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TABLE OF CONTENTS
A. Overarching Plans ……………………………………………….…………………...……………6
B. Standards & Assessments.………………………………………….…………………….......…..12
1. *Expand Lesson Study -(B)(3)(1).……..…………………...……….……………………………14
2. Expand STEM Career and Technical Program Offerings – (B)(3)4....………….…………….…16
3. Increase Advanced STEM Coursework – (B)(3)5….………………………….…………………19
4. Bolster Technology for Improved Instruction and Assessment – (B)(3)6 …………………….....24
5. Improve Access to State Data – (C)(2) …………………………………………...……………...27
6. Use Data to Improve Instruction – (C)(3)(i) and (iii)………………………………………….…30
7. Providing high-quality pathways for aspiring teachers and principals (D)(1)……………………43
8. Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii)………………………….47
9. Ensure Use Data Effectively in Human Capital Decisions –(D)(3)…………………..………….56
10. Focus Professional Development – (D)(5)…………………………………………………….…61
11. **Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2…………………….68
12. **Implement Proven Programs for School Improvement – (E)(2)3………………………...……70
13. Charter schools and other innovative schools (F)(2)……………………………………..75
Grey = Not Applicable (MCSD does not have any persistently low performing schools)
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APPENDICES
Form A(1) ………………………………………………………………………………………80
Survey of Interest / Knowledge of IB ……………………………………………...………….91
IB Coursework ………………………………………………………………………..………..94
IB Implementation Plan ..………………………………………………………...……………98
Educational Performance Incentive Compensation (EPIC) plan …………………………100
Union Collaboration ………………………………………………………………………….133
Team Summary Vitas ……………………………………………..…………………….……135
Letter of School Board Support ………………………………………………………...……139
Evidence of Collaboration ……………………………………………………………………141
Conceptual Framework ………………………………………………………………………142
Milestones Chart ……………………………………………………………………………...143
Professional Development Tracking System ………………………………………………..144
Teacher Expectations …………………………………………………………………………145
Administrator Evaluation ……………………………………………………………………149
Charter Consent Letters ...………..…………………………………………………………..182
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General
This Final Scope of Work template provides a format for LEAs to provide quarterly detail for FY
2010/11 work plans, and strategic plans for years 2011/12, 2012/13, and 2013/14. As with all
grants, it is envisioned that the strategic elements in the last three years of the work plan may be
amended as LEAs work through initial implementation, more comprehensive planning, and the
collective bargaining process. While collective bargaining should be a Supporting Activity in the
Final Scope of Work where applicable, the bargaining does not have to be completed before the
Final Scope of Work is submitted to or approved by the state. Unless otherwise indicated in the
MOU, all timelines shall reflect a complete implementation for all schools before the end of the
grant period.
Template Overview
The Final Scope of Work is divided into sections A through F. Section A asks LEAs to describe
their overarching project plans and complete Form (A)1. LEA Student Goals and Measures
(attached to this template). Sections B through F correspond to the MOU and require completion
of Work Plan Tables. Please provide a Table of Contents for the Final Scope of Work.
The budget will be completed using the same web-based system for ARRA money that LEAs
should be familiar with. Specific instructions as well as the website link will be available at
www.fldoe.org/arra/racetothetop.asp.
An Appendix is allowed, and must include a Table of Contents. Appendices and page numbers
must be referenced in the appropriate box of the Work Plan Table.
Participating LEAs must address all applicable criteria of the MOU, now grouped into 13
Projects. A Work Plan Table is required for each of the following Projects:
1. Expand Lesson Study – (B)(3)1.*
2. Expand STEM Career and Technical Program Offerings – (B)(3)4.
3. Increase Advanced STEM Coursework – (B)(3)5.
4. Bolster Technology for Improved Instruction and Assessment – (B)(3)6.
5. Improve Access to State Data – (C)(2)
6. Use Data to Improve Instruction – (C)(3)(i) and (iii)
7. Provide Support for Educator Preparation Programs – (D)(1)(ii)
8. Improve Teacher and Principal Evaluation Systems – (D)(2)(ii)-(iii)
9. Use Data Effectively for Human Capital Decisions – (D)(2)(iv)(b)(c)(d), (D)(3), and
(E)(2)4.-5.
10. Focus Effective Professional Development – (D)(5), (B)(3)2.-3., (C)(3)(ii), (D)(2)(iv)(a)
and (D)(3)(ii)2.
11. Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2.**
12. Implement Proven Programs for School Improvement – (E)(2)3.**
13. Include Charter Schools in LEA Planning– (F)(2)
*Required for LEAs with a persistently lowest-achieving school; optional for other LEAs.
**Applicable only to LEAs with a persistently lowest-achieving school.
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If an LEA can provide evidence that it has already satisfied an element, it must provide narrative
as to how it was satisfied and attach evidence in the Appendix.
Florida’s MOU was numbered to correspond to sections of the grant application required by
USDOE (letters and numbers in parentheses) and FLDOE used bullets under each to indicate
what would be required. Those bullets have now been changed to numbers or lowercase letters
not in parentheses for easier reference, for example (B)(3)4. and (D)(2)(iv)(b)1.a.
LEAs must describe their plan to address implementation of the criteria through the following
items in the provided Work Plan Table:
 Project Goal (MOU requirement; pre-populated)
 Deliverables (minimum required evidence; pre-populated but LEAs are encouraged to
add their own; intended to support Florida’s student achievement goals)
 Key Personnel
 Supporting Activities (be very specific for Year One)
 Timelines (i.e., Year One - quarterly, Year Two, Year Three, Year Four)
 Budget Summary (Budget detail must also be provided via web-based system)
 Sustainability Factors
 Supporting Narrative (optional)
 Appendices (if applicable)
Receipt of Funds
Funds will be available on a cash advance basis; however, the amounts available will be limited
to those funds identified in the budgets (or amended budgets) needed for each quarter’s
operation. FLDOE monitoring staff will track the submission of deliverables and coordinate the
review of each deliverable. Should an LEA miss target dates for submitting deliverables and/or
submit substandard deliverables, fiscal staff will review the district’s status and implement
appropriate actions which could include further restrictions on the availability of funds, adjusted
timelines, more frequent monitoring, etc.
Submission Instructions
• Return the information listed on the “Submission Checklist” electronically by 11:59 pm
EDT on October 13, 2010. Earlier submissions are encouraged.
• A signed, electronic copy in PDF format (excluding budget) must be sent to
RaceToTheTop@fldoe.org. The budget must be completed in the web-based system.
• A hard copy with original signatures (excluding budget) must be sent to Holly Edenfield,
325 West Gaines Street, Room 1502, Tallahassee, Florida, 32399. The hard copy must
be received by October 15, 2010.
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Submission Checklist
Form DOE 100A – Project Application (superintendent signature required)
Attachment I – Program-Specific Assurances (superintendent signature required)
Attachment II – Three-Party Assurances (superintendent, school board chair, and
representative of local teachers’ union signatures encouraged)
Form DOE 101-RTTT (Budget submitted in web-based system)
Final Scope of Work:
Table of Contents
Section A Narrative
Form (A)1. LEA Student Goals and Measures
Work Plan Tables for 13 Projects
Appendix with Table of Contents (if applicable)
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A. OVERARCHING PROJECT PLANS
1. Describe the LEA’s comprehensive reform plan that connects and coordinates all of the
assurance areas. Include (a) how the reform plan will support the state’s Theory of
Action (highly effective teachers and leaders make the difference in student achievement,
see pp. 11-12 of Florida’s application), (b) how the reform plan will contribute to the
state’s student achievement goals (see pp. 24-34 of Florida’s application), and (c) the
LEA’s current status with respect to the various reform elements, including strengths
and challenges.
Enter narrative for (A)1. here. Complete the attached Form (A)1. LEA Student Goals and
Measures by setting LEA targets to address Florida’s Race to the Top student achievement goals.
Monroe County School District (MCSD) will comply with all requirements and assurances set
forth but the Florida Department of Education within the Race to the Top competition.
(a) Theory of Action, the MCSD will complete a performance based incentive program for
teachers & administrators that adheres to Florida Statute. Teacher and Administrators
performance will be measured in part upon student achievement.
(b) The MCSD plan aligns with the state achievement goals in a number of ways illustrated in
the body of this grant application.
(c) MCSD current status regarding the State’s Key Achievement Goals in the areas below are
as follows:
1. Double the number of students entering college successfully
2. Cut the achievement gap by ½ by 2015
3. Increase the number of proficient at or above by 2015 beyond to or beyond the highest
performing states
Areas 1, 2, 3 are to be addressed in several ways. MCSD will create a high quality, rigorous
international education opportunity for all its students by offering a district Pre-K-12th grade
whole access International Baccalaureate (IB) continuum in each of three regions of the
Florida Keys within the next five years. Once each school has received authorized status, MCSD
will be Florida’s first IB school district.
Current status of the MCSD with respect to the State’s plan are as follows:
1. Standard (B)(3)1, Expand Lesson Study – N/A Monroe County has no persistently
low achieving schools Not required as MCSD currently has no “low achieving or
persistently low achieving schools”. However Lesson study is part of our plan to
improve instruction and student achievement woven into other areas of the application
2. Standard STEM (B)(3)4, (B)(3)5 Career and Technical – Fully developed plan
included. We are developing a plan to address this area. We currently have an
exciting biodiesel program that is fully functional and we hope to expand this project
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as well as addition of other certification fields.
3. Standard (B)(3)6, (C)(3)(i)(ii) Technology to Improve Instruction – Narrative. We
currently have many elements in place and they will be outlined in the narrative
section of the application
Standard (D) (1) Pathway for Aspiring Principals – Narrative
We currently have an aspiring principals program that is explained it the narrative
section of the application.
4. Standard (D)(2), (D)(2)(ii) Principal Effectiveness & Evaluations – Fully developed
plan included. MCSD is working on a plan to implement a performance based
incentive program based on Charlotte Danielson’s model. We have completed a great
deal of collaboration with the stakeholders and union to begin the process already.
5. Standard (D) (3) Equitable Distributions of Effective Teachers and Principals –
Narrative. Full details of the plan are included in this application
6. Standard (C)(3)(i) Data to Improve Instruction. We currently have many elements in
place and they will be outlined in the narrative section of the application
7. Standard (D)(I)(ii) Educator Preparation Programs – Narrative. We currently have
many elements in place and they will be outlined in the narrative section of the
application as well as a full description under attachment 8
8. Standard (D)(2)(i)(ii)(iii) Teacher / Principal Evaluations MCSD is working on a
plan to implement a performance based incentive program based on Charlotte
Danielson’s model. We have completed a great deal of collaboration with the
stakeholders and union to begin the process already.
9. Standard(D)(5) Professional Development – Narrative. We currently have many
elements in place and they will be outlined in the narrative section of the application
10. (D)(5) Focus on Professional Development(D)(5) implementing the multiple elements
of the Race to the Top project contains many professional development components
throughout the plan.
11. Standard (E) (2) – (E)(2)3 Turning Around Low Achieving Schools – NA Monroe
County has no persistently low achieving schools
12. Standard (E)(2)(3)Proven Programs for School Improvement N/A Monroe County
has no persistently low achieving schools
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13. Standard (F)(2) High performing Charters – Narrative
APPROVED
2. Provide a detailed LEA-wide management plan for implementing Race to the Top. The
plan should include but is not limited to:

Involvement of all stakeholders (e.g., parents, teachers, administrators, local institutions
of higher education as appropriate, teachers’ unions, business leaders, community
organizations, etc.)
 Identification of the leadership/management team(s)
 Strategies for monitoring implementation
 An overall implementation timeline (i.e., Summary of Year One, Year Two, Year Three,
Year Four). Detailed timelines are required in each Work Plan Table. Unless otherwise
indicated in the MOU, all timelines shall reflect a complete implementation for all
schools before the end of the grant period.
 A summary budget is required for all years of the grant period as well as detailed budgets
for each activity within each reform area (submitted in web-based system). The release
of funds will be contingent upon the successful progress toward completion of identified
deliverables in the management plan and detailed budgets.
Enter narrative for (A)2. here:
Stakeholders in the application have been limited due to the time allotted to complete the
application. However, the planning phase and in particular the performance based incentive plan
will have a large component of stakeholder engagement. The Monroe County Educational
Performance Incentive Compensation plan (EPIC) will require intensive collaboration between
many stakeholders. The EPIC stakeholders are the district administrative team, teachers, union
representation, school board and site administrators. Each of the aforementioned plays and
important role in the development of the performance plan. The International Baccalaureate
program (IB) also requires a large group of stakeholders in the process of becoming the first
district in the state to achieve full pre-k-12 implementation.


Stakeholder Roles
Professional Development Committee - this team will consider the data elements,
evaluation tools, the review process and individual needs to provide high quality
professional development and will determine elements needed to assist in the
awareness and implementation of the program. Education of stakeholders is a key
element in our program. Each school will also have a committee member on the team
so that all schools will have first-hand knowledge and input into the process. Current
Professional Development Committee Members are: Linda Diaz (Title I Director),
Fran Herrin (Principal), and Wendy McPherson (Assistant Principal) with others to be
determined.
Communication Committee - will create and analyze the communication needs of
our teachers, administrators and community. Our goal is to share information regularly
and in a concise manner which provides all the stakeholders ease of access to the
project, the goals and the outcomes. The committee will also have a schedule and
regular releases of information and will provide meeting notices in a variety of
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formats. The Communication Committee Members are: Dr. Jesus Jara (Chief
Operations Officer), Dr. Lesley Salinero (Director of Student Services & Project
Director), Cheryl Allen (Human Resources Director) with others members to be
determined.

Teacher Focus Committee - each school will have a school-level point of contact. As
part of the committee, they plan and process the ideas with their colleagues, determine
obstacles and receive feedback to share with the project director and committees.
Teacher Focus Committee Members are: Cheryl Allen (Director of Human Resources)
with others to be determined.

Career Placement Committee - will consider the levels and placement of new staff
on the instructional and administrative career ladder.. The Career Placement Team will
review the teacher performance-based indicators and growth measures as well as the
evaluation tools and outcomes. The Career Placement Committee Members are: Dr.
Lesley Salinero (Project Director), Dr. Jesus Jara (Chief Operations Officer), Fran
Herrin (Principal), Cheryl Allen (Human Resources Director), with others to be
determined.

Data Management Committee - will review and analyze the evaluation instruments
and growth measurement vendors available and assist the group in examining the data
management tools. They will ensure that the measures selected are valid and reliable
for use as performance-based measures. Data Management Committee Members are:
Janet Meinke (Director of Assessment and Accountability), David Richardson
(Director of Administrative Technology), David Murphy (Principal) with others to be
determined.

