L O U I S V I L L E, K E N T U C K Y
ATHERTON
BALLARD
DOSS
EASTERN
FAIRDALE
FERN CREEK
IROQUOIS
JEFFERSONTOWN
MOORE
PLEASURE RIDGE PARK
SENECA
SHAWNEE
SOUTHERN
VALLEY
WAGGENER
WESTERN
www.jcpsky.netEqual Opportunity/Affirmative Action EmployerOffering Equal Educational Opportunities
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L O U I S V I L L E, K E N T U C K Y
Jefferson County Public Schools Ford NGL Master Plan
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Dr. Donna Hargens, Superintendent
Jefferson County Public Schools
Ford Next Generation Learning
Master Plan 2013–16
www.jcpsky.net
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities
Administrative Offices __________________________________________________________________________________________ _ VanHoose Education Center P.O. Box 34020 Louisville, KY 40232-4020 (502) 485-3011
Collaboration, stakeholder engagement, and commitment are just a few of the words that describe the
efforts that have led to the creation of the Jefferson County Public Schools (JCPS) Ford Next
Generation Learning (NGL) Master Plan. The goal of this plan is simple: to increase the number
of students who graduate college- and career-ready. Ultimately, this effort supports the district’s
vision and commitment to having all students graduate prepared. For the past 17 months, more
than 100 civic, business, community, and district representatives have worked with the staff from
the Ford Fund to shape and develop this master plan. And, while their individual involvement
and interest in this effort may vary, they are united in their commitment to boosting student
academic achievement in our schools. The completion of this plan allows JCPS to take the next
steps in being designated a Ford Fund NGL Community. With this designation, JCPS will
become 1 of 17 school districts that have earned this honor.
The JCPS Ford NGL Master Plan builds on the work that the district has done through the JCPS
5-Star Schools. In partnership with local and regional businesses, the district has developed
classes offered at these schools to make learning relevant by tying them to the more than 100
Career and Technical Education Programs offered in our high schools. Students participating in
these programs have an opportunity to personalize a pathway toward a credentialed program or
a career that is aligned with the workforce needs in our region. Ultimately, this will ensure that
students have the opportunity to pursue their passion and that our community has the highly
skilled workforce needed to remain competitive.
The completion of this plan allows JCPS to join an elite group of school districts that have earned
the honor of becoming a Ford Fund NGL Community. A special thanks to the Ford Fund for its
commitment to improving the quality of education in communities across the country and for its
commitment to helping JCPS become the country’s best urban school district.
Donna M. Hargens, Ed.D. James R. Allen
Superintendent Chair
Jefferson County Public Schools Jefferson County Public Education Foundation
Jefferson County Public Schools Ford NGL Master Plan
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Table of Contents
Part 1. Introduction
Strategic Alignment
Overarching Ford NGL Master Plan Goals and Alignment With JCPS Vision 2015….. 5
Existing Academy Network……………………………………………………………………………........ 6
Current District Data Profile……………………………………………………………………………….. 7
Engagement With Ford NGL………………………………………………………………………………… 9
NGL Community Leadership Team………………………………………………………………………. 9
Community Overview…………………………………………………………………………………………. 12
Sustainability and Community Support Structures………………………………………………. 13
Career Academies……………………………………………………………………………………………….. 15
Part 2. Schools of Study Overview of Master Plan and Outline
Overview, Outline, and Timeline…………………………………………………………………………… 16
Implementation Team and Plan…………………………………………………………………………….. 20
Strand One. Transforming Teaching and Learning………………………………………………… 22
Strand Two. Redesigning High Schools………………………………………………………………….. 24
Strand Three. Sustaining Change Through Business and Civic Leadership….…………… 29
Part 3. Conclusion
Conclusion…………………………………………………………………………………………………………… 35
Appendices
Appendix A. Superintendent’s Five-Year Plan……………………………………………………………………. 37
Appendix B. 5-Star School Overview ……..…………………………………………………………………………..
Appendix C. Ford NGL Tactical Optional Templates of All Essential Practices……………………….
Appendix D. Contact List……………………………………………………………………………………………………
Jefferson County Public Schools Ford NGL Master Plan
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Part 1. Introduction
JCPS and the Ford NGL are working together to energize community collaboration for reinventing
education systems and structures. In support of the district’s Strategic Plan: Vision 2015, JCPS,
Louisville community leaders, and Ford NGL have created a three-year tactical plan to transform
teaching and learning, redesign the 5-Star high schools, and sustain the changes through premier
partnerships with industry, postsecondary, civic, and community leaders. JCPS 5-Star high schools
will guide graduates through career-themed schools to pursue early postsecondary degrees for
professional careers in our region. Professional career theme academies have been one of the
nation’s most successful reform strategies in developing a personalized, supportive learning
environment that improves student achievement, graduation rates, and transition to postsecondary
education and the workplace. For each student to graduate prepared to reach his or her full
potential (JCPS vision), JCPS must revolutionize classrooms with academically rigorous,
performance-based, and career-relevant instruction. By implementing the tactics outlined in this
plan, JCPS will see significant increases in the graduation rate, decreases in the dropout rate, and
increases in the number of students who are college-/career-ready. Most importantly, students will
experience a more personalized environment and a more relevant context for learning. Collectively,
we can help the next generation of Louisvillians become who they really are: critical thinkers,
trained workers, civic leaders, and compassionate neighbors who contribute their talents and
expertise to serve their fellow citizens and our community.
Overarching Ford NGL Master Plan Goals and Alignment With JCPS
Vision 2015
JCPS Vision
All JCPS students graduate prepared to reach their full potential and contribute to our society
throughout life.
JCPS Mission
To provide relevant, comprehensive, quality instruction in order to educate, prepare, and inspire our
students to learn
JCPS: Ford NGL Master Plan Goals
The vision and mission of the JCPS District were central in the development of the Ford NGL Master
Plan, which focuses on the following:
Transforming Teaching and Learning
Redesigning High Schools
Sustaining Change Through Business and Civic Leadership (see Appendix A).
The essential practices under these strands will be in direct support of the Focus Areas of Vision 2015:
Increased Learning
Jefferson County Public Schools Ford NGL Master Plan
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Graduation and Beyond
Stakeholder Involvement/Engagement
Safe, Resourced, Supported, and Equipped Schools
In order to accomplish our vision and mission, JCPS has set forth the following overarching goals:
To increase the graduation rate from 76.5 percent in 2013 to 83.7 percent in 2016
To decrease the dropout rate to 3.8 percent by 2016
To increase the percentage of students who are college- or career-ready from 51.3 percent in
2013 to 72.4 percent in 2016
To have all students at 5-Star Schools enrolled in a School of Study (SoS) by 2016
The summary of the goals and interim benchmarks are shown below. Goals were written to be aligned
with state accountability goals and 55,000 Degrees, Greater Louisville’s education commitment to have
Louisville citizens earn an additional 55,000 postsecondary degrees by the year 2020.
Baseline 2012-13
2013-14
2014-15
2015-16
Graduation Rate (Cohort)* 76.5% 78.9% 81.3% 83.7%
Dropout** TBD 4.1% 4.0% 3.8%
Percentage of Students Who Are College- or Career-Ready*
51.3% 58.6% 65.5% 72.4%
Percentage of Students Enrolled in a School of Study (SoS)***
34% 56% 78% 100%
*Aligned with state accountability goals ** Aligned with 55K ***Baseline data extracted from 2012-13 Count of Students with SoS affiliations denoted in IC
Existing Academy Network: What are the 5-Star Schools?
JCPS is made up of 90 elementary schools, 24 middle schools, and 21 high schools. At the high
school level, 15 of the 21 high schools are considered 5-Star Schools with Professional Career
Themes (see Appendix B). Because of the geographical dispersion of our high school students in
Jefferson County, the 5-Star Schools are organized by geography and career themes so that all high
school students have access to all five Professional Career Themes in a school close to where they
live. In other words, the 5-Star School plan ensures that no matter where students live, they have a
chance to enroll in the Professional Career Theme they want.
There are five overarching Professional Career Themes and their associated high schools are shown
below:
Human Services, Education, and International Studies: Atherton, Fairdale, Seneca
Engineering: Iroquois, Jeffersontown, Academy @ Shawnee
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Communication, Media, and Arts: Ballard, Fern Creek Traditional, Pleasure Ridge Park
(PRP)
Medicine, Health, and the Environment: Moore Traditional School, Valley, Waggener
Business and Information Technology: Doss, Eastern, Southern
Each high school student in the 5-Star Schools matriculates through a freshman academy and a
career-themed SoS to pursue a credentialed diploma encompassing dual-credit courses, authentic
experience, and industry certifications. Organized into three networks, each comprehensive high
school in a network has adopted one of five Professional Career Themes aligned with local
workforce-development projections. Through a freshman academy, each student initially explores a
variety of entry points into his or her school’s broader career theme and then navigates a personal
career pathway through a supporting School of Study in grades ten through twelve. Students
connect with peers who have similar interests and an adult advisor or mentor as they pursue a
credentialed diploma representing dual college credit and/or an industry certification. The six
other high schools in the district are districtwide magnets and currently are not associated with
Professional Career Themes.
Current District Data Profile
JCPS is the only public school system for the metropolitan Louisville area and is the largest school
district in Kentucky, with more than 100,000 students enrolled for 2013-14. About 1/7 of all
Kentucky public school students are in JCPS. There are more than 107 languages spoken at JCPS
schools. In fact, our English as a Second Language (ESL) population has grown at a rate of 7 percent
for the past three years. Forty-nine percent of the student population is white, 36 percent African-
American, 7 percent Hispanic, 3 percent Asian, and 3 percent identify as other ethnic minorities.
Sixty-seven percent of JCPS students qualify for free and reduced-price meals, and more than
13,000 received Exceptional Childhood Education (ECE) services in 2012-13.
In terms of our high school graduation and college-/career-readiness rates, data from 2012-13
show that we are moving in the right direction. In graduation, JCPS has improved to 76.5 percent
(up from 67.8 percent two years prior), and in college/career readiness, more than half of high
school graduates (51.2 percent) were college- or career-ready in 2012-13, a significant increase.
Jefferson County Public Schools: Percent of Students College-/Career-Ready
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Data on the 5-Star Schools have indicated some success. During the 2012-13 school year, 80
percent of the 5-Star Schools successfully achieved their state graduation goal compared to 67
percent of non-5-Star Schools. One-third of the 5-Star Schools improved in attendance compared to
17 percent of non-5-Star Schools. Preliminary data on students enrolled in a Professional Career
Theme show no significant differences in achievement, attendance, or graduation, but survey data
are showing that they enjoy school more than students who are not enrolled in a Professional
Career Theme.
In addition to the quantitative data, students have also given feedback on the Professional Career
Themes. Below are a few quotes from interviews with the students:
“Thanks to the medical program offered at my school, I have been able to take Emergency
Procedures and Biomedical Science classes. By far, my junior year has been the most awesome.”
“The Engineering Program helped me focus on my career goals and decide what kind of
engineering I want to do.”
“During my sophomore year, I enrolled in the Education Career Academy (ECA). ECA has given
me the skills and fundamentals of teaching that I can use in the future.”
“The IT Program has provided me hands-on experience with real-world situations.”
JCPS is ready to take the next step in growing and deepening the experiences for our students so
that they graduate and are college-/career-ready. The trend data show that we are moving in the
59.55%
65.21%
50.00%
55.00%
60.00%
65.00%
70.00%
75.00%
Students not enrolled in CareerTheme
Students enrolled in Career Theme
Percent of Students Who Enjoy Going to School
Jefferson County Public Schools Ford NGL Master Plan
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right direction, and with the implementation of the tactics described in the Ford NGL Master Plan,
we expect the data to show continued improvement.
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Engagement With Ford Next Generation Learning
On May 29, 2012, the Jefferson County Board of Education (JCBE) adopted the Strategic Plan: Vision
2015. The plan set forth an ambitious goal of being the best urban district in the nation and
delineates a clear, 36-strategy goal to accomplish this goal. The success of the Strategic Plan: Vision
2015 relies on the commitment of not only the JCPS community but also the entire Louisville
community to work collectively toward every student graduating prepared to reach his or her full
potential.
In the spring of 2013, JCPS announced an exciting partnership with Ford NGL. The Ford NGL staff
collaborated with the leadership of JCPS and other community leaders to develop tactics for
strengthening student and teacher experiences and skills through business community
partnerships. These tactics will lead to a redesign and improvement of our high schools, with a
focus on deepening instruction and providing real-world learning experiences for students.
Next Generation Learning Community Leadership Team
Strand 1: Transforming Teaching and Learning
Name Business Deborah Anderson, Cochair JCPS James Reddish, Cochair JCPS
Karen Branham JCPS
Jerry N. Burke JCPS
Sam Corbett Sam Meyers
Justin A. Cornell JCPS
Amy P. Dennes JCPS
Tami Hatfield Ford
Bill Heinz Los Monitos
Dewey Hensley JCPS
Tom Hudson nth/works
Diane Mackenzie JCPS
Andrea Miller JCPS
Marty Pollio JCPS
Joe Seiler PBI Bank
Mark Shirkness GE
Dana Shumate JCPS
Bob Silliman Kentucky Community and Technical College System (KCTCS)
Bill Simpson Zeon Chemicals
Berard Tomassetti PharMerica
Tim Truitt JCPS
Jeff Uligian Genentech
Strand 2: Redesigning High Schools
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Name Business Audwin Helton, Cochair Spatial Data Integrations/JCPEF Brian Shumate, Cochair JCPS
Julie Barrett JCPS
Rick Delano Ford
Michelle Dillard JCPS
Heather Gray JCPS
Angela Greathouse JCPS
Paige Hartstern JCPS
Starr Herman Ford
Bryce K. Hibbard JCPS
Lynn Huether Class Act Federal Credit Union
David Johnson JCPS
Kevin Joynt Deloitte & Touche
Sandy Ledford JCPS
Carl Leiterman Ford
Pamela Royster JCPS
Ken Talley JCPS
Steve Tarver YMCA
Carol Timmons Business First
Brad Weston JCPS
Mary Gwen Wheeler 55,000 Degrees (55K)
Peggy Williford JCPS
Strand 3: Sustaining Change Through Business and Civic Leadership Name Business Debra Hoffer, Cochair Junior Achievement (JA)
Christi Lanier-Robinson, Cochair JCPS
Tom Anonson Class Act Federal Credit Union
Nichelle Anthony JCPS
Julie Barrett JCPS
Mike Brown Barrister Commercial Group/Jefferson County Public
Education Foundation (JCPEF)
Al Cornish Norton Health/JCPEF
Ryan Deal JCPS
Richard Delano Ford
Michael Gritton KentuckianaWorks
Dan Hall Community Engagement
Henry Heuser Unistar/Vogt/JCPEF
Chris Johnson Retired
Don Kelly Wyatt, Tarrant & Combs, LLP
Kirk Lattimore JCPS
Karen Napier Metro United Way
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Tony Peyton Louisville Metro Government
William Carlos Phillips Ford
Sydney Rogers Ford
Allen Rose Sullivan University
Ken Selvaggi WAVE-3 TV/JCPEF
Barbara Sexton Smith Fund for the Arts
Tammy Slaughter JCPS/Class Act Federal Credit Union
Joe Tolan Metro United Way
Lynne Wheat JCPS
Kathy Zandona Greater Louisville Inc. (GLI)
Katy Zeitz JCPS
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Community Overview Louisville encompasses all of Jefferson County, Kentucky, and is the largest city in the state, with nearly 750,000 people. For the past few years, the Census Bureau reports that approximately 30 percent of Jefferson County residents aged 25+ years have at least a bachelor’s degree, while 9 percent of residents attended high school but have no diploma. Education, healthcare, and social assistance industries provide 24.9 percent of the area’s jobs, by far the largest source of employment in Jefferson County. The median income for 2011 was $45,149; however, 25.2 percent of children under 18 years old were considered to be living below the poverty level.
The economic downturn has provided a challenge to the Louisville community and has affected many JCPS students as evidenced by the increase in the number who qualify for free and reduced-price meals—from 55 percent in 2006-07 to 67 percent in 2013-14. JCPS has also seen a 50 percent increase in the number of homeless students in the last five years, with 12,389 students homeless at some point during the 2011-12 school year. This translates to more than 12 percent of JCPS students experiencing instability in living situations ranging from shelters to families doubling up in single-family housing by staying in a relative’s or friend’s homes. Fortunately, JCPS has uniquely strong, well-established partnerships with the Louisville community; both governmental and corporate. One such community partnership, Close the Deal, is between GLI, JCPS, and Louisville Metro Government. Close the Deal reaches out to students who would be the first in their family to pursue a college education. It began in 2008 as an effort to build a college-going culture at one local high school. That senior class met with financial aid, admissions, and college life representatives. Throughout the year, students met with representatives from their top-choice colleges or universities and visited campuses. The result was a significant increase in students applying and going to college. Since then, the program has been expanded to five other JCPS high schools. In order to be globally competitive, the Louisville community created the 55K initiative, which aims to add 40,000 more bachelor’s degrees and 15,000 more associate’s degrees to Louisville by the year 2020. When examining similar cities, Louisville will need to increase the percentage of residents with a college degree from 1/3 to 1/2 in order to remain competitive. If the goal is reached, by 2020, 40 percent of the adults working in Louisville will hold at least a bachelor’s degree and 10 percent will hold an associate’s degree. The baseline data from the 55K initiative and the Greater Louisville Project 2010 Competitive City report showed that Louisville ranked tenth among 15 similar cities in adults with bachelor’s degrees and ninth among the 15 peer cities in adults with associate’s degrees. Furthermore, data showed that increased educational attainment significantly increases the average annual earnings in the Louisville area, with high school graduates earning an average of $26,467, adults with associate’s degrees earning an average of $31,749, and adults with bachelor’s degrees earning an average of $54,120. The most recent 55K report emphasizes that there is a sense of urgency in Louisville to turn around college-going and completion rates. From 2010 to 2011, Louisville declined in the number of working-age adults with an associate’s degree or higher (from 40.1 percent to 38.9 percent). It is imperative that the community, in conjunction with JCPS, work collectively toward a college-going culture.
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Sustainability and Community Support Structures JCPS will implement the tactics in the Ford NGL Master Plan using the Career Academy National Standards of Practice (NSOP). Using the NSOP, the Ford Partnerships for Advances Studies (PAS) has found that it can have a significant impact on the college-going culture, twenty-first-century learning for the workplace, and public engagement. The implementation of the plan will be driven by the tactics; measures; and short, intermediate, and long-term outcomes outlined in the tactical plan. Several stakeholders will be leading the sustainability of the plan. The Ford NGL Master Plan Implementation Team, JCPS leadership, and the CEO Board will be monitoring the plan and regularly working with key stakeholders (e.g., 5-Star Schools staff and students) to ensure that the plan is being monitored for continuous improvement and sustainability. The support of the community has had a positive impact on the foundation for success that the 5-Star Schools have already achieved. The following groups provide support structures that facilitate the implementation of the Ford NGL model in Jefferson County’s 5-Star Schools: 55,000 Degrees has adopted five key objectives that will allow the community to achieve the goal of increasing education attainment in Louisville by 55,000 postsecondary degrees by 2020: Create and support a college-going culture Use the business community’s unique points of leverage to accelerate attainment Prepare students for success in college, career, citizenship, and life Make postsecondary education accessible and affordable Increase educational persistence, performance, and progress Mary Gwen Wheeler, Executive Director Tel: 585-4649 E-Mail: [email protected] www.55000degrees.org The Jefferson County Public Education Foundation exists to assist and support the public school system of Jefferson County, Kentucky, financially and to engage in any and all activities that advance the education of the citizens of Louisville and Jefferson County through support of JCPS. JCPEF has played a key role in overseeing the development of the Master Plan and, once the plan is approved, will continue to identify areas of need and to direct private resources to accelerate academic achievement. Dana Shumate, JCPS Coordinator, Business Involvement, and Staff Liaison to JCPEF Tel: 485-3995 Fax: 485-3634 E-Mail: [email protected] www.jefferson.k12.ky.us/Programs/JCPEF Junior Achievement of Kentuckiana’s mission is to prepare and inspire young people for success in the global economy. JA supports the work of the 5-Star Schools by providing real-world learning experiences for students that include JA Job Shadow and JA classroom programs, including JA Real Jobs, Real World and JA Career Success, which are delivered by business volunteer role models. Debra Hoffer, President Tel: 569-9210 Fax: 561-2114 E-Mail: [email protected]
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www.jaky.org KentuckianaWorks’ mission is to provide public leadership on the goal setting, performance measurement, and system building needed to help our community to develop a skilled and educated workforce whose qualifications give our community a competitive advantage in making the Louisville area the nation’s next “economic hotspot.” The organization works to build business, education, and community partnerships that address the lifelong education, training, and employment needs of our community. Michael Gritton, Executive Director Tel: 574-2500 Fax: 574-4288 E-Mail: [email protected] www.kentuckianaworks.org Metro United Way advances the common good in our community by creating opportunities for a better life for all. The organization’s Community Impact Education Agenda related to the 5-Star Schools focuses on two primary goals: that all youth will complete high school on time prepared for college, work, and life and that parents and caregivers will have the knowledge, skills, and abilities necessary to maintain family stability and help their children succeed. Joe Tolan, President and CEO Tel: 589-4259 Fax: 583-0330 E-Mail: [email protected] www.metrounitedway.org
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Ford Motor Company Next Generation Learning
Career Academies—An Education Transformation Initiative for Increased Community Prosperity
Career academies are small, personalized learning communities within a high school or middle school that select a cohort of students and teachers for a three- or four-year span. Students enter the academy through a voluntary process; they must apply and be accepted with parental knowledge and support. A career academy involves teachers from career and technical and academic subjects working together as an Academy Team. Academy Teams that share common planning time work together to implement the key features of the model and provide students with exposure to the career field. Students are grouped together for several periods every day with a core group of teachers. This promotes a family-like atmosphere and results in close student-teacher ties. Career academies include the following essential elements:
A small learning community A college-prep curriculum with a career theme that addresses Federal Common Core and
Career Readiness Classroom instruction typically is delivered in carefully and purposefully developed themes
of project and inquiry-based instruction and is integrated with both academic and technical concepts found within the career/industry focus. In addition, there is a strong focus on the twenty-first-century skills of critical thinking, teamwork, and communication, and it culminates in a senior or capstone project.
Partnerships with employers, the community, and higher education representatives who, as supportive partners of the career academy initiative, assist in the development and implementation of student internships and other work-based learning opportunities, teacher externships, integrated curriculum development, advanced college credit earning, classroom presentations, demonstrations, and scholarship opportunities.
By design, these central elements of a career academy lead to a school/district that is rigorous, relevant, and relational. As such, career academies are an excellent example of a reform model for policymakers and practitioners to consider in middle and high school reform. Typically, a community that has been guided through the development and implementation of a Ford NGL Master Plan has reported the following outcomes:
Increased graduation rates Decreased dropout rates Increased grade point averages Increase college-going rates Increased industry certification rates A more highly skilled, work-ready workforce
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Part 2. Schools of Study Overview of Master Plan and Outline
The beginnings of the JCPS Ford NGL Master Plan started in July 2012, when JCPS leaders convened
with community leaders and Ford NGL coaches. The Ford NGL network had extensive experience
and data showing the impact of the Ford NGL partnerships with other districts (JCPS is their
eighteenth partnership) on their graduation rates, achievement, and other key indicators of success.
Because of the foundational work already started by JCPS and its 5-Star Schools, the partnership
with Ford NGL was a logical next step in solidifying a master plan to expand and improve upon the
existing Professional Career Theme structure. By rallying community collaboration around the
development of the plan, a multilayered and multifaceted master plan has been developed to
support the success of the 5-Star Schools.
Master Plan: Overview, Outline, and Timeline
A group of approximately 90 diverse business, civic, and education stakeholders have served on the
Three-Strand Plan Writing Teams to debate, agree upon, and write the three-year Master Plan.
Individuals representing the for-profit sector, higher education, and nonprofit organizations and
other civic leaders have collaborated to create the plan. (See Appendix D.)
The tactical plan is fully delineated in Appendix C and is based on the three major strands of the
Ford NGL model and their associated essential practices. For each goal, the tactical plan is made up
of the overarching strategy, tactic, and output, and short-term, intermediate, and long-term
outcomes. All goals share the same long-term outcome measurements, which are aligned with our
Strategic Plan: Vision 2015 and state accountability. In addition, the tactical plan includes the target
population, people responsible for the tactic, and community support structures. This tactical plan
is essentially a roadmap for the next three years in transforming our 5-Star high schools into
premier professional career academies.
The major outline of the action plan consists of the following:
Strand One: Transforming Teaching and Learning
Teacher Externships—Support from the business community will be needed to help equip
teachers with real-world projects to bring back to the classroom. Externship experiences
can serve as the inspiration for these projects, but ongoing support from the business will
be required to achieve maximum efficacy.
Project-Based Learning—JCPS must ensure that project-based learning is congruent with
state standards for teaching, establishing a cross-walk to help align core curriculum
concepts with project-based learning. Teachers must feel supported and see project-based
learning as a means to teaching standards as opposed to a distraction. Finally, continued
support of teachers will be critical. Systems for that sharing of best practices, dissemination
of resources, standards of instruction, and measures of success will need to be established
and widely disseminated to teachers.
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Professional Development—It is incumbent on the schools and the administration to
support teachers in these new instructional strategies. Standardized professional
development and support resources for classroom implementation will be critical to
ensuring teacher success and, by extension, student success. JCPS must first work to identify
a preferred curriculum of professional development around project-based learning and
then sequence that professional development to ensure that all teachers can be trained
within the next three years.
Strand Two: Redesigning High Schools
High Quality SoSs—At the core of the Master Plan is ensuring that our 5-Star Schools have
high-quality Professional Career Themes that engage students in experiential learning and
result in students graduating credentialed. To accomplish this outcome, it will be essential
to ensure that students make informed decisions about their college/career pathways and
that collaborations are formalized to ensure that each career pathway aligns with industry
expectations and community needs.
Individual Learning Plans—Intentional planning will be required through the use of an
online college- and career-planning portfolio, Individual Learning Plans (ILPs). These plans
will be vital in helping track and monitor students’ progress and success as they advance
through the SoS courses and experiences.
Leadership Training/Professional Development—Wall-to-wall student participation in
SoSs relies on a coordinated professional-development system focused on the model.
Leadership roles of teachers, advisors, counselors, and support staff should be defined
within this process so that all stakeholders understand their role in the SoS model. Coaching
and professional development must be ongoing and evolving, including refining tactics for
returning faculty and initiating new faculty members to the SoS philosophy. Coaching and
professional-development must be connected directly to the job responsibilities so students
see evidence of the transformed high school in their interactions with faculty in all
classrooms. Transformation in professional-development planning and execution builds the
bridge between the transformation of the high school structure and twenty-first-century
classroom instruction.
Evaluation Data and Accountability—A core component of Strand 2 is the development of
evaluation tools to assess baseline data in order to provide timely feedback for school
leaders in driving continuous improvement. Multiple quantitative measures are outlined in
the tactical plan and will be essential to regular monitoring in order to allow for quality
assurance. As the tactics are being implemented, the evaluation results will allow school and
district leadership to determine midcourse adjustments and develop a plan for professional
development. Accountability will be ensured via regular progress reporting to the major
stakeholders. The Master Plan is one of mutual accountability in which everyone—students,
teachers, administrators, families, and business and community partners—participate in
collecting and reviewing data in order to measure progress. We will work collaboratively to
build a climate of trust that welcomes the perspectives of all stakeholders and will maintain
Jefferson County Public Schools Ford NGL Master Plan
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a commitment to continual learning and improvement. It is only through systematic
collection and review of data that we will be able to accomplish our goals.
Strand Three: Sustaining Change Through Business and Civic Leadership
Industry Councils for Each SoS Pathway—In order to ensure high-quality pathways in the
5-Star Schools, industry councils for each SoS pathway will be formed so that real-time
industry needs are communicated to the 5-Star Schools for continuous improvements in
their pathways so that they remain relevant to students and aligned with community needs.
CEO Advisory Board—Working together, the business community, JCPS leaders, and the
mayor of Louisville will recruit a core group of community leaders who will define the
group’s charter and plan of action to increase business participation in the transformation
of the 5-Star Schools (see Appendix C). The CEO Advisory Board will review results of the
community Master Plan regularly. The board will work to populate the industry councils
and school advisory councils with members of their own businesses. They will also serve as
5-Star Schools emissaries as they seek out, inform, and engage other community leaders in
the conversation about our community and will begin to advocate for the academies and
other relevant strategies to improve student success and develop human capital. They will
establish and implement a campaign to increase broad-scale business “ownership” and
involvement with 5-Star Schools.
Parent and Family Engagement—Since parents are the first educators in a child's life, it is
essential for parents and school staff to work together on their students’ progression
through school. Student ambassadors will be trained in each school to be leaders in
communicating information about the 5-Star Schools to parents, other adults, and the broad
community, with the goal of increasing parent and student engagement. Without a
partnership between families and the school, parents miss out on vital sharing of
information about a child's academic strengths and challenges. Parents are the number one
advocate for their child. A parent is the key for information sharing between grade levels
and various schools and from teacher to teacher. When a parent takes an active role in their
child's education, the child understands that education is important to his or her family.
Timeline for Key Tactics From Master Plan Year 1 (2013-
14)
Year 2 (2014-
15)
Year 3 (2015-
16)
Strand 1
Teacher externships for selected teacher teams X X X Professional activities for project-based lesson development X X X Develop and facilitate orientation/training for high school administrators, promoting an understanding of the flexible use of academic knowledge and skills, communication, and teamwork on student achievement.
X
Training and support to Career and Technical Education (CTE) teachers and core teachers involved in externships
X X X
Jefferson County Public Schools Ford NGL Master Plan
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Support teachers in ongoing and regular professional learning communities (PLCs) to collaborate on instruction within their cross-curricular teams and make decisions on how to better implement the Ford NGL model within the cohort.
X X X
Provide opportunities for selected teachers within the 5-Star high schools and Ford NGL schools to observe effective peer classrooms to reflect on their own instruction. Teams of teachers also observe a teachers’ class to provide feedback.
X X
Identify teacher leaders in each 5-Star high school to provide training and leadership in the development of additional interdisciplinary teams of teachers.
X
Teachers from cohort 1 will work to train and mentor new teachers.
X X X
Strand 2
Each student will be connected to an academic plan in Infinite Campus, which will detail his or her progress toward major completion/4-course sequence.
X X
All academic teachers engage in cross-content PLC work with at least one career theme teacher.
X X
All school-based partnership councils are refined to meet multiple needs in order to not overtax community and business partners.
X X X
All students in each SoS participate in Experiential Learning through service learning, CSO, internships, or other on-the-job training.
X X X
Develop and implement a communication to eighth-grade students and families connecting the ILP to high school choice.
X X X
Every 5-Star SoS major has a service, career, extracurricular, or OST program component related to the major.
X X
One hundred percent of school of study majors include an endorsement opportunity.
X X X
One hundred percent of courses that include an advanced learning opportunity will be coded in Infinite Campus.
X X
The focus of professional development is determined and reflected in teachers’ professional growth plan, and a long-term plan is created.
X X
Develop criteria for school leaders and teachers to measure the effectiveness of professional-development activities through classroom observations; student achievement data; and teachers’, students’, and business and community partners’ feedback. Evaluation results are used to reassess and revise professional-development plans.
X X X
Restructure freshman class schedule based on block scheduling. X X X Every student selects a career pathway by end of freshman year. X Evaluate effectiveness of SoSs by district leadership and community representatives using the NSOP.
X X
Career planning is adopted and used to improve the transition from middle school to high school.
X X X
Request that the superintendent select a single point of contact for the initiative by strand team leaders.
X
Create a collaborative structure that engages secondary, postsecondary, and business in the curriculum alignment, dual credit opportunities, and seamless pathways to postsecondary and career.
X X X
Strand 3
Recruit key CEOs who will serve as the JCPS NGL CEO Board. X Create a plan of action for the CEO Board to increase business participation in transformation of secondary schools.
X
Jefferson County Public Schools Ford NGL Master Plan
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Establish a campaign to increase broad-scale business “ownership” and involvement with 5-Star Schools, to possibly include press conference, business luncheon, series of presentations to boards, and one-on-one meetings.
X
Establish partnership councils to advise each professional career pathway.
X
Create structure for industry and community networks to share real-time industry-needs information.
X
Adopt academy evaluation system created in Essential Practice 3.7, which will allow industry and community network teams to annually evaluate SoSs to ensure that graduates have developed knowledge and skills to succeed in college and careers after high school.
X X X
Design and execute awareness campaign for the JCPS Parent Portal, Parent Hotline, and Parent Connection with higher education and college- and career-readiness tools.
X X X
Engage middle school and first-generation students and parents in meaningful opportunities to express their perspectives and be directly involved in developing the plan.
X X X
Design data dashboard with input and approval from the CEO committee. X X X
Master Plan: Implementation Team and Plan
Upon the approval of the Master Plan by the JCBE, the formation of the CEO Advisory NGL Board
will be finalized and will be charged with working closely with the Master Plan Implementation
Team. The Implementation Team will be monitoring, executing, and refining the Master Plan over
the course of the next three years. The chair of the Implementation Team will report to the CEO
Advisory Board as well as the superintendent of JCPS. In addition, there will be at least one member
of the Implementation Team who will be a member of the CEO Advisory Board to ensure linkages
between the two groups. Members of the Implementation Team will include representatives from
55,000 Degrees, Junior Achievement, postsecondary institutions, and other key groups to ensure
that community leaders are part of the continuous monitoring of the plan.
Meetings of the Master Plan Implementation Team will be held monthly after the Ford Community
designation and during the 2014-15 school year. For the remainder of the three-year plan, the team
will meet bimonthly. Each meeting will scheduled to meet for 1 ½ hours. At the end of each school
year, the Implementation Team will hold an annual one-day retreat to review the Master Plan.
An annual retreat will be held with major stakeholders to share progress reports on the Master
Plan implementation. The objectives of the annual retreat will be to 1) update community leaders
on the implementation of key strategies and tactics outlined in the Master Plan (see Appendix C), 2)
share data collected from each strand, particularly as they relate to the progress toward achieving
the overarching goals and benchmarks, 3) discuss midcourse adjustments based on the data
collected so that the team can continually refine the plan as needed for achieving the long-term
goals, and 4) plan how the results of the annual retreat will be provided to all stakeholders (school
board, press, business community, parents, etc.).
Some of the key data variables that will be reviewed at the annual retreat will include 1) the
number of teachers targeted with the professional-development plan (see Appendix C, Tactic 1.1),
Jefferson County Public Schools Ford NGL Master Plan
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and 2) the number of students who will be served in the SoSs as compared from one year to the
next (see Appendix C, Tactic 2.1). Projections of number of teachers and students are shown below:
Baseline 2012-13
2013-14
2014-15
2015-16
Percent of students enrolled in SoS
34% 56% 78% 100%
Approximate number of students enrolled in SoS
6,018 9,784 13,628 17,472
Approximate number of teachers provided an externship and additional professional development on integrating externship experience into the classroom
45 90 180 360
The Master Plan Implementation Team will consist of the following leaders and team members:
Chair—Community Coordinator Dana Shumate, JCPS, until further notice
Cochair—Debra Hoffer, JA, until further notice
Team Members Jim Allen, Hilliard Lyons Dana Shumate, JCPS Debra Hoffer, JA Deborah Anderson, JCPS Karen Branham, JCPS Jerry N. Burke, JCPS Dr. Marty Pollio, JCPS Tim Truitt, JCPS Dr. Brian Shumate, JCPS Julie Barrett, JCPS Dr. Pam Royster, JCPS Dr. Ken Talley, JCPS Christi Lanier-Robinson, JCPS Katy Zeitz, JCPS Nichelle Anthony, JCPS Ryan Deal, JCPS Peggy Williford, JCPS Diane McKenzie, JCPS Jenni Aberli, JCPS
Jefferson County Public Schools Ford NGL Master Plan
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James Reddish, GLI Audwin Helton, Spatial Data Integrations/JCPEF Tami Hatfield, Ford Al Cornish, Norton Health/JCPEF Tony Peyton, Louisville Metro Government Carol Timmons, Business First/JCPEF Mary Gwen Wheeler, 55,000 Degrees/KY State Education Board Bill Simpson, Zeon Chemical/JCPEF Sam Corbett, University of Louisville (UofL)/JCPEF Paige Hartstern
Strand One: Transforming Teaching and Learning
In order to achieve the breakthrough results desired of a Ford NGL community, a transformation
must occur in the fundamental interaction of teaching and learning. This interaction has remained
largely unchanged over the course of the past century, and while many principles are still valid, the
community and the business marketplace have evolved; so to, must the education process evolve.
Renewed emphasis and support must be focused on the art of teaching. It is the teacher who most
directly affects learning and the quality of education a child receives. At the macro level, teachers
must be better equipped to connect educational concepts with real-world application of those
concepts. So-called “project-based learning” enables teachers to better demonstrate relevance to
students, thereby facilitating better processing of the material. While the concept of project-based
learning at the 50,000-foot level is fairly intuitive, implementation can be extremely complicated
and requires purposeful dedication from teachers, schools, the administration, and the business
community.
In Strand 1, the focus will revolve around the teachers and the resources they need to develop a
more robust and relevant learning environment. The complimentary structural changes to the
school environment and many of the changes in business partnership relationships will be covered
in Strands 2 and 3. Strand 1 seeks to establish instructional strategies—based on rigorous research
and professional experience—that are essential for facilitating learning of the essential knowledge
and skills that students need to graduate college- and career-ready. These instructional strategies
will require new and different professional development. Teachers will require support from their
schools, their school system, and the business community to ensure that they have the necessary
resources to be successful in the classroom. The goal must be to establish standard operating
procedures that provide a framework in which teachers can apply best practices to their individual
learning environments and a support structure that facilitates sharing of best practices in a
sustainable manner. To that end, several strategies have been developed around three essential
practices of the Ford NGL Strand 1.
