2015-16 Pasco county schools

Transcription

2015-16 Pasco County SchoolS
Success Plan
TOES
Success Plan
Steering Committee
S
woodland
paul r smith
Linda Cobbe
Director, Communications and
Government Relations
Ray Gadd
Deputy Superintendent
Julie Hedine
Director, Food and Nutrition Services
Beth Hinton
Assistant Principal, Sunray Elementary
pasco hs
Joanne Hurley
School Board Member, District 2
Dr. Peggy Jones
Director, Accountability, Research
and Measurement
Rayann Mitchell
Senior Supervisor, Teaching
and Learning
Carrie Morris
Senior Supervisor, Student Support
Programs and Services
Christine Pejot
Director, Human Resources
and Educator Quality
David Salerno
Principal, Charles S. Rushe Middle School
Robyn White
Principal, Wiregrass Ranch High School
2
Pasco County Schools Success Plan
chasco
Lake Myrtle
Sunray
Fivay HS
weightman
Contents
04 Mission, Vision &
Success Moments
06 Letter from the Superintendent
07 Pasco County’s New Strategy for
Rushe
08
10
12
16
20
28
48
84 Success
Success Plan Primer
Pasco County School Board
Senior Administration
Schools Planning For Success
Executive Summary
Work Plan
Performance Plan
The Journey To Excellence
fox hollow
Wiregrass
3
sunray
fox hollow
TOES
Pasco Schools Mission
To provide a world-class education
for all students.
Pasco Schools Vision
All our students achieve success…
in college… career… and life.
Key Priorities
High Impact Instruction
Data-Driven Decisions
Collaborative Culture
Lake Myrtle
RUSHE
44 Pasco HS
Chasco
WOODLAND
Fivay
2015-16 Success Moments
It will be a successful school year for Pasco Schools if, by June 30, 2016, the
district:
4 Has provided an environment
that is safe and secure – both in
communication and in physical
4 Has established a quarterly and
surroundings.
annual performance review system
4 Has reinforced that each
tied to the Success Plan.
employee’s primary focus is on
4 Has provided supports so that all
student achievement and creating
schools are rated as either A, B or
a measurable improvement in
C, and the district is ranked in the
student success.
top 30 in the State. 4 Has adopted and implemented a
focused district Success Plan.
Weightman
Paul R
Smith
Wiregrass
Ranch HS
55
Letter from the Superintendent
Kurt S. Browning
W
e are pleased to share with you Pasco County Schools’ first ever
Success Plan.
Unlike so many who develop strategic plan after strategic plan — only to have the documents
sit on shelves gathering dust – we are making our Success Plan operational. It will become the
new guide we use for the way we do business at Pasco Schools.
This document represents collaborative work by hundreds of individuals across the district.
Steps taken here are to ensure sustainable Pasco schools for years to come – and a world-class
education for our students.
Teachers, support staff, administrators, parents, school board members and students all
participated in focus groups to plan out what success looks like for our district. In addition, a
dozen of our schools worked to align their plans for the coming year with the work we’ve done
at the district level.
When we as a district define what success looks like, and all of our schools and the district
align to deliver it, our students succeed and our taxpayers succeed. And THAT is a recipe for
excellence.
Sincerely,
Kurt S. Browning
Superintendent of Schools
6
Success Plan Schools
Pasco County’s New
Strategy for Success
T
his Success Plan is the district’s actionable
guidebook for achieving goals leading to
educational excellence for Pasco students at
every level of the district. The following pages
outline this new method of district and school
performance management aimed at uniting Pasco
educators and administrators on initiatives that
help the district provide an equal balance of
quality education and value to taxpayers.
Schools selected to participate in the
Success Planning process for the 201516 School year include:
4 Fivay High School
4 Pasco High School 4 Wiregrass Ranch High School
4
4
4
4
Charles S. Rushe Middle School
4
4
4
4
4
Fox Hollow Elementary
Lake Myrtle Elementary
Sunray Elementary
Trinity Oaks Elementary
Woodland Elementary
Chasco Middle School
Paul R. Smith Middle School
Thomas E. Weightman Middle School
The plan captures the collaborative efforts
and ideas of district and school leaders as well
parents, students and community representatives
about creating a nurturing, challenging and safe
academic environment for Pasco County students
and staff.
In addition to this district Success Plan, 12 Pasco
County schools have also developed their own
separate Success Plans for the 2015-16 school year.
The goal is for all Pasco schools to develop Success
Plans by the 2018-19 school year.
7
Success Plan Primer
Steps To Pasco Schools Success
The Success Plan’s three
key, integrated components
begin with a clear expression
of success goals – success
moments – followed by the
development of a work plan
to achieve the goals and
performance metrics – SEEK12 scorecard – to measure
progress toward success.
1
SUCCESS
MOMENTS
Success moments
represent an articulation
of the goals desired to be
achieved this year that
will lead the district to
education excellence. The
district’s success moments
are outlined on page 5.
8
2
WORK PLAN
To achieve each of the success
moments, the Steering Committee
has sharpened its focus on
overarching strategies that provide
a platform from which specific work
projects were identified. These four
strategic pillars include:
1. Excellence in Student
Achievement
2. Employee Success
3. Taxpayer Value
4. Connecting to the Community
These strategic pillars provide the
foundation for special projects
supporting each strategy as outlined
in the Work Plan to be completed
during the school year. The district’s
work plan begins on page 28.
3
SEEK-12
SCORECARD
Pasco’s march to success will
be measured over the course
of the year with a new kind of
report card – the Scorecard for
Educational Excellence K-12
(or SEEK-12).
The district and each of the
12 schools participating
in the success planning
process have developed
scorecards with metrics that
are significant to the quest for
education excellence – and
which tie directly to the four
strategic pillars identified as
necessary for the district to
achieve its goals for the year.
A full explanation of how the
SEEK-12 scorecard system
works to monitor success
begins on page 48.
SEEK-12
Scorecard for Edu
Strategy
Metric
Goal
6
Engagement
Employee Success
Strategy Total
22
LIFE Readiness
8
8
8
1
2
6
25
es
7
FINANCIAL STEWA
7
Community Outr
20
unity Partnersh
ips
FAMILY ENGAGEMENT
7
RDSHIP
each
School and Comm
Strategy Total
40
gement Practic
FUND BALANCE
Connecting to the
Community
4
Collaborative Co
mmunication
Employee Engage
ment Survey
Voluntary Depa
rtures
Employee Welln
ess
Valuable Profess
ional Developm
ent Training
Innovative Mana
Strategy Total
D i st r i ct
SCORECARD
ss
Academics
Strategy Total
Taxpayer
Value
nce K-12
SCHOOL Readine
Excellence in
Student
Achievement
OVERALL SEEK-12
cational Excelle
6
3
5
SCORECARD TOTA
L
15
100
9
Pasco County School Board
Allen Altman District 1
Allen Altman was elected
in 2006, and was re-elected
without opposition in 2010
and 2014. He has served
as vice-chairman and
chairman of the board.
Mr. Altman has lived in
Pasco County almost all
his life, and graduated from Pasco High School. He is an
agency manager for Farm Bureau Insurance Companies,
for which he has worked most of his adult life. He is also
involved in real estate, agriculture, and banking.
Mr. Altman is a longtime member of the Dade City
Kiwanis Club, Hardy Benevolent Trust, Winter Haven
Citrus Growers Association, and is a trustee member
of Bayfront Hospital Dade City. He has served on
the Pasco High School Advisory Council, the Pasco
Education Foundation, and the Story Dads Reading
Program at Lacoochee Elementary School.
Mr. Altman is a member of the Leadership Tampa Bay
Class of 2005. He has received the Business Recognition
award for Outstanding Support of Education from
the Florida Education Foundation, the CARE award
for Service to Children from the Pasco Pediatric
Foundation, the Florida Agency Manager of the Year
award from Farm Bureau Insurance Companies, and the
Kiwanian of the Year award.
Mr. Altman is married to Laura and has two daughters
and two grandchildren.
Joanne Hurley District 2
Joanne Hurley was first
elected in 2008, and was
re-elected in 2012. She has
served as vice-chairman and
chairman of the board.
Mrs. Hurley has been
involved in teaching and
public education throughout
her career. She obtained her Bachelor’s Degree in
Education from Indiana University of Pennsylvania
and her Master’s in Education from the University of
South Florida. She has been a teacher in the public
schools, a drug prevention specialist, and a teacher
and administrator in various preschools and day care
centers. She also served as the community relations
coordinator and public information officer for Florida’s
Turnpike Enterprise in the Tampa Bay area.
10 Pasco County Schools Success Plan
Mrs. Hurley is Past Chairman of Heritage Park
Foundation, First Call for Help, Leadership Pasco, and
Keep Pasco Beautiful. She is a member of the LutzLand O’ Lakes Woman’s Club and the Nature Coast
Envirothon, and a past board member of Tampa Bay
Chapter of American Red Cross, United Way of Pasco
County, Pasco Pediatric Foundation, and Scenic Pasco.
She also is an avid quilter. Her small appliqué quilt won
“Viewers’ Choice” at Dade City’s Pioneer Museum quilt
show.
A native of Pennsylvania who has lived and worked in
many states, Mrs. Hurley is married to John Hurley and
has three grown sons, two daughters-in-law and nine
grandchildren.
Cynthia Armstrong District 3
Cynthia Armstrong was elected in
2010, and was re-elected without
opposition in 2014. She has served
as vice-chairman and chairman
of the board. She also served as
a Pasco Mosquito Control Board
Commissioner from 1993 to 1997.
Her career in education began as a teacher who moved to Pasco
County in 1978 to teach science at Ridgewood High School. She
is also a business owner who remained involved with education
by serving as chairman of the Chamber of Commerce Education
committee, judging for Odyssey of the Mind and senior projects
in the high schools, and serving as a Rotary member working
with the high school Interact Clubs.
Mrs. Armstrong has taught science in 7th through 12th grades,
and has been an adjunct professor at Pasco Hernando State
College and St. Petersburg College.
Her community service and activities include membership
on Pasco Metropolitan Ministries Program Committee,
past director and secretary of the West Pasco Chamber of
Commerce, founding director of Leadership Pasco, past director
and current member of the Rotary Club of Seven Springs, and
volunteer committee chairman for the Odessa Rodeo.
Mrs. Armstrong earned her Bachelor’s Degree in Biology
from Wake Forest University and her Master’s in Education
from University of South Florida. She is married to Gregg
Armstrong.
Alison Crumbley District 4
Alison Crumbley was elected to
a two-year term in 2010, and was
re-elected in 2012. She served as
vice-chairman and chairman of
the board.
Mrs. Crumbley has been a Pasco
County resident since 1967. She
is a graduate of Gulf High School
and the University of Florida.
Mrs. Crumbley currently works in a commercial real estate
firm as public relations and marketing director.
Mrs. Crumbley co-founded the Cinderella Project of Pasco
and the Prince Charming Project for Pasco’s young ladies and
men desiring to attend their prom but needing some financial
help. She serves on the Sunshine Kids Foundation, is an Elder
at Trinity Presbyterian Church of Seven Springs, and is an
Athletic Booster Club board member at River Ridge High
School.
Mrs. Crumbley served as PR Chairman for Super Playground
in Sims Park, and is a past member of the River Ridge School
Advisory Council, Jr. Service League of West Pasco, All
Children’s Guild of West Pasco, and the Citizens Advisory
Council. Mrs. Crumbley also has been an Odyssey of the Mind
coach.
Mrs. Crumbley is married to Allen Crumbley, and all three of
their children graduated from Pasco County high schools.
Steve Luikart District 5
chairman.