Timeline & Evaluation Committee - will be managed by a university management
or evaluation consultant in order to provide objectivity and external controls to ensure
management of the funding and resources follow federal guidelines and are performed
in a transparent and effective manner. This committee will be essential in monitoring
the timeline to keep the project moving at the scheduled pace and the evaluation
process on track. The Timeline Committee Members will be determined.
Implementation Timeline
Year 1
IB – Teams of administrators and teachers from each high school will begin the IB training
program and on-site trainings will be provided in the per certification process
EPIC plan – The stakeholders (including union) will begin the process for evaluation of the plan
and how to prepare the draft evaluation instrument. The teams will develop and implement the
pilot evaluation including a validation to ensure that the results are reliable regardless of the
observer. The evaluation will be modified as needed throughout the process. Training is a key
component to this success; it is embedded at each stage.
Careers STEM – The Adult Education coordinator will review programs and determine the most
effective STEM career certification programs to consider. He will work with the high school
administrators, students and families in the selection of the modules.
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Technology – in order to ensure our data management system is prepared and capable of the
demands this first year will be assessing the capacity and training the IT staff on the new
products.
Year 2
IB – the second year many more staff we attend the required training and master schedules and
staffing will be evaluated. The high school principals will review and plan for year 3 which is
contingent upon our district being certified to be an IB district.
EPIC plan- implementation, following year one pilot, verification and modification of the
evaluation tool with a strong PD component imbedded. Each administration will again receive
intensive training as will the staff to be evaluated using the new tool. Teachers & administrators
will have their performance evaluated and tied in part to student achievement. For the first time,
earning a milestone based on performance achievement from one category to the next will result
in a significant incentive increase (see chart on page 139). The evaluation tool is projected to go
“live” at the beginning of the 2011-2012 school year.
Careers STEM- the Adult Education coordinator will have completed the review and
discussions with stakeholders prior to purchase of the industry certifications. The starting point
for implementation of the new courses is the 2011-2012 school year. Marathon High School will
start a Building Construction STEM program during the 11-12 school year. Money from this year
will also be used for the planning stages of a pre-engineering program at Key West High School
through Project Lead the Way.
Technology – further training is projected for the IT team in order to meet the demands of the
many systems ensuring that the student data is adequately tracked with the teachers as part of the
evaluation system. Beyond year two this need will be sustained by the district.
Year 3
IB – the plan calls for the IB certification process to be in the final stages. Our district should
have a solid core of teachers & administrators trained and ready to begin implementation.
Attention will be paid to the careful construction of master schedules and adherence to the IB
program requirements. Additional teachers & administrators will be trained as needed.
EPIC plan- will now be in fully implemented. Teachers and administrators will be receiving
performance based incentives based in part on student achievement. They will also receive a
significant increase when milestones are achieved. The process will include semiannual PD with
modifications and adjustments made annually.
Careers STEM – the career options and industry certifications program will be up and running.
Additional courses and certifications will be added based on student interests and certifications
available. Project Lead the Way will be debut at Key West High School.
Year 4
IB –expansion of the IB program to middle school. Training for K-8 and middle school
administrators. Additional training and support for new teachers and administrators. Beyond year
four this need will be sustained by the district.
EPIC plan- the teacher incentive plan is fully functioning throughout the school district. .
Professional development will continue to ensure that the tool is effectively utilized across the
district. The evaluation team will begin to evaluate each programs success for final reporting.
Beyond year four this need will be sustained by the district.
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Careers STEM- the career options and industry certifications program will be up and running.
Additional courses and certifications will be added based on student interests and certifications
available. Beyond year four this need will be sustained by the district. Coral Shores High School
is projected to start a Biomedical STEM program.
Summary Budget
Year 1 $204,500.00
Year 2 $210,000.00
Year 3 $150,000.00
Year 4 $119,080.00
APPROVED
3. Indicate steps that the LEA will take to evaluate progress in implementing the project
(in addition to participating in the statewide evaluation efforts).
Enter narrative for (A)3. here:
The RTT Coordinator will work with a committee composed of school based leaders and district
staff to design a timeline for evaluation. The timeline will include specific target dates and
milestones for each Project in the Final Scope of Work listed on the Work Plan Table. Formative
evaluation consisting of regularly scheduled meetings to analyze data for each Project on the
Work Plan Table will allow for timely feedback and modification of the Projects if necessary and
assure that deliverables are on track. Key players such as the union representative, experts and
community members will be included as needed. The RTT Coordinator will also work with the
FLDOE evaluation consultants. This evaluation is for the entire RTT implementation and not
limited to principal and teacher evaluation.
APPROVED
4. Provide an overview of how the LEA will ensure sustainability of RTTT reforms beyond
the grant period.
Enter narrative for (A)4. here:
The 3 main projects (EPIC plan, IB and career STEM courses) will be sustained over the coming
years in several ways. The performance incentive plan is being developed to completely replace
the existing, arbitrary salary schedule and to match FL Statute 1012.34(2) (3). The plan will be
sustained and supported by districts transition of the current salary schedule into the performance
model to accurately measure educators’ performance based in part upon student achievement. The
IB program is an expanding program that will initiate in the high schools, followed by the middle
years program and then to the primary level program. Following this path our school district
projects and ambitious accomplishment in 5 years. The STEM career courses will be sustained
based upon the local need for certified students in the employable fields of need. Each year we
complete a community needs assessment to determine the emerging needs for our students and to
assess the employer needs, this allows us to keep the program growing, flexible and most
importantly, serving the students and their employment needs.
APPROVED
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5. Describe how other funding sources will be integrated with Race to the Top funds during
the four-year grant period (e.g., Title II-A, School Improvement Grant). Amounts are
not necessary in this description.
Enter narrative for (A)5. here:
The funding sources in addition to the Race to the Top grant award are as follows:
•
Title II part A, to supplement and enhance initiatives in this grant.
•
District sources, to provide the additional staff for a number of positions required for
example within the IB program configuration
•
Local sources, we have already secured agreements form local financial institutions to
provide matching funds for our I3 grant that we are planning for next year.
•
Finally, additional grants, while our district does not have a great writer, our teams work
together on grants such as this grant to provide the much needed financial supports our
district requires
APPROVED
B. STANDARDS AND ASSESSMENTS
N/A Monroe County Currently has no persistently low achieving schools
(B)(3) Supporting the transition to enhanced standards and high-quality assessments
1. Persistently lowest-achieving schools (schools in the [state’s] lowest 5%) must modify the
school schedules to accommodate lesson study. The LEA may modify school schedules for
other schools to allow for common planning time by grade level (elementary) or subject area
(secondary). Such planning time may be dedicated to lesson study focused on instructional
quality, student work, and outcomes, without reducing time devoted to student instruction.
Where lesson study is implemented, the LEA will devote a minimum of one lesson study per
month for each grade level or subject area.
Complete Work Plan Table for (B)(3)1.
2. The LEA will ensure that professional development programs in all schools focus on the new
common core standards, including assisting students with learning challenges to meet those
standards (such as through accommodations and assistive technology). Such professional
development will employ formative assessment and the principles of lesson study.
Include Work Plan in Table for (D)(5).
3. The LEA will implement a system to evaluate the fidelity of lesson study and formative
assessment implementation that is tied to interim and summative student assessments.
Include Work Plan in Table for (D)(5).
4. The LEA will implement at least one additional high school career and technical program that
provides training for occupations requiring science, technology, engineering, and/or math
(STEM). The LEA will pay, or secure payment for the industry certification examination for
graduates of such programs. These programs must lead to a high-wage, high-skill career for a
majority of graduates that supports one of the eight targeted sectors identified by Enterprise
Florida and result in an industry certification. The LEA will ensure that these programs will
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include at least one Career and Technical Education course that has significant integration of
math or science that will satisfy core credit requirements with the passing of the course and
related end-of-course exam.
Complete Work Plan Table for (B)(3)4.
APPROVED
5. The LEA will increase the number of STEM-related accelerated courses, such as Advanced
Placement, International Baccalaureate, AICE, dual enrollment, and industry certification.
Complete Work Plan Table for (B)(3)5.
6. The LEA will ensure that each school possesses the technology, including hardware,
connectivity, and other necessary infrastructure, to provide teachers and students sufficient
access to strategic tools for improved classroom instruction and computer-based assessment.
Complete Work Plan Table for (B)(3)6.
APPROVED
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Work Plan Table
Project/MOU Criterion: Expand Lesson Study – (B)(3)1.
Note: This Work Plan Table is optional for LEAs without a persistently lowest-achieving school; however, criterion
(B)(3)2. states that professional development programs in all schools will “employ formative assessment and the
principles of lesson study.” (B)(3)2. is included in the Table for (D)(5).
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: An LEA with a persistently lowest-achieving school will modify these schools’ schedules to devote
a minimum of one lesson study per month for each grade level or subject area.
N/A Monroe County Currently has no persistently low achieving schools
Deliverables (minimum required evidence):
1. Submission of school schedule for each persistently lowest-achieving school that includes regularly scheduled
blocks of time dedicated to lesson study for each grade level or subject area.
2. Annual submission of monthly grade level and content area Next Generation Sunshine State Standard lesson
used to teach, observe, study evidence of student learning and design improved instruction.
3. Rosters of school administrator(s) and grade level and content area teaching staff who participated in the
lesson study
4. Submission of one participating teacher’s improved lesson plan based on the submitted grade level and content
area Next Generation Sunshine State Standard lesson study with amendments due to participation in lesson
study noted.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
nd
rd
th
2
3
4
Quarter Quarter Quarter
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
Submission of school schedule for each
2nd
3rd
4th
persistently lowest-achieving school that
Quarter Quarter Quarter
includes regularly scheduled blocks of time
dedicated to lesson study for each grade
level or subject area.
2010-11
2011/12
2012/13
2013/14
Supporting Activities (indicate each year
activity will be conducted and include
2nd
3rd
4th
collective bargaining, if applicable):
Quarter Quarter Quarter
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Deliverable (required):
Annual submission of monthly grade level
and content area Next Generation Sunshine
State Standard lesson used to teach, observe,
study evidence of student learning and
design improved instruction.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable (required):
Rosters of school administrator(s) and grade
level and content area teaching staff who
participated in the lesson study.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable (required):
Submission of one participating teacher’s
improved lesson plan based on the submitted
grade level and content area Next
Generation Sunshine State Standard lesson
study with amendments due to participation
in lesson study noted.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Project
Budget
Summary:
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2011/12
2012/13
2013/14
2
Quarter
2010-11
3rd
4th
Quarter Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2nd
Quarter
nd
2010-11
3 Quarter
nd
2011/12
rd
2 Quarter
2013/14
4 Quarter
0
0
2012/13
th
0
0
0
0
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
Supporting Narrative (optional):
N/A Monroe County Currently has no persistently low achieving schools
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Work Plan Table
Project/MOU Criterion: Expand STEM Career and Technical Program Offerings – (B)(3)4.
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will implement at least one additional high school career and technical program that
provides training for occupations requiring science, technology, engineering, and/or math (STEM). The LEA will
pay, or secure payment for the industry certification, and/or examination for graduates of such programs. These
programs must lead to a high-wage, high-skill career for a majority of graduates that supports one of the eight
targeted sectors identified by Enterprise Florida and result in an industry certification. The LEA will ensure that
these programs will include at least one Career and Technical Education course that has significant integration of
math or science that will satisfy core credit requirements with the passing of the course and related end-of-course
exam.
Deliverables (minimum required evidence):
1. Submission of a 4-year LEA timeline and implementation plan based on the analysis of employer needs in the
community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan
should include documentation of the STEM career and technical programs that meet the requirements of
RTTT available to students in your district for 2009-2010 including for each school site: name of program,
courses offered as part of the program, student enrollment in each course, and number of students for 20092010 who were awarded industry certifications.
2. Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification
exams.
3. Documentation of implementation of a complete program that results in industry certification including for
each school site: name of program, courses offered as part of the program, student enrollment in each course,
and number of students for 2009-2010 who were awarded industry certifications.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
Jeff Arnott – Director of Adult & Career
X
X
X
X
X
X
Education
Dr. Jesus Jara -Chief Operating Officer
X
X
X
X
X
X
Dr. L. Salinero -Executive Director, Student
X
X
X
X
X
X
Services and Curriculum
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
2nd
3rd
4th
Submission of a 4-year district timeline
Quarter Quarter Quarter
and implementation plan based on the
X
X
X
X
analysis of employer needs in the
community to initiate one of the RTTT16
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LEA FINAL SCOPE OF WORK – EXHIBIT II
approved career and technical programs.
Baseline data for the plan should include
documentation of the STEM career and
technical programs that meet the
requirements of RTTT available to students
in your district for 2009-2010 including for
each school site: name of program, courses
offered as part of the program, student
enrollment in each course, and number of
students for 2009-2010 who were awarded
industry certifications.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Creation of STEM (Building Construction)
at Marathon HS.
Creation of STEM (Project Lead the Way) at
Key West HS
Creation of STEM (Medical) at Coral
Shores HS
Deliverable (required): Evidence of
funding allocated providing for the costs
associated with student candidates’ industry
certification exams.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Industry Exams for CTE Courses in
Culinary, Computers, Final Cut Pro
Industry Exams for remaining CTE Classes.
Timeline will be created for each CTE
program in Monroe County.
Deliverable (required):
Documentation of implementation of a
complete program that results in industry
certification.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
CTE Teacher Academy for teachers
interested in teaching in CTE Academies
Training for Teachers to earn credentials to
give exams.
Project
Budget
Summary:
2010-11
3rd Quarter
2nd Quarter
$0
$0
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2012/13
2013/14
X
X
X
nd
2
Quarter
2nd
Quarter
2nd
Quarter
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
X
X
X
X
X
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
X
X
2012/13
X
2013/14
4th Quarter
$0
$ 10,000.00
17
$ 5,000.00
$ 4,080.00
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Sustainability Factors: One Project Lead the Way is established with the funds, Federal Perkins and Workforce
dollars will be used to sustain the program at Key West High School. In addition, general school district funds
may be used to sustain the program along with funding that will be received from CAPE (Career and Professional
Academy) funding authorized by the Florida State Legislature for students obtaining industry credentials.
Supporting Narrative (optional): In 2011-12, Marathon High School will be starting a building
construction STEM program. Money that same year will be used to plan for a engineering program
through Project Lead the Way at Key West High School. The program will start in 2012-13. A
biomedical program is projected for Coral Shores High School in 2013-14.
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Work Plan Table
Project/MOU Criterion: Increase Advanced STEM Coursework – (B)(3)5. (Appendices to be attached: 3)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will increase the number of STEM-related acceleration courses, such as Advanced
Placement, International Baccalaureate, AICE, dual enrollment, and industry certification.
Deliverables (minimum required evidence):
1. Submission of a district timeline and implementation plan to increase the number of STEM accelerated
courses. Baseline data for this plan includes documentation of courses provided at each high school in 20092010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that
by 2011-2012 each high school offer an International Baccalaureate program, Advanced International
Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including
one course each in English, mathematics, science, and social studies.
2. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to
end-of-grant period data.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
nd
rd
th
2
3
4
Quarter Quarter Quarter
Dr. Jesus Jara -Chief Operating Officer
X
X
X
X
X
X
Dr. L. Salinero -Executive Director, Student
X
X
X
X
X
X
Services and Curriculum
TBA- District International Baccalaureate
X
X
X
X
X
X
(IB) Coordinator
Jeannie Sanford
X
X
X
X
X
X
School Principals
X
X
X
X
X
X
School IB Coordinators
X
X
X
X
X
X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
Submission of a district timeline and
2nd
3rd
4th
implementation plan to increase the number Quarter Quarter Quarter
of STEM accelerated courses. Baseline data
X
for this plan includes documentation of
X
X
X
X
X
courses provided at each high school in
2009-2010. This plan should also take into
consideration 2010 legislative requirements
(Senate Bill 4) requiring that by 2011-2012
each high school offer an International
Baccalaureate program, Advanced
19
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LEA FINAL SCOPE OF WORK – EXHIBIT II
International Certificate of Education
program, or at least four courses in dual
enrollment or Advanced Placement
including one course each in English,
mathematics, science, and social studies.
________________________________
Our district already meet s the requirement
of offering 4 AP core courses in each of our
three high schools. In addition, we have
designed (and are currently in the 1st year
of) a five year plan to create a Pre-K
through 12th grade International al
Baccalaureate continuum in each region of
the Keys, leading to the authorization of the
MCSD as an IB district. Please see the see
MCSD IB District Implementation Chart
[appendix__} and the Description of IB
Activities [appendix___] to see both the
timeline/plan for implementing the three
phases of the IB authorization process as
well as the supporting activities required by
the schools in each of our regions.
Deliverables will include: 1.) record of IB
trainings attended by administrators and
faculty; 2.) submission of IB applications A
and B; and 3.) report from IB following
authorization visits for each of the eleven
district schools.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Implement strategic plan for International
Baccalaureate Pre-K-12th grade continuum,
beginning with the Diploma Programme
(DP) for grades 11 and 12[see Appendix__]
Implement consideration phase of plan for
DP [see appendix__]
Implement candidate year 1 phase of plan
for DP
Implement consideration phase of plan for
Primary Years Programme (PYP) and
Middle Years Programme (MYP) [see
appendix__]
Implement candidate year 2 phase of plan
for DP
Implement candidate year 1 phase of plan
for PYP/MYP
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
X
2011/12
2012/13
2013/14
X
X
X
X
Authorization for DP
Implement candidate year 2 phase of plan
X
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LEA FINAL SCOPE OF WORK – EXHIBIT II
for PYP/MYP
Authorization for PYP/MYP, soon after DP
authorization
Deliverable (required): Documentation of
increased STEM accelerated course
offerings, including a comparison of
baseline data to end-of-grant period data.
________________________________
Our district already meet s the requirement
of offering 4 AP core courses in each of our
three high schools. We will use the 20092010 data on AP courses offered and
students who took the courses as our
baseline [see appendix __]. At the end of the
grant period, we will use the same data plus
the additional IB high school courses
students will have taken to show increases in
advanced courses in MCSD high schools .
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The district will continue its efforts to
increase both participation and performance
in Advanced Placement courses through
scaffolding support strategies such as
vertical team planning by secondary core
teachers, AVID, and additional mentoring
activities.
The district will implement the 1st IB course
offerings in each of our high schools,
following IB authorization.
Project
Budget
Summary:
nd
2 Quarter
$21,000
2010-11
3 Quarter
rd
$4,000
X
2nd
Quarter
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2012/13
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
X
2013/14
X
2013/14
X
X
X
2011/12
2012/13
2013/14
th
4 Quarter
$10,000
$60,000
$50,000
$50,000
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results of
this Project after Race to the Top funding ends)
Our school district is committed to funding the IB school coordinators and world language teachers
necessary for each IB school. We will fund continual professional development costs for the IB program
via our Title II, Part A monies. In addition, through the implementation of the IB professional
development activities throughout the grant period, we will create an IB Train the Trainer model to build
in house capacity for future training needs. Additionally, we have secured the interest and support of at
least two banks that serve the entire Florida Keys for this proposal. We anticipate that their interest and
support for this proposal will grow as they are able to see the tangible results of the program
21
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LEA FINAL SCOPE OF WORK – EXHIBIT II
implementation. From a business standpoint, they are excited about the prospect of being able to tell
future employees interested in relocating to the Keys that we are an authorized IB district. Finally, we
may be allocating a portion of funds generated and provided to the school district through a half cent
sales tax in Monroe County toward maintenance costs for the IB program, district-wide.
Supporting Narrative (optional):
Monroe County School District will provide a high quality, rigorous international education opportunity
for all its students by offering a district Pre-K-12th grade whole access International Baccalaureate
continuum in each of three regions in the Florida Keys within the next five years. While MCSD and the
Florida Keys are geographically isolated, we are part of the South Florida region---considered the hub
of major international trade and commerce for both the Caribbean and Latin America. This makes our
region an attractive and important gateway for exchanges--- economic, educational and cultural.
Students need to be exposed to a global curriculum with a second language component to be able to
compete for world class jobs and take advantage of the opportunities that are on their doorstep.
The IB Diploma Programme was introduced in 1968 and its original purpose was to facilitate the
international mobility of students, by providing schools with curriculum and qualifications recognized by
universities around the world. Today, IB education is available to students aged 3 to 19, including the
years from pre-kindergarten to pre-university. The IB Primary Years Programme (PYP; grades Pre-K5) focuses on the development of the whole child as an inquirer, both in the classroom and the world
outside. The IB Middle Years Programme (MYP; grades 6-10) provides a framework of academic
challenge that encourages students to embrace and understand the connections between traditional
subjects and the real world, and to become critical and reflective thinkers. The IB Diploma Programme
(DP; grades 11-12) is an academically challenging and balanced program of education with final
examinations that prepares students for success in college/university as well as in life beyond. It is taught
in state and private, national and international schools. The IB standards and assessments easily
correlate to and in many cases exceed Florida’s Next Generation Sunshine State Standards (NGSSS).
Our plan includes:
Implementing the Pre-K through 12 grade International Baccalaureate (IB) Prorgamme in all
eleven schools in Monroe County schools. Most often, schools have implemented individual IB
Programmes, but no district in Florida currently offer a Pre-K through 12th grade IB
continuum. ALL three IB Programmes highlight both an inquiry-based and interdisciplinary
approach, an emphasis on in-depth research and critical thinking, community service or action
components, as well as a second language requirement embedded within. They employ a powerful
curriculum and assessment framework that empowers teachers and students.
Implementing the IB Programme with “whole school access”. Many schools have implemented
parts of the IB Programme but employ such rigorous entry criteria that only the most elite of
the students are accepted. With the Pre-K to 12th grade continuum, all MCSD students will be
given the opportunity to experience the IB curriculum throughout their school experience.
Scaffolding strategies and programs will be built in to our plan to create an “academic pipeline”
in earlier grades to make sure that more of our students will be successful in the rigorous IB
Diploma Program.
Implementing the IB “District Coaching” model. The IB Americas Regional Office is piloting a
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RACE TO THE TOP
LEA FINAL SCOPE OF WORK – EXHIBIT II
coaching component as well as an IB District Coach model for our district IB plan. In addition
to providing an extra layer of support from the IB office, this pilot project will provide IB with
additional measures for program scalability, capacity building and longitudinal data collection
across an educational continuum.
Planning for this ambitious project has already begun in Monroe County Schools. To date, district and
school-based administrators have researched the IB program (particularly the DP Programme),
solicited input from teachers, parents, school board and a variety of community groups that serve
residents in all areas of the Keys. Letters of support have been received from our local Teachers’ Union
(United Teachers of Monroe) and two prominent banks that serve our entire Keys community (First State
Bank and Centennial Bank). In February of this year (2010), we surveyed parents as to their interest in
IB programs. Nearly 2 out of 3 (64 percent) parents surveyed in each of the three regions of the Keys
responded that they would definitely want their child to have an opportunity for an IB diploma (see
Appendix). Staff from the IB Americas office has provided assistance and collaboration and we have
already started to send selected faculty and administrators to IB trainings in order to complete the very
rigorous and precise requirements necessary for each of the 11 schools in our district to be authorized as
IB schools.
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
1.) MCSD Parent Survey Re: International Baccalaureate Program appendix(B)(3)(5);page 91)
2.) MCSD IB District Implementation Chart, 2010-2015 appendix(B)(3)(5); page 98)
3.) Description of IB Activities: by Level and by Category appendix(B)(3)(5);page 94)
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Work Plan Table
Project/MOU Criterion: Bolster Technology for Improved Instruction and Assessment – (B)(3)6.
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will ensure that each school possesses the technology to provide sufficient access to
strategic tools for improved classroom instruction and computer-based assessment.
Deliverable (minimum required evidence):
1. Readiness for computer-based testing (FCAT 2.0, End-of-Course Exams, Florida Assessments for Instruction
in Reading) as certified through completion and submission of Florida’s online certification tool.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
Nick Osterhoudt – Director of Instructional
X
X
X
X
X
X
Technology
Network Analysis Miguel Gonzales
X
X
X
X
X
X
Network Analysis Joy Nulisch
X
X
X
X
X
X
Network Analysis Andrew Hish
X
X
X
X
X
X
Help Desk Technician/Webmaster
X
X
X
David Richardson- Director of Information
X
X
X
X
X
X
Technology
Janet Meinke – Director Assessment &
Accountability
X
X
X
X
X
X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
Completion and submission of computer2nd
3rd
4th
based testing readiness certification through Quarter Quarter Quarter
Florida’s online tool.
X
X
X
X
2010-11
2011/12
2012/13
2013/14
Supporting Activities (indicate each year
activity will be conducted and include
2nd
3rd
4th
collective bargaining, if applicable):
Quarter Quarter Quarter
Review Current District capacity and
infrastructure for online test administration
X
X
X
X
X
for anticipated demand.
Participate in Statewide infrastructure trail
X
Participate in a district infrastructure trail
X
X
X
X
X
Utilize NEFEC’s Instructional Technology
X
X
X
X
department for assistance in district
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LEA FINAL SCOPE OF WORK – EXHIBIT II
readiness.
Provide professional development for IT
department and teachers for online
assessments
Server for STEM Programs
Carrels for CBAT (300)
Project
Budget
Summary:
2nd Quarter
$
X
X
X
X
X
2010-11
3rd Quarter
$3,500.00
X
2011/12
2012/13
2013/14
4th Quarter
$
$5,000.00
$
$
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
Supporting Narrative (optional):
Deliverables:
1. MCSD readiness for computer-based testing: we just completed computer based assessment certification
plan and specification on the 24th of September. This assessment test was for the FCAT Math Retakes,
FCAT Grade 10 Math, Algebra 1 EOC Assessment, Geometry and Biology EOC Assessment Field tests
and FCAT reading retakes. We have also been completing FAIR testing with a minimum number of issues
during latter half of testing. As the testing implementation for additional grade levels and curriculum is
added in the next two-three schools years, our technology department will have to upgrade to have the
ability to handle the requirements to ensure students ability to complete the testing period.
Year
2008
2008
2009-2010
2010-2011
2010-2011
2011-2012
2011-2012
2011-2012
On-line test
FAIR
Discovery
Ed/Think link
FCAT Retakes
FCAT
EOC
EOC
EOC
EOC
Assessment
YES
Yes
Subject
---------------------------------
Grade levels
---------------------------
Yes
Yes
Yes
Yes
Yes
Yes
Mathematics
Mathematics
Algebra 1
US History
Biology
Geometry
-------------10th
----------------------------------------------------APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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LEA FINAL SCOPE OF WORK – EXHIBIT II
C. DATA SYSTEMS TO SUPPORT INSTRUCTION
(C)(2) Accessing and using State data
1. The LEA will assist in the design, testing, and implementation of initiatives to improve
customer-friendly access and information to district leaders, teachers, principals, parents,
students, community members, unions, researchers, and policymakers to effectively use state
data systems. Examples of areas where the LEA will be required to assist the Department
include providing assistance on defining state-level educational data that can be used to
augment local data systems, implementing a single sign-on to access state resources, providing
data to the Department, and testing other mechanisms that will enhance the usability of
existing state-level applications to improve instruction and student learning.
2. The LEA will use state-level data that is published for use, along with local instructional
improvement systems, to improve instruction.
Complete Work Plan Table for (C)(2).
(C)(3) Using data to improve instruction:
APPROVED
(i) Use of local instructional improvement systems
1. The LEA will use customer-friendly front end systems that are easy for students, teachers,
parents, and principals to use and that show growth of students, teachers, schools, and districts
disaggregated by subject and demographics.
2. An LEA that has an instructional improvement system will ensure that the system is being
fully utilized; an LEA that does not have an instructional improvement system will acquire
one.
(iii) Availability and accessibility of data to researchers
1. The LEA will provide requested data from local instructional improvement and longitudinal
data systems to the Department to support the Department’s efforts to make data available to
researchers for the purpose of evaluating the effectiveness of instructional materials, strategies,
and approaches for educating different types of students and to help drive educational
decisions and policies.
Complete Work Plan Table for (C)(3)(i) and (iii).
(ii) Professional development on use of data
1. The LEA will provide effective professional development to teachers and administrators on the
use of its instructional improvement system.
2. The LEA will provide effective professional development to teachers and administrators on the
use of state level data systems developed during the term of the grant.
Include Work Plan for (C)(3)(ii) in Table for (D)(5).
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Work Plan Table
Project/MOU Criterion: Improve Access to State Data – (C)(2)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: LEAs will integrate with the Department to provide single sign-on access to state-level applications
and data by their users. The LEA will incorporate state-level data into local instructional improvement systems to
improve instruction in the classroom and operations at the school and district levels, and to support research.
Deliverables (minimum required evidence):
1. For teachers, principals, and other LEA staff, provide a report on the following:
a. Number of each type of staff in the district
b. Number of each type of staff accessing state resources via single sign-on
Baseline report based on 2009-10 is due by December 31, 2010. Reports based on the prior two quarters
completed are due by September 30 and March 31 of each year. Bi-annual reporting shall begin the first
applicable period after single sign-on integration with the Department. The Department will provide a report
template.
2. Single Sign-on Integration Readiness Certification. Certification forms will be provided by the Department for
LEA signature.
3. Single sign-on integration with the Department.
4. For state-level data downloads, provide a report of the following:
a. Name of the download
b. Date of most recent download
Reports are due by September 30 and March 31 of each year and based on the prior two quarters completed.
Reporting shall begin the first applicable period after receipt and incorporation of state-level data into local
instructional improvement systems. The Department will provide a report template.
Note: Additional evidence regarding the state-level data downloads is collected with Section (C)(3)(i).
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
nd
rd
th
2
3
4
Quarter Quarter Quarter
Nick Osterhoudt – Director of Instructional
X
X
X
X
X
X
Technology
Janet Meinke – Director Assessment &
Accountability
X
X
X
X
X
X
David Richardson- Director of Information
Technology
District Network Staff
X
X
X
X
X
X
X
X
X
X
X
X
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The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
Note: Deliverables will be dependent on an LEA’s current status with respect to technology and data systems. During
Year 1, LEAs will provide feedback to the Department regarding single sign-on implementation and state-level data
downloads. Work should be completed by Year 4.
Deliverable (required):
For teachers, principals, and other LEA
staff, provide a report on the following:
a. Number of each type of staff in the
district
b. Number of each type of staff
accessing state resources via single
sign-on
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Provide data and staff support working with
Specifications outlined in DOE report
template.
Integrating district Active Directory
information with districts Personnel
database.
Deliverable (required):
Single Sign-on Integration Readiness
Certification
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Integrate Active Directory access and other
Personnel Data with the DOE to provide
SSO to users.
Acquire and provide technical assistance ,
support and resources to fully implement
FDOE’s SSO plan.
Submit SSO Integration Readiness
Certification to the FDOE.
Deliverable (required):
Single sign-on integration with the
Department
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
2nd
Quarter
2011/12
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
2011/12
2012/13
X
2012/13
2013/14
X
2013/14
X
X
X
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
nd
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
nd
2
Quarter
2
Quarter
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Implement technical changes to district’s
active directory, and/or personnel database
that may be required to comply with the
FDOE SSO plan.
Provide ongoing training of staff to
implement SSO integration: IT Network
Specialist, End Users, etc.
Deliverable (required):
For state-level data downloads, provide a
report of the following:
a. Name of the download
b. Date of most recent download
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Obtain a list of the data sets from the FDOE
when published.
Provide data and/or reports to FDOE
according to the format that will be
described in the FDOE single sign on plan.
Project
Budget
Summary:
2010-11
3rd Quarter
2nd Quarter
$0
$0
X
X
X
X
X
X
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
X
X
X
X
X
X
2011/12
2012/13
2013/14
4th Quarter
$0
$0
$0
$0
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
Supporting Narrative (optional):
The Monroe County School District will be working with its vendors to implement SSO solution for users
for all of its various instructional and administrative software solutions. Currently one of our projects was
to implement the district’s new hosted web site solution via School Fusion. This was successfully
implemented in 2 pilot schools and will have full district roll-out of the project by January 2011. This
project allows our user (teachers, administrator, etc) to sign on by utilizing the district Active Directory
database, thus creating a single sign on solution for this project.
The district has also implemented integration of the districts Active Directory database with our personnel
database, giving us the ability now to work with other vendors on making any necessary changes to the user
tables to utilize a single sign-on solution.
One of our goals is to raise the percent of tax via slight tax increase to maintain the project
Title and Page Number of Appendices for this Project (if applicable):
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Work Plan Table
Project/MOU Criteria: Use Data to Improve Instruction – (C)(3)(i) and (iii)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will use systems that are easy for students, teachers, parents, and principals to use and that
show growth of students, teachers, schools, and districts disaggregated by subject and demographics. An LEA that
has an instructional improvement system will ensure that the system is being fully utilized; an LEA that does not
have an instructional improvement system will acquire one. The LEA will provide requested data from local
instructional improvement and longitudinal data systems to the Department as requested.
Deliverables (minimum required evidence):
1. For local instructional improvement systems, provide a report that includes the following:
a. Name of the system
b. How the system has been adopted and used in the classroom, school, and at the district level to support
instruction in the classroom, operations at the school and district levels, and research
c. How the system is accessed and used by students and parents
d. How state-level data downloads are accessed and used in the classroom, school, and at the district
level to support instruction in the classroom, operations at the school and district levels, and research
[Ref. to Section (C)(2)]. This section should be included when it becomes applicable.
e. A description of the student growth data available to users on the system
f. How frequently students, teachers, parents, and principals are accessing the system
The baseline report for 2009-10 is due by December 31, 2010. Subsequent reports are due annually by
September 30 for the prior year.
2. The LEA will provide timely, accurate, and complete information in Department technology assessments and
surveys to verify the LEA’s local instructional improvement system meets the minimum standards. LEAs will
provide the name, title, phone number, and email address of a staff member responsible for receiving such
requests from the Department.
3. The LEA will provide data from local instructional improvement and longitudinal data systems to the
Department, as requested. LEAs will provide the name, title, phone number, and e-mail address of a staff
member responsible for receiving such requests from the Department.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
X
X
X
X
X
X
Director of Assessment and
Accountability
Director of Instructional Technology
Director of Information Technology
X
X
X
X
30
X
X
X
X
X
X
X
X
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LEA FINAL SCOPE OF WORK – EXHIBIT II
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
For local instructional improvement
2nd
3rd
4th
systems, provide a report that includes the
Quarter Quarter Quarter
following:
a. Name of the system
b. How the system has been adopted
and used in the classroom, school,
and at the district level to support
instruction in the classroom,
operations at the school and district
levels, and research
c. How the system is accessed and
used by students and parents
d. How state-level data downloads are
accessed and used in the classroom,
school, and at the district level to
support instruction in the classroom,
operations at the school and district
levels, and research [Ref. to Section
(C)(2)]. This section of the report
should be included when it becomes
applicable
X
e. A description of the student growth
data available to users on the system
f. How frequently students, teachers,
parents, and principals are accessing
the system
Monroe County currently uses the
following resources as components
of a student instructional
improvement system: TERMS,
Pinnacle Gradebook, SnapShot,
Thinkgate, MyLearningPlan and
SchoolFusion. Though some of these
system components interface, the
overarching goal would be to create
a comprehensive system with
enhanced accessibility for all datadriven, decision-making
stakeholders.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Collaborate with DOE in the
development of the minimum standards
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
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2011/12
2012/13
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for the instructional improvement
system.
X
Analyze current local system for
compatibility with DOE specification
and minimum standards once
established.
X
Determine what data sources/systems
need to be integrated into the Local
Instructional Improvement System.
X
X
Develop and maintain the interface to
integrate local and state systems that
will support instructional decisions
based on local and state data.
X
X
X
Determine what documents need to be
downloaded from DOE and define what
local technology needs to be in place to
receive them.
X
X
X
Determine how state-level data
downloads will be accessed and by
whom; and how it will be used to
inform/support instruction.
X
X
X
Determine how the data will be accessed
and used at the district, school,
classroom, student and parent level.
X
X
Establish how data (assessment,
learning gains, and other student data,
i.e. attendance and discipline) will be
used to inform instructional decisions for
all stakeholders (e.g., teachers,
principals, students, etc.)
X
X
X
Determine how data uploaded to DOE
will interface with the local instructional
improvement system.
X
X
X
Create evaluation components to
determine the effectiveness of the
instructional decisions based on the data
accessed through the Local Instructional
Improvement System.
X
X
Develop an annual action plan for the
implementation, monitoring and
evaluation and modification (if
necessary) of Local Instructional
Improvement System.
X
X
Establish a mechanism by which to
collect Local Instructional Improvement
System usage statistics and collect the
data.
32
X
X
X
X
X
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X
Participate in DOE’s System Exchange
resources.
Deliverable (required):
The LEA will provide timely, accurate, and
complete information in Department
sponsored technology assessments and
surveys to verify the LEA’s local
instructional improvement system meets the
minimum standards. LEAs will provide the
name, title, phone number, and email
address of a staff member responsible for
receiving such requests from the
Department.
X
X
2011/12
2012/13
2013/14
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
2nd
Quarter
X
nd
The director of instructional technology
will be responsible for this requirement.
Contact information will be provided.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Collect all necessary information to
complete DOE’s annual technology
survey.
Participate in DOE’s annual technology
survey.
Provide DOE with the contact
information of the person responsible for
sponsored technology assessments and
surveys to verify local compliance with
minimum standards.
Deliverable (required):
The LEA will provide data from local
instructional improvement and longitudinal
data systems to the Department, as
requested. LEAs will provide the name, title,
phone number, and e-mail address of a staff
member responsible for receiving such
requests from the Department.
nd
2
Quarter
X
X
X
X
X
X
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
The director of information technology
will be responsible for this requirement.
Contact information will be provided.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Determine what supplementary data
needs to be collected and provided to
DOE.
Collaborate with DOE Research
nd
2
Quarter
X
33
X
X
X
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Consortium in establishing a focused
research agenda.
X
X
X
X
Review and revise local research request
policies and procedures consistent with
FERPA regulations.
X
X
X
X
Provide DOE with the contact
information of the person responsible for
receiving and processing research
requests.
Project
Budget
Summary:
2010-11
3rd Quarter
2nd Quarter
$0
$0
2011/12
X
X
X
X
2012/13
2013/14
4th Quarter
$0
$0
$0
$0
Sustainability Factors: System components currently in place are funded through existing sources.
Future funding requirements will be contingent on the results of overall improved system developments.
Supporting Narrative (optional):
Teachers and administrators in Monroe County Schools can make instructional decisions 24/7 based on
multiple sources of student formative and summative assessment data accessible though SnapShot and
Thinkgate. These are interactive reporting tools accessible via the web. Individual student demographic
and trend data can be displayed, exported and aggregated in multiple ways, such as subgroups. Subject
area reports include charts for learning gains by teacher, grade and school. Data analysis and
interpretation are key to the instructional decision making processes for increasing student achievement
and reducing the achievement gap.
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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D. GREAT TEACHERS AND LEADERS
(D)(1) Providing high-quality pathways for aspiring teachers and principals
(ii) Alternative routes to certification that are in use
1. The LEA will coordinate with institution preparation programs to provide effective district
personnel to supervise pre-service teacher and educational leadership candidates. Such
district supervising personnel will be highly effective teachers.
2. The LEA will use data from student performance and other continued approval standards in
Rule 6A-5.066, F.A.C., to annually review and improve its alternative certification program
and will deliver any professional development associated with the program in accordance
with the state’s protocol standards for professional development.
Complete Work Plan Table for (D)(1)(ii).
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(D)(2) Improving teacher and principal effectiveness based on performance
(i) Measure student growth
1. The LEA will measure student growth based upon the performance of students on staterequired assessments and, for content areas and grade levels not assessed on state-required
assessments, the LEA will use state assessments or district-selected assessments that are
aligned to state standards and developed or selected in collaboration with LEA stakeholders,
or will use valid, rigorous national assessments.
(ii) Design and implement evaluation systems
1. The LEA will design and implement a teacher evaluation system with teacher and principal
involvement that:
a. Utilizes the state-adopted teacher-level student growth measure cited in (D)(2)(i) as the
primary factor of the teacher and principal evaluation systems.
Student achievement or growth data as defined in the grant must account for at least 50%
of the teacher’s evaluation as follows:
By the end of the grant, the LEA shall include student growth as defined in (D)(2)(i), for
at least 40% of the evaluation, and student growth or achievement as determined by the
LEA for 10% of the evaluation. The LEA may phase-in the evaluation system but will
use, at a minimum, student growth as defined in (D)(2)(i) for at least 35% of the
evaluation and student growth or achievement as determined by the LEA for 15% of the
evaluation. Implementation of the requirements for the LEA evaluation systems
beginning in the 2011-12 school years applies, at a minimum, to teachers in grades and
subjects for which student growth measures have been developed by the Department in
collaboration with the advisory body as described in (D)(2)(i).
The 2010-11 school year will be considered a development year for the evaluation
systems.
However, an LEA that completed renegotiation of its collective bargaining agreement
between July 1, 2009, and December 1, 2009, for the purpose of determining a weight for
student growth as the primary component of its teacher and principal evaluations, is
eligible for this grant as long as the student growth component is at least 40% and is
greater than any other single component of the evaluation.
b. Includes the core of effective practices, developed in collaboration with stakeholders that
have been strongly linked to increased student achievement for the observation portion of
the teacher evaluation. The principal, direct supervisor, and any other individual
performing observation will use, at a minimum, this same core of effective practices.
c. Includes at least one additional metric to combine with the student performance and
principal observation components to develop a “multi-metric” evaluation system for, at a
minimum, the teachers who are in the year prior to a milestone career event, such as being
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awarded a multi-year contract, a promotion, or a significant increase in salary. Examples
of additional metrics include, but are not limited to, observations by master teachers or
instructional coaches, student input, peer input, and parental input.
d. Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory,
that must include “effective” and “highly effective.”
2. The LEA will design and implement a principal evaluation system with teacher and principal
involvement that:
a. Utilizes the state-adopted teacher-level student growth measure cited in (D)(2)(i) as the
primary factor of the teacher and principal evaluation systems.
Student achievement or growth data as defined in the grant must account for at least 50%
of the principal’s evaluation as follows:
By the end of the grant, the LEA shall include student growth as defined in (D)(2)(i), for
at least 40% of the evaluation, and student growth or achievement as determined by the
LEA for 10% of the evaluation. The LEA may phase-in the evaluation system but will
use, at a minimum, student growth as defined in (D)(2)(i) for at least 35% of the
evaluation and student growth or achievement as determined by the LEA for 15% of the
evaluation. Implementation of the requirements for the LEA evaluation systems applies,
at a minimum, to grades and subjects for which student growth measures have been
developed by the Department in collaboration with the advisory body as described in
(D)(2)(i).
The 2010-11 school year will be considered a development year for the evaluation
systems.
b. Utilizes for the remaining portion of the evaluation the Florida Principal Leadership
Standards with an emphasis on recruiting and retaining effective teachers, improving
effectiveness of teachers, and removing ineffective teachers.
c. Includes a comprehensive range of ratings beyond a simple satisfactory or unsatisfactory,
that must include “effective” and “highly effective.”
3. The LEA will submit teacher and principal evaluation systems to the Department for review
and approval.
4. The LEA will utilize student performance data on statewide assessments as a significant
factor in the annual evaluations of district-level staff with supervisory responsibilities over
principals, curriculum, instruction, or any other position directly related to student learning.
5. The LEA will report the results of evaluations of each teacher, principal, and district-level
supervisor [as described in (D)(2)(ii)] to the Department during Survey 5.
(iii) Conduct annual evaluations
For Teachers:
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1. The LEA will conduct multiple evaluations for each first-year teacher that are integrated with
the district’s beginning teacher support program and include observations on the core
effective practices described in (D)(2)(ii)2. and reviews of student performance data.
2. The LEA will conduct “multi-metric” evaluations as described in (D)(2)(ii) for teachers who
are in the year prior to a milestone career event, such as being awarded a multi-year contract,
a promotion, or a significant increase in salary. The LEA plan will include a definition of
milestone career event.
3. The LEA will conduct evaluations as described in (D)(2)(ii)1, 2, and 4. for all other teachers
at least once per year.
For Principals:
4. The LEA will conduct evaluations as described in (D)(2)(ii) for principals at least once per
year.
Complete Work Plan Table for (D)(2)(i)(ii)(iii).
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(iv)(a) Use evaluations to inform professional development.
The LEA will use results from teacher and principal evaluations as described in (D)(2)(ii) in its
professional development system as follows:
For Teachers:
1. Establish an Individual Professional Development Plan (IPDP) for each teacher that is, in part,
based on an analysis of student performance data and results of prior evaluations.
2. Individualize the support and training provided to first-and second-year teachers and
determine the effective teachers who will provide coaching/mentoring in the district’s
beginning teacher support program.
For Principals:
3. Establish an Individual Leadership Development Plan (ILDP) for each principal that is based,
in part, on an analysis of student performance data and results of prior evaluations.
Include Work Plan for (D)(2)(iv)(a) in the Table for (D)(5).
(iv)(b) Use evaluations to inform compensation, promotion, and retention
1. The LEA will implement a compensation system for teachers that:
a. Ties the most significant gains in salary to effectiveness demonstrated by annual
evaluations as described in (D)(2)(ii).
b. Implements statutory requirements of differentiated pay in s. 1012.22(1)(c)4., F.S.,
through bonuses or salary supplements. Categories for differentiated pay are additional
academic responsibilities, school demographics, critical shortage areas (including STEM
areas and Exceptional Student Education), and level of job performance difficulties
(including working in high-poverty, high-minority, or persistently lowest-achieving
schools).
c. Provides promotional opportunities for effective teachers to remain teaching in addition to
moving into school leadership positions and bases promotions on effectiveness as
demonstrated on annual evaluations as described in (D)(2)(ii), including a multi-metric
evaluation in the year prior to promotion.
2. The LEA will implement a compensation system for principals that:
a. Ties the most significant gains in salary to effectiveness demonstrated by annual
evaluations as described in (D)(2)(ii), rather than to degree level or years of experience.
b. Implements statutory requirements of differentiated pay in s. 1012.22(1)(c)4., F.S.,
through bonuses or salary supplements. Categories for differentiated pay are additional
academic responsibilities, school demographics, critical shortage areas, and level of job
performance difficulties (including working in high-poverty, high-minority, or persistently
lowest-achieving schools).
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3. The LEA may scale up the compensation system beginning with a cohort of schools, such as
those that are considered persistently low-performing (the lowest 5% of schools in the state),
as long as by the end of the grant, the compensation system applies district-wide.
4. The LEA will provide annually to the Department its salary schedule indicating how this
requirement has been met.
(iv)(c) Use evaluations to inform tenure and/or full certification
1. The LEA will base decisions to award employment contracts to teachers and principals on
effectiveness as demonstrated through annual evaluations as described in (D)(2)(ii).
(iv)(d) Use evaluations to inform removal
1. The LEA will base decisions surrounding reductions in staff, including teachers and principals
holding employment contracts, on their level of effectiveness demonstrated on annual
evaluations as described in (D)(2)(ii). When this factor yields equal results, seniority and
other factors may be used in decisions.
2. The LEA will hold principals, their supervisors, and all LEA staff who have a responsibility
in the dismissal process accountable for utilizing the process and timeline in statute (ss.
1012.33 and 1012.34, F.S.) to remove ineffective teachers from the classroom.
3. The LEA will report annually to the Department through Survey 5 the teachers and principals
who were dismissed for ineffective performance as demonstrated through the district’s
evaluation system.
4.
The LEA will report annually to the Department through Survey 5 the highly effective
teachers and principals who have resigned or who are no longer employed by the District.
Time Line:
Year 1
IB – Teams of administrators and teachers from each high school will begin the IB training
program and on-site trainings will be provided in the per certification process
EPIC plan – The stakeholders (including union) will begin the process for evaluation of the plan
and how to prepare the draft evaluation instrument. The teams will develop and implement the
pilot evaluation including a validation to ensure that the results are reliable regardless of the
observer. The evaluation will be modified as needed throughout the process. Training is a key
component to this success; it is embedded at each stage.
Careers STEM – The Adult Education coordinator will review programs and determine the most
effective STEM career certification programs to consider. He will work with the high school
administrators, students and families in the selection of the modules.
Technology – in order to ensure our data management system is prepared and capable of the
demands this first year will be assessing the capacity and training the IT staff on the new
products.
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Year 2
IB – the second year many more staff we attend the required training and master schedules and
staffing will be evaluated. The high school principals will review and plan for year 3 which is
contingent upon our district being certified to be an IB district.
EPIC plan- implementation, following year one pilot, verification and modification of the
evaluation tool with a strong PD component imbedded. Each administration will again receive
intensive training as will the staff to be evaluated using the new tool. Teachers & administrators
will have their performance evaluated and tied in part to student achievement. For the first time,
earning a milestone based on performance achievement from one category to the next will result
in a significant incentive increase (see chart on page 139). The evaluation tool is projected to go
“live” at the beginning of the 2011-2012 school year.
Careers STEM- the Adult Education coordinator will have completed the review and
discussions with stakeholders prior to purchase of the industry certifications. The starting point
for implementation of the new courses is the 2011-2012 school year. Marathon High School will
start a Building Construction STEM program during the 11-12 school year. Money from this year
will also be used for the planning stages of a pre-engineering program at Key West High School
through Project Lead the Way.
Technology – further training is projected for the IT team in order to meet the demands of the
many systems ensuring that the student data is adequately tracked with the teachers as part of the
evaluation system. Beyond year two this need will be sustained by the district.
Year 3
IB – the plan calls for the IB certification process to be in the final stages. Our district should
have a solid core of teachers & administrators trained and ready to begin implementation.
Attention will be paid to the careful construction of master schedules and adherence to the IB
program requirements. Additional teachers & administrators will be trained as needed.
EPIC plan- will now be in fully implemented. Teachers and administrators will be receiving
performance based incentives based in part on student achievement. They will also receive a
significant increase when milestones are achieved. The process will include semiannual PD with
modifications and adjustments made annually.
Careers STEM – the career options and industry certifications program will be up and running.
Additional courses and certifications will be added based on student interests and certifications
available. Project Lead the Way will be debut at Key West High School.
Year 4
IB –expansion of the IB program to middle school. Training for K-8 and middle school
administrators. Additional training and support for new teachers and administrators. Beyond year
four this need will be sustained by the district.
EPIC plan- the teacher incentive plan is fully functioning throughout the school district. .
Professional development will continue to ensure that the tool is effectively utilized across the
district. The evaluation team will begin to evaluate each programs success for final reporting.
Beyond year four this need will be sustained by the district.
Careers STEM- the career options and industry certifications program will be up and running.
Additional courses and certifications will be added based on student interests and certifications
available. Beyond year four this need will be sustained by the district. Coral Shores High School
is projected to start a Biomedical STEM program.
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Complete Work Plan Table for (D)(2)(iv)(b)(c)(d) and (D)(3) – one table covers all.
APPROVED
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(D)(3) Ensuring equitable distribution of effective teachers and principals:
Narrative
(i) High-poverty and/or high-minority schools
1. The LEA will develop a plan, with timetables and goals, that uses effectiveness data from
annual evaluations as described in (D)(2)(ii) to attract and retain highly effective teachers and
principals to schools that are high-poverty, high-minority, and persistently lowest-achieving.
The LEA plan may also be designed to attract and retain new teachers from high performing
teacher preparation programs as defined by the Department in the grant to these schools.
Include Work Plan for (E)(2)4. and 5. in the (D)(3) Work Plan Table, if applicable.
2. The LEA will implement a compensation system as described in (D)(2)(iv)(b) to provide
incentives for encouraging effective teachers and principals to work in these schools.
3. The LEA will present a plan that includes strategies in addition to compensation to staff these
schools with a team of highly effective teachers led by a highly effective principal, including
how the success of these individuals will be supported by the district.
4. The LEA will report the effectiveness data of all teachers and principals annually during
Survey 5.
(ii) Hard-to-staff subjects and specialty areas
1. The LEA will implement a compensation system as described in (D)(2)(iv)(b) to provide
incentives for the recruitment of effective teachers in these subjects and areas.
2. The LEA will implement recruitment and professional development strategies to increase the
pool of teachers available in the district in these subject areas.
Include (D)(3)(ii)2. in Work Plan Table for (D)(5).
Complete Work Plan Table for (D)(2)(iv)(b)(c)(d) and (D)(3) – one table covers all.
(D)(5) Providing effective support to teachers and principals:
(i) Quality professional development
1. The LEA will implement a district professional development system that utilizes the state’s
protocol standards for effective professional development as follows:
For Teachers:
a. Persistently lowest-achieving schools (schools in the lowest 5%) must modify the school
schedules to accommodate lesson study. The LEA may modify school schedules for other
schools to allow for common planning time by grade level (elementary) or subject area
(secondary). Such planning time may be dedicated to lesson study focused on
instructional quality, student work, and outcomes, without reducing time devoted to
student instruction. Where lesson study is implemented, the LEA will devote a minimum
of one lesson study per month for each grade level or subject area.
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b. The LEA will ensure that professional development programs in all schools focus on the
new common core standards, including assisting students with learning challenges to meet
those standards (such as through accommodations and assistive technology). Such
professional development will employ formative assessment and the principles of lesson
study.
c. Implement IPDPs for teachers based on analysis of student performance data and results
of prior evaluations as described in (D)(2)(ii).
d. Implement a beginning teacher support program for teachers in the first and second year
that integrates data from multiple evaluations, coaching/mentoring, and assistance on
using student data to improve instruction; builds in time for observation of effective
teachers; includes collaboration with colleges of education, as appropriate; and defines a
clear process for selecting and training coaches/mentors.
For Principals:
e. Implement professional development programs at all schools that focus on the new
common standards, including assisting students with learning challenges to meet those
standards.
f. Implement professional development based on the principles of lesson study and
formative assessment as described by the Department in this grant and the process needed
to implement lesson study in a school.
g. Implement ILDPs for principals based on analysis of student performance data and results
of prior evaluations as described in (D)(2)(ii).
(ii) Measure effectiveness of professional development
1. The LEA will evaluate professional development based on student results and changes in
classroom/leadership practice (as appropriate for the teacher/principal).
Complete Work Plan Table for (D)(5). Include (B)(3)2. and 3., (C)(3)(ii)1. and 2.,
(D)(2)(iv)(a), and (D)(3)(ii)2. in Work Plan Table for (D)(5).
APPROVED
Toward the absolute priority of comprehensive education reform:
The LEA will document the use of Title II, Part A, funds specifically to supplement and enhance the
initiatives implemented in this grant.
This element of the MOU should be addressed in the response to (A)5.
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Work Plan Table
Project/MOU Criterion: Provide Support for Educator Preparation Programs – (D)(1)(ii)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will improve the support of candidates in teacher preparation programs by collaborating
with providers in assigning effective personnel as mentors and supervising teachers and using candidate
performance data for program improvements.
Deliverables (minimum required evidence):
1. Plan for collaboration with institutions or other program providers (include list) to assign supervising teachers.
2. Plan for determining qualifications for selecting effective and highly effective teachers and administrators,
including clinical educator training, as supervising teachers and peer mentors for teacher and principal
leadership candidates.
3. Description of qualifications to supervise program interns or serve as a peer mentor.
4. Reporting teachers and principals who are selected for these positions (the staff database will be updated with
a data element for this purpose).
5. Annual District Program Evaluation Plan (DPEP) reports for district alternative certification programs and
annual reports for School Leadership programs reflect requirements met for Continued Approval Standard
Three (regarding use of data for continuous program improvement and the assignment and training of peer
mentors).
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
nd
rd
th
2
3
4
Quarter Quarter Quarter
Dr. Jesus Jara - Chief Operations Officer
X
X
X
X
X
X
Cheryl Allen- Director of Human Resources
X
X
X
X
X
X
Linda Diaz- Director of Title I &
x
x
x
x
x
x
Professional Development
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
Plan for collaboration with institutions or
2nd
3rd
4th
other program providers (include list) to
Quarter Quarter Quarter
assign supervising teachers.
X
X
X
X
Monroe County School District consists of
rural communities with no institutions for
higher education within its boundaries.
State universities create relationships with
districts within close proximity of campuses
to facilitate ease of supervision and
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implementation for faculty and staff. MCSD
is prepared to assign supervising teachers to
candidates from teacher preparation
programs by maintaining a pool of
supervising teachers who have completed
clinical educator training. Interns from
universities and colleges of education are
occasionally placed within Monroe County
School District, but no formal relationships
are established. Clinical educator training is
offered annually in the district, and a system
for refreshing existing completers is
established. Clinical educator training is
provided annually through agreement with
the local union, United Teachers of Monroe,
and qualifies participants to act as
mentors/peers for the new teaching
induction program in addition to fulfilling
the role of intern supervisor.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Clinical educator training is provided
annually to maintain a qualified pool of
supervising teachers. Clinical educator
training is provided annually through
agreement with the local union, United
Teachers of Monroe, and qualifies
participants to act as mentors/peers for the
new teaching induction program in addition
to fulfilling the role of intern supervisor.
Deliverable (required):
Plan for determining qualifications for
selecting effective and highly effective
teachers and administrators, including
clinical educator training, as supervising
teachers and peer mentors for teacher and
principal leadership candidates.
The District Director of Professional
Development maintains a list of qualified
supervising teachers and works with school
principals to assign student teachers based
on placement criteria from the university
and school dynamics. The MCSD
Leadership Plan is under revision for the
2010-2011 school year and will include
criteria for high performing principals to
nd
2
Quarter
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
X
2010-11
3rd
4th
Quarter Quarter
2011/12
X
X
46
2012/13
X
2012/13
X
2013/14
X
2013/14
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mentor leadership candidates.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Clinical educator training is provided
annually to maintain a qualified pool of
supervising teachers.
The MCSD Leadership Plan revision will be
completed.
Deliverable (required):
Description of qualifications to supervise
program interns or serve as a peer mentor.
Supervising teachers will successfully
complete Clinical Educator Training and
maintain certification to be qualified to
supervise a student teacher.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Clinical Educator Training will be available
annually. Clinical educator training is
provided annually through agreement with
the local union, United Teachers of Monroe,
and qualifies participants to act as
mentors/peers for the new teaching
induction program in addition to fulfilling
the role of intern supervisor.
Deliverable (required):
Reporting teachers and principals who are
selected for these positions (the staff
database will be updated with a data element
for this purpose).
Reports to DOE will be provided on the
established timeline during the data survey
windows.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline.
Deliverable (required):
Annual APEP reports for district alternative
certification programs and annual reports for
School Leadership programs reflect
requirements met for Continued Approval
Standard Three (regarding use of data for
continuous program improvement and the
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
2011/12
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2
Quarter
X
X
X
2nd
Quarter
X
nd
2
Quarter
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2010-11
3rd
4th
Quarter Quarter
2011/12
X
X
47
X
2013/14
X
X
2nd
Quarter
X
nd
2012/13
2012/13
X
2012/13
X
2012/13
X
2012/13
X
2012/13
X
2013/14
X
2013/14
X
2013/14
X
2013/14
X
2013/14
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assignment and training of peer mentors).
Reports to DOE will be provided on the
established timeline during the data survey
windows.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline. Internal processes will be reviewed
annually to ensure reported data are
complete, accurate, and timely.
Project
Budget
Summary:
2010-11
3rd Quarter
2nd Quarter
$0
$0
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
X
2011/12
X
2013/14
X
2012/13
2013/14
4th Quarter
$0
$0
$0
$0
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends) Clinical Educator training is an existing piece of the
professional development offerings. The revision of the MCSD Leadership Plan has already begun, and will
encompass required elements of RttT. The primary resource to support this project is building capacity with
existing personnel, and sustainability of the program will be a primary element when constructing the project
parameters.
Supporting Narrative (optional):
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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Work Plan Table
Project/MOU Criteria: Improve Teacher and Principal Evaluation Systems – (D)(2)(i)(ii)(iii)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will design and conduct teacher and principal evaluations through systems that meet the
requirements of law and of the MOU.
Deliverables (minimum required evidence):
1. A completed teacher appraisal system that reflects the inclusion of and implementation process for each of the
content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined
checklist at the end of the template document.
2. A timetable for implementing the teacher evaluation system.
3. A completed principal appraisal system that reflects the inclusion of and implementation process for each of
the content and design requirements listed in s. 1012.34, F.S., and in the MOU in (D)(2)(i)-(iii). See combined
checklist at the end of the template document.
4. A timetable for implementing the principal evaluation system.
5. Annually report evaluation results for teachers and principals through the regular student and staff survey.
6. Submit revisions to the teacher and principal evaluations annually, if revisions are made.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
nd
rd
th
2
3
4
Quarter Quarter Quarter
Dr. Joseph Burke - Superintendent of
X
X
X
X
X
X
Schools
Dr. Jesus Jara - Chief Operations Officer
X
X
X
X
X
X
Dr. L. Salinero – Executive Director of
X
X
X
X
X
X
Student Services & Curriculum
Cheryl Allen - Human Resources Director
X
X
X
X
X
X
TBA - RTT Project manager
X
X
X
X
X
x
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13 2013/14
Deliverable (required):
A completed teacher appraisal
2nd Quarter 3rd Quarter
4th
system that reflects the inclusion of
Quarter
and implementation process for
PLANNING PLANNING
Implementation
No
X
X
X
each of the content and design
later
requirements listed in s. 1012.34,
than
F.S., and in the MOU in (D)(2)(i)May 1
(iii).
2010-11
2011/12
2012/13 2013/14
Supporting Activities (indicate
each year activity will be
2nd Quarter 3rd Quarter
4th
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conducted and include collective
bargaining, if applicable):
Collective bargaining negotiations
to include salary schedule and
teacher evaluation instrument are
in process.
Quarter
In process
Deliverable (required):
A timetable for implementing the teacher
evaluation system (this may be adjusted
annually).
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Project manager hired (3 years)
RFQ for Value Added consultant to
facilitate the k-3 and 11th and 12th grade as
well as non-tested areas (one year)
Work group created and assigned tasks (2
years) To develop the instrument the LEA
In process
2nd
Quarter
X
2nd
Quarter
X
X
No
later
than
May 1
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
2011/12
2012/13
2013/14
X
X
will measure student growth based upon
the performance of students on staterequired assessments and, for content
areas and grade levels not assessed on
state-required assessments, the LEA will
use state assessments or district-selected
assessments that are aligned to state
standards and developed or selected in
collaboration with LEA stakeholders, or
will use valid, rigorous national
assessments. It utilizes the state-adopted
teacher-level student growth measure as
the primary factor of the teacher and
principal evaluation systems. Student
growth component is at least 40% and
will be greater than any other single
component of the evaluation. Evaluation
will be completed at least once a year for
all teachers, with several formative
evaluations prior to the final evaluation,
including coaching from the
administrator.
The product will be a multi-metric
approach combining with the student
performance and principal observation
components to develop a “multi-metric”
evaluation system for, at a minimum, the
teachers who are in the year prior to a
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X
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milestone career event, such as being
awarded a multi-year contract, a
promotion, or a significant increase in
salary. Examples of additional metrics
include, but are not limited to,
observations by master teachers or
instructional coaches, student input, peer
input, and parental input.
Additionally both evaluation tools will
include a comprehensive range of ratings
beyond a simple satisfactory or
unsatisfactory, that must include
“effective” and “highly effective.”
Stakeholder involved development of the
instrument, modifications. The stakeholders
will include the core of effective
X
X
X
X
X
X
X
practices, developed in collaboration
with stakeholders that have been
strongly linked to increased student
achievement for the observation portion
of the teacher evaluation. The principal,
direct supervisor, and any other
individual performing observation will
use, at a minimum, this same core of
effective practices
Training for evaluators and stakeholders
Field testing of instrument, validity checks
Review results and modify instrument/
training as needed. The evaluation tool will
utilize the state-adopted teacher-level
X
X
X
X
X
X
X
X
X
student growth measure as the primary
factor of the teacher and principal
evaluation systems.
Training for all stakeholders on the new
tools
Begin full implementation of instrument,
modify as needed
Deliverable (required):
A completed principal appraisal system that
reflects the inclusion of and implementation
process for each of the content and design
requirements listed in s.1012.34, F.S., and in
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
X
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the MOU in (D)(2)(i)-(iii). See combined
checklist attached.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation is currently in use
and incorporates the required elements. The
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
X
X
X
X
X
X
\evaluation tool utilizes for the Florida
Principal Leadership Standards with an
emphasis on recruiting and retaining
effective teachers, improving
effectiveness of teachers, and removing
ineffective teachers. Evaluation will be
completed at least once a year for all
administrators.
Training and modification as needed
Deliverable (required):
A timetable for implementing the principal
evaluation system (this may be adjusted
annually).
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation is in the first
year of implementation for the 2010-2011
school year. Collective bargaining is not
applicable for administrators in Monroe
County. The LEA will conduct “multi-
X
2nd
Quarter
X
2nd
Quarter
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
2010-11
3rd
4th
Quarter Quarter
X
2010-11
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
X
X
X
metric” evaluations for administrators
who are in the year prior to a milestone
career event, such as being awarded a
multi-year contract, a promotion, or a
significant increase in salary. The LEA
plan will include a definition of
milestone career event.
Deliverable (required):
Annually report evaluation results for
teachers and principals through the regular
student and staff survey.
Supporting Activities (indicate each year
nd
2
Quarter
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activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline.
Deliverable (required):
Submit revisions to the teacher and principal
evaluation systems annually, if revisions are
made.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Revisions to the performance evaluation
systems will be submitted as required.
Project
Budget
Summary:
2nd Quarter
$66,000.00
2010-11
3rd Quarter
$ 50,000.00
2nd
Quarter
X
3rd
Quarter
X
4th
Quarter
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
X
2011/12
X
2012/13
X
X
2013/14
4th Quarter
$ 50,000.00
$135,000.00
$ 95,000.00
(Evaluation)
$ 65,000.00
Sustainability Factors: Monroe County School Board has already reviewed and implemented the evaluation
system for administrators. Funding to sustain the performance-based component of the plan is a high priority for
the Monroe County School Board. The board is committed to have the highest paid and highest performing
educators in the state of Florida. Therefore, the performance based compensation plan (EPIC) will replace the
current salary schedule and will reward teachers and principals based upon performance indicators including
student achievement.
Supporting Narrative (optional):
Monroe County is located in a remote area of the Florida Gulf Coast. Our district is connected to the
continental United States by over one hundred miles of two lane roads and bridges. Our cost of living in
this isolated area is the second highest in the state. We have significant difficulty recruiting and retaining
educators in our school district, even though we offer the highest beginning teacher salary in the State of
Florida. In addition, our island community is under threat of hurricanes and commercial disasters such as
the largest oil spill in US history in the Gulf of Mexico. Our rural community is fully dependent upon the
fishing and tourism industries and has no other means to sustain this fragile economy. Additionally,
many of the students and families in Monroe County are economically disadvantaged, with many schools
having more than 60% or more students qualifying for Free and Reduced Lunch (FRL) and our district
average is nearly 50% FRL. We also have a large population of students for whom English is a Second
Language (ESL). Currently, in our schools we have students speaking 60 different languages. Our total
enrollment is approximately 8200 students, with 22% ESE population (including gifted).
The Monroe County Incentive program is called the EPIC plan (Educational Performance Incentive
Compensation Plan). The EPIC plan is designed to offer teachers and school administrators a pathway
toward significant incentives for exemplary educational practices. Our plan aligns with the state
Differentiated Accountability Model. EPIC Plan will enable educators, at many places in their careers, to
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set a course for success in the field of education.
Time Line
Year 1(2010-2011) –The plan is developed by a joint, school and administration team, with multiple
sub-committees ensuring that each group has a voice in the plan development, implementation and
review. Selection of supports from research based, university and experts in the field will be
contacted to support our initiative and program evaluation. Major benchmarks include:
 Finalize the compensation model

