 84 86 +2 +4 white 93 93 93 94 93 94 +1 +1 students with disabilities 66 64 61 63 59 65 +6 -1 economically disadvantaged 81 78 77 81 80 81 +1 0 limited English proficiency 79 75 78 78 80 75 -5 -4

all 80 88 88 90 91 86 -5 +6 black 69 79 80 84 84 75 -9 +6 Hispanic 70 81 82 87 87 81 -6 +11 white 86 92 93 94 94 91 -3 +5 students with disabilities 62 69 70 74 75 65 -10 +3 economically disadvantaged 74 72 73 80 83 74 -9 0 limited English proficiency 67 74 77 81 79 72 -7 +5

all 86 91 92 91 92 92 0 +6 black 73 82 83 83 85 84 -1 +11 Hispanic 77 85 87 85 87 87 0 +10 white 93 95 95 95 96 96 0 +3 students with disabilities 65 73 74 73 76 75 -1 +10 economically disadvantaged 78 83 84 82 87 84 -3 +6 limited English proficiency 68 78 83 79 79 81 +2 +13

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supporting plansfor Design for Excellence 2020

Funding the Design for Excellence 2020 Capital Improvement Plan Communication Plan Engagement Plan Curriculum and Assessment Plan Technology Master Plan Professional Development Plan Regional programs and services Special Education Plan Gifted Services Plan Plan for services for English learners Career and Technical Education Plan Crisis Management Plan

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Funding the Design for Excellence 2020Successful implementation of the Design for Excellence

2020 will require efficient utilization and redistribution of existing resources and identification of new revenue streams . To achieve this ambitious plan for the future of Chesterfield County Public Schools, the following will be necessary:• human capital — invest in our greatest asset, our teachers

and staff, to hire and develop innovative leadership, skills, talent and knowledge to provide the best educational opportunities for our students

• state-of-the-art technology — align investments in our technology, capital and information assets with strategic priorities

• fiscal resource allocation — develop, diversify and reallocate our fiscal resources to provide adequate funding for successful implementation and ongoing support

• positive climate and resource stewardship — foster a climate and culture of communication, collaboration, innovation and sound stewardship of resources to effect change, serve our students and engage effectively with our parents and community

Over the past two years and through strategically planning for the future, the School Board and superintendent have provided excellent leadership and guidance with managing resources to begin the implementation of the Design for Excellence 2020 . Resources approved by the School Board in the FY2013 through FY2017 Capital Improvement Plan along with savings from the FY2011 and FY2012 Capital Improvement Plans will provide enough funding to support implementation of the plan through June 2017 . Beyond 2017, an enhanced investment of resources will be required to support Design for Excellence 2020 strategies . Continuing support will be a consideration for future School Boards through the operating and capital budgeting processes .

Adequate future planning requires identifying all ongoing associated costs . As of today, staffing, professional development, curriculum, hardware, software and networking needs through June 2017 have been identified . As we look farther into the future, we will need to use the extensive experience of a cross-team of teachers, school-based administrators, technology and finance staff and our community to identify needs for success in our ever-changing educational climate .

Finally, we will need to actively engage parents and students to understand and identify which resources need to be provided by the school division and which will be provided by students and families . Ultimately, there will be a combination of resources just as there is today . Many models exist, but the solution that is right for our families will be one in which our community understands and embraces the opportunities provided for our students to be successful and lead the future success of Chesterfield County .

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Capital Improvement Plan22-May-12

2013-2017 Capital Improvement Plan Approved Financial Summary

Sources: FY2013 FY2014 FY2015 FY2016 FY2017 TotalPrior Year CIP Reserve 2,089,000 - - 1,430,000 5,955,000 9,474,000 CIP Reserve Transfer 6,484,000 3,476,400 5,074,000 6,484,000 6,484,000 28,002,400 Debt Financing 20,927,000 25,423,600 23,766,000 25,016,000 18,516,000 113,648,600 State Technology Funds 1,800,000 1,800,000 1,800,000 1,800,000 1,800,000 9,000,000 Cash Proffers - 2,161,900 1,512,200 1,527,300 1,527,300 6,728,700

31,300,000 32,861,900 32,152,200 36,257,300 34,282,300 166,853,700

Uses:

Major Maintenance 4,500,000 4,000,000 4,000,000 4,000,000 4,000,000 20,500,000 Critical Needs (HVAC) 3,000,000 1,000,000 2,000,000 1,000,000 2,000,000 9,000,000 Providence (HVAC) 500,000 6,600,000 - - - 7,100,000 Falling Creek (HVAC) - - 500,000 6,000,000 - 6,500,000 Swift Creek (HVAC) - - - - 500,000 500,000 Energy Improvements 250,000 250,000 250,000 250,000 250,000 1,250,000 Security Enhancements 250,000 250,000 250,000 250,000 250,000 1,250,000 Technology Plan 9,800,000 5,100,000 6,640,000 7,280,000 10,805,000 39,625,000 Replacement Technology - - - 3,200,000 3,200,000 6,400,000 Future Acquisitions - 2,161,900 1,512,200 1,527,300 1,527,300 6,728,700 Subtotal 18,300,000 19,361,900 15,152,200 23,507,300 22,532,300 98,853,700

Midlothian High 12,000,000 12,000,000 Beulah ES - addtl 200 seats 1,000,000 11,000,000 12,000,000 Harrowgate Elementary 500,000 4,500,000 5,000,000 Enon Elementary 500,000 4,500,000 5,000,000 Monacan High 1,000,000 12,000,000 13,000,000 Matoaca Elementary 500,000 7,000,000 7,500,000 Watkins ES Relief: Weaver ES - addtl 150 seats 500,000 5,000,000 5,500,000 2nd relief school - addtl 150 seats 500,000 5,000,000 5,500,000 Proividence MS - planning 500,000 500,000 Administrative Space 750,000 1,250,000 2,000,000

31,300,000 32,861,900 32,152,200 36,257,300 34,282,300 166,853,700

Note: At the end of FY2017, there is a projected remaining balance of $4.7m of Prior Year CIP Reserve funds to be expended in FY2018.

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Communication PlanEvery communication plan consist of two basic elements:

Do good work . Tell people about it .The purpose of the Chesterfield County Public Schools

Communications Plan is to present a clear, concise, efficient and effective framework for communicating with our community . The plan addresses two audiences: internal (students, teachers, staff members, administration and School Board) and external (parents, businesses, civic groups, religious groups and other members of the community) .

Staff support and involvement are critical to the plan’s success — particularly, teachers and office staff who are highly influential sources of information for the public . Employees carry the message of the school division to families and friends who in turn form opinions about the schools . We must have as a top priority the goal of clearly communicating our unified message at all times .

The Community Relations Department is charged with designing, implementing and managing a public information program to inform internal and external stakeholders . Two driving questions for every program or activity will be• Howdoesthisbenefitourstudentsandstaff?• Howdowecommunicateittoourstakeholders?

The objective is to improve internal and external communication to create open, two-way communication among the School Board, administration, staff, students, parents and all stakeholders:• Communicateearlyandoften;providetimely,consistent

and accurate information .• Usemultiplecommunicationtoolstoreachasmany

stakeholders as possible .• Bevisibleinthecommunity;communicatewithand

engage all stakeholders .• Publicizeopportunitiesfortwo-waycommunication.• Equipemployeeswithinformationnecessarytoserveas

ambassadors; provide ongoing training and support for administrators in effective communication .

• Evaluatesuccessofcommunicationefforts.

Here the desired outcomes:• PublicsupportforeducationinChesterfieldCountyis

built through the dissemination of accurate, timely and consistent messages .

• Stakeholderswillunderstandandvaluetheinvestmentthey have made in public education through effective and efficient use of taxpayer dollars .

• Throughthecreationofinformation-sharingopportunities and engagement of staff about goals, strategies and improvement efforts, employees will be equipped with information and skills necessary to serve as ambassadors who will help build support for public education .

• Strong,trustingrelationshipswithparentshelpcreateasafe, supportive and nurturing learning environment that parents and the community can trust in, invest in and benefit from .

• Stakeholdersareengagedtotakeactiononbehalfofstudents as the division continues to build on strong foundation of trust and involvement in schools .

The complete Communication and Engagement Plan is included on pages 70-98 of the appendix.

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The purpose of the Chesterfield County Public Schools Engagement Plan is to present a clear, concise, efficient and effective framework for engaging our community in support of public education .

This engagement plan primarily addresses two audiences: those with children attending Chesterfield County Public Schools and those who do not have children attending Chesterfield County Public Schools but who still benefit from a strong public school system .

Included within this plan are strategies to increase• theunderstandingofthevaluepubliceducation• thenumberofvolunteerswhocansupportstudentsand

staff members• partnershipsthatcansupportstudentsandstaffmembers

Employees are expected to promote educational partnerships for schools and for the entire school system . An educational partnership is a mutually beneficial, cooperative relationship in which the partners share values, objectives and human or financial resources to enhance student learning . Partners may include students, parents/guardians, families, businesses, community organizations, the faith community and other citizens .

The School Board encourages the involvement of businesses and other community groups in schools . This enriches educational experiences for students, provides professional development for staff members and builds greater understanding between the school system and the broader community .

The School Board values and appreciates parents and community members who volunteer their time, talent and

Engagement Planexpertise to Chesterfield County Public Schools and its students and staff members . Citizens are encouraged to take advantage of opportunities in schools to share their interests and experiences with students . Volunteers allow instructional staff members to spend more time with students, show students the relevance of the curriculum to real life and help individual students improve their academic skills . The School Board encourages parents and other community members to volunteer in schools and supports the recognition of volunteers by schools and the division .

The School Board encourages local citizens to attend school events that are open to the public . Also, the School Board provides community members access to school facilities for recreation and learning opportunities .

Employees are expected to promote volunteerism in schools and throughout the division . This includes enlisting the assistance of supportive stakeholders to help schools through donations of time, talents and resources .

The School Board desires that all students develop a strong sense of personal and social responsibility and that Chesterfield County students be perceived as a resource to the community . The School Board encourages students, with family support, to volunteer on weekends and after school . The School Board supports student engagement in school-sponsored community service activities and in school-sponsored service learning, which adds real-life perspective to classroom studies .

The complete Communication and Engagement Plan is included on pages 70-98 of the appendix.

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Curriculum and Assessment PlanCurriculum covers everything from mastering the ABCs

in kindergarten to becoming fluent in a world language in high school, from telling time to understanding differential calculus, from learning to play a recorder to developing musical abilities that can lead to a career onstage . The curriculum of Chesterfield County Public Schools is a happily bubbling pot of soup, packed with a healthy variety of ingredients and ready to feed all comers .

The Department of Curriculum and Instruction manages curriculum and assessments that are used countywide in our schools . The department includes a director, an instructional specialist for each content area, teacher consultants for language arts, mathematics, science, social studies, summer session and gifted education and instructional coaches for language arts and mathematics . Content areas include kindergarten/prekindergarten, elementary language arts, secondary language arts, mathematics, science, social studies, world languages, health/PE/family life education/driver education, performing arts, visual arts, career and technical education (business/IT), summer session, gifted education and library services . Curriculum and assessments for career and technical education are managed by that department .

Curriculum and Instruction reviews and approves proposals for new courses . Curriculum and Instruction provides curriculum frameworks for courses taught countywide . The curriculum frameworks are formatted consistently for all content areas, containing course description and pacing, big ideas and student objectives, resources, instructional strategies and model lessons and assessments . As Chesterfield County Public Schools transitions to a blended learning instructional model for all courses, using an online learning management system, the existing curriculum frameworks will be incorporated into a new online platform while continuing to provide teachers the same high-quality resources and strategies .

Instructional specialists update curriculum frameworks to reflect revised Virginia Standards of Learning . Resources, instructional strategies, model lessons and assessments are provided to prepare students for success on SOL tests . A variety of professional development is provided for teachers to stay up to date with new curriculum and assessments . Professional development is provided countywide on designated days and is also provided throughout the

year in different content areas and for individual schools, departments or grade levels . New teachers receive extra support to get them off to a robust beginning .

Curriculum and Instruction also updates curriculum frameworks according to the five strands of the Chesterfield County Public Schools 21st-century learning model . The school system has identified 21st-century knowledge and skills that all students need for success . The five strands of 21st-century learning are interrelated: technology, digital-age literacy, global connections, communication and collaboration and inventive thinking . Self-directed learning is a goal for all students .

A variety of summative and formative assessments are provided for schools in the curriculum frameworks . Curriculum and Instruction also provides countywide assessments throughout the school year . Countywide assessments are reviewed on an ongoing basis and changed as needed so the assessments remain up to date and useful to schools . Curriculum and Instruction is leading an ongoing study of grading practices, and recommendations from this study will ensure consistent grading practices that effectively communicate and support student learning .

Chesterfield County Public Schools eighth-grade students are encouraged to investigate a variety of options for high school . Students may apply to attend specialty centers, which are housed within each comprehensive high school . Specialty centers and governor’s schools target specific student interests and are open to students throughout Chesterfield . Current specialty centers are the Governor’s Academy for Engineering Studies (Bird High), Mathematics and Science High (Clover Hill High), Health Science (Cosby High), Leadership and International Relations (James River High), Mass Communications (Manchester High), Spanish Immersion (Manchester High), Information Technology (Matoaca High), International Baccalaureate (Meadowbrook High and Midlothian High), Humanities (Monacan High) and Visual and Performing Arts (Thomas Dale High) A second Health Science specialty center is being developed at Monacan High . Students may also apply to Maggie L . Walker Governor’s School for Government and International Studies or the Appomattox Regional Governor’s School for the Arts and Technology . In addition, CCPSOnline offers online courses to expand learning opportunities for all high school students .

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Technology Master PlanThe Department of

Technology supports innovative teaching and learning as well as increasing the efficiency of these tasks in the Design for Excellence 2020 . Specifically, the vision of the Technology Department is to lead the division’s efforts to provide anytime, anywhere access to quality instructional resources by selecting cloud-based core educational applications and bolstering the Chesterfield County Public Schools network .

With the necessary building blocks of a fast, wireless network and a customer-service-oriented training and equipment support team, the Technology Department enhances the division’s ability to expand blended learning instruction and make it easier for students and teachers to engage in project-based learning .

At the core of the blended learning experience is the division’s teaching and learning portal . The teaching and learning portal is a website that makes it easy for teachers, students, parents and administrators to communicate and collaborate around a digital curriculum . This website allows students and parents to engage with learning materials from wherever they access the Internet . It provides students with the opportunity to provide evidence of course mastery by presenting their work in e-portfolios — digital

scrapbooks for student work . Furthermore, the blended learning website helps teachers communicate and collaborate across curricula through online professional learning communities — eliminating the barriers of distance and time for professional development .

The Technology Department provides the necessary data collection, reporting and analysis staff and systems to inform the division’s progress in the Design for Excellence 2020 and timely and accurate data reports to the state and federal governments . In addition, the department supports one of the largest managed networks in central Virginia and maintains and upgrades the division’s many computers, interactive whiteboards, projectors and

other technology instructional devices .While the division’s solid curricula and expert teachers

drive the Design for Excellence 2020, the technology they use improves the efficiency of teaching and learning and provides the opportunity to increase communication and collaboration among schools and families .The complete Technology Master Plan — including March 23, 2012, revisions — is included on pages 99-223 of the appendix.

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Professional Development PlanChesterfield County Public Schools is not just an

educational organization — it is also an employer of about 7,000 people . Like all employers, the school system seeks high-quality workers who want to stay up-to-date in their careers . That’s where the Department of Professional Development comes in .

The Department of Professional Development provides education and professional growth opportunities to enhance learning at all levels for employees of Chesterfield County Public Schools . Professional development is delivered online, through individual courses and workshops, internally in schools and departments and through numerous other venues during the school year . The ultimate goal of all professional development activities is to provide resources and opportunities that will improve student learning .

The Department of Professional Development provides a comprehensive, sustained and intensive approach to improving the knowledge and effectiveness of all school system employees . This includes developing and providing resources to monitor employee performance through the various professional growth and performance plans that Chesterfield County Public Schools uses to measure employee growth and performance . Good, quality professional development fosters collective responsibility for improved performance by students, schools and departments . It comprises learning that is■ aligned with rigorous national and state academic

achievement standards as well as related local educational agency and school improvement goals

■ conducted among educators at the school and central office level and facilitated by well-prepared experts, educators, professional development coaches, mentors, department leaders or teacher leaders

■ delivered on a regular basis among established teams of teachers, principals or school system employees that engage in a continuous cycle of improvement

The Department of Professional Development provides

learning opportunities for employees at all levels of growth . To meet the recommendations of the Design for Excellence 2020, our professional development offerings will focus on blended learning, project-based learning, effective use of Edmodo and the new student information system, 21st-century skills for students and the use of inventive thinking, student goal setting, student-led conferences and assessing student performance on 21st-century skills .

For current and aspiring leaders, learning opportunities are provided through■ Superintendent’s Leadership Series■ Leadership Breakfast Series■ Next Generation Leadership Academy■ SCOPE (Statewide Communities of Practice for

Excellence)■ Leaders in Pursuit of Excellence■ EDULEAD (for new and second year principals)

For teachers, learning opportunities are provided through■ New Teacher Induction Program■ National Board Certified Teachers program■ Metropolitan Educational Training Alliance, also known

as META■ VCU Clinical Faculty program■ Leadership Phases I, II and III

For classified employees, learning opportunities are provided through■ Leadership Breakfast Series■ individualized classes and workshops in partnership with

Optima and C-Fit■ Toastmasters International■ summer and midyear conferences■ mentoring opportunities

The complete Professional Development Plan and a detailed focus on Curriculum and Instruction are included on pages 224-251 of the appendix.

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Regional programs and servicesChesterfield County Public Schools works and plays well

with others!Instruction departments of Chesterfield County

Public Schools have established partnerships with many regional programs and services within our community . Instructional specialists also work collaboratively with their counterparts in neighboring school divisions and with local colleges and universities . We work extensively with John Tyler Community College as the partner for all our dual enrollment courses . All departments work with the Virginia Department of Education and state and national professional organizations in each content area . We participate in the regional partnership of public TV stations and with the Richmond Forum .

Partnerships for Early Childhood include Richmond CenterStage Foundation, working for early literacy development through the arts, Smart Beginnings Greater Richmond and United Way of Greater Richmond and Petersburg and First Book . We have service from the Children’s Museum of Richmond .

Language Arts and Library Services have partnered with the Chesterfield County library system on summer reading and other initiatives . Mathematics and Science work closely with the MathScience Innovation Center . Science partners with the Science Museum of Virginia . Science and Social Studies work in partnership with the Maymont Foundation . Social studies works with the Virginia Historical Society, Valentine Richmond History Center, Chesterfield Historical Society and Henricus Foundation .

World Languages partners with the Latin Ballet of Virginia and the Virginia Area Hispanic Chamber of Commerce . The Spanish Immersion Specialty Center at Manchester High

works with the community providing volunteer services including translation and other language supports . Health and PE works with many community partners, including Chesterfield County Parks and Recreation, Chesterfield Coalition for Active Children, Richmond Sports Backers, Fit4Kids, YMCA and Special Olympics .

Visual Arts and other departments participate in programs with the Virginia Museum of Fine Arts . Visual Arts has many other partners, including galleries and art centers, and work by Chesterfield student artists is displayed widely . Other partners include the Virginia Commission for the Arts, Partners in the Arts, Bon Air Artists Association and Petersburg Area Art League . Performing Arts coordinates partnerships with the Richmond Ballet and Richmond Symphony and has various partnerships through CenterStage, including both music and theater .

Career and Technical Education also has beaucoup partnerships, including Chesterfield Alternatives Build-a-House, Virginia Children’s Engineering Council, DECA for marketing students, SkillsUSA and Future Business Leaders of America . The Chesterfield Technical Center has extensive outside partnerships with companies and others through all its advisory committees .

Gifted Education coordinates our partnership and participation with Maggie L . Walker Governor’s School for Government and International Studies and Appomattox Regional Governor’s School for the Arts and Technology . Students also participate in summer residential governor’s schools and summer regional governor’s schools .

Many other partnerships exist for specific projects that take place in our schools .

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Special Education PlanWe do not live in a cookie-cutter world, so one size does

not fit all when it comes to education . The Department of Exceptional Education helps tailor academic programs to fit the needs of each student .

The department helps lead the mission of Chesterfield County Public Schools: supporting high levels of achievement for all students with supportive instructional and related services to meet the diverse needs of individual students with disabilities . Special education leaders, teachers and staff members provide research-based specialized instruction and services and provide supports to address the identified needs of each student in compliance with federal, state and division procedures . Special education procedures include child find, referral for evaluation, evaluation and eligibility determination . For students who are found eligible for special education, a team develops an Individualized Education Program that includes a description of the student’s present level of performance, goals and objectives, accommodations and modifications, assessment and testing needs, transition goals and activities (for students 14 or older), and services provided . All of these procedures involve significant collaboration with parents to ensure student success .

As of Dec . 1, 2011, special education services were being provided to 7,191 students with disabilities . Services are funded mostly through state and local funds, supplemented by a federal flow-through grant under the Individuals with Disabilities Education Act . The Exceptional Education Department collaborates with other division departments to promote the achievement of each student in alignment with the school division guiding principles of student engagement, community of learners, quality services and operations, community involvement and a safe, supportive and nurturing learning environment .

Student engagementInstructional and compliance support — The Exceptional Education Department assigns the special education staff positions to every school to address the needs of each individual student according to each student’s Individualized Education Program, also known as an IEP . Teams of specialists and liaisons help teachers, therapists, administrators and other staff members in schools ensure the provision of appropriate specialized instruction for each student with a disability . Teams also provide direct supports to students through observation and planning through the IEP process . The department provides instructional resources to schools to engage students and promote strategies to differentiate teaching based upon student needs . Central office staff members work closely with school staff to maximize the number of students passing required assessments, analyzing data and planning instructional and behavioral interventions . We partner with Curriculum and Instruction and instructional support staff to continually improve student achievement .

Reading/literacy initiatives — Reading skills are a vital need for all students and a particular challenge for many students with disabilities . Extensive professional development and resource support have been provided to elementary and middle school special education teachers in multisensory reading strategies, targeting students who have difficulty in decoding . At the secondary level, middle schools and high schools offer a comprehensive reading intervention, Read 180, that provides small group, engaging, technology-based instruction aimed to improve reading skills as a foundation for success in other academic classes .Mathematics initiatives — The department has collaborated with math instructional leaders to provide math content and strategy professional development for special education and general education teachers .

Community of learnersProfessional development — Numerous professional development opportunities are provided to general and special education teachers to address the needs of students with disabilities . These include monthly trainings for school administrators and coordinators of special education . Specialists and liaisons provide professional development activities at schools based upon individual school needs for students with disabilities . In addition, training activities for paraprofessionals and instructional assistants are provided to ensure students have appropriate supports for their learning .Student self-determination — Chesterfield schools are expanding participation in a state-supported initiative to promote students as self-directed advocates for their own learning . Students learn more about themselves and their learning needs, eventually leading their own educational planning meetings . This personal goal setting and self-advocacy is an integral action plan in the Design for Excellence 2020 .

Quality service and operationsState Performance Report and Program Evaluations — The Department of Exceptional Education has demonstrated a high quality of performance as reflected in recent program evaluations by two outside auditors and the Virginia Department of Education State Performance Report . The department strives for continual improvement in compliance and performance outcomes as measured through the State Performance Plan and Federal Program Monitoring, with a continued focus on disproportionate representation of minorities in special education and discipline .Inclusive practices with specialized instruction — The department promotes and supports school practices that include all students participating in the school day with non-disabled peers as much as possible . Co-teaching, collaborative and consultative models support inclusion in general education classes . Specialized instruction can be provided in general education classes, pull-out classes or in specialized programs . continued ▶ ▶ ▶

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Assistive technology — Assistive technology provides children with disabilities access to their education . Department staff members assist in assessing student needs for assistive technology, providing assistive technology, coordinating and using other therapies, interventions or services with assistive technology and providing training or technical assistance with assistive technology for students, school staff members, families, etc . as appropriate .Specialized therapies/services — Staff members provides specialized services in speech language therapy, occupational therapy, physical therapy, services for the deaf or hard of hearing and services for the blind or visually impaired according to Individualized Education Programs or 504 plans or both . Staff members also provide accessible instructional materials for visually impaired students . Nurses provide specialized care and services based on student IEPs and health services plans . Educational interpreters provide interpreting services for students and staff members .Homebased/homebound services — Individualized instruction is provided to students whose medical conditions, disciplinary status or IEP requires specialized instruction in the home or community .

Safe, supportive and nurturing learning environmentsEarly childhood special education — Provision of special education services to prekindergarten students can occur in specialized classrooms or in natural environments such as child care with a strong emphasis on parent involvement .

Transition services — All division Individualized Education Programs (100 percent) reflected appropriate goals for postsecondary options for students with disabilities . Goal-directed planning increases graduation rates and reduces student dropouts .Positive behavioral and instructional supports — Department staff members work closely with schools to assist with developing positive behavioral supports and effective schoolwide discipline initiatives for all students as a part of department, school and division efforts to reduce the long-term suspensions and expulsions of students with disabilities .

Community investmentParent-Teacher Resource Center — The Parent-Teacher Resource Center helps parents and staff members promote student success . The center sponsors workshops, provides office and phone consultations, compiles requested information packets and operates a learning library of educational and parenting resources to build parent involvement .Special Education Advisory Committee — The Special Education Advisory Committee is a integral group of parents and community members who advise the superintendent and School Board about actions that support the quality delivery of services for all students with disabilities .

special education plan ▶ continued from previous page

The complete Special Education Plan is included on pages 252-274 of the appendix.

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The Gifted Education Program recognizes and identifies diverse gifted learners and offers a comprehensive program that provides a continuum of program service options to help students achieve their maximum potential for personal success . Key components of the Chesterfield County Public Schools Gifted Education Program are■ development of problem solving, inventive thinking and

self-directed learners■ appropriately differentiated instruction responsive to

student ability and learning needs■ educational environments that challenge gifted learners

and enable students to perform at levels of excellence■ addressing the social and emotional needs of diverse

gifted students■ talent development■ continually evaluating and revising procedures which

increase referrals and eligibility of students from underrepresented populations in gifted education

The 2011-16 Plan for the Education of the Gifted, approved by the Chesterfield County School Board and superintendent, contains guiding principles required by the Regulations Governing Educational Services for Gifted Students, Standards of Accreditation and Standards of Quality . The plan provides information about the school division’s policies and procedures related to gifted education services in these areas: identification, delivery of services, curriculum development, professional development and parent and community involvement .

IdentificationThe Gifted Education Identification and Placement Committee in each school is responsible for student screening and seeking students for referral, conducting student assessments, determining levels of eligibility and parent communications . Students are assessed using multiple criteria which may include student products, observation of in-class behaviors and student interviews, rating scales, aptitude measures, achievement measures and grades .

Program servicesChesterfield County Public Schools provides a continuum of services in specific areas of aptitude for gifted students from kindergarten through grade 12 . The Gifted Education Department provides rigorous problem-based learning units to all classrooms in grades K-3 . Inventive thinking labs expose elementary students to challenging academic games that develop perseverance and problem-solving skills .

Students in grades K-8 may qualify for two different levels of gifted education services . Students who qualify for school-based gifted education services (Level I) are cluster-grouped

Gifted Services Planwithin the general classroom and provided with appropriately differentiated instruction in the areas of their eligibility . Elementary students may be found eligible in the areas of English and mathematics, while secondary students may also be found eligible in science and social studies . Students in grades 3-8 may also qualify for Center Based Gifted education services (Level II) . The Center Based Gifted education program provides students with comprehensive services for students who demonstrate exceptional ability and performance across multiple academic areas .

The high school honors program provides rigorous curriculum experiences for gifted students in grades 9-12 . Additional offerings include Advanced Placement courses and dual enrollment opportunities . Comprehensive services for students with interests in specific areas are provided through the Maggie L . Walker Governor’s School for Government and International Studies, the Appomattox Regional Governor’s School for the Arts and Technology and high school specialty centers, including the International Baccalaureate program and the Governor’s Academy for Engineering Studies .

Professional developmentThe Gifted Education Department works collaboratively to provide ongoing consultative services and professional development opportunities open to teachers, counselors and administrators throughout the district in the areas of■ best practices in gifted education■ characteristics and identification of underrepresented

populations in gifted education■ characteristics and strategies for teaching twice-

exceptional children■ identification and placement of gifted students■ inventive thinking labs■ problem-based learning■ social and emotional needs of gifted learners

Community involvementThe Gifted Advisory Committee advises the School Board through the superintendent of the educational needs of all gifted students in the division . The committee reviews plan implementation, recommends suggestions for program improvement and submits a written report to the School Board and superintendent annually . The Gifted Education Department also provides informational evenings and morning coffees each year for parent and community education on a variety of topics .

The complete Gifted Services Plan is included on pages 275-310 of the appendix.

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Plan for services for English learnersThe English for Speakers of Other Languages program

is for students in kindergarten through 12th grade whose primary or native language is not English and who, because of their development English language proficiency, need English language instruction and academic support . The mission of the school system’s English for Speakers of Other Languages program is to equip English learners with the language skills they need to be socially and academically prepared to be successful in school and beyond .

Based on a screening, English learners are assigned to their home school (elementary students) or the center nearest their home school (middle and high school students) . They are placed at the appropriate grade level and provided ESOL services based on their English proficiency level . The English proficiency level of English learners is then assessed annually to monitor progress and determine the type and amount of service provided . The annual assessment is a statewide assessment used by a consortium of 27 states, including Virginia . The assessment provides scores that include the four domains of language: reading, writing, speaking and listening .

No Child Left Behind requires districts to offer English language instruction but does not mandate the type of program . Based on research and best practices, Chesterfield County Public Schools provides direct language instruction, collaborative instruction and sheltered content area instruction for English learners . Instruction is differentiated based on students’ English language development . Federal requirements also require districts to monitor students after

they leave ESOL services to ensure that former English learners continue to experience academic success .

Additionally, English learners must pass the Standards of Learning requirements to graduate from high school in Virginia . Collaborative efforts between English for Speakers of Other Languages and content/classroom teachers allow for the acquisition of language through content instruction . The ESOL Department provides professional development for ESOL and mainstream teachers working with English learners . The ESOL Department also provides individualized support and consultation to school personnel regarding English learners .

The English for Speakers of Other Languages Department also strives to empower language minority parents to become decision makers and advocates for their children’s education by providing outreach programs to families .

As of 2012, the ESOL Department serves almost 2,900 students and monitors an additional 600 students . To provide additional funding for the efforts of the ESOL Department, Chesterfield County Public Schools has applied for and received Title III grants and Refugee and Immigrant grants from the state and federal government . The funds are specifically used for parent outreach programs, interpretation/translation services and for training and materials for 61 ESOL teachers .

The complete plan for services for English learners is included on pages 311-322 of the appendix.

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Career and Technical Education PlanHands-on learning, high tech and hot careers collide

in career and technical education classes in Chesterfield County .

The Career and Technical Education Department offers a number of skills-related courses in Chesterfield County Public Schools middle and high schools . Middle school programs are designed to help students explore their interests . The high school courses are more specific in their focus; although offerings vary among schools, there are currently more than 150 career and technical education courses being taught in Chesterfield County Public Schools, ensuring elective options for all students regardless of interest areas . These programs are designed to prepare students for the world in which they will live and work, while meeting our need for well-trained, industry-certified workers . Additionally, students have the opportunity to join a variety of career and technical education clubs and honor societies . Many of these, such as SkillsUSA and Health Occupations Students of America, have seen students compete and win at district, state and national competitions . Technical, highly skilled professions currently make up about 70 percent of the U .S . workforce . Students who complete a sequence of two related career and technical education courses may test for an industry certification to further their skills and increase marketability .

The Chesterfield Technical Center is an extension of Chesterfield’s 11 high schools, offering 28 three-credit day courses and three one-credit night courses that are not offered at the home schools . Each year, about 650 juniors, 600 seniors and 75 postgraduate students enroll at the Tech Center in one of these areas: automotive, construction, information technology, health sciences and services, personal services or public safety . The Chesterfield Technical Center operates on an alternate-day schedule that is compatible with the high schools’ timetable . Students

are bused to the Tech Center after their first period classes for periods 3, 5 and 7 on odd-calendar school attendance dates or for periods 2, 4 and 6 on even-calendar school attendance dates . Tech Center courses culminate with a certificate of competence in the field studied and, in many cases, with industry certification or licensure and college credits through dual enrollment with John Tyler Community College or ECPI .

Career and technical educational course offerings continue to grow in order to meet the ever-changing workforce needs and high student interest . Several new courses and an expansion of existing courses are planned for implementation at a second technical center, to be located at the former Clover High School on Hull Street Road . Courses such as mechatronics, logistics and homeland security will be added along with more career and technical education courses . Dual enrollment credit will be available in several courses through local colleges and universities while businesses and advisory councils will work in partnership with Chesterfield teachers to provide real-world experiences and cutting-edge instruction .

The complete Career and Technical Education Plan is included on pages 323-376 of the appendix.

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Crisis Management PlanThe Crisis Management Plan for each school consists of an

Emergency Response Plan and an Emergency Preparedness Site Specific Plan . The Emergency Procedural Guide was developed centrally for schools, and every administrator and classrooms is equipped with a copy . In addition, schools have developed an Emergency Preparedness Site Specific Plan that is specific to each school . Together, these two plans play a significant role in providing a safe school environment for students and staff members . Every year, the emergency procedures are updated by schools, reviewed and approved by the security manager and reviewed by the School Board .

Chesterfield County Public Schools was a 2008 recipient of a Readiness and Emergency Management Grant from the U .S . Department of Education . This grant provided support and assistance for developing a Universal Emergency Response Protocol and the Emergency Preparedness Site Specific Plans for the division . In developing the current emergency procedures , the division worked with Safe Havens International and formed a School Emergency Planning Committee, which involved many agencies within the county along with Safe Havens Consultant Services . The Emergency Preparedness Site Specific Plans include the four phases of emergency management as recommended by the National Incident Management System and uses the Incident Command System protocols .

Beginning in 2007, administrators have been trained in National Incident Management Systems and Incident Command Systems through online training courses provided by the Federal Emergency Management Agency . School administrators participated in emergency preparedness training “Know the Drill” and “Train the

Trainer” to develop a better understanding of the National Incident Management Systems and the Incident Command Systems . Since the initial training in 2010, the Security Department has provided additional opportunities for school administrators, office staff members and crisis teams to participate in emergency preparedness training . The division has also provided gatekeeper training to provide front office staff members with an understanding of their role in emergency situations .

Understanding that emergency plans are only a part of providing a safer school environment for students and staff members, the division uses other safety and security initiatives . The division was also received a Community Orientated Policing Services grant . This COPS grant provided assistance with installing video intercom systems in all elementary schools and the Raptor Visitor Management System in all schools . Raptor has been effective in identifying sex offenders attempting to come on to school property . The division continues to use vulnerability assessments, safety audits and the annual online school safety survey as tools to identify safety and security concerns at school facilities .

Chesterfield County Public Schools has made a commitment to exceed the Virginia standard of personnel trained in CPR/first aid, which is only two staff members trained in CPR at each school . The goal of Chesterfield County Public Schools is six trained in elementary schools and 12 in secondary schools .

The division currently assigns one school security officer to each high school, and school resource officers are assigned to all secondary schools . The division will continue to develop policies and training opportunities for schools based on best practices in the area of safety and security .

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appendix Guiding principles (unabridged) Innovation teams and Design for Excellence process Communication and Engagement Plan Technology Master Plan Professional Development Plan Focus on Curriculum and Instruction Special Education Plan Gifted services plan Plan for services for English learners Career and Technical Education Plan Organizational chart

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Guiding principles for employees (unabridged)Guiding principles are expectations approved by the School Board for all employees of Chesterfield County Public Schools . A guiding principle is a broad statement describing the basic way that work is conducted in Chesterfield County Public Schools . The guiding principles describe the behaviors, practices, processes and priorities for how the school division, governing entities, departments, schools and individual employees operate and maintain high standards . Here is the complete text of the five guiding principles:

Guiding Principle: Student EngagementLearning is our core purpose.General ExpectationsMembers of the Chesterfield County Public Schools community work together to encourage and develop high student engagement with the curriculum. Posi-tive relationships between student and teacher increase student motivation and engagement. It is primarily the teacher’s responsibility to engage students using systematic teaching strategies. Schoolwide initiatives promote student engagement by creating a culture involving students in school activities and their class-room work. Parents and others also influence student engagement by their expectations of students.

Preconditions for student engagement include a stu-dent-teacher relationship based on a teacher who takes an interest in students and cares that they learn. Pre-conditions also include a stimulating and comfortable classroom, positive core values instruction, classroom routines that are well taught and practiced and student mastery of basic technical and social skills.

There are well-understood teaching strategies that sup-port student engagement. These include high rigor and relevance, personalization of learning including well-differentiated instruction, active learning strategies and a focus on reading, including vocabulary and compre-hension strategies.

Reference: International Center for Leadership in Edu-cation

Rigor and RelevanceWhile achieving academic proficiency is an important goal toward achieving academic excellence and clos-ing achievement gaps, it is only the starting line for

students in Chesterfield County Public Schools. The ability for all students to learn in rigorous, relevant and real-world settings needs to be the finishing line. By teachers incorporating rigorous and relevant in-struction and assessment, students will become highly engaged in learning, prepared for the future as 21st-century collaborators, communicators, creative think-ers and critical problem-solvers.

During the 2009 Curriculum Academy, Chesterfield teachers and administrators were introduced to a model for rigor and relevance from the International Center for Leadership in Education. The center’s rigor/relevance framework is a graphic tool that supports teachers in developing and teaching rigorous and rel-evant lessons and designing authentic assessments for students. Curriculum specialists in Chesterfield have used this tool to design highly rigorous and relevant lesson plans for teachers in all curriculum areas.

To engage students in rigorous and relevant lessons, all Chesterfield teachers must first understand the two dimensions of the framework — rigor and relevance — as defined by the International Center for Leadership in Education:

•Rigor refers to academic rigor — learning in which students demonstrate a comprehensive, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation or creativity. Rigorous learning can occur at any school grade and in any subject.

•Relevance refers to learning in which students apply core knowledge, concepts or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any school grade and in any subject. Relevant learning is created, for example, through authentic problems or tasks, simulation, service learning, connecting concepts to current issues and teaching others.

The rigor/relevance framework is a tool developed for teachers to design engaging curriculum, plan for instruction and develop authentic assessments. The rigor/relevance framework is based on the two dimen-sions of rigor/critical thinking (vertical dimension) and relevance (horizontal dimension):

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The vertical dimension represents the knowledge taxonomy, a continuum based on Bloom’s taxonomy, which describes the increasingly complex ways in which students think:• Level1:knowledgeorawareness• Level2:comprehension• Level3:application• Level4:analysis• Level5:synthesis• Level6:evaluation

The low end involves acquiring knowledge and being able to recall or locate basic knowledge. The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.

The horizontal continuum, known as the application model, is one of action. The five levels describe put-ting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies using

that knowledge to solve complex, relevant, real-world problems and to create unique projects, designs and other works for use in real-world situations.

The rigor/relevance framework defined by the Inter-national Center for Leadership in Education has four quadrants. Each is labeled with a term that character-izes the learning or student performance at that level:

•Quadrant A: When instruction and expected student learning is in quadrant A, the focus is on teacher work. Teachers expend energy to create and assess learning activities — providing lesson content, creat-ing worksheets and grading student work. In this scenario, the student is a passive learner. Students gather and store bits of information and are primarily expected to remember or understand this acquired knowledge.

•Quadrant B: When instruction and expected learning move to quadrant B, the emphasis is on the student

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doing real-world work. This work involves more real-world tasks than quadrant A and generally takes more time for students to complete. Students use ac-quired knowledge to solve problems, design solutions and complete work. The highest level of application is to apply appropriate knowledge to new and unpre-dictable situations.

•Quadrant C: When instruction and expected learning falls in quadrant C, the student is required to think in complex ways — to analyze, compare, create and evaluate. Students extend and refine their knowledge so that they can use that knowledge automatically and routinely to analyze and solve problems and cre-ate solutions.

•Quadrant D: Learning in quadrant D is demanding and requires the student to think and work. Roles have shifted from teacher-centered instruction in quadrant A to student-centered learning. Quadrant D requires that students understand the standards being taught but, equally important, also requires that they understand and conceptualize relevant applications for the content being covered. Students have the competence to think in complex ways and apply knowledge and skills that they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills and knowledge.

Instruction in highly successful schools enables stu-dents to know what to do when they don’t know what to do. To gain that competence, students need to acquire depth of knowledge and a rich set of skills, then be taught how to apply their skills/knowledge to un-predictable situations in the world beyond school. All teachers can use the rigor/relevance framework when planning and designing instruction. Teachers are en-couraged to use these best practices to engage students in more rigorous and relevant instruction and engage students in quadrant D learning:

•Brainstorming stimulates thinking and allows stu-dents to generate vast amounts of information, then sort that information in an engaging learning pro-cess.

•Community service involves learning opportunities in which students do unpaid work that adds value to the community.

•Compare-and-contrast learning activities require analysis to identify similarities and differences.

•Cooperative learning places students in structured groups to solve problems by working cooperatively.

•Creative arts are artistic products or performances that can also be used to develop skills in other cur-riculum areas.

•Demonstration involves direct observation of physi-cal tasks, such as the manipulation of materials and objects.

•Games are exciting, structured activities that engage students in individual or group competition to dem-onstrate knowledge or complete an academic task.

•Group discussion is any type of verbal dialogue among students used to explore ideas related to an instructional topic.

• Inquiry engages students in posing questions around an intriguing investigation, making observations and discussing them.

• Instructional technology means a multimedia com-puter application that provides a choice of learning paths and enables tailoring of programs to student questions or interests.

• Internship is a formal placement in an employment situation for additional learning while the student is still in school.

•Literature is reading to discover use of language, ac-quire information about people, history, cultures and society and develop skills of analysis, inquiry, logic and recall.

•Note-taking/graphic organizers involve organizing logical notes for reference and using graphics, dia-grams and symbols to represent information.

•Presentations/exhibitions are oral presentations by students requiring them to organize ideas and ex-press them in their own words.

•Problem-based learning introduces concepts through use of problem-solving skills on a real problem or investigation.

•Project design requires students to integrate their skills and knowledge to create their own literary, technological or artistic work, as individuals or in a group.

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•Research means students locate and retrieve informa-tion from several sources, such as library references, textbooks, other individuals and electronic databases via the Internet.

•Simulation/role playing replicates the way skill or knowledge is used outside school, ranging from role playing to computer-generated reality.

•Socratic seminar combines the elements of teacher questions, inquiry and discussion around key topics, with the teacher asking probing questions as needed.

•Teacher questions stimulate significant student think-ing in response to thoughtful queries about connec-tions with new information.

•Writing makes students organize their knowledge and reinforces concepts in any form from a one-para-graph test question response to a multipage research report.

Although each strategy is described separately, the strategies are rarely used independently. When creat-ing instructional units or lessons, teachers may select several strategies. Quadrant A, B, C and D lessons have been developed to support the Standards of Learning and can be found throughout the school system’s cur-riculum frameworks available here: curriculum frame-works.

RelationshipsStudents do their best work when they feel that teach-ers have an interest in them or care about their future. All of the characteristics that we know about building relationships are essential to contributing to highly en-gaged, rigorous and relevant instruction. Each student brings a unique set of characteristics to the classroom: different background knowledge, a unique learning style, a variety of interests and varied parental support and expectations. Students show increased effort in classroom activities when teachers take an interest in students as individuals, get to know them by name and talk with them not only in the classroom but also dur-ing other activities in the school.

When students fail in the classroom, it is often the lack of personalizing learning that is the source of failure. There are many differentiated practices and strategies that contribute to overall personalization. Teachers can create more engaging classrooms by getting to know their students and using examples during instruction

that relate to students’ backgrounds, cultures and ex-periences. As learning becomes more personalized, stu-dents will make connections to the learning and teach-ers will become facilitators in supporting learning.

The core values of respect, responsibility, honesty and accountability offer a framework for building the strong positive relationships that are vital to the educa-tion process. Students are more likely to make a per-sonal commitment to engage in rigorous learning when they know teachers, administrators, parents and other students care about how well they do. Students are willing to continue making the investment when they are encouraged, supported and assisted. Building good relationships complements rigor and relevance. For students to engage fully in challenging learning, they must have increased levels of support from the people around them. (Jones, 2008)

Printed with permission from the International Center for Leadership in Education

Guiding Principle: Community of LearnersEffective teaching is the most essential factor in student learning, and effective leaders support learning.General ExpectationsChesterfield County Public Schools is a community of learners committed to providing a sound and chal-lenging learning environment for all employees and students, regardless of sex, race, color, age, religion, disability, national origin or socioeconomic status. A community of learners requires data analysis, profes-sional learning communities built around the needs indicated by the data analysis, professional growth and performance plans to support the needs of adult learn-ers, professional development designed to support the process, leadership development and cultural compe-tence to ensure that everyone has a voice.

Data AnalysisA community of learners begins by thoroughly analyz-ing student achievement data broken into subgroups. For schools, in addition to looking at tests that indicate how well students know the material and comparing student scores, this involves teacher-made tests, di-agnostic assessments, assignments, portfolios, grade retention, high school completion, reports of disciplin-ary actions, enrollment in advanced courses, perfor-

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mance tasks, participation in postsecondary education and other evidence of student learning. Data on indi-vidual tests can be analyzed to learn how far students advanced in one year as well as particular strengths and weaknesses associated with the focus of the test. These data are typically evaluated to show differences in learning among subgroups of students. The analysis of student achievement data helps monitor progress for individuals, subgroups, schools and the school division. The goal is to continuously improve student achievement. Further analysis of student achievement results — strengths and weaknesses — helps determine adult learning priorities.

Data analysis in schools and departments involves evaluating information that is related to actions, goals and strategies and the extent to which schools and departments have successfully completed annual goals and expectations. Needs identified from the data analy-sis help determine professional growth goals, profes-sional learning community strategies and professional development needs.

Professional Learning CommunitiesProfessional learning communities are built around the needs identified through data analysis and the goals of schools, departments and the school division. Small groups of educators, school system employees and community members work together in professional learning communities to improve teaching and learn-ing or to meet the goals and strategies of individual departments, schools or the school system.

In professional learning communities, individuals learn in supportive, reflective communities of colleagues. The learning is deeper, more complex and more meaning-ful because it is based on the actual results and actions of the participants. Learning is concrete and specific, rather than abstract and theoretical. In professional learning communities, participants are engaged in job-embedded, results-driven, standards-based learning built on a shared vision of educational excellence and high achievement.

Professional Growth and Performance PlansProfessional Growth and Performance Plans form the foundation of a system to annually evaluate employees at every level. The plans include professional growth and performance evaluation, providing an opportunity for employees to self-evaluate and make suggestions for their own professional development. The plan is driven

by departmental goals, individual needs and student learning needs. There are four Professional Growth and Performance Plan formats:

•TheProfessionalGrowthandPerformancePlanforTeachers (PGPP-T) outlines a process that acknowl-edges and accepts developmental differences among teachers, encourages positive change and supports improving teaching and learning. The professional growth component outlines an annual process for all teachers and is based on student academic prog-ress, the school improvement plan, a reflection on performance standards and their indicators and the teacher’s previous performance evaluation results. The performance evaluation component consists of a process for examining teacher performance accord-ing to seven standards.

•TheProfessionalGrowthandPerformancePlanforAdministrators (PGPP-A) meets mandates estab-lished by the Virginia legislature in the 1999 Educa-tional Accountability and Quality Enhancement Act. The Professional Growth and Performance Plan is an annual process that provides structure for perfor-mance accountability and professional growth. The PGPP-A provides options for professional growth for administrators in different stages of experience or performance and promotes collaboration between administrators and their supervisors. It provides tar-geted assistance and support for administrators who need improvement.

•TheProfessionalGrowthandPerformancePlanforClassified Employees (PGPP-C) provides an annual structure for professional growth and performance accountability. The PGPP-C differentiates needs based on experience and performance. The purpose is to establish a comprehensive system for developing, evaluating, retaining and recognizing high-quality classified staff members in all schools and offices.

•TheProfessionalGrowthandPerformancePlanforInstructional Support Providers (PGPP-I) process links providers’ professional growth to their an-nual performance evaluation. Moreover, the process acknowledges that the employees need additional education and varied levels of supervision to improve student services. Key features guide instructional support providers in analyzing their performance and refining their practice through targeted profes-sional development goals and opportunities.

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Information about each Professional Growth and Per-formance Plan is available here: PGPPs.

Professional DevelopmentProfessional development provides education and pro-fessional growth opportunities to enhance learning at all levels for employees of Chesterfield County Public Schools with the ultimate goal of improving student learning. Professional development is delivered online, through individual courses and workshops from all departments, through the Superintendent’s Learning Series, at CITE, internally in schools and departments and through numerous other venues during the school year. Professional development provides a comprehen-sive, sustained and intensive approach to improving the knowledge and effectiveness of education professionals and all school system employees. Professional devel-opment fosters collective responsibility for improved performance by students, schools and departments. Professional development comprises learning that is

• alignedwithrigorousstateacademicachievementstandards as well as related local educational agency and school improvement goals

• conductedamongeducatorsattheschoolandcentraloffice level and facilitated by well-prepared experts, educators, professional development coaches, men-tors, department leaders or teacher leaders

• deliveredonaregularbasisamongestablishedteamsof teachers, principals or school system employees that engage in a continuous cycle of improvement

National standards for professional development can be seen here: Standards.

Leadership DevelopmentLeadership development is extremely important if Chesterfield County Public Schools is to remain on the cutting edge in education. School leaders must develop, communicate and build momentum for clearly defined beliefs about teaching and learning. All members of the school and community must share ownership in the educational process.

Effective leadership provides adequate direction and support to help schools achieve goals that promote student success. School leaders must be

•flexibletoadapttotheschoolenvironment

•abletoanalyzetheleadershipcharacteristicsoftheir

schools

•knowledgeableaboutwhereaschoolcommunityisand where it needs to be

•abletodevelopavisionaboutthefutureneedsofstu-dents and deliver a coherent message so stakeholders can speak the same language about leadership in the school

•abletoworkwithpeopleinamannerthatignitestheir passions, talents and desire to attain that shared vision

Chesterfield County Public Schools supports leader-ship development through high-quality professional development programs for all employees. Breakfast programs, book studies, mentorships and a variety of ongoing professional development opportunities are provided to all employees to expand and develop leadership potential. Partnerships with local universi-ties and the guidance of the K12 Advisory Committee for Excellence in Education further support leadership development.

Cultural CompetenceKeeping the needs of all employees and students in focus, professional development incorporates the school system’s cultural competency model. Through their attitudes and behaviors, employees are expected to establish environments that are emotionally and physically safe and that communicate high expecta-tions for academic achievement and quality relation-ships. Professional development related to these issues is particularly important when working with students or employees from a wide variety of backgrounds.

High-quality professional development about cultural competency provides employees with opportunities to understand their attitudes regarding race, class and culture and how those attitudes affect their daily prac-tices and expectations for student and employee learn-ing and behavior. In addition, employees learn about the cultural backgrounds of students and colleagues to develop an appreciation for the benefits of diversity in classrooms, schools and departments. Professional development equips all employees with the knowledge and skills to establish safe and orderly learning envi-ronments characterized by mutual respect in which academic achievement and psychosocial development will occur.

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Guiding Principle: Quality Service and OperationsExcellence requires planning and change.General ExpectationsEssential to actualizing any organization’s vision and mission is the overarching dynamic that defines how the work is accomplished. Chesterfield County Public Schools is committed to providing the highest-quality programs and services by empowering all staff mem-bers to incorporate and engage in quality management principles and practices while efficiently managing resources.

Chesterfield County Public Schools efficiently and ef-fectively exceeds minimum compliance standards, has a pervasive commitment to the highest-quality service and maintains a culture of honesty and integrity. Along with the school system’s commitment to continuous improvement, these principles create, support and maintain an environment that is emotionally and phys-ically safe and that communicates high expectations for academic achievement and quality relationships.

No matter what their title or job description is, employ-ees of Chesterfield County Public Schools are expected to provide the highest-quality service effectively and efficiently.

ComplianceCompliance is a basic element of public education. Committed to the highest-quality service, Chester-field County Public Schools continually exceeds basic compliance standards. The school system conforms to Chesterfield County School Board policies, Virginia Department of Education regulations and county, state and federal laws and regulations.

It is the responsibility of every employee of Chesterfield County Public Schools to make sure their work com-plies with applicable laws, regulations and policies.

QualityChesterfield County Public Schools expects no less than the best from students and from employees. The days of “that’s how we’ve always done it” are over, replaced by a spirit of innovation and a determination to lead the way into the future. School system employ-ees are expected to model for our students academic

achievement, core values and technology and 21st-century skills.

The school system continuously evaluates major goals and objectives and aligns appropriate resources on an annual basis by using proactive, flexible strategic plan-ning and budgetary processes.

Engaging and communicating with all stakeholders — within and without Chesterfield County Public Schools — is a vital part of high-quality service and operations, strengthening policy, planning and development. The school system’s community relations program, which seeks to build a productive relationship with the com-munity, includes information sharing and communi-cation plus opportunities for community input and engagement. That includes opportunities for internal and external stakeholders to offer ideas during the budget process, comprehensive plan development and other school system initiatives.

Creating an organizational culture driven by continu-ous improvement requires consistent application and reinforcement by workforce performance systems that provide development support. Professional Growth and Performance Plans are used annually to evaluate all employees. Pairing professional growth with per-formance evaluation, the plans provide an opportunity for employees to self-evaluate and make suggestions for their own professional development.

Culture of Respect, Responsibility, Honesty and AccountabilityQuality service begins with the core values of respect, responsibility, honesty and accountability. Since 1999, Chesterfield County Public Schools has embraced these core values in classrooms and offices.

It is easy to see core values in action. Visit any school on any day to observe students bringing in food bank donations, mentoring younger children and study-ing hard. Visit any school on any day to see teachers making sure every child achieves academically, staff members going the extra mile and administrators and parents collaborating to solve problems. The entire school system demonstrates accountability by provid-ing a quality education to the children of Chesterfield County and by using tax dollars effectively and effi-ciently.

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Guiding Principle: Community InvestmentOur citizens, parents, students and employees are partners in sustaining competence and investing in excellence.General ExpectationsThrough partnerships with students, families and citizens, the school system’s mission is to emphasize and support high levels of achievement through a global education for all with options and opportunities to meet individual students’ diverse needs and inter-ests. The School Board counts as its partners not only students, parents and families but also PTAs, the faith community, businesses, other groups, such as the Ches-terfield Public Education Foundation, and Chesterfield residents of all ages.

