Jefferson County Public Schools Ford NGL Master Plan · In support of the district’s Strategic...

ATHERTON

BALLARD

DOSS

EASTERN

FAIRDALE

FERN CREEK

IROQUOIS

JEFFERSONTOWN

MOORE

PLEASURE RIDGE PARK

SENECA

SHAWNEE

SOUTHERN

VALLEY

WAGGENER

WESTERN

www.jcpsky.netEqual Opportunity/Affirmative Action EmployerOffering Equal Educational Opportunities

25556 BusPartFordBklt 11-13rj

L O U I S V I L L E, K E N T U C K Y

Jefferson County Public Schools Ford NGL Master Plan

2

Dr. Donna Hargens, Superintendent

Jefferson County Public Schools

Ford Next Generation Learning

Master Plan 2013–16

www.jcpsky.net

Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities

Administrative Offices __________________________________________________________________________________________ _ VanHoose Education Center P.O. Box 34020 Louisville, KY 40232-4020 (502) 485-3011

Collaboration, stakeholder engagement, and commitment are just a few of the words that describe the

efforts that have led to the creation of the Jefferson County Public Schools (JCPS) Ford Next

Generation Learning (NGL) Master Plan. The goal of this plan is simple: to increase the number

of students who graduate college- and career-ready. Ultimately, this effort supports the district’s

vision and commitment to having all students graduate prepared. For the past 17 months, more

than 100 civic, business, community, and district representatives have worked with the staff from

the Ford Fund to shape and develop this master plan. And, while their individual involvement

and interest in this effort may vary, they are united in their commitment to boosting student

academic achievement in our schools. The completion of this plan allows JCPS to take the next

steps in being designated a Ford Fund NGL Community. With this designation, JCPS will

become 1 of 17 school districts that have earned this honor.

The JCPS Ford NGL Master Plan builds on the work that the district has done through the JCPS

5-Star Schools. In partnership with local and regional businesses, the district has developed

classes offered at these schools to make learning relevant by tying them to the more than 100

Career and Technical Education Programs offered in our high schools. Students participating in

these programs have an opportunity to personalize a pathway toward a credentialed program or

a career that is aligned with the workforce needs in our region. Ultimately, this will ensure that

students have the opportunity to pursue their passion and that our community has the highly

skilled workforce needed to remain competitive.

The completion of this plan allows JCPS to join an elite group of school districts that have earned

the honor of becoming a Ford Fund NGL Community. A special thanks to the Ford Fund for its

commitment to improving the quality of education in communities across the country and for its

commitment to helping JCPS become the country’s best urban school district.

Donna M. Hargens, Ed.D. James R. Allen

Superintendent Chair

Jefferson County Public Schools Jefferson County Public Education Foundation


4

Table of Contents

Part 1. Introduction

Strategic Alignment

Overarching Ford NGL Master Plan Goals and Alignment With JCPS Vision 2015….. 5

Existing Academy Network……………………………………………………………………………........ 6

Current District Data Profile……………………………………………………………………………….. 7

Engagement With Ford NGL………………………………………………………………………………… 9

NGL Community Leadership Team………………………………………………………………………. 9

Community Overview…………………………………………………………………………………………. 12

Sustainability and Community Support Structures………………………………………………. 13

Career Academies……………………………………………………………………………………………….. 15

Part 2. Schools of Study Overview of Master Plan and Outline

Overview, Outline, and Timeline…………………………………………………………………………… 16

Implementation Team and Plan…………………………………………………………………………….. 20

Strand One. Transforming Teaching and Learning………………………………………………… 22

Strand Two. Redesigning High Schools………………………………………………………………….. 24

Strand Three. Sustaining Change Through Business and Civic Leadership….…………… 29

Part 3. Conclusion

Conclusion…………………………………………………………………………………………………………… 35

Appendices

Appendix A. Superintendent’s Five-Year Plan……………………………………………………………………. 37

Appendix B. 5-Star School Overview ……..…………………………………………………………………………..

Appendix C. Ford NGL Tactical Optional Templates of All Essential Practices……………………….

Appendix D. Contact List……………………………………………………………………………………………………


5

Part 1. Introduction

JCPS and the Ford NGL are working together to energize community collaboration for reinventing

education systems and structures. In support of the district’s Strategic Plan: Vision 2015, JCPS,

Louisville community leaders, and Ford NGL have created a three-year tactical plan to transform

teaching and learning, redesign the 5-Star high schools, and sustain the changes through premier

partnerships with industry, postsecondary, civic, and community leaders. JCPS 5-Star high schools

will guide graduates through career-themed schools to pursue early postsecondary degrees for

professional careers in our region. Professional career theme academies have been one of the

nation’s most successful reform strategies in developing a personalized, supportive learning

environment that improves student achievement, graduation rates, and transition to postsecondary

education and the workplace. For each student to graduate prepared to reach his or her full

potential (JCPS vision), JCPS must revolutionize classrooms with academically rigorous,

performance-based, and career-relevant instruction. By implementing the tactics outlined in this

plan, JCPS will see significant increases in the graduation rate, decreases in the dropout rate, and

increases in the number of students who are college-/career-ready. Most importantly, students will

experience a more personalized environment and a more relevant context for learning. Collectively,

we can help the next generation of Louisvillians become who they really are: critical thinkers,

trained workers, civic leaders, and compassionate neighbors who contribute their talents and

expertise to serve their fellow citizens and our community.

Overarching Ford NGL Master Plan Goals and Alignment With JCPS

Vision 2015

JCPS Vision

All JCPS students graduate prepared to reach their full potential and contribute to our society

throughout life.

JCPS Mission

To provide relevant, comprehensive, quality instruction in order to educate, prepare, and inspire our

students to learn

JCPS: Ford NGL Master Plan Goals

The vision and mission of the JCPS District were central in the development of the Ford NGL Master

Plan, which focuses on the following:

Transforming Teaching and Learning

Redesigning High Schools

Sustaining Change Through Business and Civic Leadership (see Appendix A).

The essential practices under these strands will be in direct support of the Focus Areas of Vision 2015:

Increased Learning


6

Graduation and Beyond

Stakeholder Involvement/Engagement

Safe, Resourced, Supported, and Equipped Schools

In order to accomplish our vision and mission, JCPS has set forth the following overarching goals:

To increase the graduation rate from 76.5 percent in 2013 to 83.7 percent in 2016

To decrease the dropout rate to 3.8 percent by 2016

To increase the percentage of students who are college- or career-ready from 51.3 percent in

2013 to 72.4 percent in 2016

To have all students at 5-Star Schools enrolled in a School of Study (SoS) by 2016

The summary of the goals and interim benchmarks are shown below. Goals were written to be aligned

with state accountability goals and 55,000 Degrees, Greater Louisville’s education commitment to have

Louisville citizens earn an additional 55,000 postsecondary degrees by the year 2020.

Baseline 2012-13

2013-14

2014-15

2015-16

Graduation Rate (Cohort)* 76.5% 78.9% 81.3% 83.7%

Dropout** TBD 4.1% 4.0% 3.8%

Percentage of Students Who Are College- or Career-Ready*

51.3% 58.6% 65.5% 72.4%

Percentage of Students Enrolled in a School of Study (SoS)***

34% 56% 78% 100%

*Aligned with state accountability goals ** Aligned with 55K ***Baseline data extracted from 2012-13 Count of Students with SoS affiliations denoted in IC

Existing Academy Network: What are the 5-Star Schools?

JCPS is made up of 90 elementary schools, 24 middle schools, and 21 high schools. At the high

school level, 15 of the 21 high schools are considered 5-Star Schools with Professional Career

Themes (see Appendix B). Because of the geographical dispersion of our high school students in

Jefferson County, the 5-Star Schools are organized by geography and career themes so that all high

school students have access to all five Professional Career Themes in a school close to where they

live. In other words, the 5-Star School plan ensures that no matter where students live, they have a

chance to enroll in the Professional Career Theme they want.

There are five overarching Professional Career Themes and their associated high schools are shown

below:

Human Services, Education, and International Studies: Atherton, Fairdale, Seneca

Engineering: Iroquois, Jeffersontown, Academy @ Shawnee


7

Communication, Media, and Arts: Ballard, Fern Creek Traditional, Pleasure Ridge Park

(PRP)

Medicine, Health, and the Environment: Moore Traditional School, Valley, Waggener

Business and Information Technology: Doss, Eastern, Southern

Each high school student in the 5-Star Schools matriculates through a freshman academy and a

career-themed SoS to pursue a credentialed diploma encompassing dual-credit courses, authentic

experience, and industry certifications. Organized into three networks, each comprehensive high

school in a network has adopted one of five Professional Career Themes aligned with local

workforce-development projections. Through a freshman academy, each student initially explores a

variety of entry points into his or her school’s broader career theme and then navigates a personal

career pathway through a supporting School of Study in grades ten through twelve. Students

connect with peers who have similar interests and an adult advisor or mentor as they pursue a

credentialed diploma representing dual college credit and/or an industry certification. The six

other high schools in the district are districtwide magnets and currently are not associated with

Professional Career Themes.

Current District Data Profile

JCPS is the only public school system for the metropolitan Louisville area and is the largest school

district in Kentucky, with more than 100,000 students enrolled for 2013-14. About 1/7 of all

Kentucky public school students are in JCPS. There are more than 107 languages spoken at JCPS

schools. In fact, our English as a Second Language (ESL) population has grown at a rate of 7 percent

for the past three years. Forty-nine percent of the student population is white, 36 percent African-

American, 7 percent Hispanic, 3 percent Asian, and 3 percent identify as other ethnic minorities.

Sixty-seven percent of JCPS students qualify for free and reduced-price meals, and more than

13,000 received Exceptional Childhood Education (ECE) services in 2012-13.

In terms of our high school graduation and college-/career-readiness rates, data from 2012-13

show that we are moving in the right direction. In graduation, JCPS has improved to 76.5 percent

(up from 67.8 percent two years prior), and in college/career readiness, more than half of high

school graduates (51.2 percent) were college- or career-ready in 2012-13, a significant increase.

Jefferson County Public Schools: Percent of Students College-/Career-Ready


8

Data on the 5-Star Schools have indicated some success. During the 2012-13 school year, 80

percent of the 5-Star Schools successfully achieved their state graduation goal compared to 67

percent of non-5-Star Schools. One-third of the 5-Star Schools improved in attendance compared to

17 percent of non-5-Star Schools. Preliminary data on students enrolled in a Professional Career

Theme show no significant differences in achievement, attendance, or graduation, but survey data

are showing that they enjoy school more than students who are not enrolled in a Professional

Career Theme.

In addition to the quantitative data, students have also given feedback on the Professional Career

Themes. Below are a few quotes from interviews with the students:

“Thanks to the medical program offered at my school, I have been able to take Emergency

Procedures and Biomedical Science classes. By far, my junior year has been the most awesome.”

“The Engineering Program helped me focus on my career goals and decide what kind of

engineering I want to do.”

“During my sophomore year, I enrolled in the Education Career Academy (ECA). ECA has given

me the skills and fundamentals of teaching that I can use in the future.”

“The IT Program has provided me hands-on experience with real-world situations.”

JCPS is ready to take the next step in growing and deepening the experiences for our students so

that they graduate and are college-/career-ready. The trend data show that we are moving in the

59.55%

65.21%

50.00%

55.00%

60.00%

65.00%

70.00%

75.00%

Students not enrolled in CareerTheme

Students enrolled in Career Theme

Percent of Students Who Enjoy Going to School


9

right direction, and with the implementation of the tactics described in the Ford NGL Master Plan,

we expect the data to show continued improvement.


10

Engagement With Ford Next Generation Learning

On May 29, 2012, the Jefferson County Board of Education (JCBE) adopted the Strategic Plan: Vision

2015. The plan set forth an ambitious goal of being the best urban district in the nation and

delineates a clear, 36-strategy goal to accomplish this goal. The success of the Strategic Plan: Vision

2015 relies on the commitment of not only the JCPS community but also the entire Louisville

community to work collectively toward every student graduating prepared to reach his or her full

potential.

In the spring of 2013, JCPS announced an exciting partnership with Ford NGL. The Ford NGL staff

collaborated with the leadership of JCPS and other community leaders to develop tactics for

strengthening student and teacher experiences and skills through business community

partnerships. These tactics will lead to a redesign and improvement of our high schools, with a

focus on deepening instruction and providing real-world learning experiences for students.

Next Generation Learning Community Leadership Team

Strand 1: Transforming Teaching and Learning

Name Business Deborah Anderson, Cochair JCPS James Reddish, Cochair JCPS

Karen Branham JCPS

Jerry N. Burke JCPS

Sam Corbett Sam Meyers

Justin A. Cornell JCPS

Amy P. Dennes JCPS

Tami Hatfield Ford

Bill Heinz Los Monitos

Dewey Hensley JCPS

Tom Hudson nth/works

Diane Mackenzie JCPS

Andrea Miller JCPS

Marty Pollio JCPS

Joe Seiler PBI Bank

Mark Shirkness GE

Dana Shumate JCPS

Bob Silliman Kentucky Community and Technical College System (KCTCS)

Bill Simpson Zeon Chemicals

Berard Tomassetti PharMerica

Tim Truitt JCPS

Jeff Uligian Genentech

Strand 2: Redesigning High Schools


11

Name Business Audwin Helton, Cochair Spatial Data Integrations/JCPEF Brian Shumate, Cochair JCPS

Julie Barrett JCPS

Rick Delano Ford

Michelle Dillard JCPS

Heather Gray JCPS

Angela Greathouse JCPS

Paige Hartstern JCPS

Starr Herman Ford

Bryce K. Hibbard JCPS

Lynn Huether Class Act Federal Credit Union

David Johnson JCPS

Kevin Joynt Deloitte & Touche

Sandy Ledford JCPS

Carl Leiterman Ford

Pamela Royster JCPS

Ken Talley JCPS

Steve Tarver YMCA

Carol Timmons Business First

Brad Weston JCPS

Mary Gwen Wheeler 55,000 Degrees (55K)

Peggy Williford JCPS

Strand 3: Sustaining Change Through Business and Civic Leadership Name Business Debra Hoffer, Cochair Junior Achievement (JA)

Christi Lanier-Robinson, Cochair JCPS

Tom Anonson Class Act Federal Credit Union

Nichelle Anthony JCPS

Julie Barrett JCPS

Mike Brown Barrister Commercial Group/Jefferson County Public

Education Foundation (JCPEF)

Al Cornish Norton Health/JCPEF

Ryan Deal JCPS

Richard Delano Ford

Michael Gritton KentuckianaWorks

Dan Hall Community Engagement

Henry Heuser Unistar/Vogt/JCPEF

Chris Johnson Retired

Don Kelly Wyatt, Tarrant & Combs, LLP

Kirk Lattimore JCPS

Karen Napier Metro United Way


12

Tony Peyton Louisville Metro Government

William Carlos Phillips Ford

Sydney Rogers Ford

Allen Rose Sullivan University

Ken Selvaggi WAVE-3 TV/JCPEF

Barbara Sexton Smith Fund for the Arts

Tammy Slaughter JCPS/Class Act Federal Credit Union

Joe Tolan Metro United Way

Lynne Wheat JCPS

Kathy Zandona Greater Louisville Inc. (GLI)

Katy Zeitz JCPS


13

Community Overview Louisville encompasses all of Jefferson County, Kentucky, and is the largest city in the state, with nearly 750,000 people. For the past few years, the Census Bureau reports that approximately 30 percent of Jefferson County residents aged 25+ years have at least a bachelor’s degree, while 9 percent of residents attended high school but have no diploma. Education, healthcare, and social assistance industries provide 24.9 percent of the area’s jobs, by far the largest source of employment in Jefferson County. The median income for 2011 was $45,149; however, 25.2 percent of children under 18 years old were considered to be living below the poverty level.

The economic downturn has provided a challenge to the Louisville community and has affected many JCPS students as evidenced by the increase in the number who qualify for free and reduced-price meals—from 55 percent in 2006-07 to 67 percent in 2013-14. JCPS has also seen a 50 percent increase in the number of homeless students in the last five years, with 12,389 students homeless at some point during the 2011-12 school year. This translates to more than 12 percent of JCPS students experiencing instability in living situations ranging from shelters to families doubling up in single-family housing by staying in a relative’s or friend’s homes. Fortunately, JCPS has uniquely strong, well-established partnerships with the Louisville community; both governmental and corporate. One such community partnership, Close the Deal, is between GLI, JCPS, and Louisville Metro Government. Close the Deal reaches out to students who would be the first in their family to pursue a college education. It began in 2008 as an effort to build a college-going culture at one local high school. That senior class met with financial aid, admissions, and college life representatives. Throughout the year, students met with representatives from their top-choice colleges or universities and visited campuses. The result was a significant increase in students applying and going to college. Since then, the program has been expanded to five other JCPS high schools. In order to be globally competitive, the Louisville community created the 55K initiative, which aims to add 40,000 more bachelor’s degrees and 15,000 more associate’s degrees to Louisville by the year 2020. When examining similar cities, Louisville will need to increase the percentage of residents with a college degree from 1/3 to 1/2 in order to remain competitive. If the goal is reached, by 2020, 40 percent of the adults working in Louisville will hold at least a bachelor’s degree and 10 percent will hold an associate’s degree. The baseline data from the 55K initiative and the Greater Louisville Project 2010 Competitive City report showed that Louisville ranked tenth among 15 similar cities in adults with bachelor’s degrees and ninth among the 15 peer cities in adults with associate’s degrees. Furthermore, data showed that increased educational attainment significantly increases the average annual earnings in the Louisville area, with high school graduates earning an average of $26,467, adults with associate’s degrees earning an average of $31,749, and adults with bachelor’s degrees earning an average of $54,120. The most recent 55K report emphasizes that there is a sense of urgency in Louisville to turn around college-going and completion rates. From 2010 to 2011, Louisville declined in the number of working-age adults with an associate’s degree or higher (from 40.1 percent to 38.9 percent). It is imperative that the community, in conjunction with JCPS, work collectively toward a college-going culture.


14

Sustainability and Community Support Structures JCPS will implement the tactics in the Ford NGL Master Plan using the Career Academy National Standards of Practice (NSOP). Using the NSOP, the Ford Partnerships for Advances Studies (PAS) has found that it can have a significant impact on the college-going culture, twenty-first-century learning for the workplace, and public engagement. The implementation of the plan will be driven by the tactics; measures; and short, intermediate, and long-term outcomes outlined in the tactical plan. Several stakeholders will be leading the sustainability of the plan. The Ford NGL Master Plan Implementation Team, JCPS leadership, and the CEO Board will be monitoring the plan and regularly working with key stakeholders (e.g., 5-Star Schools staff and students) to ensure that the plan is being monitored for continuous improvement and sustainability. The support of the community has had a positive impact on the foundation for success that the 5-Star Schools have already achieved. The following groups provide support structures that facilitate the implementation of the Ford NGL model in Jefferson County’s 5-Star Schools: 55,000 Degrees has adopted five key objectives that will allow the community to achieve the goal of increasing education attainment in Louisville by 55,000 postsecondary degrees by 2020: Create and support a college-going culture Use the business community’s unique points of leverage to accelerate attainment Prepare students for success in college, career, citizenship, and life Make postsecondary education accessible and affordable Increase educational persistence, performance, and progress Mary Gwen Wheeler, Executive Director Tel: 585-4649 E-Mail: [email protected] www.55000degrees.org The Jefferson County Public Education Foundation exists to assist and support the public school system of Jefferson County, Kentucky, financially and to engage in any and all activities that advance the education of the citizens of Louisville and Jefferson County through support of JCPS. JCPEF has played a key role in overseeing the development of the Master Plan and, once the plan is approved, will continue to identify areas of need and to direct private resources to accelerate academic achievement. Dana Shumate, JCPS Coordinator, Business Involvement, and Staff Liaison to JCPEF Tel: 485-3995 Fax: 485-3634 E-Mail: [email protected] www.jefferson.k12.ky.us/Programs/JCPEF Junior Achievement of Kentuckiana’s mission is to prepare and inspire young people for success in the global economy. JA supports the work of the 5-Star Schools by providing real-world learning experiences for students that include JA Job Shadow and JA classroom programs, including JA Real Jobs, Real World and JA Career Success, which are delivered by business volunteer role models. Debra Hoffer, President Tel: 569-9210 Fax: 561-2114 E-Mail: [email protected]


15

www.jaky.org KentuckianaWorks’ mission is to provide public leadership on the goal setting, performance measurement, and system building needed to help our community to develop a skilled and educated workforce whose qualifications give our community a competitive advantage in making the Louisville area the nation’s next “economic hotspot.” The organization works to build business, education, and community partnerships that address the lifelong education, training, and employment needs of our community. Michael Gritton, Executive Director Tel: 574-2500 Fax: 574-4288 E-Mail: [email protected] www.kentuckianaworks.org Metro United Way advances the common good in our community by creating opportunities for a better life for all. The organization’s Community Impact Education Agenda related to the 5-Star Schools focuses on two primary goals: that all youth will complete high school on time prepared for college, work, and life and that parents and caregivers will have the knowledge, skills, and abilities necessary to maintain family stability and help their children succeed. Joe Tolan, President and CEO Tel: 589-4259 Fax: 583-0330 E-Mail: [email protected] www.metrounitedway.org


16

Ford Motor Company Next Generation Learning

Career Academies—An Education Transformation Initiative for Increased Community Prosperity

Career academies are small, personalized learning communities within a high school or middle school that select a cohort of students and teachers for a three- or four-year span. Students enter the academy through a voluntary process; they must apply and be accepted with parental knowledge and support. A career academy involves teachers from career and technical and academic subjects working together as an Academy Team. Academy Teams that share common planning time work together to implement the key features of the model and provide students with exposure to the career field. Students are grouped together for several periods every day with a core group of teachers. This promotes a family-like atmosphere and results in close student-teacher ties. Career academies include the following essential elements:

A small learning community A college-prep curriculum with a career theme that addresses Federal Common Core and

Career Readiness Classroom instruction typically is delivered in carefully and purposefully developed themes

of project and inquiry-based instruction and is integrated with both academic and technical concepts found within the career/industry focus. In addition, there is a strong focus on the twenty-first-century skills of critical thinking, teamwork, and communication, and it culminates in a senior or capstone project.

Partnerships with employers, the community, and higher education representatives who, as supportive partners of the career academy initiative, assist in the development and implementation of student internships and other work-based learning opportunities, teacher externships, integrated curriculum development, advanced college credit earning, classroom presentations, demonstrations, and scholarship opportunities.

By design, these central elements of a career academy lead to a school/district that is rigorous, relevant, and relational. As such, career academies are an excellent example of a reform model for policymakers and practitioners to consider in middle and high school reform. Typically, a community that has been guided through the development and implementation of a Ford NGL Master Plan has reported the following outcomes:

Increased graduation rates Decreased dropout rates Increased grade point averages Increase college-going rates Increased industry certification rates A more highly skilled, work-ready workforce


17

Part 2. Schools of Study Overview of Master Plan and Outline

The beginnings of the JCPS Ford NGL Master Plan started in July 2012, when JCPS leaders convened

with community leaders and Ford NGL coaches. The Ford NGL network had extensive experience

and data showing the impact of the Ford NGL partnerships with other districts (JCPS is their

eighteenth partnership) on their graduation rates, achievement, and other key indicators of success.

Because of the foundational work already started by JCPS and its 5-Star Schools, the partnership

with Ford NGL was a logical next step in solidifying a master plan to expand and improve upon the

existing Professional Career Theme structure. By rallying community collaboration around the

development of the plan, a multilayered and multifaceted master plan has been developed to

support the success of the 5-Star Schools.

Master Plan: Overview, Outline, and Timeline

A group of approximately 90 diverse business, civic, and education stakeholders have served on the

Three-Strand Plan Writing Teams to debate, agree upon, and write the three-year Master Plan.

Individuals representing the for-profit sector, higher education, and nonprofit organizations and

other civic leaders have collaborated to create the plan. (See Appendix D.)

The tactical plan is fully delineated in Appendix C and is based on the three major strands of the

Ford NGL model and their associated essential practices. For each goal, the tactical plan is made up

of the overarching strategy, tactic, and output, and short-term, intermediate, and long-term

outcomes. All goals share the same long-term outcome measurements, which are aligned with our

Strategic Plan: Vision 2015 and state accountability. In addition, the tactical plan includes the target

population, people responsible for the tactic, and community support structures. This tactical plan

is essentially a roadmap for the next three years in transforming our 5-Star high schools into

premier professional career academies.

The major outline of the action plan consists of the following:

Strand One: Transforming Teaching and Learning

Teacher Externships—Support from the business community will be needed to help equip

teachers with real-world projects to bring back to the classroom. Externship experiences

can serve as the inspiration for these projects, but ongoing support from the business will

be required to achieve maximum efficacy.

Project-Based Learning—JCPS must ensure that project-based learning is congruent with

state standards for teaching, establishing a cross-walk to help align core curriculum

concepts with project-based learning. Teachers must feel supported and see project-based

learning as a means to teaching standards as opposed to a distraction. Finally, continued

support of teachers will be critical. Systems for that sharing of best practices, dissemination

of resources, standards of instruction, and measures of success will need to be established

and widely disseminated to teachers.


18

Professional Development—It is incumbent on the schools and the administration to

support teachers in these new instructional strategies. Standardized professional

development and support resources for classroom implementation will be critical to

ensuring teacher success and, by extension, student success. JCPS must first work to identify

a preferred curriculum of professional development around project-based learning and

then sequence that professional development to ensure that all teachers can be trained

within the next three years.

Strand Two: Redesigning High Schools

High Quality SoSs—At the core of the Master Plan is ensuring that our 5-Star Schools have

high-quality Professional Career Themes that engage students in experiential learning and

result in students graduating credentialed. To accomplish this outcome, it will be essential

to ensure that students make informed decisions about their college/career pathways and

that collaborations are formalized to ensure that each career pathway aligns with industry

expectations and community needs.

Individual Learning Plans—Intentional planning will be required through the use of an

online college- and career-planning portfolio, Individual Learning Plans (ILPs). These plans

will be vital in helping track and monitor students’ progress and success as they advance

through the SoS courses and experiences.

Leadership Training/Professional Development—Wall-to-wall student participation in

SoSs relies on a coordinated professional-development system focused on the model.

Leadership roles of teachers, advisors, counselors, and support staff should be defined

within this process so that all stakeholders understand their role in the SoS model. Coaching

and professional development must be ongoing and evolving, including refining tactics for

returning faculty and initiating new faculty members to the SoS philosophy. Coaching and

professional-development must be connected directly to the job responsibilities so students

see evidence of the transformed high school in their interactions with faculty in all

classrooms. Transformation in professional-development planning and execution builds the

bridge between the transformation of the high school structure and twenty-first-century

classroom instruction.

Evaluation Data and Accountability—A core component of Strand 2 is the development of

evaluation tools to assess baseline data in order to provide timely feedback for school

leaders in driving continuous improvement. Multiple quantitative measures are outlined in

the tactical plan and will be essential to regular monitoring in order to allow for quality

assurance. As the tactics are being implemented, the evaluation results will allow school and

district leadership to determine midcourse adjustments and develop a plan for professional

development. Accountability will be ensured via regular progress reporting to the major

stakeholders. The Master Plan is one of mutual accountability in which everyone—students,

teachers, administrators, families, and business and community partners—participate in

collecting and reviewing data in order to measure progress. We will work collaboratively to

build a climate of trust that welcomes the perspectives of all stakeholders and will maintain


19

a commitment to continual learning and improvement. It is only through systematic

collection and review of data that we will be able to accomplish our goals.

Strand Three: Sustaining Change Through Business and Civic Leadership

Industry Councils for Each SoS Pathway—In order to ensure high-quality pathways in the

5-Star Schools, industry councils for each SoS pathway will be formed so that real-time

industry needs are communicated to the 5-Star Schools for continuous improvements in

their pathways so that they remain relevant to students and aligned with community needs.

CEO Advisory Board—Working together, the business community, JCPS leaders, and the

mayor of Louisville will recruit a core group of community leaders who will define the

group’s charter and plan of action to increase business participation in the transformation

of the 5-Star Schools (see Appendix C). The CEO Advisory Board will review results of the

community Master Plan regularly. The board will work to populate the industry councils

and school advisory councils with members of their own businesses. They will also serve as

5-Star Schools emissaries as they seek out, inform, and engage other community leaders in

the conversation about our community and will begin to advocate for the academies and

other relevant strategies to improve student success and develop human capital. They will

establish and implement a campaign to increase broad-scale business “ownership” and

involvement with 5-Star Schools.

Parent and Family Engagement—Since parents are the first educators in a child's life, it is

essential for parents and school staff to work together on their students’ progression

through school. Student ambassadors will be trained in each school to be leaders in

communicating information about the 5-Star Schools to parents, other adults, and the broad

community, with the goal of increasing parent and student engagement. Without a

partnership between families and the school, parents miss out on vital sharing of

information about a child's academic strengths and challenges. Parents are the number one

advocate for their child. A parent is the key for information sharing between grade levels

and various schools and from teacher to teacher. When a parent takes an active role in their

child's education, the child understands that education is important to his or her family.

Timeline for Key Tactics From Master Plan Year 1 (2013-

14)

Year 2 (2014-

15)

Year 3 (2015-

16)

Strand 1

Teacher externships for selected teacher teams X X X Professional activities for project-based lesson development X X X Develop and facilitate orientation/training for high school administrators, promoting an understanding of the flexible use of academic knowledge and skills, communication, and teamwork on student achievement.

X

Training and support to Career and Technical Education (CTE) teachers and core teachers involved in externships

X X X


20

Support teachers in ongoing and regular professional learning communities (PLCs) to collaborate on instruction within their cross-curricular teams and make decisions on how to better implement the Ford NGL model within the cohort.

X X X

Provide opportunities for selected teachers within the 5-Star high schools and Ford NGL schools to observe effective peer classrooms to reflect on their own instruction. Teams of teachers also observe a teachers’ class to provide feedback.

X X

Identify teacher leaders in each 5-Star high school to provide training and leadership in the development of additional interdisciplinary teams of teachers.

X

Teachers from cohort 1 will work to train and mentor new teachers.

X X X

Strand 2

Each student will be connected to an academic plan in Infinite Campus, which will detail his or her progress toward major completion/4-course sequence.

X X

All academic teachers engage in cross-content PLC work with at least one career theme teacher.

X X

All school-based partnership councils are refined to meet multiple needs in order to not overtax community and business partners.

X X X

All students in each SoS participate in Experiential Learning through service learning, CSO, internships, or other on-the-job training.

X X X

Develop and implement a communication to eighth-grade students and families connecting the ILP to high school choice.

X X X

Every 5-Star SoS major has a service, career, extracurricular, or OST program component related to the major.

X X

One hundred percent of school of study majors include an endorsement opportunity.

X X X

One hundred percent of courses that include an advanced learning opportunity will be coded in Infinite Campus.

X X

The focus of professional development is determined and reflected in teachers’ professional growth plan, and a long-term plan is created.

X X

Develop criteria for school leaders and teachers to measure the effectiveness of professional-development activities through classroom observations; student achievement data; and teachers’, students’, and business and community partners’ feedback. Evaluation results are used to reassess and revise professional-development plans.

X X X

Restructure freshman class schedule based on block scheduling. X X X Every student selects a career pathway by end of freshman year. X Evaluate effectiveness of SoSs by district leadership and community representatives using the NSOP.

X X

Career planning is adopted and used to improve the transition from middle school to high school.

X X X

Request that the superintendent select a single point of contact for the initiative by strand team leaders.

X

Create a collaborative structure that engages secondary, postsecondary, and business in the curriculum alignment, dual credit opportunities, and seamless pathways to postsecondary and career.

X X X

Strand 3

Recruit key CEOs who will serve as the JCPS NGL CEO Board. X Create a plan of action for the CEO Board to increase business participation in transformation of secondary schools.

X


21

Establish a campaign to increase broad-scale business “ownership” and involvement with 5-Star Schools, to possibly include press conference, business luncheon, series of presentations to boards, and one-on-one meetings.

X

Establish partnership councils to advise each professional career pathway.

X

Create structure for industry and community networks to share real-time industry-needs information.

X

Adopt academy evaluation system created in Essential Practice 3.7, which will allow industry and community network teams to annually evaluate SoSs to ensure that graduates have developed knowledge and skills to succeed in college and careers after high school.

X X X

Design and execute awareness campaign for the JCPS Parent Portal, Parent Hotline, and Parent Connection with higher education and college- and career-readiness tools.

X X X

Engage middle school and first-generation students and parents in meaningful opportunities to express their perspectives and be directly involved in developing the plan.

X X X

Design data dashboard with input and approval from the CEO committee. X X X

Master Plan: Implementation Team and Plan

Upon the approval of the Master Plan by the JCBE, the formation of the CEO Advisory NGL Board

will be finalized and will be charged with working closely with the Master Plan Implementation

Team. The Implementation Team will be monitoring, executing, and refining the Master Plan over

the course of the next three years. The chair of the Implementation Team will report to the CEO

Advisory Board as well as the superintendent of JCPS. In addition, there will be at least one member

of the Implementation Team who will be a member of the CEO Advisory Board to ensure linkages

between the two groups. Members of the Implementation Team will include representatives from

55,000 Degrees, Junior Achievement, postsecondary institutions, and other key groups to ensure

that community leaders are part of the continuous monitoring of the plan.

Meetings of the Master Plan Implementation Team will be held monthly after the Ford Community

designation and during the 2014-15 school year. For the remainder of the three-year plan, the team

will meet bimonthly. Each meeting will scheduled to meet for 1 ½ hours. At the end of each school

year, the Implementation Team will hold an annual one-day retreat to review the Master Plan.

An annual retreat will be held with major stakeholders to share progress reports on the Master

Plan implementation. The objectives of the annual retreat will be to 1) update community leaders

on the implementation of key strategies and tactics outlined in the Master Plan (see Appendix C), 2)

share data collected from each strand, particularly as they relate to the progress toward achieving

the overarching goals and benchmarks, 3) discuss midcourse adjustments based on the data

collected so that the team can continually refine the plan as needed for achieving the long-term

goals, and 4) plan how the results of the annual retreat will be provided to all stakeholders (school

board, press, business community, parents, etc.).

Some of the key data variables that will be reviewed at the annual retreat will include 1) the

number of teachers targeted with the professional-development plan (see Appendix C, Tactic 1.1),


22

and 2) the number of students who will be served in the SoSs as compared from one year to the

next (see Appendix C, Tactic 2.1). Projections of number of teachers and students are shown below:

Baseline 2012-13

2013-14

2014-15

2015-16

Percent of students enrolled in SoS

34% 56% 78% 100%

Approximate number of students enrolled in SoS

6,018 9,784 13,628 17,472

Approximate number of teachers provided an externship and additional professional development on integrating externship experience into the classroom

45 90 180 360

The Master Plan Implementation Team will consist of the following leaders and team members:

Chair—Community Coordinator Dana Shumate, JCPS, until further notice

Cochair—Debra Hoffer, JA, until further notice

Team Members Jim Allen, Hilliard Lyons Dana Shumate, JCPS Debra Hoffer, JA Deborah Anderson, JCPS Karen Branham, JCPS Jerry N. Burke, JCPS Dr. Marty Pollio, JCPS Tim Truitt, JCPS Dr. Brian Shumate, JCPS Julie Barrett, JCPS Dr. Pam Royster, JCPS Dr. Ken Talley, JCPS Christi Lanier-Robinson, JCPS Katy Zeitz, JCPS Nichelle Anthony, JCPS Ryan Deal, JCPS Peggy Williford, JCPS Diane McKenzie, JCPS Jenni Aberli, JCPS


23

James Reddish, GLI Audwin Helton, Spatial Data Integrations/JCPEF Tami Hatfield, Ford Al Cornish, Norton Health/JCPEF Tony Peyton, Louisville Metro Government Carol Timmons, Business First/JCPEF Mary Gwen Wheeler, 55,000 Degrees/KY State Education Board Bill Simpson, Zeon Chemical/JCPEF Sam Corbett, University of Louisville (UofL)/JCPEF Paige Hartstern

Strand One: Transforming Teaching and Learning

In order to achieve the breakthrough results desired of a Ford NGL community, a transformation

must occur in the fundamental interaction of teaching and learning. This interaction has remained

largely unchanged over the course of the past century, and while many principles are still valid, the

community and the business marketplace have evolved; so to, must the education process evolve.

Renewed emphasis and support must be focused on the art of teaching. It is the teacher who most

directly affects learning and the quality of education a child receives. At the macro level, teachers

must be better equipped to connect educational concepts with real-world application of those

concepts. So-called “project-based learning” enables teachers to better demonstrate relevance to

students, thereby facilitating better processing of the material. While the concept of project-based

learning at the 50,000-foot level is fairly intuitive, implementation can be extremely complicated

and requires purposeful dedication from teachers, schools, the administration, and the business

community.

In Strand 1, the focus will revolve around the teachers and the resources they need to develop a

more robust and relevant learning environment. The complimentary structural changes to the

school environment and many of the changes in business partnership relationships will be covered

in Strands 2 and 3. Strand 1 seeks to establish instructional strategies—based on rigorous research

and professional experience—that are essential for facilitating learning of the essential knowledge

and skills that students need to graduate college- and career-ready. These instructional strategies

will require new and different professional development. Teachers will require support from their

schools, their school system, and the business community to ensure that they have the necessary

resources to be successful in the classroom. The goal must be to establish standard operating

procedures that provide a framework in which teachers can apply best practices to their individual

learning environments and a support structure that facilitates sharing of best practices in a

sustainable manner. To that end, several strategies have been developed around three essential

practices of the Ford NGL Strand 1.

Essential Practice 1.1: Teaching Pillars—Educators employ teaching strategies that develop students' knowledge and skills for college and career readiness.

The first essential practice of Strand 1 focuses on instructional strategies that better promote

student learning in a contextual, real-world manner. The features of the FORD NGL Teaching Pillars

address curriculum, instruction, assessment, and career-relevant learning opportunities. The


24

outcomes called for in this pillar of Strand 1 revolve around the implementation of project-based

learning as core to the instructional method. This project-based learning is facilitated by the

creation of cross-circular PLCs of teachers (described in Strand 2) and targeted professional

development to help equip teachers with the framework for project-based learning. These tactics

are supported by business externships that help provide these PLCs with contextual experiences

and real-world projects to bring back to the classroom.

Strong business partnerships (as described in Strand 3) are critical to success in project-based

learning efforts within JCPS. Additional professional development or training may be required for

both teachers and the business partners to help them better understand one and other. Quite often,

these partnerships break down due to misalignment in expectations or differences in

communication. It is incumbent on JCPS to ensure that those breakdowns are preempted at both

the school and business levels.

Essential Practice 1.2: Learning Pillars—Students develop essential knowledge and skills for college and career readiness.

Essential Practice 1.2 flows naturally from Essential Practice 1.1. Whereas 1.1 focuses on teachers

and instructional methods, 1.2 focuses on the student and how and what they are learning. The goal

is for students develop essential knowledge and skills for college and career readiness. The seven

pillars—developing academic knowledge, problem solving, critical thinking, teamwork,

communication, creativity and innovation, and global awareness—are essential to the workplace.

Project-based learning is again the foundation for the work of 1.2 and is seen as the preferred

instructional strategy for optimal learning of these college- and career-readiness skills. However,

additional professional development is also called for in this essential practice to help better

prepare teachers to instruct students both explicitly and implicitly in these skills.

Project-based learning by its very nature facilitates teamwork, problem solving, critical thinking

and all the other college- and career-readiness skills articulated in Essential Practice 1.2. However,

these skills are best and most authentically taught in an implicit manner, through action and

practice rather than through direct instruction. Put another way, students pick up these skills

through learning in a more interactive and less prescriptive teaching environment. By their very

nature, these classes teach students career-readiness skills through mostly project-based

instruction. Through career academies and PLCs (both detailed in Strand 2), career and technical

education best practices can be infused into core curriculum learning. Likewise, closer alignment

can help CTE teachers better articulate the application of core curriculum concepts in their

classrooms, deepening relevance for student in both environments. To facilitate this cross-circular

collaboration and to better implement college- and career-readiness skills in the classrooms, some

training or professional development is needed to help support teachers in their efforts. This

collaboration and implementation of project-based learning will result in student attainment of

critical college- and career-readiness skills in a more organic and meaningful way.

The business community also has a critical role to play in this essential practice. It is the business

community that represents the marketplace for these college- and career-readiness skills. Their

feedback and participation in the process is critical to ensuring that students are receiving and

developing the proper skills needed to thrive in the workplace of the future. Externships will again


25

be the foundation of business engagement. Desired skills will be demonstrated to teachers through

their externship experiences. Teacher experiences should include teamwork, critical thinking, and

other desired skills to help teachers see relevance in incorporating these skills in the classroom.

Additional business engagement and direct interaction with students can also be developed to

deepen skill development and student retention.

Essential Practice 1.3: Professional development is dedicated to supporting implementation of the Ford NGL Teaching and Learning Pillars.

The final essential practice in Strand 1 focuses on professional development in support of the Ford

NGL teaching and learning pillars. Professional development is articulated as a tactic to achieve the

desired outcomes in the previous two essential practices, but this final essential practice seeks to

view professional development at the systems level. Professional development is not new; in fact,

teachers have participated in mandated professional development for decades. But for too long, this

professional development has occurred in silos and without a comprehensive, strategic approach.

The Ford NGL framework is about ensuring alignment of resources to achieve specific and stated

outcomes. This includes all the built environment of a school, but it also must include professional

development resources.

At the district level, an inventory of professional-development resources needs to be taken. Once

that inventory is complete, existing resources can be viewed in the context of this master plan.

Some resources may be perfectly aligned, some many need additional focus, and some may need to

be reallocated. Ultimately, at the systems level, professional development is one of the school

system’s most precious resources and a critical means for effecting change within teaching and

learning. Careful thought and consideration must be given to the type, frequency, sequencing, and

ongoing support of professional development. Additionally, resources need to be dedicated to

ensure that a systems approach to professional development is taken across the district.

Businesses also have a role to play in professional development. Obviously, externships are a very

tangible and direct means for business participation in professional development. But a more

indirect advisory function should be explored, especially when it comes to assessing resource

allocation and identifying professional development that is most closely aligned to business needs.