Determine value added methodology and metrics

Conduct communication meetings throughout the year

Hire the Program Manager

Pilot evaluation tool
A complete list of first year benchmarks can be found on below:
November – December 2010
 Each school will review the 2009- 2010 student data with site-based data coaches.

School administrator will meet with individual teachers to plan professional development needs
for the school year as evidenced by Teacher IPDPs

Team will utilize reflection from Committees in making modifications to the plan

Each administrator will meet with the Chief Operations Officer & Executive Director of Student
Services & Curriculum to discuss school-wide student data and review plans for the school year
as evidenced by the SIP process

Major topics of development: Value Added, educator incentive program and non-core areas
performance-based incentives

Create job description and advertisement for Project Manager is prepared and will be posted

RFQ for Value Added consultant, evaluation consultant; applications are prepared and posted

Committees meet regularly to discuss and prioritize activities

Committees review and analyze evaluation tools as well as a career ladder for administrators

Major topics of development: Value Added, educator incentive program and non-core areas
performance-based incentives

Following each Progress Monitoring (PM) interval the administrator and instructors will review
the results. Note PM Intervals vary depending on the school type and administration of the
instrument.

Each administrator will meet (monthly) with the Chief Operations Officer & Executive Director
of Student Services & Curriculum to discuss school-wide progress
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Review and select consultant, university support, evaluation consultant schedule trainings.

Monthly committee meetings, create public / school board communication

Data coaches will meet with school administrators to review school wide data

Administrators will meet individually with teachers to discuss professional development needs for
instructional staff

Chief Operations Officer will meet (monthly) with the principals regarding their school-wide data
and their individual professional development focus.

Team will utilize reflection from Committees in making modifications to the plan

Major topics of development: Value Added, educator incentive program and non-core areas
performance-based incentives
January – February 2010 – Milestone
 Teacher evaluation instrument should be well developed

Each administrator will meet (monthly) with the Chief Operations Officer, Project Manager and
Executive Director of Student Services & Curriculum to discuss school-wide progress

Monthly committee meetings continue

Value Added training and supporting consultant training should be making significant progress

Prepare the intensive training modules for the teachers and administrators for January

Team will utilize reflection from Committees in making modifications to the plan

Major topics of development: Value Added, educator incentive program and non-core areas
performance-based incentives
March – April 2011
 Final vetting process for the evaluation tool

Intensive educator vetting with staff regarding the evaluation tools continue

Completion of the training and implementation of Value Added.