Chesterfield County Public Schools promotes the active engagement of the community not only to nurture a better understanding of the goals and attributes of pub-lic education but also to create effective partnerships to benefit our students. The School Board is committed to establishing and sustaining a productive, mutually ben-eficial relationship with the community through a com-munity relations program. The cornerstones of com-munity relations, both at the division and school levels, are ongoing internal and external information sharing and communication, opportunities for community input and engagement, partnerships and volunteerism. The superintendent or the superintendent’s designee is responsible for carrying out the division’s community relations program. Principals are responsible for carry-ing out community relations efforts for their schools.

Every employee is a representative of Chesterfield County Public Schools. Community investment is built on hundreds of daily interactions between em-ployees and parents or other community members, so it is the daily responsibility of every employee to be a productive ambassador for Chesterfield County Public Schools.

Information Sharing and CommunicationAll employees are expected to provide accurate, regular, timely and consistent messages and information that build public support and help residents make informed decisions about public education in Chesterfield County. Also, division-level employees are expected to release accurate and timely information so that resi-dents, staff members and students understand School Board actions, policies and related issues.

Among the ways that information will be distributed are through employee and community newsletters, the school system’s website, social media, blogs, pub-lication of “mythbusters” and responses to frequently asked questions, ParentLink, School Board and super-intendent’s reports at televised School Board meetings, news releases, news conferences, employee orienta-tions, regular communication to County Council of PTAs/PTSAs and local PTAs and email accounts (to the School Board and school system) that allow com-munity members and staff members to ask questions and comment on Chesterfield County Public Schools matters, key communicators network, ACTS meetings, graduation ceremonies, superintendent’s presentations to school faculties, superintendent’s TV spots and the PR network.

Opportunities for Community Input and EngagementEmployees at the division and school levels are ex-pected to provide opportunities for two-way commu-nication and public engagement seeking citizen input during the budget process, comprehensive plan devel-opment and other vital initiatives. Division-level em-ployees and School Board members are also expected to be visible in schools, in the community and at com-munity meetings and events. Principals are expected to be visible in their communities. This includes attend-ing or speaking at community, civic, business, division or school functions; serving as a formal or informal liaison to various groups such as the Chesterfield Pub-lic Education Foundation, County Council of PTAs/PTSAs, Communities In Schools, regional governor’s schools and Chesterfield Business Council; hosting in-formational meetings for faith leaders, business leaders and others; and attending meetings with members of the Chesterfield County Board of Supervisors.

The school system’s methods of communicating and seeking citizen input include a speakers bureau, serving on boards of community organizations, holding School

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Board public engagement sessions, involving commu-nity members and staff members on various advisory committees established by the School Board, involving community members and staff members in the devel-opment of the Design for Excellence 2020, conducting bus tours of Chesterfield schools for senior citizens, real estate agents and others and posting proposed School Board policies on the school system’s website.

PartnershipsEmployees are expected to promote educational part-nerships for schools and for the entire school system. An educational partnership is a mutually beneficial, cooperative relationship in which the partners share values, objectives and human or financial resources to enhance student learning. Partners may include stu-dents, parents/guardians, families, businesses, com-munity organizations, the faith community and other citizens.

According to School Board policy, certain partnerships must be in writing. In addition, School Board policy limits the formal partnerships that principals may ap-prove.

Because the involvement of parents/guardians and families is vital to student achievement, the School Board expects schools to provide a welcoming and sup-portive climate that facilitates parent/guardian involve-ment as volunteers, audiences, joint problem-solvers and supporters of their students’ learning. The School Board also endorses the voluntary involvement of the faith community in education-related activities such as mentoring, tutoring, crisis counseling, student and staff recognition and helping communicate school system priorities to the community.

The School Board desires and encourages the involve-ment of businesses and other community groups in schools. This involvement enriches educational experi-ences for students, provides professional development for staff members and builds greater understanding be-tween the school system and the broader community.

VolunteerismThe School Board values and appreciates parents and community members who volunteer their time, talent and expertise to Chesterfield County Public Schools and its students and staff members. Citizens are en-couraged to take advantage of opportunities in schools to share their interests and experiences with students. Volunteers allow instructional staff members to spend more time with students, show students the relevance of the curriculum to real life and help individual stu-dents improve their academic skills. The School Board encourages parents and other community members to volunteer in schools and supports the recognition of volunteers by schools and the division.

The School Board encourages local citizens to attend school events that are open to the public. Also, the School Board provides community members access to school facilities for recreation and learning opportuni-ties.

Employees are expected to promote volunteerism in schools and throughout the division. This includes enlisting the assistance of supportive stakeholders to help schools through donations of time, talents and resources.

The School Board desires that all students develop a strong sense of personal and social responsibility and that Chesterfield County students be perceived as a resource to the community. The School Board encour-ages students, with family support, to volunteer on weekends and after school. The School Board supports student engagement in school-sponsored community service activities and in school-sponsored service learning, which adds real-life perspective to classroom studies.

continued ▶ ▶ ▶

guiding principles ▶ continued from previous page

66

Guiding Principle: Safe, Supportive and Nurturing Learning EnvironmentsTrusting relationships and our core values — respect, responsibility, honesty and accountability — foster learning.General ExpectationsLearning is the core business of Chesterfield County Public Schools, but children cannot learn effectively if they do not feel safe, so providing safe, supportive and nurturing learning environments for students and staff members is a top priority. Although problems can sometimes occur, Chesterfield schools are safe and students learn every day in excellent academic environ-ments.

SafeCollaborating with local and state health, safety and emergency personnel, Chesterfield County Public Schools takes a proactive approach to security. The school system’s security coordinator oversees efforts, but everyone has a responsibility to keep schools safe.

Every school and the school division have emergency response plans, which include strategies to prevent problems and actions to take if there is an emergency. Emergency response plans are updated each year.

Prevention efforts include security cameras, monitor-ing school entrances and computers in every school that scan visitor IDs and check names against an online sex offender registry.

Each school has a crisis management team, trained to National Incident Management System standards. High schools and middle schools have school resource officers who are members of the Chesterfield County Police Department trained to work in a school environ-ment. Communication is an important part of safety, and Chesterfield County Public Schools uses Parent-Link to quickly communicate via phone and email with parents.

Safety efforts also include keeping schools clean and free of germs, making sure food is prepared safely and educating students about staying safe online.

SupportiveStudents arrive at school with a variety of experiences from diverse backgrounds. Schools simultaneously prepare students for the world and offer a refuge from harsher realities.

A supportive climate grows from positive relationships among students, teachers, staff members, parents and volunteers. The core values of respect, responsibility, honesty and accountability offer a framework for build-ing positive relationships. Anti-bullying programs and kindness activities also help create environments where students and employees feel safe and supported.

NurturingStudents stay committed to their education when they believe that teachers or other school staff members are interested in them and their future, so it is vital for every student to feel connected to at least one adult at school.

With high expectations for every student, Chesterfield County Public Schools offers instruction to engage multiple learning styles, including nontraditional al-ternatives for students for whom traditional programs have not been successful; exceptional education and gifted instruction; high school specialty centers and governor’s schools that allow students to deeply explore interests and talents; online instruction; and classes that carry college credit.

Chesterfield schools are implementing Effective Schoolwide Discipline, a comprehensive initiative to improve student behavior using frequent positive feedback, consistent support and student-centered problem-solving.

The school system serves healthy breakfasts and lunch-es and encourages students, staff members and families to choose healthy lifestyles.

New buildings are energy efficient, and older buildings are being updated to become more efficient. Schools support recycling and conservation efforts.

guiding principles ▶ continued from previous page

67

Innovation teams and the Design for Excellence 2020 processHere’s how the Design for Excellence 2020 was created:The original Design for Excellence was adopted in

December 2007, then modified in June 2008 and June 2009 . That plan, which charted the course of Chesterfield County Public Schools for six years, contained five goals addressing student goals and employee goals .

As Chesterfield County Public Schools achieved most of the objectives in that strategic plan, it was time to for a new strategic plan . The process to update the school system’s strategic plan, the Design for Excellence, began in 2010 with forums to spark community conversations on such topics as online education and the importance of science, technology, engineering and math .

After the forums, community members were invited to participate on working committees — called innovation teams — to revise the Design for Excellence; additionally, three consulting teams were formed to support the work of the innovation teams assigned to create the goals . Parents, business representatives, community leaders and educators worked together to chart the future of Chesterfield County Public Schools .

A kickoff meeting in January 2011 brought together all teams, superintendent’s direct reports and School Board led by Gary Marx, president of the Center for Public Outreach who presented “Sixteen Trends: Their Profound Impact on Our Future .”

In February 2011, the Office of Research and Planning sponsored a data analysis and needs assessment session

for all innovation teams to review the gaps in student performance and the trends that impact student learning . From January to May 2011, innovation team members worked together to chart the future of Chesterfield County Public Schools . One innovation team, consisting of School Board members, staff members and community representatives, revised the vision and the mission . The three other innovation teams met weekly to analyze the current performance of students, community expectations, legal requirements and future needs . (Innovation team members are listed on the next two pages .)

The proposal the innovation teams developed has three overarching goals for what students should know and be able to do . School Board officials and community members commented on the proposals, which were revised before being adopted June 2011 . The goals and objectives are the primary focus of the Design for Excellence 2020 .

During the 2011-2012 school year, the superintendent and his executive team continually worked on the implementation plan for the Design for Excellence 2020 and the key measures of success . In the fall of 2011, the joint innovation team members met to finalize proposed key measures of success . Also, school system staff members and the Design for Excellence 2020 action teams convened to craft specific strategies and action steps for each goal . During the winter and spring of 2012, key stakeholders reviewed and discussed the draft strategic plan to provide final suggestions before the School Board’s official vote on the strategic plan in October 2012 .

68

Co-chairsEric EdwardsBeth TeigenLinda Wood

MembersKathy Beasley Johanna BurksFrank Cardella Jane Carlson Liu-Jen ChouDonna DaltonLin FerrellPatricia Fox Robert GiffordLynne Gilbert Melanie Haimes-Bartolf

Innovation team for academic achievementBarb Hancock-HenleyAmy HarbertHolly HelmGayle HinesJenni HonnMary Jean HuntElizabeth JaeckleGreg JastrzemskiTisha JenkinsBarbara JonesDale KalkofenColleen KrezelSummer LannanJeremy LloydPamela LundyPaulette Markham

Deborah MarksLaura MarshallDebra MiddletonChristine MillerSusan Parker-ZinskiMonique PerkinsWarren PruettDiane RealeArleen ReinhardtCynthia RichardsonMichael-Jon RodneyDeb RomigJennifer RuddConnie RussellMuhammad SahliFred Scott

Randi SmithPatrick StanfieldEugene StreettAllie StrolloLinda SzwabowskiPat TaylorAnn TierneyJoseph TylusRobert VaughanEd WalentMary Vail WareRobin Yohe

Administrative interns to co-chairs

Pamela LumsdenLisa HillDavid Ellena

Innovation team for mission and visionMembers

Marcus NewsomePatricia CarpenterDianne PettittOmarh RajahMarshall TrammellDavid WymanKathy PrenticeChris Winslow,

Danny SmithJames SchroederLeslie HaleyLisa ScaglioneNancy RobbinsTeja StokesNancy SullivanMiles Whitten

Patty KruszewskiHeather EganSteve StastnySherry HarrisRandy HahnMark Endries Sam KaufmanWilliam McCarney

ConsultantLin Corbin-Howerton

Administrative internsKen ButtaRachel FoglesongMichael GillPatrick HeldJaime Stacy

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Co-chairsJoel ErbSarah FraherMarlene Scott

MembersMike AsipSeth Austin Sharon Austin Leslie Baskin-Asip Lynne BennettWilliam BroylesJulie Buntich Bryan CarrJoshua Cole Michelle Collins-RobinsonPatty Cover Pat Cuomo

Innovation team for technology and 21st-century skillsDonna DaltonSteve DimmettVal DoeblerCeal Donohue John ElliottLyle EvansMarianne Feeney Robin ForbesJoan Franklin Michael GillLynda GillespieWendy Gonzalez Lorisue Hammond Sherry HarrisCindy JonesDale Kalkofen

Kathryn Kirk Jeremy LloydCarolyn Manheim Tina Martin Edward Maynes Gayla McAdams Debi MellandMelike MonahanMichael NewtonSusan Newton Wanda NortonAnne PennypackerNancy PhibbsLindsay PorzioDavid RankinRabbi Ben Romer

Harold SaundersJacqueline SeayMary Beth SepelyakDawn SlagleTraci TeasleyAnn TierneyJacqueline TullyKristia VasiloffMaryLee WetzelPaula WilliamsBobby Wingfield

Administrative interns to co-chairs

Kathryn CatinaChrista DillonGregory Ecroyd

Co-chairsJune EdwardsJeff EllickMirta Martin

Subcommittee chairsRebecca FoxAutumn Nabors

MembersWendy AustinMarc Bergin

Innovation team for citizenship and community innovationTim BullisRobin ByrdLisa CoffeyImad DamajSusan DandridgeMonique DanielChristin EllisCheryl GeorgeDonna JacksonJennifer Krievs

Tim MalloryChristopher MarshallChristina MolenkampCheryl MossJayne NewmanGinny PattersonRobin PorterPatricia Samuels-CameronJodi SeitzShawn SthreshleyTeja Stokes

Fred StootsJay SwedenborgBob TalleySharon ThomasPatrick TullyLaura Wieland

Administrative interns to co-chairs

Scott LudlowElizabeth StefankoDerek Wasnock

70

Communication and Engagement Plan The Communication and Engagement Plan is included on pages 70-98.

Designed for Excellence

Chester eld County Public SchoolsCommunica� on and Engagement Plan

2012-2014

Community Rela� ons Offi ceP.O. Box 10

Chester eld, VA 2383270

2012-2014Communications Plan Development

Chesterfi eld CountySchool Board

Patricia M. Carpenter, ChairDavid S. Wyman, Vice Chair

Carrie E. CoynerThomas J. DolandDianne H. Smith

Superintendent

Marcus J. Newsome, Ed.D.

Presented

March 13, 2012

Table of Contents

Chesterfi eld County School Board 2

Overview 4

Design for Excellence 2020 6

Guiding Principles 7

Communication Plan 8 Community Investment 9 Effi cient and Effective Communications 11 Strategic Communications 12 Target Audiences 13 Communication Tools 14 Goal 1: Effective and Effi cient Communications 17 Goal 2: Equip All Employees to be Ambassadors 19 Goal 3: Build Public Support for Public Education 21 Engagement Plan 23 Community Investment 24 Goal 1: Support for Public Education 26 Goal 2: Increase Number of Volunteers 28 Goal 3: Increase Number of Partnerships 29

over >

High achieving and improvingThe reputation of the county’s public schools often inspires families to make their home in Chesterfield County. But don’t just take our word for it: SchoolMatch, an independent research and data service, consistently rates Chesterfield Coun-ty Public Schools as having precisely the balance parents seek. Chesterfield residents say they are happy with their choice: In a 2010 survey, nearly 86 percent of residents rated Chester-field schools as excellent or good. Is it any wonder that — for the fifth time — Chesterfield was named one of the 100 Best Communities for Young People by America’s Promise Alliance?The school system is moving forward every day to achieve the School Board’s vision: Chesterfield County Public Schools will provide an engaging and relevant education that prepares every student to adapt and thrive in a rapidly changing world.

Fast facts

11 percent to operations and maintenance, 10 percent to debt -

portation, 4 percent to administration, attendance and health

in elementary schools, middle schools and Chesterfield

Good steward of tax dollars

and effective. Based on student enrollment, Chesterfield is among the country’s 100 largest school systems but still keeps

Standard & Poor’s compared reading and math proficiency with money spent and determined that Chesterfield schools are extremely effective, ranking the school division third among

Launching successful students

fact, Chesterfield students achieved perfect scores on

2011-12. For three of the past five years, the school system

in scholarships.

attracting and retaining the best teachers and staff a priority. Working in Chesterfield schools are 1,804 teachers with

86 employees with doctorates.

include a school readiness program for 4-year-olds at a few

Chesterfield County Public Schools · 2011-2012

schools, world language instruction in some elementary schools and algebra for every student during middle school. Safety nets help struggling students reach their goals. Alternative study options include day and night programs, as well as online courses.

experiences. High school students also have the opportunity to take dual enrollment classes that carry college credit and courses that can lead to an industry certification. High school students may choose to attend their neighborhood school or they may apply to a specialty center, the technical center or two regional governor’s schools based on individual interests and talents.

help meet the needs of gifted learners, and an English for

diversity in the county.

schools, and thousands of individuals volunteer their time in classrooms.

Recognizing excellence

Distinguished School for sustained achievement. Bellwood is the fifth elementary school to be honored: Beulah in 2010,

Wendy’s High School Heisman in 2010, rising to the top of

top health teacher in 2010.

Distinguished Principals Award in 2011.

Association of Elementary School Principals.

top 10 nationally.

Program of the Year.

School Counselors Association.

Bensley Elementary, Chalkley Elementary, Harrowgate Elementary and Carver Middle.

Performance awards, with three of those schools winning

Excellence.

Chesterfield County School BoardChair Patricia Carpenter, Midlothian District

Carrie Coyner, Bermuda DistrictDianne Smith, Clover Hill DistrictThomas Doland, Matoaca District

Superintendent

More information

of information. Additional ways to stay current are Facebook

NondiscriminationChesterfield County Public Schools does not unlawfully discriminate on the basis of sex, race, color, age, religion, disability or national origin in employ-ment or in its educational programs and activities.

Chesterfield County Public Schools updated January 2012

Design for Excellence 20202013-2020 Comprehensive Plan

Vision

Chesterfi eld County Public Schools will provide an engaging and relevant educa on that prepares every student to adapt and thrive in a rapidly changing world.

Mission

Chesterfi eld County Public Schools, in partnership with students, families and communi es, emphasizes and supports high levels of achievement through a global educa on for all, with op ons and opportuni es to meet

the diverse needs and interests of individual students.

Goals

No. 1 All learners will acquire, analyze, synthesize and evaluate informa on

to solve meaningful problems and to achieve success as produc ve, thriving global ci zens.

No. 2 All students will demonstrate the 21st-century learning and technology skills

and knowledge that will prepare them for success in school, postsecondary educa on, work and life in a global society.

No. 3Working in partnership with school and family,

all students will understand, model and embrace the important a tudes and a ributes necessary to be responsible global ci zens.

Design for Excellence 2020Guiding Principles

Student EngagementMembers of the Chesterfi eld County Public Schools community work together to encourage and develop high student engagement with the curriculum. Posi ve rela onships between student and teacher increase student mo va on and engagement. It is primarily the teacher’s responsibility to engage students using systema c teaching strategies. School wide ini a ves promote student engagement by crea ng a culture involving stu-dents in school ac vi es and their classroom work. Parents and others also infl uence student engagement by their expecta ons of students.

Precondi ons for student engagement include a student-teacher rela onship based on a teacher who takes an interest in students and cares that they learn. Precondi ons also include a s mula ng and comfortable classroom, posi ve core values instruc on, classroom rou nes that are well taught and prac ced and student mastery of basic technical and social skills.There are well-understood teaching strategies that support student engagement. These include high rigor and relevance, personaliza on of learning including well-diff eren ated instruc on, ac ve learning strategies and a focus on reading, including vocabulary and comprehension strategies.

Community of LearnersChesterfi eld County Public Schools is a community of learners commi ed to providing a sound and challeng-ing learning environment for all employees and students, regardless of sex, race, color, age, religion, disability, na onal origin or socioeconomic status. A community of learners requires data analysis, professional learn-ing communi es built around the needs indicated by the data analysis, professional growth and performance plans to support the needs of learners, professional development designed to support the process, leadership development and cultural competence to ensure that everyone has a voice.

Quality Service and Opera onsChesterfi eld County Public Schools is commi ed to providing the highest-quality programs and services by em-powering all staff members to incorporate and engage in quality management principles and prac ces while effi ciently managing resources. Chesterfi eld County Public Schools effi ciently and eff ec vely exceeds minimum compliance standards, has a pervasive commitment to the highest-quality service and maintains a culture of honesty and integrity. No ma er what their tle or job descrip on is, employees of Chesterfi eld County Public Schools are expected to provide the highest-quality service eff ec vely and effi ciently.

Community InvestmentChesterfi eld County Public Schools promotes the ac ve engagement of the community not only to nurture a be er understanding of the goals and a ributes of public educa on but also to create eff ec ve partnerships to benefi t our students. The cornerstones of community rela ons are ongoing internal and external informa on sharing and communica on, opportuni es for community input and engagement, partnerships and volunteer-ism. It is the daily responsibility of every employee to be a produc ve ambassador for Chesterfi eld County Public Schools.

Safe, Suppor ve and Nurturing Learning EnvironmentsLearning is the core business of Chesterfi eld County Public Schools, but children cannot learn eff ec vely if they do not feel safe, so providing safe, suppor ve and nurturing learning environments for students and staff members is a top priority. Although problems can some mes occur, Chesterfi eld schools are safe and students learn every day in excellent academic environments.

Communica on Plan Structure

• Public support for educa on in Chesterfi eld County is built through the dissemina on of accurate, mely and consistent messages.

• CCPS stakeholders will understand and value the investment they have made in public educa on through eff ec ve and effi cient use of taxpayer dollars.

• Through the crea on of informa on-sharing opportuni es and engagement of staff about goals, strategies and improvement eff orts, employees will be equipped with informa on and skills necessary to serve as ambas-sadors who will help build support for public educa on.

Guiding Principle: Community InvestmentOur ci zens, parents, students and employees are partners

in sustaining competence and inves ng in excellence.

General Expecta onsThrough partnerships with students, families and ci zens, the school system’s mission is to emphasize and support high levels of achievement through a global educa on for all with op ons and opportuni es to meet individual students’ diverse needs and interests. The School Board counts as its partners not only students, parents and families but also PTAs, the faith community, businesses, other groups, such as the Chesterfi eld Public Educa on Founda on, and Chesterfi eld residents of all ages.

Chesterfi eld County Public Schools promotes the ac ve engagement of the community not only to nurture a be er understanding of the goals and a ributes of public educa on but also to create eff ec ve partnerships to benefi t our students. The School Board is commi ed to establishing and sustaining a produc ve, mutually benefi cial rela onship with the community through a community rela ons program. The cornerstones of com-munity rela ons, both at the division and school levels, are ongoing internal and external informa on sharing and communica on, opportuni es for community input and engagement, partnerships and volunteerism. The superintendent or the superintendent’s designee is responsible for carrying out the division’s community rela- ons program. Principals are responsible for carrying out community rela ons eff orts for their schools.

Every employee is a representa ve of Chesterfi eld County Public Schools.

Community investment is built on hundreds of daily interac ons between employees and parents or other community members, so it is the daily responsibility of every employee to be a produc ve ambassador for Chesterfi eld County Public Schools.

Informa on Sharing and Communica onAll employees are expected to provide accurate, regular, mely and consistent messages and informa on that build public support and help residents make informed decisions about public educa on in Chesterfi eld Coun-ty. Also, division-level employees are expected to release accurate and mely informa on so that residents, staff members and students understand School Board ac ons, policies and related issues.

Among the ways that informa on will be distributed are through employee and community newsle ers, the school system’s web site, social media, blogs, publica on of The Grapevine and responses to frequently asked ques ons, Blackboard Connect, School Board and superintendent’s reports at televised School Board meet-ings, news releases, news conferences, employee orienta ons, regular communica on to County Council of PTAs/PTSAs and local PTAs and email accounts (to the School Board and school system) that allow community members and staff members to ask ques ons and comment on Chesterfi eld County Public Schools ma ers, key communicators network, ACTS mee ngs, gradua on ceremonies, superintendent’s presenta ons to school facul es, superintendent’s TV spots and the PR network.

Opportuni es for Community Input and EngagementEmployees at the division and school levels are expected to provide opportuni es for two-way communica on and public engagement seeking ci zen input during the budget process, comprehensive plan development and other vital ini a ves. Division-level employees and School Board members are also expected to be visible in schools, in the community and at community mee ngs and events. Principals are expected to be visible in their communi es. This includes a ending or speaking at community, civic, business, division or school func ons; serving as a formal or informal liaison to various groups such as the Chesterfi eld Public Educa on Founda on, County Council of PTAs/PTSAs, Communities In Schools, regional governor’s schools, the Chesterfi eld County Chamber of Commerce and Chesterfi eld Business Council; hosting informational meetings for faith leaders, business leaders and others; and attending meetings with members of the Chesterfi eld County Board of Supervi-sors.

The school system’s methods of communicating and seeking citizen input include a speakers bureau, serving on boards of community organizations, holding School Board public engagement sessions, involving commu-nity members and staff members on various advisory committees established by the School Board, involving community members and staff members in the development of the Design for Excellence 2020, conducting bus tours of Chesterfi eld schools for senior citizens, real estate agents and others and posting proposed School

The purpose of the Chesterfi eld County Public Schools Communica ons Plan is to present a clear, concise, ef-fi cient and eff ec ve framework for communica ng with our community.

The plan primarily addresses two audiences: internal (students, teachers, staff , administra on and School Board) and external (parents, businesses, civic groups, religious groups, and other members of the commu-nity).

Staff support for and involvement in this communica on plan are cri cal to its success – par cularly, teach-ers and offi ce staff who are highly infl uen al sources of informa on for the public. Chesterfi eld County Public Schools staff members carry the message of the school division to their families and friends who in turn form opinions about the schools. We must have as a top priority the goal of clearly communica ng our unifi ed mes-sage at all mes.

Per School Board policy 6011: “The School Board is commi ed to establishing and sustaining a produc ve and mutually benefi cial rela onship with the CCPS community through a division-wide community rela ons pro-gram. The cornerstones of this program shall be ongoing communica ons, community outreach and opportu-ni es for community input at the division and school levels.”

The Community Rela ons Department is charged with designing, implemen ng and managing a public infor-ma on program designed to inform internal and external stakeholders.

Two driving ques ons for every program or ac vity will be:

1. How does this benefi t our students and staff ?2. How do we communicate it to our stakeholders?

Effi cient and Eff ec ve Communica ons

The objec ve is to improve internal and external communica on systems with the specifi c goal of crea ng open, two-way communica on between the School Board, administra on, staff , students, parents and all stakeholders.

Steps to take to achieve desired outcomes

1. Communicate early and o en; provide mely, consistent and accurate informa on

2. Use mul ple communica on tools to reach as many stakeholders as possible

3. Be visible in the community; communicate with and engage all stakeholders

4. Publicize opportuni es for two-way communica on

5. Equip employees with informa on necessary to serve as ambassadors; provide ongoing training and support for administrators in eff ec ve communica on

6. Evaluate success of communica on eff orts

Desired communica on outcomes

1. Public support for educa on in Chesterfi eld County is built through the dissemina on of accurate, mely and consistent messages.

2. CCPS stakeholders will understand and value the investment they have made in public educa on through eff ec ve and effi cient use of taxpayer dollars.

3. Through the crea on of informa on-sharing opportuni es and engagement of staff about goals, strate-gies and improvement eff orts, employees will be equipped with informa on and skills necessary to serve as ambassadors who will help build support for public educa on.

4. Strong, trus ng rela onships with parents help create a safe, suppor ve and nurturing learning envi-ronment that parents and the community can trust in, invest in and benefi t from.

5. Stakeholders are engaged to take ac on on behalf of students as the division con nues to build on strong founda on of trust and involvement in schools.

Strategic Communica ons

Internal

• Students

• Staff

o District Level o School-based Leadership o School-based Staff

External

• Parents and Parent Organiza ons

• Key Communicators

• Business Community

• Elected County Offi cials and Elected State and Federal Legislators

• Civic Groups

• Senior Ci zens Groups

• Religious Groups

• Neighborhood Associa ons

• Educa on

o Higher Educa on o Private Schools o Home Schools

• News Media

Target Audiences

Chesterfi eld County Public Schools is an award-winning school division with a story to tell. Who be er to tell the story than those who are involved in the day-to-day successes? The following public rela ons ac vi es are performed con nuously, some every day:

Media rela ons The Community Rela ons Offi ce in conjunc on with principal-selected Public Rela ons Network representa- ves in each school work to publicize schools’ good news: events, ac vi es and awards. The Community Rela- ons staff members serve as the district spokespeople and as a liaison between schools, the district and the

media. A strong rela onship with the media is important in promo ng district, student and staff accomplish-ments.

Eff ec ve communica ons training Community Rela ons staff members develop communica ons plans and train staff on eff ec ve communica- on. Each school is expected to include eff ec ve communica on strategies in its annual opera ng plan. Com-

munity Rela ons staff members also provide guidance on communica on issues that impact schools, depart-ments and the district. The communica ons staff provides support for wri en materials, including school newsle ers, le ers to parents, departmental brochures, key talking points, message development, media requests, etc.

Community rela ons and outreach This area of focus is designed to build support and reach out to the Chesterfi eld County community. School division employees work with a variety of community groups, service clubs and organiza ons, and key business and opinion leaders to inform, recruit and promote community involvement in our schools to support students and staff members.

Crisis communica on and management School and district leaders collaborate with the Community Rela ons Offi ce to resolve crisis situa ons and/or emergencies, including the use of communica on vehicles like our parent no fi ca on system, parent le ers, talking points and key messages.

Publica ons and social media School Notes A bi-monthly e-newsle er for Chesterfi eld County residents and supporters published during the school year. School Notes also is available to district employees via e-mail. The new electronic publica on contains district news and informa on, alerts about upcoming events and links to online documents such as calendars, menus, etc.

CCPS Parent HandbookThis informa ve handbook is mailed each August to every household in Chesterfi eld County that has a student enrolled in the school division. The 32-page document includes the upcoming school year calendar and impor-tant informa on such as health-related procedures, grading scales and homework expecta ons.

CCPS Parent Health and Wellness HandbookThis new informa ve handbook will be distributed the fi rst day of school to all students. This document – pro-duced in collabora on with the Chesterfi eld County Health Department and the Food and Nutri on Service staff – includes important health- and wellness-related informa on.

Communica on tools

Educa ng a Diverse CommunityThis annual publica on highlights the various student support services available to support students of all learning styles. A comprehensive lis ng of programs, the document contains a summary of each service and contact informa on in case the reader wants to learn more

CCPS Annual Report The report showcases the district’s achievement and accomplishments of the most recent school year. The an-nual report is published annually in the winter in conjunc on with the state-mandated accredita on report.

ccps ConnectEDThis teaching and learning portal, currently in development, will allow real- me access to curriculum and class-room instruc onal materials. Teachers will post documents, syllabi and lesson plans online for students and parents to access for help enhance the school-home partnership.

EdlineThis online tool allows parents of middle and high school students to stay informed about their child’s prog-ress. Grades and assignments are posted for review. Parents are provided password access to the site to pro-tect the privacy of other students. Chesterfi eld County teachers are strongly encouraged to post updates every two weeks. School administrators also use this site to post important informa on for parents.

Blackboard ConnectThis parent no fi ca on system allows the school division or individual schools to call or email parents with me-sensi ve informa on. The school division and schools sent nearly 3.5 million calls during the 2010-11

school year. The system is used to communicate student absence/tardy informa on, crisis-related informa on and parent engagement opportuni es.

Facebook and Twi er Chesterfi eld County Public Schools was one of the fi rst school divisions in Virginia to embrace the social media revolu on two-plus years ago. Currently, the school division has more than 18,000 Facebook fans, a ranking that is among the top 10 highest followings among the country’s public school systems. Updates and successes are announced daily via Facebook and Twi er. These sites also help relay instantaneous inclement weather informa on.

The GrapevineThis online sec on provides school division leaders with a space to respond to rumors and misinforma on heard in the county. Residents are encouraged to visit the site to fact check informa on that does not come directly from the school division.

YouTubeVideos that will help viewers build a deeper understanding of instruc onal programs, student and staff suc-cesses and School Board ac ons are posted on the school division’s YouTube channel.

mychesterfi eldschools.comThe school division’s web site is a comprehensive source of informa on about schools and departments, and includes current publica ons, news releases and job opportuni es.

ccpsinfoParents, teachers, students and ci zens with ques ons about the school division and its opera ons can email ccpsinfo@ccpsnet.net to get all of the informa on necessary to make informed decisions. This email address annually receives thousands of inquiries, with an average response me of less than 48 hours.

Super GramThis new bi-monthly publica on is sent directly to all employees from the Superintendent’s account. The elec-tronic mailing includes a message from the Superintendent and highlights of instruc onal programs, celebra-tory events and the latest from our award-winning staff .

The Superintendent’s Report This weekly e-mail publica on is sent to all administrators (principals, assistant principals, department direc-tors and assistant superintendents). It includes brief updates on issues being researched by staff , inquiries from the School Board and recently concluded and upcoming events in which the Superintendent is scheduled to par cipate. A thought-provoking message or video is included at the end. Administrators receiving The Super-intendent’s Report are encouraged to share the informa on with their staff .

Goal 1: Eff ec ve and Effi cient Communica onsDissemina ng mely, accurate and easy-to-understand informa on

Strategy 1Develop and distribute mely, accurate messages

• Create clear, concise messages free of educa onal jargon• Update school division’s website daily• Update individual school websites weekly• Post school division- and school-related informa on and success stories on school division’s social

media outlets daily• Maintain internal calendar of upcoming events to schedule key messages and list of annual topics for

publica ons• Create and share messages for individual communica on plans

o Connect each message with Design for Excellence 2020• Develop template for mee ng minutes• Create communica ons advisory group• Post morning announcements on school web site, send home via e-mail through ParentLink or post on

Edline • Study crea on of parent informa on hotline • Posi on CCEdTV as constant, updated source for informa on • Post student handbooks on individual school web sites

Strategy 2Use variety of methods to communicate similar messages

• Iden fy current communica on toolso Staff : Weekly principal e-mail updates, bi-monthly Super Gram, rou ne pos ngs on portal, all

exchange users emails, ccps ConnectED, Superintendent’s Report, etc. o Parents: Parent no fi ca on system (phone calls and emails), Edline, school and PTA newsle ers,

ccps ConnectED, Facebook, Twi er, YouTube, mychesterfi eldschools.com, CCPS Parent Handbook, school handbooks, school marquee, etc.

o Community: Educa ng a Diverse Community handbook, Key Communicators Network, Newsmakers TV show, School Notes e-newsle er, Superintendent’s Report to the School Board, CCPS Annual Report handbook, The Grapevine webpage, ccpsinfo emails, mychesterfi eldschools.com, signs outside of schools, etc.

• Post all school division-produced informa onal materials on mychesterfi eldschools.com• Create opportuni es for external communica on

o Op-ed pieces in local mediao County u lity billso Neighborhood newsle ers and newsle erso Community e-groupso Civic group newsle erso Promote staff as experts in their fi eldso Daycare newsle ers

• Enhance working rela onship with local news mediao Issue news releases

o Respond to inquirieso Increase news value of weekly News Tips sheeto Host editorial conferences with Superintendent, School Board Chair and Vice Chair

• Conduct constant environmental scans to determine latest toolso Work with Na onal School Public Rela ons Associa on (NSPRA) to determine latest in best

prac ces

Strategy 3Create individual communica on plans

• Develop calendar of annual events• Train school division staff members on communica on plan development model: research, analysis,

communica on and evalua on (RACE)• Implement RACE process and create plans at division and school levels• U lize common Frequently Asked Ques ons template

Strategy 4Revitalize brand

• Create an iden ty packageo Create partnership and collaborate with marke ng professionals o Conduct research (one semester)

Review previous school division-produced materials and messages Hold brand development session with internal stakeholders Survey staff members and parents

o Develop brand (second semester) Analyze fi ndings from research phase Create and approve logos, taglines, credo cards, etc. Develop stylebook

• Review and include best prac ces for brand usage • Develop and provide training on guidelines for use of logos, graphics, pictures,

tag lines, etc. • Create procedures for monitoring stylebook eff ec veness and compliance

Implement brand • Develop rollout schedule and communica on plan • Redesign and repackage CCPS-produced products

o Include le erhead, business cards, gi s, etc. o Replace logos currently on school division vehicleso Work with vendors to share branding campaign informa on, guidelines

and artwork o Provide guidance and/or training to administrators

Monitor brand implementa on

Goal 2: Equip All Employees to be AmbassadorsProviding staff members with the informa on necessary to carry out

the daily responsibility to be a produc ve advocate for the school division

Strategy 1Provide employees with mely, accurate informa on

• Maintain eff ec ve community rela ons program that shares informa on with employees fi rst• Make all external publica ons and news releases available to employees• Issue short, bulleted FYI sheets to staff on issues of immediate concern• Present Chesterfi eld County Public Schools 101 at all new employee orienta ons• Develop Chesterfi eld County Public Schools 101 presenta on for exis ng staff members• Provide employees with factual informa on to share at community mee ngs, events, etc.• Create school and department communica on plans as part of annual opera ng plans• Use Public Rela ons (PR) Network representa ves as message carriers; include these employees in

media distribu ons• Encourage principals to include employees in parent no fi ca on messages• Con nue with bi-monthly distribu on of Super Gram e-newsle er• Post staff successes on mychesterfi eldschools.com and CCPS portal• Create and distribute podcast messages from Superintendent and other Direct Reports on key

ini a ves• Request PR representa ves and principals designate area in school for informa on display• Sustain new ACTS model

o Presenta ons to convenerso Ques on and answer periodo Post minutes and Q&A on the portal

Strategy 2Provide support to school and department administrators

• Integrate eff ec ve and 21st century communica on messages into Superintendent’s Quarterly Leadership sessions

• Con nue to distribute monthly PRrincipal Communicator documents• Provide principals and directors with public rela ons fact sheets and other easy-to-use communica ons

tools to use as the need arises• Provide crisis management and response support• Off er eff ec ve communica ons training

o Media rela onso Le er wri ngo Conference strategieso Newsle erso PowerPoint presenta ons

Strategy 3Develop and implement Design for Excellence 2020 communica on plan

• Visit schools to share overview, goals, strategies and upcoming ac ons• Develop training modules

o Blended learningo Project-based learningo Mobile technology deviceso E-por olioso Posi ve behavior supports

• Create implementa on plan• Create professional development plan• Create technology plan

Goal 3: Build Public Support for Public Educa onEstablishing trus ng rela onships that strengthen support for

and confi dence in Chesterfi eld County Public Schools

Strategy 1Promote opportuni es for two-way communica on

• Seek two-way communica on opportuni eso Staff : Quarterly Advisory Council of Teachers and Staff (ACTS) mee ngs, central services surveys,

budget survey, Superintendent presenta ons at faculty mee ngs, Design for Excellence 2020 communica on plan, technology blog

o Parents: Surveys, ccpsinfo, PTA County Council mee ngs, teacher conferences, etc.o Community: Surveys, ccpsinfo, School Board public comment periods, School Board public

engagement sessions, Key Communicator mee ngs, etc.• Increase public awareness of School Board ac ons

o Video stream live from business mee ngs; shown on Board Docs and archived on Board Docso Post updates of ac on taken during monthly business mee ngs online, include them in

employee newsle ers and distribute to key communicators network o Address ci zen’s comment por on during School Board mee ng and post responses on special

online loca on on Board Docso Encourage principals to invite School Board members to parent coff ees o Prepare audio highlights of School Board mee ng for pos ng as webcast

Strategy 2Strengthen Key Communicators Network and Speakers Bureau

• Establish bi-annual schedule that includes mee ngs in each magisterial district• Iden fy key community leaders not already on exis ng distribu on list• Provide informa on and share updates electronically• Off er School Board members, Central Offi ce leaders, principals and re rees for speaking engagements• Redistribute le er and news release informing community organiza ons of speakers bureau

opportunity• Create presenta ons for use during community speaking engagements

Strategy 3Increase communica on with local community groups (see Engagement Plan also)

• A end monthly mee ngs of the Chesterfi eld County Chamber of Commerce and the Greater Richmond Chamber of Commerce’s Chesterfi eld Business Council

o A end monthly breakfasts and luncheonso A end monthly educa on commi ee mee ngso Have school choral groups perform at business ribbon cu ngs

• Iden fy meaningful changes to From Boardrooms to Classrooms Program• Ins tute changes to CHAMPS All-Star School of the Month program• Post informa on on respec ve chamber websites• Host quarterly faith leader gatherings

• Include faith leaders on Key Communicators List and request that they share informa on about upcoming opportuni es in bulle ns and newsle ers

• Implement new suppor ng agreement with Chesterfi eld Public Educa on Founda on• Con nue to invite local community groups to use schools for mee ng sites as allowed under School

Board policy

Strategy 4Enhance exis ng rela onships with elected offi cials

• Meet with local-, state-, and na onally elected offi cialso Invite leaders to tour schoolso Share with leaders Jamie Vollmer’s list of everything on public educa on’s plateo Distribute school division-produced informa on to elected leaderso Maintain school division presence at General Assembly

• Sustain General Assembly presenceo Have dedicated liaison at Capitol during sessiono Conduct off session lobbyingo Host legisla ve briefi ngs prior to and a er session

Engagement Plan Structure

This engagement plan primarily addresses two audiences: those with children a ending Chesterfi eld County Public Schools and those who do not have children a ending Chesterfi eld County Public Schools but who s ll benefi t from a strong public school system.

Included within this plan are strategies to

• Increase the understanding of the value public educa on• Increase the number of volunteers who can support students and staff members• Increase partnerships that can support students and staff members

Community Investment in and Support ofChesterfi eld County Public Schools

The purpose of the Chesterfi eld County Public Schools Engagement Plan is to present a clear, concise, effi cient and eff ec ve framework for engaging our community in support of public educa on.

School Board policy 6022 states: “Chesterfi eld County Public Schools values and promotes the ac ve engagement of the community not only to foster a be er understanding of the goals and a ributes of public educa on, but also to create eff ec ve community partnerships to benefi t our students. Therefore, the School Board is commi ed to establishing and sustaining a produc ve and mutually benefi cial rela onship with the CCPS community through a division-wide community rela ons program. The cornerstones of this program shall be ongoing communica ons, community outreach and opportuni es for community input at the division and school levels. The Superintendent or the Superintendent’s designee shall direct the division’s community rela ons program, while each principal shall direct community rela ons eff orts on behalf of his/her school. “Notwithstanding the value of planned community rela ons programs at both the division and school levels, the most powerful community rela ons eff ort is that which results from the cumula ve eff ect of hundreds of daily interac ons between employees and parents and other members of the community. As each employee is a representa ve of and an ambassador for the division in these interac ons, and establishing and sustaining a produc ve rela onship with members of the community is the responsibility of every employee, each employee shall comport him- or herself in a professional manner in each such interac on.”

This engagement plan primarily addresses two audiences: those with children a ending Chesterfi eld County Public Schools and those who do not have children a ending Chesterfi eld County Public Schools but who s ll benefi t from a strong public school system.

Included within this plan are strategies to

• Increase the understanding of the value public educa on• Increase the number of volunteers who can support students and staff members• Increase partnerships that can support students and staff members

Staff support for and involvement in this communica on plan are cri cal to its success – par cularly, teachers and offi ce staff who are highly infl uen al sources of informa on for the public. Chesterfi eld County Public School staff members carry the message of the school division to their families and friends who in turn form opinions about the schools. We must have as a top priority the goal of clearly communica ng our unifi ed message at all mes.

PartnershipsEmployees are expected to promote educa onal partnerships for schools and for the en re school system. An educa onal partnership is a mutually benefi cial, coopera ve rela onship in which the partners share values, objec ves and human or fi nancial resources to enhance student learning. Partners may include students, parents/guardians, families, businesses, community organiza ons, the faith community and other ci zens.

According to School Board policy, certain partnerships must be in wri ng. In addi on, School Board policy limits the formal partnerships that principals may approve. Because the involvement of parents/guardians and families is vital to student achievement, the School Board expects schools to provide a welcoming and suppor ve climate that facilitates parent/guardian involvement as volunteers, audiences, joint problem-solvers and supporters of their students’ learning. The School Board also endorses the voluntary involvement of the faith community in educa on-related ac vi es such as mentoring, tutoring, crisis counseling, student and staff

recogni on and helping communicate school system priori es to the community.

The School Board desires and encourages the involvement of businesses and other community groups in schools. This involvement enriches educa onal experiences for students, provides professional development for staff members and builds greater understanding between the school system and the broader community.

VolunteerismThe School Board values and appreciates parents and community members who volunteer their me, talent and exper se to Chesterfi eld County Public Schools and its students and staff members. Ci zens are encouraged to take advantage of opportuni es in schools to share their interests and experiences with students. Volunteers allow instruc onal staff members to spend more me with students, show students the relevance of the curriculum to real life and help individual students improve their academic skills. The School Board encourages parents and other community members to volunteer in schools and supports the recogni on of volunteers by schools and the division.

The School Board encourages local ci zens to a end school events that are open to the public. Also, the School Board provides community members access to school facili es for recrea on and learning opportuni es.

Employees are expected to promote volunteerism in schools and throughout the division. This includes enlis ng the assistance of suppor ve stakeholders to help schools through dona ons of me, talents and resources.

The School Board desires that all students develop a strong sense of personal and social responsibility and that Chesterfi eld County students be perceived as a resource to the community. The School Board encourages students, with family support, to volunteer on weekends and a er school. The School Board supports student engagement in school-sponsored community service ac vi es and in school-sponsored service learning, which adds real-life perspec ve to classroom studies.

Goal 1: Support for Public Educa onResidents will understand and value the investment

they have made in public educa on

Strategy 1Create face-to-face opportuni es for communica on

• Partner with Chesterfi eld Chamber of Commerce and Chesterfi eld Business Council to bring Jamie Vollmer to kick off series of community presenta ons

o Develop standard presenta on to deliver School division successes Returns on investment Everything educators are required to do Why must schools and communi es work together Opportuni es for residents to get involved

o Establish Key Communicators mee ng scheduleo Iden fy loca ons outside of school buildings to hold community mee ngso Communicate mee ng schedule and launch plan to invite residentso Build teams of presenters

School Board Central Offi ce staff Principals Teachers

• Promote speakers bureau opportuni es• Develop and implement Realtor tours• Enhance from Boardrooms to Classrooms program• Con nue to support older adults raising school-aged children through the Rela ve Connec ons

program

Strategy 2Engage residents without direct es to the school division in school-based programs

• Implement and promote Facili es Use Policy that allows public access to and use of school buildings• Enhance visibility of forms online• Invite civic clubs, neighborhood associa ons and other non-profi ts to meet at schools• Con nue to partner with Chesterfi eld County Parks and Recrea on• Help sponsor Senior Ambassador • Maintain Super Senior Passport Program• Host Senior Prom• Develop Neighborhood Connec ons program to distribute informa on to neighborhood associa ons• Off er student performers for use at community events and student art for long-term display in

community and offi ce buildings• Deliver remaining literary magazines to local businesses for offi ce use • Partner with local government en es to include public educa on tax stuff ers – informing the public

how taxpayer dollars are invested and the returns on that investment

Strategy 3Enhance opportuni es for parents to be involved in schools

• Promote opportuni es available through Parent Teacher Resource Center• Promote opportuni es available through Posi ve Paren ng Coali on• Implement plans for Parent University Network sponsored in part by Verizon Thinkfi nity

o Educa ng a Diverse Communityo Parent Teacher Resource Centero Eff ec ve Paren ng Skills/Iden fying Risk Factorso Time Management 101o Crea ng Healthy Lifestyleso Help with Homeworko Eff ec ve Parent-Teacher Conferenceso Gradua on

• Increase parent involvemento Develop strategic plan to make parents feel welcome and important

Enhance signage Share studies showing correla on between student achievement and parental

involvement Encourage weekly dialogue

Goal 2: Increase the number of volunteers who can support students and staff members

Partnerships help create a safe, suppor ve and nurturing learning environment that the community can trust in, invest in and benefi t from

Strategy 1Develop and implement Elec on Day campaign targe ng volunteers

• Develop theme and key messages• Send memo to principals to provide me for planning for school-based ini a ves• Work with Facili es and Parks and Recrea on staff s to prepare polling sites• Design and print banners• Create posters to go on entry-point doors and near vo ng areas• Distribute various publica ons for display on welcome table• Encourage principals to allow service clubs to provide coff ee and snacks• Work with principals to prepare lis ng of volunteer-related opportuni es available at each school

serving as a polling site

Strategy 2Work with business community to solicit volunteers

• Develop welcoming program for schools that greets volunteers and encourages their return • Con nue crea on of Chesterfi eld Chamber of Commerce Educa on Commi ee’s school ambassador

program• Meet with local businesses to discuss plan to have individual businesses adopt schools• Meet with local business leader to discuss ways to allow employees to volunteer weekly without being

charged leave me• Hold school-based and community events at convenient mes and on a variety of days

Strategy 3Partner with schools to develop volunteer recogni on awards

• Develop and/or replicate school-based recogni on opportuni es• Work with PTA County Council to develop volunteer of the month recogni on at the school and division

levels• Find business partner to sponsor monthly adver sement in local paper that features volunteer of the

month • Include recogni on informa on in School Notes e-newsle er

Goal 3: Increase the number of partnerships that support students and staff members

Stakeholders are engaged to take ac on on behalf of students.

Strategy 1Facilitate school division and school-based partnerships; foster new and sustain exis ng ini a ves

• Manage database of exis ng division- and school-level partnerships• Meet with 2-3 principals a week to discuss opportuni es• Call on 3-5 businesses a week to discuss opportuni es• Manage database of poten al partnership opportuni es

o Post on school division’s websiteo Post on Chesterfi eld Chamber of Commerce’s websiteo Send to Chesterfi eld Business Council for poten al sharing

• Prepare annual report of partnerships, services provided for schools/departments/students and associated dollar value

• Develop recogni on event for division- and school-level partners• Facilitate opera on of From Crayons to Computers free teachers store• A end Chesterfi eld County Chamber of Commerce and Chesterfi eld Business Council mee ngs• Start a ending other business-related gatherings – Western Chesterfi eld Business Alliance, Greater

Southport Business Associa on, etc.• Con nue to co-host From Boardrooms to Classrooms program

Strategy 2Enhance Business Resource Bank

• Con nue to implement internal communica ons plan• Con nue to implement external communica ons plan• Use teacher and business community tes monials to promote program• Promote relevancy of expert speakers to daily classroom instruc on• Add cultural competency and global connec ons experts• Partner with local business to provide sponsorship of the program

Strategy 3Maintain strong rela onship with faith community

• Schedule quarterly mee ngs with faith leaders• Iden fy topics of mutual interest• Develop database of exis ng partnerships• Ensure faith leaders’ contact informa on is included in key communicators list• Request faith community establish an educa on bulle n board within their facility• Invite faith community leaders to a end public engagement opportuni es

71

Technology Master Plan

CHESTERFIELD COUNTY PUBLIC SCHOOLS

2010-2014

Technology Master Plan

The Technology Master Plan is included on pages 99-219 and revisions adopted on March 23, 2012, are on pages 220-223.

99

Instructional Goals and Support Tools

Teachers• Netbooks

• Home access of curriculum resources

• Secure student information view

• Wireless access in schools

Elementary School Students• Type 30 words per minute

• Research using the Internet

• Apply Internet safety strategies

Middle School Students• Master word processing

• Create spreadsheets and presentations

• Explore global and collaborative learning

• Use the Internet safely

High School Students• Use advanced computer operational skills

• Use technology as a tool for learning

• Use wireless technologies

• Take core and elective online classes

The first decade of the 21st century has been a period of renewed purpose and effort for technology in Chesterfield County Public Schools. Citizens have supported the purchase, replacement and integration of technology in instruction th-rough millions of dollars in bonds. The results are an instructio-nal program infused with 21st-century technology skills and an infrastructure that meets or exceeds any business in our com-munity.

Three forces guided the creation of this plan. The Design for Excellence strategic plan provides the technolo-gy plan’s vision and the basis for its goals. The technology plan’s structure comes from work provided by the Virginia Department of Education. The final guiding force, the skills, is the combined work of the Technology Advisory Committee and the Technology Leadership Academy.

Strategies for implementing the goals and objectives of the plan were determined by more than 100 teachers, parents and administrators. Every strategy that was written to an objective takes at least one of the three following themes into consideration:

Accessibility — Extending learning environments beyond the hours and the boundaries of the school buildings. This includes building infrastructure to provide secure access for learners in various environments.

Equity — Providing centralized, web-based technology resources for all lear-ners. This will reduce the total cost of ownership, lower the cost of user equipment and provide similar resources for all teachers and all students.

Accountability — Making sure that equipment is used and curriculum is followed are of paramount importance. This increases the role of the administra-tor, provides extensive testing for all and requires testing at various levels.

The organization of the plan is similar to the previous plan and to the state technology plan:

1. Curriculum — The redesigned curriculum of Chesterfield County Public Schools has technology imbedded into every content area as a 21st-century skill.

2. Support — Tools and technical support for technology in schools ensure successful technology integration.

3. Professional Development — Training and professional development will be required for all technology users to ensure successful implementation of the curriculum.

4. Accountability — This plan holds all parties accountable for learning and application.

Executive Summary

Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan 1

The technology plan serves as a vehicle to empower all learners to execute the instructional objectives of the school division as defined by the curriculum and the Design for Ex-cellence strategic plan. It is not one department’s plan but a collective initiative to be incorporated into every school’s actions for school improvement.

The technology plan sets levels of expectation not only for equipment and infrastructure but also for student learn-ing, instructional delivery and school leadership. Funding reaches beyond the Capital Improvement Plan to depart-mental and grant resources.

Guiding ForcesThe technology plan was formed by three guiding forces that provide the structure for the goals and objectives. These three guiding forces overlap and intertwine throughout the technology plan.

The Design for Excellence is a six-year strategic plan to achieve the Chesterfield School Board’s vision:• academic excellence for all students

• safe, supportive and nurturing learning environments

• knowledgeable and competent workforce

• community investment in schools

• effective and efficient system management

The technology plan must be approved by the Virginia Department of Education and must correlate to these structural elements of technology:

• environment — where students learn, to occur in a variety of places including home and in cross-curricular ways• engagement — evidence of students being involved in engaging work, where the teacher serves as a facilitator• tools — students have ready and equal access to technology tools to meet 21st-century curricular needs• results — accountability requires that technology expenditures are tracked and assessed for impact on student learning

Role of a Technology PlanTldcaa

Teirm

2 Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan

In the two years leading to the technology plan creation, the Technology Advisory Committee and

the Technology Leadership Academy met separately to provide input for the formation of goals and objectives. Their efforts were twofold: to investigate and develop a list of skills needed for successful employ-ees in the 21st century and to determine what resources should be provided to accomplish these goals.

The committees came together to merge their ideas from the classroom and workplace to

create a list of skills considered imperative for learner success:

• creativity and innovation — Learners will use current technologies to enhance creativity.• communication/presentation — Learners will integrate technology applications to communicate effectively and present concepts across the curriculum.• problem solving and critical thinking — All learners will use the tools of technology to think critically, solve problems and become lifelong learners.• technology basics — Learners will master technology skills, tools and applications and will work within the auspices of acceptable use to achieve success in the 21st century.• virtual learner — Learners will possess the knowledge, skills and attitudes necessary to learn in and contribute to virtual communities.• information management — Learners will strategically and ethically identify, organize and analyze data from a variety of sources to effectively manage information.