Steve Luikart has 36 years of
experience in Pasco County
Schools as a teacher, assistant
principal and school board
member. He was elected in 2010,
and was re-elected in 2014. He
has served as vice-chairman
of the board and is the 2015
Mr. Luikart is a member of the Gulf High School Class
of 1969. He attended Sandhills Community College in
North Carolina on a basketball scholarship and received
his Associate of Arts degree. He earned his Bachelor
of Science degree from University of West Florida. He
has a State Vocational Directors Certificate from Florida
International University, and received his Master’s Degree in
Administration, Supervision and Curriculum in Education
from the University of South Florida.
Mr. Luikart is a Florida School Boards Association State
Certified School Board Member. He is a member of Florida
Retired Educators, West Pasco Chapter; the Association
for Supervision and Curriculum Development; Florida
Assistant Principal Association; Florida Association of
School Administrators; New Port Richey Elks Lodge #2284;
and Boys and Girls Clubs of Pasco County. He was named
Florida Assistant Principal of the Year 2001 by the Florida
Association of School Administrators. His State of Florida
teaching certificate is active through 2019 in seven areas of
certification.
He is a lifelong resident of Pasco County, has been married
for 39 years, is the father of three, and is a grandfather of four.
11
Senior Administration
Kurt S. Browning Superintendent
Superintendent Kurt S.
Browning was elected Pasco
County Superintendent of
Schools in November 2012.
Prior to being elected,
Superintendent Browning
was named Florida’s
Secretary of State by
Governor Rick Scott in January 2011. He also served as
Secretary of State under the Charlie Crist Administration
from December of 2006 until April of 2010. As Secretary
of State, Browning served as the state’s Chief Election
Official and the Chief Cultural Officer.
Before his appointment as Secretary of State, Browning
spent 27 years serving as the Supervisor of Elections
for Pasco County where he was involved in Florida’s
elections community through service as the President of
the Florida State Association of Supervisors of Elections
and as a member of Governor Jeb Bush’s Task Force on
Election Procedures, Standards and Technology.
Superintendent Browning is a native Floridian, and
received a bachelor’s degree in Political Science and
a master’s degree in Public Administration from the
University of South Florida. His extensive community
involvement in Pasco County includes service as
President of Downtown Dade City Main Street, Inc.,
and involvement with organizations including the Pasco
County United Way and the Boy Scouts of America.
Superintendent Browning is a certified Superintendent
of Schools and is actively involved with the Florida
Association of District School Superintendents (FADSS).
He is currently completing the Chief Executive Officers
Leadership Development Program through FADSS and
the Florida Department of Education.
Superintendent Browning is married to Kathy, a Pasco
County School Nurse. They have two grown sons, Keith
and Kristopher.
Ray Gadd Deputy Superintendent
Deputy Superintendent
Ray Gadd oversees
Administration, Operations,
Teaching and Learning,
Student Support Services
and the four learning
communities. Mr. Gadd’s
previous experience with
Pasco County Schools included Assistant Superintendent
for Administration and Support Services, Assistant
Superintendent for Employee Services and Planning,
Assistant to the Superintendent for Special Projects,
Student Services Supervisor and School Psychologist.
For the three years prior to his current employment, he
served as President and CEO of Gulf Coast Jewish Family
Services.
Mr. Gadd’s previous board involvement includes the
Pasco Pediatric Foundation, Advisory Council Wachovia
Banks of Pasco, University of South Florida Collaborative
for Family and Children, Pasco Hernando Catholic
Charities, National Conference of Christians and Jews,
Florida Coalition for Children and Gulfside Hospice.
He currently serves as Treasurer for Central Florida
Behavioral Network and is a board member of Youth
and Family Alternatives and the Angelus. He has also
served on the Pasco Planning Commission and the
Development Review Committee. Mr. Gadd was also
instrumental in the original campaign in 2004 to pass the
Penny for Pasco to fund schools.
Mr. Gadd received the Lawrence D. Wasser
Humanitarian Award (Jewish National Fund Tampa),
Florida Coalition for Children Chairman’s Award,
Florida Association of School Psychologist Presidential
Award, Pasco County District Supervisor of the Year
Award and was recognized by the Parents for Quality
Schools for leadership.
Mr. Gadd received his B.A. in Social and Behavioral
Sciences and his M.A. in Behavioral Science from the
University of South Florida. He is a licensed School
Psychologist and certified by the National Association
of School Psychologists. Mr. Gadd is married to Cathy
Peckett and has a grown daughter, Casey, and two
grandchildren.
Superintendent Kurt Browning helps out on the Summer Lunch Bus.
13
Superintendent’s Staff
Ray Bonti
Assistant Superintendent for Support
Services
Years with district: 27 years
Past position with District: Principal of Wiregrass Ranch
and Land O’ Lakes high schools, and Gulf Middle School;
Assistant Principal at River Ridge Middle/High School
and Pasco High School; social studies teacher
Education: Master’s in Educational Leadership/School Principal and Bachelor’s in Social
Science Education, both from USF
Beth Brown
Area Superintendent, Southwest Region
Past position with District: Executive Director of
Secondary Schools, Principal Bayonet Point and John
Long middle schools, Assistant Principal at Wesley Chapel
High and Weightman Middle schools, Social Studies
Teacher
Education: Bachelor’s in Secondary Social Studies, 1991, and Master’s in Educational
Leadership, 1998, both from USF
Todd Cluff
Area Superintendent, Northwest Region
Past position with district: Principal at Sand Pine
Elementary School, Assistant Principal at Sand Pine
Elementary School, Supervisor of Staff Development
Education: Bachelor’s in Elementary Education, 1991, and
M.Ed. in Educational Leadership, 1995, both from USF
Linda Cobbe
Director of Communications and
Government Relations
Education: Bachelor’s in English from Indiana University,
1986
Vanessa Hilton
Assistant Superintendent for Student Achievement
Past position with District: Director of the Office for Teaching and Learning,
Principal of San Antonio Elementary School, Assistant Principal at Northwest
Elementary School, ESE Teacher
Education: Bachelor’s in English from University of North Carolina, Charlotte,
1991; Juris Doctorate from University of Miami, 1995; Masters in Educational
Leadership from St. Leo University, 2003
Monica Ilse
Area Superintendent, East Region
Past position with district: Principal at Anclote and Land O’ Lakes high
schools and J.W. Irvin Education Center, Assistant Principal at Wesley Chapel
High School, Guidance Counselor
Education: Doctorate in Educational Leadership, 2010; Master’s in Educational
Leadership, 1993; Master’s in Education Guidance and Counseling, 1997; and
Bachelor’s in Psychology, 1995, all from USF; Associate of Arts from Hillsborough Community College,
1993
Dave Scanga
Area Superintendent, Central Region
Past position with district: Assistant Superintendent, Director of Research and
Evaluation, Principal, Assistant Principal
Education: Doctorate in Educational Leadership from USF, 2004; Master of
Education in School Psychology from Indiana University of Pennsylvania,
1980
Kevin Shibley
Assistant Superintendent for Administration
Past position with district: Director of Employee Relations, Supervisor of
Employee Relations
Education: Bachelor’s in Management from USF, 2000; MBA from USF, 2004;
J.D from Stetson University College of Law, 2008
Olga Swinson
Chief Finance Officer
Past position with district: Director of Finance, Supervisor of Finance, Internal
Auditor
Education: Bachelor’s in Accounting from USF, 1983; Certified Public
Accountant; Certified Government Financial Manager
15
Schools Planning for Success
HI G H S C H O O L S
Fivay High School
Year Established…………
Student Body…………
Faculty and Staff…………
School Mascot…………
Marsha
VanHook
Principal
2010
1,231
148
Falcons
PASCO High School
School Mascot………… 1889
1,576
175
Pirates
Kari Kadlub
Principal
wiregrass ranch High School
Year Established………… Student Body………… Faculty and Staff………… School Mascot…………
2006
2,450
217
Bulls
Robyn White
Principal
M I DDLE S C H O O L S
CHASCO Middle School
2001
840
94
Chargers
David Huyck
Principal
CHARLES S. RUSHE Middle School
School Mascot………
2007
David Salerno
Principal
1,345
139
Ravens
Paul R. Smith Middle School
2005
1,002
129
Eagles
Susan Seibert
Principal
Thomas E. weightman Middle School
1991
1,150
120
Wildcats
Brandon
Bracciale
Principal
17
EL EME NTARY S C H O O L S
FoX HOLLOW Elementary School
Dawn Scilex
Principal
1991
635
78
Mascot…………Owls
LAKE MYRTLE Elementary School
Year Established………… Student Body………… Faculty and Staff………… Mascot………… 1984
606
88
Turtles
Jessica Clements
Principal
Year Established
Student Body
Faculty and Staff
School Mascot
Sunray Elementary School
Year Established………… 1999
Student Body………… 520
Faculty and Staff………… 66
Mascot………… Señor Sol,
The Explorer
Lee-Anne Yerkey
Principal
trinity oaks Elementary School
Allison Hoskins
Principal
2006
720
87
Oak Trees
WOODLAND Elementary School
1999
520
Instructional – 40, Non-Instructional – 26
Señor Sol, the Explorer
1978
968
116
School Mascot………… Wranglers
Kimberly Poe
Principal
19
Executive Summary
Introduction
Strategic Plan Components
In April 2014, the District School Board of
Pasco County gave unanimous approval
for work to begin on the development of
a strategic planning process focused on
achieving education excellence.
Success Moments
This unique process – referred to as success
planning – produces a document that will
guide the district and, for this inaugural plan,
12 schools through specific steps to align
educators and administrators on specific
work centered around creating a high quality
education experience for students at all levels
of Pasco County Schools.
The planning process began with consensus
on what success would actually look like for
the district. Numerous workshops with board
members, administrators, teachers, students
and community groups helped to narrow
the scope of goals envisioned. Then, teams
worked together at the district level and at
each school over the course of the year to
build out this Plan and separate plans for each
school.
What makes the success planning process so
unique and effective is its integration of goals
with a work plan to achieve those goals and a
performance scorecard to monitor progress
toward realizing them. By its very nature, the
Success Plan is an actionable system geared for
performance excellence and accountability.
The articulation of the district’s mission,
vision and specific goals envisioned to
achieve success for the school year provide
the framework from which the plan takes
shape. These goals – called success moments –
essentially complete this statement: “It will be
a successful year for Pasco Schools if, by June
30, 2016 the district…”
4 H
as adopted and implemented a focused
district Success Plan.
4 Has established a quarterly and annual
performance review system tied to the
Success Plan.
4 All schools are rated as either A, B or C,
and we are ranked in the top 30 in the State. 4 Has provided an environment that is safe
and secure – both in communication and
in physical surroundings.
4 Has reinforced that each employee’s
primary focus is on student achievement
and creating a measurable improvement in
student success.
By its very nature,
the Success Plan is
an actionable system
geared for performance
excellence and
accountability.
The anatomy of a success plan
Mission
An articulation of
why we exist.
MISSION
How we define what
we strive to become.
SUCCESS
MOMENTS
VISION
SUCCESS MOMENTS
Strategy
Strategy
Strategy
VISION
The definition of measurable
outcomes to define a
successful year.
Strategy
strategic
pillars
In order to bring each
success moment to life,
overarching management
strategies are identified.
They become the strategic
pillars that support work
tactics and connect
work with results through
performance metrics.
TACTICS
Tactic
Tactic
Tactic
Tactic
Tactic
Tactic
Tactic
Tactic
Tactic
PERFORMANCE METRICS
PERFORMANCE METRICS
Tactic
Tactic
Tactic
Tactics are
specific projects and
programs
that teams work
on over the
course of the
fiscal year. A project
manager and teams
are assigned to
each tactic, and
quarterly milestones
are developed to
ensure the tactic
remains on target for
time and budget.
Performance metrics are developed to reflect progress relating
directly to each strategic pillar. These are the metrics that correlate to
achieving success for the year, and are contained within a performance
scorecard that is monitored on a quarterly basis.