Monthly committee meetings continue

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide
progress

Procedures of evaluation should be completed and ready to begin training pilot

Committees will work on communication and professional development relating to the evaluation
instrument
55


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Team will utilize reflection from Committees in making modifications to the plan
Major topics of development: Value Added, educator incentive program and non-core areas
performance-based incentives should be completed
April 2011
 Final review and preparation for evaluation pilot

Request volunteers for the pilot evaluation

Training for the observers using the instrument

Monthly committee meetings

Team will utilize reflection from Committees in making modifications to the plan

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide
progress

Intensive training on the evaluation instrument to ensure inter-rater reliability
May 2011
 Pilot implementation begins

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide
progress

Intensive training on the evaluation instrument to ensure inter-rater reliability

Review the evaluation process and compare the results

Monthly committee meetings continue

Team will utilize reflection from Committees in making modifications to the plan
May- June 2011
 (Tentative) Union ratifies the evaluation and the team verifies the evaluation responses

Each administrator will meet (monthly) with the Chief Operations Officer to discuss outcomes
and overall student progress

Plans for training needs are projected for 2012-2013

Team will utilize reflection from Committees in making modifications to the plan
June – August 2011
 Prepare the policy and procedure manual / complete training modules for administrators and
teachers
August 2011-June 2012
 Full Performance-based compensation incentive implementation begins.
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Throughout the planning year we will explore what the best practices are based on the experts in the
field. Our goal is to create a program that is exemplary in all aspects.
Year 2 (2011-2012) – Implementation begins with all of our 11 schools participating in the EPIC
Plan. Monroe County School District is dedicated to ensuring that ALL teachers and administrators in
our county are included. Teachers and administrators will be placed in the appropriate location on the
career ladder by the Human Resources Department and Career Placement Committee using
guidelines developed in year one. Each educator will receive the placement information and
professional development offerings based upon identified area(s) of support and student need. The
specific performance-based compensation break-out for year two is as follows:
2011-2012 = 35% student performance on assessments/ 15% local data/ 50% observations and other
measures (as determined in year 1).
Year 3 (2012-2013)–This will be the first year that movement within the career ladder is possible.
Prior year data will result in modifications to strengthen areas of weakness in the current plan.
Professional Development will be an expected and ongoing part of the process. Each year the Human
Resources Department and Career Placement Committee will review and provide placement
designations. The evaluation break-out is as follows: 2012-2013 = 40% student performance data /
10% local data / 50% observations and other supporting data (as determined in year 1).
Year 4 (2013-2014)–This will be the second year of full implementation of the performance based
incentive program. The continuous improvement model will be utilized to review data from prior
years and to continue to modify the program as needed. The spotlight now shifts to sustainability as
our goal of maintaining the program beyond the grant cycle. The educators have the potential to
transition to the Accomplished and Distinguished levels. Educators wishing to move across the career
ladder will follow application procedures to indicate interest. The Human Resources Department and
Career Placement Committee will review applications. The break-out is as follows: 2013-2014 = 45%
student performance data / 10% local data / 45% observation and other data (as determined in year 1).
Year 5 (2014-2015)–This will be the third year of full implementation of the performance based
incentive program. Planning for the future of the project will be completed and the trainings,
communications and evaluation processes should all be highly efficient and established as a regular
part of our HR program. The break-out is as follows: 2014-2015= 50% student performance data /
10% other data / 40% observation and other data (as determined in year 1). The program is 100%
viable and sustained by local and federal sources. The evaluation measures are both valid and reliable
and applied fairly and transparently. Teachers and administrators understand the clear career
pathways and are able to navigate the program with ease.
Title and Page Number of Appendices for this Project (if applicable):
APPROVED
Plan Appendix (D)(2)(i-iii)
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Work Plan Table
Project/MOU Criteria: Use Data Effectively in Human Capital Decisions – (D)(3), including (D)(2)(iv)(b)(c)(d)
and (E)(2)4.-5.
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will use results from teacher and principal evaluations to inform each of the human
capital processes listed in the MOU.
Deliverables (minimum required evidence):
1. Annually submit the teacher and principal salary schedules that reflect the basis of determining the pay scale
and supplements. The salary schedule will reflect the use of evaluation data and the requirements of the MOU
based on the district-determined implementation timeline.
2. Submit a revised teacher and principal evaluation system that reflects the process for using evaluation data to
make each of the human capital decisions listed in the MOU (date submitted will be based on the districtdetermined implementation timeline.)
3. Submit a staffing plan that reflects the assignment of effective and highly effective teachers and principals as
defined in the grant notice to the district’s schools that have the highest percentages of low income students
and minority students. Revisions to the plan, if made, should be submitted annually.
4. Annually submit the district’s collective bargaining agreement. The agreement that shows the use of teacher
evaluation data to inform human capital decisions listed in the MOU will be submitted based on the districtdetermined implementation timeline.
5. Submit documentation of the accountability process for administrators to utilize evaluation results for teachers
and principals in human capital decisions (list the documentation and the timeline for submission in Related
Activities).
6. Report all bonuses and salary augmentations by teacher through the regularly-scheduled student and staff
survey.
7. Annually report terminations through the regularly-scheduled student and staff survey.
8. Report and update as necessary during the school year the assignment of teachers and principals through the
regularly-scheduled student and staff surveys.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
Dr. J. Burke - Superintendent of Schools
X
X
X
X
X
X
Dr. J. Jara - Chief Operations Officer
X
X
X
X
X
X
C. Allen - Human Resources Director
X
X
X
X
X
X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Annually submit the teacher and principal
salary schedules that reflect the use of
evaluation results. The salary schedule will
reflect the use of evaluation data and the
requirements of the MOU based on the
district-determined implementation timeline.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation is board reviewed
the new performance incentive plan to
include performance elements which are
currently under development.
Collective bargaining negotiations to
include salary schedule and teacher
evaluation instrument are in process.
Deliverable (required):
Submit a revised teacher and principal
evaluation system that reflects the process
for using evaluation data to make each of the
human capital decisions listed in the MOU
(date submitted will be based on the districtdetermined implementation timeline).
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation system is in place
and can be viewed in the appendices of this
document.
Collective bargaining negotiations to
include salary schedule and teacher
evaluation instrument are in process.
Deliverable (required):
Submit a staffing plan that reflects the
assignment of effective and highly effective
teachers and principals as defined in the
grant notice to the district’s schools that
have the highest percentages of low income
students and minority students. Revisions to
the plan, if made, should be submitted
annually.
Supporting Activities (indicate each year
activity will be conducted and include
2nd
Quarter
2nd
Quarter
X
3rd
Quarter
4th
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
X
X
2011/12
X
X
X
X
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2nd
Quarter
X
2nd
Quarter
X
X
2010-11
3rd
4th
Quarter Quarter
X
2012/13
X
2012/13
2010-11
3rd
59
X
2013/14
X
X
X
X
X
2011/12
2011/12
4th
2013/14
X
2012/13
X
2nd
2013/14
X
2011/12
X
2012/13
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
nd
X
2012/13
2013/14
X
2013/14
RACE TO THE TOP
LEA FINAL SCOPE OF WORK – EXHIBIT II
collective bargaining, if applicable):
Staffing plan will be developed following the
development of the teacher evaluation model
in conjunction with the principal evaluation
system. Criteria will be established with
concrete procedures to make staffing
adjustments to support the schools that serve
the highest percentage of low income and
minority students.
Quarter
Quarter
Quarter
X
X
X
Deliverable (required):
Annually submit the district’s collective
bargaining agreement. The agreement that
shows the use of teacher evaluation data to
inform human capital decisions listed in the
MOU will be submitted based on the
district-determined implementation timeline.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Collective bargaining agreement will be
submitted.
Deliverable (required):
Submit documentation of the accountability
process for administrators to utilize
evaluation results for teachers and principals
in human capital decisions (list the
documentation and the timeline for
submission in Related Activities).
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation system is in place
and can be viewed in the appendices of this
document. Annual evaluation results will
impact potential salary increases and
longevity for principals.
Collective bargaining negotiations to
include performance plan and teacher
evaluation instrument are in process.
Deliverable (required):
Report all bonuses and salary augmentations
by teacher through the regularly-scheduled
student and staff survey.
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
2nd
Quarter
X
nd
2
Quarter
2nd
Quarter
X
2nd
Quarter
X
X
2010-11
3rd
4th
Quarter Quarter
X
60
X
X
2012/13
X
2012/13
X
2013/14
X
2013/14
X
X
X
X
X
X
X
2011/12
X
2012/13
X
2013/14
X
RACE TO THE TOP
LEA FINAL SCOPE OF WORK – EXHIBIT II
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline.
Deliverable (required):
Annually report terminations through the
regularly-scheduled student and staff survey.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline.
Deliverable (required):
Report and update as necessary during the
school year the assignment of teachers and
principals through the regularly-scheduled
student and staff surveys.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Survey data is provided on the established
timeline.
Project
Budget
Summary:
2010-11
3rd Quarter
2nd Quarter
$0
$0
2nd
Quarter
X
2nd
Quarter
2nd
Quarter
X
nd
2
Quarter
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
X
X
X
X
X
X
2012/13
X
2013/14
X
X
2012/13
X
2011/12
2013/14
2013/14
X
X
2012/13
2013/14
4th Quarter
$0
$0
$0
$0
Sustainability Factors: Monroe County School Board is currently implementing the performance based
evaluation system for administrators. Funding to sustain the performance-based component of the plan is a high
priority for the Monroe County School Board. The board is committed to have the highest paid and highest
performing educators in the state of Florida. Therefore, the proposed performance based system will reward
teachers and principals based upon performance indicators including student achievement.
Supporting Narrative (optional):
APPROVED
Title and Page Number of Appendices for this Project (if applicable): D 3 – Principal’s Performance
Evaluation Plan
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Work Plan Table
Project/MOU Criteria: Focus Professional Development – (D)(5), including (B)(3)2. and 3., (C)(3)(ii),
(D)(2)(iv)(a), (D)(3)(ii)2., and, if applicable, (E).
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will revise its professional development system to include the elements described in the
Race to the Top grant, will utilize data from teachers’ and principals’ evaluations to plan and evaluate professional
development, and will evaluate the effectiveness of professional development based on changes in practice and
student outcomes.
Evidence:
1. A revised district professional development system that meets the requirements of Florida’s Protocol
Standards for Professional Development and reflects the inclusion of each of the content and design
requirements in the MOU sections listed above. See combined checklist attached, to be submitted with this
Table.
2. A timetable for implementing the new elements into the professional development system for teachers and
principals in the district.
3. A revised teacher and principal evaluation system that reflects the use of evaluation results to plan and provide
professional development.
4. A component of the district’s professional development system reflecting a revised process for evaluating the
district’s professional development in accordance with Protocol Standards, the requirements of the MOU, and
as described in the grant.
5. A timetable for implementing the evaluation of professional development in the district.
6. Annually report evaluation results of the professional development for teachers and principals as part of the
review of the district’s professional development plan.
7. Submit revisions to the professional development system annually, based on the district-determined timetable
for implementation.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
Dr. Jesus Jara - Chief Operations Officer
X
X
X
X
X
X
Linda Diaz - Director of Professional
X
X
X
X
X
X
Development
Committee of High Performing Principals
X
X
X
X
X
X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
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LEA FINAL SCOPE OF WORK – EXHIBIT II
A revised district professional development
system that meets the requirements of
Florida’s Protocol Standards for
Professional Development and reflects the
inclusion of each of the content and design
requirements in the MOU sections listed
above. See combined checklist attached.
The Professional Development System is
updated as requirements and expectations
change. The Master Inservice Plan is a key
component of the system, and includes
components that embrace program
requirements.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Update the District Master Inservice Plan
annually.
An annual report will be generated detailing
any revisions to the Master Inservice Plan to
comply with RttT grant requirements.
Deliverable (required):
A timetable for implementing the new
elements into the professional development
system for teachers and principals in the
district.
Revisions and plans will occur during the
2010-2011 school year, and will be
implemented throughout the term of the
award. Administrator revisions will be
addressed by the committee working to
revise the MCSD Leadership Plan. The
MCSD Professional Development System
incorporates the Florida Professional
Development Protocol Standards and
provides support for professional
development offerings including jobembedded opportunities such as Lesson
Study and Professional Learning
Communities.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Creation of a timetable for teacher PD.
Revision of the MCSD Leadership Plan.
Deliverable (required):
A revised teacher and principal evaluation
system that reflects the use of evaluation
2nd
Quarter
X
nd
2
Quarter
X
3rd
Quarter
X
4th
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
2011/12
X
2012/13
X
2013/14
X
X
X
X
X
X
2011/12
X
2012/13
X
2013/14
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
2011/12
2012/13
2013/14
2nd
Quarter
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2nd
Quarter
63
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LEA FINAL SCOPE OF WORK – EXHIBIT II
results to plan and provide professional
development.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
The principal evaluation system is in place
and can be viewed in the appendices of this
document.
Collective bargaining negotiations to
include performance based incentives and
teacher evaluation instrument are in
process.
Deliverable (required):
A component of the district’s professional
development system reflecting a revised
process for evaluating the district’s
professional development in accordance
with Protocol Standards, the requirements of
the MOU, and as described in the grant.
As indicated by the state protocol, at least
10% of the district’s professional
development activities will have formal
evaluations. Professional development
related to the new teacher evaluation system
will be evaluated by an independent
evaluator.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Development of the teacher performance
evaluation instrument and supporting
program.
Administer PD Needs Assessment related to
teacher evaluation system elements
Professional development related to the new
teacher evaluation system.
Implementation of the teacher evaluation
system.
Evaluation of the professional development
related to the system.
Deliverable (required):
A timetable for implementing the evaluation
of professional development in the district.
Evaluation will occur following the
implementation cycle.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Development of the teacher performance
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
X
X
X
2011/12
2012/13
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2nd
Quarter
X
X
2013/14
X
2012/13
X
2013/14
X
2012/13
2013/14
X
X
X
X
X
X
X
nd
2
Quarter
X
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
64
X
X
2012/13
X
2012/13
2013/14
X
2013/14
RACE TO THE TOP
LEA FINAL SCOPE OF WORK – EXHIBIT II
evaluation instrument and supporting
program.
Administer PD Needs Assessment related to
teacher evaluation system elements
Professional development related to the new
teacher evaluation system.
Implementation of the teacher evaluation
system.
Evaluation of the professional development
related to the system.
Deliverable (required):
Annually report evaluation results of the
professional development for teachers and
principals as part of the review of the
district’s professional development plan.
Professional development will be
documented and tracked each year. The
evaluation will occur at the end of the cycle.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Professional development related to the new
teacher evaluation system will be evaluated
by an independent evaluator.
Deliverable (required):
Submit revisions to the professional
development system annually, based on the
district-determined timetable for
implementation.
The Master Inservice Plan and other key
elements of the Professional Development
System will be updated based on teacher
participation and areas identified through
the needs assessment process.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Develop the teacher evaluation system.
Administer PD Needs Assessment related to
teacher evaluation system elements
Professional development related to the new
teacher evaluation system.
Implementation of the teacher evaluation
system.
Evaluation of the professional development
related to the system.
Project
2nd Quarter
2010-11
3rd Quarter
X
X
X
X
X
X
X
X
Field
test
X
X
X
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
X
nd
2
Quarter
2nd
Quarter
X
2nd
Quarter
X
X
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
X
2011/12
2012/13
X
X
X
2012/13
X
2013/14
X
2013/14
X
2013/14
X
2012/13
2013/14
X
X
X
X
Field
test
X
X
X
X
2011/12
4th Quarter
65
2012/13
2013/14
RACE TO THE TOP
LEA FINAL SCOPE OF WORK – EXHIBIT II
Budget
Summary: $0
$0
$0
$0
$0
$0
Sustainability Factors: Ease of access to professional development activities is already established in the district
and the capacity for teachers to access and attend sessions is scheduled by the district leadership team. Schoolbased leadership teams will utilize appropriate opportunities to provide job-embedded professional teachers for
all stakeholders.
Supporting Narrative (optional): As stated under the core areas, the Monroe County School District EPIC
Plan is designed to mirror the State of Florida Race to the Top and the Common Core Standards
initiatives. The EPIC plan will have a career ladder for both teachers and school-based administrators
that is clear and meaningful in support of the high needs students and schools. The project emphasizes
the need for high quality educators and their impact on student achievement. Further, we recognize that
the hard to staff positions can be impacted by incentives and performance compensation. In order to
retain the highly effective staff, the performance-based compensation is a natural way to meet the needs
of the students and recognize excellent educators. Definitions of teacher expectations draft can be found
in Attachment J.
A significant portion of the performance-based compensation plan will depend on student achievement.
As shown in our comparison schools, our district underperforms comparison schools. We will be
utilizing at least two years of data to place educators on the career ladder. Milestone movement to a
higher level within the plan will come with significant salary increase and responsibility for both teachers
and administrators. To determine movement to a higher level of achievement the team will develop a
detailed rubric containing specific indicators, to rate the employees. As the teachers and administrators
progress up the career ladder, they will receive reward as well as additional responsibilities. Reward will
be in the form of significant performance based salary incentives and the responsibility will be mentoring
for struggling and new staff and leadership roles / opportunities. As we develop the final plan, we will
determine what “effective” is and exactly how “effective” will be measured.
APPROVED
66
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Checklist for Professional Development System Revisions under RTTT
(Return with Final Scope of Work)
Item from RTTT MOU and corresponding Protocol standards
1. Teacher content knowledge with a focus on the common core state
standards (aligns with Protocol 1.2.2; 2.2.2; 3.2.2)
2. Instructional strategies and methods for implementation of the common
core state standards (aligns with Protocol 1.2.2; 2.2.2; 3.2.2)
3. Methods, strategies, and the conceptual background appropriate to
differentiating instruction (aligns with Protocol 1.2.3; 2.2.3; 3.3.3)
4. Use of formative assessment and the principles of lesson study to guide
instruction [Ref. MOU criterion (B)(3)2.] (aligns with Protocol 1.2.1;
1.4.2; 1.4.4; 2.2.1; 3.2.1)
5. Effective use of common planning time to focus on teaching and
learning improvements (aligns with Protocol 1.2.6; 2.2.6; 3.2.6)
6. Teacher and principal use of data systems involving assessment
information on student learning (aligns with Protocol 1.4.4; 2.4.4; 3.4.4)
7. Methods for using student learning data to formulate targets for
improvement in IPDP and ILDP (aligns with Protocol 1.1.3; 2.1.5)
8. Effective beginning teacher support programs based on evaluation data
of student learning and teacher performance (aligns with Protocol 1.3.1;
1.3.2; 2.3.2; 3.3.2)
9. Instructional practices that target high-needs students (aligns with
Protocol 1.2.3; 2.2.3; 3.3.3)
10. Training administrators and other school leaders on methods of
classroom observation, feedback and coaching for improvement, and
using lesson study and related protocols to focus and support teacher
work on improving instructional and assessment practices (aligns with
Protocol 3.1.6)
11. A comprehensive plan to deliver professional development to teachers,
principals, and administrators on how to access local instructional
improvement and state level data systems for the purpose of improving
instruction. [Ref. Section ©, Data Systems] (aligns with Protocol 1.2.5;
2.2.5; 3.2.5)
12. If the district has schools in the 5% of persistently lowest performing
schools and is participating in the Leadership Academy, include the
Academy in the plan [Ref. Section (E), Struggling Schools].
67
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Work
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E. TURNING AROUND THE LOWEST-ACHIEVING SCHOOLS
IF YOU ARE AN LEA THAT DOES NOT HAVE A PERSISTENLY LOWESTACHIEVING SCHOOL, SECTION (E) DOES NOT APPLY TO YOU AND YOU DO NOT
NEED TO COMPLETE IT. SEE APPENDICES B AND C TO FLORIDA’S MOU FOR
LIST OF SCHOOLS.
INFORMATION FOR ITEMS BELOW SHOULD BE THE SAME AS IN YOUR SCHOOL
IMPROVEMENT GRANT (SIG) APPLICATION. YOU MAY INCLUDE RELEVANT
PARTS OF YOUR SIG APPLICATION IN THE APPENDIX.
N/A Monroe County Does Not Have Low Performing /Turn Around Schools
(E)(2) Turning around the lowest-achieving schools
1. The LEA will select and implement one of the four school intervention models described in
the grant application in all persistently lowest-achieving schools located in the district (see
Appendix A to the MOU). The Department will identify the schools based upon the school
categories devised for school accountability under s. 1008.33, F.S., and set forth in Rule 6A1.099811, F.A.C. (see Appendices B and C to the MOU).
2. An LEA with more than nine persistently lowest-achieving schools will not select the
transformational option for more than one-half of the schools.

All actions undertaken by the LEA under this element of the grant will be in accordance
with the requirements of s. 1008.33, F.S. (Differentiated Accountability).
Complete Work Plan Table for (E)(2)1.-2.
3. The LEA will submit a plan for the Department’s approval that implements one or more of the
following programs in each persistently lowest-achieving school and within the feeder pattern
of each persistently lowest-achieving high school:
• In Intervene schools, the LEA will implement a schedule that provides increased learning
time beyond the minimum 180 days and/or implement an extended school day, beyond the
current hours of instruction.
• The LEA will offer prekindergarten on a full day basis using the Department’s Title I Full
Day PreK model, for children residing in the attendance zone of such schools.
• The LEA will expand opportunities for students to attend career and professional
academies, especially STEM academies, under s. 1003.493, F.S.
• The LEA will expand or introduce proven programs to encourage advanced classes,
positive behavior support systems, mentoring, and curriculum that provide high-need
students with college-ready, career-ready, or other postsecondary skills..
• The Department may approve other programs that demonstrate a strong record of
improving student achievement in these district schools.
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Complete Work Plan Table for (E)(2)3.
4. The LEA will use effectiveness data from annual evaluations to determine incentives for the
most effective teachers to work in the district’s elementary, middle, and high schools that are
the persistently lowest-achieving.
Include Work Plan for (E)(2)4. in Table for (D)(3).
5. The LEA will only assign new teachers (those in their first and second year) in the district’s
schools that are the persistently lowest-achieving if these teachers have completed or are
participating in a high-performing teacher preparation program, as defined in the grant
application. The LEA will ensure that such teachers are provided additional support by staffing
a mix of new and proven teachers across all content areas and grade levels in the school.
Include Work Plan for (E)(2)5. in Table for (D)(3).
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Work Plan Table
Project/MOU Criteria: Drive Improvement in Persistently Low-Achieving Schools – (E)(2)1.-2.
Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school.
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: LEAs will select one of the four school intervention models in all schools identified as persistently
lowest-achieving by the Department of Education. LEAs with more than nine persistently lowest-achieving
schools will not select the transformation model option for more than one-half of the schools. All actions must be
in accordance with Differentiated Accountability.
N/A Monroe County Does Not Have Low Performing /Turn Around Schools
Deliverables (minimum required evidence):
1. LEA will select School Intervention Model from list of four options (see Appendix A of MOU).
2. LEA will provide documentation that supports the selection of the intervention model to include:
- Teacher performance data regarding student learning gains in reading and mathematics.
- Documentation that reflects the placement of the Principal and his/her record of “turn around” success.
- Documentation relating to staff turnover/replacement.
Note: Please attach relevant parts of your School Improvement Grant in the Final Scope of Work Appendix.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable (required):
nd
rd
th
LEA will select Intervention Model from list
2
3
4
of four options (see Appendix A of MOU).
Quarter Quarter Quarter
X
X
X
X
2010-11
2011/12
2012/13
2013/14
Supporting Activities (indicate each year
activity will be conducted and include
2nd
3rd
4th
collective bargaining, if applicable):
Quarter Quarter Quarter
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Deliverable (required):
LEA will provide documentation annually
that supports the selection of the
intervention model to include:

Documentation detailing staff (including
coaches) as it relates to their student
learning gains in reading
and/mathematics over a three year
period. For those with less than three
years of experience learning gains will
be based upon the number of years
taught. For teachers and coaches other
than those of reading and mathematics,
retention must be based on increased
student achievement. LEA will provide
detailed report regarding Principal and
administrative team as it relates to their
qualifications as outlined in Appendix A
of the MOU.

Documentation relating to staff
turnover/replacement.