Design for ExcellenceElements of the State Technology Plan21st-Century Technology Skills for CCPS

The Technology Plan

Guiding Forces

Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan 3

CURRICULUMGoal 1: The learning environment will enhance creative and innovative thinking of students and staff through the use of current technologies.

Objectives 1. Engage K-2 students with technology through the use of age-appropriate devices. 2. Employ collaborative and creative technology tools to deliver curriculum.

Goal 2: Promote learner engagement through technological collaboration.Objective 1. Administrators will create communication venues with their staffs about school-

related issues.

Goal 3: Learners will be empowered to use effectively a variety of technologies to enhance creative and innovative thinking.

Objective 1. Provide essential equipment and training to enable students to create video- enhanced instructional projects.

Goal 4: Integrate communication technologies to enhance instruction and engage learners.Objectives 1. Increase student collaboration as an instructional method.

2. Deploy school site technology that allows video streaming to classrooms from cable television or local video sources.

Goal 5: All learners will master technologies to learn effectively in real and virtual environments.Objective 1. Expand the current online program by developing an online academy for high

school students, offering the core courses required for graduation from high school.

Goals and Objectives

4 Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan

Goal 6: Technology will be integrated into instruction to promote problem solving and critical think- ing by all learners.

Objective 1. Student learning and achievement will be empowered through a systematic use of innovative technology tools.

Goal 7: All learners will have access to and training in applications that encourage problem solving and critical thinking.

Objective 1. Provide anytime/any where curriculum applications, at school and at home, for all students through a centralized program.

Goal 8: Instruct and encourage authentic problem solv- ing and critical thinking using technology tools.

Objective 1. Schools will determine a set of problems for student groups to exam- ine and find solutions using a variety of tech- nology tools.

Goal 9: Learners will apply technology skills within engaging instructional activities to enhance learning.

Objective 1. Develop models of instructional delivery that engage students.

Goal 10: All learners will have the knowledge to select the appropriate technology applications in order to accomplish 21st-century tasks.

Objective 1. Teachers and students are able to select appropriate research and presentation technologies.

Goal 11: All learners will achieve established technology skill competencies that reflect real-world needs.Objective 1. All students meet a minimum level of competency of technology skills.

SUPPORTGoal 1: The learning environment will enhance creative and innovative thinking of students and staff through the use of current technologies.

Objectives 1. Engage students in grades K-2 with technology through the use of touch-screen devices. 2. Engage students in grades 3-12 with technology through the use of age-appropri- ate devices.

Goal 2: All learners will have access to technology that enhances the creative environment and provides authentic, real-world experiences.

Objectives 1. Promote support by CCPS leadership to expanding online learning opportunities with regard to needs and resources. 2. Provide large group instruction for grades K-12, through the use of a mobile environment. 3. Provide student storage space for classroom presentation and collaboration activities.Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan 5

Goal 3: The learning environment will encourage problem solving and critical thinking through the use of current technologies. Objective 1. Provide netbook web-based computing devices for all teachers/administrators.

Goal 4: A variety of learning environments will be developed to ensure that all learners obtain essential technology skills. Objective 1. Provide technological centers within the classroom to encourage self-directed learning through intellectual investigation on the Internet.

Goal 5: Essential technology tools will be made available to all learners to accomplish 21st-century tasks. Objective 1. Review emerging technologies to identify software/applications that will improve student and teacher success.

Goal 6: All learners will have access to teaching and learning environments that encourage the use of Web 2.0 tools. Objective 1. Web 2.0 tools will be made available to students and teachers.

Goal 7: Ensure that all learners have access to technology-rich collaborative environments. Objectives 1. Provide video-conferencing functionality for the school division that will allow instructional enhancement and leadership collaboration. 2. Provide whole-class presentation technologies for all classroom spaces. 3. Promote access to online media-rich teaching resources within classroom environments. 4. Provide standardized classroom software and hardware to support teaching and learning.

Goal 8: Develop systems of information management and delivery to ensure the engagement of a variety of communities. Objective 1. Simplify content management of school web sites while maintaining a reflection of each individual school’s climate and school spirit.

Goal 9: Obtain the necessary applications to ensure effective information security and technology management. Objectives 1. Monitor Active Directory in real time, with direct notification sent to administra- tors when changes occur, thereby ensuring system integrity and timely response to potential violations. 2. Provide interoperability between Student Information System and other selected student information dependent applications. 3. Ensure that Chesterfield County Public Schools has a centralized backup and archi- val strategy and a disaster recovery plan in place in order to meet the system’s edu- cational needs and state- and federal-mandated data retention policies. 4. Ensure any modifications made to software applications or network infrastructure configurations are properly documented and approved.

Goal 10: Provide instructional support applications that enhance teaching and learning. Objectives 1. Provide a teacher portal containing pertinent student information and provide for efficient and user-friendly recording of student attendance. 2. Provide secondary students a portal for course preregistration. 3. Provide web portal with lesson plans from master teachers, to include videos of lessons being taught.

6 Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan

PROFESSIONAL DEVELOPMENTGoal 1: All learners will have access to and training in applications that enhance communication and encourage problem solving and critical thinking.

Objectives 1. Administrators must plan in writing, either through the School Improvement Planning process or through a separate Technology Plan, a training schedule that includes opportunities for all staff members. 2. Provide technology staff development to enhance communication and encourage problem solving and critical thinking.

Goal 2: All learners will master technologies to learn effectively in real and virtual environments.Objective 1. Provide professional development to develop a cadre of highly qualified online

teachers.

Goal 3: All learners will have the knowledge to select appropriate technology applications in order to accomplish 21st-century tasks.

Objectives 1. Administrators will become 21st-century technology leaders through systematic training and uncompromising staff expectations. 2. Create an online technology academy i3 (Innovation, Imagination & Integration Academy) centered on instructional innovation and integration. 3. Create video-based technology professional development that can be accessed online.

Goal 4: All learners will achieve established technology skill competencies that reflect their real-world needs.Objective 1. Establish a minimum number of teacher training hours for recertification in

technology as a 21st-century tool.

Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan 7

Goal 5: Promote learner engagement through technological collaboration.Objective 1. Promote understanding of student academic success through interpretation of

test scores and other data.

Goal 6: Provide all learners access to asynchronous technology professional development.Objective 1. Provide online learning modules that demonstrate how software/applications/

tools can be used effectively.

ACCOUNTABILITYGoal 1: Develop assessments for all learners that measure technology skills in the creative and innovative process.

Objective 1. Assess student learning using districtwide technology standards.

Goal 2: Use communication vehicles that provide access to assessments of learning and performance.Objective 1. Use a variety of delivery methods to inform various publics about outcomes in

student learning and performance.

Goal 3: Learners will assess data sources to develop effective and individualized instruction.Objective 1. Provide training to teachers and administrators in the interpretation of data to

individualize instruction.

Goal 4: Create a system for continuous assessment of technology management effectiveness.Objective 1. Track all computers, network resources and peripherals from acquisition to

retirement.

Goal 5: Improve districtwide equity in the integration of technology.Objective 1. Require all teachers to integrate technology into their lessons.

8 Proposed Chesterfield County Public Schools 2010-2014 Technology Master Plan

Audrey Church, Ph.D.Longwood University

Craig CooleyDell Inc.

Debbie EverlingCisco Systems Inc.

Dale Kalkofen, Ed.D.Chesterfield County Public Schools

Jim NickelMicrosoft

Chris O’NealUniversity of Virginia

Karen RichardsonIvywood LLC

Stephanie Ricks SeiglerPearson Learning

Chad SchnellLogical Choice Technologies

Technology Advisory Committee

Department Of TechnologyGabriele BeyerManager Web and Database Services

Becky CondreyProcurement Specialist

Mark DriscollApplication Analyst

Lynda Gillespie, Ph.D.Director of Technology

Dianne HallAdministrative Assistant

Brian JonesManager Video Technologies

Ray MossManager School Technology Support

Technology Leadership AcademyShawn AbelAssistant Principal, MeadowbrookHigh

Sidney AmesAssistant Principal, Cosby High

Colleen AndersAssistant Principal, Bettie Weaver Elementary

Grace BowersAssistant Principal, Jacobs Road Elementary

Brian CamposAssistant Principal, Elizabeth Scott Elementary

Michael CourtneyPrincipal, Ettrick Elementary

Christa DillonAssistant Principal, Watkins Elementary

David EllenaAssistant Principal, Swift Creek Middle

Jeff EllickPrincipal, Tomahawk Creek Middle

Lin FerrellInstructional Specialist Art

Kathryn FialAssistant Principal, Manchester Middle

Rachel FoglesongPrincipal, Davis Elementary

Carol LewellynPrincipal, Salem Elementary

Kecia LipscombAssistant Principal, Reams Elementary

Don SkeenPrincipal, Bailey Bridge Middle

Patrice WilsonPrincipal, Crenshaw Elementary

Mary RobinsonPrincipal, Swift Creek Middle

Beth TeigenPrincipal, Bird High

Kume GoransonAssistant Principal, Cosby High

Candy WarthenAdministrative Assistant, Tomahawk Creek Middle

Achim PurdyNetwork Manager

David RankinManager Curriculum Delivery

Fred ScottManager Instructional Integration

Marshall Trammell Jr.Bermuda District

David Wyman Dale District

Marshall David Wyman Patricia CarpenterMidlothian DistrictPatricia Carpenter

Chesterfield County School Board

Omarh RajahMatoaca DistrictOmarh RajahDianne Pettitt

Clover Hill DistrictDianne Pettitt

VisionIn 2012, we envision that every Chesterfield school will be a thriving, dynamic and inspiring educational environment that produces self-directed learners with 21st-century skills and stimulates citizens of all ages to trust in, invest in and benefit from public education.

MissionThe mission of Chesterfield County Public Schools is to work in part-nership with students, families and the community to ensure that each student acquires the knowledge, skills and core values necessary to achieve personal success and to enrich the community.

Core ValuesRespect, responsibility, honesty and accountability are the core values of Chesterfield County Public Schools.

Chesterfield County Public Schools

P.O. Box 10,Chesterfield, VA 23832

(804) 748-1405chesterfield.k12.va.us

Department of Technology MissionThe mission of the Department of Technology is to provide train-ing, support and leadership in all areas of school technology to help ensure that each student acquires the skills necessary to achieve personal success and to enrich the community.

NondiscriminationChesterfield County Public Schools does not unlawfully discriminate on the basis of sex, race, color, age, religion, disability or national origin in employ-ment or in its educational programs and activities.

Marcus Newsome, Ed.D.Superintendent

STRAND: CURRICULUM Goal (1): The learning environment will enhance creative and innovative

thinking of students and staff through the use of current technologies.

Objective (1):

Engage K-2 students with technology through the use of age appropriate devices.

Direct Benefit to Teaching and Learning K-2 students require access to computing devices that they can use before traditional typing/input skills are developed. Strategies • Deploy one mobile cart of touch screen computing devices to each

K-2 grade level to facilitate in room group instruction.

Assessments • Procure, configure, and deploy cart with devices for a single grade

level for each elementary school. • Based upon evaluation of initial grade level rollout, proceed or

modify strategy to continue deployment.

STRAND: CURRICULUM Goal (1): Integrate technology into instruction in order to provide multiple

methods of engaging students in creative and innovative learning opportunities.

Objective (2):

Employ collaborative and creative technology tools to deliver curriculum.

Direct Benefit to Teaching and Learning To enrich teaching and learning through innovative technology tools, students and teachers will have the ability to create and deliver lessons to enrich the curriculum to support student achievement. Strategies • Improve and enrich instruction through the collaborative use of

interactive whiteboards. • Integrate the use of document cameras and video/data projectors

in classrooms. • Deploy digital image/video camera for instruction. • Develop a pilot program which integrates the use of mobile

technology tools by students.

Assessments • Document the number of interactive whiteboard installed at the

specified levels and locations. • Assess the availability of video/data projectors in elementary

classrooms. • Document and provide one set of 15 digital image/video cameras in

each school. • Pilot the use of mobile technologies by students and conduct an

evaluation to determine the instructional benefits.

STRAND: CURRICULUM Goal (2): Promote learner engagement through technological

collaboration. Objective

(1): Administrators will create communication venues with their staffs about school-related issues.

Direct Benefit to Teaching and Learning Administrators need to be technology leaders in order to promote the use of technology in their schools. Beyond basic computer skills, administrators should be well versed in the use of Web 2.0 tools as they apply to leadership. Strategies • Administrators will create a blog to elicit staff discussion about a

school-related issue. • Administrators will use survey tools to gather thoughts of their staff

members on school-related issues. • Administrators will use the Information Delivery System (IDS) to discuss

school needs with staff.

Assessments • The number of blogs created by administrators. • The number of staff surveys conducted. • Documentation of faculty meetings using data from IDS.

STRAND: CURRICULUM Goal (3): Learners will be empowered to utilize effectively a variety of

technologies to enhance creative and innovative thinking. Objective

(1): Provide the essential equipment and training to enable students to create video enhanced instructional projects.

Direct Benefit to Teaching and Learning The ability to produce simple video projects provides skills in developing higher level communication applications. This development provides students the opportunity to apply actively subject area knowledge through a creative medium. Strategies • Develop expectations for student video project development. • Develop instructional lessons which incorporate video production into

the curriculum. • Design production kits to provide whole-class access to video

production and editing equipment. • Establish training lessons for students at various grade levels.

Assessments • Confirm the availability of video editing equipment/software at every

school. • Video editing training provided at every school. • Number of video enhanced projects be created at all schools.

STRAND: CURRICULUM Goal (4): Integrate communication technologies to enhance instruction

and engage learners. Objective

(1): Increase student collaboration as an instructional method.

Direct Benefit to Teaching and Learning To enrich teaching and learning through innovative technology tools, students and teachers will have the ability to create and deliver lessons to enrich the curriculum to support student achievement. Strategies • Collaborate using Web 2.0 tools to enrich instruction. • Collaborate using online portals. • Create a public display of best practice Web 2.0 lessons.

Assessments • Total the number of online class portals created in CCPS Portal. • Total number of collaborative sessions at CITE.

STRAND: CURRICULUM Goal (4): Integrate communication technologies to enhance instruction

and engage learners. Objective

(2): Deploy school site technology which allows video streaming to classrooms from cable television or local video sources.

Direct Benefit to Teaching and Learning The computer and projector have replaced televisions as the primary delivery method of video in the classroom. As part of this transformation, a methodology is needed to enable a school library to send live or recorded video to all classrooms. Examples of applications include local produced “news” shows, meet the author programs on PBS, auditorium events or a recorded program needed by multiple classes simultaneously. Strategies • Create a broadcast streaming station at each school. • Investigate available technologies for school-site broadcast

streaming. • Determine internal bandwidth requirements. • Perform cost/benefit analysis, to include training and support.

Assessments • Total the number of schools actively using streaming stations.

STRAND: CURRICULUM Goal (5): All learners will master technologies to learn effectively in real

and virtual environments. Objective

(1): Expand the current online program by developing an online academy for high school students offering the core courses required for graduation from high school.

Direct Benefit to Teaching and Learning Virtual learning environments support student-centered learning, which provides more opportunities for teachers to focus on individualized instructional practices and engaging activities. Students have the ability to complete their learning in a variety of ways and timeframes. Online courses provide opportunities for students to take courses that may not be offered at their home school and try alternative paths to meet graduation requirements that may not be available in a traditional classroom environment. Strategies • Develop and provide well-designed, engaging online courses for

students that develop 21st century skills along with required content proficiency.

• Provide an online learning environment that provides access to current technology tools supporting online communication and collaboration activities for students including but not limited to Web 2.0 tools.

• Develop teaching and learning standards for online learning.

Assessments • Core courses required for graduation from high school developed

over a three-year period. • Evaluation of courses with regards to integration of Web 2.0 tools. • Evaluation process in place based on standards.

STRAND: CURRICULUM Goal (6): Technology will be integrated into instruction to promote

problem solving and critical thinking by all learners. Objective

(1): Student learning and achievement will be empowered through a systematic use of innovative technology tools.

Direct Benefit to Teaching and Learning To enrich teaching and learning through innovative technology tools, students and teachers will have the ability to create and deliver lessons to enrich the curriculum to support student achievement. Strategies • Utilize technology resources to support the designed curriculum and

desired assessment outcomes. • Provide and offer a schedule of innovative K-12 lessons.

Assessments • Document administrator observations on student engagement of

curriculum-based technologies. • Document integrator use in schools by classroom integrations,

content, grade level and teacher.

STRAND: CURRICULUM Goal (7): All learners will have access to and training in applications which

encourage problem solving and critical thinking. Objective

(1): Provide anytime/anywhere curriculum applications, both at school and home, for all students through a centralized program.

Direct Benefit to Teaching and Learning Students require access to curriculum/resources from any location that is connected to the internet. Strategies • Purchase curriculum servers to enable students to access student

resources 24/7. • Migrate curriculum software from school-based to enterprise.

Implement curriculum web servers to deliver instructional resources through a web browser. These resources will be deployed so students will be able to access them from home or school regardless of computer platform. This will extend the classroom resources to accomplish anytime/anywhere learning.

Assessments • Evaluate student access to the learning environment beyond time at

school. • Ensure that students have access to resources regardless of which

school they attend. • Document student learning beyond the classroom.

STRAND: CURRICULUM Goal (8): Instruct and encourage authentic problem solving and critical

thinking using technology tools. Objective

(1): Schools will determine a set of problems for student groups to examine and find solutions using a variety of technology tools.

Direct Benefit to Teaching and Learning Students learn best those lessons that have meaning in their own lives. Student learning is enhanced when they are confronted with real problems or situations for which they need to find solutions. Strategies • Create a library of real-world problems for school/student selection. • Develop models for teacher and student training. • Implement a competitive grant process for the purchase of

innovative technology tools to encourage implementation.

Assessments • Number of real world problems created within library. • Training models created. • Number of applications received from schools. • Conduct classroom observations to observe student engagement in

real-world problem solving activities.

STRAND: CURRICULUM Goal (9): Learners will apply technology skills within engaging instructional

activities to enhance learning. Objective

(1): Develop models of instructional delivery which engage students.

Direct Benefit to Teaching and Learning Academic excellence is achieved by students who are thoroughly engaged in their own learning. Research shows that students learn and retain more through doing rather than through receiving. Strategies • The division of instruction, including instruction and technology, will

design lessons which model student engagement and post examples on portal.

• Staff development and instructional specialists will provide training on using lessons focusing on student engagement.

• Teachers will deploy lessons focusing on student engagement in their classrooms.

Assessments • Number of model lessons available through CCPS portal. • Student engagement lesson training designed and delivered to

teachers across grade levels. • Number of student engagement lessons presented as seen through

principal observation.

STRAND: CURRICULUM Goal (10): All learners will have the knowledge to select appropriate

technology applications in order to accomplish 21st Century tasks.

Objective (1):

Teachers and students are able to select appropriate research and presentation technologies.

Direct Benefit to Teaching and Learning 21st Century technology will provide a myriad of choices for both teacher and student. Choosing from among these choices will be a task that must be taught and learned. All learners will have a need to evaluate available resources in order to select the best tool for the job at hand. Strategies • Provide training for teachers and students to select research and

various presentation technologies appropriate for accomplishing 21st Century tasks.

Assessments • Document the number of teachers and students trained.

STRAND: CURRICULUM Goal (11): All learners will achieve established technology skill

competencies which reflect their real-world needs. Objective

(1): All students meet a minimum level of competency of technology skills.

Direct Benefit to Teaching and Learning Students will learn what is both relevant and necessary to their lives. In the 21st Century students will need to be comfortable and adept at using technology in various ways and at various levels of expertise. Strategies • Establish technology competencies by grade-level. • Embed technology competencies into the curriculum.

Assessments • Scope and sequence for technology skills is created. • Technology instruction is embedded into various curricula areas.

STRAND: SUPPORT Goal (1): The learning environment will enhance creative and innovative

thinking of students and staff through the use of current technologies.

Objective (1):

Engage K-2 students with technology through the use of age appropriate devices.

Direct Benefit to Teaching and Learning Primary age students need access to technology that assists in their learning. K-2 students require access to touch screen computing devices that they can use before traditional typing/input skills are developed. Strategies • Deploy one mobile cart of touch screen computing devices to each

K-2 grade level to facilitate in room group instruction.

Assessments • Procure, configure, and deploy cart with devices for a single grade

level for each elementary school. • Based upon evaluation of initial grade level rollout, proceed or

modify strategy to continue deployment.

STRAND: SUPPORT Goal (1): The learning environment will enhance creative and innovative

thinking of students and staff through the use of current technologies.

Objective (2):

Engage 3-12 students with technology through the use of age appropriate devices.

Direct Benefit to Teaching and Learning Students and teachers need computing access throughout the school building at different times of the instructional day. In school, anytime, anywhere access extends learning to all environments within the building. Strategies • Deploy one mobile cart of computing devices to each 3-12 grade

level to facilitate in-room group instruction.

Assessments • Procure, configure, and deploy cart with devices for a single grade

level for each school. • Based upon evaluation of initial grade level rollout, proceed or

modify strategy to continue deployment.

STRAND: SUPPORT Goal (2): All learners will have access to technology that enhances the

creative environment and provides authentic real-world experiences.

Objective (1):

Promote support by CCPS leadership to expanding the online learning opportunities with regard to needs and resources.

Direct Benefit to Teaching and Learning Regular communication and evaluation of programs enhance both acceptance and support. Leadership must have a keen understanding of project goals in order to fully support the project. The online learning environment restores relevance and authenticity to the school experience for 21st century learners. Strategies • Implement an evaluation process for online learning. • Communicate to stakeholders’ successes, plans, and needs of the

online learning program on an on-going basis.

Assessments • Data collected from evaluation process and improvements to

program as appropriate, with emphasis on student achievement. • Regular formal and informal reports to leadership. • Web site postings for communication to learning community.

STRAND: SUPPORT Goal (2): All learners will have access to technology that enhances the

creative environment and provides authentic real-world experiences.

Objective (2):

Provide large group instruction for grades K-12, through the use of a mobile environment.

Direct Benefit to Teaching and Learning An environment that encourages anytime, anywhere learning within a school building is desirable. Students and teachers will have the opportunity to engage in teaching and learning in various venues throughout the school building. Strategies • Implement wireless mobile computing environment school-wide.

Assessments • Design, procure, and install wireless infrastructure for each location. • Ensure sufficient wireless access is provided in all instructional areas.

STRAND: SUPPORT Goal (2): All learners will have access to technology that enhances the

creative environment and provides authentic real-world experiences.

Objective (3):

Provide student storage space for classroom presentation and collaboration activities.

Direct Benefit to Teaching and Learning Students and teachers need storage areas that can both allow storage of work materials and can, with permissions, allow lesson collaboration. These storage areas should be both robust and secure in order to protect the integrity of student work. Strategies • Establish network applications and file storage for secure access. • Provide training and storage space maintenance plan.

Assessments • Measure the number of active unique users at each school site. • Measure the effectiveness of the solution by survey.

STRAND: SUPPORT Goal (3): The learning environment will encourage problem solving and

critical thinking through the use of current technologies. Objective

(1): Laptop web-based computing device for all teachers/administrators.

Direct Benefit to Teaching and Learning Currently only high school teachers have access to portable computing devices which allow home access. All teachers in the 21st Century will need mobile access to school resources both at school and at home. Strategies • Deploy portable web-based computing devices to all teachers K-12.

Assessments • Number of computing devices deployed. • Teacher and administrator assessment of this technology’s contribution

toward creating effective and engaging instruction.

STRAND: SUPPORT Goal (4): A variety of learning environments will be developed to ensure

that all learners obtain essential technology skills. Objective

(1): To provide technological centers within the classroom to encourage self directed learning through intellectual investigation on the internet.

Direct Benefit to Teaching and Learning Within a classroom, students and teachers need to be able to do spontaneous research and to access school resources to enhance learning. Students should not have to leave the classroom to problem solve or to do research. Strategies • Implementation of three computing devices per standard-sized

classroom to provide internet access and access to CCPS resources.

Assessments • Establish a standard learning environment design at each

instructional level. • Procure, configure, and deploy devices to each standard-sized

classroom. • Examine the curriculum for examples differentiated student activities

and observe the affect of these devices in the support of such activities.

STRAND: SUPPORT Goal (5): Essential technology tools will be made available to all learners

to accomplish 21st Century tasks. Objective

(1): Review emerging technologies to identify software/applications that will improve student and teacher success.

Direct Benefit to Teaching and Learning Change is one known constant in technology. It is important to form a committee to look proactively for and find valuable resources that will help improve academic excellence at our schools. Strategies • Establish a committee that will meet at least twice a year to identify

and recommend valuable software/application resources. • Evaluate Web 2.0 (and beyond) applications • Upgrade to current versions of software/applications • Create an online forum area for committee members to discuss and

review new software/applications throughout the year.

Assessments • Documented semi-annual meetings of software review committee. • Minutes for software review committee meetings showing all

software/applications that were reviewed and the outcome of that review.

• Online forum area created for software review committee within two weeks of the first meeting.

• Online forum usage monitored and reviewed at each meeting.

STRAND: SUPPORT Goal (6): All learners will have access to teaching and learning

environment that encourage the use of Web 2.0 tools. Objective

(1): Web 2.0 tools made available to students and teachers.

Direct Benefit to Teaching and Learning Engaging students in their learning is important to learner success. Students in this century rely on technology tools in their daily life. Schools should deploy some of the same tools students use in their non-school lives in schools to help engage students in their own learning. Strategies • Provide and support access to collaborative learning tools such as

but not limited to blogs, wikis, discussion boards, file exchange and synchronous applications for use in traditional face-to-face courses at all levels.

Assessments • Number of Web 2.0 tools deployed.

STRAND: SUPPORT Goal (7): Ensure that all learners have access to technology-rich

collaborative environments. Objective

(1): Provide video conferencing functionality for the school division that will allow instructional enhancement and leadership collaboration.

Direct Benefit to Teaching and Learning The opportunity for students to have direct contact with experts, authors or other students in the global community provides a unique learning environment. However, teleconferencing has been difficult due to network security structures. The fact that school administrative offices are housed in three locations creates significant communication limitations and frequent travel. Established teleconference spaces and equipment will allow frequent face to face on conversations with the lost travel time. Strategies • Measure the interest in developing administrative teleconferencing

capabilities. • Assess the need to provide teleconferencing capabilities which

provide direct instruction between schools. • Identify teleconferencing applications or equipment which allows

secure connections between schools and sites outside of the school division.

• Develop teleconferencing procedures which assures network security.

• Assess bandwidth limitations at each elementary and secondary school, as well as, administrative buildings.

• Develop equipment plans that meet the needs of administrative, school to school and school to external site applications.

Assessments • Frequency of use. • Cost/benefit analysis – cost of travel, hiring a part-time teacher.

STRAND: SUPPORT Goal (7): Ensure that all learners have access to technology-rich

collaborative environments. Objective

(2): Provide whole-class presentation technologies for all classroom spaces.

Direct Benefit to Teaching and Learning The availability of video/data projectors in classrooms aides in the instructional process and provides all students the ability to see visual elements of instruction. Significant investments have been made in classroom presentation technologies in the past six years. All high school and all middle school classrooms will have installed projectors. Elementary schools use a mobile solution which provides a laptop, projector and speakers – one for every three rooms. Maintenance costs include bulb and projector replacement. Strategies • Identify classrooms which are under resourced. • Develop solutions that fit the space requirements and frequency of

need. • Provide asset security solution. • Develop a plan for the purchase and support of presentation

technologies.

Assessments • Conduct a survey of technology utilization to include classroom

presentation devices. • Assess the annual demand for support, parts, repairs and

replacements.

STRAND: SUPPORT Goal (7): Ensure that all learners have access to technology-rich

collaborative environments. Objective

(3): Promote access to online media-rich teaching resources within the classroom environments.

Direct Benefit to Teaching and Learning A technology-rich collaborative environment supports a greater diversity of teaching and learning styles. Strategies • Develop and/or provide instructional e-Learning objects for access

by teachers and students at their point of need.

Assessments • Instructional e-Learning objects available online both within the CCPS

network and remotely for teacher and student use. • Formalized process to identify content/skill targets for future e-

Learning object development.

STRAND: SUPPORT Goal (7): Ensure that all learners have access to technology-rich

collaborative environments. Objective

(4): Standardized classroom software and hardware to support teaching and learning.

Direct Benefit to Teaching and Learning Equitable technology resources must be provided to all schools to ensure access to various groups. A standard school package will help assure that all students have access to relevant technologies. Strategies • Students and teachers routinely use standardized hardware and

software to support the curriculum and technology standards. • All classrooms should include a standard number of computing

devices to support small and whole group instruction. • Projectors: Grade K-5 = one for every two rooms; Grade 6-8 = One

installed per standard classroom; Grade 9-12 = one installed per standard classroom.

• Interactive Boards Grades K-12: Two interactive boards per school installed in common use labs.

• Digital Cameras Grades K-12: Set of 15 digital cameras per school.

Assessments • Teachers routinely use hardware and software to support the

curriculum and technology standards, as measured by administrative observation and documentation.

• Curriculum trainings offered to all schools on the software tools by content areas documented by the integrator database reports.

• Classrooms are standardized with the same equipment and documented by the technology services inventory.

STRAND: SUPPORT Goal (8): Develop systems of information management and delivery to

ensure the engagement of a variety of communities. Objective

(1): Simplify content management of school websites at the school level while maintaining a reflection of each individual school’s climate and school spirit.

Direct Benefit to Teaching and Learning In order to bring the greatest benefit to students and their parents, each school web site should reflect quality and standards in web page design. All schools should have the resources to establish and maintain a quality, user-friendly website without excessive training of a curator. Strategies • Procure and implement content management system for district and

school web pages. • Collaborate with Community Relations to ensure compliance.

Assessments • Decrease in the number of support calls for website assistances. • School websites are up-to-date with current and timely content.

STRAND: SUPPORT Goal (9): Obtain the necessary applications to ensure effective

information security and technology management. Objective

(1): Monitor Active Directory in real time, with direct notification sent to administrators when changes occur, thereby ensuring system integrity and timely response to potential violations.

Direct Benefit to Teaching and Learning Ethical and safe use of technology resources is an expected practice for all users of educational technology. Strategies • Evaluate and procure a management/security suite of products to

ensure a safe and secure environment for student learning.

Assessments • User accounts and permissions are proactively managed by

technology administrators. • Any changes made to the system are logged and administrators

alerted in a timely fashion.

STRAND: SUPPORT Goal (9): Obtain the necessary applications to ensure effective

information security and technology management. Objective

(2): Provide interoperability between Student Information System and other selected student information dependent applications.

Direct Benefit to Teaching and Learning System-wide structure for efficiently integrating student data between diverse applications, reducing duplicate data entry and help for employees to support students’ successful transitions within the educational continuum are needed. Strategies • Procure, implement and deploy required infrastructure, and software

agents, to support Student Interoperability Framework (SIF).

Assessments • Diverse applications interacting and sharing student data in

accordance with SIF specifications, resulting in a reduction in data entry duplication.

STRAND: SUPPORT Goal (9): Obtain the necessary applications to ensure effective

information security and technology management. Objective

(3): Ensure that CCPS has a centralized backup and archival strategy and a disaster recovery plan in place in order to meet the system’s educational needs and state and federal mandated data retention policies.

Direct Benefit to Teaching and Learning When computing resources are secure and backed up, resources are available to teachers and students for learning. Strategies • Development and implementation of a disaster recovery plan.

Housing of backup data in separate locations to facilitate disaster recovery.

Assessments • A Disaster Recovery/Business Continuity Plan approved and

implemented. • Facilities, equipment, and other required components put in place to

meet requirements of plan. • Periodically exercise plan.

STRAND: SUPPORT Goal (9): Obtain the necessary applications to ensure effective

information security and technology management. Objective

(4): Ensure any modifications made to software applications or network infrastructure configurations are properly documented and approved.

Direct Benefit to Teaching and Learning Precise management of technology resources is necessary to provide a consistent, safe and secure environment for students and staff. Strategies • Determine district requirements, evaluate products and procure a

change management system to meet requirements.

Assessments • Applications are in place that verify changes to applications, network

infrastructure configurations, server configurations, and desktop and laptop base images are authorized, documented and approved.

STRAND: SUPPORT Goal (10): Provide instructional support applications that enhance

teaching and learning. Objective

(1): Provide a teacher portal containing pertinent student information, and provide for efficient and user friendly recording of selected student data.

Direct Benefit to Teaching and Learning Teachers need an easy to use application providing teachers with real time access to their students’ information as well as an entry point for class period attendance. The application will help teachers support students’ successful transitions within the educational continuum. Strategies • Create or procure application that interfaces with Student

Information System.

Assessments • Teachers can securely access to their student information using

CCPS’ approved browser. • Teachers can efficiently and easily record selected student data.

STRAND: SUPPORT Goal (10): Provide instructional support applications that enhance

teaching and learning. Objective

(2): Provide secondary students a portal for course pre-registration.

Direct Benefit to Teaching and Learning The course selection process at secondary schools is a manual, paper-intensive process. An application is needed that would allow: students to submit their course requests online; counselors to review and verify course selections; course selection data to be loaded into the Student Information System electronically. Strategies • Create or procure course pre-registration application.

Assessments • Middle and high school students are able to make their course

requests online using an Internet browser.

STRAND: SUPPORT Goal (10): Provide instructional support applications that enhance

teaching and learning. Objective

(3): Provide web portal with lesson plans from master teachers, to include videos of lessons being taught.

Direct Benefit to Teaching and Learning Teachers and administrators need to access training without leaving their buildings. Additionally, they need to be able to share information and collaborate online. Strategies • Create or procure a content management system that would allow

lesson sharing and review.

Assessments • Teachers and other staff are able to contribute and publish lesson

plans, videos, and other educational resources via a district wide content management system.

STRAND: PROFESSIONAL DEVELOPMENT Goal (1): All learners will have access to and training in applications that

enhance communication and encourage problem solving and critical thinking.

Objective (1):

Administrators must plan in writing, either through the School Improvement Planning process or through a separate Technology Plan, a training schedule that includes opportunities for all staff members.

Direct Benefit to Teaching and Learning The instructional program of a school is enhanced by strong vision and leadership. This leadership will benefit student through successful technology implementation. Strategies • An administrator will assess staff technology training needs each year. • Each administrator must write a comprehensive plan that specifies

types of technology training needed and work with the technology department to ensure training is provided.

• The Chesterfield Informational Technology Expo (CITE) conference should be offered each year and administrators encouraged to require teachers and other staff members to attend.

Assessments • School assessments captured as part of school profile. • A training plan is established each year. • A tally of administrators and staff attending CITE is kept each year.

STRAND: PROFESSIONAL DEVELOPMENT Goal (1): All learners will have access to and training in applications that

enhance communication and encourage problem solving and critical thinking.

Objective (2):

Provide technology staff development to enhance communications and encourage problem solving and critical thinking.

Direct Benefit to Teaching and Learning Teachers and administrators need accessible training to provide 21st Century lessons. Support for instruction and work productivity must be provided through staff development provided in i3 Academy on communication tools, best work place practices, data, and problem solving. Strategies • Provide online workshops for teachers and administrators that

demonstrate best practices as outlined in the Design for Excellence key measures.

• Provide an annual technology conference with sessions on problem solving and critical thinking.

• Provide technology-based staff development for support staff on current office tools, student information, communication tools, data layout and design techniques, global connections, and best workplace practices to learn to incorporate 21st century tools for professional environments.

Assessments • Number of online workshops (5 to 45 recertification hours) offered

through a portal for instructional personnel and administrators documented in SDRWeb.

• Conference attendance and evaluations. • Every Fall and Spring semesters, a published list of workshops offered

in the Academy. Activities documented in SDRWeb by name, attendance and recertification points.

STRAND: PROFESSIONAL DEVELOPMENT Goal (2): All learners will master technologies to learn effectively in real

and virtual environments. Objective

(1): Provide professional development to develop a cadre of highly qualified online teachers.

Direct Benefit to Teaching and Learning Research indicates that student success in the online learning environment is determined in part by the quality of the online instruction they received. Professional development for online teachers is significantly different from professional development for teaching in the face-to-face classroom. Strategies • Provide training to teachers in understanding instructional design

pedagogy and using online technology tools. • Develop and/or provide e-Learning objects and other resources for

access by teachers at their point of need for professional development.

• Develop and offer an online teaching methods course for teachers online.

Assessments • Training classes offered and number of enrollments for each class. • Minimum training expectations and training plan defined for online

teachers.

STRAND: PROFESSIONAL DEVELOPMENT Goal (3): All learners will have the knowledge to select appropriate

technology applications in order to accomplish 21st Century tasks.

Objective (1):

Administrators will become 21st Century technology leaders through systematic training and uncompromising staff expectations.

Direct Benefit to Teaching and Learning A leader’s strong advocacy for technology integration and strong understanding of and communication of 21st Century skills to staff members greatly enhances teaching and learning. Strategies • Administrators will require teachers to use technology as a teaching

tool, will require teachers to use the county adopted curricula and will evaluate teachers on technology application.

• A Technology Leadership Academy will be offered each year to administrators to learn the use of technology as a 21st Century tool.

• The Chesterfield Informational Technology Expo (CITE) conference should be offered each year and administrators encouraged to require teachers and other staff members to attend.

Assessments • Professional Growth and Performance Plans for teachers will be

evaluated for technology use. • The number of Technology Leadership Academy members will be

assessed each year. • A tally of administrators and staff attending CITE is kept each year.

STRAND: PROFESSIONAL DEVELOPMENT Goal (3): All learners will have the knowledge to select appropriate

technology applications in order to accomplish 21st Century tasks.

Objective (2):

Create an online technology academy i3 (Innovation, Imagination & Integration Academy) which is centered on instructional innovation and integration.

Direct Benefit to Teaching and Learning To support the Design of Excellence of knowledgeable and competent workforce, specific district targets and key measures must be addressed through technology professional development opportunities. Teachers, administrators and support staff should have the opportunity to participate in a professional learning community which features instructional innovation, data analysis, communication, global connections, best practices and a continuous cycle of learning for all educators. Strategies • Provide a virtual environment for all educators to download or view

innovative and interactive lessons on curriculum or assessment topics to improve instruction for students.

• Offer technology-based staff development on communication tools, data analysis, global connections, and best instructional practices for teachers and administrators to learn how to integrate 21st century tools for instruction.

Assessments • Number of interactive lessons on CCPSPortal in many content areas

and informal assessment topics. • Every Fall and Spring semesters, a published list of workshops offered

in the Academy. Activities documented in SDRWeb by name, attendance and recertification points.

STRAND: PROFESSIONAL DEVELOPMENT Goal (3): All learners will have the knowledge to select appropriate

technology applications in order to accomplish 21st Century tasks.

Objective (3):

Create video-based technology professional development that can be accessed online.

Direct Benefit to Teaching and Learning Teachers and other staff should be able to access technology training in a variety of convenient ways that will meet the needs of busy professionals. Strategies • Determine goals for video-based technology training. • Assess technical and instructional human resource requirements. • Develop deployment methodology that allow home and school

access. • Create video-based technology training.

Assessments • Develop assessment tool to determine the value of training, as

measured against usage and user evaluations.

STRAND: PROFESSIONAL DEVELOPMENT Goal (4): All learners will achieve established technology skill

competencies which reflect their real-world needs. Objective

(1): Establish a minimum number of teacher training hours for recertification in technology as a 21st century tool.

Direct Benefit to Teaching and Learning Teachers must be trained in technology professional development standards to focus on content knowledge, quality teaching, researched-based strategies, collaboration, diverse learning needs, data analysis, evaluation, emerging technologies and instructional design to support student achievement. Strategies • Provide technology training so that teachers can complete a

minimum of 20 hours/20 points of technology integration training within a teacher recertification period (5 years) with non-repeating activities on curriculum content, instructional strategies, data-decision making and evaluation to support student achievement and instructional competency.

Assessments • Embed the teacher technology recertification requirements into the

PGPP-T. • Track technology training hours through SDRWeb.

STRAND: PROFESSIONAL DEVELOPMENT Goal (5): Promote learner engagement through technological

collaboration. Objective

(1): Promote understanding of student academic success through interpretation of test scores and other data.

Direct Benefit to Teaching and Learning Research indicates that having access to student data is only one step on the road to improving academic achievement. Being able to sort and analyze data to help in decision making and in lesson design is an important skill for both teachers and administrators. Strategies • Provide data analysis training for teachers and administrators through

IDS.

Assessments • Number of teachers and administrators who participate in data

analysis and/or IDS training.

STRAND: PROFESSIONAL DEVELOPMENT Goal (6): Provide all learners access to asynchronous technology

professional development. Objective

(1): Provide online learning modules that demonstrate how software/applications/tools can be used effectively.

Direct Benefit to Teaching and Learning As new software/applications/tools are purchased consistent training must be provided that offers not just knowledge on product usage, but successful application/integration of the products. Having online learning modules that will be available anytime/anywhere will be a powerful asset in making sure that CCPS gets the fullest value from the products. Strategies • Create, as a standard, that online learning modules are developed in

conjunction with new tools/products.

Assessments • Location created to store and share online learning modules by the

end of 2009/2010 school year. • Directory created listing all training modules that are available as of

the end of the 2009/2010 school year. • Directory updated as new training modules are added. • Committee formed to meet quarterly to discuss which new

software/applications/tools will have training modules starting with a planning meeting in the spring of 2010.

• Introductory training modules added for new software/applications/tools within 3 months of the identification of the need for training modules.

• Yearly reviews of training modules to ensure modules are up-to-date.

STRAND: ACCOUNTABILITY Goal (1): Develop assessments for all learners that measures technology

skills in the creative and innovative process Objective

(1): Assess student learning using the district-wide technology standards.

Direct Benefit to Teaching and Learning Evaluation of students’ use of 21st century technology skills and applications must be carried out to ensure that all students have the skills they need to be successful. Critical assessments are vital to ensure that all students meet the NCLB Technology Integration requirements. (NEW) Strategies • Assess students in grades 3, 4 and 5 in keyboarding. • Assess eighth grade students on their knowledge of technology

applications, problem solving and critical thinking based on the NETS standards and P21 skills.

Assessments • Provide and document in IDS a yearly assessment of keyboarding

skills for grades 3, 4 and 5 (3rd – 20wpm, 4th – 25wpm, 5th – 30wpm). Begin 2010.

• Provide and document in IDS a yearly assessment for eighth grade students of the required NCLB skills of technology integration, application and problem solving. Begin 2011.

STRAND: ACCOUNTABILITY Goal (2): Use communication vehicles that provide access to assessments

of learning and performance. Objective

(1): Use a variety of delivery methods to inform various publics about outcomes in student learning and performance

Direct Benefit to Teaching and Learning The Chesterfield community is an integral part of assuring success in our schools. Parental support and communication between the schools and parents are important success components. Strategies • Deploy online parent/student portal for regular communication with

teacher. • Compile information in State and Federal reporting categories which

indicate progress in student learning and performance. • Provide applications which allow benchmark testing to measure

formative student learning and performance.

Assessments • Percentage of students and parents who have established online

accounts. • Frequency of teacher updates of online material. • Reports accurate and timely. • Benchmark application is provided and maintained at all levels.

STRAND: ACCOUNTABILITY Goal (3): Learners will assess data sources to develop effective and

individualized instruction. Objective

(1): Provide training to teachers and administrators in the interpretation data to individualize instruction.

Direct Benefit to Teaching and Learning In order to individualize instruction and provide students both remediation and enhancements, teachers and administrators need to have current data presented in a comprehensive yet simplified manner. Strategies • Provide training to teachers in IDS. • Provide individualized training to administrators in IDS.

Assessments • The number of trainings provided.

STRAND: ACCOUNTABILITY Goal (4): Create a system for continuous assessment of technology

management effectiveness. Objective

(1): Track all computers, network resources and peripherals from acquisition to retirement.

Direct Benefit to Teaching and Learning Accountability of all technology hardware resources is essential to ensuring that all students and staff have acceptable access to all resources. Strategies • Evaluate and procure a dynamic asset management system.

Conduct a complete initial inventory of all equipment. • Reconcile discrepancies. • Ensure all equipment is properly labeled; create labels for that

equipment that is not labeled.

Assessments • System provides status reports of inventory discrepancies. • Periodic inventories of equipment match asset management system.

STRAND: ACCOUNTABILITY Goal (5): Improve district-wide equity in the integration of technology.

Objective (1):

Require all teachers to integrate technology into their lessons.

Direct Benefit to Teaching and Learning Teachers need access to Gold Seal technology lessons to provide quality instruction for their students. Strategies • Design K-12 technology lessons in all content areas to support the

curriculum and technology standards.

Assessments • Measure the number of Gold Seal technology lessons on CCPS Portal

by content area. (10 technology lessons in every content in every grade level within five years)

Timeline

and

Proposed Budget

STR

AN

D:

CU

RR

ICU

LULM

G

oal (

1):

The

lear

ning

env

ironm

ent w

ill e

nhan

ce c

reat

ive

and

inno

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e th

inki

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f stu

dent

s and

staf

f thr

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the

use

of c

urre

nt

tech

nolo

gies

O

bjec

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(1) E

ngag

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uden

ts w

ith te

chno

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th

roug

h th

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age

app

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dev

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ffic

e of

Prim

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pons

ibili

ty

Com

plet

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ost

a.

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one

mob

ile c

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co

mpu

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devi

ces t

o ea

ch K

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leve

l to

faci

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room

gro

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port

1,1,

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Man

ager

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echn

olog

y Su

ppor

t

2013

$1

,048

,800

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (1)

: Th

e le

arni

ng e

nviro

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enh

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cre

ativ

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nova

tive

thin

king

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tude

nts a

nd st

aff t

hrou

gh th

e us

e of

cur

rent

te

chno

logi

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Obj

ectiv

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ploy

col

labo

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d cr

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chno

logy

tool

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deliv

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ulum

. O

ffic

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Prim

ary

Res

pons

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ty

Com

plet

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Dat

e C

ost

a.

Impr

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and

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stru

ctio

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roug

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e

Col

labo

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inte

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whi

tebo

ards

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uppo

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4,d)

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ideo

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hnol

ogy

20

11

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b.

Inte

grat

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vi

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data

pro

ject

ors i

n cl

assr

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s.

Man

ager

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2011

$42,

250

c.

Dep

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mag

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era

for

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M

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ideo

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hnol

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20

11

$2

34,0

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ST

RA

ND

: C

UR

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ULU

LM

Goa

l (2)

: Pr

omot

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olla

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Cos

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choo

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20

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inis

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tool

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se th

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form

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eliv

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Syst

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DS)

to d

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hool

nee

ds

with

staf

f.

D

irect

or, S

choo

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prov

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t

2010

-0-

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (3)

: Lea

rner

s will

be

empo

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util

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effe

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a va

riety

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bjec

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(1) P

rovi

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sent

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quip

men

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tra

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ena

ble

stud

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to c

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e vi

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in

stru

ctio

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roje

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Off

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ompl

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exp

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for s

tude

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ideo

pro

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de

velo

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ager

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2012

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000

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inst

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iona

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sons

whi

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vide

o pr

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M

anag

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ideo

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20

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prod

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pro

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pro

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M

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20

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“

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sson

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stud

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M

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20

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“ “

STR

AN

D:

CU

RR

ICU

LULM

G

oal (

4) In

tegr

ate

com

mun

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ion

tech

nolo

gies

to e

nhan

ce in

stru

ctio

n an

d en

gage

lear

ners

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bjec

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ncre

ase

stud

ent c

olla

bora

tion

as a

n in

stru

ctio

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etho

d.

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of P

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espo

nsib

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C

ompl

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ate

Cos

t

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Col

labo

rate

usi

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eb 2

.0 to

ols t

o en

rich

inst

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M

anag

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echn

olog

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tegr

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n

2010

-0-

b.

Col

labo

rate

usi

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nlin

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M

anag

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olog

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tegr

atio

n 20

10

-0-

c.

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ate

a pu

blic

dis

play

of b

est p

ract

ice

Web

2.

0 le

sson

s

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

20

11

-0-

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (4)

Inte

grat

e co

mm

unic

atio

n te

chno

logi

es to

enh

ance

inst

ruct

ion

and

enga

ge le

arne

rs.

Obj

ectiv

e (2

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loy

scho

ol si

te te

chno

logy

whi

ch

allo

ws v

ideo

stre

amin

g to

cla

ssro

oms f

rom

cab

le

tele

visi

on o

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ideo

sour

ces.

Off

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of P

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espo

nsib

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C

ompl

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ate

Cos

t

a.

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ate

a br

oadc

ast s

tream

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stat

ion

at e

ach

scho

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anag

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ideo

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hnol

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20

12

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83,8

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b.

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avai

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r sch

ool-

site

bro

adca

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ideo

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20

11

-0-

c.

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ine

inte

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ban

dwid

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quire

men

ts

Man

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11

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d.

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cos

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incl

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train

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supp

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M

anag

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ideo

Tec

hnol

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20

11

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ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (5)

All

lear

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mas

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arn

effe

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in re

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bjec

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(1) E

xpan

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e cu

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prog

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deve

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acad

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for h

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scho

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offe

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the

core

cou

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requ

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high

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Off

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at d

evel

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1st

cent

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M

anag

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urric

ulum

& D

eliv

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20

10

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b.

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an o

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curr

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mun

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ion

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activ

ities

for s

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Dev

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lear

ning

stan

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.

Man

ager

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ricul

um &

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iver

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2010

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STR

AN

D:

CU

RR

ICU

LULM

G

oal (

6) T

echn

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into

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prob

lem

solv

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criti

cal t

hink

ing

by a

ll le

arne

rs.

Obj

ectiv

e (1

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dent

lear

ning

and

ach

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men

t will

be

em

pow

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thro

ugh

a sy

stem

atic

use

of i

nnov

ativ

e te

chno

logy

tool

s.

Off

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of P

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espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Util

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tech

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sour

ces t

o su

ppor

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de

sign

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urric

ulum

and

des

ired

asse

ssm

ent

outc

omes

.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Ong

oing

-0-

b.

Prov

ide

and

offe

r a sc

hedu

le o

f inn

ovat

ive

K-

12 le

sson

s.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Ong

oing

-0-

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (7)

All

lear

ners

will

hav

e ac

cess

to a

nd tr

aini

ng in

app

licat

ions

whi

ch e

ncou

rage

pro

blem

solv

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criti

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bjec

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de a

nytim

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ywhe

re c

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plic

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ns, b

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at sc

hool

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hom

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stud

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th

roug

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cent

raliz

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rogr

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Off

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7.

D

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ogy

20

13

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Mig

rate

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D

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20

13

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ST

RA

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: C

UR

RIC

ULU

LM

Goa

l (8)

Inst

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for s

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of t

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Off

ice

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ate

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a.

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sc

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Inst

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ant p

roce

ss fo

r the

pu

rcha

se o

f inn

ovat

ive

tech

nolo

gy to

ols t

o en

cour

age

impl

emen

tatio

n.

D

irect

or o

f Tec

hnol

ogy

20

12

$6

0,00

0

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (9)

Lea

rner

s will

app

ly te

chno

logy

skill

s with

in e

ngag

ing

inst

ruct

iona

l act

iviti

es to

enh

ance

lear

ning

. O

bjec

tive

(1) D

evel

op m

odel

s of i

nstru

ctio

nal d

eliv

ery

whi

ch e

ngag

e st

uden

ts.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

The

divi

sion

of i

nstru

ctio

n, in

clud

ing

inst

ruct

ion

and

tech

nolo

gy, w

ill d

esig

n le

sson

s w

hich

mod

el st

uden

t eng

agem

ent a

nd p

ost

exam

ples

on

porta

l.

D

irect

or, C

urric

ulum

& In

stru

ctio

n M

anag

er, T

echn

olog

y In

tegr

atio

n

Y

early

-0-

b.

Staf

f dev

elop

men

t and

inst

ruct

iona

l spe

cial

ists

w

ill p

rovi

de tr

aini

ng o

n us

ing

less

ons f

ocus

ing

on st

uden

t eng

agem

ent.

Dire

ctor

, Cur

ricul

um &

Inst

ruct

ion

Dire

ctor

, Pro

fess

iona

l D

evel

opm

ent

Y

early

-0-

c.

Teac

hers

will

dep

loy

less

ons f

ocus

ing

on

stud

ent e

ngag

emen

t in

thei

r cla

ssro

oms.

Pr

inci

pals

Yea

rly

-0-

ST

RA

ND

: C

UR

RIC

ULU

LM

Goa

l (10

) All

lear

ners

will

hav

e th

e kn

owle

dge

to se

lect

app

ropr

iate

tech

nolo

gy a

pplic

atio

ns in

ord

er to

acc

ompl

ish

21st C

entu

ry ta

sks.

Obj

ectiv

e (1

) Tea

cher

s and

stud

ents

are

abl

e to

sele

ct

appr

opria

te re

sear

ch a

nd p

rese

ntat

ion

tech

nolo

gies

. O

ffic

e of

Prim

ary

Res

pons

ibili

ty

Com

plet

ion

Dat

e C

ost

a.

Prov

ide

train

ing

for t

each

ers a

nd st

uden

ts to

se

lect

rese

arch

and

pre

sent

atio

n te

chno

logi

es

appr

opria

te fo

r acc

ompl

ishi

ng 2

1st C

entu

ry

task

s.

D

irect

or o

f Tec

hnol

ogy

O

ngoi

ng

-0-

STR

AN

D:

CU

RR

ICU

LULM

G

oal (

11) A

ll le

arne

rs w

ill a

chie

ve e

stab

lishe

d te

chno

logy

skill

com

pete

ncie

s whi

ch re

flect

thei

r rea

l-wor

ld n

eeds

. O

bjec

tive

(1) A

ll st

uden

ts m

eet a

min

imum

leve

l of

com

pete

ncy

of te

chno

logy

skill

s. O

ffic

e of

Prim

ary

Res

pons

ibili

ty

Com

plet

ion

Dat

e C

ost

a.

Esta

blis

h te

chno

logy

com

pete

ncie

s by

grad

e-

leve

l.

Dire

ctor

of T

echn

olog

y

2010

-0-

b.

Embe

d te

chno

logy

com

pete

ncie

s int

o th

e cu

rric

ulum

.

Dire

ctor

of T

echn

olog

y

2010

-0-

STR

AN

D:

SUPP

OR

T G

oal (

1):

The

lear

ning

env

ironm

ent w

ill e

nhan

ce c

reat

ive

and

inno

vativ

e th

inki

ng o

f stu

dent

s and

staf

f thr

ough

the

use

of c

urre

nt

tech

nolo

gies

. O

bjec

tive

(1) E

ngag

e K

-2 st

uden

ts w

ith

tech

nolo

gy th

roug

h th

e us

e of

age

app

ropr

iate

de

vice

s.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dep

loy

one

mob

ile c

art o

f tou

ch sc

reen

C

ompu

ting

devi

ces t

o ea

ch K

-2 g

rade

le

vel t

o fa

cilit

ate

in ro

om g

roup

in

stru

ctio

ns. (

curr

icul

um 1

,1)

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

13

$1

,048

,800

STR

AN

D:

SUPP

OR

T G

oal (

1):

The

lear

ning

env

ironm

ent w

ill e

nhan

ce c

reat

ive

and

inno

vativ

e th

inki

ng o

f stu

dent

s and

staf

f thr

ough

the

use

of c

urre

nt

tech

nolo

gies

. O

bjec

tive

(2) E

ngag

e 3-

12 st

uden

ts w

ith

tech

nolo

gy th

roug

h th

e us

e of

age

app

ropr

iate

de

vice

s.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dep

loy

one

mob

ile c

art o

f com

putin

g

Dev

ices

to e

ach

3-12

gra

de le

vel t

o fa

cilit

ate

in-r

oom

gro

up in

stru

ctio

n.