Strand Two: Redesigning High Schools

Research affirms that providing a career emphasis for students gives meaning and motivation that

leads to more successful high school and postsecondary experiences. Major components of the

work in Strand 2 involve personalizing the high school experience so that learning occurs in the

context of real-world applications. Enhancement of the work already begun by the 5-Star School is

the focus of Strand 2, including the continuous improvement of the Professional Career Themes,

freshman academy, intensive counseling, guidance, and postsecondary coaching, and middle shool

career planning. The structure of Professional Career Themes provides the organizational

framework for relevance and connection, while the freshman academy provides more personal

guidance, attention, and supervision. Our freshman academy effectively transitions students from

middle school and provides coherent support systems to foster student connectedness and

successful matriculation throughout high school.


26

A college-going mentality starts before high school, and it will be essential that the career and

college planning currently in our middle schools is strengthened. Middle schools guide students to

understand the relationship between their skills, talents, and aspirations with education, career

themes, and workplace competencies. Each student is organizing his or her learning reflections

with an ILP. Students also receive in-depth exposure to the five overarching career themes in the

high schools in their high school network.

Essential Practice 2.1: Students have choices among high-quality career academies and

similar career- and interest-themed programs.

The work of Essential Practice 2.1 strives to increase on-time graduation, college/career readiness,

and the acquisition of outside credentials by organizing students, teachers, and courses into SoSs,

using the ILP as the primary planning tool, and increasing advanced learning opportunities for all

students. The tactics in Essential Practice 2.1 rally around two seminal outcomes: (1) all students

engaged in an SoS participating in some form of experiential learning and (2) all students will

graduate “credentialed” or with a third-party endorsement of accomplishment, such as industry

certification, dual credits, or college credit equivalents (AP/IB/AICE). JCPS cannot achieve either of

these outcomes working in isolation but depends on business and postsecondary partnership and

alignment described in the Strand 3 narrative.

Focusing on giving all students opportunities to take learning from the classroom into a real-world

setting, such as a service project, workplace, or performance-based competitions, forces students

and teachers to meet rigorous learning expectations while integrating and applying knowledge and

skills. To accomplish this goal, JCPS must assess the current experiential learning opportunities to

find gaps to fill. Through the business partnership councils, schools will ensure that each student

can engage in real-world application of knowledge while developing essential work habits, twenty-

first-century skills, and their own social network.

To ensure all students graduate “credentialed,” JCPS must connect each major with at least one

endorsement opportunity or, ideally, with multiple and varied options. Working with business

partners, JCPS will ensure these credentials remain current to industry standards and viable upon

graduation. Postsecondary partners become vital in assisting with planning and alignment.

Communication tools like scheduling books and postsecondary planning aids will take these aligned

options to the homes of our students and families. These communication aids will help our students

and families see the pathway from high school to college to career. Finally, 5-Star Schools will use

the ILP, an online college and career planning portfolio, as well as advisory structures to inform,

guide, and track progress and celebrate student success on important life-planning milestones.

Essential Practice 2.2: Professional development and communities of practice

The tactics described in Essential Practice 2.2 propel school leadership and instructional staff to

recognize and prioritize professional development and form communities of practice committed to

shared learning to support the SoSs and transform everyone’s practice. Aligned with the JCPS

Strategic Plan Goal 1, where every student progresses in his or her learning and meets or exceeds

proficiency in all subjects, these tactics aim to design, implement, evaluate, and redesign a

coordinated system of professional development and coaching supporting the SoS model. The


27

tactics are centered on two main outcomes: 1) A professional-development plan supporting the SoS

model, and 2) Having 100 percent student participation in an SoS.

Tactics described in Essential Practice 2.2 call for the creation of a professional-development plan,

taking teacher and administrative input and needs into consideration. This plan must be responsive

to needs as described by survey results (2.2 Tactic 1). Financial resources, including time and

technical assistance, must be specified in the design of the overarching plan with a perpetual focus

on the SoS model (2.2 Tactic 2). The foundation of the professional-development plan will be

collaboration, both within the school and with the broader community. Teachers and school leaders

will have opportunities to collaborate within content and cross-content groups to improve practice

and guarantee student supports academically, socially, and emotionally (2.2 Tactic 6). Equally

important is a professional-development plan for teachers, counselors, and school leaders engaging

business and community partners and ensuring a community and business buy-in for the SoS

model (2.2 Tactic 4). An additional important component of the cycle includes ongoing evaluation

of effectiveness to ensure the professional growth of 5-Star School faculty reaches the desk of each

student (2.2 Tactic 7).

Essential Practice 2.3: School-based instructional leaders use available resources to

maximize the structural benefits of SoSs for students and teachers.

The tactics described in Essential Practice 2.3 work to create the best environment for teaching and

learning and allow school leaders to take advantage of scheduling and other options that maximize

the potential of the SoS model. The tactics in Essential Practice 2.3 center on two main outcomes: 1)

All 5-Star Schools will provide consistent time/support for cross-curricular/CTE planning and 2)

All 5-Star School administrators will participate in professional development designed to promote

effective teaming for student achievement enhancement. This work will be evidenced by district

policy, schedule examples, agendas, student outputs, dashboard data, and team visuals. As a result,

the district will meet the long-term outcome that every student graduates prepared for his or her

postsecondary choice for college or career and for life.

Two of the tactics described in Essential Practice 2.3 support the use and support for cross-

curricular/CTE planning across all schools. The first tactic builds on current JCPS work on freshman

academies and uses that work as a model for the spread of learning communities to other groups of

students and teachers using the SoS model. The second tactic emphasizes the role data will play in

the development and implementation of career pathways, scheduling teams, and SoSs geared to

graduate all students college- and career-ready. Evidence of this work will include master

schedules, major declaration forms, grad planner data, and the College- and Career-Readiness Rate

(KDE accountability).

Essential Practice 2.3 also requires supports and professional development for principals and

school administrators to ensure effective use of learning time and financial resources. As mentioned

in Essential Practice 2.2, this professional development must include a level of orientation to

engage all principals and administrative teams as well as being ongoing to ensure momentum

toward the ultimate goal. Principals must understand the need for, connection to, and early success

of cohort scheduling toward the goals for the SoS model. Administrative teams will also need


28

supports in designing master schedules that organize faculty time around student need with the

outcome that all students have access to credentialing opportunities. Principals will also need

supports for the effective use of financial resources in particular as it pertains to scheduling tactics.

The final tactic describes a system of communication to ensure that the goals and practices of

cohort scheduling are shared among the 5-Star School community.

Essential Practice 2.4: School districts and schools share responsibility for measuring

success.

The tactics described in Essential Practice 2.4 provide guidelines for district leadership and

community partners to evaluate and monitor the effectiveness of SoSs and their impact on student

learning. The tactics center on using multiple measures to evaluate the effectiveness of SoSs,

communicating the results to all stakeholders, and using student performance data to affect

instruction by addressing the professional learning needs of school staff.

The tactics are centered on three main outcomes that include achieving continual improvement

within SoSs, offering students a wide range of learning opportunities, and helping students

graduate college- and career-ready.

The tactics described in Essential Practice 2.4 require the development of an evaluation tool to

gather baseline data in order to provide feedback to SoS leaders (2.4 Tactic 1). The effectiveness of

SoS implementation on student success will be determined through multiple quantitative measures

of (2.4 Tactic 2). Evaluation results will allow school and district leadership to determine

instructional needs and develop a plan for professional learning opportunities (2.4 Tactic 3).

Progress will be reported to all stakeholders through a variety of communication tools. (2.4 Tactic

3).

Essential Practice 2.4 and the three tactics contained within provide opportunities for JCPS to

partner with parents and community leaders to ensure that all high school students have quality

experiences in their SoSs so they can graduate prepared.

Essential Practice 2.5: The school district actively supports and holds leaders accountable

for high school transformation using the academy model.

The tactics described in Essential Practice 2.5 focus on supporting and holding leaders accountable

for high school transformation using the SoS model. This in turn supports the vision of having every

student graduate prepared for his or her postsecondary choice for college or career and for life.

Essential Practice 2.5 will be achieved through five tactics. The first tactic focuses on the JCBE and

the superintendent supporting and setting clear expectations for the implementation of the Master

Plan in support of the Strategic Plan: Vision 2015. Documentation of this tactic will include school

board minutes, agendas, press releases, and policies related to support for SoSs (2.4 Tactic 1). The

second component in this practice provides the opportunity for the superintendent, in

collaboration with strand leaders, to select a single point of contact for the initiative. The single

point of contact begins oversight responsibilities and identifies additional school district personnel

and connects them to their role in the tactical plan (2.5 Tactic 2). Support for SoSs will occur after


29

the completion of a needs assessment of facilities, equipment, and materials. Needs will be

prioritized and outlined within a district plan (2.5 Tactic 3) with local, state, and federal funding

secured and appropriated to meet priority needs (2.5 Tactic 4). The final tactic within Essential

Practice 2.5 ensures that career planning is adopted and used to improve the transition from

middle school to high school so that students have a focus and purpose for their education. Pilot

and early adopter high schools will collaborate with feeder middle schools to develop a career

study transition plan for all middle school students. This plan will allow for the transitioning to high

school with enrollment in a career pathway. Middle school students will make school and course

selections based upon their career plans. Additionally, transition plans between middle schools and

their feeder elementary schools will be in place (2.5 Tactic 5).

Essential Practice 2.5 and the tactics contained within ensure a comprehensive, longitudinal career experience from elementary through high school.

Essential Practice 2.6: School district and postsecondary institutions work collaboratively

for the benefit of students in schools of study.

The strategies offered in this essential practice seek to build a collaborative structure between

postsecondary, secondary, and business partners to promote opportunities as well as develop and

align seamless pathways to postsecondary credentials that have value in the marketplace. This

work can only be successful when high school teachers, postsecondary professors, and industry

representatives work collectively for the benefit of our community’s young people. As the structure

becomes streamlined, so will the movement of students through the educational pipeline. Students

will leave high school with not only a high school diploma but also an outside credential that

provides a foot in the door to a postsecondary pathway that leads to gainful employment in that

industry.

The first strategy, based on postsecondary, secondary, and business partners collaborating to

promote education and career pathways, outlines such tactics as career days, site visits, college

visits, and summer camps that enable all students in grades six through twelve to make informed

decisions concerning SoS, high school major, and postsecondary plans related to their chosen

career path and interests. In order for those pathways to be clear and transparent to students and

parents, the second strategy requires JCPS staff to work with postsecondary partners to align

secondary majors with state CTE requirements and postsecondary expectations. In addition,

teachers will provide students with an understanding of dual credit opportunities in their major.

A related strategy is to formalize collaboration, most likely by industry sector, between

postsecondary and secondary staff responsible for developing curricula and experiential learning

(and business partners), to develop and align seamless pathways from secondary credentialing to

postsecondary degrees, diplomas, credentials, or licensure. Furthermore, to institutionalize the

collaboration between JCPS and postsecondary institutions, partners must detail and align core

institutional objective and goals as well as establish structures of communication, data sharing, and

accountability. By establishing an overarching compact, it will allow personnel from each

institution and business partners to collaborate on learning pathways that lead young people


30

through required learning opportunities, supporting credentials to postsecondary program

completion and careers.

Strand Three: Sustaining Change Through Business and Civic Leadership

The Ford Next Generation Learning research has proven time and again that a vital component to

student success requires hard work, enthusiasm, and ownership of each student’s education by the

broad community. Most importantly, the Strand 3 Essential Practices clearly define the process by

which the Master Plan should be written, coordinated, and overseen. More than 90 community

leaders are meeting regularly to write the plan under the leadership of JCPEF. A CEO Advisory

Board is being recruited and will meet at least annually with education leaders to review progress

on achieving the Master Plan goal and to demonstrate the community’s ongoing commitment to the

plan.

Partnerships with employers, community groups, and higher education, who as supporters of the

career academy initiative, assist in the development of student internships and other work-based

learning opportunities, integrated curriculum development that leads to real-world career

opportunities for both students and teachers, increased postsecondary attainment and scholarship

opportunities. The work of the Strand 3 Essential Practices represents tactics that support broad

community involvement, including the encouragement of increased parent/guardian involvement,

undoubtedly one of the most critical factors in a student’s educational success. A systemwide

student ambassador program will play a key role in increasing parent/guardian involvement. The

Strand 3 Essential Practices not only lead to measurable educational goals, but they also

incorporate the celebration of increased attainment.

The tactics outlined to address the Strand 3 Essential Practices provide structure and sustainability

to community engagement in 5-Star Schools student success. A CEO Advisory Board reviews and

responds to progress made toward Master Plan goals on an annual basis. Industry and school

advisory councils bring business leaders into the schools with the goals of providing opportunities

for students to interact with representatives of the working world and to advise on curriculum

content that will help create the employees of the future who will meet employment needs. Given

that the Ford NGL model represents a new way of doing things for our community, the Master Plan

outlines a multifaceted communications plan that will help to build awareness, support, and active

participation in this effort.

Student data, as it relates to high school achievement and college attainment, will be collected,

reviewed, and evaluated regularly, and plan tactics will be modified when necessary. Postsecondary

institutions will work with the 5-Star Schools to ensure that high school career paths are aligned

with college-going expectations to reduce the need for remediation. A unified scholarship

application will be created in order to simplify the already complex college financial aid process.


31

Essential Practice 3.1: Business, civic, and education leaders create a master plan for

sustainable workforce competitiveness and community prosperity built on education

transformation.

On July 20, 2012, community and education leaders were invited to a meeting organized by JA at

Waggener High School to learn more about the Ford NGL Network. A Ford NGL community coach

presented a summary of the impact of the Ford NGL in other communities, noting that under the

career academy model, test scores, grade point averages (GPAs), and high school graduation rates

have risen significantly. It was further explained that JCPS had already begun the hard work of

transforming the high schools into career-themed academies, the 5-Star Schools. The remaining

necessary work involves a communitywide effort to develop a master plan that will support the

success of the 5-Star Schools. Business and community support has proven to be essential to

promoting sustainable workforce competitiveness and community prosperity.

At this meeting, Jim Allen, JCPEF chairman, made the commitment that this organization would

oversee and staff the development of the Master Plan. In addition, Dana Shumate, JCPS Business

Involvement coordinator, served as the interim community coordinator for the project. Strand team

chairs and cochairs composed of education and community business leaders were also secured.

Since then, a group of approximately 90 diverse business, civic, and education stakeholders have

served on the 3 Strand Plan Writing Teams to debate, agree upon and write the three-year Master

Plan. Individuals representing the for-profit sector, higher education, and nonprofit organizations

and other civic leaders have collaborated to create the plan (see Appendix C).

The Ford NGL consultants have played a key role in guiding the stakeholders through developing

the strand tactical options and strand narrative as well as editing the Master Plan for final approval.

The plan consists of tactics and measurable goals and will forecast improved educational outcomes

and positive community cash-flow projections. Data will be collected and evaluated for progress on

an annual basis. A convening organization that will employ a community coordinator to oversee

plan implementation will be selected. A CEO Advisory Board will be recruited to review plan

progress, and the plan will be updated annually.

Louisville is poised to become a formally adopted member of the Ford NGL Network as a Ford NGL

Affiliate Community and can serve as a role model to other communities as they develop their own

plans for educational and economic success.

Essential Practice 3.2 Senior business, education and civic leaders support, sustain, and

advocate for the goals outlined in the community master plan.

The intent of Essential Practice 3.2 is to create an ongoing CEO Advisory Board to align community

support for transforming the 5-Star Schools in an advisory capacity. Over the three-year Master

Plan timeline, the CEO Advisory Board will increase from 30 to 50 active members. The group will

meet at least four times a year and will participate in an annual retreat with representatives of JCPS

and Louisville Metro Government to review progress on achieving the Master Plan goal and to

demonstrate the community’s ongoing commitment to the plan. Active industry and school

advisory council membership will increase, in the short term, by 10 percent and, in the long term,


32

by 50 percent. The CEO Advisory Board will create a core group of 20 businesses to serve as 5-Star

School Core Supporters.

Success in transforming and sustaining new forms of teaching and learning and in redesigning

schools depends on strong community leadership and ongoing support. Innovative business,

community, and education partnerships connect local high schools with colleges and universities,

community organizations, and employers and provide real-world learning opportunities that are an

essential component of the curricula and programs of study. These partnerships help sustain

reforms during periodic storms that can unhinge education reform initiatives. Only through

sustained effort can these reforms succeed in institutionalizing transformative approaches to

teaching and learning and school redesign and ultimately changing deeply held beliefs and school

cultures. The CEO Advisory Board will provide the strong community leadership needed to

maximize student success.

Essential Practice 3.3: The 5-Star School model is supported by an increasing number of

local businesses and community partners in all pathways offered with Schools of Study.

Industry councils are formed for each of the 5-Star career theme high schools. The roles of these

councils are to support continuous improvement of the SoS pathways within each theme.

These industry councils will be developed with increased business and community involvement by

creating a structure for council volunteer recruiting, training, and management. Each industry

council will have an executive committee and program chairs to assist in maintaining the mission

and goals of each council. Partnerships will be developed with the CEO Advisory Board, JA, and GLI

(chamber of commerce) to help recruit knowledgeable volunteers for industries represented in the

SoSs.

An important aspect of these councils will be to create a forum for “real-time” industry-needs

information to be shared with 5-Star Schools. This data will be used to keep pathways fresh and

relevant so that students are learning current skills needed in greater Jefferson County businesses

and organizations. Short-term outcomes of this type of collaboration may require changes to

pathways offered in an SoS and/or the development of new pathways at 5-Star Schools.

Program evaluations reflecting industry and educational standards will be another important goal

of the industry councils. This will ensure that SoS graduates have developed knowledge and skills to

succeed in college and careers after high school. Postsecondary partners will be critical members

on the industry councils will help ensure that 5-Star SoS pathways are linked to opportunities for

postsecondary education and training through dual enrollment and articulated credit.

A long-term outcome of Essential Practice 3.3 is students graduating from SoS pathways college-

and career-ready. This essential practice will also ensure program stability by creating strong

community and business involvement.

Essential Practice 3.4: Community aligns employer and civic support through dedicated staff

members who facilitate industry council meetings and coordinate support for academies in

their pathways.


33

The components of Essential Practice 3.4 align employer and civic support with dedicated staff to

facilitate industry council meetings and coordinate districtwide support for 5-Star Schools

(Appendix C). The strategy ensures the ability to scale resources and supports the longevity of the

5-Star theme model. The four essential practice tactics include 1) ensuring financial support for

staff resources through a yearly operational budget, 2) ensuring a comprehensive communications

channel between JCPS and community organizations, 3) ensuring appropriate training of 5-Star

theme school staff and community organizations, and 4) acquiring endorsements from the CEO

Advisory Board to support the 5-Star Schools.

Incorporating an adequate yearly operational budget that fully funds key Ford NGL functions will

ensure stable funding during lean economic times in the education industry. In the 5-Star Schools’

early stages, career theme specialists were funded through the CTE Department, which is itself

funded through appropriated local, state, and federal funding, none of which provides long-term

stability for the 5-Star theme model. The inclusion of staff funding through the school district

budget, grants, and community donations is key to long term successful implementation of real-

world programs within the schools.

Consistent and clear communications will be maintained with all industry partners. Industry

recruitment and training materials used with all industry partners will have a consistent format

and 5-Star Schools branding. Further, materials produced by other community organizations that

reference the 5-Star Schools should be consistent with those used by JCPS with the goal of

presenting a consistent message to the community. Training will be provided to employees of

business partners and community organizations to maximize outside involvement in the schools.

Contact lists, industry updates, and program changes will be communicated to all stakeholders in

an effective manner.

The CEO Advisory Board will provide endorsements to be used in promoting the 5-Star Schools and

opportunities for business involvement to ensure sustained business community engagement for

long-term success. Board members will send letters of support within their organizations and

endorse 5-Star theme based work throughout the community.

Employers in the community (private businesses, public institutions, and nonprofit organizations)

have an important role to play:

Providing a “high-altitude” perspective regarding the scope and direction of reform efforts,

particularly in making sure that the 5-Star Schools graduate students who possess the

knowledge and skills needed to acquire jobs in our region

Working directly with career- and theme-based programs in an advisory capacity, providing

input to the curriculum and the program so that current and emerging industry-specific issues

and trends are addressed

Providing the essential real-world connections and learning opportunities that bring the

curriculum to life by providing externship experiences to teachers, serving as guest speakers

and advisors on student projects in the classroom, and offering mentoring, job shadowing, and

internship opportunities to students.


34

The funding for staffing and high-level function of the industry councils must be a high priority in

order to achieve the goals set out by the Ford NGL Network. The 5-Star Schools need business

involvement and expertise to be successful. This anticipated success requires well-trained and

effective district staffing as well as high-level community leadership endorsement.

Essential Practice 3.5: Parents/Guardians and key family members are actively engaged by

the community to support student success.

Parents/Guardians and other key family members (e.g. adult siblings, aunts and uncles,

grandparents) play an important role in supporting students’ educational achievement and

postsecondary participation. In light of this reality, the education, business, and civic partners will

work together to implement strategies specifically aimed at increasing parent/caregiver

engagement in the education of students attending the 5-Star Schools (see Appendix C).

As a starting point in our work to engage parents/caregivers and key family members to support 5-

Star Schools student success, we will need to establish a baseline of parent engagement with the 5-

Star Schools. Once we establish the baseline, we will establish both in-school and community-based

parent engagement strategies to increase the level of engagement.

We will implement an awareness campaign for all parent communications tools, including the

Parent Portal, Parent Hotline, and Parent Connection. We will ensure that all of these tools contain

strong messaging about the importance of higher education and college and career readiness. Our

long-term outcome will be that every student graduates prepared for his or her college or career

and life, and that outcome will occur because all parents/caregivers are actively engaged in the

student’s success.

Further, we will consult with various organizations that have developed successful

parent/caregiver engagement tactics, including the Pritchard Committee, National Center for

Family Literacy, United Way Worldwide, and the Wallace Foundation, to learn best practices. We

will share these best practices with our community and seek partners to help implement the most

promising tactics.

We will establish a 5-Star School systemwide student ambassador program, whereby a uniform

application and selection process is developed for students to apply and accepted to be an

ambassador their school. Student ambassadors will participate in a leadership development

experience prior to their service. They primary role will be to relay information about the 5-Star

Schools to parents, other adults, and the broad community, with the goal of increasing parent

engagement.

Essential Practice 3.6: The broader community is aware and actively engaged.

The work of Essential Practice 3.6 is focused on building support and interest in the JCPS 5-Star

Schools through a three-year marketing campaign. The plan will focus on increasing community,

parental, student, and employee awareness and the benefits these programs provide to the district


35

and the families it serves. A key component of the plan includes the establishment of a student and

parental advisory board that will focus on identifying those attributes, or “selling points,” that will

attract additional interest in these programs.

Additionally, this essential practice is focused on the establishment and work of the CEO Advisory

Board that will track the school system’s progress against the Master Plan and serve as an advocate

for the district throughout the community.

Key success measures for the plan include an increase in enrollment and interest in the 5-Star

Schools programs, an increase in the number of businesses and organizations providing teacher

and student externships, and ongoing engagement and support of local businesses and

organizations.

Essential Practice 3.7: Stakeholders are mutually accountable for implementation of the

Master Plan.

To ensure success, it is critical that all stakeholders are mutually accountable for not only the

outputs and activities included in the plan but also the progress and acquisition of outcomes. First,

all parties involved will need to have access to real-time student performance data and evidence of

the impact our 5-Star pathways are having on student achievement. Our dashboard will allow

school- and district-level participants access to student program acquisition data for internal use

and external reporting. Programs can be analyzed for participation, completions, and popularity,

and comparisons can be made across programs and non-CTE related majors or pathways.

The data generated from the dashboard will be compiled and analyzed by an academic evaluation

team, involving a minimum of three CEO Advisory Board members. Academic evaluation teams will

ensure that the activities outlined in our plan translate to improved teaching and learning for our

students. Progress monitoring will be vital in ensuring that our pathway curricula and lesson

delivery yield the academic results necessary to guarantee college/career readiness for students.

Expectations for all stakeholders involved will be outlined and communicated through a

Memorandum of Understanding created by the CEO Advisory Board. Clarity of purpose and

agreement from all stakeholders are critical in monitoring continuous improvement and assuring

accountability for the plan’s execution. The CEO Advisory Board, with consultation from teachers,

administrators, and community members, will design a 360-degree feedback system to include in

its annual review. Honest feedback from all members of the system will allow the board to

objectively evaluate systems and make adjustments to better carry out the plan’s mission and goals.

Finally, an annual celebration event is being designed to share successes of the career-themed

pathways. In addition, members of the CEO Board will offer the community data on student, school,

and program performance and progress. Acknowledging the efforts and impact of the programs is

vital not only for stakeholder buy-in but also to recognize the students and teachers for their

accomplishments, automatically restoring their engagement in future projects. While this

celebration is a positive and festive event, it is also another form of accountability of the plan’s

effectiveness.


36

Essential Practice 3.8: Business and civic leaders promote the benefits of postsecondary

education for students.

Maintaining course and pathway relevance is key in properly preparing our students for college

and careers. Our CEO Advisory Board, principals, and teachers, along with designated advisory

councils, need current and accurate data about state and national postsecondary opportunities. Our

CEO Advisory Board will analyze annual reports from major agencies, such as Kentuckiana Works

Occupational Outlook, GLI’s annual report, the 55K Progress Report, and postsecondary partner

data.

In order to keep curriculum and pathways consistent, it will be critical for not only local school

teams of teachers to collaborate but also for community members to stay involved. The plan

ensures that industry-relevant members of local school advisory committees maintain healthy

relationships at the local school level. Maintaining close contacts in classrooms will allow

community members to access students on a frequent basis, reinforcing the importance of

postsecondary education and training.

Scholarships can be a labyrinth of confusion and technology-related barriers for our students. Our

plan involves a unified and common application process. Community and postsecondary partners

will identify and communicate scholarship opportunities to students in the career-themed schools.

Partners will ensure that details of the scholarships are clear, making all students aware of

opportunities. A scholarship review committee will be selected to include community members,

postsecondary partners, administrators, and teachers. The scholarship review committee will

analyze the common application and select students that meet the identified criterion. Well-

communicated scholarship opportunities, a common application, and a diverse review committee

will ensure that students are aware of financial supports and have an equitable chance to receive

aid. Further, the common application enables students to apply once and have an opportunity at all

scholarships that apply to their skills and career pathway.

As we move forward with our Master Plan, it is essential that we continue to monitor the number of

students attending college. We, along with 55K, are interested in increasing the number of seniors

that attend college and complete a bachelor’s degree or higher. The CEO Advisory Board will be

monitoring college-going benchmarks on an annual basis.

As mentioned above, the CEO Advisory Board plans to review the annual data included in the 55K

Progress Report. Analyzing this data will enable the board to monitor continuous improvement

while keeping curriculum relevant to the local industry and postsecondary demands. Maintaining a

consistent and parallel definition of college-going and monitoring our effectiveness with successful

matriculation of students to college and beyond ensure coherence with community endeavors

toward a college-educated Louisville.

Conclusion


37

In order for JCPS to accomplish its vision of “All JCPS students graduate prepared to reach their full

potential and contribute to our society throughout life,” the Louisville community must pull

together to support the tactics outline in the Ford NGL Master Plan. JCPS will ensure that targeted

professional development for teachers and increased experiential hands-on learning for students

are supported by district resources. The community and business engagement will ensure that high

schools students and teachers are receiving the most current and relevant experiences so that,

ultimately, students are prepared for college and the workforce.

As with all comprehensive strategies, prioritizing and sequencing of tactics will be key. As JCPS

works toward implementation of this strategic plan, the efforts of improving teaching and learning

must be parallel with the high school redesign and with support from the community in order to

ensure that optimal results are achieved. Ultimately, if JCPS can be successful in transforming

teaching and learning, it will provide the community and its students with a competitive advantage

for years to come.

The days of saying “The public schools need to improve” are over, but rather, it is time to say,

“Everyone in the community must accept responsibility for the success of our 5-Star School

students.” The Ford NGL has proven that this approach works, and Louisville must rush to

implement this plan so that every student graduates college- and career-ready and plays a role in

meeting employers’ needs in our community.

The work that is being done in Louisville can certainly be expected to propel our region into a well-

respected national model for high school attainment that leads to gainful employment. We can look

forward to the time when representatives of cities throughout the United States will be traveling

here to observe and learn from us, which will ultimately help to improve the lives of Americans and

the competitive position of our country.

Jefferson County Public Schools

Strategic PlanVision 2015The journey to becoming the

best urban district in the nation

begins with the first step—

Vision 2015!

All pages of the Strategic Plan will be inserted following this page.

JCPS

Tac

tical

Plan

FO

RD N

GL S

tran

d 1-

Ess

enti

al P

ract

ice

1.1

Stra

nd T

eam

: 1 –

Tran

sform

ing T

each

ing a

nd Le

arni

ng

Com

mit

tee

visi

on: T

rans

form

ing t

each

ing t

o ens

ure t

hat s

tude

nts a

re le

arni

ng in

a m

anne

r tha

t pre

pare

s the

m fo

r the

ir co

llege

or ca

reer

choi

ce.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: I

ncre

ased

Lear

ning

& G

radu

atio

n and

Bey

ond (

Goals

1 an

d 2 fr

om V

ision

2015

) Re

late

d Es

sent

ial P

ract

ice

1.1_

Des

crip

tion

: Tea

chin

g Pill

ars –

Edu

cato

rs em

ploy

teac

hing

stra

tegie

s tha

t dev

elop s

tude

nts'

know

ledge

and s

kills

for c

olleg

e and

care

er re

adin

ess.

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

out

com

e (1

yea

r – 2

014)

Sh

ort-

term

ou

tcom

e m

easu

rem

ent

Inte

rmed

iate

out

com

e (2

yea

r – 2

015)

In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

(3 y

ear

– 20

16)

Long

-ter

m

outc

ome

mea

sure

men

t 1.1

.1. A

cade

my

team

s will

im

plem

ent

proj

ect-b

ased

in

struc

tion

base

d upo

n re

al-wo

rld

exam

ples

ga

ther

ed

durin

g tea

cher

ex

tern

ship

s.

Prov

ide

teac

her

exte

rnsh

ips

for s

electe

d te

ache

r tea

ms.

Prov

ide

prof

essio

nal

deve

lopm

ent

activ

ities

for

proj

ect-b

ased

les

son

deve

lopm

ent.

100%

of ac

adem

y te

ams a

re ut

ilizin

g pr

ogra

ms s

o tha

t at

least

18 w

eeks

of th

e ac

adem

ic ye

ar ar

e fo

cuse

d on p

rojec

t-ba

sed,

real-

world

pr

oblem

s. Th

e pro

gram

s will

ha

ve th

e fol

lowi

ng 5

char

acte

ristic

s: a.

acad

emica

lly

rigor

ous

b. ex

tend

over

an

appr

opria

te am

ount

of

tim

e c.

open

-end

ed w

ith

mul

tiple

solu

tions

or

solu

tion p

aths

(if a

sin

gle an

swer

) in

corp

orat

ing

stude

nt au

tono

my

and a

ccou

ntab

ility

d.

chos

en w

ith in

put

from

the e

xter

nshi

p pa

rtner

s who

will

als

o be u

sed i

n

80%

of ac

adem

y tea

ms

are u

tilizi

ng pr

ogra

ms s

o th

at at

leas

t 6 w

eeks

of

the a

cade

mic

year

are

focu

sed o

n pro

ject-

base

d, re

al-wo

rld

prog

ram

s. Al

l pro

gram

s ut

ilize

d will

satis

fy 3

of

the 5

char

acte

ristic

s lis

ted i

n the

“out

puts”

co

lum

n for

stra

tegy

1.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

usin

g pro

ject-

base

d pro

gram

s as

com

pare

d to

the t

arge

t goa

l of

80%

.

90%

of ac

adem

y tea

ms

are u

tilizi

ng pr

ogra

ms

so th

at at

leas

t 12 w

eeks

of

the a

cade

mic

year

are

focu

sed o

n pro

ject-

base

d, re

al-wo

rld

prog

ram

s. Al

l pro

gram

s ut

ilize

d will

satis

fy 4

of

the 5

char

acte

ristic

s lis

ted i

n the

“out

puts”

co

lum

n for

stra

tegy

1.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

usin

g pro

ject-

base

d pro

gram

s as

com

pare

d to

the t

arge

t goa

l of

90%

.

Ever

y stu

dent

grad

uate

s pr

epar

ed fo

r his

or he

r po

stsec

onda

ry ch

oice

fo

r col

lege o

r car

eer a

nd

life.

100%

of ac

adem

y tea

ms

are u

tilizi

ng pr

ogra

ms

so th

at at

leas

t 18 w

eeks

of

the a

cade

mic

year

are

focu

sed o

n pro

ject-

base

d, re

al-wo

rld

prog

ram

s. Al

l pro

gram

s ut

ilize

d will

satis

fy al

l of

the c

hara

cter

istics

liste

d in

the “

outp

uts”

colu

mn

for s

trate

gy 1.

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Scho

ols

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

asse

ssin

g stu

dent

lea

rnin

g dur

ing a

nd

at th

e con

clusio

n of

the p

rogr

am

e. in

corp

orat

e the

stu

dent

use o

f te

chno

logy

1.1.2.

Selec

ted

team

s co

mpl

ete a

pr

esen

tatio

n on

their

ex

tern

ship

and

utili

ze th

e ex

tern

ship

re

latio

nshi

p du

ring t

he

acad

emic

year

. Pr

esen

tatio

ns

to in

clude

a qu

estio

n-an

d-an

swer

se

ssio

n on

their

ex

tern

ship

ex

perie

nce

with

the

facu

lty of

their

sc

hool

.

Prov

ide t

he

crite

ria to

se

lecte

d tea

ms

for c

reat

ing

their

ex

tern

ship

pr

esen

tatio

n.

100%

of se

lecte

d te

ams c

ompl

ete

pres

enta

tions

on

their

exte

rnsh

ip

expe

rienc

e and

are

fully

utili

zing t

he

exte

rnsh

ip

relat

ions

hip b

y m

eetin

g all o

f the

ta

ctics

for s

trate

gy 2.

80%

of se

lecte

d tea

ms

com

plet

e pre

sent

atio

ns

on th

eir ex

tern

ship

ex

perie

nce.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

com

plet

ing

pres

enta

tions

as

com

pare

d to t

he

targ

et go

al of

80

%.

90%

of se

lecte

d tea

ms

com

plet

e pre

sent

atio

ns

on th

eir ex

tern

ship

ex

perie

nce.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

com

plet

ing

pres

enta

tions

as

com

pare

d to t

he

targ

et go

al of

90

%.

100%

of se

lecte

d tea

ms

com

plet

e pre

sent

atio

ns

on th

eir ex

tern

ship

ex

perie

nce.

1.1.3.

Selec

ted

team

s cre

ate

one c

omm

on

form

ativ

e as

sess

men

t ev

ery 6

wee

ks

(tota

l of 6

for

the s

choo

l ye

ar fo

r the

ir

Prov

ide t

o se

lecte

d tea

ms

crite

ria an

d fo

rmat

for

acce

ptab

le fo

rmat

ive

asse

ssm

ents.

100%

of se

lecte

d te

ams c

reat

e 6

com

mon

form

ativ

e as

sess

men

ts fo

r the

ir PL

C ba

sed o

n the

ex

tern

ship

ex

perie

nce.

80%

of se

lecte

d tea

ms

crea

te at

leas

t 2 co

mm

on

form

ativ

e ass

essm

ents

for t

heir

PLC

base

d on

the e

xter

nshi

p ex

perie

nce.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

crea

te at

lea

st 2 c

omm

on

form

ativ

e as

sess

men

ts as

co

mpa

red t

o the

90%

of se

lecte

d tea

ms

crea

te at

leas

t 4

com

mon

form

ativ

e as

sess

men

ts fo

r the

ir PL

C ba

sed o

n the

ex

tern

ship

expe

rienc

e.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

crea

te at

lea

st 4 c

omm

on

form

ativ

e as

sess

men

ts as

co

mpa

red t

o the

100%

of se

lecte

d tea

ms

crea

te 6

com

mon

fo

rmat

ive a

sses

smen

ts fo

r the

ir PL

C ba

sed o

n th

e ext

erns

hip

expe

rienc

e.

PLC

base

d on

the e

xter

nshi

p ex

perie

nce.

targ

et go

al of

80

%.

targ

et go

al of

90

%.

1.1.4.

Selec

ted

team

s in

tegr

ate t

he

exte

rnsh

ip

expe

rienc

e wi

th th

e sta

ndar

ds an

d cu

rricu

lum

of

their

cour

se.

Prov

ide

prof

essio

nal

deve

lopm

ent

and/

or

guid

eline

s for

in

tegr

atio

n of

the e

xter

nshi

p ex

perie

nce

with

the

stand

ards

and

curr

iculu

m of

th

eir co

urse

.

100%

of se

lecte

d te

ams p

rodu

ce a

min

imum

of 12

les

son p

lans t

hat

dem

onstr

ate a

n in

tegr

atio

n of t

he

exte

rnsh

ip

expe

rienc

e with

the

stand

ards

and

curr

iculu

m of

their

co

urse

.

80%

of se

lecte

d tea

ms

prod

uce a

min

imum

of 4

lesso

n plan

s tha

t de

mon

strat

e an

inte

grat

ion o

f the

ex

tern

ship

expe

rienc

e wi

th th

e sta

ndar

ds an

d cu

rricu

lum

of th

eir

cour

se.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

crea

te a

min

imum

of 4

lesso

n plan

s as

com

pare

d to t

he

targ

et go

al of

80

%.

90%

of se

lecte

d tea

ms

prod

uce a

min

imum

of 8

lesso

n plan

s tha

t de

mon

strat

e an

inte

grat

ion o

f the

ex

tern

ship

expe

rienc

e wi

th th

e sta

ndar

ds an

d cu

rricu

lum

of th

eir

cour

se.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

crea

te a

min

imum

of 8

lesso

n plan

s as

com

pare

d to t

he

targ

et go

al of

90

%.

100%

of se

lecte

d tea

ms

prod

uce a

min

imum

of

12 le

sson

plan

s tha

t de

mon

strat

e an

inte

grat

ion o

f the

ex

tern

ship

expe

rienc

e wi

th th

e sta

ndar

ds an

d cu

rricu

lum

of th

eir

cour

se.

1.1.5.

Selec

ted

team

s pa

rticip

ate i

n m

eetin

gs w

ith

their

ex

tern

ship

pa

rtner

and

prod

uce a

su

mm

ary

repo

rt fo

r re

view

by a

com

mitt

ee

com

prise

d of

mem

bers

from

bu

sines

s pa

rtner

s and

JC

PS.

Crea

te

fram

ewor

k or

guid

eline

s and

tra

in se

lecte

d te

ams f

or

exte

rnsh

ip

partn

er

mee

tings

. M

eetin

gs

coul

d tak

e the

fo

rm of

, but

no

t be l

imite

d to

, a fu

ll tea

m

mee

ting,

a gu

est s

peak

er

in th

e cla

ssro

om, a

fie

ld tr

ip to

th

e ext

erns

hip

site,

or a

vide

o co

nfer

ence

/ Sk

ype

mee

ting.

100%

of se

lecte

d te

ams h

ave a

t lea

st 2

mee

tings

in th

e ac

adem

ic ye

ar an

d pr

oduc

e sum

mar

ies

of th

e mee

tings

for

revi

ew by

a co

mm

ittee

co

mpr

ised o

f m

embe

rs fr

om

busin

ess p

artn

ers

and J

CPS.

80%

of se

lecte

d tea

ms

have

at le

ast 1

mee

ting

per a

cade

mic

year

with

th

eir ex

tern

ship

partn

er

and p

rodu

ce a

sum

mar

y fo

r rev

iew by

a co

mm

ittee

com

prise

d of

mem

bers

from

busin

ess

partn

ers a

nd JC

PS.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

have

at

least

1 mee

ting

per a

cade

mic

year

and

prod

uce a

su

mm

ary a

s co

mpa

red t

o the

ta

rget

goal

of

80%

.

90%

of se

lecte

d tea

ms

have

at le

ast 1

mee

ting

per a

cade

mic

year

with

th

eir ex

tern

ship

partn

er

and p

rodu

ce a

sum

mar

y fo

r rev

iew by

a co

mm

ittee

com

prise

d of

mem

bers

from

busin

ess

partn

ers a

nd JC

PS.

Calcu

late t

he

perc

enta

ge of

ac

adem

y tea

ms

that

have

at

least

1 mee

ting

per a

cade

mic

year

and

prod

uce a

su

mm

ary a

s co

mpa

red t

o the

ta

rget

goal

of

90%

.

100%

of se

lecte

d tea

ms

have

at le

ast 2

mee

tings

pe

r aca

dem

ic ye

ar w

ith

their

exte

rnsh

ip pa

rtner

an

d pro

duce

sum

mar

ies

for r

eview

by a

com

mitt

ee co

mpr

ised o

f m

embe

rs fr

om bu

sines

s pa

rtner

s and

JCPS

.

Des

crip

tion

of t

acti

c Ta

rget

Pop

ulat

ion

1. Te

ache

rs

2. Ad

min

istra

tors

3.

Busin

ess a

nd

Com

mun

ity

Partn

ers

Expe

cted

Dat

es o

f Im

plem

enta

tion:

__

____

____

____

___

2014

-201

6

Des

crip

tion

Esse

ntial

Pra

ctice

1.1

– Tea

chin

g Pill

ars –

Edu

cato

rs em

ploy

teac

hing

stra

tegie

s th

at de

velo

p stu

dent

s’ kn

owled

ge an

d ski

lls fo

r col

lege a

nd ca

reer

read

ines

s. Fo

r Ess

entia

l Pra

ctice

1.1,

the e

ight p

illar

s (ac

adem

ically

rigo

rous

; inte

grat

ion o

f ac

adem

ic an

d car

eer-r

elate

d kno

wled

ge an

d ski

lls; in

quiry

-bas

ed; p

rojec

t-bas

ed;

real-

world

; per

form

ance

-bas

ed as

sess

men

t; te

chno

logy

-rich

; and

care

er-re

levan

t) ar

e illu

strat

ed by

the f

ive s

trate

gies a

nd ac

com

pany

ing t

actic

s. St

rate

gy 1

emph

asize

s pro

ject-b

ased

instr

uctio

n cen

tere

d upo

n rea

l-wor

ld ex

ampl

es, a

nd it

als

o inc

lude

s pro

gram

s tha

t are

tech

nolo

gy-ri

ch, in

quiry

-bas

ed, a

nd as

sess

stu

dent

s thr

ough

perfo

rman

ces.