Detailed report regarding Principal and
administrative team as it relates to their
qualifications as outlined in Appendix A
of the MOU.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Project
Budget
Summary:
2nd
Quarter
2010-11
3 Quarter
nd
$
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2011/12
rd
2 Quarter
$
2nd
Quarter
X
X
2013/14
X
2012/13
2012/13
2013/14
2013/14
th
4 Quarter
$
$
$
$
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
Supportive Narrative (optional):
Title and Page Number of Appendices for this Project (if applicable):
APPROVED
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Work Plan Table
Project/MOU Criterion: Implement Proven Programs for School Improvement – (E)(2)3.
Note: This Work Plan Table is applicable only to LEAs with a persistently lowest-achieving school.
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal:
The LEA will submit a plan that implements one or more of the following programs in each persistently lowestachieving school and within the feeder pattern of each persistently lowest-achieving high school:
•
•
•
•
•
In Intervene schools, the LEA will implement a schedule that provides increased learning time beyond the
minimum 180 days and/or implement an extended school day, beyond the current hours of instruction.
The LEA will offer prekindergarten on a full day basis using the Department’s Title I Full Day Pre-K
model, for children residing in the attendance zone of such schools.
The LEA will expand opportunities for students to attend career and professional academies, especially
STEM academies, under s. 1003.493, F.S.
The LEA will expand or introduce proven programs to encourage advanced classes, positive behavior
support systems, mentoring, and curriculum that provide high-need students with college-ready, careerready, or other postsecondary skills.
The Department may approve other programs that demonstrate a strong record of improving student
achievement in these district schools.
N/A Monroe County Does Not Have Low Performing /Turn Around Schools
Deliverables (minimum required evidence): Note: will vary based on the program(s) implemented
1. Submission of each school schedule for identified Intervene schools that demonstrates extended learning time.
2. Submission of developed full day Pre-K model for students in attendance zones for identified schools.
3. Submission of a district timeline and implementation plan to increase the number of STEM accelerated
courses. Baseline data for this plan includes documentation of courses provided at each high school in 20092010. This plan should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that
by 2011-2012 each high school offer an International Baccalaureate program, Advanced International
Certificate of Education program, or at least four courses in dual enrollment or Advanced Placement including
one course each in English, mathematics, science, and social studies.
4. Documentation of increased STEM accelerated course offerings, including a comparison of baseline data to
end-of-grant period data.
5. Submission of a 4-year district timeline and implementation plan based on the analysis of employer needs in
the community to initiate one of the RTTT-approved career and technical programs. Baseline data for the plan
should include documentation of the STEM career and technical programs that meet the requirements of
RTTT available to students in your district for 2009-2010 including for each school site: name of program,
courses offered as part of the program, student enrollment in each course, and number of students for 20092010 who were awarded industry certifications.
6. Evidence of funding allocated to provide for the costs associated with student candidates’ industry certification
exams.
7. Documentation of implementation of a complete program that results in industry certification including for
each school site: name of program, courses offered as part of the program, student enrollment in each course,
and number of students for 2009-2010 who were awarded industry certifications.
8. Submission of a district timeline and implementation plan to increase the number of accelerated courses.
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9.
10.
11.
12.
Baseline data for this plan includes documentation of courses provided at each school in 2009-2010. This plan
should also take into consideration 2010 legislative requirements (Senate Bill 4) requiring that by 2011-2012
each high school offer an International Baccalaureate program, Advanced International Certificate of
Education program, or at least four courses in dual enrollment or Advanced Placement including one course
each in English, mathematics, science, and social studies.
Documentation of increased accelerated course offerings, including a comparison of baseline data to end-ofgrant period data.
Submission of a district timeline and implementation plan to provide mentoring and positive behavioral
support programs. Baseline data for this plan includes documentation of behavioral/disciplinary data for each
school in 2009-2010.
Documentation of mentoring and/or positive behavioral support programs, including a comparison of baseline
data to end-of-grant period data.
Documentation of “other” research based programs that demonstrate a strong record of improving student
achievement in these district schools.
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
Key Personnel by Title:
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
2010-11
2011/12
2012/13
2013/14
Deliverable:
Submission of each school schedule for
2nd
3rd
4th
identified Intervene schools that
Quarter Quarter Quarter
demonstrates extended learning time.
X
X
X
X
2010-11
2011/12
2012/13
2013/14
Supporting Activities (indicate each year
activity will be conducted and include
2nd
3rd
4th
collective bargaining, if applicable):
Quarter Quarter Quarter
Deliverable:
Submission of developed full day Pre-K
model for students in attendance zones for
identified schools.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable:
Submission of a district timeline and
implementation plan to increase the number
of STEM accelerated courses. Baseline data
for this plan includes documentation of
courses provided at each high school in
nd
2
Quarter
X
2nd
Quarter
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
2010-11
3rd
4th
Quarter Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
2011/12
2012/13
2013/14
X
73
X
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LEA FINAL SCOPE OF WORK – EXHIBIT II
2009-2010. This plan should also take into
consideration 2010 legislative requirements
(Senate Bill 4) requiring that by 2011-2012
each high school offer an International
Baccalaureate program, Advanced
International Certificate of Education
program, or at least four courses in dual
enrollment or Advanced Placement
including one course each in English,
mathematics, science, and social studies.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable:
Documentation of increased STEM
accelerated course offerings, including a
comparison of baseline data to end-of-grant
period data.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable:
Submission of a 4-year district timeline and
implementation plan based on the analysis
of employer needs in the community to
initiate one of the RTTT-approved career
and technical programs. Baseline data for
the plan should include documentation of
the STEM career and technical programs
that meet the requirements of RTTT
available to students in your district for
2009-2010 including for each school site:
name of program, courses offered as part of
the program, student enrollment in each
course, and number of students for 20092010 who were awarded industry
certifications.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable: Evidence of funding allocated
to provide for the costs associated with
student candidates’ industry certification
exams.
Supporting Activities (indicate each year
2nd
Quarter
2nd
Quarter
X
2nd
Quarter
nd
2
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
2nd
Quarter
nd
2
Quarter
X
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
2010-11
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LEA FINAL SCOPE OF WORK – EXHIBIT II
activity will be conducted and include
collective bargaining, if applicable):
2nd
Quarter
3rd
Quarter
4th
Quarter
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
2011/12
2012/13
2013/14
X
X
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
Deliverable:
Documentation of increased accelerated
2nd
course offerings, including a comparison of Quarter
baseline data to end-of-grant period data.
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
X
X
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
X
X
Deliverable:
Documentation of implementation of a
complete program that results in industry
certification.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable:
Submission of a district timeline and
implementation plan to increase the number
of accelerated courses. Baseline data for this
plan includes documentation of courses
provided at each school in 2009-2010. This
plan should also take into consideration
2010 legislative requirements (Senate Bill 4)
requiring that by 2011-2012 each high
school offer an International Baccalaureate
program, Advanced International Certificate
of Education program, or at least four
courses in dual enrollment or Advanced
Placement including one course each in
English, mathematics, science, and social
studies.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
2nd
Quarter
X
2nd
Quarter
nd
2
Quarter
X
2nd
Quarter
nd
2
Quarter
Deliverable:
Submission of a district timeline and
2nd
implementation plan to provide mentoring Quarter
and positive behavioral support programs. X
Baseline data for this plan includes
documentation of behavioral/disciplinary
data for each school in 2009-2010.
2010-11
3rd
4th
Quarter Quarter
2010-11
3rd
4th
Quarter Quarter
2010-11
3rd
4th
Quarter Quarter
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2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
Deliverable:
Documentation of mentoring and/or positive
2nd
behavioral support programs, including a Quarter
comparison of baseline data to end-of-grant X
period data.
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
X
X
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Deliverable:
Submission of other research based program
that demonstrates a strong record of
improving student achievement.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
Project
Budget
Summary:
2nd
Quarter
$0
2010-11
3rd Quarter
$0
nd
2
Quarter
2nd
Quarter
2nd
Quarter
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
4th Quarter
$0
$0
$
$0
Sustainability Factors: (short description or list of factors that will contribute to the sustainability of the results
of this Project after Race to the Top funding ends)
Supportive Narrative (optional):
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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F. GENERAL
(F)(2) Ensuring successful conditions for high-performing charter schools and other
innovative schools
1. The LEA will offer charter schools located within their district the opportunity to participate
in the grant on the same terms as any other district school.
2. Consistent with federal requirements, the LEA will ensure that participating charter schools
receive a commensurate share of any grant funds and services funded by the grant.
3. The LEA will provide data and reports necessary for the evaluation of the grant conducted by
the Department’s evaluation team and will require charter schools to provide the LEA with
the data necessary for such evaluations.
Narrative
To be completed by Dr. Jara
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Work Plan Table
Project/MOU Criterion: Include Charter Schools in LEA Planning – (F)(2)
Please indicate one LEA point of contact for this Project.
Name: Dr. Lesley Salinero
Title: Executive Director of Student Services & Curriculum
Phone #: 305.293.1400 x 53323
E-mail Address: lesley.salinero@keysschools.com
Project Goal: The LEA will offer charter schools located within their district the opportunity to participate in the
grant on the same terms as any other district school. Consistent with federal requirements, the LEA will ensure
that participating charter schools receive a commensurate share of any grant funds or services funded by the grant.
The LEA will provide data and reports necessary for the evaluation of the grant conducted by the Department’s
evaluation team and will require charter schools to provide the LEA with the data necessary for such evaluations.
Narrative
To be completed by Dr. Jara
Deliverables (minimum required evidence):
1. The LEA will provide documentation of its efforts to engage and include charter schools in discussions of its
RTTT efforts. The documentation must include dates, times, and attendees of any and all RTTT meetings with
charter schools. (Quarterly as appropriate – whenever discussions are held)
2. The LEA will provide signed statements from each charter school that they have been fully informed of their
opportunity to participate in the RTTT grant, and their decision to participate or opt-out. (Quarterly as
appropriate)
3. The LEA will submit documentation that participating charter schools have been invited to participate in
RTTT-funded activities. (Quarterly as appropriate)
4. The LEA will submit a budget that provides commensurate share of grant funds to participating charter
schools. (Quarter 1)
5. The LEA will submit expenditure reports that demonstrate that participating charter schools have received
their commensurate share of funds or services. (Quarter 4)
6. The LEA will provide a signed agreement from each participating charter school that states that the charter
school will provide all necessary data and reports. (Quarter 1)
7. The LEA will provide documentation that FDOE was notified if any charter school fails to provide the
necessary data and reports. (Quarterly as appropriate)
The Key Personnel box below should include both new positions funded through RTTT and existing staff responsible
for implementation of this Project. List titles in the first column and indicate each year of involvement with an X.
2010-11
2011/12
2012/13
2013/14
Key Personnel by Title:
2nd
3rd
4th
Quarter Quarter Quarter
Dr. Jesus Jara - Chief Operations Officer
X
X
X
X
X
X
The Deliverable box below should list each deliverable and its Supporting Activities. Indicate the year each
Deliverable will be accomplished and each Supporting Activity will occur with an X. The box repeats for each
additional deliverable as necessary. LEAs are encouraged to propose additional deliverables as appropriate.
Deliverables and Supporting Activities should support student achievement targets in Form (A)1.
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Deliverable (required): The LEA will
provide documentation of its efforts to
engage and include charter schools in
discussions of its RTTT efforts. The
documentation must include dates, times,
and attendees of any and all RTTT meetings
with charter schools.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F) (2) a. Steps for notification of draft and
development of draft assurances
 Require charter school board
review and vote during October
1-25 timeline if recommended by
school director
 Provide timeline for review and
decision to charter schools
 Point out deliverable and
sustainability requirements (must
sign off on these as part of
assurances)
 Assurance that the charter school
will provide all necessary data
and reports
(F) (2) b. Notify charter school of interm
steps and processes as needed or required
(F) (2) c. Develop and send out to each
charter school a detailed explanation of
RTTT, MOU and final district plan for
review.
(F) (2) d. Provide support and information
to stakeholders as they go through the
decision-making process.
Deliverable (required): The LEA will
provide signed statements from each charter
school that they have been fully informed of
their opportunity to participate in the RTTT
grant, and their decision to participate or
opt-out.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F) (2) e. Require charter school to sign an
assurance page for each of the items that the
charter school is responsible to provide or
participate in for funding.
(F)(2) f. Review state guidance regarding
charter schools and determine what
requirements this guidance places on the
2nd
Quarter
X
nd
2
Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
X
X
X
X
2012/13
X
2012/13
2013/14
X
2013/14
X
X
X
X
X
X
X
X
X
X
X
2nd
Quarter
X
2nd
Quarter
X
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
79
X
X
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LEA FINAL SCOPE OF WORK – EXHIBIT II
district and the school board.
(F)(2) g. Receive from each of the charter
schools either: a single page indicating that
they will not participate in Monroe’s RTTT
plan, or the lengthy document with signed
assurances and a sustainability plan
indicating that they intend to participate.
Deliverable (required): The LEA will
submit documentation that participating
charter schools have been invited to
participate in RTTT-funded activities.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F)(2) h. Determine the individual costs of
dollars or services to each of the charter
schools based on whether or not they choose
to participate and the level of participation
as determined by factors identified in the
Monroe’s RTTT plan.
(F)(2) i. Review the assurances pages and
sustainability plans of the participating
charter schools to determine the levels of
dollars and services to be provided and
notify charter schools of the services and
dollars to be provided based on assurances
and sustainability plans.
Deliverable (required): The LEA will
submit a budget that provides commensurate
share of grant funds to participating charter
schools.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F)(2) j. Develop a budget based on prorated share tied to number of students per
site
Deliverable (required): The LEA will
submit expenditure reports that demonstrate
that participating charter schools have
received their commensurate share of funds
or services.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
X
2nd
Quarter
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2012/13
2013/14
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
X
2010-11
3rd
4th
Quarter Quarter
X
2011/12
2012/13
2013/14
2011/12
2012/13
2013/14
2010-11
3rd
4th
Quarter Quarter
2011/12
2012/13
2013/14
X
2nd
Quarter
2nd
Quarter
2nd
Quarter
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
80
2011/12
X
2012/13
X
2013/14
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LEA FINAL SCOPE OF WORK – EXHIBIT II
(F)(2) k. Review expenditure reports for
fidelity of participating charter schools and
confirm that their share of funds is
commensurate.
Deliverable (required): The LEA will
provide a signed agreement from each
participating charter school that states that
the charter school will provide all necessary
data and reports.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F)(2) l. Identify charter school
responsibilities in each section of the
Monroe Plan for RTTT.
(F)(2) m. Identify district responsibilities to
charter school in each section of the Monroe
plan for RTTT.
(F)(2) o. Identify the deliverables that
charter schools must provide and/or
implement.
Deliverable (required): The LEA will
provide documentation that FDOE was
notified if any charter school fails to provide
the necessary data and reports.
Supporting Activities (indicate each year
activity will be conducted and include
collective bargaining, if applicable):
(F)(2) p. Report on charter school
compliance with data and reporting
requirements.
Project
Budget
Summary
by Year:
2010-11
3rd Quarter
2nd Quarter
$0
$0
X
X
X
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
X
2011/12
2012/13
2013/14
2nd
Quarter
2011/12
2012/13
2013/14
X
2011/12
X
2012/13
X
2013/14
X
X
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
2nd
Quarter
2010-11
3rd
4th
Quarter Quarter
X
2011/12
X
X
2012/13
2013/14
4th Quarter
$0
$0
$0
$0
Sustainability Factors: The sustainability of the results of this project after Race to the Top funding ends will be
built into the assurances document. In this document each charter is asked to identify the charter school
responsibilities in each of the sections for the Monroe plan for RTTT. In addition, the charter will be asked to
define the sustainability factors in this document. Monroe County School District maintains a collaborative and
supportive relationship with all charter schools in the district.
Supportive Narrative (optional):
APPROVED
Title and Page Number of Appendices for this Project (if applicable):
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LEA FINAL SCOPE OF WORK – EXHIBIT II
FORM (A)1.
LEA Student Goals and Measures
INSTRUCTIONS: Indicate the outcomes your LEA will achieve on the following measures. Please
provide annual and overall targets.
STUDENT ACHIEVEMENT
Florida set goals for student achievement on NAEP. Since all districts and schools do not administer NAEP,
LEAs will need to track performance and set targets on the statewide assessment (FCAT 2.0) at a minimum.
Since FCAT 2.0 will be administered for the first time in 2010-11, and standards will not be set until the fall of
2011, LEAs do not need to set overall targets and annual goals on FCAT 2.0 at this time. However, when
standards are set and scores are available, districts will need to set targets at that time, keeping in mind the
statewide goals established for NAEP.
LEAs may provide additional student achievement goals using other measures, as noted below. Please provide
additional tables to capture the other measures, if the LEA so chooses.
2010-11
2011-12 2012-13 2013-14 2014-15
(Baseline)
% Scoring Level 4 or 5 on FCAT 2.0,
4th Grade Reading
TBD, when standards are set in the Fall of 2011
(STATE GOAL: 50% AT OR ABOVE
PROFICIENT ON NAEP BY 2015)
% Scoring Level 4 or 5 on FCAT 2.0,
4th Grade Mathematics
TBD, when standards are set in the Fall of 2011
(STATE GOAL: 60% AT OR ABOVE
PROFICIENT ON NAEP BY 2015)
% Scoring Level 4 or 5 on FCAT 2.0,
8th Grade Reading
TBD, when standards are set in the Fall of 2011
(STATE GOAL: 45% AT OR ABOVE
PROFICIENT ON NAEP BY 2015)
% Scoring Level 4 or 5 on FCAT 2.0,
8th Grade Mathematics
TBD, when standards are set in the Fall of 2011
(STATE GOAL: 55% AT OR ABOVE
PROFICIENT ON NAEP BY 2015)
(OPTIONAL) Other District-Determined
Student Achievement Goals
Examples:
 Other FCAT 2.0 Grade Levels and
Subjects
 End-of-Course Assessments
 AP, Dual Enrollment, IB, AICE,
and/or Industry Certification
Performance and Participation
 PSAT, PLAN, SAT, and/or ACT
Participation and Performance
82
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LEA FINAL SCOPE OF WORK – EXHIBIT II
FORM (A)1.
LEA Student Goals and Measures
CLOSING THE ACHIEVEMENT GAP
Florida set goals for closing the achievement gap on NAEP. Since all districts and schools do not
administer NAEP, LEAs will need to track performance and set targets for closing the achievement gap
on the statewide assessment (FCAT 2.0) at a minimum. Since FCAT 2.0 will be administered for the
first time in 2010-11, and standards will not be set until the fall of 2011, LEAs do not need to set overall
targets and annual goals for closing the achievement gap on FCAT 2.0 at this time. However, when
standards are set and scores are available, LEAs will need to set targets at that time, keeping in mind the
statewide goals established for NAEP.
LEAs may provide additional closing the achievement gap goals using other measures, as noted below.
Please provide additional tables to capture the other measures, if the LEA so chooses.
2010-11
2011201220132014-15
(Baseline) 12
13
14
% Reduction in White/African-American achievement gap on FCAT 2.0
(STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015) 2011
FCAT 2.0 Grade 4 Reading
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 4 Mathematics
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 8 Reading
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 8 Mathematics
TBD, when standards are set in the Fall of 2011
% Reduction in White/Hispanic achievement gap on FCAT 2.0
(STATE GOAL: REDUCE THE ACHIEVEMENT GAP IN HALF BY 2015)
FCAT 2.0 Grade 4 Reading
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 4 Mathematics
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 8 Reading
TBD, when standards are set in the Fall of 2011
FCAT 2.0 Grade 8 Mathematics
TBD, when standards are set in the Fall of 2011
(OPTIONAL) Other District-Determined
Closing the Achievement Gap Goals
Examples:
 Other FCAT 2.0 Grade Levels
and Subjects
 End-of-Course Assessments
 AP, Dual Enrollment, IB, AICE,
and/or Industry Certification
Performance and Participation
 PSAT, PLAN, SAT, and/or ACT
Participation and Performance
83
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LEA FINAL SCOPE OF WORK – EXHIBIT II
FORM (A)1.
LEA Student Goals and Measures
HIGH SCHOOL GRADUATION RATE, COLLEGE ENROLLMENT RATE, AND COLLEGE CREDIT
ATTAINEMENT RATE STATE GOALS
INSTRUCTIONS: Indicate the ultimate target your LEA will achieve with the high school graduating class of 2015 on the
following measures:
 High School Graduation Rate (using the Federal Uniform Rate methodology)
 College Going Rate (College enrollment is defined as the enrollment of students who graduate from high school and who
enroll in an institution of higher education within 16 months of graduation.)
 College Credit Attainment Rate (College credit is measured as credit earned that is applicable to a degree within two years of
enrollment in an institution of higher education.)
 Percent of 9th Graders Who Eventually Earn at Least a Year’s Worth of College Credit (this is a calculation based on the
graduation rate multiplied by the college going rate multiplied by the college credit attainment rate. For example, Florida’s
goals are 85% graduating, 74% going to college, and 70% earning credit. That translates into 85% x 74% x 70% = 44% of 9th
graders ultimately graduating, going to college, and earning credit).
Be sure to include annual targets to ensure that progress is being made toward the ultimate goals for the class of 2015.
Given the inherent time lags in these measures (i.e., two years following high school graduation and two years following college
enrollment), all actual data for the class of 2015 will not be available until 2019 (2017 for the college enrollment measure and 2019 for
the credit attainment measure).
On the following page are the state goals and annual targets for the four graduation and postsecondary outcome measures as a
reference. Please indicate the LEA targets for the four measures below by filling in the shaded boxes in the table labeled
“LEA GOALS”.
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LEA FINAL SCOPE OF WORK – EXHIBIT II
FORM (A)1.
LEA Student Goals and Measures
STATE GOALS
State Goals for the Class of 2015:
For the every 100 incoming high school freshmen in 2011-12,
 85 will graduate from high school in 2015.
 Of the 85 students who graduate, 63 (or 74%) will go on to college by 2017.
 Of the 63 students who went on to college, 44 (or 70%) will earn at least a year’s worth of college credit by 2019
High School Graduating Class of:
Graduation Rate
2005
(Baselin
e)
59
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
59
60
63
66
68
69
72
76
80
College Going Rate
58
58
60
61
62
63
64
65
67
71
College Credit Earning Rate
63
63
64
64
64
65
65
66
67
68
22
22
23
25
26
27
29
31
34
39
85
74
70
44
2013
2014
2015
79
83
72
74
87
77
75
50
th
Percent of 9 Graders Who Eventually Earn
at Least a Year’s Worth of College Credit
LEA GOALS
Note: The un-shaded boxes will be pre-populated for each LEA by the DOE.
High School Graduating Class of:
2005
2006 2007 2008 2009 2010 2011 2012
(Baseline)
Graduation Rate
64
61
63
66
64
67
71
75
College Going Rate
59
61
60
62
64
66
68
70
College Credit Earning Rate
65
66
67
68
69
70
71
72
73
74
25
25
25
28
28
31
34
38
42
45
85
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LEA FINAL SCOPE OF WORK – EXHIBIT II
TEACHER AND PRINCIPAL EVALUATION SYSTEMS REVIEW
DISTRICT: ____MONROE____________________________________________
MOU section D(2)(ii) requires that “the LEA will submit teacher and principal evaluation systems to the department for review and
approval”. SBE rule 6B-4.010 requires that where a district “…makes substantive modifications to an approved school district
instructional personnel assessment system, the modified system shall be submitted to the department of education for review and
approval.”
The following checklist combines the Race to the Top (RTTT) requirements for developing and conducting teacher and principal
evaluation systems with those required in section 1012.34, Florida Statutes, and Rule 6B-4.010, F.A.C. This checklist will assist
LEAs in ensuring that they have met the requirements for the RTTT grant in this area, while also satisfying requirements for Florida
Statutes and State Board Rule. The checklist will also speed the review process so that LEA feedback can be returned quicker.
Instructions. To complete the checklist, provide the page number in your evaluation system documentation where the criterion or
element is addressed. NOTE: This checklist is NOT due with the Final Scope of Work. It should be submitted with the
district’s evaluation system documentation in spring 2011. It is provided now with the Final Scope of Work template as a tool
and reference for district planning and completing the Final Scope of Work.
Elements of State Reform Plans to be addressed in
LEAs’ Teacher and Principal Evaluation Systems
Citation in RTTT MOU and/or Section 1012.34, F.S.
TEACHER EVALUATION SYSTEM
Part 1: System Development
Involvement: The LEA has designed and committed to
implement an evaluation system with teacher and principal
involvement.

Phase-in Option: The LEA may phase-in the evaluation
system but will use, at a minimum, student growth as
defined in (D)(2)(i) for at least 35% of the evaluation and
 MOU D(2)(ii)(1)
MOU D(2)(ii)
86
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Documentation
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Elements of State Reform Plans to be addressed in
LEAs’ Teacher and Principal Evaluation Systems
student growth or achievement as determined by the LEA
for 15% of the evaluation. Implementation of the
requirements for the LEA evaluation systems beginning in
the 2011-12 school years applies, at a minimum, to
teachers in grades and subjects for which student growth
measures have been developed by the Department in
collaboration with the advisory body as described in MOU
(D)(2)(i).
Citation in RTTT MOU and/or Section 1012.34, F.S.
Development year: The 2010-11 school year will be
considered a development year for the evaluation system.
 MOU (D)(ii)
Determines need for special procedures and criteria for
other teaching fields

1012.34(2)(d)
Supports district and school level improvement plans

1012.34(2)(a)
Supports continuous quality improvement of the
professional skills of instructional personnel
Provides for district’s annual review of instructional
personnel assessment systems

1012.34(2)(b)

1012.34(7)
Part 2: Evaluation Criteria
Page # in
Documentation
Page #
Student Growth Measure: The teacher evaluation system
utilizes the state-adopted teacher-level student growth
measure cited in (D)(2)(i) as the primary factor of the
evaluation system.

MOU (D)(2)(ii)(1)
Student achievement or growth data as evaluation
element, as defined in the grant, must account for at least
50% of the teacher’s evaluation as follows: By the end of
the grant, the LEA shall include student growth as defined
in (D)(2)(i), for at least 40% of the evaluation, and student
growth or achievement as determined by the LEA for 10%


MOU (D)(2)(i) and (ii)
1012.34(3)(a) Primarily uses data and indicators of
improvement in student performance
1012.34(3)(a) Student performance must be measured by
state assessments required under s. 1008.22 and by local

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Elements of State Reform Plans to be addressed in
LEAs’ Teacher and Principal Evaluation Systems
of the evaluation.
Citation in RTTT MOU and/or Section 1012.34, F.S.

assessments for subjects and grade levels not measured by
the state assessment program
1012.34(3)(a)(1) performance of students assigned to their
classrooms or schools, as appropriate
Early Bargaining Provision: An LEA that completed
renegotiation of its collective bargaining agreement
between 7/1/09 and 12/1/09 for the purpose of determining
a weight for student growth as the primary component of
its teacher evaluations, is eligible for this grant as long as
the student growth component is at least 40% and is greater
than any other single component of the evaluation.
 MOU D (2)(ii)
Core of Effective Practices – Florida Educator
Accomplished Practices:
Includes the core of effective practices, developed in
collaboration with stakeholders that have been strongly
linked to increased student achievement for the observation
portion of the teacher evaluation.
The principal, direct supervisor, and any other individual
performing observation will use, at a minimum, this same
core of effective practices
Incorporates the newly-adopted Florida Educator
Accomplished Practices (scheduled for adoption by the
State Board of Education in December 2010) into the
evaluation system.



Special provisions for evaluating subject knowledge for
out-of-field teachers

1012.34(3)(a)(3)
Additional Metric Evaluation Element: Includes at least
one additional metric to combine with the student

MOU (D)(2)(ii)(3)

MOU (D)(2)(ii)
1012.34(2)(d): addressing generic teaching competencies
1012.34(3)(a): basing assessment on contemporary research
in effective educational practices
1012.34(3)(a)(2,4-7): Ability to maintain appropriate
discipline; Knowledge of subject matter, including; Ability
to plan and deliver instruction and the use of technology in
the classroom; Ability to evaluate instructional needs;
Ability to establish and maintain a positive collaborative
relationship with students’ families to increase student
achievement; Other professional competencies and
requirements in State Board of Education rules and local
school board policies
88
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Documentation
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Elements of State Reform Plans to be addressed in
LEAs’ Teacher and Principal Evaluation Systems
performance and principal observation components to
develop a “multi-metric” evaluation system for, at a
minimum, the teachers who are in the year prior to a
milestone career event, such as being awarded a multi-year
contract, a promotion, or a significant increase in salary.
Examples of additional metrics include, but are not limited
to, observations by master teachers or instructional
coaches, student input, peer input, and parental input.
Evaluation ratings: Includes a comprehensive range of
ratings beyond a simple satisfactory or unsatisfactory, that
must include “effective” and “highly effective.”
Citation in RTTT MOU and/or Section 1012.34, F.S.

1012.34(2)(c) Provides a mechanism for parental input,
when appropriate
 MOU (D)(2)(ii)(4)
 State board rule 6B-4.010(1)(c)2: providing for
determination of satisfactory, unsatisfactory and outstanding
performance levels
Part 3: Conducting Evaluations
First Year Teachers: The LEA will conduct multiple
evaluations for each first-year teacher that are integrated
with the district’s beginning teacher support program and
include observations on the core effective practices
described in MOU (D)(2)(ii)2. and reviews of student
performance data.
Page # in
Documentation
Page #
 MOU (D)(3)
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Elements of State Reform Plans to be addressed in
LEAs’ Teacher and Principal Evaluation Systems
Citation in RTTT MOU and/or Section 1012.34, F.S.
Other Teachers’ Evaluations: The LEA will conduct
evaluations as described in MOU (D) (2) (ii) 1, 2, and 4.
for all other teachers at least once per year.


Milestone career event(s) evaluations: The LEA will
conduct “multi-metric” evaluations as described in MOU
(D)(2)(ii) for teachers who are in the year prior to a
milestone career event, such as being awarded a multi-year
contract, a promotion, or a significant increase in salary.
The LEA plan will include a definition of milestone career
event.
 MOU (D)(2)(iii)
Supports continuous quality improvement of the
professional skills of instructional personnel: describe how
information from the evaluation system will be returned to
the teacher for individual continuous improvement.
Provides training in the proper use of assessment criteria
and procedures to all personnel with appraisal
responsibilities.
Fully informs all personnel of the criteria and procedures
associated with the appraisal process before the appraisal
takes place.

1012.34(2)(b)

1012.34(2)(f)

1012.34(3)(b)
Page # in
Documentation
MOU (D)(2)(iii)
1012.34(3) (a) to provide for an assessment conducted for
each employee at least once a year
PRINCIPAL EVALUATION SYSTEM
Part 1: System Development
Involvement: The LEA has designed and committed to
implement a principal evaluation system with teacher and
principal involvement
Page #

MOU D(2)(ii)
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Phase in option: The LEA may phase-in the evaluation
system but will use, at a minimum, student growth as
defined in (D)(2)(i) for at least 35% of the evaluation and
student growth or achievement as determined by the LEA
for 15% of the evaluation. Implementation of the
requirements for the LEA evaluation systems applies, at a
minimum, to grades and subjects for which student growth
measures have been developed by the Department in
collaboration with the advisory body as described in MOU
(D)(2)(i)

MOU D(2)(ii)
Development year: The 2010-11 school year will be
considered a development year for the evaluation systems.

MOU (D)(ii)
Supports district and school level improvement plans

1012.34(2)(a)
Supports continuous quality improvement of the
professional skills of instructional personnel
Provides a mechanism for parental input, when appropriate

1012.34(2)(b)

1012.34(2)(c)
Provides for district’s annual review of instructional
personnel assessment systems

1012.34(7)
Page #
Part 2: Evaluation Criteria
Student growth measure: The principal evaluation system 
utilizes the state-adopted teacher-level student growth
measure cited in (D) (2) (i) as the primary factor of the
principal evaluation system.
Leadership Standards evaluation component: Utilizes
for the remaining portion of the evaluation the Florida
Principal Leadership Standards, with an emphasis on
recruiting and retaining effective teachers, improving the
effectiveness of teachers, and removing ineffective
teachers.

MOU (D)(2)(ii)(1)
MOU D(2)(ii)
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LEA FINAL SCOPE OF WORK – EXHIBIT II
Student achievement or growth data evaluation

component as defined in the grant must account for at least 
50% of the principal’s evaluation as follows: By the end of
the grant, the LEA shall include student growth as defined
in MOU (D) (2) (i), for at least 40% of the evaluation, and

student growth or achievement as determined by the LEA
for 10% of the evaluation.

Range of ratings: Includes a comprehensive range of
ratings beyond a simple satisfactory or unsatisfactory, that
must include “effective” and “highly effective

MOU D(20(ii)
1012.34(3)(a): primarily use data and indicators of
improvement in student performance
1012.34(3)(a): student performance must be measured by
state assessments required under s. 1008.22 and by local
assessments for subjects and grade levels not measured by
the state assessment program ,
1012.34(3)(a)(1: performance of students assigned to their
classrooms or schools, as appropriate
MOU D(2)(ii)
Page #
Part 3: Conducting Evaluations
Annual evaluation: The LEA will conduct evaluations as
described in MOU (D)(2)(ii) for principals at least once per
year.


MOU D(2)(ii)
1012.34(3)(a) to provide for an assessment conducted for
each employee at least once a year
Provides training in use of assessment criteria and
procedures
Fully informs all personnel of the criteria and procedures
associated with the appraisal process before the appraisal
takes place.

