2 Pasco County Schools Success Plan
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Pasco County Schools Success Plan 5
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2017-18 PASCO COUNTY SCHOOLS
Success Plan
2017-18 Success Plan Development Team
Metric Owners
Terry Aunchman, Director, Office for Career and Technical Education
Molly Blair, Senior Supervisor, Student Services Division, Student Support Programs and Services
Linda Brunner, Programmer/Analyst, Office for Technology and Information Services
Mark Butler, Supervisor, Office for Accountability, Research, and Measurement
Linda Cobbe, Public Information Officer
Dominick Cristofaro, Senior Finance Manager, Financial Services
Laura Drew, Program Coordinator, Student Support Programs and Services
Andy Dunn, Media Production, Communications and Government Relations
Mark Fox, Director, Maintenance Services
Julie Hedine, Director, Food and Nutrition Services
Patricia Howard, Senior Manager, Employee Benefits and Risk Management
Samantha Del Valle, Senior Supervisor, Educational and Innovative Options, Office for Teaching and Learning
Courtney Lough, Senior Instructional Specialist, K-6 ELA, Office for Teacher and Learning
Richard MacLemale, District Website Coordinator, Communications and Government Relations
Joanne Millovitsch, Director, Finance Services
Teresa Montanez, Human Capital Partner, Office for Human Resources and Educator Quality
Melissa Musselwhite, Director, Student Support Programs and Services
Christine Pejot, Director, Office for Human Resources and Educator Quality
Angela Porterfield, Director, Early Childhood Program
Spencer Pylant, Communications & Government Relations Liaison, Communications and Government Relations
Libby Rossman, Secretary II, Communications and Government Relations
Joy Salerno, Supervisor, Office for Accountability, Research, and Measurement
Gary Sawyer, Director, Transportation
Ramon Suarez, Supervisor, Graduation Enhancement, Student Support Programs and Services
Olga Swinson, Chief Finance Officer, Superintendent Staff
Mary Tillman, Director of Internal Audit, Superintendent Staff
Tom Topping, Human Capital Partner, Office for Human Resources and Educator Quality
Nicole Westmoreland, Director, Purchasing Services
Superintendent Staff
Kurt Browning, Superintendent
Ray Gadd, Deputy Superintendent
Tammy Berryhill, Assistant Superintendent - High Schools
Linda Cobbe, Public Information Officer
Marcy Hetzler-Nettles, Assistant Superintendent - Middle Schools
Vanessa Hilton, Assistant Superintendent for Student Achievement
Dr. Monica Ilse, Assistant Superintendent - Elementary Schools
Betsy Kuhn, Assistant Superintendent for Support Services
Kimberly Poe, Executive Director - Elementary Schools
Dr. David Scanga, Assistant Superintendent - Elementary Schools
Kevin Shibley, Assistant Superintendent for Administration
Olga Swinson, Chief Finance Officer
Mary Tillman, Director of Internal Audit
Sunray
Fivay HS
CONTENTS
04 Mission, Vision & Success Moments
05 Letter from the Superintendent
06 Pasco County School Board
08 Anatomy of a Success Plan
12 Work Plan: Tactics
40 Performance Plan: Metrics
weightman
Rushe
fox hollow
Wiregrass
fox hollow
sunray
TOES
Pasco Schools Mission
Providing a world-class education for all students.
Pasco Schools Vision
All our students achieve success in college, career, and life.
Key Priorities
High Impact Instruction
Data-Driven Decisions
Collaborative Culture
Pasco HS
Lake Myrtle
RUSHE
4
LETTER FROM THE SUPERINTENDENT
Kurt S. Browning
We are pleased to share with you Pasco County Schools’ 2017-18 Success Plan.
In July of 2015, the School Board approved Pasco County Schools’ first ever Success Plan. Unlike so many strategic plans, which end up on shelves gathering dust, our Success Plan is operational. It is the guide for how the district and its schools do business.
This document represents ongoing, collaborative work by hundreds of individuals across the district. Steps taken in this Success Plan are designed to ensure sustainable Pasco schools for years to come – and a world-class education for all of our students.
Now that we are in the third year of our Success Plan, we can see that this plan, its fluid nature, and its performance measures are working. We have seen results in improved student achievement, innovative and cost-saving operational programs, the 8th best teacher retention rate in Florida, and monumental increases in community and stakeholder engagement.
Moving forward, we will more closely align all of our work with this Success Plan, and all of our schools and the district will continue to follow aligned Success Plans that will help us realize our vision, that all of our students achieve success…in college… career… and life.
Sincerely,
Kurt S. Browning
Superintendent of Schools
Pasco County School Board
Allen Altman District 1
Allen Altman was elected to the School Board in 2006, and was re-elected without opposition in 2010 and 2014. He has served as vice-chairman and chairman of the board.
Mr. Altman has lived in Pasco County almost all his life, and graduated from Pasco High School. He is an agency manager for Farm Bureau Insurance Companies, for which he has worked most of his adult life. He is also involved in real estate, agriculture, and banking.
Mr. Altman is a longtime member of the Dade City Kiwanis Club, Hardy Benevolent Trust and Winter Haven Citrus Growers Association. He has served on the Pasco High School Advisory Council, the Pasco Education Foundation, the Story Dads Reading Program at Lacoochee Elementary School and as a trustee member of Bayfront Hospital in Dade City.
Mr. Altman is a member of the Leadership Tampa Bay Class of 2005. He has received the Business Recognition award for Outstanding Support of Education from the Florida Education Foundation, the CARE award for Service to Children from the Pasco Pediatric Foundation, the Florida Agency Manager of the Year award from Farm Bureau Insurance Companies, and the Kiwanian of the Year award.
Mr. Altman is married to Laura and has two daughters and four grandchildren.
Colleen Beaudoin District 2
Colleen Beaudoin was elected to the School Board in 2016.
Mrs. Beaudoin earned her Bachelor’s Degree from University of South Florida and her Master’s Degree from The University of Tampa. She was a public high school mathematics teacher for 17 years. Since leaving the classroom, she has provided professional development, instructional support, and mentoring to mathematics teachers. She has also written mathematics curriculum and developed resources and hosted podcasts for mathematics instructors at the Florida Center for Instructional Technology. Mrs. Beaudoin has worked on several grants with mathematicians and educators across the state of Florida to improve content knowledge of mathematics teachers. At The University of Tampa, Mrs. Beaudoin was part of the team that implemented the Science Math Masters grant in partnership with the Florida Department of Education. She is currently an Instructor of Mathematics at The University of Tampa.
Mrs. Beaudoin is a member of the Mathematics Association of America, National Council of Teachers of Mathematics, and the National Society for Experiential Education. At The University of Tampa, she serves on the Assurance of Learning Committee, the Admissions Committee, the Accessibility Committee, and is an advisor for two student organizations. Her State of Florida teaching certificate is active through 2019. In the community, she is an active volunteer with Tourette Association of America where she is a member of the National Education Advisory Board as well as a local support leader.
Mrs. Beaudoin is married to Douglas Beaudoin and has three sons.
Cynthia Armstrong District 3
Cynthia Armstrong was elected to the School Board in 2010, and was re-elected without opposition in 2014. She has served as vice-chairman and chairman of the board. She also served as a Pasco Mosquito Control Board Commissioner from 1993 to 1997.
Mrs. Armstrong earned her Bachelor’s Degree in Biology from Wake Forest University and her Master’s in Education from the University of South Florida. Her career in education began in Pasco County as a science teacher at Ridgewood High School in 1978. Mrs. Armstrong taught science in 7th through 12th grades, and has been an adjunct professor at Pasco Hernando State College and St. Petersburg College.