Stra

tegie

s 2 th

roug

h 5, b

y bein

g bui

lt up

on th

e re

latio

nshi

p for

med

durin

g Ext

erns

hips

, ena

ble t

each

ers t

o ens

ure t

hat t

heir

instr

uctio

n is c

aree

r-rele

vant

, inte

grat

ing a

cade

mic

and c

aree

r-rela

ted k

nowl

edge

an

d ski

lls, a

nd ac

adem

ically

rigo

rous

with

high

expe

ctat

ions

as th

ey pe

rtain

to

state

and n

atio

nal a

cade

mic

stand

ards

and c

olleg

e-re

adin

ess e

xpec

tatio

ns.

Serv

ices

nee

ded

from

the

com

mun

ity

In or

der t

o mak

e 1.1

effe

ctive

, it w

ill be

incu

mbe

nt to

cont

inue

the

exte

rnsh

ip pr

ogra

ms f

or te

ache

rs. JC

PS w

ill co

ntin

ue to

wor

k with

co

mm

unity

partn

ers t

o ens

ure t

hat t

here

are m

ore o

ppor

tuni

ties

for t

each

ers t

o wor

k with

busin

ess p

artn

ers f

or th

e ext

erns

hip

expe

rienc

e as t

he pr

ojec

t mov

es fo

rwar

d and

the n

umbe

rs of

pa

rticip

ants

incr

ease

.

Esse

ntia

l Pra

ctic

e 1.

2a -

Lear

ning

Pill

ars:

Fle

xibl

e us

e of

aca

dem

ic k

now

ledg

e an

d sk

ills:

Stud

ents

deve

lop a

cade

mic

know

ledge

and s

kills

in th

e con

text

of in

vesti

gatin

g rea

l-wor

ld pr

oblem

s and

de

velo

p flex

ibili

ty in

draw

ing o

n app

ropr

iate d

iscip

linar

y kno

wled

ge an

d ski

lls to

addr

ess s

uch c

halle

nges

. St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.1.

Supp

ort s

tude

nts

to de

velo

p aca

dem

ic kn

owled

ge an

d ski

lls in

th

e con

text

of

inve

stiga

ting r

eal

world

prob

lems a

nd

deve

lop f

lexib

ility

in

draw

ing o

n ap

prop

riate

di

scip

linar

y kno

wled

ge

and s

kills

to ad

dres

s su

ch ch

allen

ges.

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f th

e flex

ible

use o

f ac

adem

ic kn

owled

ge an

d sk

ills o

n stu

dent

ac

hiev

emen

t

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

flexib

le us

e of

acad

emic

know

ledge

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing a

n un

ders

tand

ing

of th

e flex

ible

use o

f ac

adem

ic kn

owled

ge an

d sk

ills o

n

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

the f

lexib

le us

e of

acad

emic

know

ledge

and

skill

s on s

tude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

the f

lexib

le us

e of a

cade

mic

know

ledge

and

skill

s on s

tude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f th

e flex

ible

use o

f ac

adem

ic kn

owled

ge an

d sk

ills o

n stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

Prov

ide

nece

ssar

y su

ppor

t/tra

inin

g to

CTE

teac

hers

an

d cor

e tea

cher

s in

volve

d in

exte

rnsh

ips t

o in

corp

orat

e de

velo

ping

ac

adem

ic kn

owled

ge an

d sk

ills i

nto

class

room

les

sons

pa

rticu

larly

the

proj

ect b

ased

lea

rnin

g acti

vitie

s ste

mm

ing f

rom

th

e ext

erns

hips

. Bu

sines

s and

Co

mm

unity

pa

rtner

s, pa

rticu

larly

thos

e ho

sting

the

exte

rnsh

ips,

will

colla

bora

te w

ith

JCPS

to

inco

rpor

ate

deve

lopi

ng

acad

emic

know

ledge

and

skill

s int

o the

ex

tern

ship

ex

perie

nces

.

100%

of

teac

hers

re

ceiv

e su

ppor

t/tra

ini

ng on

flex

ible

use o

f ac

adem

ic kn

owled

ge

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

the f

lexib

le us

e of

acad

emic

know

ledge

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

ini

ng on

flex

ible

use o

f ac

adem

ic kn

owled

ge

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate t

he

flexib

le us

e of

acad

emic

know

ledge

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

inin

g on

flex

ible

use o

f ac

adem

ic kn

owled

ge

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

in

corp

orat

e the

fle

xible

use o

f ac

adem

ic kn

owled

ge

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

rece

ive

supp

ort/

train

ing o

n flex

ible

use

of ac

adem

ic kn

owled

ge

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es

inco

rpor

ate t

he

flexib

le us

e of

acad

emic

know

ledge

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

rece

ive

supp

ort/

train

ing

on fl

exib

le us

e of

acad

emic

know

ledge

No

te: 1

00%

train

ed

by Ju

ne 20

18

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es

inco

rpor

ate t

he

flexib

le us

e of

acad

emic

know

ledge

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2b

- Lea

rnin

g Pi

llars

: Pr

oble

m-s

olvi

ng: S

tude

nts w

ork w

ith op

en-e

nded

prob

lems a

nd is

sues

that

requ

ire th

em to

iden

tify p

robl

ems,

clarif

y and

analy

ze si

tuat

ions

, exp

lore

solu

tions

, and

evalu

ate

their

resu

lts

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.2.

Supp

ort s

tude

nts

to w

ork w

ith op

en-

ende

d pro

blem

s and

iss

ues t

hat r

equi

re

them

to id

entif

y pr

oblem

s, cla

rify a

nd

analy

ze si

tuat

ions

, ex

plor

e sol

utio

ns, a

nd

evalu

ate t

heir

resu

lts

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f th

e flex

ible

use o

f pr

oblem

solvi

ng

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Prov

ide

nece

ssar

y su

ppor

t/tra

inin

g to

CTE

teac

hers

an

d cor

e tea

cher

s

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

prob

lem

solvi

ng an

d its

effe

ct on

stu

dent

ac

hiev

emen

t 10

0% of

te

ache

rs

rece

ive

supp

ort/

train

ing

on pr

oblem

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

prob

lem

solvi

ng a

nd it

s ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

prob

lem so

lving

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t D

ocum

enta

tion

of %

of te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g pr

oblem

solvi

ng

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

rece

ive

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f pr

oblem

solvi

ng

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Do

cum

enta

tion

of %

of te

ache

rs in

5 s

tar h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

invo

lved i

n ex

tern

ship

s to

inco

rpor

ate

deve

lopi

ng

prob

lem so

lving

in

to cl

assr

oom

les

sons

pa

rticu

larly

the

proj

ect b

ased

lea

rnin

g acti

vitie

s ste

mm

ing f

rom

th

e ext

erns

hips

. B

usin

ess a

nd

Com

mun

ity

partn

ers,

parti

cular

ly th

ose

hosti

ng th

e ex

tern

ship

s, wi

ll co

llabo

rate

with

JC

PS to

in

corp

orat

e pr

oblem

solvi

ng

and i

ts ef

fect

on

stude

nt

achi

evem

ent

into

the

exte

rnsh

ip

expe

rienc

es.

solvi

ng an

d its

effe

ct on

stu

dent

ac

hiev

emen

t 10

0% of

te

ache

rs

parti

cipat

e in

expe

rienc

es

durin

g the

ex

tern

ship

th

at

parti

cipat

e in

expe

rienc

es

that

in

corp

orat

e pr

oblem

so

lving

and

its

effe

ct on

stu

dent

ac

hiev

emen

t

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

ini

ng pr

oblem

so

lving

and

its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1,

2014

10

0% of

te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

parti

cipat

e in

expe

rienc

es

that

in

corp

orat

e pr

oblem

so

lving

and

its

effe

ct on

stu

dent

ac

hiev

emen

t

supp

ort/

train

ing

on pr

oblem

so

lving

and

its

effe

ct on

stu

dent

ac

hiev

emen

t Do

cum

enta

tion

of %

of te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

that

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

prob

lem so

lving

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

supp

ort/

train

ing o

n pro

blem

so

lving

and

its

effe

ct on

stu

dent

ac

hiev

emen

t O

ctob

er 1,

2016

10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

prob

lem so

lving

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

prob

lem so

lving

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

prob

lem so

lving

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

choi

ce- f

or co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

) Ev

ery s

tude

nt

grad

uate

s pr

epar

ed fo

r his

or he

r po

stsec

onda

ry

choi

ce- f

or co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2c

- Le

arni

ng P

illar

s: C

riti

cal t

hink

ing:

Stud

ents

analy

ze, s

ynth

esize

, and

evalu

ate i

nfor

mat

ion.

They

lear

n how

to m

ake r

easo

ned j

udgm

ents

base

d on o

bser

vatio

n, ex

perie

nce,

refle

ctio

n, re

ason

ing,

and d

iscus

sion.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.3.

Supp

ort s

tude

nts

to an

alyze

, syn

thes

ize,

and e

valu

ate

info

rmat

ion.

They

lear

n ho

w to

mak

e rea

sone

d ju

dgm

ents

base

d on

obse

rvat

ion,

expe

rienc

e, re

flecti

on,

reas

onin

g, an

d di

scus

sion.

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f cr

itica

l thi

nkin

g an

d its

effe

ct on

stu

dent

ac

hiev

emen

t Pr

ovid

e ne

cess

ary

supp

ort/

train

ing

to C

TE te

ache

rs

and c

ore t

each

ers

invo

lved i

n ex

tern

ship

s to

inco

rpor

ate

deve

lopi

ng

criti

cal t

hink

ing

into

clas

sroo

m

lesso

ns

parti

cular

ly th

e pr

ojec

t bas

ed

learn

ing a

ctivi

ties

stem

min

g fro

m

the e

xter

nshi

ps.

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

criti

cal

thin

king

and

its ef

fect

on

stude

nt

achi

evem

ent

100%

of

teac

hers

re

ceiv

e su

ppor

t/tra

ini

ng on

criti

cal

thin

king

and

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

criti

cal

thin

king

and

its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1,

2014

10

0% of

te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

supp

ort/

train

ing

crit

ical

thin

king

and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

criti

cal t

hink

ing

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

inin

g on

criti

cal

thin

king

and i

ts ef

fect

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g cr

itica

l thi

nkin

g an

d its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1, 2

016

100%

of

teac

hers

in 5

star h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g crit

ical

thin

king

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f cr

itica

l thi

nkin

g an

d its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

rece

ive

supp

ort/

train

ing

criti

cal t

hink

ing

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

Busin

ess a

nd

Com

mun

ity

partn

ers,

parti

cular

ly th

ose

hosti

ng th

e ex

tern

ship

s, wi

ll co

llabo

rate

with

JC

PS to

in

corp

orat

e cr

itica

l thi

nkin

g an

d its

effe

ct on

stu

dent

ac

hiev

emen

t in

to th

e ex

tern

ship

ex

perie

nces

.

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

criti

cal

thin

king

and

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

criti

cal

thin

king

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

that

in

corp

orat

e cr

itica

l thi

nkin

g an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

criti

cal t

hink

ing

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate c

ritica

l th

inki

ng an

d its

effe

ct on

stud

ent

achi

evem

ent

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd C

omm

unity

Par

tner

s Ex

pect

ed D

ates

of Im

plem

enta

tion:

___

______

______

__ 20

14-2

016

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - L

earn

ing

Pilla

rs St

uden

ts de

velo

p ess

entia

l kno

wled

ge an

d ski

lls fo

r co

llege

and c

aree

r rea

dine

ss.

The s

even

pilla

rs: d

evelo

ping

acad

emic

know

ledge

, pro

blem

solvi

ng, c

ritica

l thi

nkin

g, te

amwo

rk, c

omm

unica

tion,

crea

tivity

and i

nnov

atio

n, an

d glo

bal a

ware

ness

are e

ssen

tial t

o the

wo

rkpl

ace.

With

out t

hese

esse

ntial

skill

s a w

orke

r will

not b

e pro

ducti

ve. T

hrou

ghou

t the

tra

inin

g aro

und t

hese

pill

ars,

ther

e will

certa

inly

be m

any i

nsta

nces

whe

re th

ese c

an an

d sh

ould

be co

mbi

ned.

For e

xam

ple:

train

ing a

roun

d tea

mwo

rk w

ould

alm

ost c

erta

inly

inclu

de

com

mun

icatio

n. T

hese

pilla

rs sh

ould

be in

corp

orat

ed in

to th

e wor

k and

not s

een a

s sep

arat

e en

tities

.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2d

- Le

arni

ng P

illar

s: T

eam

wor

k: St

uden

ts wo

rk in

team

s to c

ondu

ct in

vesti

gatio

ns, s

ynth

esize

data

, and

com

mun

icate

resu

lts. T

hey l

earn

to gi

ve an

d rec

eive f

eedb

ack,

nego

tiate

agre

emen

ts,

facil

itate

mee

tings

, and

take

on a

varie

ty of

lead

ersh

ip ro

les. S

tude

nts a

lso w

ork i

ndep

ende

ntly

and a

re as

sess

ed on

the i

ndiv

idua

l con

tribu

tions

they

mak

e to t

eam

prod

ucts

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.4

Supp

ort s

tude

nts

to w

ork i

n tea

ms t

o co

nduc

t inv

estig

atio

ns,

synt

hesiz

e dat

a, an

d co

mm

unica

te re

sults

. Th

ey le

arn t

o giv

e and

re

ceiv

e fee

dbac

k, ne

gotia

te ag

reem

ents,

fa

cilita

te m

eetin

gs, a

nd

take

on a

varie

ty of

lea

ders

hip r

oles

. St

uden

ts als

o wor

k in

depe

nden

tly an

d are

as

sess

ed on

the

indi

vidua

l co

ntrib

utio

ns th

ey

mak

e to t

eam

prod

ucts

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f te

amwo

rk an

d its

effe

ct on

stud

ent

achi

evem

ent

Prov

ide

nece

ssar

y su

ppor

t/tra

inin

g to

CTE

teac

hers

an

d cor

e tea

cher

s in

volve

d in

exte

rnsh

ips t

o in

corp

orat

e de

velo

ping

te

amwo

rk in

to

class

room

les

sons

pa

rticu

larly

the

proj

ect b

ased

lea

rnin

g acti

vitie

s

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

100%

of

teac

hers

re

ceiv

e su

ppor

t/tra

ini

ng on

te

amwo

rk an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

ini

ng te

amwo

rk

and i

ts ef

fect

on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

team

work

and i

ts ef

fect

on st

uden

t ac

hiev

emen

t Do

cum

enta

tion

of %

of te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

supp

ort/

train

ing

on te

amwo

rk an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g te

amwo

rk an

d its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1, 2

016

100%

of

teac

hers

in 5

star h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g on t

eam

work

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f te

amwo

rk an

d its

effe

ct on

stud

ent

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Do

cum

enta

tion

of %

of te

ache

rs in

5 s

tar h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g on

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

stem

min

g fro

m

the e

xter

nshi

ps.

Bus

ines

s and

Co

mm

unity

pa

rtner

s, pa

rticu

larly

thos

e ho

sting

the

exte

rnsh

ips,

will

colla

bora

te w

ith

JCPS

to

inco

rpor

ate

team

work

and i

ts ef

fect

on s

tude

nt

achi

evem

ent

into

the

exte

rnsh

ip

expe

rienc

es.

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

that

in

corp

orat

e te

amwo

rk an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

team

work

and

its ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

team

work

and i

ts ef

fect

on s

tude

nt

achi

evem

ent

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Expe

cted

Dat

es of

Im

plem

enta

tion:

___

______

______

__ 20

14-2

016

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2e

- Le

arni

ng P

illar

s: C

omm

unic

atio

n: St

uden

ts lea

rn to

crea

te or

al, w

ritte

n, an

d mul

timed

ia co

mm

unica

tions

for a

wid

e var

iety o

f pur

pose

s and

audi

ence

s and

for a

rang

e of f

orm

ats a

nd co

ntex

ts.

They

deve

lop s

trate

gies f

or ev

aluat

ing c

ompl

ex or

al, w

ritte

n, an

d mul

timed

ia co

mm

unica

tions

. The

y also

lear

n the

valu

e and

appr

opria

te us

es of

socia

l net

work

ing c

omm

unica

tion t

ools.

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.5.

Supp

ort s

tude

nts

to St

uden

ts lea

rn to

cr

eate

oral,

writ

ten,

and m

ultim

edia

com

mun

icatio

ns fo

r a

wide

varie

ty of

pu

rpos

es an

d au

dien

ces a

nd fo

r a

rang

e of f

orm

ats a

nd

cont

exts.

The

y dev

elop

strat

egies

for

evalu

atin

g com

plex

or

al, w

ritte

n, an

d m

ultim

edia

com

mun

icatio

ns. T

hey

also l

earn

the v

alue a

nd

appr

opria

te us

es of

so

cial n

etwo

rkin

g co

mm

unica

tion t

ools.

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Prov

ide

nece

ssar

y su

ppor

t/tra

inin

g to

CTE

teac

hers

an

d cor

e tea

cher

s in

volve

d in

exte

rnsh

ips t

o in

corp

orat

e de

velo

ping

co

mm

unica

tion

into

clas

sroo

m

lesso

ns

parti

cular

ly th

e pr

ojec

t bas

ed

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

com

mun

icatio

n and

its e

ffect

on

stu

dent

ac

hiev

emen

t 10

0% of

te

ache

rs

rece

ive

supp

ort/

train

ing

on

com

mun

icatio

n and

its e

ffect

on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

com

mun

icatio

n an

d its

effe

ct

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/

train

ing

com

mun

icatio

n an

d its

effe

ct

on s

tude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

com

mun

icatio

n an

d its

effe

ct on

stu

dent

ac

hiev

emen

t Do

cum

enta

tion

of %

of te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

supp

ort/

train

ing

on co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

rece

ive s

uppo

rt/

train

ing o

n co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Do

cum

enta

tion

of %

of te

ache

rs in

5 s

tar h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g on

com

mun

icatio

n an

d its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

learn

ing a

ctivi

ties

stem

min

g fro

m

the e

xter

nshi

ps.

Busin

ess a

nd

Com

mun

ity

partn

ers,

parti

cular

ly th

ose

hosti

ng th

e ex

tern

ship

s, wi

ll co

llabo

rate

with

JC

PS to

in

corp

orat

e co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

into

the

exte

rnsh

ip

expe

rienc

es.

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

com

mun

icatio

n and

its e

ffect

on

stud

ent

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

com

mun

icatio

n an

d its

effe

ct

on s

tude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

that

in

corp

orat

e co

mm

unica

tion

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

com

mun

icatio

n an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

com

mun

icatio

n an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Expe

cted

Dat

es of

Im

plem

enta

tion:

___

______

______

__ 20

14-2

016

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2f

- Le

arni

ng P

illar

s: C

reat

ivit

y an

d in

nova

tion

: Stu

dent

s lea

rn to

thin

k cre

ativ

ely in

resp

onse

to a

wide

varie

ty of

chall

enge

s. Th

ey in

vent

, try o

ut, a

nd re

vise

desig

ns an

d sol

utio

ns, a

nd ar

e en

cour

aged

to ta

ke ri

sks,

learn

from

both

failu

res a

nd su

cces

ses,

and v

alue d

ivers

e per

spec

tives

. St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.6.

Supp

ort s

tude

nts

to le

arn t

o thi

nk

crea

tively

in re

spon

se

to a

wide

varie

ty of

ch

allen

ges.

They

in

vent

, try o

ut, a

nd

revi

se de

signs

and

solu

tions

, and

are

enco

urag

ed to

take

ris

ks, le

arn f

rom

both

fa

ilure

s and

succ

esse

s, an

d valu

e div

erse

pe

rspe

ctiv

es.

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f cr

eativ

ity an

d in

nova

tion a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Prov

ide

nece

ssar

y su

ppor

t/tra

inin

g to

CTE

teac

hers

an

d cor

e tea

cher

s in

volve

d in

exte

rnsh

ips t

o in

corp

orat

e de

velo

ping

cr

eativ

ity an

d in

nova

tion i

nto

class

room

les

sons

pa

rticu

larly

the

proj

ect b

ased

lea

rnin

g acti

vitie

s

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

crea

tivity

and

inno

vatio

n an

d its

effe

ct

on s

tude

nt

achi

evem

ent

100%

of

teac

hers

re

ceiv

e su

ppor

t/tra

ini

ng on

cr

eativ

ity an

d in

nova

tion

and i

ts ef

fect

on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1,

2014

10

0% of

te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

supp

ort/

train

ing

crea

tivity

an

d inn

ovat

ion

and i

ts ef

fect

on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t Do

cum

enta

tion

of %

of te

ache

rs

parti

cipat

ing i

n th

e ext

erns

hip

rece

ive

supp

ort/

train

ing

on cr

eativ

ity an

d in

nova

tion a

nd it

s ef

fect

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g cr

eativ

ity an

d in

nova

tion a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

rece

ive

supp

ort/

train

ing o

n cre

ativi

ty

and i

nnov

atio

n an

d its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f cr

eativ

ity an

d in

nova

tion a

nd it

s ef

fect

on s

tude

nt

achi

evem

ent

Note

: 100

% tr

ained

by

June

2018

Do

cum

enta

tion

of %

of te

ache

rs in

5 s

tar h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g on

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

stem

min

g fro

m

the e

xter

nshi

ps.

Busin

ess a

nd

Com

mun

ity

partn

ers,

parti

cular

ly th

ose

hosti

ng th

e ex

tern

ship

s, wi

ll co

llabo

rate

with

JC

PS to

in

corp

orat

e cr

eativ

ity an

d in

nova

tion a

nd

its ef

fect

on

stude

nt

achi

evem

ent

into

the

exte

rnsh

ip

expe

rienc

es.

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

crea

tivity

and

inno

vatio

n an

d its

effe

ct

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

that

in

corp

orat

e cr

eativ

ity an

d in

nova

tion a

nd it

s ef

fect

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

crea

tivity

and

inno

vatio

n and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Expe

cted

Dat

es of

Im

plem

enta

tion:

___

______

______

__ 20

14-2

016

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

1.2g

- Le

arni

ng P

illar

s: G

loba

l aw

aren

ess:

Stud

ents

tack

le iss

ues t

hat c

ross

bord

ers a

nd co

nsid

er th

e per

spec

tives

of pe

ople

and c

omm

uniti

es ar

ound

the w

orld

. The

y exp

lore

pote

ntial

solu

tions

ta

ilore

d to p

artic

ular

cultu

res a

nd le

arn t

o wor

k and

com

mun

icate

effe

ctiv

ely w

ith th

ose w

ho ha

ve di

vers

e view

s. St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m o

utco

me

mea

sure

men

t

1.2.7.

Supp

ort s

tude

nts

to ta

ckle

issue

s tha

t cr

oss b

orde

rs an

d co

nsid

er th

e pe

rspe

ctiv

es of

peop

le an

d com

mun

ities

ar

ound

the w

orld

. The

y ex

plor

e pot

entia

l so

lutio

ns ta

ilore

d to

parti

cular

cultu

res a

nd

learn

to w

ork a

nd

com

mun

icate

ef

fect

ively

with

thos

e wh

o hav

e div

erse

vi

ews

Deve

lop a

nd

facil

itate

or

ienta

tion/

train

ing

for H

S ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing o

f glo

bal a

ware

ness

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t Pr

ovid

e ne

cess

ary

supp

ort/

train

ing

to C

TE te

ache

rs

and c

ore t

each

ers

invo

lved i

n ex

tern

ship

s to

inco

rpor

ate

deve

lopi

ng gl

obal

awar

enes

s int

o cla

ssro

om

lesso

ns

parti

cular

ly th

e pr

ojec

t bas

ed

learn

ing a

ctivi

ties

100%

of H

S ad

min

istra

tors

in

atte

ndan

ce

at tr

ainin

g on

globa

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

100%

of

teac

hers

re

ceiv

e su

ppor

t/tra

ini

ng on

glob

al aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

adm

inist

rato

rs

in 5

pilo

t sc

hool

s pa

rticip

ate i

n tra

inin

g pr

omot

ing

globa

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

ini

ng gl

obal

awar

enes

s and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Docu

men

tatio

n of

% of

ad

min

istra

tors

tra

ined

in

prom

otin

g an

unde

rsta

ndin

g of

globa

l awa

rene

ss

and i

ts ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p re

ceiv

e su

ppor

t/tra

inin

g on

glob

al aw

aren

ess a

nd it

s ef

fect

on s

tude

nt

achi

evem

ent

Octo

ber 1

, 201

6 10

0% of

ad

min

istra

tors

in

5 sta

r high

sc

hool

s are

tra

ined

in

prom

otin

g glo

bal

awar

enes

s and

its

effe

ct on

stu

dent

ac

hiev

emen

t Oc

tobe

r 1, 2

016

100%

of

teac

hers

in 5

star h

igh sc

hool

s re

ceiv

e su

ppor

t/tra

inin

g on g

loba

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

ad

min

istra

tors

in 5

star h

igh sc

hool

s pr

omot

ing a

n un

ders

tand

ing o

f glo

bal a

ware

ness

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Doc

umen

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

rece

ive

supp

ort/

train

ing

on gl

obal

awar

enes

s and

its

effe

ct on

stu

dent

ac

hiev

emen

t No

te: 1

00%

train

ed

by Ju

ne 20

18

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se gr

adua

tion r

ate f

rom

76

.5% in

2013

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to 3

.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r rea

dy

from

51.3%

in 20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he 5-

Star

Sc

hool

s enr

olled

in a

Scho

ol of

St

udy b

y 201

6

stem

min

g fro

m

the e

xter

nshi

ps.

Busin

ess a

nd

Com

mun

ity

partn

ers,

parti

cular

ly th

ose

hosti

ng th

e ex

tern

ship

s, wi

ll co

llabo

rate

with

JC

PS to

in

corp

orat

e glo

bal a

ware

ness

an

d its

effe

ct on

stu

dent

ac

hiev

emen

t in

to th

e ex

tern

ship

ex

perie

nces

.

100%

of

teac

hers

pa

rticip

ate i

n ex

perie

nces

du

ring t

he

exte

rnsh

ip

that

pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

globa

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Octo

ber 1

, 20

14

100%

of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p pa

rticip

ate i

n ex

perie

nces

th

at

inco

rpor

ate

globa

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

pa

rticip

atin

g in

the e

xter

nshi

p th

at pa

rticip

ate i

n ex

perie

nces

that

in

corp

orat

e glo

bal

awar

enes

s and

its

effe

ct on

stu

dent

ac

hiev

emen

t

Octo

ber 1

, 201

6 10

0% of

te

ache

rs in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate

globa

l aw

aren

ess a

nd

its ef

fect

on

stude

nt

achi

evem

ent

Docu

men

tatio

n of

% of

teac

hers

in

5 sta

r high

scho

ols

parti

cipat

e in

expe

rienc

es th

at

inco

rpor

ate g

loba

l aw

aren

ess a

nd it

s ef

fect

on s

tude

nt

achi

evem

ent

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Targ

et P

opul

atio

n Te

ache

rs

Adm

inist

rato

rs

Busin

ess a

nd

Com

mun

ity P

artn

ers

Expe

cted

Dat

es of

Im

plem

enta

tion:

___

______

______

__ 20

14-2

016

Desc

riptio

n E

ssen

tial P

ract

ice 1.

2 - Le

arni

ng P

illar

s Stu

dent

s dev

elop e

ssen

tial k

nowl

edge

and s

kills

for c

olleg

e and

care

er

read

ines

s. Th

e sev

en pi

llars

: dev

elopi

ng ac

adem

ic kn

owled

ge, p

robl

em so

lving

, crit

ical t

hink

ing,

team

work

, com

mun

icatio

n, cr

eativ

ity an

d inn

ovat

ion,

and g

loba

l awa

rene

ss ar

e ess

entia

l to t

he w

orkp

lace.

With

out t

hese

esse

ntial

skill

s a

work

er w

ill no

t be p

rodu

ctive

. Thr

ough

out t

he tr

ainin

g aro

und t

hese

pilla

rs, th

ere w

ill ce

rtain

ly be

man

y ins

tanc

es

wher

e the

se ca

n and

shou

ld be

com

bine

d. Fo

r exa

mpl

e: tr

ainin

g aro

und t

eam

work

wou

ld al

mos

t cer

tain

ly in

clude

co

mm

unica

tion.

The

se pi

llars

shou

ld be

inco

rpor

ated

into

the w

ork a

nd no

t see

n as s

epar

ate e

ntiti

es.

Serv

ices N

eede

d fro

m th

e Com

mun

ity

In or

der t

o mak

e 1.2

effe

ctive

, it w

ill be

incu

mbe

nt to

co

ntin

ue th

e ext

erns

hip p

rogr

ams f

or te

ache

rs. J

CPS

will c

ontin

ue to

wor

k with

com

mun

ity pa

rtner

s to

ensu

re th

at th

ere a

re m

ore o

ppor

tuni

ties f

or te

ache

rs

to w

ork w

ith bu

sines

s par

tner

s for

the e

xter

nshi

p ex

perie

nce a

s the

proj

ect m

oves

forw

ard a

nd th

e nu

mbe

rs of

parti

cipan

ts in

crea

se.

Ta

ctic

al P

lan

Tem

plat

e Es

sent

ial P

ract

ice

1.3

Stra

nd T

eam

: 1

Com

mit

tee

visi

on/g

oal:

Educ

ator

s em

ploy

teac

hing

str

ateg

ies

that

dev

elop

stu

dent

s' k

now

ledg

e an

d sk

ills

for

colle

ge a

nd c

aree

r re

adin

ess.

Go

al s

elec

ted

from

sch

ool d

istr

ict o

r co

mm

unit

y st

rate

gic

plan

: Eve

ry st

uden

t pro

gres

ses i

n his

or he

r lea

rnin

g and

mee

ts or

exce

eds p

rofic

iency

in al

l sub

jects.

Eve

ry st

uden

t gra

duat

es pr

epar

ed

for h

is or

her p

ostse

cond

ary c

hoice

—fo

r col

lege o

r car

eer,

and l

ife.

Rela

ted

Esse

ntia

l Pra

ctic

e 1.

3 D

escr

ipti

on:

The

FORD

NGL

Tea

chin

g Pill

ars d

escr

ibe t

he in

struc

tiona

l stra

tegie

s—ba

sed o

n rigo

rous

rese

arch

and p

rofe

ssio

nal e

xper

ience

—th

at ar

e ess

entia

l for

facil

itatin

g lea

rnin

g of t

he

esse

ntial

know

ledge

and s

kills

that

stud

ents

need

. The

se te

achi

ng st

rate

gies h

elp st

uden

ts m

eet a

nd ex

ceed

natio

nal a

nd st

ate-

esta

blish

ed st

anda

rds a

nd be

nchm

arks

for a

cade

mic

perfo

rman

ce, a

nd

mee

t exp

ecta

tions

for c

olleg

e-lev

el wo

rk an

d fut

ure e

mpl

oym

ent. T

he fe

atur

es of

the F

ORD

NGL T

each

ing P

illar

s add

ress

curr

iculu

m, in

struc

tion,

asse

ssm

ent, a

nd ca

reer

-relev

ant l

earn

ing

oppo

rtuni

ties.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m

outc

ome

mea

sure

men

t 1.3

.1. P

rofe

ssio

nal

deve

lopm

ent i

s ali

gned

acro

ss th

e cu

rricu

lum

with

the

goals

for t

each

ing a

nd

learn

ing

Prov

ide

prof

essio

nal

deve

lopm

ent

train

ing f

or CT

E te

ache

rs in

co

re co

nten

t in

struc

tion t

hat

inclu

des

impl

emen

ting

read

ing,

writi

ng,

mat

h and

scien

ce

strat

egies

in th

eir

instr

uctio

n. * Vi

sion 2

015

Goal

1 Inc

reas

e Le

arni

ng

Stra

tegy

1.1

All C

TE

Teac

hers

in

5-St

ar

Care

er

Them

ed

high

sc

hool

s ha

ve

curr

iculu

m

align

ed to

ap

prop

riate

ac

adem

ic sta

ndar

ds

Sum

mer

2013

2 i

nter

- di

scip

linar

y te

ams o

f te

ache

rs fr

om

9 of t

he 5-

Star

hi

gh sc

hool

s pa

rticip

ate i

n PD

to de

velo

p in

tegr

ated

, lea

rnin

g ex

perie

nces

fo

r stu

dent

s. 9

of th

e 5-S

tar

high

scho

ols

will s

how

evid

ence

of

inte

rdisc

iplin

ary

instr

uctio

n in

in at

leas

t 1

scho

ol of

stu

dy

Com

pare

num

ber

of

inte

rdisc

iplin

ary

team

s tha

t pa

rticip

ated

in P

D ag

ainst

targ

et go

al of

team

s Sc

hool

s sub

mit

evid

ence

of

inte

rdisc

iplin

ary

work

in th

e for

m

of le

sson

plan

s an

d/or

units

of

study

.

Sum

mer

2014

2 in

terd

iscip

linar

y te

ams o

f te

ache

rs

from

15 of

the 5

- St

ar hi

gh

scho

ols

will p

artic

ipat

e in

PD

to de

velo

p in

tegr

ated

lea

rnin

g ex

perie

nces

for

stude

nts

15 of

the 5

-Sta

r hi

gh sc

hool

s will

sh

ow ev

iden

ce of

in

terd

iscip

linar

y te

achi

ng in

2

scho

ols o

f stu

dy in

th

e for

m of

less

on

plan

s and

/or u

nits

of st

udy.

Sum

mer

2015

2 i

nter

disc

iplin

ary

team

s of t

each

ers

from

15 of

the 5

- St

ar hi

gh sc

hool

s wi

ll par

ticip

ate i

n PD

to de

velo

p in

tegr

ated

lea

rnin

g ex

perie

nces

for

stude

nts.

All C

TE te

ache

rs

in th

e 5-S

tar

Care

er-T

hem

ed

high

scho

ols h

ave

rece

ived

pr

ofes

siona

l de

velo

pmen

t and

ar

e im

plem

entin

g

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

inte

rdisc

iplin

ary/

in

tegr

ated

in

struc

tiona

l pr

actic

es an

d pa

rticip

atin

g in a

n in

terd

iscip

linar

y PL

C. *V

ision

2015

Go

al 1 I

ncre

ased

Le

arni

ng

Lead

ing I

ndica

tor

6:

Incr

ease

in

num

ber

of ob

serv

ed

instr

uctio

nal b

est

prac

tices

per

mon

th

c. Al

l JCP

S stu

dent

s gra

duat

e re

ady f

or co

llege

, ca

reer

and l

ife

Ta

rget

Pop

ulat

ion

CTE

and a

cade

mic

teac

hers

in th

e 15

5-St

ar hi

gh sc

hool

s.

Who

is re

spon

sible

for

deve

lopm

ent o

f tac

tics?

Ka

ren

Bran

ham

As

st S

upt C

urri

culu

m &

Inst

ruct

ion

Ken

Talle

y Di

rect

or C

TE

Expe

cted

Dat

es o

f Im

plem

enta

tion:

20

13-2

016

Desc

ript

ion

5 St

ar H

igh

Scho

ols d

evel

op in

terd

iscip

linar

y te

ams o

f tea

cher

s who

te

ach

com

mon

stud

ents

. Int

erdi

scip

linar

y te

ams o

f tea

cher

s are

trai

ned

to in

tegr

ate

and

alig

n co

nten

t to

com

mon

core

stan

dard

s and

real

-w

orld

app

licat

ions

. Bus

ines

s par

tner

s will

dev

elop

/fac

ilita

te e

xter

nshi

p ex

peri

ence

s for

team

s to

deve

lop

auth

entic

exp

erie

nces

to u

se in

cl

assr

oom

inst

ruct

ion.

Serv

ices

nee

ded

from

the

com

mun

ity

Busin

ess/

Indu

stry p

rovid

e ons

ite ex

tern

ship

expe

rienc

es

for i

nter

disc

iplin

ary t

eam

s of t

each

ers d

urin

g sum

mer

s.

Bu

sines

s/In

dustr

y ext

erns

hip p

artn

ers p

rovi

de su

ppor

t fo

r int

erdi

scip

linar

y tea

chin

g exp

erien

ces d

urin

g eac

h sc

hool

year

.

Fu

ndin

g to i

mpl

emen

t sum

mer

exte

rnsh

ip ac

tiviti

es an

d te

ache

r par

ticip

atio

n.

Tact

ical

Pla

n Te

mpl

ate

Esse

ntia

l Pra

ctic

e 1.

3 St

rand

Tea

m: 1

Co

mm

itte

e vi

sion

/goa

l: Ed

ucat

ors

empl

oy te

achi

ng s

trat

egie

s th

at d

evel

op s

tude

nts'

kno

wle

dge

and

skill

s fo

r co

llege

and

car

eer

read

ines

s.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: E

very

stud

ent p

rogr

esse

s in h

is or

her l

earn

ing a

nd m

eets

or ex

ceed

s pro

ficien

cy in

all s

ubjec

ts. E

very

stud

ent g

radu

ates

prep

ared

fo

r his

or he

r pos

tseco

ndar

y cho

ice—

for c

olleg

e or c

aree

r, an

d life

. Re

late

d Es

sent

ial P

ract

ice

1.3

Des

crip

tion

: T

he FO

RD N

GL T

each

ing P

illar

s des

crib

e the

instr

uctio

nal s

trate

gies—

base

d on r

igoro

us re

sear

ch an

d pro

fess

iona

l exp

erien

ce—

that

are e

ssen

tial f

or fa

cilita

ting l

earn

ing o

f the

es

sent

ial kn

owled

ge an

d ski

lls th

at st

uden

ts ne

ed. T

hese

teac

hing

stra

tegie

s help

stud

ents

mee

t and

exce

ed na

tiona

l and

stat

e-es

tabl

ished

stan

dard

s and

benc

hmar

ks fo

r aca

dem

ic pe

rform

ance

, and

m

eet e

xpec

tatio

ns fo

r col

lege-

level

work

and f

utur

e em

ploy

men

t. The

feat

ures

of th

e FOR

D NG

L Tea

chin

g Pill

ars a

ddre

ss cu

rricu

lum

, instr

uctio

n, as

sess

men

t, and

care

er-re

levan

t lea

rnin

g op

portu

nitie

s. St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m

outc

ome

mea

sure

men

t 1.3

.2.Te

ache

rs us

e Pr

ojec

t Bas

ed

Instr

uctio

n in

su

ppor

t of t

he

scho

ols o

f stu

dy

curr

iculu

m

Prov

ide

prof

essio

nal

deve

lopm

ent f

or

teac

hers

in th

e ef

fect

ive u

se of

pr

ojec

t-bas

ed

learn

ing w

ithin

the

class

room

s * Vi

sion 2

015

Goal

1 – In

crea

sed

Lear

ning

St

rate

gy 1.

100%

of

teac

hers

, and

ap

prop

riate

sc

hool

lea

ders

, in

5-St

ar

high

sc

hool

s are

tra

ined

in

proj

ect-

base

d lea

rnin

g

Sum

mer

2013

45

teac

hers

wi

ll be

intro

duce

d to

proj

ect-b

ased

lea

rnin

g and

wi

ll dev

elop

expe

rienc

es

that

enga

ge

stude

nts i

n pr

ojec

ts th

at

inco

rpor

ate

care

er

expl

orat

ion.

20

13-1

4 sch

ool

year

stud

ents

in co

hort

sche

duled

sc

hool

s of

study

at ni

ne 5-

Star

high

sc

hool

s will

en

gage

in

proj

ects

45 te

ache

rs w

ill

shar

e evi

denc

e su

ch as

less

on

plan

s and

proj

ect

deliv

erab

les

resu

lting

from

su

mm

er

prof

essio

nal

deve

lopm

ent.

Com

pare

num

ber

of te

ache

rs

train

ed in

PBL

vs

targ

et

goal…

need

% as

yo

u sta

ted i

n in

term

ediat

e ou

tcom

e

Sum

mer

2014

; 75

teac

hers

in 5-

Star

high

sc

hool

s wi

ll be t

rain

ed

in pr

ojec

t-bas

ed

learn

ing.

75 te

ache

rs w

ill

shar

e evi

denc

e su

ch as

less

on

plan

s and

proj

ect

deliv

erab

le re

sulti

ng fr

om

sum

mer

pr

ofes

siona

l de

velo

pmen

t. Co

mpa

re nu

mbe

r of

teac

hers

train

ed

in P

BL V

S tar

get

goal

All r

emain

ing

teac

hers

in 5-

Star

hi

gh sc

hool

s will

be

train

ed in

pr

ojec

t-bas

ed

learn

ing.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

that

in

corp

orat

e ca

reer

ex

plor

atio

n

Targ

et P

opul

atio

n CT

E an

d ac

adem

ic

teac

hers

in th

e 15

5-

Star

hig

h sc

hool

s.

Who

is

resp

onsi

ble

for

deve

lopm

ent o

f ta

ctic

s?

Kare

n Br

anha

m

Asst

Sup

t Cu

rric

ulum

&

Inst

ruct

ion

Ken

Talle

y D

irec

tor C

TE

Expe

cted

Dat

es o

f Im

plem

enta

tion:

20

13-2

016

Des

crip

tion

5 St

ar H

igh

Scho

ols d

evel

op in

terd

iscip

linar

y te

ams o

f tea

cher

s who

teac

h co

mm

on st

uden

ts. I

nter

disc

iplin

ary

team

s of t

each

ers a

re tr

aine

d in

pr

ojec

t-ba

sed

lear

ning

.