Essential Practice 1.1: Teaching Pillars—Educators employ teaching strategies that develop students' knowledge and skills for college and career readiness.
The first essential practice of Strand 1 focuses on instructional strategies that better promote
student learning in a contextual, real-world manner. The features of the FORD NGL Teaching Pillars
address curriculum, instruction, assessment, and career-relevant learning opportunities. The
Jefferson County Public Schools Ford NGL Master Plan
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outcomes called for in this pillar of Strand 1 revolve around the implementation of project-based
learning as core to the instructional method. This project-based learning is facilitated by the
creation of cross-circular PLCs of teachers (described in Strand 2) and targeted professional
development to help equip teachers with the framework for project-based learning. These tactics
are supported by business externships that help provide these PLCs with contextual experiences
and real-world projects to bring back to the classroom.
Strong business partnerships (as described in Strand 3) are critical to success in project-based
learning efforts within JCPS. Additional professional development or training may be required for
both teachers and the business partners to help them better understand one and other. Quite often,
these partnerships break down due to misalignment in expectations or differences in
communication. It is incumbent on JCPS to ensure that those breakdowns are preempted at both
the school and business levels.
Essential Practice 1.2: Learning Pillars—Students develop essential knowledge and skills for college and career readiness.
Essential Practice 1.2 flows naturally from Essential Practice 1.1. Whereas 1.1 focuses on teachers
and instructional methods, 1.2 focuses on the student and how and what they are learning. The goal
is for students develop essential knowledge and skills for college and career readiness. The seven
pillars—developing academic knowledge, problem solving, critical thinking, teamwork,
communication, creativity and innovation, and global awareness—are essential to the workplace.
Project-based learning is again the foundation for the work of 1.2 and is seen as the preferred
instructional strategy for optimal learning of these college- and career-readiness skills. However,
additional professional development is also called for in this essential practice to help better
prepare teachers to instruct students both explicitly and implicitly in these skills.
Project-based learning by its very nature facilitates teamwork, problem solving, critical thinking
and all the other college- and career-readiness skills articulated in Essential Practice 1.2. However,
these skills are best and most authentically taught in an implicit manner, through action and
practice rather than through direct instruction. Put another way, students pick up these skills
through learning in a more interactive and less prescriptive teaching environment. By their very
nature, these classes teach students career-readiness skills through mostly project-based
instruction. Through career academies and PLCs (both detailed in Strand 2), career and technical
education best practices can be infused into core curriculum learning. Likewise, closer alignment
can help CTE teachers better articulate the application of core curriculum concepts in their
classrooms, deepening relevance for student in both environments. To facilitate this cross-circular
collaboration and to better implement college- and career-readiness skills in the classrooms, some
training or professional development is needed to help support teachers in their efforts. This
collaboration and implementation of project-based learning will result in student attainment of
critical college- and career-readiness skills in a more organic and meaningful way.
The business community also has a critical role to play in this essential practice. It is the business
community that represents the marketplace for these college- and career-readiness skills. Their
feedback and participation in the process is critical to ensuring that students are receiving and
developing the proper skills needed to thrive in the workplace of the future. Externships will again
Jefferson County Public Schools Ford NGL Master Plan
25
be the foundation of business engagement. Desired skills will be demonstrated to teachers through
their externship experiences. Teacher experiences should include teamwork, critical thinking, and
other desired skills to help teachers see relevance in incorporating these skills in the classroom.
Additional business engagement and direct interaction with students can also be developed to
deepen skill development and student retention.
Essential Practice 1.3: Professional development is dedicated to supporting implementation of the Ford NGL Teaching and Learning Pillars.
The final essential practice in Strand 1 focuses on professional development in support of the Ford
NGL teaching and learning pillars. Professional development is articulated as a tactic to achieve the
desired outcomes in the previous two essential practices, but this final essential practice seeks to
view professional development at the systems level. Professional development is not new; in fact,
teachers have participated in mandated professional development for decades. But for too long, this
professional development has occurred in silos and without a comprehensive, strategic approach.
The Ford NGL framework is about ensuring alignment of resources to achieve specific and stated
outcomes. This includes all the built environment of a school, but it also must include professional
development resources.
At the district level, an inventory of professional-development resources needs to be taken. Once
that inventory is complete, existing resources can be viewed in the context of this master plan.
Some resources may be perfectly aligned, some many need additional focus, and some may need to
be reallocated. Ultimately, at the systems level, professional development is one of the school
system’s most precious resources and a critical means for effecting change within teaching and
learning. Careful thought and consideration must be given to the type, frequency, sequencing, and
ongoing support of professional development. Additionally, resources need to be dedicated to
ensure that a systems approach to professional development is taken across the district.
Businesses also have a role to play in professional development. Obviously, externships are a very
tangible and direct means for business participation in professional development. But a more
indirect advisory function should be explored, especially when it comes to assessing resource
allocation and identifying professional development that is most closely aligned to business needs.
Strand Two: Redesigning High Schools
Research affirms that providing a career emphasis for students gives meaning and motivation that
leads to more successful high school and postsecondary experiences. Major components of the
work in Strand 2 involve personalizing the high school experience so that learning occurs in the
context of real-world applications. Enhancement of the work already begun by the 5-Star School is
the focus of Strand 2, including the continuous improvement of the Professional Career Themes,
freshman academy, intensive counseling, guidance, and postsecondary coaching, and middle shool
career planning. The structure of Professional Career Themes provides the organizational
framework for relevance and connection, while the freshman academy provides more personal
guidance, attention, and supervision. Our freshman academy effectively transitions students from
middle school and provides coherent support systems to foster student connectedness and
successful matriculation throughout high school.
Jefferson County Public Schools Ford NGL Master Plan
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A college-going mentality starts before high school, and it will be essential that the career and
college planning currently in our middle schools is strengthened. Middle schools guide students to
understand the relationship between their skills, talents, and aspirations with education, career
themes, and workplace competencies. Each student is organizing his or her learning reflections
with an ILP. Students also receive in-depth exposure to the five overarching career themes in the
high schools in their high school network.
Essential Practice 2.1: Students have choices among high-quality career academies and
similar career- and interest-themed programs.
The work of Essential Practice 2.1 strives to increase on-time graduation, college/career readiness,
and the acquisition of outside credentials by organizing students, teachers, and courses into SoSs,
using the ILP as the primary planning tool, and increasing advanced learning opportunities for all
students. The tactics in Essential Practice 2.1 rally around two seminal outcomes: (1) all students
engaged in an SoS participating in some form of experiential learning and (2) all students will
graduate “credentialed” or with a third-party endorsement of accomplishment, such as industry
certification, dual credits, or college credit equivalents (AP/IB/AICE). JCPS cannot achieve either of
these outcomes working in isolation but depends on business and postsecondary partnership and
alignment described in the Strand 3 narrative.
Focusing on giving all students opportunities to take learning from the classroom into a real-world
setting, such as a service project, workplace, or performance-based competitions, forces students
and teachers to meet rigorous learning expectations while integrating and applying knowledge and
skills. To accomplish this goal, JCPS must assess the current experiential learning opportunities to
find gaps to fill. Through the business partnership councils, schools will ensure that each student
can engage in real-world application of knowledge while developing essential work habits, twenty-
first-century skills, and their own social network.
To ensure all students graduate “credentialed,” JCPS must connect each major with at least one
endorsement opportunity or, ideally, with multiple and varied options. Working with business
partners, JCPS will ensure these credentials remain current to industry standards and viable upon
graduation. Postsecondary partners become vital in assisting with planning and alignment.
Communication tools like scheduling books and postsecondary planning aids will take these aligned
options to the homes of our students and families. These communication aids will help our students
and families see the pathway from high school to college to career. Finally, 5-Star Schools will use
the ILP, an online college and career planning portfolio, as well as advisory structures to inform,
guide, and track progress and celebrate student success on important life-planning milestones.
Essential Practice 2.2: Professional development and communities of practice
The tactics described in Essential Practice 2.2 propel school leadership and instructional staff to
recognize and prioritize professional development and form communities of practice committed to
shared learning to support the SoSs and transform everyone’s practice. Aligned with the JCPS
Strategic Plan Goal 1, where every student progresses in his or her learning and meets or exceeds
proficiency in all subjects, these tactics aim to design, implement, evaluate, and redesign a
coordinated system of professional development and coaching supporting the SoS model. The
Jefferson County Public Schools Ford NGL Master Plan
27
tactics are centered on two main outcomes: 1) A professional-development plan supporting the SoS
model, and 2) Having 100 percent student participation in an SoS.
Tactics described in Essential Practice 2.2 call for the creation of a professional-development plan,
taking teacher and administrative input and needs into consideration. This plan must be responsive
to needs as described by survey results (2.2 Tactic 1). Financial resources, including time and
technical assistance, must be specified in the design of the overarching plan with a perpetual focus
on the SoS model (2.2 Tactic 2). The foundation of the professional-development plan will be
collaboration, both within the school and with the broader community. Teachers and school leaders
will have opportunities to collaborate within content and cross-content groups to improve practice
and guarantee student supports academically, socially, and emotionally (2.2 Tactic 6). Equally
important is a professional-development plan for teachers, counselors, and school leaders engaging
business and community partners and ensuring a community and business buy-in for the SoS
model (2.2 Tactic 4). An additional important component of the cycle includes ongoing evaluation
of effectiveness to ensure the professional growth of 5-Star School faculty reaches the desk of each
student (2.2 Tactic 7).
Essential Practice 2.3: School-based instructional leaders use available resources to
maximize the structural benefits of SoSs for students and teachers.
The tactics described in Essential Practice 2.3 work to create the best environment for teaching and
learning and allow school leaders to take advantage of scheduling and other options that maximize
the potential of the SoS model. The tactics in Essential Practice 2.3 center on two main outcomes: 1)
All 5-Star Schools will provide consistent time/support for cross-curricular/CTE planning and 2)
All 5-Star School administrators will participate in professional development designed to promote
effective teaming for student achievement enhancement. This work will be evidenced by district
policy, schedule examples, agendas, student outputs, dashboard data, and team visuals. As a result,
the district will meet the long-term outcome that every student graduates prepared for his or her
postsecondary choice for college or career and for life.
Two of the tactics described in Essential Practice 2.3 support the use and support for cross-
curricular/CTE planning across all schools. The first tactic builds on current JCPS work on freshman
academies and uses that work as a model for the spread of learning communities to other groups of
students and teachers using the SoS model. The second tactic emphasizes the role data will play in
the development and implementation of career pathways, scheduling teams, and SoSs geared to
graduate all students college- and career-ready. Evidence of this work will include master
schedules, major declaration forms, grad planner data, and the College- and Career-Readiness Rate
(KDE accountability).
Essential Practice 2.3 also requires supports and professional development for principals and
school administrators to ensure effective use of learning time and financial resources. As mentioned
in Essential Practice 2.2, this professional development must include a level of orientation to
engage all principals and administrative teams as well as being ongoing to ensure momentum
toward the ultimate goal. Principals must understand the need for, connection to, and early success
of cohort scheduling toward the goals for the SoS model. Administrative teams will also need
Jefferson County Public Schools Ford NGL Master Plan
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supports in designing master schedules that organize faculty time around student need with the
outcome that all students have access to credentialing opportunities. Principals will also need
supports for the effective use of financial resources in particular as it pertains to scheduling tactics.
The final tactic describes a system of communication to ensure that the goals and practices of
cohort scheduling are shared among the 5-Star School community.
Essential Practice 2.4: School districts and schools share responsibility for measuring
success.
The tactics described in Essential Practice 2.4 provide guidelines for district leadership and
community partners to evaluate and monitor the effectiveness of SoSs and their impact on student
learning. The tactics center on using multiple measures to evaluate the effectiveness of SoSs,
communicating the results to all stakeholders, and using student performance data to affect
instruction by addressing the professional learning needs of school staff.
The tactics are centered on three main outcomes that include achieving continual improvement
within SoSs, offering students a wide range of learning opportunities, and helping students
graduate college- and career-ready.
The tactics described in Essential Practice 2.4 require the development of an evaluation tool to
gather baseline data in order to provide feedback to SoS leaders (2.4 Tactic 1). The effectiveness of
SoS implementation on student success will be determined through multiple quantitative measures
of (2.4 Tactic 2). Evaluation results will allow school and district leadership to determine
instructional needs and develop a plan for professional learning opportunities (2.4 Tactic 3).
Progress will be reported to all stakeholders through a variety of communication tools. (2.4 Tactic
3).
Essential Practice 2.4 and the three tactics contained within provide opportunities for JCPS to
partner with parents and community leaders to ensure that all high school students have quality
experiences in their SoSs so they can graduate prepared.
Essential Practice 2.5: The school district actively supports and holds leaders accountable
for high school transformation using the academy model.
The tactics described in Essential Practice 2.5 focus on supporting and holding leaders accountable
for high school transformation using the SoS model. This in turn supports the vision of having every
student graduate prepared for his or her postsecondary choice for college or career and for life.
Essential Practice 2.5 will be achieved through five tactics. The first tactic focuses on the JCBE and
the superintendent supporting and setting clear expectations for the implementation of the Master
Plan in support of the Strategic Plan: Vision 2015. Documentation of this tactic will include school
board minutes, agendas, press releases, and policies related to support for SoSs (2.4 Tactic 1). The
second component in this practice provides the opportunity for the superintendent, in
collaboration with strand leaders, to select a single point of contact for the initiative. The single
point of contact begins oversight responsibilities and identifies additional school district personnel
and connects them to their role in the tactical plan (2.5 Tactic 2). Support for SoSs will occur after
Jefferson County Public Schools Ford NGL Master Plan
29
the completion of a needs assessment of facilities, equipment, and materials. Needs will be
prioritized and outlined within a district plan (2.5 Tactic 3) with local, state, and federal funding
secured and appropriated to meet priority needs (2.5 Tactic 4). The final tactic within Essential
Practice 2.5 ensures that career planning is adopted and used to improve the transition from
middle school to high school so that students have a focus and purpose for their education. Pilot
and early adopter high schools will collaborate with feeder middle schools to develop a career
study transition plan for all middle school students. This plan will allow for the transitioning to high
school with enrollment in a career pathway. Middle school students will make school and course
selections based upon their career plans. Additionally, transition plans between middle schools and
their feeder elementary schools will be in place (2.5 Tactic 5).
Essential Practice 2.5 and the tactics contained within ensure a comprehensive, longitudinal career experience from elementary through high school.
Essential Practice 2.6: School district and postsecondary institutions work collaboratively
for the benefit of students in schools of study.
The strategies offered in this essential practice seek to build a collaborative structure between
postsecondary, secondary, and business partners to promote opportunities as well as develop and
align seamless pathways to postsecondary credentials that have value in the marketplace. This
work can only be successful when high school teachers, postsecondary professors, and industry
representatives work collectively for the benefit of our community’s young people. As the structure
becomes streamlined, so will the movement of students through the educational pipeline. Students
will leave high school with not only a high school diploma but also an outside credential that
provides a foot in the door to a postsecondary pathway that leads to gainful employment in that
industry.
The first strategy, based on postsecondary, secondary, and business partners collaborating to
promote education and career pathways, outlines such tactics as career days, site visits, college
visits, and summer camps that enable all students in grades six through twelve to make informed
decisions concerning SoS, high school major, and postsecondary plans related to their chosen
career path and interests. In order for those pathways to be clear and transparent to students and
parents, the second strategy requires JCPS staff to work with postsecondary partners to align
secondary majors with state CTE requirements and postsecondary expectations. In addition,
teachers will provide students with an understanding of dual credit opportunities in their major.
A related strategy is to formalize collaboration, most likely by industry sector, between
postsecondary and secondary staff responsible for developing curricula and experiential learning
(and business partners), to develop and align seamless pathways from secondary credentialing to
postsecondary degrees, diplomas, credentials, or licensure. Furthermore, to institutionalize the
collaboration between JCPS and postsecondary institutions, partners must detail and align core
institutional objective and goals as well as establish structures of communication, data sharing, and
accountability. By establishing an overarching compact, it will allow personnel from each
institution and business partners to collaborate on learning pathways that lead young people
Jefferson County Public Schools Ford NGL Master Plan
30
through required learning opportunities, supporting credentials to postsecondary program
completion and careers.
Strand Three: Sustaining Change Through Business and Civic Leadership
The Ford Next Generation Learning research has proven time and again that a vital component to
student success requires hard work, enthusiasm, and ownership of each student’s education by the
broad community. Most importantly, the Strand 3 Essential Practices clearly define the process by
which the Master Plan should be written, coordinated, and overseen. More than 90 community
leaders are meeting regularly to write the plan under the leadership of JCPEF. A CEO Advisory
Board is being recruited and will meet at least annually with education leaders to review progress
on achieving the Master Plan goal and to demonstrate the community’s ongoing commitment to the
plan.
Partnerships with employers, community groups, and higher education, who as supporters of the
career academy initiative, assist in the development of student internships and other work-based
learning opportunities, integrated curriculum development that leads to real-world career
opportunities for both students and teachers, increased postsecondary attainment and scholarship
opportunities. The work of the Strand 3 Essential Practices represents tactics that support broad
community involvement, including the encouragement of increased parent/guardian involvement,
undoubtedly one of the most critical factors in a student’s educational success. A systemwide
student ambassador program will play a key role in increasing parent/guardian involvement. The
Strand 3 Essential Practices not only lead to measurable educational goals, but they also
incorporate the celebration of increased attainment.
The tactics outlined to address the Strand 3 Essential Practices provide structure and sustainability
to community engagement in 5-Star Schools student success. A CEO Advisory Board reviews and
responds to progress made toward Master Plan goals on an annual basis. Industry and school
advisory councils bring business leaders into the schools with the goals of providing opportunities
for students to interact with representatives of the working world and to advise on curriculum
content that will help create the employees of the future who will meet employment needs. Given
that the Ford NGL model represents a new way of doing things for our community, the Master Plan
outlines a multifaceted communications plan that will help to build awareness, support, and active
participation in this effort.
Student data, as it relates to high school achievement and college attainment, will be collected,
reviewed, and evaluated regularly, and plan tactics will be modified when necessary. Postsecondary
institutions will work with the 5-Star Schools to ensure that high school career paths are aligned
with college-going expectations to reduce the need for remediation. A unified scholarship
application will be created in order to simplify the already complex college financial aid process.
Jefferson County Public Schools Ford NGL Master Plan
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Essential Practice 3.1: Business, civic, and education leaders create a master plan for
sustainable workforce competitiveness and community prosperity built on education
transformation.
On July 20, 2012, community and education leaders were invited to a meeting organized by JA at
Waggener High School to learn more about the Ford NGL Network. A Ford NGL community coach
presented a summary of the impact of the Ford NGL in other communities, noting that under the
career academy model, test scores, grade point averages (GPAs), and high school graduation rates
have risen significantly. It was further explained that JCPS had already begun the hard work of
transforming the high schools into career-themed academies, the 5-Star Schools. The remaining
necessary work involves a communitywide effort to develop a master plan that will support the
success of the 5-Star Schools. Business and community support has proven to be essential to
promoting sustainable workforce competitiveness and community prosperity.
At this meeting, Jim Allen, JCPEF chairman, made the commitment that this organization would
oversee and staff the development of the Master Plan. In addition, Dana Shumate, JCPS Business
Involvement coordinator, served as the interim community coordinator for the project. Strand team
chairs and cochairs composed of education and community business leaders were also secured.
Since then, a group of approximately 90 diverse business, civic, and education stakeholders have
served on the 3 Strand Plan Writing Teams to debate, agree upon and write the three-year Master
Plan. Individuals representing the for-profit sector, higher education, and nonprofit organizations
and other civic leaders have collaborated to create the plan (see Appendix C).
The Ford NGL consultants have played a key role in guiding the stakeholders through developing
the strand tactical options and strand narrative as well as editing the Master Plan for final approval.
The plan consists of tactics and measurable goals and will forecast improved educational outcomes
and positive community cash-flow projections. Data will be collected and evaluated for progress on
an annual basis. A convening organization that will employ a community coordinator to oversee
plan implementation will be selected. A CEO Advisory Board will be recruited to review plan
progress, and the plan will be updated annually.
Louisville is poised to become a formally adopted member of the Ford NGL Network as a Ford NGL
Affiliate Community and can serve as a role model to other communities as they develop their own
plans for educational and economic success.
Essential Practice 3.2 Senior business, education and civic leaders support, sustain, and
advocate for the goals outlined in the community master plan.
The intent of Essential Practice 3.2 is to create an ongoing CEO Advisory Board to align community
support for transforming the 5-Star Schools in an advisory capacity. Over the three-year Master
Plan timeline, the CEO Advisory Board will increase from 30 to 50 active members. The group will
meet at least four times a year and will participate in an annual retreat with representatives of JCPS
and Louisville Metro Government to review progress on achieving the Master Plan goal and to
demonstrate the community’s ongoing commitment to the plan. Active industry and school
advisory council membership will increase, in the short term, by 10 percent and, in the long term,
Jefferson County Public Schools Ford NGL Master Plan
32
by 50 percent. The CEO Advisory Board will create a core group of 20 businesses to serve as 5-Star
School Core Supporters.
Success in transforming and sustaining new forms of teaching and learning and in redesigning
schools depends on strong community leadership and ongoing support. Innovative business,
community, and education partnerships connect local high schools with colleges and universities,
community organizations, and employers and provide real-world learning opportunities that are an
essential component of the curricula and programs of study. These partnerships help sustain
reforms during periodic storms that can unhinge education reform initiatives. Only through
sustained effort can these reforms succeed in institutionalizing transformative approaches to
teaching and learning and school redesign and ultimately changing deeply held beliefs and school
cultures. The CEO Advisory Board will provide the strong community leadership needed to
maximize student success.
Essential Practice 3.3: The 5-Star School model is supported by an increasing number of
local businesses and community partners in all pathways offered with Schools of Study.
Industry councils are formed for each of the 5-Star career theme high schools. The roles of these
councils are to support continuous improvement of the SoS pathways within each theme.
These industry councils will be developed with increased business and community involvement by
creating a structure for council volunteer recruiting, training, and management. Each industry
council will have an executive committee and program chairs to assist in maintaining the mission
and goals of each council. Partnerships will be developed with the CEO Advisory Board, JA, and GLI
(chamber of commerce) to help recruit knowledgeable volunteers for industries represented in the
SoSs.
An important aspect of these councils will be to create a forum for “real-time” industry-needs
information to be shared with 5-Star Schools. This data will be used to keep pathways fresh and
relevant so that students are learning current skills needed in greater Jefferson County businesses
and organizations. Short-term outcomes of this type of collaboration may require changes to
pathways offered in an SoS and/or the development of new pathways at 5-Star Schools.
Program evaluations reflecting industry and educational standards will be another important goal
of the industry councils. This will ensure that SoS graduates have developed knowledge and skills to
succeed in college and careers after high school. Postsecondary partners will be critical members
on the industry councils will help ensure that 5-Star SoS pathways are linked to opportunities for
postsecondary education and training through dual enrollment and articulated credit.
A long-term outcome of Essential Practice 3.3 is students graduating from SoS pathways college-
and career-ready. This essential practice will also ensure program stability by creating strong
community and business involvement.
Essential Practice 3.4: Community aligns employer and civic support through dedicated staff
members who facilitate industry council meetings and coordinate support for academies in
their pathways.
Jefferson County Public Schools Ford NGL Master Plan
33
The components of Essential Practice 3.4 align employer and civic support with dedicated staff to
facilitate industry council meetings and coordinate districtwide support for 5-Star Schools
(Appendix C). The strategy ensures the ability to scale resources and supports the longevity of the
5-Star theme model. The four essential practice tactics include 1) ensuring financial support for
staff resources through a yearly operational budget, 2) ensuring a comprehensive communications
channel between JCPS and community organizations, 3) ensuring appropriate training of 5-Star
theme school staff and community organizations, and 4) acquiring endorsements from the CEO
Advisory Board to support the 5-Star Schools.
Incorporating an adequate yearly operational budget that fully funds key Ford NGL functions will
ensure stable funding during lean economic times in the education industry. In the 5-Star Schools’
early stages, career theme specialists were funded through the CTE Department, which is itself
funded through appropriated local, state, and federal funding, none of which provides long-term
stability for the 5-Star theme model. The inclusion of staff funding through the school district
budget, grants, and community donations is key to long term successful implementation of real-
world programs within the schools.
Consistent and clear communications will be maintained with all industry partners. Industry
recruitment and training materials used with all industry partners will have a consistent format
and 5-Star Schools branding. Further, materials produced by other community organizations that
reference the 5-Star Schools should be consistent with those used by JCPS with the goal of
presenting a consistent message to the community. Training will be provided to employees of
business partners and community organizations to maximize outside involvement in the schools.
Contact lists, industry updates, and program changes will be communicated to all stakeholders in
an effective manner.
The CEO Advisory Board will provide endorsements to be used in promoting the 5-Star Schools and
opportunities for business involvement to ensure sustained business community engagement for
long-term success. Board members will send letters of support within their organizations and
endorse 5-Star theme based work throughout the community.
Employers in the community (private businesses, public institutions, and nonprofit organizations)
have an important role to play:
Providing a “high-altitude” perspective regarding the scope and direction of reform efforts,
particularly in making sure that the 5-Star Schools graduate students who possess the
knowledge and skills needed to acquire jobs in our region
Working directly with career- and theme-based programs in an advisory capacity, providing
input to the curriculum and the program so that current and emerging industry-specific issues
and trends are addressed
Providing the essential real-world connections and learning opportunities that bring the
curriculum to life by providing externship experiences to teachers, serving as guest speakers
and advisors on student projects in the classroom, and offering mentoring, job shadowing, and
internship opportunities to students.
Jefferson County Public Schools Ford NGL Master Plan
34
The funding for staffing and high-level function of the industry councils must be a high priority in
order to achieve the goals set out by the Ford NGL Network. The 5-Star Schools need business
involvement and expertise to be successful. This anticipated success requires well-trained and
effective district staffing as well as high-level community leadership endorsement.
Essential Practice 3.5: Parents/Guardians and key family members are actively engaged by
the community to support student success.
Parents/Guardians and other key family members (e.g. adult siblings, aunts and uncles,
grandparents) play an important role in supporting students’ educational achievement and
postsecondary participation. In light of this reality, the education, business, and civic partners will
work together to implement strategies specifically aimed at increasing parent/caregiver
engagement in the education of students attending the 5-Star Schools (see Appendix C).
As a starting point in our work to engage parents/caregivers and key family members to support 5-
Star Schools student success, we will need to establish a baseline of parent engagement with the 5-
Star Schools. Once we establish the baseline, we will establish both in-school and community-based
parent engagement strategies to increase the level of engagement.
We will implement an awareness campaign for all parent communications tools, including the
Parent Portal, Parent Hotline, and Parent Connection. We will ensure that all of these tools contain
strong messaging about the importance of higher education and college and career readiness. Our
long-term outcome will be that every student graduates prepared for his or her college or career
and life, and that outcome will occur because all parents/caregivers are actively engaged in the
student’s success.
Further, we will consult with various organizations that have developed successful
parent/caregiver engagement tactics, including the Pritchard Committee, National Center for
Family Literacy, United Way Worldwide, and the Wallace Foundation, to learn best practices. We
will share these best practices with our community and seek partners to help implement the most
promising tactics.
We will establish a 5-Star School systemwide student ambassador program, whereby a uniform
application and selection process is developed for students to apply and accepted to be an
ambassador their school. Student ambassadors will participate in a leadership development
experience prior to their service. They primary role will be to relay information about the 5-Star
Schools to parents, other adults, and the broad community, with the goal of increasing parent
engagement.
Essential Practice 3.6: The broader community is aware and actively engaged.
The work of Essential Practice 3.6 is focused on building support and interest in the JCPS 5-Star
Schools through a three-year marketing campaign. The plan will focus on increasing community,
parental, student, and employee awareness and the benefits these programs provide to the district
Jefferson County Public Schools Ford NGL Master Plan
35
and the families it serves. A key component of the plan includes the establishment of a student and
parental advisory board that will focus on identifying those attributes, or “selling points,” that will
attract additional interest in these programs.
Additionally, this essential practice is focused on the establishment and work of the CEO Advisory
Board that will track the school system’s progress against the Master Plan and serve as an advocate
for the district throughout the community.
Key success measures for the plan include an increase in enrollment and interest in the 5-Star
Schools programs, an increase in the number of businesses and organizations providing teacher
and student externships, and ongoing engagement and support of local businesses and
organizations.
Essential Practice 3.7: Stakeholders are mutually accountable for implementation of the
Master Plan.
To ensure success, it is critical that all stakeholders are mutually accountable for not only the
outputs and activities included in the plan but also the progress and acquisition of outcomes. First,
all parties involved will need to have access to real-time student performance data and evidence of
the impact our 5-Star pathways are having on student achievement. Our dashboard will allow
school- and district-level participants access to student program acquisition data for internal use
and external reporting. Programs can be analyzed for participation, completions, and popularity,
and comparisons can be made across programs and non-CTE related majors or pathways.
The data generated from the dashboard will be compiled and analyzed by an academic evaluation
team, involving a minimum of three CEO Advisory Board members. Academic evaluation teams will
ensure that the activities outlined in our plan translate to improved teaching and learning for our
students. Progress monitoring will be vital in ensuring that our pathway curricula and lesson
delivery yield the academic results necessary to guarantee college/career readiness for students.
Expectations for all stakeholders involved will be outlined and communicated through a
Memorandum of Understanding created by the CEO Advisory Board. Clarity of purpose and
agreement from all stakeholders are critical in monitoring continuous improvement and assuring
accountability for the plan’s execution. The CEO Advisory Board, with consultation from teachers,
administrators, and community members, will design a 360-degree feedback system to include in
its annual review. Honest feedback from all members of the system will allow the board to
objectively evaluate systems and make adjustments to better carry out the plan’s mission and goals.
Finally, an annual celebration event is being designed to share successes of the career-themed
pathways. In addition, members of the CEO Board will offer the community data on student, school,
and program performance and progress. Acknowledging the efforts and impact of the programs is
vital not only for stakeholder buy-in but also to recognize the students and teachers for their
accomplishments, automatically restoring their engagement in future projects. While this
celebration is a positive and festive event, it is also another form of accountability of the plan’s
effectiveness.
Jefferson County Public Schools Ford NGL Master Plan
36
Essential Practice 3.8: Business and civic leaders promote the benefits of postsecondary
education for students.
Maintaining course and pathway relevance is key in properly preparing our students for college
and careers. Our CEO Advisory Board, principals, and teachers, along with designated advisory
councils, need current and accurate data about state and national postsecondary opportunities. Our
CEO Advisory Board will analyze annual reports from major agencies, such as Kentuckiana Works
Occupational Outlook, GLI’s annual report, the 55K Progress Report, and postsecondary partner
data.
In order to keep curriculum and pathways consistent, it will be critical for not only local school
teams of teachers to collaborate but also for community members to stay involved. The plan
ensures that industry-relevant members of local school advisory committees maintain healthy
relationships at the local school level. Maintaining close contacts in classrooms will allow
community members to access students on a frequent basis, reinforcing the importance of
postsecondary education and training.
Scholarships can be a labyrinth of confusion and technology-related barriers for our students. Our
plan involves a unified and common application process. Community and postsecondary partners
will identify and communicate scholarship opportunities to students in the career-themed schools.
Partners will ensure that details of the scholarships are clear, making all students aware of
opportunities. A scholarship review committee will be selected to include community members,
postsecondary partners, administrators, and teachers. The scholarship review committee will
analyze the common application and select students that meet the identified criterion. Well-
communicated scholarship opportunities, a common application, and a diverse review committee
will ensure that students are aware of financial supports and have an equitable chance to receive
aid. Further, the common application enables students to apply once and have an opportunity at all
scholarships that apply to their skills and career pathway.
As we move forward with our Master Plan, it is essential that we continue to monitor the number of
students attending college. We, along with 55K, are interested in increasing the number of seniors
that attend college and complete a bachelor’s degree or higher. The CEO Advisory Board will be
monitoring college-going benchmarks on an annual basis.
As mentioned above, the CEO Advisory Board plans to review the annual data included in the 55K
Progress Report. Analyzing this data will enable the board to monitor continuous improvement
while keeping curriculum relevant to the local industry and postsecondary demands. Maintaining a
consistent and parallel definition of college-going and monitoring our effectiveness with successful
matriculation of students to college and beyond ensure coherence with community endeavors
toward a college-educated Louisville.
Conclusion
Jefferson County Public Schools Ford NGL Master Plan
37
In order for JCPS to accomplish its vision of “All JCPS students graduate prepared to reach their full
potential and contribute to our society throughout life,” the Louisville community must pull
together to support the tactics outline in the Ford NGL Master Plan. JCPS will ensure that targeted
professional development for teachers and increased experiential hands-on learning for students
are supported by district resources. The community and business engagement will ensure that high
schools students and teachers are receiving the most current and relevant experiences so that,
ultimately, students are prepared for college and the workforce.
As with all comprehensive strategies, prioritizing and sequencing of tactics will be key. As JCPS
works toward implementation of this strategic plan, the efforts of improving teaching and learning
must be parallel with the high school redesign and with support from the community in order to
ensure that optimal results are achieved. Ultimately, if JCPS can be successful in transforming
teaching and learning, it will provide the community and its students with a competitive advantage
for years to come.
The days of saying “The public schools need to improve” are over, but rather, it is time to say,
“Everyone in the community must accept responsibility for the success of our 5-Star School
students.” The Ford NGL has proven that this approach works, and Louisville must rush to
implement this plan so that every student graduates college- and career-ready and plays a role in
meeting employers’ needs in our community.
The work that is being done in Louisville can certainly be expected to propel our region into a well-
respected national model for high school attainment that leads to gainful employment. We can look
forward to the time when representatives of cities throughout the United States will be traveling
here to observe and learn from us, which will ultimately help to improve the lives of Americans and
the competitive position of our country.
Jefferson County Public Schools
Strategic PlanVision 2015The journey to becoming the
best urban district in the nation
begins with the first step—
Vision 2015!
All pages of the Strategic Plan will be inserted following this page.
JCPS
Tac
tical
Plan
FO
RD N
GL S
tran
d 1-
Ess
enti
al P
ract
ice
1.1
Stra
nd T
eam
: 1 –
Tran
sform
ing T
each
ing a
nd Le
arni
ng
Com
mit
tee
visi
on: T
rans
form
ing t
each
ing t
o ens
ure t
hat s
tude
nts a
re le
arni
ng in
a m
anne
r tha
t pre
pare
s the
m fo
r the
ir co
llege
or ca
reer
choi
ce.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: I
ncre
ased
Lear
ning
& G
radu
atio
n and
Bey
ond (
Goals
1 an
d 2 fr
om V
ision
2015
) Re
late
d Es
sent
ial P
ract
ice
1.1_
Des
crip
tion
: Tea
chin
g Pill
ars –
Edu
cato
rs em
ploy
teac
hing
stra
tegie
s tha
t dev
elop s
tude
nts'
know
ledge
and s
kills
for c
olleg
e and
care
er re
adin
ess.
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
out
com
e (1
yea
r – 2
014)
Sh
ort-
term
ou
tcom
e m
easu
rem
ent
Inte
rmed
iate
out
com
e (2
yea
r – 2
015)
In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
(3 y
ear
– 20
16)
Long
-ter
m
outc
ome
mea
sure
men
t 1.1
.1. A
cade
my
team
s will
im
plem
ent
proj
ect-b
ased
in
struc
tion
base
d upo
n re
al-wo
rld
exam
ples
ga
ther
ed
durin
g tea
cher
ex
tern
ship
s.
Prov
ide
teac
her
exte
rnsh
ips
for s
electe
d te
ache
r tea
ms.
Prov
ide
prof
essio
nal
deve
lopm
ent
activ
ities
for
proj
ect-b
ased
les
son
deve
lopm
ent.
100%
of ac
adem
y te
ams a
re ut
ilizin
g pr
ogra
ms s
o tha
t at
least
18 w
eeks
of th
e ac
adem
ic ye
ar ar
e fo
cuse
d on p
rojec
t-ba
sed,
real-
world
pr
oblem
s. Th
e pro
gram
s will
ha
ve th
e fol
lowi
ng 5
char
acte
ristic
s: a.
acad
emica
lly
rigor
ous
b. ex
tend
over
an
appr
opria
te am
ount
of
tim
e c.
open
-end
ed w
ith
mul
tiple
solu
tions
or
solu
tion p
aths
(if a
sin
gle an
swer
) in
corp
orat
ing
stude
nt au
tono
my
and a
ccou
ntab
ility
d.
chos
en w
ith in
put
from
the e
xter
nshi
p pa
rtner
s who
will
als
o be u
sed i
n
80%
of ac
adem
y tea
ms
are u
tilizi
ng pr
ogra
ms s
o th
at at
leas
t 6 w
eeks
of
the a
cade
mic
year
are
focu
sed o
n pro
ject-
base
d, re
al-wo
rld
prog
ram
s. Al
l pro
gram
s ut
ilize
d will
satis
fy 3
of
the 5
char
acte
ristic
s lis
ted i
n the
“out
puts”
co
lum
n for
stra
tegy
1.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
usin
g pro
ject-
base
d pro
gram
s as
com
pare
d to
the t
arge
t goa
l of
80%
.