Mrs. Armstrong is a business owner who has remained involved with education by serving as chairman of the Chamber of Commerce Education committee, judging for Odyssey of the Mind and senior projects in the high schools, and serving as a Rotary member working with the high school Interact Clubs.
Her community service and activities include membership on the Pasco Metropolitan Ministries Program Committee, past director and secretary of the West Pasco Chamber of Commerce, founding director of Leadership Pasco, past director and current member of the Rotary Club of Seven Springs, and member of the Restore Act Advisory Committee for Pasco County.
She is married to Gregg Armstrong.
Alison Crumbley District 4
Alison Crumbley was elected to the School Board for a two-year term in 2010, and was re-elected in 2012. She served as vice-chairman and chairman of the board.
Mrs. Crumbley has been a Pasco County resident since 1967. She is a graduate of Gulf High School and the University of Florida. She currently works in a commercial real estate firm as public relations and marketing director.
Mrs. Crumbley co-founded the Cinderella Project of Pasco and the Prince Charming Project for Pasco’s young ladies and men desiring to attend their prom but needing financial help. She serves on the Sunshine Kids Foundation, attends Trinity Presbyterian Church of Seven Springs, and is a former Athletic Booster Club board member at River Ridge High School.
Mrs. Crumbley served as PR Chairman for Super Playground in Sims Park, and is a past member of the River Ridge School Advisory Council, Junior Service League of West Pasco, All Children’s Guild of West Pasco, and the Citizens Advisory Council. Mrs. Crumbley also has been an Odyssey of the Mind coach.
Mrs. Crumbley is married to Allen Crumbley, and all three of their children graduated from Pasco County high schools.
Steve Luikart District 5
Steve Luikart was elected to the School Board in 2010, and was re-elected in 2014. He has served as vice-chairman of the board and chairman of the board. He has 36 years of experience in Pasco County Schools as a teacher, assistant principal and school board member.
Mr. Luikart is a member of the Gulf High School Class of 1969. He attended Sandhills Community College in North Carolina on a basketball scholarship and received his Associate of Arts degree. He earned his Bachelor of Science degree from University of West Florida. He has a State Vocational Directors Certificate from Florida
International University, and received his Master’s Degree in Administration, Supervision and Curriculum in Education from the University of South Florida.
Mr. Luikart is a Florida School Boards Association State Certified School Board Member. He is a member of Florida Retired Educators - West Pasco Chapter, the Association for Supervision and Curriculum Development, Florida Assistant Principal Association, Florida Association of School Administrators, New Port Richey Elks Lodge #2284, and Boys and Girls Clubs of Pasco County. He was named Florida Assistant Principal of the Year 2001 by the Florida Association of School Administrators. His State of Florida teaching certificate is active through 2019 in seven areas of certification.
He is a lifelong resident of Pasco County, has been married for 41 years, is the father of three, and is a grandfather of four.
THE ANATOMY OF A SUCCESS PLAN
MISSION
An articulation of
why we exist.
VISION
How we define what we strive to become.
MISSION
VISION
STRATEGIC PILLARS
In order to bring each success moment to life, overarching management strategies are identified. They become the strategic pillars that support work tactics and connect work with results through performance metrics.
STRATEGIC PILLAR
STRATEGIC PILLAR
STRATEGIC PILLAR
STRATEGIC PILLAR
TACTICS
Tactics are specific projects and programs that teams work on over the course of the year. A project manager and teams are assigned to each tactic, and milestones are developed to ensure the tactic remains on target for time and budget.
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
TACTIC
PERFORMANCE METRICS
PERFORMANCE METRICS
Performance metrics are developed to reflect progress relating directly to each strategic pillar. These are the metrics that correlate to achieving success for the year and are contained within a performance scorecard.
2017-18 Success Plan Elements:
STRATEGIC
PLAN
MISSION STATEMENT
To Provide A World-Class Education for All Students
Excellence in Student Achievement
Employee Success
TACTICS
4 Turnover and Exit Interview Data
4 Promote Staff Engagement in Pasco Go Healthy Wellness Program and Measure Absenteeism vs. Health and Wellness Center Utilization
4 Virtual Onboarding Process
4 Valuable Professional Development
TACTICS
4Student Learning Experiences Match the Rigor of the Standards
4Increase Systems of Support
4Increase Staff and Student Engagement
METRICS
1. School Readiness
2. Academics
3. Student Engagement
4. Life Readiness
METRICS
1. Employee Engagement
2. Employee Wellness
3. Strategic Retention
4. Professional Development
Strategic Pillars. Tactics. Performance Metrics.
VISION STATEMENT
All Our Students Achieve Success… In College… Career… and Life
Connecting to the Community
Taxpayer Value
TACTICS
4 Volunteer Hours
4 Parent Connections with myStudent Information System
4 Internet & Social Media Reach
4 Social Media Engagement
4 Work-Based Learning Opportunities
4 Pasco Parent Press Newsletter
TACTICS
4 ePayables Program
4 P-Card Program
4 Enterprise Vending Program
4 Cell Towers
4 Alternative Fuel Program
4 Compressed Natural Gas Station
4 Programmable Thermostats Replacement Plan
4 Fund Balance Establishment
4 Bond Rating
4 Audits/Program Reviews Requiring Reimbursement
4 Penny for Pasco Program
METRICS
1. Financial Stewardship
2. Innovative Management Practices
3. Fund Balance
METRICS
1. School & Community Partnerships
2. Family Engagement
3. Community Outreach
TACTICS
Introduction
Each and every tactic detailed on the following pages contributes in some way to the district’s success goals.
The Success Plan focuses on four key areas:
1. Excellence in Student Achievement
2. Employee Success
3. Taxpayer Value
4. Connecting to the Community
The following pages outline tactics, their objectives, which members of the district staff are responsible for their oversight, and quarterly milestones to be achieved.
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Excellence in Student Achievement |
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Excellence In Student Achievement |
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Employee Success |
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Taxpayer Value |
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Connecting to the Community |
The district’s mission to provide a world-class education for all students is the driving force behind this plan and the goals articulated for the year. To fulfill those goals for the 2017-18 school year, the following tactics have been identified to ensure we provide world-class learning moments for every student every day.