21
Strategic Pillars
Once success moments are
determined, the next step in the
planning process involves identifying
key strategies – or strategic pillars –
that will help the goals to be realized.
These strategies serve as foundational
pillars of the plan. Work tactics and
scorecard metrics are constructed
based on these strategic pillars. For
the 2015-16 school year, the district
has identified the following four key
strategic pillars:
1. E
xcellence in Student Achievement
– the district’s ability to provide a
strong educational experience for
pre-school students and students in
grades K-12.
2. E
mployee Success – How well
the district is able to provide a
rewarding work environment for
staff.
3. T
axpayer Value – The level to which
the district is able to balance an
outstanding educational experience
with the interests of taxpayers.
4. C
onnecting to the Community –
How effective the district is at being
a good community partner.
Work Plan
This is the component of the Success
Plan that is comprised of the actual
operating tactics that staff will
execute during the course of the
school year. The tactics support at
least one of the four strategies, and
each tactic selected for the year has a
project manager and team members
who work to achieve quarterly
milestones that keep the project
on schedule and on budget. This
Success Plan contains 27 work plan
tactics for the 2015-16 school year.
Work Plan Highlights
Among the special projects planned
for the year are:
• A
n initiative to develop a unifying
definition for instructional
excellence for all Pasco schools.
• Development of district-wide
onboarding and exit interview
procedures.
• An intiative to help increase the
number of grants awarded to the
district.
• Community outreach
programming through social
media enhancements and
presentations by district leaders.
23
Performance Plan
Performance Plan Highlights
This final section of the Success Plan contains
a quarterly scorecard that will serve to inform
teachers, administrators, the board, students,
parents and the community about how well
the district and its schools are performing with
respect to goals. Metrics in the scorecards are
tied directly to this plan’s success moments,
strategic pillars and tactics, providing a clear and
up-to-date status report on efforts to achieve
educational excellence.
The district scorecard provides an overall
composite of how the district is performing
with metric inputs from each of the three
school levels – high school, middle school and
elementary school. The SEEK-12 system also
takes the performance picture deeper with
scorecards for each separate school.
Each scorecard’s metrics are comprised of
challenging yet achievable goals reflected by a
weighted point system that totals 100 points.
SEEK-12
Scorecard for Educational Excellence K-12
SEEK-12
Metric
Excellence in
Student
Achievement
Goal
SCHOOL Readiness
6
Academics
22
Engagement
8
LIFE Readiness
4
Strategy Total
Employee Success
40
Collaborative Communication
8
Employee Engagement Survey
8
Voluntary Departures
1
Employee Wellness
2
Valuable Professional Development Training
6
Strategy Total
Taxpayer
Value
25
Innovative Management Practices
7
FUND BALANCE
7
FINANCIAL STEWARDSHIP
6
Strategy Total
Connecting To The
Community
20
Community Outreach
3
School and Community Partnerships
7
FAMILY ENGAGEMENT
5
Strategy Total
15
OVERALL SEEK-12 SCORECARD TOTAL
100
Middle School
Each stage of education represents a
different set of educational challenges,
making it necessary for separate scorecards
at each of the district’s three school levels.
As with the district scorecard, metrics
in the school scorecards reflect each of
the four key strategic areas and have the
potential to earn a total 100 points.
Elementary
q
High School
The district Scorecard measures the overall
health of the school district with metrics
that have the potential to earn 100 points
from the sum of each of the four key
strategic areas:
1. Excellence in Student Achievement
2. Employee Success
3. Taxpayer Value
q
Strategy
The SEEK-12 Scorecard system
is designed to provide an easy
and comprehensive method of
immediately determining whether the
district and its schools are succeeding
in accomplishing objectives for the
year.
D i st r i ct
SCORECARD
WG
Ranch
24 Pasco
Chasco
Rushe
Fox
Hollow
Sunray
Smith
Weightman
Lake
Myrtle
Trinity
Oaks
Woodland
Each school has its own performance
scorecard with measurements reflective of
each of the four key strategy areas and the
potential to earn 100 points total.
q
Fivay
25
2015-16 Success Plan Elements:
Mission Statement
To Provide A World-Class Education for All Students
Strategic
Plan
Vision STATEMeNT
All Our Students Achieve Success… In College… Career… and Life
Strategy
Excellence in Student
Achievement
OPERATING TACTICS
WORK
Plan
4Student Learning
Experiences Match
the Rigor of Florida
Standards
4Increase Systems to
Support Students
4Increase Staff and
Student Engagement
Strategy
Employee Success
OPERATING TACTICS
4 Non-Instructional
Performance Management
Revisions
4 Develop Exit Interview
Process
4 Develop a Virtual
Onboarding Process
4 Ramp Up Wellness
Communications
Performance Metrics
Performance Metrics
1. S
chool Readiness Metrics
Performance
Plan
2. A
cademics Metrics
3. Engagement Metrics
4. L
ife Readiness Metrics
1. Collaborative
Communication Metrics
2. E
mployee Engagement
Survey
3. Voluntary Departures
4. E
mployee Wellness
5. V
aluable Professional
Development Training
Metrics
Strategy. Tactics. Performance Metrics.
IT WILL BE A SUCCESSFUL YEAR FOR PASCO SCHOOLs IF, by June 30, 2016, the District…
4 Has adopted and implemented a focused district Success Plan.
4 Has established a quarterly and annual performance review system tied to the Success Plan.
4 Has provided supports so that all schools are rated as either A, B or C, and we are ranked in the top 30
in the state. 4 Has provided an environment that is safe and secure – both in communication and in physical
surroundings. 4 Has reinforced that each employee’s primary focus is on student achievement and creating a measurable
improvement in student success.
Strategy
Taxpayer Value
OPERATING TACTICS
4 Enterprise Vending Machine Program
4 P-Card Payment Program
4 Evaluation of an ePayables Program
4 Replace Programmable Thermostats in 560
Portables
4 LED Program To Reduce Electricity Costs
4 Compressed Natural Gas Station
4 Fund Balance Establishment
4 Bond Rating
4 Audits/Program Reviews Requiring Reimbursement
4 Penny for Pasco Program
Performance Metrics
Strategy
Connecting to the
Community
OPERATING TACTICS
4 Enhance Social Media Engagement
4 Expand Internet & Social Media Reach
4 Increase Student Internships
4 Expand School & Community Partnerships
4 Increase Community Presentations by School
Board Members, School, and District Staff
4 Enhance Volunteer Hours
4 Increase Parent/Guardian Participation in
School Events
4 Number of Parents/Guardians Accessing
Student Information On-Line
4 Number of Parents/Guardians Receiving
Automatic Student Performance Notifications
Performance Metrics
1. Innovative Management
Practices Metrics
1. C
ommunity Outreach Metrics
3. Financial Stewardship
Metrics
3. F
amily Engagement Metrics
2. Fund Balance Metrics
2. S
chool and Community
Partnerships Metrics
27
Work Plan
Operating Tactics
Introduction
The Work Plan is the tactical expression of the
four strategic pillars. Each and every tactic
detailed on the following pages contributes in
some way to the district’s success goals.
The following pages outline tactics, their
objectives, which members of the district
staff are responsible for their oversight, and
quarterly milestones to be achieved.
Elements of the Work Plan focus on four key
strategic areas:
1. Excellence in Student Achievement
2. Employee Success
3. Taxpayer Value
Excellence
in Student
Achievement
Excellence In Student
Achievement
Employee Success
Taxpayer Value
Connecting to the Community
The district’s mission to provide a worldclass education for all students is the
driving force behind this plan and the
goals articulated for the year. To fulfill
those goals for the 2015-16 school year,
the following tactics have been identified.
Student Learning Experiences Match the Rigor of Florida Standards
Aligns with Strategy 1: Excellence in Student Achievement
Description: A unifying definition for instructional excellence in Pasco County will serve as the guiding
vision of instruction in all schools, ensuring that there is a guaranteed and viable curriculum and
continuous improvement of instruction aligned to the rigor of the standards in all classrooms. Professional
development will be carefully planned in order to build the knowledge necessary in district, school and
teacher leaders for these stakeholders to engage in planning, delivering, and reflecting on instruction with
focus on the Florida Standards.
Focus:
Develop, adopt, and revise curricular resources that match the rigor and progression of the
Florida standards to ensure that the rigor of the instruction and student work increases in
every classroom through high impact instruction.
Owner:
Vanessa Hilton
Team:
Terry Aunchman, Melissa Musselwhite, Angela Porterfield, Steve Williams
Quarterly Milestones
Focus:
Owner:
Team:
4Complete the adoption process for new textbooks in secondary ELA and
secondary math aligned to the Florida Standards (by August 2015)
4Revise district-developed supplemental resources to promote an integrated
Q1
model of literacy (by September 2015)
4Supplement district-developed materials with strong student tasks to promote an
understanding of the rigor of the standards (by September 2015)
4Create common curriculum-based assessments aligned to district scope and
Q3 sequence resources for schools to monitor student progress towards the
standards (by January 2016)
4Monitor the implementation of curricular resources and their impact in the
Q4
classroom (by June 2016)
B
uild a deep base of knowledge about the demands of the new Florida Standards, beginning
with PLC facilitators, coaches, school leaders and select central office staff to ensure that the
rigor of the instruction and student work increases in every classroom through high impact
instruction.
Vanessa Hilton
Steve Williams, Chris Christoff, Melissa Musselwhite
4Prioritized professional development for PLC facilitators is created and
communicated to schools (by August 2015)
4Provide phase one of intensive training to PLC facilitators, coaches, school leaders
Q1 and select central office staff to ensure knowledge of:
• The intent and demands of the Florida Standards
• Planning, delivering, and reflecting on instruction with focus on Florida Standards
• The use of revised curricular resources and how to sequence and adapt them
with their teams (by September 2015)
4Provide phase two of intensive training to PLC facilitators, coaches, school leaders
Q2
and select central office staff (by December 2015)
4Provide phase three of intensive training to PLC facilitators, coaches, school
Q3
leaders and select central office staff (by March 2016)
4Monitor the implementation of the professional development and the impact in
Q4
the classroom (by June 2016)
29
Increase Systems to Support Students
Aligns with Strategy 1: Excellence in Student Achievement
Description: The district and all schools use data over time to inform important instructional
decisions as part of the collaborative problem-solving process. The systematic review
of data and implementation will ensure the quality and appropriateness of our
instruction and intervention processes.
Owner:
Vanessa Hilton
Team:
Terry Aunchman, Chris Christoff, Peggy Jones, Melissa Musselwhite,
Angela Porterfield, Steve Williams
Quarterly
Milestones
4Establish a system of data collection and review to monitor school progress and
identify schools for support
4Create and provide protocols for schools to use in collaborative data-driven
decision-making
Q1
4Provide district wide data from assessment system for school use and district
wide monitoring
4Build the capacity of school teams, teachers and PLCs to engage in the problemsolving process to identify, support and monitor needs of at-risk students
decision-making
Q2
wide monitoring
decision-making
Q3 wide monitoring
decision-making
Q4
wide monitoring
Increase Staff and Student Engagement
Aligns with Strategy 1: Excellence In Student Achievement
Description: The district and all schools foster a collaborative culture that uses inquiry as a way
of work. This system will ensure that communication with stakeholders is frequent,
positive and meaningful, and includes systems, school, and student data that reflect
performance outcomes.