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

12

$2

,800

,000

ST

RA

ND

: SU

PPO

RT

Goa

l (2)

: A

ll le

arne

rs w

ill h

ave

acce

ss to

tech

nolo

gy th

at e

nhan

ces t

he c

reat

ive

envi

ronm

ent a

nd p

rovi

des a

uthe

ntic

real

-wor

ld

expe

rienc

es.

Obj

ectiv

e (1

) Pro

mot

e su

ppor

t by

CC

PS

lead

ersh

ip to

exp

andi

ng th

e on

line

lear

ning

op

portu

nitie

s with

rega

rd to

nee

ds a

nd

reso

urce

s

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Impl

emen

t an

eval

uatio

n pr

oces

s for

on

line

lear

ning

.

Dire

ctor

of T

echn

olog

y

2011

-0-

b.

Com

mun

icat

e to

stak

ehol

ders

su

cces

ses,

plan

s, an

d ne

eds o

f the

on

line

lear

ning

pro

gram

on

an o

n-go

ing

basi

s.

D

irect

or o

f Tec

hnol

ogy

Yea

rly

-0-

ST

RA

ND

: SU

PPO

RT

Goa

l (2)

: A

ll le

arne

rs w

ill h

ave

acce

ss to

tech

nolo

gy th

at e

nhan

ces t

he c

reat

ive

envi

ronm

ent a

nd p

rovi

des a

uthe

ntic

real

-wor

ld

expe

rienc

es.

Obj

ectiv

e (2

) Pro

vide

larg

e gr

oup

inst

ruct

ion

for g

rade

s K-1

2, th

roug

h th

e us

e of

a m

obile

en

viro

nmen

t.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Impl

emen

t wire

less

mob

ile c

ompu

ting

en

viro

nmen

t sch

ool-w

ide.

Man

ager

, Net

wor

k Se

rvic

es

20

14

$7

50,0

00

ST

RA

ND

: SU

PPO

RT

Goa

l (2)

: A

ll le

arne

rs w

ill h

ave

acce

ss to

tech

nolo

gy th

at e

nhan

ces t

he c

reat

ive

envi

ronm

ent a

nd p

rovi

des a

uthe

ntic

real

-wor

ld

expe

rienc

es.

Obj

ectiv

e (3

) Pro

vide

stud

ent s

tora

ge sp

ace

for

clas

sroo

m p

rese

ntat

ion

and

colla

bora

tion

activ

ities

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Esta

blis

h ne

twor

k ap

plic

atio

ns a

nd fi

le

stor

age

for s

ecur

e ac

cess

.

Man

ager

, Net

wor

k Se

rvic

es

20

10

-0-

b.

Prov

ide

train

ing

and

stor

age

spac

e m

aint

enan

ce p

lan.

Man

ager

, Net

wor

k Se

rvic

es

20

10

-0-

STR

AN

D:

SUPP

OR

T G

oal (

3):

The

lear

ning

env

ironm

ent w

ill e

ncou

rage

pro

blem

solv

ing

and

criti

cal t

hink

ing

thro

ugh

the

use

of c

urre

nt te

chno

logi

es.

Obj

ectiv

e (1

) Lap

top

web

-bas

ed c

ompu

ting

devi

ce fo

r all

teac

hers

/adm

inis

trato

rs.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dep

loy

porta

ble

web

-bas

ed c

ompu

ting

devi

ces t

o al

l tea

cher

s K-1

2.

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

12

$1,7

02,0

00

(rep

lace

men

t C

IP)

ST

RA

ND

: SU

PPO

RT

Goa

l (4)

: A

var

iety

of l

earn

ing

envi

ronm

ents

will

be

deve

lope

d to

ens

ure

that

all

lear

ners

obt

ain

esse

ntia

l tec

hnol

ogy

skill

s. O

bjec

tive

(1) T

o pr

ovid

e te

chno

logi

cal c

ente

rs

with

in th

e cl

assr

oom

to e

ncou

rage

self

dire

cted

le

arni

ng th

roug

h in

telle

ctua

l inv

estig

atio

n on

th

e in

tern

et.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Impl

emen

tatio

n of

thre

e co

mpu

ting

devi

ces p

er st

anda

rd-s

ized

3-1

2 cl

assr

oom

to p

rovi

de in

tern

et a

cces

s an

d ac

cess

to C

CPS

reso

urce

s.

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

13

$3

,612

,000

STR

AN

D:

SUPP

OR

T G

oal (

5):

Esse

ntia

l tec

hnol

ogy

tool

s will

be

mad

e av

aila

ble

to a

ll le

arne

rs to

acc

ompl

ish

21st C

entu

ry ta

sks.

O

bjec

tive

(1) R

evie

w e

mer

ging

tech

nolo

gies

to

iden

tify

softw

are/

appl

icat

ions

that

will

im

prov

e st

uden

t and

teac

her s

ucce

ss.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Esta

blis

h a

com

mitt

ee th

at w

ill m

eet a

t le

ast t

wic

e a

year

to id

entif

y an

d re

com

men

d va

luab

le

softw

are/

appl

icat

ion

reso

urce

s.

A

pplic

atio

ns A

naly

st

20

10

-0-

b.

Eval

uate

Web

2.0

(and

bey

ond)

ap

plic

atio

ns

A

pplic

atio

ns A

naly

st

O

ngoi

ng

-0-

c.

Upg

rade

to c

urre

nt v

ersi

ons o

f so

ftwar

e/ap

plic

atio

ns

A

pplic

atio

ns A

naly

st

O

ngoi

ng

Scho

ol

Ope

ratin

g Fu

nds

d.

Cre

ate

an o

nlin

e fo

rum

are

a fo

r co

mm

ittee

mem

bers

to d

iscu

ss a

nd

revi

ew n

ew so

ftwar

e/ap

plic

atio

ns

thro

ugho

ut th

e ye

ar.

A

pplic

atio

ns A

naly

st

20

10

-0-

ST

RA

ND

: SU

PPO

RT

Goa

l (6)

: A

ll le

arne

rs w

ill h

ave

acce

ss to

teac

hing

and

lear

ning

env

ironm

ent t

hat e

ncou

rage

the

use

of W

eb 2

.0 to

ols.

Obj

ectiv

e (1

) web

2.0

tool

s mad

e av

aila

ble

to

stud

ents

and

teac

hers

. O

ffic

e of

Prim

ary

Res

pons

ibili

ty

Com

plet

ion

Dat

e C

ost

a.

Prov

ide

and

supp

ort a

cces

s to

C

olla

bora

tive

lear

ning

tool

s suc

h as

but

no

t lim

ited

to b

logs

, wik

is, d

iscu

ssio

n bo

ards

, file

exc

hang

e an

d sy

nchr

onou

s ap

plic

atio

ns fo

r use

in tr

aditi

onal

face

-to

-fac

e co

urse

s at a

ll le

vels

.

D

irect

or o

f Tec

hnol

ogy

20

10

-0-

STR

AN

D:

SUPP

OR

T G

oal (

7):

Ensu

re th

at a

ll le

arne

rs h

ave

acce

ss to

tech

nolo

gy-r

ich

colla

bora

tive

envi

ronm

ents

. O

bjec

tive

(1) P

rovi

de v

ideo

con

fere

ncin

g fu

nctio

nalit

y fo

r the

scho

ol d

ivis

ion

that

will

al

low

inst

ruct

iona

l enh

ance

men

t and

lead

ersh

ip

colla

bora

tion.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Mea

sure

the

inte

rest

in d

evel

opin

g ad

min

istra

tive

tele

conf

eren

cing

ca

pabi

litie

s

M

anag

er, V

ideo

Tec

hnol

ogy

20

10

-0-

b.

Ass

ess t

he n

eed

to p

rovi

de

tele

conf

eren

cing

cap

abili

ties w

hich

pr

ovid

e di

rect

inst

ruct

ion

betw

een

scho

ols.

M

anag

er, V

ideo

Tec

hnol

ogy

20

10

-0-

c.

Iden

tify

tele

conf

eren

cing

app

licat

ions

or

equ

ipm

ent w

hich

allo

ws s

ecur

e co

nnec

tions

bet

wee

n sc

hool

s and

site

s ou

tsid

e of

the

scho

ol d

ivis

ion.

M

anag

er, V

ideo

Tec

hnol

ogy

20

10

-0-

d.

Dev

elop

tele

conf

eren

cing

pro

cedu

res

whi

ch a

ssur

es n

etw

ork

secu

rity.

(c

urric

ulum

1,2

,a)

M

anag

er, V

ideo

Tec

hnol

ogy

20

11

-0-

e.

Ass

ess b

andw

idth

lim

itatio

ns a

t eac

h el

emen

tary

and

seco

ndar

y sc

hool

, as

wel

l as,

adm

inis

trativ

e bu

ildin

gs.

(cur

ricul

um 1

,2,c

)

M

anag

er, V

ideo

Tec

hnol

ogy

20

11

-0-

f. D

evel

op e

quip

men

t pla

ns th

at m

eet t

he

need

s of a

dmin

istra

tive,

scho

ol to

sc

hool

and

scho

ol to

ext

erna

l site

ap

plic

atio

ns.

M

anag

er, V

ideo

Tec

hnol

ogy

20

12

$5

8,00

0

STR

AN

D:

SUPP

OR

T G

oal (

7):

Ensu

re th

at a

ll le

arne

rs h

ave

acce

ss to

tech

nolo

gy-r

ich

colla

bora

tive

envi

ronm

ents

. O

bjec

tive

(2) P

rovi

de w

hole

-cla

ss p

rese

ntat

ion

tech

nolo

gies

for a

ll cl

assr

oom

spac

es

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Iden

tify

clas

sroo

ms w

hich

are

und

er

reso

urce

d.

M

anag

er, V

ideo

Tec

hnol

ogy

b.

Dev

elop

solu

tions

that

fit t

he sp

ace

requ

irem

ents

and

freq

uenc

y of

nee

d.

M

anag

er, V

ideo

Tec

hnol

ogy

c.

Prov

ide

asse

t sec

urity

solu

tion

Man

ager

, Vid

eo T

echn

olog

y

d.

D

evel

op a

pla

n fo

r the

pur

chas

e an

d su

ppor

t of p

rese

ntat

ion

tech

nolo

gies

.

Man

ager

, Vid

eo T

echn

olog

y

2013

$1,0

13,0

00

ST

RA

ND

: SU

PPO

RT

Goa

l (7)

: En

sure

that

all

lear

ners

hav

e ac

cess

to te

chno

logy

-ric

h co

llabo

rativ

e en

viro

nmen

ts.

Obj

ectiv

e (3

) Pro

mot

e ac

cess

to o

nlin

e m

edia

-ric

h te

achi

ng re

sour

ces w

ithin

the

clas

sroo

m

envi

ronm

ents

.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dev

elop

and

/or p

rovi

de in

stru

ctio

nal e

-Le

arni

ng o

bjec

ts fo

r acc

ess b

y te

ache

rs

and

stud

ents

at t

heir

poin

t of n

eed.

M

anag

er, C

urric

ulum

Del

iver

y

Ong

oing

-0-

STR

AN

D:

SUPP

OR

T G

oal (

7):

Ensu

re th

at a

ll le

arne

rs h

ave

acce

ss to

tech

nolo

gy-r

ich

colla

bora

tive

envi

ronm

ents

. O

bjec

tive

(4) S

tand

ardi

zed

clas

sroo

m so

ftwar

e an

d ha

rdw

are

to su

ppor

t tea

chin

g an

d le

arni

ng.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Stud

ents

and

teac

hers

rout

inel

y us

e

stan

dard

ized

har

dwar

e an

d so

ftwar

e to

supp

ort t

he c

urric

ulum

and

te

chno

logy

stan

dard

s.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Ong

oing

-0-

b.

All

clas

sroo

ms s

houl

d in

clud

e a

stan

dard

num

ber o

f com

putin

g de

vice

s to

supp

ort s

mal

l and

who

le g

roup

in

stru

ctio

n.

Se

e G

oal 8

/Obj

ectiv

e 4

c.

Proj

ecto

rs:

Gra

de K

-5 =

one

for e

very

tw

o ro

oms;

Gra

de 6

-8 =

one

inst

alle

d pe

r sta

ndar

d cl

assr

oom

; Gra

de 9

-12

= on

e in

stal

led

per s

tand

ard

clas

sroo

m

Se

e G

oal 8

/Obj

ectiv

e 2

d.

Inte

ract

ive

Boa

rds G

rade

s K-1

2: T

wo

inte

ract

ive

boar

ds p

er sc

hool

inst

alle

d in

com

mon

use

labs

M

anag

er, V

ideo

Tec

hnol

ogy

20

11

$4

60,0

00

e.

Dig

ital C

amer

as G

rade

s K-1

2: S

et o

f 15

dig

ital c

amer

as p

er sc

hool

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

20

11

$2

34,0

00

STR

AN

D:

SUPP

OR

T G

oal (

8): D

evel

op sy

stem

s of i

nfor

mat

ion

man

agem

ent a

nd d

eliv

ery

to e

nsur

e th

e en

gage

men

t of a

var

iety

of c

omm

uniti

es.

Obj

ectiv

e (1

) Sim

plify

con

tent

man

agem

ent o

f sc

hool

web

site

s at t

he sc

hool

leve

l whi

le

mai

ntai

ning

a re

flect

ion

of e

ach

indi

vidu

al

scho

ol’s

clim

ate

and

scho

ol sp

irit.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Proc

ure

and

impl

emen

t con

tent

m

anag

emen

t sys

tem

for d

istri

ct a

nd

scho

ol w

eb p

ages

.

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

20

11

$1

72,8

00

b.

Col

labo

rate

with

Com

mun

ity R

elat

ions

to

ens

ure

com

plia

nce.

Man

ager

, Web

& D

atab

ase

Serv

ices

Ong

oing

ST

RA

ND

: SU

PPO

RT

Goa

l (9)

:Obt

ain

the

nece

ssar

y ap

plic

atio

ns to

ens

ure

effe

ctiv

e in

form

atio

n se

curit

y an

d te

chno

logy

man

agem

ent.

O

bjec

tive

(1) M

onito

r Act

ive

Dire

ctor

y in

real

tim

e, w

ith d

irect

not

ifica

tion

sent

to

adm

inis

trato

rs w

hen

chan

ges o

ccur

, the

reby

en

surin

g sy

stem

inte

grity

and

tim

ely

resp

onse

to

pot

entia

l vio

latio

ns.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Eval

uate

and

pro

cure

a

man

agem

ent/s

ecur

ity su

ite o

f pro

duct

s to

ens

ure

a sa

fe a

nd se

cure

env

ironm

ent

for s

tude

nt le

arni

ng.

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

12

$2

50,0

00

STR

AN

D:

SUPP

OR

T G

oal (

9): O

btai

n th

e ne

cess

ary

appl

icat

ions

to e

nsur

e ef

fect

ive

info

rmat

ion

secu

rity

and

tech

nolo

gy m

anag

emen

t.

Obj

ectiv

e (2

) Pro

vide

inte

rope

rabi

lity

betw

een

Stud

ent I

nfor

mat

ion

Syst

em a

nd o

ther

sele

cted

st

uden

t inf

orm

atio

n de

pend

ent a

pplic

atio

ns.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Proc

ure,

impl

emen

t and

dep

loy

requ

ired

infr

astru

ctur

e, a

nd so

ftwar

e ag

ents

, to

supp

ort

Stud

ent/I

nter

oper

abili

ty F

ram

ewor

k (S

IF).

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

20

13

$2

05,0

00

ST

RA

ND

: SU

PPO

RT

Goa

l (9)

: Obt

ain

the

nece

ssar

y ap

plic

atio

ns to

ens

ure

effe

ctiv

e in

form

atio

n se

curit

y an

d te

chno

logy

man

agem

ent.

O

bjec

tive

(3) E

nsur

e th

at C

CPS

has

a

cent

raliz

ed b

acku

p an

d ar

chiv

al st

rate

gy a

nd a

di

sast

er re

cove

ry p

lan

in p

lace

in o

rder

to m

eet

the

syst

em’s

edu

catio

nal n

eeds

and

stat

e an

d fe

dera

l man

date

d da

ta re

tent

ion

polic

ies.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dev

elop

men

t and

impl

emen

tatio

n of

a

Dis

aste

r rec

over

y pl

an. H

ousi

ng o

f ba

ckup

dat

a in

sepa

rate

loca

tions

to

faci

litat

e di

sast

er re

cove

ry.

M

anag

er, N

etw

ork

Serv

ices

2012

$1,0

00,0

00

STR

AN

D:

SUPP

OR

T G

oal (

9): O

btai

n th

e ne

cess

ary

appl

icat

ions

to e

nsur

e ef

fect

ive

info

rmat

ion

secu

rity

and

tech

nolo

gy m

anag

emen

t.

Obj

ectiv

e (4

): E

nsur

e an

y m

odifi

catio

ns m

ade

to so

ftwar

e ap

plic

atio

ns o

r net

wor

k in

fras

truct

ure

conf

igur

atio

ns a

re p

rope

rly

docu

men

ted

and

appr

oved

.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Det

erm

ine

dist

rict r

equi

rem

ents

, ev

alua

te p

rodu

cts a

nd p

rocu

re a

cha

nge

man

agem

ent s

yste

m to

mee

t re

quire

men

ts.

M

anag

er, N

etw

ork

Serv

ices

2011

$150

,000

ST

RA

ND

: SU

PPO

RT

Goa

l (10

): P

rovi

de in

stru

ctio

nal s

uppo

rt ap

plic

atio

ns th

at e

nhan

ce te

achi

ng a

nd le

arni

ng.

Obj

ectiv

e (1

) Pro

vide

a te

ache

r por

tal

cont

aini

ng p

ertin

ent s

tude

nt in

form

atio

n, a

nd

prov

ide

for e

ffic

ient

and

use

r frie

ndly

re

cord

ing

of st

uden

t atte

ndan

ce.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Cre

ate

or p

rocu

re a

pplic

atio

n th

at

Inte

rfac

es w

ith S

tude

nt In

form

atio

n Sy

stem

.

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

20

12

$7

1,06

0

STR

AN

D:

SUPP

OR

T G

oal (

10):

Pro

vide

inst

ruct

iona

l sup

port

appl

icat

ions

that

enh

ance

teac

hing

and

lear

ning

. O

bjec

tive

(2) P

rovi

de se

cond

ary

stud

ents

a

porta

l for

cou

rse

pre-

regi

stra

tion.

O

ffic

e of

Prim

ary

Supp

ort

Com

plet

ion

Dat

e C

ost

a. C

reat

e or

pro

cure

cou

rse

pre-

regi

stra

tion

a

pplic

atio

n.

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

20

12

-0-

ST

RA

ND

: SU

PPO

RT

Goa

l (10

): P

rovi

de in

stru

ctio

nal s

uppo

rt ap

plic

atio

ns th

at e

nhan

ce te

achi

ng a

nd le

arni

ng.

Obj

ectiv

e (3

) Pro

vide

web

por

tal w

ith le

sson

pl

ans f

rom

mas

ter t

each

ers,

to in

clud

e vi

deos

of

less

ons b

eing

taug

ht.

Off

ice

of P

rimar

y Su

ppor

t C

ompl

etio

n D

ate

Cos

t

a. C

reat

e or

pro

cure

a c

onte

nt m

anag

emen

t

sys

tem

that

wou

ld a

llow

less

on sh

arin

g

a

nd re

view

.

M

anag

er, N

etw

ork

Serv

ices

2011

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

1):

All

lear

ners

will

hav

e ac

cess

to a

nd tr

aini

ng in

app

licat

ions

that

enh

ance

com

mun

icat

ion

and

enco

urag

e pr

oble

m so

lvin

g an

d cr

itica

l thi

nkin

g.

Obj

ectiv

e (1

) Adm

inis

trato

rs m

ust p

lan

in

writ

ing,

eith

er th

roug

h th

e Sc

hool

Im

prov

emen

t Pla

nnin

g pr

oces

s or t

hrou

gh a

se

para

te T

echn

olog

y Pl

an, a

trai

ning

sche

dule

th

at in

clud

es o

ppor

tuni

ties f

or a

ll st

aff

mem

bers

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

An

adm

inis

trato

r will

ass

ess s

taff

te

chno

logy

trai

ning

nee

ds e

ach

year

.

D

irect

or o

f Sch

ools

Ong

oing

-0-

b.

Each

adm

inis

trato

r mus

t writ

e a

co

mpr

ehen

sive

pla

n th

at sp

ecifi

es

type

s of t

echn

olog

y tra

inin

g ne

eded

an

d w

ork

with

the

tech

nolo

gy

depa

rtmen

t to

ensu

re tr

aini

ng is

pr

ovid

ed.

D

irect

or o

f Sch

ool I

mpr

ovem

ent

Y

early

-0-

c.

The

Che

ster

field

Info

rmat

iona

l Te

chno

logy

Exp

o (C

ITE)

co

nfer

ence

shou

ld b

e of

fere

d ea

ch

year

and

adm

inis

trato

rs e

ncou

rage

d to

requ

ire te

ache

rs a

nd o

ther

staf

f m

embe

rs to

atte

nd.

D

irect

or o

f Tec

hnol

ogy

Y

early

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

1):

All

lear

ners

will

hav

e ac

cess

to a

nd tr

aini

ng in

app

licat

ions

that

enh

ance

com

mun

icat

ion

and

enco

urag

e pr

oble

m so

lvin

g an

d cr

itica

l thi

nkin

g.

Obj

ectiv

e (2

) Pro

vide

tech

nolo

gy st

aff

deve

lopm

ent t

o en

hanc

e co

mm

unic

atio

ns a

nd

enco

urag

e pr

oble

m so

lvin

g an

d cr

itica

l th

inki

ng.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

onlin

e w

orks

hops

for

teac

hers

and

adm

inis

trato

rs th

at

dem

onst

rate

bes

t pra

ctic

es a

s ou

tline

d in

the

Des

ign

for

Exce

llenc

e ke

y m

easu

res.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Ong

oing

-0-

b.

Prov

ide

an a

nnua

l tec

hnol

ogy

conf

eren

ce w

ith se

ssio

ns o

n pr

oble

m so

lvin

g an

d cr

itica

l th

inki

ng

D

irect

or o

f Tec

hnol

ogy

Y

early

-0-

c.

Prov

ide

tech

nolo

gy-b

ased

staf

f de

velo

pmen

t for

supp

ort s

taff

on

curr

ent o

ffic

e to

ols,

stud

ent

info

rmat

ion,

com

mun

icat

ion

tool

s, da

ta la

yout

and

des

ign

tech

niqu

es,

glob

al c

onne

ctio

ns, a

nd b

est

wor

kpla

ce p

ract

ices

to le

arn

to

inco

rpor

ate

21st c

entu

ry to

ols f

or

prof

essi

onal

env

ironm

ents

.

M

anag

er, T

echn

olog

y In

tegr

atio

n

O

ngoi

ng

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

2):

All

lear

ners

will

mas

ter t

echn

olog

ies t

o le

arn

effe

ctiv

ely

in re

al a

nd v

irtua

l env

ironm

ents

. O

bjec

tive

(1) P

rovi

de p

rofe

ssio

nal

deve

lopm

ent t

o de

velo

p a

cadr

e of

hig

hly

qual

ified

onl

ine

teac

hers

.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

train

ing

to te

ache

rs in

un

ders

tand

ing

inst

ruct

iona

l des

ign

peda

gogy

and

usi

ng o

nlin

e te

chno

logy

tool

s.

M

anag

er, C

urric

ulum

Del

iver

y

Yea

rly

-0-

b.

Dev

elop

and

/or p

rovi

de e

-Lea

rnin

g ob

ject

s and

oth

er re

sour

ces f

or

acce

ss b

y te

ache

rs a

t the

ir po

int o

f ne

ed fo

r pro

fess

iona

l dev

elop

men

t.

M

anag

er, C

urric

ulum

Del

iver

y M

anag

er, T

echn

olog

y In

tegr

atio

n

20

11

-0-

c.

Dev

elop

and

off

er a

n on

line

teac

hing

met

hods

cou

rse

for

teac

hers

onl

ine.

M

anag

er, C

urric

ulum

Del

iver

y

2011

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

3):

All

lear

ners

will

hav

e th

e kn

owle

dge

to se

lect

app

ropr

iate

tech

nolo

gy a

pplic

atio

ns in

ord

er to

acc

ompl

ish

21st C

entu

ry ta

sks.

Obj

ectiv

e (1

): A

dmin

istra

tors

will

bec

ome

21st

Cen

tury

tech

nolo

gy le

ader

s thr

ough

syst

emat

ic

train

ing

and

unco

mpr

omis

ing

staf

f ex

pect

atio

ns.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Adm

inis

trato

rs w

ill re

quire

teac

hers

to

use

tech

nolo

gy a

s a te

achi

ng to

ol,

will

requ

ire te

ache

rs to

use

the

coun

ty a

dopt

ed c

urric

ula

and

will

ev

alua

te te

ache

rs o

n te

chno

logy

ap

plic

atio

n

D

irect

or o

f Sch

ools

O

ngoi

ng

-0-

b.

A T

echn

olog

y Le

ader

ship

Aca

dem

y w

ill b

e of

fere

d ea

ch y

ear t

o ad

min

istra

tors

to le

arn

the

use

of

tech

nolo

gy a

s a 2

1st C

entu

ry to

ol.

D

irect

or o

f Tec

hnol

ogy

Y

early

$50,

000

c.

The

Che

ster

field

Info

rmat

iona

l Te

chno

logy

Exp

o (C

ITE)

co

nfer

ence

shou

ld b

e of

fere

d ea

ch

year

and

adm

inis

trato

rs e

ncou

rage

d to

requ

ire te

ache

rs a

nd o

ther

staf

f m

embe

rs to

atte

nd.

D

irect

or o

f Tec

hnol

ogy

Y

early

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

3):

All

lear

ners

will

hav

e th

e kn

owle

dge

to se

lect

app

ropr

iate

tech

nolo

gy a

pplic

atio

ns in

ord

er to

acc

ompl

ish

21st C

entu

ry ta

sks.

Obj

ectiv

e (2

) Cre

ate

an o

nlin

e te

chno

logy

ac

adem

y i3

(Inn

ovat

ion,

Imag

inat

ion

&

Inte

grat

ion

Aca

dem

y) w

hich

is c

ente

red

on

inst

ruct

iona

l inn

ovat

ion

and

inte

grat

ion

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

a vi

rtual

env

ironm

ent f

or

all e

duca

tors

to d

ownl

oad

or v

iew

in

nova

tive

and

inte

ract

ive

less

ons

on c

urric

ulum

or a

sses

smen

t top

ics

to im

prov

e in

stru

ctio

n fo

r stu

dent

s.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Yea

rly

-0-

b.

Off

er te

chno

logy

-bas

ed st

aff

deve

lopm

ent o

n co

mm

unic

atio

n to

ols,

data

ana

lysi

s, gl

obal

co

nnec

tions

, and

bes

t ins

truct

iona

l pr

actic

es fo

r tea

cher

s and

ad

min

istra

tors

to le

arn

how

to

inte

grat

e 21

st c

entu

ry to

ols f

or

inst

ruct

ion.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Y

early

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

3):

All

lear

ners

will

hav

e th

e kn

owle

dge

to se

lect

app

ropr

iate

tech

nolo

gy a

pplic

atio

ns in

ord

er to

acc

ompl

ish

21st C

entu

ry ta

sks.

Obj

ectiv

e (3

) Cre

ate

vide

o-ba

sed

tech

nolo

gy

prof

essi

onal

dev

elop

men

t tha

t can

be

acce

ssed

on

line.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Det

erm

ine

goal

s for

vid

eo-b

ased

te

chno

logy

trai

ning

. M

anag

er, V

ideo

Tec

hnol

ogy

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

20

10

-0-

b.

Ass

ess t

echn

ical

and

inst

ruct

iona

l hu

man

reso

urce

requ

irem

ents

. M

anag

er, V

ideo

Tec

hnol

ogy

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

20

10

-0-

c.

Dev

elop

dep

loym

ent m

etho

dolo

gy

that

allo

w h

ome

and

scho

ol a

cces

s. M

anag

er, V

ideo

Tec

hnol

ogy

20

10

-0-

d.

Cre

ate

vide

o ba

sed

tech

nolo

gy

train

ing

Man

ager

, Vid

eo T

echn

olog

y

2010

-0-

STR

AN

D:

PRO

FESS

ION

AL

DEV

ELO

PMEN

T G

oal (

4):

All

lear

ners

will

ach

ieve

est

ablis

hed

tech

nolo

gy sk

ill c

ompe

tenc

ies w

hich

refle

ct th

eir r

eal-w

orld

nee

ds.

Obj

ectiv

e (1

) Est

ablis

h a

min

imum

num

ber o

f te

ache

r tra

inin

g ho

urs f

or re

certi

ficat

ion

in

tech

nolo

gy a

s a 2

1st c

entu

ry to

ol.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

tech

nolo

gy tr

aini

ng so

that

te

ache

rs c

an c

ompl

ete

a m

inim

um

of 2

0 ho

urs/

20 p

oint

s of t

echn

olog

y in

tegr

atio

n tra

inin

g w

ithin

a te

ache

r re

certi

ficat

ion

perio

d (5

yea

rs) w

ith

non-

repe

atin

g ac

tiviti

es o

n cu

rric

ulum

con

tent

, ins

truct

iona

l st

rate

gies

, dat

a-de

cisi

on m

akin

g an

d ev

alua

tion

to su

ppor

t stu

dent

ac

hiev

emen

t and

inst

ruct

iona

l co

mpe

tenc

y.

M

anag

er, T

echn

olog

y In

tegr

atio

n

Y

early

-0-

ST

RA

ND

: PR

OFE

SSIO

NA

L D

EVEL

OPM

ENT

Goa

l (5)

: Pr

omot

e le

arne

r eng

agem

ent t

hrou

gh te

chno

logi

cal c

olla

bora

tion.

O

bjec

tive

(1) P

rom

ote

unde

rsta

ndin

g of

st

uden

t aca

dem

ic su

cces

s thr

ough

in

terp

reta

tion

of te

st sc

ores

and

oth

er d

ata.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

data

ana

lysi

s tra

inin

g fo

r te

ache

rs a

nd a

dmin

istra

tors

thro

ugh

IDS.

D

irect

or o

f Sch

ool I

mpr

ovem

ent

20

10

-0-

ST

RA

ND

: PR

OFE

SSIO

NA

L D

EVEL

OPM

ENT

Goa

l (6)

: Pr

ovid

e al

l lea

rner

s acc

ess t

o as

ynch

rono

us te

chno

logy

pro

fess

iona

l dev

elop

men

t.

Obj

ectiv

e (1

) Pro

vide

onl

ine

lear

ning

mod

ules

th

at d

emon

stra

te h

ow

softw

are/

appl

icat

ions

/tool

s can

be

used

ef

fect

ivel

y.

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Cre

ate,

as a

stan

dard

, tha

t onl

ine

Le

arni

ng m

odul

es a

re d

evel

oped

in

conj

unct

ion

with

new

to

ols/

prod

ucts

.

D

irect

or o

f Tec

hnol

ogy

O

ngoi

ng

-0-

STR

AN

D:

AC

CO

UN

TAB

ILIT

Y

Goa

l (1)

: D

evel

op a

sses

smen

ts fo

r all

lear

ners

that

mea

sure

s tec

hnol

ogy

skill

s in

the

crea

tive

and

inno

vativ

e pr

oces

s O

bjec

tive

(1) A

sses

s stu

dent

lear

ning

usi

ng th

e di

stric

t-wid

e te

chno

logy

stan

dard

s.

Stra

tegi

es:

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Ass

ess s

tude

nts i

n gr

ades

3, 4

and

5 in

ke

yboa

rdin

g

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

Y

early

-0-

b.

Ass

ess e

ight

h gr

ade

stud

ents

on

thei

r kn

owle

dge

of te

chno

logy

app

licat

ions

, pr

oble

m so

lvin

g an

d cr

itica

l thi

nkin

g ba

sed

on

the

NET

S st

anda

rds a

nd P

21 sk

ills

M

anag

er, T

echn

olog

y In

tegr

atio

n

Yea

rly

$1

20,0

00

ST

RA

ND

: A

CC

OU

NTA

BIL

ITY

G

oal (

2):

Use

com

mun

icat

ion

vehi

cles

that

pro

vide

acc

ess t

o as

sess

men

ts o

f lea

rnin

g an

d pe

rfor

man

ce

Obj

ectiv

e (1

) Use

a v

arie

ty o

f del

iver

y m

etho

ds to

in

form

var

ious

pub

lics a

bout

out

com

es in

stud

ent

lear

ning

and

per

form

ance

St

rate

gies

:

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Dep

loy

onlin

e pa

rent

/stu

dent

por

tal f

or re

gula

r

co

mm

unic

atio

n w

ith te

ache

r

Dire

ctor

of T

echn

olog

y

Ong

oing

O

pera

ting

Fund

s b.

C

ompi

le in

form

atio

n in

Sta

te a

nd F

eder

al

repo

rting

cat

egor

ies w

hich

indi

cate

pro

gres

s in

stud

ent l

earn

ing

and

perf

orm

ance

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

O

ngoi

ng

-0-

c.

Prov

ide

appl

icat

ions

whi

ch a

llow

ben

chm

ark

test

ing

to m

easu

re fo

rmat

ive

stud

ent l

earn

ing

and

perf

orm

ance

M

anag

er, W

eb &

Dat

abas

e Se

rvic

es

O

ngoi

ng

-0-

ST

RA

ND

: A

CC

OU

NTA

BIL

ITY

G

oal (

3):

Lear

ners

will

ass

ess d

ata

sour

ces t

o de

velo

p ef

fect

ive

and

indi

vidu

aliz

ed in

stru

ctio

n O

bjec

tive

(1) P

rovi

de tr

aini

ng to

teac

hers

and

ad

min

istra

tors

in th

e in

terp

reta

tion

data

to

indi

vidu

aliz

e in

stru

ctio

n St

rate

gies

:

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Prov

ide

train

ing

to te

ache

rs in

IDS

Man

ager

, Tec

hnol

ogy

Inte

grat

ion

Ong

oing

-0

- b.

Pr

ovid

e in

divi

dual

ized

trai

ning

to

adm

inis

trato

rs in

IDS

A

pplic

atio

n A

naly

st

O

ngoi

ng

-0-

ST

RA

ND

: A

CC

OU

NTA

BIL

ITY

G

oal (

4):

Cre

ate

a sy

stem

for c

ontin

uous

ass

essm

ent o

f tec

hnol

ogy

man

agem

ent e

ffec

tiven

ess

Obj

ectiv

e (1

) Tra

ck a

ll co

mpu

ters

, net

wor

k re

sour

ces

and

perip

hera

ls fr

om a

cqui

sitio

n to

retir

emen

t St

rate

gies

:

Off

ice

of P

rimar

y R

espo

nsib

ility

C

ompl

etio

n D

ate

Cos

t

a.

Eval

uate

and

pro

cure

a d

ynam

ic a

sset

m

anag

emen

t sys

tem

. C

ondu

ct a

com

plet

e in

itial

inve

ntor

y of

all

equi

pmen

t

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

20

10

$2

50,0

00

b.

Rec

onci

le d

iscr

epan

cies

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

Ong

oing

-0

-

c.

Ensu

re a

ll eq

uipm

ent i

s pro

perly

labe

led;

cr

eate

labe

ls fo

r tha

t equ

ipm

ent t

hat i

s not

la

bele

d

M

anag

er, S

choo

l Tec

hnol

ogy

Supp

ort

O

ngoi

ng

-0-

ST

RA

ND

: A

CC

OU

NTA

BIL

ITY

G

oal (

5):

Impr

ove

dist

rict-w

ide

equi

ty in

the

inte

grat

ion

of te

chno

logy

O

bjec

tive

(1) R

equi

re a

ll te

ache

rs to

inte

grat

e te

chno

logy

into

thei

r les

sons

O

ffic

e of

Prim

ary

Res

pons

ibili

ty

Com

plet

ion

Dat

e C

ost

a.

Des

ign

K-1

2 te

chno

logy

less

ons i

n al

l con

tent

ar

eas t

o su

ppor

t the

cur

ricul

um a

nd te

chno

logy

st

anda

rds

M

anag

er, T

echn

olog

y In

tegr

atio

n

Ong

oing

-0-

Appendix A

Design for Excellence Alignment

Design of Excellence: Technology Master Plan (TMP) Alignment

Design of Excellence Goals TMP Goals Goal 1. Academic excellence for all students

• Curriculum – Goal 1 – Objective 1 • Curriculum – Goal 3 – Objective 1 • Curriculum – Goal 4 – Objective 1 • Curriculum – Goal 5 – Objective 1 • Curriculum – Goal 6 – Objective 1 • Curriculum – Goal 7 – Objective 1 • Curriculum – Goal 8 – Objective 1 • Curriculum – Goal 9 – Objective 1 • Curriculum – Goal 10 – Objective 1 • Curriculum – Goal 11 – Objective 1 • Accountability – Goal 1 – Objective 1 • Accountability – Goal 2 – Objective 1

Goal 2. Safe, supportive and nurturing Learning environments

• Curriculum – Goal 1 – Objective 2 • Curriculum – Goal 4 – Objective 2 • Support – Goal 1 – Objective 1 • Support – Goal 1 – Objective 2 • Support – Goal 1 – Objective 3 • Support – Goal 2 – Objective 2 • Support – Goal 4 – Objective 1 • Support – Goal 5 – Objective 1 • Support – Goal 7 – Objective 1 • Support – Goal 8 – Objective 2 • Support – Goal 8 – Objective 4

Design of Excellence Goals TMP Goals Goal 3. Knowledgeable and competent Teachers and administrators

• Curriculum – Goal 2 – Objective 1 • Professional Development – Goal 1 – Objective 1 • Professional Development – Goal 1 – Objective 2 • Professional Development – Goal 2 – Objective 1 • Professional Development – Goal 4 – Objective 1 • Professional Development – Goal 4 – Objective 2 • Professional Development – Goal 4 – Objective 3 • Professional Development – Goal 5 – Objective 1 • Professional Development – Goal 6 – Objective 1 • Professional Development – Goal 7 – Objective 1 • Accountability – Goal 3 – Objective 1 • Accountability – Goal 5 – Objective 1 • Support – Goal 2 – Objective 1 • Support – Goal 8 – Objective 3 • Support – Goal 11 – Objective 1

Goal 4. Community investment in schools

• Accountability – Goal 2 – Objective 1

Goal 5. Effective and efficient system management

• Accountability – Goal 4 – Objective 1 • Support – Goal 3 – Objective 1 • Support – Goal 6 – Objective 1 • Support – Goal 8 – Objective 1 • Support – Goal 9 – Objective 1 • Support – Goal 10 – Objective 1 • Support – Goal 10 – Objective 2 • Support – Goal 10 – Objective 3 • Support – Goal 10 – Objective 4 • Support – Goal 11 – Objective 2 • Support – Goal 11 – Objective 3

Appendix B

Staff Survey

Appendix C

Survey Results

PERSONAL SKILLS Technology Survey 2008-09 TOTAL RESPONSES For items 1-15, rate your skill level in using the following: 1. Word processing

Answer Options Response Frequency Response Count

No experience 0.3% 4 Beginner 2.7% 35 Intermediate 43.8% 568 Expert 53.2% 691

answered question 1298 skipped question 1

Technology Survey 2008-09 2. Publishing programs

Answer Options Response Frequency Response Count

No Experience 15.5% 200 Beginner 28.7% 371 Intermediate 44.3% 573 Expert 11.6% 150

answered question 1294 skipped question 5

Technology Survey 2008-09 3. Multimedia

Answer Options Response Frequency Response Count

No Experience 7.1% 91 Beginner 30.4% 391 Intermediate 52.0% 669 Expert 10.6% 136

answered question 1287 skipped question 12

PERSONAL SKILLS-continued Technology Survey 2008-09 4. Graphic organizers

Answer Options Response Frequency Response Count

No Experience 10.3% 132 Beginner 28.5% 367 Intermediate 46.2% 594 Expert 15.0% 193

answered question 1286 skipped question 13

Technology Survey 2008-09 5. Spreadsheets

Answer Options Response Frequency Response Count

No Experience 4.9% 63 Beginner 34.8% 444 Intermediate 48.9% 625 Expert 11.4% 145

answered question 1277 skipped question 22

Technology Survey 2008-09 6. Schools’ network resources i.e. saving to server, intranet

Answer Options Response Frequency Response Count

No Experience 1.7% 22 Beginner 13.5% 173 Intermediate 47.7% 613 Expert 37.2% 478

answered question 1286 skipped question 13

PERSONAL SKILLS-continued Technology Survey 2008-09 7. Locating, accessing & managing educational technology resources

Answer Options Response Frequency Response Count

No Experience 2.8% 36 Beginner 18.0% 231 Intermediate 56.8% 727 Expert 22.3% 286

answered question 1280 skipped question 19

Technology Survey 2008-09 8. Communicating with parents and community members i.e. email, Edline, electronic newsletter

Answer Options Response Frequency Response Count

No Experience 2.6% 33 Beginner 9.7% 122 Intermediate 45.2% 571 Expert 42.5% 536

answered question 1262 skipped question 37

Technology Survey 2008-09 9. Communicating with colleagues through participation in electronic professional communities i.e. Wikis, blogs, podcasting

Answer Options Response Frequency Response Count

No Experience 33.0% 424 Beginner 33.5% 431 Intermediate 26.6% 342 Expert 6.9% 89

answered question 1286 skipped question 13

PERSONAL SKILLS-continued Technology Survey 2008-09 10. Technology to develop students’ higher order thinking skills

Answer Options Response Frequency Response Count

No Experience 10.5% 133 Beginner 27.4% 347 Intermediate 50.9% 644 Expert 11.2% 142

answered question 1266 skipped question 33

Technology Survey 2008-09 11. Technology to have students work in teams and collaborate on curriculum related projects

Answer Options Response Frequency Response Count

No Experience 15.8% 200 Beginner 31.3% 397 Intermediate 42.2% 535 Expert 10.7% 135

answered question 1267 skipped question 32

Technology Survey 2008-09 12. Applying best practices technology related research when designing rigorous curriculum lessons

Answer Options Response Frequency Response Count

No Experience 14.7% 185 Beginner 32.0% 404 Intermediate 42.0% 530 Expert 11.3% 142

answered question 1261 skipped question 38

PERSONAL SKILLS-continued Technology Survey 2008-09 13. Meeting the learning needs of special needs students through the use of technology

Answer Options Response Frequency Response Count

No Experience 18.2% 230 Beginner 34.5% 436 Intermediate 38.1% 481 Expert 9.2% 116

answered question 1263 skipped question 36

Technology Survey 2008-09 14. Knowledge or experience you have managing student assessment and holding students accountable for their learning when they are using technology

Answer Options Response Frequency Response Count

No Experience 13.8% 173 Beginner 31.6% 395 Intermediate 43.4% 543 Expert 11.1% 139

answered question 1250 skipped question 49

Technology Survey 2008-09 15. Knowledge or experience you have with aspects of assessment and technology such as electronic portfolios, project based learning, expeditionary learning

Answer Options Response Frequency Response Count

No Experience 29.5% 376 Beginner 36.4% 464 Intermediate 28.2% 360 Expert 6.0% 76

answered question 1276 skipped question 23

STUDENT USE Technology Survey 2008-09 For items 16-22, please answer the following: 16. How often do students in your class(es) use the following technologies: Computers and peripherals

Answer Options Response Frequency Response Count

Never 6.9% 83 Seldom 29.8% 360 Frequently 46.4% 561 Every class/every day 16.9% 204

answered question 1208 skipped question 91

Technology Survey 2008-09 17. Productivity tools such as MS office or Scholastic Keys

Answer Options Response Frequency Response Count

Never 28.9% 349 Seldom 36.7% 442 Frequently 28.9% 349 Every class/every day 5.5% 66

answered question 1206 skipped question 93

Technology Survey 2008-09 18. Multimedia tools

Answer Options Response Frequency Response Count

Never 17.9% 215 Seldom 44.1% 531 Frequently 33.1% 398 Every class/every day 4.9% 59

answered question 1203 skipped question 96

STUDENT USE-continued Technology Survey 2008-09 19. Online research, search engines

Answer Options Response Frequency Response Count

Never 16.7% 201 Seldom 36.4% 438 Frequently 41.2% 496 Every class/every day 5.7% 69

answered question 1204 skipped question 95

Technology Survey 2008-09 20. Visualization/graphic organizer software

Answer Options Response Frequency Response Count

Never 26.7% 321 Seldom 47.5% 572 Frequently 23.8% 287 Every class/every day 2.0% 24

answered question 1204 skipped question 95

Technology Survey 2008-09 21. Data sets

Answer Options Response Frequency Response Count

Never 44.9% 536 Seldom 42.0% 501 Frequently 12.2% 146 Every class/every day 0.8% 10

answered question 1193 skipped question 106

STUDENT USE - continued Technology Survey 2008-09 22. Simulations or modeling

Answer Options Response Frequency Response Count

Never 35.4% 424 Seldom 40.3% 482 Frequently 21.6% 258 Every class/every day 2.8% 33

answered question 1197 skipped question 102

TECHNOLOGY BELIEFS Technology Survey 2008-09 Items 23-49 are ranking items. Please indicate your amount of agreement with the following statements: 23. My available classroom technology (hardware/software) allows students to work on assignments they direct themselves versus those that are teacher directed.

Answer Options Response Frequency Response Count

Strongly disagree 17.6% 220 Disagree 25.1% 313 No opinion/does not apply 26.7% 334

Agree 25.6% 320 Strongly agree 5.0% 62

answered question 1249 skipped question 50

Technology Survey 2008-09 24. My available classroom technology (hardware/software) supports collaboration and creativity.

Answer Options Response Frequency Response Count

Strongly disagree 15.5% 194 Disagree 21.9% 273 No opinion/does not apply 22.8% 285

Agree 34.2% 427 Strongly agree 5.6% 70

answered question 1249 skipped question 50

Technology Survey 2008-09 25. My available classroom technology (hardware/software) promotes problem solving and small group work.

Answer Options Response Frequency Response Count

Strongly disagree 16.1% 201 Disagree 23.7% 296 No opinion/does not apply 25.9% 323

Agree 29.6% 370 Strongly agree 4.7% 59

answered question 1249 skipped question 50

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 26. All schools in the district at the same grade level have about the same access to technology.

Answer Options Response Frequency Response Count

Strongly disagree 27.5% 347 Disagree 32.2% 407 No opinion/does not apply 23.0% 291

Agree 15.0% 189 Strongly agree 2.3% 29

answered question 1263 skipped question 36

Technology Survey 2008-09 27. Effective use of technology is embedded in our district standards.

Answer Options Response Frequency Response Count

Strongly disagree 6.1% 77 Disagree 19.1% 242 No opinion/does not apply 17.2% 217

Agree 52.5% 663 Strongly agree 5.1% 65

answered question 1264 skipped question 35

Technology Survey 2008-09 28. The online and electronic assessments (ex: benchmark, Flanagan, etc.) are used to effectively measure student preparedness to live, learn, and work in the 21st century.

Answer Options Response Frequency Response Count

Strongly disagree 9.5% 120 Disagree 19.9% 252 No opinion/does not apply 34.3% 434

Agree 32.9% 416 Strongly agree 3.4% 43

answered question 1265 skipped question 34

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 29. The current network infrastructure provides adequate connectivity to achieve my goals in the classroom.

Answer Options Response Frequency Response Count

Strongly disagree 10.5% 131 Disagree 27.2% 340 No opinion/does not apply 19.0% 238

Agree 40.2% 503 Strongly agree 3.1% 39

answered question 1251 skipped question 48

Technology Survey 2008-09 30. Chesterfield County Public Schools provides an adequate number of computers for student use.

Answer Options Response Frequency Response Count

Strongly disagree 25.2% 319 Disagree 38.1% 483 No opinion/does not apply 8.3% 105

Agree 26.2% 332 Strongly agree 2.3% 29

answered question 1268 skipped question 31

Technology Survey 2008-09 31. Chesterfield County Public Schools provides adequate network resources to actively engage my students.

Answer Options Response Frequency Response Count

Strongly disagree 10.1% 127 Disagree 25.4% 320 No opinion/does not apply 19.4% 245

Agree 42.6% 537 Strongly agree 2.5% 32

answered question 1261 skipped question 38

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 32. I receive sufficient training that allows me to be comfortable using the software available to me.

Answer Options Response Frequency Response Count

Strongly disagree 3.7% 47 Disagree 19.0% 242 No opinion/does not apply 7.1% 91

Agree 59.9% 763 Strongly agree 10.3% 131

answered question 1274 skipped question 25

Technology Survey 2008-09 33. The software at my school enhances classroom instruction.

Answer Options Response Frequency Response Count

Strongly disagree 2.8% 35 Disagree 10.6% 134 No opinion/does not apply 19.9% 251

Agree 60.1% 758 Strongly agree 6.6% 83

answered question 1261 skipped question 38

Technology Survey 2008-09 34. The software at my school motivates students.

Answer Options Response Frequency Response Count

Strongly disagree 2.5% 31 Disagree 13.1% 165 No opinion/does not apply 25.6% 322

Agree 52.9% 667 Strongly agree 6.0% 75

answered question 1260 skipped question 39

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 35. The software at my school helps students achieve 21st century learning skills.

Answer Options Response Frequency Response Count

Strongly disagree 3.3% 42 Disagree 13.2% 167 No opinion/does not apply 21.8% 275

Agree 55.8% 704 Strongly agree 5.9% 74

answered question 1262 skipped question 37

Technology Survey 2008-09 36. The online gradebook program meets my needs.

Answer Options Response Frequency Response Count

Strongly disagree 1.1% 14 Disagree 5.1% 64 No opinion/does not apply 24.8% 312

Agree 46.9% 589 Strongly agree 22.1% 278

answered question 1257 skipped question 42

Technology Survey 2008-09 37. Edline is an effective secondary school communication tool and has had a positive impact on student performance.

Answer Options Response Frequency Response Count

Strongly disagree 0.9% 11 Disagree 4.8% 61 No opinion/does not apply 37.4% 474

Agree 33.8% 428 Strongly agree 23.2% 294

answered question 1268 skipped question 31

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 38. Access to my students’ prior standardized test scores and other academic history information would have an impact on how I design lessons.

Answer Options Response Frequency Response Count

Strongly disagree 1.3% 17 Disagree 8.2% 104 No opinion/does not apply 33.0% 417

Agree 43.3% 547 Strongly agree 14.1% 178

answered question 1263 skipped question 36

Technology Survey 2008-09 39. The district’s student information system meets my needs for inputting and tracking student attendance data.

Answer Options Response Frequency Response Count

Strongly disagree 3.2% 41 Disagree 11.1% 140 No opinion/does not apply 43.5% 550

Agree 37.7% 476 Strongly agree 4.4% 56

answered question 1263 skipped question 36

Technology Survey 2008-09 40. The district’s student information system is user friendly.

Answer Options Response Frequency Response Count

Strongly disagree 3.5% 44 Disagree 14.2% 179 No opinion/does not apply 36.9% 465

Agree 42.3% 533 Strongly agree 3.2% 40

answered question 1261 skipped question 38

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 41. I consider having a single source from which to retrieve all the district, school, and student information that I need to perform my job function to be an important asset.

Answer Options Response Frequency Response Count

Strongly disagree 0.2% 3 Disagree 2.3% 29 No opinion/does not apply 19.9% 252

Agree 58.4% 740 Strongly agree 19.2% 244

answered question 1268 skipped question 31

Technology Survey 2008-09 42. I often use a video/data projector for instruction.

Answer Options Response Frequency Response Count

Strongly disagree 3.9% 49 Disagree 16.5% 208 No opinion/does not apply 19.2% 243

Agree 33.1% 418 Strongly agree 27.3% 345

answered question 1263 skipped question 36

Technology Survey 2008-09 43. Video/data projection systems are available to meet my needs for my instructional delivery plan.

Answer Options Response Frequency Response Count

Strongly disagree 8.9% 112 Disagree 19.5% 245 No opinion/does not apply 17.9% 225

Agree 36.2% 455 Strongly agree 17.6% 221

answered question 1258 skipped question 41

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 44. I incorporate video clips into my instructional delivery i.e. United Streaming.

Answer Options Response Frequency Response Count

Strongly disagree 6.0% 76 Disagree 17.6% 223 No opinion/does not apply 23.4% 296

Agree 37.4% 473 Strongly agree 15.5% 196

answered question 1264 Technology Survey 2008-09 45. Students taking online courses can receive at least the same quality instruction as in a traditional face-to-face course.

Answer Options Response Frequency Response Count

Strongly disagree 13.9% 175 Disagree 23.8% 300 No opinion/does not apply 43.9% 554

Agree 16.1% 203 Strongly agree 2.5% 31

answered question 1263 skipped question 36

Technology Survey 2008-09 46. It is important that CCPS provide opportunities for our students to take online courses before they graduate from high school.

Answer Options Response Frequency Response Count

Strongly disagree 3.9% 50 Disagree 13.1% 167 No opinion/does not apply 25.3% 322

Agree 44.8% 570 Strongly agree 12.7% 162

answered question 1271 skipped question 28

TECHNOLOGY BELIEFS - continued Technology Survey 2008-09 47. I believe the master schedule should accommodate students taking online courses in CCPS.

Answer Options Response Frequency Response Count

Strongly disagree 3.5% 44 Disagree 12.7% 161 No opinion/does not apply 33.6% 427

Agree 40.1% 509 Strongly agree 10.2% 129

answered question 1270 skipped question 29

Technology Survey 2008-09 48. I believe I am qualified to teach an online course.

Answer Options Response Frequency Response Count

Strongly disagree 10.5% 133 Disagree 22.4% 282 No opinion/does not apply 33.1% 418

Agree 22.8% 287 Strongly agree 11.2% 141

answered question 1261 skipped question 38

Technology Survey 2008-09 49. I consider providing e-Learning opportunities in the future for CCPS students and staff to be an important technology service.