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STUDENT LEARNING EXPERIENCES MATCH THE RIGOR OF THE STANDARDS |
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Description: A unifying definition for instructional excellence in Pasco County will serve as the guiding vision of instruction in all schools, ensuring that there is a guaranteed and viable curriculum and continuous improvement of instruction aligned to the rigor of the standards in all classrooms. Professional development will be carefully planned in order to build the knowledge necessary in all leaders and teachers for these stakeholders to engage in planning, delivering, and reflecting on instruction with focus on the Florida Standards. Tactic Owner: Vanessa Hilton Tactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, and Lea Mitchell This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Excellence in Student Achievement Metrics • Valuable Professional Development (Employee Success Metric) |
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Tactic Timeline |
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Q1 - Q4 |
4Provide training to school leaders to deepen knowledge of the district Vision of Instructional Excellence, and expertise in observing this vision in each classroom, including alignment of instruction with the standards, as well as the instructional framework and shifts (core actions). o Model the feedback process for instructional staff to support professional growth in providing standards aligned instruction. |
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4Provide training to teachers to build knowledge in planning, delivering, and reflecting on standards aligned instruction through the use of district curriculum resources. |
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4Provide training to new teachers to build knowledge in the instructional framework, use of district standards aligned curriculum resources and the instructional shifts (core actions). o Model development and use of standards aligned learning targets and common formative assessments as part of the planning and lesson delivery. o Support the planning of differentiated instruction to meet the needs of students. |
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4Refine common curriculum based assessments aligned to district scope and sequence resources for schools to monitor student progress towards the standards. |
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4Refine district-created supplements and guides to reinforce the integration and progression of standards in a well-organized and easy to access format in Canvas. o Provide models/samples of standards aligned learning targets for curriculum units. o Provide access to standards aligned Tier 2 intervention supports. o Provide video resources to model standards aligned instruction and shifts (core actions). |
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INCREASE SYSTEMS TO SUPPORT STUDENTS |
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Description: The district and school teams use data over time to inform important instructional decisions as part of the collaborative problem-solving process. The systematic review of implementation and outcome data will ensure the quality and appropriateness of our implementation of instruction and intervention processes. Tactic Owner: Vanessa Hilton Tactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, and Lea Mitchell This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Excellence in Student Achievement Metrics
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Tactic Timeline |
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Q1 - Q4 |
4Build the capacity of school teams, teachers and PLCs to engage in the problem solving process to identify, support and monitor needs of all students in meeting grade level expectations and/or appropriate access point standards. |
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Q1 |
4Build capacity of school leadership teams to understand their system’s needs through the problem solving process in order to develop the 4infrastructures necessary to supports their students. o Support school teams with the development and use of a system of data collection to monitor academic and behavioral expectations. o Provide district data protocols and progress monitoring tools to assist schools with collaborative problem solving to identify, support, and monitor the needs of at risk students. |
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Q1 - Q4 |
4Build the capacity of school teams, teachers and PLCs to engage in the problem solving process to identify, support and monitor needs of all students in meeting grade level expectations and/or appropriate access points for standards. o Model development and monitoring of standards aligned tier 2 interventions to meet skill deficits. o Provide sample resource maps of academic and behavioral supports to meet the needs of students at all levels of need. o Guide teams to develop a monitoring system to track student progress and effectiveness of interventions. |
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4Build capacity of intervention teams to develop infrastructures and supports necessary to provide intensive interventions for the most at-risk students. o Model development and monitoring of tier 3 interventions to meet skill deficits. o Model and support the decision making process for monitoring student response to intervention and the determination of any special needs. |
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INCREASE STAFF AND STUDENT ENGAGEMENT |
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Description: The district and school teams foster a collaborative culture that cultivates positive relationships in an engaging environment. The system will build the capacity of leaders and teachers to advance practices of shared decision-making and collective commitments around the unifying vision of instructional excellence. Tactic Owner: Vanessa Hilton Tactic Team: Terry Aunchman, Peggy Jones, Melissa Musselwhite, Angela Porterfield, Lea Mitchell, and Assistant Superintendents This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Excellence in Student Achievement Metrics • Employee Engagement (Employee Success Metric)
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Tactic Timeline |
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Q1 |
4Build the capacity of school teams to create the infrastructures needed to support weekly PLCs, intervention services and problem solving teams. |
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4Support schools in developing intentional professional development plans linked to district goals, school needs, resources (including coaching), and district priorities. o Monitor the implementation of the school action plans and the impact on Success Plan goals. |
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Q1 - Q4 |
4Build capacity of school leaders to build and maintain relationships with all stakeholders. o Model the positive facilitation of meetings with various stakeholders to promote a collaborative culture and problem solving approach. o Model the process of coaching, providing feedback, and engaging in courageous conversations with school staff. |
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4Plan and communicate district wide activities to promote the academic and social engagement of students. |
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4Clearly communicate purpose, expectations, and scheduling for district wide professional development, including stakeholders participation and implementation. |
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4Monitor the implementation of the school action plans and the impact on Success Plan goals. |
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Q3 |
4Provide resources for schools to engage in annual needs assessment processes to determine and prioritize needs. |
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Q4 |
4Support school teams in the development of Success Plans for upcoming year, aligned with the priorities, purpose, vision and mission of the district. |
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Excellence in Student Achievement |
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Employee Success |
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Taxpayer Value |
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Connecting to the Community |
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Employee Success |
Providing a world-class education for all students is heavily dependent upon Pasco’s entire workforce – both educators and non-instructional staff members at schools and the district office. Pasco County Schools strives to attract, support, and retain a world-class team to help students excel in college, career, and life. The following pages outline tactics to drive the development of Pasco’s world-class team.
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PROMOTE STAFF ENGAGEMENT IN THE PASCO GO HEALTHY WELLNESS PROGRAM |
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Description: Increase new employees’ awareness and engagement of the services available through the district’s Pasco Go Healthy Wellness Program prior to the need for a sick visit, in doing so promotes a culture of health and wellness. Tactic Owner: Jessica Rusha Tactic Team: Lisa Giblin and Patricia Howard This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Employee Wellness |
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Tactic Timeline |
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Q1 |
4Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan. |
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Q2 |
4Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan. |
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Q3 |
4Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan. |
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Q4 |
4Send communication introducing the Board’s Pasco Go Healthy Wellness Program within 30 days of the employee becoming eligible to enroll in the Board’s group health plan. |
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4Evaluate new employees’ experience with the Pasco Go Healthy Wellness Program. |
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4Analyze and communicate employees’ experience data to all stakeholders. |
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MEASURE ABSENTEEISM VS. HWC UTILIZATION |
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Description: Establish a baseline for benchmarking the rate of absenteeism based on utilization and non-utilization of services provided through the health and wellness centers. For the purpose of establishing a baseline, absenteeism is defined as employees missing part or whole days of work due to personal illness, personal business, or other reasons (excluding paid vacations). These absences may be avoidable or unavoidable. Metric will measure the rate of absenteeism of employees who utilize HWC services in comparison to eligible employees who do not access HWC services. Tactic Owner: Patricia Howard Tactic Team: Lisa Giblin and Jessica Rusha This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Employee Wellness |
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Tactic Timeline |
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Q1 |
4Identify employee groups and data to be collected. |
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4Establish method for collecting and measuring aggregate data. |
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Q2 |
4Collect, analyze data, and report rate of absenteeism. |
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Q3 |
4Collect, analyze data, and report rate of absenteeism. |
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Q4 |
4Collect, analyze data, and report rate of absenteeism. |
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4Evaluate data and establish baseline for benchmarking absenteeism. |
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4Analyze and communicate data to all stakeholders. |
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IMPLEMENT NEW APPLICATION/ONBOARDING SYSTEM |
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Description: Enhance the District’s recruiting and onboarding programs to attract, support, and retain a world-class team. Tactic Owner: Lori Perreault and Teresa Montanez Tactic Team: Angela Pettry, Tom Topping, Darrell Clark, Chris Glenn This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Employee Engagement and Strategic Retention |
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Tactic Timeline |
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Q1 |
4Identify team members and roles and responsibilities. |
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4Establish goals and timeline for implementation. |
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Q2 |
4Develop application module. |
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4Set parameters. |
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Q3 |
4Launch application/onboarding module. |
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4Provide training to all stakeholders. |
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Q4 |
4Determine metrics and establish a baseline. |
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4Establish programs/processes to fully utilize capabilities of program. |
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UTILIZE TURNOVER & EXIT INTERVIEW DATA TO INCREASE STRATEGIC RETENTION |
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Description: Analyze existing turnover data sets while utilizing exit interview data to further understand trends through the use of quarterly extracts and collaborative conversations with stakeholders. Tactic Owner: Tom Topping Tactic Team: Teresa Montanez and Chris Glenn This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Strategic Retention |
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Tactic Timeline |
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Q1 |
4Use turnover data and recommendations from 2016-17 to identify schools/departments that need priority focus for retention strategies. |