Owner:
Vanessa Hilton
Team:
Terry Aunchman, Chris Christoff, Peggy Jones, Melissa Musselwhite, Angela Porterfield,
Steve Williams
Quarterly
Milestones
Q1
Q2
Q3
Q4
4Create School Improvement Plan (SIP) processes to engage all stakeholders
(by August 2015) 4Support schools to develop engagement strategies for the SIP (by August 2015)
4Develop intentional professional development plans for schools linked to district
goals, school needs, resources (including coaching), and district priorities
(by September 2015)
4Plan and communicate district wide activities to promote the academic and social
engagement of students (by September 2015)
4Monitor the implementation of the school action plans and the impact on the SIP
goals (by September 2015)
4Administer the Gallup staff and student surveys in all schools (by November 2015)
engagement of students (by December 2016)
goals (by December 2015)
engagement of students (by March 2016)
goals (by March 2016)
4Provide training and observer credentialing to all school administrators to improve
inter-rater reliability in observations of the instructional framework (by June 2016)
4Build the capacity of school leaders to develop, support, and reflect on district
initiatives at their schools (by June 2016)
engagement of students (by June 2016)
goals (by June 2016)
31
Excellence in Student Achievement
Employee Success
Employee
Success
Taxpayer Value
The delivery of an outstanding
educational experience is heavily
dependent upon Pasco’s team of
educators – both in classrooms and in
the district administration office. That
is why the district strives to attract and
retain the best education professionals,
and provide educators with tools
needed to perform at an optimum
capacity.
Tactics leading to the continued
development of an outstanding team of
education professionals are outlined on
the following pages.
Non-Instructional Performance Management RevisionS
Aligns with Strategy 2: Employee Success
Description: To develop a comprehensive performance management tool that incorporates
meaningful and measurable data to represent employee success. Note: This was
identified as a much needed tactic because the district plans to include employee
evaluation results as a metric in future years.
Owner:
Kara Deschenes
Team:
Laura Lisi, Christine Pejot
Q1
Q2
Q3
Q4
Q1 – 2016-17
32 4Identify the departments and positions impacted by a revised
evaluation form
4Research and create tool to be used for 16/17 NI evaluations
4Meet with impacted departments to present tool and begin brainstorming on individual metrics
4Meet with impacted departments to solidify selected metrics
4Launch new tool, including department-specific metrics
4Publish podcast, or some other electronic training, for employees
to learn about the evaluation tool
DEVELOP EXIT Interview PROCESS
Description: To establish a process for collecting, analyzing, and disseminating employee
retention data for voluntary departures as a means for increasing employee
success and reducing employee turnaround.
Voluntary Departures are employees (excluding temporary employees, substitute
personnel and student employees) who leave Pasco by choice. This excludes
terminations, resignations in lieu of termination, death, and retirements.
Owner: Darrell Clark
Team:
Teresa Montanez
Q1
Q2
Q3
Q4
4New process for exit interviews is implemented and
communicated to all stakeholders
4Conduct data collection for voluntary departures in Q1
4Evaluate Exit Interview process and response rates and take any
necessary corrective measures to ensure acceptable response rate
4Analyze trends based on responses on Exit Interviews and brainstorm ideas for celebrating successes and planning corrective
measures, as needed
4Continue data collection for voluntary departures in Q2
4Analyze and communicate retention data for Q1 to leadership
group, along with action plan for Q3
4Evaluate process and response rates and take any necessary
corrective measures
4Analyze trends based on responses on Exit Interviews and
brainstorm ideas for celebrating successes and planning corrective
measures, as needed
4Analyze and communicate retention data for Q2 and Q3 to leadership group, along with action plan for Q4
4Evaluate process and response rates and take any necessary corrective measures
4Analyze and communicate retention data for Q1-Q3 to all
stakeholders
4Determine the baseline from which to establish goals for 20162017
33
Develop A Virtual Onboarding Process
Description: Develop and implement a comprehensive virtual onboarding program that
successfully integrates and acclimates new employees to the district’s culture
and policies while ensuring a clear understanding of rules and responsibilities in
providing a world class education for all students.
Owners:
Patricia Howard and Laura Lisi
Team:
Darrell Clark, Monet Davis, Laurel Gray, Teresa Montanez, Lauren Weber
Q1
Q2
Q3
Q4
34 4 Identify team members and roles and responsibilities
4 Identify onboarding objectives
4 Develop timeline for implementation
4 Identify and develop onboarding components
4 Develop materials (i.e. checklist, Canvas, new employee site, etc.)
4 Identify roles and responsibilities of hiring managers and
employees
4 Roll-out program
4 Determine metrics and establish a baseline
Ramp up Wellness Communications
Description: Utilize various communication channels to increase employee awareness and
participation in the Health and Wellness Incentive Program. Communication
channels include Wellness Wednesdays, School Matters, CareHere Connect,
CareHere Providers, Benefit Focused Emails, Website, Community Partners and
ESS Online Enrollment
Owner: Patricia Howard
Team:
Monet Davis and Lisa Giblin
Q1
Q2
Q3
Q4
4Communicate the district’s Health and Wellness initiatives (HWI)
to all employees
4Introduce New Hires to services available at Employee Health &
Wellness Centers
4Communicate CareHere quarterly wellness programs.
4Include a “did you know” question about HWI in Wellness
Wednesday
4Update Health and Wellness Incentive information on website
4Highlight “How To Use CareHere Connect” Tutorial
4Communicate next year’s Health and Wellness initiatives to all
employees via the open enrollment
4Communicate CareHere quarterly wellness programs
Wednesday
4Highlight next year’s Health and Wellness incentives in Benefits
Update
4Highlight services available through Employee Health and Wellness
Centers
4Communicate CareHere quarterly wellness programs
Wednesday
4Highlight “How to Use CareHere Connect” Tutorial
4Benefits Update – Highlight wellness resources available during
Summer Break
4Communicate CareHere quarterly wellness programs.
Wednesday
4Evaluate annual metrics
35
Employee Success
Taxpayer Value
The district takes very seriously its role
and responsibilities in balancing the
delivery of a high quality educational
experience and providing value to the
taxpayers of Pasco County. To that
end, this success planning process has
provided a platform for the district to
identify tactics aimed at enhancing the
value the district can provide through
its facilities and programming. Three
overarching categories encompass this
year’s Taxpayer Value tactics. They are:
1. Non-taxpayer revenue
2. Expenses controlled below prior
year’s levels
3. Financial stewardship
Non-Taxpayer Revenue
Enterprise Vending Machine Program
Aligns with Strategy 3: Taxpayer Value
Description: Food and Nutrition Services will operate an Enterprise Vending Machine
program to generate additional funding for our schools.
Owner: Olga Swinson Team: Julie Hedine
Q1
Q2
Q3
Q4
36 4Financial statements will be prepared for the program to evaluate
the effectiveness of the program and determine the pro-rata share
for each school
4Financial statements will be prepared for the program to evaluate
for each school
for each school
for each school
37
P-Card payment program
Description: When evaluating a bid and/or Request for Proposal, Purchasing will incorporate
assigning additional point value for vendors who will take a P-card as a method of
payment.
Owner: Olga Swinson Team: Joanne Millovitsch, Nicole Westmoreland
4Incorporate issuance of RFPs and RFQs to have vendor use P-card
– award additional point value for vendors who will do so
4Establish value of each purchase order processing time – and the
Q2
savings from reducing processing time for each order
4Have Purchasing Department calculate additional savings that come
Q3
from the decrease in processing purchase orders
Q1
Evaluation of an ePayables Program
Description: Purchasing and Finance Services will begin the evaluation of an ePayables
program.
Owner: Olga Swinson Team: Joanne Millovitsch, Nicole Westmoreland
Q1 4Review list of vendors who might be interested
Q2 4Contact vendors 4Implement ePayables program and procedures into the MUNIS
system
Q4 4Review progress and continue to sign up vendors
Q3
EXPENSES CONTROLLED BELOW Prior FISCAL YEAR LEVEL
Replace Programmable Thermostats in 560 Portables
Description: M
aintenance will replace programmable thermostats in each portable to reduce
electricity costs. Current inventory is 560 portables.
Owner: Olga Swinson
Team: Mark Fox
Q1
Q2
Q3
Q4
4Retrofit 140 portables
LED PROGRAM to Reduce Electricity Costs
Description: M
aintenance will implement a LED (light-emitting diode) program to reduce
electricity costs.
Owner: Olga Swinson
Team: Mark Fox
Q1
Q2
Q3
Q4
4Request for Information (RFI)
4Review RFI
4Issue Request for Qualifications (RFQ)
4Issue contract to vendor
Compressed natural gas station
Description: Build a compressed natural gas station to reduce fueling costs.
Owner: Olga Swinson Team:
Mark Fox, John Petrashek, Gary Sawyer
4Analyze the feasibility of building the station and purchasing
Compressed Natural Gas (CNG) buses
Q2 4Issue Request for Information (RFI) and review RFI responses
Q3 4Review and finalize contract
Q4 4Issue contract to vendor and begin construction of station
Q1
39
Financial stewardship
Fund BALANCE ESTABLISHMENT
Description: The district will establish a budget for fund balance of $25.0 million.
Owner: Olga Swinson Team: Dominick Cristofaro, Joanne Millovitsch
4The district will monitor expenses on a quarterly basis to make
Q1 – Q4
sure that the budgeted fund balance remains the same through the
fiscal year
Fund BALANCE ESTABLISHMENT
Description: The district will strive to increase fund balance from 5 to 5.25 as a percentage of
operating expenditures by monitoring actual expenses and revenues.
Owner: Olga Swinson Team: Dominick Cristofaro, Joanne Millovitsch
Q1 – Q4
4The district will monitor expenses and revenues to the projected
budget
BOnd rating
Description: Maintain current bond rating as reported by designated rating agencies
Owner: Olga Swinson Team: Dominick Cristofaro
Q1 4Review monthly property and sales tax collections vs projections
Q2 4Monitor Debt Service Ratio
Q3 4Monitor interest rates for opportunities for refunding and savings
Q4
40 4Monitor SWAP interest rates for opportunities to terminate
SWAP and eliminate variable rate exposure
Audits/Program Reviews Requiring Reimbursement
Description: Review external audit reports
Mary Tillman
4Determine if financial audits are unqualified so that bond ratings
are not adversely affected
4Determine whether or not compliance audits are without findings
that would require any type of repayment or fine. If an audit
requires any type of repayment or fine, procedures and controls
Q2
will be established to eliminate future repayment or fines
Q1
Note:
There may not be completed audits ready to review each quarter. As they are
available, the analysis will be completed and the results reported.
FINANCIAL STeWARDSHIP
PENNy FOR PASCO PROGRAM
Description: M
oneys collected from the Penny for Pasco initiative will be expended in
accordance with the project list approved by the citizens of Pasco County.
Dominick Cristofaro
4Monitor sales tax collections vs projections and planned
expenditures
Q2 4Review project budgets and actual expenditures
Q1
Q3 4Maximize interest earned on cash investments
Q4 4Make adjustments to project budgets as needed
41
Employee Success
Taxpayer Value
Connecting
To The
Connecting
to Community
the Community
Pasco schools are an integral part of the
larger Pasco County community, making
it very important for the district and its
schools to be active and communicative
to families of students – as well as to
the business community, community
leaders, and the community at large.
Tactics outlined on the following pages
are aimed at helping to foster a strong
relationship between the district and
members of the Pasco community.
ENHANCE SOCIAL MEDIA ENGAGEMENT
Aligns with Strategy 4: Connecting to the Community
Description: B
y monitoring the number of comments, likes, shares, retweets, etc., we can
judge whether we are presenting information that is engaging to the community.
An effective communications effort looks at the kinds of posts that generate the
most engagement and uses that information to guide future communications
planning.
Owner: Andy Dunn
Team:
Linda Cobbe, Debbie Smith, Spencer Pylant, Richard MacLemale
Q1 4Have schools take over our Instagram account to localize the
content
Q2 4 Increase community participation through questions and surveys Q3 4Create more compelling content that is more relevant to the
community
Q4 4 Analyze results of previous quarter to help determine what is
most compelling content
EXPAND Internet & Social Media Reach
Description: M
ore and more, the public turns to the World Wide Web for information. Page
views are important to illustrate that the community relies on these platforms
to get information about the district and its schools. These sites also are the
district’s platform for telling its story to the public, so we can gauge whether our
content is useful, interesting, or entertaining by monitoring the number of views
on these pages.