Serv

ices

nee

ded

from

the

com

mun

ity

Busin

ess/

Indu

stry p

rovid

e ons

ite ex

tern

ship

ex

perie

nces

for i

nter

disc

iplin

ary t

eam

s of t

each

ers

durin

g sum

mer

s.

Bu

sines

s/In

dustr

y par

tner

s will

parti

cipat

e in v

ettin

g stu

dent

proj

ects.

Fu

ndin

g to s

uppo

rt on

goin

g pro

ject b

ased

lear

ning

tra

inin

g.

Tact

ical

Pla

n Te

mpl

ate

Esse

ntia

l Pra

ctic

e 1.

3 St

rand

Tea

m: 1

Co

mm

itte

e vi

sion

/goa

l: Ed

ucat

ors

empl

oy te

achi

ng s

trat

egie

s th

at d

evel

op s

tude

nts'

kno

wle

dge

and

skill

s fo

r co

llege

and

car

eer

read

ines

s.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: E

very

stud

ent p

rogr

esse

s in

his o

r her

lear

ning

and

mee

ts or

exce

eds p

rofic

iency

in al

l sub

jects.

Eve

ry st

uden

t gra

duat

es p

repa

red

for h

is or

her p

ostse

cond

ary c

hoice

—fo

r col

lege o

r car

eer,

and l

ife.

Rela

ted

Esse

ntia

l Pra

ctic

e 1.

3 D

escr

ipti

on:

The

FORD

NGL

Tea

chin

g Pill

ars d

escr

ibe t

he in

struc

tiona

l stra

tegie

s—ba

sed o

n rigo

rous

rese

arch

and p

rofe

ssio

nal e

xper

ience

—th

at ar

e ess

entia

l for

facil

itatin

g lea

rnin

g of t

he es

sent

ial

know

ledge

and

skill

s tha

t stu

dent

s nee

d. Th

ese

teac

hing

stra

tegie

s help

stud

ents

mee

t and

exc

eed

natio

nal a

nd st

ate-

esta

blish

ed st

anda

rds a

nd b

ench

mar

ks fo

r aca

dem

ic pe

rform

ance

, and

mee

t ex

pect

atio

ns fo

r col

lege-

level

work

and f

utur

e em

ploy

men

t. The

feat

ures

of th

e FOR

D NG

L Tea

chin

g Pill

ars a

ddre

ss cu

rricu

lum

, instr

uctio

n, as

sess

men

t, an

d car

eer-r

eleva

nt le

arni

ng op

portu

nitie

s. St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m

outc

ome

mea

sure

men

t 1.3

.3. T

each

ers

parti

cipat

e in

susta

ined

inqu

iry

and r

eflec

tion o

n the

ir pr

actic

e

Enga

ge te

ache

rs

in on

goin

g and

re

gular

PLC

’s to

co

llabo

rate

on

instr

uctio

n wi

thin

their

cr

oss-c

urric

ular

te

ams a

nd m

ake

decis

ions

on ho

w

to be

tter

impl

emen

t For

d NG

L mod

el wi

thin

th

e coh

ort.

*Visi

on 20

15

Goal

1 Inc

reas

ed

Lear

ning

St

rate

gy 1.

4

100%

of

teac

hers

wi

ll re

gular

ly

mee

t in

coho

rt

team

PLC

’s

and u

se

best

pr

actic

e in

mee

tings

(9) 5

-Sta

r high

sc

hool

s will

ha

ve at

leas

t 2

cros

s- cu

rricu

lar

team

s eng

aged

in

ongo

ing,

re

gular

ly

sche

duled

PLC

co

llabo

ratio

ns

Sum

mer

of

2014

Ea

ch Fo

rd N

GL

scho

ol w

ill

have

at

least

2 cro

ss-

curr

icular

te

ams

that

parti

cipat

e in

re

gular

PLC

m

eetin

gs.

Doc

umen

tatio

n of

PLC

m

eetin

gs

(9) 5

-Sta

r high

sc

hool

s will

ha

ve at

leas

t 4

cros

s- cu

rricu

lar

team

s eng

aged

in

ongo

ing,

re

gular

ly

sche

duled

PLC

co

llabo

ratio

ns

Sum

mer

of 20

15

Each

Ford

NGL

sc

hool

will

have

at

lea

st 4 c

ross

- cu

rricu

lar te

ams

that

parti

cipat

e in

re

gular

PLC

m

eetin

gs.

Doc

umen

tatio

n of

PLC

agen

das a

nd

min

uets

All 9

5-sta

r hi

gh sc

hool

s will

ha

ve cr

oss

curr

icular

team

s th

at pa

rticip

ate i

n PL

C m

eetin

gs

repr

esen

ting a

ll gr

ade l

evels

and

scho

ols o

f stu

dy

with

in th

eir

scho

ol

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

Targ

et P

opul

atio

n Te

ache

rs in

5 St

ar

High

Scho

ols

Who

is re

spon

sible

for

deve

lopm

ent o

f tac

tics?

Sc

hool

Pri

ncip

als

Expe

cted

Dat

es o

f Im

plem

enta

tion:

_2

014-

2015

Desc

ript

ion

5 St

ar H

igh

Scho

ols c

ross

curr

icul

ar te

ams o

f tea

cher

s will

act

ivel

y en

gage

in re

gula

rly

sche

dule

d PL

C m

eetin

gs to

mon

itor s

tude

nt

achi

evem

ent o

f sta

ndar

ds in

corp

orat

ed in

inte

grat

ed cu

rric

ulum

.

Serv

ices

nee

ded

from

the

com

mun

ity

Fund

ing

to su

ppor

t ext

ra ti

me

that

may

be

need

ed to

sche

dule

PLC

m

eetin

gs.

Ta

ctic

al P

lan

Tem

plat

e

Stra

nd T

eam

: 1

Com

mit

tee

visi

on/g

oal:

Educ

ator

s em

ploy

teac

hing

str

ateg

ies

that

dev

elop

stu

dent

s' k

now

ledg

e an

d sk

ills

for

colle

ge a

nd c

aree

r re

adin

ess.

Go

al s

elec

ted

from

sch

ool d

istr

ict o

r co

mm

unit

y st

rate

gic

plan

: Eve

ry st

uden

t pro

gres

ses i

n his

or he

r lea

rnin

g and

mee

ts or

exce

eds p

rofic

iency

in al

l sub

jects.

Eve

ry st

uden

t gra

duat

es pr

epar

ed

for h

is or

her p

ostse

cond

ary c

hoice

—fo

r col

lege o

r car

eer,

and l

ife.

Rela

ted

Esse

ntia

l Pra

ctic

e 1.

3 D

escr

ipti

on:

The

FORD

NGL

Tea

chin

g Pill

ars d

escr

ibe t

he in

struc

tiona

l stra

tegie

s—ba

sed o

n rigo

rous

rese

arch

and p

rofe

ssio

nal e

xper

ience

—th

at ar

e ess

entia

l for

facil

itatin

g lea

rnin

g of t

he

esse

ntial

know

ledge

and s

kills

that

stud

ents

need

. The

se te

achi

ng st

rate

gies h

elp st

uden

ts m

eet a

nd ex

ceed

natio

nal a

nd st

ate-

esta

blish

ed st

anda

rds a

nd be

nchm

arks

for a

cade

mic

perfo

rman

ce, a

nd

mee

t exp

ecta

tions

for c

olleg

e-lev

el wo

rk an

d fut

ure e

mpl

oym

ent. T

he fe

atur

es of

the F

ORD

NGL T

each

ing P

illar

s add

ress

curr

iculu

m, in

struc

tion,

asse

ssm

ent, a

nd ca

reer

-relev

ant l

earn

ing

oppo

rtuni

ties.

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m

outc

ome

mea

sure

men

t 1.3

.4. T

each

ers h

ave

oppo

rtuni

ties f

or

prac

tice a

nd le

arni

ng

Prov

ide

oppo

rtuni

ties f

or

selec

ted t

each

ers

with

in th

e 5-S

tar

high

sc

hool

s and

Ford

NG

L Sch

ools

to

obse

rve e

ffect

ive

peer

clas

sroo

ms

to re

flect

on th

eir

own i

nstru

ction

. Te

ams o

f te

ache

rs

also o

bser

ve a

te

ache

rs’ c

lass t

o pr

ovid

e fee

dbac

k.

100%

of

teac

hers

ar

e giv

en

the

oppo

rtuni

ty to

ob

serv

e co

lleag

ues

class

room

s

2013

-14 s

choo

l ye

ar: 1

00%

of

teac

hers

who

pa

rticip

ated

in

exte

rnsh

ips a

re

given

the

oppo

rtuni

ty to

ob

serv

e oth

er

class

room

s on

their

team

and

outsi

de of

team

Com

pare

num

ber

of te

ache

rs w

ho

were

in

exte

rnsh

ips t

o th

ose w

ho

repo

rted h

avin

g pe

rform

ed

colle

ague

ob

serv

atio

ns

2014

-15 s

choo

l ye

ar: 1

00%

of

teac

hers

with

in

care

er th

eme

and

core

cont

ent

with

in cr

oss-

curr

icular

team

s ar

e giv

en th

e op

portu

nity

to

obse

rve c

lasse

s wi

thin

scho

ol

and

at ot

her F

ord

NGL

scho

ols

Com

pare

num

ber

of te

ache

rs w

ithin

ca

reer

them

e and

co

re co

nten

t with

in

cros

s-cur

ricul

ar

team

s who

re

porte

d hav

ing

perfo

rmed

ob

serv

atio

ns bo

th

with

in th

eir

scho

ols a

nd ot

her

scho

ols

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

All t

each

ers a

re

given

the

oppo

rtuni

ty to

ob

serv

e co

lleag

ues

class

room

s

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

*Visi

on 20

15

Goal

1 Inc

reas

ed

Lear

ning

St

rate

gy 1.

4 .

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

Ta

rget

Pop

ulat

ion

Teac

hers

at 5

Sta

r H

igh

Scho

ols

Who

is re

spon

sible

for

deve

lopm

ent o

f tac

tics?

Pr

inci

pals

Expe

cted

Dat

es o

f Im

plem

enta

tion:

20

14-2

015

Des

crip

tion

5 S

tar H

igh

Scho

ols c

ross

curr

icul

ar te

ams o

f tea

cher

s will

obs

erve

team

m

embe

rs cl

assr

oom

s thr

ough

out t

he y

ear t

o be

tter

pre

pare

to in

tegr

ate

supp

ortin

g cu

rric

ulum

.

Serv

ices

nee

ded

from

the

com

mun

ity

none

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e

Long

-ter

m

outc

ome

mea

sure

men

t 1.3

.5. T

each

ers d

evelo

p lea

ders

hip s

kills

Iden

tify t

each

er

leade

rs

in ea

ch 5-

Star

hi

gh

scho

ol to

prov

ide

train

ing a

nd

leade

rshi

p in t

he

deve

lopm

ent o

f ad

ditio

nal

inte

rdisc

iplin

ary

team

s of

teac

hers

Initi

al co

hort

te

ache

rs

beco

me

leade

rs fo

r fu

ture

te

ache

rs

with

in

the p

rogr

am

and

prov

ide

train

ing

and l

eade

rshi

p to

fu

ture

coho

rt

grou

ps.

*Visi

on 20

15

Goal

1 In

crea

sed

Lear

ning

St

rate

gy 1.

4

Fall 2

013

The 4

5 coh

ort

teac

hers

in 9

5-

Star

high

sc

hool

s will

pa

rticip

ate a

s lea

ders

with

in

their

resp

ectiv

e di

scip

lines

to

recr

uit a

nd

men

tor f

utur

e co

hort

grou

ps

Com

pare

num

ber

of co

hort

teac

hers

wh

o rep

ort

recr

uitin

g and

m

ento

ring o

f co

hort

grou

ps to

ta

rget

goal

of 45

te

ache

rs

Teac

hers

from

co

hort

1 will

wo

rk to

train

an

d men

tor

new

teac

hers

Sp

ring 2

014

New

coho

rt

inte

rdisc

iplin

ary

team

s will

be

iden

tified

by

scho

ol

leade

rshi

p fro

m al

l 15 5

-St

ar

high

scho

ols.

Doc

umen

tatio

n of

coho

rt 1 t

each

ers

train

ing a

nd

men

torin

g new

te

ache

rs

Docu

men

tatio

n of

new

coho

rt in

terd

iscip

linar

y te

ams f

rom

all o

f th

e 5-

Star

Scho

ols

2014

-15 s

choo

l ye

ar: 1

00%

of

teac

hers

from

co

hort

1 will

pa

rticip

ate i

n m

ento

ring a

nd

train

ing n

ew

teac

hers

th

roug

hout

the

scho

ol ye

ar

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

Ta

rget

Pop

ulat

ion

Teac

hers

at 5

Star

Hi

gh Sc

hool

s

Who

is re

spon

sible

for

deve

lopm

ent o

f tac

tics?

P

rinc

ipal

s Ex

pect

ed D

ates

of I

mpl

emen

tatio

n:

2014

-201

5

Desc

ript

ion

Teac

hers

will

be

chos

en fr

om 5

-Sta

r Hig

h Sc

hool

s cro

ss cu

rric

ular

team

s to

ass

ist in

recr

uitin

g an

d m

ento

ring

new

teac

hers

to p

artic

ipat

e in

fu

ture

team

s to

insu

re ca

paci

ty b

uild

ing

in sc

hool

s.

Serv

ices

nee

ded

from

the

com

mun

ity

none

FO

RD N

GL S

tran

d 2.

1 Es

sent

ial P

ract

ice

2.1a

: H

igh

Qua

lityA

cade

mie

s St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e Ye

ar 1

(201

3-14

)

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e Ye

ar 2

(201

4-15

)

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e Ye

ar 3

(201

5-16

)

Long

-ter

m

outc

ome

mea

sure

men

t 2.1

.1. U

se th

e 5-S

tar

Scho

ol st

ruct

ure f

or

impl

emen

tatio

n of h

igh-

quali

ty ca

reer

acad

emies

Ensu

re st

uden

ts en

gage

in an

d co

mpl

ete a

se

quen

ce of

high

-qu

ality

Car

eer

them

e cou

rses

that

re

flect

indu

stry

expe

ctat

ions

(2

.4, 4.

4, &

4.12)

Each

stud

ent w

ill

be co

nnec

ted t

o an

acad

emic

plan

in

Infin

ite C

ampu

s wh

ich w

ill de

tail

their

prog

ress

to

ward

s majo

r co

mpl

etio

n/4

cour

se se

quen

ce

Each

Majo

r with

in

the p

ilot h

igh

scho

ols w

ill be

set

up in

“gra

d pl

anne

r”

Docu

men

tatio

n sh

owin

g eac

h m

ajor i

n Inf

inite

Ca

mpu

s

Each

Majo

r with

in

the e

arly

adop

ter

scho

ols w

ill be

set-

up in

“gra

d pl

anne

r”

Docu

men

tatio

n sh

owin

g eac

h m

ajor i

n Inf

inite

Ca

mpu

s

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

he

r pos

tseco

ndar

y ch

oice

- for

colle

ge

or ca

reer

and l

ife

(CDI

P Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

100%

of st

uden

ts in

the p

ilot h

igh

scho

ols w

ill be

co

nnec

ted t

o an

acad

emic

plan

in

Infin

ite C

ampu

s

Docu

men

tatio

n fro

m IC

of

stude

nts a

nd th

eir

acad

emic

plan

(r

epor

t in I

C)

100%

of st

uden

ts in

the e

arly

adop

ter s

choo

ls wi

ll be c

onne

cted

to

an ac

adem

ic pl

an in

Infin

ite

Cam

pus

Docu

men

tatio

n fro

m IC

of

stude

nts a

nd th

eir

acad

emic

plan

(r

epor

t in I

C)

Enga

ge ac

tive

colla

bora

tion a

nd

join

t plan

ning

by

acad

emic

and c

aree

r th

eme t

each

ers

inclu

ding

the u

se of

te

ache

r ext

erns

hips

(3

.7 &

4.10)

All a

cade

mic

te

ache

rs en

gage

in

cros

s-con

tent

PLC

wo

rk w

ith at

leas

t on

e car

eer t

hem

e te

ache

r

100%

of th

e ac

adem

ic te

ache

rs

in th

e pilo

t sch

ools

enga

ge in

a cr

oss

cont

ent P

LC w

ork

Docu

men

tatio

n PL

C te

ams a

nd

mee

ting t

imes

100%

of th

e ac

adem

ic te

ache

rs

in th

e pilo

t & ea

rly

adop

ter s

choo

ls en

gage

in a

cros

s co

nten

t PLC

wor

k

Docu

men

tatio

n PL

C te

ams a

nd

mee

ting t

imes

15 ac

adem

ic/CT

E sc

hool

of st

udy

team

s will

pa

rticip

ate i

n te

ache

r ex

tern

ship

s for

the

deve

lopm

ent o

f cr

oss-c

onte

nt

proj

ect-b

ased

lea

rnin

g

2 tea

ms f

rom

each

of

the p

ilot w

ill

atte

nd a

sum

mer

ex

tern

ship

and

crea

te a

cros

s-co

nten

t pro

ject t

o be

impl

emen

ted

by M

ay

Docu

men

tatio

n of

team

exte

rnsh

ips

Docu

men

tatio

n of

proj

ects

2 te

ams f

rom

each

5-

star s

choo

l will

at

tend

a su

mm

er

exte

rnsh

ip an

d cr

eate

a cr

oss-

cont

ent p

rojec

t to

be im

plem

ente

d by

May

Docu

men

tatio

n of

team

exte

rnsh

ips

Docu

men

tatio

n of

proj

ects

Align

activ

e em

ploy

er an

d co

mm

unity

in

volve

men

t in a

nd

guid

ance

for t

he

prog

ram

to

strea

mlin

e mul

tiple

cong

ress

es of

su

ppor

t and

gu

idan

ce

(4.11

& 4.

12)

All s

choo

l-bas

ed

partn

ersh

ip

coun

cils a

re

refin

ed to

mee

t m

ultip

le ne

eds i

n or

der t

o not

ov

erta

x co

mm

unity

and

busin

ess p

artn

ers

(sta

te CT

E te

ams,

s-sta

r par

tner

ship

, po

stsec

onda

ry,

etc)

All s

choo

l-bas

ed

partn

ersh

ip

coun

cil is

asse

ssed

alo

ng w

ith ot

her

requ

ired,

scho

ol-

base

d car

eer

partn

ersh

ips/

tea

ms t

o ens

ure

over

lap of

pu

rpos

es an

d tim

e is

elim

inat

ed

Docu

men

tatio

n of

Advi

sory

str

uctu

re pl

ans

that

inclu

des

regu

lar

inte

ract

ion a

nd

feed

back

from

em

ploy

er an

d co

mm

unity

Revi

se pl

an as

ne

eded

Do

cum

enta

tion o

f Ad

viso

ry st

ruct

ure

plan

s tha

t inc

lude

s re

gular

inte

racti

on

and f

eedb

ack f

rom

em

ploy

er an

d co

mm

unity

Prov

ide

oppo

rtuni

ties f

or

stude

nts t

o obs

erve

an

d lea

rn in

real

work

plac

e set

tings

by

taki

ng st

ock o

f cu

rren

t lea

rnin

g op

portu

nitie

s, as

sess

ing g

aps,

and

esta

blish

ing n

ew

oppo

rtuni

ties

(1.9,

3.2,

& 3.2

)

All s

tude

nts i

n ea

ch sc

hool

of

study

parti

cipat

e in

Exp

erien

tial

Lear

ning

thro

ugh

serv

ice le

arni

ng,

CSO,

inte

rnsh

ips,

or ot

her o

n the

job

train

ing

Each

majo

r in p

ilot

and e

arly

adop

ter

scho

ols i

s ass

esse

d fo

r wor

k-ba

sed

learn

ing

oppo

rtuni

ties

Asse

t map

of

expe

rient

ial

learn

ing f

or pi

lot

and e

arly

adop

ter

scho

ols

Each

majo

r in

clude

s ex

perie

ntial

lea

rnin

g op

portu

nitie

s

Asse

t map

of E

LO

for r

emain

ing

scho

ols

The d

istric

t tea

m

deve

lops

a sy

stem

fo

r tra

ckin

g pa

rticip

atio

n

Esta

blish

base

-line

of

perc

enta

ge of

gr

ads w

ho

parti

cipat

ed in

EL

O

50%

of gr

adua

tes

parti

cipat

ed in

an

ELO

Docu

men

tatio

n fro

m ne

wly

esta

blish

ed

track

ing s

yste

m

Feat

ure

(Str

ateg

y)

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e (Y

1 –

2014

)

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e (Y

2 –

2015

)

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e (Y

3 –

2016

)

Long

-ter

m

outc

ome

mea

sure

men

t 2.1

.2. M

iddl

e and

High

Sc

hool

s col

labor

ate t

o m

ake t

he IL

P a

mea

ning

ful, r

eleva

nt,

pers

onali

zed s

tude

nt

plan

ning

tool

. 6th

– Ov

ervi

ew/I

ntro

7th

– In

tro to

5 sta

r

Enac

t Pro

fess

iona

l De

velo

pmen

t plan

fo

r tea

cher

s tha

t in

clude

s sha

ring o

f be

st pr

actic

es (1

.3)

for u

se of

ILP

for

stude

nts

100%

of te

ache

rs

serv

ing g

rade

s 6-

12 en

gage

s in P

D an

d inc

orpo

rate

s IL

P us

e in l

esso

n pl

ans t

o em

phas

ize

relev

ance

(r

esou

rce)

.

Octo

ber 1

, 201

4 33

% of

teac

hers

at

each

scho

ol

train

ed on

ILP

use.

Docu

men

tatio

n of

perc

enta

ge of

te

ache

rs tr

ained

as

mea

sure

d by P

D Ce

ntra

l Ros

ters

Octo

ber 1

, 201

5 66

% of

teac

hers

at

each

scho

ol ar

e tra

ined

on IL

P

Docu

men

tatio

n of

perc

enta

ge of

te

ache

rs tr

ained

as

mea

sure

d by P

D Ce

ntra

l Ros

ters

Ever

y stu

dent

gr

adua

tes

prep

ared

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

8th –

Them

e sele

ction

9th

– Pa

thwa

y Sele

ction

10

th –

Post

Seco

ndar

y Co

nnec

tion

11th

–Res

ume/

Putti

ng it

all

Tog

ethe

r 12

th -

Brid

ge to

po

stsec

onda

ry

Post

Grad

– co

ntin

ued

use

ILP

is TH

E TH

ING

that

co

nnec

ts (n

ervo

us

syste

m)

Enga

ge bu

sines

s and

co

mm

unity

supp

orts

to re

info

rce I

LP as

a pl

anni

ng to

ol (2

.3,

2.5, 3

.2 &

3.3)(i

nclu

ding

JA

prog

ram

s, GL

I/HI

RE, R

eady

, Se

t, GO,

SR E

xit)

100%

of th

e 7th

-12

th gr

ade

stude

nts h

ave a

n en

try un

der

com

mun

ity

serv

ice, c

aree

r pl

anni

ng ac

tiviti

es,

or ex

tracu

rricu

lar

Ever

y stu

dent

pa

rticip

ates

in at

lea

st 1c

aree

r/co

llege

pl

anni

ng le

arni

ng

oppo

rtuni

ty ea

ch

year

Dece

mbe

r 201

3 Sy

stem

ize

parti

cipat

ion i

n cu

rren

tly ac

tive

prog

ram

min

g to

max

imize

pa

rticip

atio

n. As

set m

ap of

cu

rren

t op

portu

nitie

s in

cludi

ng th

e po

pulat

ions

se

rved

(num

ber

and w

ho) i

s cr

eate

d

Docu

men

tatio

n of

enga

gem

ent

oppo

rtuni

ties

Asse

t map

is

com

plet

ed an

d di

strib

uted

to

relat

ed

stake

hold

ers

Ever

y stu

dent

in

pilo

t/ea

rly

adop

ter s

choo

ls en

gage

in at

leas

t 1 bu

sines

s/co

mm

unity

orga

nize

d lea

rnin

g op

portu

nity

each

ye

ar 7t

h -12th

St

uden

ts en

ter

expe

rienc

es in

to

their

ILP

% in

crea

se as

de

term

ined

from

as

set m

appi

ng

% in

crea

se in

ex

perie

nces

liste

d on

ILP

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

Deve

lop a

nd

impl

emen

t ac

coun

tabi

lity

strat

egies

(1.8)

the

refle

ct us

age o

ver

com

plian

ce

July

1, 20

17

New

acco

unta

bilit

y m

easu

res

publ

ished

for a

ll sc

hool

s (W

eb –

posti

ng Le

adin

g In

dica

tor f

or go

al 2)

Dece

mbe

r 201

3 As

sess

curr

ent

JCPS

met

hods

and

rese

arch

poss

ible

optio

ns

Docu

men

t cu

rren

t pr

actic

es

Ou

tline

of ot

her

succ

essfu

l pr

actic

es

July

1, 20

14

Impl

emen

t (pi

lot)

acco

unta

bilit

y str

ateg

ies

JCPS

-onl

y web

po

sting

for p

ilots

Deve

lop a

nd

impl

emen

t a

com

mun

icatio

n to

8th gr

ade s

tude

nts

and f

amili

es

conn

ectin

g the

ILP

to hi

gh sc

hool

choi

ce

100%

of 8t

h gr

ader

s rec

eive a

let

ter c

onne

ctin

g ca

reer

asse

ssm

ent

resu

lts to

high

sc

hool

selec

tion

befo

re th

e Sh

owca

se

Syste

ms

esta

blish

ed to

co

nnec

t ILP

da

taba

se in

fo to

JC

PS st

uden

t in

form

atio

n Ca

reer

Map

ping

to

Prof

essio

nal

Care

er T

hem

es

Docu

men

tatio

n of

mee

tings

and

sam

ple l

ette

r Ca

reer

Map

is

crea

ted m

atch

ing

PCT

to th

e top

100

care

ers i

n m

atch

mak

er

Octo

ber 2

014

10 m

iddl

e sch

ools

parti

cipat

e

100%

of 8t

h gr

ader

s in

parti

cipat

ing

scho

ols r

eceiv

e let

ters

befo

re

Show

case

Lette

r dra

fted a

nd

appr

oved

Ge

t on M

ater

ials &

Pr

oduc

tion,

MIS

/Res

earc

h, stu

dent

as

signm

ent

sche

dule

Docu

men

tatio

n of

timeli

ne re

quire

d to

publ

ish le

tter

100%

of 8t

h gra

de

stude

nts h

ave

face

-to-fa

ce

instr

uctio

n usin

g th

e 5-S

tar S

choo

l Bo

ok

Curr

ent b

ooks

and

lesso

n plan

s re

distr

ibut

ed to

m

iddl

e sch

ools

Revi

ew an

d rev

ise

as ne

eded

Surv

ey re

sults

fro

m pr

incip

als to

m

easu

re ho

w bo

oks w

ere

distr

ibut

ed an

d us

ed

Docu

men

tatio

n of

revi

ew an

d plan

s fo

r rev

ision

as

need

ed

Revi

sed b

ooks

and

lesso

n plan

s re

distr

ibut

ed to

m

iddl

e sch

ools

Revi

ew an

d rev

ise

as ne

eded

Docu

men

tatio

n of

focu

s gro

up of

te

ache

rs, s

tude

nts,

fam

ilies

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: G

oal 2

– Ev

ery s

tude

nt gr

adua

tes p

repa

red f

or hi

s/he

r pos

tseco

ndar

y cho

ice –

for c

olleg

e or c

aree

r, an

d life

. Re

late

d Es

sent

ial P

ract

ice

(ent

er n

umbe

r) 2

.1c

Des

crip

tion

: Acc

eler

ated

lear

ning

opp

ortu

niti

es: E

ach s

choo

l of s

tudy

team

mem

ber e

ncou

rage

s stu

dent

s to p

artic

ipat

e in a

dvan

ced l

earn

ing a

nd

serv

ice op

portu

nitie

s, an

d sup

ports

them

in do

ing s

o.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

2013

-14

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e 20

14-1

5

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e 20

15-1

6

Long

-ter

m

outc

ome

mea

sure

men

t 2.1

.3. A

ll sch

ool o

f stu

dy

team

mem

bers

en

cour

age s

tude

nts t

o pa

rticip

ate i

n adv

ance

d lea

rnin

g and

serv

ice

oppo

rtuni

ties,

and

supp

orts

them

in do

ing

so.

Conn

ect e

ach s

choo

l of

stud

y with

a se

rvice

, car

eer,

othe

r ex

tracu

rricu

lar

orga

niza

tion

Ever

y 5 st

ar

scho

ol of

stud

y m

ajor h

as a

serv

ice, c

aree

r, ex

tracu

rricu

lar, o

r OS

T pr

ogra

m

com

pone

nt re

lated

to

the m

ajor

Map

ping

and g

ap

analy

sis of

curr

ent

oppo

rtuni

ties f

or

stude

nts i

n pilo

t an

d ear

ly ad

opte

r sc

hool

s

Com

pare

pe

rcen

tile o

f pilo

t sc

hool

s tha

t hav

e m

ajors

with

se

rvice

, car

eer,

or

extra

curr

icular

co

mpo

nent

s fro

m

prev

ious

year

to

date

Map

ping

and g

ap

analy

sis of

curr

ent

oppo

rtuni

ties f

or

stude

nts i

n re

main

ing s

choo

ls

Begin

to fi

ll gap

s

Com

pare

pe

rcen

tile o

f all

scho

ols t

hat h

ave

majo

rs w

ith

serv

ice, c

aree

r, or

ex

tracu

rricu

lar

com

pone

nts f

rom

pr

evio

us ye

ar to

da

te

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

he

r pos

tseco

ndar

y ch

oice

- for

colle

ge

or ca

reer

and l

ife

(CDI

P Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

(ass

umes

2.1 w

ork)

Be

gin to

fill g

aps

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

Ensu

re ea

ch m

ajor

culm

inat

es w

ith

som

e sor

t of o

utsid

e en

dors

emen

t or

cred

entia

l (se

e 2.1a

)

100%

of sc

hool

of

study

majo

rs

inclu

de an

en

dors

emen

t op

portu

nity

75

% of

acad

emy

grad

uate

s ear

ns an

en

dors

emen

t co

nnec

ted t

o the

ir m

ajor

Pilo

t sch

ools

asse

ss m

ajors

and

fill g

aps

Docu

men

tatio

n of

curr

ent

endo

rsem

ent

stand

ing i

s pr

oduc

ed w

ith a

prio

ritize

d list

of

gaps

to be

fille

d. 10

0% of

pilo

t sc

hool

majo

rs

inclu

de an

en

dors

emen

t op

portu

nity

Early

adop

ter

scho

ols a

sses

s m

ajors

and f

ill

gaps

Docu

men

tatio

n of

curr

ent

endo

rsem

ent

stand

ing i

s pr

oduc

ed w

ith a

prio

ritize

d list

of

gaps

to be

fille

d. 10

0% of

early

ad

opte

r sch

ool

majo

rs in

clude

an

endo

rsem

ent

oppo

rtuni

ty

Utili

ze A

dviso

ry

Stru

ctur

es to

in

crea

se

parti

cipat

ion i

n ex

tens

ion a

nd po

st-se

cond

ary

expe

rienc

es (2

.3)

Each

stud

ent i

s co

nnec

ted t

o a

facu

lty ad

viso

r an

d mee

ts wi

th

them

regu

larly

to

supp

ort t

heir

educ

atio

n plan

s th

roug

h high

sc

hool

and b

eyon

d

Less

on ba

nk

crea

tion t

hat

prov

ides

a m

inim

um of

10

lesso

ns (2

per

grad

e) fo

r eac

h CA

T Le

arni

ng

Objec

tive (

7+1)

De

velo

p a

susta

inab

ility

plan

fo

r pos

t-gra

nt

main

tena

nce o

f pr

ogra

mm

ing

Docu

men

tatio

n of

lesso

ns in

the C

AT

Reso

urce

Gro

up

on JC

PS O

nlin

e Do

cum

enta

tion o

f pl

an is

prod

uced

fo

r im

pact

ed

stake

hold

ers

Cont

inue

d Im

plem

enta

tion o

f Co

llege

Acc

ess

Tim

e with

stu

dent

s mee

ting

regu

larly

with

a fa

culty

advi

sor

Docu

men

tatio

n of

stude

nt ad

visin

g by

facu

lty

mem

bers

Co

mpa

re ti

me

spen

t in C

AT us

ing

lesso

ns th

at m

eet

esta

blish

ed

objec

tives

Deve

lop a

nd ut

ilize

co

mm

unica

tion

tool

s to e

nsur

e stu

dent

s and

fa

mili

es un

ders

tand

ad

vanc

ed le

arni

ng

oppo

rtuni

ties f

or

stude

nts [

in

100%

of sc

hool

s wi

ll util

ize hi

gh

quali

ty, u

ser-

frien

dly m

ater

ials

that

deta

il pa

thwa

ys an

d op

portu

nitie

s for

ea

ch ac

adem

y for

By Fe

b 201

4:

Pilo

t sch

ool

deve

lop r

evise

d sc

hedu

ling

mat

erial

s and

field

te

st

Pilo

t sch

ools

use

revi

sed s

ched

ulin

g m

ater

ials t

o pr

epar

e 201

4-15

sc

hedu

les

Show

case

m

ater

ials r

evise

d an

d fiel

d tes

ted a

t pi

lot a

nd ea

rly

adop

ter s

choo

ls Pi

lot &

Ear

ly ad

opte

r sch

ools

Docu

men

t the

pe

rcen

t of s

choo

ls us

ing r

evise

d sh

owca

se an

d sc

hedu

ling

mat

erial

s

coor

dina

tion w

ith

Stra

nd 2.

6 wor

k]

(2.5,

2.6)

show

case

and

sche

dulin

g Do

cum

enta

tion o

f Fi

eld te

sting

re

sults

deve

lop r

evise

d sc

hedu

ling

mat

erial

s bas

ed on

las

t sea

son’s

field

te

st

Docu

men

tatio

n of

field

test

resu

lts

Deve

lop a

nd

impl

emen

t a sy

stem

fo

r tra

ckin

g stu

dent

pa

rticip

atio

n in

adva

nced

lear

ning

op

portu

nitie

s (2.1

)

100%

of co

urse

s th

at in

clude

an

adva

nced

lear

ning

op

portu

nity

will

be

code

d in

Infin

ite C

ampu

s

As pi

lot a

nd ea

rly

adop

ter c

ours

e op

portu

nitie

s are

id

entif

ied (1

st str

ateg

y), c

ours

es

are c

oded

in IC

Docu

men

tatio

n of

cour

ses c

oded

in

IC

As fu

rther

cour

se

oppo

rtuni

ties a

re

iden

tified

, cou

rses

ar

e cod

ed in

IC

Docu

men

tatio

n of

cour

ses c

oded

in

IC

Des

crip

tion

of t

acti

c Ta

rget

Po

pula

tions

: 6th

-12th

grad

e stu

dent

s En

gage

d Pa

rtne

rs:

Busin

ess/

Co

mm

unity

Pr

incip

als

Care

er T

hem

e Sp

ecial

ists

Scho

ol Fa

culty

KD

E/OC

TE

6th-1

2th gr

ade

teac

hers

Pa

rent

s and

Fa

mili

es

Who

is re

spon

sible

for

deve

lopm

ent o

f tac

tics?

Ex

pect

ed D

ates

of

Impl

emen

tatio

n:

June

2013

- Aug

2016

Des

crip

tion:

5-

Star

Scho

ol St

ruct

ure

Expe

rient

ial le

arni

ng pr

ovid

es op

portu

nitie

s for

stud

ents

to ex

pand

their

know

ledge

thro

ugh f

irsth

and

obse

rvat

ions

of re

al-wo

rld, w

orkp

lace s

ettin

gs.

The 5

-star

scho

ol st

ruct

ure p

rovi

des t

he m

ain en

try po

int f

or st

uden

ts to

enga

ge in

prac

tical

lear

ning

that

pr

epar

es th

em fo

r the

wor

k for

ce an

d pos

t-sec

onda

ry op

portu

nitie

s. Th

e wall

-to-w

all ap

proa

ch to

scho

ols

of st

udy e

nsur

es ea

ch st

uden

t eng

ages

in ca

reer

prep

arat

ion t

hat i

s of i

nter

est t

o the

m.

Ongo

ing r

eview

s and

revis

ions

of co

urse

sequ

ence

s with

in sc

hool

s of s

tudy

help

ensu

re th

at st

uden

ts ar

e ex

pose

d to r

eleva

nt le

arni

ng th

at re

flects

curr

ent i

ndus

try st

anda

rds a

nd ex

pect

atio

ns in

the g

iven

field

. Bu

t pro

vidi

ng re

levan

t lea

rnin

g is n

ot a

suffi

cient

goal

on it

s own

. Stu

dent

s sho

uld b

e ful

ly en

gage

d in

their

majo

rs in

orde

r to m

aste

r the

cont

ent. R

each

ing e

stabl

ished

goals

on bo

th re

levan

t cur

ricul

um an

d stu

dent

enga

gem

ent i

n som

e cas

es co

uld b

e req

uire

d to c

ontin

ue pr

ogra

m fu

ndin

g. By

esta

blish

ing c

ollab

orat

ion o

ppor

tuni

ties a

nd pr

otoc

ols b

etwe

en ac

adem

ic an

d car

eer/

tech

nica

l te

ache

rs, te

ams a

re ab

le to

brin

g lea

rnin

g to l

ife fo

r stu

dent

s. St

uden

ts wi

ll be a

ble t

o mak

e the

conn

ectio

n be

twee

n wha

t the

y lea

rn in

clas

s and

how

thos

e stu

dies

appl

y in t

he w

orkp

lace.

By en

gagin

g and

align

ing b

usin

ess a

nd co

mm

unity

supp

orts

thro

ugh a

revis

ed pa

rtner

ship

coun

cil,

scho

ols a

nd pa

rtner

s will

esta

blish

lines

of co

mm

unica

tion t

o mak

e in-

class

lear

ning

mor

e rele

vant

and

stude

nt op

portu

nitie

s at b

usin

esse

s eas

ier to

man

age.

Thes

e par

tner

ship

coun

cils a

lso w

ill cr

eate

and/

or

stren

gthe

n col

lege t

o car

eer p

ipeli

nes t

hrou

gh th

eir w

ork o

n cur

ricul

um an

d exp

erien

tial le

arni

ng

oppo

rtuni

ties.

By al

ignin

g thi

s wor

k with

othe

r pro

gram

mat

ic re

quire

men

ts, w

e hon

or pe

ople’

s tim

e and

de

mon

strat

e coh

eren

ce of

prog

ram

min

g and

effo

rts.

Serv

ices

nee

ded

from

the

com

mun

ity

5-sta

r Sch

ool S

tructu

re

ad

viso

ry pa

rticip

atio

n fro

m

com

mun

ity an

d bus

ines

s par

tner

s fo

r pro

gram

align

men

t, as

sess

men

ts, an

d rev

iews

bu

sines

s ext

erns

hip o

ppor

tuni

ties

for t

each

er te

ams

bu

sines

s exp

erien

tial le

arni

ng

oppo

rtuni

ties f

or st

uden

ts

busin

ess a

nd co

mm

unity

supp

ort

in C

aree

r Stu

dent

Org

aniza

tions

IL

Ps

pr

ogra

mm

atic

oppo

rtuni

ties

supp

ortin

g ILP

use

o JA

prog

ram

min

g o

Job S

hado

wing

o

Colle

ge D

ay O

ut

o Cl

ose t

he D

eal

o LE

EP

Com

mun

ity an

d Bu

sines

s Par

tner

s Ce

ntra

l Offi

ce st

aff

By pr

ovid

ing o

ppor

tuni

ties f

or ex

perie

ntial

lear

ning

, we i

ntro

duce

the w

orld

of w

ork t

o stu

dent

s who

may

ot

herw

ise ha

ve no

acce

ss. T

hrou

gh th

ese e

xper

ience

s, we

build

stud

ents’

hum

an an

d soc

ial ca

pita

l by

exte

ndin

g the

ir ne

twor

k of s

uppo

rts an

d exp

erien

ce. T

hese

expe

rienc

es ar

e exp

ecte

d to e

mpo

wer a

nd

enco

urag

e stu

dent

s’ ow

ners

hip o

f lea

rnin

g. Th

ey al

so al

low

stude

nts t

o exp

lore

pote

ntial

futu

re ca

reer

s fo

r fit

BEFO

RE sp

endi

ng ti

me o

r mon

ey on

furth

erin

g the

ir ed

ucat

ion t

owar

ds th

at pa

rticu

lar ca

reer

goal.

IL

Ps

A sc

hool

-bas

ed te

chno

logy

tool

that

assis

ts stu

dent

s in i

dent

ifyin

g pot

entia

l car

eer i

nter

ests

is th

e ILP

. Th

e ILP

is th

e ess

entia

l cat

alyst

that

conn

ects

care

er in

tere

st an

d rele

vanc

e to l

earn

ing l

eadi

ng to

po

stsec

onda

ry su

cces

s.

The g

oal o

f thi

s fea

ture

is to

use t

he IL

P to

inte

rwea

ve cl

assr

oom

and o

ther

lear

ning

expe

rienc

es in

to th

e po

rtrait

of ea

ch st

uden

t’s m

aste

r life

plan

so it

beco

mes

THE

devic

e for

depi

cting

both

past

grow

th an

d fu

ture

poss

ibili

ties.

By in

corp

orat

ing I

LP la

ngua

ge, p

ostin

g opp

ortu

nitie

s and

iden

tifyin

g ava

ilabl

e re

sour

ces,

the I

LP be

com

es th

e hub

of st

uden

ts’ tr

ansit

ion p

lans,

conn

ectin

g the

m to

posts

econ

dary

op

tions

and c

aree

rs.

Com

mun

ity an

d bus

ines

s par

tner

s will

help

stud

ents

unde

rsta

nd th

e valu

e of t

he IL

P as

the “

go-to

” onl

ine

reso

urce

for c

olleg

e/ca

reer

plan

ning

. Onc

e fac

ultie

s are

train

ed in

ILP

use,

teac

hers

will

be ab

le to

use t

he

ILP

as a

reso

urce

to co

nnec

t cor

e stu

dies

with

care

er ap

plica

tion.