1012.34(2)(f)

1012.34(3)(b)
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Monroe County Schools
(B)(3)(5) STEM
Parent Survey re: International Baccalaureate Program
Which statement best describes your knowledge
of the IB Diploma Programme?
___ I am very familiar with the IB Diploma Programme.
___ I have heard of IB, but am not very familiar with what it is about.
___ I have never heard of the IB Diploma Programme before this.
Are you aware that a student who graduates with an IB
diploma from a Florida high school receives 100% tuition to
attend a Florida public university?
___ Yes, I am aware.
___ No, I am unaware.
Are you aware that a student who scores well on an IB test given near the end of the school year may earn college credits while still in
high school?
___ Yes, I am aware.
___ No, I am unaware.
If the IB Diploma Programme were available at your school, How interested would you be in having your son or daughter pursue an IB
diploma?
___ I would definitely want my child to have the opportunity for an IB diploma.
___ I might be interested in having my child pursue an IB diploma.
___ I would definitely not want my child to have an IB diploma.
How interested are you in learning more about the IB Diploma Programme?
___ I am very interested in learning more about IB.
___ I am indifferent toward learning more about IB.
___ I am definitely not interested in learning more about IB
.
If my child enrolls in the IB Diploma Programme, I am interested in being
involved in a parental support organization.
___ Yes.
___ Maybe.
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LEA FINAL SCOPE OF WORK – EXHIBIT II
___ No.
HOB
KWHS
SLS
MHS
CSHS
PKS
11
5
1
3
15
2
25
57
6
9
40
10
34
85
26
10
62
23
20
38
2
7
KLS
1
2
1
27
6
2
49
110
31
15
89
29
29
43
6
8
32
4
39
104
27
19
85
31
46
92
24
17
73
17
21
48
8
5
43
20
1
2
3
0
0
2
4
1
0
1
2
58
103
22
21
89
29
3
0
8
41
9
1
25
5
1
3
1
0
2
0
0
94
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LEA FINAL SCOPE OF WORK – EXHIBIT II
1
32
47
14
10
89
8
30
82
13
10
25
25
2
0
3
17
6
2
2
Out of 71
147
33
22
118
3
38
3
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Categories of IB Phases
Consideration Phase
(B)(3)(5) Advanced Coursework
Primary Years Programme
Middle Years Program
(PYP)
(MYP) Note: shaded areas
Note: shaded areas indicate
indicate deliverables
deliverables
---Contact Regional IB
---Contact Regional IB District
District Coach
Coach
---Send school officials and
---Send school officials and
pedagogical leaders to IB
pedagogical leaders to IB
Orientation Training
Orientation Training
---Gain support from teachers,
---Gain support from teachers,
administration, school
administration, school
district/board and students
district/board and students
---Inform IB of intention to
---Inform IB of intention to
apply; prepare and submit
apply; prepare and submit
Interested Schools form
Interested Schools form
---Order the IB PYP Starter
Order the IB MYP Starter Pack
Pack
---Contact or visit IB World
---Contact or visit IB World
Schools offering the MYP
Schools offering the PYP
Designate a MYP coordinator
Designate a PYP coordinator
---Begin sending staff to
---Begin sending staff to
Category 1 workshops (two 6
Category 1 workshops (two 6
hour days, minimum)
hour days, minimum)
---Prepare application form part
---Prepare application form part A using the MYP Guide to
A using the PYP Guide to
school application
school application
---Submit application form part
---Submit application form part A using the MYP guide to
A using the PYP guide to
school application by 1 October
school application by 1 October
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Diploma Program (DP)
Note: shaded areas indicate
deliverables
---Contact Regional IB District
Coach
---Identify resources (financial)
for implementation
---Send school officials and
pedagogical leaders to IB
Orientation Training
---Gain support from teachers,
administration, school
district/board and students
---Inform IB of intention to
apply; prepare and submit
Interested Schools form***
---Order the IB Publications
---Contact or visit IB World
Schools offering the Diploma
Programme
---Designate a Diploma
Programme coordinator
---Develop a strategic plan for
implementation
(Identify choices for hexagon,
from each high school)***
---Begin sending staff to
Category 1 workshops(two 6
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hour days, minimum)
---Prepare application form part
A using the Diploma
Programme Guide to school
application
---Submit application form part
A using the DP guide to school
application by 1 October
Candidate Year 1
Candidate Year 2
----Submit application form B
by April
---Work with an IB-appointed
consultant for a two-day on-site
visit and 20 remote hours
---Continue attendance at
workshops (category 1)
---Set up teacher accounts to
the Online Curriculum Centre
---Develop systems for teachers
collaborative planning and
reflection
---Consider offering an inschool category 1 workshop
for whole staff
---Develop the following
documents in alignment with
the PYP requirements:
a. Programme of inquiry
b. Units of inquiry
c. School assessment
policy
d. School language policy
---Continue work with an IB-
---Submit application form B
by April
---Work with an IB-appointed
consultant for a two-day on-site
visit and 20 remote hours
---Continue attendance at
workshops (category 1)
---Set up teacher accounts to
the Online Curriculum Centre
---Develop systems for teachers
collaborative planning and
teaming
---Consider offering an inschool category 1 workshop
for whole staff
---Develop the following
documents in alignment with
the MYP requirements:
a. Vertical and horizontal
curriculum planning
documents
b. School assessment
policy
c. School language policy
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Submit application form B by
April
---Work with an IB-appointed
consultant for a two-day on-site
visit and 20 remote hours
---Continue attendance at
workshops (category 1)
---Set up teacher accounts to
the Online Curriculum Centre
---Develop systems for teachers
collaborative planning and
teaming
---Consider offering an inschool category 1 workshop
for whole staff
---Review documentation for
the authorization visit
---Course outlines for all IB
courses must be submitted by
September 1st
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Candidate Year 2
appointed consultant for an
additional 20 remote hours
---Prepare application form part
B using the PYP guide to
school application
---Continue attendance at
workshops (category 1) and
provide evidence in application
form part B of how the school
is going to achieve the
requirement that all staff in the
PYP will have attended an
official IB PYP workshop by
the time of authorization
---Continue work with an IBappointed consultant for an
additional 20 remote hours
---Prepare application form part
B using the MYP guide to
school application
---Continue attendance at
workshops (category 1)
---Required: by the time of the
submission of application form
part B, complete workshop
training for a minimum of 1
teacher per subject group, the
coordinator and principal from
each school in a partnership
---Review the PYP School
Guide to the Authorization
Visit
---Continue attendance at
category 1 workshops
----submit application form Part
B
---The IB visit will take place
subsequent to the submission of
application form part B
---The IB visiting team will
determine a school’s
preparedness to implement the
programme
By the time of authorization:
---All staff must have attended
---Review the MYP School
Guide to the Authorization
Visit
----submit application form Part
B
---The IB visit will take place
subsequent to the submission of
application form part B
---The IB visiting team will
determine a school’s
preparedness to implement the
programme
98
---Train all teachers proposed
to teach in the Diploma
Programme at a category 1
workshop by the time of
implementation as an
authorized school
---The visit will take place
subsequent to the submission of
application form part B
---The IB visiting team will
determine a schools’
preparedness to implement the
programme.
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an official IB PYP workshop
(regional or in-school)
---The school must have
completed and documented six
(6) units of inquiry per grade
level (all units must be planned,
written and reflected upon)
Implementation Year, 1st
***Data on DP program will be
gathered and analyzed;
modifications made as needed
***Data on DP program will be
gathered and analyzed;
modifications made as needed
Implementation Year, 2nd
*** Data will be gathered beyond the RTTT grant period; though a necessary part of our 5 year plan and will be used
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(B)(3)(5) International Baccalaureate Implementation
Year 1
(2010-11)
Year 2
(2011-12)
Year 3
(2012-13)
Year 4
(2013-14)
Year 5***
(2014-15)
IB (Upper
Keys)
Coral
Shores HS;
Key Largo
School;
Plantation
Key School
Consideration
Phase:
Diploma
Programme
(DP) (11,12)
Candidate Yr
1: DP
Candidate Yr
2: DP
Implementation;
gather data, DP
(1st)
Implementation;
gather data ,DP
(2nd)
Consideration
Phase: Middle
Years Program
(MYP)
Candidate Yr
1:
Middle Years
Program
(MYP)
Candidate Yr
2:
Middle Years
Program (MYP)
Implementation;
gather data (1st)
Consideration
Phase:
Primary (PYP;
PK-5)
Candidate Yr
1:
Primary (PYP;
PK-5)
IB (Middle
Keys)
Marathon
Middle/HS;
Switlik
Elementary
School
IB (Lower
Keys/KW)
Key West
High
School;
Horace
O’Bryant
Middle
School;
Gerald
Adams,
Consideration
Phase: Primary
(PYP; PK-5)
and Middle
Years Program
(MYP; 6-10)
and Diploma
Programme
(DP; 11,12)
Candidate Yr
1: PYP and
MYP/DP
Candidate Yr
2:
PYP and
MYP/DP
Implementation;
gather data (1st)
PYP and
MYP/DP
Implementation;
gather data; DP
(2nd)
PYP and
MYP/DP
Consideration
Phase:
Diploma
Programme
(DP; 11,12)
Candidate Yr
1:
DP
Consideration
Phase: :
Middle Years
Program
(MYP)
Candidate Yr
2:
DP
Candidate Yr
1:
Middle Years
Program
(MYP)
Implementation;
gather data
DP (1st)
Implementation;
gather data
DP (2nd)
Implementation;
gather data (1st)
Consideration
Phase: Primary
(PYP; PK-5)
Candidate Yr
1:
Primary (PYP;
PK-5)
Candidate Yr
2:
Middle Years
Program (MYP)
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Candidate Yr
2:
Primary (PYP;
PK-5)
Candidate Yr 2
Primary (PYP;
PK-5)
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Poinciana
and Glynn
Archer
elementary
schools
*** We recognize that the grant is for four years; we will complete our 5 year plan that will bring all 11 Keys’ schools on board with
IB authorization using the resources/strategies outlined in the sustainability section of (B)(3)(5).
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(D)(2) Educator Evaluations - Teachers
Differentiated Compensation
The differentiated compensation program will link our performance based system to the Common Core Standards that the State of
Florida is expected to adopt in the near future. Our curricular focus is supporting the students and educators in meeting the national
standards. Additionally, we are focusing our evaluation measures based the nationally recognized research of Charlotte Danielson and
the Florida Principal Effectiveness Standards. The evaluation instrument will contain a prescriptive rubric for each of the incentive
levels on the career ladder. Professional development is the key to the success of the initiative. Our plan aligns with the Florida
application for the Race to the Top initiative and also with the state Differentiated Accountability Model.
In preparation for the grant, the Monroe County School District (MCSD) and United Teachers of Monroe (UTM) recently attended an
American Federation of Teachers (AFT) National Conference in Minneapolis to learn the best practices for performance-based
compensation. Together we have a significant investment in the collaborative process as evidenced by our work together. (Attachment
A). We plan to continue providing opportunities for union and non union members with other consultants in the development of our
performance-based plan. The Educational Performance Incentive Compensation Plan (EPIC Plan) for performance-based
compensation will require a year of careful planning to complete and ensure that all core areas are fully included in the program. In the
planning year, we will work with consultants and experts in the field of education compensation to determine the most appropriate
methods for implementing the compensation plan for our district.
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The project development team includes: teachers, administrators, district staff, union members (both the union leadership and union
teachers group) to evaluate the information and select the most successful programming for our district.
Teacher and administrator effectiveness will be considered using multiple measures with an emphasis on student data and student
growth. (a) In the first year of implementation, 35% of the evaluation will be based on student growth from state-wide standardized
assessments and increasing each year until 50% is reached. For example, the first year (2011-2012), will require 35 % of the
evaluation based upon state-wide student data, the second year (2012-2013) will require 40% based on state-wide student data, and the
third year (2013-2014) will require 50% state-wide student data. Upon reaching the 50% level, the student data will stabilize and
maintain at 50% for the future evaluations. In regards to administrator evaluations, we will be considering factors such as graduation
rate, state-wide student assessment data and other measures to determine effectiveness. Finally, we agree as a team, that in order for
the incentives to be effective they must be substantial enough to make a difference. Therefore we are reviewing a number of options to
meet this need including a percentage of the annual salary, a flat rate for reaching specific milestones and/or a combination of
incentives that are substantial in nature. As we work to finalize the specific incentive amounts, we will provide a detailed rationale for
the determination of incentives during the planning year. Our goal is to ensure that the incentives are significant enough to create a
change in behavior, for both current and prospective educators that will ultimately improve student outcomes.
(b) The remaining portion of the evaluation will consist of observations conducted at least twice a year and other measures. Trained
evaluators who have reached a level of inter-rater reliability are needed to ensure that the evaluation tool is fair and reliable. We plan
to offer intensive training and a pilot program for all evaluators to ensure that the project meets this criterion. In addition, each
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individual being observed will have a pre-observation meeting with the school administrator and a post-debriefing. Following the first
year of implementation (2011-2012) we are projecting to have a valid and reliable rubric in place to measure student growth based on
a growth model using a research based Value Added (VA) process. Florida is in the final stages of determining a state-wide Value
Added (VA) model. Until that is complete, the district will seek outside support via consultation in development of our Value Added
model.
(c) Other measures for the non-tested grades and non-core educators will be developed within the planning year. In order to measure
the full scope of the educators’ practice, we believe that inclusion of other measures is an important element of the evaluation. We will
be working with the schools and committees to develop other measures that are consistent across the schools. For example, we
currently have End of Course Exams (EOC) for several subjects. We would consider a pretest and the outcomes from the EOC to
provide data in our growth model plan.
Significance of the incentive is of primary concern when developing the scale from one level of performance to the next. We will
ensure that our union team is offered opportunities to working alongside our district team every step of the way in order to develop the
best possible program to increase and maintain student achievement with our performance-based compensation system. Subcommittees will be formed to review and to modify the program throughout the process. Committee Members and Project Director
provided resumes to document areas of experience and expertise (Attachment B). Some of the established committees are:

Professional Development Committee - this team will consider the data elements, evaluation tools, the review process
and individual needs to provide high quality professional development and will determine elements needed to assist in the
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awareness and implementation of the program. Education of stakeholders is a key element in our program. Our plan
includes efforts to make the knowledge acquisition clear and concise in order to assist in the EPIC Plan roll-out. We plan to
provide multiple professional development opportunities to accommodate a variety of learning styles including delivery
through face-to face trainings, web based trainings and individual conferencing. Each school will also have a committee
member on the team so that all schools will have first-hand knowledge and input into the process. Current Professional
Development Committee Members are: Linda Diaz (Title I Director), Fran Herrin (Principal), and Wendy McPherson
(Assistant Principal) with others to be determined.

Communication Committee - will create and analyze the communication needs of our teachers, administrators and
community. Our goal is to share information regularly and in a concise manner which provides all the stakeholders ease of
access to the project, the goals and the outcomes. The committee will also have a schedule and regular releases of
information and will provide meeting notices in a variety of formats. The Communication Committee Members are: Dr.
Jesus Jara (Chief Operations Officer), Dr. Lesley Salinero (Director of Student Services & Project Director), Cheryl Allen
(Human Resources Director) with others members to be determined.

Teacher Focus Committee - each school will have a school-level point of contact. As part of the committee, they plan and
process the ideas with their colleagues, determine obstacles and receive feedback to share with the project director and
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committees. Teacher Focus Committee Members are: Cheryl Allen (Director of Human Resources) with others to be
determined.

Career Placement Committee - will consider the levels and placement of new staff on the instructional and administrative
career ladder.. The Career Placement Team will review the teacher performance-based indicators and growth measures as
well as the evaluation tools and outcomes. The Career Placement Committee Members are: Dr. Lesley Salinero (Project
Director), Dr. Jesus Jara (Chief Operations Officer), Fran Herrin (Principal), Cheryl Allen (Human Resources Director),
with others to be determined.

Data Management Committee - will review and analyze the evaluation instruments and growth measurement vendors
available and assist the group in examining the data management tools. They will ensure that the measures selected are
valid and reliable for use as performance-based measures. Data Management Committee Members are: Janet Meinke
(Director of Assessment and Accountability), David Richardson (Director of Administrative Technology), David Murphy
(Principal) with others to be determined.

Timeline & Evaluation Committee - will be managed by a university management or evaluation consultant in order to
provide objectivity and external controls to ensure management of the funding and resources follow federal guidelines and
are performed in a transparent and effective manner. This committee will be essential in monitoring the timeline to keep
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the project moving at the scheduled pace and the evaluation process on track. The Timeline Committee Members will be
determined.
_________________
Financial Stability
(a) Our main focus is to create a plan that is self-sustaining long after the grant has reached completion. We have offered our union
members multiple opportunities to participate and have a strong commitment from all stakeholders to the continuation of the EPIC
Plan beyond the grant period. The stakeholders believe that in order to create a seamless process we make certain that all schools have
the full opportunity for advancement in the performance-based system. Evidence of this commitment is found in the letters of support
(Attachment C) for the sustainability of the project from the Superintendent (Dr. Joseph Burke) and the School Board Chair (Andy
Griffiths).
(b) The Monroe County School District performance-based compensation plan design will create a strong program that is sustainable
with our local funding increasing as the grant funding decreases as proposed in the chart below. Each year the federal funding reduces
and the local effort increases in order to maintain the incentive program for teachers and school administrators.
Year
Expenditures
(1) 2010-2011 (Planning Year)
$166,000.00
(2) 2011-2012 (Implementation)
$135,000.00
(3) 2012-2013
$95,000.00
(4) 2013-2014
$65,000.00
(outside evaluator)
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Based on various regional economic forecasts for the state of Florida and the Florida Keys the Monroe County School District should
be able to sustain the increased costs associated with the incentive program with the additional revenue received by the district.
Traditionally the district has incurred additional compensation costs due to the current structure of step increases and costs of living
adjustments. Based on the current staffing and rate of compensation a one percent increase in compensation would cost the district
approximately $327,000. In the past an increase of 2 to 3 percent including additional compensation for step increases was common.
A similar increase would cost as much as $981,000 which is similar to that being proposed in the current model.
_________________
Approach to Performance Based Compensation System
EPIC Plan is the Monroe County School District’s comprehensive approach to the performance-based compensation that will be
developed fully over the 2010-2011 school year. EPIC Plan will include differentiated incentives for teachers and school-based
administrators exclusively in this program. All other personnel incentive needs will be addressed separately via the Human Resources
Department, superintendent’s office and school board. It has been determined jointly, by the team, that we will apply the primary
focus to the site-based teachers and administrators. Our goal is to ensure that the EPIC Plan continues beyond the grant period as a
foundation of our career ladder for teachers and administrators at the school sites. The Monroe County proposed draft Conceptual
Framework (Attachment D) illustrates the categories of teachers and the performance based opportunities at the many levels of teacher
performance. Attachment D illustrates the draft definitions of the characteristics of educators at each level of expertise. The criteria
and evaluation instruments will be developed during the planning year; however, the proposed chart (Attachment D) provides an
estimated timeline for achievement and movement between career milestones. Existing teachers will be placed into the various
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categories based upon multiple measures including student assessment data and observations from the previous two years. The
Human Resources Department and Career Placement Committee will utilize specific guidelines to be developed in the planning year.
The placements will be consistent and fair to all instructional staff. This process is consistent with career milestone requirements in the
Florida Race to the Top and aligns with the Florida Principal Effectiveness Standards.
Educators will have four potential paths to achievement of performance based incentives. 1. Movement within the same category up
to the next vertical step, if they have not yet reached a transition stage based on experience. These educators have the potential to
receive an incentive for exemplary performance while within a level designation (Attachment E). 2. Educators can move between the
categories of educators (Professional, Accomplished or Distinguished) and receive incentives based upon exemplary performance. 3.
Remain in place with satisfactory performance. 4. May return to an earlier stage with two year of unsuccessful performance. Teachers
and administrators who have two consecutive years of unacceptable performance may not be renewed. These determinations are used
specifically to strengthen the educator workforce and to be utilized in tenure and retention decisions. Monroe County recognizes that
as important as the measurement of educator and student performance is, there must be appropriate, ongoing supports in place to assist
educators to improve and strengthen their practice. Supports are critical for all educators to grow and move forward in their careers as
is the evaluative component. Our plan includes focused, individualized, high quality professional development with targeted supports
to be made available for all staff based on the students’ and educators’ needs.
As our teams reviewed many different types of teacher and administrator evaluations, we have narrowed the models to a nationally
recognized and research based model similar to the Charlotte Danielson’s core. We will be investigating further via national experts
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and university researchers to determine the most effective evaluations tools for our district. The evaluation instrument will contain a
prescriptive rubric for each of the incentive levels on the career ladder. Our Teacher Focus Committee is an essential element to the
selection of the proper evaluation tool and to the possible modification of the selected tool that best meets our needs. One of the main
focuses of the evaluation is to ensure that there are multiple measures. For example, we intend to have at least two instructional
observations per academic year. In addition to observations, educators will have access to feedback via the Classroom Walk Through
(CWT) protocol. In the past, the CWT was for school-wide analysis only. However, we have agreed to expand the CWT to include
direct feedback to subject area teachers to support their growth and expansion of professional development opportunities. This will
assist in developing teachers’ skills and effectiveness within the classroom throughout the school year. Part of the observation process
will include a pre-observation in which the teacher and administrator have a dialog regarding the upcoming lesson and the lesson
objectives. At that point, the administrator can gain clarification and specifics before ever observing the classroom teacher. Following
the observation, the administrator and teacher will meet again to reflect on the observation and consider the overall success of the
lesson. The fundamental goal of our plan is based on educator support, improvement and advancement. We believe that the focus of
any evaluation system must encourage, support and sustain educator effectiveness and student achievement.
Finally, throughout the EPIC Plan pilot we will be conducting continuous review and improvement. We will be meeting at least
monthly to consider the elements and modify the plan to best measure student and educator performance. As part of the
comprehensive approach, the district outline for the plan is as follows:
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__________________________________________________________________
Time Line
Year 1(2010-2011) –The plan is developed by a joint, school and administration team, with multiple sub-committees ensuring that
each group has a voice in the plan development, implementation and review. Selection of supports from research based, university
and experts in the field will be contacted to support our initiative and program evaluation. Major benchmarks include:

Finalize the compensation model

Determine value added methodology and metrics

Conduct communication meetings throughout the year

Hire the Program Manager

Pilot evaluation tool
A complete list of first year benchmarks can be found on page 21 to page 26.
Year 2 (2011-2012) – Implementation begins with all of our 11 schools participating in the EPIC Plan. Monroe County School
District is dedicated to ensuring that ALL teachers and administrators in our county are included. Teachers and administrators will
be placed in the appropriate location on the career ladder by the Human Resources Department and Career Placement Committee
using guidelines developed in year one. Each educator will receive the placement information and professional development
offerings based upon identified area(s) of support and student need. The specific performance-based compensation break-out for
year two is as follows:
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2011-2012 = 35% student performance on assessments/ 15% local data/ 50% observations and other measures (as determined in
year 1)
Year 3 (2012-2013)–This will be the first year that movement within the career ladder is possible. Prior year data will result in
modifications to strengthen areas of weakness in the current plan. Professional Development will be an expected and ongoing part
of the process. Each year the Human Resources Department and Career Placement Committee will review and provide placement
designations. The evaluation break-out is as follows: 2012-2013 = 40% student performance data / 10% local data / 50%
observations and other supporting data (as determined in year 1)
Year 4 (2013-2014)–This will be the second year of full implementation of the performance based incentive program. The
continuous improvement model will be utilized to review data from prior years and to continue to modify the program as needed.
The spotlight now shifts to sustainability as our goal of maintaining the program beyond the grant cycle. The educators have the
potential to transition to the Accomplished and Distinguished levels. Educators wishing to move across the career ladder will
follow application procedures to indicate interest. The Human Resources Department and Career Placement Committee will
review applications. The break-out is as follows: 2013-2014 = 45% student performance data / 10% local data / 45% observation
and other data (as determined in year 1)
Year 5 (2014-2015)–This will be the third year of full implementation of the performance based incentive program. Planning for
the future of the project will be completed and the trainings, communications and evaluation processes should all be highly
efficient and established as a regular part of our HR program. The break-out is as follows: 2014-2015= 50% student performance
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data / 10% other data / 40% observation and other data (as determined in year 1). The program is 100% viable and sustained by
local and federal sources. The evaluation measures are both valid and reliable and applied fairly and transparently. Teachers and
administrators understand the clear career pathways and are able to navigate the program with ease.
________________________________________________
Value Added & Data Management
Monroe County is one of the strongest technology-based districts in the State of Florida. Being in a remote location has helped us
develop a very strong communication lines and data management infrastructure. For example, our ESE department was rated superior
for accuracy and management of data relating to the ESE students (source: www.fldoe.org). There are multiple technology based
applications currently in use in Monroe County. Our district has the capacity to utilize video and web based conferencing, as well as
high speed wireless internet access at all schools. Web based video conferencing, enables us to communicate, in real time, with our
schools that are more than three hours drive from our district office. All our School Board meetings are televised and available to the
entire county, keeping our community informed of projects and grants. Teachers and administrators are well-skilled in data use and
analysis. Each school currently has a “data coach” who assists school-based teams in reviewing, planning and evaluating the data at
the district level, school level, classroom level and to the individual student level.
Even with our local level of expertise, data management is a critical area that will require knowledge beyond our current level. In
order to accommodate this new direction, we recognize the need for additional support. (1) Our plan includes reviewing the best
research and most effective Value Added programs available to link the performance-based compensation plan to student data, our
focus will be on K-3 and 11th and 12th grades (since the state is providing the 4-10th grade VA program). We will be reviewing
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vendors for validity and reliability as well as vetting the “other measures” we feel are essential in understanding the whole
performance picture. (2) While the selection of the specific VA program design is currently under review, we are dedicated to the VA
process as it provides the most accurate measure of student growth. Our team has reviewed the VA process in general terms and
agrees it is essential to the program’s fair and balanced application.
Data management is especially critical when looking at non-tested grades and special subjects such as students with special needs and
special area teachers in non-tested grades. Most recently, our district was a pilot for the Florida Response to Intervention (RTI) project
from the State of Florida and University of South Florida. We have had great success with RTI and Positive Behavior Interventions
Support Systems at our schools and the performance based compensation system is the next logical step for our county.
Our proposal includes initiating an RFQ to investigate the many options available to us via vendors, researchers and universities
regarding VA models. One essential element is to include a Program Manager to facilitate and coordinate the many facets. The exact
process and procedures for data management will be developed in the first year of planning along with expectations for this position.
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___________________
Recruitment & Retention
As discussed earlier, recruitment and retention for the Monroe Counts School District is a challenge for our schools, even though we
provide the highest beginning teacher salary in the State of Florida. The cost of living in the Florida Keys is also one of the highest in
the state. In addition, the expense of everyday items is higher than the same item on the mainland. For example, the cost for gasoline
according to the national average is $2.74 (source: www.ela.doe.gov), while the cost of gasoline in Key West Florida is almost $4.00!
This is consistent with the vast majority of daily expenses in the Florida Keys. To compound, our economy is based primarily upon
the tourism and fishing industries which have been impacted by recent events. An additional challenge for our recruitment and
retention of highly qualified staff is in relation to our housing prices. Monroe has few apartment complexes and those we do have are
quite expensive. The national average apartment rent for the State of Florida is $686.00 per month, while in the Florida Keys, the same
apartment would cost $1,200.00 per month plus, first, last and full security required (source www.nationalrelocation.com). Our
median home price continues to hover at $300,000.00, which is far out of reach of most educators.
(1) Our schools that meet the “high-need” status are identified by site in Attachment F, based upon local school data for Free and
Reduced Lunch (FRL) under the Richard B. Russell National School Act. These schools have at least 50% of the student population
with low-income status. It is important to point out the fact that middle and high schools also have the same low income students yet
their data does not reflect the need in their FRL status. Many students in the middle and high school are resistant to declare their lowincome status. Therefore the great needs evident at the feeder schools substantiate the associated needs at the middle and high schools.
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(2) In order to staff the hard to fill positions the team will explore and determine precisely what “effective and likely to be effective”
educators criteria will be, and to staff such positions with “effective or likely to be effective educators”. The determination of what is
“effective” and “likely to be effective” will be established over the course of the planning year. Once those designations are
determined, the definition of “effective and likely to be effective” will be communicated with the educators. These determinations will
assist us in placing the educators in the most appropriate position to benefit student success. Further development of this core element
will be completed within our initial planning year.
______________
Communication
Communication - in educating school personnel and the community regarding the performance-based incentive program, we will
follow the recommendations from the Communication Committee. The proposal is to have a “point of contact” (POC) at each school
selected in the planning year and continuously throughout the grant. The point of contact at each school will be part of a committee.
The committee assignment will be based upon their interest areas and the needs of the project. Communication will be delivered
utilizing a variety of approaches such as: Connect Ed, professional development modules, direct communications, and web based
delivery. We will also incorporate the recommendations from the experts in the field who have experience in the area of performancebased compensation programs.
_____________
Involvement and Support
Involvement - each site-based point of contact will attend the committee meetings and work with their school staff to develop and
collect input from the stakeholders on possible program modifications. The Communication Committee will create a process for the
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site-based point of contact committee members to provide the site input. This will provide a two-way consistent communication model
from the school to the committees and back. The point of contact at each school will provide site-based collaborative sessions with the
teachers and administrators at their schools. Our plan has district staff partnered with teachers, administrators and union members
provided opportunities to participate. Evidence of the core team who have been working on this grant is found in Attachment G, which
is the sign in sheet from our meetings and the topics covered. Each core member has also reviewed the application and provided
valuable input into the plan.
_____________
Rigor and Transparency
Rigor and Transparency – While many parts of the plan are being developed, there is a plan under construction that utilizes student
data as a significant portion of the evaluation. Teachers will have full understanding of the other measures needed to demonstrate the
full picture of the teachers’ practice.
(1) Our plan includes creation of a rubric that will ensure objectivity in the review process. All evaluation staff will participate in the
pilot before the performance-based evaluation is put into practice in year 2012-2013 school year (2) Observations will occur at least
twice per school year, with both pre-conference and post-observation follow up. While not evaluative in nature, the proposed plan
contains the intermediate inclusion of the CWT protocol to provide educators frequent feedback on their progress. (3) We will be
developing the collection and organization of the data via our committees and Program Manager. (4) Inter-rater reliability will be
achieved using the timeline below. The plan includes a pilot period in which the evaluation tool will be carefully evaluated for
reliability. We plan to solicit teachers to volunteer for participation in the pilot. None of the evaluations completed in the pilot will be
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reflected in teachers’ final observations and it will be made clear that the pilot is to check for the observer reliability only and not to
perform evaluations. There will be multiple observers evaluating the volunteer teachers. Then the results will be compared and the
process will be modified until we have reached a high level of reliability between observers.
The Monroe County School District plans to secure an outside evaluator to ensure that the grant and its components are clearly
defined and the process is transparent and managed as required under the federal guidelines. Our development team determined that
the plan must adhere to a high level of transparency. Our focus is to place the maximum emphasis on the schools’ performance-based
incentive program.
________________
Data Management
The goal of the plan is that two or more raters will report the same or very similar results observing the same instructor. Data
Management will comply with Family Rights and Privacy Act (FERPA) including the regulations in 34 CFR Part 99. (d) The data
management system is also under development; however, it will be managed by the program assistant/ data manager to ensure that
human resources, instructional technology department and payroll are linked appropriately.
We plan to hire 1 full time staff member who will be a full-time employee for the first three years. In addition, we will have a
leadership work group that will work regularly on the process, instruments and training modules. All data management will absolutely
comply with FERPA rules including the regulations in 34 CFR Part 99.
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_____________
Understanding Measures
Professional development is essential to help the stakeholders have a voice in the program. While this area is under construction, we
plan to have intensive training modules developed throughout the school year. The site-based point of contact will assist in the
delivery and clarification of information.
We have a timeline established below that outlines the projected targets.
_________________
Planning Period
(a) The district will provide an interim and annual evaluation report to verify that the expenses and activities are delivered as proposed
in this application. Additionally, our plan includes an outside evaluator who has expertise in performance-based measures to support
and evaluate our progress. All data and information regarding the grant and its application will be transparent, fair and open to review.
Below is the projected timeline.
September 2010–

Each school will review the 2009- 2010 student data with site-based data coaches.