90%
of ac
adem
y tea
ms
are u
tilizi
ng pr
ogra
ms
so th
at at
leas
t 12 w
eeks
of
the a
cade
mic
year
are
focu
sed o
n pro
ject-
base
d, re
al-wo
rld
prog
ram
s. Al
l pro
gram
s ut
ilize
d will
satis
fy 4
of
the 5
char
acte
ristic
s lis
ted i
n the
“out
puts”
co
lum
n for
stra
tegy
1.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
usin
g pro
ject-
base
d pro
gram
s as
com
pare
d to
the t
arge
t goa
l of
90%
.
Ever
y stu
dent
grad
uate
s pr
epar
ed fo
r his
or he
r po
stsec
onda
ry ch
oice
fo
r col
lege o
r car
eer a
nd
life.
100%
of ac
adem
y tea
ms
are u
tilizi
ng pr
ogra
ms
so th
at at
leas
t 18 w
eeks
of
the a
cade
mic
year
are
focu
sed o
n pro
ject-
base
d, re
al-wo
rld
prog
ram
s. Al
l pro
gram
s ut
ilize
d will
satis
fy al
l of
the c
hara
cter
istics
liste
d in
the “
outp
uts”
colu
mn
for s
trate
gy 1.
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Scho
ols
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
asse
ssin
g stu
dent
lea
rnin
g dur
ing a
nd
at th
e con
clusio
n of
the p
rogr
am
e. in
corp
orat
e the
stu
dent
use o
f te
chno
logy
1.1.2.
Selec
ted
team
s co
mpl
ete a
pr
esen
tatio
n on
their
ex
tern
ship
and
utili
ze th
e ex
tern
ship
re
latio
nshi
p du
ring t
he
acad
emic
year
. Pr
esen
tatio
ns
to in
clude
a qu
estio
n-an
d-an
swer
se
ssio
n on
their
ex
tern
ship
ex
perie
nce
with
the
facu
lty of
their
sc
hool
.
Prov
ide t
he
crite
ria to
se
lecte
d tea
ms
for c
reat
ing
their
ex
tern
ship
pr
esen
tatio
n.
100%
of se
lecte
d te
ams c
ompl
ete
pres
enta
tions
on
their
exte
rnsh
ip
expe
rienc
e and
are
fully
utili
zing t
he
exte
rnsh
ip
relat
ions
hip b
y m
eetin
g all o
f the
ta
ctics
for s
trate
gy 2.
80%
of se
lecte
d tea
ms
com
plet
e pre
sent
atio
ns
on th
eir ex
tern
ship
ex
perie
nce.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
com
plet
ing
pres
enta
tions
as
com
pare
d to t
he
targ
et go
al of
80
%.
90%
of se
lecte
d tea
ms
com
plet
e pre
sent
atio
ns
on th
eir ex
tern
ship
ex
perie
nce.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
com
plet
ing
pres
enta
tions
as
com
pare
d to t
he
targ
et go
al of
90
%.
100%
of se
lecte
d tea
ms
com
plet
e pre
sent
atio
ns
on th
eir ex
tern
ship
ex
perie
nce.
1.1.3.
Selec
ted
team
s cre
ate
one c
omm
on
form
ativ
e as
sess
men
t ev
ery 6
wee
ks
(tota
l of 6
for
the s
choo
l ye
ar fo
r the
ir
Prov
ide t
o se
lecte
d tea
ms
crite
ria an
d fo
rmat
for
acce
ptab
le fo
rmat
ive
asse
ssm
ents.
100%
of se
lecte
d te
ams c
reat
e 6
com
mon
form
ativ
e as
sess
men
ts fo
r the
ir PL
C ba
sed o
n the
ex
tern
ship
ex
perie
nce.
80%
of se
lecte
d tea
ms
crea
te at
leas
t 2 co
mm
on
form
ativ
e ass
essm
ents
for t
heir
PLC
base
d on
the e
xter
nshi
p ex
perie
nce.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
crea
te at
lea
st 2 c
omm
on
form
ativ
e as
sess
men
ts as
co
mpa
red t
o the
90%
of se
lecte
d tea
ms
crea
te at
leas
t 4
com
mon
form
ativ
e as
sess
men
ts fo
r the
ir PL
C ba
sed o
n the
ex
tern
ship
expe
rienc
e.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
crea
te at
lea
st 4 c
omm
on
form
ativ
e as
sess
men
ts as
co
mpa
red t
o the
100%
of se
lecte
d tea
ms
crea
te 6
com
mon
fo
rmat
ive a
sses
smen
ts fo
r the
ir PL
C ba
sed o
n th
e ext
erns
hip
expe
rienc
e.
PLC
base
d on
the e
xter
nshi
p ex
perie
nce.
targ
et go
al of
80
%.
targ
et go
al of
90
%.
1.1.4.
Selec
ted
team
s in
tegr
ate t
he
exte
rnsh
ip
expe
rienc
e wi
th th
e sta
ndar
ds an
d cu
rricu
lum
of
their
cour
se.
Prov
ide
prof
essio
nal
deve
lopm
ent
and/
or
guid
eline
s for
in
tegr
atio
n of
the e
xter
nshi
p ex
perie
nce
with
the
stand
ards
and
curr
iculu
m of
th
eir co
urse
.
100%
of se
lecte
d te
ams p
rodu
ce a
min
imum
of 12
les
son p
lans t
hat
dem
onstr
ate a
n in
tegr
atio
n of t
he
exte
rnsh
ip
expe
rienc
e with
the
stand
ards
and
curr
iculu
m of
their
co
urse
.
80%
of se
lecte
d tea
ms
prod
uce a
min
imum
of 4
lesso
n plan
s tha
t de
mon
strat
e an
inte
grat
ion o
f the
ex
tern
ship
expe
rienc
e wi
th th
e sta
ndar
ds an
d cu
rricu
lum
of th
eir
cour
se.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
crea
te a
min
imum
of 4
lesso
n plan
s as
com
pare
d to t
he
targ
et go
al of
80
%.
90%
of se
lecte
d tea
ms
prod
uce a
min
imum
of 8
lesso
n plan
s tha
t de
mon
strat
e an
inte
grat
ion o
f the
ex
tern
ship
expe
rienc
e wi
th th
e sta
ndar
ds an
d cu
rricu
lum
of th
eir
cour
se.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
crea
te a
min
imum
of 8
lesso
n plan
s as
com
pare
d to t
he
targ
et go
al of
90
%.
100%
of se
lecte
d tea
ms
prod
uce a
min
imum
of
12 le
sson
plan
s tha
t de
mon
strat
e an
inte
grat
ion o
f the
ex
tern
ship
expe
rienc
e wi
th th
e sta
ndar
ds an
d cu
rricu
lum
of th
eir
cour
se.
1.1.5.
Selec
ted
team
s pa
rticip
ate i
n m
eetin
gs w
ith
their
ex
tern
ship
pa
rtner
and
prod
uce a
su
mm
ary
repo
rt fo
r re
view
by a
com
mitt
ee
com
prise
d of
mem
bers
from
bu
sines
s pa
rtner
s and
JC
PS.
Crea
te
fram
ewor
k or
guid
eline
s and
tra
in se
lecte
d te
ams f
or
exte
rnsh
ip
partn
er
mee
tings
. M
eetin
gs
coul
d tak
e the
fo
rm of
, but
no
t be l
imite
d to
, a fu
ll tea
m
mee
ting,
a gu
est s
peak
er
in th
e cla
ssro
om, a
fie
ld tr
ip to
th
e ext
erns
hip
site,
or a
vide
o co
nfer
ence
/ Sk
ype
mee
ting.
100%
of se
lecte
d te
ams h
ave a
t lea
st 2
mee
tings
in th
e ac
adem
ic ye
ar an
d pr
oduc
e sum
mar
ies
of th
e mee
tings
for
revi
ew by
a co
mm
ittee
co
mpr
ised o
f m
embe
rs fr
om
busin
ess p
artn
ers
and J
CPS.
80%
of se
lecte
d tea
ms
have
at le
ast 1
mee
ting
per a
cade
mic
year
with
th
eir ex
tern
ship
partn
er
and p
rodu
ce a
sum
mar
y fo
r rev
iew by
a co
mm
ittee
com
prise
d of
mem
bers
from
busin
ess
partn
ers a
nd JC
PS.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
have
at
least
1 mee
ting
per a
cade
mic
year
and
prod
uce a
su
mm
ary a
s co
mpa
red t
o the
ta
rget
goal
of
80%
.
90%
of se
lecte
d tea
ms
have
at le
ast 1
mee
ting
per a
cade
mic
year
with
th
eir ex
tern
ship
partn
er
and p
rodu
ce a
sum
mar
y fo
r rev
iew by
a co
mm
ittee
com
prise
d of
mem
bers
from
busin
ess
partn
ers a
nd JC
PS.
Calcu
late t
he
perc
enta
ge of
ac
adem
y tea
ms
that
have
at
least
1 mee
ting
per a
cade
mic
year
and
prod
uce a
su
mm
ary a
s co
mpa
red t
o the
ta
rget
goal
of
90%
.
100%
of se
lecte
d tea
ms
have
at le
ast 2
mee
tings
pe
r aca
dem
ic ye
ar w
ith
their
exte
rnsh
ip pa
rtner
an
d pro
duce
sum
mar
ies
for r
eview
by a
com
mitt
ee co
mpr
ised o
f m
embe
rs fr
om bu
sines
s pa
rtner
s and
JCPS
.
Des
crip
tion
of t
acti
c Ta
rget
Pop
ulat
ion
1. Te
ache
rs
2. Ad
min
istra
tors
3.
Busin
ess a
nd
Com
mun
ity
Partn
ers
Expe
cted
Dat
es o
f Im
plem
enta
tion:
__
____
____
____
___
2014
-201
6
Des
crip
tion
Esse
ntial
Pra
ctice
1.1
– Tea
chin
g Pill
ars –
Edu
cato
rs em
ploy
teac
hing
stra
tegie
s th
at de
velo
p stu
dent
s’ kn
owled
ge an
d ski
lls fo
r col
lege a
nd ca
reer
read
ines
s. Fo
r Ess
entia
l Pra
ctice
1.1,
the e
ight p
illar
s (ac
adem
ically
rigo
rous
; inte
grat
ion o
f ac
adem
ic an
d car
eer-r
elate
d kno
wled
ge an
d ski
lls; in
quiry
-bas
ed; p
rojec
t-bas
ed;
real-
world
; per
form
ance
-bas
ed as
sess
men
t; te
chno
logy
-rich
; and
care
er-re
levan
t) ar
e illu
strat
ed by
the f
ive s
trate
gies a
nd ac
com
pany
ing t
actic
s. St
rate
gy 1
emph
asize
s pro
ject-b
ased
instr
uctio
n cen
tere
d upo
n rea
l-wor
ld ex
ampl
es, a
nd it
als
o inc
lude
s pro
gram
s tha
t are
tech
nolo
gy-ri
ch, in
quiry
-bas
ed, a
nd as
sess
stu
dent
s thr
ough
perfo
rman
ces.
Stra
tegie
s 2 th
roug
h 5, b
y bein
g bui
lt up
on th
e re
latio
nshi
p for
med
durin
g Ext
erns
hips
, ena
ble t
each
ers t
o ens
ure t
hat t
heir
instr
uctio
n is c
aree
r-rele
vant
, inte
grat
ing a
cade
mic
and c
aree
r-rela
ted k
nowl
edge
an
d ski
lls, a
nd ac
adem
ically
rigo
rous
with
high
expe
ctat
ions
as th
ey pe
rtain
to
state
and n
atio
nal a
cade
mic
stand
ards
and c
olleg
e-re
adin
ess e
xpec
tatio
ns.
Serv
ices
nee
ded
from
the
com
mun
ity
In or
der t
o mak
e 1.1
effe
ctive
, it w
ill be
incu
mbe
nt to
cont
inue
the
exte
rnsh
ip pr
ogra
ms f
or te
ache
rs. JC
PS w
ill co
ntin
ue to
wor
k with
co
mm
unity
partn
ers t
o ens
ure t
hat t
here
are m
ore o
ppor
tuni
ties
for t
each
ers t
o wor
k with
busin
ess p
artn
ers f
or th
e ext
erns
hip
expe
rienc
e as t
he pr
ojec
t mov
es fo
rwar
d and
the n
umbe
rs of
pa
rticip
ants
incr
ease
.
Esse
ntia
l Pra
ctic
e 1.
2a -
Lear
ning
Pill
ars:
Fle
xibl
e us
e of
aca
dem
ic k
now
ledg
e an
d sk
ills:
Stud
ents
deve
lop a
cade
mic
know
ledge
and s
kills
in th
e con
text
of in
vesti
gatin
g rea
l-wor
ld pr
oblem
s and
de
velo
p flex
ibili
ty in
draw
ing o
n app
ropr
iate d
iscip
linar
y kno
wled
ge an
d ski
lls to
addr
ess s
uch c
halle
nges
. St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.1.
Supp
ort s
tude
nts
to de
velo
p aca
dem
ic kn
owled
ge an
d ski
lls in
th
e con
text
of
inve
stiga
ting r
eal
world
prob
lems a
nd
deve
lop f
lexib
ility
in
draw
ing o
n ap
prop
riate
di
scip
linar
y kno
wled
ge
and s
kills
to ad
dres
s su
ch ch
allen
ges.
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f th
e flex
ible
use o
f ac
adem
ic kn
owled
ge an
d sk
ills o
n stu
dent
ac
hiev
emen
t
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
flexib
le us
e of
acad
emic
know
ledge
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing a
n un
ders
tand
ing
of th
e flex
ible
use o
f ac
adem
ic kn
owled
ge an
d sk
ills o
n
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
the f
lexib
le us
e of
acad
emic
know
ledge
and
skill
s on s
tude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
the f
lexib
le us
e of a
cade
mic
know
ledge
and
skill
s on s
tude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f th
e flex
ible
use o
f ac
adem
ic kn
owled
ge an
d sk
ills o
n stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
Prov
ide
nece
ssar
y su
ppor
t/tra
inin
g to
CTE
teac
hers
an
d cor
e tea
cher
s in
volve
d in
exte
rnsh
ips t
o in
corp
orat
e de
velo
ping
ac
adem
ic kn
owled
ge an
d sk
ills i
nto
class
room
les
sons
pa
rticu
larly
the
proj
ect b
ased
lea
rnin
g acti
vitie
s ste
mm
ing f
rom
th
e ext
erns
hips
. Bu
sines
s and
Co
mm
unity
pa
rtner
s, pa
rticu
larly
thos
e ho
sting
the
exte
rnsh
ips,
will
colla
bora
te w
ith
JCPS
to
inco
rpor
ate
deve
lopi
ng
acad
emic
know
ledge
and
skill
s int
o the
ex
tern
ship
ex
perie
nces
.
100%
of
teac
hers
re
ceiv
e su
ppor
t/tra
ini
ng on
flex
ible
use o
f ac
adem
ic kn
owled
ge
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
the f
lexib
le us
e of
acad
emic
know
ledge
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
ini
ng on
flex
ible
use o
f ac
adem
ic kn
owled
ge
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate t
he
flexib
le us
e of
acad
emic
know
ledge
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
inin
g on
flex
ible
use o
f ac
adem
ic kn
owled
ge
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
in
corp
orat
e the
fle
xible
use o
f ac
adem
ic kn
owled
ge
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
rece
ive
supp
ort/
train
ing o
n flex
ible
use
of ac
adem
ic kn
owled
ge
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es
inco
rpor
ate t
he
flexib
le us
e of
acad
emic
know
ledge
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
rece
ive
supp
ort/
train
ing
on fl
exib
le us
e of
acad
emic
know
ledge
No
te: 1
00%
train
ed
by Ju
ne 20
18
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es
inco
rpor
ate t
he
flexib
le us
e of
acad
emic
know
ledge
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2b
- Lea
rnin
g Pi
llars
: Pr
oble
m-s
olvi
ng: S
tude
nts w
ork w
ith op
en-e
nded
prob
lems a
nd is
sues
that
requ
ire th
em to
iden
tify p
robl
ems,
clarif
y and
analy
ze si
tuat
ions
, exp
lore
solu
tions
, and
evalu
ate
their
resu
lts
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.2.
Supp
ort s
tude
nts
to w
ork w
ith op
en-
ende
d pro
blem
s and
iss
ues t
hat r
equi
re
them
to id
entif
y pr
oblem
s, cla
rify a
nd
analy
ze si
tuat
ions
, ex
plor
e sol
utio
ns, a
nd
evalu
ate t
heir
resu
lts
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f th
e flex
ible
use o
f pr
oblem
solvi
ng
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Prov
ide
nece
ssar
y su
ppor
t/tra
inin
g to
CTE
teac
hers
an
d cor
e tea
cher
s
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
prob
lem
solvi
ng an
d its
effe
ct on
stu
dent
ac
hiev
emen
t 10
0% of
te
ache
rs
rece
ive
supp
ort/
train
ing
on pr
oblem
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
prob
lem
solvi
ng a
nd it
s ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
prob
lem so
lving
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t D
ocum
enta
tion
of %
of te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g pr
oblem
solvi
ng
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
rece
ive
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f pr
oblem
solvi
ng
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Do
cum
enta
tion
of %
of te
ache
rs in
5 s
tar h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
invo
lved i
n ex
tern
ship
s to
inco
rpor
ate
deve
lopi
ng
prob
lem so
lving
in
to cl
assr
oom
les
sons
pa
rticu
larly
the
proj
ect b
ased
lea
rnin
g acti
vitie
s ste
mm
ing f
rom
th
e ext
erns
hips
. B
usin
ess a
nd
Com
mun
ity
partn
ers,
parti
cular
ly th
ose
hosti
ng th
e ex
tern
ship
s, wi
ll co
llabo
rate
with
JC
PS to
in
corp
orat
e pr
oblem
solvi
ng
and i
ts ef
fect
on
stude
nt
achi
evem
ent
into
the
exte
rnsh
ip
expe
rienc
es.
solvi
ng an
d its
effe
ct on
stu
dent
ac
hiev
emen
t 10
0% of
te
ache
rs
parti
cipat
e in
expe
rienc
es
durin
g the
ex
tern
ship
th
at
parti
cipat
e in
expe
rienc
es
that
in
corp
orat
e pr
oblem
so
lving
and
its
effe
ct on
stu
dent
ac
hiev
emen
t
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
ini
ng pr
oblem
so
lving
and
its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1,
2014
10
0% of
te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
parti
cipat
e in
expe
rienc
es
that
in
corp
orat
e pr
oblem
so
lving
and
its
effe
ct on
stu
dent
ac
hiev
emen
t
supp
ort/
train
ing
on pr
oblem
so
lving
and
its
effe
ct on
stu
dent
ac
hiev
emen
t Do
cum
enta
tion
of %
of te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
that
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
prob
lem so
lving
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
supp
ort/
train
ing o
n pro
blem
so
lving
and
its
effe
ct on
stu
dent
ac
hiev
emen
t O
ctob
er 1,
2016
10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
prob
lem so
lving
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
prob
lem so
lving
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
prob
lem so
lving
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
choi
ce- f
or co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
) Ev
ery s
tude
nt
grad
uate
s pr
epar
ed fo
r his
or he
r po
stsec
onda
ry
choi
ce- f
or co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2c
- Le
arni
ng P
illar
s: C
riti
cal t
hink
ing:
Stud
ents
analy
ze, s
ynth
esize
, and
evalu
ate i
nfor
mat
ion.
They
lear
n how
to m
ake r
easo
ned j
udgm
ents
base
d on o
bser
vatio
n, ex
perie
nce,
refle
ctio
n, re
ason
ing,
and d
iscus
sion.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.3.
Supp
ort s
tude
nts
to an
alyze
, syn
thes
ize,
and e
valu
ate
info
rmat
ion.
They
lear
n ho
w to
mak
e rea
sone
d ju
dgm
ents
base
d on
obse
rvat
ion,
expe
rienc
e, re
flecti
on,
reas
onin
g, an
d di
scus
sion.
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f cr
itica
l thi
nkin
g an
d its
effe
ct on
stu
dent
ac
hiev
emen
t Pr
ovid
e ne
cess
ary
supp
ort/
train
ing
to C
TE te
ache
rs
and c
ore t
each
ers
invo
lved i
n ex
tern
ship
s to
inco
rpor
ate
deve
lopi
ng
criti
cal t
hink
ing
into
clas
sroo
m
lesso
ns
parti
cular
ly th
e pr
ojec
t bas
ed
learn
ing a
ctivi
ties
stem
min
g fro
m
the e
xter
nshi
ps.
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
criti
cal
thin
king
and
its ef
fect
on
stude
nt
achi
evem
ent
100%
of
teac
hers
re
ceiv
e su
ppor
t/tra
ini
ng on
criti
cal
thin
king
and
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
criti
cal
thin
king
and
its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1,
2014
10
0% of
te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
supp
ort/
train
ing
crit
ical
thin
king
and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
criti
cal t
hink
ing
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
inin
g on
criti
cal
thin
king
and i
ts ef
fect
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g cr
itica
l thi
nkin
g an
d its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1, 2
016
100%
of
teac
hers
in 5
star h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g crit
ical
thin
king
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f cr
itica
l thi
nkin
g an
d its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
rece
ive
supp
ort/
train
ing
criti
cal t
hink
ing
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
Busin
ess a
nd
Com
mun
ity
partn
ers,
parti
cular
ly th
ose
hosti
ng th
e ex
tern
ship
s, wi
ll co
llabo
rate
with
JC
PS to
in
corp
orat
e cr
itica
l thi
nkin
g an
d its
effe
ct on
stu
dent
ac
hiev
emen
t in
to th
e ex
tern
ship
ex
perie
nces
.
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
criti
cal
thin
king
and
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
criti
cal
thin
king
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
that
in
corp
orat
e cr
itica
l thi
nkin
g an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
criti
cal t
hink
ing
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate c
ritica
l th
inki
ng an
d its
effe
ct on
stud
ent
achi
evem
ent
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd C
omm
unity
Par
tner
s Ex
pect
ed D
ates
of Im
plem
enta
tion:
___
______
______
__ 20
14-2
016
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - L
earn
ing
Pilla
rs St
uden
ts de
velo
p ess
entia
l kno
wled
ge an
d ski
lls fo
r co
llege
and c
aree
r rea
dine
ss.
The s
even
pilla
rs: d
evelo
ping
acad
emic
know
ledge
, pro
blem
solvi
ng, c
ritica
l thi
nkin
g, te
amwo
rk, c
omm
unica
tion,
crea
tivity
and i
nnov
atio
n, an
d glo
bal a
ware
ness
are e
ssen
tial t
o the
wo
rkpl
ace.
With
out t
hese
esse
ntial
skill
s a w
orke
r will
not b
e pro
ducti
ve. T
hrou
ghou
t the
tra
inin
g aro
und t
hese
pill
ars,
ther
e will
certa
inly
be m
any i
nsta
nces
whe
re th
ese c
an an
d sh
ould
be co
mbi
ned.
For e
xam
ple:
train
ing a
roun
d tea
mwo
rk w
ould
alm
ost c
erta
inly
inclu
de
com
mun
icatio
n. T
hese
pilla
rs sh
ould
be in
corp
orat
ed in
to th
e wor
k and
not s
een a
s sep
arat
e en
tities
.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2d
- Le
arni
ng P
illar
s: T
eam
wor
k: St
uden
ts wo
rk in
team
s to c
ondu
ct in
vesti
gatio
ns, s
ynth
esize
data
, and
com
mun
icate
resu
lts. T
hey l
earn
to gi
ve an
d rec
eive f
eedb
ack,
nego
tiate
agre
emen
ts,
facil
itate
mee
tings
, and
take
on a
varie
ty of
lead
ersh
ip ro
les. S
tude
nts a
lso w
ork i
ndep
ende
ntly
and a
re as
sess
ed on
the i
ndiv
idua
l con
tribu
tions
they
mak
e to t
eam
prod
ucts
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.4
Supp
ort s
tude
nts
to w
ork i
n tea
ms t
o co
nduc
t inv
estig
atio
ns,
synt
hesiz
e dat
a, an
d co
mm
unica
te re
sults
. Th
ey le
arn t
o giv
e and
re
ceiv
e fee
dbac
k, ne
gotia
te ag
reem
ents,
fa
cilita
te m
eetin
gs, a
nd
take
on a
varie
ty of
lea
ders
hip r
oles
. St
uden
ts als
o wor
k in
depe
nden
tly an
d are
as
sess
ed on
the
indi
vidua
l co
ntrib
utio
ns th
ey
mak
e to t
eam
prod
ucts
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f te
amwo
rk an
d its
effe
ct on
stud
ent
achi
evem
ent
Prov
ide
nece
ssar
y su
ppor
t/tra
inin
g to
CTE
teac
hers
an
d cor
e tea
cher
s in
volve
d in
exte
rnsh
ips t
o in
corp
orat
e de
velo
ping
te
amwo
rk in
to
class
room
les
sons
pa
rticu
larly
the
proj
ect b
ased
lea
rnin
g acti
vitie
s
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
100%
of
teac
hers
re
ceiv
e su
ppor
t/tra
ini
ng on
te
amwo
rk an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
ini
ng te
amwo
rk
and i
ts ef
fect
on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
team
work
and i
ts ef
fect
on st
uden
t ac
hiev
emen
t Do
cum
enta
tion
of %
of te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
supp
ort/
train
ing
on te
amwo
rk an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g te
amwo
rk an
d its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1, 2
016
100%
of
teac
hers
in 5
star h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g on t
eam
work
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f te
amwo
rk an
d its
effe
ct on
stud
ent
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Do
cum
enta
tion
of %
of te
ache
rs in
5 s
tar h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g on
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
stem
min
g fro
m
the e
xter
nshi
ps.
Bus
ines
s and
Co
mm
unity
pa
rtner
s, pa
rticu
larly
thos
e ho
sting
the
exte
rnsh
ips,
will
colla
bora
te w
ith
JCPS
to
inco
rpor
ate
team
work
and i
ts ef
fect
on s
tude
nt
achi
evem
ent
into
the
exte
rnsh
ip
expe
rienc
es.
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
that
in
corp
orat
e te
amwo
rk an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
team
work
and
its ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
team
work
and i
ts ef
fect
on s
tude
nt
achi
evem
ent
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Expe
cted
Dat
es of
Im
plem
enta
tion:
___
______
______
__ 20
14-2
016
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2e
- Le
arni
ng P
illar
s: C
omm
unic
atio
n: St
uden
ts lea
rn to
crea
te or
al, w
ritte
n, an
d mul
timed
ia co
mm
unica
tions
for a
wid
e var
iety o
f pur
pose
s and
audi
ence
s and
for a
rang
e of f
orm
ats a
nd co
ntex
ts.
They
deve
lop s
trate
gies f
or ev
aluat
ing c
ompl
ex or
al, w
ritte
n, an
d mul
timed
ia co
mm
unica
tions
. The
y also
lear
n the
valu
e and
appr
opria
te us
es of
socia
l net
work
ing c
omm
unica
tion t
ools.
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.5.
Supp
ort s
tude
nts
to St
uden
ts lea
rn to
cr
eate
oral,
writ
ten,
and m
ultim
edia
com
mun
icatio
ns fo
r a
wide
varie
ty of
pu
rpos
es an
d au
dien
ces a
nd fo
r a
rang
e of f
orm
ats a
nd
cont
exts.
The
y dev
elop
strat
egies
for
evalu
atin
g com
plex
or
al, w
ritte
n, an
d m
ultim
edia
com
mun
icatio
ns. T
hey
also l
earn
the v
alue a
nd
appr
opria
te us
es of
so
cial n
etwo
rkin
g co
mm
unica
tion t
ools.
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Prov
ide
nece
ssar
y su
ppor
t/tra
inin
g to
CTE
teac
hers
an
d cor
e tea
cher
s in
volve
d in
exte
rnsh
ips t
o in
corp
orat
e de
velo
ping
co
mm
unica
tion
into
clas
sroo
m
lesso
ns
parti
cular
ly th
e pr
ojec
t bas
ed
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
com
mun
icatio
n and
its e
ffect
on
stu
dent
ac
hiev
emen
t 10
0% of
te
ache
rs
rece
ive
supp
ort/
train
ing
on
com
mun
icatio
n and
its e
ffect
on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
com
mun
icatio
n an
d its
effe
ct
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/
train
ing
com
mun
icatio
n an
d its
effe
ct
on s
tude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
com
mun
icatio
n an
d its
effe
ct on
stu
dent
ac
hiev
emen
t Do
cum
enta
tion
of %
of te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
supp
ort/
train
ing
on co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
rece
ive s
uppo
rt/
train
ing o
n co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Do
cum
enta
tion
of %
of te
ache
rs in
5 s
tar h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g on
com
mun
icatio
n an
d its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
learn
ing a
ctivi
ties
stem
min
g fro
m
the e
xter
nshi
ps.
Busin
ess a
nd
Com
mun
ity
partn
ers,
parti
cular
ly th
ose
hosti
ng th
e ex
tern
ship
s, wi
ll co
llabo
rate
with
JC
PS to
in
corp
orat
e co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
into
the
exte
rnsh
ip
expe
rienc
es.
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
com
mun
icatio
n and
its e
ffect
on
stud
ent
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
com
mun
icatio
n an
d its
effe
ct
on s
tude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
that
in
corp
orat
e co
mm
unica
tion
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
com
mun
icatio
n an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
com
mun
icatio
n an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Expe
cted
Dat
es of
Im
plem
enta
tion:
___
______
______
__ 20
14-2
016
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2f
- Le
arni
ng P
illar
s: C
reat
ivit
y an
d in
nova
tion
: Stu
dent
s lea
rn to
thin
k cre
ativ
ely in
resp
onse
to a
wide
varie
ty of
chall
enge
s. Th
ey in
vent
, try o
ut, a
nd re
vise
desig
ns an
d sol
utio
ns, a
nd ar
e en
cour
aged
to ta
ke ri
sks,
learn
from
both
failu
res a
nd su
cces
ses,
and v
alue d
ivers
e per
spec
tives
. St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.6.
Supp
ort s
tude
nts
to le
arn t
o thi
nk
crea
tively
in re
spon
se
to a
wide
varie
ty of
ch
allen
ges.
They
in
vent
, try o
ut, a
nd
revi
se de
signs
and
solu
tions
, and
are
enco
urag
ed to
take
ris
ks, le
arn f
rom
both
fa
ilure
s and
succ
esse
s, an
d valu
e div
erse
pe
rspe
ctiv
es.
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f cr
eativ
ity an
d in
nova
tion a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Prov
ide
nece
ssar
y su
ppor
t/tra
inin
g to
CTE
teac
hers
an
d cor
e tea
cher
s in
volve
d in
exte
rnsh
ips t
o in
corp
orat
e de
velo
ping
cr
eativ
ity an
d in
nova
tion i
nto
class
room
les
sons
pa
rticu
larly
the
proj
ect b
ased
lea
rnin
g acti
vitie
s
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
crea
tivity
and
inno
vatio
n an
d its
effe
ct
on s
tude
nt
achi
evem
ent
100%
of
teac
hers
re
ceiv
e su
ppor
t/tra
ini
ng on
cr
eativ
ity an
d in
nova
tion
and i
ts ef
fect
on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1,
2014
10
0% of
te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
supp
ort/
train
ing
crea
tivity
an
d inn
ovat
ion
and i
ts ef
fect
on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t Do
cum
enta
tion
of %
of te
ache
rs
parti
cipat
ing i
n th
e ext
erns
hip
rece
ive
supp
ort/
train
ing
on cr
eativ
ity an
d in
nova
tion a
nd it
s ef
fect
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g cr
eativ
ity an
d in
nova
tion a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
rece
ive
supp
ort/
train
ing o
n cre
ativi
ty
and i
nnov
atio
n an
d its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f cr
eativ
ity an
d in
nova
tion a
nd it
s ef
fect
on s
tude
nt
achi
evem
ent
Note
: 100
% tr
ained
by
June
2018
Do
cum
enta
tion
of %
of te
ache
rs in
5 s
tar h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g on
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
stem
min
g fro
m
the e
xter
nshi
ps.
Busin
ess a
nd
Com
mun
ity
partn
ers,
parti
cular
ly th
ose
hosti
ng th
e ex
tern
ship
s, wi
ll co
llabo
rate
with
JC
PS to
in
corp
orat
e cr
eativ
ity an
d in
nova
tion a
nd
its ef
fect
on
stude
nt
achi
evem
ent
into
the
exte
rnsh
ip
expe
rienc
es.
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
crea
tivity
and
inno
vatio
n an
d its
effe
ct
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
that
in
corp
orat
e cr
eativ
ity an
d in
nova
tion a
nd it
s ef
fect
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
crea
tivity
and
inno
vatio
n and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Expe
cted
Dat
es of
Im
plem
enta
tion:
___
______
______
__ 20
14-2
016
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
1.2g
- Le
arni
ng P
illar
s: G
loba
l aw
aren
ess:
Stud
ents
tack
le iss
ues t
hat c
ross
bord
ers a
nd co
nsid
er th
e per
spec
tives
of pe
ople
and c
omm
uniti
es ar
ound
the w
orld
. The
y exp
lore
pote
ntial
solu
tions
ta
ilore
d to p
artic
ular
cultu
res a
nd le
arn t
o wor
k and
com
mun
icate
effe
ctiv
ely w
ith th
ose w
ho ha
ve di
vers
e view
s. St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m o
utco
me
mea
sure
men
t
1.2.7.
Supp
ort s
tude
nts
to ta
ckle
issue
s tha
t cr
oss b
orde
rs an
d co
nsid
er th
e pe
rspe
ctiv
es of
peop
le an
d com
mun
ities
ar
ound
the w
orld
. The
y ex
plor
e pot
entia
l so
lutio
ns ta
ilore
d to
parti
cular
cultu
res a
nd
learn
to w
ork a
nd
com
mun
icate
ef
fect
ively
with
thos
e wh
o hav
e div
erse
vi
ews
Deve
lop a
nd
facil
itate
or
ienta
tion/
train
ing
for H
S ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing o
f glo
bal a
ware
ness
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t Pr
ovid
e ne
cess
ary
supp
ort/
train
ing
to C
TE te
ache
rs
and c
ore t
each
ers
invo
lved i
n ex
tern
ship
s to
inco
rpor
ate
deve
lopi
ng gl
obal
awar
enes
s int
o cla
ssro
om
lesso
ns
parti
cular
ly th
e pr
ojec
t bas
ed
learn
ing a
ctivi
ties
100%
of H
S ad
min
istra
tors
in
atte
ndan
ce
at tr
ainin
g on
globa
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
100%
of
teac
hers
re
ceiv
e su
ppor
t/tra
ini
ng on
glob
al aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
adm
inist
rato
rs
in 5
pilo
t sc
hool
s pa
rticip
ate i
n tra
inin
g pr
omot
ing
globa
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
ini
ng gl
obal
awar
enes
s and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Docu
men
tatio
n of
% of
ad
min
istra
tors
tra
ined
in
prom
otin
g an
unde
rsta
ndin
g of
globa
l awa
rene
ss
and i
ts ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p re
ceiv
e su
ppor
t/tra
inin
g on
glob
al aw
aren
ess a
nd it
s ef
fect
on s
tude
nt
achi
evem
ent
Octo
ber 1
, 201
6 10
0% of
ad
min
istra
tors
in
5 sta
r high
sc
hool
s are
tra
ined
in
prom
otin
g glo
bal
awar
enes
s and
its
effe
ct on
stu
dent
ac
hiev
emen
t Oc
tobe
r 1, 2
016
100%
of
teac
hers
in 5
star h
igh sc
hool
s re
ceiv
e su
ppor
t/tra
inin
g on g
loba
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
ad
min
istra
tors
in 5
star h
igh sc
hool
s pr
omot
ing a
n un
ders
tand
ing o
f glo
bal a
ware
ness
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Doc
umen
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
rece
ive
supp
ort/
train
ing
on gl
obal
awar
enes
s and
its
effe
ct on
stu
dent
ac
hiev
emen
t No
te: 1
00%
train
ed
by Ju
ne 20
18
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se gr
adua
tion r
ate f
rom
76
.5% in
2013
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to 3
.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r rea
dy
from
51.3%
in 20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he 5-
Star
Sc
hool
s enr
olled
in a
Scho
ol of
St
udy b
y 201
6
stem
min
g fro
m
the e
xter
nshi
ps.
Busin
ess a
nd
Com
mun
ity
partn
ers,
parti
cular
ly th
ose
hosti
ng th
e ex
tern
ship
s, wi
ll co
llabo
rate
with
JC
PS to
in
corp
orat
e glo
bal a
ware
ness
an
d its
effe
ct on
stu
dent
ac
hiev
emen
t in
to th
e ex
tern
ship
ex
perie
nces
.
100%
of
teac
hers
pa
rticip
ate i
n ex
perie
nces
du
ring t
he
exte
rnsh
ip
that
pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
globa
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Octo
ber 1
, 20
14
100%
of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p pa
rticip
ate i
n ex
perie
nces
th
at
inco
rpor
ate
globa
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
pa
rticip
atin
g in
the e
xter
nshi
p th
at pa
rticip
ate i
n ex
perie
nces
that
in
corp
orat
e glo
bal
awar
enes
s and
its
effe
ct on
stu
dent
ac
hiev
emen
t
Octo
ber 1
, 201
6 10
0% of
te
ache
rs in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate
globa
l aw
aren
ess a
nd
its ef
fect
on
stude
nt
achi
evem
ent
Docu
men
tatio
n of
% of
teac
hers
in
5 sta
r high
scho
ols
parti
cipat
e in
expe
rienc
es th
at
inco
rpor
ate g
loba
l aw
aren
ess a
nd it
s ef
fect
on s
tude
nt
achi
evem
ent
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Targ
et P
opul
atio
n Te
ache
rs
Adm
inist
rato
rs
Busin
ess a
nd
Com
mun
ity P
artn
ers
Expe
cted
Dat
es of
Im
plem
enta
tion:
___
______
______
__ 20
14-2
016
Desc
riptio
n E
ssen
tial P
ract
ice 1.