By ad

justi

ng ho

w IL

P im

plem

enta

tion i

s mea

sure

d, we

ende

avor

to ch

ange

attit

udes

abou

t the

ILP

from

sim

ply c

ompl

iance

to tr

ue in

tegr

atio

n and

ackn

owled

gem

ent o

f the

tool

’s va

lue.

Adva

nced

Lear

ning

Opp

ortu

nitie

s In

orde

r to c

onne

ct ca

reer

skill

s and

know

ledge

to ap

plica

tion,

stude

nts m

ust h

ave t

he op

portu

nity

to

expe

rienc

e rea

l-wor

ld w

ork s

ettin

g whe

re th

ey ca

n use

their

skill

s/kn

owled

ge to

valid

ate w

hat t

hey h

ave

learn

ed.

Conn

ectin

g eac

h majo

r with

a se

rvice

, car

eer,

and/

or ex

tra/c

o-cu

rricu

lar or

gani

zatio

n will

help

prov

ide

thos

e exp

erien

ces.

Expl

orin

g CTS

O – C

aree

r Tec

hnica

l Stu

dent

Org

aniza

tions

(lik

e FPL

A, FF

A, FC

CLA,

DE

CA, H

OSA,

or V

ICA)

can p

rovi

de ou

t of s

choo

l tim

e opp

ortu

nitie

s for

stud

ents

to ne

twor

k with

like-

inte

reste

d stu

dent

s and

prof

essio

nals.

Se

rvice

Lear

ning

oppo

rtuni

ties l

ike t

he on

es lis

ted b

elow

are a

noth

er w

ay to

conn

ect s

tude

nts t

o the

ir co

mm

unity

usin

g the

ir ca

reer

inte

rests

and s

kills

. Ser

vice

lear

ning

also

can b

e org

anize

d via

Colle

ge

Acce

ss T

ime/

Advis

ory d

evelo

ping

peer

relat

ions

hips

.

May

or’s

Give

a Da

y

MLK

Day

of Se

rvice

Lead

2 Fe

ed

o Go

Co

llege

/ETS

/Upw

ard

Boun

d o

Com

mun

ity Se

rvice

(G

ive a

Day

)

volu

ntee

rs fo

r Rea

dy, S

et, G

o/ SR

Ex

it in

terv

iews o

r mak

ing t

he

conn

ectio

n

pare

nt en

gage

men

t/tra

inin

g op

portu

nitie

s o

lunc

h & le

arns

in

corp

orat

e offi

ces

o op

en ho

use @

scho

ols

o “y

ou tu

be” v

ignet

tes

Ad

v Lea

rnin

g Opp

ortu

nitie

s: Se

rvice

lear

ning

and e

xtra

curr

icular

op

portu

nitie

s can

not b

e sus

tain

ed

with

out t

he su

ppor

t of t

he co

mm

unity

an

d bus

ines

s par

tner

s.

Volu

ntee

rs to

supp

ort

extra

curr

icular

and s

ervic

e lea

rnin

g opp

ortu

nitie

s as

iden

tified

in ta

ctic #

1 Ho

sts/p

artn

ers f

or se

rvice

and

proj

ect a

ctiv

ity as

iden

tified

in ta

ctic

#1

US

A To

day E

duca

tion c

learin

g hou

se (c

urric

ulum

)

Road

Trip

Nat

ion

Adva

nced

Lear

ning

oppo

rtuni

ties l

isted

belo

w re

pres

ent c

ours

es th

at cu

lmin

ate i

n a th

ird-p

arty

en

dors

emen

t of a

ccom

plish

men

t. The

resu

lts of

thes

e opp

ortu

nitie

s pro

vide

the b

asis

for t

he

“cre

dent

ialed

dipl

oma”

deta

iled i

n the

abov

e plan

.

Indu

stry C

ertif

icatio

ns

KO

SSA

Dual

Cred

it (m

ultip

le de

liver

y mod

els)

Ar

ticul

atio

n Cre

dit

Ad

vanc

ed P

lacem

ent (

Adva

nce K

Y – M

ath/

Scien

ce)

Ca

mbr

idge

/IB

Tacti

cal P

lan T

empl

ate

FORD

NGL

Str

and

2 Es

sent

ial P

ract

ice

2.2

Com

mit

tee

visi

on/g

oal:

High

scho

ol tr

ansfo

rmat

ion w

ill oc

cur u

sing t

he ac

adem

y mod

el.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: G

radu

atio

n and

Bey

ond-

Eve

ry st

uden

t gra

duat

es pr

epar

ed fo

r his

or he

r pos

tseco

ndar

y cho

ice- f

or co

llege

or ca

reer

, and

life.

(2

012-

13 CD

IP O

bjec

tive 2

) Re

late

d Es

sent

ial P

ract

ice

(ent

er n

umbe

r) 2

.2

Des

crip

tion

: Sch

ool le

ader

ship

and i

nstru

ctio

nal s

taff

reco

gnize

and p

riorit

ize pr

ofes

siona

l dev

elopm

ent a

nd fo

rm co

mm

uniti

es of

prac

tice

com

mitt

ed to

shar

ed le

arni

ng to

supp

ort t

he sc

hool

’s ac

adem

ies an

d tra

nsfo

rm ev

eryo

ne’s

prac

tice

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e (1

yr-

201

4)

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e (2

yr-

2015

)

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e (3

yr-

201

6)

Long

-ter

m

outc

ome

mea

sure

men

t 2.2

.1. S

uppo

rt fro

m th

e pr

incip

al an

d high

sc

hool

adm

inist

ratio

n

Deve

lop a

co

mpr

ehen

sive

listin

g of t

alkin

g po

ints

for t

he hi

gh

scho

ol pr

incip

al an

d ot

her a

dmin

istra

tors

to

publ

icly e

mbr

ace

the u

se of

acad

emies

as

the c

ore h

igh

scho

ol

trans

form

atio

n str

ateg

y an

d acti

vely

supp

ort t

each

ers

thro

ugho

ut th

e tra

nsfo

rmat

ion

proc

ess.

Targ

eted

teac

hers

of

the s

choo

ls of

stu

dy te

ams

(aca

dem

y’s

acad

emic

and C

TE

teac

hers

) will

be

prov

ided

ne

cess

ary s

uppo

rt th

roug

hout

the

trans

form

atio

n pr

oces

s to t

he

acad

emy m

odel.

Tea

cher

surv

eys

will b

e dev

elope

d an

d adm

inist

ered

to

dete

rmin

e the

su

ppor

t nee

ded t

o im

plem

ent t

he

acad

emy m

odel.

Sc

hool

, dist

rict a

nd

com

mun

ity

partn

ers w

ill

analy

ze su

rvey

s to

dete

rmin

e nee

ded

teac

her s

uppo

rt an

d dev

elop a

plan

th

at do

cum

ents

Surv

ey re

sults

and

a sup

port

plan

ex

ist.

Scho

ol, d

istric

t an

d com

mun

ity

partn

ers w

ill

dete

rmin

e the

im

plem

enta

tion

and i

mpa

ct of

the

supp

ort p

rovi

ded

to te

ache

rs.

Inte

rmed

iate

surv

eys w

ill be

ad

min

ister

ed an

d an

alyze

d to

dete

rmin

e new

su

ppor

t nee

ded

and t

he pl

an

revi

sed t

o inc

lude

Impl

emen

tatio

n an

d im

pact

chec

ks

will s

erve

as th

e m

easu

rem

ent t

ool

that

dete

rmin

es

the i

mpa

ct th

at

supp

ort h

as ha

d on

acad

emy

impl

emen

tatio

n.

Inte

rmed

iate

surv

ey re

sults

and

revi

sed s

choo

l pl

ans w

ill se

rve a

s ev

iden

ce of

newl

y de

term

ined

need

s an

d plan

s.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

he

r pos

tseco

ndar

y ch

oice

for c

olleg

e or

care

er an

d life

(2

012-

13 CD

IP

Objec

tive 2

) Te

ache

rs re

ceiv

e th

e sup

port

nece

ssar

y to

impl

emen

t the

ac

adem

y mod

el.

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

stude

nts c

olleg

e or

Stra

tegy

2.2

.2. In

struc

tiona

l lea

ders

secu

re

reso

urce

s to s

uppo

rt pr

ofes

siona

l de

velo

pmen

t for

the

acad

emy m

odel.

Activ

ely se

ek su

ppor

t in

faith

fully

im

plem

entin

g the

ac

adem

y mod

el.

Tact

ic(s

) Se

cure

fina

ncial

re

sour

ces,

time a

nd

expe

rtise

to su

ppor

t pr

ofes

siona

l de

velo

pmen

t in

supp

ort o

f the

ac

adem

y mod

el.

Out

put(

s)

Prov

ide h

igh

quali

ty

prof

essio

nal

deve

lopm

ent t

hat

is re

spon

sive t

o th

e nee

ds of

all

acad

emy s

taff

resu

lting

in

effe

ctiv

e aca

dem

y pl

anni

ng,

instr

uctio

n, an

d stu

dent

succ

ess.

need

ed su

ppor

t th

e sou

rce o

f su

ppor

t, and

a tim

eline

for

prov

idin

g sup

port.

Sh

ort-

term

ou

tcom

e (1

yr-

201

4)

Prof

essio

nal

deve

lopm

ent

reso

urce

s tha

t m

eet t

he pr

imar

y ne

eds o

f aca

dem

y sta

ff ar

e ide

ntifi

ed

and s

ecur

ed.

Shor

t-te

rm

outc

ome

mea

sure

men

t Th

e pro

fess

iona

l de

velo

pmen

t plan

in

dica

tes,

with

sp

ecifi

city,

the

finan

cial

reso

urce

s, tim

e, an

d exp

ertis

e tha

t wi

ll be p

rovi

ded t

o su

ppor

t high

qu

ality

pr

ofes

siona

l de

velo

pmen

t tha

t m

eets

prim

ary

need

s of a

cade

my

staff.

new/

addi

tiona

l su

ppor

t nee

ded

for t

each

ers.

In

term

edia

te

outc

ome

(2 y

r-20

15)

Prof

essio

nal

deve

lopm

ent

reso

urce

s tha

t m

eet t

he

seco

ndar

y nee

ds

of ac

adem

y sta

ff ar

e ide

ntifi

ed an

d se

cure

d.

Inte

rmed

iate

ou

tcom

e m

smt.

The p

rofe

ssio

nal

deve

lopm

ent p

lan

indi

cate

s, wi

th

spec

ificit

y, th

e fin

ancia

l re

sour

ces,

time,

and e

xper

tise t

hat

will b

e pro

vide

d to

supp

ort h

igh

quali

ty

prof

essio

nal

deve

lopm

ent t

hat

mee

ts se

cond

ary

need

s of a

cade

my

staff.

Long

-ter

m

outc

ome

(3 y

r-20

16)

Teac

hers

im

plem

ent

instr

uctio

nal

strat

egies

deriv

ed

from

prof

essio

nal

deve

lopm

ent f

or

the a

cade

my

mod

el.

care

er re

ady f

rom

51

.3% in

2013

to

72.4%

in 20

16

To ha

ve al

l stu

dent

s at t

he 5-

Star

Scho

ols

enro

lled i

n a

Scho

ol of

Stud

y by

2016

2.2.3.

Sch

ool s

taff

leade

rshi

p and

supp

ort

for a

cade

my m

odel

3. De

signa

te te

ache

rs

and s

choo

l co

unse

lors

to pr

ovid

e lea

ders

hip a

nd

supp

ort o

f stu

dent

pa

rticip

atio

n in

acad

emies

. Rol

es fo

r ac

adem

y lea

ders

hip

and s

taff

supp

ort a

re

clear

ly de

linea

ted,

and s

taff

has

prof

essio

nal

deve

lopm

ent a

nd/o

r co

achi

ng to

str

engt

hen s

kills

ne

eded

to fu

lfill t

hese

ro

les.

3. 10

0% of

stu

dent

s pa

rticip

atin

g in

acad

emies

are

supp

orte

d by t

he

effe

ctiv

e lea

ders

hip o

f co

unse

lors

and

teac

hers

. 10

0% of

acad

emy

leade

rs

parti

cipat

e in

leade

rshi

p de

velo

pmen

t and

co

achi

ng.

3. A

cade

my

leade

rshi

p rol

es

are i

dent

ified

and

spec

ific s

taff

assig

ned t

o eac

h ro

le.

The l

eade

rshi

p ne

eds o

f ass

igned

lea

ders

are

iden

tified

and a

lea

ders

hip

prof

essio

nal

deve

lopm

ent p

lan

that

inclu

des

coac

hing

op

portu

nitie

s is

deve

lope

d and

di

vide

d int

o pr

imar

y and

se

cond

ary n

eeds

. Pr

imar

y pr

ofes

siona

l de

velo

pmen

t is

prov

ided

to

acad

emy

leade

rshi

p

3. A

docu

men

t id

entif

ying

lea

ders

hip r

oles

of

acad

emy s

taff

is av

ailab

le an

d in

dica

tes s

taff

assig

ned t

o eac

h ro

le.

A pr

ofes

siona

l de

velo

pmen

t/

coac

hing

plan

that

fo

cuse

s on

leade

rshi

p is

avail

able.

3. T

he le

ader

ship

pr

ofes

siona

l de

velo

pmen

t plan

is

revie

wed a

nd

revi

sed,

as

nece

ssar

y, to

en

sure

ap

prop

riate

lea

ders

hip

oppo

rtuni

ties a

re

prov

ided

to

acad

emy

leade

rshi

p.

Seco

ndar

y pr

ofes

siona

l de

velo

pmen

t is

prov

ided

to

acad

emy

leade

rshi

p. Al

l sta

ff ne

w to

the

acad

emy t

hat

serv

es in

lea

ders

hip r

oles

wi

ll par

ticip

ate i

n pr

imar

y pr

ofes

siona

l de

velo

pmen

t.

3 Doc

umen

tatio

n of

lead

ersh

ip

deve

lopm

ent p

lan

3. A

cade

my

leade

rshi

p de

term

ines

in

divid

ual

leade

rshi

p nee

ds

and p

artic

ipat

es in

pr

ofes

siona

l de

velo

pmen

t an

d/or

coac

hing

th

at su

ppor

ts th

eir

leade

rshi

p nee

ds.

Staf

f new

to th

e ac

adem

y tha

t se

rves

in

leade

rshi

p rol

es

will p

artic

ipat

e in

prim

ary

leade

rshi

p pr

ofes

siona

l de

velo

pmen

t/

coac

hing

. St

aff i

n the

ir 2nd

ye

ar of

a lea

ders

hip r

ole

will p

artic

ipat

e in

seco

ndar

y lea

ders

hip

prof

essio

nal

deve

lopm

ent/

co

achi

ng.

2.2.4.

Pro

fess

iona

l de

velo

pmen

t nee

ds of

ac

adem

y lea

ders

are

asse

ssed

and l

ong-

term

pl

ans a

re th

ough

tfully

m

ade.

2.2

.5. O

n-go

ing,

susta

ined

, high

-qua

lity

prof

essio

nal

deve

lopm

ent f

or

acad

emy m

odel

4. E

stabl

ish st

ruct

ure

for s

choo

l lead

ers t

o wo

rk co

llabo

rativ

ely

with

instr

uctio

nal

staff

to de

term

ine t

he

focu

s for

prof

essio

nal

deve

lopm

ent o

ver a

n ex

tend

ed pe

riod o

f tim

e and

enga

ge

busin

ess a

nd

com

mun

ity pa

rtner

s in

plan

ning

pr

ofes

siona

l de

velo

pmen

t. Sc

hool

lea

ders

and t

each

ers

agre

e to i

ncor

pora

te

prof

essio

nal

deve

lopm

ent

activ

ities

into

in

divid

ual t

each

ers’

prof

essio

nal g

rowt

h pl

ans.

4. Th

e foc

us of

pr

ofes

siona

l de

velo

pmen

t is

dete

rmin

ed,

refle

cted

in

teac

hers

’ pr

ofes

siona

l gr

owth

plan

, and

a l

ong t

erm

plan

is

crea

ted.

4. Sc

hool

lead

ers,

instr

uctio

nal s

taff,

an

d bus

ines

s and

co

mm

unity

pa

rtner

s will

de

term

ine

prof

essio

nal

deve

lopm

ent

need

s

of ac

adem

y sta

ff an

d will

crea

te a

long

term

plan

that

id

entif

ies pr

imar

y, se

cond

ary,

and

terti

ary

prof

essio

nal

deve

lopm

ent

need

s.

4. Th

e pro

fess

iona

l de

velo

pmen

t plan

is

avail

able.

4. T

he

prof

essio

nal

deve

lopm

ent p

lan

is re

viewe

d for

im

plem

enta

tion

and i

mpa

ct an

d re

vise

d if

nece

ssar

y.

4. Th

e pro

fess

iona

l de

velo

pmen

t plan

is

avail

able

and

indi

cate

s im

plem

enta

tion

and i

mpa

ct.

4. Th

e pro

fess

iona

l de

velo

pmen

t plan

is

revie

wed f

or

impl

emen

tatio

n an

d effe

ctiv

enes

s an

d rev

ised i

f ne

cess

ary.

2.2.6.

Pro

fess

iona

l Co

mm

unity

of pr

actic

e ar

e exp

ande

d in s

uppo

rt of

acad

emy m

odel

2.2.7.

Impl

emen

tatio

n of

prof

essio

nal

deve

lopm

ent f

or

acad

emy m

odel

activ

ities

is ev

aluat

ed

for e

ffecti

vene

ss.

Crea

te an

d im

plem

ent

prof

essio

nal

deve

lopm

ent

activ

ities

for a

ll ac

adem

y lea

ders

hip

team

mem

bers

, ad

min

istra

tive s

taff,

an

d tea

cher

s to

parti

cipat

e in.

Thi

s pr

ofes

siona

l de

velo

pmen

t is

dire

ctly

linke

d to t

he

teac

hers

’ and

staf

f’s

daily

resp

onsib

ilitie

s an

d is i

nclu

ded i

n th

eir pe

rson

alize

d pr

ofes

siona

l gro

wth

plan

s. T

he

prof

essio

nal

deve

lopm

ent h

as th

e fe

atur

es de

scrib

ed in

Es

sent

ial P

racti

ce 1.

3. Es

tabl

ish/e

xpan

d str

uctu

re of

PLC

for

teac

hers

of co

re

acad

emic

and

electi

ve su

bjec

ts to

co

llabo

rate

and a

re

supp

orte

d with

co

mm

on pl

anni

ng

time a

nd pr

ofes

siona

l de

velo

pmen

t in o

rder

to

appl

y the

Ford

NG

L Tea

chin

g and

Le

arni

ng P

illar

s.

Prof

essio

nal

All a

cade

my s

taff

will b

e high

ly ef

fect

ive i

n the

ir da

ily

resp

onsib

ilitie

s to

ensu

re th

e de

liver

y of h

ighly

effe

ctiv

e in

struc

tion w

ithin

th

eir ac

adem

y. 10

0% of

targ

eted

te

ache

rs

effe

ctiv

ely ap

ply

the F

ord N

GL

Teac

hing

and

Lear

ning

Pill

ars.

High

quali

ty

prof

essio

nal

deve

lopm

ent

iden

tified

as

prim

ary w

ill be

pl

anne

d and

im

plem

ente

d. Sc

hedu

les fo

r co

mm

on pl

anni

ng

time a

re de

velo

ped

to al

low

teac

hers

tim

e to c

ollab

orat

e an

d gro

w th

roug

h a p

rofe

ssio

nal

learn

ing

com

mun

ity th

at

supp

orts

shar

ed

resp

onsib

ility

for

learn

ing a

nd

stude

nt su

cces

s.

Prof

essio

nal

deve

lopm

ent

docu

men

ts in

cludi

ng si

gn in

sh

eets

and

evalu

atio

ns ar

e av

ailab

le an

d ev

iden

ce of

ef

fect

ive

instr

uctio

n is

obse

rved

in

class

room

s.

Sche

dules

are

avail

able.

Te

ache

rs m

eet

regu

larly

with

th

eir co

llabo

rativ

e te

am to

supp

ort

each

othe

r and

the

succ

ess o

f all

stude

nts.

High

quali

ty

prof

essio

nal

deve

lopm

ent

iden

tified

as

seco

ndar

y will

be

plan

ned a

nd

impl

emen

ted.

Tea

cher

s use

stu

dent

data

to

dete

rmin

e the

ir ar

eas o

f ef

fect

iven

ess a

nd

area

s for

grow

th.

Prof

essio

nal

deve

lopm

ent

docu

men

ts in

cludi

ng si

gn in

sh

eets

and

evalu

atio

ns ar

e av

ailab

le an

d ev

iden

ce of

ef

fect

ive

instr

uctio

n is

obse

rved

in

class

room

s.

Colla

bora

tive t

eam

m

eetin

g age

ndas

an

d nex

t ste

p do

cum

ents

that

re

flect

stud

ent a

nd

teac

her n

eeds

(a

gend

as,

refle

ctio

ns, e

tc)

are a

vaila

ble.

High

quali

ty

prof

essio

nal

deve

lopm

ent

iden

tified

as

terti

ary w

ill be

pl

anne

d and

im

plem

ente

d. Te

ache

rs co

ntin

ue

to an

alyze

stud

ent

data

to de

term

ine

the e

ffecti

vene

ss

of in

struc

tiona

l de

liver

y and

to

dete

rmin

e pr

ofes

siona

l gr

owth

need

s.

de

velo

pmen

t fos

ters

th

e gro

wth o

f a

prof

essio

nal

com

mun

ity of

te

ache

rs un

ited

arou

nd a

shar

ed

resp

onsib

ility

for

their

own l

earn

ing

and t

heir

stude

nts’

succ

ess.

Deve

lop c

riter

ia fo

r sc

hool

lead

ers a

nd

teac

hers

to m

easu

re

the e

ffecti

vene

ss of

pr

ofes

siona

l de

velo

pmen

t ac

tiviti

es th

roug

h cla

ssro

om

obse

rvat

ions

, stu

dent

ac

hiev

emen

t dat

a, an

d tea

cher

s’,

stude

nts’,

and

busin

ess a

nd

com

mun

ity pa

rtner

s’ fe

edba

ck. E

valu

atio

n re

sults

are u

sed t

o re

asse

ss an

d rev

ise

prof

essio

nal

deve

lopm

ent p

lans.

Prof

essio

nal

deve

lopm

ent i

s re

vise

d bas

ed on

te

ache

r and

stu

dent

data

th

roug

h a

colla

bora

tive

proc

ess o

f all

stake

hold

ers.

Scho

ol st

aff a

nd

busin

ess a

nd

com

mun

ity

partn

ers

colla

bora

te to

de

term

ine a

cla

ssro

om

obse

rvat

ion t

ool

that

is al

igned

to

prof

essio

nal

deve

lopm

ent.

Scho

ol st

aff a

nd

busin

ess a

nd

com

mun

ity

partn

ers i

dent

ify

the s

tude

nt da

ta

that

will

be us

ed to

de

term

ine t

he

effe

ctiv

enes

s and

ne

eds o

f pr

ofes

siona

l de

velo

pmen

t.

Clas

sroo

m

obse

rvat

ion t

ools

are c

reat

ed.

Scho

ol le

ader

ship

an

d com

mun

ity

and b

usin

ess

partn

ers a

re

train

ed in

the u

se

of th

e clas

sroo

m

obse

rvat

ion t

ool.

St

uden

t dat

a tha

t is

indi

cativ

e of

teac

her

deve

lopm

ent i

s id

entif

ied.

Train

ed ob

serv

ers

visit

acad

emy

class

room

s and

us

e the

es

tabl

ished

walk

th

roug

h too

l to

gath

er ev

iden

ce of

th

e im

pact

pr

ofes

siona

l de

velo

pmen

t has

ha

d on c

lassr

oom

in

struc

tion.

Sc

hool

lead

ers a

nd

com

mun

ity an

d bu

sines

s par

tner

s ev

aluat

e stu

dent

da

ta to

dete

rmin

e th

e im

pact

pr

ofes

siona

l de

velo

pmen

t has

ha

d on c

lassr

oom

in

struc

tion.

Rev

ised

prof

essio

nal

deve

lopm

ent p

lan

Train

ed ob

serv

ers

visit

acad

emy

class

room

s and

us

e the

es

tabl

ished

walk

th

roug

h too

l to

gath

er ev

iden

ce of

th

e im

pact

pr

ofes

siona

l de

velo

pmen

t has

ha

d on c

lassr

oom

in

struc

tion.

Sc

hool

lead

ers a

nd

com

mun

ity an

d bu

sines

s par

tner

s ev

aluat

e stu

dent

da

ta to

dete

rmin

e th

e im

pact

pr

ofes

siona

l de

velo

pmen

t has

ha

d on c

lassr

oom

in

struc

tion.

Des

crip

tion

of t

acti

c Ta

ctic

1.

Sup

port

from

the

prin

cipa

l and

hig

h sc

hool

ad

min

istra

tion

Tact

ic

2. I

nstr

uctio

nal l

eade

rs

secu

re re

sour

ces t

o su

ppor

t pro

fess

iona

l de

velo

pmen

t. 3.

Sch

ool s

taff

lead

ersh

ip

and

supp

ort

4. P

rofe

ssio

nal

deve

lopm

ent n

eeds

are

as

sess

ed a

nd lo

ng-te

rm

plan

s are

thou

ghtfu

lly

mad

e.

T

arge

t

Who

is re

spon

sibl

e fo

r dev

elop

men

t of

tact

ics?

Popu

latio

n

Te

ache

rs

Car

eer r

esou

rce t

each

ers,

scho

ol le

ader

s,

com

mun

ity an

d bus

ines

s par

tner

s

T

arge

t

Who

is re

spon

sibl

e fo

r dev

elop

men

t of

tact

ics?

Popu

latio

n

Acad

emy

lead

ers a

nd

Sch

ool a

dmin

istra

tors

te

ache

rs

Sc

hool

adm

inist

rato

rs

C

aree

r res

ourc

e te

ache

rs

and

teac

hers

Teac

hers

Sch

ool a

dmin

istra

tors

and

care

er re

sour

ce

teac

hers

Des

crip

tion

Teac

her s

uppo

rt is

dete

rmin

ed an

d a su

ppor

t pl

an de

velo

ped.

Des

crip

tion

Instr

uctio

nal le

ader

s sec

ure f

inan

cial r

esou

rces

, tim

e and

expe

rtise

to su

ppor

t pro

fess

iona

l de

velo

pmen

t.

Teac

hers

and s

choo

l cou

nselo

rs ar

e des

ignat

ed

to pr

ovid

e lea

ders

hip a

nd su

ppor

t of s

tude

nt

parti

cipat

ion i

n aca

dem

ies. R

oles

for a

cade

my

leade

rshi

p and

staf

f sup

port

are c

learly

de

linea

ted,

and s

taff

has p

rofe

ssio

nal

deve

lopm

ent a

nd/o

r coa

chin

g to s

treng

then

sk

ills n

eede

d to f

ulfil

l the

se ro

les.

The f

ocus

of pr

ofes

siona

l dev

elopm

ent i

s de

term

ined

, ref

lecte

d in t

each

ers’

prof

essio

nal

grow

th pl

an, a

nd a

long

term

plan

is cr

eate

d.

Serv

ices

nee

ded

from

the

com

mun

ity

Colla

bora

tion i

n ana

lyzin

g sur

veys

to

dete

rmin

e nee

ded t

each

er su

ppor

t and

de

velo

ping

a pl

an th

at do

cum

ents

need

ed

supp

ort, t

he so

urce

of su

ppor

t, and

a tim

eline

for p

rovid

ing s

uppo

rt.

Serv

ices

nee

ded

from

the

com

mun

ity

Prof

essio

nal d

evelo

pmen

t sup

port

Lead

ersh

ip tr

ainin

g Co

mm

unity

/bus

ines

s par

tner

s to

colla

bora

te on

the d

evelo

pmen

t and

im

pact

of th

e plan

Pr

ofes

siona

l dev

elopm

ent t

rain

ers

5. O

ngoi

ng, s

usta

ined

, hi

gh-q

ualit

y pr

ofes

siona

l de

velo

pmen

t 6.

Pro

fess

iona

l co

mm

unity

7.

Im

plem

enta

tion

of

prof

essio

nal

deve

lopm

ent a

ctiv

ities

is

eval

uate

d fo

r ef

fect

iven

ess

Teac

hers

Acad

emy

adm

inist

rato

rs

Teac

hers

A

cade

my

adm

inist

rato

rs

Te

ache

rs a

nd

Aca

dem

y ad

min

istra

tors

st

uden

ts

All a

cade

my s

taff

will b

e high

ly ef

fecti

ve in

their

da

ily re

spon

sibili

ties t

o ens

ure t

he de

liver

y of

high

ly ef

fecti

ve in

struc

tion w

ithin

their

acad

emy.

Teac

hers

colla

bora

te to

effe

ctive

ly ap

ply t

he Fo

rd

NGL T

each

ing a

nd Le

arni

ng P

illar

s. Pr

ofes

siona

l dev

elopm

ent i

s rev

ised b

ased

on

teac

her a

nd st

uden

t dat

a thr

ough

a co

llabo

rativ

e pr

oces

s of a

ll sta

keho

lder

s.

None

Co

mm

unity

and b

usin

ess p

artn

ers t

o co

llabo

rate

on a

walk

thro

ugh t

ool,

iden

tify s

tude

nt da

ta m

easu

res,

and

cond

uct c

lassr

oom

visit

s.

2.

3 Ta

ctic

al P

lan

St

rand

Tea

m: S

trand

2 Co

mm

itte

e vi

sion

: High

scho

ol tr

ansfo

rmat

ion w

ill oc

cur u

sing t

he ac

adem

y mod

el.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an:

Grad

uatio

n and

Bey

ond –

Eve

ry st

uden

t gra

duat

es pr

epar

ed fo

r his

or he

r pos

tseco

ndar

y cho

ice –

for c

olleg

e or c

aree

r, an

d life

. (2

012-

2013

CDIP

Obj

ectiv

e 2)

Rela

ted

Esse

ntia

l Pra

ctic

e (e

nter

num

ber)

2.3

/Des

crip

tion

: Sch

ool-b

ased

instr

uctio

nal le

ader

s use

avail

able

reso

urce

s to m

axim

ize th

e stru

ctura

l ben

efits

of ac

adem

ies fo

r stu

dent

s and

teac

hers

.

Stra

tegy

/Fea

ture

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm o

utco

me

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

out

com

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m

Out

com

e Lo

ng-t

erm

ou

tcom

e m

easu

rem

ent

2.3.

1. B

lock

sc

hedu

ling.

Scho

ols m

axim

ize

instr

uctio

nal t

ime

thro

ugh t

he us

e of

bloc

k sch

edul

ing o

r ot

her f

lexib

le us

e of

time w

hile

also

prov

idin

g qua

lity

prof

essio

nal

deve

lopm

ent t

o en

sure

that

ex

pand

ed

Restr

uctu

re Fr

eshm

an cl

ass

sche

dule

base

d on b

lock

sc

hedu

ling

By 20

18, 1

00%

of al

l sc

hool

s/sc

hool

s of

study

utili

ze so

me f

orm

of

bloc

k sch

edul

ing t

o pr

ovid

e con

siste

nt

time/

supp

ort f

or cr

oss-

disc

iplin

e/CT

E pl

anni

ng

By th

e sta

rt of

2013

-20

14, a

ll pilo

t and

pa

rticip

atin

g sch

ools

will

utili

ze so

me f

orm

of

bloc

k sch

edul

ing t

o pr

ovid

e con

siste

nt

time/

supp

ort f

or cr

oss-

curr

icular

/CTE

plan

ning

-Sam

ple

Sche

dules

-C

aree

r Pa

thwa

y/De

clara

tion F

orm

s -IC

Id

entif

icatio

n -S

tude

nt

Prof

iles

and

Advi

sory

Sc

hedu

les (i

.e.

Scor

ecar

ds,

surv

eys,

etc.)

By ye

ar tw

o, 50

% of

all

scho

ols w

ill ut

ilize

som

e fo

rm of

bloc

k sch

edul

ing

to pr

ovid

e con

siste

nt

time/

supp

ort f

or cr

oss-

curr

icular

/CTE

plan

ning

-Sam

ple

Sche

dules

-C

aree

r Pa

thwa

y/De

clara

tion F

orm

s -IC

Id

entif

icatio

n -S

tude

nt

Prof

iles

and

Advi

sory

Sc

hedu

les (i

.e.

Scor

ecar

ds,

surv

eys,

etc.)

Ever

y stu

dent

gr

adua

tes

prep

ared

for

his o

r her

po

stsec

onda

ry

choi

ce- f

or

colle

ge or

ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

instr

uctio

nal t

ime

is us

ed m

ost

effe

ctiv

ely.

2.3.

2. F

inan

cial

re

sour

ces -

Scho

ol

leade

rs ar

e giv

en

auth

ority

to us

e fin

ancia

l res

ourc

es

in su

ppor

t of t

he

scho

ol’s

trans

form

atio

nal

instr

uctio

n ob

jectiv

es w

ithin

th

e aca

dem

ies.

Pr

ovid

e nec

essa

ry su

ppor

t sy

stem

s th

roug

h the

ef

fect

ive u

se of

fina

ncial

re

sour

ces t

o rein

forc

e ef

fect

ive b

lock

sche

dulin

g pr

omot

ing c

ross

-cu

rricu

lar/C

TE

plan

ning

/col

labor

atio

n (se

e vi

sual

for e

xam

ple -

so

phom

ore a

cade

my)

co

hort

com

mun

icatio

n re

sulti

ng in

an in

tegr

ated

cu

rricu

lum

, pro

mot

ing

rigor

/rele

vanc

e, an

d cr

eatin

g a se

nse o

f “sh

ared

stu

dent

s”

Al

l Sch

ools:

Ut

ilize

bloc

k sch

edul

ing

to pr

omot

e co

llabo

ratio

n bet

ween

CT

E an

d aca

dem

ic ar

ea

teac

hers

outsi

de of

the

com

mon

sche

dule

Polic

y Dev

elopm

ent

Sc

hedu

le Ex

ampl

es

Ef

fect

ive T

eam

ing

Visu

al

Addi

tiona

l tim

e for

PL

Cs/D

efin

e “W

hat

does

it ta

ke to

be

Care

er R

eady

” and

re

info

rce n

eed f

or

cros

s- cu

rricu

lar

plan

ning

By ye

ar tw

o, 50

% of

all

scho

ols w

ill ut

ilize

som

e fo

rm of

bloc

k sch

edul

ing

to pr

ovid

e con

siste

nt

time/

supp

ort f

or cr

oss-

curr

icular

/CTE

plan

ning

All S

choo

ls:

Utili

ze bl

ock

sche

dulin

g to

prom

ote

stude

nt

expo

sure

to

avail

able

CTE

path

ways

To in

crea

se th

e pe

rcen

t of

stude

nts

colle

ge or

ca

reer

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s en

rolle

d in a

Sc

hool

of St

udy

by 20

16

Pilo

t/Pa

rticip

atin

g Sch

ools:

Utili

ze bl

ock

sche

dulin

g to

prom

ote

colla

bora

tion

betw

een C

TE

and a

cade

mic

area

teac

hers

ou

tside

of th

e co

mm

on

sche

dule

Stra

tegy

/Fe

atur

e Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm o

utco

me

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m

Out

com

e Lo

ng-t

erm

ou

tcom

e m

easu

rem

ent

2.3.

3. C

ohor

t Sc

hedu

ling -

Sc

hool

lead

ers

insti

tute

and

prot

ect a

coho

rt sc

hedu

ling m

etho

d to

incr

ease

the

instr

uctio

nal t

ime

for t

each

ers a

nd

stude

nts i

n a

desig

nate

d ac

adem

y

Deve

lop a

nd fa

cilita

te

orien

tatio

n/

train

ing f

or ad

min

istra

tors

pr

omot

ing a

n un

ders

tand

ing r

egar

ding

th

e im

pact

of co

hort

sche

dulin

g on s

tude

nt

achi

evem

ent

-# of

adm

inist

rato

rs in

at

tend

ance

- B

y the

star

t of 2

013-

2014

, 10%

of st

uden

ts in

a Sc

hool

of St

udy w

ill

take

Coh

ort C

ours

es

wher

e at l

east

10%

of

the s

tude

nts i

n the

Co

hort

Cour

se be

long

to

the s

ame S

choo

l of

Stud

y. Fu

rther

, we w

ant

Coho

rt St

uden

ts to

take

10

% of

their

cour

ses

-Tar

get p

ilot a

nd

parti

cipat

ing

adm

inist

rato

rs

-Esta

blish

sy

stem

/res

ourc

es to

ad

dres

s tac

tics 2

-4

-Pro

vide

Coh

ort V

isual

w/cle

ar de

finiti

ons

Com

pare

nu

mbe

r of

adm

inist

rato

rs

train

ed in

co

hort

sche

dulin

g ag

ainst

prev

ious

year

Co

mpa

re

num

ber o

f stu

dent

s sc

hedu

led

All a

dmin

istra

tors

pa

rticip

ate i

n or

ienta

tion/

train

ing

By ye

ar tw

o, 50

% of

stu

dent

s in a

Scho

ol

of St

udy w

ill ta

ke

Coho

rt Co

urse

s wh

ere a

t lea

st 50

%

of th

e stu

dent

s in

the C

ohor

t Cou

rse

belo

ng to

the s

ame

Scho

ol of

Stud

y.

Furth

er, w

e wan

t

Com

pare

num

ber

of ad

min

istra

tors

tra

ined

in co

hort

sche

dulin

g aga

inst

prev

ious

perio

d Co

mpa

re nu

mbe

r of

stud

ents

sche

duled

again

st pr

evio

us pe

riod

Ever

y stu

dent

gr

adua

tes

prep

ared

for

his o

r her

po

stsec

onda

ry c

hoice

- for

co

llege

or

care

er, a

nd

life.

(201

2-13

CD

IP

Objec

tive 2

)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

with

the C

ohor

t in

grad

es 10

-11

-100

% of

acad

emies

en

gage

in co

hort

sche

dulin

g by e

nd of

20

18

again

st pr

evio

us ye

ar

Coho

rt St

uden

ts to

ta

ke 50

% of

their

co

urse

s with

the

Coho

rt in

grad

es 10

-11

stude

nts c

olleg

e or

care

er re

ady

from

51.3%

in

2013

to 72

.4%

in 20

16

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s en

rolle

d in a

Sc

hool

of St

udy

by 20

16

Prov

ide n

eces

sary

supp

ort

syste

ms t

hrou

gh th

e ef

fect

ive u

se of

fina

ncial

re

sour

ces t

o rein

forc

e ef

fect

ive c

ohor

t sch

edul

ing

and a

ddre

ss m

yriad

ch

allen

ges

Po

licy D

evelo

pmen

t

Coun

selo

r Tra

inin

g

Sche

dule

Exam

ples

Di

strict

Pol

icy

Deve

lope

d

Pilo

t/Pa

rticip

atin

g co

unse

lors

rece

ive

train

ing/

orien

tatio

n

Docu

men

tatio

n of

polic

y Do

cum

enta

tion

of co

unse

lor

train

ing a

nd

level

of

parti

cipat

ion

All J

CPS c

ouns

elors

pa

rticip

ate i

n or

ienta

tion/

train

ing

Docu

men

tatio

n of

coun

selo

r tra

inin

g an

d lev

el of

pa

rticip

atio

n

Deve

lop a

clea

r co

mm

unica

tion s

yste

m to

sh

are e

xpec

tatio

ns an

d im

pact

of co

hort

sche

dulin

g wi

th fa

mili

es an

d stu

dent

s

Ev

ery s

tude

nt

selec

ts a C

aree

r Pa

thwa

y by e

nd of

fre

shm

an ye

ar

De

velo

p stu

dent

lea

ders

hip t

eam

s

Pare

nt –

Guar

dian

Or

ienta

tion

Ac

cess

to R

esea

rch

Pilo

t/Pa

rticip

atin

g Sc

hool

s:

Sche

dule

Fam

ily

Orien

tatio

n

Deve

lop

leade

rshi

p tea

ms

for e

ach a

cade

my

Up

date

scho

ol

webs

ites

Docu

men

tatio

n of

Fam

ily

orien

tatio

n and

lev

el of

pa

rticip

atio

n Do

cum

enta

tion

of st

uden

t lea

ders

hip

team

s and

leve

l of

parti

cipat

ion

Docu

men

tatio

n of

upda

ted

scho

ol w

ebsit

es

All s

choo

ls:

Sc

hedu

le Fa

mily

Or

ienta

tion

De

velo

p lea

ders

hip t

eam

s fo

r eac

h aca

dem

y

Upda

te sc

hool

we

bsite

s

Docu

men

tatio

n of

Fam

ily or

ienta

tion

and l

evel

of

parti

cipat

ion

Docu

men

tatio

n of

stude

nt le

ader

ship

te

ams a

nd le

vel o

f pa

rticip

atio

n Do

cum

enta

tion o

f up

date

d sch

ool

webs

ites

Deve

lop a

nd fa

cilita

te

sess

ions

to in

form

and

supp

ort t

each

ers w

ith

coho

rt sc

hedu

ling (

i.e. n

eed

for s

choo

l of s

tudy

PLC

s, et

c.) a

nd re

info

rce a

n in

tegr

ated

curr

iculu

m

AC

T su

ppor

t

Addi

tiona

l tim

e for

PL

Cs/D

efin

e “W

hat

does

it ta

ke to

be

Care

er R

eady

” and

re

info

rce n

eed f

or

cros

s- cu

rricu

lar

plan

ning

Pilo

t/Pa

rticip

atin

g Sc

hool

s:

Prov

ide o

ppor

tuni

ties

for

CTE

and a

cade

mic

area

com

mon

pl

anni

ng/c

onve

rsat

ions

Docu

men

tatio

n of

teac

her

plan

ning

sc

hedu

les

All s

choo

ls:

Pr

ovid

e op

portu

nitie

s for

CT

E an

d ac

adem

ic ar

ea

com

mon

pl

anni

ng/c

onve

rsa

tions

Docu

men

tatio

n of

teac

her p

lanni

ng

sche

dules

St

rate

gy/F

eatu

re

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

out

com

e Sh

ort-

term

ou

tcom

e m

easu

rem

ent

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m

Out

com

e Lo

ng-t

erm

ou

tcom

e m

easu

rem

ent

2.3.