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4Communication to schools/departments regarding need for targeted strategies for specific job titles. |
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4Pull Q1 (2017-18) turnover data and analyze results compared to Q1 (2016-17). |
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Q2 |
4Work collaboratively with schools/departments to identify strategies to be implemented for the 2017-18 school year. |
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4Pull Q2 (2017-18) turnover data and analyze results compared to Q2 (2016-17). |
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4Identify any trends that may need to be addressed to increase strategic retention. |
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Q3 |
4Follow up with schools/departments to monitor strategies implemented for the 2017-18 school year. |
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4Pull Q3 (2017-18) turnover data and analyze results compared to Q3 (2016-17). |
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4Identify any trends that may need to be addressed to increase strategic retention. |
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Q4 |
4Pull Q4 (2017-18) turnover data and analyze results compared to Q4 (2016-17). |
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4Evaluate outcomes and celebrate successes. |
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4Identify any trends that may need to be addressed to increase strategic retention. |
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FOSTER EMPLOYEE ENGAGEMENT THROUGH ON-SITE HR Q&A SESSIONS |
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Description: This program will provide a forum for employees to meet with District Human Resources and Benefits subject matter experts. The aim of these sessions is to help staff better navigate benefits and HR topics. Tactic Owner: Lori Perreault and Cheryl Ganci Tactic Team: Jessica Rushe, Lisa Giblin, Patty Nguyen This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Employee Engagement and Employee Wellness |
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Tactic Timeline |
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Q1 |
4Identify Benefits and HR topics to include in the Q&A sessions. |
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4Select Subject Matter Experts (SMEs) to participate. |
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4Set a tentative schedule for in-person sessions. |
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Q2 |
4Develop advertisement materials and share with school and district departments. |
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4Select first schools and/departments to participate in the sessions. |
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4Publish fall schedule for sessions. |
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Q3 |
4Publish spring schedule for sessions. |
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4Create and distribute survey to help determine effectiveness. |
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Q4 |
4Review survey results. |
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4Make any necessary updates to content or plan. |
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CREATE A WORK-GROUP DEDICATED TO DRIVING EMPLOYEE ENGAGEMENT |
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Description: Establish a work-group dedicated to creating formal tactics to drive Employee Engagement. Tactic Owner: Christine Pejot Tactic Team: Darrell Clark, Kara Deschenes, Vanessa Hilton, Patricia Howard, Sandra Jay, Peggy Jones, Laura Lisi, Scott Leu, Elena Merrit, Teresa Montanez, Margarida Wainraich, and Susan Zanatta This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Employee Engagement |
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Tactic Timeline |
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Q1 |
4 Determine additional departments that need representation and recruit members to join the workgroup. |
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Q2 |
4 Establish workgroup goals and timeline. |
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4 Analyze data from 2017 Gallup Employee Engagement survey. |
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Q3 |
4 Identify specific areas to address from survey results. |
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4 Develop strategies to drive Employee Engagement in those areas. |
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Q4 |
4 Design and implement processes around those strategies to increase Employee Engagement for the 2018 Gallup survey. |
Superintendent Kurt Browning interacts with students during an engaging STEM lesson.
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VALUABLE PROFESSIONAL DEVELOPMENT |
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Description: Valuable professional development that is relevant, responsive to the needs and feedback of the system, focused and produces an immediate impact on work is key to employee engagement, growth and success. Tactic Owner: Lea Mitchell Tactic Team: Office for Professional Development Staff and Regional Support Networks This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Valuable Professional Development • Employee Engagement |
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Tactic Timeline |
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Q1 - Q4 |
4 Partner with school and district leaders, school teams, PLCs, teachers and new teachers to develop, support and provide professional learning opportunities that are meaningful and responsive. |
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4 Implement system-wide Instructional Coach Professional Learning plan to support all building level coaches in developing content expertise, data literacy and skills to coach and support adults. |
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4 Two weeks after each Professional Development opportunity survey participants to gather feedback regarding value of learning opportunity, alignment to district priorities, relevance to current practices and level of engagement for participants. |
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4 Analyze and adjust PD offerings based on feedback and data to ensure responsiveness in professional learning opportunities within the system. |
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Q4 |
4 Deploy professional development needs assessment survey for all Pasco employees. |
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4 Analyze feedback data provided via surveys, face to face and other feedback loops. |
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4 Refine and adjust long term professional development plans and learning opportunities based on system feedback |
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Excellence in Student Achievement |
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Employee Success |
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Taxpayer Value |
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Connecting to the Community |
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Taxpayer Value |
The district takes its role and responsibilities very seriously in balancing the delivery of a high quality educational experience for its students and providing value to the taxpayers of Pasco County. To that end, this success planning process has provided a platform for the district to identify tactics aimed at enhancing the value the district can provide through its facilities and innovative business practices.
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ePAYABLES PROGRAM |
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Description: Purchasing and Finance Services will continue to enroll vendors in the ePayables program. Tactic Owner: Olga Swinson Tactic Team: Jim Class & Nicole Westmoreland This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue |
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Tactic Timeline |
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Q1 |
4Report ePayable rebate estimates for Q1. |
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Q2 |
4Report ePayable rebate estimates for Q2. |
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Q3 |
4Report ePayable rebate estimates for Q3. |
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Q4 |
4Report ePayable rebate estimates for Q4. |
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4Report total number of vendors using ePayables program. |
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P-CARD PAYMENT PROGRAM |
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Description: The district will strive to increase revenue from the P-card program and will monitor the operational costs avoidance. Tactic Owner: Olga Swinson Tactic Team: Jim Class & Nicole Westmoreland This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue |
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Tactic Timeline |
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Q1 |
4Report P-Card rebate estimates for Q1 this year compared to Q1 last year. |
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Q2 |
4Report P-Card rebate estimates for Q2 this year compared to Q2 last year. |
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Q3 |
4Report P-Card rebate estimates for Q3 this year compared to Q3 last year. |
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Q4 |
4Report P-Card rebate estimates for Q4 this year compared to Q4 last year. |
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4Comparison of cost avoidance of P-Card transactions versus requisitions. |
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ENTERPRISE VENDING MACHINE PROGRAM |
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Description: Food & Nutrition Services will operate an Enterprise Vending Machine program to generate funding for our schools. Tactic Owner: Olga Swinson Tactic Team: Julie Hedine This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue |
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Tactic Timeline |
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Q1 - Q4 |
4Financial statements will be prepared to evaluate the effectiveness of the program and determine the pro-rata share for each school. |
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CELL TOWERS |
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Description: The district will strive to increase revenue from existing and future cell towers. Tactic Owner: Olga Swinson Tactic Team: Chris Williams This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue |
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Tactic Timeline |
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Q1 - Q4 |
4Report annual revenue from cell towers as compared to previous years. |
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4Report progress on additional cell tower opportunities. |
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ALTERNATIVE FUEL PROGRAM |
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Description: Use of alternative fuel program to reduce transportation costs. Tactic Owner: Olga Swinson Tactic Team: Gary Sawyer & Jim Class This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Non-taxpayer Revenue |
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Tactic Timeline |
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Q1 - Q4 |
4 Application for fuel and vehicle rebates will be submitted and funds received will offset the overall cost of transportation. |
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COMPRESSED NATURAL GAS STATION |
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Description: The district operates a compressed natural gas station to reduce fueling costs. Tactic Owner: Olga Swinson Tactic Team: Gary Sawyer This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Expenses Controlled and Costs Avoided |
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Tactic Timeline |
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Q1 - Q4 |
4The district will report the operational cost of the new CNG station as compared to the operations of a diesel/propane bus garage. |
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REPLACE PROGRAMMABLE THERMOSTATS IN PORTABLES |
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Description: 140 portables were retrofitted with programmable thermostats to reduce electricity costs. Tactic Owner: Olga Swinson Tactic Team: Mark Fox This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Expenses Controlled and Costs Avoided |
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Tactic Timeline |
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Q1 - Q4 |
4The district will report on the cost savings associated with the portables retrofitted with programmable thermostats. |
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FUND BALANCE ESTABLISHMENT |
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Description: The total dollar amount of the fund balance and the fund balance expressed as a percentage of all expenses. Tactic Owner: Olga Swinson Tactic Team: Dominick Cristofaro This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Fund Balance Dollar Amount |
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Tactic Timeline |
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Q1 - Q4 |
4The district will monitor expenses on an annual basis to make sure that the budgeted fund balance remains the same throughout the year, as well as, monitor expenses and revenue to the projected budget. |
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BOND RATING |
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Description: Maintain current bond rating as reported by designated rating agencies. Tactic Owner: Olga Swinson Tactic Team: Dominick Cristofaro This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Bond Rating |
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Tactic Timeline |
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Q1 - Q4 |
4The district will review monthly property and sales tax collections versus projections. |
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4The district will monitor Debt Service Ratio. |