2 - Le
arni
ng P
illar
s Stu
dent
s dev
elop e
ssen
tial k
nowl
edge
and s
kills
for c
olleg
e and
care
er
read
ines
s. Th
e sev
en pi
llars
: dev
elopi
ng ac
adem
ic kn
owled
ge, p
robl
em so
lving
, crit
ical t
hink
ing,
team
work
, com
mun
icatio
n, cr
eativ
ity an
d inn
ovat
ion,
and g
loba
l awa
rene
ss ar
e ess
entia
l to t
he w
orkp
lace.
With
out t
hese
esse
ntial
skill
s a
work
er w
ill no
t be p
rodu
ctive
. Thr
ough
out t
he tr
ainin
g aro
und t
hese
pilla
rs, th
ere w
ill ce
rtain
ly be
man
y ins
tanc
es
wher
e the
se ca
n and
shou
ld be
com
bine
d. Fo
r exa
mpl
e: tr
ainin
g aro
und t
eam
work
wou
ld al
mos
t cer
tain
ly in
clude
co
mm
unica
tion.
The
se pi
llars
shou
ld be
inco
rpor
ated
into
the w
ork a
nd no
t see
n as s
epar
ate e
ntiti
es.
Serv
ices N
eede
d fro
m th
e Com
mun
ity
In or
der t
o mak
e 1.2
effe
ctive
, it w
ill be
incu
mbe
nt to
co
ntin
ue th
e ext
erns
hip p
rogr
ams f
or te
ache
rs. J
CPS
will c
ontin
ue to
wor
k with
com
mun
ity pa
rtner
s to
ensu
re th
at th
ere a
re m
ore o
ppor
tuni
ties f
or te
ache
rs
to w
ork w
ith bu
sines
s par
tner
s for
the e
xter
nshi
p ex
perie
nce a
s the
proj
ect m
oves
forw
ard a
nd th
e nu
mbe
rs of
parti
cipan
ts in
crea
se.
Ta
ctic
al P
lan
Tem
plat
e Es
sent
ial P
ract
ice
1.3
Stra
nd T
eam
: 1
Com
mit
tee
visi
on/g
oal:
Educ
ator
s em
ploy
teac
hing
str
ateg
ies
that
dev
elop
stu
dent
s' k
now
ledg
e an
d sk
ills
for
colle
ge a
nd c
aree
r re
adin
ess.
Go
al s
elec
ted
from
sch
ool d
istr
ict o
r co
mm
unit
y st
rate
gic
plan
: Eve
ry st
uden
t pro
gres
ses i
n his
or he
r lea
rnin
g and
mee
ts or
exce
eds p
rofic
iency
in al
l sub
jects.
Eve
ry st
uden
t gra
duat
es pr
epar
ed
for h
is or
her p
ostse
cond
ary c
hoice
—fo
r col
lege o
r car
eer,
and l
ife.
Rela
ted
Esse
ntia
l Pra
ctic
e 1.
3 D
escr
ipti
on:
The
FORD
NGL
Tea
chin
g Pill
ars d
escr
ibe t
he in
struc
tiona
l stra
tegie
s—ba
sed o
n rigo
rous
rese
arch
and p
rofe
ssio
nal e
xper
ience
—th
at ar
e ess
entia
l for
facil
itatin
g lea
rnin
g of t
he
esse
ntial
know
ledge
and s
kills
that
stud
ents
need
. The
se te
achi
ng st
rate
gies h
elp st
uden
ts m
eet a
nd ex
ceed
natio
nal a
nd st
ate-
esta
blish
ed st
anda
rds a
nd be
nchm
arks
for a
cade
mic
perfo
rman
ce, a
nd
mee
t exp
ecta
tions
for c
olleg
e-lev
el wo
rk an
d fut
ure e
mpl
oym
ent. T
he fe
atur
es of
the F
ORD
NGL T
each
ing P
illar
s add
ress
curr
iculu
m, in
struc
tion,
asse
ssm
ent, a
nd ca
reer
-relev
ant l
earn
ing
oppo
rtuni
ties.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m
outc
ome
mea
sure
men
t 1.3
.1. P
rofe
ssio
nal
deve
lopm
ent i
s ali
gned
acro
ss th
e cu
rricu
lum
with
the
goals
for t
each
ing a
nd
learn
ing
Prov
ide
prof
essio
nal
deve
lopm
ent
train
ing f
or CT
E te
ache
rs in
co
re co
nten
t in
struc
tion t
hat
inclu
des
impl
emen
ting
read
ing,
writi
ng,
mat
h and
scien
ce
strat
egies
in th
eir
instr
uctio
n. * Vi
sion 2
015
Goal
1 Inc
reas
e Le
arni
ng
Stra
tegy
1.1
All C
TE
Teac
hers
in
5-St
ar
Care
er
Them
ed
high
sc
hool
s ha
ve
curr
iculu
m
align
ed to
ap
prop
riate
ac
adem
ic sta
ndar
ds
Sum
mer
2013
2 i
nter
- di
scip
linar
y te
ams o
f te
ache
rs fr
om
9 of t
he 5-
Star
hi
gh sc
hool
s pa
rticip
ate i
n PD
to de
velo
p in
tegr
ated
, lea
rnin
g ex
perie
nces
fo
r stu
dent
s. 9
of th
e 5-S
tar
high
scho
ols
will s
how
evid
ence
of
inte
rdisc
iplin
ary
instr
uctio
n in
in at
leas
t 1
scho
ol of
stu
dy
Com
pare
num
ber
of
inte
rdisc
iplin
ary
team
s tha
t pa
rticip
ated
in P
D ag
ainst
targ
et go
al of
team
s Sc
hool
s sub
mit
evid
ence
of
inte
rdisc
iplin
ary
work
in th
e for
m
of le
sson
plan
s an
d/or
units
of
study
.
Sum
mer
2014
2 in
terd
iscip
linar
y te
ams o
f te
ache
rs
from
15 of
the 5
- St
ar hi
gh
scho
ols
will p
artic
ipat
e in
PD
to de
velo
p in
tegr
ated
lea
rnin
g ex
perie
nces
for
stude
nts
15 of
the 5
-Sta
r hi
gh sc
hool
s will
sh
ow ev
iden
ce of
in
terd
iscip
linar
y te
achi
ng in
2
scho
ols o
f stu
dy in
th
e for
m of
less
on
plan
s and
/or u
nits
of st
udy.
Sum
mer
2015
2 i
nter
disc
iplin
ary
team
s of t
each
ers
from
15 of
the 5
- St
ar hi
gh sc
hool
s wi
ll par
ticip
ate i
n PD
to de
velo
p in
tegr
ated
lea
rnin
g ex
perie
nces
for
stude
nts.
All C
TE te
ache
rs
in th
e 5-S
tar
Care
er-T
hem
ed
high
scho
ols h
ave
rece
ived
pr
ofes
siona
l de
velo
pmen
t and
ar
e im
plem
entin
g
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
inte
rdisc
iplin
ary/
in
tegr
ated
in
struc
tiona
l pr
actic
es an
d pa
rticip
atin
g in a
n in
terd
iscip
linar
y PL
C. *V
ision
2015
Go
al 1 I
ncre
ased
Le
arni
ng
Lead
ing I
ndica
tor
6:
Incr
ease
in
num
ber
of ob
serv
ed
instr
uctio
nal b
est
prac
tices
per
mon
th
c. Al
l JCP
S stu
dent
s gra
duat
e re
ady f
or co
llege
, ca
reer
and l
ife
Ta
rget
Pop
ulat
ion
CTE
and a
cade
mic
teac
hers
in th
e 15
5-St
ar hi
gh sc
hool
s.
Who
is re
spon
sible
for
deve
lopm
ent o
f tac
tics?
Ka
ren
Bran
ham
As
st S
upt C
urri
culu
m &
Inst
ruct
ion
Ken
Talle
y Di
rect
or C
TE
Expe
cted
Dat
es o
f Im
plem
enta
tion:
20
13-2
016
Desc
ript
ion
5 St
ar H
igh
Scho
ols d
evel
op in
terd
iscip
linar
y te
ams o
f tea
cher
s who
te
ach
com
mon
stud
ents
. Int
erdi
scip
linar
y te
ams o
f tea
cher
s are
trai
ned
to in
tegr
ate
and
alig
n co
nten
t to
com
mon
core
stan
dard
s and
real
-w
orld
app
licat
ions
. Bus
ines
s par
tner
s will
dev
elop
/fac
ilita
te e
xter
nshi
p ex
peri
ence
s for
team
s to
deve
lop
auth
entic
exp
erie
nces
to u
se in
cl
assr
oom
inst
ruct
ion.
Serv
ices
nee
ded
from
the
com
mun
ity
Busin
ess/
Indu
stry p
rovid
e ons
ite ex
tern
ship
expe
rienc
es
for i
nter
disc
iplin
ary t
eam
s of t
each
ers d
urin
g sum
mer
s.
Bu
sines
s/In
dustr
y ext
erns
hip p
artn
ers p
rovi
de su
ppor
t fo
r int
erdi
scip
linar
y tea
chin
g exp
erien
ces d
urin
g eac
h sc
hool
year
.
Fu
ndin
g to i
mpl
emen
t sum
mer
exte
rnsh
ip ac
tiviti
es an
d te
ache
r par
ticip
atio
n.
Tact
ical
Pla
n Te
mpl
ate
Esse
ntia
l Pra
ctic
e 1.
3 St
rand
Tea
m: 1
Co
mm
itte
e vi
sion
/goa
l: Ed
ucat
ors
empl
oy te
achi
ng s
trat
egie
s th
at d
evel
op s
tude
nts'
kno
wle
dge
and
skill
s fo
r co
llege
and
car
eer
read
ines
s.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: E
very
stud
ent p
rogr
esse
s in h
is or
her l
earn
ing a
nd m
eets
or ex
ceed
s pro
ficien
cy in
all s
ubjec
ts. E
very
stud
ent g
radu
ates
prep
ared
fo
r his
or he
r pos
tseco
ndar
y cho
ice—
for c
olleg
e or c
aree
r, an
d life
. Re
late
d Es
sent
ial P
ract
ice
1.3
Des
crip
tion
: T
he FO
RD N
GL T
each
ing P
illar
s des
crib
e the
instr
uctio
nal s
trate
gies—
base
d on r
igoro
us re
sear
ch an
d pro
fess
iona
l exp
erien
ce—
that
are e
ssen
tial f
or fa
cilita
ting l
earn
ing o
f the
es
sent
ial kn
owled
ge an
d ski
lls th
at st
uden
ts ne
ed. T
hese
teac
hing
stra
tegie
s help
stud
ents
mee
t and
exce
ed na
tiona
l and
stat
e-es
tabl
ished
stan
dard
s and
benc
hmar
ks fo
r aca
dem
ic pe
rform
ance
, and
m
eet e
xpec
tatio
ns fo
r col
lege-
level
work
and f
utur
e em
ploy
men
t. The
feat
ures
of th
e FOR
D NG
L Tea
chin
g Pill
ars a
ddre
ss cu
rricu
lum
, instr
uctio
n, as
sess
men
t, and
care
er-re
levan
t lea
rnin
g op
portu
nitie
s. St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m
outc
ome
mea
sure
men
t 1.3
.2.Te
ache
rs us
e Pr
ojec
t Bas
ed
Instr
uctio
n in
su
ppor
t of t
he
scho
ols o
f stu
dy
curr
iculu
m
Prov
ide
prof
essio
nal
deve
lopm
ent f
or
teac
hers
in th
e ef
fect
ive u
se of
pr
ojec
t-bas
ed
learn
ing w
ithin
the
class
room
s * Vi
sion 2
015
Goal
1 – In
crea
sed
Lear
ning
St
rate
gy 1.
100%
of
teac
hers
, and
ap
prop
riate
sc
hool
lea
ders
, in
5-St
ar
high
sc
hool
s are
tra
ined
in
proj
ect-
base
d lea
rnin
g
Sum
mer
2013
45
teac
hers
wi
ll be
intro
duce
d to
proj
ect-b
ased
lea
rnin
g and
wi
ll dev
elop
expe
rienc
es
that
enga
ge
stude
nts i
n pr
ojec
ts th
at
inco
rpor
ate
care
er
expl
orat
ion.
20
13-1
4 sch
ool
year
stud
ents
in co
hort
sche
duled
sc
hool
s of
study
at ni
ne 5-
Star
high
sc
hool
s will
en
gage
in
proj
ects
45 te
ache
rs w
ill
shar
e evi
denc
e su
ch as
less
on
plan
s and
proj
ect
deliv
erab
les
resu
lting
from
su
mm
er
prof
essio
nal
deve
lopm
ent.
Com
pare
num
ber
of te
ache
rs
train
ed in
PBL
vs
targ
et
goal…
need
% as
yo
u sta
ted i
n in
term
ediat
e ou
tcom
e
Sum
mer
2014
; 75
teac
hers
in 5-
Star
high
sc
hool
s wi
ll be t
rain
ed
in pr
ojec
t-bas
ed
learn
ing.
75 te
ache
rs w
ill
shar
e evi
denc
e su
ch as
less
on
plan
s and
proj
ect
deliv
erab
le re
sulti
ng fr
om
sum
mer
pr
ofes
siona
l de
velo
pmen
t. Co
mpa
re nu
mbe
r of
teac
hers
train
ed
in P
BL V
S tar
get
goal
All r
emain
ing
teac
hers
in 5-
Star
hi
gh sc
hool
s will
be
train
ed in
pr
ojec
t-bas
ed
learn
ing.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
that
in
corp
orat
e ca
reer
ex
plor
atio
n
Targ
et P
opul
atio
n CT
E an
d ac
adem
ic
teac
hers
in th
e 15
5-
Star
hig
h sc
hool
s.
Who
is
resp
onsi
ble
for
deve
lopm
ent o
f ta
ctic
s?
Kare
n Br
anha
m
Asst
Sup
t Cu
rric
ulum
&
Inst
ruct
ion
Ken
Talle
y D
irec
tor C
TE
Expe
cted
Dat
es o
f Im
plem
enta
tion:
20
13-2
016
Des
crip
tion
5 St
ar H
igh
Scho
ols d
evel
op in
terd
iscip
linar
y te
ams o
f tea
cher
s who
teac
h co
mm
on st
uden
ts. I
nter
disc
iplin
ary
team
s of t
each
ers a
re tr
aine
d in
pr
ojec
t-ba
sed
lear
ning
.
Serv
ices
nee
ded
from
the
com
mun
ity
Busin
ess/
Indu
stry p
rovid
e ons
ite ex
tern
ship
ex
perie
nces
for i
nter
disc
iplin
ary t
eam
s of t
each
ers
durin
g sum
mer
s.
Bu
sines
s/In
dustr
y par
tner
s will
parti
cipat
e in v
ettin
g stu
dent
proj
ects.
Fu
ndin
g to s
uppo
rt on
goin
g pro
ject b
ased
lear
ning
tra
inin
g.
Tact
ical
Pla
n Te
mpl
ate
Esse
ntia
l Pra
ctic
e 1.
3 St
rand
Tea
m: 1
Co
mm
itte
e vi
sion
/goa
l: Ed
ucat
ors
empl
oy te
achi
ng s
trat
egie
s th
at d
evel
op s
tude
nts'
kno
wle
dge
and
skill
s fo
r co
llege
and
car
eer
read
ines
s.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: E
very
stud
ent p
rogr
esse
s in
his o
r her
lear
ning
and
mee
ts or
exce
eds p
rofic
iency
in al
l sub
jects.
Eve
ry st
uden
t gra
duat
es p
repa
red
for h
is or
her p
ostse
cond
ary c
hoice
—fo
r col
lege o
r car
eer,
and l
ife.
Rela
ted
Esse
ntia
l Pra
ctic
e 1.
3 D
escr
ipti
on:
The
FORD
NGL
Tea
chin
g Pill
ars d
escr
ibe t
he in
struc
tiona
l stra
tegie
s—ba
sed o
n rigo
rous
rese
arch
and p
rofe
ssio
nal e
xper
ience
—th
at ar
e ess
entia
l for
facil
itatin
g lea
rnin
g of t
he es
sent
ial
know
ledge
and
skill
s tha
t stu
dent
s nee
d. Th
ese
teac
hing
stra
tegie
s help
stud
ents
mee
t and
exc
eed
natio
nal a
nd st
ate-
esta
blish
ed st
anda
rds a
nd b
ench
mar
ks fo
r aca
dem
ic pe
rform
ance
, and
mee
t ex
pect
atio
ns fo
r col
lege-
level
work
and f
utur
e em
ploy
men
t. The
feat
ures
of th
e FOR
D NG
L Tea
chin
g Pill
ars a
ddre
ss cu
rricu
lum
, instr
uctio
n, as
sess
men
t, an
d car
eer-r
eleva
nt le
arni
ng op
portu
nitie
s. St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m
outc
ome
mea
sure
men
t 1.3
.3. T
each
ers
parti
cipat
e in
susta
ined
inqu
iry
and r
eflec
tion o
n the
ir pr
actic
e
Enga
ge te
ache
rs
in on
goin
g and
re
gular
PLC
’s to
co
llabo
rate
on
instr
uctio
n wi
thin
their
cr
oss-c
urric
ular
te
ams a
nd m
ake
decis
ions
on ho
w
to be
tter
impl
emen
t For
d NG
L mod
el wi
thin
th
e coh
ort.
*Visi
on 20
15
Goal
1 Inc
reas
ed
Lear
ning
St
rate
gy 1.
4
100%
of
teac
hers
wi
ll re
gular
ly
mee
t in
coho
rt
team
PLC
’s
and u
se
best
pr
actic
e in
mee
tings
(9) 5
-Sta
r high
sc
hool
s will
ha
ve at
leas
t 2
cros
s- cu
rricu
lar
team
s eng
aged
in
ongo
ing,
re
gular
ly
sche
duled
PLC
co
llabo
ratio
ns
Sum
mer
of
2014
Ea
ch Fo
rd N
GL
scho
ol w
ill
have
at
least
2 cro
ss-
curr
icular
te
ams
that
parti
cipat
e in
re
gular
PLC
m
eetin
gs.
Doc
umen
tatio
n of
PLC
m
eetin
gs
(9) 5
-Sta
r high
sc
hool
s will
ha
ve at
leas
t 4
cros
s- cu
rricu
lar
team
s eng
aged
in
ongo
ing,
re
gular
ly
sche
duled
PLC
co
llabo
ratio
ns
Sum
mer
of 20
15
Each
Ford
NGL
sc
hool
will
have
at
lea
st 4 c
ross
- cu
rricu
lar te
ams
that
parti
cipat
e in
re
gular
PLC
m
eetin
gs.
Doc
umen
tatio
n of
PLC
agen
das a
nd
min
uets
All 9
5-sta
r hi
gh sc
hool
s will
ha
ve cr
oss
curr
icular
team
s th
at pa
rticip
ate i
n PL
C m
eetin
gs
repr
esen
ting a
ll gr
ade l
evels
and
scho
ols o
f stu
dy
with
in th
eir
scho
ol
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
Targ
et P
opul
atio
n Te
ache
rs in
5 St
ar
High
Scho
ols
Who
is re
spon
sible
for
deve
lopm
ent o
f tac
tics?
Sc
hool
Pri
ncip
als
Expe
cted
Dat
es o
f Im
plem
enta
tion:
_2
014-
2015
Desc
ript
ion
5 St
ar H
igh
Scho
ols c
ross
curr
icul
ar te
ams o
f tea
cher
s will
act
ivel
y en
gage
in re
gula
rly
sche
dule
d PL
C m
eetin
gs to
mon
itor s
tude
nt
achi
evem
ent o
f sta
ndar
ds in
corp
orat
ed in
inte
grat
ed cu
rric
ulum
.
Serv
ices
nee
ded
from
the
com
mun
ity
Fund
ing
to su
ppor
t ext
ra ti
me
that
may
be
need
ed to
sche
dule
PLC
m
eetin
gs.
Ta
ctic
al P
lan
Tem
plat
e
Stra
nd T
eam
: 1
Com
mit
tee
visi
on/g
oal:
Educ
ator
s em
ploy
teac
hing
str
ateg
ies
that
dev
elop
stu
dent
s' k
now
ledg
e an
d sk
ills
for
colle
ge a
nd c
aree
r re
adin
ess.
Go
al s
elec
ted
from
sch
ool d
istr
ict o
r co
mm
unit
y st
rate
gic
plan
: Eve
ry st
uden
t pro
gres
ses i
n his
or he
r lea
rnin
g and
mee
ts or
exce
eds p
rofic
iency
in al
l sub
jects.
Eve
ry st
uden
t gra
duat
es pr
epar
ed
for h
is or
her p
ostse
cond
ary c
hoice
—fo
r col
lege o
r car
eer,
and l
ife.
Rela
ted
Esse
ntia
l Pra
ctic
e 1.
3 D
escr
ipti
on:
The
FORD
NGL
Tea
chin
g Pill
ars d
escr
ibe t
he in
struc
tiona
l stra
tegie
s—ba
sed o
n rigo
rous
rese
arch
and p
rofe
ssio
nal e
xper
ience
—th
at ar
e ess
entia
l for
facil
itatin
g lea
rnin
g of t
he
esse
ntial
know
ledge
and s
kills
that
stud
ents
need
. The
se te
achi
ng st
rate
gies h
elp st
uden
ts m
eet a
nd ex
ceed
natio
nal a
nd st
ate-
esta
blish
ed st
anda
rds a
nd be
nchm
arks
for a
cade
mic
perfo
rman
ce, a
nd
mee
t exp
ecta
tions
for c
olleg
e-lev
el wo
rk an
d fut
ure e
mpl
oym
ent. T
he fe
atur
es of
the F
ORD
NGL T
each
ing P
illar
s add
ress
curr
iculu
m, in
struc
tion,
asse
ssm
ent, a
nd ca
reer
-relev
ant l
earn
ing
oppo
rtuni
ties.
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m
outc
ome
mea
sure
men
t 1.3
.4. T
each
ers h
ave
oppo
rtuni
ties f
or
prac
tice a
nd le
arni
ng
Prov
ide
oppo
rtuni
ties f
or
selec
ted t
each
ers
with
in th
e 5-S
tar
high
sc
hool
s and
Ford
NG
L Sch
ools
to
obse
rve e
ffect
ive
peer
clas
sroo
ms
to re
flect
on th
eir
own i
nstru
ction
. Te
ams o
f te
ache
rs
also o
bser
ve a
te
ache
rs’ c
lass t
o pr
ovid
e fee
dbac
k.
100%
of
teac
hers
ar
e giv
en
the
oppo
rtuni
ty to
ob
serv
e co
lleag
ues
class
room
s
2013
-14 s
choo
l ye
ar: 1
00%
of
teac
hers
who
pa
rticip
ated
in
exte
rnsh
ips a
re
given
the
oppo
rtuni
ty to
ob
serv
e oth
er
class
room
s on
their
team
and
outsi
de of
team
Com
pare
num
ber
of te
ache
rs w
ho
were
in
exte
rnsh
ips t
o th
ose w
ho
repo
rted h
avin
g pe
rform
ed
colle
ague
ob
serv
atio
ns
2014
-15 s
choo
l ye
ar: 1
00%
of
teac
hers
with
in
care
er th
eme
and
core
cont
ent
with
in cr
oss-
curr
icular
team
s ar
e giv
en th
e op
portu
nity
to
obse
rve c
lasse
s wi
thin
scho
ol
and
at ot
her F
ord
NGL
scho
ols
Com
pare
num
ber
of te
ache
rs w
ithin
ca
reer
them
e and
co
re co
nten
t with
in
cros
s-cur
ricul
ar
team
s who
re
porte
d hav
ing
perfo
rmed
ob
serv
atio
ns bo
th
with
in th
eir
scho
ols a
nd ot
her
scho
ols
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
All t
each
ers a
re
given
the
oppo
rtuni
ty to
ob
serv
e co
lleag
ues
class
room
s
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
*Visi
on 20
15
Goal
1 Inc
reas
ed
Lear
ning
St
rate
gy 1.
4 .
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
Ta
rget
Pop
ulat
ion
Teac
hers
at 5
Sta
r H
igh
Scho
ols
Who
is re
spon
sible
for
deve
lopm
ent o
f tac
tics?
Pr
inci
pals
Expe
cted
Dat
es o
f Im
plem
enta
tion:
20
14-2
015
Des
crip
tion
5 S
tar H
igh
Scho
ols c
ross
curr
icul
ar te
ams o
f tea
cher
s will
obs
erve
team
m
embe
rs cl
assr
oom
s thr
ough
out t
he y
ear t
o be
tter
pre
pare
to in
tegr
ate
supp
ortin
g cu
rric
ulum
.
Serv
ices
nee
ded
from
the
com
mun
ity
none
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e
Long
-ter
m
outc
ome
mea
sure
men
t 1.3
.5. T
each
ers d
evelo
p lea
ders
hip s
kills
Iden
tify t
each
er
leade
rs
in ea
ch 5-
Star
hi
gh
scho
ol to
prov
ide
train
ing a
nd
leade
rshi
p in t
he
deve
lopm
ent o
f ad
ditio
nal
inte
rdisc
iplin
ary
team
s of
teac
hers
Initi
al co
hort
te
ache
rs
beco
me
leade
rs fo
r fu
ture
te
ache
rs
with
in
the p
rogr
am
and
prov
ide
train
ing
and l
eade
rshi
p to
fu
ture
coho
rt
grou
ps.
*Visi
on 20
15
Goal
1 In
crea
sed
Lear
ning
St
rate
gy 1.
4
Fall 2
013
The 4
5 coh
ort
teac
hers
in 9
5-
Star
high
sc
hool
s will
pa
rticip
ate a
s lea
ders
with
in
their
resp
ectiv
e di
scip
lines
to
recr
uit a
nd
men
tor f
utur
e co
hort
grou
ps
Com
pare
num
ber
of co
hort
teac
hers
wh
o rep
ort
recr
uitin
g and
m
ento
ring o
f co
hort
grou
ps to
ta
rget
goal
of 45
te
ache
rs
Teac
hers
from
co
hort
1 will
wo
rk to
train
an
d men
tor
new
teac
hers
Sp
ring 2
014
New
coho
rt
inte
rdisc
iplin
ary
team
s will
be
iden
tified
by
scho
ol
leade
rshi
p fro
m al
l 15 5
-St
ar
high
scho
ols.
Doc
umen
tatio
n of
coho
rt 1 t
each
ers
train
ing a
nd
men
torin
g new
te
ache
rs
Docu
men
tatio
n of
new
coho
rt in
terd
iscip
linar
y te
ams f
rom
all o
f th
e 5-
Star
Scho
ols
2014
-15 s
choo
l ye
ar: 1
00%
of
teac
hers
from
co
hort
1 will
pa
rticip
ate i
n m
ento
ring a
nd
train
ing n
ew
teac
hers
th
roug
hout
the
scho
ol ye
ar
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
Ta
rget
Pop
ulat
ion
Teac
hers
at 5
Star
Hi
gh Sc
hool
s
Who
is re
spon
sible
for
deve
lopm
ent o
f tac
tics?
P
rinc
ipal
s Ex
pect
ed D
ates
of I
mpl
emen
tatio
n:
2014
-201
5
Desc
ript
ion
Teac
hers
will
be
chos
en fr
om 5
-Sta
r Hig
h Sc
hool
s cro
ss cu
rric
ular
team
s to
ass
ist in
recr
uitin
g an
d m
ento
ring
new
teac
hers
to p
artic
ipat
e in
fu
ture
team
s to
insu
re ca
paci
ty b
uild
ing
in sc
hool
s.
Serv
ices
nee
ded
from
the
com
mun
ity
none
FO
RD N
GL S
tran
d 2.
1 Es
sent
ial P
ract
ice
2.1a
: H
igh
Qua
lityA
cade
mie
s St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e Ye
ar 1
(201
3-14
)
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e Ye
ar 2
(201
4-15
)
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e Ye
ar 3
(201
5-16
)
Long
-ter
m
outc
ome
mea
sure
men
t 2.1
.1. U
se th
e 5-S
tar
Scho
ol st
ruct
ure f
or
impl
emen
tatio
n of h
igh-
quali
ty ca
reer
acad
emies
Ensu
re st
uden
ts en
gage
in an
d co
mpl
ete a
se
quen
ce of
high
-qu
ality
Car
eer
them
e cou
rses
that
re
flect
indu
stry
expe
ctat
ions
(2
.4, 4.
4, &
4.12)
Each
stud
ent w
ill
be co
nnec
ted t
o an
acad
emic
plan
in
Infin
ite C
ampu
s wh
ich w
ill de
tail
their
prog
ress
to
ward
s majo
r co
mpl
etio
n/4
cour
se se
quen
ce
Each
Majo
r with
in
the p
ilot h
igh
scho
ols w
ill be
set
up in
“gra
d pl
anne
r”
Docu
men
tatio
n sh
owin
g eac
h m
ajor i
n Inf
inite
Ca
mpu
s
Each
Majo
r with
in
the e
arly
adop
ter
scho
ols w
ill be
set-
up in
“gra
d pl
anne
r”
Docu
men
tatio
n sh
owin
g eac
h m
ajor i
n Inf
inite
Ca
mpu
s
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
he
r pos
tseco
ndar
y ch
oice
- for
colle
ge
or ca
reer
and l
ife
(CDI
P Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
100%
of st
uden
ts in
the p
ilot h
igh
scho
ols w
ill be
co
nnec
ted t
o an
acad
emic
plan
in
Infin
ite C
ampu
s
Docu
men
tatio
n fro
m IC
of
stude
nts a
nd th
eir
acad
emic
plan
(r
epor
t in I
C)
100%
of st
uden
ts in
the e
arly
adop
ter s
choo
ls wi
ll be c
onne
cted
to
an ac
adem
ic pl
an in
Infin
ite
Cam
pus
Docu
men
tatio
n fro
m IC
of
stude
nts a
nd th
eir
acad
emic
plan
(r
epor
t in I
C)
Enga
ge ac
tive
colla
bora
tion a
nd
join
t plan
ning
by
acad
emic
and c
aree
r th
eme t
each
ers
inclu
ding
the u
se of
te
ache
r ext
erns
hips
(3
.7 &
4.10)
All a
cade
mic
te
ache
rs en
gage
in
cros
s-con
tent
PLC
wo
rk w
ith at
leas
t on
e car
eer t
hem
e te
ache
r
100%
of th
e ac
adem
ic te
ache
rs
in th
e pilo
t sch
ools
enga
ge in
a cr
oss
cont
ent P
LC w
ork
Docu
men
tatio
n PL
C te
ams a
nd
mee
ting t
imes
100%
of th
e ac
adem
ic te
ache
rs
in th
e pilo
t & ea
rly
adop
ter s
choo
ls en
gage
in a
cros
s co
nten
t PLC
wor
k
Docu
men
tatio
n PL
C te
ams a
nd
mee
ting t
imes
15 ac
adem
ic/CT
E sc
hool
of st
udy
team
s will
pa
rticip
ate i
n te
ache
r ex
tern
ship
s for
the
deve
lopm
ent o
f cr
oss-c
onte
nt
proj
ect-b
ased
lea
rnin
g
2 tea
ms f
rom
each
of
the p
ilot w
ill
atte
nd a
sum
mer
ex
tern
ship
and
crea
te a
cros
s-co
nten
t pro
ject t
o be
impl
emen
ted
by M
ay
Docu
men
tatio
n of
team
exte
rnsh
ips
Docu
men
tatio
n of
proj
ects
2 te
ams f
rom
each
5-
star s
choo
l will
at
tend
a su
mm
er
exte
rnsh
ip an
d cr
eate
a cr
oss-
cont
ent p
rojec
t to
be im
plem
ente
d by
May
Docu
men
tatio
n of
team
exte
rnsh
ips
Docu
men
tatio
n of
proj
ects
Align
activ
e em
ploy
er an
d co
mm
unity
in
volve
men
t in a
nd
guid
ance
for t
he
prog
ram
to
strea
mlin
e mul
tiple
cong
ress
es of
su
ppor
t and
gu
idan
ce
(4.11
& 4.
12)
All s
choo
l-bas
ed
partn
ersh
ip
coun
cils a
re
refin
ed to
mee
t m
ultip
le ne
eds i
n or
der t
o not
ov
erta
x co
mm
unity
and
busin
ess p
artn
ers
(sta
te CT
E te
ams,
s-sta
r par
tner
ship
, po
stsec
onda
ry,
etc)
All s
choo
l-bas
ed
partn
ersh
ip
coun
cil is
asse
ssed
alo
ng w
ith ot
her
requ
ired,
scho
ol-
base
d car
eer
partn
ersh
ips/
tea
ms t
o ens
ure
over
lap of
pu
rpos
es an
d tim
e is
elim
inat
ed
Docu
men
tatio
n of
Advi
sory
str
uctu
re pl
ans
that
inclu
des
regu
lar
inte
ract
ion a
nd
feed
back
from
em
ploy
er an
d co
mm
unity
Revi
se pl
an as
ne
eded
Do
cum
enta
tion o
f Ad
viso
ry st
ruct
ure
plan
s tha
t inc
lude
s re
gular
inte
racti
on
and f
eedb
ack f
rom
em
ploy
er an
d co
mm
unity
Prov
ide
oppo
rtuni
ties f
or
stude
nts t
o obs
erve
an
d lea
rn in
real
work
plac
e set
tings
by
taki
ng st
ock o
f cu
rren
t lea
rnin
g op
portu
nitie
s, as
sess
ing g
aps,
and
esta
blish
ing n
ew
oppo
rtuni
ties
(1.9,
3.2,
& 3.2
)
All s
tude
nts i
n ea
ch sc
hool
of
study
parti
cipat
e in
Exp
erien
tial
Lear
ning
thro
ugh
serv
ice le
arni
ng,
CSO,
inte
rnsh
ips,
or ot
her o
n the
job
train
ing
Each
majo
r in p
ilot
and e
arly
adop
ter
scho
ols i
s ass
esse
d fo
r wor
k-ba
sed
learn
ing
oppo
rtuni
ties
Asse
t map
of
expe
rient
ial
learn
ing f
or pi
lot
and e
arly
adop
ter
scho
ols
Each
majo
r in
clude
s ex
perie
ntial
lea
rnin
g op
portu
nitie
s
Asse
t map
of E
LO
for r
emain
ing
scho
ols
The d
istric
t tea
m
deve
lops
a sy
stem
fo
r tra
ckin
g pa
rticip
atio
n
Esta
blish
base
-line
of
perc
enta
ge of
gr
ads w
ho
parti
cipat
ed in
EL
O
50%
of gr
adua
tes
parti
cipat
ed in
an
ELO
Docu
men
tatio
n fro
m ne
wly
esta
blish
ed
track
ing s
yste
m
Feat
ure
(Str
ateg
y)
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e (Y
1 –
2014
)
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e (Y
2 –
2015
)
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e (Y
3 –
2016
)
Long
-ter
m
outc
ome
mea
sure
men
t 2.1
.2. M
iddl
e and
High
Sc
hool
s col
labor
ate t
o m
ake t
he IL
P a
mea
ning
ful, r
eleva
nt,
pers
onali
zed s
tude
nt
plan
ning
tool
. 6th
– Ov
ervi
ew/I
ntro
7th
– In
tro to
5 sta
r
Enac
t Pro
fess
iona
l De
velo
pmen
t plan
fo
r tea
cher
s tha
t in
clude
s sha
ring o
f be
st pr
actic
es (1
.3)
for u
se of
ILP
for
stude
nts
100%
of te
ache
rs
serv
ing g
rade
s 6-
12 en
gage
s in P
D an
d inc
orpo
rate
s IL
P us
e in l
esso
n pl
ans t
o em
phas
ize
relev
ance
(r
esou
rce)
.
Octo
ber 1
, 201
4 33
% of
teac
hers
at
each
scho
ol
train
ed on
ILP
use.