4. E

ffect

ive

Team

s - Sc

hool

lea

ders

mak

e it a

pr

iorit

y to e

nsur

e th

at te

ache

r tea

ms

have

suffi

cient

tim

e, an

d sup

port

for p

rodu

ctive

use

of th

is tim

e, to

co

llabo

rate

on

proj

ects

and

disc

uss s

tude

nts’

prog

ress

and

need

s.

Crea

te a

team

plan

ning

sc

hedu

les pr

omot

ing t

he

effe

ctiv

e use

of da

ta to

de

term

ine C

aree

r Rea

dine

ss

(i.e.

Wor

k Key

s if h

aven

’t m

eet b

ench

mar

k, Da

shbo

ard r

eview

, CT

E/cr

oss-c

urric

ular

co

llabo

ratio

n to d

eter

min

e ne

xt st

ep/in

terv

entio

ns)

Cr

eate

Sam

ple

Sche

dules

/Em

bedd

ed

Agen

das

Ef

fect

ive T

eam

ing

Visu

al

Stud

ents/

Scho

ol

Dash

boar

d Dat

a

All a

cade

mies

enga

ge in

ef

fect

ive t

eam

pl

anni

ng/c

ollab

orat

ion

for c

ross

-curr

icular

les

son d

evelo

pmen

t and

di

scus

sion o

f ind

ividu

al stu

dent

lear

ning

str

ateg

ies

By th

e sta

rt of

2013

-20

14, a

ll pilo

t and

pa

rticip

atin

g sch

ools

will

prov

ide c

onsis

tent

tim

e/su

ppor

t for

cros

s-cu

rricu

lar /C

TE pl

anni

ng

Docu

men

tatio

n of

teac

her

plan

ning

sc

hedu

les an

d ag

enda

s fro

m

acad

emy t

eam

pl

anni

ng

sess

ions

Docu

men

tatio

n of

sche

dules

, da

shbo

ard,

embe

dded

ag

enda

s, an

d te

amin

g visu

als

By ye

ar tw

o, 50

% of

all

scho

ols p

rovid

e co

nsist

ent

time/

supp

ort f

or

cros

s-cur

ricul

ar/C

TE

plan

ning

All J

CPS

adm

inist

rato

rs

parti

cipat

e in

orien

tatio

n/tra

inin

g on

effe

ctiv

e tea

min

g fo

r stu

dent

ac

hiev

emen

t en

hanc

emen

t

Docu

men

tatio

n of

ad

min

istra

tors

be

ing t

rain

ed in

ef

fect

ive

sche

dulin

g for

pl

anni

ng an

d co

llabo

ratio

n

Note

: By

year

thre

e of

mas

ter p

lan,

100%

of

scho

ols p

rovid

e co

nsist

ent

time/

supp

ort

for c

ross

-di

scip

line/

CTE

plan

ning

Ever

y stu

dent

gr

adua

tes

prep

ared

for

his o

r her

po

stsec

onda

ry

choi

ce- f

or

colle

ge or

ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To

incr

ease

gr

adua

tion r

ate

from

76.5%

in

2013

to 83

.7%

in 20

16

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

stude

nts

colle

ge or

ca

reer

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s en

rolle

d in a

Sc

hool

of St

udy

by 20

16

Prov

ide n

eces

sary

supp

ort

syste

ms

thro

ugh t

he

effe

ctiv

e coh

ort s

ched

ulin

g pr

omot

ing c

ross

-cu

rricu

lar/C

TE

plan

ning

/col

labor

atio

n (se

e vi

sual

for e

xam

ple -

so

phom

ore a

cade

my)

Po

licy D

evelo

pmen

t

Sche

dule

Exam

ples

Effe

ctiv

e Tea

min

g Vi

sual

Di

strict

Pol

icy

Deve

lope

d

Pilo

t/Pa

rticip

atin

g ad

min

istra

tors

re

ceiv

e tra

inin

g/or

ienta

tion

Docu

men

tatio

n of

polic

ies

crea

ted a

nd

agen

das f

rom

tra

inin

g for

ad

min

istra

tors

All J

CPS

adm

inist

rato

rs

parti

cipat

e in

orien

tatio

n/tra

inin

g

Docu

men

tatio

n of

agen

das f

rom

tra

inin

g for

ad

min

istra

tors

Des

crip

tion

of t

acti

c Ta

rget

Pop

ulat

ion

All c

ertif

ied st

aff

St

uden

ts en

gage

d in

Care

er P

athw

ay

Fr

eshm

an A

cade

my

Expe

cted

Dat

es of

Impl

emen

tatio

n On

goin

g beg

inni

ng 20

12-2

013 a

nd

diffe

rent

iated

base

d on S

choo

ls of

Stud

y, te

ache

r cap

acity

, and

stud

ent n

eed.

Desc

riptio

n Bl

ock S

ched

ulin

g De

velo

p and

facil

itate

clea

r com

mun

icatio

n sy

stem

s to s

hare

expe

ctat

ions

, rec

ogni

ze th

e va

lue,

and i

mpl

emen

t effe

ctiv

e pra

ctice

s re

gard

ing b

lock

sche

dulin

g res

ultin

g in a

ll stu

dent

s gra

duat

ing p

repa

red.

Co

hort

Sche

dulin

g De

velo

p and

facil

itate

clea

r com

mun

icatio

n sy

stem

s to s

hare

expe

ctat

ions

, rec

ogni

ze th

e va

lue,

and i

mpl

emen

t effe

ctiv

e pra

ctice

s re

gard

ing c

ohor

t sch

edul

ing r

esul

ting i

n all

stude

nts g

radu

atin

g pre

pare

d. Ef

fect

ive T

eam

s Pr

ovid

e nec

essa

ry su

ppor

t sys

tem

s th

roug

h th

e effe

ctive

use o

f fin

ancia

l res

ourc

es, te

am

supp

ort, a

nd us

e of d

ata r

einfo

rcin

g cro

ss-

curr

icular

/CTE

plan

ning

/col

labor

atio

n re

sulti

ng in

a se

nse o

f “sh

ared

stud

ents”

Serv

ices n

eede

d fro

m th

e com

mun

ity

Rigo

rous

, rele

vant

oppo

rtuni

ties p

rovid

ed by

com

mun

ity

partn

ers e

nhan

cing t

he cu

rren

t lev

el of

expe

rtise

rega

rdin

g co

nten

t and

prac

tice f

or al

l mem

bers

of th

e tea

cher

coho

rts

resu

lting

in in

crea

sed s

tude

nt ac

hiev

emen

t.

FO

RD N

GL S

tran

d 2

Esse

ntia

l Pra

ctic

e 2.

4 Co

mm

itte

e vi

sion

/goa

l: Al

l sch

ools

are

sta

ffed,

res

ourc

ed, a

nd e

quip

ped

to s

uppo

rt s

tude

nt n

eeds

. Par

ents

, com

mun

ity,

and

par

tner

s en

rich

stud

ents

’ edu

cati

onal

exp

erie

nces

and

su

ppor

t the

ir s

ucce

ss.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an:

All s

choo

ls a

re s

taffe

d, r

esou

rced

, and

equ

ippe

d to

sup

port

stu

dent

nee

ds. P

aren

ts, c

omm

unity

, and

par

tner

s en

rich

st

uden

ts’ e

duca

tion

al e

xper

ienc

es a

nd s

uppo

rt th

eir

succ

ess.

R

elat

ed E

ssen

tial

Pra

ctic

e 2.

4: S

choo

l dis

tric

ts a

nd s

choo

ls s

hare

res

pons

ibili

ty fo

r m

easu

ring

succ

ess.

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e Sh

ort-

term

ou

tcom

e m

easu

rem

ent

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m

Out

com

e Lo

ng-t

erm

ou

tcom

e m

easu

rem

ent

2.4.1.

Dist

rict l

eade

rshi

p m

onito

rs im

plem

enta

tion

by re

gular

ly ev

aluat

ing

Evalu

ate

effe

ctiv

enes

s of

scho

ols o

f stu

dy

JCPS

selec

ts or

cr

eate

s an

evalu

atio

n too

l tha

t

Scho

ol ap

prov

es

mod

el to

sta

ndar

dize

Scho

ol bo

ard

appr

oval

of

The e

valu

atio

n to

ol is

used

to

gath

er ba

selin

e

Evalu

atio

n dat

a is

avail

able

and

repo

rted t

o all

Distr

ict le

ader

s re

gular

ly ev

aluat

e sc

hool

s of s

tudy

To in

crea

se

grad

uatio

n rat

e

each

scho

ol of

stud

y usin

g th

e Nat

iona

l Sta

ndar

ds of

Pr

actic

e def

ined

by th

e Na

tiona

l Car

eer A

cade

my

Coali

tion.

2.4

.2. E

valu

atio

n of

scho

ols o

f stu

dy

effe

ctiv

enes

s and

stud

ent

succ

ess

by di

strict

lea

ders

hip a

nd

com

mun

ity

repr

esen

tativ

es

usin

g the

Na

tiona

l St

anda

rds o

f Pr

actic

e.

Ado

pt a

trans

pare

nt

syste

m of

pr

ogre

ss

mon

itorin

g tha

t gu

ides

scho

ols o

f stu

dy le

ader

ship

th

roug

h a pr

oces

s of

self-

evalu

atio

n.

mea

sure

s aca

dem

y ef

fect

iven

ess a

nd

inclu

des a

tim

eline

an

d com

mun

icatio

n pl

an fo

r all

stake

hold

ers.

acad

emy

evalu

atio

ns

thro

ugho

ut th

e di

strict

.

evalu

atio

n too

l an

d tim

eline

Pu

blic

com

mun

icatio

n pl

an in

plac

e

data

and f

eedb

ack

is pr

ovid

ed to

the

scho

ols o

f stu

dy

leade

rs.

stake

hold

ers

thro

ugh a

varie

ty

of w

ays i

nclu

ding

ele

ctro

nica

lly.

impl

emen

tatio

n an

d mod

ify

aspe

cts o

f the

pr

ogra

m to

ac

hiev

e con

tinua

l im

prov

emen

t. JC

PS w

ill of

fer a

wi

de ra

nge o

f lea

rnin

g op

portu

nitie

s lo

cate

d in t

he hi

gh

scho

ol an

d wid

er

com

mun

ity

thro

ugh t

he

scho

ols o

f stu

dy

mod

el.

Grad

uate

on ti

me

Redu

ce re

tent

ion

Mee

t Col

lege

read

y ben

chm

arks

an

d/or

grad

uate

ca

reer

read

y At

tend

ance

rate

Di

scip

line

refe

rrals

from

76.5%

in

2013

to 83

.7% in

20

16

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

stude

nts c

olleg

e or

care

er re

ady

from

51.3%

in

2013

to 72

.4% in

20

16

To ha

ve al

l stu

dent

s at t

he 5-

Star

Scho

ols

enro

lled i

n a

Scho

ol of

Stud

y by

2016

Mon

itor t

he

quan

titat

ive

impa

ct of

scho

ols

of st

udy

impl

emen

tatio

n on

stud

ent s

ucce

ss

by us

ing m

ultip

le m

easu

res o

f sc

hool

s of s

tudy

ef

fect

iven

ess

A do

cum

ente

d and

pu

blicl

y co

mm

unica

ted p

lan

that

assu

res

cont

inuo

us

impr

ovem

ent i

n stu

dent

resu

lts

base

d on t

he

follo

wing

indi

cato

rs:

atte

ndan

ce,

enga

gem

ent,

disc

iplin

ary

refe

rrals

, clas

s gr

ades

, sta

ndar

dize

d and

ta

rget

ed

asse

ssm

ents,

re

tent

ion,

CCR

rate

s, gr

adua

tion,

and

feed

back

from

key

stake

hold

ers.

Base

line d

ata

from

outp

ut

indi

cato

rs w

ill be

co

mpi

led an

d in

term

ediat

e ou

tcom

e goa

ls se

t.

Indi

cato

r dat

a fro

m In

finite

Ca

mpu

s and

CA

SCAD

E is

orga

nize

d and

av

ailab

le.

Data

from

outp

ut

indi

cato

rs w

ill be

co

llect

ed an

d co

mpa

red t

o ba

selin

e dat

a and

lo

ng-te

rm

outco

me

mea

sure

men

ts se

t. Ad

justm

ents

to th

e con

tinuo

us

impr

ovem

ent p

lan

will b

e mad

e ba

sed o

n id

entif

ied ne

eds.

Cur

rent

indi

cato

r da

ta fr

om In

finite

Ca

mpu

s and

CA

SCAD

E is

orga

nize

d and

av

ailab

le.

2.4

.3.

Data

Lite

racy

for

instr

uctio

nal im

prov

emen

t

Co

ntin

uous

use o

f da

ta an

d res

earc

h wi

ll mod

ify an

d im

prov

e in

struc

tiona

l pr

actic

e and

pr

ofes

siona

l lea

rnin

g prio

rities

wh

ich w

ill be

co

mm

unica

ted t

o all

stak

ehol

ders

.

Distr

ibut

e stu

dent

pe

rform

ance

data

an

d res

earc

h to

scho

ols t

o de

term

ine

instr

uctio

nal

need

s and

deve

lop

a plan

for

prof

essio

nal

learn

ing

oppo

rtuni

ties.

Mon

itor a

nd

com

mun

icate

pr

ogre

ss to

all

stake

hold

ers

thro

ugh a

varie

ty

of m

eans

in

cludi

ng

elect

roni

cally

.

Scho

ols w

ill us

e stu

dent

pe

rform

ance

data

an

d res

earc

h to

info

rm in

struc

tiona

l pr

actic

e and

guid

e pr

ofes

siona

l lea

rnin

g op

portu

nitie

s.

Data

will

be

mon

itore

d and

pr

ogre

ss

com

mun

icate

d to a

ll sta

keho

lder

s in a

va

riety

of m

eans

in

cludi

ng

elect

roni

cally

Colle

ct an

d an

alyze

all

stude

nt

perfo

rman

ce da

ta

(atte

ndan

ce,

enga

gem

ent,

disc

iplin

ary

refe

rrals

, clas

s gr

ades

, sta

ndar

dize

d and

ta

rget

ed

asse

ssm

ents,

re

tent

ion,

CCR

rate

s, gr

adua

tion,

and f

eedb

ack

from

key

stake

hold

ers)

as

base

line d

ata a

nd

use t

he da

ta to

ga

ther

rese

arch

to

impr

ove

instr

uctio

nal

prac

tice.

Pe

rform

ance

da

ta, r

esea

rch,

and i

nstru

ction

al ch

ange

s will

be

com

mun

icate

d to

all st

akeh

olde

rs.

Base

line d

ata a

nd

rese

arch

will

be

avail

able.

Cont

inuo

us

analy

sis an

d use

of

data

will

de

term

ine n

eede

d pr

ofes

siona

l lea

rnin

g op

portu

nitie

s and

im

prov

e in

struc

tiona

l pr

actic

e.

A co

mpa

rison

of

shor

t ter

m

perfo

rman

ce da

ta

to in

term

ediat

e pe

rform

ance

data

wi

ll be a

vaila

ble.

Des

crip

tion

of t

acti

c Ta

ctic

1.

Mon

itorin

g and

ev

aluat

ing s

choo

ls of

stud

y us

ing N

atio

nal S

tand

ards

of

Prac

tice

2. E

valu

atio

n of s

choo

ls of

stu

dy ef

fecti

vene

ss an

d stu

dent

succ

ess

3. D

ata

Lite

racy

for

inst

ruct

iona

l im

prov

emen

t

Targ

et P

opul

atio

n

Who

is r

espo

nsib

le fo

r th

e

dev

elop

men

t of t

he ta

ctic

s?

JCPS

Supe

rinte

ndan

t

N

ame:

Stra

nd Le

ader

Ch

ief A

cade

mic

Offic

er

Ti

tle: S

trand

Lead

er

Post-

seco

ndar

y rep

s.,

JCPS

Foun

datio

n,

E

xpec

ted D

ates

of

Gove

rnm

ent l

eade

rs,

Impl

emen

tatio

n: 12

/13

Com

mun

ity m

embe

rs

JCPS

Lead

ers

Nam

e: St

rand

Lead

er

Scho

ols o

f Stu

dy P

rincip

als T

itle:

Stra

nd Le

ader

Sc

hool

s of S

tudy

Tea

cher

s St

uden

ts

E

xpec

ted D

ates

of

Com

mitt

ee m

embe

rs

Impl

emen

tatio

n: E

nd of

Bu

sines

s & C

omm

unity

each

scho

ol ye

ar

Lead

ers

Post-

seco

ndar

y Par

tner

s Di

strict

Lead

ersh

ip

N

ame:

Stra

nd Le

ader

Co

mm

ittee

mem

bers

Ti

tle: S

trand

Lead

er

Busin

ess C

omm

unity

E

xpec

ted D

ates

of

leade

rs

Impl

emen

tatio

n: E

nd of

Post-

seco

ndar

y par

tner

s e

ach s

choo

l yea

r

Des

crip

tion

1. M

onito

r the

effe

ctive

ness

of sc

hool

s of

study

usin

g an e

valu

atio

n too

l and

co

mm

unica

te ef

fect

iven

ess t

o the

co

mm

unity

. M

onito

r the

quan

titat

ive i

mpa

ct of

scho

ols

of st

udy e

ffect

iven

ess o

n stu

dent

succ

ess

usin

g mul

tiple

mea

sure

s. Co

ntin

uous

use o

f dat

a and

rese

arch

will

m

odify

and i

mpr

ove i

nstru

ctio

nal p

ract

ice

and p

rofe

ssio

nal le

arni

ng pr

iorit

ies w

hich

wi

ll be c

omm

unica

ted t

o all s

take

hold

ers.

Serv

ices

nee

ded

from

the

com

mun

ity

Feed

back

from

com

mun

ity pa

rtner

s on t

he ev

aluat

ion t

ool

and t

imeli

ne pr

ior t

o JCB

E ap

prov

al

JCPS

Com

mun

icatio

ns D

ept. c

omm

unica

tes t

he pl

an to

all

stake

hold

ers

JC

PS Fo

unda

tion i

s pro

vided

with

com

mun

icatio

n upd

ates

an

d pro

vide

s fee

dbac

k

Com

mun

ity pa

rtner

s eng

age i

n dat

a ana

lysis

and p

rovi

de

feed

back

Com

mun

ity is

prov

ided

with

succ

esse

s of s

choo

ls of

stud

y JC

PS le

ader

ship

and c

omm

unity

grou

ps co

mpa

re ba

selin

e dat

a to

mea

sure

men

ts to

reco

mm

end a

djus

tmen

ts Ex

tern

ship

partn

ers,

Care

er T

ech E

duca

tors

, Bus

ines

s Com

mun

ity

Partn

ers a

nd P

ost-s

econ

dary

partn

ers a

nalyz

e qua

ntita

tive i

mpa

ct

on st

uden

t suc

cess

, det

erm

ine p

rofe

ssio

nal le

arni

ng ne

eds,

and

prov

ide p

rofe

ssio

nal le

arni

ng op

portu

nitie

s for

scho

ols o

f stu

dy

staff.

FORD

NGL

Str

and

2.5

Com

mit

tee

visi

on/g

oal:

High

scho

ol tr

ansfo

rmat

ion w

ill oc

cur u

sing t

he ac

adem

y mod

el.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: G

radu

atio

n and

Bey

ond-

Eve

ry st

uden

t gra

duat

es pr

epar

ed fo

r his

or he

r pos

tseco

ndar

y cho

ice- f

or co

llege

or ca

reer

, and

life.

(2

012-

13 CD

IP O

bjec

tive 2

) Re

late

d Es

sent

ial P

ract

ice

(ent

er n

umbe

r) 2

.5

Des

crip

tion

: The

scho

ol di

strict

activ

ely su

ppor

ts an

d hol

ds le

ader

s acc

ount

able

for h

igh sc

hool

tran

sform

atio

n usin

g the

acad

emy m

odel.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

(1 y

r- 2

014)

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e (2

yr-

2015

)

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e (3

yr-

201

6)

Long

-ter

m

outc

ome

mea

sure

men

t 2.5

.1. D

evelo

p inc

reas

ed

level

of su

ppor

t for

sc

hool

s of s

tudy

from

th

e Boa

rd of

Edu

catio

n an

d the

Supe

rinte

nden

t.

Supp

ort a

nd th

e se

tting

of cl

ear

expe

ctat

ions

for t

he

impl

emen

tatio

n of

this

plan

in su

ppor

t of

the D

istric

t St

rate

gic P

lan; V

ision

20

15 w

ill be

pr

ovid

ed by

the

Boar

d of E

duca

tion

and S

uper

inte

nden

t. Do

cum

enta

tion o

f th

is ta

ctic w

ill in

clude

sc

hool

boar

d m

inut

es, a

gend

as,

pres

s rele

ases

and

polic

ies re

lated

to

supp

ort f

or sc

hool

s of

study

(car

eer

path

ways

).

Surv

eys o

f sch

ool

boar

d mem

bers

in

dica

te th

at at

lea

st 75

% su

ppor

t th

e sch

ools

of

study

mod

el.

Surv

eys o

f dist

rict

curr

icula

adm

inist

ratio

n in

dica

te 10

0%

supp

ort t

he

care

er ac

adem

y m

odel.

The D

istric

t and

sc

hool

s ado

pt

scho

ols o

f stu

dy as

th

e mod

el fo

r sc

hool

tra

nsfo

rmat

ion a

nd

indi

cate

that

in th

e CD

IP.

The

Supe

rinte

nden

t an

d the

JCBE

ac

cept

the r

esul

ts of

the 5

scho

ol

pilo

ts an

d ex

pand

im

plem

enta

tion t

o th

e ear

ly ad

opte

rs.

100%

of st

uden

ts

enro

lled i

n a pi

lot

or

early

adop

ter

scho

ol

will d

eclar

e a

majo

r.

Distr

ict co

urse

of

ferin

gs an

d te

ache

r and

stu

dent

sche

dules

re

flect

supp

ort o

f th

e sch

ools

of

study

. SB

DM po

licies

re

flect

adop

tion o

f sc

hool

s of s

tudy

. 10

0% of

stud

ents

enro

lled i

n a pi

lot

or ea

rly ad

opte

r sc

hool

decla

re a

majo

r.

Scho

ol an

d Dist

rict

com

mun

ity

outre

ach a

nd

mar

ketin

g do

cum

ents

refle

ct

a shi

ft to

ward

im

plem

enta

tion o

f th

e sch

ools

of

study

. Th

e bud

get

supp

orts

scho

ols

of st

udy.

Sp

ecial

ists p

rovid

e pr

ofes

siona

l de

velo

pmen

t to

supp

ort

impl

emen

tatio

n of

scho

ols o

f stu

dy.

Com

mun

ity

mem

bers

de

mon

strat

e su

ppor

t thr

ough

tim

e, re

sour

ces,

and e

xper

ientia

l lea

rnin

g op

portu

nitie

s.

Ther

e is

docu

men

tatio

n of

outre

ach m

eetin

gs

with

com

mun

ity

stake

hold

ers,

(PTA

, GLI

, Rot

ary,

HR G

roup

, Le

ader

ship

Lo

uisv

ille,

Focu

s Lo

uisv

ille,

etc.)

m

arke

ting

mat

erial

s, an

d Sh

owca

se of

Sc

hool

disp

lays.

Sc

hool

s will

im

plem

ent s

choo

ls of

stud

y and

en

sure

ever

y stu

dent

decla

res a

m

ajor.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

he

r pos

t-se

cond

ary c

hoice

fo

r col

lege o

r ca

reer

, and

life

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

stude

nts c

olleg

e or

care

er re

ady f

rom

51

.3% in

2013

to

72.4%

in 20

16

To ha

ve al

l stu

dent

s at t

he 5-

Star

Scho

ols

enro

lled i

n a

Scho

ol of

Stud

y by

2016

2.5.2.

Dist

rict

cent

raliz

es

adm

inist

ratio

n of h

igh

scho

ol tr

ansfo

rmat

ion

base

d on s

choo

ls of

stu

dy.

2.5.3.

Dist

rict p

rovi

des

supp

ort f

or sc

hool

s of

study

fund

ing,

facil

ities

, eq

uipm

ent, a

nd

mat

erial

s 2.5

.4. D

istric

t pro

vide

s fu

ndin

g for

scho

ols o

f stu

dy m

odel

thro

ugh

focu

sed f

undi

ng st

ream

s 2.5

.5. S

tude

nts

trans

ition

seam

lessly

fro

m el

emen

tary

to

mid

dle s

choo

l thr

ough

hi

gh sc

hool

to po

st-se

cond

ary a

nd ca

reer

s

Req

uest

that

the

supe

rinte

nden

t sele

ct

a sin

gle po

int o

f co

ntac

t for

the

initi

ativ

e by s

trand

te

am le

ader

s Su

ppor

t for

scho

ols

of st

udy o

ccur

s afte

r co

mpl

etio

n of n

eeds

as

sess

men

t of

facil

ities

, equ

ipm

ent

and m

ater

ials a

nd th

e de

velo

pmen

t of

distr

ict pl

an.

Distr

ict id

entif

ies

loca

l, sta

te, fe

dera

l an

d ext

erna

l fun

ding

so

urce

s to s

uppo

rt fu

ndin

g sch

ools

of

study

Ca

reer

plan

ning

is

adop

ted a

nd us

ed to

im

prov

e the

tra

nsiti

on fr

om

mid

dle s

choo

l to h

igh

scho

ol.

The

Supe

rinte

nden

t se

lects

and n

ames

th

e poi

nt of

co

ntac

t. Th

e sin

gle po

int o

f co

ntac

t for

sc

hool

s of s

tudy

in

itiat

ive i

s id

entif

ied an

d m

ade p

ublic

. Al

l aca

dem

y fa

ciliti

es

equi

pmen

t and

m

ater

ials a

re

fund

ed.

Fund

ing s

ourc

es

are f

ocus

ed fo

r sc

hool

s of s

tudy

m

odel

Stud

ents

have

a fo

cus a

nd pu

rpos

e fo

r the

ir ed

ucat

ion.

Sing

le po

int o

f co

ntac

t for

scho

ols

begin

s ove

rsigh

t re

spon

sibili

ties.

Prio

ritize

d list

of

supp

ort n

eeds

is

deve

lope

d Bu

dget

s are

ap

prop

riate

d P

ilot a

nd ea

rly

adop

ter h

igh

scho

ols c

ollab

orat

e wi

th fe

eder

mid

dle

scho

ols t

o dev

elop

a car

eer s

tudy

tra

nsiti

on pl

an fo

r all

mid

dle s

choo

l stu

dent

s.

Boar

d age

nda

Pres

s rele

ases

Do

cum

enta

tion o

f su

ppor

t plan

for

acad

emies

Do

cum

enta

tion o

f bu

dget

ap

prop

riatio

n Al

l pilo

t/ea

rly

adop

ters

and t

heir

feed

er sc

hool

s ha

ve a

trans

ition

pl

an in

plac

e.

Poin

t of c

onta

ct

iden

tifies

ad

ditio

nal s

choo

l di

strict

pers

onne

l an

d con

nects

them

to

their

role

in th

e ta

ctica

l plan

. Fu

ndin

g is s

ecur

ed

to m

eet p

riorit

ized

need

s

Bu

dget

s are

ou

tline

d in d

istric

t an

d sch

ool b

udge

t do

cum

ents

All h

igh sc

hool

s co

llabo

rate

with

th

eir fe

eder

m

iddl

e sch

ool

stude

nts t

o de

velo

p a ca

reer

pl

an/I

LP.

Dist

rict

com

mun

icatio

n id

entif

ies

pers

onne

l and

the

role

to w

hich

they

ar

e ass

igned

. Do

cum

enta

tion o

f ap

prop

riate

d bu

dget

item

s Al

loca

tion f

unds

ar

e bud

gete

d and

ex

pens

ed

100%

of m

iddl

e sc

hool

stud

ents

have

a ca

reer

pl

an/ I

LP fo

r tra

nsiti

onin

g to

high

scho

ol an

d is

enro

lled i

n a

care

er pa

thwa

y.

Mid

dle s

choo

l

See a

bove

3.

See a

bove

4.

See a

bove

5.

See a

bove

stude

nts m

akes

sc

hool

and c

ours

e se

lectio

ns ba

sed

upon

their

care

er

plan

s. T

he

colla

bora

tive

deve

lopm

ent o

f tra

nsiti

on pl

ans

betw

een m

iddl

e sc

hool

s and

their

fe

eder

elem

enta

ry

scho

ols a

re in

pl

ace.

Des

crip

tion

of t

acti

c Ta

ctic

1.

Sup

port

and

Ac

coun

tabi

lity

from

the

boar

d of

edu

catio

n an

d su

peri

nten

dent

2.

Cen

tral

ad

min

istra

tion

of h

igh

scho

ol tr

ansfo

rmat

ion

3. D

istri

ct su

ppor

t for

fu

ndin

g, fa

cilit

ies,

equi

pmen

t, an

d m

ater

ials

4. F

ocus

ed u

se o

f fu

ndin

g st

ream

s

T

arge

t

W

ho is

res

pons

ible

for

deve

lopm

ent o

f tac

tics?

Popu

latio

n

Exp

ecte

d Da

tes o

f Im

plem

enta

tion

Com

mun

ity

N

ame:

JCBE

& D

r. Ha

rgen

s

Titl

e: Bo

ard M

embe

rs&

Supe

rinte

nden

t

E

xpec

ted

Dat

es o

f Im

plem

enta

tion:

201

4-16

Hi

gh Sc

hool

&

Nam

e: D

r. Ha

rgen

s

Com

mun

ity P

artn

ers

Title

: Sup

erin

tend

ent

E

xpec

ted

Dat

es o

f Im

plem

enta

tion:

201

3-14

Di

strict

Poi

nt of

Cont

act

Nam

e: JC

BE, D

r. Ha

rgen

s, C.H

ardi

n, M

. Rais

or

Aca

dem

y Prin

cipals

Titl

e: Bo

ard m

embe

rs, S

uper

inte

nden

t, CFO

, CO

O

Exp

ecte

d D

ates

of I

mpl

emen

tatio

n: 2

014-

2016

Fu

ndin

g So

urce

s

N

ame:

JCBE

, Dr,

Har

gens

, C. H

ardi

n

T

itle:

Boa

rd m

embe

rs, S

uper

inte

nden

t, CF

O

Des

crip

tion

Publ

icly s

uppo

rt an

d set

clea

r exp

ecta

tions

for

the i

mpl

emen

tatio

n of t

his p

lan in

supp

ort o

f the

Di

strict

Stra

tegic

Plan

; Visi

on 20

15

Nam

e poi

nt of

cont

act.

Fund

acad

emies

to en

sure

appr

opria

te fa

ciliti

es,

equi

pmen

t, and

mat

erial

s. Sc

hool

s of s

tudy

have

fund

ing s

ourc

es fo

r im

plem

enta

tion.

Serv

ices

nee

ded

from

the

com

mun

ity

Com

mun

ity su

ppor

t Co

llabo

ratio

n with

poin

t of c

onta

ct Co

nsul

tatio

n Sup

port

Com

mun

ity, K

DE an

d USD

E fu

ndin

g so

urce

s

5. T

rans

ition

from

el

emen

tary

scho

ol

thro

ugh

high

scho

ol a

nd

to p

ost-s

econ

dary

or

care

er

Exp

ecte

d Da

tes o

f Im

plem

enta

tion:

201

3-20

16

Care

er P

lann

ers

Nam

e: P

oint

of C

onta

ct

Iden

tifie

d sc

hool

Ti

tle:

Poin

t of C

onta

ct

pers

onne

l

Exp

ecte

d Da

tes o

f Im

plem

enta

tion:

201

4-20

16

Care

er pl

anni

ng is

impl

emen

ted b

egin

ning

in

elem

enta

ry sc

hool

and o

ccur

s thr

ough

high

sc

hool

.

Care

er sp

eake

rs an

d plan

ners

Ju

nior

Ach

ievem

ent

High

er E

duca

tion

55,00

0 Deg

rees

M

ayor

Cl

ose t

he D

eal

NBL S

trand

Com

mitt

ees

Exte

rnsh

ips

Co

mm

itte

e vi

sion

/goa

l: Hi

gh Sc

hool

Tra

nsfo

rmat

ion w

ill oc

cur u

sing t

he ac

adem

y mod

el.

Goal

sel

ecte

d fr

om s

choo

l dis

tric

t or

com

mun

ity

stra

tegi

c pl

an: G

radu

atio

n and

Bey

ond-

ever

y stu

dent

grad

uate

s pre

pare

d for

his o

r her

pos

tseco

ndar

y cho

ice fo

r col

lege o

r car

eer,

and l

ife.

(201

2-13

CDIP

Obj

ectiv

e 2)

Rela

ted

Esse

ntia

l Pra

ctic

e 2.6

_ Des

crip

tion

: Sch

ool d

istric

t and

post

-seco

ndar

y ins

titut

ions

wor

k col

labor

ativ

ely fo

r the

bene

fit of

acad

emy s

tude

nts

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

2013

-14

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e 20

14-1

5

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e 20

15-1

6

Long

-ter

m

outc

ome

mea

sure

men

t 2.6

.1. P

ost-s

econ

dary

an

d sec

onda

ry pa

rtner

s co

llabo

rate

to pr

omot

e be

nefit

s and

op

portu

nitie

s for

ac

adem

y stu

dent

s NB

: Alig

ned w

ith N

GL

Feat

ure:

(A)

Colla

bora

tion o

f pos

t se

cond

ary a

nd

seco

ndar

y par

tner

s to

prom

ote o

ppor

tuni

ties

Invi

te m

iddl

e sc

hool

stud

ents

to

HS C

aree

r fair

s with

PS

E pa

rtner

s to

show

educ

. pa

thwa

y to c

aree

r

All s

tude

nts i

n gra

des

6-12

mak

e inf

orm

ed

decis

ions

conc

erni

ng

posts

econ

dary

plan

s re

lated

to th

eir

chos

en ca

reer

path

.

All M

iddl

e sch

ool

stude

nts a

re

expo

sed t

o HS

care

er th

emes

an

d how

they

co

nnec

t to

care

ers a

nd

Posts

econ

dary

pr

ogra

ms o

f stu

dy

Al

l HS s

tude

nts

dem

onstr

ate

unde

rsta

ndin

g ab

out h

ow th

eir

majo

r alig

ns w

ith

PSE

majo

rs an

d ca

reer

s

Ever

y 8th

grad

e stu

dent

has a

t lea

st on

e plan

ning

ev

ent

docu

men

ted i

n th

eir IL

P Do

cum

enta

tion o

f ev

ents

and

prog

ram

s with

pa

rtner

ing

posts

econ

dary

in

stitu

tions

Incr

ease

the

perc

ent o

f gr

adua

tes

asso

ciate

d with

a sc

hool

of st

udy i

n IC

from

34%

(2

013)

to 75

%

Incr

ease

the

num

ber o

f te

chni

cal c

aree

r re

ady g

radu

ates

(a

s def

ined

by

KDE)

from

183

(c/o

2012

) to

1000

stud

ents

in

the c

lass o

f 201

5 (a

vera

ge 55

A re

port

from

IC

deta

iling

the #

&

% of

stud

ents

in G

R 9-

12

atta

ched

to a

SoS

(a) A

repo

rt fro

m

TEDS

deta

iling

th

e # &

% of

stu

dent

s rea

chin

g Pr

epar

ator

y and

Co

mpl

eter

Stat

us

for C

TE

majo

rs.(b

) A

repo

rt fro

m IC

de

taili

ng th

e #

& %

of gr

ads

com

plet

ing 3

& 4

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge

or ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3%

in 20

13 to

72.4%

in

2016

Coor

dina

te w

ith

colle

ges a

nd/o

r te

chni

cal c

ente

r to

plan

and h

ost

cam

pus s

pecia

l ev

ents

like c

aree

r da

ys, s

pecif

ic ca

reer

pr

ogra

m vi

sits,

stude

nt

com

petit

ions

, and

ca

reer

-focu

sed

educ

atio

nal

sum

mer

cam

ps or

re

treat

s for

mid

dle

and h

igh sc

hool

stu

dent

s (2.1

)

1. Ea

ch

Prof

essio

nal

Care

er T

hem

e ha

s at l

east

1 bu

sines

s pa

rtner

at

Show

case

addi

tiona

l stu

dent

s per

sc

hool

) 1.

Incr

ease

the

perc

enta

ge of

gr

adua

tes

earn

ing a

t lea

st 3 c

redi

ts in

al

igne

d co

llege

co

urse

s to 1

0%

HS cr

edits

in a

majo

r bas

ed on

gr

ad pl

anne

r in

puts

1. Do

cum

enta

tion

from

po

stsec

onda

ry

partn

ers a

bout

en

rollm

ent a

nd

com

plet

ion o

f du

al cr

edit

(TED

S)

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

20

16

In

vite

PSE

partn

ers

to Sh

owca

se of

Sc

hool

s to t

able

besid

e Car

eer

Them

es

Colle

ges o

fferin

g du

al cr

edit

prov

ide

info

sess

ions

to

resp

ectiv

e SoS

stu

dent

s 2.6

.2. Sc

hool

Dist

rict

staff

work

s with

po

stsec

onda

ry pa

rtner

s to

deve

lop s

pecif

ic po

stsec

onda

ry ca

reer

pa

thwa

ys fo

r sch

ool o

f stu

dy m

ajors

and t

hat

stude

nts p

artic

ipat

e NB

: Alig

ned w

ith N

GL

2.6 Fe

atur

e –(D

) Clea

r Un

ders

tand

ing o

f po

stsec

onda

ry

requ

irem

ents

and (

B)

Deve

lopm

ent a

nd

Prom

otio

n of

posts

econ

dary

pa

thwa

ys

Revi

ew al

l exis

ting

dual

cred

it op

portu

nitie

s to

ensu

re al

ignm

ent

and v

iabili

ty by

ea

ch P

rincip

al – t

his

inclu

des C

TE an

d ga

tewa

y cou

rse

offe

rings

All d

ual c

redi

t op

portu

nitie

s are

ali

gned

with

se

cond

ary m

ajors

an

d pos

tseco

ndar

y ex

pect

atio

ns .

Teac

hers

prov

ide

stude

nts w

ith an

un

ders

tand

ing o

f du

al cr

edit

oppo

rtuni

ties a

nd

stude

nts t

ake

adva

ntag

e of

oppo

rtuni

ties i

n the

ir m

ajor

50%

of gr

ads

succ

essfu

lly co

mpl

ete

1 dua

l cre

dit c

ours

e 30

% of

grad

s ear

n m

in. 6

colle

ge cr

edits

100%

of M

OA ar

e re

view

ed an

d re

vise

d by

Janu

ary (

for

2014

-15)

Docu

men

tatio

n of

revi

sed 2

014-

15

MOA

s

100%

of M

OA ar

e re

view

ed an

d re

vise

d by

Janu

ary (

for

2015

-16)

Docu

men

tatio

n of

revi

sed 2

015-

16

MOA

s

Ensu

re fa

culty

in

volve

d in

sche

dulin

g un

ders

tand

and

prom

ote d

ual c

redi

t op

portu

nitie

s

All f

acul

ty

invo

lved i

n sc

hedu

ling a

re

train

ed on

dual

cred

it op

portu

nitie

s and

m

ajor a

lignm

ent

Docu

men

tatio

n of

train

ing

All f

acul

ty

invo

lved i

n sc

hedu

ling a

re

train

ed on

dual

cred

it op

portu

nitie

s and

m

ajor a

lignm

ent

Docu

men

tatio

n of

train

ing

Ensu

re H

S fac

ulty

se

rvin

g as a

djun

ct

facu

lty al

ign

curr

iculu

m,

learn

ing o

utco

mes

, an

d ass

essm

ent

with

partn

er PS

I

All a

djun

ct

JCPS

/JCT

C fa

culty

at

tend

align

men

t tra

inin

g

Docu

men

tatio

n of

prof

essio

nal

deve

lopm

ent

oppo

rtuni

ties a

nd

atte

ndan

ce

All a

djun

ct

JCPS

/JCT

C fa

culty

at

tend

align

men

t tra

inin

g (fu

ll for

ne

w – u

pdat

e for

ve

tera

ns)

Docu

men

tatio

n of

prof

essio

nal

deve

lopm

ent

oppo

rtuni

ties a

nd

atte

ndan

ce

Ensu

re st

uden

t pa

rticip

atio

n in

dual

cred

it op

portu

nitie

s

(inclu

ding

a m

ath o

r En

glish

cour

se)

20%

of gr

ads e

arn

min

. 12 c

olleg

e cr

edits

(inc

lude

a m

ath a

nd E

nglis

h co

urse

)

Rese

arch

the

viab

ility

of

alter

nate

deliv

ery

mod

els (o

utsid

e tra

ditio

nal

adju

nct m

odel)

Docu

men

tatio

n of

rese

arch

and

prac

tices

Al

tern

ate

met

hods

deta

iled

in de

liver

y plan

co

mpa

ct

All m

ajors

in pi

lot

and e

arly

adop

ter

scho

ols i

nclu

de at

lea

st on

e dua

l cr

edit

oppo

rtuni

ty

Incr

ease

en

rollm

ent i

n du

al cr

edit

at

JCTC

from

appr

ox.