School administrator will meet with individual teachers to plan professional development needs for the school year as
evidenced by Teacher IPDPs

Team will utilize reflection from Committees in making modifications to the plan
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
Each administrator will meet with the Chief Operations Officer & Executive Director of Student Services & Curriculum to
discuss school-wide student data and review plans for the school year as evidenced by the SIP process

Major topics of development: Value Added, educator incentive program and non-core areas performance-based incentives

Create job description and advertisement for Project Manager is prepared and will be posted

RFQ for Value Added consultant, evaluation consultant; applications are prepared and posted

Committees meet regularly to discuss and prioritize activities

Committees review and analyze evaluation tools as well as a career ladder for administrators

Major topics of development: Value Added, educator incentive program and non-core areas performance-based incentives
October - November 2010

Hire Project Manager, provide intensive training and organizational directives

Following each Progress Monitoring (PM) interval the administrator and instructors will review the results. Note PM Intervals
vary depending on the school type and administration of the instrument.
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
Each administrator will meet (monthly) with the Chief Operations Officer & Executive Director of Student Services &
Curriculum to discuss school-wide progress

Review and select consultant, university support, evaluation consultant schedule trainings.

Monthly committee meetings, create public / school board communication

Data coaches will meet with school administrators to review school wide data

Administrators will meet individually with teachers to discuss professional development needs for instructional staff

Chief Operations Officer will meet (monthly) with the principals regarding their school-wide data and their individual
professional development focus.

Team will utilize reflection from Committees in making modifications to the plan

Major topics of development: Value Added, educator incentive program and non-core areas performance-based incentives
December 2010 – Milestone

Evaluation instrument should be well developed
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
Each administrator will meet (monthly) with the Chief Operations Officer, Project Manager and Executive Director of Student
Services & Curriculum to discuss school-wide progress

Monthly committee meetings continue

Value Added training and supporting consultant training should be making significant progress

Prepare the intensive training modules for the teachers and administrators for January

Team will utilize reflection from Committees in making modifications to the plan

Major topics of development: Value Added, educator incentive program and non-core areas performance-based incentives
January – February 2011

Final vetting process for the evaluation tool

Intensive educator vetting with staff regarding the evaluation tools continue

Completion of the training and implementation of Value Added.

Monthly committee meetings continue

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide progress
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
Procedures of evaluation should be completed and ready to begin training pilot

Committees will work on communication and professional development relating to the evaluation instrument

Team will utilize reflection from Committees in making modifications to the plan

Major topics of development: Value Added, educator incentive program and non-core areas performance-based incentives
should be completed
March 2011

Final review and preparation for evaluation pilot

Request volunteers for the pilot evaluation

Training for the observers using the instrument

Monthly committee meetings

Team will utilize reflection from Committees in making modifications to the plan

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide progress

Intensive training on the evaluation instrument to ensure inter-rater reliability
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April 2011

Pilot implementation begins

Each administrator will meet (monthly) with the Chief Operations Officer to discuss school-wide progress

Intensive training on the evaluation instrument to ensure inter-rater reliability

Review the evaluation process and compare the results

Monthly committee meetings continue

Team will utilize reflection from Committees in making modifications to the plan
May 2011

(Tentative) Union ratifies the evaluation and the team verifies the evaluation responses

Each administrator will meet (monthly) with the Chief Operations Officer to discuss outcomes and overall student progress

Plans for training needs are projected for 2012-2013

Team will utilize reflection from Committees in making modifications to the plan
June – August 2011
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
Prepare the policy and procedure manual / complete training modules for administrators and teachers
August 2011-June 2012

Full Performance-based compensation incentive implementation begins.
Throughout the planning year we will explore what the best practices are based on the experts in the field. Our goal is to create a
program that is exemplary in all aspects.
______________
Professional Development
Our goal for professional development will be based upon a needs assessment and directly tied to the student data. Training for
educators will be individualized enabling them to tailor their practice to the areas of student need. In order to achieve the goal of high
quality professional development, as stated in section 9101(34) of the ESEA, the team will gather student data, consider input from
external experts, consultants, researchers and other professionals while developing the program. We are basing the professional
development on the areas of weakness of the high need schools combined with identified areas of growth for teachers. The
determination of high needs schools is based on a 50% or greater percentage of Free and Reduced Lunch (FRL) status. The most
current FRL designation, at the school level, under the Richard B. Russell National School Act can be located in Attachment F.
(1) Professional development will be focused on the specific needs of the high need schools in the Monroe County School District.
With the goal of linking professional development to student achievement data and ultimately to performance incentives.
(2) Professional Development will be targeted for individuals, teachers and administrators based on the specific areas of need.
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(3) Professional development will:
(A) Provide training for educators who did not achieve performance-based incentives. Support will be provided including the
tools and skills that educators need to (a) assist exemplary educators improve their practice and raise student achievement
(b) and successful and effective educators the ability to successfully assume additional and leadership roles.
(4) Professional Development will assist educators in a better understanding of performance based measures as a result of the high
quality training and improvement of their overall practice.
(5) Finally, consistent evaluation of the Professional Development offerings in order to monitor the effectiveness of the
Professional Development and to make modifications based upon the evaluation to future training.
Following our planning year, effective educators will receive substantial incentive for their performance. Additionally, those educators
who have achieved advanced and distinguished levels of achievement according to the draft Conceptual Framework (Attachment D)
will be given leadership opportunities including mentoring, coaching, tutoring, lesson study etc. The focus is to support other
educators’ development and advancing the practice of the accomplished and distinguished educators within the county. It is important
to note this framework is a draft and the administrator framework is currently under development.
Monroe County School District currently has a data management portal. (Attachment H). This web-based system is an organized tool
for tracking and managing professional development evaluation and follow up activities. This tool has been utilized in the district for
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over five years, and teachers are proficient in accessing the portal. Our district is currently investigating a data warehouse program
that will enable any educator to review multiple data points for the district, school and individual students.
Training principals will be the first step to enable them to assist their faculty in the understanding of the program components. It is
essential that everyone in the school district receive the same message with the same details. Part of the plan is to start with a train-thetrainer model enabling our site administrators and committee members to be the most knowledgeable staff at each school regarding
the EPIC Plan. As mentioned earlier, the point of contact for each school will also be a committee member on one of the established
committees. Each committee member will receive a supplement to incentivize their participation and provide for stable teams. Team
members will assist in training development and provide stakeholders the same information. Training produced will offer each point
of contact, school-based committee member, with the specific scripting to enable them to share the information accurately in the same
manner at each school.
Site administrators will assist teachers in selecting professional development or may assign a mentor to assist them in perfecting their
practice and strengthen their program. Each administrator will additionally receive monthly guidance from the Chief Operations
Officer to assist in supporting the teachers and providing guidance to overall school improvement.
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____________
School Level Data
Specific school-level data are provided in Attachment F, under the Richard B. Russell National School Act and ESEA (20 U.S.C.
6313(a)(5)). The middle and high schools listed qualify due to the fact that the feeder schools have over 50% FRL status.
It is important to note that in the State of Florida there are no exact comparisons for one of our schools which are a grades 6-12
composition. Therefore the 6-12 school was measured against other high schools of similar FRL status.
As the core areas are developed during the planning year, the team will use the continuous improvement model to make system
improvements. Our plan is to provide the principals and teachers intensive and frequent training and input into the program and its
development.
_________________________________________________________________________________________Need for Project
(1) Specific school level data are provided in Attachment F, all schools listed meet the criteria as stated in the grant application. The
middle and high schools listed qualify due to the fact that the feeder schools have over 50% FRL status.
(i)Monroe County School District has a significant need for this project. Our district is located in a remote, rural region on Florida that
spans the entire Florida Keys. We are linked to the mainland via a two-lane road that covers over one-hundred miles of highway and
bridges linking the island chain to the continental United States. Our district is dwarfed by our closest neighbor, Miami Dade which is
the 5th largest school district in America. There are no four-year universities located in the Florida Keys and the closest is over four
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hours away, so the option of student teachers is minimal. We currently have over 8200 students enrolled in our public schools and of
that total our Exceptional Student Education (ESE) population is 22% (including gifted). In the Monroe County School District we
have a district average nearly 50% Free and Reduced Lunch (FRL) status district-wide and many schools at 65% and higher. We have
a very high mobility rate and a significant number of students for whom English is a Second Language (ESL). In fact, in our schools
we have children who speak over 60 languages other than English! We are located just 90 miles from the coast of Cuba and receive
many immigrant students and families who are ESL students. Most recently, we have seen an influx from Haiti following the earth
quake of 2010.
(ii)With this very complicated and diverse student population we have the additional challenge of our economy being based on
commercial fishing and tourism. There are no farms or factories in the Florida Keys; we have no livestock, no dairies, and no
commercial production of any kind. Consequently, many of our families struggle financially just to survive. They also have the ever
present threat of disasters both natural and manmade that disrupt the economy. Being a chain of islands between the Atlantic and Gulf
of Mexico leaves us vulnerable to frequent hurricanes that sweep our coast, and the most recent threat is a man made: the BP oil spill
just off the coast of Florida.
Together these may difficulties create an extremely challenging task of recruitment and retention for our school district. In addition,
while the nation struggles with unemployment and falling housing prices, the average home price in the Florida Keys reflects that this
is still one of the most expensive places in the State of Florida to live. While Monroe County offers the highest salary in the state for
beginning teachers, our cost of living is so high that it does not make a difference in retention of staff. Our current salary schedule
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does not account for exemplary performance nor does it incentivize or reward performance. Unlike most areas, we do not have an
abundance of apartments nor apartment complexes, and home ownership is simply out of reach for many educators.
_______________________________________________________________________________________________Project Design
As stated under the core areas, (1) the Monroe County School District EPIC Plan is designed to mirror the State of Florida Race to the
Top and the Common Core Standards initiatives. (i)The EPIC plan will have a career ladder for both teachers and school-based
administrators that is clear and meaningful in support of the high needs students and schools. The project emphasizes the need for high
quality educators and their impact on student achievement. (ii)Further, we recognize that the hard to staff positions can be impacted by
incentives and performance compensation. In order to retain the highly effective staff, the performance-based compensation is a
natural way to meet the needs of the students and recognize excellent educators. Definitions of teacher expectations draft can be found
in Attachment J.
(iii)A significant portion of the performance-based compensation plan will depend on student achievement. As shown in our
comparison schools, our district underperforms compared to the “like” schools seen in Attachment I. We will be utilizing at least two
years of data to place educators on the career ladder. Educators who show achievement will receive incentive pay. As the teachers and
administrators progress up the career ladder, they will receive reward and responsibility for achievement. The reward will be in the
form of incentives and the responsibility will be in the form of mentoring and other supports for struggling staff and students. As we
develop the final plan, we will determine what “effective” is and exactly how “effective” will be measured. (2)Throughout the
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program development there will be involvement of the teachers, administrators, district and union members providing input into the
development, review and evaluation process. (3)As discussed, Rigor and Transparency – While many parts of the plan are being
developed, there is a portion under construction that utilizes student data as a significant piece of the evaluation process. (4) The goal
of the plan is that two or more raters will report the same or very similar results observing the same instructor. Data Management will
comply with Family Rights and Privacy Act (FERPA) including the regulations in 34 CFR Part 99. (5) Our goal for professional
development will be based upon a needs assessment directly tied to the student data. Training for educators will be individualized
enabling them to tailor their practice to the areas of student need. In order to achieve the goal of high quality professional
development, as stated in section 9101(34) of the ESEA, the team will gather student data and consider input from external experts,
consultants, researchers and other professionals.
_______________________________________________________________________________________Adequacy of Support
(1)As discussed in the elements above, the management plan is adequate to meet to the project objectives. This element is a work in
progress and will be fully developed during the planning period. However, we have been coordinating with the teachers,
administrators and union members to create this grant application. The letters of support and meeting attendance sheets are found in
Attachments C and G. The letters are from the Monroe County Superintendent and the Chairman of the School Board, in support of
the proposed program. The school district has many components in place for in-kind support currently. Additionally, we chose not to
use the grant funding for substitutes, coaches and other personnel in order to demonstrate our local effort of the project and that we
have established support for this initiative.
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Roles and ResponsibilitiesPoint of Contact: Dr. Lesley Salinero, District Point of Contact, will attend any grant required meetings and or conference calls. The
POC will monitor the grant committees, assist in conflict resolution and oversee the grant development over the term of the grant.
Project Manager – TBD this role will be development over the course of the first two months. Our projection is that this individual
will be a contact between the schools and the project director. He or she will have a broad knowledge of data analysis with Value
Added experience.
Chief Operations Officer: Dr. Jesus Jara, he is the Chief Operations Officer and is a direct supervisory role over the school
administrators. As part of the EPIC Plan team he will implement and ensure fair application of the evaluation process for educators in
the County. His role includes data review with the site administrators, providing feedback and guidance for administrators on
providing the same supports for teachers.
Committee Members: there are approximately 11 site based committee members who represent the individual schools. Of the 11
committee members, there will be a mixture of union and non-union staff. It is essential that all stakeholders have a voice in the
project development.
District Staff: specific district staff members who are essential for this grant to progress listed below:

Assessment and Evaluation – Janet Meinke, she is responsible for all assessments within our school district. Her role is to also
provide schools and the school board with accurate and reliable student data. She can assist in ensuring that the data is both
qualitative and quantitative.
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
Professional Development - Linda Diaz coordinates the professional development district-wide. She manages the
MyLearningPlan and ensures that professional development is done in a clear and orderly manner.

ESE – Catherine Kanagy represents the non-core teachers and staffs that are also eligible for the performance based incentives.
She is a supervisor coordinator of the ESE department and provides the team with support for non-tested subjects.

Union President -Leon Fowler is the president of the United Teachers of Monroe. He is an important part of our team as many areas
require negation with the teachers union.

Human Resources – Cheryl Allen is the director for human resources. She will be working to assist the Career Placement Committee in
making appropriate determinations and the creation of the criteria for placements.

Instructional Technologies – TBA (position is open at this time). This individual manages our TERMS data management and our
technology department district-wide. In this position, the district data and software programs are evaluated and managed for compatibility.
Vitas for all the core team are included in Attachment A verifying each team members' qualifications are excellent and commensurate with
managing the program. (3)The proposed project has local funding and support included throughout the proposal and will be capable of maintaining
the project beyond the grant period. (5)Finally, the projected costs of initiating the project are clearly developed and will substantially support the
instantiation of the performance based measures in our county.
Quality of Local Evaluation
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(1)This element is a work in progress and will be fully developed during the planning period and will include strong measures of performance that
will be measurable and monitored. (2)The Monroe County EPIC Plan will utilize and outside evaluator to ensure that the data is both qualitative
and quantitative. (3) The outside evaluator will provide the Monroe County School District with high quality, efficient and accurate evaluation
results. Our internal process is based on the continuous improvement model which will provide feedback and improvement through the project.
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Attachment B –Vitas
Dr. Jesus Jara
Jesús Jara is chief operations officer in Monroe County School District in Key West, Fla. Previously, Jara was senior educational
manager for the New England Regional Office, where he was responsible for leading K-12 programs and services. Jara joined the
College Board in 2005 after serving public school systems in Florida and Massachusetts as teacher and administrator. He earned his
doctorate from Nova Southeastern University in Florida.
Dr. Lesley Salinero
Dr. Salinero has 20 years experience in education; she is currently the Director of Student Services and Exceptional Student
Education. Her BA was earned form St. Leo College in Tampa, Florida and her MA from Troy State University in Alabama, her Ed.D.
from Nova Southeastern University in Florida. Dr. Salinero’s leadership roles include: president of the Council for Exceptional
Children Monroe, board of directors for the Florida Keys Children’s Shelter, board of directors for the Monroe County Human
Services Advisory board, and Key West Rotary. She holds certification in sociology, ESE K-12, ESOL, and educational leadership.
Cheryl Allen
Cheryl Allen has been the director of human resources for the Monroe County School District for the past 7 years and has an
additional 20 years experience in public education administration. She graduated from Florida Keys Community College with an AA,
St. Leo College with a BA and Troy State with a MA.
Linda Diaz
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Mrs. Linda Diaz has 15 years experience as an educator. Mrs. Diaz earned her BA and MA from Nova Southeastern University. She is
certified in Education Leadership as well as leadership roles as the board member at large for the Florida Association of Staff
Developers, member of the National Staff Development Council, a Reading First Developer, and a board member for Florida Council
for Teachers of Mathematics. She is currently the Title I and Professional Development Coordinator for the school district. She has
also been a webmaster for school web site, administrator for electronic grade book, teacher leader, adjunct professor at Barry
University, certified learning styles trainer St. John’s University, New York.
Dr. Frannie Herrin
Dr. Herrin has more than 22 years experience in the field of education. She earned her BA from University of South Florida, MA from
Troy State and her Ed.D. from Walden University. Her leadership roles include, school based principal, assistant principal, member of
FASA and ASCD. She is certified in education and education leadership
Michael Kinneer
Mr. Kinneer is currently the Chief Financial Officer for the Monroe County School District. He has a BA form Ohio State University,
and a JD from Capital University Law School. He has 14 years experience with school finance and as a CFO.
M. Leon Fowler
Leon Fowler has 22 years experience as a classroom teacher. Mr. Fowler is President of the United Teachers of Monroe which serves
the bargaining units for teachers and school related personnel in Monroe County. Locally Fowler has served as the Union’s President
and Chief Negotiator since 1985. At the state level he has served on the Governance Board of the Florida Education Association, the
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Goals and Budget Committee and the Legislative Committee. Mr. Fowler earned his BA in mathematics from Stetson University in
Deland, Florida, his MA in math education from the University of Miami.
Kimberly Kasper Lowell
Kimberly Lowell has 17 years of experience as a classroom teacher in a public school system. She has earned her teaching degree
from Miami Dade Community College and a bachelors and masters degree from University of Florida. She is certified in State of
Florida, Elementary Grades 1 – 6, ESOL Endorsement and is a National Board Certified Middle Childhood Generalist. Her leadership
experiences are as the Monroe County National Board Certified Teacher Liaison at Key Largo School, Third Grade Team Leader and
United Teachers of Monroe Upper Keys Vice President. Finally, her area of specialization is in Children’s Literature and Sociology
Lourdes Dick
Mrs. Lourdes Dick’s classroom experience extends over 17 years. Her degrees include a BA in linguistics with minor in secondary
education from Queens College, City University of New York, a MS in educational leadership and policy studies at Florida State
University in Florida. She has teaching credentials in three academic subjects and two vocational areas including Commercial Art
Technology & Television Production, Art, Grades K-12, Educational Leadership, Elementary Education, grades K-6, ESOL, grades
K–12, Florida
Reading Endorsement. She has assumed numerous leadership roles in support of school improvement.
Holly Hummell-Gorman
Mrs. Holly Hummell- Gorman has eight years of successful teaching experience. She holds a BA from Florida State University, with a
major in Spanish and a minor in multicultural / multilingual education. She has held many leadership roles over the years such as vice
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president, United Teachers of Monroe, vice president, Alpha Delta Kappa, career ladder / performance committee member, MCSD
health insurance committee member, Intel ® Master Teacher, and the Florida Reading First professional developer.
Patricia A. Tielkemeier
Patricia Tielkemeier has over a decade of teaching experience. She graduated with a BA from Ohio State University, Columbus, Ohio.
She has had leadership roles including; union repetitive for the United Teacher of Monroe, State of Florida instructional materials
committee member, and the district K-12 reading adoption.
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
Attachment D – Draft Conceptual Framework
Teachers develop over time more sophisticated skill sets and improved effectiveness.

Based on the research of Dr. David Berliner and the ASU team we can describe four distinct stages or levels of teacher
performance.

We propose to design a salary schedule with four teacher levels. Each level will be described in relation to performance /
behaviors.

Teachers will apply to move from one salary level to another at particular points in their career (promotion zones). To be
considered for the next level a teacher must have demonstrated “effectiveness,” as defined by federal and state guidelines for at
least 2 consecutive years.

Teachers will progress on a base salary schedule with a regular annual increment of 1-1.5%. Outstanding annual performance
on the evaluation instrument, plus “effective” results will allow for a 3% annual increase from base.

Teachers who successfully move from one level to another will receive an adjustment in base pay between $5,000 up to
$8,000.

Longevity steps will be frozen starting with 2010-2011. No teacher may move to step 15, 20 or 25. No teacher will get a
reduction in pay.

Teachers who receive an unsatisfactory evaluation for one year receive no salary increase. A second consecutive year may
result in dismissal.