Owner: Andy Dunn Team:
L inda Cobbe, Richard MacLemale, Hunter Moran, Amanda Musick, Spencer Pylant
Steve Williams
Q1 4Inform our community and stakeholders through email about our
various sites and platforms
Q2 4Email news media weekly video updates
Q3 4Utilize automated phone messages to inform community of our
various sites and platforms
Q4 4Utilize targeted social media ads to increase reach
INCREASE STUDENT INTERNSHIP PROGRAMS
Description: Internships give students the opportunity to learn a variety of skills by expanding
the walls of classroom learning to include the community. By narrowing the gap
between theory and practice, internships create meaning for students. Under the
guidance of adult mentors, students learn to work in teams, solve problems, and
meet employers’ expectations.
Owner: Terry Aunchman Team:
CTE District Staff, CTE Instructors, Career Specialists, Business Partners
Q1 4Define internship program goals, the intended focus, and scope of
internship program
Q2 4Create an internship handbook to clearly define roles and
responsibilities of students, school personnel and business partners
Q3 4Recruit business partners to provide internship opportunities to
schools
Q4 4Develop a database to track internships throughout the district
43
Expand SCHOOL & COMMUNITY partnerships
Description: B
usiness involvement with local schools expands the school community and
promotes good will between schools and the community while providing schools
with additional resources not provided by the district or state.
Owner: Spencer Pylant Team:
Terry Aunchman, Stacy Capogrosso, Nicole Westmoreland, principals
Q1
Q2
Q3
Q4
44 4Establish a baseline number of each school’s involvement with
chambers of commerce and the Pasco Economic Development
Council (PEDC)
4Survey schools to determine each school’s community/non-profit/
business partners
4Identify schools with successful business/community partnerships
and model their plans
4Ask all schools to begin developing a new business partnership
4Increase interactions with the chambers of commerce and PEDC
4Provide schools who are having difficulty forming partnerships with
support
4Actively recruit businesses and non-profit organizations to partner
with schools that are lacking partnerships
4Thank business partners at the district level, just like schools thank
their partners in their newsletters
4For the next year, create a structure so that each school should
have at least one interaction with their local chamber of commerce
or the PEDC
INCREASE COMMUNITY PRESENTATIONS BY School Board members,
school & District STAFF
Description: It is important for district and school leaders to make an effort to educate
the community about the work of the district. Speeches and presentations to
community and business groups give us the opportunity to present unfiltered
information about student and staff achievements, district initiatives and
priorities, and exciting programs and projects directly to our friends and
neighbors.
Owner: Linda Cobbe Team:
Terry Aunchman, Debbie Hebert, Spencer Pylant, principals, school board members
Q1
Q2
Q3
Q4
4Develop data tracking tool
4Develop presentation template to be used by staff and school
board
4Develop process for assuring that all school leaders, district
administrators, and school board members understand for
accessing the tracking tool and keeping it updated so they can track
their community presentations 4Notify community organizations of speakers’ availability and
expertise
4With tracking tool and template in place, coordinate presentations
Presentations by community organizations
Description: It is important for students to know what types of businesses, organizations,
and attractions are located in Pasco County. Direct contact between students
and the public presents an opportunity for both sides to learn about the
other. Community support and buy-in is essential for the school district and its
students to be successful.
Owner: Linda Cobbe Team:
D
eanna DeCubellis, Barbara Jackson, Gary Sawyer, Nicole Westmoreland
4Develop data tracking tool or replicate tool used by Transportation
Department to track field trips
4Train school administrators or (designees) to use the tracking tool
Q2
4Roll out tracking tool
Q3 4Gather baseline data
4Identify schools with the most community presentations and
Q4 replicate their strategies for attracting community involvement
4Share successful strategies with other schools that need help
Q1
45
ENhANCE Volunteer hours
Description: Research has shown that when parents and community are meaningfully engaged
in student education that is linked to achievement, there is an increase in student
achievement and/or success. This tactic is focused on enhancing volunteer efforts
across the district.
Owner: Libby Rossman Team:
Deanna DeCubellis, school volunteer coordinators
4Volunteer procedures are disseminated to schools for training
4Analyze data to track volunteer hours
Q2 4Monitor data to track volunteer hours
Q3 4Compare year to date data with Q3 from the previous year
Q4 4Analyze end of year data to measure growth
Q1
Increase parent / guardian participation in school events
Description: Research has shown that when parents/guardians are meaningfully engaged in
their student’s education, and engagement is linked to learning, there is an increase in student achievement and/or success.
Owner: Deanna DeCubellis Team:
Jackie Choo, Nina Gregory, Amy Haskedakis, Jason Joens ,Courtney Lough, Amy
Marin, Denise Nichols, Amie Shook, Renea Stein, Angie Westbrook
Q1
Q2
Q3
Q4
46 4Categorize and prioritize parent events related to student
achievement
4Develop a data collection system
4Identify school-based data collections
4Train staff on the data collection system
4Implement the data collection system
4Analyze data and determine increases
number of parents / guardians Accessing student
information on-line
Description: Having an ePortal account greatly increases the level of involvement of students
and parents with the education process. We are putting the tools in the students’ and parents’ hands to link directly to the school at any given time of day.
These ePortal accounts can help parents get a quick update on how their student is performing in a course and what resources are available for the student
to use.
Owner: Linda Brunner Team:
4School leaders emphasize to teachers the importance of regularly
updating student information in resource
Q2 4Schools educate parents on the benefits of using on-line resource
4Schools use communication resources such as newsletters and
Q3
SchoolConnects to remind parents to keep up with their students’
progress on-line
Q4 4Collect data and set goals for next year
Q1
number of parents / guardians receiving automatic student
performance notifications
Description: The notification function is a simple and seamless way to keep parents, students,
and school staff informed on various key tracking data elements for early warning
such as attendance and grades. Once the notification is turned on and the
criteria are set, the emails and/or text message will be automatically generated.
Owner: Linda Brunner Team:
Q1
Q2
Q3
Q4
4School leaders emphasize to teachers the importance of regularly
updating student information in resource and sending notifications
to parents
4Teachers are instructed to set parameters to notify parents when
students excel
4Schools educate parents on the benefits of using on-line resource
4Schools use communication resources such as newsletters and
SchoolConnects to remind parents to keep up with their students’
progress on-line
4Collect data and set goals for next year
47
Performance Plan
Measuring performance has become a
new element of Pasco County Schools’
culture.
Introduction
in the scorecard reflect weightings and point
distributions selected by teams comprised of
district leaders, school administrators and
faculty peers. In fact, each metric has been
assigned to be monitored and reported on each
quarter of the year by one individual.
Just as a student’s efforts are measured by a
report card, so too will the district’s efforts
to achieve its goals for the year. This Success
Plan introduces the Scorecard for Educational
Excellence K-12 (SEEK-12), a new tool to
measure and monitor performance in key
areas identified as essential to success for
the district. Additionally, for this inaugural
Success Plan, 12 schools will have individual
school scorecards that will measure metrics
linked, in part, to the district’s scorecard.
An important objective of the scorecard is to
increase every staff member’s understanding
of their contribution to the overall
performance of the district as measured in the
scorecard. Similarly, this will provide a way
to measure the health and performance of the
schools in efforts to accomplish the goals and
objectives of the district to deliver educational
excellence.
Measuring performance has become a new
element of Pasco County Schools’ culture.
The district is continuously evolving and has
significantly transformed itself into a culture
that relies on calculated data and converting
that data into information for guiding
sound, informed decisions. Performance is
then measured based on the results of those
decisions.
The scorecards provide measures of
performance in each of the district’s key
strategic areas of focus. These strategies
represent the functional areas identified as
most significant to overall success:
u Excellence in Student Achievement
u Employee Success
u Taxpayer Value
u Connecting to the Community
It is important to note that metrics and goals
SEEK-12
Scorecard for Edu
Strategy
Metric
Employee Success
Strategy Total
Goal
6
22
LIFE Readiness
8
FUND BALANCE
FINANCIAL STEWA
8
8
1
2
6
25
es
7
7
RDSHIP
ach
Strategy Total
40
gement Practic
Community Outre
Connecting to the
Community
4
Collaborative Co
mmunication
Employee Engage
ment Survey
Voluntary Depar
tures
Employee Welln
ess
Valuable Profess
ional Developm
ent Training
Innovative Mana
Strategy Total
D i st r i ct
SCORECARD
ss
Academics
Engagement
Strategy Total
Taxpayer
Value
nce K-12
SCHOOL Readine
Excellence in
Student
Achievement
OVERALL SEEK-12
cational Excelle
School and Comm
unity Partnersh
ips
Family ENGAGEMENT
6
20
3
7
5
SCORECARD TOTA
L
If every metric measured in the
SEEK-12 scorecard achieved
exactly the goal established in the
Success Plan, the overall score
would equal 100 points.
15
100
The scorecard is designed to provide an easy and comprehensive
method of immediately determining whether the district is
succeeding in accomplishing its objectives.
How The Scorecard Functions
This scorecard measurement tool will monitor
the school district’s performance in each of
the four key strategic pillar areas through an
index created for each strategy. Each index
is weighted and given a specified number of
points reflecting its relative importance to the
SEEK-12
Strategy
Metric
Excellence in
Student
Achievement
SCHOOL Readiness
Academics
Engagement
overall health and success of the district.
Within each index is a series of metrics, which
are also weighted based on their contribution
to the realization of the goals of a specific
pillar. For example, the Excellence in Student
Achievement index carries 40 out of the
scorecard’s 100 points. In turn, there are 22
metrics within this
index –each with a
D i st r i ct
weighed point value.
SCORECARD
The sum of all 22
Goal
metrics within this
6
index adds up to the
22
40 points.
8
LIFE Readiness
4
Strategy Total
Employee Success
40
8
8
1
Employee Wellness
2
6
Strategy Total
Taxpayer
Value
25
7
FUND BALANCE
7
6
Strategy Total
Connecting to the
Community
20
Community Outreach
3
7
Family ENGAGEMENT
5
Strategy Total
15
100
This scorecard measurement tool will monitor the
School district’s performance in each of the four
key strategic pillar areas through an index created
for each strategy.
If every metric
measured in the
scorecard achieved
exactly the goal
established in the
Success Plan, the
overall score would
equal 100 points.
Scoring a perfect
100 rarely occurs,
however.
The SEEK-12
scorecard has been
developed on a
sliding point scale
to recognize efforts
that perform above
or below the target
scores.
49
Behind The Scorecard
Minimum
Performance
Goal
Performance
Maximum
Performance
High Performance
Incentive
% Performance Achieved
100%
0%
130%
% of Points Earned
Minimum
Points
Goal
Points Earned
Scorecard points are proportionally allocated
based on metric performance relative to
the pre-established target score, with the
percentage of the target points earned for
each metric equaling the percentage of the
target score attained. For example, if a metric
achieves 75% of its performance target,
then the district will earn 75% of the points
Maximum
Points
allocated to that metric on the scorecard. If a
metric exceeds its performance target by 10%,
then the district will earn the points allocated
to that metric plus an additional 10% of the
allocated points.
The point total earned for exceeding a
performance target is capped at 30% beyond
the established target points.
School Scorecards
School scorecards serve as an important measurement system in the district’s effort to create a
culture of accountability. Scorecards for each of the three primary school levels – elementary
school, middle school and high school – have been developed with metrics that link directly to
the district’s scorecard. The scoring system for these scorecards also relies on weighted metrics
and a 0 to 100 point scale. This measurement system allows the district and schools to clearly
see where strong performance is occurring and where shifts in focus to goals may need to take
place.
Additionally, each of the 12 schools participating in the pilot Success Planning process have
their own individual school scorecard. Here again, metrics are tied directly to the school level
and the district’s scorecard. This allows even greater focus on performance at a much more
granular level.