150 1

1th/1

2th 5

star s

tude

nts t

o 60

0 (ap

prox

50%

of

11th

/12th

in 5

star)

2.6

.3. Co

llabo

ratio

n of

posts

econ

dary

and

seco

ndar

y par

tner

s (a

long

with

busin

ess)

to

prom

ote o

ppor

tuni

ties

as w

ell as

deve

lop

and/

or al

ign se

amles

s pa

thwa

ys to

po

stsec

onda

ry de

gree

s, di

plom

as, c

rede

ntial

s, or

lic

ensu

re

NB: A

ligne

d with

NGL

2.6

Feat

ure (

E)

Colla

bora

tion i

n bu

ildin

g com

mun

ity-

wide

supp

ort f

or

colle

ge-g

oing

& (B

) De

velo

pmen

t of

posts

econ

dary

care

er

path

ways

Ensu

re to

p lea

ders

hip b

uy-in

fo

r the

in

stitu

tiona

lizat

ion

of cr

oss-s

ecto

r co

llabo

ratio

n and

ad

vise

men

t (c

onne

cts to

EP

2.2

& 3.2

)

One f

orm

al pa

rtner

ship

/Com

pact

betw

een J

CPS a

nd

JCTC

that

inclu

des a

ll pa

rtner

ship

co

mm

itmen

ts an

d sh

ared

goals

All p

artn

ersh

ips

and j

oint

plan

ning

wo

rk is

deta

iled

in a

deliv

ery p

lan

repr

esen

ting t

he

shar

ed vi

sion a

nd

prio

rities

of ea

ch

insti

tutio

n

Docu

men

tatio

n of

a deli

very

plan

an

d dra

ft co

mpa

ct

All p

artn

ersh

ips

and j

oint

plan

ning

wo

rk is

revie

wed

and t

he de

liver

y pl

an is

upda

ted.

Docu

men

tatio

n of

a sign

ed co

mpa

ct

Crea

te a

colla

bora

tive

struc

ture

that

en

gage

s sec

onda

ry,

posts

econ

dary

, and

bu

sines

s in t

he

curr

iculu

m

align

men

t, dua

l cr

edit

oppo

rtuni

ties,

and

seam

less p

athw

ays

to po

stsec

onda

ry

and c

aree

r (c

onne

cts to

EP

2.1,

3.1, 3

.3)

100%

of st

uden

t pa

thwa

ys th

roug

h JC

TC ar

e alig

ned w

ith

curr

ent i

ndus

try

stand

ards

and

prov

ide s

eam

less

path

ways

from

high

sc

hool

thro

ugh

certi

ficat

e and

AA

One m

ajor/

care

er

path

way/

secto

r fro

m ea

ch th

eme

has b

een r

evise

d us

ing t

he al

lied

healt

h mod

el (b

ased

on

work

forc

e nee

ds)

Docu

men

tatio

n of

colla

bora

tive

effo

rts in

cludi

ng:

fe

edba

ck fr

om

busin

ess

partn

ers a

nd

indu

stry

empl

oyer

s

revi

sed c

ours

e se

quen

ces

KY

CTE

ap

prov

al

An ad

ditio

nal

majo

r/ca

reer

pa

thwa

y/se

ctor

from

each

them

e ha

s bee

n rev

ised

usin

g the

allie

d he

alth m

odel

(bas

ed on

wo

rkfo

rce n

eeds

)

Docu

men

tatio

n of

colla

bora

tive

effo

rts in

cludi

ng:

fe

edba

ck fr

om

busin

ess

partn

ers a

nd

indu

stry

empl

oyer

s

revi

sed c

ours

e se

quen

ces

KY

CTE

ap

prov

al

2.6.4.

Dat

a Sha

ring a

nd

Repo

rting

(C):

Whe

re

feas

ible,

posts

econ

dary

pa

rtner

s pro

vide a

rea

scho

ol di

strict

s with

in

form

atio

n abo

ut

stude

nt ex

perie

nces

on

their

cam

pus

Deve

lop a

data

sh

arin

g agr

eem

ent

betw

een J

CTC

and

JCPS

that

supp

orts

the C

ompa

ct an

d in

form

s bot

h pa

rties

abou

t

A da

ta sh

arin

g ag

reem

ent b

etwe

en

JCPS

and J

CTC

exist

s

A da

ta sh

arin

g ag

reem

ent i

s a

part

of th

e ove

rall

deliv

ery p

lan

deta

iled i

n the

JC

TC/J

CPS

Com

pact

Docu

men

tatio

n of

the d

ata s

harin

g ag

reem

ent

secti

on w

ithin

the

over

all de

liver

y pl

an

A dr

aft d

ata

shar

ing

agre

emen

t exis

ts

Docu

men

tatio

n of

data

shar

ing

agre

emen

t

prog

ress

towa

rds

goals

Des

crip

tion

of T

actic

: Ta

rget

Pop

ulat

ion:

Supe

rinte

nden

t

JCPS

Boa

rd of

Ed

ucat

ion

JC

TC P

resid

ent

JC

TC &

JCPS

Lega

l Co

uncil

JCTC

/JCP

S dat

a and

re

sear

ch de

partm

ents

Sc

hool

prin

cipals

JCPS

/JCT

C ad

junc

t fa

culty

JCPS

co

unse

lors

/adv

isors

Busin

ess a

nd In

dustr

y pa

rtner

s

Loca

l WIB

/Wor

kfor

ce

Deve

lopm

ent

KY

OCT

E

Expe

cted

Dat

es o

f Im

plem

enta

tion:

Ju

ly 20

13 –

June

2016

Des

crip

tion:

In

orde

r to i

nstit

utio

naliz

e the

colla

bora

tion b

etwe

en JC

PS an

d pos

tseco

ndar

y in

stitu

tions

, par

tner

s mus

t det

ail an

d alig

n cor

e ins

titut

iona

l obj

ectiv

e and

goals

as w

ell

as es

tabl

ish st

ruct

ures

of co

mm

unica

tion,

data

shar

ing,

and a

ccou

ntab

ility

. By

esta

blish

ing a

n ove

rarc

hing

COM

PACT

, it w

ill al

low

pers

onne

l fro

m ea

ch in

stitu

tion a

nd

busin

ess p

artn

ers t

o col

labor

ate o

n lea

rnin

g pat

hway

s tha

t lea

d you

ng pe

ople

thro

ugh

requ

ired l

earn

ing o

ppor

tuni

ties,

supp

ortin

g cre

dent

ials t

o pos

tseco

ndar

y pro

gram

co

mpl

etio

n and

care

ers.

This

work

can o

nly b

e suc

cess

ful w

hen h

igh sc

hool

teac

hers

, pos

t se

cond

ary p

rofe

ssor

s, an

d ind

ustry

repr

esen

tativ

es w

ork c

ollec

tively

for t

he be

nefit

of

our c

omm

uniti

es’ y

oung

peop

le. A

s the

stru

cture

beco

me s

tream

lines

, so w

ill th

e m

ovem

ent o

f stu

dent

s thr

ough

the e

duca

tiona

l pip

eline

. Stu

dent

s will

leav

e high

scho

ol

with

not o

nly a

high

scho

ol di

plom

a, bu

t also

an ou

tside

cred

entia

l tha

t is a

foot

in th

e do

or to

a po

stsec

onda

ry pa

thwa

y tha

t lea

ds to

bein

g gain

fully

empl

oyed

in th

at in

dustr

y.

Serv

ices

nee

ded

from

the

com

mun

ity:

In

dustr

y/Bu

sines

s par

tner

s

Posts

econ

dary

partn

ers –

prim

arily

JCTC

bu

t also

loca

l par

tner

s inc

ludi

ng

o Un

iver

sity o

f Lou

isvill

e o

Spald

ing U

nive

rsity

o

Bella

rmin

e Uni

vers

ity

o Su

lliva

n Uni

vers

ity

o Ot

her H

IRE

partn

ers

NA

RR

ATI

VE

FOR

ESS

ENTI

AL

PRA

CTI

CE

3.1

Bus

ines

s, ci

vic

and

educ

atio

n le

ader

s cre

ate

a m

aste

r pla

n fo

r sus

tain

able

wor

kfor

ce c

ompe

titiv

enes

s and

com

mun

ity p

rosp

erity

bui

lt on

ed

ucat

ion

trans

form

atio

n.

On

July

20,

201

2, c

omm

unity

and

edu

catio

n le

ader

s wer

e in

vite

d to

a m

eetin

g or

gani

zed

by Ju

nior

Ach

ieve

men

t at W

agge

ner H

igh

Scho

ol to

lear

n m

ore

abou

t the

For

d N

ext G

ener

atio

n Le

arni

ng N

etw

ork.

A F

ord

NG

L C

omm

unity

Coa

ch p

rese

nted

a su

mm

ary

of th

e im

pact

of t

he F

ord

NG

L in

oth

er c

omm

uniti

es, n

otin

g th

at u

nder

the

care

er a

cade

my

mod

el, t

est s

core

s, G

PAs

and

high

scho

ol g

radu

atio

n ra

tes h

ave

risen

sign

ifica

ntly

.

It w

as fu

rther

exp

lain

ed t

hat J

effe

rson

Cou

nty

Publ

ic S

choo

ls h

ad a

lread

y be

gan

the

hard

wor

k of

tran

sfor

min

g th

e hi

gh sc

hool

s int

o ca

reer

-them

ed a

cade

mie

s, th

e 5-

Star

Sch

ools

. Th

e re

mai

ning

nec

essa

ry w

ork

invo

lves

a c

omm

unity

-wid

e ef

fort

to d

evel

op a

mas

ter p

lan

that

will

supp

ort t

he su

cces

s of t

he 5

-Sta

r Sch

ools

. B

usin

ess a

nd c

omm

unity

supp

ort h

as p

rove

n to

be

esse

ntia

l to

prom

otin

g su

stai

nabl

e w

orkf

orce

com

petit

iven

ess a

nd c

omm

unity

pro

sper

ity.

At t

his m

eetin

g, Ji

m A

llen,

Cha

irman

of t

he Je

ffer

son

Cou

nty

Publ

ic S

choo

ls E

duca

tion

Foun

datio

n, m

ade

the

com

mitm

ent t

hat t

his o

rgan

izat

ion

wou

ld o

vers

ee a

nd st

aff t

he d

evel

opm

ent o

f the

M

aste

r Pla

n. I

n ad

ditio

n, D

ana

Shum

ate,

Coo

rdin

ator

, Bus

ines

s Inv

olve

men

t fro

m JC

PS a

lso

serv

ed a

s the

inte

rim c

omm

unity

coo

rdin

ator

for t

he p

roje

ct. S

trand

team

cha

irs a

nd c

o-ch

airs

co

mpo

sed

of e

duca

tion

and

com

mun

ity b

usin

ess l

eade

rs w

ere

also

secu

red.

Si

nce

then

, a g

roup

of a

ppro

xim

atel

y 90

div

erse

bus

ines

s, ci

vic

and

educ

atio

n st

akeh

olde

rs h

ave

serv

ed o

n th

e 3

Stra

nd P

lan

Writ

ing

Team

s to

deba

te, a

gree

upo

n an

d w

rite

the

3-ye

ar M

aste

r Pl

an.

Indi

vidu

als r

epre

sent

ing

the

for-

prof

it se

ctor

, hig

her e

duca

tion,

non

-pro

fit o

rgan

izat

ions

and

oth

er c

ivic

lead

ers h

ave

colla

bora

ted

to c

reat

e th

e pl

an.

The

Ford

NG

L co

nsul

tant

s hav

e pl

ayed

a

key

role

in g

uidi

ng th

e st

akeh

olde

rs th

roug

hout

the

stra

nd ta

ctic

al o

ptio

ns c

reat

ion

and

stra

nd n

arra

tive

deve

lopm

ent a

s wel

l as e

ditin

g th

e m

aste

r pla

n fo

r fin

al a

ppro

val.

The

plan

con

sist

s of

tact

ics a

nd m

easu

rabl

e go

als,

and

will

fore

cast

impr

oved

edu

catio

nal o

utco

mes

and

pos

itive

com

mun

ity c

ash-

flow

pro

ject

ions

. D

ata

will

be

colle

cted

and

eva

luat

ed fo

r pro

gres

s on

an a

nnua

l ba

sis.

A c

onve

ning

org

aniz

atio

n th

at w

ill e

mpl

oy a

Com

mun

ity C

oord

inat

or to

ove

rsee

pla

n im

plem

enta

tion

will

be

sele

cted

. A

CEO

Boa

rd w

ill b

e re

crui

ted

to re

view

pla

n pr

ogre

ss a

nd th

e pl

an w

ill b

e up

date

d an

nual

ly.

Loui

svill

e is

poi

sed

to b

ecom

e a

form

ally

ado

pted

mem

ber o

f the

For

d N

GL

Net

wor

k as

a F

ord

NG

L A

ffili

ate

Com

mun

ity, a

nd c

an se

rve

as a

role

mod

el to

oth

er c

omm

uniti

es a

s the

y de

velo

p th

eir o

wn

plan

s for

edu

catio

nal a

nd e

cono

mic

succ

ess.

3.

2 –

Seni

or b

usin

ess,

edu

cati

on a

nd c

ivic

lead

ers

supp

ort,

sust

ain,

and

adv

ocat

e fo

r th

e go

als

outli

ned

in th

e co

mm

unit

y m

aste

r pl

an.

Des

crip

tion

: Bu

sine

ss, e

duca

tion

and

civi

c le

ader

s co

nsti

tute

an

ongo

ing

CEO

Boa

rd to

alig

n co

mm

unit

y su

ppor

t for

tran

sfor

min

g hi

gh s

choo

ls.

St

rate

gy

Tacti

c(s)

Ou

tput

(s)

Shor

t-ter

m

outco

me

Shor

t-ter

m

outco

me

mea

sure

men

t

Inte

rmed

iate

outco

me

Inte

rmed

iate

outco

me

mea

sure

men

t

Long

-term

Out

com

e Lo

ng-te

rm ou

tcom

e m

easu

rem

ent

3.2.1.

Com

mun

ity

buy-

in an

d pr

otec

tion E

P 3.2

Sa

fe, R

esou

rced

, Su

ppor

ted,

& Eq

uipp

ed Sc

hool

s

To or

gani

ze a

CEO

boar

d, co

mpr

ised o

f pr

omin

ent c

ivic

leade

rs an

d se

nior

busin

ess

exec

utiv

es th

at

will m

eet w

ith

educ

atio

n lea

ders

to

revi

ew

prog

ress

on th

e 5-

Star

desig

n an

d For

d NGL

pl

an

Recr

uit k

ey C

EOs w

hich

wi

ll ser

ve as

the J

CPS N

GL

CEO

Boar

d Cr

eate

a fra

mew

ork f

or th

e CE

O Bo

ard t

o def

ine i

ts ch

arte

r. Cr

eate

a pl

an of

actio

n for

th

e CEO

Boa

rd to

incr

ease

bu

sines

s par

ticip

atio

n in

trans

form

atio

n of

seco

ndar

y sch

ools.

Pr

ovid

e CEO

Boa

rd

mem

bers

with

“talk

ing

poin

ts” fo

r see

king

out,

At le

ast 3

0 CEO

Bo

ard

cand

idat

es

atte

nd

info

rmat

iona

l an

d rec

ruiti

ng

sess

ion

4 CEO

Boa

rd

form

atio

n m

eetin

gs ar

e fa

cilita

ted b

y Fo

rd

cons

ulta

nts

20 co

uncil

s (5

indu

stry/

1 per

th

eme;

15/1

per

scho

ol ad

visor

y)

Indu

stry a

nd

advi

sory

co

uncil

s are

po

pulat

ed by

in

fluen

tial

empl

oyee

Octo

ber 1

, 201

3 20

Com

mun

ity

CEO’

s com

mit

to

serv

e for

a 3-

year

te

rm on

the

CEO

Boar

d Ju

ne 1,

2014

CE

O Bo

ard a

dopt

s ch

arte

r whi

ch

defin

es

orga

niza

tiona

l pu

rpos

e, str

uctu

re,

mee

ting s

ched

ule,

fund

ing m

odel

and

staffi

ng ne

eds.

June

1, 20

14

Indu

stry a

nd

advi

sory

coun

cil

activ

e mem

bers

hip

incr

ease

s by 1

0%.

June

1, 20

14

Com

pare

actu

al m

embe

rshi

p via

targ

et go

al of

bo

ard o

f 20

CEO

Boar

d Ch

arte

r is

adop

ted,

fund

ing i

s se

cure

d and

sta

ff is

hire

d. Nu

mbe

r of

activ

e mem

bers

in

crea

ses b

y 10

%.

Com

pare

nu

mbe

r of

CEO

Boar

d ex

pand

s to 5

0 vi

a rec

ruitm

ent

of ad

ditio

nal

mem

bers

to

secu

re

repr

esen

tatio

n of

key r

egio

nal

indu

stry s

ecto

rs.

CEO

Boar

d m

eets

at le

ast

annu

ally w

ith

educ

atio

n lea

ders

to

revi

ew pr

ogre

ss

on ac

hiev

ing

mas

ter p

lan go

al an

d to

dem

onstr

ate t

he

com

mun

ity’s

ongo

ing

com

mitm

ent t

o th

e plan

. Ju

ne 1,

2016

In

dustr

y and

ad

viso

ry co

uncil

ac

tive

mem

bers

hip

incr

ease

s by

50%

. Ju

ne 1,

2016

Se

cure

the

com

mitm

ent o

f

Com

pare

actu

al m

embe

rshi

p via

targ

et go

al of

bo

ard o

f 50

Min

utes

do

cum

entin

g m

eetin

gs.

Num

ber o

f act

ive

mem

bers

in

crea

ses b

y 50

%.

Com

pare

num

ber

of bo

ard-

scale

Ever

y stu

dent

gr

adua

tes p

repa

red f

or

his o

r her

po

stsec

onda

ry ch

oice

- fo

r col

lege o

r car

eer,

and l

ife. (

2012

-13 C

DIP

Objec

tive 2

Bu

sines

ses a

ctive

ly su

ppor

ts an

d are

en

gage

d in t

he JC

PS

Scho

ols o

f Stu

dy

prog

ram

s and

annu

ally

evalu

ates

the r

esul

ts of

th

e tra

nsfo

rmat

iona

l m

odel

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

2013

to

83.7%

in 20

16

To de

crea

se dr

opou

t ra

te to

3.8%

by

2016

To in

crea

se th

e pe

rcen

t of s

tude

nts

colle

ge or

care

er

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at

the 5

-Sta

r Sch

ools

enro

lled i

n a Sc

hool

of

Stud

y by 2

016

.

info

rmin

g of a

nd en

gagin

g ot

her c

omm

unity

lead

ers

in th

e bro

ad co

nver

satio

n ab

out t

he co

mm

unity

’s fu

ture

, and

begin

to

activ

ely ad

voca

te fo

r ac

adem

ies an

d oth

er

relev

ant s

trate

gies t

o im

prov

e stu

dent

succ

ess

and d

evelo

p hum

an

capi

tal.

Esta

blish

a ca

mpa

ign to

in

crea

se br

oad-

scale

bu

sines

s “ow

ners

hip”

and

invo

lvem

ent w

ith 5-

Star

Sc

hool

s, to

poss

ibly

inclu

de

pres

s con

fere

nce,

busin

ess

lunc

heon

, ser

ies of

pr

esen

tatio

ns to

boar

ds,

one o

n one

mee

tings

leade

rs fr

om

CEO

Boar

d firm

s 20

broa

d-sc

ale

busin

esse

s are

en

gage

d with

th

e 5 St

ar

scho

ols

Secu

re th

e co

mm

itmen

t of 2

0 bu

sines

ses t

o ser

ve

as 5-

Star

Scho

ol

Core

Supp

orte

rs

for i

ncre

ased

aw

aren

ess a

nd

unde

rsta

ndin

g am

ong c

omm

unity

lea

ders

of

impo

rtanc

e of

busin

ess s

uppo

rt of

hi

gh sc

hool

s.

boar

d-sc

ale

busin

esse

s to

targ

et go

al

50 bu

sines

ses t

o se

rve a

s 5-S

tar

Scho

ol Co

re

Supp

orte

rs fo

r an

in

crea

sed s

ense

of

owne

rshi

p for

pu

blic

scho

ol

outco

mes

.

busin

esse

s to

targ

et go

al

Desc

riptio

n of t

actic

Ta

rget

Pop

ulat

ion

CEO

Boar

d, B

usin

ess

and

Civi

c Lea

ders

Desc

ript

ion

3.2 –

Seni

or bu

sines

s, ed

ucat

ion a

nd ci

vic le

ader

s sup

port,

susta

in, a

nd

advo

cate

for t

he go

als ou

tline

d in t

he co

mm

unity

mas

ter p

lan.

Desc

riptio

n: B

usin

ess,

educ

atio

n and

civic

lead

ers c

onsti

tute

an

ongo

ing C

EO B

oard

to al

ign co

mm

unity

supp

ort f

or tr

ansfo

rmin

g high

sc

hool

s.

Serv

ices

nee

ded

from

the

com

mun

ity

Busin

ess a

nd ci

vic le

ader

s who

will

cont

ribut

e tim

e and

pass

ion t

o the

form

atio

n and

func

tion o

f the

CE

O Bo

ard.

Fina

ncial

reso

urce

s tha

t will

fund

staf

fing,

over

head

and a

ware

ness

cam

paign

. Inc

reas

ed

empl

oyee

mem

bers

hip o

n ind

ustry

and a

dviso

ry co

uncil

s.

Com

mit

tee

visi

on: T

he c

aree

r ac

adem

y m

odel

is s

uppo

rted

by

an in

crea

sing

num

ber

of lo

cal b

usin

esse

s an

d co

mm

unity

par

tner

s in

all

path

way

s Go

al s

elec

ted

from

sch

ool d

istr

ict o

r co

mm

unit

y st

rate

gic

plan

:

Goal

3: P

aren

ts, co

mm

unity

, and

partn

ers e

nrich

stud

ents’

educ

atio

nal e

xper

ience

s and

supp

ort t

heir

succ

ess.

Rela

ted

Esse

ntia

l Pra

ctic

e 3.

3 D

escr

ipti

on: I

ndus

try co

uncil

s are

form

ed fo

r eac

h prio

ritize

d car

eer p

athw

ay to

deve

lop a

nd su

ppor

t aca

dem

ies in

thes

e pat

hway

s.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome:

Ju

ne 2

014

Shor

t-te

rm

outc

ome

mea

sure

-m

ent

Inte

rmed

iate

ou

tcom

e: Ju

ne

2015

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e: Ju

ne

2016

Long

-ter

m

outc

ome

mea

sure

men

t

3.3.1.

Dev

elop

incr

ease

d lev

el of

su

ppor

t and

in

volve

men

t fro

m

busin

ess a

nd

com

mun

ity in

the

form

of a

distr

ict-w

ide

task

forc

e.

3.3.2.

Dev

elop

incr

ease

d lev

el of

su

ppor

t and

in

volve

men

t fro

m

busin

ess a

nd

com

mun

ity in

the

form

of ad

visor

y str

uctu

res a

t dist

rict,

them

e, sc

hool

and

prog

ram

leve

ls.

Crea

te st

ruct

ure

for i

ndus

try an

d co

mm

unity

pa

rtner

s to

assis

t JCP

S de

velo

p 5-S

tar

Scho

ols

Prof

essio

nal

Care

er P

athw

ay

struc

ture

with

in

15 no

n-m

agne

t co

mpr

ehen

sive

high

scho

ols.

Esta

blish

pa

rtner

ship

Co

uncil

s to

advi

se ea

ch

Prof

essio

nal

Care

er P

athw

ay.

Crea

te st

ruct

ure

for I

ndus

try an

d co

mm

unity

A pl

an fo

r gr

eate

r in

dustr

y and

co

mm

unity

su

ppor

t of J

CPS

Prof

essio

nal

Care

er

Path

ways

is

prod

uced

. Plan

ad

vanc

es

struc

ture

to

enha

nce

Colle

ge an

d Ca

reer

Re

adin

ess

effo

rts an

d he

lps i

ncre

ase

the w

orkf

orce

in

Jeffe

rson

Co

unty

. 5 P

artn

ersh

ip

Coun

cils a

re

form

ed.

Grea

ter

indu

stry a

nd

com

mun

ity

supp

ort o

f JCP

S

Com

mun

ity-

wide

task

fo

rce

iden

tifies

ne

eded

care

er

path

ways

and

grou

ps th

ose

with

in th

emes

an

d acr

oss

geog

raph

ical

netw

orks

. Pa

rtner

ship

Co

uncil

s mee

t an

d for

m

Scho

ol P

artn

er

Team

s to

advi

se ea

ch

scho

ol.

JCPS

and G

LI

sign a

n MOU

Balan

ced

offe

rings

exist

wi

thin

five

ca

reer

them

es

with

in ea

ch

geog

raph

ical

netw

ork.

Docu

men

tatio

n of a

dviso

ry

struc

ture

m

eetin

g not

es

refle

ctin

g re

com

men

dati

ons a

nd

distr

ict

actio

ns.

New

care

er

majo

rs ar

e cr

eate

d, or

ex

istin

g pro

gram

s ar

e relo

cate

d, eq

uipp

ed an

d sta

ffed w

ithin

ca

reer

them

es to

pr

ovid

e equ

al ac

cess

with

in ea

ch

geog

raph

ical

netw

ork.

Coun

cils a

nd

Partn

er T

eam

s fo

rm A

dviso

ry

Com

mitt

ees f

or

each

care

er m

ajor

at ea

ch sc

hool

.

Stud

ents

are

enro

lled i

n car

eer

majo

rs w

ithin

ca

reer

them

es

with

in ea

ch

geog

raph

ical

netw

ork.

Docu

men

tatio

n of

coun

cil, te

am,

and c

omm

ittee

m

eetin

gs,

refle

ctin

g bu

sines

s and

co

mm

unity

pa

rtner

re

com

men

datio

ns a

nd te

ache

r, pr

ogra

m ac

tions

.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

) Ev

ery s

tude

nt

grad

uate

s pr

epar

ed fo

r his

or he

r po

stsec

onda

ry

choi

ce- f

or

colle

ge or

ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

To in

crea

se

grad

uatio

n rat

e fro

m 76

.5% in

20

13 to

83.7%

in

2016

To de

crea

se

drop

out r

ate t

o 3.8

% by

2016

To in

crea

se th

e pe

rcen

t of

stude

nts

colle

ge or

ca

reer

read

y fro

m 51

.3% in

20

13 to

72.4%

in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s en

rolle

d in a

Sc

hool

of St

udy

by 20

16

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome:

Ju

ne 2

014

Shor

t-te

rm

outc

ome

mea

sure

-m

ent

Inte

rmed

iate

ou

tcom

e: Ju

ne

2015

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e: Ju

ne

2016

Long

-ter

m

outc

ome

mea

sure

men

t

3.3.3.

Dev

elop

incr

ease

d lev

el of

su

ppor

t and

in

volve

men

t fro

m

busin

ess a

nd

com

mun

ity in

the

form

of vo

lunt

eer

recr

uitm

ent a

nd

man

agem

ent

struc

ture

s at d

istric

t, th

eme,

scho

ol an

d pr

ogra

m le

vels.

3.3

.4. D

evelo

p in

crea

sed l

evel

of

supp

ort a

nd

invo

lvem

ent f

rom

bu

sines

s and

co

mm

unity

in th

e fo

rm of

shar

ed

man

agem

ent

struc

ture

s with

in th

e ad

viso

ry st

ruct

ures

at

distr

ict, th

eme,

scho

ol

and p

rogr

am le

vels.

netw

orks

to

shar

e “re

al tim

e”

indu

stry-

need

s in

form

atio

n. Cr

eate

str

uctu

res t

o re

crui

t, tra

in

and m

anag

e vo

lunt

eers

wi

thin

the 5

-St

ar Sc

hool

s, m

odele

d on

and/

or bu

ilt

upon

the J

unio

r Ac

hiev

emen

t str

uctu

re.

Prof

essio

nal

Care

er

Path

ways

en

hanc

es

Colle

ge an

d Ca

reer

Re

adin

ess

effo

rts an

d he

lps i

ncre

ase

the w

orkf

orce

in

Jeffe

rson

Co

unty

. 20

volu

ntee

rs

are e

ngag

ed in

ea

ch th

eme

Partn

ersh

ip

Coun

cil to

su

ppor

t stu

dent

s and

th

e 5 St

ar

Scho

ols

to co

llabo

rate

in

a se

t of

ways

to be

de

fined

, ali

gnin

g with

5-

Star

Scho

ols

struc

ture

. JC

PS A

dmin

an

d Spe

cialis

t ha

ve st

rate

gy

mee

ting w

ith

Juni

or

Achi

evem

ent

staff.

JA

assig

ns a

repr

esen

tativ

e to

each

Pr

ofes

siona

l Ca

reer

Pa

thwa

y to

deve

lop a

vo

lunt

eer

recr

uitm

ent,

train

ing a

nd

man

agem

ent

mod

el.

MOU

sign

ed.

Docu

men

tatio

n of c

ounc

il an

d tea

m

mee

tings

, re

flect

ing

busin

ess a

nd

com

mun

ity

partn

er

reco

mm

enda

tion

s and

th

eme,

scho

ol

actio

ns.

Docu

men

tatio

n of

Partn

ersh

ip

Coun

cil

mee

tings

re

flect

s ac

tions

and

resu

lts

conc

erni

ng

volu

ntee

r re

crui

tmen

t, tra

inin

g and

m

anag

emen

t.

Scho

ol P

artn

er

team

s and

care

er

majo

r Adv

isory

Co

mm

ittee

s use

th

e mod

el to

m

anag

e vol

unte

er

recr

uitm

ent a

nd

train

ing.

Doc

umen

tatio

n of

advis

ory

mee

tings

in ea

ch

scho

ol an

d pr

ogra

m re

flect

us

e of t

he m

odel

to m

anag

e vo

lunt

eer

recr

uitm

ent a

nd

train

ing.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

)

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome:

Ju

ne 2

014

Shor

t-te

rm

outc

ome

mea

sure

-m

ent

Inte

rmed

iate

ou

tcom

e: Ju

ne

2015

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e: Ju

ne

2016

Long

-ter

m

outc

ome

mea

sure

men

t

3.3.5.

Dev

elop

incr

ease

d lev

el of

su

ppor

t and

in

volve

men

t fro

m

busin

ess a

nd

com

mun

ity in

the

form

of in

dustr

y ne

twor

ks in

cludi

ng

such

orga

niza

tions

as

GLI, K

entu

ckian

a W

orks

, Job C

orps

, JA,

etc.

3.3.6.

Dev

elop

incr

ease

d lev

el of

su

ppor

t and

in

volve

men

t fro

m

busin

ess a

nd

com

mun

ity in

the

form

of pr

ogra

m

evalu

atio

n ref

lectin

g in

dustr

y and

ed

ucat

iona

l sta

ndar

ds.

Crea

te E

xecu

tive

Com

mitt

ees

and/

or C

o-Ch

air

posit

ions

at ea

ch

advi

sory

leve

l to

shar

e m

anag

emen

t re

spon

sibili

ties

with

in th

e str

uctu

re.

Form

indu

stry

and c

omm

unity

pa

rtner

indu

stry

netw

orks

to

supp

ort 5

-Sta

r th

emes

.

Grea

ter

indu

stry a

nd

com

mun

ity

supp

ort o

f JCP

S Pr

ofes

siona

l Ca

reer

Pa

thwa

ys

enha

nces

Co

llege

and

Care

er

Read

ines

s ef

forts

and

help

s inc

reas

e th

e wor

kfor

ce

in Je

ffers

on

Coun

ty.

50%

of

grad

uatin

g se

nior

s hav

e ha

d som

e for

m

of re

al wo

rld,

hand

s on

expe

rienc

e wi

th

com

mun

ity

partn

ers.

Exec

utiv

e Co

mm

ittee

s an

d/or

Co-

Chair

po

sitio

ns ar

e cr

eate

d at

each

them

e Pa

rtner

ship

Co

uncil

. In

dustr

y and

co

mm

unity

ne

twor

ks

build

vo

lunt

eer

supp

ort f

or 5-

Star

them

es

and d

evelo

p Ed

ucat

ion

subc

omm

ittee

’s i

n eac

h ne

twor

k am

ong o

ther

Docu

men

tatio

n of C

ounc

il m

eetin

gs

refle

ct sh

ared

m

anag

emen

t in

agen

da

deve

lopm

ent

and m

eetin

g no

tes.

Advi

sory

str

uctu

res a

nd

educ

atio

n co

mm

ittee

s ar

e ful

ly sta

ffed w

ith

volu

ntee

rs.

Exec

utiv

e Co

mm

ittee

s an

d/or

Co-

Chair

po

sitio

ns ar

e cr

eate

d at e

ach

scho

ol P

artn

er

Team

and c

aree

r m

ajor a

dviso

ry

com

mitt

ee.

Incr

ease

of 25

%

in st

uden

t car

eer

relat

ed

expe

rient

ial

learn

ing

oppo

rtuni

ties (

job

shad

ows,

inte

rnsh

ips,

men

tors

, co-

op,

etc)

In

dustr

y ce

rtific

atio

ns ar

e

Doc

umen

tatio

n of

advis

ory

mee

tings

in ea

ch

scho

ol an

d pr

ogra

m re

flect

us

e of t

he sh

ared

re

spon

sibili

ties

with

in th

e ad

viso

ry

struc

ture

. Th

e % in

crea

se in

stu

dent

care

er

relat

ed

expe

rient

ial

learn

ing

oppo

rtuni

ties.

Certi

ficat

ions

are

appr

oved

by K

DE

for s

tude

nts t

o re

ceiv

e cre

dit.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

) Ev

ery s

tude

nt

grad

uate

s pr

epar

ed fo

r his

or he

r po

stsec

onda

ry

choi

ce- f

or

colle

ge or

ca

reer

, and

life.

(201

2-13

CDIP

Ob

jectiv

e 2)

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome:

Ju

ne 2

014

Shor

t-te

rm

outc

ome

mea

sure

-m

ent

Inte

rmed

iate

ou

tcom

e: Ju

ne

2015

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e: Ju

ne

2016

Long

-ter

m

outc

ome

mea

sure

men

t

Adop

t aca

dem

y ev

aluat

ion

syste

m cr

eate

d in

Ess

entia

l Pr

actic

e 3.7,

wh

ich w

ill al

low

indu

stry a

nd

com

mun

ity

netw

ork t

eam

s to

annu

ally

evalu

ate S

choo

ls of

Stud

y to

ensu

re

grad

uate

s hav

e de

velo

ped

know

ledge

and

skill

s to s

ucce

ed

in co

llege

and

care

ers a

fter

high

scho

ol

Ensu

re th

at 5-

Star

them

e pr

ogra

ms u

se

appr

opria

te

indu

stry

stand

ards

and

are l

inke

d to

oppo

rtuni

ties

for p

ost-

seco

ndar

y ed

ucat

ion a

nd

Rev

iew of

cu

rren

t CCR

nu

mbe

rs an

d gr

adua

tion

rate

s to

esta

blish

a be

nchm

ark a

nd

annu

al go

als.

Colla

bora

tion

with

stra

nd 2

to re

view

cu

rren

t pos

t-se

cond

ary

relat

ions

hips

an

d loo

k for

wa

ys to

im

prov

e dua

l cr

edit

and

artic

ulat

ions

.

item

s by e

nd

of ye

ar on

e. In

form

atio

n ca

mpa

ign to

stu

dent

s and

pa

rent

s abo

ut

the

impo

rtanc

e of

CCR

indi

cato

rs

and

oppo

rtuni

ties

for d

ual a

nd

artic

ulat

ed

colle

ge cr

edit.

Ass

ess t

he #

of

colla

tera

l m

ater

ials

crea

ted f

or

pare

nts a

nd

stude

nts a

nd

the %

incr

ease

in

dual

and

artic

ulat

ed

cred

it co

urse

en

rollm

ent.

iden

tified

for e

ach

busin

ess a

nd

vette

d thr

ough

KD

E fo

r app

rova

l In

crea

se of

5%

annu

ally i

n CCR

nu

mbe

rs re

porte

d fo

r eac

h sch

ool b

y KD

E. In

crea

se in

nu

mbe

r of

posts

econ

dary

pa

rtner

s offe

ring

dual

and

artic

ulat

ed cr

edit.

Al

l car

eer m

ajors

of

ferin

g cre

dit

with

at le

ast o

ne

posts

econ

dary

pa

rtner

.

Annu

al %

im

prov

emen

t in

CCR

indi

cato

rs.

Num

ber o

f car

eer

majo

r cou

rse

sequ

ence

s of

ferin

g dua

l- or

ar

ticul

ated

- cr

edit

cour

ses.

Ever

y stu

dent

gr

adua

tes

prep

ared

for h

is or

her

posts

econ

dary

ch

oice

- for

co

llege

or

care

er, a

nd lif

e. (2

012-

13 CD

IP

Objec

tive 2

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome:

Ju

ne 2

014

Shor

t-te

rm

outc

ome

mea

sure

-m

ent

Inte

rmed

iate

ou

tcom

e: Ju

ne

2015

Inte

rmed

iate

ou

tcom

e m

easu

rem

ent

Long

-ter

m

Out

com

e: Ju

ne

2016

Long

-ter

m

outc

ome

mea

sure

men

t

train

ing t

hrou

gh

dual

enro

llmen

t an

d arti

culat

ed

cred

it.

Targ

et

Popu

latio

n:

Busin

esse

s, lab

or

orga

niza

tions

, in

dustr

y as

socia

tions

, po

st-se

cond

ary

insti

tutio

ns, a

nd

distr

ict an

d sc

hool

lea

ders

hip.

Expe

cted

Dat

es

of

Impl

emen

tatio

n 20

14-2

016

Desc

riptio

n Re

lated

Ess

entia

l Pra

ctice

3.3

De

scrip

tion:

Indu

stry c

ounc

ils ar

e fo

rmed

for e

ach p

riorit

ized c

aree

r pa

thwa

y to d

evelo

p and

supp

ort

acad

emies

in th

ese p

athw

ays.

Th

e tar

get p

opul

atio

n will

co

llabo

rate

to de

velo

p stro

nger

re

latio

nshi

ps to

dram

atica

lly

enha

nce t

he qu

ality

and q

uant

ity of

bu

sines

s int

erac

tions

with

stud

ents

and e

nhan

ce th

e qua

lity o

f aca

dem

y im

plem

enta

tion,

resu

lting

in

incr

ease

d stu

dent

achi

evem

ent.

Serv

ices n

eede

d fro

m th

e com

mun

ity:

Volu

ntee

rs an

d lea

ders

hip f

rom

targ

et

popu

latio

n org

aniza

tions

.

Tact

ical

Pla

n St

rand

3, E

ssen

tial

Pra

ctic

e 3.

4 Co

mm

itte

e vi

sion

: Com

mun

ity a

ligns

sup

port

for

tran

sfor

mat

ion

mod

el

Goal

s se

lect

ed fr

om V

isio

n 20

15 s

trat

egic

pla

n: G

oal 3

: Pa

rent

s, C

omm

unit

y, a

nd p

artn

ers

enri

ch s

tude

nts’

edu

cati

onal

exp

erie

nces

and

sup

port

thei

r su

cces

s.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

3.4.1.

Com

mun

ity

align

s em

ploy

er

and c

ivic

supp

ort

thro

ugh d

edica

ted

staff

that

facil

itate

in

dustr

y cou

ncil

mee

tings

and

coor

dina

te su

ppor

t fo

r aca

dem

ies in

th

eir pe

rspe

ctive

pa

thwa

ys.

3.4.2.

Com

mun

ity

align

s em

ploy

er

and c

ivic

supp

ort

thro

ugh d

edica

ted

staff

that

facil

itate

in

dustr

y cou

ncil

mee

tings

and

coor

dina

te su

ppor

t fo

r aca

dem

ies in

th

eir pe

rspe

ctive

pa

thwa

ys.

3.4.3.

Com

mun

ity

align

s em

ploy

er

and c

ivic

supp

ort

thro

ugh d

edica

ted

Secu

re

appr

opria

te

oper

atin

g bud

get

for d

edica

ted

staff

(CTE

Sp

ecial

ists)

and

indu

stry c

ounc

ils

Plan

to en

sure

co

mm

unica

tion

betw

een J

CPS a

nd

the i

ndus

try

Ensu

re

appr

opria

te

train

ing o

f 5 st

ar

them

e sta

ff an

d

Adeq

uate

fu

ndin

g is

prov

ided

for 5

sta

r the

me a

nd

FORD

NGL

ba

sed w

ork

Com

preh

ensiv

e co

mm

unica

tions

ch

anne

l be

twee

n JCP

S an

d com

mun

ity

orga

niza

tions

(JA

, GLI

, Uni

ted

Way

, etc.

) is

esta

blish

ed in

su

ppor

t of t

he

acad

emy m

odel

Orga

niza

tions

ha

ve up

to da

te

info

rmat

ion

Appr

ove

2013

-14

budg

et

Upda

te

cont

act

info

rmat

ion,

mar

ketin

g m

ater

ials,

and

mem

ber

roste

rs

betw

een

orga

niza

tions

$ 15,0

00

appr

oved

for

them

e bas

ed

work

(201

3-14

scho

ol

year

) Up

date

d co

ntac

t list

s, we

bsite

s, pu

blica

tions

, an

d mar

ketin

g m

ater

ials f

or

25 ac

tive

partn

ers

Them

e sp

ecial

ists

mee

t with

ac

tive

partn

ers t

o

Inclu

de

budg

et in

plan

(F

ORD

NGL /

CD

IP) f

or

mul

tiple

year

s Pr

omot

iona

l m

ater

ials a

re

upda

ted t

o pr

ovid

e a

unifi

ed

mes

sage

$75,0

00 /y

r. ap

prop

riate

d op

erat

iona

l bu

dget

10

0% of

pa

rtner

s hav

e up

date

d pr

omot

iona

l m

ater

ials t

hat

inclu

de 5

star

them

e and

FO

RD N

GL

info

rmat

ion

Partn

ersh

ip Co

uncil

s ac

tively

supp

ort t

hem

e sp

ecifi

c enr

ichm

ent

activ

ities

for s

tude

nts

Align

men

t of J

CPS a

nd

com

mun

ity m

ater

ials

in su

ppor

t of t

he

acad

emy m

odel

To in

crea

se gr

adua

tion

rate

from

76.5%

in 20

13

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to

3.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r re

ady f

rom

51.3%

in 20

13

to 72

.4% in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

2016

Targ

et

Popu

latio

n:

Busin

esse

s, lab

or

orga

niza

tions

, in

dustr

y

Expe

cted

Dat

es

of

Impl

emen

tatio

n 20

14-2

016

Desc

riptio

n Re

lated

Ess

entia

l Pra

ctice

3.4

De

scrip

tion:

As c

aree

r aca

dem

ies

grow

, des

ignat

ed st

aff (

desc

ribed

he

re as

“CTE

Spec

ialist

s” )

are h

ired

Serv

ices n

eede

d fro

m th

e com

mun

ity:

Volu

ntee

rs an

d lea

ders

hip f

rom

targ

et po

pulat

ion o

rgan

izatio

ns.

staff

that

facil

itate

in

dustr

y cou

ncil

mee

tings

and

coor

dina

te su

ppor

t fo

r aca

dem

ies in

th

eir pe

rspe

ctive

pa

thwa

ys.