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4The district will monitor interest rates for opportunities for refunding and savings. |
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4The district will monitor SWAP interest rates for opportunities to terminate SWAP and eliminate variable rate exposure. |
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AUDITS/PROGRAM REVIEWS REQUIRING REIMBURSEMENT |
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Description: Review external audit reports on an ongoing basis throughout the year. Tactic Owner: Olga Swinson Tactic Team: Mary Tillman This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Audits/Program Reviews Requiring Reimbursement |
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Tactic Timeline |
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Q1 - Q4 |
4Determine if financial audits are unqualified so that bond ratings are not adversely affected. |
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4Determine whether or not compliance audits are without findings that would require any type of repayment or fine. If an audit requires any type of repayment or fine, procedures and controls will be established to eliminate future repayment of fines. |
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4NOTE: There may not be completed audits to review each quarter. As they become available, the analysis will be completed and the results reported. |
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PENNY FOR PASCO PROGRAM |
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Description: Moneys collected from the Penny for Pasco initiative will be expended in accordance with the project list approved by the citizens of Pasco County. Tactic Owner: Olga Swinson Tactic Team: Dominick Cristofaro This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Penny for Pasco Funds |
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Tactic Timeline |
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Q1 - Q4 |
4Monitor sales tax collections versus projections and planned expenditures. |
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4Review project budgets and actual expenditures. |
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4Maximize interest earned on cash investments. |
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4Make adjustments to project budgets, as needed. |
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Excellence in Student Achievement |
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Employee Success |
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Taxpayer Value |
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Connecting to the Community |
Pasco schools are an integral part of the larger Pasco County community, making it very important for the district and its schools to be active and communicative to families of students – as well as to the business community, community leaders, and the community at large. Tactics outlined on the following pages are aimed at helping to foster a strong relationship between the district and members of the Pasco community.
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VOLUNTEER HOURS |
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Description: It is important to keep track of the number of volunteer hours performed by approved volunteers at our schools. Research has shown that when parents and community members are meaningfully engaged in student education that is linked to achievement, there is an increase in student achievement and/or success. Owner: Linda Cobbe Tactic Team: Libby Rossman, Tara Nixon, School Volunteer Coordinators This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Volunteer Hours |
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Tactic Timeline |
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Q1 - Q4 |
4Update volunteer procedures handbook and communicate and disseminate to schools for training. |
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4Track volunteer hours using the Raptor System at each school. |
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4Track and monitor documented volunteer hours at each school. |
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4Compare year-to-date data with Q2 data from previous year, and plan forward. |
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4Track and monitor documented volunteer hours at each school. |
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4Compare year-to-date data with Q3 data from previous year, and plan forward. |
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4Track and monitor documented volunteer hours at each school. |
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4Analyze end of year volunteer hours data to measure growth and plan forward. |
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NUMBER OF MIDDLE SCHOOLS RECEIVING SILVER SCHOOL AWARDS |
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Description: Each year, the FLDOE recognizes secondary schools by awarding silver school awards based on volunteer hours equaling half of the school’s FTE count. Typically, five Pasco secondary schools qualify. It is the district’s belief that encouraging more middle schools to strive for the awards will increase parental involvement in middle schools, and thereby increase student achievement. Owner: Libby Rossman, Tara Nixon This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Family Engagement |
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Tactic Timeline |
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Q1 - Q4 |
4Encourage middle schools to qualify for the awards, and assist them with the needed training to increase volunteer hours by recording all hours in the Raptor System. |
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4Meet with the middle schools to review award requirements. |
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4Verify all middle schools have completed the volunteer training with school staff. |
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4Help facilitate reporting from elementary to middle school for peer volunteer hours. |
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4Compare number of qualifying schools from school year 2016-2017 to 2017-2018. |
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PARENT CONNECTIONS WITH MYSTUDENT INFORMATION SYSTEM “PARENT PORTAL” |
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Description: Ensuring that parents are connected and aware of their child’s academic progress is key when building a strong “school-to-home” partnership. Parents can access their student’s grades, attendance, test history and demographics through the myStudent information system. The more information parents know about their student’s school experiences, the more engaged both the parents and students will be. Owner: Linda Cobbe Tactic Team: Linda Brunner, Rebecca Musselman, Chuck Hutinger This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Number of Parents Accessing myStudent Accounts |
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Tactic Timeline |
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Q1 - Q4 |
4Include in Superintendent’s Open House video. |
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4Encourage schools to promote myStudent to parents. |
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4Continue to promote the use of the “Parent Portal” system through reminders in the Parent Press Newsletter, the district website, and through on-hold message on district phone lines. |
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4Include information in monthly Pasco Parent Press. |
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INTERNET & SOCIAL MEDIA REACH |
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Description: More and more, the public turns to the World Wide Web for information. Efforts to increase the number of people who see posts on the website and social media, and the number of unique web page views must be a district priority. Page views illustrate that the community relies on these platforms to get information about the district and its schools. These sites also provide the district with the opportunity to tell its story to the public. We can gauge whether our content is useful, interesting, or entertaining by monitoring the number of views on these pages. Owner: Linda Cobbe Tactic Team: Andy Dunn, Richard MacLemale, Mark Wolfenbarger This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Internet and Social Media Reach |
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Tactic Timeline |
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Q1 - Q4 |
4Explore new social media platforms. |
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4Utilize automated notification system to inform community of our various sites and platforms. |
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4Utilize targeted social media ads to increase reach. |
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4Embed video content into School Matters, school websites and department websites. |
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4Develop and follow a social media campaign schedule. |
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SOCIAL MEDIA ENGAGEMENT |
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Description: Engaging our community in the 21st Century requires the use of social media. By monitoring the number of comments, likes, shares, retweets, etc., we can judge whether or not we are presenting information that is engaging and relevant. An effective communications effort looks at the kinds of posts that generate the most engagement and uses this information to guide communications planning. By striving to increase the number of people who like, comment on, or share Facebook and Twitter posts, we will increase the engagement of our community stakeholders. Owner: Linda Cobbe Tactic Team: Andy Dunn, Mark Wolfenbarger This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • Social Media Engagement |
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Tactic Timeline |
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Q1 - Q4 |
4Have schools take over our Instagram account to localize the content. |
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4Increase community participation through questions and surveys. |
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4Ask people to subscribe to YouTube channel. |
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4Analyze results to help determine what is most compelling content. |
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4Optimize engagement by monitoring posts on social media. |
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4Develop and follow a social media campaign schedule |
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WORK-BASED LEARNING OPPORTUNITIES |
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Description: Work-based learning is an instructional strategy that is essential in preparing all students for success in postsecondary education and careers. The primary purposes of work- based learning are to expose students to future options and provide opportunities for skill development and mastery over time. All work-based learning experiences involve interactions with business, industry or community professionals that are linked to school-based instruction. These learning experiences are intentionally designed to help students extend and deepen classroom work and to make progress toward learning outcomes that are difficult to achieve through classroom or standard project-based learning alone. These work-based learning opportunities can take the form of job shadowing, internships, clinical experiences, work experiences, on-the-job training (OJT), virtual apprenticeships, and school-based enterprises. Owner: Linda Cobbe Tactic Team: Terry Aunchman This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • High School Students Involved in Work-Based Learning Opportunities |
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Tactic Timeline |
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Q1 - Q4 |
4Recruit business partners to provide work-based learning opportunities to schools. |
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4Increase diversity of businesses that provide work-based learning opportunities. |
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4Establish a recognition program for business partners that have provided work-based learning opportunities. |
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PASCO PARENT PRESS NEWSLETTER |
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Description: Timely and clear communication with parents is essential to family involvement. The Superintendent sends the Pasco Parent Press newsletter to parents using the parent notification system. At this time, parents who have email addresses entered into the student database receive the emails, and it also is posted on the Superintendent’s web page. The newsletter is used to communicate important and helpful information to stakeholders. Owner: Linda Cobbe Tactic Team: Richard MacLemale & Andy Dunn This tactic is connected to the following metric(s) on the SEEK-12 Scorecard: • All Family Engagement Metrics |
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Tactic Timeline |
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Q1 - Q4 |
4Encourage schools to enter every student’s parent email address into the student database. |
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4Include employee email addresses in the data that is transmitted to the notification system. |
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4Improve newsletter content monthly. |
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4Encourage schools and departments to contribute content. |
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METRICS
Introduction
Just as a student’s progress is monitored throughout the year, so will the efforts of our district departments and schools. All schools will develop a plan for success that aligns with the priorities of the District Success Plan including focus areas in one or more of the four strategic pillars; Excellence in Student Achievement, Employee Success, Taxpayer Value and Connecting with the Community.