Answer Options Response Frequency Response Count

Strongly disagree 2.4% 30 Disagree 9.3% 118 No opinion/does not apply 24.7% 314

Agree 47.9% 608 Strongly agree 15.7% 199

answered question 1269 skipped question 30

Department of Technology 4003 Cogbill Road • Richmond, Virginia 23234

(804) 279-1941 • FAX (804) 279-7462 • TDD (804) 748-1638 Equal Opportunity Employer

CHESTERFIELD COUNTY PUBLIC SCHOOLS Marcus J. Newsome, Ed.D., Superintendent

To: Dr. Marcus Newsome CC: Ms. Sharon Whitlock; Ms. Janet Coward; Mr. David Myers

From: Dr. Lyle Evans, Dr. Adam Seldow, Mr. Brian Jones

Date: March 23, 2012

Re: Proposed changes to the 2010-2014 Technology Master Plan

The Technology Department proposes the following changes to the 2010-2014 Technology Master Plan in an effort to fully support the division’s strategic plan, Design for Excellence 2020 (DfE 2020).

It is important to note that all costs associated with the changes below are offset by reallocating existing and planned Technology Master Plan funds.

Proposed Change to the Technology Master Plan DfE 2020 Goal/Strategy Approximate

Cost Source

Install projectors in all standard-sized elementary classrooms

Goal 1/Blended Learning; Goal 2/Technology $1.3mil CIP

Select and implement blended learning website

Goal 1/Blended Learning; Goal 2 PBL $600k CIP

Redesign to extend functionality and increase usability of data dashboards

Goal 1/Curriculum; Goal 1/Blended Learning; Goal

2/Technology $240k CIP

Purchase and implement single-sign-on and data normalization software for

tying together disparate systems under a single username and password

Goal 2/Technology $205k CIP

Purchase and implement mobile device management software Goal 2/Technology $50k CIP

Increasing bandwidth allocation and wide area network reliability to all

schools Goal 2/Technology $950k/yr. Operating

Design for Excellence 2020 – Technology Vision

Throughout the DfE 2020, teaching and learning will occur in a blended learning environment, combining quality face-to-face instruction with integrated technology-based resources—thus providing an effective environment for project based learning (PBL). Integrated technology applications will

April 13, 2012

2

assist in monitoring student achievement in near real-time, empowering teachers to adjust pacing and in many cases offer more personalized support.

What is blended learning?

On a pedagogical spectrum, with direct face-to-face instruction on one end, and teaching online courses on the other, blended learning can fall anywhere in between. Blended learning describes an environment where the work students accomplish using digital assets such as computer or web-based activities, directly informs instruction. For example, a rudimentary application of blended learning could be “flipping the classroom.” Instead of students listening to a lecture in class that introduces a new topic and then completing homework after school, students could watch a video of the lecture outside of class and use class time to work on homework problems. This enables teachers to provide just-in-time help when students require it; and, conversely, provides an opportunity for students to delve deeper into a topic if they already possess a deep level of understanding.

Another example of blended learning more common at the elementary level is station-based learning. When a teacher arranges her classroom in a series of small groups or “stations,” one or more student groups could work on a computer to complete adaptive learning activities. The digital activities could adapt to a student’s need for reinforcing or more challenging material, and could provide the teacher with immediate, rich feedback in order to inform the teacher’s face-to-face efforts with the student when the student rotates to the teacher’s station.

Models of blended learning abound, and the goal of the Technology Department is to make it easier for students, teachers, and parents to access teaching and learning materials through a multitude of devices. In fact, blended learning is the ideal pedagogy for implementing PBL. PBL’s rich projects often involve work that spans across curricula—from English to math, and science to social studies. It can also require student groupings and collaboration opportunities hindered by the barriers of traditional classroom schedules. Providing students and teachers with a blended learning environment breaks down the physical barriers of distance and time, and permits collaboration and resource sharing that extends beyond a classroom’s four walls.

Technology Master Plan Modifications in support of DFE 2020

1. Install projectors in all standard-sized elementary classrooms

Installed classroom projectors have provided middle and high school teachers with an effective medium for displaying instructional materials from computers, document cameras, and kinesthetically with interactive whiteboards. Elementary classrooms have shared portable projectors for several years, but lacked a quick and reliable way to engage students with digital resources. Classroom mounted projectors for elementary schools are the number one requested items from the Technology Department by elementary teachers, principals, and PTAs alike.

2. Select and implement blended learning Web portal

The blended learning portal will become the nucleus of curricular activity; a one-stop-shop for many of the resources required for PBL, as well as a virtual space for creation and collaboration. While the student information system (SIS) manages student and staff data, the blended learning portal will serve as the student’s, teacher’s, parent’s, and administrator’s toolkit for teaching and learning. It will provide opportunities for collaboration within and outside of the classroom, and make finding and accessing relevant learning materials easy for teachers, students, and parents. Rich projects developed using PBL will “live” in the blended learning portal’s student e-portfolios, as will the

April 13, 2012

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virtual professional learning communities (PLCs) teachers use to develop and share instructional strategies and curriculum materials.

3. Redesign to extend functionality and increase usability of data dashboards

Currently, the division’s Information Delivery System (IDS) provides school and division leaders with a data dashboard displaying various important student-level indicators (e.g., daily attendance and annual SOL trends), as well as numerous formatted reports and data query tools. However, the user interface is a bit dated and is inaccessible to mobile devices. As part of the blended learning environment, administrators, teachers, students, parents, and members of the community require immediate access to various types of data. For example, students and parents may wish to view grades while the community may wish to track division progress on DfE 2020 key measures. By redesigning data dashboards with newly available tools, the technology department will be able to provide flexible and mobile device compliant interactive data displays that present complex data sets in easy-to-interpret views. Data-driven decision making forms the basis of today’s instruction, and data dashboards make data more accessible to decision makers and division stakeholders alike.

4. Purchase and implement single-sign-on (SSO) and data normalization software for tying together disparate systems under a single username and password

On an almost daily basis, teachers, students, and administrators must visit several websites, stand-alone internal programs, and computer-based activities, each requiring unique credentials for secure access. In a blended learning environment, tying together disparate resources is an essential efficiency that affords teachers the opportunity to take full advantage of precious little face-to-face time with students. Furthermore, in an educational environment where increasing amounts of assessments carry their own measures (e.g., Lexile scores, SOL scaled scores, grades on a 6-point scale, etc.), administrators, students, teachers, and parents need a way to easily interpret student progress towards subject mastery. Combining systems in a way that require only one username and password for authentication, and a common reporting format for student mastery are efficiencies technology can create for teaching and learning.

5. Purchase and implement mobile device management (MDM) software

CCPS is currently piloting various mobile devices across a diverse set of classrooms. The setup, management, and security of these devices have outgrown the Technology Department’s ability to support mobile devices on a case-by-case basis. Therefore, we plan to purchase software that automates many of the labor intensive mobile device setup and operational tasks. The MDM software will provide an added layer of device security in preparation to support rapid growth in division-maintained mobile devices. This request pertains to the software, server, and initial setup and support required to manage existing devices. The individual license costs for new devices will be added to the purchase price of each new mobile device.

6. Increasing bandwidth allocation and wide area network reliability to all schools

Constructing a more robust wide area network (WAN) supports all division network activity—from accounting and grading management to streaming videos in classrooms. While bolstering the WAN does not require CIP funding, a strong and fast network is essential to the Technology Master Plan and is worth noting in future plans. In virtually every study exploring the use of technology in classrooms, inadequate bandwidth is listed among the common pitfalls. Therefore, with the scaling up of division bandwidth paired with the existing plan to scale the internal wireless network to accommodate a growing number of devices, the division will provide the necessary infrastructure for blended learning.

April 13, 2012

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The proposed revisions to the 2010-2014 Technology Master Plan directly support the division’s DfE 2020 strategic plan. While the revisions simply reallocate existing technology funds, they nonetheless provide greater opportunities for students, teachers, administrators, and community members to engage in the teaching and learning process.

72

Professional Development Plan Pages 224-231 are the Professional Development Plan.

Design for Excellence 2020 Focus for Professional Development

Page 1

Implementation Year

Focus Strategies Professional Development

2012-2013 • Develop district-wide professional development plan focused on Blended Learning and the use of Edmodo

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the new PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Review and update PGPP documents to reflect VDOE recommendations

• Superintendent’s Quarterly Leadership sessions will be focused on Blended Learning and the use of Edmodo

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on Blended Learning

• Resources and materials will be provided for front-line office staff for iLearn days which will be focused on creating a culture of excellence and service delivery

• The Leadership Breakfast Series will focus on Blended Learning and Project-Based Learning

• Additional training will be provided for school administrators on effective use of Observation 360, PD360: reading and analyzing reports in PD360

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the new PGPP-T

• Provide leadership development training for all current and aspiring leaders

• Finalize revised PGPP-Adocument

• Update all PGPP documents and upload to Observation 360

•

224

Design for Excellence 2020 Focus for Professional Development

Page 2

Implementation Year

Focus Strategies Professional Development

2013-2014 • Develop district-wide professional development on Project-based Learning and Inventive Thinking

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused on Project-based Learning and Inventive Thinking

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on Project-based Learning and Inventive Thinking for students

• The Leadership Breakfast Series will focus on Project-based Learning and Inventive Thinking for students

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

Design for Excellence 2020 Focus for Professional Development

Page 3

Implementation Year

Focus Strategies Professional Development

2014-2015 • Develop district-wide professional development plan focused on Inventive Thinking and Self-directed Learning for students

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused on Inventive Thinking and Self-directed Learning for students

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on Inventive Thinking and Self-directed Learning for students

• The Leadership Breakfast Series will focus on Inventive Thinking and Self-directed Learning for students

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

•

Design for Excellence 2020 Focus for Professional Development

Page 4

Implementation Year

Focus Strategies Professional Development

2015-2016 • Develop district-wide professional development on 21st Century Skills Self-directed Learning for students

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused entirely on 21st Century Skills for students and Self-directed Learning

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on 21st Century Skills for students and self-directed learning

• The Leadership Breakfast Series will focus on 21st Century Skills for students and self-directed learning for students

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

•

Design for Excellence 2020 Focus for Professional Development

Page 5

Implementation Year

Focus Strategies Professional Development

2016-2017 • Continue district-wide professional development on 21st Century Skills and Student Goal Setting

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused entirely on 21st Century Skills for students and Student Goal Setting

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on 21st Century Skills for students and Student Goal Setting

• The Leadership Breakfast Series will focus on 21st Century Skills for students and Student Goal Setting

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

Design for Excellence 2020 Focus for Professional Development

Page 6

Implementation Year

Focus Strategies Professional Development

2017-2018 • Provide district-wide professional development on Student Goal Setting and Student-led Conferences

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused on Student Goal Setting and Student-Led Conferences

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers Student Goal Setting and Student-Led Conferences

• The Leadership Breakfast Series will focus on Student Goal Setting and Student-Led Conferences

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

Design for Excellence 2020 Focus for Professional Development

Page 7

Implementation Year

Focus Strategies Professional Development

2018-2019 • Provide district-wide professional development on Student-led Conferences and assessing student performance on 21st Century Skills

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused on Student-led Conferences and assessing student performance on 21st Century Skills

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on Student Led Conferences and assessing student performance on 21st Century Skills

• The Leadership Breakfast Series will focus on Student Led Conferences and assessing student performance on 21st Century Skills

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

•

Design for Excellence 2020 Focus for Professional Development

Page 8

Implementation Year

Focus Strategies Professional Development

2019-2020 • Provide district-wide professional development in assessing student performance on 21st Century Skills and developing the DFE 2020

• Continue district-wide focus on evidence-based observations (Santa Cruz model), utilizing Observation 360 and PD 360

• Provide support to school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide professional development to support employee effectiveness and succession planning for employees at every level

• Superintendent’s Quarterly Leadership Sessions will be focused on assessing student performance on 21st Century Skills and developing the DFE 2020

• Resources and materials will be provided for building administrators to use for iLearn days to train teachers on assessing student performance on 21st Century Skills

• The Leadership Breakfast Series will focus on assessing student performance on 21st Century Skills

• Additional training will be provided for school administrators on continued use of Observation 360 and the effective use of PD360: reading and analyzing reports in PD360,

• Additional training will be provided for school administrators on measuring student achievement, developing effective SMART goals and utilizing the PGPP-T

• Provide leadership development training for all current and aspiring leaders

73

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•Ea

rly R

elea

se D

ays:

Tea

chin

g an

d Le

arni

ng

Port

al D

evel

opm

ent

and

Scho

ol

Impr

ovem

ent I

nitia

tives

•

Ong

oing

opp

ortu

nitie

s thr

ough

cur

ricul

um

spec

ialis

ts

Focus areas for teachers, principals and central administrators are on pages 232-251.

232

Desi

gn fo

r Exc

elle

nce

2020

Foc

us f

or T

each

ers

Chie

f Aca

dem

ic O

ffice

Pa

ge 2

addr

ess c

omm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

plor

e ca

reer

s,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pre

sent

thei

r wor

k to

au

dien

ces b

eyon

d th

e cl

assr

oom

2014

-15

All T

each

ers:

•

Adva

nce

stud

ent a

chie

vem

ent (

per s

choo

l im

prov

emen

t pla

n)

• Im

plem

ent b

lend

ed le

arni

ng fo

r stu

dent

s •

Part

icip

ate

in d

istric

t-w

ide

prof

essio

nal d

evel

opm

ent o

n in

vent

ive

thin

king

sk

ills a

nd in

tegr

ate

inve

ntiv

e th

inki

ng sk

ills i

nto

taug

ht c

urric

ulum

Sele

ct g

roup

s of t

each

ers:

•

Impl

emen

t new

ly re

vise

d pe

rfor

min

g ar

ts S

OLs

for s

tude

nts

PBL

Coho

rt 2

:

• Pa

rtic

ipat

e in

pro

fess

iona

l dev

elop

men

t, PB

L 10

1, fo

r sel

ect s

choo

ls (s

elec

t te

ache

rs a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e m

obile

dev

ices

for s

tude

nts

to su

ppor

t pro

ject

bas

ed le

arni

ng

(sel

ect t

each

ers a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e op

port

uniti

es th

roug

h pr

ojec

t bas

ed le

arni

ng fo

r stu

dent

s to

addr

ess c

omm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

plor

e ca

reer

s,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pre

sent

thei

r wor

k to

au

dien

ces b

eyon

d th

e cl

assr

oom

• iL

earn

Day

s: In

vent

ive

Thin

king

to P

rom

ote

PBL

• Co

nten

t Are

a In

serv

ice

focu

s on

stud

ent

achi

evem

ent

• Ea

rly R

elea

se D

ays:

Inve

ntiv

e Th

inki

ng a

nd

Scho

ol Im

prov

emen

t Ini

tiativ

es

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh c

urric

ulum

sp

ecia

lists

2015

-16

All T

each

ers:

• Ad

vanc

e st

uden

t ach

ieve

men

t (pe

r sch

ool i

mpr

ovem

ent p

lan)

•

Inte

grat

e Li

tera

cy P

lan

and

inte

grat

ed c

urric

ulum

exp

ecta

tions

•

Impl

emen

t upd

ated

stud

ent r

epor

t car

ds to

refle

ct a

dopt

ed g

radi

ng

guid

elin

es a

nd p

ract

ices

•

Part

icip

ate

in p

rofe

ssio

nal d

evel

opm

ent

on 2

1st c

entu

ry le

arni

ng sk

ills a

nd

self-

dire

cted

lear

ning

Sele

ct g

roup

s of t

each

ers:

PB

L Co

hort

3 :

• iL

earn

Day

s: 2

1st C

entu

ry L

earn

ing

and

PBL

• Co

nten

t Are

a In

serv

ice

focu

s on

stud

ent

achi

evem

ent

• Ea

rly R

elea

se D

ays:

Foc

us o

n 21

st c

entu

ry

lear

ning

skill

s and

self-

dire

cted

lear

ning

th

roug

h PB

L to

incl

ude

e-po

rtfo

lios f

or

stud

ent u

se

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh c

urric

ulum

sp

ecia

lists

Desi

gn fo

r Exc

elle

nce

2020

Foc

us f

or T

each

ers

Chie

f Aca

dem

ic O

ffice

Pa

ge 3

• Pa

rtic

ipat

e in

pro

fess

iona

l dev

elop

men

t, PB

L 10

1, fo

r sel

ect s

choo

ls (s

elec

t te

ache

rs a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e m

obile

dev

ices

for s

tude

nts

to su

ppor

t pro

ject

bas

ed le

arni

ng

(sel

ect t

each

ers a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e op

port

uniti

es th

roug

h pr

ojec

t bas

ed le

arni

ng fo

r stu

dent

s to

addr

ess c

omm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

plor

e ca

reer

s,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pre

sent

thei

r wor

k to

au

dien

ces b

eyon

d th

e cl

assr

oom

•

20

16-1

7 Al

l Tea

cher

s:

• Ad

vanc

e st

uden

t ach

ieve

men

t (pe

r sch

ool i

mpr

ovem

ent p

lan)

•

Part

icip

ate

in d

istric

t-w

ide

prof

essio

nal d

evel

opm

ent o

n 21

st c

entu

ry

lear

ning

skill

s and

self-

dire

cted

lear

ning

•

Impl

emen

t e-

port

folio

s fo

r stu

dent

s

Sele

ct g

roup

s of t

each

ers:

PB

L Co

hort

4 :

• Pa

rtic

ipat

e in

pro

fess

iona

l dev

elop

men

t, PB

L 10

1, fo

r sel

ect s

choo

ls (s

elec

t te

ache

rs a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e m

obile

dev

ices

for s

tude

nts

to su

ppor

t pro

ject

bas

ed le

arni

ng

(sel

ect t

each

ers a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e op

port

uniti

es th

roug

h pr

ojec

t bas

ed le

arni

ng fo

r stu

dent

s to

addr

ess c

omm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

plor

e ca

reer

s,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pre

sent

thei

r wor

k to

au

dien

ces b

eyon

d th

e cl

assr

oom

• iL

earn

Day

s: S

elf-d

irect

ed L

earn

ing

thro

ugh

PBL

• Co

nten

t Are

a In

serv

ice

focu

s on

stud

ent

achi

evem

ent

• Ea

rly R

elea

se D

ays:

Sel

f-dire

cted

Lea

rnin

g th

roug

h PB

L an

d Sc

hool

Impr

ovem

ent

Initi

ativ

es

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh c

urric

ulum

sp

ecia

lists

2017

-18

All T

each

ers:

•

Adva

nce

stud

ent a

chie

vem

ent (

per s

choo

l im

prov

emen

t pla

n)

• Su

ppor

t stu

dent

s in

sett

ing

indi

vidu

alize

d he

alth

and

wel

lnes

s go

als

• Pa

rtic

ipat

e in

dist

rict-

wid

e pr

ofes

siona

l de

velo

pmen

t to

impl

emen

t st

uden

t goa

l set

ting

for s

tude

nts

Sele

ct g

roup

s of t

each

ers:

PB

L Co

hort

5 :

• Pa

rtic

ipat

e in

pro

fess

iona

l dev

elop

men

t, PB

L 10

1, fo

r sel

ect s

choo

ls (s

elec

t te

ache

rs a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• Pr

ovid

e m

obile

dev

ices

for s

tude

nts

to su

ppor

t pro

ject

bas

ed le

arni

ng

(sel

ect t

each

ers a

t sch

ools

iden

tifie

d th

roug

h ne

eds a

sses

smen

t)

• iL

earn

Day

s: S

tude

nt G

oal S

ettin

g •

Cont

ent A

rea

Inse

rvic

e fo

cus o

n st

uden

t ac

hiev

emen

t •

Early

Rel

ease

Day

s: S

tude

nt G

oal S

ettin

g an

d Sc

hool

Impr

ovem

ent I

nitia

tives

•

Ong

oing

opp

ortu

nitie

s thr

ough

cur

ricul

um

spec

ialis

ts

Desi

gn fo

r Exc

elle

nce

2020

Foc

us f

or T

each

ers

Chie

f Aca

dem

ic O

ffice

Pa

ge 4

• Pr

ovid

e op

port

uniti

es th

roug

h pr

ojec

t bas

ed le

arni

ng fo

r stu

dent

s to

addr

ess c

omm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

plor

e ca

reer

s,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pre

sent

thei

r wor

k to

au

dien

ces b

eyon

d th

e cl

assr

oom

20

18-1

9 Al

l Tea

cher

s:

• Ad

vanc

e st

uden

t ach

ieve

men

t (pe

r sch

ool i

mpr

ovem

ent p

lan)

•

Prov

ide

dist

rict-

wid

e pr

ofes

siona

l dev

elop

men

t to

Impl

emen

t stu

dent

-led

conf

eren

ces f

or st

uden

ts

Sele

ct g

roup

s of t

each

ers:

PB

L C

ohor

t 6

: •

Part

icip

ate

in p

rofe

ssio

nal d

evel

opm

ent,

PBL

101,

for s

elec

t sch

ools

(sel

ect

teac

hers

at s

choo

ls id

entif

ied

thro

ugh

need

s ass

essm

ent)

•

Prov

ide

mob

ile d

evic

es fo

r stu

dent

s to

supp

ort p

roje

ct b

ased

lear

ning

(s

elec

t tea

cher

s at s

choo

ls id

entif

ied

thro

ugh

need

s ass

essm

ent)

•

Prov

ide

oppo

rtun

ities

thro

ugh

proj

ect b

ased

lear

ning

for s

tude

nts t

o ad

dres

s com

mun

ity is

sues

, par

ticip

ate

in se

rvic

e le

arni

ng,

expl

ore

care

ers,

in

tera

ct w

ith a

dult

men

tors

, use

tech

nolo

gy a

nd p

rese

nt th

eir w

ork

to

audi

ence

s bey

ond

the

clas

sroo

m

• iL

earn

Day

s: S

tude

nt L

ed C

onfe

renc

es

• Co

nten

t Are

a In

serv

ice

focu

s on

stud

ent

achi

evem

ent

• Ea

rly R

elea

se D

ays:

Stu

dent

Led

Co

nfer

ence

s and

Sch

ool I

mpr

ovem

ent

Initi

ativ

es

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh c

urric

ulum

sp

ecia

lists

2019

-20

All T

each

ers:

•

Adva

nce

stud

ent a

chie

vem

ent (

per s

choo

l im

prov

emen

t pla

n)

• As

sess

lear

ners

’ per

form

ance

on

colle

ge a

nd c

aree

r rea

dine

ss st

anda

rds

and

21st

cen

tury

skill

s tha

t ben

chm

ark

to n

atio

nal/i

nter

natio

nal s

tand

ards

• iL

earn

Day

s: S

tude

nt-le

d PB

L Co

nfer

ence

an

d As

sess

men

t •

Cont

ent A

rea

Inse

rvic

e fo

cus o

n st

uden

t ac

hiev

emen

t •

Early

Rel

ease

Day

s: D

esig

n fo

r Exc

elle

nce

2026

•

Ong

oing

opp

ortu

nitie

s thr

ough

cur

ricul

um

spec

ialis

ts

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 1

Impl

emen

tatio

n Ye

ar

Focu

s for

Lea

ders

Pr

ofes

siona

l Dev

elop

men

t

2012

-13

• Sc

hool

Impr

ovem

ent

o Co

mm

unic

ate

DfE

expe

ctat

ions

for t

each

ers a

nd a

lign

scho

ol

impr

ovem

ent p

lans

with

DfE

goa

ls an

d st

rate

gies

o

Adva

nce

stud

ent a

chie

vem

ent

thro

ugh

deve

lopm

ent a

nd

mon

itorin

g of

stra

tegi

es d

evel

oped

in

scho

ol im

prov

emen

t pla

ns

thro

ugh

annu

al u

pdat

es

• Te

ache

r Eva

luat

ion

o Gu

ide

teac

hers

in th

e de

velo

pmen

t and

mon

itorin

g of

mea

sure

able

pr

ofes

siona

l gro

wth

goa

ls ba

sed

on st

uden

t ach

ieve

men

t o

Eval

uate

teac

hers

on

new

ly a

ligne

d PG

PP-T

stan

dard

s •

Acad

emic

Exc

elle

nce

o M

onito

r im

plem

enta

tion

of n

ew S

OLs

for l

angu

age

arts

and

scie

nce

usin

g w

alkt

hrou

ghs a

nd o

bser

vatio

ns

o Co

ntin

ue m

onito

ring

of S

OLs

for s

ocia

l stu

dies

and

mat

hem

atic

s o

Mon

itor i

mpl

emen

tatio

n of

eco

nom

ics a

nd p

erso

nal f

inan

ce c

ours

e

o M

onito

r int

egra

tion

of 2

1st c

entu

ry sk

ills i

nto

cont

ent a

reas

, in

clud

ing

a fo

cus o

n rig

or a

nd re

leva

nce,

thro

ugh

obse

rvat

ions

and

w

alkt

hrou

ghs

o Im

plem

ent s

choo

lwid

e st

uden

t gra

ding

gui

delin

es a

nd m

onito

r st

uden

t gra

ding

pra

ctic

es th

roug

h co

nten

t/gr

ade

leve

l mee

tings

o

Deve

lop

scho

olw

ide

plan

s fo

r col

lege

and

car

eer r

eadi

ness

•

Core

Val

ues &

Citi

zens

hip

o Im

plem

ent E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e (p

er sc

hool

im

prov

emen

t pla

n tim

elin

e)

o Im

plem

ent r

ecog

nitio

n of

core

val

ues a

t sch

ools

to a

lso in

clud

e re

cogn

ition

of s

tude

nt le

ader

ship

and

serv

ice

Part

icip

ate

in:

• iL

earn

Day

: Ble

nded

Le

arni

ng 1

.0

•

Cont

ent A

rea

In-s

ervi

ce

•

Supe

rinte

nden

t’s

Qua

rter

ly F

ocus

: Bl

ende

d Le

arni

ng

•

Early

Rel

ease

Day

s: F

ocus

on

Dev

elop

men

t of

Teac

hing

and

Lea

rnin

g Po

rtal

and

Sch

ool

Impr

ovem

ent

Initi

ativ

es

•

Ong

oing

opp

ortu

nitie

s th

roug

h cu

rric

ulum

sp

ecia

lists

and

tech

nolo

gy

inte

grat

ors

2013

-14

• Sc

hool

Impr

ovem

ent

o Co

mm

unic

ate

DfE

expe

ctat

ions

for t

each

ers a

nd a

lign

scho

ol

impr

ovem

ent p

lans

with

DfE

goa

ls an

d st

rate

gies

o

Adva

nce

stud

ent a

chie

vem

ent

thro

ugh

deve

lopm

ent a

nd

mon

itorin

g of

stra

tegi

es d

evel

oped

in

scho

ol im

prov

emen

t pla

ns

thro

ugh

annu

al u

pdat

es

Part

icip

ate

in:

• iL

earn

Day

: Ble

nded

Le

arni

ng 2

.0

•

Cont

ent A

rea

In-s

ervi

ce

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 2

• Te

ache

r Eva

luat

ion

o Gu

ide

teac

hers

in th

e de

velo

pmen

t and

mon

itorin

g of

mea

sure

able

pr

ofes

siona

l gro

wth

goa

ls ba

sed

on st

uden

t ach

ieve

men

t o

Eval

uate

teac

hers

on

new

ly a

ligne

d PG

PP-T

stan

dard

s •

Acad

emic

Exc

elle

nce

o Co

ntin

ue m

onito

ring

of S

OLs

for l

angu

age

arts

, sci

ence

, soc

ial

stud

ies a

nd m

athe

mat

ics

o Co

ntin

ue m

onito

ring

impl

emen

tatio

n of

eco

nom

ics a

nd p

erso

nal

finan

ce c

ours

e

o De

velo

p bl

ende

d le

arni

ng p

orta

ls fo

r stu

dent

s o

Mon

itor i

nteg

ratio

n of

21st

cen

tury

skill

s and

inve

ntiv

e th

inki

ng in

to

cont

ent a

reas

, inc

ludi

ng a

focu

s on

rigor

and

rele

vanc

e, th

roug

h ob

serv

atio

ns a

nd w

alkt

hrou

ghs

o M

onito

r int

egra

tion

of l

esso

ns in

eth

ical

use

of t

echn

olog

y in

to

curr

icul

um

o Cr

eate

opp

ortu

nitie

s to

expo

se st

uden

ts to

fine

and

per

form

ing

arts

o

Impl

emen

t stu

dent

gra

ding

pra

ctic

es

o De

velo

p sc

hool

wid

e pl

ans

for c

olle

ge a

nd c

aree

r rea

dine

ss

• Co

re V

alue

s & C

itize

nshi

p o

Expa

nd p

artn

ersh

ips f

or st

uden

ts w

ith c

olle

ges a

nd b

usin

ess a

nd

com

mun

ity o

rgan

izatio

ns to

fost

er le

ader

ship

and

serv

ice

oppo

rtun

ities

o

Impl

emen

t Effe

ctiv

e Sc

hool

-wid

e Di

scip

line

(per

scho

ol

impr

ovem

ent p

lan

timel

ine)

o

Cont

inue

reco

gniti

on o

f cor

e va

lues

at s

choo

ls to

also

incl

ude

reco

gniti

on o

f stu

dent

lead

ersh

ip a

nd se

rvic

e

• Su

perin

tend

ent’s

Q

uart

erly

Foc

us:

PBL

•

Early

Rel

ease

Day

s: F

ocus

on

Dev

elop

men

t of

Teac

hing

and

Lea

rnin

g Po

rtal

and

Sch

ool

Impr

ovem

ent

Initi

ativ

es

and

cond

uct P

BL sc

hool

re

adin

ess a

sses

smen

ts

•

Ong

oing

opp

ortu

nitie

s th

roug

h cu

rric

ulum

sp

ecia

lists

and

tech

nolo

gy

inte

grat

ors

•

Targ

eted

Ele

men

tary

Sc

hool

s: P

repa

ratio

n fo

r W

orld

Lan

guag

e im

plem

enta

tion

2014

-15

• Sc

hool

Impr

ovem

ent

o Co

mm

unic

ate

DfE

expe

ctat

ions

for t

each

ers a

nd a

lign

scho

ol

impr

ovem

ent p

lans

with

DfE

goa

ls an

d st

rate

gies

o

Adva

nce

stud

ent a

chie

vem

ent

thro

ugh

deve

lopm

ent a

nd

mon

itorin

g of

stra

tegi

es d

evel

oped

in

scho

ol im

prov

emen

t pla

ns

thro

ugh

annu

al u

pdat

es

• Te

ache

r Eva

luat

ion

Part

icip

ate

in:

• iL

earn

Day

: Inv

entiv

e Th

inki

ng to

Pro

mot

e PB

L

• Pr

e-se

rvic

e W

eek

Trai

ning

fo

r sch

ool-b

ased

per

sonn

el

on n

ew st

uden

t

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 3

o Gu

ide

teac

hers

in th

e de

velo

pmen

t and

mon

itorin

g of

mea

sure

able

pr

ofes

siona

l gro

wth

goa

ls ba

sed

on st

uden

t ach

ieve

men

t o

Eval

uate

teac

hers

on

new

ly a

ligne

d PG

PP-T

stan

dard

s •

Acad

emic

Exc

elle

nce

o Co

ntin

ue m

onito

ring

of S

OLs

for l

angu

age

arts

, sci

ence

, soc

ial

stud

ies a

nd m

athe

mat

ics

o M

onito

r im

plem

enta

tion

of n

ew S

OLs

for p

erfo

rmin

g ar

ts u

sing

wal

kthr

ough

s and

obs

erva

tions

o

Cont

inue

mon

itorin

g im

plem

enta

tion

of e

cono

mic

s and

per

sona

l fin

ance

cou

rse

o

Impl

emen

t ble

nded

lear

ning

por

tals

for s

tude

nts

o Co

ntin

ue to

mon

itor i

nteg

ratio

n of

21st

cen

tury

skill

s and

inve

ntiv

e th

inki

ng in

to c

onte

nt a

reas

, inc

ludi

ng a

focu

s on

rigor

and

re

leva

nce,

thro

ugh

obse

rvat

ions

and

wal

kthr

ough

s o

Cont

inue

to m

onito

r int

egra

tion

of l

esso

ns in

eth

ical

use

of

tech

nolo

gy in

to c

urric

ulum

o

Prep

are

iden

tifie

d el

emen

tary

scho

ols a

nd th

eir c

omm

uniti

es fo

r im

plem

enta

tion

of a

Wor

ld L

angu

age

prog

ram

for e

lem

enta

ry

stud

ents

(per

scho

ol im

plem

enta

tion

timel

ine)

o

Cont

inue

to c

reat

e op

port

uniti

es to

exp

ose

stud

ents

to fi

ne a

nd

perf

orm

ing

arts

o

Impl

emen

t mob

ile d

evic

es fo

r stu

dent

s to

supp

ort P

BL (p

er sc

hool

im

plem

enta

tion

timel

ine)

o

Upd

ate

repo

rt c

ard

form

ats

for s

tude

nts a

nd in

form

par

ents

of

new

gui

delin

es a

nd p

ract

ices

•

Core

Val

ues &

Citi

zens

hip

o Ex

pand

par

tner

ship

s for

stud

ents

with

col

lege

s and

bus

ines

s and

co

mm

unity

org

aniza

tions

to fo

ster

lead

ersh

ip a

nd se

rvic

e op

port

uniti

es

o Im

plem

ent E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e (p

er sc

hool

im

prov

emen

t pla

n tim

elin

e)

o Co

ntin

ue re

cogn

ition

of c

ore

valu

es a

t sch

ools

to a

lso in

clud

e re

cogn

ition

of s

tude

nt le

ader

ship

and

serv

ice

info

rmat

ion

syst

em

•

Cont

ent A

rea

In-s

ervi

ce

•

Supe

rinte

nden

t’s

Qua

rter

ly F

ocus

: PB

L

• Ea

rly R

elea

se D

ays:

Foc

us

on In

vent

ive

Thin

king

Ski

lls

and

PBL

•

Ong

oing

opp

ortu

nitie

s th

roug

h cu

rric

ulum

sp

ecia

lists

and

tech

nolo

gy

inte

grat

ors

2015

-16

• Sc

hool

Impr

ovem

ent

Part

icip

ate

in:

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 4

o Co

mm

unic

ate

DfE

expe

ctat

ions

for t

each

ers a

nd a

lign

scho

ol

impr

ovem

ent p

lans

with

DfE

goa

ls an

d st

rate

gies

•

Teac

her E

valu

atio

n o

Guid

e te

ache

rs in

the

deve

lopm

ent a

nd m

onito

ring

of m

easu

reab

le

prof

essio

nal g

row

th g

oals

base

d on

stud

ent a

chie

vem

ent

o Ev

alua

te te

ache

rs o

n ne

wly

alig

ned

PGPP

-T st

anda

rds

o Ad

vanc

e st

uden

t ach

ieve

men

t th

roug

h de

velo

pmen

t and

m

onito

ring

of st

rate

gies

dev

elop

ed i

n sc

hool

impr

ovem

ent p

lans

th

roug

h an

nual

upd

ates

•

Acad

emic

Exc

elle

nce

o M

onito

r int

egra

tion

of li

tera

cy p

lan

and

PBL

whi

le c

ontin

uing

to

focu

s on

SOLs

for l

angu

age

arts

, sci

ence

, soc

ial s

tudi

es,

mat

hem

atic

s an

d pe

rfor

min

g ar

ts

o Ev

alua

te u

sage

of b

lend

ed le

arni

ng to

ols a

nd q

ualit

y of

ble

nded

le

arni

ng c

urric

ulum

o

Cont

inue

to m

onito

r rig

or, r

elev

ance

and

eth

ical

use

of t

echn

olog

y th

roug

h ob

serv

atio

ns a

nd w

alkt

hrou

ghs

o Pr

epar

e id

entif

ied

elem

enta

ry sc

hool

s and

thei

r com

mun

ities

for

impl

emen

tatio

n of

a W

orld

Lan

guag

e pr

ogra

m fo

r ele

men

tary

st

uden

ts (p

er sc

hool

impl

emen

tatio

n tim

elin

e)

o Ex

pand

CTE

pro

gram

offe

rings

(se

cond

ary

scho

ols o

nly)

o

Impl

emen

t mob

ile d

evic

es fo

r stu

dent

s to

supp

ort P

BL (p

er sc

hool

im

plem

enta

tion

timel

ine)

o

Impl

emen

t upd

ated

stud

ent r

epor

t car

ds to

refle

ct a

dopt

ed g

radi

ng

guid

elin

es a

nd p

ract

ices

•

Core

Val

ues &

Citi

zens

hip

o Ex

pand

par

tner

ship

s for

stud

ents

with

col

lege

s and

bus

ines

s and

co

mm

unity

org

aniza

tions

to fo

ster

lead

ersh

ip a

nd se

rvic

e op

port

uniti

es

o Im

plem

ent E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e (p

er sc

hool

im

prov

emen

t pla

n tim

elin

e)

o Co

ntin

ue re

cogn

ition

of c

ore

valu

es a

t sch

ools

to a

lso in

clud

e re

cogn

ition

of s

tude

nt le

ader

ship

and

serv

ice

o Pr

ovid

e m

enu

of se

rvic

e le

arni

ng o

ppor

tuni

ties f

or st

uden

ts

• iL

earn

Day

: 21st

Cen

tury

Le

arni

ng a

nd P

BL

•

Cont

ent A

rea

In-s

ervi

ce

•

Supe

rinte

nden

t’s

Qua

rter

ly F

ocus

: In

tegr

ated

mod

el o

f 21st

ce

ntur

y le

arni

ng sk

ills a

nd

self-

dire

cted

lear

ning

• Ea

rly R

elea

se D

ays:

Foc

us

on 2

1st c

entu

ry le

arni

ng

skill

s and

self-

dire

cted

le

arni

ng th

roug

h PB

L to

in

clud

e e-

port

folio

s for

st

uden

t use

• O

ngoi

ng o

ppor

tuni

ties

thro

ugh

curr

icul

um

spec

ialis

ts a

nd te

chno

logy

in

tegr

ator

s

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 5

20

16-1

7 •

Scho

ol Im

prov

emen

t o

Com

mun

icat

e Df

E ex

pect

atio

ns fo

r tea

cher

s and

alig

n sc

hool

im

prov

emen

t pla

ns w

ith D

fE g

oals

and

stra

tegi

es

o Ad

vanc

e st

uden

t ach

ieve

men

t th

roug

h de

velo

pmen

t and

m

onito

ring

of st

rate

gies

dev

elop

ed i

n sc

hool

impr

ovem

ent p

lans

th

roug

h an

nual

upd

ates

•

Teac

her E

valu

atio

n o

Guid

e te

ache

rs in

the

deve

lopm

ent a

nd m

onito

ring

of m

easu

reab

le

prof

essio

nal g

row

th g

oals

base

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stud

ent a

chie

vem

ent

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alua

te te

ache

rs o

n ne

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alig

ned

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-T st

anda

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uden

t ach

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men

t th

roug

h de

velo

pmen

t and

m

onito

ring

of st

rate

gies

dev

elop

ed i

n sc

hool

impr

ovem

ent p

lans

th

roug

h an

nual

upd

ates

•

Acad

emic

Exc

elle

nce

o M

onito

r int

egra

tion

of li

tera

cy p

lan

and

PBL

whi

le c

ontin

uing

to

focu

s on

SOLs

for l

angu

age

arts

, sci

ence

, soc

ial s

tudi

es,

mat

hem

atic

s an

d pe

rfor

min

g ar

ts

o Ev

alua

te u

sage

of b

lend

ed le

arni

ng to

ols a

nd q

ualit

y of

ble

nded

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arni

ng c

urric

ulum

o

Cont

inue

to m

onito

r rig

or, r

elev

ance

and

eth

ical

use

of t

echn

olog

y th

roug

h ob

serv

atio

ns a

nd w

alkt

hrou

ghs

o Pr

epar

e id

entif

ied

elem

enta

ry sc

hool

s and

thei

r com

mun

ities

for

impl

emen

tatio

n of

a W

orld

Lan

guag

e pr

ogra

m fo

r ele

men

tary

st

uden

ts (p

er sc

hool

impl

emen

tatio

n tim

elin

e)

o M

onito

r exp

ansio

n of

CTE

pro

gram

offe

rings

(se

cond

ary

scho

ols

only

) o

Prom

ote

fam

ily a

nd c

omm

unity

invo

lvem

ent i

n d

evel

opin

g he

alth

ier s

choo

l env

ironm

ents

o

Impl

emen

t e-p

ortf

olio

s for

stud

ents

to su

ppor

t PBL

, ser

vice

le

arni

ng, a

nd l

itera

cy p

lan

for s

tude

nts

o Im

plem

ent m

obile

dev

ices

for s

tude

nts t

o su

ppor

t PBL

(per

scho

ol

impl

emen

tatio

n tim

elin

e)

o M

onito

r gra

des,

gra

ding

pra

ctic

es a

nd g

uide

lines

•

Core

Val

ues &

Citi

zens

hip

Part

icip

ate

in:

• iL

earn

Day

: Sel

f-dire

cted

Le

arni

ng th

roug

h PB

L

• Co

nten

t Are

a In

-ser

vice

• Su

perin

tend

ent’s

Q

uart

erly

Foc

us:

Inte

grat

ed m

odel

of 2

1st

cent

ury

lear

ning

skill

s and

se

lf-di

rect

ed le

arni

ng

•

Early

Rel

ease

Day

s: F

ocus

on

21st

cen

tury

lear

ning

sk

ills a

nd se

lf-di

rect

ed

lear

ning

thro

ugh

PBL

•

Ong

oing

opp

ortu

nitie

s th

roug

h cu

rric

ulum

sp

ecia

lists

and

tech

nolo

gy

inte

grat

ors

Desi

gn fo

r Exc

elle

nce

2020

Exp

ecta

tions

for B

uild

ing

Adm

inis

trat

ors

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istr

atio

n Pa

ge 6

o Ex

pand

par

tner

ship

s for

stud

ents

with

col

lege

s and

bus

ines

s and

co

mm

unity

org

aniza

tions

to fo

ster

lead

ersh

ip a

nd se

rvic

e op

port

uniti

es

o Im

plem

ent E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e (p

er sc

hool

im

prov

emen

t pla

n tim

elin

e)

o Co

ntin

ue re

cogn

ition

of c

ore

valu

es a

t sch

ools

to a

lso in

clud

e re

cogn

ition

of s

tude

nt le

ader

ship

and

serv

ice

o Pr

ovid

e op

port

uniti

es th

roug

h pr

ojec

t bas

ed le

arni

ng fo

r stu

dent

s to

add

ress

com

mun

ity is

sues

, par

ticip

ate

in se

rvic

e le

arni

ng,

expl

ore

care

ers,

inte

ract

with

adu

lt m

ento

rs, u

se te

chno

logy

and

pr

esen

t the

ir w

ork

to a

udie

nces

bey

ond

the

clas

sroo

m

2017

-18

• Sc

hool

Impr

ovem

ent

o Co

mm

unic

ate

DfE

expe

ctat

ions

for t

each

ers a

nd a

lign

scho

ol

impr

ovem

ent p

lans

with

DfE

goa

ls an

d st

rate

gies

o

Adva

nce

stud

ent a

chie

vem

ent

thro

ugh

deve

lopm

ent a

nd

mon

itorin

g of

stra

tegi

es d

evel

oped

in

scho

ol im

prov

emen

t pla

ns

thro

ugh

annu

al u

pdat

es

• Te

ache

r Eva

luat

ion

o Gu

ide

teac

hers

in th

e de

velo

pmen

t and

mon

itorin

g of

mea

sure

able

pr

ofes

siona

l gro

wth

goa

ls ba

sed

on st

uden

t ach

ieve

men

t o

Eval

uate

teac

hers

on

new

ly a

ligne

d PG

PP-T

stan

dard

s o

Adva

nce

stud

ent a

chie

vem

ent

thro

ugh

deve

lopm

ent a

nd

mon

itorin

g of

stra

tegi

es d

evel

oped

in

scho

ol im

prov

emen

t pla

ns

thro

ugh

annu

al u

pdat

es

• Ac

adem

ic E

xcel

lenc

e o

Mon

itor i

nteg

ratio

n of

lite

racy

pla

n an

d PB

L w

hile

con

tinui

ng to

fo

cus o

n VD

OE

curr

icul

um a

nd a

sses

smen

t cha

nges

for l

angu

age

arts

, sci

ence

, soc

ial s

tudi

es a

nd m

athe

mat

ics

o Ev

alua

te u

sage

of b

lend

ed le

arni

ng to

ols a

nd q

ualit

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ble

nded

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arni

ng c

urric

ulum

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Cont

inue

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onito

r rig

or, r

elev

ance

and

eth

ical

use

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echn

olog

y th

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h ob

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for B

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skill

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tech

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clas

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expe

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plem

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tude

nt in

form

atio

n sy

stem

/Exe

cutiv

e Di

rect

or o

f Tec

hnol

ogy

Annu

ally

impl

emen

t on

goin

g E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e fo

r stu

dent

s and

im

plem

ent d

ivisi

on le

vel a

naly

sis to

ols t

o su

ppor

t ESD

inte

rven

tions

(by

Effe

ctiv

e Sc

hool

wid

e Di

scip

line

Coho

rts)

/PBS

Coo

rdin

ator

Scho

ols:

•

iLea

rn D

ays:

Ble

nded

Lea

rnin

g 1.

0 •

Cont

ent A

rea

Inse

rvic

e fo

cus o

n st

uden

t ach

ieve

men

t •

Early

Rel

ease

Day

s: T

each

ing

and

Lear

ning

Por

tal D

evel

opm

ent

and

Scho

ol Im

prov

emen

t In

itiat

ives

•

Ong

oing

opp

ortu

nitie

s thr

ough

cu

rric

ulum

spec

ialis

ts

Cent

ral O

ffice

Lea

ders

: •

VDO

E Tr

aini

ng

• Bl

ende

d Le

arni

ng

• Gr

adin

g •

21st

Cen

tury

Ski

lls

• Pr

ojec

t Bas

ed L

earn

ing

2013

-14

Prov

ide

ongo

ing

annu

al o

ppor

tuni

ties f

or st

uden

ts to

adv

ance

SO

L/SA

T/PS

AT/A

P/

Indu

stry

Cer

tific

atio

n ac

hiev

emen

t (dr

iven

by

stud

ent p

erfo

rman

ce d

ata)

/CAO

, Ex

ecut

ive

Dire

ctor

for S

choo

l Adm

inist

ratio

n, D

irect

or o

f C a

nd I,

Exe

cutiv

e Pr

inci

pal

of C

TE

Defin

e an

d de

velo

p a

K-1

2 in

tegr

ated

mod

el o

f rig

orou

s con

tent

and

cor

e

Scho

ols:

•

iLea

rn D

ays:

Ble

nded

Lea

rnin

g 2.

0 •

Cont

ent A

rea

Inse

rvic

e fo

cus o

n st

uden

t ach

ieve

men

t

Desi

gn fo

r Exc

elle

nce

2020

Foc

us fo

r Cen

tral

Offi

ce

Chie

f Aca

dem

ic O

ffice

Pa

ge 2

perf

orm

ance

stan

dard

s tha

t com

bine

s Virg

inia

’s S

tand

ards

of L

earn

ing

and

natio

nal

(Com

mon

Cor

e)/ i

nter

natio

nal p

erfo

rman

ce st

anda

rds (

Inte

rnat

iona

l Soc

iety

for

Tech

nolo

gy in

Inte

grat

ion)

/Dire

ctor

of C

and

I

Re

sear

ch S

TEAM

/Chi

ldre

n’s E

ngin

eerin

g an

d in

terd

iscip

linar

y co

nnec

tions

thro

ugh

cont

ent l

itera

cy /C

and

I Di

rect

or, S

peci

alist

s for

Sci

ence

, Tec

hnol

ogy,

CTE

, Art

and

M

athe

mat

ics

Impl

emen

t a K

-12

plan

for a

nnua

lly e

xpos

ing

stud

ents

to fi

ne a

nd p

erfo

rmin

g ar

ts/C

an

d I D

irect

or, S

peci

alist

s for

Fin

e an

d Pe

rfor

min

g Ar

ts

Plan

for o

peni

ng o

f 21s

t Cen

tury

Aca

dem

y fo

r stu

dent

s/Ex

ecut

ive

Prin

cipa

l CTE

In

tegr

ate

inve

ntiv

e th

inki

ng sk

ills

into

cur

ricul

um to

incl

ude

que

stio

ning

pro

toco

ls/C

and

I Dire

ctor

Id

entif

y m

odel

scho

ols/

early

impl

emen

ters

and

pro

vide

pro

fess

iona

l dev

elop

men

t, PB

L 10

1, fo

r sch

ools

durin

g su

mm

er 2

013/

Dire

ctor

of P

D, C

AO a

nd E

xecu

tive

Dire

ctor

of

Tec

hnol

ogy

Prov

ide

dist

rictw

ide

adm

inist

rato

r pro

fess

iona

l dev

elop

men

t, PB

L LE

AD/S

YSTE

M,

on

PBL;

con

duct

PBL

scho

ol re

adin

ess a

sses

smen

ts/D

irect

or o

f PD/

CAO

/Exe

cutiv

e Di

rect

or o

f Sch

ool A

dmin

istra

tion

Iden

tify

mob

ile d

evic

es fo

r stu

dent

s/Ex

ecut

ive

Dire

ctor

of T

echn

olog

y

In

tegr

ate

less

ons i

n et

hica

l use

of t

echn

ical

into

cur

ricul

um/E

xecu

tive

Dire

ctor

of

Tech

nolo

gy/D

irect

or a

nd C

and

I

Tr

ain

scho

ol-b

ased

mas

ter s

ched

uler

s on

new

stud

ent i

nfor

mat

ion

syst

em/E

xecu

tive

Dire

ctor

of T

echn

olog

y

An

nual

ly im

plem

ent

ongo

ing

Effe

ctiv

e Sc

hool

-wid

e Di

scip

line

for s

tude

nts a

nd

impl

emen

t div

ision

leve

l ana

lysis

tool

s to

supp

ort E

SD in

terv

entio

ns (b

y Ef

fect

ive

Scho

olw

ide

Disc

iplin

e Co

hort

s)/P

BS C

oord

inat

or

Expa

nd p

artn

ersh

ips f

or st

uden

ts w

ith c

olle

ges,

bus

ines

s and

com

mun

ity

orga

niza

tions

to fo

ster

lead

ersh

ip a

nd se

rvic

e op

port

uniti

es/D

irect

or o

f Com

mun

ity

Rela

tions

• Ea

rly R

elea

se D

ays:

Tea

chin

g an

d Le

arni

ng P

orta

l Dev

elop

men

t an

d Sc

hool

Impr

ovem

ent

Initi

ativ

es

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh

curr

icul

um sp

ecia

lists

Ce

ntra

l Offi

ce L

eade

rs:

• VD

OE

Trai

ning

•

Blen

ded

Lear

ning

•

Grad

ing

• 21

st C

entu

ry S

kills

•

Proj

ect B

ased

Lea

rnin

g

2014

-15

Prov

ide

ongo

ing

annu

al o

ppor

tuni

ties f

or st

uden

ts to

adv

ance

SO

L/SA

T/PS

AT/A

P/

Indu

stry

Cer

tific

atio

n ac

hiev

emen

t (dr

iven

by

stud

ent p

erfo

rman

ce d

ata)

/CAO

, Ex

ecut

ive

Dire

ctor

for S

choo

l Adm

inist

ratio

n, D

irect

or o

f C a

nd I,

Exe

cutiv

e Pr

inci

pal

of C

TE

Deve

lop

a K-

12 L

itera

cy P

lan

for t

he D

istric

t/Di

rect

or o

f C a

nd I,

Spe

cial

ists f

or

Lang

uage

Art

s

Im

plem

ent n

ewly

revi

sed

perf

orm

ing

arts

SO

Ls fo

r stu

dent

s/Di

rect

or o

f C a

nd I

and

Spec

ialis

ts fo

r Per

form

ing

Arts

U

pdat

e re

port

car

d fo

rmat

s fo

r stu

dent

s and

info

rm p

aren

ts o

f new

gui

delin

es a

nd

prac

tices

/Dire

ctor

of C

and

I

Scho

ols:

•

iLea

rn D

ays:

Inve

ntiv

e Th

inki

ng to

Pr

omot

e PB

L •

Cont

ent A

rea

Inse

rvic

e fo

cus o

n st

uden

t ach

ieve

men

t •

Early

Rel

ease

Day

s: In

vent

ive

Thin

king

and

Sch

ool

Impr

ovem

ent I

nitia

tives

•

Ong

oing

opp

ortu

nitie

s thr

ough

Desi

gn fo

r Exc

elle

nce

2020

Foc

us fo

r Cen

tral

Offi

ce

Chie

f Aca

dem

ic O

ffice

Pa

ge 3

Mon

itor b

lend

ed le

arni

ng im

plem

enta

tion/

Scho

ol D

irect

ors

Expa

nd W

orld

Lan

guag

es p

rogr

am fo

r ele

men

tary

stud

ents

/Dire

ctor

of C

and

I,

Dire

ctor

s of E

lem

enta

ry, W

orld

Lan

guag

es S

peci

alist

O

pen

21st

Cen

tury

Aca

dem

y fo

r stu

dent

s/Ex

ecut

ive

Prin

cipa

l CTE

Pr

ovid

e di

stric

t-w

ide

prof

essio

nal d

evel

opm

ent o

n in

vent

ive

thin

king

skill

s /Di

rect

or

of C

and

I

Pr

ovid

e pr

ofes

siona

l dev

elop

men

t for

teac

her l

eade

rs o

n PB

L/Di

rect

or o

f PD/

CAO

De

velo

p an

d ad

opt r

esou

rces

and

rubr

ics t

o su

ppor

t PBL

for s

tude

nts/

Dire

ctor

of

PD/C

AO

Pilo

t mob

ile d

evic

es fo

r stu

dent

s/Ex

ecut

ive

Prin

cipa

l for

Tec

hnol

ogy

Trai

n sc

hool

-bas

ed p

erso

nnel

on

new

stud

ent i

nfor

mat

ion

syst

em/E

xecu

tive

Prin

cipa

l fo

r Tec

hnol

ogy

Annu

ally

impl

emen

t on

goin

g E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e fo

r stu

dent

s and

im

plem

ent d

ivisi

on le

vel a

naly

sis to

ols t

o su

ppor

t ESD

inte

rven

tions

(by

Effe

ctiv

e Sc

hool

wid

e Di

scip

line

Coho

rts)

/PBS

Coo

rdin

ator

Ex

pand

par

tner

ship

s for

stud

ents

with

col

lege

s, b

usin

ess a

nd c

omm

unity

or

gani

zatio

ns to

fost

er le

ader

ship

and

serv

ice

oppo

rtun

ities

/Dire

ct o

f Com

mun

ity

Rela

tions

curr

icul

um sp

ecia

lists

Ce

ntra

l Offi

ce L

eade

rs:

• VD

OE

Trai

ning

•

Blen

ded

Lear

ning

•

Grad

ing

• 21

st C

entu

ry S

kills

•

Proj

ect B

ased

Lea

rnin

g

2015

-16

Prov

ide

ongo

ing

annu

al o

ppor

tuni

ties f

or st

uden

ts to

adv

ance

SO

L/SA

T/PS

AT/A

P/

Indu

stry

Cer

tific

atio

n ac

hiev

emen

t (dr

iven

by

stud

ent p

erfo

rman

ce d

ata)

/CAO

, Ex

ecut

ive

Dire

ctor

for S

choo

l Adm

inist

ratio

n, D

irect

or o

f C a

nd I,

Exe

cutiv

e Pr

inci

pal

of C

TE

Inte

grat

e Li

tera

cy P

lan

and

inte

grat

ed c

urric

ulum

exp

ecta

tions

thro

ugh

proj

ect b

ased

le

arni

ng/D

irect

or o

f C a

nd I/

Dire

ctor

of P

D/CA

O

Impl

emen

t upd

ated

stud

ent r

epor

t car

ds to

refle

ct a

dopt

ed g

radi

ng g

uide

lines

and

pr

actic

es/D

irect

or o

f C a

nd I/

Exec

utiv

e Di

rect

or fo

r Tec

hnol

ogy

Eval

uate

usa

ge o

f ble

nded

lear

ning

tool

s and

qua

lity

of b

lend

ed le

arni

ng

curr

icul

um/E

xecu

tive

Dire

ctor

of T

echn

olog

y

Ex

pand

Wor

ld L

angu

ages

opp

ortu

nitie

s for

stud

ents

/Dire

ctor

of C

and

I, D

irect

ors o

f Sc

hool

Adm

inist

ratio

n an

d W

orld

Lan

guag

e Sp

ecia

list

Expa

nd C

TE p

rogr

ams

for s

econ

dary

stud

ents

/Exe

cutiv

e Pr

inci

pal o

f CTE

De

velo

p up

date

d in

tegr

ated

mod

el o

f 21s

t cen

tury

lear

ning

skill

s and

self-

dire

cted

le

arni

ng/D

irect

or o

f C a

nd I

O

rgan

ized

iLea

rn 2

015:

21s

t Cen

tury

Lea

rnin

g an

d PB

L/Di

rect

or o

f C a

nd I/

Dire

ctor

of

PD

Trai

n te

ache

rs o

n im

plem

entin

g PB

L fo

r stu

dent

s/Di

rect

or o

f C a

nd I/

Dire

ctor

of P

D

Cr

eate

labo

rato

ry P

BL sc

hool

s in

dist

rict/

CAO

Pr

ovid

e m

obile

dev

ices

for s

tude

nts

to su

ppor

t pro

ject

bas

ed le

arni

ng/E

xecu

tive

Scho

ols:

•

iLea

rn D

ays:

21s

t Cen

tury

Le

arni

ng a

nd P

BL

• Co

nten

t Are

a In

serv

ice

focu

s on

stud

ent a

chie

vem

ent

• Ea

rly R

elea

se D

ays:

21s

t Cen

tury

Le

arni

ng a

nd S

choo

l Im

prov

emen

t Ini

tiativ

es

• O

ngoi

ng o

ppor

tuni

ties t

hrou

gh

curr

icul

um sp

ecia

lists

Ce

ntra

l Offi

ce L

eade

rs:

• VD

OE

Trai

ning

•

Blen

ded

Lear

ning

•

Grad

ing

• 21

st C

entu

ry S

kills

•

Proj

ect B

ased

Lea

rnin

g

Desi

gn fo

r Exc

elle

nce

2020

Foc

us fo

r Cen

tral

Offi

ce

Chie

f Aca

dem

ic O

ffice

Pa

ge 4

Dire

ctor

of T

echn

olog

y

An

nual

ly im

plem

ent

ongo

ing

Effe

ctiv

e Sc

hool

-wid

e Di

scip

line

for s

tude

nts a

nd

impl

emen

t div

ision

leve

l ana

lysis

tool

s to

supp

ort E

SD in

terv

entio

ns (b

y Ef

fect

ive

Scho

olw

ide

Disc

iplin

e Co

hort

s)/P

BS C

oord

inat

or

Desig

n e-

port

folio

s for

stud

ents

to su

ppor

t PBL

, ser

vice

lear

ning

, and

lite

racy

pla

n fo

r st

uden

ts/E

xecu

tive

Dire

ctor

of T

echn

olog

y/Di

rect

or a

nd C

and

I

Pr

ovid

e m

enu

of se

rvic

e le

arni

ng o

ppor

tuni

ties f

or st

uden

ts/D

irect

ors o

f Sch

ool

Adm

inist

ratio

n/Di

rect

or o

f Com

mun

ity R

elat

ions

20

16-1

7

Pr

ovid

e on

goin

g an

nual

opp

ortu

nitie

s for

stud

ents

to a

dvan

ce

SOL/

SAT/

PSAT

/AP/

In

dust

ry C

ertif

icat

ion

achi

evem

ent (

driv

en b

y st

uden

t per

form

ance

dat

a)/C

AO,

Exec

utiv

e Di

rect

or fo

r Sch

ool A

dmin

istra

tion,

Dire

ctor

of C

and

I, E

xecu

tive

Prin

cipa

l of

CTE

In

tegr

ate

Lite

racy

Pla

n an

d in

tegr

ated

cur

ricul

um e

xpec

tatio

ns th

roug

h pr

ojec

t bas

ed

lear

ning

/Dire

ctor

of C

and

I/Di

rect

or o

f PD/

CAO

An

nual

mon

itor g

rade

s, g

radi

ng p

ract

ices

and

gui

delin

es/D

irect

ors o

f Sch

ool

Adm

inist

ratio

n

Ev

alua

te u

sage

of b

lend

ed le

arni

ng to

ols a

nd q

ualit

y of

ble

nded

lear

ning

cu

rric

ulum

/Exe

cutiv

e Di

rect

or o

f Tec

hnol

ogy

Deve

lop

a di

stric

t pla

n to

pro

mot

e he

alth

y lif

esty

les i

n st

uden

ts/D

irect

or o

f C a

nd

I/Di

rect

or o

f Com

pens

atio

n an

d Be

nefit

s-CF

IT

Prom

ote

fam

ily a

nd c

omm

unity

invo

lvem

ent i

n d

evel

opin

g he

alth

ier s

choo

l en

viro

nmen

ts D

irect

or o

f C a

nd I/

Dire

ctor

of C

ompe

nsat

ion

and

Bene

fits-

CFIT

Pr

ovid

e di

stric

t-w

ide

prof

essio

nal d

evel

opm

ent o

n 21

st c

entu

ry le

arni

ng sk

ills a

nd

self-

dire

cted

lear

ning

/Dire

ctor

of C

and

I

Co

ntin

ue a

nnua

l pha

se in

of p

roje

ct b

ased

lear

ning

for

stud

ents

and

coa

chin

g fo

r te

ache

rs/D

irect

or o

f PD/

Dire

ctor

of C

and

I

An

nual

ly C

ontin

ue to

pha

se in

pro

vidi

ng m

obile

dev

ices

ann

ually

for

stud

ents

to

supp

ort p

roje

ct b

ased

lear

ning

/Exe

cutiv

e Di

rect

or o

f Tec

hnol

ogy

Impl

emen

t on

goin

g E

ffect

ive

Scho

ol-w

ide

Disc

iplin

e fo

r stu

dent

s and

impl

emen

t di

visio

n le

vel a

naly

sis to

ols t

o su

ppor

t ESD

inte

rven

tions

(by

Effe

ctiv

e Sc

hool

wid

e Di

scip

line

Coho

rts)

/PBS

Coo

rdin

ator

Im

plem

ent

e-po

rtfo

lios

for s

tude

nts/

Exec

utiv

e Di

rect

or o

f Tec

hnol

ogy/

Dire

ctor

of C

an

d I

Prov

ide

oppo

rtun

ities

thro

ugh

proj

ect b

ased

lear

ning

for s

tude

nts t

o ad

dres

s co

mm

unity

issu

es, p

artic

ipat

e in

serv

ice

lear

ning

, ex

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Special Education Plan The Special Education Plan is included on pages 252-274.