3.4.4.

Com

mun

ity

align

s em

ploy

er

and c

ivic

supp

ort

thro

ugh d

edica

ted

staff

that

facil

itate

in

dustr

y cou

ncil

mee

tings

and

coor

dina

te su

ppor

t fo

r aca

dem

ies in

th

eir pe

rspe

ctive

pa

thwa

ys.

outsi

de

orga

niza

tions

Ac

quire

en

dors

emen

ts fro

m CE

O Ch

ampi

ons

Coun

cil in

su

ppor

t of

acad

emy m

odel

abou

t 5 st

ar

them

es

Activ

e and

co

ntin

uous

pr

omot

ion o

f th

e Par

tner

ship

Co

uncil

s th

roug

h the

CEO

ch

ampi

ons

grou

p

Orga

niza

tions

ar

e inf

orm

ed

abou

t the

FO

RD N

GL

partn

ersh

ip

and v

olun

teer

op

portu

nitie

s. Or

gani

zatio

ns

desig

nate

a co

ntac

t per

son

at ea

ch

orga

niza

tion

for s

endi

ng of

in

form

atio

n CE

O Ch

ampi

on

Coun

cil

mem

bers

send

let

ter o

f su

ppor

t with

in

their

or

gani

zatio

ns

disc

uss F

ord

NGL p

rogr

ess.

Mem

ber l

ist of

ac

tive

com

pani

es

and c

ompa

ny

cont

acts

100 %

of CE

O Ch

ampi

on

Coun

cil

mem

bers

send

let

ter o

f su

ppor

t

Train

ing

prog

ram

is

deve

lope

d for

or

gani

zatio

ns

and

volu

ntee

rs

CEO

Cham

pion

s en

dors

e 5 St

ar

them

e bas

ed

work

Train

ing

prog

ram

s are

in

plac

e for

vo

lunt

eers

an

d or

gani

zatio

ns

10

endo

rsem

ent

oppo

rtuni

ties

per y

ear

5% in

crea

se of

en

rollm

ent o

f Pa

rtner

ship

Co

uncil

m

embe

rs

2 to1

2 ann

ual

prof

essio

nal

deve

lopm

ent t

rain

ing

hour

s are

deve

lope

d an

d main

tain

ed fo

r use

by

orga

niza

tions

to

educ

ate s

taff

on 5

star

them

e and

Ford

NGL

pr

actic

es.

CEO

Cham

pion

m

embe

rs ac

tively

pr

omot

e the

5 sta

r th

eme s

choo

ls

Ensu

re qu

ality

supp

ort

of P

artn

ersh

ip Co

uncil

asso

ciatio

ns,

post-

seco

ndar

y in

stitu

tions

, and

di

strict

and

scho

ol

leade

rshi

p.

and d

eplo

yed t

o main

tain

and

expa

nd em

ploy

er en

gage

men

t, su

ppor

t the

regio

n’s ca

reer

ac

adem

ies, s

ugge

st up

date

s to t

he

mas

ter p

lan, a

nd he

lp co

nven

e Bu

sines

s-Edu

catio

n Adv

isory

Co

uncil

s. Co

mm

itte

e vi

sion

: The

care

er ac

adem

y mod

el is

supp

orte

d by a

n inc

reas

ing n

umbe

r of l

ocal

busin

esse

s Go

al s

elec

ted

from

sch

ool d

istr

ict o

r co

mm

unit

y st

rate

gic

plan

Goa

l 3: P

aren

ts, co

mm

unity

and p

artn

ers e

nrich

stud

ents’

educ

atio

nal e

xper

ience

s and

supp

ort t

heir

succ

ess.

Rela

ted

Esse

ntia

l Pra

ctic

e (e

nter

num

ber)

3.5

_ Des

crip

tion

: Par

ents,

guar

dian

s, an

d key

fam

ily m

embe

rs ar

e act

ively

enga

ged b

y the

com

mun

ity to

supp

ort s

tude

nt su

cces

s.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

3.5.1.

Eng

age

pare

nts/

care

giver

s an

d key

fam

ily

mem

bers

to

supp

ort 5

Star

High

Sc

hool

Stud

ent

Succ

ess a

nd to

un

ders

tand

the

impo

rtanc

e of

high

er ed

ucat

ion

and c

olleg

e and

ca

reer

read

ines

s.

Esta

blish

ba

selin

e of

pare

nt

awar

enes

s of

the J

CPS

Pare

nt P

orta

l

Repo

rts on

pa

rent

en

gage

men

t ac

tiviti

es an

d ty

pes o

f m

ater

ials

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

Quan

titat

ive-

type

an

d num

ber o

f m

ater

ials

distr

ibut

ed

Esta

blish

ed in

-sc

hool

Par

ent

Enga

gem

ent

strat

egies

on

care

er

awar

enes

s, pl

anni

ng an

d hi

gher

ed

ucat

ion

finan

cing.

Esta

blish

ed

com

mun

ity-

base

d Par

ent

Enga

gem

ent

strat

egies

on

care

er

awar

enes

s, pl

anni

ng an

d hi

gher

ed

ucat

ion

finan

cing.

Pare

nt fo

cus

grou

ps an

d sa

tisfa

ction

surv

ey

Num

ber a

nd ty

pe

of in

-scho

ol ev

ents

and a

ctivi

ties

Com

mun

ity

mem

ber f

ocus

gr

oups

Pe

er-P

eer

com

mun

ity

conv

ersa

tions

Ever

y stu

dent

gr

adua

tes p

repa

red

for h

is or

her

posts

econ

dary

choi

ce-

for c

olleg

e or c

aree

r, an

d life

Al

l par

ents/

care

giver

s of

5 St

ar H

igh Sc

hool

stu

dent

s are

activ

ely

enga

ged a

s def

ined

by

the p

aren

t en

gage

men

t sca

le an

d un

ders

tand

the

impo

rtanc

e of h

igher

ed

ucat

ion a

nd co

llege

an

d car

eer r

eadi

ness

.

To in

crea

se gr

adua

tion

rate

from

76.5%

in 20

13

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to

3.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r re

ady f

rom

51.3%

in 20

13

to 72

.4% in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

2016

Desig

n and

ex

ecut

e aw

aren

ess

cam

paign

for

the J

CPS

Pare

nt P

orta

l, Pa

rent

Ho

tline

, and

Pa

rent

Co

nnec

tion

with

high

er

educ

atio

n and

co

llege

and

care

er

read

ines

s to

ols

Broc

hure

s and

so

cial m

edia,

an

d web

m

ater

ials (

use

stude

nt

storie

s, hi

ghlig

ht

neigh

borh

ood

leade

rs w

ho

are w

orki

ng to

he

lp st

uden

ts)

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

Pa

rent

ut

iliza

tion

of JC

PS

Pare

nt

Porta

l in

crea

ses b

y 10

%

Quan

titat

ive-

type

an

d num

ber o

f m

ater

ials

distr

ibut

ed

Pare

nt us

e rat

e

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

Cons

ult w

ith

Prich

ard

Com

mitt

ee,

Natio

nal

Cent

er fo

r Fa

mily

Li

tera

cy,

Unite

d Way

W

orld

wide

an

d Wall

ace

Foun

datio

n on

pare

nt

enga

gem

ent

tact

ics

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

Pa

rent

en

gage

men

t m

easu

res a

nd

indi

cato

rs

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

In

crea

se

num

ber o

f pa

rent

s pa

rticip

atin

g in

activ

ities

by

5%.

Quan

titat

ive-

type

an

d num

ber o

f m

ater

ials

distr

ibut

ed

Mea

sure

s and

in

dica

tors

Num

ber a

nd ty

pe

of co

mm

unity

-ba

sed e

vent

s and

ac

tiviti

es

Num

ber o

f St

uden

t Am

bass

ador

s in

each

scho

ol.

Num

ber a

nd ty

pe

of ev

ents

Stud

ent

Amba

ssad

ors

parti

cipat

e in.

Com

mun

ity-b

ased

pa

rent

enga

gem

ent

prog

ram

s on h

igher

ed

ucat

ion a

nd co

llege

an

d car

eer r

eadi

ness

ar

e con

siste

ntly

activ

e

Cons

ult w

ith

loca

l lead

ers

that

inclu

de

pare

nts,

busin

esse

s, civ

ic lea

ders

, an

d the

faith

ba

sed

com

mun

ity on

di

ffere

nt

tact

ics su

ch as

St

uden

t Am

bass

ador

s.

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

Pa

rent

en

gage

men

t m

easu

res a

nd

indi

cato

rs

Pare

nt

Enga

gem

ent

Info

rmat

ion

Distr

ibut

ion

Plan

In

crea

se

num

ber o

f pa

rent

s pa

rticip

atin

g in

activ

ities

by

5%.

Quan

titat

ive-

type

an

d num

ber o

f m

ater

ials

distr

ibut

ed

Mea

sure

s and

in

dica

tors

Defin

e par

ent

enga

gem

ent

scale

and

timeli

ne

Defin

ed

pare

nt

enga

gem

ent

scale

and

activ

ities

ba

sed o

n inp

ut

from

stud

ents

and p

aren

ts.

Incr

ease

nu

mbe

r of

pare

nts

parti

cipat

ing i

n ac

tiviti

es by

5%

.

Pare

nt

enga

gem

ent r

ate

incr

ease

.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

Enga

ge

mid

dle-

scho

ol

and f

irst

gene

ratio

n stu

dent

s and

pa

rent

s in

mea

ning

ful

oppo

rtuni

ties

to ex

pres

s th

eir

pers

pect

ives

an

d be d

irect

ly in

volve

d in

deve

lopi

ng th

e pl

an.

Defin

ed

pare

nt

enga

gem

ent

scale

and

activ

ities

ba

sed o

n inp

ut

from

stud

ents

and p

aren

ts.

Incr

ease

nu

mbe

r of

pare

nts

parti

cipat

ing i

n ac

tiviti

es by

5%

.

Pare

nt

enga

gem

ent r

ate

incr

ease

.

Enga

ge

stude

nts a

t ea

ch sc

hool

to

parti

cipat

e in

a Stu

dent

Am

bass

ador

Team

to

prom

ote l

ocal

scho

ol

acad

emic

prog

ram

s and

op

portu

nitie

s.

A un

iform

ap

plica

tion

and s

elect

ion

proc

ess i

s de

velo

ped f

or

stude

nts t

o ap

ply t

o be a

n am

bass

ador

fo

r the

ir sc

hool

. Be

nchm

ark o

f th

e num

ber o

f am

bass

ador

s en

cour

aged

fo

r eac

h sc

hool

es

tabl

ished

. St

uden

t Am

bass

ador

s pa

rticip

ate i

n

Appl

icatio

n Fo

rm

publ

ished

. St

uden

t Am

bass

ado

r sele

ctio

n ru

bric

deve

lope

d. St

uden

t Am

bass

ado

r Lead

ersh

ip

Deve

lopm

e

Num

ber o

f stu

dent

s app

lying

to

be St

uden

t Am

bass

ador

s Nu

mbe

r of S

tude

nt

Amba

ssad

ors

selec

ted f

or th

e Le

ader

ship

De

velo

pmen

t Pr

ogra

m

Stud

ent

Amba

ssad

or

satis

facti

on su

rvey

.

Esta

blish

ed

Stud

ent

Amba

ssad

or

Prog

ram

. Es

tabl

ished

St

uden

t Am

bass

ador

Le

ader

ship

De

velo

pmen

t Pr

ogra

m

Spon

sors

hips

.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

a lea

ders

hip

deve

lopm

ent

expe

rienc

e pr

ior t

o the

ir se

rvice

. St

uden

t Am

bass

ador

s re

lay re

levan

t in

form

atio

n ab

out c

aree

r-th

emed

pr

ogra

ms a

nd

colle

ge

read

ines

s for

sc

hool

age

child

ren.

Adul

ts an

d pa

rent

s in t

he

broa

der

scho

ol

com

mun

ity

inte

ract

with

pr

oduc

ts of

ca

reer

them

e pr

ogra

ms.

nt P

rogr

am

launc

hed.

Stud

ent

Amba

ssad

ors

are

enga

ged i

n re

layin

g in

form

atio

n ab

out t

he

prog

ram

s to

othe

r stu

dent

s an

d the

co

mm

unity

. Co

mm

unity

pa

rtner

s su

ch as

, but

no

t lim

ited

to, F

und f

or

the A

rts,

Acto

r’s

Thea

ter,

KYA,

YM

CA,

OST

Coor

dina

ting C

ounc

il Yo

uth

Sum

mit

enga

ged i

n th

e de

velo

pmen

t of t

he

leade

rshi

p de

velo

pmen

t expe

rienc

e.

The n

umbe

r and

ty

pe of

com

mun

ity

partn

ers

parti

cipat

ing i

n de

velo

ping

the

Stud

ent

Amba

ssad

or

Lead

ersh

ip

Prog

ram

.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

Spon

sors

hips

fo

r the

lea

ders

hip

deve

lopm

ent

expe

rienc

e.

Com

mun

ity

partn

ers

prov

ide

spon

sors

hip

s for

St

uden

t Am

bass

ado

rs.

Num

ber o

f Stu

dent

Am

bass

ador

sp

onso

rshi

ps.

Des

crip

tion

of t

acti

c Ta

rget

Po

pula

tion

Pare

nts/

Care

give

rs

Com

mun

ity B

ased

Ag

enci

es

Com

mun

ity a

nd

Faith

Bas

ed

Yout

h Pr

ogra

ms

Pare

nt N

etw

orks

Expe

cted

Dat

es o

f Im

plem

enta

tion

2014

-201

6 W

ho is

re

spon

sible

: N

ame

and

Title

Pa

rent

&

Nei

ghbo

rhoo

d En

gage

men

t Sp

ecia

list

Desc

ript

ion

The

pare

nt a

nd n

eigh

borh

ood

enga

gem

ent s

peci

alist

will

dev

elop

st

rong

rela

tions

hips

with

com

mun

ity

base

d pr

ogra

ms a

nd o

rgan

izat

ions

to

prov

ide

outr

each

info

rmat

ion

and

to

help

edu

cate

par

ents

and

care

give

rs

on th

e im

port

ance

of h

ighe

r edu

catio

n an

d co

llege

and

care

er re

adin

ess.

Serv

ices

nee

ded

from

the

com

mun

ity

Acce

ss to

net

wor

k of

com

mun

ity b

ased

pro

gram

s and

org

aniz

atio

ns to

pro

vide

net

wor

k op

port

uniti

es fo

r pa

rent

s and

care

give

rs.

Acce

ss to

reso

urce

s to

deve

lop

and

prod

uce

mat

eria

ls to

info

rm a

nd e

duca

te o

n th

e im

port

ance

of h

ighe

r ed

ucat

ion

and

trai

ning

.

3.6 T

acti

cal P

lan

Tem

plat

e Co

mm

itte

e vi

sion

: The

care

er ac

adem

y mod

el is

supp

orte

d by a

n inc

reas

ing n

umbe

r of l

ocal

busin

esse

s in a

ll fiv

e majo

r pat

hway

s Go

al s

elec

ted

from

sch

ool d

istr

ict o

r co

mm

unit

y st

rate

gic

plan

: Goa

l 3:

Pare

nts,

com

mun

ity, a

nd pa

rtner

s enr

ich st

uden

ts’ ed

ucat

iona

l exp

erien

ces a

nd su

ppor

t the

ir su

cces

s. Re

late

d Es

sent

ial P

ract

ice_

3.6_

Des

crip

tion

: The

broa

der c

omm

unity

is aw

are a

nd ac

tively

enga

ged.

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e Sh

ort-

term

ou

tcom

e m

easu

rem

ent

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

3.6.1.

Dev

elop a

m

arke

ting p

lan to

bu

ild su

ppor

t and

ac

tive p

artic

ipat

ion

amon

g fam

ily

mem

bers

, stu

dent

s, an

d the

busin

ess

and e

duca

tion

com

mun

ities

.

Cons

ult w

ith a

loca

l m

arke

ting

firm

to

deve

lop a

m

arke

ting

plan

. De

velo

p a

mar

ketin

g co

mm

ittee

co

mpr

ised o

f CE

O bo

ard,

stude

nts,

pare

nts,

JCBE

an

d JCP

S lea

ders

hip

team

to

deve

lop a

3 ye

ar

mar

ketin

g and

br

andi

ng

awar

enes

s ca

mpa

ign.

Parti

cipat

ion

Mar

ketin

g Pl

an

Clea

r de

adlin

es

esta

blish

ed fo

r sp

ecifi

c ele

men

ts of

th

e mar

ketin

g pl

an.

Incr

ease

d nu

mbe

r of

stude

nts

enro

lled i

n 5 S

tar H

igh

Scho

ol

Prog

ram

s De

adlin

es

for:

Co

mm

itte

e mem

bers

se

lecte

d.

Fund

ing

requ

irem

ent

s

Agen

cy of

Re

cord

id

entif

ied.

Fi

nal

mar

ketin

g pl

an

conc

ept

appr

oved

Num

ber o

f stu

dent

s pa

rticip

atin

g. Nu

mbe

r of p

eopl

e fro

m a

dive

rse

cros

s sec

tion o

f the

co

mm

unity

pa

rticip

atin

g in t

he

mar

ketin

g co

mm

ittee

75

% of

fund

ing

need

ed to

supp

ort

the f

irst y

ear o

f the

m

arke

ting p

lan.

Incr

ease

trad

e sk

ills o

f stu

dent

s An

nual

mar

ketin

g ca

mpa

ign

deve

lope

d to

impr

ove

publ

ic aw

aren

ess o

n ke

y de

velo

pmen

ts,

mile

stone

s or

indu

stry

acco

lades

.

Stud

ent

know

ledge

and

skill

evalu

atio

ns.

Trac

king

of

mar

ketin

g bra

nd

awar

enes

s ca

mpa

ign

pene

tratio

n.

Ever

y stu

dent

gr

adua

tes p

repa

red

for h

is or

her

posts

econ

dary

choi

ce-

for c

olleg

e or c

aree

r, an

d life

. Co

ntin

ued s

uppo

rt fo

r th

e 5-S

tar H

igh Sc

hool

Pr

ogra

ms f

rom

fam

ily

mem

bers

, em

ploy

ers,

post-

seco

ndar

y ed

ucat

ors,

and

polit

ical le

ader

s. Co

ntin

ued f

inan

cial

supp

ort t

o pro

vide

re

sour

ces a

nd up

date

te

chno

logy

to m

eet

curr

ent i

ndus

try

stand

ards

. Bu

sines

s com

mun

ity

is co

nsist

ently

en

gage

d with

the 5

St

ar H

igh Sc

hool

Pr

ogra

ms

adm

inist

rato

rs an

d te

ache

rs an

d help

s

To in

crea

se gr

adua

tion

rate

from

76.5%

in 20

13

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to

3.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r re

ady f

rom

51.3%

in 20

13

to 72

.4% in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

2016

3.6.2.

CEO

Boar

d ali

gns r

esou

rces

to

the m

aste

r plan

and

seek

s new

fund

ing

to su

ppor

t the

in

itiat

ive.

Analy

ze

curr

ent

fund

ing

strea

ms a

nd

deve

lop

fund

ing

prop

osals

for

new

fund

ers.

Fina

ncial

Re

sour

ce M

ap

Incr

ease

nu

mbe

r of

dolla

rs to

su

ppor

t the

5 S

tar H

igh

Scho

ol

prog

ram

s

Am

ount

of do

llars

se

cure

d.

Mor

e re

sour

ces a

nd

rece

nt

tech

nolo

gy is

av

ailab

le fo

r stu

dent

lea

rnin

g

Stud

ent

satis

facti

on

surv

ey.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

stu

dent

s with

job

plac

emen

t. Hi

gh Sc

hool

Stud

ents

grad

uatin

g col

lege

and c

aree

r rea

dy.

3.6.3.

Eng

age

empl

oyer

s and

the

com

mun

ity in

pr

ovid

ing

exte

rnsh

ip

oppo

rtuni

ties f

or

teac

hers

and s

choo

l lea

ders

in th

e wo

rkpl

ace.

CEO

Boar

d wi

ll wor

k with

ar

ea

empl

oyer

s and

co

mm

unity

lea

ders

to

iden

tify

learn

ing

expe

rienc

es

for s

tude

nts

and t

each

ers.

Exte

rnsh

ips

for t

each

ers

esta

blish

ed

and s

ched

uled

.

Incr

ease

d nu

mbe

r of

teac

hers

pa

rticip

atin

g in e

xter

n-sh

ips.

Num

ber o

f bu

sines

s/em

ploy

ee p

rovi

ding

:

Stud

ent

learn

ing

expe

rienc

e

Teac

her

exte

rnsh

ips

Mor

e co

mm

unity

lea

ders

and

empl

oyer

s pa

rticip

atin

g in

the 5

Star

Hi

gh Sc

hool

Pr

ogra

m.

Em

ploy

er

evalu

atio

n of

stude

nt

perfo

rman

ce.

3.6.4

. Eng

age t

he

com

mun

ity

partn

ers i

n pr

ovid

ing a

varie

ty

of re

al-wo

rld

learn

ing

expe

rienc

es fo

r stu

dent

s tha

t in

clude

lead

ersh

ip,

know

ledge

and

trade

skill

s, an

d de

mon

strat

e civi

c en

gage

men

t.

CEO

Boar

d wi

ll inv

ite

empl

oyer

s and

co

mm

unity

m

embe

rs to

co

mm

unity

co

nver

satio

ns

on ty

pes o

f lea

rnin

g ex

perie

nces

.

Lear

ning

ex

perie

nces

fo

r stu

dent

s ar

e es

tabl

ished

at

area

em

ploy

ers.

Incr

ease

d nu

mbe

r of

stude

nts

parti

cipat

ing i

n lea

rnin

g ex

perie

nces

at

area

em

ploy

ers.

Num

ber o

f stu

dent

s pa

rticip

atin

g in

learn

ing

expe

rienc

es at

ar

ea em

ploy

ers.

Incr

ease

d nu

mbe

r of

empl

oyer

s pr

ovid

ing

learn

ing

expe

rienc

es at

ar

ea

empl

oyer

s

Em

ploy

er

satis

facti

on

surv

ey.

3.6.5.

Eng

age t

he

com

mun

ity

partn

ers i

n ad

voca

ting f

or st

ate

and n

atio

nal

finan

cial s

uppo

rt

Advo

cate

for

state

fund

ing

and p

olicy

ch

ange

s to

prov

ide

cons

isten

t

Enga

ged

advo

cate

s to

supp

ort

prog

ram

and

stude

nt

supp

orts

with

Polic

y re

com

men

dat

ions

to

supp

ort f

ull

fund

ing o

f stu

dent

Cons

isten

t fun

ding

an

d res

ourc

e str

eam

s fro

m th

e sta

te

Susta

inab

le pr

ogra

ms f

ully

fund

ed.

Annu

al pr

ogra

m

repo

rts.

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

for p

rogr

ams a

nd

stude

nts.

finan

cial

supp

ort f

or

prog

ram

s and

stu

dent

s.

cons

isten

t fu

ndin

g at t

he

state

leve

l.

supp

orts

and

prog

ram

s

Des

crip

tion

of t

acti

c Ta

rget

Po

pula

tion

Mar

ketin

g Fi

rms

Fund

ers

Com

mun

ity

Empl

oyer

s Co

mm

unity

le

ader

s Co

mm

unity

bas

ed

agen

cies

Co

mm

unity

bas

ed

Yout

h pr

ogra

ms

Polic

y m

aker

s

Expe

cted

Dat

es o

f Im

plem

enta

tion

2014

-201

6 Po

licy

Anal

ysis

Eval

uatio

n Sp

ecia

list

Desc

ript

ion

The

Polic

y An

alys

is w

ill d

evel

op p

olic

y st

rate

gies

and

dev

elop

stro

ng

rela

tions

hips

bet

wee

n ke

y co

mm

unity

st

akeh

olde

rs a

nd le

gisla

tors

.

Serv

ices

nee

ded

from

the

com

mun

ity

Acce

ss to

reso

urce

s to

supp

ort t

he tw

o po

sitio

ns.

Acce

ss to

reso

urce

s to

supp

ort m

arke

ting

mat

eria

ls an

d pr

ofes

siona

l ser

vice

s.

Rela

ted

Esse

ntia

l Pra

ctic

e (e

nter

num

ber)

_3.7

Des

crip

tion

: St

akeh

olde

rs a

re m

utua

lly a

ccou

ntab

le fo

r im

plem

enta

tion

of t

he m

aste

r pl

an

Stra

tegy

Ta

ctic

(s)

Out

put(

s)

Shor

t-te

rm

outc

ome

Shor

t-te

rm

outc

ome

mea

sure

men

t

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

3.7.1.

Colle

ctio

n of

stude

nt da

ta

3.7.2

Cont

inuo

us

impr

ovem

ent

Ensu

re th

e dat

a da

shbo

ard i

s de

signe

d an

d ke

pt u

p to d

ate

Stud

ent d

ata i

s de

term

ined

by

othe

rs an

d su

bmitt

ed to

th

e CEO

co

mm

ittee

for

appr

oval

and

publ

icatio

n

Data

dash

boar

d de

signe

d wi

th

inpu

t and

ap

prov

al fro

m

the C

EO

com

mitt

ee.

Item

s to b

e in

clude

d:

stude

nt

dem

ogra

phic

and

perfo

rman

ce

data

, CC

R pr

ogre

ss

data

, Bus

ines

s in

volv

emen

t an

d ce

lebra

tions

Re

view

ing t

he

data

for

cont

inuo

us

impr

ovem

ent

The c

omm

unity

is

prov

ided

data

on

our s

ucce

ss

and p

rovi

ded

targ

eted

su

gges

tions

and

oppo

rtuni

ties t

o su

ppor

t the

wo

rk of

our

care

er-th

emed

sc

hool

s Th

e rev

iew of

th

e dat

a an

alysis

resu

lts

in id

entif

ied

impr

ovem

ent

Fall o

f 201

4 the

da

sh bo

ard

is av

ailab

le on

the

JCPS

web

site

1-

3 tea

cher

in

struc

tion

impr

ovem

ents

are m

ade a

nd 1

im

prov

emen

t in

the l

earn

ing

envi

ronm

ent

Base

line d

ata

will b

e pos

ted

to

the d

ashb

oard

Ba

selin

e and

goal

esta

blish

ed to

m

easu

re

adva

ncem

ent

and g

rowt

h of

in

divi

dual

them

es.

List

the b

usin

ess

nam

es an

d af

filiat

es w

ith th

e th

emed

pr

ogra

ms o

n the

da

shbo

ard.

Stud

ent

impr

ovem

ent i

s po

sted

on th

e da

ta da

shbo

ard

annu

ally

Begin

relea

sing

info

rmat

ion t

o th

e com

mun

ity

usin

g the

data

da

shbo

ard

Cont

inue

d im

prov

emen

t in

the t

arge

ted

outc

omes

id

entif

ied

Reco

gnize

and

celeb

rate

mos

t ad

vanc

ed th

eme b

y Oc

tobe

r 30,

2014

St

uden

t im

prov

emen

t is

poste

d on

the d

ata

dash

boar

d ann

ually

An an

nual

repo

rt on

the

prog

ress

of th

e 5 St

ar

scho

ols a

nd ou

r stu

dent

s pro

gres

s Th

is re

port

inclu

des;

Cont

inuo

us

impr

ovem

ent p

rogr

ess

Busin

ess c

omm

unity

en

gage

men

t and

ef

fect

iven

ess

It is

the f

ocal

poin

t of t

he

celeb

ratio

n

Ever

y stu

dent

grad

uate

s pr

epar

ed fo

r his

or he

r po

stsec

onda

ry ch

oice

- fo

r col

lege o

r car

eer,

and

life.

(201

2-13

CDI

P Ob

jectiv

e 2

To in

crea

se gr

adua

tion

rate

from

76.5%

in 20

13

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to

3.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r re

ady f

rom

51.3%

in 20

13

to 72

.4% in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

2016

3.7.3

Parti

cipat

ion o

f bu

sines

s and

civi

c m

embe

rs of

the

Mas

ter P

lan

Partn

ersh

ip on

ac

adem

y eva

luat

ion

team

s 3.7

.4. C

lear

expe

ctat

ions

3.7

.5.Ce

lebra

tion

of

succ

ess

3.7.6.

Re

view

of

busin

ess a

nd ci

vic

leade

rshi

p ef

fect

iven

ess

Form

atio

n of 1

-3 a

cade

mic

evalu

atio

n te

ams w

ith u

p to

3 m

embe

rs

from

the C

EO

coun

cil

parti

cipat

ing

Deve

lopm

ent o

f a M

OU fo

r be

twee

n the

ev

aluat

ion t

eam

an

d the

CEO

co

uncil

, sch

ool

adm

inist

ratio

n an

d the

co

mm

unity

De

velo

pmen

t of

the a

nnua

l co

mm

unity

ce

lebra

tion

high

light

ing

succ

esse

s and

da

ta re

sults

sh

ared

De

velo

p an

annu

al 36

0 re

view

pro

cess

Mee

ting h

eld

annu

ally

utili

zing s

tude

nt

dash

boar

d da

ta

and

reco

mm

enda

tions

mad

e for

im

prov

emen

t Th

e agr

eem

ent

is sig

ned

betw

een t

he

partn

ers

Annu

al co

mm

unity

ce

lebra

tions

Im

plem

ent a

n an

nual

360

revi

ew p

roce

ss

Impl

emen

t and

m

easu

re 1-

3 re

com

men

datio

ns a

nd re

port

to

CEO

coun

cil

1-3

Reco

mm

enda

tions

are

impl

emen

ted

and e

valu

ated

Im

prov

e co

mm

unity

pe

rcep

tion

of 5

St

ar H

igh S

choo

ls

Analy

sis of

the

360 d

ata f

or

impr

ovem

ents

Annu

ally

evalu

ate t

he

effe

ctiv

enes

s of

evalu

atio

n tea

ms

Evalu

atio

n of

impr

ovem

ents

impr

ove s

tude

nt

succ

ess b

ased

on

the d

efin

ed

mea

sure

10

%

impr

ovem

ent o

f co

mm

unity

pe

rcep

tion

of 5

St

ar Sc

hool

s Im

plem

ent 1

-3

reco

mm

enda

tion

s fro

m th

e 360

re

view

pro

cess

Cons

tant

im

prov

emen

t of

care

er

path

ways

base

d on

data

resu

lts

and e

valu

atio

n

Cons

tant

im

prov

emen

t of

care

er

path

ways

base

d on

data

resu

lts

and e

valu

atio

n Co

nsta

nt

impr

ovem

ent o

f co

mm

unity

pe

rcep

tion

of 5

St

ar H

igh

Scho

ols

Cons

tant

im

prov

emen

t of

the

effe

ctiv

enes

s of

the s

uppo

rt an

d en

gage

men

t

Impr

ovem

ents

are

poste

d on

data

dash

bo

ard

Im

prov

emen

ts ar

e po

sted

on da

ta da

sh

boar

d ___

% im

prov

emen

t of

com

mun

ity

perc

eptio

n of

5 St

ar

Scho

ols

Cont

inue

d im

prov

emen

t of t

he

effe

ctiv

enes

s of t

he

supp

ort b

ased

on

annu

al re

view

and

impl

emen

tatio

n of

reco

mm

enda

tions

Des

crip

tion

of t

acti

c Ta

rget

Pop

ulat

ion

Expe

cted

Dat

es o

f Im

plem

enta

tion

Desc

ript

ion

Serv

ices

nee

ded

from

the

com

mun

ity

Com

mun

ity,

busin

ess l

eade

rs

and

scho

ol

adm

inist

rato

rs,

teac

hers

and

st

uden

ts

Data

das

h bo

ard

spri

ng 2

014

Cele

brat

ion

of

succ

ess f

all 2

014

Form

atio

n of

ev

alua

tion

team

su

mm

er 2

014

Eval

uatio

n of

the

Mas

ter p

lan

for c

onst

ant

impr

ovem

ent a

nd th

e m

onito

ring

of

stud

ent s

ucce

ss.

Part

icip

atio

n in

succ

esse

s and

invo

lvem

ent b

ased

on

data

and

resu

lts o

f eva

luat

ion

Rela

ted

Esse

ntia

l Pra

ctic

e: 3

.8

St

rate

gy

Tact

ic(s

) O

utpu

t(s)

Sh

ort-

term

ou

tcom

e Sh

ort-

term

ou

tcom

e m

easu

rem

ent

Inte

rmed

iate

ou

tcom

e In

term

edia

te

outc

ome

mea

sure

men

t

Long

-ter

m O

utco

me

Long

-ter

m o

utco

me

mea

sure

men

t

3.8.1

Busin

ess

and c

ivic

leade

rs

prom

ote t

he

bene

fits o

f pos

t-se

cond

ary

educ

atio

n fo

r stu

dent

s.

The C

EO A

dviso

ry

Boar

d and

Indu

stry

Co

uncil

s ens

ure t

hat

educ

ator

s and

stu

dent

s util

ize

curr

ent, a

ccur

ate d

ata

abou

t pos

t-sec

onda

ry

oppo

rtuni

ties a

nd

work

forc

e nee

ds th

at

lead t

o stu

dent

care

er

fulfi

llmen

t in

our

regi

on.

Loca

l 5-S

tar S

choo

l an

d pos

t-sec

onda

ry

insti

tutio

n te

ache

r te

ams a

nd bu

sines

s co

mm

unity

mem

bers

wi

ll col

labor

ate t

o en

sure

that

ther

e is a

cle

ar co

nnec

tion

betw

een

what

is

taug

ht in

5 St

ar

CEO

Advi

sory

Bo

ard a

nd In

dust

ry

Coun

cils

accu

mul

ate a

nd

revi

ew

Annu

al re

ports

fro

m m

ajor

agen

cies l

ike,

but

not l

imite

d to,

Kent

ucki

anaW

orks

, GL

I, 55,0

00

Degr

ees a

nd po

st-se

cond

ary p

artn

er

data

. 5-

Star

Scho

ols

care

er pa

thwa

ys

align

with

post-

seco

ndar

y re

quire

men

ts.

Accu

rate

and

up-to

-dat

e po

st-se

cond

ary

oppo

rtuni

ty

and w

orkf

orce

ne

eds d

ata i

s co

mm

unica

ted

to ed

ucat

ors

and s

tude

nts.

5-St

ar Sc

hool

s Ca

reer

pa

thwa

y do

cum

enta

tion

align

s with

po

st-se

cond

ary

requ

irem

ents.

Syste

m is

in

plac

e to

com

mun

icate

up

-to-d

ate p

ost-

seco

ndar

y and

ca

reer

in

form

atio

n to

educ

ator

s and

stu

dent

s on a

t lea

st a b

ienni

al ba

sis.

All c

aree

r pa

thwa

ys

docu

men

tatio

n ac

cura

tely

re

flect

pos

t-se

cond

ary

requ

irem

ents.

All b

usin

ess

com

mun

ity

mem

bers

in

tera

ctin

g with

stu

dent

s will

co

mm

unica

te

curr

ent

info

rmat

ion a

bout

po

st-se

cond

ary

oppo

rtuni

ties t

hat

lead t

o car

eer

fulfi

llmen

t in

our

regi

on.

Stud

ents

will r

each

an

atta

inm

ent l

evel

that

will

allo

w th

em to

ente

r co

llege

with

no

rem

edial

wor

k.

All e

duca

tion a

nd

non-

prof

it pr

ogra

m

prov

ider

s will

ut

ilize

the s

ame,

up-to

-dat

e dat

a wh

en gu

idin

g stu

dent

s on

care

er

expl

orat

ion.

__%

of st

uden

ts gr

adua

ting f

rom

th

e 5-S

tar s

choo

ls wi

ll not

have

to

enga

ge in

re

med

ial w

ork t

o pu

rsue

their

pos

t-se

cond

ary

educ

atio

n to

ward

Ever

y stu

dent

gr

adua

tes p

repa

red

for h

is or

her

posts

econ

dary

ch

oice

- for

colle

ge or

ca

reer

, and

life.

(201

2-13

CDI

P Ob

jectiv

e 2

Busin

esse

s act

ively

su

ppor

ts an

d are

en

gage

d in

the J

CPS

Scho

ols o

f Stu

dy

prog

ram

s and

an

nuall

y eva

luat

es

the r

esul

ts of

the

trans

form

atio

nal

mod

el

To in

crea

se gr

adua

tion

rate

from

76.5%

in 20

13

to 83

.7% in

2016

To de

crea

se dr

opou

t rat

e to

3.8%

by 20

16

To in

crea

se th

e per

cent

of

stude

nts c

olleg

e or c

aree

r re

ady f

rom

51.3%

in 20

13

to 72

.4% in

2016

To ha

ve al

l stu

dent

s at t

he

5-St

ar Sc

hool

s enr

olled

in

a Sch

ool o

f Stu

dy by

2016

scho

ols i

s alig

ned

with

po

st-se

cond

ary

requ

irem

ents

*

****

***

-Sta

r Sch

ools

will

impl

emen

t a C

omm

on

Appl

icatio

n Pr

oces

s fo

r sch

olar

ship

s **

****

***

Mon

itor a

nd su

ppor

t th

e wor

k of 5

5,000

De

gree

s.

A sc

holar

ship

re

view

com

mitt

ee

will r

esea

rch a

nd

coor

dina

te

Awar

enes

s ca

mpa

ign fo

r sc

holar

ship

s 55

,000 D

egre

es

repr

esen

tativ

es

will r

epor

t high

sc

hool

grad

uate

co

llege

-goi

ng

benc

hmar

ks to

CE

O Ad

viso

ry

Boar

d on a

n an

nual

basis

PSI

invo

lvem

ent a

t all

leve

ls Id

entif

icatio

n of

fund

ing

oppo

rtuni

ties

for

scho

larsh

ips

Distr

ict

pers

onne

l will

pa

rtner

with

PS

Is to

des

ign

an on

line

clear

ingh

ouse

PS

I mem

bers

wi

ll be

assig

ned

to

liaiso

n rol

es

with

high

sc

hool

s pr

ovid

ing a

qu

ick-li

nk to

in

form

atio

n. Bu

sines

s co

mm

unity

’s ro

le in

pr

omot

ing t

he

bene

fits o

f po

st-se

cond

ary

educ

atio

n fo

r stu

dent

s will

Num

ber o

f PSI

fa

culty

on

com

mitt

ees (

%)

# Sc

holar

ship

do

llars

bein

g aw

arde

d

List

of P

SI

mem

bers

, the

insti

tutio

ns th

ey

repr

esen

t, and

th

e sch

ools

they

wi

ll ser

ve as

a lia

ison.

Mas

ter P

lan w

ill

be up

date

d to

su

ppor

t cur

rent

ne

eds o

f 55,0

00

Degr

ees

cam

paign

.

Cont

inue

d w

ork o

n th

e onl

ine

clear

ingh

ouse

de

velo

pmen

t 1.

Incr

ease

the

perc

ent o

f gr

adua

tes

asso

ciate

d with

a sc

hool

of st

udy

in IC

from

34%

(2

013)

to 7

5%

2. In

crea

se th

e nu

mbe

r of

tech

nica

l car

eer

read

y gra

duat

es

(as d

efin

ed by

KD

E) fr

om 1

83

(c/o

2012

) to

1000

stud

ents

in

the c

lass o

f 201

5 (a

vera

ge 55

ad

ditio

nal

stude

nts p

er

scho

ol)

Incr

ease

the

perc

enta

ge of

gr

adua

tes e

arni

ng

at le

ast 3

cred

its in

al

igne

d co

llege

co

urse

s to 1

0%

their

chos

en

care

er.

Grap

hic

simul

atio

n of

onlin

e cle

arin

ghou

se an

d re

sear

ch fr

om

iden

tified

in

stitu

tions

for

refe

renc

e on

the

clear

ingh

ouse

sit

e. 1.

A re

port

from

IC

deta

iling

the #

&

% of

stud

ents

in G

R 9-

12

atta

ched

to a

SoS

2. (a

) A re

port

from

TED

S de

taili

ng th

e #

& %

of

stude

nts

reac

hing

Pr

epar

ator

y an

d Com

plet

er

Stat

us fo

r CTE

m

ajors

.(b) A

re

port

from

IC

deta

iling

the #

be re

view

ed

and u

pdat

ed, if

ne

cess

ary,

with

stra

tegi

es

that

addr

ess

shor

tcom

ings

an

d suc

cess

es.

& %

of gr

ads

com

plet

ing 3

&

4 HS c

redi

ts in

m

ajor b

ased

on

grad

plan

ner

inpu

ts

Docu

men

tatio

n fro

m

posts

econ

dary

pa

rtner

s abo

ut

enro

llmen

t and

co

mpl

etio

n of

du

al cr

edit

(TED

S)

Des

crip

tion

of t

acti

c Ta

rget

Pop

ulat

ion

Expe

cted

Dat

es o

f Im

plem

enta

tion

Desc

ript

ion

Serv

ices

nee

ded

from

the

com

mun

ity

ATHERTON

BALLARD

DOSS

EASTERN

FAIRDALE

FERN CREEK

IROQUOIS

JEFFERSONTOWN

MOORE

PLEASURE RIDGE PARK

SENECA

SHAWNEE

SOUTHERN

VALLEY

WAGGENER

WESTERN

www.jcpsky.netEqual Opportunity/Affirmative Action EmployerOffering Equal Educational Opportunities

25556 BusPartFordBklt 11-13rj

L O U I S V I L L E, K E N T U C K Y

Jefferson County Public Schools Ford NGL Master Plan · In support of the district’s Strategic...

Documents

Transcript of Jefferson County Public Schools Ford NGL Master Plan · In support of the district’s Strategic...