The Scorecard for Educational Excellence K-12 (SEEK-12) will be used to track performance toward goals, throughout the year, at both the district and school level. Metrics were carefully chosen as priorities within our work, and will be monitored each quarter, each semester or on an annual basis. District and school level metrics are included for each of the four strategic pillars mentioned above.
An important objective of the scorecard is to increase every staff member’s understanding of his/her individual & collective contributions to the overall performance of the District. The data reported through the scorecards will inform decisions at both the district and school level, and will ensure a continuous reflection of practices.
Monitoring performance in a consistent manner across all school levels is a vital component to our success as a system.
SEEK-12
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Quarter Metrics |
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Excellence in Student Achievement |
School Readiness |
% 1st Graders on Target for Reading (IRLA) |
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% 1st Graders on Level for Reading (IRLA) |
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Student Engagement |
% Students Off Track in Elementary School |
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% Students Off Track in Middle School |
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% Students Off Track in High School |
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Employee Success |
Strategic Retention |
% Voluntary Departures |
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Employee Wellness |
% of New Employees Registering to Access Health and Wellness Centers (HWC) |
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% of New Employees Accessing Health and Wellness Centers (HWC) |
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Taxpayer Value |
Financial Stewardship |
Number of Audits Requiring Reimbursement |
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Amount of Penny for Pasco Funds |
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Semester Metrics |
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Excellence in Student Achievement |
School Readiness |
% Students Meeting PreK GOLD Criteria |
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% Students with Disabilities Meeting or Exceeding PreK GOLD Criteria |
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Academics |
% of Elementary Learning Experiences Matching Rigor of ELA Standards |
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% of Elementary Learning Experiences Matching Rigor of Math Standards |
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% of Secondary Learning Experiences Matching Rigor of ELA Standards |
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% of Secondary Learning Experiences Matching Rigor of Math Standards |
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Life Readiness |
% of All Students On Track to Graduate in 4 Years (18 Credits) |
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% of All Students On Track to Graduate in 4 Years (24 Credits) |
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% of Students with Disabilities On Track to Graduate in 4 Years (18 Credits) |
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% of Students with Disabilities On Track to Graduate in 4 Years (24 Credits) |
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Employee Success |
Professional Development |
% of Instructional Employees Who Rated Professional Development as Valuable |
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% of Non Instructional Employees Who Rated Professional Development as Valuable |
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Connecting to the Community |
Family Engagement |
Number of Volunteer Hours |
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Number of Middle Schools receiving the Silver School Award |
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Number of Parents/Guardians Accessing myStudent Accounts |
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2017-2018
DISTRICT SCORECARD
SCORECARD FOR EDUCATIONAL EXCELLENCE K-12
Q1
Q2
Q3
Q4
S2
S1
SEEK-12
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Annual Metrics |
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Excellence in Student Achievement |
Academics |
% of Elementary Learning Experiences Matching Rigor of ELA Standards |
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% of Elementary Learning Experiences Matching Rigor of Math Standards |
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% of Secondary Learning Experiences Matching Rigor of ELA Standards |
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% of Secondary Learning Experiences Matching Rigor of Math Standards |
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% 3rd Graders Proficient in ELA |
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% 3rd Graders Proficient in Math |
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% 6th Graders Proficient in ELA |
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% 6th Graders Proficient in Math |
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% 8th Graders Proficient in ELA |
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% 8th Graders Proficient in Math |
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% 8th Graders Proficient in Science |
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% 10th Graders Proficient in ELA |
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% of Students Proficient in Algebra 1 |
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Student Engagement |
Grand Mean of Students Engaged according to Gallup Survey |
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Life Readiness |
Number of Students Earning Industry Certifications |
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% of Seniors Earning Scholar Designation |
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% of Graduating Seniors Earning College Credits |
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Federal Uniform Graduation Rate |
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Federal Uniform Graduation Rate Students with Disabilities |
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Employee Success |
Employee Engagement |
Grand Mean of Employees Engaged according to Gallup Survey |
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Employee Engagement |
Voluntary Departures |
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Taxpayer Value |
Innovative Management Practices |
Amount of Non Taxpayer Revenue Created |
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Amount of Expenses Controlled and Costs Avoided |
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Fund Balance |
Fund Balance Dollar Amount |
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Financial Stewardship |
Bond Rating |
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Connecting to the Community |
Community Outreach |
Internet/Social Media Reach |
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Social Media Engagement |
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School & Community Partnerships |
Number of Work-Based Learning Opportunities |
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2017-2018
DISTRICT SCORECARD
SCORECARD FOR EDUCATIONAL EXCELLENCE K-12
A
2017-2018 ELEMENTARY SCHOOL SCORECARD
SEEK-12
|
Quarter Metrics |
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|
Excellence in Student Achievement |
School Readiness |
% 1st Graders on Target for Reading (IRLA) |
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% 1st Graders on Level for Reading (IRLA) |
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Student Engagement |
% Students Off Track in Elementary School |
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Semester Metrics |
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Connecting to the Community |
Family Engagement |
Number of Volunteer Hours |
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Number of Academic Related Opportunities |
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Annual Metrics |
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|
Excellence in Student Achievement |
Academics |
% 3rd Graders Proficient in ELA |
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% 3rd Graders Proficient in Math |
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Student Engagement |
Grand Mean of Students Engaged according to Gallup Survey |
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Employee Success |
Employee Engagement |
Grand Mean of Employees Engaged according to Gallup Survey |
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SCORECARD FOR EDUCATIONAL EXCELLENCE K-12
Q1
Q2
Q3
Q4
S2
S1
A
2017-2018
MIDDLE SCHOOL SCORECARD
SEEK-12
|
Quarter Metrics |
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Excellence in Student Achievement |
Student Engagement |
% Students Off Track in Middle School |
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Semester Metrics |
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Connecting to the Community |
Family Engagement |
Number of Volunteer Hours |
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Number of Academic Related Opportunities |
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Number of Parents/Guardians Accessing myStudent Accounts |