Docu
men
tatio
n of
perc
enta
ge of
te
ache
rs tr
ained
as
mea
sure
d by P
D Ce
ntra
l Ros
ters
Octo
ber 1
, 201
5 66
% of
teac
hers
at
each
scho
ol ar
e tra
ined
on IL
P
Docu
men
tatio
n of
perc
enta
ge of
te
ache
rs tr
ained
as
mea
sure
d by P
D Ce
ntra
l Ros
ters
Ever
y stu
dent
gr
adua
tes
prep
ared
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
8th –
Them
e sele
ction
9th
– Pa
thwa
y Sele
ction
10
th –
Post
Seco
ndar
y Co
nnec
tion
11th
–Res
ume/
Putti
ng it
all
Tog
ethe
r 12
th -
Brid
ge to
po
stsec
onda
ry
Post
Grad
– co
ntin
ued
use
ILP
is TH
E TH
ING
that
co
nnec
ts (n
ervo
us
syste
m)
Enga
ge bu
sines
s and
co
mm
unity
supp
orts
to re
info
rce I
LP as
a pl
anni
ng to
ol (2
.3,
2.5, 3
.2 &
3.3)(i
nclu
ding
JA
prog
ram
s, GL
I/HI
RE, R
eady
, Se
t, GO,
SR E
xit)
100%
of th
e 7th
-12
th gr
ade
stude
nts h
ave a
n en
try un
der
com
mun
ity
serv
ice, c
aree
r pl
anni
ng ac
tiviti
es,
or ex
tracu
rricu
lar
Ever
y stu
dent
pa
rticip
ates
in at
lea
st 1c
aree
r/co
llege
pl
anni
ng le
arni
ng
oppo
rtuni
ty ea
ch
year
Dece
mbe
r 201
3 Sy
stem
ize
parti
cipat
ion i
n cu
rren
tly ac
tive
prog
ram
min
g to
max
imize
pa
rticip
atio
n. As
set m
ap of
cu
rren
t op
portu
nitie
s in
cludi
ng th
e po
pulat
ions
se
rved
(num
ber
and w
ho) i
s cr
eate
d
Docu
men
tatio
n of
enga
gem
ent
oppo
rtuni
ties
Asse
t map
is
com
plet
ed an
d di
strib
uted
to
relat
ed
stake
hold
ers
Ever
y stu
dent
in
pilo
t/ea
rly
adop
ter s
choo
ls en
gage
in at
leas
t 1 bu
sines
s/co
mm
unity
orga
nize
d lea
rnin
g op
portu
nity
each
ye
ar 7t
h -12th
St
uden
ts en
ter
expe
rienc
es in
to
their
ILP
% in
crea
se as
de
term
ined
from
as
set m
appi
ng
% in
crea
se in
ex
perie
nces
liste
d on
ILP
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
Deve
lop a
nd
impl
emen
t ac
coun
tabi
lity
strat
egies
(1.8)
the
refle
ct us
age o
ver
com
plian
ce
July
1, 20
17
New
acco
unta
bilit
y m
easu
res
publ
ished
for a
ll sc
hool
s (W
eb –
posti
ng Le
adin
g In
dica
tor f
or go
al 2)
Dece
mbe
r 201
3 As
sess
curr
ent
JCPS
met
hods
and
rese
arch
poss
ible
optio
ns
Docu
men
t cu
rren
t pr
actic
es
Ou
tline
of ot
her
succ
essfu
l pr
actic
es
July
1, 20
14
Impl
emen
t (pi
lot)
acco
unta
bilit
y str
ateg
ies
JCPS
-onl
y web
po
sting
for p
ilots
Deve
lop a
nd
impl
emen
t a
com
mun
icatio
n to
8th gr
ade s
tude
nts
and f
amili
es
conn
ectin
g the
ILP
to hi
gh sc
hool
choi
ce
100%
of 8t
h gr
ader
s rec
eive a
let
ter c
onne
ctin
g ca
reer
asse
ssm
ent
resu
lts to
high
sc
hool
selec
tion
befo
re th
e Sh
owca
se
Syste
ms
esta
blish
ed to
co
nnec
t ILP
da
taba
se in
fo to
JC
PS st
uden
t in
form
atio
n Ca
reer
Map
ping
to
Prof
essio
nal
Care
er T
hem
es
Docu
men
tatio
n of
mee
tings
and
sam
ple l
ette
r Ca
reer
Map
is
crea
ted m
atch
ing
PCT
to th
e top
100
care
ers i
n m
atch
mak
er
Octo
ber 2
014
10 m
iddl
e sch
ools
parti
cipat
e
100%
of 8t
h gr
ader
s in
parti
cipat
ing
scho
ols r
eceiv
e let
ters
befo
re
Show
case
Lette
r dra
fted a
nd
appr
oved
Ge
t on M
ater
ials &
Pr
oduc
tion,
MIS
/Res
earc
h, stu
dent
as
signm
ent
sche
dule
Docu
men
tatio
n of
timeli
ne re
quire
d to
publ
ish le
tter
100%
of 8t
h gra
de
stude
nts h
ave
face
-to-fa
ce
instr
uctio
n usin
g th
e 5-S
tar S
choo
l Bo
ok
Curr
ent b
ooks
and
lesso
n plan
s re
distr
ibut
ed to
m
iddl
e sch
ools
Revi
ew an
d rev
ise
as ne
eded
Surv
ey re
sults
fro
m pr
incip
als to
m
easu
re ho
w bo
oks w
ere
distr
ibut
ed an
d us
ed
Docu
men
tatio
n of
revi
ew an
d plan
s fo
r rev
ision
as
need
ed
Revi
sed b
ooks
and
lesso
n plan
s re
distr
ibut
ed to
m
iddl
e sch
ools
Revi
ew an
d rev
ise
as ne
eded
Docu
men
tatio
n of
focu
s gro
up of
te
ache
rs, s
tude
nts,
fam
ilies
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: G
oal 2
– Ev
ery s
tude
nt gr
adua
tes p
repa
red f
or hi
s/he
r pos
tseco
ndar
y cho
ice –
for c
olleg
e or c
aree
r, an
d life
. Re
late
d Es
sent
ial P
ract
ice
(ent
er n
umbe
r) 2
.1c
Des
crip
tion
: Acc
eler
ated
lear
ning
opp
ortu
niti
es: E
ach s
choo
l of s
tudy
team
mem
ber e
ncou
rage
s stu
dent
s to p
artic
ipat
e in a
dvan
ced l
earn
ing a
nd
serv
ice op
portu
nitie
s, an
d sup
ports
them
in do
ing s
o.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
2013
-14
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e 20
14-1
5
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e 20
15-1
6
Long
-ter
m
outc
ome
mea
sure
men
t 2.1
.3. A
ll sch
ool o
f stu
dy
team
mem
bers
en
cour
age s
tude
nts t
o pa
rticip
ate i
n adv
ance
d lea
rnin
g and
serv
ice
oppo
rtuni
ties,
and
supp
orts
them
in do
ing
so.
Conn
ect e
ach s
choo
l of
stud
y with
a se
rvice
, car
eer,
othe
r ex
tracu
rricu
lar
orga
niza
tion
Ever
y 5 st
ar
scho
ol of
stud
y m
ajor h
as a
serv
ice, c
aree
r, ex
tracu
rricu
lar, o
r OS
T pr
ogra
m
com
pone
nt re
lated
to
the m
ajor
Map
ping
and g
ap
analy
sis of
curr
ent
oppo
rtuni
ties f
or
stude
nts i
n pilo
t an
d ear
ly ad
opte
r sc
hool
s
Com
pare
pe
rcen
tile o
f pilo
t sc
hool
s tha
t hav
e m
ajors
with
se
rvice
, car
eer,
or
extra
curr
icular
co
mpo
nent
s fro
m
prev
ious
year
to
date
Map
ping
and g
ap
analy
sis of
curr
ent
oppo
rtuni
ties f
or
stude
nts i
n re
main
ing s
choo
ls
Begin
to fi
ll gap
s
Com
pare
pe
rcen
tile o
f all
scho
ols t
hat h
ave
majo
rs w
ith
serv
ice, c
aree
r, or
ex
tracu
rricu
lar
com
pone
nts f
rom
pr
evio
us ye
ar to
da
te
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
he
r pos
tseco
ndar
y ch
oice
- for
colle
ge
or ca
reer
and l
ife
(CDI
P Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
(ass
umes
2.1 w
ork)
Be
gin to
fill g
aps
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
Ensu
re ea
ch m
ajor
culm
inat
es w
ith
som
e sor
t of o
utsid
e en
dors
emen
t or
cred
entia
l (se
e 2.1a
)
100%
of sc
hool
of
study
majo
rs
inclu
de an
en
dors
emen
t op
portu
nity
75
% of
acad
emy
grad
uate
s ear
ns an
en
dors
emen
t co
nnec
ted t
o the
ir m
ajor
Pilo
t sch
ools
asse
ss m
ajors
and
fill g
aps
Docu
men
tatio
n of
curr
ent
endo
rsem
ent
stand
ing i
s pr
oduc
ed w
ith a
prio
ritize
d list
of
gaps
to be
fille
d. 10
0% of
pilo
t sc
hool
majo
rs
inclu
de an
en
dors
emen
t op
portu
nity
Early
adop
ter
scho
ols a
sses
s m
ajors
and f
ill
gaps
Docu
men
tatio
n of
curr
ent
endo
rsem
ent
stand
ing i
s pr
oduc
ed w
ith a
prio
ritize
d list
of
gaps
to be
fille
d. 10
0% of
early
ad
opte
r sch
ool
majo
rs in
clude
an
endo
rsem
ent
oppo
rtuni
ty
Utili
ze A
dviso
ry
Stru
ctur
es to
in
crea
se
parti
cipat
ion i
n ex
tens
ion a
nd po
st-se
cond
ary
expe
rienc
es (2
.3)
Each
stud
ent i
s co
nnec
ted t
o a
facu
lty ad
viso
r an
d mee
ts wi
th
them
regu
larly
to
supp
ort t
heir
educ
atio
n plan
s th
roug
h high
sc
hool
and b
eyon
d
Less
on ba
nk
crea
tion t
hat
prov
ides
a m
inim
um of
10
lesso
ns (2
per
grad
e) fo
r eac
h CA
T Le
arni
ng
Objec
tive (
7+1)
De
velo
p a
susta
inab
ility
plan
fo
r pos
t-gra
nt
main
tena
nce o
f pr
ogra
mm
ing
Docu
men
tatio
n of
lesso
ns in
the C
AT
Reso
urce
Gro
up
on JC
PS O
nlin
e Do
cum
enta
tion o
f pl
an is
prod
uced
fo
r im
pact
ed
stake
hold
ers
Cont
inue
d Im
plem
enta
tion o
f Co
llege
Acc
ess
Tim
e with
stu
dent
s mee
ting
regu
larly
with
a fa
culty
advi
sor
Docu
men
tatio
n of
stude
nt ad
visin
g by
facu
lty
mem
bers
Co
mpa
re ti
me
spen
t in C
AT us
ing
lesso
ns th
at m
eet
esta
blish
ed
objec
tives
Deve
lop a
nd ut
ilize
co
mm
unica
tion
tool
s to e
nsur
e stu
dent
s and
fa
mili
es un
ders
tand
ad
vanc
ed le
arni
ng
oppo
rtuni
ties f
or
stude
nts [
in
100%
of sc
hool
s wi
ll util
ize hi
gh
quali
ty, u
ser-
frien
dly m
ater
ials
that
deta
il pa
thwa
ys an
d op
portu
nitie
s for
ea
ch ac
adem
y for
By Fe
b 201
4:
Pilo
t sch
ool
deve
lop r
evise
d sc
hedu
ling
mat
erial
s and
field
te
st
Pilo
t sch
ools
use
revi
sed s
ched
ulin
g m
ater
ials t
o pr
epar
e 201
4-15
sc
hedu
les
Show
case
m
ater
ials r
evise
d an
d fiel
d tes
ted a
t pi
lot a
nd ea
rly
adop
ter s
choo
ls Pi
lot &
Ear
ly ad
opte
r sch
ools
Docu
men
t the
pe
rcen
t of s
choo
ls us
ing r
evise
d sh
owca
se an
d sc
hedu
ling
mat
erial
s
coor
dina
tion w
ith
Stra
nd 2.
6 wor
k]
(2.5,
2.6)
show
case
and
sche
dulin
g Do
cum
enta
tion o
f Fi
eld te
sting
re
sults
deve
lop r
evise
d sc
hedu
ling
mat
erial
s bas
ed on
las
t sea
son’s
field
te
st
Docu
men
tatio
n of
field
test
resu
lts
Deve
lop a
nd
impl
emen
t a sy
stem
fo
r tra
ckin
g stu
dent
pa
rticip
atio
n in
adva
nced
lear
ning
op
portu
nitie
s (2.1
)
100%
of co
urse
s th
at in
clude
an
adva
nced
lear
ning
op
portu
nity
will
be
code
d in
Infin
ite C
ampu
s
As pi
lot a
nd ea
rly
adop
ter c
ours
e op
portu
nitie
s are
id
entif
ied (1
st str
ateg
y), c
ours
es
are c
oded
in IC
Docu
men
tatio
n of
cour
ses c
oded
in
IC
As fu
rther
cour
se
oppo
rtuni
ties a
re
iden
tified
, cou
rses
ar
e cod
ed in
IC
Docu
men
tatio
n of
cour
ses c
oded
in
IC
Des
crip
tion
of t
acti
c Ta
rget
Po
pula
tions
: 6th
-12th
grad
e stu
dent
s En
gage
d Pa
rtne
rs:
Busin
ess/
Co
mm
unity
Pr
incip
als
Care
er T
hem
e Sp
ecial
ists
Scho
ol Fa
culty
KD
E/OC
TE
6th-1
2th gr
ade
teac
hers
Pa
rent
s and
Fa
mili
es
Who
is re
spon
sible
for
deve
lopm
ent o
f tac
tics?
Ex
pect
ed D
ates
of
Impl
emen
tatio
n:
June
2013
- Aug
2016
Des
crip
tion:
5-
Star
Scho
ol St
ruct
ure
Expe
rient
ial le
arni
ng pr
ovid
es op
portu
nitie
s for
stud
ents
to ex
pand
their
know
ledge
thro
ugh f
irsth
and
obse
rvat
ions
of re
al-wo
rld, w
orkp
lace s
ettin
gs.
The 5
-star
scho
ol st
ruct
ure p
rovi
des t
he m
ain en
try po
int f
or st
uden
ts to
enga
ge in
prac
tical
lear
ning
that
pr
epar
es th
em fo
r the
wor
k for
ce an
d pos
t-sec
onda
ry op
portu
nitie
s. Th
e wall
-to-w
all ap
proa
ch to
scho
ols
of st
udy e
nsur
es ea
ch st
uden
t eng
ages
in ca
reer
prep
arat
ion t
hat i
s of i
nter
est t
o the
m.
Ongo
ing r
eview
s and
revis
ions
of co
urse
sequ
ence
s with
in sc
hool
s of s
tudy
help
ensu
re th
at st
uden
ts ar
e ex
pose
d to r
eleva
nt le
arni
ng th
at re
flects
curr
ent i
ndus
try st
anda
rds a
nd ex
pect
atio
ns in
the g
iven
field
. Bu
t pro
vidi
ng re
levan
t lea
rnin
g is n
ot a
suffi
cient
goal
on it
s own
. Stu
dent
s sho
uld b
e ful
ly en
gage
d in
their
majo
rs in
orde
r to m
aste
r the
cont
ent. R
each
ing e
stabl
ished
goals
on bo
th re
levan
t cur
ricul
um an
d stu
dent
enga
gem
ent i
n som
e cas
es co
uld b
e req
uire
d to c
ontin
ue pr
ogra
m fu
ndin
g. By
esta
blish
ing c
ollab
orat
ion o
ppor
tuni
ties a
nd pr
otoc
ols b
etwe
en ac
adem
ic an
d car
eer/
tech
nica
l te
ache
rs, te
ams a
re ab
le to
brin
g lea
rnin
g to l
ife fo
r stu
dent
s. St
uden
ts wi
ll be a
ble t
o mak
e the
conn
ectio
n be
twee
n wha
t the
y lea
rn in
clas
s and
how
thos
e stu
dies
appl
y in t
he w
orkp
lace.
By en
gagin
g and
align
ing b
usin
ess a
nd co
mm
unity
supp
orts
thro
ugh a
revis
ed pa
rtner
ship
coun
cil,
scho
ols a
nd pa
rtner
s will
esta
blish
lines
of co
mm
unica
tion t
o mak
e in-
class
lear
ning
mor
e rele
vant
and
stude
nt op
portu
nitie
s at b
usin
esse
s eas
ier to
man
age.
Thes
e par
tner
ship
coun
cils a
lso w
ill cr
eate
and/
or
stren
gthe
n col
lege t
o car
eer p
ipeli
nes t
hrou
gh th
eir w
ork o
n cur
ricul
um an
d exp
erien
tial le
arni
ng
oppo
rtuni
ties.
By al
ignin
g thi
s wor
k with
othe
r pro
gram
mat
ic re
quire
men
ts, w
e hon
or pe
ople’
s tim
e and
de
mon
strat
e coh
eren
ce of
prog
ram
min
g and
effo
rts.
Serv
ices
nee
ded
from
the
com
mun
ity
5-sta
r Sch
ool S
tructu
re
ad
viso
ry pa
rticip
atio
n fro
m
com
mun
ity an
d bus
ines
s par
tner
s fo
r pro
gram
align
men
t, as
sess
men
ts, an
d rev
iews
bu
sines
s ext
erns
hip o
ppor
tuni
ties
for t
each
er te
ams
bu
sines
s exp
erien
tial le
arni
ng
oppo
rtuni
ties f
or st
uden
ts
busin
ess a
nd co
mm
unity
supp
ort
in C
aree
r Stu
dent
Org
aniza
tions
IL
Ps
pr
ogra
mm
atic
oppo
rtuni
ties
supp
ortin
g ILP
use
o JA
prog
ram
min
g o
Job S
hado
wing
o
Colle
ge D
ay O
ut
o Cl
ose t
he D
eal
o LE
EP
Com
mun
ity an
d Bu
sines
s Par
tner
s Ce
ntra
l Offi
ce st
aff
By pr
ovid
ing o
ppor
tuni
ties f
or ex
perie
ntial
lear
ning
, we i
ntro
duce
the w
orld
of w
ork t
o stu
dent
s who
may
ot
herw
ise ha
ve no
acce
ss. T
hrou
gh th
ese e
xper
ience
s, we
build
stud
ents’
hum
an an
d soc
ial ca
pita
l by
exte
ndin
g the
ir ne
twor
k of s
uppo
rts an
d exp
erien
ce. T
hese
expe
rienc
es ar
e exp
ecte
d to e
mpo
wer a
nd
enco
urag
e stu
dent
s’ ow
ners
hip o
f lea
rnin
g. Th
ey al
so al
low
stude
nts t
o exp
lore
pote
ntial
futu
re ca
reer
s fo
r fit
BEFO
RE sp
endi
ng ti
me o
r mon
ey on
furth
erin
g the
ir ed
ucat
ion t
owar
ds th
at pa
rticu
lar ca
reer
goal.
IL
Ps
A sc
hool
-bas
ed te
chno
logy
tool
that
assis
ts stu
dent
s in i
dent
ifyin
g pot
entia
l car
eer i
nter
ests
is th
e ILP
. Th
e ILP
is th
e ess
entia
l cat
alyst
that
conn
ects
care
er in
tere
st an
d rele
vanc
e to l
earn
ing l
eadi
ng to
po
stsec
onda
ry su
cces
s.
The g
oal o
f thi
s fea
ture
is to
use t
he IL
P to
inte
rwea
ve cl
assr
oom
and o
ther
lear
ning
expe
rienc
es in
to th
e po
rtrait
of ea
ch st
uden
t’s m
aste
r life
plan
so it
beco
mes
THE
devic
e for
depi
cting
both
past
grow
th an
d fu
ture
poss
ibili
ties.
By in
corp
orat
ing I
LP la
ngua
ge, p
ostin
g opp
ortu
nitie
s and
iden
tifyin
g ava
ilabl
e re
sour
ces,
the I
LP be
com
es th
e hub
of st
uden
ts’ tr
ansit
ion p
lans,
conn
ectin
g the
m to
posts
econ
dary
op
tions
and c
aree
rs.
Com
mun
ity an
d bus
ines
s par
tner
s will
help
stud
ents
unde
rsta
nd th
e valu
e of t
he IL
P as
the “
go-to
” onl
ine
reso
urce
for c
olleg
e/ca
reer
plan
ning
. Onc
e fac
ultie
s are
train
ed in
ILP
use,
teac
hers
will
be ab
le to
use t
he
ILP
as a
reso
urce
to co
nnec
t cor
e stu
dies
with
care
er ap
plica
tion.
By ad
justi
ng ho
w IL
P im
plem
enta
tion i
s mea
sure
d, we
ende
avor
to ch
ange
attit
udes
abou
t the
ILP
from
sim
ply c
ompl
iance
to tr
ue in
tegr
atio
n and
ackn
owled
gem
ent o
f the
tool
’s va
lue.
Adva
nced
Lear
ning
Opp
ortu
nitie
s In
orde
r to c
onne
ct ca
reer
skill
s and
know
ledge
to ap
plica
tion,
stude
nts m
ust h
ave t
he op
portu
nity
to
expe
rienc
e rea
l-wor
ld w
ork s
ettin
g whe
re th
ey ca
n use
their
skill
s/kn
owled
ge to
valid
ate w
hat t
hey h
ave
learn
ed.
Conn
ectin
g eac
h majo
r with
a se
rvice
, car
eer,
and/
or ex
tra/c
o-cu
rricu
lar or
gani
zatio
n will
help
prov
ide
thos
e exp
erien
ces.
Expl
orin
g CTS
O – C
aree
r Tec
hnica
l Stu
dent
Org
aniza
tions
(lik
e FPL
A, FF
A, FC
CLA,
DE
CA, H
OSA,
or V
ICA)
can p
rovi
de ou
t of s
choo
l tim
e opp
ortu
nitie
s for
stud
ents
to ne
twor
k with
like-
inte
reste
d stu
dent
s and
prof
essio
nals.
Se
rvice
Lear
ning
oppo
rtuni
ties l
ike t
he on
es lis
ted b
elow
are a
noth
er w
ay to
conn
ect s
tude
nts t
o the
ir co
mm
unity
usin
g the
ir ca
reer
inte
rests
and s
kills
. Ser
vice
lear
ning
also
can b
e org
anize
d via
Colle
ge
Acce
ss T
ime/
Advis
ory d
evelo
ping
peer
relat
ions
hips
.
May
or’s
Give
a Da
y
MLK
Day
of Se
rvice
Lead
2 Fe
ed
o Go
Co
llege
/ETS
/Upw
ard
Boun
d o
Com
mun
ity Se
rvice
(G
ive a
Day
)
volu
ntee
rs fo
r Rea
dy, S
et, G
o/ SR
Ex
it in
terv
iews o
r mak
ing t
he
conn
ectio
n
pare
nt en
gage
men
t/tra
inin
g op
portu
nitie
s o
lunc
h & le
arns
in
corp
orat
e offi
ces
o op
en ho
use @
scho
ols
o “y
ou tu
be” v
ignet
tes
Ad
v Lea
rnin
g Opp
ortu
nitie
s: Se
rvice
lear
ning
and e
xtra
curr
icular
op
portu
nitie
s can
not b
e sus
tain
ed
with
out t
he su
ppor
t of t
he co
mm
unity
an
d bus
ines
s par
tner
s.
Volu
ntee
rs to
supp
ort
extra
curr
icular
and s
ervic
e lea
rnin
g opp
ortu
nitie
s as
iden
tified
in ta
ctic #
1 Ho
sts/p
artn
ers f
or se
rvice
and
proj
ect a
ctiv
ity as
iden
tified
in ta
ctic
#1
US
A To
day E
duca
tion c
learin
g hou
se (c
urric
ulum
)
Road
Trip
Nat
ion
Adva
nced
Lear
ning
oppo
rtuni
ties l
isted
belo
w re
pres
ent c
ours
es th
at cu
lmin
ate i
n a th
ird-p
arty
en
dors
emen
t of a
ccom
plish
men
t. The
resu
lts of
thes
e opp
ortu
nitie
s pro
vide
the b
asis
for t
he
“cre
dent
ialed
dipl
oma”
deta
iled i
n the
abov
e plan
.
Indu
stry C
ertif
icatio
ns
KO
SSA
Dual
Cred
it (m
ultip
le de
liver
y mod
els)
Ar
ticul
atio
n Cre
dit
Ad
vanc
ed P
lacem
ent (
Adva
nce K
Y – M
ath/
Scien
ce)
Ca
mbr
idge
/IB
Tacti
cal P
lan T
empl
ate
FORD
NGL
Str
and
2 Es
sent
ial P
ract
ice
2.2
Com
mit
tee
visi
on/g
oal:
High
scho
ol tr
ansfo
rmat
ion w
ill oc
cur u
sing t
he ac
adem
y mod
el.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: G
radu
atio
n and
Bey
ond-
Eve
ry st
uden
t gra
duat
es pr
epar
ed fo
r his
or he
r pos
tseco
ndar
y cho
ice- f
or co
llege
or ca
reer
, and
life.
(2
012-
13 CD
IP O
bjec
tive 2
) Re
late
d Es
sent
ial P
ract
ice
(ent
er n
umbe
r) 2
.2
Des
crip
tion
: Sch
ool le
ader
ship
and i
nstru
ctio
nal s
taff
reco
gnize
and p
riorit
ize pr
ofes
siona
l dev
elopm
ent a
nd fo
rm co
mm
uniti
es of
prac
tice
com
mitt
ed to
shar
ed le
arni
ng to
supp
ort t
he sc
hool
’s ac
adem
ies an
d tra
nsfo
rm ev
eryo
ne’s
prac
tice
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e (1
yr-
201
4)
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e (2
yr-
2015
)
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e (3
yr-
201
6)
Long
-ter
m
outc
ome
mea
sure
men
t 2.2
.1. S
uppo
rt fro
m th
e pr
incip
al an
d high
sc
hool
adm
inist
ratio
n
Deve
lop a
co
mpr
ehen
sive
listin
g of t
alkin
g po
ints
for t
he hi
gh
scho
ol pr
incip
al an
d ot
her a
dmin
istra
tors
to
publ
icly e
mbr
ace
the u
se of
acad
emies
as
the c
ore h
igh
scho
ol
trans
form
atio
n str
ateg
y an
d acti
vely
supp
ort t
each
ers
thro
ugho
ut th
e tra
nsfo
rmat
ion
proc
ess.
Targ
eted
teac
hers
of
the s
choo
ls of
stu
dy te
ams
(aca
dem
y’s
acad
emic
and C
TE
teac
hers
) will
be
prov
ided
ne
cess
ary s
uppo
rt th
roug
hout
the
trans
form
atio
n pr
oces
s to t
he
acad
emy m
odel.
Tea
cher
surv
eys
will b
e dev
elope
d an
d adm
inist
ered
to
dete
rmin
e the
su
ppor
t nee
ded t
o im
plem
ent t
he
acad
emy m
odel.
Sc
hool
, dist
rict a
nd
com
mun
ity
partn
ers w
ill
analy
ze su
rvey
s to
dete
rmin
e nee
ded
teac
her s
uppo
rt an
d dev
elop a
plan
th
at do
cum
ents
Surv
ey re
sults
and
a sup
port
plan
ex
ist.
Scho
ol, d
istric
t an
d com
mun
ity
partn
ers w
ill
dete
rmin
e the
im
plem
enta
tion
and i
mpa
ct of
the
supp
ort p
rovi
ded
to te
ache
rs.
Inte
rmed
iate
surv
eys w
ill be
ad
min
ister
ed an
d an
alyze
d to
dete
rmin
e new
su
ppor
t nee
ded
and t
he pl
an
revi
sed t
o inc
lude
Impl
emen
tatio
n an
d im
pact
chec
ks
will s
erve
as th
e m
easu
rem
ent t
ool
that
dete
rmin
es
the i
mpa
ct th
at
supp
ort h
as ha
d on
acad
emy
impl
emen
tatio
n.
Inte
rmed
iate
surv
ey re
sults
and
revi
sed s
choo
l pl
ans w
ill se
rve a
s ev
iden
ce of
newl
y de
term
ined
need
s an
d plan
s.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
he
r pos
tseco
ndar
y ch
oice
for c
olleg
e or
care
er an
d life
(2
012-
13 CD
IP
Objec
tive 2
) Te
ache
rs re
ceiv
e th
e sup
port
nece
ssar
y to
impl
emen
t the
ac
adem
y mod
el.
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
stude
nts c
olleg
e or
Stra
tegy
2.2
.2. In
struc
tiona
l lea
ders
secu
re
reso
urce
s to s
uppo
rt pr
ofes
siona
l de
velo
pmen
t for
the
acad
emy m
odel.
Activ
ely se
ek su
ppor
t in
faith
fully
im
plem
entin
g the
ac
adem
y mod
el.
Tact
ic(s
) Se
cure
fina
ncial
re
sour
ces,
time a
nd
expe
rtise
to su
ppor
t pr
ofes
siona
l de
velo
pmen
t in
supp
ort o
f the
ac
adem
y mod
el.
Out
put(
s)
Prov
ide h
igh
quali
ty
prof
essio
nal
deve
lopm
ent t
hat
is re
spon
sive t
o th
e nee
ds of
all
acad
emy s
taff
resu
lting
in
effe
ctiv
e aca
dem
y pl
anni
ng,
instr
uctio
n, an
d stu
dent
succ
ess.
need
ed su
ppor
t th
e sou
rce o
f su
ppor
t, and
a tim
eline
for
prov
idin
g sup
port.
Sh
ort-
term
ou
tcom
e (1
yr-
201
4)
Prof
essio
nal
deve
lopm
ent
reso
urce
s tha
t m
eet t
he pr
imar
y ne
eds o
f aca
dem
y sta
ff ar
e ide
ntifi
ed
and s
ecur
ed.
Shor
t-te
rm
outc
ome
mea
sure
men
t Th
e pro
fess
iona
l de
velo
pmen
t plan
in
dica
tes,
with
sp
ecifi
city,
the
finan
cial
reso
urce
s, tim
e, an
d exp
ertis
e tha
t wi
ll be p
rovi
ded t
o su
ppor
t high
qu
ality
pr
ofes
siona
l de
velo
pmen
t tha
t m
eets
prim
ary
need
s of a
cade
my
staff.
new/
addi
tiona
l su
ppor
t nee
ded
for t
each
ers.
In
term
edia
te
outc
ome
(2 y
r-20
15)
Prof
essio
nal
deve
lopm
ent
reso
urce
s tha
t m
eet t
he
seco
ndar
y nee
ds
of ac
adem
y sta
ff ar
e ide
ntifi
ed an
d se
cure
d.
Inte
rmed
iate
ou
tcom
e m
smt.
The p
rofe
ssio
nal
deve
lopm
ent p
lan
indi
cate
s, wi
th
spec
ificit
y, th
e fin
ancia
l re
sour
ces,
time,
and e
xper
tise t
hat
will b
e pro
vide
d to
supp
ort h
igh
quali
ty
prof
essio
nal
deve
lopm
ent t
hat
mee
ts se
cond
ary
need
s of a
cade
my
staff.
Long
-ter
m
outc
ome
(3 y
r-20
16)
Teac
hers
im
plem
ent
instr
uctio
nal
strat
egies
deriv
ed
from
prof
essio
nal
deve
lopm
ent f
or
the a
cade
my
mod
el.
care
er re
ady f
rom
51
.3% in
2013
to
72.4%
in 20
16
To ha
ve al
l stu
dent
s at t
he 5-
Star
Scho
ols
enro
lled i
n a
Scho
ol of
Stud
y by
2016
2.2.3.
Sch
ool s
taff
leade
rshi
p and
supp
ort
for a
cade
my m
odel
3. De
signa
te te
ache
rs
and s
choo
l co
unse
lors
to pr
ovid
e lea
ders
hip a
nd
supp
ort o
f stu
dent
pa
rticip
atio
n in
acad
emies
. Rol
es fo
r ac
adem
y lea
ders
hip
and s
taff
supp
ort a
re
clear
ly de
linea
ted,
and s
taff
has
prof
essio
nal
deve
lopm
ent a
nd/o
r co
achi
ng to
str
engt
hen s
kills
ne
eded
to fu
lfill t
hese
ro
les.
3. 10
0% of
stu
dent
s pa
rticip
atin
g in
acad
emies
are
supp
orte
d by t
he
effe
ctiv
e lea
ders
hip o
f co
unse
lors
and
teac
hers
. 10
0% of
acad
emy
leade
rs
parti
cipat
e in
leade
rshi
p de
velo
pmen
t and
co
achi
ng.
3. A
cade
my
leade
rshi
p rol
es
are i
dent
ified
and
spec
ific s
taff
assig
ned t
o eac
h ro
le.
The l
eade
rshi
p ne
eds o
f ass
igned
lea
ders
are
iden
tified
and a
lea
ders
hip
prof
essio
nal
deve
lopm
ent p
lan
that
inclu
des
coac
hing
op
portu
nitie
s is
deve
lope
d and
di
vide
d int
o pr
imar
y and
se
cond
ary n
eeds
. Pr
imar
y pr
ofes
siona
l de
velo
pmen
t is
prov
ided
to
acad
emy
leade
rshi
p
3. A
docu
men
t id
entif
ying
lea
ders
hip r
oles
of
acad
emy s
taff
is av
ailab
le an
d in
dica
tes s
taff
assig
ned t
o eac
h ro
le.
A pr
ofes
siona
l de
velo
pmen
t/
coac
hing
plan
that
fo
cuse
s on
leade
rshi
p is
avail
able.
3. T
he le
ader
ship
pr
ofes
siona
l de
velo
pmen
t plan
is
revie
wed a
nd
revi
sed,
as
nece
ssar
y, to
en
sure
ap
prop
riate
lea
ders
hip
oppo
rtuni
ties a
re
prov
ided
to
acad
emy
leade
rshi
p.
Seco
ndar
y pr
ofes
siona
l de
velo
pmen
t is
prov
ided
to
acad
emy
leade
rshi
p. Al
l sta
ff ne
w to
the
acad
emy t
hat
serv
es in
lea
ders
hip r
oles
wi
ll par
ticip
ate i
n pr
imar
y pr
ofes
siona
l de
velo
pmen
t.
3 Doc
umen
tatio
n of
lead
ersh
ip
deve
lopm
ent p
lan
3. A
cade
my
leade
rshi
p de
term
ines
in
divid
ual
leade
rshi
p nee
ds
and p
artic
ipat
es in
pr
ofes
siona
l de
velo
pmen
t an
d/or
coac
hing
th
at su
ppor
ts th
eir
leade
rshi
p nee
ds.
Staf
f new
to th
e ac
adem
y tha
t se
rves
in
leade
rshi
p rol
es
will p
artic
ipat
e in
prim
ary
leade
rshi
p pr
ofes
siona
l de
velo
pmen
t/
coac
hing
. St
aff i
n the
ir 2nd
ye
ar of
a lea
ders
hip r
ole
will p
artic
ipat
e in
seco
ndar
y lea
ders
hip
prof
essio
nal
deve
lopm
ent/
co
achi
ng.
2.2.4.
Pro
fess
iona
l de
velo
pmen
t nee
ds of
ac
adem
y lea
ders
are
asse
ssed
and l
ong-
term
pl
ans a
re th
ough
tfully
m
ade.
2.2
.5. O
n-go
ing,
susta
ined
, high
-qua
lity
prof
essio
nal
deve
lopm
ent f
or
acad
emy m
odel
4. E
stabl
ish st
ruct
ure
for s
choo
l lead
ers t
o wo
rk co
llabo
rativ
ely
with
instr
uctio
nal
staff
to de
term
ine t
he
focu
s for
prof
essio
nal
deve
lopm
ent o
ver a
n ex
tend
ed pe
riod o
f tim
e and
enga
ge
busin
ess a
nd
com
mun
ity pa
rtner
s in
plan
ning
pr
ofes
siona
l de
velo
pmen
t. Sc
hool
lea
ders
and t
each
ers
agre
e to i
ncor
pora
te
prof
essio
nal
deve
lopm
ent
activ
ities
into
in
divid
ual t
each
ers’
prof
essio
nal g
rowt
h pl
ans.
4. Th
e foc
us of
pr
ofes
siona
l de
velo
pmen
t is
dete
rmin
ed,
refle
cted
in
teac
hers
’ pr
ofes
siona
l gr
owth
plan
, and
a l
ong t
erm
plan
is
crea
ted.
4. Sc
hool
lead
ers,
instr
uctio
nal s
taff,
an
d bus
ines
s and
co
mm
unity
pa
rtner
s will
de
term
ine
prof
essio
nal
deve
lopm
ent
need
s
of ac
adem
y sta
ff an
d will
crea
te a
long
term
plan
that
id
entif
ies pr
imar
y, se
cond
ary,
and
terti
ary
prof
essio
nal
deve
lopm
ent
need
s.
4. Th
e pro
fess
iona
l de
velo
pmen
t plan
is
avail
able.
4. T
he
prof
essio
nal
deve
lopm
ent p
lan
is re
viewe
d for
im
plem
enta
tion
and i
mpa
ct an
d re
vise
d if
nece
ssar
y.
4. Th
e pro
fess
iona
l de
velo
pmen
t plan
is
avail
able
and
indi
cate
s im
plem
enta
tion
and i
mpa
ct.
4. Th
e pro
fess
iona
l de
velo
pmen
t plan
is
revie
wed f
or
impl
emen
tatio
n an
d effe
ctiv
enes
s an
d rev
ised i
f ne
cess
ary.
2.2.6.
Pro
fess
iona
l Co
mm
unity
of pr
actic
e ar
e exp
ande
d in s
uppo
rt of
acad
emy m
odel
2.2.7.
Impl
emen
tatio
n of
prof
essio
nal
deve
lopm
ent f
or
acad
emy m
odel
activ
ities
is ev
aluat
ed
for e
ffecti
vene
ss.
Crea
te an
d im
plem
ent
prof
essio
nal
deve
lopm
ent
activ
ities
for a
ll ac
adem
y lea
ders
hip
team
mem
bers
, ad
min
istra
tive s
taff,
an
d tea
cher
s to
parti
cipat
e in.
Thi
s pr
ofes
siona
l de
velo
pmen
t is
dire
ctly
linke
d to t
he
teac
hers
’ and
staf
f’s
daily
resp
onsib
ilitie
s an
d is i
nclu
ded i
n th
eir pe
rson
alize
d pr
ofes
siona
l gro
wth
plan
s. T
he
prof
essio
nal
deve
lopm
ent h
as th
e fe
atur
es de
scrib
ed in
Es
sent
ial P
racti
ce 1.
3. Es
tabl
ish/e
xpan
d str
uctu
re of
PLC
for
teac
hers
of co
re
acad
emic
and
electi
ve su
bjec
ts to
co
llabo
rate
and a
re
supp
orte
d with
co
mm
on pl
anni
ng
time a
nd pr
ofes
siona
l de
velo
pmen
t in o
rder
to
appl
y the
Ford
NG
L Tea
chin
g and
Le
arni
ng P
illar
s.