252

Gifted services plan The Gifted services plan is included on pages 275-310.

275

Plan for the Education of the Gifted

2011 – 2016

Chesterfield County Public Schools

LEA# 021Superintendent Marcus J. Newsome, Ed.D. Mailing Address P.O. Box 10, Chesterfield, Virginia 23832 Gifted Education Coordinator/ Designee

Patty Cover Title

Address

TelephoneE-mail

Instructional Specialist for Gifted Education Instruction Division Center 600 Southlake Blvd.Richmond, VA 23236804-594-1767Patty_Cover@ccpsnet.net

Local School Board Chairperson

Dianne E. Pettitt

Date Approved by School Board

November 1, 2011

Chesterfield County Public Schools

Local Plan for the Education of the Gifted

ii

Table of Contents

Local Plan for the Education of the Gifted ...............................................................................1

General Information Regarding the Gifted Education Program in Chesterfield County .........2

I Philosophy and Local Operational Definition of Giftedness for the School Division .............3

II Program Goals and Objectives .................................................................................................5

III Screening, Referral, Identification, and Service Procedures ....................................................8

IV Notification Procedures ............................................................................................................16

V Change in Instructional Services ..............................................................................................17

VI Evidence of Appropriate Service Options ................................................................................18

VII Program of Differentiated Curriculum and Instruction ............................................................23

VIII Policies and Procedures for Access to Programs and Advanced Courses ................................24

IX Personal and Professional Development ...................................................................................29

X Procedures for Annual Review of Effectiveness ......................................................................32

XI Procedures for the Establishment of the Local Advisory Committee ......................................33

XII Assurances ................................................................................................................................34

Chesterfield County Public Schools

Local Plan for the Education of the Gifted

Each school board must review and approve a comprehensive plan for the education of the gifted. That plan must provide specific explanations of the school division’s implementation of the Regulations Governing Educational Services for Gifted Students. School divisions, working in conjunction with their school boards, should determine the appropriate timeframe of applicability for their division’s gifted plan. Historically, division plans span five years. For the technical review, the DOE will request a division to send their most current, approved plan at the time of the review. The applicable timeframe for the division’s plan does not need to correspond to the collection year of their technical review. Information on the DOE technical review schedule can be found at the gifted education homepage at the Virginia Department of Education’s Web site http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml

Section §VAC20-40-60A of the Regulations states that, “Each school board shall submit a comprehensive plan for the education of gifted students to the Department of Education (DOE) for technical review on a schedule determined by the Department. Each school board shall approve a comprehensive plan for the education of gifted students that includes the components identified in these regulations.” To assist school divisions and school boards in complying with section §8VAC20-40-60A, the Virginia Department of Education has created this template for developing Local Plans for the Education of the Gifted (revised January 2011). This public document addresses all aspects of local services for gifted students, including, but not limited to, the area(s) of giftedness the school division will serve, an operational definition of giftedness in the division and its supporting identification procedures, program services, professional development, curriculum development, and parent and community involvement.

Each section of the plan should address specific procedures and information for each area of giftedness identified by the school division. If a school division identifies students in general intellectual aptitude (GIA) and specific academic aptitude-mathematics (SAA-M), then the section for referral procedures, for example, should reflect the specific referral procedures for GIA and SAA-M. Throughout the local plan template, school divisions may need to copy and paste the drop down boxes, the insert text form fields, and any pertinent information for each area of giftedness identified by the division. In order to be able to ‘choose an item’ from a drop down box, simply right click on the highlighted ‘choose an item’ wording and the drop down arrow should appear on the right. Right clicking on the arrow will then allow the drop down box choices to appear. If certain procedures or policies apply to more than one area of giftedness, simply copy and paste the drop down selection box to reflect all areas of giftedness that are applicable to the procedures or policy.

Once the completed comprehensive local plan for the education of gifted students has been approved by the local school board, the plan shall be accessible to the public through the division’s Web site. The division shall ensure that printed copies of the plan are available to citizens who do not have online access.

For more information, contact the Virginia Department of Education specialist for Governor’s Schools and Gifted Education at 804-225-2884.

Local Plan for the Education of the Gifted

1

Chesterfield County Public Schools

General Information Regarding the Gifted Education Program in Chesterfield County

In section §VAC20-40-40A of the Regulations, divisions are required to screen, refer, identify, and serve gifted students in at least general intellectual aptitude or specific academic aptitude. School divisions may identify and serve gifted students in career and technical aptitude or visual or performing arts aptitude, or both, at their discretion. On the chart below, please indicate all areas of giftedness that are identified and served within the division. Please copy and paste any additional rows as might be needed to address all areas in Specific Academic Aptitude and/or Visual and/or Performing Arts that are identified by the school division.

Area of Giftedness Identified by the Division Grades Served

General Intellectual Aptitude (GIA) Maggie L. Walker Governor’s School for Government and International Studies

9 - 12

Specific Academic Aptitude (SAA) English Mathematics Science History/Social Sciences

K - 12 K - 12 6 - 12 6 - 12

Career and Technical Aptitude (CTA) Appomattox Regional Governor’s School for the Arts and Technology

9 - 12

Visual and/or Performing Arts Aptitude (VPA) Appomattox Regional Governor’s School for the Arts and Technology

9 - 12

Local Plan for the Education of the Gifted

2

Chesterfield County Public Schools

Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (§VAC20-40-60A.1) A. Division Philosophy for the Education of Gifted Students Vision Chesterfield County Public Schools will provide an engaging and relevant education that prepares every student to adapt and thrive in a rapidly changing world. Mission Chesterfield County Public Schools, in partnership with students, families and communities, emphasizes and supports high levels of achievement through a global education for all, with options and opportunities to meet the diverse needs and interests of individual students. As part of the vision and mission of Chesterfield County Public Schools, the Gifted Education Program recognizes and identifies diverse gifted learners and provides a comprehensive program that:

Delivers an appropriately differentiated instructional program responsive to student ability and learning needs

Assists students in achieving maximum use of potential to achieve personal success Provides a continuum of program service options Addresses the social and emotional needs of diverse gifted students Supports an educational environment that challenges gifted learners and enables students to perform

at levels of excellence Facilitates the development of self-directed learners

In accordance with the guidelines established by the Virginia Department of Education, exemplary program standards for gifted learners will be achieved through the collaborative efforts of the school division, students, parents, and community.

Local Plan for the Education of the Gifted

3

Chesterfield County Public Schools

B. Division Operational Definition of Giftedness

This section should include an operational definition for each area of giftedness (general intellectual aptitude, specific academic aptitude, visual and/or performing arts aptitude, or career and technical aptitude) identified and served by the division. An operational definition provides the concrete, observable, and/or measurable criteria for ‘giftedness’ used by the division in the identification process. Such a definition might include a listing of the evidence of student readiness for gifted educational services, e.g. evidence of gifted behaviors as determined by a valid and reliable teacher checklist or evidence of superior academic performance based on a norm-referenced assessment of aptitude.

Chesterfield County Public Schools identifies students who demonstrate exceptional academic aptitude in English and/or mathematics (grades K–5) and in English, mathematics, science, and/or social studies (grades 6–12). A student is determined eligible for gifted education program services in specific academic area(s) based upon both quantitative and qualitative indicators. Multiple criteria utilized in the identification and placement process may include:

Evidence of intellectual development in the superior and very superior ranges as measured by performance on an individually administered or group administered nationally norm-referenced aptitude test. Domain and/or composite scores are considered as evidence in determining need for gifted education program services.

Evidence of performance in the superior and very superior ranges as measured by performance on an individually administered or group administered nationally norm-referenced achievement test. Subject area scores are considered as evidence in determining the need for gifted education program services.

Evidence of achievement in specific academic aptitude based on classroom grades Evidence of performance as demonstrated on the gifted behavioral characteristics rating scales Evidence of performance as demonstrated on student developed products Evidence of performance as demonstrated on an individual student interview

Local Plan for the Education of the Gifted

4

Chesterfield County Public Schools

Part II: Program Goals and Objectives (§VAC20-40-60A.2)

This section should include goals and objectives for the school division’s gifted education program. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

A. Identification

Goal: Continue to evaluate and revise procedures which increase referrals and eligibility of students from underrepresented populations for gifted education program services Objectives:

Continue to enhance professional development opportunities and support for schools in the identification and placement of gifted students

Continue revisions to Student Profile, Grades 6-12, which include consideration of domain and/or composite scores as evidence of need for gifted education program services

Consider alternative assessments when results of standardized assessments are not well-aligned with other data as indicated on the Student Profile

B. Delivery of Services

Goal 1: Continue to research, develop and implement opportunities to nurture the potential of students from underrepresented populations through a continuum of gifted education program services Objectives:

Continue to implement and support Problem-Based Learning experiences for all students in grades K–3

Continue to implement and support Inventive Thinking Labs for all students in the primary grades Goal 2: Continue to refine and implement a collaborative model which supports educational opportunities for gifted learners served through the School-Based Gifted education program Objectives:

Provide cluster-grouping arrangements which support differentiated instruction for gifted learners Provide professional development opportunities and Consultant support for School-Based Gifted

Program services Continue to research and implement strategies which support success in the School-Based Gifted

Education Program among students from underrepresented populations Goal 3: Continue to refine and implement best practices to support differentiated instruction for students who demonstrate superior abilities in multiple content areas Objectives:

Provide professional development opportunities and Consultant support for Center-Based Gifted Program services

Continue to research and implement strategies which support success in the Center-Based Gifted Education Program among students from underrepresented populations

Local Plan for the Education of the Gifted

5

Chesterfield County Public Schools

C. Curriculum and Instruction Goal: Provide a continuum of differentiated curricular options, instructional approaches and resource materials which support the unique needs of gifted learners Objectives:

Provide division personnel with access to resource materials which support the Standards of Learning and Chesterfield County Curriculum Frameworks

Continue collaborative work with curriculum specialists to enhance and extend learning for gifted students

Provide opportunities for middle school students to access high school curriculum and coursework when appropriate

D. Professional Development Goal: Provide ongoing professional development opportunities which enhance existing knowledge and skills in the use of research-based practices in gifted education Objectives:

Continue to provide professional development for schools on an as-needed basis Collaborate with teachers to share instructional strategies based on best practices in gifted

education Communicate to parents and other stakeholders best practices utilized in identifying and serving

gifted students Provide appropriate professional development to support the current Talent Development Model

(Problem-Based Learning Units and Inventive Thinking Labs)

E. Equitable Representation of Students Goal 1: Continue to identify assessment methods which recognize students who will benefit from gifted education program services Objectives:

Continue revisions to Student Profile, Grades 6-12, which include consideration of domain and/or composite scores as evidence of need for gifted education program services

Consider alternative assessments when results of standardized assessments are not well-aligned with other data as indicated on the Student Profile

Collect and analyze data to determine effectiveness of recent revisions to the gifted education identification and placement protocols

Develop assessments to determine the effectiveness of Talent Development initiatives (Problem Based Learning Units and Inventive Thinking Labs)

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Goal 2: Provide professional development opportunities which focus on cultural competency and non-traditional characteristics of giftedness Objectives:

Continue to utilize the e-learning module to educate professional staff in recognizing the behavioral characteristics of gifted learners among a diverse student population

Provide professional development on instructional strategies for twice-exceptional students Research additional opportunities to promote cultural competency, increase referral, identification

and placement, and support success in gifted education programs among students from underrepresented populations

F. Parent and Community Involvement

Goal 1: Continue to increase the effectiveness of the Gifted Education Advisory Committee (GEAC) Objective:

Maintain GEAC by-laws which provide structure and direction for the committee’s purpose and involvement

Goal 2: Utilize technology and print media to inform the community regarding gifted education program services Objectives:

Provide gifted education program information updates on the Chesterfield County Public Schools website at http://mychesterfieldschools.com

Provide documents with Spanish translation whenever possible

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Part III: Screening, Referral, Identification, and Service Procedures ⇒ Specific Academic Aptitude – Grades K–12

A. Screening Procedures (§VAC20-40-60A.3)

This section should provide screening procedures for each area of giftedness identified and served by the division. These procedures should include the annual review of student data used to create a pool of potential candidates for further assessment. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

Screening Procedures for Specific Academic Aptitude

The Gifted Education Identification and Placement Committee in each school is responsible for student screening, seeking and reviewing referrals, and conducting multiple student assessment measures. Student eligibility and placement decisions are made according to established division criteria. Procedures with guidelines and timelines for screening, referral, and identification and placement of gifted students are provided to all schools on an annual basis. Types of data utilized by division staff for screening procedures include:

Review of Cognitive Abilities Test results annually at grade 3 Review of Standards of Learning scores at the pass/advanced proficiency level Review of student performance annually in relevant academic areas addressed by gifted education

program services: English, mathematics, science and/or social studies Gifted Education Coordinators receive training that promotes awareness of and sensitivity to cultural factors which influence the screening, referral and assessment of students from diverse populations. Gifted Education Coordinators are encouraged to actively search for students from underrepresented populations. B. Referral Procedures (§VAC20-40-60A.3)

This section provides referral procedures for each area of giftedness identified and served by the division. These procedures shall permit referrals from parents or legal guardians, teachers, professionals, students, peers, self, or others. These procedures should include to whom referrals are submitted and the timeline for the division to provide parents/guardians with the results of the eligibility process. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

Referral Procedures for Specific Academic Aptitude

The Chesterfield County public school system does not unlawfully discriminate on the basis of sex, race, color, religion, disabilities or national origin in employment or in its educational programs and activities. The identification process begins with a pool of students being referred to the Gifted Education Identification and Placement Committee in the school. Information on the Gifted Education Program, including the referral process and timelines, is available on the Chesterfield County Public Schools website http://mychesterfieldschools.com.

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A pool of potential candidates for gifted education program services is created by the following means:

Parent referral or community member referral Student self- referral or peer referral Professional staff referral

A behavioral checklist of gifted characteristics is utilized to seek referrals from school personnel. Multicultural descriptors assist in recognizing students from traditionally underrepresented populations.

Transfer students - Any student identified as eligible for gifted education program services in another public school division shall be referred for assessment.

Referral forms are available in all school administrative offices and school counseling offices. Referrals are to be submitted to the Gifted Education Coordinator in each school. C. Identification Procedures (§VAC20-40-60A.3)

This section provides identification procedures for each area of giftedness identified and served by the division. Identification in GIA programs shall be K-12 and must include a nationally norm-referenced aptitude test. Identification in SAA programs shall be K-12 or as assessment instruments exist to support identification, and must include either a nationally norm-referenced aptitude or achievement test. Identification in CTA and VPA programs shall be at the discretion of the school division. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

Multiple Criteria Listing (§VAC 20-40-40D.3)

This section includes the three or more criteria that are used by the division to develop a profile or composite for each student being considered. This listing of criteria should be repeated for each area of giftedness identified by the division. Please copy and paste the section below to support all identified areas of giftedness. NOTE: No single instrument, score, or criterion may be used to exclude or include a child for eligibility. Selection of either item 5a or 5b or both counts as a single criterion.

Multiple Criteria Listing for Specific Academic Aptitude

1. Assessment of appropriate student products

 

2. Record of observation of in-class behavior   

3. Appropriate rating scales, checklists, or questionnaires   

4. Individual interview    

5a. Individual or group-administered, nationally norm-referenced aptitude tests    

5b. Individual or group-administered, nationally norm-referenced achievement tests   

6. Record of previous achievements (e.g., grades)   

  7. Additional valid and reliable measures or procedures

No single instrument, score, or criterion is used to exclude or include a child for eligibility.

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D. Placement Procedures (§VAC20-40-60A.3)

This section provides procedures for the placement of gifted students in each area of giftedness identified and served by the division. These procedures include information about the identification and placement committee.

1. Identification and Placement Committee (§VAC 20-40-40D)

This section includes the number of persons comprising the Identification/Placement Committee by category.

Identification and Placement Committee for Specific Academic Aptitude

a. A minimum of five professional staff members serves on each school’s Identification and

Placement Committee. The committee must include a school administrator and at least four members from the following categories:

Classroom Teacher(s)  

  Gifted Education Resource Teacher(s)   

Counselor(s)    

School Psychologist(s)   

  Assessment Specialist(s)   

Principal(s) or Designee(s)   

Gifted Education Coordinator   

Other CCPS professional staff member who knows the   student and his/her abilities

b. Type of Identification/Placement Committee

This section indicates the type of Identification/Placement Committee the division uses.

School-level Division-level

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2. Eligibility (§VAC20-40-60A.3)

This section includes a chart detailing all criteria that could be considered in the identification process for a specific area of giftedness identified by the division. A description of the eligibility process used by the committee to make decisions regarding eligibility for services shall follow the chart. It includes a timeline for making eligibility decisions within 90 instructional days of the school division’s receipt of the parent’s(s’) or legal guardian’s(s’) consent for assessment.

Eligibility for Specific Academic Aptitude

Measure Administered and/orcompleted by

Scored and/or reviewed by

Provided to the committee by:

Aptitude Assessment K-12 Professional staff*

Professional staff* or norm-referenced

assessment company

Gifted Education Coordinator for the

student’s school

Rating Scales K-12 Student’s teacher(s) Student’s teacher(s)

Gifted Education Coordinator for the

student’s school

Observation of In-class Behavior and Interview

K-1

Instructional Consultant for Gifted Education

Instructional Consultant for Gifted Education

Gifted Education Coordinator for the

student’s school

Achievement Assessments

3-12 Professional staff* Professional staff*

Gifted Education Coordinator for the

student’s school

Student Products K-1 Professional staff* Professional staff*

Gifted Education Coordinator for the

student’s school

Grades 2-12 Student’s teacher(s) Student’s teacher(s)

Gifted Education Coordinator for the

student’s school

* Professional staff includes Chesterfield County Public Schools principals, assistant principals, counselors, psychologists, teachers and members of the Gifted Education Department.

Professional development and timelines specific to each grade level are provided to the school-level Gifted Education Coordinators each year. The process from referral to eligibility is to be completed within 90 instructional days of the receipt of the Consent for Assessment from the student’s parent/guardian.

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3. Determination of Services (§VAC20-40-60A.3)

This section describes the process of determining appropriate educational services for identified K-12 students.

Determination of Services for Specific Academic Aptitude

The school’s Identification and Placement Committee carefully examines the multiple criteria used during assessment and determines student eligibility as reported on the Student Profile. Areas of eligibility and specific criteria are used to match the student’s needs with the appropriate level of program service. No single instrument, score, or criterion is used to exclude or include a child for eligibility. Placement options include school-based (Level I) and center-based (Level II) gifted education program services. Continuum of Services School level Gifted Education Coordinators administer assessments and collect qualitative and quantitative data related to the multiple criteria used to determine eligibility for gifted services. This data is recorded on a matrix-style document called the Student Profile. Points are assigned for each criterion. The points accumulated determine eligibility for Level I, School-Based Gifted services in specific academic areas. Beginning in 2011, revisions to the identification process allow for aptitude domain or composite score, whichever is higher, to be used for determining eligibility for gifted services in areas of specific academic aptitude (Level I Eligibility).

Level I Eligibility Grades K–1 The student is identified gifted in either English and/or Mathematics according to the data collected in the following areas:

o Aptitude (composite or appropriate domain score, whichever is higher) o Observation and Interview o Scales for Identifying Gifted Students o Student Products or Grades

Grades 2–5 The student is identified gifted in English and/or Mathematics according to the data collected in the following areas:

o Aptitude (composite or appropriate domain score, whichever is higher) o Nationally-normed achievement assessments

Reading Vocabulary Reading Comprehension Mathematics Problem Solving

o Scales for Identifying Gifted Students o Grades

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Grades 6–12 The student is identified gifted in English, Mathematics, Social Studies, and/or Science according to the data collected in the following areas:

o Aptitude (composite or appropriate domain score, whichever is higher) o Nationally-normed achievement assessments

Reading Vocabulary Reading Comprehension Mathematics Problem Solving Social Studies Science

o Scales for Identifying Gifted Students o Grades

Level II Eligibility For placement in grades 3–8 additional data on the Student Profile is used to determine eligibility for Level II, Center-Based Gifted services.

Grades 3–5 The student is identified gifted in one or more academic areas Student is functioning at the 97th percentile or higher in four or more of the following areas:

o Aptitude (Composite Score) o Reading Vocabulary o Reading Comprehension o Mathematics Problem Solving o Grade Point Average (GPA) in English o Grade Point Average (GPA) in Mathematics

Grades 6–8

The student is identified gifted in one or more academic areas Student is functioning at the 97th percentile or higher in five or more of the following areas:

o Aptitude (Composite Score) o Reading Vocabulary o Reading Comprehension o Mathematics Problem Solving o Social Studies o Science o Overall Grade Point Average (GPA) in core subjects

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Part III: Screening, Referral, Identification, and Service Procedures ⇒ General Intellectual Aptitude – Maggie L. Walker Governor’s School for

Government and International Studies ⇒ Visual and Performing Arts Aptitude – Appomattox Regional Governor’s

School for the Arts and Technology ⇒ Career and Technical Aptitude – Appomattox Regional Governor’s School for

the Arts and Technology Chesterfield County Public Schools participates in two regional Governor’s Schools in the greater Richmond area. Maggie L. Walker Governor's School for Government and International Studies (http://www.gsgis.k12.va.us) provides broad-based educational opportunities that develop gifted students' understanding of world cultures and languages as well as the ability to lead, participate and contribute in a rapidly changing global society. Through integration of a well-founded liberal arts education with intensive focus upon specific artistic or technological disciplines, the Appomattox Regional Governor’s School for the Arts and Technology (http://www.args.us) will nurtures gifted and talented creative thinkers, leaders, artists, innovators, and pioneers in the fine, performing, and technological arts. Letters are mailed to all eighth-grade students enrolled in Chesterfield County Public Schools and Chesterfield County home-schooled students informing them of the high school options, including Specialty Centers and the two regional Governor’s Schools. Information on high school program options is also provided at http://mychesterfieldschools.com. The Virginia Department of Education, in conjunction with localities, sponsors regional academic-year Governor’s Schools that serve gifted high school students during the academic year. The foundation of the Virginia Governor’s School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners. The academic-year Governor’s Schools are established as “joint schools” by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school’s admissions process. All applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific academic-year Governor’s School. Trained representatives from Chesterfield County Public Schools serve on the regional evaluation teams for Appomattox Regional Governor’s School for the Arts and Technology and Maggie L. Walker Governor’s School for Government and International Studies. Local administrators of gifted programs are actively involved in the Virginia Governor’s School Programs. Their support typically includes serving on advisory committees, nominating students, identifying potential instructors, participating in school evaluations and communicating information about the program to the appropriate local audiences. Faculties for the academic-year Governor’s Schools are selected based on advanced degrees, professional experience and training and/or experience with gifted high school students. Each school is responsible for providing staff development to extend its teachers’ knowledge and use of innovative teaching strategies, technology and contemporary subject matter.

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Each Governor’s School maintains its standards through a system of internal evaluations. Summaries of findings are submitted to the Department of Education as part of the administrative procedures document. Internal evaluation methods may include collecting information from students and staff, interviews and written surveys with administrators, instructors, students, and parents and analysis of other documents related to the programs. The Virginia Department of Education oversees and evaluates the academic-year Governor’s Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process and facilities. A full-site evaluation team visits each school every six years.

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Part IV: Notification Procedures (§VAC20-40-60A.4)

This section includes the procedures used for (a) notifying parents/guardians when the individual identification process is initiated; (b) requesting permission for individual testing and/or collection of additional information; (c) requesting permission for provision of appropriate service options; and, (d) parents/guardians wishing to file an appeal of the identification outcome, change in placement, or exit decision. Any procedural differences pertaining to a specific area of giftedness identified by the division should be clearly indicated.

Notification Procedures for Identification and Placement Parents/Guardians receive written notification for the following:

request for permission of student assessment, including individual or group testing and/or collection of additional data for Student Profile

committee decision regarding student eligibility for program services request for permission regarding student placement in the gifted education program

Appeals Process Parents/guardians who have initial questions regarding the Identification and Placement Committee eligibility decision shall contact the building principal or designee. The parent/ guardian may submit a written request of the appeal to the principal within 10 instructional days from receipt of the committee’s decision. The written request of appeal should include specific concerns related to the eligibility decision that the parent/guardian would like to have considered in the review. The principal will refer the appeal to the Instructional Specialist for Gifted Education and the division’s Appeals Committee. The division’s Appeals Committee, appointed by the Instructional Specialist for Gifted Education, is comprised of at least five members who were not involved in the student’s eligibility decision. The members represent the following categories:

principals assistant principals guidance counselors psychologists Gifted Education Department staff members

The division-level Appeals Committee reviews all information used in determining student eligibility. Due to the nature of program services, specific alternative assessments may be recommended by the Appeals Committee for administration and additional review. The Appeals Committee provides written notification of their decisions to parents/guardians and school-level personnel.

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Part V: Change in Instructional Services (§VAC20-40-60A.5)

This section includes the policy for written notification to parents or legal guardians of identification and placement decisions, including initial changes in placement procedures or exit policy from the program.

Change in Instructional Services for Specific Academic Aptitude The placement of all students is subject to annual review. The student, parent/guardian, counselor, teacher, or administrator may initiate reevaluation procedures. The data assembled for the review may include aptitude scores, rating scales, achievement scores and grades. After careful review and analysis, the Identification and Placement Committee may recommend one of the following:

continuation of current placement change in current placement further reevaluation to determine need for gifted education program services

Change in current placement may require the collection or assessment of additional data to complete a Student Profile. Students exit the program only when it has been determined that he/she no longer requires services. The reevaluation process is utilized unless the parents/guardians request student withdrawal from gifted education program services. Reevaluation to determine the appropriate level of placement in the gifted education program occurs at the end of grade 2 and grade 5. A review of student academic performance in specific areas and/or additional assessments may be required to determine the specific option(s) for gifted education program services. Parents/guardians receive written notification requesting permission for reevaluation and the results of the eligibility/placement decision.

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Part VI: Evidence of Appropriate Service Options (§VAC20-40-60A.10)

This section provides evidence that gifted education service options from kindergarten through twelfth grade are offered continuously and sequentially, with instructional time during the school day and week to (i) work with their age-level peers, (ii) work with their intellectual and academic peers, (iii) work independently; and (iv) foster intellectual and academic growth of gifted students. Parents and legal guardians shall receive assessment of each gifted student’s academic growth. Career and Technical aptitude programs and Visual and/or Performing Arts programs are offered at the discretion of the school division.

A. Service Options are Continuous and Sequential

This section provides evidence that the division’s program of curricula and instruction for gifted learners is continuous and sequential. GIA programs need to provide evidence from kindergarten through twelfth grade. SAA programs need to provide evidence that service options are continuous and sequential from identification until twelfth grade.

The CCPS Gifted Education Program provides continuous and sequential service options as demonstrated below.

Grade Level SAA – English and Mathematics

SAA – Social Studies and Science

GIA, VPA, CTA

Grades K – 2 Differentiated Instruction Grade 3 Differentiated Instruction

Center-Based Program option

Grades 4 – 5 Differentiated Instruction Center-Based Program

option Accelerated Mathematics

Grades 6 – 8 Differentiated Instruction Center-Based Program

option Acceleration for High

School Credit - Algebra I, Geometry, and Algebra II

Differentiated Instruction Center-Based Program

option Acceleration for High

School Credit – Earth Science

Grades 9 – 12 Honors Courses Advanced Placement Dual Enrollment Acceleration in

Mathematics High School Specialty

Centers’ options

Honors Courses Advanced Placement Dual Enrollment Acceleration in Science High School Specialty

Centers’ options

Maggie L. Walker Governor’s School option (GIA)

Appomattox Regional Governor’s School option (VPA and CTA)

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B. Service Options Provide Instructional Time with Age-level Peers

This section includes a description of the instructional strategies or program model that allows gifted students to interact with their age-level peers during the school day and week.

The CCPS instructional program allows gifted students to interact with their age-level peers during the school day as shown below.

Grade Level SAA GIA, VPA, CTA Grades K – 2 Cluster Grouping Grades 3 – 8 Cluster Grouping

Center-Based Program option

Grades 9 – 12 Honors Courses Advanced Placement Dual Enrollment High School Specialty Centers’ options

Maggie L. Walker Governor’s School option (GIA)

Appomattox Regional Governor’s School option (VPA and CTA)

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C. Service Options Provide Instructional Time with Intellectual and Academic Peers This section includes a description of the instructional strategies used in the division to accelerate and enrich the content for gifted learners beyond the grade-level or course expectations for all learners. The description should include how these academic needs are met during the school day and week. The CCPS instructional and grouping strategies allow students to have opportunities for acceleration and enrichment beyond their grade-level according as shown below.

Grade Level SAA – English and Mathematics

SAA – Social Studies and Science

GIA, VPA, CTA

Grades K – 2 Cluster Grouping Grade 3 Cluster Grouping

Center-Based Program option

Grades 4 – 5 Cluster Grouping Center-Based Program

option Accelerated Mathematics

Grades 6 – 8 Cluster Grouping Center-Based Program

option Accelerated Courses for

High School Credit - Algebra I, Geometry, and Algebra II

Advanced Curriculum Center-Based Program

option Accelerated courses for

High School Credit – Earth Science

Grades 9 – 12 Honors Courses Advanced Placement Dual Enrollment Acceleration in

Mathematics High School Specialty

Centers’ options

Honors Courses Advanced Placement Dual Enrollment Acceleration in Science High School Specialty

Centers’ options

Maggie L. Walker Governor’s School option (GIA)

Appomattox Regional Governor’s School option (VPA and CTA)

D. Service Options Provide Instructional Time to Work Independently This section includes a description of the instructional strategies or program model used in the division to allow gifted learners to work independently during the school day and week.

Specific Academic Aptitude CCPS utilizes a variety of instructional strategies and program models that allow K – 12 gifted learners to work independently. These strategies and models include 21st Century Skills, problem-based learning, independent research projects, curriculum compacting, learning centers, product choice menus, independent contracts and tiered lessons. Models and strategies are chosen based on students’ needs which allow classroom teachers to tailor curriculum and differentiate by interest, learning styles, and/or rigor.

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E. Service Options that Foster Intellectual and Academic Growth

This section includes a description of the instructional strategies used in the division to foster intellectual and academic growth during the school day and week.

Specific Academic Aptitude CCPS utilizes a variety of instructional strategies and program models that foster academic growth among gifted students in grades K – 12. A sampling of curricular modifications and instructional strategies emphasized include:

Diagnostic-prescriptive instruction - Continuous informal and formal assessments used to plan instruction

Higher-order thinking - Analytical skills developed to allow students to explore and grasp complex concepts

Curriculum compacting - The elimination of material that students already know to allow for instruction of new material or extension activities

Technology - Technology used to deliver instruction and as a tool for student learning and product development

Questioning techniques - Questions used in discussion or activities that draw on advanced levels of information and require challenging thinking

Interdisciplinary connections - Guiding students in making connections among and between content areas and disciplines through the use of overarching concepts, issues and themes

Problem-based learning - Providing students with unstructured problems or situations where they must discover answers, solutions, concepts or draw conclusions and generalizations

Discussion - Providing both teacher and student directed discussion to probe student thinking and in-depth exploration

Goal setting and planning - Students involved in personal goal setting and involvement in planning, monitoring and assessing their own learning for efficient and effective use of time and resources

Decision-making - Student choice supported and valued while guidance is given to build decision-making skills

Self-directed projects - Structured projects agreed upon by student and teacher that allow a student to investigate an area of high interest or to advance knowledge

Metacognition - Students develop the skill of thinking about their own thinking and reflection on learning processes

Problem solving - Providing students with problem solving strategies matched to differing problem types

In-depth topic development - Extended instruction to provide opportunities for greater exploration and knowledge acquisition

Authentic assessment - Using approaches such as product or performance-based activities that allow students to demonstrate what they know as a result of meaningful instruction

Student competitions - Various opportunities provided through the classroom, school and community such as MATHCOUNTS, Knowledge Masters Open, We The People, Model UN, Model Congress, Stock Market Game, and Future Problem Solving

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F. Procedures for Assessing Academic Growth in Gifted Students

This section includes a description of the procedures used by the division to assess the academic growth for gifted learners.

Specific Academic Aptitude

Systematic feedback provides consistent, regular evaluations of student’s products, performance and knowledge acquisition. Teachers:

give performance feedback to students before, during and after instruction collect sufficient assessment data to support accurate reports of student progress provide opportunities for students to assess their own progress and performance use assessment of student progress to establish new learning goals

Assessment strategies used for documentation of student learning may include the following:

norm-referenced tests authentic assessments (e.g., portfolios, projects, presentations, writing assessments, exhibitions) standards-based assessments (e.g., Virginia Standards of Learning) locally developed assessments (e.g., grade level, department, CCPS subject area assessments) teacher-made tests

When utilizing authentic assessments, teachers of the gifted:

establish specific criteria for a quality product seek student input concerning product development and assessment provide benchmarks for product development and refinement include opportunities for evaluation by student, peers and/or teacher provide opportunities for student self-reflection

The Gifted Education Department continues to research best practices in assessment of academic growth of gifted students.

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Part VII: Program of Differentiated Curriculum and Instruction (§VAC20-40-60A.11)

The Regulations Governing Educational Services for Gifted Students defines appropriately differentiated curriculum and instruction as curriculum and instruction adapted or modified to accommodate the accelerated learning aptitudes of identified students in their areas of strength. Such curriculum and instructional strategies provide accelerated and enrichment opportunities that recognize gifted students’ needs for (i) advanced content and pacing of instruction; (ii) original research or production; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study. Such curriculum and instruction are offered continuously and sequentially to support the achievement of student outcomes, and provide support necessary for these students to work at increasing levels of complexity that differ significantly from those of their age-level peers. This section provides a description of the school division’s appropriately differentiated curriculum and instruction demonstrating accelerated and advanced content for gifted learners.

Differentiated Curriculum and Instruction for Specific Academic Aptitude The Chesterfield County Gifted Education Program provides services for students identified as gifted in specific academic areas to develop academic aptitude through:

curriculum differentiation enhanced and extended curriculum integrating multiple disciplines content acceleration

The program focuses on providing a curriculum based on rigorous academic content instruction while emphasizing a conceptual understanding of subject matter. Utilizing the Virginia Standards of Learning and the Chesterfield County Curriculum Frameworks as a guide, the curriculum for the gifted is modified to meet the distinct learning needs of gifted students in the content areas for which services are provided. Curriculum differentiation creates an instructional environment, which actively engages students in learning and promotes continual growth respectful of individual differences. Students are encouraged to become self-directed, independent learners and to develop organizational, motivational and communication skills. Student learning accentuates higher order processes incorporating critical and creative thinking skills, problem solving, decision-making, research, reasoning and metacognition. Learning experiences are created to allow for concept development through integrated content and in-depth study of major ideas, issues, and problems of interest to students. The program consists of advanced content and appropriately differentiated instructional strategies to reflect the accelerative learning pace and advanced intellectual processes of gifted learners. Specifically, in designing qualitative differentiation for gifted students, teachers plan and carry out varied approaches to content, process, and product at an appropriate level and pace based on student differences in readiness, interest and learning needs.

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Content:

Eliminates previously learned materials and streamlines curriculum that can be mastered quickly Extends the prescribed curriculum utilizing advanced skills and concepts Presents content related to broad-based issues, problems or themes Integrates multiple disciplines into an area of study Organizes content to accentuate abstraction, complexity, challenge, depth, ambiguity, and open-

endedness Process:

Promotes in-depth investigation of teacher-selected and student-selected topics to accentuate the development and application of advanced research skills

Provides opportunities for students to strengthen critical thinking, problem solving, creative thinking and decision making skills

Fosters ongoing organizational, time management and perseverance skills Allows students opportunities to seek, define and solve complex real-world problems

Product:

Allows students to demonstrate knowledge, skills, and understanding using varied modes of expression

Encourages product development that challenges existing ideas and produces new solutions Establishes specific criteria for a quality product and provides ongoing assessment and feedback

during product development

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Part VIII: Policies and Procedures for Access to Programs and Advanced Courses (§VAC20-40-60A.12)

This section provides the school division’s policies and procedures that allow access to programs of study and advanced courses at a pace and sequence commensurate with the learning needs of the gifted student.

1. Chesterfield County Public School Policy 1012, School Board’s Vision, Mission, and

Standards of Quality

A. Vision

Chesterfield County Public Schools will provide an engaging and relevant education that prepares every student to adapt and thrive in a rapidly changing world. B. Mission

Chesterfield County Public Schools, in partnership with students, families, and communities, emphasizes and supports high levels of achievement through a global education for all, with options and opportunities to meet the diverse needs and interests of individual students. C. Standards of Quality and Objectives

The School Board accepts the overall goals of public education as expressed by the Standards of Quality legislated by the Virginia General Assembly and implemented by State Board of Education regulations.

The School Board will report its compliance with the Standards of Quality to the State Board of

Education annually. The report of compliance will be submitted to the State Board of Education by the Chairman of the School Board and the Superintendent.

D. Standards of Quality – Programs and Services

The School Board commits itself to providing programs and services as stated in the Standards of Quality only to an extent proportionate to funding thereof provided by the General Assembly.

2. Chesterfield County Public School Policy 3050, Alternative Instruction Options

Alternative schools and alternative programs within schools are designed to provide instructional options for students who meet required application or placement criteria. Such schools and programs include, but are not limited to, specialty centers, Governor’s Schools, online courses, magnet schools and Community High School. Alternative schools and programs shall be approved by the School Board whether or not any such school or program meets the definition of instructional program set forth in Policy 3020, Selection, Implementation and Evaluation of Instructional Methods, Strategies and Programs.

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Students seeking admission into an alternative school or program shall meet applicable admission requirements. No person of school age meeting the residency requirements of Va. Code § 22.1-3 may be charged tuition for enrollment in an alternative school or program offered as a regional or division-wide initiative by the School Board.

A class that is offered for high school graduation credit in or by an alternative school or program shall be no less rigorous than a comparable class that is offered by a non-alternative school or program, and shall reflect the same or more rigorous course requirements as a comparable class that is offered by a non-alternative school or program. In addition, any such class shall meet all secondary school accreditation requirements of the State Board of Education. A student who successfully completes any such class in an alternative school or program shall earn credit for the class that is comparable to that earned by a student taking the same class in a non-alternative school or program. Verified units of credit may be earned when a student has passed the Standards of Learning end-of-course test associated with the course.

Nothing in this policy shall limit the ability of the Superintendent or the Superintendent’s designee to assess and approve for credit students’ educational experiences and courses that were completed outside of the division. The Superintendent or Superintendent’s designee shall develop standard procedures for this purpose.

3. Chesterfield County Public School Policy 3041, Accelerating the Curriculum

A. Elementary School Students

A principal or the principal’s designee may determine that it is appropriate to accelerate the pace at which an elementary school student is exposed to the curriculum. For purposes of this policy, acceleration is defined as making the curriculum more rigorous by increasing the pace at which an elementary student is exposed to the curriculum in one or more subject areas. A result of making the curriculum more rigorous is that a student will be held accountable for mastering some or all of the approved curriculum at a grade level higher than that to which the student is otherwise assigned. For instance, a student in the fourth grade whose mathematics curriculum is accelerated at the beginning of the school year will cover and be held accountable for not only all of the fourth-grade mathematics curriculum, but for a portion of the fifth-grade mathematics curriculum as well.

Acceleration in the elementary grades occurs primarily in mathematics during the fourth and fifth grades. An elementary student’s work shall not be accelerated without the prior approval of the student’s parent or guardian.

B. Middle School Students

The work of a middle school student may be accelerated, or made more rigorous, by registering the student for a high school credit-bearing course. A credit-bearing course is one for which the student will earn credit towards high school graduation provided that the student passes the course. Notwithstanding the fact that Algebra I is a credit-bearing course, it is the approved mathematics curriculum for most students in the eighth grade. Therefore, an eighth-grade student assigned to Algebra l shall not constitute acceleration. A middle school student’s work shall not be accelerated without the prior approval of the student’s parent or guardian.

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A middle school student’s final grade in a high school credit-bearing course, including Algebra l, shall be deleted from the student’s transcript if the student’s parent or guardian requests it to be deleted in writing by July 15 following receipt of the student’s report card. Issuance of the student’s report card shall constitute receipt for purposes of this policy. In the event a student’s grade is deleted from his or her transcript as described immediately above, the student will not receive credit toward high school graduation for any such course.

C. High School Students

Academic acceleration in high school is provided through the availability of advanced placement courses, dual enrollment courses, industry certification preparation, specialty centers, Governor’s Schools and other similar offerings. D. Grades

If a student’s work is accelerated in one or more subject areas, the student’s grades shall be based on the student’s mastery of the accelerated curriculum.

4. Chesterfield County Public School Policy 3170, Standards of Learning Tests and

Graduation Requirements

A. Standards of Learning (SOL) Tests and Verified Units of Credit

In third through eighth grade, where Standards of Learning (SOL) tests are administered, each student is expected to take the SOL tests. Schools will use the SOL test results in third through eighth grade as part of a set of multiple criteria for determining the promotion or retention of students. Each student in middle and secondary school will take all applicable end-of-course SOL tests. Students who successfully complete the requirements of the course and achieve a passing score on and end-of-course test will be awarded a verified unit of credit in that course. Students may earn verified credits in any courses for which end-of-course SOL tests are available. Middle and secondary schools may consider the student’s end-of-course SOL test scores in determining the student’s final course grade. Upon recommendation of the Superintendent and demonstration of mastery of course content and objectives, qualified students may receive a standard unit of credit and be permitted to sit for the relevant SOL test to earn a verified credit without having to meet the 10-clock-hour requirement. The Superintendent by regulation will determine the manner in which a student may demonstrate mastery of course content and objectives, and documentation of such mastery will be maintained in the student’s permanent record. Students may also earn verified credits by taking alternative tests to the SOL assessment. Such test may only be those approved y the State Board of Education, and the student may earn verified credits only by achieving that score established by the State Board of Education.

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Participation in SOL testing by students identified as Limited English Proficient (LEP) will be guided by a school-based committee convened to make such determinations in accordance with State Board of Education regulations. Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities, with first consideration being participation in SOL tests. The Individualized Education Program (IEP) or 504 plan determines the student’s participation in SOL tests, with or without accommodations, or participation in an alternative assessment prescribed by the State Board of Education in accordance with federal laws and regulations. B. Graduation Requirements 1. Generally

In order to earn a high school diploma from Chesterfield County Public Schools (CCPS), a student must meet all applicable requirements set forth in the Standards of Accreditation (SOA) and the Standards of Quality (SAQ). The requirements for a student to earn a diploma are those in effect when he or she enters ninth grade for the first time. To encourage every student to earn a high school diploma, beginning in the seventh grade school staff will work with each student and his or her parent to complete an “academic and career plan.” Among other things, each student’s academic and career plan will specify the diploma the students is working toward, requirements for the diploma, courses required to earn the diploma, and a career plan. Each student’s academic and career plan will be reviewed at least annually. In addition, school staff will annually notify the parents of eleventh- and twelfth-graders of the remaining number of verified and standard units of credit the student must complete in order to earn the diploma specified in the student’s academic and career plan. 2. Types of Diplomas and Certificates The School Board will award diplomas and certificates in accordance with state laws and regulations.

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Part IX: Personal and Professional Development (§VAC20-40-60A.13)

School divisions must provide evidence of professional development based on the following teacher competencies outlined in §VAC20-542-310 below. 1. Understanding of principles of the integration of gifted education and general education, including: a. Strategies to encourage the interaction of gifted students with students of similar and differing abilities; and b. Development of activities to encourage parental and community involvement in the education of the gifted, including the

establishment and maintenance of an effective advisory committee. 2. Understanding of the characteristics of gifted students, including: a. Varied expressions of advanced aptitudes, skills, creativity, and conceptual understandings; b. Methodologies that respond to the affective (social-emotional) needs of gifted students; and c. Gifted behaviors in special populations (i.e., those who are culturally diverse, economically disadvantaged, or physically

disabled). 3. Understanding of specific techniques to identify gifted students using diagnostic and prescriptive approaches to assessment,

including: a. The selection, use, and evaluation of multiple assessment instruments and identification strategies; b. The use of both subjective and objective measures to provide relevant information regarding the aptitude/ability or

achievement of potentially gifted students; c. The use of authentic assessment tools such as portfolios to determine performance, motivation/interest and other

characteristics of potentially gifted students; d. The development, use, and reliability of rating scales, checklists, and questionnaires by parents, teachers and others; e. The evaluation of data collected from student records such as grades, honors, and awards; f. The use of case study reports providing information concerning exceptional conditions; and g. The structure, training, and procedures used by the identification and placement committee. 4. Understanding and application of a variety of educational models, teaching methods, and strategies for selecting materials and

resources that ensure: a. Academic rigor through the development of high-level proficiency in all core academic areas utilizing the Virginia

Standards of Learning as a baseline; b. The acquisition of knowledge and development of products that demonstrate creative and critical thinking as applied to

learning both in and out of the classroom; and c. The development of learning environments that guide students to become self-directed, independent learners. 5. Understanding and application of theories and principles of differentiating curriculum designed to match the distinct

characteristics of gifted learners to the programs and curriculum offered to gifted students, including: a. The integration of multiple disciplines into an area of study; b. Emphasis on in-depth learning, independent and self-directed study skills and metacognitive skills; c. The development of analytical, organizational, critical, and creative thinking skills; d. The development of sophisticated products using varied modes of expression; e. The evaluation of student learning through appropriate and specific criteria; and f. The development of advanced technological skills to enhance student performance. 6. Understanding of contemporary issues and research in gifted education, including: a. The systematic gathering, analyzing, and reporting of formative and summative data; and b. Current local, state, and national issues and concerns.

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Professional Development for Teachers of the Gifted Teachers who provide instruction for cluster groups of gifted students in the School-Based Gifted Education Program should participate annually in one or more of the following professional development opportunities related to gifted education:

state or national seminars or conferences professional development opportunities provided by Chesterfield County Public Schools professional readings that focus on techniques for identifying gifted students, models and strategies

which promote academic rigor, principles of curriculum differentiation, social/emotional needs of gifted students, or other issues and concerns related to gifted education.

Teachers of cluster groups are encouraged to pursue the state endorsement in gifted education. Teachers who provide full-time instruction of gifted students in the Center-Based Gifted Education Program should complete the requirements for the state endorsement in gifted education within five years upon his/her assignment to the program. Four graduate-level courses are required by the state of Virginia for the add-on endorsement in gifted education. These classes should focus on the following topics related to gifted learners:

identification and characteristics instructional strategies curriculum affective needs of gifted learners

CCPS teachers seeking endorsement should work closely with the Office of Licensure to make sure that current requirements are met. Related Professional Development The CCPS Gifted Education Department works collaboratively to provide on-going professional development opportunities open to teachers, counselors, and administrators throughout the district.