Each quarter of the school year, the scorecards will be graded and results analyzed.
Administrators, teachers, students, parents and the Pasco County community will all be able
to see how the district – and each school – is performing with respect to goals identified as
meaningful to creating an outstanding educational experience.
SEEK-12
Strategy
Goal
Q1
Metric
Academics
Engagement
Goal
Q2
Actual
Q3
Actual
Q4
Actual
% 10th graders proficient
in ELA
40
44
48
50
% of students proficient in
Algebra 1
23
25
27
30
% Students on track in 12th
grade
50
55
% Students engaged (for
each school)
40 ELA
% of all students graduating
in 4 years
75
55
40
40
59
40
Total Excellence In Student Achievement Points
Q2
59
Goal
3
Actual
3
Q3
Q2
Q3
S Goal
CORECARD
Q4
Actual
59
59
2
Woodla
60
60 n d 60
75
E L E M E N TA5RY
5
5 in
65%
70%
% 8th graders
proficient
50 575%
Science
of graduating
seniors
40
40
40
% 1st%graders
on level
for
65%40 % Students
70%
on track in75%
8th
70 80%
earning
college credits
Reading
(IRLA)
grade
Engagement
Total Excellence In Student
Achievement
% 3rd graders
proficient inPoints50% % Students
60% engaged (for
70%
60 80%
ELA
each school)
Excellence Academics
% 3rd graders
in
60%
70%
80%
Totalproficient
Excellence
In50%
Student Achievement
Points
In Student
Math
Achievement
% Students on track in 3rd
50%
60%
70%
80%
grade
50%
50%
60%
70%
Engagement
grade
% Students engaged (for
85%
85%
85%
85%
each school)
designations
Reading
(IRLA)
3
% 6th graders proficient in
75
75
Math
Q1
Achievement
of students
earning
% 1st%graders
on target
forscholar60%5
Paul R . S m i th
M I D DhLi E
school
gh
School
15
65 Actual
Actual
Points
15
Q1
50 60
graduating in 4 years
Goal ELA Goal
Goal
Goal
Excellence
Metric
Life
% of students earning industry 75 % 8th graders
75 proficient75in
55 75
In Student
Actual
Actual
Actual
Readiness certifications
Math
School
Readiness
Goal
Points
SEEK-12
Scorecard for
ducational
Excellence
K-12
% of E
students
with disabilities
60 % 8th graders
60 proficient60in
Academics
Strategy
Actual
40
50
50
60
grade
40
50
50
Goal60
Goal
gradeStrategy
Metric
SEEK-12
Excellence
In Student
Achievement
Pasco
h i gschool
h School
h i gh
S
C
ORECARD
Goal
Goal
50
Q455
Actual
50
4
Goal Actual
55
Points
Points
2
60
50
55
50
24
50
50
70
14
70
70
15 60
60
60
55
15
Actual
Goal
Points
Actual
Points
7.6
7.6
7.6
7.6
7.6
9
8
55
6
6
5
55
51
SEEK-12
Strategy
D i st r i ct
SCORECARD
Metric
Excellence in
Student
Achievement
SCHOOL Readiness
Academics
LIFE Readiness
4
40
8
8
1
Employee Wellness
2
6
25
7
FUND BALANCE
7
6
Strategy Total
Connecting to the
Community
22
8
Strategy Total
Taxpayer
Value
6
Engagement
Strategy Total
Employee
Success
Goal Points
20
Community Outreach
3
7
Family ENGAGEMENT
5
Strategy Total
15
100
The Scorecard for Educational Excellence K-12 (SEEK-12) provides an easy and
comprehensive method of immediately determining whether the district and its
schools are succeeding in accomplishing objectives for educational excellence.
It is designed to provide the administration at the district and school levels with
a clear snapshot of progress made, allowing them to react quickly and make
necessary adjustments.
HOW TO READ THE SCORECARD
SEEK-12
Strategy
1st
2nd
Quarter Quarter
Metric
D i st r i ct
SCORECARD
3rd
Quarter
4th
Goal
Quarter Points
% Students meeting PreK GOLD
Criteria
SCHOOL
Readiness
% Students with Disabilities meeting
or exceeding PreK GOLD Criteria
% 1st graders on target for Reading
(IRLA)
% 1st graders on level for Reading
(IRLA)
Academics
Excellence in
Student
Achievement
0.5
1.5
1.5
% 3rd graders proficient in Math
3.5
% 6th graders proficient in ELA
2
% 6th graders proficient in Math
2
2
2
% 8th graders proficient in Science
2
% Students on track in elementary
LIFE
Readiness
Quarterly Goals
compared to actual
performance are captured
in these columns.
3.5
% of students proficient in Algebra 1
engagement
0.5
% 3rd graders proficient in ELA
% Students on track in middle
These are the Goal
Points the district should
strive to hit each quarter
of the year.
2
2
2
2
% Students engaged
2
% of all students graduating in
4 years
2
% of students with disabilities
2
% of students earning industry
certifications
1
% of students earning scholar
designations
1
% of graduating seniors earning
college credits
1
Strategy total
Scorecard Total
The Actual
Points column
indicates
points earned
for the quarter.
2
% Students on track in high school
This column indicates one of
the 4 key Strategies the district
has prioritized as focus areas for
overall district success. Metric
totals have been assigned for
each area with 100 as the total
score.
Actual
Points
40
100
Metrics are prioritized
measurements that most
effectively gauge how well
the district is doing to meet
its goals for success for the
year.
53
SEEK-12
D i st r i ct
SCORECARD
Strategy
Metric
School
Readiness
Academics
Excellence
In Student
Achievement
Engagement
Life
Readiness
Goal
Q1
Goal
Q2
Actual
Goal
Q3
Actual
Goal
Actual
% Students meeting PreK
GOLD Criteria
NA
NA
NA
% Students with Disabilities
meeting or exceeding PreK
GOLD Criteria
NA
NA
NA
Q4
Actual
65%
55%
% 1st graders on target for
Reading (IRLA)
1.1- 50%
1.4-50%
1.6 -70%
1.99 80%
% 1st graders on level for
Reading (IRLA)
2G-55%
1B -65%
2B-75%
2B/1R-85%
% 3rd graders proficient in
ELA
80%
80%
80%
50%
% 3rd graders proficient in
Math
80%
80%
80%
45%
ELA
80%
80%
80%
50%
Math
80%
80%
80%
45%
ELA
80%
80%
80%
50%
Math
80%
80%
80%
45%
Science
80%
80%
80%
54%
ELA
80%
80%
80%
50%
% of students proficient in
Algebra 1
80%
80%
80%
50%
% Students on track in
elementary
80%
80%
80%
80%
% Students on track in middle 80%
80%
80%
80%
% Students on track in high
school
80%
80%
80%
80%
% Students engaged
NA
4.58
4.58 or NA
4.58 or NA
% of all students graduating
in 4 years
80%
80%
80%
80%
% of students with disabilities
80%
80%
80%
80%
% of students earning industry NA
certifications
NA
NA
10%
designations
NA
NA
NA
20%
% of graduating seniors
earning college credits
NA
NA
NA
30%
Goal
Points
0.5
0.5
1.5
1.5
3.5
3.5
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
40
Actual
Points
SEEK-12
Strategy
Metric
Goal
Q1
Goal
Q2
Actual
Goal
Actual
Q3
Goal
Actual
Q4
Actual
68%
% of employees who feel
there is a collaborative culture
68%
68%
68%
68%
68%
68%
68%
NA
3.83
3.83 or NA
3.83 or NA
% of employees who feel
communication is effective
Collaborative
Communication Employee Engagement
Survey
1.50%
1.65%
Employee
Wellness
23%
33%
45%
Innovative
Management
Practices
Taxpayer
Value
Expenses controlled below
prior fiscal year level
Fund balance dollar amount
Fund
Balance
Fund balance as % of
operating expenditures
1
25%
9%
16%
20%
50%
75%
100%
Audits/program reviews
requiring reimbursement
Penny for Pasco
Total Taxpayer Value Points
1
6
25
$25,000.00
$25,000.00
$25,000.00
$100,000.00
NA
NA
NA
$100,000.00
NA
NA
NA
$25,000,000
NA
NA
NA
5.25%
N/A
N/A
N/A
AA by FITCH
AA3 by
MOODY’S
Bond rating
Financial
Stewardship
4
47%
Total Employee Success Points
Non-taxpayer revenue
created
4
1
5%
% of HRA participants
completing at least one recommended follow-up program
Valuable professional
development training
Actual
Points
3.46%
Voluntary departures
% of eligible employees who
participate in HRA program
Goal
Points
8
2.35%
Employee
Success
D i st r i ct
SCORECARD
$0.00
$0.00
$0.00
6
1
3.5
3.5
1
$0.00
3
$4,252,161
$5,031,367
$5,713,561
$20,710,650
2
20
55
SEEK-12
D i st r i ct
SCORECARD
Strategy
Goal
Goal
Scorecard for
Educational Excellence
K-12
Metric
Q1
Q2
Actual
3%
Goal
Actual
3%
Q3
Goal
Actual
3%
Q4
Actual
3%
Internet & social media reach
Community
Outreach
School and
Community
Partnerships
3%
1
119
119
119
10%
10%
10%
10%
748
748
748
748
NA
NA
NA
25
89,200
89,200
89,200
89,200
Parent/Guardian participation
in school sponsored events
3%
3%
3%
3%
Number of parents/guardians
accessing student information
on-line
4,895
11,747
11,747
8,811
Number of parents/guardians
receiving automatic student
20,080
48,192
48,192
36,144
Presentations by community
organizations
Volunteer hours
Overall SEEK-12 Total
56 3%
119
Student internships
Family
Engagement
3%
Social media engagement
Business partnerships
Connecting
To The
Community
1
3%
Community presentations/
speeches
Goal
Points
1
2
2
2
1
1
2
2
15
100
Actual
Points
57
SEEK-12
Strategy
HIGH SCHOOL
SCORECARD
Metric
Excellence in
Student
Achievement
Academics
30
Engagement
11
LIFE Readiness
14
Strategy Total
Employee
Success
55
6
6
1
Employee Wellness
2
5
Strategy Total
Taxpayer
Value
20
School grade
6
Non-taxpayer revenue created
2
Community facility use
2
Strategy Total
Connecting to The
Community
10
Community Outreach
3
7
Family ENGAGEMENT
5
Strategy Total
Goal Points
15
100
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
LIfe Readiness
PA S C O
H I GhHi gschool
h School
O R EGoalC A R
D
Goal
Goal S C
Goal
Goal
Actual
Q2
Q3
Actual
Actual
Q4
Actual
Points
40%
44%
48%
50%
15
23%
25%
27%
30%
15
% Students on track in 10th grade
40%
50%
50%
60%
3
40%
50%
50%
60%
3
50%
55%
55%
65%
3
% Students engaged (for each school)
40%
40%
40%
40%
2
% of all students graduating in 4 years
75%
75%
75%
75%
5
% of students with disabilities graduating in 4 years
60%
60%
60%
60%
4
% of students earning industry certifications
75%
75%
75%
75%
2
% of students earning scholar designations
5%
5%
5%
5%
2
% of graduating seniors earning college credits
40%
40%
40%
40%
1
Collaborative
Communication
Employee
Success
Employee
Wellness
55
% of employees who feel there is a collaborative culture
68%
68%
68%
68%
3
% of employees who feel communication is effective
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
% of eligible employees who participate in HRA program
23%
33%
45%
47%
1
% of HRA participants completing at least one
recommended follow-up program
5%
9%
16%
20%
Valuable professional development training
25%
50%
75%
100%
1
5
Taxpayer
Value
School Level
Metrics
School grade
20
A
A
A
A
6
2
3
4
4
4
2
Community
Outreach
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
Actual
Points
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
Community presentations/speeches
4
4
4
4
1
10%
10%
10%
10%
2
22
22
22
22
2
Student Internships
2
Volunteer hours
8,648
8,648
8,648
8,648
1
Parent/Guardian participation in school sponsored events
3%
3%
3%
3%
1
Number of parents/guardians accessing student information
on-line
1,609
1,609
1,609
1,609
2
Number of parents/guardians receiving automatic student
2
Total Connecting to the Community Points
15
Total SEEK-12 Points
100
59
SEEK-12
F I V AY
H I G H school
Strategy
Academics
Excellence
in Student
Achievement
Goal
Q1
Metric
Engagement
LIfe Readiness
Actual