Prof
essio
nal
All a
cade
my s
taff
will b
e high
ly ef
fect
ive i
n the
ir da
ily
resp
onsib
ilitie
s to
ensu
re th
e de
liver
y of h
ighly
effe
ctiv
e in
struc
tion w
ithin
th
eir ac
adem
y. 10
0% of
targ
eted
te
ache
rs
effe
ctiv
ely ap
ply
the F
ord N
GL
Teac
hing
and
Lear
ning
Pill
ars.
High
quali
ty
prof
essio
nal
deve
lopm
ent
iden
tified
as
prim
ary w
ill be
pl
anne
d and
im
plem
ente
d. Sc
hedu
les fo
r co
mm
on pl
anni
ng
time a
re de
velo
ped
to al
low
teac
hers
tim
e to c
ollab
orat
e an
d gro
w th
roug
h a p
rofe
ssio
nal
learn
ing
com
mun
ity th
at
supp
orts
shar
ed
resp
onsib
ility
for
learn
ing a
nd
stude
nt su
cces
s.
Prof
essio
nal
deve
lopm
ent
docu
men
ts in
cludi
ng si
gn in
sh
eets
and
evalu
atio
ns ar
e av
ailab
le an
d ev
iden
ce of
ef
fect
ive
instr
uctio
n is
obse
rved
in
class
room
s.
Sche
dules
are
avail
able.
Te
ache
rs m
eet
regu
larly
with
th
eir co
llabo
rativ
e te
am to
supp
ort
each
othe
r and
the
succ
ess o
f all
stude
nts.
High
quali
ty
prof
essio
nal
deve
lopm
ent
iden
tified
as
seco
ndar
y will
be
plan
ned a
nd
impl
emen
ted.
Tea
cher
s use
stu
dent
data
to
dete
rmin
e the
ir ar
eas o
f ef
fect
iven
ess a
nd
area
s for
grow
th.
Prof
essio
nal
deve
lopm
ent
docu
men
ts in
cludi
ng si
gn in
sh
eets
and
evalu
atio
ns ar
e av
ailab
le an
d ev
iden
ce of
ef
fect
ive
instr
uctio
n is
obse
rved
in
class
room
s.
Colla
bora
tive t
eam
m
eetin
g age
ndas
an
d nex
t ste
p do
cum
ents
that
re
flect
stud
ent a
nd
teac
her n
eeds
(a
gend
as,
refle
ctio
ns, e
tc)
are a
vaila
ble.
High
quali
ty
prof
essio
nal
deve
lopm
ent
iden
tified
as
terti
ary w
ill be
pl
anne
d and
im
plem
ente
d. Te
ache
rs co
ntin
ue
to an
alyze
stud
ent
data
to de
term
ine
the e
ffecti
vene
ss
of in
struc
tiona
l de
liver
y and
to
dete
rmin
e pr
ofes
siona
l gr
owth
need
s.
de
velo
pmen
t fos
ters
th
e gro
wth o
f a
prof
essio
nal
com
mun
ity of
te
ache
rs un
ited
arou
nd a
shar
ed
resp
onsib
ility
for
their
own l
earn
ing
and t
heir
stude
nts’
succ
ess.
Deve
lop c
riter
ia fo
r sc
hool
lead
ers a
nd
teac
hers
to m
easu
re
the e
ffecti
vene
ss of
pr
ofes
siona
l de
velo
pmen
t ac
tiviti
es th
roug
h cla
ssro
om
obse
rvat
ions
, stu
dent
ac
hiev
emen
t dat
a, an
d tea
cher
s’,
stude
nts’,
and
busin
ess a
nd
com
mun
ity pa
rtner
s’ fe
edba
ck. E
valu
atio
n re
sults
are u
sed t
o re
asse
ss an
d rev
ise
prof
essio
nal
deve
lopm
ent p
lans.
Prof
essio
nal
deve
lopm
ent i
s re
vise
d bas
ed on
te
ache
r and
stu
dent
data
th
roug
h a
colla
bora
tive
proc
ess o
f all
stake
hold
ers.
Scho
ol st
aff a
nd
busin
ess a
nd
com
mun
ity
partn
ers
colla
bora
te to
de
term
ine a
cla
ssro
om
obse
rvat
ion t
ool
that
is al
igned
to
prof
essio
nal
deve
lopm
ent.
Scho
ol st
aff a
nd
busin
ess a
nd
com
mun
ity
partn
ers i
dent
ify
the s
tude
nt da
ta
that
will
be us
ed to
de
term
ine t
he
effe
ctiv
enes
s and
ne
eds o
f pr
ofes
siona
l de
velo
pmen
t.
Clas
sroo
m
obse
rvat
ion t
ools
are c
reat
ed.
Scho
ol le
ader
ship
an
d com
mun
ity
and b
usin
ess
partn
ers a
re
train
ed in
the u
se
of th
e clas
sroo
m
obse
rvat
ion t
ool.
St
uden
t dat
a tha
t is
indi
cativ
e of
teac
her
deve
lopm
ent i
s id
entif
ied.
Train
ed ob
serv
ers
visit
acad
emy
class
room
s and
us
e the
es
tabl
ished
walk
th
roug
h too
l to
gath
er ev
iden
ce of
th
e im
pact
pr
ofes
siona
l de
velo
pmen
t has
ha
d on c
lassr
oom
in
struc
tion.
Sc
hool
lead
ers a
nd
com
mun
ity an
d bu
sines
s par
tner
s ev
aluat
e stu
dent
da
ta to
dete
rmin
e th
e im
pact
pr
ofes
siona
l de
velo
pmen
t has
ha
d on c
lassr
oom
in
struc
tion.
Rev
ised
prof
essio
nal
deve
lopm
ent p
lan
Train
ed ob
serv
ers
visit
acad
emy
class
room
s and
us
e the
es
tabl
ished
walk
th
roug
h too
l to
gath
er ev
iden
ce of
th
e im
pact
pr
ofes
siona
l de
velo
pmen
t has
ha
d on c
lassr
oom
in
struc
tion.
Sc
hool
lead
ers a
nd
com
mun
ity an
d bu
sines
s par
tner
s ev
aluat
e stu
dent
da
ta to
dete
rmin
e th
e im
pact
pr
ofes
siona
l de
velo
pmen
t has
ha
d on c
lassr
oom
in
struc
tion.
Des
crip
tion
of t
acti
c Ta
ctic
1.
Sup
port
from
the
prin
cipa
l and
hig
h sc
hool
ad
min
istra
tion
Tact
ic
2. I
nstr
uctio
nal l
eade
rs
secu
re re
sour
ces t
o su
ppor
t pro
fess
iona
l de
velo
pmen
t. 3.
Sch
ool s
taff
lead
ersh
ip
and
supp
ort
4. P
rofe
ssio
nal
deve
lopm
ent n
eeds
are
as
sess
ed a
nd lo
ng-te
rm
plan
s are
thou
ghtfu
lly
mad
e.
T
arge
t
Who
is re
spon
sibl
e fo
r dev
elop
men
t of
tact
ics?
Popu
latio
n
Te
ache
rs
Car
eer r
esou
rce t
each
ers,
scho
ol le
ader
s,
com
mun
ity an
d bus
ines
s par
tner
s
T
arge
t
Who
is re
spon
sibl
e fo
r dev
elop
men
t of
tact
ics?
Popu
latio
n
Acad
emy
lead
ers a
nd
Sch
ool a
dmin
istra
tors
te
ache
rs
Sc
hool
adm
inist
rato
rs
C
aree
r res
ourc
e te
ache
rs
and
teac
hers
Teac
hers
Sch
ool a
dmin
istra
tors
and
care
er re
sour
ce
teac
hers
Des
crip
tion
Teac
her s
uppo
rt is
dete
rmin
ed an
d a su
ppor
t pl
an de
velo
ped.
Des
crip
tion
Instr
uctio
nal le
ader
s sec
ure f
inan
cial r
esou
rces
, tim
e and
expe
rtise
to su
ppor
t pro
fess
iona
l de
velo
pmen
t.
Teac
hers
and s
choo
l cou
nselo
rs ar
e des
ignat
ed
to pr
ovid
e lea
ders
hip a
nd su
ppor
t of s
tude
nt
parti
cipat
ion i
n aca
dem
ies. R
oles
for a
cade
my
leade
rshi
p and
staf
f sup
port
are c
learly
de
linea
ted,
and s
taff
has p
rofe
ssio
nal
deve
lopm
ent a
nd/o
r coa
chin
g to s
treng
then
sk
ills n
eede
d to f
ulfil
l the
se ro
les.
The f
ocus
of pr
ofes
siona
l dev
elopm
ent i
s de
term
ined
, ref
lecte
d in t
each
ers’
prof
essio
nal
grow
th pl
an, a
nd a
long
term
plan
is cr
eate
d.
Serv
ices
nee
ded
from
the
com
mun
ity
Colla
bora
tion i
n ana
lyzin
g sur
veys
to
dete
rmin
e nee
ded t
each
er su
ppor
t and
de
velo
ping
a pl
an th
at do
cum
ents
need
ed
supp
ort, t
he so
urce
of su
ppor
t, and
a tim
eline
for p
rovid
ing s
uppo
rt.
Serv
ices
nee
ded
from
the
com
mun
ity
Prof
essio
nal d
evelo
pmen
t sup
port
Lead
ersh
ip tr
ainin
g Co
mm
unity
/bus
ines
s par
tner
s to
colla
bora
te on
the d
evelo
pmen
t and
im
pact
of th
e plan
Pr
ofes
siona
l dev
elopm
ent t
rain
ers
5. O
ngoi
ng, s
usta
ined
, hi
gh-q
ualit
y pr
ofes
siona
l de
velo
pmen
t 6.
Pro
fess
iona
l co
mm
unity
7.
Im
plem
enta
tion
of
prof
essio
nal
deve
lopm
ent a
ctiv
ities
is
eval
uate
d fo
r ef
fect
iven
ess
Teac
hers
Acad
emy
adm
inist
rato
rs
Teac
hers
A
cade
my
adm
inist
rato
rs
Te
ache
rs a
nd
Aca
dem
y ad
min
istra
tors
st
uden
ts
All a
cade
my s
taff
will b
e high
ly ef
fecti
ve in
their
da
ily re
spon
sibili
ties t
o ens
ure t
he de
liver
y of
high
ly ef
fecti
ve in
struc
tion w
ithin
their
acad
emy.
Teac
hers
colla
bora
te to
effe
ctive
ly ap
ply t
he Fo
rd
NGL T
each
ing a
nd Le
arni
ng P
illar
s. Pr
ofes
siona
l dev
elopm
ent i
s rev
ised b
ased
on
teac
her a
nd st
uden
t dat
a thr
ough
a co
llabo
rativ
e pr
oces
s of a
ll sta
keho
lder
s.
None
Co
mm
unity
and b
usin
ess p
artn
ers t
o co
llabo
rate
on a
walk
thro
ugh t
ool,
iden
tify s
tude
nt da
ta m
easu
res,
and
cond
uct c
lassr
oom
visit
s.
2.
3 Ta
ctic
al P
lan
St
rand
Tea
m: S
trand
2 Co
mm
itte
e vi
sion
: High
scho
ol tr
ansfo
rmat
ion w
ill oc
cur u
sing t
he ac
adem
y mod
el.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an:
Grad
uatio
n and
Bey
ond –
Eve
ry st
uden
t gra
duat
es pr
epar
ed fo
r his
or he
r pos
tseco
ndar
y cho
ice –
for c
olleg
e or c
aree
r, an
d life
. (2
012-
2013
CDIP
Obj
ectiv
e 2)
Rela
ted
Esse
ntia
l Pra
ctic
e (e
nter
num
ber)
2.3
/Des
crip
tion
: Sch
ool-b
ased
instr
uctio
nal le
ader
s use
avail
able
reso
urce
s to m
axim
ize th
e stru
ctura
l ben
efits
of ac
adem
ies fo
r stu
dent
s and
teac
hers
.
Stra
tegy
/Fea
ture
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm o
utco
me
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
out
com
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m
Out
com
e Lo
ng-t
erm
ou
tcom
e m
easu
rem
ent
2.3.
1. B
lock
sc
hedu
ling.
Scho
ols m
axim
ize
instr
uctio
nal t
ime
thro
ugh t
he us
e of
bloc
k sch
edul
ing o
r ot
her f
lexib
le us
e of
time w
hile
also
prov
idin
g qua
lity
prof
essio
nal
deve
lopm
ent t
o en
sure
that
ex
pand
ed
Restr
uctu
re Fr
eshm
an cl
ass
sche
dule
base
d on b
lock
sc
hedu
ling
By 20
18, 1
00%
of al
l sc
hool
s/sc
hool
s of
study
utili
ze so
me f
orm
of
bloc
k sch
edul
ing t
o pr
ovid
e con
siste
nt
time/
supp
ort f
or cr
oss-
disc
iplin
e/CT
E pl
anni
ng
By th
e sta
rt of
2013
-20
14, a
ll pilo
t and
pa
rticip
atin
g sch
ools
will
utili
ze so
me f
orm
of
bloc
k sch
edul
ing t
o pr
ovid
e con
siste
nt
time/
supp
ort f
or cr
oss-
curr
icular
/CTE
plan
ning
-Sam
ple
Sche
dules
-C
aree
r Pa
thwa
y/De
clara
tion F
orm
s -IC
Id
entif
icatio
n -S
tude
nt
Prof
iles
and
Advi
sory
Sc
hedu
les (i
.e.
Scor
ecar
ds,
surv
eys,
etc.)
By ye
ar tw
o, 50
% of
all
scho
ols w
ill ut
ilize
som
e fo
rm of
bloc
k sch
edul
ing
to pr
ovid
e con
siste
nt
time/
supp
ort f
or cr
oss-
curr
icular
/CTE
plan
ning
-Sam
ple
Sche
dules
-C
aree
r Pa
thwa
y/De
clara
tion F
orm
s -IC
Id
entif
icatio
n -S
tude
nt
Prof
iles
and
Advi
sory
Sc
hedu
les (i
.e.
Scor
ecar
ds,
surv
eys,
etc.)
Ever
y stu
dent
gr
adua
tes
prep
ared
for
his o
r her
po
stsec
onda
ry
choi
ce- f
or
colle
ge or
ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
instr
uctio
nal t
ime
is us
ed m
ost
effe
ctiv
ely.
2.3.
2. F
inan
cial
re
sour
ces -
Scho
ol
leade
rs ar
e giv
en
auth
ority
to us
e fin
ancia
l res
ourc
es
in su
ppor
t of t
he
scho
ol’s
trans
form
atio
nal
instr
uctio
n ob
jectiv
es w
ithin
th
e aca
dem
ies.
Pr
ovid
e nec
essa
ry su
ppor
t sy
stem
s th
roug
h the
ef
fect
ive u
se of
fina
ncial
re
sour
ces t
o rein
forc
e ef
fect
ive b
lock
sche
dulin
g pr
omot
ing c
ross
-cu
rricu
lar/C
TE
plan
ning
/col
labor
atio
n (se
e vi
sual
for e
xam
ple -
so
phom
ore a
cade
my)
co
hort
com
mun
icatio
n re
sulti
ng in
an in
tegr
ated
cu
rricu
lum
, pro
mot
ing
rigor
/rele
vanc
e, an
d cr
eatin
g a se
nse o
f “sh
ared
stu
dent
s”
Al
l Sch
ools:
Ut
ilize
bloc
k sch
edul
ing
to pr
omot
e co
llabo
ratio
n bet
ween
CT
E an
d aca
dem
ic ar
ea
teac
hers
outsi
de of
the
com
mon
sche
dule
Polic
y Dev
elopm
ent
Sc
hedu
le Ex
ampl
es
Ef
fect
ive T
eam
ing
Visu
al
Addi
tiona
l tim
e for
PL
Cs/D
efin
e “W
hat
does
it ta
ke to
be
Care
er R
eady
” and
re
info
rce n
eed f
or
cros
s- cu
rricu
lar
plan
ning
By ye
ar tw
o, 50
% of
all
scho
ols w
ill ut
ilize
som
e fo
rm of
bloc
k sch
edul
ing
to pr
ovid
e con
siste
nt
time/
supp
ort f
or cr
oss-
curr
icular
/CTE
plan
ning
All S
choo
ls:
Utili
ze bl
ock
sche
dulin
g to
prom
ote
stude
nt
expo
sure
to
avail
able
CTE
path
ways
To in
crea
se th
e pe
rcen
t of
stude
nts
colle
ge or
ca
reer
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s en
rolle
d in a
Sc
hool
of St
udy
by 20
16
Pilo
t/Pa
rticip
atin
g Sch
ools:
Utili
ze bl
ock
sche
dulin
g to
prom
ote
colla
bora
tion
betw
een C
TE
and a
cade
mic
area
teac
hers
ou
tside
of th
e co
mm
on
sche
dule
Stra
tegy
/Fe
atur
e Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm o
utco
me
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m
Out
com
e Lo
ng-t
erm
ou
tcom
e m
easu
rem
ent
2.3.
3. C
ohor
t Sc
hedu
ling -
Sc
hool
lead
ers
insti
tute
and
prot
ect a
coho
rt sc
hedu
ling m
etho
d to
incr
ease
the
instr
uctio
nal t
ime
for t
each
ers a
nd
stude
nts i
n a
desig
nate
d ac
adem
y
Deve
lop a
nd fa
cilita
te
orien
tatio
n/
train
ing f
or ad
min
istra
tors
pr
omot
ing a
n un
ders
tand
ing r
egar
ding
th
e im
pact
of co
hort
sche
dulin
g on s
tude
nt
achi
evem
ent
-# of
adm
inist
rato
rs in
at
tend
ance
- B
y the
star
t of 2
013-
2014
, 10%
of st
uden
ts in
a Sc
hool
of St
udy w
ill
take
Coh
ort C
ours
es
wher
e at l
east
10%
of
the s
tude
nts i
n the
Co
hort
Cour
se be
long
to
the s
ame S
choo
l of
Stud
y. Fu
rther
, we w
ant
Coho
rt St
uden
ts to
take
10
% of
their
cour
ses
-Tar
get p
ilot a
nd
parti
cipat
ing
adm
inist
rato
rs
-Esta
blish
sy
stem
/res
ourc
es to
ad
dres
s tac
tics 2
-4
-Pro
vide
Coh
ort V
isual
w/cle
ar de
finiti
ons
Com
pare
nu
mbe
r of
adm
inist
rato
rs
train
ed in
co
hort
sche
dulin
g ag
ainst
prev
ious
year
Co
mpa
re
num
ber o
f stu
dent
s sc
hedu
led
All a
dmin
istra
tors
pa
rticip
ate i
n or
ienta
tion/
train
ing
By ye
ar tw
o, 50
% of
stu
dent
s in a
Scho
ol
of St
udy w
ill ta
ke
Coho
rt Co
urse
s wh
ere a
t lea
st 50
%
of th
e stu
dent
s in
the C
ohor
t Cou
rse
belo
ng to
the s
ame
Scho
ol of
Stud
y.
Furth
er, w
e wan
t
Com
pare
num
ber
of ad
min
istra
tors
tra
ined
in co
hort
sche
dulin
g aga
inst
prev
ious
perio
d Co
mpa
re nu
mbe
r of
stud
ents
sche
duled
again
st pr
evio
us pe
riod
Ever
y stu
dent
gr
adua
tes
prep
ared
for
his o
r her
po
stsec
onda
ry c
hoice
- for
co
llege
or
care
er, a
nd
life.
(201
2-13
CD
IP
Objec
tive 2
)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
with
the C
ohor
t in
grad
es 10
-11
-100
% of
acad
emies
en
gage
in co
hort
sche
dulin
g by e
nd of
20
18
again
st pr
evio
us ye
ar
Coho
rt St
uden
ts to
ta
ke 50
% of
their
co
urse
s with
the
Coho
rt in
grad
es 10
-11
stude
nts c
olleg
e or
care
er re
ady
from
51.3%
in
2013
to 72
.4%
in 20
16
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s en
rolle
d in a
Sc
hool
of St
udy
by 20
16
Prov
ide n
eces
sary
supp
ort
syste
ms t
hrou
gh th
e ef
fect
ive u
se of
fina
ncial
re
sour
ces t
o rein
forc
e ef
fect
ive c
ohor
t sch
edul
ing
and a
ddre
ss m
yriad
ch
allen
ges
Po
licy D
evelo
pmen
t
Coun
selo
r Tra
inin
g
Sche
dule
Exam
ples
Di
strict
Pol
icy
Deve
lope
d
Pilo
t/Pa
rticip
atin
g co
unse
lors
rece
ive
train
ing/
orien
tatio
n
Docu
men
tatio
n of
polic
y Do
cum
enta
tion
of co
unse
lor
train
ing a
nd
level
of
parti
cipat
ion
All J
CPS c
ouns
elors
pa
rticip
ate i
n or
ienta
tion/
train
ing
Docu
men
tatio
n of
coun
selo
r tra
inin
g an
d lev
el of
pa
rticip
atio
n
Deve
lop a
clea
r co
mm
unica
tion s
yste
m to
sh
are e
xpec
tatio
ns an
d im
pact
of co
hort
sche
dulin
g wi
th fa
mili
es an
d stu
dent
s
Ev
ery s
tude
nt
selec
ts a C
aree
r Pa
thwa
y by e
nd of
fre
shm
an ye
ar
De
velo
p stu
dent
lea
ders
hip t
eam
s
Pare
nt –
Guar
dian
Or
ienta
tion
Ac
cess
to R
esea
rch
Pilo
t/Pa
rticip
atin
g Sc
hool
s:
Sche
dule
Fam
ily
Orien
tatio
n
Deve
lop
leade
rshi
p tea
ms
for e
ach a
cade
my
Up
date
scho
ol
webs
ites
Docu
men
tatio
n of
Fam
ily
orien
tatio
n and
lev
el of
pa
rticip
atio
n Do
cum
enta
tion
of st
uden
t lea
ders
hip
team
s and
leve
l of
parti
cipat
ion
Docu
men
tatio
n of
upda
ted
scho
ol w
ebsit
es
All s
choo
ls:
Sc
hedu
le Fa
mily
Or
ienta
tion
De
velo
p lea
ders
hip t
eam
s fo
r eac
h aca
dem
y
Upda
te sc
hool
we
bsite
s
Docu
men
tatio
n of
Fam
ily or
ienta
tion
and l
evel
of
parti
cipat
ion
Docu
men
tatio
n of
stude
nt le
ader
ship
te
ams a
nd le
vel o
f pa
rticip
atio
n Do
cum
enta
tion o
f up
date
d sch
ool
webs
ites
Deve
lop a
nd fa
cilita
te
sess
ions
to in
form
and
supp
ort t
each
ers w
ith
coho
rt sc
hedu
ling (
i.e. n
eed
for s
choo
l of s
tudy
PLC
s, et
c.) a
nd re
info
rce a
n in
tegr
ated
curr
iculu
m
AC
T su
ppor
t
Addi
tiona
l tim
e for
PL
Cs/D
efin
e “W
hat
does
it ta
ke to
be
Care
er R
eady
” and
re
info
rce n
eed f
or
cros
s- cu
rricu
lar
plan
ning
Pilo
t/Pa
rticip
atin
g Sc
hool
s:
Prov
ide o
ppor
tuni
ties
for
CTE
and a
cade
mic
area
com
mon
pl
anni
ng/c
onve
rsat
ions
Docu
men
tatio
n of
teac
her
plan
ning
sc
hedu
les
All s
choo
ls:
Pr
ovid
e op
portu
nitie
s for
CT
E an
d ac
adem
ic ar
ea
com
mon
pl
anni
ng/c
onve
rsa
tions
Docu
men
tatio
n of
teac
her p
lanni
ng
sche
dules
St
rate
gy/F
eatu
re
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
out
com
e Sh
ort-
term
ou
tcom
e m
easu
rem
ent
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m
Out
com
e Lo
ng-t
erm
ou
tcom
e m
easu
rem
ent
2.3.
4. E
ffect
ive
Team
s - Sc
hool
lea
ders
mak
e it a
pr
iorit
y to e
nsur
e th
at te
ache
r tea
ms
have
suffi
cient
tim
e, an
d sup
port
for p
rodu
ctive
use
of th
is tim
e, to
co
llabo
rate
on
proj
ects
and
disc
uss s
tude
nts’
prog
ress
and
need
s.
Crea
te a
team
plan
ning
sc
hedu
les pr
omot
ing t
he
effe
ctiv
e use
of da
ta to
de
term
ine C
aree
r Rea
dine
ss
(i.e.
Wor
k Key
s if h
aven
’t m
eet b
ench
mar
k, Da
shbo
ard r
eview
, CT
E/cr
oss-c
urric
ular
co
llabo
ratio
n to d
eter
min
e ne
xt st
ep/in
terv
entio
ns)
Cr
eate
Sam
ple
Sche
dules
/Em
bedd
ed
Agen
das
Ef
fect
ive T
eam
ing
Visu
al
Stud
ents/
Scho
ol
Dash
boar
d Dat
a
All a
cade
mies
enga
ge in
ef
fect
ive t
eam
pl
anni
ng/c
ollab
orat
ion
for c
ross
-curr
icular
les
son d
evelo
pmen
t and
di
scus
sion o
f ind
ividu
al stu
dent
lear
ning
str
ateg
ies
By th
e sta
rt of
2013
-20
14, a
ll pilo
t and
pa
rticip
atin
g sch
ools
will
prov
ide c
onsis
tent
tim
e/su
ppor
t for
cros
s-cu
rricu
lar /C
TE pl
anni
ng
Docu
men
tatio
n of
teac
her
plan
ning
sc
hedu
les an
d ag
enda
s fro
m
acad
emy t
eam
pl
anni
ng
sess
ions
Docu
men
tatio
n of
sche
dules
, da
shbo
ard,
embe
dded
ag
enda
s, an
d te
amin
g visu
als
By ye
ar tw
o, 50
% of
all
scho
ols p
rovid
e co
nsist
ent
time/
supp
ort f
or
cros
s-cur
ricul
ar/C
TE
plan
ning
All J
CPS
adm
inist
rato
rs
parti
cipat
e in
orien
tatio
n/tra
inin
g on
effe
ctiv
e tea
min
g fo
r stu
dent
ac
hiev
emen
t en
hanc
emen
t
Docu
men
tatio
n of
ad
min
istra
tors
be
ing t
rain
ed in
ef
fect
ive
sche
dulin
g for
pl
anni
ng an
d co
llabo
ratio
n
Note
: By
year
thre
e of
mas
ter p
lan,
100%
of
scho
ols p
rovid
e co
nsist
ent
time/
supp
ort
for c
ross
-di
scip
line/
CTE
plan
ning
Ever
y stu
dent
gr
adua
tes
prep
ared
for
his o
r her
po
stsec
onda
ry
choi
ce- f
or
colle
ge or
ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To
incr
ease
gr
adua
tion r
ate
from
76.5%
in
2013
to 83
.7%
in 20
16
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
stude
nts
colle
ge or
ca
reer
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s en
rolle
d in a
Sc
hool
of St
udy
by 20
16
Prov
ide n
eces
sary
supp
ort
syste
ms
thro
ugh t
he
effe
ctiv
e coh
ort s
ched
ulin
g pr
omot
ing c
ross
-cu
rricu
lar/C
TE
plan
ning
/col
labor
atio
n (se
e vi
sual
for e
xam
ple -
so
phom
ore a
cade
my)
Po
licy D
evelo
pmen
t
Sche
dule
Exam
ples
Effe
ctiv
e Tea
min
g Vi
sual
Di
strict
Pol
icy
Deve
lope
d
Pilo
t/Pa
rticip
atin
g ad
min
istra
tors
re
ceiv
e tra
inin
g/or
ienta
tion
Docu
men
tatio
n of
polic
ies
crea
ted a
nd
agen
das f
rom
tra
inin
g for
ad
min
istra
tors
All J
CPS
adm
inist
rato
rs
parti
cipat
e in
orien
tatio
n/tra
inin
g
Docu
men
tatio
n of
agen
das f
rom
tra
inin
g for
ad
min
istra
tors
Des
crip
tion
of t
acti
c Ta
rget
Pop
ulat
ion
All c
ertif
ied st
aff
St
uden
ts en
gage
d in
Care
er P
athw
ay
Fr
eshm
an A
cade
my
Expe
cted
Dat
es of
Impl
emen
tatio
n On
goin
g beg
inni
ng 20
12-2
013 a
nd
diffe
rent
iated
base
d on S
choo
ls of
Stud
y, te
ache
r cap
acity
, and
stud
ent n
eed.
Desc
riptio
n Bl
ock S
ched
ulin
g De
velo
p and
facil
itate
clea
r com
mun
icatio
n sy
stem
s to s
hare
expe
ctat
ions
, rec
ogni
ze th
e va
lue,
and i
mpl
emen
t effe
ctiv
e pra
ctice
s re
gard
ing b
lock
sche
dulin
g res
ultin
g in a
ll stu
dent
s gra
duat
ing p
repa
red.
Co
hort
Sche
dulin
g De
velo
p and
facil
itate
clea
r com
mun
icatio
n sy
stem
s to s
hare
expe
ctat
ions
, rec
ogni
ze th
e va
lue,
and i
mpl
emen
t effe
ctiv
e pra
ctice
s re
gard
ing c
ohor
t sch
edul
ing r
esul
ting i
n all
stude
nts g
radu
atin
g pre
pare
d. Ef
fect
ive T
eam
s Pr
ovid
e nec
essa
ry su
ppor
t sys
tem
s th
roug
h th
e effe
ctive
use o
f fin
ancia
l res
ourc
es, te
am
supp
ort, a
nd us
e of d
ata r
einfo
rcin
g cro
ss-
curr
icular
/CTE
plan
ning
/col
labor
atio
n re
sulti
ng in
a se
nse o
f “sh
ared
stud
ents”
Serv
ices n
eede
d fro
m th
e com
mun
ity
Rigo
rous
, rele
vant
oppo
rtuni
ties p
rovid
ed by
com
mun
ity
partn
ers e
nhan
cing t
he cu
rren
t lev
el of
expe
rtise
rega
rdin
g co
nten
t and
prac
tice f
or al
l mem
bers
of th
e tea
cher
coho
rts
resu
lting
in in
crea
sed s
tude
nt ac
hiev
emen
t.
FO
RD N
GL S
tran
d 2
Esse
ntia
l Pra
ctic
e 2.
4 Co
mm
itte
e vi
sion
/goa
l: Al
l sch
ools
are
sta
ffed,
res
ourc
ed, a
nd e
quip
ped
to s
uppo
rt s
tude
nt n
eeds
. Par
ents
, com
mun
ity,
and
par
tner
s en
rich
stud
ents
’ edu
cati
onal
exp
erie
nces
and
su
ppor
t the
ir s
ucce
ss.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an:
All s
choo
ls a
re s
taffe
d, r
esou
rced
, and
equ
ippe
d to
sup
port
stu
dent
nee
ds. P
aren
ts, c
omm
unity
, and
par
tner
s en
rich
st
uden
ts’ e
duca
tion
al e
xper
ienc
es a
nd s
uppo
rt th
eir
succ
ess.
R
elat
ed E
ssen
tial
Pra
ctic
e 2.
4: S
choo
l dis
tric
ts a
nd s
choo
ls s
hare
res
pons
ibili
ty fo
r m
easu
ring
succ
ess.
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e Sh
ort-
term
ou
tcom
e m
easu
rem
ent
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m
Out
com
e Lo
ng-t
erm
ou
tcom
e m
easu
rem
ent
2.4.1.
Dist
rict l
eade
rshi
p m
onito
rs im
plem
enta
tion
by re
gular
ly ev
aluat
ing
Evalu
ate
effe
ctiv
enes
s of
scho
ols o
f stu
dy
JCPS
selec
ts or
cr
eate
s an
evalu
atio
n too
l tha
t
Scho
ol ap
prov
es
mod
el to
sta
ndar
dize
Scho
ol bo
ard
appr
oval
of
The e
valu
atio
n to
ol is
used
to
gath
er ba
selin
e
Evalu
atio
n dat
a is
avail
able
and
repo
rted t
o all
Distr
ict le
ader
s re
gular
ly ev
aluat
e sc
hool
s of s
tudy
To in
crea
se
grad
uatio
n rat
e
each
scho
ol of
stud
y usin
g th
e Nat
iona
l Sta
ndar
ds of
Pr
actic
e def
ined
by th
e Na
tiona
l Car
eer A
cade
my
Coali
tion.
2.4
.2. E
valu
atio
n of
scho
ols o
f stu
dy
effe
ctiv
enes
s and
stud
ent
succ
ess
by di
strict
lea
ders
hip a
nd
com
mun
ity
repr
esen
tativ
es
usin
g the
Na
tiona
l St
anda
rds o
f Pr
actic
e.
Ado
pt a
trans
pare
nt
syste
m of
pr
ogre
ss
mon
itorin
g tha
t gu
ides
scho
ols o
f stu
dy le
ader
ship
th
roug
h a pr
oces
s of
self-
evalu
atio
n.
mea
sure
s aca
dem
y ef
fect
iven
ess a
nd
inclu
des a
tim
eline
an
d com
mun
icatio
n pl
an fo
r all
stake
hold
ers.
acad
emy
evalu
atio
ns
thro
ugho
ut th
e di
strict
.
evalu
atio
n too
l an
d tim
eline
Pu
blic
com
mun
icatio
n pl
an in
plac
e
data
and f
eedb
ack
is pr
ovid
ed to
the
scho
ols o
f stu
dy
leade
rs.
stake
hold
ers
thro
ugh a
varie
ty
of w
ays i
nclu
ding
ele
ctro
nica
lly.
impl
emen
tatio
n an
d mod
ify
aspe
cts o
f the
pr
ogra
m to
ac
hiev
e con
tinua
l im
prov
emen
t. JC
PS w
ill of
fer a
wi
de ra
nge o
f lea
rnin
g op
portu
nitie
s lo
cate
d in t
he hi
gh
scho
ol an
d wid
er
com
mun
ity
thro
ugh t
he
scho
ols o
f stu
dy
mod
el.
Grad
uate
on ti
me
Redu
ce re
tent
ion
Mee
t Col
lege
read
y ben
chm
arks
an
d/or
grad
uate
ca
reer
read
y At
tend
ance
rate
Di
scip
line
refe
rrals
from
76.5%
in
2013
to 83
.7% in
20
16
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
stude
nts c
olleg
e or
care
er re
ady
from
51.3%
in
2013
to 72
.4% in
20
16
To ha
ve al
l stu
dent
s at t
he 5-
Star
Scho
ols
enro
lled i
n a
Scho
ol of
Stud
y by
2016
Mon
itor t
he
quan
titat
ive
impa
ct of
scho
ols
of st
udy
impl
emen
tatio
n on
stud
ent s
ucce
ss
by us
ing m
ultip
le m
easu
res o
f sc
hool
s of s
tudy
ef
fect
iven
ess
A do
cum
ente
d and
pu
blicl
y co
mm
unica
ted p
lan
that
assu
res
cont
inuo
us
impr
ovem
ent i
n stu
dent
resu
lts
base
d on t
he
follo
wing
indi
cato
rs:
atte
ndan
ce,
enga
gem
ent,
disc
iplin
ary
refe
rrals
, clas
s gr
ades
, sta
ndar
dize
d and
ta
rget
ed
asse
ssm
ents,
re
tent
ion,
CCR
rate
s, gr
adua
tion,
and
feed
back
from
key
stake
hold
ers.
Base
line d
ata
from
outp
ut
indi
cato
rs w
ill be
co
mpi
led an
d in
term
ediat
e ou
tcom
e goa
ls se
t.
Indi
cato
r dat
a fro
m In
finite
Ca
mpu
s and
CA
SCAD
E is
orga
nize
d and
av
ailab
le.
Data
from
outp
ut
indi
cato
rs w
ill be
co
llect
ed an
d co
mpa
red t
o ba
selin
e dat
a and
lo
ng-te
rm
outco
me
mea
sure
men
ts se
t. Ad
justm
ents
to th
e con
tinuo
us
impr
ovem
ent p
lan
will b
e mad
e ba
sed o
n id
entif
ied ne
eds.
Cur
rent
indi
cato
r da
ta fr
om In
finite
Ca
mpu
s and
CA
SCAD
E is
orga
nize
d and
av
ailab
le.
2.4
.3.
Data
Lite
racy
for
instr
uctio
nal im
prov
emen
t
Co
ntin
uous
use o
f da
ta an
d res
earc
h wi
ll mod
ify an
d im
prov
e in
struc
tiona
l pr
actic
e and
pr
ofes
siona
l lea
rnin
g prio
rities
wh
ich w
ill be
co
mm
unica
ted t
o all
stak
ehol
ders
.
Distr
ibut
e stu
dent
pe
rform
ance
data
an
d res
earc
h to
scho
ols t
o de
term
ine
instr
uctio
nal
need
s and
deve
lop
a plan
for
prof
essio
nal
learn
ing
oppo
rtuni
ties.
Mon
itor a
nd
com
mun
icate
pr
ogre
ss to
all
stake
hold
ers
thro
ugh a
varie
ty
of m
eans
in
cludi
ng
elect
roni
cally
.
Scho
ols w
ill us
e stu
dent
pe
rform
ance
data
an
d res
earc
h to
info
rm in
struc
tiona
l pr
actic
e and
guid
e pr
ofes
siona
l lea
rnin
g op
portu
nitie
s.