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Annual Metrics |
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|
Excellence in Student Achievement |
Academics |
% 6th Graders Proficient in ELA |
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% 6th Graders Proficient in Math |
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% 8th Graders Proficient in ELA |
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% 8th Graders Proficient in Math |
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% 8th Graders Proficient in Science |
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Student Engagement |
Grand Mean of Students Engaged according to Gallup Survey |
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Employee Success |
Employee Engagement |
Grand Mean of Employees Engaged according to Gallup Survey |
||||
SCORECARD FOR EDUCATIONAL EXCELLENCE K-12
Q1
Q2
Q3
Q4
S2
S1
A
2017-2018
HIGH SCHOOL SCORECARD
SEEK-12
|
Quarter Metrics |
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|
Excellence in Student Achievement |
Student Engagement |
% Students Off Track in High School |
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Semester Metrics |
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|
Excellence in Student Achievement |
Life Readiness |
% of All Students On Track to Graduate in 4 Years (18 Credits) |
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% of All Students On Track to Graduate in 4 Years (24 Credits) |
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% of Students with Disabilities On Track to Graduate in 4 years (18 Credits) |
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% of Students with Disabilities On Track to Graduate in 4 years (24 Credits) |
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Connecting to the Community |
Family Engagement |
Number of Volunteer Hours |
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Number of Academic Related Opportunities |
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Number of Parents/Guardians Accessing myStudent Account |
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|
Annual Metrics |
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|
Excellence in Student Achievement |
Academics |
% 10th Graders Proficient in ELA |
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|
% Students Proficient in Algebra I |
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Student Engagement |
Grand Mean of Students Engaged according to Gallup Survey |
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|
Life Readiness |
Number of Students Earning Industry Certifications |
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% of Seniors Earning Scholar Designations |
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% of Seniors Earning College Credits |
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|
Federal Uniform Graduation Rate |
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Federal Uniform Graduation Rate Students with Disabilities |
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|
Employee Success |
Employee Engagement |
Grand Mean of Employees Engaged according to Gallup Survey |
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|
Connecting to the Community |
School & Community Partnerships |
Number of Work-Based Learning Opportunities |
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SCORECARD FOR EDUCATIONAL EXCELLENCE K-12
Q1
Q2
Q3
Q4
S2
S1
A
|
2017-2018 METRIC INFORMATION |
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|---|---|---|---|---|---|
|
Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
|
% Students meeting PreK GOLD Criteria |
The percentage of all 3-year-old Head Start and 4-year-old Head Start and/or voluntary Pre-K children whose performance is demonstrated to be on target, as defined by teaching strategies GOLD Criteria in the areas of approaches to Learning, Cognitive and General Knowledge (including math), Language and Literacy, and Physical Health. |
Annual 75% |
Annual 75% |
Annual: 80% |
|
|
% Students with Disabilities meeting or exceeding PreK GOLD Criteria |
The percentage of all 3 and 4 year-old children with disabilities whose performance is demonstrated to be on target as defined by Teaching Strategies GOLD criteria on 14 objectives in the areas of Social Emotional, Physical Health, Language (receptive), and Cognitive. |
Annual 55% |
Annual 55% |
Annual 60% |
|
|
% 1st graders on Target for Reading (IRLA) |
The percentage of 1st grade students whose reading performance meets or exceeds the expected level and whose monthly reading progress meets or exceeds 10%, as defined by the Independent Reading Level Assessment. |
Q1: 1.2 52% Q2: 1.4 62% Q3: 1.6 72% Q4: 1.90-1.99 82% |
Q1: 1.2 54% Q2: 1.4 64% Q3: 1.6 74% Q4: 1.90-1.99 84% |
Q1: 1.2 56% Q2: 1.4 66% Q3: 1.6 76% Q4: 1.90-1.99 86% |
|
|
% 1st graders on Level for Reading (IRLA) |
The percentage of 1st grade students whose reading performance meets or exceeds the expected level, as defined by the Independent Reading Level Assessment. |
Q1: 2G 57% Q2: 1B 67% Q3: 2B 77% Q4: 2B/1R 87% |
Q1: 2G 59% Q2: 1B 69% Q3: 2B 79% Q4: 2B/1R 89% |
Q1: 2G 61% Q2: 1B 71% Q3: 2B 81% Q4: 2B/1R 91% |
|
|
% 3rd graders Proficient in ELA |
The percentage of 3rd grade students achieving proficient or better on the Grade 3 ELA FSA. |
≥3 percentage pt. increase from prior year |
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|
% 3rd graders Proficient in Math |
The percentage of 3rd grade students achieving proficient or better on the Grade 3 Math FSA. |
≥3 percentage pt. increase from prior year |
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|
% 6th graders Proficient in ELA |
The percentage of 6th grade students achieving proficient or better on the Grade 6 ELA FSA. |
≥3 percentage pt. increase from prior year |
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|
% 6th graders Proficient in Math |
The percentage of 6th grade students achieving proficient or better on the Grade 6 Math FSA. |
≥3 percentage pt. increase from prior year |
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|
% 8th graders Proficient in ELA |
The percentage of 8th grade students achieving proficient or better on the Grade 8 ELA FSA. |
≥3 percentage pt. increase from prior year |
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|
% 8th graders Proficient in Math |
The percentage of 8th grade students achieving proficient or better on the Grade 8 FSA. |
≥3 percentage pt. increase from prior year |
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|
% 8th graders Proficient in Science |
The percentage of 8th grade students achieving proficient or better on the Grade 8 Science FCAT 2.0. |
≥3 percentage pt. increase from prior year |
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|
% 10th graders Proficient in ELA |
The percentage of 10th grade students achieving proficient or better on the Grade 10 ELA FSA. |
≥3 percentage pt. increase from prior year |
|||
Excellence in Student Achievement
|
2017-2018 METRIC INFORMATION |
|||||
|---|---|---|---|---|---|
|
Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
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% of students Proficient in Algebra 1 |
% of Algebra 1 students achieving proficient or better on the Algebra 1 EOC. |
≥3 percentage pt. increase from prior year |
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% of Elementary Learning Experiences Matching Rigor of ELA Standards |
% of elementary ELA classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core) |
Annual: 50% |
Annual: 70% |
Annual: 90% |
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% of Elementary Learning Experiences Matching Rigor of Math Standards |
% of elementary Mathematics classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core) |
Annual: 50% |
Annual: 70% |
Annual: 90% |
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% of Secondary Learning Experiences Matching Rigor of ELA Standards |
% of secondary ELA classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core) |
Annual 50% |
Annual 70% |
Annual 90% |
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% of Secondary Learning Experiences Matching Rigor of Math Standards |
% of secondary Mathematics classrooms meeting the expectations for rigor as evidenced on the Instructional Practice Guides (Achieve the Core) |
Annual 50% |
Annual 70% |
Annual 90% |
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% Students Off Track in Elementary School |
The percentage of elementary school students who are off track according to the Early Warning System. |
Q1: 20% Q2: 19% Q3: 18% Q4: 17% |
Q1: 18% Q2: 17% Q3: 16% Q4: 15% |
Q1: 16% Q2: 15% Q3: 14% Q4: 13% |
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% Students Off Track in Middle School |
The percentage of middle school students who are off track according to the Early Warning System. |
Q1: 30% Q2: 29% Q3: 28% Q4: 27% |
Q1: 28% Q2: 27% Q3: 26% Q4: 25% |
Q1: 26% Q2: 25% Q3: 24% Q4: 23% |
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% Students Off Track in High School |
The percentage of high school students who are off track according to the Early Warning System. |
Q1: 39% Q2: 38% Q3: 37% Q4: 36% |
Q1: 37% Q2: 36% Q3: 35% Q4: 34% |
Q1: 35% Q2: 34% Q3: 33% Q4: 32% |
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Student Engagement according to Gallup Survey |
The grand mean of Pasco County students that are engaged in their school experience as defined by the annual Gallup student survey. |
Annual: 3.86 |