Goal
Goal
Goal
Q2
Q3
Q4
Goal
Points
Actual
Actual
Actual
30%
35%
40%
45%
15
20%
25%
30%
35%
15
30%
35%
40%
45%
3
30%
35%
40%
45%
3
32%
37%
42%
47%
3
40%
40%
40%
40%
2
72%
72%
72%
72%
5
50%
50%
50%
50%
4
10%
10%
10%
10%
2
10%
10%
10%
10%
2
36%
36%
36%
36%
1
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Collaborative
Communication
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
School grade
B
B
B
B
6
$1,000
$1,000
$1,000
$1,000
2
1
1
1
1
2
10
3%
3%
3%
10%
1
3%
3%
3%
10%
1
4
4
4
4
1
10%
10%
10%
10%
2
22
22
22
22
2
Student Internships
2
Volunteer hours
8,648
8,648
8,648
8,648
1
3%
3%
3%
3%
1
on-line
1,283
1,283
1,283
1,283
60 5
20
Community
Outreach
1
2
2
15
15
Actual
Points
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
LIfe Readiness
WIR E G R A S S R A N C H
H I GhHi gschool
h School
O R Goal
ECARD
Goal S C
Goal
Goal
Actual
Q2
Actual
Q3
Q4
Goal
Points
Actual
Actual
64%
64%
64%
64%
15
55%
55%
55%
55%
15
75%
75%
75%
75%
3
75%
75%
75%
75%
3
75%
75%
75%
75%
3
40%
40%
40%
40%
2
89%
89%
89%
89%
5
75%
75%
75%
75%
4
NA
NA
NA
12%
2
NA
NA
NA
10%
2
NA
NA
NA
45%
1
Collaborative
Communication
Employee
Success
Employee
Wellness
55
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
School grade
A
A
A
A
6
$3,000
$3,000
$3,000
$3,000
2
13
13
13
13
Community
Outreach
Actual
Points
2
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
4
4
4
4
1
10%
10%
10%
10%
2
22
22
22
22
2
Student Internships
2
Volunteer hours
8,648
8,648
8,648
8,648
1
3%
3%
3%
3%
1
on-line
2,416
2,416
2,416
2,416
2
2
15
15
61
SEEK-12
Strategy
Excellence in
Student
Achievement
middle school
SCORECARD
Metric
Goal Points
Academics
38
Engagement
17
Strategy Total
Employee Success
55
6
6
1
Employee Wellness
2
5
Strategy Total
Taxpayer
Value
20
School grade
6
2
2
Strategy Total
Connecting to the
Community
10
Community Outreach
3
7
Family ENGAGEMENT
5
Strategy Total
15
100
63
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
CHASCO
MIDD
E hschool
hLi g
School
O RGoal
ECARD
Goal
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
60%
60%
60%
60%
7.6
50%
50%
50%
50%
7.6
60%
60%
60%
60%
7.6
50%
50%
50%
50%
7.6
50%
50%
50%
50%
7.6
40%
40%
40%
40%
9
65%
65%
65%
65%
8
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Collaborative
Communication % of employees who feel communication is effective
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
64 5
20
School grade
6
2
2
Community
Outreach
1
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
5
5
5
5
1
10%
10%
10%
10%
2.5
20
20
20
20
2.5
Volunteer hours
1,383
1,383
1,383
1,383
1
3%
3%
3%
3%
1
on-line
500
500
500
500
500
500
500
500
2.5
2.5
15
100
Actual
Points
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
C ha r les s . Rushe
MIDD
E hschool
hLi g
School
O RGoal
ECARD
Goal
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
75%
82%
91%
100%
7.6
53%
58%
64%
70%
7.6
63%
69%
76%
83%
7.6
17%
18%
20%
22%
7.6
35%
39%
43%
47%
7.6
66%
66%
66%
66%
9
57%
57%
57%
57%
8
Employee
Success
Employee
Wellness
55
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
School grade
A
A
A
A
6
771.25
771.25
771.25
771.25
2
10
10
10
10
2
3%
3%
3%
10%
1
3%
3%
3%
10%
1
5
5
5
5
1
10%
10%
10%
10%
2.5
20
20
20
20
2.5
Volunteer hours
1,383
1,383
1,383
1,383
1
3%
3%
3%
3%
1
on-line
1,355
1,355
1,355
1,355
1,355
1,355
1,355
1,355
Collaborative % of employees who feel there is a collaborative culture
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
Community
Outreach
Actual
Points
10
2.5
2.5
15
100
65
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
PA U L R . S M I T H
MIDD
E hschool
hLi g
School
O RGoal
ECARD
Goal
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
59%
59%
59%
59%
7.6
60%
60%
60%
60%
7.6
50%
50%
50%
50%
7.6
55%
55%
55%
55%
7.6
50%
50%
50%
50%
7.6
70%
70%
70%
70%
9
60%
60%
60%
60%
8
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
School grade
C
C
C
C
6
1,200
1,200
1,200
1,200
2
1
1
1
1
2
Collaborative
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
66 5
20
Community
Outreach
1
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
5
5
5
5
1
10%
10%
10%
10%
2.5
20
20
20
20
2.5
Volunteer hours
1,383
1,383
1,383
1,383
1
3%
3%
3%
3%
1
on-line
772
772
772
772
772
772
772
772
2.5
2.5
15
100
Actual
Points
67
SEEK-12
Strategy
Excellence
in Student
Achievement
Q1
Metric
Academics
Engagement
T homas w e i ghtma n
M I Dh
D iLgEhschool
School
O RGoal
ECARD
Goal
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
70%
70%
70%
70%
7.6
70%
70%
70%
70%
7.6
70%
70%
70%
70%
7.6
70%
70%
70%
70%
7.6
70%
70%
70%
70%
7.6
80%
80%
80%
80%
9
50%
50%
50%
50%
8
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
68 5
20
School grade
A
A
A
A
6
500
500
500
500
2
6
6
6
6
2
3%
3%
3%
3%
1
3%
3%
3%
3%
1
5
5
5
5
1
10%
10%
10%
10%
2.5
20
20
20
20
2.5
Volunteer hours
1,383
1,383
1,383
1,383
1
3%
3%
3%
3%
1
on-line
1,060
1,060
1,060
1,060
1,060
1,060
1,060
1,060
Community
Outreach
1
10
2.5
2.5
15
100
Actual
Points
Thomas Weightman Middle School Anti-Bullying Day
69
SEEK-12
Strategy
E leme n ta r y
SCORECARD
Metric
Excellence in
Student
Achievement
SCHOOL Readiness
30
Engagement
17
55
6
6
1
Employee Wellness
2
5
Strategy Total
Taxpayer
Value
20
School grade
6
2
2
Strategy Total
Connecting to the
Community
10
Community Outreach
3
7
FAMILY ENGAGEMENT
5
Strategy Total
8
Academics
Strategy Total
Employee
Success
Goal Points
15
100
SEEK-12
FOX HOLlOW
Eh
LE
TA
i gMhE N
Sc
h RY
ool
S CGoalO R Goal
ECARD
Goal
Strategy
School
Readiness
Excellence
in Student
Achievement
Goal
Q1
Metric
Academics
Engagement
Actual
Q2
Actual
Q3
Q4
Goal
Points
Actual
Actual
% 1st graders on target for Reading (IRLA)
50%
60%
70%
80%
4
% 1st graders on level for Reading (IRLA)
50%
60%
70%
80%
4
50%
50%
50%
67%
15
50%
57%
62%
62%
15
% Students on track in 3rd grade
80%
80%
80%
80%
6
80%
80%
80%
80%
6
6
Employee
Success
Employee
Wellness
55
68%
68%
68%
68%
3
68%
68%
68%
68%
3
Employee Engagement survey
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
School grade
6
2
2
Community
Outreach
Actual
Points
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
6
6
6
6
1
10%
10%
10%
10%
2.5
50
50
50
50
2.5
Volunteer hours
9,430
9,430
9,430
9,430
1
3%
3%
3%
3%
1
on-line
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2.5
2.5
15
100
71
SEEK-12
Strategy
School
Readiness
Excellence
in Student
Achievement
Goal
Q1
Metric
Academics
Engagement
L ake M y r tle
EhL iEgMhE SNcTA
h RY
ool
O RGoal
ECARD
Goal S C
Goal
Q2
Actual
Actual
Q3
Actual
Q4
Actual
75%
75%
75%
75%
4
75%
75%
75%
75%
4
70%
70%
70%
70%
15
70%
70%
70%
70%
15
60%
60%
60%
60%
6
60%
60%
60%
60%
6
87%
87%
87%
87%
5
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Employee
Success
Employee
Wellness
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
School grade
A
A
A
A
6
1125
1125
1125
1125
2
0
1
1
0
2
Community
Outreach
Actual
Points
55
Taxpayer
Value
Goal
Points
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
6
6
6
6
1
10%
10%
10%
10%
2.5
50
50
50
50
2.5
Volunteer hours
9,430
9,430
9,430
9,430
1
3%
3%
3%
3%
1
on-line
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2.5
2.5
15
100
73
SEEK-12
Strategy
School
Readiness
Excellence
in Student
Achievement
Goal
Q1
Metric
Academics
Engagement
S U NR AY
Eh
LE
TA
i gMhE N
Sc
h RY
ool
O R Goal
ECARD
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
50%
50%
70%
70%
4
55%
65%
75%
75%
4
65%
65%
65%
45%
15
65%
65%
65%
45%
15
60%
60%
60%
60%
6
60%
60%
60%
60%
6
4.68
4.68
4.68
4.68
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
School grade
C
C
C
C
6
300
300
300
300
2
5
5
8
8
2
3%
3%
3%
3%
1
3%
3%
3%
3%
1
6
6
6
6
1
10%
10%
10%
10%
2.5
50
50
50
50
2.5
Volunteer hours
9,430
9,430
9,430
9,430
1
3%
3%
3%
3%
1
on-line
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Employee
Success
Employee
Wellness
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
Community
Outreach
5
55
10
2.5
2.5
15
100
Actual
Points
SEEK-12
Strategy
School
Readiness
Excellence
in Student
Achievement
Goal
Q1
Metric
Academics
Engagement
T r i n i t y O aks
EhL iEgMhE SNcTA
h RY
ool
O RGoal
ECARD
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
80%
84%
87%
90%
4
80%
84%
87%
90%
4
65%
69%
72%
75%
15
70%
73%
77%
80%
15
64%
66%
68%
70%
6
64%
66%
68%
70%
6
77%
77%
77%
77%
5
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
1
5
20
School grade
A
A
A
A
6
1500
1500
1500
1500
2
4
4
4
4
2
Community
Outreach
Actual
Points
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
6
6
6
6
1
10%
10%
10%
10%
2.5
50
50
50
50
2.5
Volunteer hours
9,430
9,430
9,430
9,430
1
3%
3%
3%
3%
1
on-line
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2.5
2.5
15
100
75
SEEK-12
Strategy
School
Readiness
Excellence
in Student
Achievement
Goal
Q1
Metric
Academics
Engagement
Woodla n d
Eh
LE
TA
i gMhE N
Sc
h RY
ool
O R Goal
ECARD
Goal S C
Goal
Q2
Actual
Actual
Q3
Q4
Goal
Points
Actual
Actual
60%
65%
70%
75%
4
65%
70%
75%
80%
4
50%
60%
70%
80%
15
50%
60%
70%
80%
15
50%
60%
70%
80%
6
50%
50%
60%
70%
6
85%
85%
85%
85%
5
68%
68%
68%
68%
3
68%
68%
68%
68%
3
NA
3.83
3.83 or
NA
3.83 or
NA
6
2.35%
1.5%
1.65%
3.46%
1
23%
33%
45%
47%
1
5%
9%
16%
20%
25%
50%
75%
100%
Employee
Success
Employee
Wellness
55
Taxpayer
Value
School Level
Metrics
Connecting
to the
Community
School and
Community
Partnerships
Family
Engagement
76 5
20
School grade
B
B
B
B
6
1500
1500
1500
1500
2
0
0
0
0
2
Community
Outreach
1
10
3%
3%
3%
3%
1
3%
3%
3%
3%
1
6
6
6
6
1
10%
10%
10%
10%
2.3
50
50
50
50
2.2
Volunteer hours
9,430
9,430
9,430
9,430
1
3%
3%
3%
3%
1
on-line
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2
2
15
100
Actual
Points
77
SEEK-12 METRIC OWNERS
Strategy
Metric
SCHOOL
READINESS
ACADEMICS
Excellence in
Student
Achievement
ENGAGEMENT
Owner
% Students meeting PreK GOLD Criteria
Porterfield
% Students with Disabilities meeting or
exceeding PreK GOLD Criteria
Porterfield
Mitchell
Mitchell
Salerno/Butler
Salerno/Butler
Salerno/Butler
Salerno/Butler
Salerno/Butler
Salerno/Butler
Salerno/Butler
Salerno/Butler
Butler
Morris
Morris
Morris
% Students engaged
Salerno
Morris
% of students with disabilities graduating
in 4 years
LIFE READINESS
% of students earning industry
certifications
Aunchman
designations
Huling
% of graduating seniors earning college
credits
Huling
% of employees who feel there is a
collaborative culture
COLLABORATIVE
COMMUNICATION % of employees who feel communication
is effective
Employee
Success
EMPLOYEE
WELLNESS
Musselwhite
Pejot
Pejot
Salerno
Montanez
% of eligible employees who participate in
HRA program
Howard
% of HRA participants completing at least
one recommended follow-up program
Howard
Christoff
SEEK-12 METRIC OWNERS
Strategy
Metric
INNOVATIVE
MANAGEMENT
PRACTICES