Data
will
be
mon
itore
d and
pr
ogre
ss
com
mun
icate
d to a
ll sta
keho
lder
s in a
va
riety
of m
eans
in
cludi
ng
elect
roni
cally
Colle
ct an
d an
alyze
all
stude
nt
perfo
rman
ce da
ta
(atte
ndan
ce,
enga
gem
ent,
disc
iplin
ary
refe
rrals
, clas
s gr
ades
, sta
ndar
dize
d and
ta
rget
ed
asse
ssm
ents,
re
tent
ion,
CCR
rate
s, gr
adua
tion,
and f
eedb
ack
from
key
stake
hold
ers)
as
base
line d
ata a
nd
use t
he da
ta to
ga
ther
rese
arch
to
impr
ove
instr
uctio
nal
prac
tice.
Pe
rform
ance
da
ta, r
esea
rch,
and i
nstru
ction
al ch
ange
s will
be
com
mun
icate
d to
all st
akeh
olde
rs.
Base
line d
ata a
nd
rese
arch
will
be
avail
able.
Cont
inuo
us
analy
sis an
d use
of
data
will
de
term
ine n
eede
d pr
ofes
siona
l lea
rnin
g op
portu
nitie
s and
im
prov
e in
struc
tiona
l pr
actic
e.
A co
mpa
rison
of
shor
t ter
m
perfo
rman
ce da
ta
to in
term
ediat
e pe
rform
ance
data
wi
ll be a
vaila
ble.
Des
crip
tion
of t
acti
c Ta
ctic
1.
Mon
itorin
g and
ev
aluat
ing s
choo
ls of
stud
y us
ing N
atio
nal S
tand
ards
of
Prac
tice
2. E
valu
atio
n of s
choo
ls of
stu
dy ef
fecti
vene
ss an
d stu
dent
succ
ess
3. D
ata
Lite
racy
for
inst
ruct
iona
l im
prov
emen
t
Targ
et P
opul
atio
n
Who
is r
espo
nsib
le fo
r th
e
dev
elop
men
t of t
he ta
ctic
s?
JCPS
Supe
rinte
ndan
t
N
ame:
Stra
nd Le
ader
Ch
ief A
cade
mic
Offic
er
Ti
tle: S
trand
Lead
er
Post-
seco
ndar
y rep
s.,
JCPS
Foun
datio
n,
E
xpec
ted D
ates
of
Gove
rnm
ent l
eade
rs,
Impl
emen
tatio
n: 12
/13
Com
mun
ity m
embe
rs
JCPS
Lead
ers
Nam
e: St
rand
Lead
er
Scho
ols o
f Stu
dy P
rincip
als T
itle:
Stra
nd Le
ader
Sc
hool
s of S
tudy
Tea
cher
s St
uden
ts
E
xpec
ted D
ates
of
Com
mitt
ee m
embe
rs
Impl
emen
tatio
n: E
nd of
Bu
sines
s & C
omm
unity
each
scho
ol ye
ar
Lead
ers
Post-
seco
ndar
y Par
tner
s Di
strict
Lead
ersh
ip
N
ame:
Stra
nd Le
ader
Co
mm
ittee
mem
bers
Ti
tle: S
trand
Lead
er
Busin
ess C
omm
unity
E
xpec
ted D
ates
of
leade
rs
Impl
emen
tatio
n: E
nd of
Post-
seco
ndar
y par
tner
s e
ach s
choo
l yea
r
Des
crip
tion
1. M
onito
r the
effe
ctive
ness
of sc
hool
s of
study
usin
g an e
valu
atio
n too
l and
co
mm
unica
te ef
fect
iven
ess t
o the
co
mm
unity
. M
onito
r the
quan
titat
ive i
mpa
ct of
scho
ols
of st
udy e
ffect
iven
ess o
n stu
dent
succ
ess
usin
g mul
tiple
mea
sure
s. Co
ntin
uous
use o
f dat
a and
rese
arch
will
m
odify
and i
mpr
ove i
nstru
ctio
nal p
ract
ice
and p
rofe
ssio
nal le
arni
ng pr
iorit
ies w
hich
wi
ll be c
omm
unica
ted t
o all s
take
hold
ers.
Serv
ices
nee
ded
from
the
com
mun
ity
Feed
back
from
com
mun
ity pa
rtner
s on t
he ev
aluat
ion t
ool
and t
imeli
ne pr
ior t
o JCB
E ap
prov
al
JCPS
Com
mun
icatio
ns D
ept. c
omm
unica
tes t
he pl
an to
all
stake
hold
ers
JC
PS Fo
unda
tion i
s pro
vided
with
com
mun
icatio
n upd
ates
an
d pro
vide
s fee
dbac
k
Com
mun
ity pa
rtner
s eng
age i
n dat
a ana
lysis
and p
rovi
de
feed
back
Com
mun
ity is
prov
ided
with
succ
esse
s of s
choo
ls of
stud
y JC
PS le
ader
ship
and c
omm
unity
grou
ps co
mpa
re ba
selin
e dat
a to
mea
sure
men
ts to
reco
mm
end a
djus
tmen
ts Ex
tern
ship
partn
ers,
Care
er T
ech E
duca
tors
, Bus
ines
s Com
mun
ity
Partn
ers a
nd P
ost-s
econ
dary
partn
ers a
nalyz
e qua
ntita
tive i
mpa
ct
on st
uden
t suc
cess
, det
erm
ine p
rofe
ssio
nal le
arni
ng ne
eds,
and
prov
ide p
rofe
ssio
nal le
arni
ng op
portu
nitie
s for
scho
ols o
f stu
dy
staff.
FORD
NGL
Str
and
2.5
Com
mit
tee
visi
on/g
oal:
High
scho
ol tr
ansfo
rmat
ion w
ill oc
cur u
sing t
he ac
adem
y mod
el.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: G
radu
atio
n and
Bey
ond-
Eve
ry st
uden
t gra
duat
es pr
epar
ed fo
r his
or he
r pos
tseco
ndar
y cho
ice- f
or co
llege
or ca
reer
, and
life.
(2
012-
13 CD
IP O
bjec
tive 2
) Re
late
d Es
sent
ial P
ract
ice
(ent
er n
umbe
r) 2
.5
Des
crip
tion
: The
scho
ol di
strict
activ
ely su
ppor
ts an
d hol
ds le
ader
s acc
ount
able
for h
igh sc
hool
tran
sform
atio
n usin
g the
acad
emy m
odel.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
(1 y
r- 2
014)
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e (2
yr-
2015
)
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e (3
yr-
201
6)
Long
-ter
m
outc
ome
mea
sure
men
t 2.5
.1. D
evelo
p inc
reas
ed
level
of su
ppor
t for
sc
hool
s of s
tudy
from
th
e Boa
rd of
Edu
catio
n an
d the
Supe
rinte
nden
t.
Supp
ort a
nd th
e se
tting
of cl
ear
expe
ctat
ions
for t
he
impl
emen
tatio
n of
this
plan
in su
ppor
t of
the D
istric
t St
rate
gic P
lan; V
ision
20
15 w
ill be
pr
ovid
ed by
the
Boar
d of E
duca
tion
and S
uper
inte
nden
t. Do
cum
enta
tion o
f th
is ta
ctic w
ill in
clude
sc
hool
boar
d m
inut
es, a
gend
as,
pres
s rele
ases
and
polic
ies re
lated
to
supp
ort f
or sc
hool
s of
study
(car
eer
path
ways
).
Surv
eys o
f sch
ool
boar
d mem
bers
in
dica
te th
at at
lea
st 75
% su
ppor
t th
e sch
ools
of
study
mod
el.
Surv
eys o
f dist
rict
curr
icula
adm
inist
ratio
n in
dica
te 10
0%
supp
ort t
he
care
er ac
adem
y m
odel.
The D
istric
t and
sc
hool
s ado
pt
scho
ols o
f stu
dy as
th
e mod
el fo
r sc
hool
tra
nsfo
rmat
ion a
nd
indi
cate
that
in th
e CD
IP.
The
Supe
rinte
nden
t an
d the
JCBE
ac
cept
the r
esul
ts of
the 5
scho
ol
pilo
ts an
d ex
pand
im
plem
enta
tion t
o th
e ear
ly ad
opte
rs.
100%
of st
uden
ts
enro
lled i
n a pi
lot
or
early
adop
ter
scho
ol
will d
eclar
e a
majo
r.
Distr
ict co
urse
of
ferin
gs an
d te
ache
r and
stu
dent
sche
dules
re
flect
supp
ort o
f th
e sch
ools
of
study
. SB
DM po
licies
re
flect
adop
tion o
f sc
hool
s of s
tudy
. 10
0% of
stud
ents
enro
lled i
n a pi
lot
or ea
rly ad
opte
r sc
hool
decla
re a
majo
r.
Scho
ol an
d Dist
rict
com
mun
ity
outre
ach a
nd
mar
ketin
g do
cum
ents
refle
ct
a shi
ft to
ward
im
plem
enta
tion o
f th
e sch
ools
of
study
. Th
e bud
get
supp
orts
scho
ols
of st
udy.
Sp
ecial
ists p
rovid
e pr
ofes
siona
l de
velo
pmen
t to
supp
ort
impl
emen
tatio
n of
scho
ols o
f stu
dy.
Com
mun
ity
mem
bers
de
mon
strat
e su
ppor
t thr
ough
tim
e, re
sour
ces,
and e
xper
ientia
l lea
rnin
g op
portu
nitie
s.
Ther
e is
docu
men
tatio
n of
outre
ach m
eetin
gs
with
com
mun
ity
stake
hold
ers,
(PTA
, GLI
, Rot
ary,
HR G
roup
, Le
ader
ship
Lo
uisv
ille,
Focu
s Lo
uisv
ille,
etc.)
m
arke
ting
mat
erial
s, an
d Sh
owca
se of
Sc
hool
disp
lays.
Sc
hool
s will
im
plem
ent s
choo
ls of
stud
y and
en
sure
ever
y stu
dent
decla
res a
m
ajor.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
he
r pos
t-se
cond
ary c
hoice
fo
r col
lege o
r ca
reer
, and
life
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
stude
nts c
olleg
e or
care
er re
ady f
rom
51
.3% in
2013
to
72.4%
in 20
16
To ha
ve al
l stu
dent
s at t
he 5-
Star
Scho
ols
enro
lled i
n a
Scho
ol of
Stud
y by
2016
2.5.2.
Dist
rict
cent
raliz
es
adm
inist
ratio
n of h
igh
scho
ol tr
ansfo
rmat
ion
base
d on s
choo
ls of
stu
dy.
2.5.3.
Dist
rict p
rovi
des
supp
ort f
or sc
hool
s of
study
fund
ing,
facil
ities
, eq
uipm
ent, a
nd
mat
erial
s 2.5
.4. D
istric
t pro
vide
s fu
ndin
g for
scho
ols o
f stu
dy m
odel
thro
ugh
focu
sed f
undi
ng st
ream
s 2.5
.5. S
tude
nts
trans
ition
seam
lessly
fro
m el
emen
tary
to
mid
dle s
choo
l thr
ough
hi
gh sc
hool
to po
st-se
cond
ary a
nd ca
reer
s
Req
uest
that
the
supe
rinte
nden
t sele
ct
a sin
gle po
int o
f co
ntac
t for
the
initi
ativ
e by s
trand
te
am le
ader
s Su
ppor
t for
scho
ols
of st
udy o
ccur
s afte
r co
mpl
etio
n of n
eeds
as
sess
men
t of
facil
ities
, equ
ipm
ent
and m
ater
ials a
nd th
e de
velo
pmen
t of
distr
ict pl
an.
Distr
ict id
entif
ies
loca
l, sta
te, fe
dera
l an
d ext
erna
l fun
ding
so
urce
s to s
uppo
rt fu
ndin
g sch
ools
of
study
Ca
reer
plan
ning
is
adop
ted a
nd us
ed to
im
prov
e the
tra
nsiti
on fr
om
mid
dle s
choo
l to h
igh
scho
ol.
The
Supe
rinte
nden
t se
lects
and n
ames
th
e poi
nt of
co
ntac
t. Th
e sin
gle po
int o
f co
ntac
t for
sc
hool
s of s
tudy
in
itiat
ive i
s id
entif
ied an
d m
ade p
ublic
. Al
l aca
dem
y fa
ciliti
es
equi
pmen
t and
m
ater
ials a
re
fund
ed.
Fund
ing s
ourc
es
are f
ocus
ed fo
r sc
hool
s of s
tudy
m
odel
Stud
ents
have
a fo
cus a
nd pu
rpos
e fo
r the
ir ed
ucat
ion.
Sing
le po
int o
f co
ntac
t for
scho
ols
begin
s ove
rsigh
t re
spon
sibili
ties.
Prio
ritize
d list
of
supp
ort n
eeds
is
deve
lope
d Bu
dget
s are
ap
prop
riate
d P
ilot a
nd ea
rly
adop
ter h
igh
scho
ols c
ollab
orat
e wi
th fe
eder
mid
dle
scho
ols t
o dev
elop
a car
eer s
tudy
tra
nsiti
on pl
an fo
r all
mid
dle s
choo
l stu
dent
s.
Boar
d age
nda
Pres
s rele
ases
Do
cum
enta
tion o
f su
ppor
t plan
for
acad
emies
Do
cum
enta
tion o
f bu
dget
ap
prop
riatio
n Al
l pilo
t/ea
rly
adop
ters
and t
heir
feed
er sc
hool
s ha
ve a
trans
ition
pl
an in
plac
e.
Poin
t of c
onta
ct
iden
tifies
ad
ditio
nal s
choo
l di
strict
pers
onne
l an
d con
nects
them
to
their
role
in th
e ta
ctica
l plan
. Fu
ndin
g is s
ecur
ed
to m
eet p
riorit
ized
need
s
Bu
dget
s are
ou
tline
d in d
istric
t an
d sch
ool b
udge
t do
cum
ents
All h
igh sc
hool
s co
llabo
rate
with
th
eir fe
eder
m
iddl
e sch
ool
stude
nts t
o de
velo
p a ca
reer
pl
an/I
LP.
Dist
rict
com
mun
icatio
n id
entif
ies
pers
onne
l and
the
role
to w
hich
they
ar
e ass
igned
. Do
cum
enta
tion o
f ap
prop
riate
d bu
dget
item
s Al
loca
tion f
unds
ar
e bud
gete
d and
ex
pens
ed
100%
of m
iddl
e sc
hool
stud
ents
have
a ca
reer
pl
an/ I
LP fo
r tra
nsiti
onin
g to
high
scho
ol an
d is
enro
lled i
n a
care
er pa
thwa
y.
Mid
dle s
choo
l
See a
bove
3.
See a
bove
4.
See a
bove
5.
See a
bove
stude
nts m
akes
sc
hool
and c
ours
e se
lectio
ns ba
sed
upon
their
care
er
plan
s. T
he
colla
bora
tive
deve
lopm
ent o
f tra
nsiti
on pl
ans
betw
een m
iddl
e sc
hool
s and
their
fe
eder
elem
enta
ry
scho
ols a
re in
pl
ace.
Des
crip
tion
of t
acti
c Ta
ctic
1.
Sup
port
and
Ac
coun
tabi
lity
from
the
boar
d of
edu
catio
n an
d su
peri
nten
dent
2.
Cen
tral
ad
min
istra
tion
of h
igh
scho
ol tr
ansfo
rmat
ion
3. D
istri
ct su
ppor
t for
fu
ndin
g, fa
cilit
ies,
equi
pmen
t, an
d m
ater
ials
4. F
ocus
ed u
se o
f fu
ndin
g st
ream
s
T
arge
t
W
ho is
res
pons
ible
for
deve
lopm
ent o
f tac
tics?
Popu
latio
n
Exp
ecte
d Da
tes o
f Im
plem
enta
tion
Com
mun
ity
N
ame:
JCBE
& D
r. Ha
rgen
s
Titl
e: Bo
ard M
embe
rs&
Supe
rinte
nden
t
E
xpec
ted
Dat
es o
f Im
plem
enta
tion:
201
4-16
Hi
gh Sc
hool
&
Nam
e: D
r. Ha
rgen
s
Com
mun
ity P
artn
ers
Title
: Sup
erin
tend
ent
E
xpec
ted
Dat
es o
f Im
plem
enta
tion:
201
3-14
Di
strict
Poi
nt of
Cont
act
Nam
e: JC
BE, D
r. Ha
rgen
s, C.H
ardi
n, M
. Rais
or
Aca
dem
y Prin
cipals
Titl
e: Bo
ard m
embe
rs, S
uper
inte
nden
t, CFO
, CO
O
Exp
ecte
d D
ates
of I
mpl
emen
tatio
n: 2
014-
2016
Fu
ndin
g So
urce
s
N
ame:
JCBE
, Dr,
Har
gens
, C. H
ardi
n
T
itle:
Boa
rd m
embe
rs, S
uper
inte
nden
t, CF
O
Des
crip
tion
Publ
icly s
uppo
rt an
d set
clea
r exp
ecta
tions
for
the i
mpl
emen
tatio
n of t
his p
lan in
supp
ort o
f the
Di
strict
Stra
tegic
Plan
; Visi
on 20
15
Nam
e poi
nt of
cont
act.
Fund
acad
emies
to en
sure
appr
opria
te fa
ciliti
es,
equi
pmen
t, and
mat
erial
s. Sc
hool
s of s
tudy
have
fund
ing s
ourc
es fo
r im
plem
enta
tion.
Serv
ices
nee
ded
from
the
com
mun
ity
Com
mun
ity su
ppor
t Co
llabo
ratio
n with
poin
t of c
onta
ct Co
nsul
tatio
n Sup
port
Com
mun
ity, K
DE an
d USD
E fu
ndin
g so
urce
s
5. T
rans
ition
from
el
emen
tary
scho
ol
thro
ugh
high
scho
ol a
nd
to p
ost-s
econ
dary
or
care
er
Exp
ecte
d Da
tes o
f Im
plem
enta
tion:
201
3-20
16
Care
er P
lann
ers
Nam
e: P
oint
of C
onta
ct
Iden
tifie
d sc
hool
Ti
tle:
Poin
t of C
onta
ct
pers
onne
l
Exp
ecte
d Da
tes o
f Im
plem
enta
tion:
201
4-20
16
Care
er pl
anni
ng is
impl
emen
ted b
egin
ning
in
elem
enta
ry sc
hool
and o
ccur
s thr
ough
high
sc
hool
.
Care
er sp
eake
rs an
d plan
ners
Ju
nior
Ach
ievem
ent
High
er E
duca
tion
55,00
0 Deg
rees
M
ayor
Cl
ose t
he D
eal
NBL S
trand
Com
mitt
ees
Exte
rnsh
ips
Co
mm
itte
e vi
sion
/goa
l: Hi
gh Sc
hool
Tra
nsfo
rmat
ion w
ill oc
cur u
sing t
he ac
adem
y mod
el.
Goal
sel
ecte
d fr
om s
choo
l dis
tric
t or
com
mun
ity
stra
tegi
c pl
an: G
radu
atio
n and
Bey
ond-
ever
y stu
dent
grad
uate
s pre
pare
d for
his o
r her
pos
tseco
ndar
y cho
ice fo
r col
lege o
r car
eer,
and l
ife.
(201
2-13
CDIP
Obj
ectiv
e 2)
Rela
ted
Esse
ntia
l Pra
ctic
e 2.6
_ Des
crip
tion
: Sch
ool d
istric
t and
post
-seco
ndar
y ins
titut
ions
wor
k col
labor
ativ
ely fo
r the
bene
fit of
acad
emy s
tude
nts
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
2013
-14
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e 20
14-1
5
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e 20
15-1
6
Long
-ter
m
outc
ome
mea
sure
men
t 2.6
.1. P
ost-s
econ
dary
an
d sec
onda
ry pa
rtner
s co
llabo
rate
to pr
omot
e be
nefit
s and
op
portu
nitie
s for
ac
adem
y stu
dent
s NB
: Alig
ned w
ith N
GL
Feat
ure:
(A)
Colla
bora
tion o
f pos
t se
cond
ary a
nd
seco
ndar
y par
tner
s to
prom
ote o
ppor
tuni
ties
Invi
te m
iddl
e sc
hool
stud
ents
to
HS C
aree
r fair
s with
PS
E pa
rtner
s to
show
educ
. pa
thwa
y to c
aree
r
All s
tude
nts i
n gra
des
6-12
mak
e inf
orm
ed
decis
ions
conc
erni
ng
posts
econ
dary
plan
s re
lated
to th
eir
chos
en ca
reer
path
.
All M
iddl
e sch
ool
stude
nts a
re
expo
sed t
o HS
care
er th
emes
an
d how
they
co
nnec
t to
care
ers a
nd
Posts
econ
dary
pr
ogra
ms o
f stu
dy
Al
l HS s
tude
nts
dem
onstr
ate
unde
rsta
ndin
g ab
out h
ow th
eir
majo
r alig
ns w
ith
PSE
majo
rs an
d ca
reer
s
Ever
y 8th
grad
e stu
dent
has a
t lea
st on
e plan
ning
ev
ent
docu
men
ted i
n th
eir IL
P Do
cum
enta
tion o
f ev
ents
and
prog
ram
s with
pa
rtner
ing
posts
econ
dary
in
stitu
tions
Incr
ease
the
perc
ent o
f gr
adua
tes
asso
ciate
d with
a sc
hool
of st
udy i
n IC
from
34%
(2
013)
to 75
%
Incr
ease
the
num
ber o
f te
chni
cal c
aree
r re
ady g
radu
ates
(a
s def
ined
by
KDE)
from
183
(c/o
2012
) to
1000
stud
ents
in
the c
lass o
f 201
5 (a
vera
ge 55
A re
port
from
IC
deta
iling
the #
&
% of
stud
ents
in G
R 9-
12
atta
ched
to a
SoS
(a) A
repo
rt fro
m
TEDS
deta
iling
th
e # &
% of
stu
dent
s rea
chin
g Pr
epar
ator
y and
Co
mpl
eter
Stat
us
for C
TE
majo
rs.(b
) A
repo
rt fro
m IC
de
taili
ng th
e #
& %
of gr
ads
com
plet
ing 3
& 4
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge
or ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3%
in 20
13 to
72.4%
in
2016
Coor
dina
te w
ith
colle
ges a
nd/o
r te
chni
cal c
ente
r to
plan
and h
ost
cam
pus s
pecia
l ev
ents
like c
aree
r da
ys, s
pecif
ic ca
reer
pr
ogra
m vi
sits,
stude
nt
com
petit
ions
, and
ca
reer
-focu
sed
educ
atio
nal
sum
mer
cam
ps or
re
treat
s for
mid
dle
and h
igh sc
hool
stu
dent
s (2.1
)
1. Ea
ch
Prof
essio
nal
Care
er T
hem
e ha
s at l
east
1 bu
sines
s pa
rtner
at
Show
case
addi
tiona
l stu
dent
s per
sc
hool
) 1.
Incr
ease
the
perc
enta
ge of
gr
adua
tes
earn
ing a
t lea
st 3 c
redi
ts in
al
igne
d co
llege
co
urse
s to 1
0%
HS cr
edits
in a
majo
r bas
ed on
gr
ad pl
anne
r in
puts
1. Do
cum
enta
tion
from
po
stsec
onda
ry
partn
ers a
bout
en
rollm
ent a
nd
com
plet
ion o
f du
al cr
edit
(TED
S)
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
20
16
In
vite
PSE
partn
ers
to Sh
owca
se of
Sc
hool
s to t
able
besid
e Car
eer
Them
es
Colle
ges o
fferin
g du
al cr
edit
prov
ide
info
sess
ions
to
resp
ectiv
e SoS
stu
dent
s 2.6
.2. Sc
hool
Dist
rict
staff
work
s with
po
stsec
onda
ry pa
rtner
s to
deve
lop s
pecif
ic po
stsec
onda
ry ca
reer
pa
thwa
ys fo
r sch
ool o
f stu
dy m
ajors
and t
hat
stude
nts p
artic
ipat
e NB
: Alig
ned w
ith N
GL
2.6 Fe
atur
e –(D
) Clea
r Un
ders
tand
ing o
f po
stsec
onda
ry
requ
irem
ents
and (
B)
Deve
lopm
ent a
nd
Prom
otio
n of
posts
econ
dary
pa
thwa
ys
Revi
ew al
l exis
ting
dual
cred
it op
portu
nitie
s to
ensu
re al
ignm
ent
and v
iabili
ty by
ea
ch P
rincip
al – t
his
inclu
des C
TE an
d ga
tewa
y cou
rse
offe
rings
All d
ual c
redi
t op
portu
nitie
s are
ali
gned
with
se
cond
ary m
ajors
an
d pos
tseco
ndar
y ex
pect
atio
ns .
Teac
hers
prov
ide
stude
nts w
ith an
un
ders
tand
ing o
f du
al cr
edit
oppo
rtuni
ties a
nd
stude
nts t
ake
adva
ntag
e of
oppo
rtuni
ties i
n the
ir m
ajor
50%
of gr
ads
succ
essfu
lly co
mpl
ete
1 dua
l cre
dit c
ours
e 30
% of
grad
s ear
n m
in. 6
colle
ge cr
edits
100%
of M
OA ar
e re
view
ed an
d re
vise
d by
Janu
ary (
for
2014
-15)
Docu
men
tatio
n of
revi
sed 2
014-
15
MOA
s
100%
of M
OA ar
e re
view
ed an
d re
vise
d by
Janu
ary (
for
2015
-16)
Docu
men
tatio
n of
revi
sed 2
015-
16
MOA
s
Ensu
re fa
culty
in
volve
d in
sche
dulin
g un
ders
tand
and
prom
ote d
ual c
redi
t op
portu
nitie
s
All f
acul
ty
invo
lved i
n sc
hedu
ling a
re
train
ed on
dual
cred
it op
portu
nitie
s and
m
ajor a
lignm
ent
Docu
men
tatio
n of
train
ing
All f
acul
ty
invo
lved i
n sc
hedu
ling a
re
train
ed on
dual
cred
it op
portu
nitie
s and
m
ajor a
lignm
ent
Docu
men
tatio
n of
train
ing
Ensu
re H
S fac
ulty
se
rvin
g as a
djun
ct
facu
lty al
ign
curr
iculu
m,
learn
ing o
utco
mes
, an
d ass
essm
ent
with
partn
er PS
I
All a
djun
ct
JCPS
/JCT
C fa
culty
at
tend
align
men
t tra
inin
g
Docu
men
tatio
n of
prof
essio
nal
deve
lopm
ent
oppo
rtuni
ties a
nd
atte
ndan
ce
All a
djun
ct
JCPS
/JCT
C fa
culty
at
tend
align
men
t tra
inin
g (fu
ll for
ne
w – u
pdat
e for
ve
tera
ns)
Docu
men
tatio
n of
prof
essio
nal
deve
lopm
ent
oppo
rtuni
ties a
nd
atte
ndan
ce
Ensu
re st
uden
t pa
rticip
atio
n in
dual
cred
it op
portu
nitie
s
(inclu
ding
a m
ath o
r En
glish
cour
se)
20%
of gr
ads e
arn
min
. 12 c
olleg
e cr
edits
(inc
lude
a m
ath a
nd E
nglis
h co
urse
)
Rese
arch
the
viab
ility
of
alter
nate
deliv
ery
mod
els (o
utsid
e tra
ditio
nal
adju
nct m
odel)
Docu
men
tatio
n of
rese
arch
and
prac
tices
Al
tern
ate
met
hods
deta
iled
in de
liver
y plan
co
mpa
ct
All m
ajors
in pi
lot
and e
arly
adop
ter
scho
ols i
nclu
de at
lea
st on
e dua
l cr
edit
oppo
rtuni
ty
Incr
ease
en
rollm
ent i
n du
al cr
edit
at
JCTC
from
appr
ox.
150 1
1th/1
2th 5
star s
tude
nts t
o 60
0 (ap
prox
50%
of
11th
/12th
in 5
star)
2.6
.3. Co
llabo
ratio
n of
posts
econ
dary
and
seco
ndar
y par
tner
s (a
long
with
busin
ess)
to
prom
ote o
ppor
tuni
ties
as w
ell as
deve
lop
and/
or al
ign se
amles
s pa
thwa
ys to
po
stsec
onda
ry de
gree
s, di
plom
as, c
rede
ntial
s, or
lic
ensu
re
NB: A
ligne
d with
NGL
2.6
Feat
ure (
E)
Colla
bora
tion i
n bu
ildin
g com
mun
ity-
wide
supp
ort f
or
colle
ge-g
oing
& (B
) De
velo
pmen
t of
posts
econ
dary
care
er
path
ways
Ensu
re to
p lea
ders
hip b
uy-in
fo
r the
in
stitu
tiona
lizat
ion
of cr
oss-s
ecto
r co
llabo
ratio
n and
ad
vise
men
t (c
onne
cts to
EP
2.2
& 3.2
)
One f
orm
al pa
rtner
ship
/Com
pact
betw
een J
CPS a
nd
JCTC
that
inclu
des a
ll pa
rtner
ship
co
mm
itmen
ts an
d sh
ared
goals
All p
artn
ersh
ips
and j
oint
plan
ning
wo
rk is
deta
iled
in a
deliv
ery p
lan
repr
esen
ting t
he
shar
ed vi
sion a
nd
prio
rities
of ea
ch
insti
tutio
n
Docu
men
tatio
n of
a deli
very
plan
an
d dra
ft co
mpa
ct
All p
artn
ersh
ips
and j
oint
plan
ning
wo
rk is
revie
wed
and t
he de
liver
y pl
an is
upda
ted.
Docu
men
tatio
n of
a sign
ed co
mpa
ct
Crea
te a
colla
bora
tive
struc
ture
that
en
gage
s sec
onda
ry,
posts
econ
dary
, and
bu
sines
s in t
he
curr
iculu
m
align
men
t, dua
l cr
edit
oppo
rtuni
ties,
and
seam
less p
athw
ays
to po
stsec
onda
ry
and c
aree
r (c
onne
cts to
EP
2.1,
3.1, 3
.3)
100%
of st
uden
t pa
thwa
ys th
roug
h JC
TC ar
e alig
ned w
ith
curr
ent i
ndus
try
stand
ards
and
prov
ide s
eam
less
path
ways
from
high
sc
hool
thro
ugh
certi
ficat
e and
AA
One m
ajor/
care
er
path
way/
secto
r fro
m ea
ch th
eme
has b
een r
evise
d us
ing t
he al
lied
healt
h mod
el (b
ased
on
work
forc
e nee
ds)
Docu
men
tatio
n of
colla
bora
tive
effo
rts in
cludi
ng:
fe
edba
ck fr
om
busin
ess
partn
ers a
nd
indu
stry
empl
oyer
s
revi
sed c
ours
e se
quen
ces
KY
CTE
ap
prov
al
An ad
ditio
nal
majo
r/ca
reer
pa
thwa
y/se
ctor
from
each
them
e ha
s bee
n rev
ised
usin
g the
allie
d he
alth m
odel
(bas
ed on
wo
rkfo
rce n
eeds
)
Docu
men
tatio
n of
colla
bora
tive
effo
rts in
cludi
ng:
fe
edba
ck fr
om
busin
ess
partn
ers a
nd
indu
stry
empl
oyer
s
revi
sed c
ours
e se
quen
ces
KY
CTE
ap
prov
al
2.6.4.
Dat
a Sha
ring a
nd
Repo
rting
(C):
Whe
re
feas
ible,
posts
econ
dary
pa
rtner
s pro
vide a
rea
scho
ol di
strict
s with
in
form
atio
n abo
ut
stude
nt ex
perie
nces
on
their
cam
pus
Deve
lop a
data
sh
arin
g agr
eem
ent
betw
een J
CTC
and
JCPS
that
supp
orts
the C
ompa
ct an
d in
form
s bot
h pa
rties
abou
t
A da
ta sh
arin
g ag
reem
ent b
etwe
en
JCPS
and J
CTC
exist
s
A da
ta sh
arin
g ag
reem
ent i
s a
part
of th
e ove
rall
deliv
ery p
lan
deta
iled i
n the
JC
TC/J
CPS
Com
pact
Docu
men
tatio
n of
the d
ata s
harin
g ag
reem
ent
secti
on w
ithin
the
over
all de
liver
y pl
an
A dr
aft d
ata
shar
ing
agre
emen
t exis
ts
Docu
men
tatio
n of
data
shar
ing
agre
emen
t
prog
ress
towa
rds
goals
Des
crip
tion
of T
actic
: Ta
rget
Pop
ulat
ion:
Supe
rinte
nden
t
JCPS
Boa
rd of
Ed
ucat
ion
JC
TC P
resid
ent
JC
TC &
JCPS
Lega
l Co
uncil
JCTC
/JCP
S dat
a and
re
sear
ch de
partm
ents
Sc
hool
prin
cipals
JCPS
/JCT
C ad
junc
t fa
culty
JCPS
co
unse
lors
/adv
isors
Busin
ess a
nd In
dustr
y pa
rtner
s
Loca
l WIB
/Wor
kfor
ce
Deve
lopm
ent
KY
OCT
E
Expe
cted
Dat
es o
f Im
plem
enta
tion:
Ju
ly 20
13 –
June
2016
Des
crip
tion:
In
orde
r to i
nstit
utio
naliz
e the
colla
bora
tion b
etwe
en JC
PS an
d pos
tseco
ndar
y in
stitu
tions
, par
tner
s mus
t det
ail an
d alig
n cor
e ins
titut
iona
l obj
ectiv
e and
goals
as w
ell
as es
tabl
ish st
ruct
ures
of co
mm
unica
tion,
data
shar
ing,
and a
ccou
ntab
ility
. By
esta
blish
ing a
n ove
rarc
hing
COM
PACT
, it w
ill al
low
pers
onne
l fro
m ea
ch in
stitu
tion a
nd
busin
ess p
artn
ers t
o col
labor
ate o
n lea
rnin
g pat
hway
s tha
t lea
d you
ng pe
ople
thro
ugh
requ
ired l
earn
ing o
ppor
tuni
ties,
supp
ortin
g cre
dent
ials t
o pos
tseco
ndar
y pro
gram
co
mpl
etio
n and
care
ers.
This
work
can o
nly b
e suc
cess
ful w
hen h
igh sc
hool
teac
hers
, pos
t se
cond
ary p
rofe
ssor
s, an
d ind
ustry
repr
esen
tativ
es w
ork c
ollec
tively
for t
he be
nefit
of
our c
omm
uniti
es’ y
oung
peop
le. A
s the
stru
cture
beco
me s
tream
lines
, so w
ill th
e m
ovem
ent o
f stu
dent
s thr
ough
the e
duca
tiona
l pip
eline
. Stu
dent
s will
leav
e high
scho
ol
with
not o
nly a
high
scho
ol di
plom
a, bu
t also
an ou
tside
cred
entia
l tha
t is a
foot
in th
e do
or to
a po
stsec
onda
ry pa
thwa
y tha
t lea
ds to
bein
g gain
fully
empl
oyed
in th
at in
dustr
y.
Serv
ices
nee
ded
from
the
com
mun
ity:
In
dustr
y/Bu
sines
s par
tner
s
Posts
econ
dary
partn
ers –
prim
arily
JCTC
bu
t also
loca
l par
tner
s inc
ludi
ng
o Un
iver
sity o
f Lou
isvill
e o
Spald
ing U
nive
rsity
o
Bella
rmin
e Uni
vers
ity
o Su
lliva
n Uni
vers
ity
o Ot
her H
IRE
partn
ers
NA
RR
ATI
VE
FOR
ESS
ENTI
AL
PRA
CTI
CE
3.1
Bus
ines
s, ci
vic
and
educ
atio
n le
ader
s cre
ate
a m
aste
r pla
n fo
r sus
tain
able
wor
kfor
ce c
ompe
titiv
enes
s and
com
mun
ity p
rosp
erity
bui
lt on
ed
ucat
ion
trans
form
atio
n.
On
July
20,
201
2, c
omm
unity
and
edu
catio
n le
ader
s wer
e in
vite
d to
a m
eetin
g or
gani
zed
by Ju
nior
Ach
ieve
men
t at W
agge
ner H
igh
Scho
ol to
lear
n m
ore
abou
t the
For
d N
ext G
ener
atio
n Le
arni
ng N
etw
ork.
A F
ord
NG
L C
omm
unity
Coa
ch p
rese
nted
a su
mm
ary
of th
e im
pact
of t
he F
ord
NG
L in
oth
er c
omm
uniti
es, n
otin
g th
at u
nder
the
care
er a
cade
my
mod
el, t
est s
core
s, G
PAs
and
high
scho
ol g
radu
atio
n ra
tes h
ave
risen
sign
ifica
ntly
.
It w
as fu
rther
exp
lain
ed t
hat J
effe
rson
Cou
nty
Publ
ic S
choo
ls h
ad a
lread
y be
gan
the
hard
wor
k of
tran
sfor
min
g th
e hi
gh sc
hool
s int
o ca
reer
-them
ed a
cade
mie
s, th
e 5-
Star
Sch
ools
. Th
e re
mai
ning
nec
essa
ry w
ork
invo
lves
a c
omm
unity
-wid
e ef
fort
to d
evel
op a
mas
ter p
lan
that
will
supp
ort t
he su
cces
s of t
he 5
-Sta
r Sch
ools
. B
usin
ess a
nd c
omm
unity
supp
ort h
as p
rove
n to
be
esse
ntia
l to
prom
otin
g su
stai
nabl
e w
orkf
orce
com
petit
iven
ess a
nd c
omm
unity
pro
sper
ity.