Best Practices in Gifted Education Characteristics and Identification of Underrepresented Populations in Gifted Education Characteristics and Strategies for Teaching Twice-Exceptional Students Data Collection and Analysis Identification and Placement of Gifted Students Inventive Thinking Labs Problem-Based Learning Rigor and Relevance Social and Emotional Needs of Gifted Learners

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Activities to Encourage Parental and Community Involvement in the Education of the Gifted The CCPS Gifted Education Department regularly provides opportunities for parental and community involvement:

Understanding Student Profiles and the CCPS Identification Process Understanding the Social and Emotional Needs of Gifted Learners Career Awareness Parent support groups Gifted Education Advisory Committee Parent Information Nights to support opportunities available to CCPS students including School-

Based and Center-Based Programs, High School Specialty Centers, full time Governor’s Schools, and Mathematics Acceleration options

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Chesterfield County Public Schools

Part X: Procedures for Annual Review of Effectiveness (§VAC20-40-60A.14)

This section provides the procedures for the annual review of the effectiveness of the school division's gifted education program, including the review of screening, referral, identification, and program procedures toward the achievement of equitable representation of students, the review of student outcomes and the academic growth of gifted students. School divisions may decide to focus on one or more areas to review each year. However, reviews shall be based on multiple criteria and shall include multiple sources of information.

Procedures for annual review will focus on continued efforts to increase the referral, identification, and support of underrepresented populations in gifted education programs and to maintain high quality opportunities for all gifted students in Chesterfield County Public Schools.

Procedures for Equitable Referral and Identification of

Students Review of

Student Outcomes Academic Growth of Gifted

Students

2011

-201

2 Collect and analyze referral and identification data to evaluate the effectiveness of revisions made to

the Gifted Education Student Profiles

2012

-201

3 Continue to collect and analyze referral and identification data to

evaluate the effectiveness of revisions made to the Gifted Education Student Profiles

Development of assessments to review student outcomes from the

Talent Development Model (Problem-Based Learning and

Inventive Thinking) as recommended by the Mid-Atlantic

Equity Center

2013

-201

4 Continue to collect and analyze referral and identification data to

evaluate the effectiveness of changes made to the Gifted Education Student Profiles

Implementation of assessments to review student outcomes from the

Talent Development Model as recommended by the Mid-Atlantic

Equity Center

2014

-201

5 Continue to collect and analyze referral and identification data to

evaluate the effectiveness of revisions made to the Gifted Education Student Profiles

Analysis of student outcome data to evaluate the effectiveness of the

Talent Development Model

Research and development of assessment tools to measure the

academic growth of gifted students

2015

-201

6 Continue to collect and analyze referral and identification data to

evaluate the effectiveness of revisions made to the Gifted Education Student Profiles

Continue to collect and analyze student outcome data to evaluate

the effectiveness of the Talent Development Model

Pilot new assessment tools and begin to collect data which

measures the academic growth of gifted students

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Part XI: Procedures for the Establishment of the Local Advisory Committee (§VAC20-40-60B)

Each school division shall establish a local advisory committee composed of parents, school personnel, and other community members who are appointed by the school board. This committee shall reflect the ethnic and geographical composition of the school division. This section should include the school division’s procedures for the establishment of the local advisory committee for the gifted program.

A. Composition of Local Advisory Committee

Categories Number Represented

Parents 10 Teachers 6 Administrators 3 Support Staff 1 Community 2

B. Selection of Members for the Local Advisory Committee The Gifted Education Advisory Committee is comprised of twenty-two members appointed by the Chesterfield County Public Schools School Board. Selection of members is based upon a balanced representation of parents, professional staff, and community members from each of the magisterial districts. Careful consideration is given to the selection of members who reflect the ethnic composition of the school division as well as elementary, middle, and high school level representation.

Members of the School Board nominate parent representatives, two per magisterial district. The Superintendent nominates the community representatives. The Instructional Specialist for Gifted Education nominates professional staff representatives. Committee members are approved by the Board in the Fall of each year and serve a staggered three-year term rotation.

C. Role of the Local Advisory Committee The purpose of the committee is to review annually the local plan for the education of gifted students, including revisions, and to determine the extent to which the plan for the previous year was implemented. The findings of the annual program effectiveness and the recommendations of the Advisory Committee shall be submitted annually in writing to the Superintendent and the School Board. The Advisory Committee shall meet a minimum of five times per school year.

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Part XII: Assurances (§VAC20-40-60A.6; A.7; A.8; A.9)

In accordance with the Regulations Governing Educational Services for Gifted Students, the following assurance must be provided by the school division:

Assurances that student records are maintained in compliance with applicable state and federal privacy laws and regulations;

Assurances that (i) the selected and administered testing and assessment materials have been evaluated by the developers for cultural, racial, and linguistic biases; (ii) identification procedures are constructed so that those procedures may identify high potential or aptitude in any student whose accurate identification may be affected by economic disadvantages, by limited English proficiency, or by disability; (iii) standardized tests and other measures have been validated for the purpose of identifying gifted students; and (iv) instruments are administered and interpreted by trained personnel in conformity with the developer’s instructions;

Assurances that accommodations or modifications determined by the school division’s special education Individual Education Plan (IEP) team, as required for the student to receive a free appropriate public education, shall be incorporated into the student’s gifted education services; and

Assurances that a written copy of the school division’s approved local plan for the education of the gifted is available to parents or legal guardians of each referred student, and to others upon request.

Pursuant to these requirements, I hereby certify that the school division is in compliance with this language.

___________________ Division Superintendent’s Signature Printed Name Date

Plan for services for English learners Pages 311-322 contain the plan for services for English learners.

Virginia Department of EducationOffice of Program Administration and Accountability

Title III Division Improvement Plan Template

Implementation Year ___2012-2013___________________

School Division Name:Chesterfield County Public School

Title III Coordinator’s Name:Laura Kuti

E-mail:Laura_Kuti@ccpsnet.netTelephone number:804-279-7345

Requirement Under No Child Left Behind Act of 2001 (NCLB)Section 3122 (b)(2) of the No Child Left Behind Act of 2001 states that if a state educational agency determines, based on the annual measurable achievement objectives, that an eligible entity has failed to make progress toward meeting such objectives for two consecutive years, the agency shall require the entity to develop an improvement plan that will ensure that the entity meets such objectives. The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives.

Results from Standards of Learning (SOL) and/or ACCESS for ELLs® assessments show that the limited English proficient (LEP) subgroup in your school division has not met one or more of the Title III AMAOs for two consecutive years as indicated on the Title III Achievement Summary Report, available through the Single Sign-on Web Systems (SSWS) in the Title III Reports application at https://p1pe.doe.virginia.gov/lep/show_report.do?report_id=lep-amao-report.

The Title III Improvement PlanSchool divisions that have not met one or more Title III Annual Measurable Achievement Objectives(AMAOs) for two consecutive years must develop a Title III improvement plan that addresses the factors that prevented achievement of the AMAO(s). The school division should consult with parents, school personnel, and other stakeholders to develop the plan. The improvement plan must include components that:

1) Describe the factors that prevented achievement of the AMAO(s).2) Describe instructional strategies and activities designed to improve the academic performance

and increase the English proficiency of English learners to meet the AMAO(s).3) Incorporate scientifically-based strategies and methodologies in instructional strategies and

activities directed toward English learners to meet the AMAO(s).

For school divisions not meeting any one or more Annual Measurable Achievement Objectives (AMAOs)

for Two or Three Consecutive Years

311

4) Describe professional development designed to support the instructional strategies and activities provided to English learners by ESL teachers, content and classroom teachers, and resource personnel.

5) Describe the timeline and milestones for implementation. 6) Evaluate the outcomes stated in the Title III improvement plan.

Recommended Steps for Developing a Title III Improvement Plan

Convene a team of stakeholders to include ESL teachers, content and classroom teachers, resource personnel, administrators, and parents.

Gather data on factors that prevented achievement of the AMAO(s) to determine areas in need of improvement. The data should include the following:

● ACCESS for ELLs® test Overall Scores (Composites) for all EL students from the Division and School Reports and Teacher Score Reports; ● Standards of Learning (SOL) assessment scaled scores from the Division and School Report Cards; and ● Other data may be used in addition to the ACCESS for ELLs® and SOL assessment data.

Complete the Title III Improvement Data Analysis Template for AMAO(s) 1, 2, and 3 in order to review data trends with regard to English learner (EL) progress. The Data Analysis Template may be accessed on the following ESL Web page of the Virginia Department of Education (VDOE) Web site under

http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml

Complete A Diagnostic Tool for Taking Your English Language Program’s Pulse, a self-evaluation tool for English language programs in states, divisions, and schools, adapted from materials developed by edCount. This tool will support division efforts to identify areas of strength and areas in need of improvement in the Title III programs and services, in particular Questions 3 and 4 of the tool. Identified areas of need may become goals in Title III improvement planning. The Diagnostic Tool may be accessed on the following ESL Web page of the Virginia Department of Education (VDOE) Web site under “Professional Development.”

http://www.doe.virginia.gov/instruction/esl/professional_development/index.shtml

Develop the Title III Improvement Plan upon completion of the data analysis template and Diagnostic Tool. Divisions may choose to use the Title III Division Improvement Plan Template.

Submit the improvement plan to the Virginia Department of Education by Tuesday, January 31, 2012. The Title III improvement plan should be forwarded via email to:

Regions 2, 4, 6, and 7 Regions 1, 3, 5, and 8 Stacy Freeman ESL Specialist

Virginia Department of Education Stacy.Freeman@doe.virginia.gov

Judy Radford ESL Coordinator

Virginia Department of Education Judy.Radford@doe.virginia.gov

SAMPLE A: Title III Improvement Plan

AMAOs Missed: √ AMAO 1 (Progress): Annual increases in the number or percentage of students not making progress in learning English √ AMAO 2 (Proficiency): Annual increases in the number or percentage of students attaining English proficiency AMAO 3 (AYP): The number or percentage of students meeting Adequate Yearly Progress (AYP) targets in Reading and Mathematics

Areas for Improvement Based on Data Analysis: 1. The division policy for educating ELs needs revision 2. Content teachers do not fully understand the World-Class Instructional Design and Assessment (WIDA®) English

language development (ELD) standards 3. Content teachers are not integrating the WIDA® ELD standards into existing classroom instruction Goal A: The school division has a policy for the education of English learners (ELs) that supports high levels of academic achievement and English proficiency Goal B: All educators of ELs will develop a thorough understanding of the WIDA® ELD standards and how they relate to the Standards of Learning (SOL) Goal C: All educators of ELs will integrate the WIDA® ELD standards and Standards of Learning (SOL) into classroom instruction and assessment

Objective Actions to be Taken Expected Evidence of Meeting Objectives

Person(s) Responsible

Timeline

1. The division-level policy for the education of ELs will be revised to include a comprehensive program vision, clear goals, and expected outcomes that will address AMAO(s) not met

1. Revise the division- level policy in consultation with program teams to include administrators, content, ESL, and resource teachers, and parents to specifically address AMAO(s) not met 2. Present the revised policy to the School Board for adoption

A revised division-level policy for the education of ELs is in place

Leadership Team

Summer _____

2. General education teachers will develop a thorough understanding of the WIDA® ELD standards

Division-level trainings on the WIDA® ELD standards will be offered to content, classroom, and resource teachers

School-level “comprehension” checks by administrators indicate that general education teachers understand the WIDA® ELD standards

Title III Coordinator Division-level Instructional Specialists

Trainings offered: August _____

3. General education teachers will implement the WIDA® ELD standards in existing classroom instruction thoroughly and with fidelity

1. Send a division-level training team to the Virginia- WIDA® Institutes sponsored by the Virginia Department of Education

2. The division-level team will train

1. Inclusion of the WIDA® ELD standards in division-level and school-level curriculum

Title III Coordinator School-level Administrators

Trainings offered: September _____ Periodic review: Quarterly

school-level teams to provide teacher training on the WIDA® ELD standards 3. Periodically review teacher implementation of the WIDA® ELD standards in classroom instruction

materials and lesson plans.

2. School-level monitoring by administrators indicates that general education teachers are implementing the WIDA® ELD standards

SAMPLE B: Title III Improvement Plan AMAOs Missed:

AMAO 1 (Progress): Annual increases in the number or percentage of students not making progress in learning English AMAO 2 (Proficiency): Annual increases in the number or percentage of students attaining English proficiency √ AMAO 3 (AYP): The number or percentage of students meeting Adequate Yearly Progress (AYP) targets in Reading and Mathematics

Areas for Improvement Based on Data Analysis: 1. ELs in grades 6, 7, and 8 are not meeting the pass rate in mathematics 2. The school division does not have a policy for determining and assigning appropriate testing accommodations for

ELs on SOL assessments 3. Educators do not understand how to determine and assign appropriate testing accommodations for ELs on

SOL assessments Goal A: The school division will improve the EL pass rate on the SOL mathematics tests for grades 6, 7, and 8 Goal B: The school division will develop a process for determining and assigning appropriate testing accommodations for ELs on SOL assessments Goal C: The school division will provide professional development for determining and assigning appropriate testing accommodations for ELs on SOL assessments

Objective Actions to be Taken Expected Evidence of Meeting Objectives

Person(s) Responsible

Timeline

1. Improve the EL pass rate on the SOL mathematics tests for grades 6, 7, and 8

1. Offer professional development to mathematics content teachers, ESL teachers, and mathematics specialists on the following: (a) differentiated mathematics instruction for ELs; and (b) development of academic content vocabulary for ELs 2. Periodically review

teacher implementation of instructional strategies during classroom instruction and classroom assessment

Inclusion of the WIDA® ELD standards in division-level and school-level curriculum materials and lesson plans

Title III Coordinator and division-level Instructional Specialist for mathematics

Trainings offered: August and September _____ Periodic review: Quarterly

2. Develop a process for determining and assigning appropriate testing accommodations for ELs on SOL assessments.

1. Convene a division-level LEP

committee to develop a process for determining and assigning appropriate testing accommodations for ELs on SOL

1. A division-level policy for determining and assigning appropriate testing accommodations for ELs on SOL assessments is in

Division-level LEP committee to include to include administrators, content, ESL, and resource teachers, and

Develop the Process: September _____ Periodic review: Quarterly

assessments 2. Develop the process. 3. Present the process to

school-level LEP committees for implementation

4. Periodically review teacher implementation of accommodations during classroom instruction and classroom assessment

5. Convene the LEP committee to assign testing accommodations for ELs on SOL assessments

place 2. Accommodations

for ELs on SOL assessments are determined by the LEP committee for each student

parents

3. Provide training to general education teachers on LEP testing accommodation on determining appropriate accommodations in classroom instruction and classroom assessment

1. Send a division-level training team to the training on Testing Accommodations for LEP Students on SOL Assessments presented by the Virginia Department of Education

2. Division-level team will train school-level teams regarding determining LEP testing accommodations on SOL assessments in classroom instruction and classroom assessment

3. Periodic review of teacher implementation of LEP testing accommodations in the classroom

1. LEP testing accommodations in classroom instruction and classroom assessment are provided consistently at all schools

2. School-level monitoring by administrators indicates that teachers are providing LEP testing accommodations in classroom instruction and classroom assessment with fidelity

Division Director of Testing (DDOT) and School Testing Coordinators

Trainings offered: August and September _____ Periodic review: Quarterly

Chesterfield County Public Schools Title III Improvement Plan

AMAO(s) Missed AMAO 1: Annual increases in the number or percentage of students not making progress in learning English X AMAO 2: Annual increases in the number or percentage of students attaining English proficiency X AMAO 3: The number or percentage of students meeting Adequate Yearly Progress targets in Reading/Language Arts and Mathematics Areas for Improvement Based on Data Analysis:

1. The division practices and procedures for education of English Learners (ELs) needs revision and

needs to be systematized. 2. The process of tracking ELs from intake and screening through exiting and monitoring needs

revision. 3. The model of instruction, specifically for ELs at English Language Proficiency (ELP) levels 3, 4, and

5 needs revision to increase proficiency percentage. 4. ESOL and classroom/content teachers do not fully understand English Language Development

(ELD) standards and assessments or how they relate to Standards of Learning (SOLs). 5. ELs are not meeting the pass rate in Mathematics and Reading. 6. Educators do not understand how to determine and assign appropriate testing accommodations for

ELs on classroom and SOL assessments. Goal A: School division has guiding documents explaining policies and procedures and will provide technical assistance meetings to enhance coordination and collaboration between administrators and teachers. Goal B: School division will refine and improve data captured in the Student Information System (SIS) regarding ELs. Goal C: All educators of ELs will provide instructional support commensurate with the students’ ELP level. Goal D: All educators of ELs will develop a thorough understanding of the WIDA ELD standards and how they relate to the Standards of Learning (SOLs). Goal E: All educators of ELs will develop an understanding of research-based best practices for working with ELs. Goal F: All educators will increase the understanding of EL (LEP) assessment accommodations.

Objective Actions to be Taken Expected Evidence of Meeting Objectives

Person(s) Responsible

Timeline

Refine and ensure adherence to policies and procedures.

1. Create and complete periodic review of guiding documents related to policies and procedures.

• Guiding documents with refined policies and procedures

• Meeting agendas

ESOL Department

Spring 2013, periodic review

2. Make guiding documents available electronically.

3. Provide technical assistance at meetings.

4. Collaborate with content specialists and other administrators regarding policies and procedures that overlap across departments.

5. Revise and disseminate ESOL Resource Guide.

6. Complete informal “comprehension checks” with EL educators to ensure adherence to policies and procedures and provide feedback.

• Revised English for Speakers of Other Languages (ESOL) Resource Guide provided to administrators and educators

• Completed EL educator observations

Redesign data collection and tracking process of ELs.

1. Streamline current data management of ELs.

2. Ensure inter-departmental coordination regarding EL data.

3. Review historical data to ensure accuracy of service.

4. Prepare for new SIS system for data management of ELs (2014).

• User-friendly monthly reports for educators of ELs

• Meeting agendas and notes

• Enrollment and assessment records

• Monitoring document for ELs being monitored

• Draft of fields and electronic LEP Plan for new SIS system

ESOL Department, Data Services Department, Technology Department

Spring 2013, periodic updates

Provide instructional support to ELs in accordance with

1. Ensure use of the guiding document titled “Service to English Language

• Guiding document titled “Service to English

ESOL Department, school level administrators

Summer 2013, periodic review/updates

recommendations in the guiding document titled “Service to English Language Learners.”

Learners” by administrators and educators regarding amount and type of service to ELs.

2. Provide technical assistance to administrators and EL educators regarding student and/or master scheduling.

3. Promote use of WIDA’s Can Do Descriptors to guide instruction and create realistic expectations for ELs.

4. Observe EL educators.

Language Learners”

• Log of technical assistance meetings for scheduling

• Paper and electronic dissemination of WIDA’s Can Do Descriptors

• Completed EL educator observation forms

All teachers of ELs will develop a thorough understanding of the WIDA ELD standards and how they relate to SOLs.

1. Provide professional development for educators of ELs regarding ELD standards and their relationship to SOLs.

2. Provide instructional and assessment resources to EL educators.

• Professional development agendas, PowerPoint presentations, and participation records

• Informal “comprehension” checks by administrators and/or ESOL Department

• Test preparation prompts and resource materials for ACCESS and SOLs

ESOL Department and school administrators

Spring 2013, periodic review

Educate administrators and teachers in current researched-based best practices for

1. Provide ongoing professional development to administrators and EL educators.

2. Provide resources to

• In-person SIOP trainings for EL educators

• Coaching training for EL educators

ESOL Department, EL educators

Ongoing

ELs. administrators and EL educators.

3. Attend national and state conferences related to ELs.

4. Participate in professional development offered by VDOE.

5. Foster relationships with colleges and universities offering coursework to EL educators

6. Promote parent involvement and communication.

7. Foster relationships with community organizations.

• In-person training for EL Instructional Assistants

• EL educators’ participation in online SIOP modules

• Monthly SIOP Strategy newsletters

• Electronic resources on county intranet (CCPS Portal)

• Weekly ESOL Department email updates/”Shout Out” messages

• ESOL Department participation in national and state conferences

• ESOL Department participation in VDOE meetings and webinars

• Teacher enrollment in graduate- level coursework

• Parents as Educational Partners (PEP) and participation in school-based parent outreach

• Translated documents for parents

• Attendance at community

meetings Ensure understanding of EL accommodations among educators and administrators.

1. Refine LEP Plan and procedures for completion.

2. Coordinate with Department of Exceptional Education regarding dual-identified ELs.

3. Provide professional development on appropriate accommodations for EL participation in standardized assessments.

• Revised LEP Plan form

• Meeting notes • Participation in

VDOE assessment accommodation webinar

• VDOE assessment resources

ESOL Department, Department of Exceptional Education

Spring 2013, periodic review

Evaluation of the Implementation of the Title III Improvement Plan

This evaluation should be completed by the school division during the implementation of the Title III improvement plan.

Briefly summarize how the division Title III improvement plan was developed and implemented in divisionwide and/or in targeted schools. Include a description of outcomes.

The CCPS Title III improvement plan was developed by the CCPS ESOL Specialist and the three ESOL Liaisons. The development team used the data analysis template provided by the VDOE for this improvement plan to identify areas for improvement. Also, the development team drew on their experiences as well as feedback from teachers and administrators to further develop the plan. After creating the draft, the improvement plan was shared with administrators, content/classroom teachers with experience with ELs, ESOL teachers, and parents of ELs to gain stakeholder feedback. Separate meetings were held for each stakeholder group. After the meetings, the development team incorporated stakeholder feedback into the improvement plan.

There are multiple outcomes that CCPS expects from taking the actions outlined in this plan. First, CCPS seeks to have systematized practices and procedures for collecting and maintaining EL data, completing forms, assessing ELs, reporting scores, and scheduling for coming school years along with providing ESOL Department primary source documents to administrators and teachers divisionwide. Second, CCPS seeks to review and revise the model of instruction and scheduling for ESOL students, particularly those students at English Language Proficiency levels 3, 4, and 5 to increase our proficiency percentage. Third, CCPS seeks to provide professional development and resources to classroom/content area teachers to help them better understand English Language Development Standards (ELD) and the English Language proficiency assessment, the ACCESS, and how they relate to Standards of Learning (SOLs). Forth, CCPS will continue efforts to provide Sheltered Instruction Observation Protocol (SIOP) training to classroom/content teachers to impact the pass rate of the LEP sub-group in Mathematics and Reading. Finally, CCPS will provide additional resources and procedures for determining and assigning appropriate testing accommodations for ELs on classroom and SOL assessments.

Evaluation of the Implementation of the Title III Improvement Plan

Evaluation of the Implementation of the Title III Improvement Plan (To be modified as needed)

This evaluation should be completed by the school division during the implementation of the Title III improvement plan.

Briefly summarize how instructional strategies and activities have been implemented in divisionwide and/or in targeted schools to meet the needs of English learners. Include a description of outcomes.

Through the professional development to administrators and teachers regarding ELD standards, CCPS seeks to raise an aware of the ELD standards and provide a better understanding of how ELs’ ELP is assessed. Better awareness and understanding of ELP assessment will be evidenced in instruction which will increase the proficiency and Reading and Mathematics percentages. In addition, providing SIOP strategies to teachers so they have a multitude of strategies and techniques that will assist them in delivering content to ELs should also increase our Reading and Mathematics percentages.

Briefly summarize how professional development addressing areas of need based on data analysis has been implemented in divisionwide and/or in targeted schools for all educators of English learners. Include a description of outcomes.

CCPS will provide professional development in three areas. First, we will provide professional development regarding guiding documents from the ESOL department and to communicate systematized procedures involving ELs. This professional development will help CCPS address having systematized practices and procedures and to better track ELs from intake to exit. Second, CCPS will provide professional development and technical assistance to administrators and ESOL teachers regarding the revision of the instructional model for ESOL with specific attention to ELS in levels 3, 4, and 5 in hopes of increasing our proficiency percentage. Finally, CCPS will provide professional development to administrators and classroom/content teachers regarding ELD standards and the ACCESS test and how they relate to SOLs as well to provide SIOP training to classroom/content teachers to provide them with strategies for ELS in the content areas. In addition, CCPS will provide professional development to administrators and teachers to help them better determine and assign appropriate testing accommodations for ELs in hopes of providing accommodations that will level the playing field for ELs on Reading and Mathematics SOLs.

Briefly summarize how benchmark testing is used to evaluate English learner achievement and effectiveness of instructional strategies and activities. Include a description of outcomes.

Benchmark testing allows our school division to evaluate English learner achievement and effectiveness of instructional strategies and activities for each of the content areas and SOLs. Though benchmark assessment data, we are able to determine support needed by English learners to experience academic success and to practice using accommodations, when specified in their LEP Participation Plan. These data allow us target specific and appropriate instruction, differentiated for each of our English learners. We also use results to target teachers’ instructional strategies for their students.

Career and Technical Education Plan The Career and Technical Education Plan is included on pages 323-376.

1 2012-2013 Local Plan

To print Annual Plan Document, please select this button:

To view the Annual Plan Document by pages, click on "Page Break Preview" under View.

Introduction

1. program and services descriptions,2. required uses of funds, and 3. permissible uses of funds.

Local Plan Due Date

Federal Grants

Or, once you are in OMEGA on the division's opening page, you may click "Help" in the top right sidebar, and the first paragraph has the link to the OMEGA User's Guide. Additionally, you may e-mail questions or concerns regarding OMEGA by clicking on "Omega Support" in the top right sidebar.

Under the provisions of the Perkins Act, all federal grants, as provided from the Basic Grant of the Perkins Act, must be distributed by formula. Application for this grant is made through the Career and Technical Education Management System (CTEMS) document and meets all necessary conditions and assurances related to the use of these funds.

federal requirements,

Revised 1/20/12

Welcome to the 2012-2013 Career and Technical Education (CTE) Local Plan and Budget Application in Excel. Please use the tabs at the bottom of this spreadsheet to complete the Certification and Assurances, Performance Assessment, and the Career and Technical Education Management System (CTEMS) Schedules 1 - 18. Use your local personal computer to prepare the document for submission to the Virginia Department of Education's (VDOE) through the Online Management of Education Grant Awards (OMEGA) reporting system.

The Carl D. Perkins Career and Technical Education Act of 2006 (referenced from this point on as the "Perkins Act" or "Perkins IV") requires that each eligible recipient develop and implement a Local Plan for Career and Technical Education that includes specific information in the following three areas:

In an effort to reduce or eliminate redundancy as you respond to the Perkins Act, each requirement is dealt with on a separate schedule. A text box is provided for you to enter comments, additional categories, or narratives needed to describe or explain a particular program. Please follow the specific instructions listed for each schedule.

the Virginia Department of Education (VDOE) in "substantially approvable form" via OMEGA not later than April 30, 2012. In order to obligate Perkins funds on July 1, 2012, school divisions must adhere to the submission due date.

http://www.doe.virginia.gov/school_finance/budget/grants_acct_reporting/omega/omega_user_guide.pdf

the local school division must submit its application toIn compliance with

NOTE: For additional instructions on how to submit files in OMEGA, please consult the OMEGA User's Manual at:

Also, you may contact OMEGA Support at 804-371-0993 or: Omega.Support@doe.virginia.gov

To be eligible for career and technical funding, local school divisions must complete the appropriate schedules and include certifications of compliance with all statements of assurance and all conditions. The schedules provided are designed to set forth the proposed career and technical education programs, services, and activities to be funded. The local application for career and technical education funds must be submitted through the Single Sign-On for Web Systems (SSWS) via the OMEGA reporting system (be sure to save as a 2003 Excel .xls file before uploading).

For questions concerning the CTE Local Plan and Budget Application, please contact George Willcox, coordinator, or Glenn Anderson, specialist, CTE Planning, Adminsitration and Accountability, as assigned in Appendix A at (804) 786-4206 orCTE@doe.virginia.gov Do NOT contact OMEGA Support.

Print Annual Plan

323

2 2012-2013 Local Plan

Basis for Determining 2012-2013 Perkins Grants to Local Education Agency (LEA)Grants made to local education agencies are determined by the following formula:

Appropriate Use of Federal Funds (See Appendix B.)Section 135. Local Uses of Funds

(a)

Program Improvement

As in prior Perkins Acts, Perkins IV does not identify "program improvement" nor was the past definition, in Perkins I, repealed; thus we must refer to previous legislation for a definition and guidance. In the August 14, 1992, Federal Register Part III 34 CFR Part 400, et al.: State Vocational and Applied Technology Education Programs and National Discretionary Programs of Vocational Education: Final Rule; Appendix A-Analysis of Comments and Changes, Part 403-State Vocational and Applied Technology Education Program, pages 36826-36827, you will find the Section titled "Improving Vocational Education" followed by "Comments and Discussion."

Thirty (30) percent shall be allocated to such local educational agencies in proportion to the number of individuals in grades 9 through 12 (ages 15-19), inclusive, who reside in the school division served by such local education agency for the preceding fiscal year compared to the total number of such individuals who reside in the school divisions served by all local educational agencies in the state for such preceding fiscal year.

Seventy (70) percent shall be allocated to such local educational agencies in proportion to the Census Bureau's estimate of the relative number of children in poverty aged 5 through 17, inclusive, who reside in the school division served by such local educational agency compared to the total number of such individuals who reside in the school divisions served by all local educational agencies in the state for the most recent Census Bureau estimate.

General Authority - Each eligible recipient receiving funds under this part shall use such funds to improve career and technical education programs.

The following statement appears under the discussion caption: "The Secretary believes that a State and its eligible recipients should have the flexibility to determine how funds awarded under 403.112, 403.113, or 403.116 will be used to 'improve' career and technical education programs for their students. The Secretary does not believe that it is possible to develop a definition of 'program improvement' that would apply in all cases. Thus, while a State is free to use the guidelines provided in the previous regulations implementing the previous act, they are not required to do so."

Note. As a state agency, Virginia will allow funding for projects, services, or activities beyond three years as long as all Perkins performance standards are showing state-defined continuous improvement: meet, or exceed the adjusted state-level performance standards. If any of the Perkins performance standards fail to show continuous improvement, then local school divisions may not utilize Perkins funds for more than three years on any project, service, or activity unless there are justifiable special circumstances. Justification to extend funding beyond the third year on any project, service or activity that failed to show continuous improvement must be submitted to the Virginia Department of Education, Career and Technical Education prior to further implementation.

The three years began with 2006 - 2007, the initial year of the Perkins IV Act or the year of the project, service or activity's inception, whichever is the later date.

Funds for Administration of the Federal Grant AwardUp to five percent of the total federal grant award may be used to administer activities to carry out purposes of the Perkins Act. In addition, monies may be expended to purchase equipment used for administrative purposes, such as microcomputers.

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SPECIAL NOTES

1

2

3

4

5

6

7

8

SOQ Add-on Adult Occupation SupplementsFederal Grants Adult Occupation Teachers, Full-timeExtended Contracts Adult Occupation Teachers, Part-timeCTE Center Administrators(Principals and Assistant Principals)

9

Accountability Report. An accountability report will be required at the end of the fiscal period to report actual financial data for items included on CTEMS Schedules 16 and 17 and to report items of equipment purchased in whole or in part with federal funds.

Prior-Year Data: Prior-year data will serve as the basis for projecting 2012-2013 state or federal funding in the following categories:

Review of Local Plan and Budget Applications. Please see the list in Appendix A of these directions to determine who will be reviewing your plan at the VDOE. If you have questions, please contact the appropriate CTE coordinator.

Regional Career and Technical Centers: Complete the plan using the schedules identified on the CTEMS Schedules Checklist tab.

Required and Permissive Uses of Perkins Funds: Virginia allows up to 40 percent of your total Perkins allocation for Permissive Uses of Funds. School divisions must use 60 percent or more on Required Uses of Funds. Both Required and Permissive Uses of Funds are designated by the Carl D. Perkins Career and Technical Education Act of 2006 (refer to Appendix B). If you have questions, please contact the appropriate CTE staff.

Expenditure Account Descriptions: Be sure to use Appendix C for accurate assignment of expenditures in the budget segment of your application.

Allocations for completing the local budget: Use your current year allocation to complete the local budget part of this application. Once the VDOE receives the new allocations for the next school year from the U.S. Department of Education, school divisions will be notified by a Superintendent's Memorandum. If you have already submitted your CTE Local Plan and Budget Application prior to the final allocation, you will need to amend your budget and Budget Worksheet.

DO NOT Round Budget Amounts: In the application, the budget total must match the federal allocation exactly. Do not round budget amounts.

New Programs/Courses. These are reported outside of the OMEGA application. The Application for New Career and Technical Education Programs/Courses is located at and may be downloaded from:

http://www.doe.virginia.gov/instruction/career_technical/administration/index.shtml

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1 CERTIFICATIONS AND ASSURANCES

2 TECHNICAL SKILLS ASSESSMENT CERTIFICATION

3 PERFORMANCE ASSESSMENT REPORT

4 CTEMS SCHEDULES

Schedule 1

Schedule 2

Schedule 3

SPECIFIC DIRECTIONS FOR COMPLETING THE LOCAL YEAR PLAN FOR CAREER AND TECHNICAL EDUCATION FUNDS

Review each statement and obtain the signature of the director/coordinator of career and technical education and the division superintendent.

Complete all required information. This section replaced the Local Improvement Plan as of the 2007 - 2008 school year. Performance standards that are not being met should be addressed within the schedules of the plan and the budget.

Application for Local Career Cluster and Career Pathway Plans of Study. By the beginning of the 2012-2013 school year, school divisions must have in place at least one career pathway representing each program area offered. School divisions may either submit an Academic and Career Plan template or the CTE Plan of Study template. Please fax a copy of your completed 2012-2013 Career Cluster/Pathway Plan of Study template to 804-530-4560 for separate approval.

Special Populations Report. List the number of individuals eligible for services provided by the school division in each of the following special populations: economically disadvantaged (K-12), disabled (K-12), limited English proficient/English language learners (K-12), migrant students (K-12), single parents (7-12), nontraditional--underrepresented gender group (7-12), and displaced homemakers (7-12).

For assistance in obtaining access to OMEGA, (User Permission Form for School Divisions - OP1), the OMEGA User's Guide, and requirements for application submission, please refer to the OMEGA information page at:

NOTE: When using hyperlinks, you may return to your original schedule by clicking the tab where you were working at the bottom of this screen.

To ensure compliance with provisions of the Perkins Act, you must provide descriptions of CTE services in the schedules as appropriate. Please indicate in narrative format, where required, your division's practices, policies, or plans. Use the CTEMS Schedule Checklist tab to identify required or optional schedules to be completed for divisionwide local plans and for CTE Regional Technical Centers.

Identification of Services. Check the appropriate services offered for each special population in your division. Please note that child-care, special transportation, and special seminars for fathers, teens, e.g., are only available to single-parents, nontraditional, and displaced homemaker students.

Non-discrimination Statement. Describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations.

http://www.doe.virginia.gov/school_finance/budget/grants_acct_reporting/omega/index.shtml

Stakeholder Participation/Involvement. Describe your local process for involving the required groups in the development, implementation, and evaluation of career and technical education programs.

Strategies for Overcoming Access Barriers and Assuring Success for Special Populations. Describe how you will annually review career and technical education programs and identify and adopt strategies to overcome barriers that result in lowering rates of access to or success in the programs for special populations and provide programs designed to enable the special populations to meet the state adjusted levels of performance.

Use the drop-down menu to choose your school division and division number. Complete all other requested information and obtain signatures. The original Certification and Assurances page(s) with appropriate signatures must be retained and filed at the local level. A copy of the signed Certification and Assurances page(s) must be faxed to the Office of Career ad Technical Education at 804-530-4560.

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Schedule 4

Schedule 5

Schedule 6

Schedule 7

Schedule 8

Schedule 9

Schedule 10

Schedule 11

Schedule 12

Schedule 13

All Aspects of Industry. Indicate in the program area checklist activities for fiscal year 2012-2013 that are intended to provide students with experience in and understanding of all aspects of industry.

Professional Development. Indicate in the program area checklist activities for fiscal year 2012-2013 that are intended to provide professional development to teachers, career counselors, and administrators associated with any of your career and technical programs. Also, in the second program area checklist, indicate the number of teachers who will be participating in professional development activities.

Technology in Career and Technical Education. Indicate in the program area checklist activities for fiscal year 2012-2013 that are intended to develop, improve, or expand the use of technology in career and technical education.

Evaluation of Career and Technical Education Programs. Agreement to each item is required for fiscal year 2012-2013 to develop and implement evaluations of the career and technical education programs.

Improvement, Expansion, and Modernization. Indicate in the program area checklist activities for fiscal year 2012-2013 that are intended to initiate, improve, expand and modernize quality career and technical education programs.

Strengthen/Improve Academic and Technical Skills. Indicate in the program area checklist activities for fiscal year 2012-2013 that are intended to strengthen and improve the academic and technical skills of participating students.

Sufficient Size, Scope, and Quality of Program Services and Activities. Indicate in the service/activity checklist that programs provided and funded under this Perkins Act are of sufficient size, scope, and quality to ensure effectiveness.

Secondary/Postsecondary Linkages. Identify and provide details (where applicable) for fiscal year 2012-2013 activities implemented to facilitate linkage between and transition from secondary to postsecondary programs. Employment Counseling. Describe how the career guidance system provides employment counseling to furnish information on available employment opportunities to all students, including students who are disabled.Placement Services and Job-Seeking Skills. Describe placement services provided for all students exiting school. Describe how job-seeking skills are provided to all secondary students including those identified as disabled.

Equity Provisions of General Education Provision Act. Describe steps that will be taken to ensure equitable access to, and equitable participation in the project or activity to be conducted with such assistance by addressing the special needs of students, teachers, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers based on gender, race, color, national origin, disability, and age.

Using Data to Improve Career and Technical Education. Describe how you will use the data provided for your school division on the State System of Performance Standards and Measures to improve career and technical education.

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Schedule 14

Schedule 15

Column A: Total CTE Students in School Division

Column C: Percent of CTE Students

Schedule 16Career and Technical Education Financial Data

Administration (State and Local Funds)Lines 1 and 2: Principals and Assistant Principals

Line 3: Extended Contracts

Line 4: Adult Occupation Supplements

Line 5: Adult Occupation Teachers (Full-time)

Line 6: Adult Occupation Teachers (Part-time)

Line 7: Operational Costs (Local Funds Only)

Line 8: Instructional Supplies and Materials (Local Funds Only)

Line 9: Other Instructionally Related Costs (Local Funds Only)Indicate the projected TOTAL local expenditures for other instructionally related costs.

Line 10: Equipment (Local funds Only)

Indicate the projected TOTAL local expenditures for salaries. Do not include extended contract supplements.

Column B: Number of CTE Students Enrolled in Courses in Regional Career and Technical Education Programs

Indicate the projected TOTAL costs, by state and local projected expenditures, for all part-time adult teachers.

Indicate the projected TOTAL local expenditures for instructional supplies and materials.

Indicate the projected TOTAL local expenditures for equipment. Localities must meet the state maintenance of effort for equipment.

The amount of Perkins funding in Column D must equal the percentage identified in Column C. (Multiply total Perkins funding allocation times percentage in Column C.)

Participation in Regional Technical Education Programs. (Only to be completed by school divisions participating in regional programs that serve multiple divisions.)

Column D: Amount of Perkins Funds to be Sent to the Regional Career and Technical Education Programs

Indicate the TOTAL projected costs of career and technical center administrators (principals and assistant principals) by category. Indicate projected state and local for each.

Indicate the total number of students enrolled in CTE classes in your division. This should include students paticipating/enrolled in courses at the home school and in the regional programs. This should be an unduplicated count. Use current year data. Add to your unduplicated count the number of students attending class at a regional center.

Divide the number in Column B by the number in Column A. Once Columns A and B are completed, the calculation is automatically programmed for Column C.

Indicate the projected TOTAL costs, by state and local projected expenditures, for extended contracts (11-month, 12-month, and other) in all career and technical program areas.

Indicate the projected TOTAL costs, by state and local projected expenditures, for adult supplements.

Extended Contracts, Adult Supplements, and Local Funds. (Documentation of local funds provides needed information for maintenance of effort by the locality.)

Indicate the projected TOTAL costs, by state and local projected expenditures, for all full-time adult teachers.

Labor Market Needs. Describe how labor market needs are reviewed and addressed to ensure programs and courses offered meet the needs of your local school division.

Indicate the number of students from your divisions participating in regional programs. Use current year data.

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Schedule 17Budget of Perkins FundsThe Perkins Act contains the following statement in Section 135 (a):

-1

-2

-3

-4-5

Schedule 18 Administration/Administrative Equipment Funds and Budget Summary Worksheet

Administration and Administrative Equipment

Summary Budget Worksheet

Comments Page

The Worksheet will automatically classify the Federal proposed activities identified on CTEMS Schedule 17 - Budget of Perkins Funds, and Schedule 18 - Administrative and Administrative Equipment, according to the correct expenditure categories on the Summary Budget Worksheet. Refer to Appendix C for Expenditure Accounts Descriptions. The total amount of all expenditure categories must equal the CTEMS Schedule 17 Grand Total.

NOTE: Please coordinate with your finance and/or budget office for the correct placement of budget items into the expenditure categories.

Enter description and amounts to be used for administration of Perkins Act activities, and for the purchase of equipment to be used for administrative purposes, such as microcomputers. The total amount for administration may not exceed 5 percent of the total federal grant (a note will appear if you exceed the 5 percent).

In Column 5, using the drop-down arrow, identify the source of funding: FED - Federal, ST - State, or LOC - Local. Fill in the amount for each category identified.

In Column 4, using the drop-down arrow, identify the object code used for budgeting expenditures.

General Authority - Each eligible recipient that receives funds under this part shall use such funds to improve career and technical education programs.

Please use this page for any additional comments you may have on any of the previous schedules. Please identify the schedule number with the comments.

In Column 1, indicate required or permissive funds and the funding requirement code under required or permissive for which expenditures are planned using federal funds. Use the arrow above the pop-up message to access the drop-down menu to choose codes. A link in the Column heading will take you to Appendix B of the Instructions for code explanations. A locality must fund professional development, activities to prepare special populations, and one or more additional required uses of funds before permissive items can be funded. Warning: The total amount for permissive items may not exceed 40 percent of the total federal grant (a note will appear if you exceed the 40 percent).

In Column 2, use the drop-down menu to indicate the name of the program area for which expenditures are planned using federal funds. "All" is an option.In Column 3, describe how the expenditure will assist your division in continuously improving the academic and technical skills of students participating in career and technical education programs and in meeting the state levels of performance established under Section 113 of the Perkins Act.

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APPENDIX ALOCAL DIVISION ASSIGNMENTS

CONTACT INFORMATION:

Glenn Anderson, Specialist for Planning, Administration and Accountability CTE@doe.virginia.gov or Glenn.Anderson@doe.virginia.gov 804-786-4206

George Willcox, Coordinator for Planning, Administration and Accoutability CTE@doe.virginia.gov or George.Willcox@doe.virginia.gov 804-786-4206

Division Number Division Name Division

Number Division Name

001 Accomack County 002 Albemarle County 003 Alleghany County 004 Amelia County 005 Amherst County 007 Arlington County 006 Appomattox County 008 Augusta County 009 Bath County 013 Brunswick County 010 Bedford County 015 Buckingham County 011 Bland County 019 Charles City County 012 Botetourt County 020 Charlotte County 014 Buchanan County 022 Clarke County 016 Campbell County 025 Cumberland County 017 Caroline County 027 Dinwiddie County 018 Carroll County 029 Fairfax County 021 Chesterfield County 030 Fauquier County 023 Craig County 032 Fluvanna County 024 Culpeper County 033 Franklin County 026 Dickenson County 034 Frederick County 028 Essex County 039 Greene County 031 Floyd County 040 Greensville County 035 Giles County 041 Halifax County 036 Gloucester County 052 Lee County 037 Goochland County 053 Loudoun County 038 Grayson County 055 Lunenburg County 042 Hanover County 058 Mecklenburg County 043 Henrico County 060 Montgomery County 044 Henry County 062 Nelson County 045 Highland County 067 Nottoway County 046 Isle of Wight County 069 Page County 048 King George County 070 Patrick County 049 King & Queen County 071 Pittsylvania County 050 King William County 073 Prince Edward County 051 Lancaster County 074 Prince George County 054 Louisa County 077 Pulaski County 056 Madison County 078 Rappahannock County 057 Mathews County 080 Roanoke County 059 Middlesex County 081 Rockbridge County 063 New Kent County 082 Rockingham County

9 2012-2013 Local Plan

CONTACT INFORMATION:

Glenn Anderson, Specialist for Planning, Administration and Accountability CTE@doe.virginia.gov or Glenn.Anderson@doe.virginia.gov 804-786-4206

George Willcox, Coordinator for Planning, Administration and Accoutability CTE@doe.virginia.gov or George.Willcox@doe.virginia.gov 804-786-4206

Division Number Division Name Division

Number Division Name

065 Northampton County 083 Russell County 066 Northumberland

County 084 Scott County

068 Orange County 085 Shenandoah County 072 Powhatan County 086 Smyth County 075 Prince William County 090 Surry County 079 Richmond County 091 Sussex County 087 Southampton County 092 Tazewell County 088 Spotsylvania County 093 Warren County 089 Stafford County 094 Washington County 095 Westmoreland County 096 Wise County 098 York County 097 Wythe County 102 Bristol City 101 Alexandria City 103 Buena Vista City 104 Charlottesville City 107 Covington city 106 Colonial Heights City 110 Fredericksburg City 108 Danville City 111 Galax City 109 Falls Church City 112 Hampton City 114 Hopewell City 113 Harrisonburg City 115 Lynchburg City 117 Newport News City 116 Martinsville City 118 Norfolk City 119 Norton City 121 Portsmouth City 120 Petersburg City 123 Richmond City 122 Radford City 127 Suffolk City 124 Roanoke City 128 Virginia Beach City 126 Staunton City 131 Williamsburg-James

City County 130 Waynesboro City

136 Chesapeake City 132 Winchester City 142 Poquoson City 135 Franklin City 202 Colonial Beach 139 Salem City 207 West Point 143 Manassas City 302 Jackson River

Technical Center 144 Manassas Park City

307 New Horizons Technical Center

301 Charlottesville-Albemarle Technical Ctr.

308 Pruden Center 304 Massanutten Technical Center

310 Northern Neck Technical Center

306 Valley Vocational Technical Center

900 Department of Correctional Education

309 Rowanty Technical Center

913 Virginia Community College System

311 Amelia-Nottoway Technical Center

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APPENDIX B

REQUIRED AND PERMISSIVE USE OF FUNDS

Section 135. Local Uses of Funds (a) General Authority. Each eligible recipient receiving funds under this part shall use

such funds to improve vocational and technical education programs. (b) Requirements for Uses of Funds. (Virginia requires that localities fund

professional development, activities for special populations, and one other required use before using funds for permissive uses.) Funds made available to eligible recipients under this part of the Perkins Act shall be used to support career and technical education programs that:

1. strengthen the academic and career and technical skills of students

participating in career and technical education programs, by strengthening the academic and career and technical education programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in the Section 122(c)(1)(A), to ensure learning in:

A. the core academic subjects (as defined in Section 9101 of the Elementary and Secondary Education Act of 1965) , and

B. career and technical education subjects; 2. link career and technical education at the secondary level and career and

technical education at the postsecondary level, including by offering the relevant elements of not less than one career and technical program of study;

3. provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences;

4. develop, improve, or expand the use of technology in career and technical education, which may include:

A. training of career and technical education teachers, faculty, and administrators to use technology, which may include distance learning;

B. providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields; or

C. encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students;

5. provide professional development programs that are consistent with Section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including:

A. in-service and pre-service training on i. effective integration and use of challenging academic and

career and technical education provided jointly with academic teachers to the extent practicable;

ii. effective teaching skills based on research that includes promising practices;

iii. effective practices to improve parental and community involvement; and

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B. support of education programs for teachers of career and technical

education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry;

C. internship programs that provide relevant business experience; and D. programs designed to train teachers specifically in the effective use

and application of technology to improve instruction; 6. develop and implement evaluations of the career and technical education

programs carried out with funds under this title, including an assessment of how the needs of special populations are being met;

7. initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology;

8. provide services and activities that are of sufficient size, scope, and quality to be effective; and

9. provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.

(c) Permissive. Funds made available to an eligible recipient under this title may be

used for the following: 1. to involve parents, businesses, and labor organizations as appropriate, in

the design, implementation, and evaluation of career and technical education programs authorized under this title, including establishing effective programs and procedures to enable informed and effective participation in such programs;

2. to provide career guidance and academic counseling, which may include information described in Section 118, for students participating in career and technical education programs, that – A. improves graduation rates and provides information on postsecondary

and career options, including baccalaureate degree programs, for secondary students, which activities may include the use of graduation and career plans; and

B. provides assistance for postsecondary students, including for adult students who are changing careers or updating skills;

3. for local education and business (including small business) partnerships, including for – A. work-related experiences for students, such as internships, cooperative

education, school-based enterprises, entrepreneurship, and job shadowing that are related to career and technical education programs;

B. adjunct faculty arrangements for qualified industry professionals; and C. industry experience for teachers and faculty;

4. to provide programs for special populations; 5. to assist career and technical student organizations; 6. for mentoring and support services; 7. for leasing, purchasing, upgrading or adapting equipment, including

instructional aids and publications (including support for library resources) designed to strengthen and support academic and technical skill achievement;

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8. for teacher preparation programs that address the integration of academic

and career and technical education and that assist individuals who are interested in becoming career and technical education teachers and faculty, including individuals with experience in business and industry;

9. to develop and expand postsecondary program offerings at times and in formats that are accessible for students, including working students, including through the use of distance education;

10. to develop initiatives that facilitate the transition of sub-baccalaureate career and technical education students into baccalaureate degree programs, including – A. articulation agreements between sub-baccalaureate degree granting

career and technical education postsecondary educational institutions and baccalaureate degree granting postsecondary educational institutions;

B. postsecondary dual and concurrent enrollment programs; C. academic and financial aid counseling for sub-baccalaureate career and

technical education students that informs the students of the opportunities for pursuing a baccalaureate degree and advises the students on how to meet any transfer requirements; and

D. other initiatives – i. to encourage the pursuit of a baccalaureate degree; and ii. to overcome barriers to enrollment in and completion of

baccalaureate degree programs, including geographic and other barriers affecting rural students and special populations;

11. to provide activities to support entrepreneurship education and training; 12. for improving or developing new career and technical education courses,

including the development of new proposed career and technical programs of study for consideration by the eligible agency and courses that prepare individuals academically and technically for high-skill, high-wage, or high-demand occupations and dual or concurrent enrollment opportunities by which career and technical education students at the secondary level could obtain postsecondary credit to count towards an associate or baccalaureate degree;

13. to develop and support small, personalized career-themed learning communities;

14. to provide support for family and consumer sciences programs; 15. to provide career and technical education programs for adults and school

dropouts to complete the secondary school education, or upgrade the technical skills, of the adults and school dropouts;

16. to provide assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an appropriate job, such as through referral to the system established under Section 121 of Public Law 105-220 (29 U.S.C. 2801 et seq.);

17. to support training and activities (such as mentoring and outreach) in non-traditional fields;

18. to provide support for training programs in automotive technologies;

13 2012-2013 Local Plan

19. to pool a portion of such funds with a portion of funds available to not less than one other eligible recipient for innovative initiatives, which may include – A. improving the initial preparation and professional development of career

and technical education teachers, faculty, administrators, and counselors; B. establishing, enhancing, or supporting systems for –

i. accountability data collection under this Act; or ii. reporting data under this Act;

C. implementing career and technical programs of study described in Section 122(c)(1)(A); or

D. implementing technical assessments; and 20. to support other career and technical education activities that are consistent

with the purpose of this Act. (d) Administrative Costs. Each eligible recipient receiving funds under this part shall

not use more than five percent of the funds for administrative costs associated with the administration of activities assisted under this section.

14 2012-2013 Local Plan

APPENDIX CEXPENDITURE ACCOUNTS DESCRIPTIONS

These accounts are for budgeting/recording expenditures of the educational agency for activities under its control. Below are definitions of the major expenditure categories. These descriptions provided are examples only. For further clarification on the proper expenditures of funds, contact the grants administrator, Terry Dougherty at 804-225-3349 orCTE@doe.virginia.gov.

OBJECT CODE DEFINITIONS: 1000 PERSONAL SERVICES - All compensation for the direct labor of persons in the employment of the

local government, educational agency and/or school division. • Salaries and wages paid to employees for full and part-time work, including overtime, shift

differential and similar compensation. • Payments for time not worked, including sick leave, vacation, holidays, and other paid

absences (jury duty, military pay, etc.), which are earned during the reporting period.

Any CTE position salary and benefits costs that are considered as “administrative costs” associated with the administration of the postsecondary education programs and should be reported on the monthly OMEGA Reimbursement Request separately under the “CTE Program Administration” Program Area, rather than reported under “Unspecified.”

Perkins limits the amount of funds to be used for administration to no more than five percent of the grant award (Ref: Carl D. Perkins Career and Technical Education Improvement Act of 2006, Section 135. Local Uses of Funds. (d) Administrative Costs). “Each eligible recipient receiving funds under this part shall not use more than five percent of the funds for administrative costs associated with the administration of the activities assisted under this section.”

Perkins defines “Administration” as activities necessary for the proper and efficient performance of the eligible agency or eligible recipient’s duties under this Act, including the supervision of such activities. The Perkins Act further lists administration as duties for developing the state/local plan, reviewing plans, monitoring and evaluating program effectiveness, assuring compliance with federal laws, providing technical assistance, and supporting and developing state data systems relevant to the provisions of the Perkins Act.

Administration costs does not include curriculum development activities, personnel development, or research activities.

2000 EMPLOYEE BENEFITS - Job related benefits provided employees are part of their total

compensation. • Fringe benefits include the employer's portion of FICA, pensions, and insurance (life, health,

disability income, etc.). • Employee allowances.

3000 PURCHASED/CONTRACTUAL SERVICES - Services acquired from outside sources (i.e.,

private vendors, public authorities or other governmental entities). Purchase of the service is on a fee basis or fixed time contract basis. Payments for rentals and utilities are not included in this account description. • CTE Education, Adult Education, CTE Regional Consortium, or Tech Prep Consortium services

and fees paid to another authority, local school division or other governmental entity. • Conference registration fees, airline tickets and/or lodging expenses paid directly to another

public authority (VA Tech, UVA, etc.), professional organizations (VACTE, VATIE, VBEA, VAME, VAAE, VTEEA, VATFACS, VAHAMSEA, CTSO, etc.).

• Payments made to county or school division credit cards for conference registration fees, airline tickets or lodging charges.

(Continued)

15 2012-2013 Local Plan

4000 INTERNAL SERVICES - Charges from an Internal Service Fund to other

functions/activities/elements of the local government for the use of intra-governmental services. • Data processing. • Automotive/motor pool usage. • Central purchasing/central stores. • Print shop. • Risk management.

5000 OTHER CHARGES – Includes expenditures that support the CTE program, including school

division and CTE administrators, staff, teachers or consultant expenses for training, conference registration, travel, lodging, and meals (payments must be reimbursed directly to the individual). • Conference registration fees, airline tickets, travel, lodging or meals expenses reimbursed

directly to the individual rather than another public authority, professional organizations, airlines and/or hotels.

• Leasing/rental fees for welding gas cylinders, etc. • Indirect cost charges paid to the educational agency, community college or school division.