Taxpayer
Value
FUND
BALANCE
Owner
Westmoreland,
Hedine and
Millovitsch
Expenses controlled below prior
fiscal year level
Fox, Petrashek
and Sawyer
Cristofaro and
Millovitsch
Fund balance as % of operating
expenditures
Cristofaro and
Millovitsch
Bond rating
FINANCIAL
STEWARDSHIP
COMMUNITY
OUTREACH
Connecting
to the Community
SCHOOL AND
COMMUNITY
PARTNERSHIPS
FAMILY
ENGAGEMENT
Cristofaro
Audits/program reviews requiring
reimbursement
Penny for Pasco
Tillman
Cristofaro
Dunn/
MacLemale
Dunn
Cobbe
Pylant
Presentations by community
organizations
Cobbe
Student internships
Aunchman
Volunteer hours
Rossman
Parent/Guardian participation in school
sponsored events
DeCubellis
Number of parents/guardians accessing
student information on-line
Brunner
Number of parents/guardians receiving
automatic student performance
notifications
Brunner
79
SEEK-12 METRIC DEFINITIONS
Strategy
Metric
% Students meeting PreK GOLD Criteria
SCHOOL
READINESS
% Students with Disabilities meeting or exceeding
PreK GOLD Criteria
ACADEMICS
Excellence in
Student
Achievement
ENGAGEMENT
% Students engaged
LIFE READINESS
Definitions
The percentage of all 3-year-old Head Start and 4-year-old Head Start and/or voluntary Pre-K children whose performance is
demonstrated to be on target, as defined by teaching strategies GOLD Criteria in the areas of approaches to Learning, Cognitive
and General Knowledge (including math), Language and Literacy, and Physical Health
The percentage of all 3 and 4 year-old children with disabilities whose performance is demonstrated to be on target as defined by
Teaching Strategies GOLD criteria on 14 objectives in the areas of Social Emotional, Physical Health, Language (receptive), and
Cognitive
The percentage of 1st grade students whose reading performance meets or exceeds the expected level and whose monthly reading
progress meets or exceeds 10%, as defined by the Independent Reading Level Assessment
The percentage of 1st grade students whose reading performance meets or exceeds the expected level, as defined by the
Independent Reading Level Assessment
The percentage of 3rd grade students achieving Proficient or better on the Grade 3 ELA screener/benchmark for the first 3 fiscal
quarters and FSA for the fourth fiscal quarter of the year
The percentage of 3rd grade students achieving Proficient or better on the Grade 3 Math screener/benchmark for the first three
fiscal quarters and FSA for the fourth fiscal quarter of the year
The percentage of 6th grade students achieving Proficient or better on the Grade 6 ELA screener/benchmark for the first 3 fiscal
The percentage of 6th grade students achieving Proficient or better on the Grade 6 Math screener/benchmark for the first three
The percentage of 8th grade students achieving Proficient or better on the Grade 8 ELA screener/benchmark for the first 3 fiscal
The percentage of 8th grade students achieving Level 3 or higher on the Grade 8 screener/benchmark for the first three fiscal quarters and FSA for the fourth fiscal quarter of the year
The percentage of 8th grade students achieving Level 3 or higher on the Grade 8 FCAT 2.0 Science Assessment
The percentage of 10th grade students achieving Proficient or better on the Grade 10 ELA screener/benchmark for the first three
% of Algebra 1 students achieving Proficient or better on the Algebra 1 screener/benchmark for the first three fiscal quarters of the
year and the EOC for the fourth fiscal quarter
The percentage of students who meet the threshold targets for being on-track and at-risk in all three elementary school Early Warning System indicator areas (Course Performance, Attendance and Behavior)
The percentage of students who meet the threshold targets for being on-track and at-risk in all four middle school Early Warning
System indicator areas (Course Performance, Average GPA, Attendance and Behavior)
The percentage of students who meet all of the following criteria: Meet the threshold targets for being on-track and at-risk in all five
high school Early Warning System indicator areas (Course Performance,Credits Earned, Unweighted GPA, Attendance and Behavior)
The percentage of Pasco County students that are engaged in their school experience as defined by the annual Gallup student
survey
Percentage of students on track with progress (% complete at mid and end year points by year according to grad progress bar)
toward meeting all graduation requirements for the first three fiscal quarters and Federal Uniform High Percentage of students with
disabilities on track with progress toward meeting all graduation requirements for the first three fiscal quarters and school graduation rate calculation, as indicated in Florida Department of Education reports
Percentage of students with disabilities on track with progress (% complete at mid and end year points by year according to grad
progress bar) toward meeting all graduation requirements for the first three fiscal quarters and Federal Uniform High Percentage of
students with disabilities on track with progress toward meeting all graduation requirements for the first three fiscal quarters and
school graduation rate calculation, as indicated in Florida Department of Education reports
The percent increase of earned nationally recognized industry certifications as determined by an independent, third-party certifying
entity
The percent of graduating seniors who meet the state requirements for scholar recognition
The percent of graduating seniors who earn at least 1 college credit
81
SEEK-12 METRIC DEFINITIONS
Strategy
Metric
COLLABORATIVE % of employees who feel there is a collaborative culture
COMMUNICATION % of employees who feel communication is effective
Employee
Success
EMPLOYEE
WELLNESS
INNOVATIVE
MANAGEMENT
PRACTICES
FUND
BALANCE
Taxpayer
Value
FINANCIAL
STEWARDSHIP
COMMUNITY
OUTREACH
Connecting
to the Community
SCHOOL AND
COMMUNITY
PARTNERSHIPS
Expenses controlled below prior fiscal year level
Fund balance as % of operating expenditures
Bond rating
Audits/program reviews requiring reimbursement
Penny for Pasco
Student internships
Volunteer hours
FAMILY
ENGAGEMENT
on-line
Number of parents/guardians receiving automatic
student performance notifications
Definitions
The percentage of employees who feel there is a collaborative culture in the Pasco County school district
The percentage of employees who feel there is effective communication in the Pasco County school district
The level of engagement among district employees as reported in the annual Gallup employee survey
Percentage of employees (excluding temporary employees, substitute personnel and student employees) who leave Pasco by
choice. This excludes terminations, resignations in lieu of termination, death, retirees
The percentage of employees eligible to participate in the HRA Program who actually do participate (Eligibility is defined as
employees who receive medical insurance from the district)
The percentage of employees participating in HRA who complete at least one recommended HRA follow-up program
The percentage of schools implementing prioritized professional development at level 3 as rated on the Prioritized PD Monitoring
guides
The total amount of revenue generated by the P-card ePayables program and the vending machine program
Total cost reduction in existing programs compared to same quarter of prior year (Dollars saved by being innovative, representing
how much more money taxpayers would have to pay if we didn’t undertake these efforts.)
The total dollar amount of fund balance
Fund balance expressed as a percentage of all expenditures
The district's bond rating as reported by Moody's (or other designated rating agency)
The amount of money required to be reimbursed to funding agencies as a result of negative audit or program review results
Revenue generated by the Penny for Pasco program will be used in accordance with the project list approved by the citizens of
Pasco County
The percent increase in the number of people who see posts on Facebook & other social media and the number of unique web page
views
The percent increase in the number of people who like, comment on, or share Facebook and Twitter posts
The number of presentations and/or speeches by school board members, school staff and district staff to established community
groups (such as chambers, community groups, businesses, etc.)
The number of businesses that support the district either financially or with products or services
Presentations by community organizations delivered either in school or in the community
The number of student internships with businesses and other organizations as part of Pasco’s Career and Technical Education
program
The number of volunteer hours performed by approved volunteers
The number of attendees at school meetings and events
The number of parents/guardians who access their students’ course and grade information in the on-line student information
system
The number of parents/guardians who receive automatic student performance notifications via the on-line student information
system
83
The Journey To Excellence
Now that you’v
e had a chance
to see the direc
moving, I hope
tion in which P
you will join m
asco County Sch
e and the schoo
ools is
l board on our
journey to exce
To achieve exce
llence!
llence, we must
all stay true to
education for al
our mission: To
l students. If w
provide a worl
e do that, we w
achieve success
d-class
il
l achieve our vi
in college, care
sion: All of ou
er and life.
r students
The key is that
we must imple
ment this focu
Our budget pro
sed success pla
cess will align w
n together; we
ith and invest in
best to effective
can’t deviate.
the strategy of
ly communicat
the plan. We w
e the plan, both
have to work o
ill do our
internally and
n it as one distr
externally. An
ict with candor
d
,
fi
nally, we
and in a collab
orative spirit.
Remember thes
e Strategies:
1. Excellence in
student achieve
ment
2. Employee su
ccess
3. Taxpayer va
lue
4. Connecting
to the commu
nity
We have to bel
ieve that these
actions will get
education for ea
us closer to pro
ch one of our st
viding that worl
udents. And w
d class
e have to remem
ber that:
What we do as
a district…
We must own it
!
We must believe
it!
We must work
for it!
That is our road
map for succes
s, and we belie
All aboard!
ve we are head
ing in the right
direction.
Sincerely,
Kurt S. Brownin
g
Superintenden
t of Schools
7227 Land O’ Lakes Blvd.
Land O’ Lakes, FL 34638
www.pascoschools.org
Twitter: @pascoschools
www.facebook.com/pascoschools

2015-16 Pasco county schools

Transcription

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