Systematic supports will be provided by administrators and/or expert teachers which are designed to assist any teacher who
receives unsatisfactory rating.
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Attachment G – MyLearningPlan.com
My Learning Plan offers the district the ability to plan professional development offerings to be viewed by all district staff including
our Charter schools, for open registration. The offerings can either be self-selected or assigned by site administrator. Each PD
offering has the following steps included:
1.
2.
3.
4.
5.
6.
7.
Notice to all staff of PD opportunities
Registration for all intended participants
Verification of participation
Follow up activities
Verification of follow up activities
Complete recordkeeping of all successfully completed professional development sections.
School administrators use this information when determining PD needs and appropriate assignment for staff. The PD results are also included in the
final evaluation process for each educator.
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Attachment I -Teacher Expectations
Categories of Teachers Defined. The definitions below are a summary draft of the teacher level expectations that we have
developed. Recognizing that all elements of excellent teaching are important at every level, teachers’ develop their skills at
different stages. This defining of the teachers’ expectations at each level will be further developed in year 1.
1. Teacher (entry level) 0-5 years teaching experience
Required: a BA, Florida license or waiver as appropriate.
Expectations: 95% attendance rate, demonstrates that 35% (year 1) of students are performing within acceptable range AND
provides successful or exemplary “other measures” AND receives satisfactory or exemplary observations.
Expectations of a Competent Teacher:
 Demonstrate a knowledge of Florida curriculum, standards and instruction is aligned
 Instruction matches the student pace of learning and is modified as needed throughout the school year with evidence of
differentiation of the curriculum
 Structures the learning environment to best meet student learning needs, demonstrates the belief that “all children can
learn”
 Provides adaptations and modifications for students with disabilities, and ESL students. Matches instruction to
individual student needs
 Aligns professional development to support areas of weakness or as directed by the site administrator and applies
training into the classroom setting
 Demonstrates classroom management and positive behavior supports successfully
 Works with mentor teacher to improve student achievement and participates in learning communities
2. Professional Teacher 4-10 years of successful teaching experience
Required: a BA, Florida license and at least 4 years successful teaching experience.
Expectations: To move to this category the teacher must provide substantial evidence that he or she is performing above the
average in multiple areas. All areas and criteria will be developed in year 1. Additionally, each teacher must have 95%
attendance rate, demonstrate that 35% (year 1) of students are performing within acceptable range AND provides successful or
exemplary “other measures” AND receives satisfactory or exemplary observations.
Expectations of a Competent Teacher:
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








Has demonstrated a clear knowledge of Florida curriculum, standards and implements successfully within the
classroom. Instruction is aligned successfully with required curriculum
Instruction matches the student pace of learning and is modified as needed throughout the school year with evidence of
differentiation of curriculum
Structures the learning environment to best meet student learning needs, demonstrates the belief that “all children can
learn”
Successfully provides adaptations and modifications for students with disabilities and ESL students. Provides evidence
that instruction matches the individual student needs
Aligns professional development to support areas of weakness or as directed by the site administrator and shows
evidence of application of the training within the classroom
Successfully demonstrates classroom management and positive behavior supports
Works with a mentor teacher to improve student achievement and participates in learning communities as well as
provides support for peer teachers
Provides students with specific feedback regarding their progress and offers support
Assists the school-based leadership team in the school-wide initiatives to improve student achievement
3. Accomplished Teacher 7-14 years of successful teaching experience
Required: a BA, Florida license and at least 7 years successful teaching experience.
Expectations: To move to this category the teacher must provide substantial evidence that he or she is performing above the
average in multiple areas. All areas and criteria will be developed in year 1. Additionally, each teacher must have 95%
attendance rate, AND demonstrate that 35% (year 1) of students are performing within acceptable performance range AND
provides successful or exemplary “other measures” to demonstrate proficiency AND receives satisfactory or exemplary
observations.
Expectations of a Competent Teacher:
 Knows and implements curriculum framework successfully as well as individualization of the curriculum
 Matches instructional materials to meet students needs and successfully paces material
 Provides evidence of framing the lesson by contextualizing the content
 Aligns professional development to support areas of weakness or as directed by the site administrator and provides PD
trainings for teachers at previous levels on the career ladder
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











Successfully applies professional development to application within the classroom setting and demonstrates the belief
that “all children can learn”
Evidence of successful differentiation of curriculum by providing adaptations and modifications for students with
disabilities and ESL students
Regularly utilizes higher order questioning as part of the lesson
Successfully implements classroom management and positive behavior supports
Structures the learning environment to engage and increase achievement of the students, including the struggling
learners
Demonstrates improvement in the learning gains of the students who are typically resistant learners
Participates in leadership opportunities to strengthen instructional practice in the school
Works as a mentor to assist teachers at previous levels in order to improve student achievement
Leads and participates in learning comminutes and provides training/ modeling for other teachers
Provides targeted mentoring for new and beginning teachers
Designs professional development school-wide
Provides classroom coaching activities for teachers who are at previous levels
4. Distinguished Teacher 10 years or more of successful teaching experience
Required: a BA, Florida license and at least 10 years successful teaching experience.
Expectations: To move to this category the teacher must provide substantial evidence that he or she is performing above the
average in multiple areas. All areas and criteria will be developed in year 1. Additionally each teacher must have 95%
attendance rate, AND demonstrates that 35% (year 1) of students are performing within acceptable performance range AND
provides successful or exemplary “other measures” to demonstrate proficiency AND receives satisfactory or exemplary
observations AND provides successful mentoring.
Expectations of a Competent Teacher:
 Knows and understands a broad base of curriculum and integration of subject areas and assists peer teachers in program
development
 Uses standards based instruction successfully to improve student achievement
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






Consistently and successfully matches instructional materials to meet students needs and demonstrates the belief that
“all children can learn”
Successfully and consistently frames the learning by contextualizing the content
Pacing material to match the students needs and provides clear and consistent expectations for students
Includes students as part of the assessment process and deliberately structures the learning environment to ensure all
students are engaged
Models exemplary educational practices for other teachers within his or her school and at district trainings
Provides mentoring or supports teacher in previous levels
Designs and presents professional development, school-wide, to improve student achievement and engagement
 Works with the site based administrators to create the Schoool Improvement Plan
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Monroe County School District Principal Evaluation Timeline
2010: Step 1: Professional Development of New Evaluation Tool
Training will be provided for all Principals on the new evaluation tool and timeline.
August: Step 2: Pre-Evaluation Planning
Principals will individually complete a comprehensive needs assessment as required by the School Improvement Process and
establish priority goal areas.
August: Step 3: Meeting with Superintendent/ Designees
Principals will meet individually with the district Superintendent or a designee to discuss the result of the needs assessment, and
to propose performance goals along with the evidence and data to be gathered for the evaluation process. The Principal and
Superintendent will agree on the data, evidence, and artifacts necessary to complete the evaluation process and confirm the
Principals’ performance goals.
September: Step 4: Data Collection
The Principal will collect the data agreed upon in Step 3. The data may include the artifacts listed for each standard on the rubric;
feedback from parents, students, school community, and other data to document achievement of performance goals.
January: Step 5: Mid Year Update/ Review
Check on the status of goals’ attainment.
June: Step 6: Prepare a Consolidated Performance Portfolio
The Principal will synthesize the information obtained under Step 4 in order to prepare a consolidated assessment or
comprehensive view of performance throughout the year. The narrative regarding the data and artifacts used to demonstrate
performance should be provided to the Superintendent/designee at a specified time prior to the performance review.
June: Step 7: Meeting Between Principal and Superintendent/ Designee
The Principal and Superintendent/designee will meet at the school to discuss progress in completing the evaluation process. At
this meeting, the Principal and Superintendent/designee will discuss the Overall Performance Rating Sheet and recommendations
for a professional growth plan will be considered as necessary.
Note: Principal assignments would need to be made prior to completion of the needs assessment.
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Monroe County Principal Evaluation System
The Monroe County Principal Evaluation Process uses an instrument designed to focus on the Florida Principal Leadership
Standards. These standards which were developed by the Florida Department of Education are divided into three areas. They are
Strategic Leadership, Operational Leadership, and School Leadership. Within these main areas are specific skills: under Strategic
Leadership are the skills of Instructional Leadership, Managing the Learning Environment, and Learning Accountability and
Assessment. Under Operational Leadership, the skills defined are Decision Making Strategies, Technology, Human Resource
Development, and Ethical Leadership. Under the area of School Leadership are the skills of Vision, Community and Stakeholder
Partnerships, and Diversity.
To develop the evaluation instrument each skill has been defined through the use of indicators. These indicators are the
benchmarks that must be met to document performance in a particular skill area. In the areas of Strategic Leadership, Managing the
Learning Environment, Learning Accountability and Assessment, Operational Leadership, Technology, and Human Resource
Development, a special project may be agreed to between the Principal and the Superintendent. The indicators would be satisfied
through completion of the project. The special project would require thorough documentation to satisfy this leadership skill.
A timeline has been established which will assist you with planning. In order to complete the evaluation process, prescribed
steps must be followed:
1. A comprehensive needs assessment for your school must be conducted.
2. You must review the evaluation instrument and decide how you will document each skill that you select.
3. A meeting with the Superintendent or his designee must occur to review the needs assessments and to discuss the
leadership skills which you will document for the upcoming year.
4. A coaching relationship between the Principal and the evaluator should be established to advance the goals for the year.
5. A portfolio of artifacts and a narrative for each skill must be presented at a time set by the district.
Based on the results of the evaluation a bonus between 0% and 5% may be incurred by the Principal. The decision regarding this
bonus rests with the Superintendent or his designee. The following criteria will be used.
Rubric for Principal Competency Documentation
Distinguished – 5%
Accomplished- 4%
Proficient – between 1-3%
Developing – between 0-1%
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Unsuccessful – 0%
______________________________
Employee Name
_________________________________________________
Evaluation Period
_______________________________
Position
__________________________________________________
Planning Dates
Major Target Goals
1.
2.
3.
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Comments:
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(D)(2)Principal Evaluation Systems
comprised of instructional leadership, managing the learning environment, and learning accountability, and assessments.
Indicators for Instructional Leadership
The High Performing Leader:
Developing
1 point
Proficient
2 points
Accomplished
3 points
Distinguished
4 points
Unsuccessful
0 Points
1. Works with staff, students, parents, and students to achieve annual learning gains, school
improvement goals, and other targets.
 Identifies
actions for
improvement of
student learning
 Systematically
improves student
achievement and
engages
stakeholders in the
process
 Adapts and
varies leadership to
meet needs of
school and
implements new
strategies to
enhance student
performance
 Is a driving
force behind major
initiatives to
prepare students for
the 21st century
2. Uses multiple sources of data to plan and assess instructional improvement.
 Aligns learning,  Ensures that the  Develops new
teaching,
alignment of
initiatives to ensure
 Collects and
analyzes data in
curriculum
learning, teaching,
student success
adherence with
instruction and
curriculum,
which are supported
instructional
assessment to
instruction is
by data analysis for
requirements
maximize student
focused to
both students and
learning
maximize student
staff and creates a
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learning and creates
a culture which
makes sure that all
students are
successful
3. Engages staff in ongoing study of current practices.
 Describes where  Bases curricular
culture which is
typified by growth
and positive change
 Demonstrates
increased academic
research, applied
decisions on
achievement based
ongoing study of
theory, and
research, applied
on research, applied
current practice and
informed practice
theory, and
theory, and
reads research on
were used in
informed practice
informed practice
applied theory and
making curricular
and demonstrates
that are in place in
informed practice
decisions
their effectiveness
the delivery of
instruction
4. Supervises Testing Program and uses student performance evaluation to improve instruction.
 Understands and
promotes conditions
 Develops and
that enhance the

Identifies
 Demonstrates
implements plans
curriculum needs of staff’s desire to
knowledge of
for improvements in
different
focus energy on
student performance student learning
populations and
achieving
evaluation and
based on
builds a positive
educational
delegates staff to
performance
school culture for
excellence through
ensure the effective evaluations and
learning; ensures
analysis of student
operation of the
understands the
the effectiveness of performance and
testing program
importance of the
the testing program ensures
testing program
effectiveness of the
testing program
5. Understands, recognizes, and provides resources and motivation for: balanced reading instruction,
curriculum integration, active teaching and learning strategies, standards-based instructional
programs, the use of technology for instructional purposes, and the alignment of classroom assessments
to standards.
 Engages staff in
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 Aligns content
Total Points:
(Items 1-5)
____________
 Demands
 Is familiar with
the relationship
between content
and instruction
 Recognizes the
need for student
performance
evaluation
 Awareness of
the process for
identifying
curriculum needs
 Relates content
and instruction to
the achievement of
the established
standards
 Has identified
skills necessary for
planning and
implementation of
improvements for
student learning
 Assesses
curriculum needs in
a specific setting
content and
instruction that
ensures student
achievement of
established
standards
 Develops skills
necessary for the
planning and
implementation for
improvement of
student learning
 Identifies
curriculum needs
for different student
populations
157
and instruction that
ensures student
achievement of
established
standards
 Uses skills
necessary for the
planning and
implementation of
improvement of
student learning
 Assesses the
varying curriculum
needs of the school
and develops
curriculum aligned
to the state
standards based
upon the needs of
the students, the
community, and the
goals of the school
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Indicators for Managing the Learning Environment
The High Performing Leader:
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Develops and administers policies that provide for a safe school environment.
 Consistently
develops and
administers
 Develops
policies that
administers
provide for a safe
 Administers and
policies that
policies that
school
provide a safe
provide a safe
environment
school
school
 Recognizes the
 Consistently
environment
environment
need for a safe
demonstrates

Attends to
school environment  Manages
techniques and
student
the daily
organizational
learning goals
operations of
skills necessary to
in the daily
the school
lead/manage a
operation of
complex and
the school
diverse
organization
2. Follows state board rules and School Board Policy in the overall administration of the school.
 Recognizes the  Administers

legal and ethical
policies that
 Administers Consistently
standards in the
relate to the
policies that
conforms to legal
management of the legal and
relate to the
and ethical
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learning
environment
ethical
standards in the
management of
the learning
environment
legal and
ethical
standards in the
management of
the learning
environment
 Creates a
culture where
ethics and
standards are
emphasized
standards in the
management of the
learning
environment
 Creates a
culture of
appreciation for
policy and
standards in
management of the
learning
environment
3. Submits in a timely manner all school financial reports and oversees financial operations within federal, state,
and district guidelines.
 Recognizes the
need for
efficient/effective
budget planning
 Uses an
 Uses an
efficient budget
efficient budget planning
planning
process that
process
involves staff
and community
 Develops an
efficient budget
planning process
that is driven by
school priorities
and involves staff
and community
4. Establishes and implements operational plans and processes to accomplish strategic goals.
 Understands the
 Establishes  Consistently
importance of
implements
 Plans for the operational
resource allocation accomplishment plans and
operational plans
for the
of strategic
processes to
and processes to
accomplishment of goals
accomplish
accomplish
strategic goals
strategic goals strategic goals
5. Ties the daily operation of the school to school and student learning gains.
Manages
 Attends to  Consistently
 Is familiar with 
the daily
student
ties the daily
the daily operations
operations of
learning goals
operations of the
of the school
the school
in the daily
school to school
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Total Points:
(Items 1-7)
____________
Indicators for
Learning,
Accountability,
and Assessment
The High
Performing
Leader:
operation of
the school
and student
learning goals
6. Identifies and organizes resources to achieve curricular and instructional goals.
 Identifies
 Identifies,
 Uses
and analyzes
analyzes and
fiscal
the major
works to improve
 Understands the various
and non-fiscal
sources of
importance of
the major sources
resources for
fiscal and nonresource allocation
of fiscal and nonthe school
fiscal resources
for the
fiscal resources
including
for the school
accomplishment of
for the school
business and
including
strategic goals
including business
community
business and
and community
resources
community
resources
resources
7. Implements a comprehensive plan for counseling and student services, which incorporates D.O.E. tools for
student planning and explores all available options like Alternative Education for student success.
 Monitors
methods to monitor
student progress
and align to postsecondary needs
and assesses
student
progress and
the alignment
of activities to
meet postsecondary
goals
Developing
1 Point
Proficient
2 Points
 Can identify
 Assesses
 Consistently
student
progress using
a variety of
techniques and
information
assesses student
progress using a
variety of
appropriate
techniques and
informational
sources
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Uses multiple sources of data to manage the accountability and instructional improvement process.
 Under-stands
 Uses
 Uses
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Total Points:
(Items 1-3)
____________
Standard 2:
Operational
Leadership –
comprised of
decision making
strategies,
technology, human
resource
development, and
ethical leadership.
Indicators for
Decision-Making
Strategies
The High
Performing
Leader:
the importance of
using data to
assess and monitor
school
improvement
multiple
multiple
uses multiple
sources of data sources of data sources of data
to make
to manage the
to manage the
informed
accountability
accountability
decisions about process
and the school
the
improvement
instructional
process
improvement
process
2. Monitors and assesses instructional programs, activities, and materials.
Uses the
 Consistently
 Demonstrat 
methods and
uses methods and
es an
 Is familiar with understanding principles of
principles of
the principles of
program
program
of the methods
program
evaluation in
evaluation in the
and principles
evaluation
the school
school
of program
improvement
improvement
evaluation
process
process
3. Uses the methods and principles of standards assessment in the school improvement process.
 Trains the
Consistently

Uses
staff in the use
 Has an
diagnostic tools uses diagnostic
awareness of
of diagnostic
tools to assess,
to assess,
diagnostic tools to
tools to assess,
identify and
identify and
assess, identify and
identify and
apply
apply
apply instructional
apply
instructional
instructional
improvement
instructional
improvement
improvement
improvement
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Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Defines success based on results.



Understands
the importance
of establishing
goals and targets

Uses others
in the
accomplishment
of the
organization’s
goals
Delegates
tasks clearly to
accomplish
organization’s
goals
 Focuses on
student learning
as a driving force
for curriculum
instruction and
institutional
decision making.
Uses goal and
target attainment
for future
planning
 Delegates
authority and
responsibility
clearly to attain
organization’s
goals
 Focuses on
student learning
as driving force
 Builds family
and community
involvement in
program
planning.
2. Frames, analyzes, and resolves problems using appropriate problem solving techniques and decisionmaking skills.
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

Understands
the importance of
problem solving
and decisionmaking

Has a
repertoire of
problem-solving
techniques
 Explains and
defends decisions
Uses a
variety of
problem solving
and decision
making skills to
resolve a problem
 Recognizes
situations that
require
forcefulness and
self-confidence
in making
decisions

Routinely
views events
from multiple
perspectives
 Leads and
decides from a
position of
confidence
 Evaluates the
quality of
information
being used when
making decisions
3. Promotes the creation and encourages full implementation of the School Level RtI Plan.

Creates a
process for
 Develops
 Involves all continual
 Understands plan to meet the stakeholders in
problem-solving
the RtI process.
needs of students plan
to meet students
with skill deficits implementation
academic and
behavioral needs
4. Promotes development of a functional School-Based Learning Team that meets on a regular basis with a
clear focus on Tier 1, 2, and 3 data.


Uses a
 Consistently

Uses a variety
repertoire of
uses RtI methods
of problemproblem-solving
to improve
solving skills to
techniques that
student
improve learning
focus on data
achievement
5. Promotes ongoing professional development to support the Problem Solving Process at all levels of
educational decision making.


Can identify
the importance of
regular meetings
with RtI team.
Recognizes
the importance of
Builds
schedule for RtI

Works with
staff to develop

Consistently
uses the methods
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RtI Professional
development
meetings and
professional
development
the skills to
and principles of
ensure that all
RtI to improve
students are
teaching and
benefiting from
learning
the problemsolving model
6. Promotes student learning as the driving force for curriculum, instruction, and institutional decisionmaking.
Total Points: (Items
1-6) ____________



Understands
the importance of
creating student
learning goals

Plans for the
accomplishment
of strategic goals
Establishes
operational plans
to meet student
learning goals
with specific
targets and
evaluative
criteria
Implements
operational plans
and processes
that are driven by
strategic goals
 Consistently
identifies
resources to
accomplish
student learning
goals
164
Indicators for
Technology
The High
Performing
Leader:
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Proficient
2 Points
Developing
1 Point
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Manages the staff and teachers in their use of technology, telecommunications and information systems to
enrich curriculum, instruction, and assessment with a clear vision for technology integration.

Communicates
and gets feedback for
a technology plan for
the school
 Works with tech
savvy staff to plan for
increased technology
usage

Implements a
plan for technology
integration
 Provides
support for teachers
to use technology
in the school and in
classrooms

Communicates a
clear vision for
 Recognizes
technology integration
the importance
 Provides
of technology
educational and
integration
technical support to
increase the use of
technology already in
the school/ classroom
2. Plans for increased implementation of technology and provides staff development to meet these needs.

Can identify
 Develops an
 Develops an
appropriate
effective teacher
effective professional
 Develops
content for an
professional
development plan for
effective teacher effective teacher
development plan
individual teachers and
professional
professional
to increase
the entire school for
development
development to
technology usage to technology integration
plan which
increase technology
support curriculum- throughout the teaching
promotes
usage
based integration
and learning
technology
practices
environment
integration
3. Uses technology for student assessment and to evaluate the impact of technological and instructional
initiatives.
 Recognizes  Uses technology  Uses
 Uses technology for
the need for
as a tool in support of technology to
student assessment and
access to
educational activities support analysis
the evaluation of the
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Total Points: (Items 1-3)
____________
instructional
technologies
and use of student
assessment data
impact of technological
and instructional
initiatives
Indicators for Human Resource Development
The High Performing Leader:
Proficient
2 Points
Developing
1 Point
Accomplished
3 Points
Distinguished
4 Points
Unsuccessful
(Comment Required)
0 Points
1. Works collaboratively with teachers to plan for individual professional development tied to student
learning and other school goals.


Recognizes
the need for
teachers to plan
for individual
professional
development

Uses
multiple data
sources to work
with teachers to
plan for
individual
professional
development

Manages a
program of
continuous
professional
development
tied to student
learning and
other school
goals
Consistently
applies adult
learning strategies
to professional
development
 Creates a staff
culture of
continuous
professional
development tied
to student learning
and other school
goals
2. Operates within the provisions of each contract as well as established enforcement and grievance
procedures.
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
Can identify
methods and
principles of
personnel
evaluation

Utilizes a
variety of
supervisory
skills to improve
teaching and
learning

Consistently
utilizes a variety
of supervisory
models to
improve teaching
and learning

Uses
supervisory
models
appropriate to
individual staff
members to
improve teaching
and learning
3. Sets high expectations and standards for performance of all teachers and staff.

Recognizes
the importance
for setting high
expectations and
standards for the
performance of
all teachers and
staff

Sets
expectations that
will ensure that
all students are
engaged in
active learning

Sets and
communicates
high
expectations and
standards for the
performance of
all teachers and
staff

Consistently
sets and
communicates
high expectations
and standards for
the performance
of all teachers and
staff
4. Hires and retains high quality teachers and holds them responsible for student learning.

Is familiar
with the
processes
necessary for
hiring and
retention of high
quality teachers

Uses the
processes
necessary for
hiring and
retention of high
quality teachers

Works with
staff so they
have the skills to
ensure that all
students are
engaged in
active learning

Consistently
works with staff
so they have the
skills to ensure
that all students
are engaged in
active learning
4. Builds capacity by working with teachers to increase instructional effectiveness.
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Total Points: (Items 16) ____________

Recognizes
the importance
of providing
opportunities for
teachers to think,
plan, and work
together

Makes
efforts to
provide
opportunities for
teachers to think,
plan, and work
together

Provides
opportunities for
teachers to think,
plan, and work
together

Consistently
provides
opportunities for
teachers to think,
plan, and work
together
5. Fosters an environment for the development of leadership skills and leadership roles in the building.

Recognizes
the relationship
between
professional
growth plan,
professional
development and
teacher and
school learning
goals

Empowers
others to achieve
personal,
professional and
organizational
goals

Empowers
the staff to
achieve
personal,
professional, and
organizational
goals
168

Consistently
empowers the
staff to achieve
personal,
professional, and
organizational
goals
RACE TO THE TOP
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Indicators for Ethical Leadership
The High Performing Leader:
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Makes decisions based on the legal, moral, and ethical implications of policy options and complies
with School Board Policy.

Is familiar
 Consistently
with decisions
makes decisions
 Understands
based on the
based on the

Demonstrat
legal, moral, and ethical and legal
legal, moral, and
es ability to
ethical
concerns educators
ethical
make decisions
implications of
face in the teaching
implications of
within an
policy options
and learning
policy options
ethical context
and complies
environment
and complies
with School
with School
Board Policy
Board Policy
2. Creates, models, and implements a set of values for the school.
 Develops a
Develops well Recognizes 
personal code
reasoned
the need to
of ethics
 Manifests a
educational beliefs
create, model,
embracing
professional code
based upon an
and implement a
diversity,
of ethics and
understanding of
set of values for
integrity and
values
teaching and
the school
the dignity of
learning
all people
3. Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
applications.
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Total Points:
(Items 1-3)
____________
Standard 3:
School
Leadership -


Is familiar
with federal and
state
constitutional
provisions,
statutory
standards, and
regulatory
applications

Communicates
with the staff the
federal and state
constitutional
provisions, statutory
standards, and
regulatory
applications
Monitors
and enforces
the staff to act
in accordance
with federal
and state
constitutional
provisions,
statutory
standards, and
regulatory
applications

Consistently
acts in
accordance with
federal and state
constitutional
provisions,
statutory
standards, and
regulatory
applications
comprised of Vision, Indicators for Community and Stakeholder Partnerships, and Indicators for Diversity.
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Indicators for Vision
The High Performing Leader:
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment Required)
0 Points
1. Facilitates the development and implementation of a shared vision and strategic plan.

 Develops a
 Recognizes
the importance
of working
with staff,
students, and
families to
achieve the
school’s vision
 Develops
a shared
vision and
strategic plan
for the
school
shared vision
that places
student and
faculty
learning at the
center based
on the
identified
needs
Develops
and implements
a plan to
shape/use the
external
influences that
impact upon the
school
 As part of
the planning
process, works
with faculty and
other
stakeholders to
identify needs
 Creates
conditions that
motivate staff,
students, and
families to
achieve the
school’s vision
2. Uses collaborative process to establish plans and to accomplish goals.
 Understands  Identifies
 Shares
 Shares
the need for a
needs that will be leadership and
leadership and
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shared vision
targeted in a
decision-making decision-making
and strategic
shared vision and within the school within the school
plan for the
strategic plan
and with others in
school
the community
3. Relates the vision, mission, and goals to the welfare and learning needs of students.
 Facilitates
the development
 Is familiar
 Can relate
 Works with of a shared
with the ways in instructional
faculty to
vision that places
which student
objectives and
identify
student and
and family
curricular goals
instructional and faculty learning
conditions
within a shared
curricular needs at the center
affect learning
vision
based on the
identified needs
4. Articulates and reinforces the vision in written and spoken communications.
 Understands
the importance
 Actively
 Consistently  Proactively
of articulating
articulates and
articulates and
articulates and
and reinforcing reinforces the
reinforces the
reinforces the
the vision in
vision in written
vision in written vision in written
written and
and spoken
and spoken
and spoken
spoken
communications
communications communications
communications
172
Total Points: (Items 1-4)
____________
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Indicators for Community and Stakeholder Partnerships
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
Not Demonstrated
(Comment
Required)
0 Points
1. Communicates the school’s vision, mission, and priorities to the community.

Demonstrates
 Consistently
concern for the image
interacts with
of the school via
communication
community
impressions created by
the school’s
concerning the
the students and staff,
vision, mission
school’s vision,
and priorities to and serves as primary
mission, and
spokesperson in the
the community
priorities
community
2. Shares leadership and decision-making with others in the community and within the school.
 Understands the
 Begins the
importance of
 Works to create a  Develops a
building a
process of having a
community of learners community of
community of
community of
among the staff,
learners centered on
learners working
learners working
students and faculty
student learning
together on student together
learning
3. Mobilizes the resources of the families, business, and community members in support of the school’s goals.
 Identifies major
 Manages and
 Understands
opinion leaders in the
markets the image of
the importance of
 Provides
community and their
the school via
identifying
opportunities to
relationships
to
school
impressions created
resources from
involve family and
goals
and
programs
by the students and
families, and
community in a broad
business and
range of school
 Seeks resources of staff
community
activities
families, business, and  Develops and
members that
community members
sustains family-

Understands the
importance of
communicating the
school’s vision,
mission and
priorities
 Plans for the
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The High Performing
Leader:
Total Points: (Items 1-4)
____________
could support the
school
in support of the
school’s goals
school-communityhigher education
partnerships,
coalitions, and
networks
4. Continuously builds family and community involvement in appropriate policy implementation, program
planning, and assessments.
 Uses major
opinion leaders in the
 Understands
community to support
the importance  Identifies opinion  Involves family
and promote school
and community in
of involving
goals and programs
leaders in the
appropriate policy
family and
community and their
 Actively engages
implementation,
community in
relationship to the
program planning, and the community in
a broad range
school
creating shared
assessment efforts
of school
responsibility for
activities
student and school
success
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Indicators for Diversity
The High Performing Leader:
Not Demonstrated
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points
(Comment
Required)
0 Points
1. Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all
aspects of the educational organization.
 Represents the
school and the
 Serves as a role
educational
model in relations with
establishment in
various cultural, ethnic,
relations with
 Interacts
racial and special
various cultural,
 Understands effectively
interest groups in the
ethnic, racial and
with diverse
the importance
community
special interest
individuals
of interacting
 Works with the staff
groups in the
and groups
with various
to develop instructional
cultural, ethnic,  Is involved community
content that provides for
racial and
in planning for  Conforms to
the diverse perspectives
special interest
legal and ethical
hiring,
appropriate to the
groups in the
standards related to
developing
situation
community
and retaining a diversity
 Handles crisis
diverse staff
 Consistently
communication and
interacts effectively
conflict management
with diverse
effectively
individuals and
groups
2. Arranges for students and families whose home language is not English to engage in school
activities to strengthen home school communications.
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Total Points: (Items 12) ____________
 Can
identify
methods to
improve
relations with
various
cultural, ethnic,
racial and
special interest
groups in the
community
 Provides
 Arranges
opportunities to
involve school
community in a
broad range of
school
activities
 Is
perceptive and
tactful in
dealing with
diverse
populations
for students
and families
whose home
languages is
not English to
engage in
school
activities and
communication
through oral
and written
translations
 Communicates
with various
cultural, ethnic,
racial and special
interest groups in
the community
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Crosswalk Between Standards and Recommended Artifacts
Leadership
Standards
Recommended Artifacts
1
2
3
School Improvement Plan
X
X
X
Statement of school vision, values, belief, and goal statements
X
X
X
Building Level Planning Team (BLPT) (agendas, minutes)
X
X
X
Professional Learning Communities (PLC) (agendas, minutes)
X
X
X
Student Achievement Data
X
X
X
RtI Problem Solving Documentation
X
X
X
Master Schedule
X
X
Instructional Focus Calendars (IFC)
X
Individual Professional Development Plan (IPDP)
X
School Financial Plan
X
X
X
RTI School Level Plan
X
Professional Development Documentation (through My Learning Plan)
X
Teacher Retention Data
X
School Advisory Council (SAC) (agendas, minutes)
X
Parent Survey
X
Records of Teacher Observations
X
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End of Year Evaluations
X
Documentation of School Outreach events (agendas, minutes)
X
School Crisis Plan
X
Lesson Study Implementation
X
X
Curriculum Programs (SUMS, FRI, IB)
X
X
Five Star School Portfolio
X
Classroom Walk Through
X
Leadership Standards:
1 = Strategic Leadership
2 = Operational Leadership
3 = School Leadership
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MAJOR GOAL AREAS
GOAL
Developing
1 Point
Proficient
2 Points
Accomplished
3 Points
Distinguished
4 Points








179
Not
Demonstrated
(Comment
Required)
0 Points
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



Comments:
Principal Signature: __________________________________________________________Date:_______
Supervisor Signature: _________________________________________________________Date:_________
Overall Performance Rating Sheet
Point Totals for Leadership and Major Goal Areas
Points/Other
Projects
Total/Designation
Leadership
160
_______
Major Goal Areas
12
_______
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Formula:
(___/160) X (100/1) X (60/100) =
(___/12 ) X (100/1) X (40/100) =
______
______
Leadership points
Major Goal Points
Scoring Guide
88-100
Distinguished*
69-87
Accomplished**
44-68
Proficient
25-43
Developing
*Cannot have any individual ratings below Accomplished
**Cannot have any individual ratings below Proficient
Overall Rating:
District Administrator Signature:
Superintendent/Administrator Signature:
Date:
Date:
Compensation Recommendation:
181