Annual: 3.96 |
Annual: 4.08 |
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Excellence in Student Achievement
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2017-2018 METRIC INFORMATION |
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|---|---|---|---|---|---|
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Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
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% of Students on Track to Graduate in 3 Years (18 Credits) |
Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts). |
S1: 80% |
S1: 81% |
S1: 82% |
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% of Students on Track to Graduate in 4 Years (24 Credits) |
Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts). |
S1: 74.6% |
S1: 76.6% |
S1: 78.6% |
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% of SWD on Track to Graduate in 3 Years (18 Credits) |
Percentage of students on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior, and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts). |
S1: 77% |
S1: 78% |
S1: 79% |
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% of SWD on Track to Graduate in 4 Years (24 Credits) |
Percentage of students with disabilities on track with progress meeting all graduation requirements, based on the Federal Uniform Graduation Rate, as indicated in Florida Department of Education reports (Semester 1 includes freshman, sophomore, junior, and senior cohorts). (Semester 2 includes the freshman, sophomore, and junior cohorts). |
S1: 70% |
S1: 71% |
S1: 72% |
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Federal Uniform Graduation Rate for Students with Disabilities (SWD) |
Percentage of students with disabilities who graduate with a standard high school diploma within four years of their first enrollment in ninth grade. |
Annual: 63% |
Annual: 64% |
Annual: 65% |
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Federal Uniform Graduation Rate |
Percentage of students who graduate with a standard high school diploma within four years of their first enrollment in ninth grade. |
Annual: 82.6% |
Annual: 84.6% |
Annual: 85% |
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Number of Students Earning Industry Certifications |
The number of earned nationally recognized industry certifications as determined by an independent,third-party certifying entity. |
Annual: 1909 |
Annual: 2004 |
Annual: 2104 |
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% of Students Earning Scholar Designations |
The percent of graduating seniors who meet the state requirements for the Scholar Designation. |
Annual: 22% |
Annual: 24% |
Annual: 26% |
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% of Graduating Seniors Earning College Credits |
The percent of graduating seniors who earn at least 1 college credit. |
Annual: 35% |
Annual: 38% |
Annual: 41% |
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Excellence in Student Achievement
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2017-2018 METRIC INFORMATION |
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|---|---|---|---|---|---|
|
Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
|
Employee Engagement Grand Mean |
The grand mean of Paco County school district employees that are engaged in their work experience as defined by the annual Gallup employee survey. |
Annual: 4.06 |
Annual: 4.16 |
Annual: 4.26 |
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% of Voluntary Departures |
Percentage of employees (excluding temporary employees, substitute personnel and student employees) who leave Pasco by choice. This excludes terminations, resignations in lieu of termination, death, retirees. |
Annual: 7.0% |
Annual: 6.9% |
Annual: 6.8% |
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% of Eligible New Employees who registered to access HWC services |
The percentage of new employees eligible to participate in the Board’s group health plan who actually registered to access services provided by the health and wellness centers (New employee is defined as an employee who is newly eligible to receive medical insurance from the district.) |
Annual: 65% |
Annual: 75% |
Annual: 75% |
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% of registered Eligible New Employees who accessed HWC services within one year of employment |
The percentage of employees who actually registered, accessed services and had face-to- face contact with a provider at the health and wellness center. |
Annual: 30% |
Annual: 35% |
Annual: 35% |
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% of Employees who rated Professional Development as Valuable |
The percentage of employees who engage in professional development that is relevant and has a positive impact on their work. |
S1: 80% S2: 90% |
Annual: 90% |
Annual: 90% |
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Employee Success
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2017-2018 METRIC INFORMATION |
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|---|---|---|---|---|---|
|
Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
|
Non-Taxpayer Revenue Created |
The total amount of revenue generated by the P-Card/ePayables purchasing programs, the alternative fuel program, the vending machine program, and the cell tower program. |
Annual: $621,261 |
Annual: $650,918 |
Annual: $700,000 |
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Expenses Controlled and Costs Avoided |
Total cost reduction and/or cost avoidance in the establishment of the CNG Station and the replacement of programmable thermostats in each portable across the district. |
Annual: 0 |
Annual: 0 |
Annual: $100,000 |
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Fund Balance Dollar Amount |
The total dollar amount of the fund balance. |
Annual: $26,907,180 |
Annual: $27,714,395 |
Annual: $27,862,345 |
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Bond Rating |
The District’s bond rating as reported by Moody’s (or other designated rating agency). |
Annual: AA3 |
Annual: AA3 |
Annual: AA2 |
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Audits Requiring Reimbursement |
The amount of money required to be reimbursed to funding agencies as a result of negative audit or program review results. |
Annual: 0 |
Annual: 0 |
Annual: 0 |
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Penny for Pasco Funds |
The total amount of revenue generated by the Penny for Pasco program. |
Annual: $27,447,428 |
Annual: $27,447,428 |
Annual: $27,447,428 |
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Taxpayer Value
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2017-2018 METRIC INFORMATION |
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|---|---|---|---|---|---|
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Strategic Pillar |
Metric Title |
Metric Definition |
2017-2018 District Goals |
2018-2019 District Goals |
2019-2020 District Goals |
|
Social Media Engagement |
The number of people who like, comment on, or share the District’s Facebook and Twitter posts. |
Annual 5%: 1,108,118 |
Annual 5%: 1,163,523 |
Annual 5%: 1,221,699 |
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Internet & Social Media Reach |
The number of people who see posts on the District Facebook and Twitter accounts, and the number of unique District web page views. |
Annual 5%: 38,992,236 |
Annual 5%: 40,941,847 |
Annual 5%: 52,170,102 |
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Number of High School Students Involved in Work-Based Learning Opportunities |
The number of students participating in work-based learning opportunities. These work-based learning opportunities can take the form of job shadowing, internships, clinical experiences, work experiences, on-the-job training (OJT), virtual apprenticeships, and school-based enterprises. |
Annual 5%: 1058 |
Annual 5%: 1111 |
Annual 5%: 1166 |
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Volunteer Hours |
The number volunteer hours performed by approved volunteers. |
Annual 3%: 236,932 |
Annual 3%: 244,040 |
Annual 3%: 251,361 |
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Silver School Award |
The number of middle schools receiving the Silver School Award. |
Annual: 8 |
Annual: 10 |
Annual: 12 |
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Number of Parents Accessing myStudent Accounts |
The number of parents who access the Parent Portal of the myStudent information system to access information on their student’s grades, attendance, test history and demographics. |
Annual 5%: 43,394 |
Annual 5%: 45,563 |
Annual 2%: 46,474 |
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Connecting to the Community
The Journey To Excellence...
7227 Land O’ Lakes Blvd.
Land O’ Lakes, FL 34638
www.pascoschools.org
Twitter: @pascoschools
www.facebook.com/pascoschools
Pasco County Schools does not discriminate on the basis of race, color, sex/gender, religion, national origin, marital status, disability, age or genetic information in its educational programs, services or activities, or in its hiring and employment practices. The District also provides equal access to its facilities to the Boy Scouts and other patriotic youth groups, as required by the Boy Scouts of America Equal Access Act. Questions, complaints, or requests for additional information regarding discrimination or harassment may be sent to: Sandra May, Equity Manager/Title IX Coordinator, 7227 Land O’ Lakes Blvd., Land O’ Lakes, FL 34638, (813) 794-2679, (813) 794-2119 FAX, smay@pasco.k12.fl.us