Each reimbursement request line entry for the travel expenditures must provide the following detailed information, as appropriate:

o Status of individual (i.e., CTE administrator, teacher, advisor, etc.). o Name of the meeting/training/seminar/conference (must be a Perkins education program

related meeting, training and/or conference). o Date(s) of the travel or meeting/training/seminar/conference. o Location (city/state) of the travel or meeting/training/seminar/conference. o Type(s) of travel/training expenditure(s) included in the reimbursement amount (i.e., travel

– airfare, mileage, rental car, lodging, meals, registration, etc.). 6000 MATERIALS AND SUPPLIES –Federal Perkins grant award funds can not be used to

purchase materials, supplies and/or commodities that are consumed or materially altered when used.

Object Code 6000 cannot to be used for the CTE Local Plan and CTEMS Schedules 17 Budget and 18 Administration Budget Summary Worksheet, OMEGA Perkins budget transfers or any federal Perkins grant award funds reimbursement requests.

8000 CAPITAL OUTLAY/EQUIPMENT – Expenditures for the acquisition of or additions to capitalized

assets. All equipment purchases, no matter the dollar value of the purchase, MUST BE claimed under Object Code 8000 in order to be reimbursed with federal Perkins grant award funds.

Equipment means any instrument, machine, apparatus, or set of articles that meets all of the following criteria:

Listed on the State Approved Equipment for CTE Programs listed on the VDOE Web site at: www.doe.virginia.gov/instruction/career_technical/equipment/index.shtml

It retains its original shape, appearance, and character with use; It does not lose its identity through fabrication or incorporation into a different or more

complex unit or substance; It is non-expendable; Under normal use, it can be expected to serve its principal purpose for at least one year;

and Excludes supplies and materials as defined by the Virginia Department of Planning and

Budget’s Expenditure Structure, Part II.A 13-XX, Supplies and Materials, June, 2011, (pages 12-15).

(Continued)

16 2012-2013 Local Plan

Federal Perkins funds CANNOT be used for:

Capital improvements, upgrades or improvements to physical structures, buildings, classrooms, laboratories, and etc.

Purchase used or repaired equipment. To repair equipment or to purchase repair parts for equipment. Installation of equipment unless installation is included in the original purchase price of

the equipment. Purchase materials, supplies and/or commodities that are consumed or materially altered

when used (i.e., welding gases, paints, lumber, sheet metal, batteries, solvents, and etc.). Federal Perkins funds CAN be used for:

Purchase a classroom reference set of textbooks. Computer and software upgrades. Rechargeable batteries if part of the original purchase price of equipment (i.e., digital

camera, portable drill, etc.).

Certification and Assurances Page 17 2012-2013 Local Plan

Virginia Department of EducationOffice of Career and Technical Education Services

Division and Contact Information - to be Completed by School DivisionDivision Applicant Name (Legal Name of Agency) Division CTE Administrator

Number 021Mailing Address (Street, City or Town, and Zip Code) Mailing Address (If different than applicant address)

Phone (ext): 1512 Fax: Fax:Ext. Ext. Numbers Only

E-mail:

Certification

Requirements of the Carl D. Perkins Career and Technical Education Act of 2006. Please note this includes: · Perkins IV Technical Skills Assessment Certification;

· Certification of Non-Construction and Construction Programs (Conditions - Item 11);

· Coordination of Sample Career Cluster/Pathway Plans of Study and/or Academic Career Plan;* · Performance Assessment Results (Performance Assessment Tab); · Stakeholder Participation/Involvement CTEMS Schedule 1 (CTEMS Schedule Tab); and

CTE Local Advisory Chairperson (Signature) Date

Date

Local CTE Administrator (Signature) Date

School Board Chairperson (Signature) Date

Division Superintendent (Signature) Date

· Disclosure of Lobbying Activities (Conditions - Item 12);

The eligible recipient does hereby certify that the assurances and conditions stipulated in this plan will be complied with in providing programs and activities for career and technical education and that funds will be used as stipulated in the approved plan. Via signatures below, this division certifies that it will adhere to the requirements and regulations in the CTE Perkins Local Plan sections listed below:

(804) 768-6165 (804) 768-1656Numbers Only

michael_gill@ccpsnet.net

LOCAL PLANFOR

CAREER AND TECHNICAL EDUCATION (CTE) PERKINS FUNDS2012-2013

CHESTERFIELD COUNTY PUBLIC SCHOOLS Michael B. Gill, Ed.D.

10101 Courthouse Road Chesterfield, VA 23832

· Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion - Lower tier Covered Transactions (Conditions - Item 10);

Numbers Only

· Evaluation of Career and Technical Education Programs CTEMS Schedule 8 (CTEMS Schedule Tab).

Local Community College Perkins Administrator (Signature)*

(A copy of this signed form must be faxed to the Office of Career and Technical Education at 804-530-4560)

Numbers OnlyPhone (ext):

Certification and Assurances Page 18 2012-2013 Local Plan

School Division:CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

Carl D. Perkins Career and Technical Education Act of 2006Assurances (continued on next page)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

The local school division will use the state-provided career and technical program area competency list identified for each course to provide instruction for students and to rate the student’s level of competency attainment.

The local school division shall: a. identify the number of special population students enrolled in career and technical education programs; b. assess the career and technical needs of the students identified as special populations; and c. develop an adequate plan to provide supplementary services sufficient to meet the needs of such students.

Programs funded under the Perkins Act will be coordinated with the local Workforce Investment Council to avoid duplication with Workforce Investment Act Title I programs, adult education, and other federal training programs (Sec. 118).

No funds provided under this Perkins Act will be used for the purpose of directly providing incentives or inducement to employers to relocate a business enterprise from one state to another state if such relocation will result in a reduction in the number of jobs available in the state where the business enterprise is located before such incentives or inducements are offered. (Sec. 322)

Funds used under this Perkins Act for in-service and pre-service career and technical education professional development programs for career and technical education teachers, administrators, and other personnel may, upon request, permit program participation by career and technical education teachers, administrators, and other personnel in non-profit private schools offering career and technical education programs located in the geographical area served by such agency or recipient. (Sec. 317)

None of the funds expended under Perkins IV will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interest of the purchasing entity, the employees of the purchasing entity, or any affiliate of such an organization.

None of the funds made available under this Perkins Act (Perkins IV) will be used to provide funding under the Wagner-Peyser Act and Public Law 105-220. (Sec. 119(d)(1-2))

The applicant will submit descriptive and statistical reports containing complete, accurate, and reliable data that measure the progress of students, including special populations, as required by Perkins IV, the Education Improvement Act of 1984, and the State Department of Education. (Sec. 122(c)13)

Programs, services, and activities included under this agreement will be operated in accordance with the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) and all applicable Virginia Public School Laws.

Students who participate in career and technical education programs will be taught the same challenging academic proficiencies as all other students. (Sec. 134(b)3)The applicant will provide a career and technical education program that is of such size, scope, and quality to bring about improvement in the quality of career and technical education programs. (Sec. 134(b)3) and (Sec. 135(b)7)

The applicant that receives funds under this part will use such funds to improve career and technical education programs. (Sec. 135(a))

Funds made available under this Perkins Act for career and technical education activities will supplement and shall not supplant, non-federal funds expended to carry out career and technical education and tech prep activities. (Sec. 311(a))

No funds received under the Perkins Act will be used to require any secondary school student to choose or pursue a specific career path or major or to mandate that any individual participate in a career and technical education program, including a career and technical education program that requires the attainment of a federally funded skill level, standard, or certificate of mastery. (Sec. 314)

No funds received under this Perkins Act will be used to provide career and technical education programs prior to the seventh grade, except that equipment and facilities purchased with funds under this Act may be used by such students. (Sec. 315)

Certification and Assurances Page 19 2012-2013 Local Plan

School Division:CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

Carl D. Perkins Career and Technical Education Act of 2006Assurances (continued from previous page)

16.

17.

18.

19.

20.

21.

22.

23.

24.

Career and technical student organizations will be an integral and active part of each career and technical program.

The local plan has been approved by the school board and will be implemented upon approval of the Virginia Department of Education.

The school division will conduct a comprehensive self-assessment of the career and technical education program. The school division will develop a plan of action to address each unmet requirement and assure timely implementation of the plan. The CTE Federal Program Monitoring Review system requires school divisions to review the CTE program on a six-year cyclical schedule. If applicable, school divisions must complete a comprehensive self-assesment instrument by May 15, 2012. (Refer to Superintendent's Memorandum #259-11, dated September 16, 2011.)

This plan has been developed in consultation with the local career and technical education advisory committee which is composed of members of the public, especially representatives from business, industry, and labor (if applicable), including appropriate representation of both sexes and the racial and ethnic minorities found in the school, community, or region and in consultation with teachers, parents, students, and interested community leaders.

Procedures are in place to ensure that lists of essential competencies that are modified for students with Individualized Education Programs (IEPs) or Section 504 plans must, as a group, be selected so that student attainment of the modified list of essential competencies prepare the student for a job or occupation.

Career and technical services, programs, and activities will reflect labor market needs and student interest.

Equal opportunities in career and technical education programs will be provided to persons and without discrimination because of race, gender, religious preference, national origin, or disability.

Statistical, financial, and descriptive reports and data required by the Virginia Board of Education and/or the Virginia Department of Education with regard to career and technical education programs will be submitted as requested and within the specified timelines.

Local programs of career and technical education shall be evaluated annually using the performance standards and measures as approved by the Virginia Board of Education, and in compliance with the requirements of Section 113 of the Carl D. Perkins Career and Technical Education Act of 2006.

Section 134(b)(7) and Section 135(b)(6): Develop and implement evaluations of the career and technical education programs carried out with funds under this Act, including an assessment of how the needs of special populations are being met.

Certification and Assurances Page 20 2012-2013 Local Plan

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

Conditions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Funds will not be expended in any manner other than as budgeted in the original plan or amended plan (if applicable).

In the event funds need to be expended (category or dollar amount) in any manner other than stipulated in this CTEMS plan, the eligible recipient must submit, in writing, a request to amend the CTEMS plan. This request must include an explanation of proposed changes along with a revised copy of Schedules 17 and 18.

The local plan shall be for the same period of time as the State Plan submitted under Section 122 (five-year plan).

The locality will not fund any project, service, or activity for more than three years, the year of its inception and the two following years, unless they are showing continuous improvement, meet or exceed all Perkins performance standards.

Perkins funds will not be expended prior to the receipt of a letter of approval for the original plan and/or the amended plan (if applicable).

An inventory of all equipment purchased in whole or part with federal funds provided by the Virginia Board of Education will be maintained, and all such equipment will be available for use by students in the approved career and technical education program for which it was purchased.

Recipients of federal funding that plan to use any equipment purchased in whole or in part with federal funds provided by the Virginia Board of Education in any program, project or activity other than the one for which it was originally purchased or who planned to dispose of or trade in such equipment must comply with the provisions of EDGAR.

Career and technical education programs will operate consistently with all federal and state requirements and regulations.

Reports and other information required by the Virginia Board of Education will be submitted within the dates and timelines established, and documentation will be maintained for five years.

Reimbursement requests from school divisions will not be processed for those school divisions that have outstanding data and/or reports required by federal legislation, state legislation, or the Virginia Board of Education.

The locality will comply with certification regarding debarment, suspension, ineligibility, and voluntary exclusion – lower tier covered transactions.

The locality will comply with all applicable assurances in OMB Standard Forms 424B and D (Assurances for Non-Construction and Construction Programs), including the assurances relating to the legal authority to apply for assistance; access to records; conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor standards; flood hazards; historic preservation; protection of human subjects; animal welfare; lead-based paint; Single Audit Act; and the general agreement to comply with all applicable federal laws, executive orders and regulations.With respect to the certification regarding lobbying in Department Form 80-0013, no federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making or renewal of federal grants under this program; the State will complete and submit Standard Form-LLL, "Disclosure Form to Report Lobbying," when required (34 CFR Part 82, Appendix B); and the State will require the full certification, as set forth in 34 CFR Part 82, Appendix A, in the award documents for all subawards at all tiers.

The Locality will comply with the following provisions of Education Department General Administrative Regulations (EDGAR), as applicable: 34 CFR Part 74—Administration of Grants and Agreements with Institutions of Higher Education, Hospitals, and Other Non-Profit Organizations; 34 CFR Part 76—State-Administered Programs, including the construction requirements in section 75.600 through 75.617 that are incorporated by reference in section 76.600; 34 CFR Part 77—Definitions that Apply to Department Regulations; 34 CFR Part 80—Uniform Administrative Requirements for Grants and Cooperative Agreements to State and Local Governments, including the procurement provisions; 34 CFR Part 81 -- General Education Provisions Act—Enforcement; 34 CFR Part 82—New Restrictions on Lobbying; 34 CFR Part 85—Government wide Debarment and Suspension (Nonprocurement).

Certification and Assurances Page 21 2012-2013 Local Plan

School Division:CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

Perkins IV Technical Skills Assessment Certification(To be submitted annually with Local Plan and Budget Application.)

1.

2.

I certify that all Career and Technical Education programs in my school division are using the state developed CTE course frameworks to teach essential competencies in each course. It is understood that locally developed competencies may be added as appropriate.

I certify that the following operational guidelines are being followed in all CTE programs in my school division.

a) Competencies are specified to students prior to instruction. b) Competencies include “all aspects of the industry” and “workplace readiness skills.” c) An internal evaluation system (i.e., state supplied Student Competency Record)* is utilized for rating and documenting the competency performance of each student. (Students may be involved in assessing their work, but only a teacher or administrator may rate and document the performance.)

*Student Competency Records should be used accordingly: a) Teachers should review the task definitions for each essential task/competency to examine assessment requirements. b) Based on the performance level criteria and task definitions, teachers make independent professional decisions about the performance level of students on each essential competency. c) Grading rubrics should be used where appropriate in skill performance applications. d) Student competency records should be retained in the school division for five years.

Performance Assessment Page 22 2012-2013 Local Plan

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

PERFORMANCE ASSESSMENT for 2010-2011(Annual Submission Required)

1S1

1S2

2S1A

2S1B

2S1C

2S1D

2S1E

3S1

4S1

5S1

5S1

6S1

6S2

Directions: Provide the school division's actual performance levels for 2010-2011 for all completers and special populatons.

* New Performance Measure for 2010-2011

31.36%

Virginia AgreedUpon Performance

Levels for 2010 - 2011

40.32%

99.34%

97.35%

97.02%

78.97%

32.16%

46.00%

37.33%

84.00%

The school division's local plan should reflect activities/projects that address Perkins Performance Standards that have not improved or that do not meet the Virginia Agreed Upon Perkins Performance Levels. This information will be used to inform appropriate technical assistance, on-site visits, and/or local Federal Program Monitoring visits.If a performance standard is not met, the school division must explain why and the actions taken to improve performance on the following page. Once a school division has met the state performance standards, they must maintain or show continuous improvement each year.

96.31%

75.00%

19.00%

Program Completer Response Rate

91.26%

36.84%

85.29%

31.42%

37.72%

92.31%

Perkins Performance Standards2010 – 2011 Actual

Performance from APR

All Completers Special Populations

98.00%

99.00%

99.06%

99.39%

82.00%

Nontraditional Career Preparation EnrollmentNontraditional Career Preparation Completion

Technical Skills Attainment - Completers Passing Credentialing Test Rate*Technical Skills Attainment - Completers Earning Advanced Studies Diploma or Passing a Credentialing Test (College and Career Readiness)*

Secondary School Completion

Graduation Rate

16.00%

Technical Skills Attainment - Student Competency RateTechnical Skills Attainment - Completers Participating in Credentialing TestsTechnical Skills Attainment - Test Takers (Completers) Passing Credentialing Tests Rate

32.00%

39.00%

82.00%

77.00%Secondary Placement Rate (Transition from Secondary Education to Postsecondary Education, Employment or Military)

Academic Attainment - Reading (English 11)

Academic Attainment - Mathematics (Highest Level)

91.00%

83.00%

81.00%

45.00%

69.00%

Performance Assessment Page 23 2012-2013 Local Plan

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

PERFORMANCE ASSESSMENT(Continued from previous page)

The Annual Performance Report for your school division is available at

How many performance standard(s)/element(s) were not met for three consecutive years.

The CTE office is pulling our student completers through the school system's student information system, providing the list to the teachers at all county high schools to assure that our completers are tested. Additionally, we will now report the IC3 test results when the student takes all three components of the test. In the past, we only reported if the student passed all three parts, but if a student failed one part of the test we did report them as having attempted the IC3. We will report all attempts of the IC3 in full this year.

Select the performance standard(s) not met from the drop down menu below (click in box - menu will open). Explain why each standard was not met and what action was taken in prior years to improve the performance.

Select the performance standard(s) not met from the drop down menu below (click in box - menu will open). Explain why each standard was not met and what action was taken in prior years to improve the performance.

1Select the performance standard(s) not met from the drop down menu below (click in box - menu will open). Explain why each standard was not met.

2S1B-Completers Participating in Credentialing Tests Rate

How many performance standard(s)/element(s) were not met for two consecutive years.

http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/index.shtml

How many performance standard(s)/element(s) were not met for first time.

Performance Assessment Page 24 2012-2013 Local Plan

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

2011-2012 PERFORMANCE ASSESSMENT TARGETS

1S1

1S2

2S1A

2S1B

2S1C

2S1D

2S1E

3S1

4S1

5S1

5S1

6S1

6S2

CTE Follow-up Survey of Program Completers

Secondary Enrollment Demographics Form (SEDF)

Completer Demographics Report (CDR)

Data Collection Source

Completer Demographics Report (CDR)

and

Career and Technical Education Credential Collection (CTECC)

* EOC - End-of-Course

*EOC Standard of Learning Test Scores

*EOC Standard of Learning Test Scores

Completer Demographics Report (CDR) and End-of-Year Student

Record Collection Drop-out Report

Nontraditional Career Preparation Enrollment 22.00%

Secondary Placement Rate (Transition from Secondary Education to Postsecondary Education, Employment or Military) 85.00%

Program Completer Response Rate75.00%

Secondary School Completion85.00%

Graduation Rate Completer Demographics Report (CDR)

CTE Follow-up Survey of Program Completers

80.00%

Technical Skills Attainment - Completers Passing Credentialing Test Rate 33.00%

Technical Skills Attainment - Completers Earning Advanced Studies Diploma or Passing a Credentialing Test (College and Career Readiness) 40.00%

Technical Skills Attainment - Completers Participating in Credentialing Tests 52.00%Technical Skills Attainment - Test Takers (Completers) Passing Credentialing Tests Rate 72.00%

Technical Skills Attainment - Student Competency Rate 81.00%

Academic Attainment - Reading (English 11) 94.00%Academic Attainment - Mathematics (Highest Level) 84.00%

Perkins Core Indicator of Performance Virginia Agreed

Upon PerformanceLevels for

2011 - 2012

School divisions are required to meet or exceed the Virginia Agreed Upon Perfomance Levels. For your information, the following chart provides the list of Perkins Core Indicators of Performance, the 2011-2012 state (negotiated) agreed upon levels of performance, and the data collection sources. For more detailed information, refer to CTE Memo No. 005-11, dated September 20, 2011.

Nontraditional Career Preparation Completion 19.00%

CTEMS Checklist Page 25 2012-2013 Local Plan

School Division: CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS CHECKLIST2012-2013

1.

2.

CTEMS Schedules Required for School Divisions (Schedules in red to be completed only if changes have occurred from previous year.)

Schedule 1 - Stakeholder Participation/Involvement

Schedule 2 - Application for Local Career Cluster/Pathway Plans of Study

Schedule 3 - Special Populations Report

Schedule 10 - Using Data to Improve Career and Technical Education

Schedule 11 - Sufficient Size, Scope, and Quality of Program Services and Activities

Schedule 12 - Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

Schedule 15 - Participation in Regional Technical Education Programs

Schedule 8 - Evaluation of Career and Technical Education Programs

Schedule 9 - Improvement, Expansion, and Modernization

Schedule 4 - Strengthen/Improve Academic and Technical Skills

Schedule 5 - All Aspects of Industry

Schedule 6 - Technology in Career and Technical Education

Schedule 7 - Professional Development Provided

Schedule 6 - Technology in Career and Technical Education Schedule 14 - Labor Market Needs

Schedule 3 - Special Populations Report Schedule 10 - Using Data to Improve Career and Technical Education

Schedule 4 - Strengthen/Improve Academic and Technical Skills

Schedule 13 - Equity Provisions of General Education Provision Act

Schedule 14 - Labor Market Needs

Schedule 18 - Administration/Administrative Equipment Funds and Budget Summary Worksheet

Schedule 17 - Budget of Perkins Funds

Schedule 16 - Career and Technical Education Financial Data

Schedule 12 - Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

CTEMS Schedules Required for Regional Centers (Schedules in red to be completed only if changes have occurred from previous year.)

Schedule 1 - Stakeholder Participation/Involvement

Schedule 2 - Application for Local Career Cluster/Pathway Plans of Study

Schedule 9 - Improvement, Expansion, and Modernization

Schedule 7 - Professional Development ProvidedSchedule 16 - Career and Technical Education Financial Data

Schedule 8 - Evaluation of Career and Technical Education Programs

Schedule 5 - All Aspects of IndustrySchedule 13 - Equity Provisions of General Education Provision Act

CTEMS Schedules Page 26 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 1Stakeholder Participation/Involvement

2012-2013 Plan

Section 134(a) and Section 135 (c)(1): The local plan shall be for the same period of time as the State Plan submitted under Section 122. Please check the types of involvement each of the groups below have had in the development of your local plan. Section 134(b)(5) and Section 135(c)(1): Describe how parents, students, academic and career and technical education teachers, faculty, administrators, career guidance and academic counselors, representatives of tech prep consortia (if applicable), representatives of the entities participating in activities described in Section 117 of Public Law 105-220 (if applicable), representatives of business (including small business) and industry, labor organizations, representatives of special populations, and other interested individuals are involved in the development, implementation, and evaluation of career and technical education programs assisted under this Act, and how such individuals and entities are effectively informed about, and assisted in understanding the requirements of this title, including career and technical programs of study.

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XRepresentatives of business/industry X XRepresentatives of labor (if applicable) Community representatives and other interested individuals X XRepresentatives of special populations X XRepresentatives of local community colleges X XTeachers X XParents X XStudents X X

Describe how the required respective groups were involved in the development, implementation, and evaluation of your career and technical programs utilizing data from prior year(s) and/or any local evaluations that may have been conducted during the 2011-2012 school year.

• Review Local Plan.• Consult and make recommendations on current and new programs.• Provide school board updates.• Present local plan to school board.• Data presented on local performance and student enrollment to help identify current needs and make recommendations.• Review student follow-up data for strengths and weaknesses.• Review employer survey to make recommendations for program improvement.

XX

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XXXX

CTEMS Schedules Page 27 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 1 (Continued)Stakeholder Participation/Involvement

2012-2013 Plan

P : Parents B&I : Business and IndustryS : Students CC : Local Community CollegeT : Teachers SP : Special PopulationsL : Labor Organization O : Community Representative/Other Interested

Individuals

Describe how members of the career and technical education advisory committee and the stakeholder participants involved in the development of the plan are annually informed about and assist in the understanding of the Act, and list activities planned in which the stakeholders will be involved for the 2012-2013 school year.

• Bi-monthly meetings to update the groups • Invited to attend recruiting sessions with students• Attend annual Open House for advisory councils at CTC• Invited to participate in school board updates• CTE department covers registration for the CTE Advisory Committee to attend the annual VACTE seminar

Tom Vavra B&IJohn Tyler Community College CC

BeautiControl P

Rivers Edge Development Corp

GROUP ID LETTER

NAME OF COMPANY/BUSINESS/ORGANIZATION

The local advisory committee for career and technical education must be involved in the development, implementation, and evaluation of career and technical education programs. The advisory committee, which meets regularly, is a groupof persons representing business, industry, labor (if applicable), public agencies, education, and the community for the purpose of providing recommendations, direction, and assistance to career and technical education.

Note. The local advisory committee may be used for this purpose if membership is expanded to include representation from the following groups: parents, students, teachers, business and industry, labor organizations, local community colleges, special populations, and other interested individuals. Other persons may be invited to participate at the discretion of the eligible recipient. Ex-officio members should include career and technical administrator.

List below only one individual from each category on the local advisory committee who have been appointed to serve in the development, implementation, and evaluation of career and technical education programs.

NAME/TITLE OR POSITION

Group ID Letter:

Suzan Marshall, PEER Coordinator

Kyle Grinnage, Independent Consultant

Nancy Hill, Teacher

Lori Averill, Lead Transition Coordinator CCPS, Special Ed SP

Robin Byrd, Specialist CCPS School and Business Partnerships O

David LaRose, Student Cosby High School STChesterfield Technical Center

CTEMS Schedules Page 28 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 2Application for Local Career Cluster/Pathway Plans of Study

2012-2013 Plan

INSTRUCTIONS/PROCEDURES

LIST ALL PREVIOUSLY APPROVED PLANS OF STUDY

Assistance for completing Academic and Career Plans may be found at :

Hospitality & Tourism Restaurants and Food/Beverage Services- 2011-2012 StateMarketing Marketing Management-Marketing 2010-2011 StateEducation & Training Teaching/Training-Education and Training 2009-2010 StateArchitecture & Construction Design/Pre-Construction-Architecture and 2008-2009 StateBusiness Management & Administration Business Information Management-Business 2007-2008 State

By the beginning of the 2012-2013 school year, school divisions must have in place at least one career pathway representing each program area offered. School divisions may either submit an Academic and Career Plan template or the CTE Plans of Study template. Academic and Career Plans or Plans of Study must be submitted annually until all applicable career pathways have been identified and implemented. Section 134(b)(3)(A) and Section 135(b): The school division may choose to submit more than one Career Cluster: Career Pathways - Academic and Career Plan or Plan of Study per year. Academic and Career Plans or Plans of Study must be e-mailed or mailed to the VDOE, Office of Career and Technical Education Office. Each career pathway must have the appropriate Academic and Career Plan or Plan of Study.

LOCAL OR STATE TEMPLATE (Please

indicate which is being used.)

YEAR SUBMITTEDPATHWAYCLUSTER

Assistance for completing career clusters/pathways/plans of study may be found at:

http://www.doe.virginia.gov/instruction/graduation/academic_career_plan.shtml

http://www.doe.virginia.gov/instruction/career_technical/career_clusters/index.shtml

CTEMS Schedules Page 29 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

Application for Local Career Cluster/Pathway Plans of Study2012-2013 Plan

PLANS OF STUDY SUBMITTED FOR 2012- 2013 LOCAL PLAN

* Required

1. Improve the academic and technical skills of students participating in career and technical education programs by strengthening the academic and career and technical education components of such programs through the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in – i. the core academic subjects (as defined in Section 9101 of the Elementary and Secondary Education Act of 1965); and ii. career and technical education subjects.*2. Provide students with strong experience in, and understanding of, all aspects of an industry.*3. Ensure that students who participate in such career and technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students.*4. Encourage career and technical education students at the secondary level to enroll in rigorous and challenging courses in core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965).*5. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits/elements.6. Must lead to a high school diploma and, if applicable, an industry certification/state licensure/NOCTI assessment at the secondary level and to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.*

Transportation, Distribution, & Logistics StateFacility and Mobile Equipment Maintenance-Transportation,

CLUSTER for 2012-2013 Year

LOCAL OR STATE TEMPLATE (Please

indicate which is being used.)

PATHWAY

Please FAX a copy of your completed 2012-2013 Career Cluster/Pathway Plan of Study template to 804-530-4560 for separate approval.

CTEMS Schedules Page 30 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 3Special Populations Report

2012-2013 Plan

Number of Non-

traditional (under-

represented gender groups) (Grades 7-12)

Number of Displaced-home-

makers (Grades 7-12)

B. Section 134 (b)(8)(A) and Section 135(b)(9) and (c)(4) and (c)(14, 16 and 17): Describe how you will annually review career and technical education programs and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs for special populations.

Student performance, enrollment and completion data will be used to help identify barriers that have led to lower performance and access in CTE programs by special populations. Work with special population students, teachers, guidance counselors and administrators to develop strategies to deal with lowered performance and access among the special population.

0 3,047

Number of Limited English Proficient/ English Language

Learners(Grades K-12)

Number of Migrant Students

(Grades K-12)

Number of Single-parent (including single pregnant

women) (Grades 7-12)

0 013,329 7,191 2,849

Number of Disabled

(Grades K-12)

A. Identify the number of economically disadvantaged, disabled, limited English proficient (LEP)/English Language learners (ELL), migrant, single-parent, nontraditional (underrepresented gender groups), and displaced-homemaker students eligible for services provided by your school division.

Number of Economically

Disadvantaged (including foster

children) (Grades K-12)

CTEMS Schedules Page 31 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 3 (continued)Special Populations Report

2012-2013 Plan

D. Section 134 (b)(9) and Section 135(b)(9) and (c)(4): Describe how individuals who are members of special populations will not be discriminated against on the basis of their status as members of the special populations.

All Career and Technical Education promotional materials will be developed not to discriminate any special population. All Career and Technical Education facilities will meet ADA standards. Career and Technical Education promotional materials will focus on non traditional students.

C. Section 134 (b)(8)(A) and Section 135(b)(9) and (c)(4) and (c)(17): Describe how you will annually provide programs designed to enable the special populations to meet the state adjusted levels of performance.

Programs will be continually modified to address the needs of special populations based on data collected from the previous year. We will meet with current teachers of special population students and work with them to help identify barriers limiting the performance of the special populations. We will also strive to work with other departments within CCPS that work with special population students and learn from their experiences. With all this information we will develop strategies to help special population students overcome these barriers. These strategies will be shared with all CTE teachers.

CTEMS Schedules Page 32 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 3 (continued)Special Populations Report

2012-2013 Plan

Job-coach and job-transition

X X X X

Please indicate if non-federal funds, in whole or in part, are used to support any of the above services.

X X X

Other: (specify)

Special seminars for fathers, teens, etc.

Special transportation

Child-care

X X X XField trips X X X

X X X XCT student organizations X X X

X X X XWork-site visitation X X X

X X X XX X X

X X X XJob placement and follow-up X X X

X X X XCoop education X X X

X X X XWork-study programs X X X

X X X XApprenticeship X X X

Transportation for work experience

X X X XCareer counseling X X X

X X X XCareer and technical assessment X X X

X X X XSystematic tutoring X X X

X X X XMentoring programs X X X

X X X XInstructional or teacher aides X X X

X X X XHigh-interest reading materials for struggling readers

X X X

X X X XSupplemental social growth activities X X X

X X X

SERVICES PROVIDED

Supplemental basic academic instruction X X X X

SINGLE-PARENTS

NON-TRADITIONAL

DISPLACED HOME-MAKERS

E. Section 134(b)(8)(C) and (b)(10) and Section 135(b)(9) and (c)(4) and (c)(17): Provide activities/services to prepare special populations, including single parents and displaced homemakers, for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.

DISADVANTAGED DISABLED LEP MIGRANT

CTEMS Schedules Page 33 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 4Strengthen/Improve Academic and Technical Skills

2012-2013 Plan

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Directions For each of your Perkins supported programs, place an X by each activity that applies to that program and that is intended to improve the academic and technical skills of students participating in that program. For example, if “Using academic/career and technical team teaching” is designed to improve the academic and technical skills of students in Agriculture, place an X in the field marked “Using academic/career and technical team teaching” under Agriculture.

ACTIVITIES

a. Integrating academics with career and technical education programs to ensure learning in the core academic and career and technical subjectsb. Providing a coherent sequence of courses to ensure learning in the core academic and career and technical subjects

DIVISION PROGRAMS

c. Developing and implementing academic and career and technical collaborative lesson plans

d. Implementing academic/career and technical team teaching

e. Providing dual credit options

f. Providing joint academic/career and technical instructional assignments

h. Providing a senior research project with academic and career and technical education components

g. Planning for and participating in joint academic/career and technical field trips to business/industry

i. Other (specify)

Section 134(b)(3)(B,D,E) and Section 135(b)(1)(A,B) and (c)(12): Please follow the directions below to show how you strengthen/improve the academic and technical skills of students participating in career and technical education programs.

CTEMS Schedules Page 34 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 5All Aspects of Industry

2012-2013 Plan

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Section 134(b)(3)(C) and Section 135(b)(3) and (c)(6 and 11): Provide students with experience in and understanding of all aspects of an industry.

Directions For each of your Perkins supported programs, place an X in the field for every activity that applies to that program and provides students with experience in and understanding of all aspects of an industry.

ACTIVITIES

a. Career and technical curriculum frameworks reviewed by career/technical advisory committee to ensure that the local curriculum provides students with experience in and understanding of all aspects of an industry

DIVISION PROGRAMS

b. Work-site experiences provided

Mentoring

Shadowing

Apprenticeship

Internship

Cooperative Education

c. Participation of Business/Industry Reps

Mentoring opportunities provided

Shadowing opportunities provided

Business/industry tours

Class presentations

Program Evaluation

OtherSpecify:

CTEMS Schedules Page 35 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 6Technology in Career and Technical Education

2012-2013 Plan

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X X X X X X

X X X X X X X X X

X X X X X X X X X

f. Other (specify)

Section 135(b)(4 and 7) and (c)(9 and 12): Develop, improve, or expand the use of technology in career and technical education.

Directions For each of your Perkins supported programs, place an X in the field for any activity you will use in that program to develop, improve, or expand the use of technology.

ACTIVITIES DIVISION PROGRAMS

a. Train career and technical personnel to use state-of-the-art technology, which may include distance/virtual learning.

b. Provide students with the academic and career and technical skills that lead to entry into high-tech and communications fields.

c. Work with high-tech industries to offer volunteer internship, mentoring, shadowing, and/or cooperative education experience(s).

d. Provide technology applications in classroom instruction (including computer applications).

e. Verify that instructional personnel demonstrate proficiency in Virginia Technology Standards.

CTEMS Schedules Page 36 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 7Professional Development

2012-2013 Plan

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X X X X X X X X X

X X X X X X X X X

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(3)Appropriate postsecondary courses and/or workshops for teachers with provisional licenses and/or career switchers

Directions For each of your Perkins supported programs, place an X in the field for any activity you will use to provide professional development for teachers, counselors or administrators associated with that program.

(4)State-of-the-art career/technical programs and techniques

(5)Effective teaching skills based on research

(6)Effective practices to improve parental and community involvement

(7)Opportunities for National Board Certification to provide teachers access to Virginia incentives

d. Virginia Teachers for Tomorrow (Teacher cadet) training program.

(1)Training for guidance on (a) career clusters, career pathways, and career assessment; and (b) implementation of Plans of Study.

(2)Integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in the core academic subjects as defined in section 9101 of the ESEA of 1965; and career and technical education subjects.

ACTIVITIES

a. In-service and pre-service professional development:

b. Programs for teachers and other school personnel to ensure they remain current with all aspects of an industryc. Regional, state, and college teacher placement job fairs

f. Other (specify)

DIVISION PROGRAMS

e. Business/industry internship programs for teachers

Section 134(b)(4) and Section 135(b)(5) and (c)(8, 16 and 19): Describe how comprehensive professional development (including initial teacher preparation) for career and technical education, academic, guidance, and administrative personnel will be provided that promotes the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education (including curriculum development). Section 134(b)(12)(A and B): Describe efforts to improve (A) the recruitment and retention of career and technical education teachers, faculty, and career guidance and academic counselors, including individuals in groups underrepresented in the teaching profession; and (B) the transition to teaching from business and industry.

CTEMS Schedules Page 37 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 7 (continued)Professional Development

2012-2013 Plan

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d. Internship in industry

Directions For each of your Perkins supported programs, indicate the number of teachers who will participate in the activity described below.

c. Local conferences, institutes, or workshops

ACTIVITIES

a. State conferences, institutes, or workshops (including virtual training programs)

Note: All professional development provided must meet requirements as identified in Perkins IV. Indicate the number of teachers/ administrators participating within the fields for each program area(s).

b. National conferences, institutes, or workshops

DIVISION PROGRAMS

e. Other (specify)

CTEMS Schedules Page 38 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 8Evaluation of Career and Technical Education Programs

2012-2013 Plan

X

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We agree to annually review the performance of special populations measured by the state system of Performance Standards and Measures to ensure that their needs are being met.

We agree the state system of Performance Standards and Measures will be used to evaluate the annual performance of career and technical education programs within the school division.

All required.

We agree to implement and participate annually in the state system of Performance Standards and Measures for career and technical education programs.

Section 134(b)(7) and Section 135(b)(6): Develop and implement evaluations of the career and technical education programs carried out with funds under this Act, including an assessment of how the needs of special populations are being met.

We agree that the utilization of Perkins funds will be determined based on the results of the Performance Standards and Measures System or sub-groups that perform below state standards.

CTEMS Schedules Page 39 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 9Improvement, Expansion, and Modernization

2012-2013 Plan

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Section 134(b)(3)(6) and Section 135(b)(4,7): Initiate, improve, expand, and modernize quality career and technical education programs.

Directions For each of your Perkins supported programs, place an X in the field for any activity you will use to initiate, improve, expand, or modernize that particular program.

ACTIVITIES DIVISION PROGRAMS

a. Revise/update curriculum.

b. Revise/update instructional materials.

c. Obtain input from business/industry/ community representatives to improve/modernize program.

d. Modernize program offerings in occupational area.

e. Conduct labor market analysis related to area.

f. Conduct community surveys (may include surveys of groups such as your local boards and community groups).

g. Initiate new program(s) or courses based on labor market needs.

l. Provide training in high tech or telecommunications occupations.

m. Other (specify)

h. Expand career and technical program offerings to provide greater student choice.

i. Incorporate technology applications in the classroom/laboratory.

j. Certify teachers in industry or professional/trade association.

k. Incorporate industry or professional/trade association certification standards.

CTEMS Schedules Page 40 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 10Using Data to Improve Career and Technical Education

2012-2013 Plan

Section 134(b)(7) and Section 135(b)(6): Describe the process that will be used to evaluate and continuously improve the performance of the eligible recipient using the data provided for your school division on the State System of Performance Standards and Measures to improve career and technical education in your school division.

• Analyze data to identify low performing curriculum areas and sub groups.• Develop techniques that will address these weaknesses and provide staff development.• Share data with the advisory committee, school administrators, and teachers.• Identify teachers’ strengths/weaknesses.• Develop plans for program improvement.• Establish checkpoints, reevaluate and make adjustments.• Conduct an annual survey of graduates.• Provide staff development on the essential competencies.• Review student competency records to ensure that teachers are covering the essential competencies.• Discuss strategies with teachers to help students be successful.• Share successful lesson plans that incorporate the essential competencies at quarterly meetings.• Encourage CTE teachers to be involved in IEP process to ensure accommodations are provided for special population students to be successful.• Promote industry certification.

CTEMS Schedules Page 41 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 11Sufficient Size, Scope, and Quality of Program Services and Activities

2012-2013 Plan

f. Provide for the award of verified units of credit for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the Board of Education.

School boards shall report annually to the Board of Education the number of industry certifications obtained and state licensure examinations passed, and the number shall be reported as a category on the School Performance Report Card. In addition, the Board may:

a. For the purpose of awarding verified units of credit, approve the use of additional or substitute tests for the correlated Standards of Learning assessment, such as academic achievement tests, industry certifications or state licensure examinations; and

b. Permit student completing career and technical education programs designed to enable such students to pass such industry certification examinations or state licensure examinations to be awarded, upon obtaining satisfactory scores on such industry certification or licensure examinations, the appropriate verified units of credit for one or more career and technical education classes into which relevant Standards of Learning for various classes taught at the same level have been integrated. Such industry certification and state licensure examinations may cover relevant Standards of Learning for various required classes and may, at the discretion of the Board, address some Standards of Learning for several required classes. (Standards of Quality § 22.1-253.13:4.D.5.)

Yes

Yesa. Instruction in career and technical exploration is provided in each middle school. (Standards of Accreditation 8 VAC 20-131-90.B)b. At least three different career and technical education programs, not courses, that prepare students as a career and technical education completer are provided. (Standards of Accreditation 8 VAC 20-131-100.A.1.) Yes

c. A minimum of 11 courses in career and technical education is offered in each secondary school. (Standards of Accreditation 8 VAC 20-131-100.B) Yes

d. Career and technical education programs incorporated into the K through 12 curricula that include:· · Knowledge of careers and all types of employment opportunities including, but not limited to, apprenticeships, entrepreneurship and small business ownership, the military, and the teaching profession, and emphasize the advantages of completing school with marketable skills;

· Career exploration opportunities in the middle school grades; and

· Competency-based career and technical education programs that integrate academic outcomes, career guidance and job-seeking skills for all secondary students. Programs must be based upon labor market needs and student interest. Career guidance shall include counseling about available employment opportunities and placement services for students exiting school. Each school board shall develop and implement a plan to ensure compliance with the provisions of this subdivision. Such plan shall be developed with the input of area business and industry representatives and local community colleges and shall be submitted to the Superintendent of Public Instruction in accordance with the timelines established by federal law. (Standards of Quality § 22.1-253.13:1. Standard 1.D.3.)

Yes

Section 134(b)(6) and Section 135 (b)(8 and 9) and (c)(2): Provide assurances that the eligible recipient will provide a career and technical education program that is of such size, scope, and quality to bring about improvement in the quality of career and technical education programs.

Yes or NoComplete corresponding cell for each statement that applies to your division.

e. Establish the requirements for a standard, modified standard, or advanced studies high school diploma, which shall include one credit in fine, performing, or practical arts and one credit in United States and Virginia history. The requirements for a standard high school diploma shall, however, include at least two sequential electives chosen from a concentration of courses selected from a variety of options that may be planned to ensure the completion of a focused sequence of elective courses. Students may take such focused sequence of elective courses in consecutive years or any two years of high school. Such focused sequence of elective courses shall provide a foundation for further education or training or preparation for employment and shall be developed by the school division, consistent with Board of Education guidelines and as approved by the local school board… . (Standards of Quality § 22.1-253.13:4.D.2.)

Yes

CTEMS Schedules Page 42 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 12Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

2012-2013 Plan

X

XX

X

X

Section 134(b)(11) and Section 135(b)(2) and (c)(10 and 16): Describe how career guidance and academic counseling will be provided to career and technical education students, including linkages to future education and training opportunities.

Place an X in the field for each option you have implemented to facilitate linkage between and transition from secondary to postsecondary programs. Note: several are required.

Career Pathways: Plans of Study (required)

Career assessment programs (please indicate programs that you are using). (required)

Career fairs, placement services and job seeking skills. (required)

Section 134(b)(11), Section 135(c)(2 and 10), Section 134(b)(3)(C) and (8)(C), and Section 135(c)(2, 3 and 10): Describe placement services provided for all students exiting school and describe how job-seeking skills are provided to all secondary students including those identified as disabled.• Students have access to job placement information through their school's guidance department.• Students exiting co-op programs receive direct assistance from individual specialty area teachers.• Jobs are posted in the Career Centers.• Placement/Interview days are held for specific programs at the Chesterfield Technical Center.• All students have access to Virginia VIEW and Wizard.

• All schools have a College and Career Center that provide employment information to students.• All students are required to attend career information sessions provided by their school's guidance department.• Chesterfield Technical Center holds assemblies and open houses to provide parents and students with career training and job information.• The CTE Advisory Committee developed a website (www.exploreyouroptions.org) for parents and students to get information on CTE program opportunities.• Students in grades 6-12 utilize Wizard system during middle and high school.

Virginia Education Wizard

Other: Describe

Career and academic counseling/coaching. (required)

Section 134(b)(11) and Section 135(c)(2): Describe how the career guidance system provides employment counseling to furnish information on available employment opportunities to all students, including students who are disabled.

CTEMS Schedules Page 43 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 12 (Continued)Secondary/Postsecondary Linkages, Employment Counseling, and Placement Services

2010-2011 Plan

X

X

High Schools that Work

Dual Enrollment Options (Specify courses/programs.)Business/Information Technology - 17 courses; Career Connections - 4 courses; Family and Consumer Sciences - 2 courses; Marketing - 3 courses; Technology Education - 5 courses; Trade and Industrial - 25 courses

Other (specify)

Tech Prep (Specify programs involved.)

CTEMS Schedules Page 44 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 13Equity Provisions of General Education Provision Act

2012-2013 Plan

Section 134 (b)(8, 9, 10, and 12): Develop a brief plan stating steps that will be taken annually to ensure equitable access to, and equitable participation in the project or activity to be conducted with such assistance by addressing the special needs of students, teachers, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers based on gender, race, color, national origin, disability, and age.

• Programs designed for successful participation by special populations. • Promotion and advertising is non-discriminatory. • Chesterfield Technical Center makes recruiting presentations to all 8th and 10th grade middle and high schools. • Students are invited to tour programs on CTC's Opportunities Day and again with their parents during CTC’s Open House. • Counseling is offered to students and parents participate in developing an educational plan for their child.• Middle school career courses provide all students with the opportunity for career exploration and planning.• All High Schools have Career Centers that furnish information on available employment opportunities and postsecondary education.• Counselors use the Virginia Wizard Interest Inventory system with students.• Teachers provide career oriented activities.• Educate guidance counselors about new career opportunities.

CTEMS Schedules Page 45 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 14Labor Market Needs

2012-2013 Plan

Describe how labor market needs are reviewed and addressed to ensure programs and courses offered meet the needs of your school division.

• Follow local business news for trends, salaries, successful companies• Talk to employers• Work with Chesterfield County Office of Economic Development

CTEMS Schedules Page 46 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 15Participation in Regional Technical Education Programs

(Only to be completed by school divisions participating in regional programs that serve multiple divisions.)

2012-2013 Plan

Complete Columns A and B for Calculation

COLUMN A:Total CTE Students in Division (Unduplicated Count, Grades 7-12) +

Students Attending Regional Center

COLUMN B:Number of CTE

Students Participating In Regional Program (Unduplicated Count,

Grades 7-12, if applicable)

COLUMN C:Percent of CTE

Students Attending Regional Program

(Column B/Column A)

COLUMN D:Amount of Perkins Funds Sent to Regional Program

(Based on percent in Column C)

CTEMS Schedules Page 47 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 16Career and Technical Education Financial Data

2012-2013 Plan

2. Assistant Principal (includes Special Career and Technical Centers)

1. Career and Technical Center Administrator/Principal (includes Special Career and Technical Centers)

$54,129.00 $148,962.00

ADMINISTRATIONFunding Categories State Local

$32,327.00 $88,964.00

EXTENDED CONTRACTS, ADULT SUPPLEMENTSFunding Categories State Local

3. Extended Contract Costs $47,543.00 $130,837.00

4. Adult Occupation Supplements

5. Adult Occupation Teachers (Full-time) $122,220.00 $442,151.00

6. Adult Occupation Teachers (Part-time) $27,850.00 $100,730.00

LOCAL FUNDS ONLYFunding Categories State Local

7. Operational Costs (other than Categorical): Teachers’ Salaries Less Extended Contract Costs

$6,277,955.00

8. Instructional Supplies/Materials $100,101.00

9. Other Instructionally Related Costs $1,305,667.00

10. Equipment $65,227.00

CTEMS Schedules Page 48 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 17 (Continued on next page)Budget of Perkins Funds

2012-2013 Plan 4.

OBJECT CODE

5.BUDGETED FUNDS AND

SOURCE OF FUNDS

Fed.,State,or Local

FED

FED

FED

FED

FED

FED

FED

FED

Provide funds above the state allocated amount to allow students to take industry certification/licensure tests approved by the state.

3000 - Purchased Services

Provide funds for the Chesterfield Technical Center to receive consultation services from the Technology Centers that Work (TCTW) initiative provided by the Southern Regional Education Board.

3000 - Purchased Services

P4--To provide programs for special populations.

See Appendix B See Appendix C

iii. Career Connections 5,000.00

Support Alternative/GED and special populations programs for by purchasing equipment/resources on the state approved equipment list.

8000 – Capital Outlay/Equipment

3.NARRATIVE DESCRIPTION

(Describe how the expenditure will assist your division in continuously improving the academic and technical skills of

students participating in career and technical education programs and in meeting the state levels of performance

established under Section 113 of the Perkins IV Act. (Section 134(b)(1, 2 and 10.)

5000 - Other Charges

3000 - Purchased Services

Provide transportation for all students desiring to attend Opportunities Day at the Chesterfield Technical Center. Arrange for speakers who represent non-traditional gender and special population employment when recruiting students. Print and distribute publications that depict and promote non-traditional gender enrollment

4000 - Internal Services

Provide funds for staff development, workshops and conference travel for all CTE areas to improve and update teacher's knowledge related to Career Pathways, Career Clusters, and technology.

Required Use:

Activities for Special Populations (to include nontraditional)

x. All

Amount

1.CAREER AND TECHNICAL ACTIVITIES

FUNDED(Indicate Required or

Permissive Use of Funds)

2.CAREER AND TECHNICAL PROGRAM

AREAS FUNDED

46,270.00Required Use:

Professional Development

x. All

20,365.00

23,000.00

2,000.00

Provide assistance for students and one teacher from each organization per high school competing in national and state level competitions for their respective CTE organizations (DECA, FBLA, FCCLA, TSA, HOSA, SKILLS USA)

3000 - Purchased Services

5000 - Other Charges

5,000.00

Required Use:

Regional Program Participation (only divisions submitting Schedule 15)

P19D--To pool a portion of such funds with a portion of funds available to not less than 1 other eligible recipient for innovative initiatives, which may include implementing technical assessments.

x. All25,000.00

P12--For improving or developing new career and technical education courses, including the development of new proposed career and technical programs of study for consideration by

P5--To assist career and technical student organizations.

x. All

ix. Trade and Industrial Education

6,000.00

CTEMS Schedules Page 49 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 17 (Continued on from previous page)Budget of Perkins Funds

2012-2013 Plan 4.

OBJECT CODE

5.BUDGETED FUNDS AND

SOURCE OF FUNDS

Fed.,State,or Local

FED

FED

P7--For leasing, purchasing, upgrading or adapting equipment, including instructional aids and publications (including support for library resources) designed to strengthen and support

x. All Purchase new and updated equipment, tools, appliances, instructional resources to modernize, expand, and improve CTE high school and middle schools programs according to the state approved equipment list.

8000 – Capital Outlay/Equipment 52,505.37

See Appendix B See Appendix CR4B--Develop, improve, or expand the use of technology in career and technical education, which may include providing career and technical education students with the academic and career and

x. All Purchase computers, hardware, and software upgrades as needed to bring current technology into CTE high school and middle school programs in accordance with the state approved equipment list

8000 – Capital Outlay/Equipment

1.CAREER AND TECHNICAL ACTIVITIES

FUNDED(Indicate Required or

Permissive Use of Funds)

2.CAREER AND TECHNICAL PROGRAM

AREAS FUNDED

3.NARRATIVE DESCRIPTION

(Describe how the expenditure will assist your division in continuously improving the academic and technical skills of

students participating in career and technical education programs and in meeting the state levels of performance

established under Section 113 of the Perkins IV Act. (Section 134(b)(1, 2 and 10.)

Amount

399,931.00

CTEMS Schedules Page 50 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 17 (Continued on from previous page)Budget of Perkins Funds

2012-2013 Plan 4.

OBJECT CODE

5.BUDGETED FUNDS AND

SOURCE OF FUNDS

Fed.,State,or Local

See Appendix B See Appendix C

1.CAREER AND TECHNICAL ACTIVITIES

FUNDED(Indicate Required or

Permissive Use of Funds)

2.CAREER AND TECHNICAL PROGRAM

AREAS FUNDED

3.NARRATIVE DESCRIPTION

(Describe how the expenditure will assist your division in continuously improving the academic and technical skills of

students participating in career and technical education programs and in meeting the state levels of performance

established under Section 113 of the Perkins IV Act. (Section 134(b)(1, 2 and 10.)

Amount

CTEMS Schedules Page 51 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 17 (Continued from previous page)Budget of Perkins Funds

2012-2013 Plan4.

OBJECT CODE

5.BUDGETED FUNDS AND

SOURCE OF FUNDS

Fed.,State,or Local

3.NARRATIVE DESCRIPTION

(Describe how the expenditure will assist your division in continuously improving the academic and technical skills of

students participating in career and technical education programs and in meeting the state levels of performance

established under Section 113 of the Perkins IV Act. (Section 134(b)(1, 2 and 10.)

See Appendix B See Appendix C

587,571.37Grand Total Career and Technical Education Federal Budget

Administration/Administrative Equipment Total from CTEMS Schedule 18 (Line 3) 2,500.00

Local 0.00Career and Technical Education Programs or Activities Funded State 0.00

Federal

1.CAREER AND TECHNICAL ACTIVITIES

FUNDED(Indicate Required or

Permissive Use of Funds)

2.CAREER AND TECHNICAL PROGRAM

AREAS FUNDED

Amount

585,071.37

CTEMS Schedules Page 52 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 18

Administration/Administrative Equipment Funds and Budget Summary Worksheet2012-2013 Plan

(Administration/Administrative Equipment not to exceed five percent of the total federal grant)

Administration/Administrative Equipment Amount

Line 3 Administration/Administrative Equipment TOTAL (transfers to Schedule 17) 2,500.00

0.00

8000 -Capital Outlay/Equip.

8000 -Capital Outlay/Equip.

Line 2 Administrative Equipment SUBTOTAL

Line 1 Administration SUBTOTAL 2,500.00

Administrative Equipment - Description - (All Object Code 8000) Amount

2,300.00

1000 - Personal Services

3000 - Purchased Services

4000 -Internal Services

FICA/benefits for employees conducting surveys

Administration - Description Amount

5000 -Other Charges

Cost associated to use part-time employees to help conduct completer surveys

2000 -Employee Benefits 200.00

8000 -Capital Outlay/Equip.

CTEMS Schedules Page 53 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number: 021

CTEMS SCHEDULE 18 (Continued from previous page)Administration/Administrative Equipment Funds and Budget Summary Worksheet

2012-2013 Plan

48,270.00

TOTALExpenditure Category Budget is calculated from the CTEMS Schedule 17 Budget and CTEMS Schedule

18 Administration/Administrative Equipment Funds and Budget Summary Worksheet (Federal)

587,571.37

SUMMARY BUDGET WORKSHEET(A summary of the budget worksheets relevant to plan objectives

that includes line items under the broad expenditures.)

2000 - Employee Benefits 200.003000 - Purchased Services 74,365.004000 - Internal Services 5,000.005000 - Other Charges6000 – Materials and Supplies (THIS IS NOT ALLOWED for Perkins funds.) NOT ALLOWED 8000 – Capital Outlay/Equipment 457,436.37

Amount

1000 - Personal Services 2,300.00

Expenditure CategoriesSee Appendix C for Object Code Definitions

CTEMS Schedules Page 54 2012-2013 Local Plan

School Division CHESTERFIELD COUNTY PUBLIC SCHOOLS Division Number:

COMMENTS

2012-2013 Plan

Please use this page for any additional comments you may have on any of the previous schedules. Please identify the schedule number with the comments.

Organizational chart

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P.O. Box 10 • Chesterfield, VA 23832

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