At t
his m
eetin
g, Ji
m A
llen,
Cha
irman
of t
he Je
ffer
son
Cou
nty
Publ
ic S
choo
ls E
duca
tion
Foun
datio
n, m
ade
the
com
mitm
ent t
hat t
his o
rgan
izat
ion
wou
ld o
vers
ee a
nd st
aff t
he d
evel
opm
ent o
f the
M
aste
r Pla
n. I
n ad
ditio
n, D
ana
Shum
ate,
Coo
rdin
ator
, Bus
ines
s Inv
olve
men
t fro
m JC
PS a
lso
serv
ed a
s the
inte
rim c
omm
unity
coo
rdin
ator
for t
he p
roje
ct. S
trand
team
cha
irs a
nd c
o-ch
airs
co
mpo
sed
of e
duca
tion
and
com
mun
ity b
usin
ess l
eade
rs w
ere
also
secu
red.
Si
nce
then
, a g
roup
of a
ppro
xim
atel
y 90
div
erse
bus
ines
s, ci
vic
and
educ
atio
n st
akeh
olde
rs h
ave
serv
ed o
n th
e 3
Stra
nd P
lan
Writ
ing
Team
s to
deba
te, a
gree
upo
n an
d w
rite
the
3-ye
ar M
aste
r Pl
an.
Indi
vidu
als r
epre
sent
ing
the
for-
prof
it se
ctor
, hig
her e
duca
tion,
non
-pro
fit o
rgan
izat
ions
and
oth
er c
ivic
lead
ers h
ave
colla
bora
ted
to c
reat
e th
e pl
an.
The
Ford
NG
L co
nsul
tant
s hav
e pl
ayed
a
key
role
in g
uidi
ng th
e st
akeh
olde
rs th
roug
hout
the
stra
nd ta
ctic
al o
ptio
ns c
reat
ion
and
stra
nd n
arra
tive
deve
lopm
ent a
s wel
l as e
ditin
g th
e m
aste
r pla
n fo
r fin
al a
ppro
val.
The
plan
con
sist
s of
tact
ics a
nd m
easu
rabl
e go
als,
and
will
fore
cast
impr
oved
edu
catio
nal o
utco
mes
and
pos
itive
com
mun
ity c
ash-
flow
pro
ject
ions
. D
ata
will
be
colle
cted
and
eva
luat
ed fo
r pro
gres
s on
an a
nnua
l ba
sis.
A c
onve
ning
org
aniz
atio
n th
at w
ill e
mpl
oy a
Com
mun
ity C
oord
inat
or to
ove
rsee
pla
n im
plem
enta
tion
will
be
sele
cted
. A
CEO
Boa
rd w
ill b
e re
crui
ted
to re
view
pla
n pr
ogre
ss a
nd th
e pl
an w
ill b
e up
date
d an
nual
ly.
Loui
svill
e is
poi
sed
to b
ecom
e a
form
ally
ado
pted
mem
ber o
f the
For
d N
GL
Net
wor
k as
a F
ord
NG
L A
ffili
ate
Com
mun
ity, a
nd c
an se
rve
as a
role
mod
el to
oth
er c
omm
uniti
es a
s the
y de
velo
p th
eir o
wn
plan
s for
edu
catio
nal a
nd e
cono
mic
succ
ess.
3.
2 –
Seni
or b
usin
ess,
edu
cati
on a
nd c
ivic
lead
ers
supp
ort,
sust
ain,
and
adv
ocat
e fo
r th
e go
als
outli
ned
in th
e co
mm
unit
y m
aste
r pl
an.
Des
crip
tion
: Bu
sine
ss, e
duca
tion
and
civi
c le
ader
s co
nsti
tute
an
ongo
ing
CEO
Boa
rd to
alig
n co
mm
unit
y su
ppor
t for
tran
sfor
min
g hi
gh s
choo
ls.
St
rate
gy
Tacti
c(s)
Ou
tput
(s)
Shor
t-ter
m
outco
me
Shor
t-ter
m
outco
me
mea
sure
men
t
Inte
rmed
iate
outco
me
Inte
rmed
iate
outco
me
mea
sure
men
t
Long
-term
Out
com
e Lo
ng-te
rm ou
tcom
e m
easu
rem
ent
3.2.1.
Com
mun
ity
buy-
in an
d pr
otec
tion E
P 3.2
Sa
fe, R
esou
rced
, Su
ppor
ted,
& Eq
uipp
ed Sc
hool
s
To or
gani
ze a
CEO
boar
d, co
mpr
ised o
f pr
omin
ent c
ivic
leade
rs an
d se
nior
busin
ess
exec
utiv
es th
at
will m
eet w
ith
educ
atio
n lea
ders
to
revi
ew
prog
ress
on th
e 5-
Star
desig
n an
d For
d NGL
pl
an
Recr
uit k
ey C
EOs w
hich
wi
ll ser
ve as
the J
CPS N
GL
CEO
Boar
d Cr
eate
a fra
mew
ork f
or th
e CE
O Bo
ard t
o def
ine i
ts ch
arte
r. Cr
eate
a pl
an of
actio
n for
th
e CEO
Boa
rd to
incr
ease
bu
sines
s par
ticip
atio
n in
trans
form
atio
n of
seco
ndar
y sch
ools.
Pr
ovid
e CEO
Boa
rd
mem
bers
with
“talk
ing
poin
ts” fo
r see
king
out,
At le
ast 3
0 CEO
Bo
ard
cand
idat
es
atte
nd
info
rmat
iona
l an
d rec
ruiti
ng
sess
ion
4 CEO
Boa
rd
form
atio
n m
eetin
gs ar
e fa
cilita
ted b
y Fo
rd
cons
ulta
nts
20 co
uncil
s (5
indu
stry/
1 per
th
eme;
15/1
per
scho
ol ad
visor
y)
Indu
stry a
nd
advi
sory
co
uncil
s are
po
pulat
ed by
in
fluen
tial
empl
oyee
Octo
ber 1
, 201
3 20
Com
mun
ity
CEO’
s com
mit
to
serv
e for
a 3-
year
te
rm on
the
CEO
Boar
d Ju
ne 1,
2014
CE
O Bo
ard a
dopt
s ch
arte
r whi
ch
defin
es
orga
niza
tiona
l pu
rpos
e, str
uctu
re,
mee
ting s
ched
ule,
fund
ing m
odel
and
staffi
ng ne
eds.
June
1, 20
14
Indu
stry a
nd
advi
sory
coun
cil
activ
e mem
bers
hip
incr
ease
s by 1
0%.
June
1, 20
14
Com
pare
actu
al m
embe
rshi
p via
targ
et go
al of
bo
ard o
f 20
CEO
Boar
d Ch
arte
r is
adop
ted,
fund
ing i
s se
cure
d and
sta
ff is
hire
d. Nu
mbe
r of
activ
e mem
bers
in
crea
ses b
y 10
%.
Com
pare
nu
mbe
r of
CEO
Boar
d ex
pand
s to 5
0 vi
a rec
ruitm
ent
of ad
ditio
nal
mem
bers
to
secu
re
repr
esen
tatio
n of
key r
egio
nal
indu
stry s
ecto
rs.
CEO
Boar
d m
eets
at le
ast
annu
ally w
ith
educ
atio
n lea
ders
to
revi
ew pr
ogre
ss
on ac
hiev
ing
mas
ter p
lan go
al an
d to
dem
onstr
ate t
he
com
mun
ity’s
ongo
ing
com
mitm
ent t
o th
e plan
. Ju
ne 1,
2016
In
dustr
y and
ad
viso
ry co
uncil
ac
tive
mem
bers
hip
incr
ease
s by
50%
. Ju
ne 1,
2016
Se
cure
the
com
mitm
ent o
f
Com
pare
actu
al m
embe
rshi
p via
targ
et go
al of
bo
ard o
f 50
Min
utes
do
cum
entin
g m
eetin
gs.
Num
ber o
f act
ive
mem
bers
in
crea
ses b
y 50
%.
Com
pare
num
ber
of bo
ard-
scale
Ever
y stu
dent
gr
adua
tes p
repa
red f
or
his o
r her
po
stsec
onda
ry ch
oice
- fo
r col
lege o
r car
eer,
and l
ife. (
2012
-13 C
DIP
Objec
tive 2
Bu
sines
ses a
ctive
ly su
ppor
ts an
d are
en
gage
d in t
he JC
PS
Scho
ols o
f Stu
dy
prog
ram
s and
annu
ally
evalu
ates
the r
esul
ts of
th
e tra
nsfo
rmat
iona
l m
odel
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
2013
to
83.7%
in 20
16
To de
crea
se dr
opou
t ra
te to
3.8%
by
2016
To in
crea
se th
e pe
rcen
t of s
tude
nts
colle
ge or
care
er
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at
the 5
-Sta
r Sch
ools
enro
lled i
n a Sc
hool
of
Stud
y by 2
016
.
info
rmin
g of a
nd en
gagin
g ot
her c
omm
unity
lead
ers
in th
e bro
ad co
nver
satio
n ab
out t
he co
mm
unity
’s fu
ture
, and
begin
to
activ
ely ad
voca
te fo
r ac
adem
ies an
d oth
er
relev
ant s
trate
gies t
o im
prov
e stu
dent
succ
ess
and d
evelo
p hum
an
capi
tal.
Esta
blish
a ca
mpa
ign to
in
crea
se br
oad-
scale
bu
sines
s “ow
ners
hip”
and
invo
lvem
ent w
ith 5-
Star
Sc
hool
s, to
poss
ibly
inclu
de
pres
s con
fere
nce,
busin
ess
lunc
heon
, ser
ies of
pr
esen
tatio
ns to
boar
ds,
one o
n one
mee
tings
leade
rs fr
om
CEO
Boar
d firm
s 20
broa
d-sc
ale
busin
esse
s are
en
gage
d with
th
e 5 St
ar
scho
ols
Secu
re th
e co
mm
itmen
t of 2
0 bu
sines
ses t
o ser
ve
as 5-
Star
Scho
ol
Core
Supp
orte
rs
for i
ncre
ased
aw
aren
ess a
nd
unde
rsta
ndin
g am
ong c
omm
unity
lea
ders
of
impo
rtanc
e of
busin
ess s
uppo
rt of
hi
gh sc
hool
s.
boar
d-sc
ale
busin
esse
s to
targ
et go
al
50 bu
sines
ses t
o se
rve a
s 5-S
tar
Scho
ol Co
re
Supp
orte
rs fo
r an
in
crea
sed s
ense
of
owne
rshi
p for
pu
blic
scho
ol
outco
mes
.
busin
esse
s to
targ
et go
al
Desc
riptio
n of t
actic
Ta
rget
Pop
ulat
ion
CEO
Boar
d, B
usin
ess
and
Civi
c Lea
ders
Desc
ript
ion
3.2 –
Seni
or bu
sines
s, ed
ucat
ion a
nd ci
vic le
ader
s sup
port,
susta
in, a
nd
advo
cate
for t
he go
als ou
tline
d in t
he co
mm
unity
mas
ter p
lan.
Desc
riptio
n: B
usin
ess,
educ
atio
n and
civic
lead
ers c
onsti
tute
an
ongo
ing C
EO B
oard
to al
ign co
mm
unity
supp
ort f
or tr
ansfo
rmin
g high
sc
hool
s.
Serv
ices
nee
ded
from
the
com
mun
ity
Busin
ess a
nd ci
vic le
ader
s who
will
cont
ribut
e tim
e and
pass
ion t
o the
form
atio
n and
func
tion o
f the
CE
O Bo
ard.
Fina
ncial
reso
urce
s tha
t will
fund
staf
fing,
over
head
and a
ware
ness
cam
paign
. Inc
reas
ed
empl
oyee
mem
bers
hip o
n ind
ustry
and a
dviso
ry co
uncil
s.
Com
mit
tee
visi
on: T
he c
aree
r ac
adem
y m
odel
is s
uppo
rted
by
an in
crea
sing
num
ber
of lo
cal b
usin
esse
s an
d co
mm
unity
par
tner
s in
all
path
way
s Go
al s
elec
ted
from
sch
ool d
istr
ict o
r co
mm
unit
y st
rate
gic
plan
:
Goal
3: P
aren
ts, co
mm
unity
, and
partn
ers e
nrich
stud
ents’
educ
atio
nal e
xper
ience
s and
supp
ort t
heir
succ
ess.
Rela
ted
Esse
ntia
l Pra
ctic
e 3.
3 D
escr
ipti
on: I
ndus
try co
uncil
s are
form
ed fo
r eac
h prio
ritize
d car
eer p
athw
ay to
deve
lop a
nd su
ppor
t aca
dem
ies in
thes
e pat
hway
s.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome:
Ju
ne 2
014
Shor
t-te
rm
outc
ome
mea
sure
-m
ent
Inte
rmed
iate
ou
tcom
e: Ju
ne
2015
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e: Ju
ne
2016
Long
-ter
m
outc
ome
mea
sure
men
t
3.3.1.
Dev
elop
incr
ease
d lev
el of
su
ppor
t and
in
volve
men
t fro
m
busin
ess a
nd
com
mun
ity in
the
form
of a
distr
ict-w
ide
task
forc
e.
3.3.2.
Dev
elop
incr
ease
d lev
el of
su
ppor
t and
in
volve
men
t fro
m
busin
ess a
nd
com
mun
ity in
the
form
of ad
visor
y str
uctu
res a
t dist
rict,
them
e, sc
hool
and
prog
ram
leve
ls.
Crea
te st
ruct
ure
for i
ndus
try an
d co
mm
unity
pa
rtner
s to
assis
t JCP
S de
velo
p 5-S
tar
Scho
ols
Prof
essio
nal
Care
er P
athw
ay
struc
ture
with
in
15 no
n-m
agne
t co
mpr
ehen
sive
high
scho
ols.
Esta
blish
pa
rtner
ship
Co
uncil
s to
advi
se ea
ch
Prof
essio
nal
Care
er P
athw
ay.
Crea
te st
ruct
ure
for I
ndus
try an
d co
mm
unity
A pl
an fo
r gr
eate
r in
dustr
y and
co
mm
unity
su
ppor
t of J
CPS
Prof
essio
nal
Care
er
Path
ways
is
prod
uced
. Plan
ad
vanc
es
struc
ture
to
enha
nce
Colle
ge an
d Ca
reer
Re
adin
ess
effo
rts an
d he
lps i
ncre
ase
the w
orkf
orce
in
Jeffe
rson
Co
unty
. 5 P
artn
ersh
ip
Coun
cils a
re
form
ed.
Grea
ter
indu
stry a
nd
com
mun
ity
supp
ort o
f JCP
S
Com
mun
ity-
wide
task
fo
rce
iden
tifies
ne
eded
care
er
path
ways
and
grou
ps th
ose
with
in th
emes
an
d acr
oss
geog
raph
ical
netw
orks
. Pa
rtner
ship
Co
uncil
s mee
t an
d for
m
Scho
ol P
artn
er
Team
s to
advi
se ea
ch
scho
ol.
JCPS
and G
LI
sign a
n MOU
Balan
ced
offe
rings
exist
wi
thin
five
ca
reer
them
es
with
in ea
ch
geog
raph
ical
netw
ork.
Docu
men
tatio
n of a
dviso
ry
struc
ture
m
eetin
g not
es
refle
ctin
g re
com
men
dati
ons a
nd
distr
ict
actio
ns.
New
care
er
majo
rs ar
e cr
eate
d, or
ex
istin
g pro
gram
s ar
e relo
cate
d, eq
uipp
ed an
d sta
ffed w
ithin
ca
reer
them
es to
pr
ovid
e equ
al ac
cess
with
in ea
ch
geog
raph
ical
netw
ork.
Coun
cils a
nd
Partn
er T
eam
s fo
rm A
dviso
ry
Com
mitt
ees f
or
each
care
er m
ajor
at ea
ch sc
hool
.
Stud
ents
are
enro
lled i
n car
eer
majo
rs w
ithin
ca
reer
them
es
with
in ea
ch
geog
raph
ical
netw
ork.
Docu
men
tatio
n of
coun
cil, te
am,
and c
omm
ittee
m
eetin
gs,
refle
ctin
g bu
sines
s and
co
mm
unity
pa
rtner
re
com
men
datio
ns a
nd te
ache
r, pr
ogra
m ac
tions
.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
) Ev
ery s
tude
nt
grad
uate
s pr
epar
ed fo
r his
or he
r po
stsec
onda
ry
choi
ce- f
or
colle
ge or
ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
To in
crea
se
grad
uatio
n rat
e fro
m 76
.5% in
20
13 to
83.7%
in
2016
To de
crea
se
drop
out r
ate t
o 3.8
% by
2016
To in
crea
se th
e pe
rcen
t of
stude
nts
colle
ge or
ca
reer
read
y fro
m 51
.3% in
20
13 to
72.4%
in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s en
rolle
d in a
Sc
hool
of St
udy
by 20
16
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome:
Ju
ne 2
014
Shor
t-te
rm
outc
ome
mea
sure
-m
ent
Inte
rmed
iate
ou
tcom
e: Ju
ne
2015
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e: Ju
ne
2016
Long
-ter
m
outc
ome
mea
sure
men
t
3.3.3.
Dev
elop
incr
ease
d lev
el of
su
ppor
t and
in
volve
men
t fro
m
busin
ess a
nd
com
mun
ity in
the
form
of vo
lunt
eer
recr
uitm
ent a
nd
man
agem
ent
struc
ture
s at d
istric
t, th
eme,
scho
ol an
d pr
ogra
m le
vels.
3.3
.4. D
evelo
p in
crea
sed l
evel
of
supp
ort a
nd
invo
lvem
ent f
rom
bu
sines
s and
co
mm
unity
in th
e fo
rm of
shar
ed
man
agem
ent
struc
ture
s with
in th
e ad
viso
ry st
ruct
ures
at
distr
ict, th
eme,
scho
ol
and p
rogr
am le
vels.
netw
orks
to
shar
e “re
al tim
e”
indu
stry-
need
s in
form
atio
n. Cr
eate
str
uctu
res t
o re
crui
t, tra
in
and m
anag
e vo
lunt
eers
wi
thin
the 5
-St
ar Sc
hool
s, m
odele
d on
and/
or bu
ilt
upon
the J
unio
r Ac
hiev
emen
t str
uctu
re.
Prof
essio
nal
Care
er
Path
ways
en
hanc
es
Colle
ge an
d Ca
reer
Re
adin
ess
effo
rts an
d he
lps i
ncre
ase
the w
orkf
orce
in
Jeffe
rson
Co
unty
. 20
volu
ntee
rs
are e
ngag
ed in
ea
ch th
eme
Partn
ersh
ip
Coun
cil to
su
ppor
t stu
dent
s and
th
e 5 St
ar
Scho
ols
to co
llabo
rate
in
a se
t of
ways
to be
de
fined
, ali
gnin
g with
5-
Star
Scho
ols
struc
ture
. JC
PS A
dmin
an
d Spe
cialis
t ha
ve st
rate
gy
mee
ting w
ith
Juni
or
Achi
evem
ent
staff.
JA
assig
ns a
repr
esen
tativ
e to
each
Pr
ofes
siona
l Ca
reer
Pa
thwa
y to
deve
lop a
vo
lunt
eer
recr
uitm
ent,
train
ing a
nd
man
agem
ent
mod
el.
MOU
sign
ed.
Docu
men
tatio
n of c
ounc
il an
d tea
m
mee
tings
, re
flect
ing
busin
ess a
nd
com
mun
ity
partn
er
reco
mm
enda
tion
s and
th
eme,
scho
ol
actio
ns.
Docu
men
tatio
n of
Partn
ersh
ip
Coun
cil
mee
tings
re
flect
s ac
tions
and
resu
lts
conc
erni
ng
volu
ntee
r re
crui
tmen
t, tra
inin
g and
m
anag
emen
t.
Scho
ol P
artn
er
team
s and
care
er
majo
r Adv
isory
Co
mm
ittee
s use
th
e mod
el to
m
anag
e vol
unte
er
recr
uitm
ent a
nd
train
ing.
Doc
umen
tatio
n of
advis
ory
mee
tings
in ea
ch
scho
ol an
d pr
ogra
m re
flect
us
e of t
he m
odel
to m
anag
e vo
lunt
eer
recr
uitm
ent a
nd
train
ing.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
)
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome:
Ju
ne 2
014
Shor
t-te
rm
outc
ome
mea
sure
-m
ent
Inte
rmed
iate
ou
tcom
e: Ju
ne
2015
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e: Ju
ne
2016
Long
-ter
m
outc
ome
mea
sure
men
t
3.3.5.
Dev
elop
incr
ease
d lev
el of
su
ppor
t and
in
volve
men
t fro
m
busin
ess a
nd
com
mun
ity in
the
form
of in
dustr
y ne
twor
ks in
cludi
ng
such
orga
niza
tions
as
GLI, K
entu
ckian
a W
orks
, Job C
orps
, JA,
etc.
3.3.6.
Dev
elop
incr
ease
d lev
el of
su
ppor
t and
in
volve
men
t fro
m
busin
ess a
nd
com
mun
ity in
the
form
of pr
ogra
m
evalu
atio
n ref
lectin
g in
dustr
y and
ed
ucat
iona
l sta
ndar
ds.
Crea
te E
xecu
tive
Com
mitt
ees
and/
or C
o-Ch
air
posit
ions
at ea
ch
advi
sory
leve
l to
shar
e m
anag
emen
t re
spon
sibili
ties
with
in th
e str
uctu
re.
Form
indu
stry
and c
omm
unity
pa
rtner
indu
stry
netw
orks
to
supp
ort 5
-Sta
r th
emes
.
Grea
ter
indu
stry a
nd
com
mun
ity
supp
ort o
f JCP
S Pr
ofes
siona
l Ca
reer
Pa
thwa
ys
enha
nces
Co
llege
and
Care
er
Read
ines
s ef
forts
and
help
s inc
reas
e th
e wor
kfor
ce
in Je
ffers
on
Coun
ty.
50%
of
grad
uatin
g se
nior
s hav
e ha
d som
e for
m
of re
al wo
rld,
hand
s on
expe
rienc
e wi
th
com
mun
ity
partn
ers.
Exec
utiv
e Co
mm
ittee
s an
d/or
Co-
Chair
po
sitio
ns ar
e cr
eate
d at
each
them
e Pa
rtner
ship
Co
uncil
. In
dustr
y and
co
mm
unity
ne
twor
ks
build
vo
lunt
eer
supp
ort f
or 5-
Star
them
es
and d
evelo
p Ed
ucat
ion
subc
omm
ittee
’s i
n eac
h ne
twor
k am
ong o
ther
Docu
men
tatio
n of C
ounc
il m
eetin
gs
refle
ct sh
ared
m
anag
emen
t in
agen
da
deve
lopm
ent
and m
eetin
g no
tes.
Advi
sory
str
uctu
res a
nd
educ
atio
n co
mm
ittee
s ar
e ful
ly sta
ffed w
ith
volu
ntee
rs.
Exec
utiv
e Co
mm
ittee
s an
d/or
Co-
Chair
po
sitio
ns ar
e cr
eate
d at e
ach
scho
ol P
artn
er
Team
and c
aree
r m
ajor a
dviso
ry
com
mitt
ee.
Incr
ease
of 25
%
in st
uden
t car
eer
relat
ed
expe
rient
ial
learn
ing
oppo
rtuni
ties (
job
shad
ows,
inte
rnsh
ips,
men
tors
, co-
op,
etc)
In
dustr
y ce
rtific
atio
ns ar
e
Doc
umen
tatio
n of
advis
ory
mee
tings
in ea
ch
scho
ol an
d pr
ogra
m re
flect
us
e of t
he sh
ared
re
spon
sibili
ties
with
in th
e ad
viso
ry
struc
ture
. Th
e % in
crea
se in
stu
dent
care
er
relat
ed
expe
rient
ial
learn
ing
oppo
rtuni
ties.
Certi
ficat
ions
are
appr
oved
by K
DE
for s
tude
nts t
o re
ceiv
e cre
dit.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
) Ev
ery s
tude
nt
grad
uate
s pr
epar
ed fo
r his
or he
r po
stsec
onda
ry
choi
ce- f
or
colle
ge or
ca
reer
, and
life.
(201
2-13
CDIP
Ob
jectiv
e 2)
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome:
Ju
ne 2
014
Shor
t-te
rm
outc
ome
mea
sure
-m
ent
Inte
rmed
iate
ou
tcom
e: Ju
ne
2015
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e: Ju
ne
2016
Long
-ter
m
outc
ome
mea
sure
men
t
Adop
t aca
dem
y ev
aluat
ion
syste
m cr
eate
d in
Ess
entia
l Pr
actic
e 3.7,
wh
ich w
ill al
low
indu
stry a
nd
com
mun
ity
netw
ork t
eam
s to
annu
ally
evalu
ate S
choo
ls of
Stud
y to
ensu
re
grad
uate
s hav
e de
velo
ped
know
ledge
and
skill
s to s
ucce
ed
in co
llege
and
care
ers a
fter
high
scho
ol
Ensu
re th
at 5-
Star
them
e pr
ogra
ms u
se
appr
opria
te
indu
stry
stand
ards
and
are l
inke
d to
oppo
rtuni
ties
for p
ost-
seco
ndar
y ed
ucat
ion a
nd
Rev
iew of
cu
rren
t CCR
nu
mbe
rs an
d gr
adua
tion
rate
s to
esta
blish
a be
nchm
ark a
nd
annu
al go
als.
Colla
bora
tion
with
stra
nd 2
to re
view
cu
rren
t pos
t-se
cond
ary
relat
ions
hips
an
d loo
k for
wa
ys to
im
prov
e dua
l cr
edit
and
artic
ulat
ions
.
item
s by e
nd
of ye
ar on
e. In
form
atio
n ca
mpa
ign to
stu
dent
s and
pa
rent
s abo
ut
the
impo
rtanc
e of
CCR
indi
cato
rs
and
oppo
rtuni
ties
for d
ual a
nd
artic
ulat
ed
colle
ge cr
edit.
Ass
ess t
he #
of
colla
tera
l m
ater
ials
crea
ted f
or
pare
nts a
nd
stude
nts a
nd
the %
incr
ease
in
dual
and
artic
ulat
ed
cred
it co
urse
en
rollm
ent.
iden
tified
for e
ach
busin
ess a
nd
vette
d thr
ough
KD
E fo
r app
rova
l In
crea
se of
5%
annu
ally i
n CCR
nu
mbe
rs re
porte
d fo
r eac
h sch
ool b
y KD
E. In
crea
se in
nu
mbe
r of
posts
econ
dary
pa
rtner
s offe
ring
dual
and
artic
ulat
ed cr
edit.
Al
l car
eer m
ajors
of
ferin
g cre
dit
with
at le
ast o
ne
posts
econ
dary
pa
rtner
.
Annu
al %
im
prov
emen
t in
CCR
indi
cato
rs.
Num
ber o
f car
eer
majo
r cou
rse
sequ
ence
s of
ferin
g dua
l- or
ar
ticul
ated
- cr
edit
cour
ses.
Ever
y stu
dent
gr
adua
tes
prep
ared
for h
is or
her
posts
econ
dary
ch
oice
- for
co
llege
or
care
er, a
nd lif
e. (2
012-
13 CD
IP
Objec
tive 2
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome:
Ju
ne 2
014
Shor
t-te
rm
outc
ome
mea
sure
-m
ent
Inte
rmed
iate
ou
tcom
e: Ju
ne
2015
Inte
rmed
iate
ou
tcom
e m
easu
rem
ent
Long
-ter
m
Out
com
e: Ju
ne
2016
Long
-ter
m
outc
ome
mea
sure
men
t
train
ing t
hrou
gh
dual
enro
llmen
t an
d arti
culat
ed
cred
it.
Targ
et
Popu
latio
n:
Busin
esse
s, lab
or
orga
niza
tions
, in
dustr
y as
socia
tions
, po
st-se
cond
ary
insti
tutio
ns, a
nd
distr
ict an
d sc
hool
lea
ders
hip.
Expe
cted
Dat
es
of
Impl
emen
tatio
n 20
14-2
016
Desc
riptio
n Re
lated
Ess
entia
l Pra
ctice
3.3
De
scrip
tion:
Indu
stry c
ounc
ils ar
e fo
rmed
for e
ach p
riorit
ized c
aree
r pa
thwa
y to d
evelo
p and
supp
ort
acad
emies
in th
ese p
athw
ays.
Th
e tar
get p
opul
atio
n will
co
llabo
rate
to de
velo
p stro
nger
re
latio
nshi
ps to
dram
atica
lly
enha
nce t
he qu
ality
and q
uant
ity of
bu
sines
s int
erac
tions
with
stud
ents
and e
nhan
ce th
e qua
lity o
f aca
dem
y im
plem
enta
tion,
resu
lting
in
incr
ease
d stu
dent
achi
evem
ent.
Serv
ices n
eede
d fro
m th
e com
mun
ity:
Volu
ntee
rs an
d lea
ders
hip f
rom
targ
et
popu
latio
n org
aniza
tions
.
Tact
ical
Pla
n St
rand
3, E
ssen
tial
Pra
ctic
e 3.
4 Co
mm
itte
e vi
sion
: Com
mun
ity a
ligns
sup
port
for
tran
sfor
mat
ion
mod
el
Goal
s se
lect
ed fr
om V
isio
n 20
15 s
trat
egic
pla
n: G
oal 3
: Pa
rent
s, C
omm
unit
y, a
nd p
artn
ers
enri
ch s
tude
nts’
edu
cati
onal
exp
erie
nces
and
sup
port
thei
r su
cces
s.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
3.4.1.
Com
mun
ity
align
s em
ploy
er
and c
ivic
supp
ort
thro
ugh d
edica
ted
staff
that
facil
itate
in
dustr
y cou
ncil
mee
tings
and
coor
dina
te su
ppor
t fo
r aca
dem
ies in
th
eir pe
rspe
ctive
pa
thwa
ys.
3.4.2.
Com
mun
ity
align
s em
ploy
er
and c
ivic
supp
ort
thro
ugh d
edica
ted
staff
that
facil
itate
in
dustr
y cou
ncil
mee
tings
and
coor
dina
te su
ppor
t fo
r aca
dem
ies in
th
eir pe
rspe
ctive
pa
thwa
ys.
3.4.3.
Com
mun
ity
align
s em
ploy
er
and c
ivic
supp
ort
thro
ugh d
edica
ted
Secu
re
appr
opria
te
oper
atin
g bud
get
for d
edica
ted
staff
(CTE
Sp
ecial
ists)
and
indu
stry c
ounc
ils
Plan
to en
sure
co
mm
unica
tion
betw
een J
CPS a
nd
the i
ndus
try
Ensu
re
appr
opria
te
train
ing o
f 5 st
ar
them
e sta
ff an
d
Adeq
uate
fu
ndin
g is
prov
ided
for 5
sta
r the
me a
nd
FORD
NGL
ba
sed w
ork
Com
preh
ensiv
e co
mm
unica
tions
ch
anne
l be
twee
n JCP
S an
d com
mun
ity
orga
niza
tions
(JA
, GLI
, Uni
ted
Way
, etc.
) is
esta
blish
ed in
su
ppor
t of t
he
acad
emy m
odel
Orga
niza
tions
ha
ve up
to da
te
info
rmat
ion
Appr
ove
2013
-14
budg
et
Upda
te
cont
act
info
rmat
ion,
mar
ketin
g m
ater
ials,
and
mem
ber
roste
rs
betw
een
orga
niza
tions
$ 15,0
00
appr
oved
for
them
e bas
ed
work
(201
3-14
scho
ol
year
) Up
date
d co
ntac
t list
s, we
bsite
s, pu
blica
tions
, an
d mar
ketin
g m
ater
ials f
or
25 ac
tive
partn
ers
Them
e sp
ecial
ists
mee
t with
ac
tive
partn
ers t
o
Inclu
de
budg
et in
plan
(F
ORD
NGL /
CD
IP) f
or
mul
tiple
year
s Pr
omot
iona
l m
ater
ials a
re
upda
ted t
o pr
ovid
e a
unifi
ed
mes
sage
$75,0
00 /y
r. ap
prop
riate
d op
erat
iona
l bu
dget
10
0% of
pa
rtner
s hav
e up
date
d pr
omot
iona
l m
ater
ials t
hat
inclu
de 5
star
them
e and
FO
RD N
GL
info
rmat
ion
Partn
ersh
ip Co
uncil
s ac
tively
supp
ort t
hem
e sp
ecifi
c enr
ichm
ent
activ
ities
for s
tude
nts
Align
men
t of J
CPS a
nd
com
mun
ity m
ater
ials
in su
ppor
t of t
he
acad
emy m
odel
To in
crea
se gr
adua
tion
rate
from
76.5%
in 20
13
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to
3.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r re
ady f
rom
51.3%
in 20
13
to 72
.4% in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
2016
Targ
et
Popu
latio
n:
Busin
esse
s, lab
or
orga
niza
tions
, in
dustr
y
Expe
cted
Dat
es
of
Impl
emen
tatio
n 20
14-2
016
Desc
riptio
n Re
lated
Ess
entia
l Pra
ctice
3.4
De
scrip
tion:
As c
aree
r aca
dem
ies
grow
, des
ignat
ed st
aff (
desc
ribed
he
re as
“CTE
Spec
ialist
s” )
are h
ired
Serv
ices n
eede
d fro
m th
e com
mun
ity:
Volu
ntee
rs an
d lea
ders
hip f
rom
targ
et po
pulat
ion o
rgan
izatio
ns.
staff
that
facil
itate
in
dustr
y cou
ncil
mee
tings
and
coor
dina
te su
ppor
t fo
r aca
dem
ies in
th
eir pe
rspe
ctive
pa
thwa
ys.
3.4.4.
Com
mun
ity
align
s em
ploy
er
and c
ivic
supp
ort
thro
ugh d
edica
ted
staff
that
facil
itate
in
dustr
y cou
ncil
mee
tings
and
coor
dina
te su
ppor
t fo
r aca
dem
ies in
th
eir pe
rspe
ctive
pa
thwa
ys.
outsi
de
orga
niza
tions
Ac
quire
en
dors
emen
ts fro
m CE
O Ch
ampi
ons
Coun
cil in
su
ppor
t of
acad
emy m
odel
abou
t 5 st
ar
them
es
Activ
e and
co
ntin
uous
pr
omot
ion o
f th
e Par
tner
ship
Co
uncil
s th
roug
h the
CEO
ch
ampi
ons
grou
p
Orga
niza
tions
ar
e inf
orm
ed
abou
t the
FO
RD N
GL
partn
ersh
ip
and v
olun
teer
op
portu
nitie
s. Or
gani
zatio
ns
desig
nate
a co
ntac
t per
son
at ea
ch
orga
niza
tion
for s
endi
ng of
in
form
atio
n CE
O Ch
ampi
on
Coun
cil
mem
bers
send
let
ter o
f su
ppor
t with
in
their
or
gani
zatio
ns
disc
uss F
ord
NGL p
rogr
ess.
Mem
ber l
ist of
ac
tive
com
pani
es
and c
ompa
ny
cont
acts
100 %
of CE
O Ch
ampi
on
Coun
cil
mem
bers
send
let
ter o
f su
ppor
t
Train
ing
prog
ram
is
deve
lope
d for
or
gani
zatio
ns
and
volu
ntee
rs
CEO
Cham
pion
s en
dors
e 5 St
ar
them
e bas
ed
work
Train
ing
prog
ram
s are
in
plac
e for
vo
lunt
eers
an
d or
gani
zatio
ns
10
endo
rsem
ent
oppo
rtuni
ties
per y
ear
5% in
crea
se of
en
rollm
ent o
f Pa
rtner
ship
Co
uncil
m
embe
rs
2 to1
2 ann
ual
prof
essio
nal
deve
lopm
ent t
rain
ing
hour
s are
deve
lope
d an
d main
tain
ed fo
r use
by
orga
niza
tions
to
educ
ate s
taff
on 5
star
them
e and
Ford
NGL
pr
actic
es.
CEO
Cham
pion
m
embe
rs ac
tively
pr
omot
e the
5 sta
r th
eme s
choo
ls
Ensu
re qu
ality
supp
ort
of P
artn
ersh
ip Co
uncil
asso
ciatio
ns,
post-
seco
ndar
y in
stitu
tions
, and
di
strict
and
scho
ol
leade
rshi
p.
and d
eplo
yed t
o main
tain
and
expa
nd em
ploy
er en
gage
men
t, su
ppor
t the
regio
n’s ca
reer
ac
adem
ies, s
ugge
st up
date
s to t
he
mas
ter p
lan, a
nd he
lp co
nven
e Bu
sines
s-Edu
catio
n Adv
isory
Co
uncil
s. Co
mm
itte
e vi
sion
: The
care
er ac
adem
y mod
el is
supp
orte
d by a
n inc
reas
ing n
umbe
r of l
ocal
busin
esse
s Go
al s
elec
ted
from
sch
ool d
istr
ict o
r co
mm
unit
y st
rate
gic
plan
Goa
l 3: P
aren
ts, co
mm
unity
and p
artn
ers e
nrich
stud
ents’
educ
atio
nal e
xper
ience
s and
supp
ort t
heir
succ
ess.
Rela
ted
Esse
ntia
l Pra
ctic
e (e
nter
num
ber)
3.5
_ Des
crip
tion
: Par
ents,
guar
dian
s, an
d key
fam
ily m
embe
rs ar
e act
ively
enga
ged b
y the
com
mun
ity to
supp
ort s
tude
nt su
cces
s.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
3.5.1.
Eng
age
pare
nts/
care
giver
s an
d key
fam
ily
mem
bers
to
supp
ort 5
Star
High
Sc
hool
Stud
ent
Succ
ess a
nd to
un
ders
tand
the
impo
rtanc
e of
high
er ed
ucat
ion
and c
olleg
e and
ca
reer
read
ines
s.
Esta
blish
ba
selin
e of
pare
nt
awar
enes
s of
the J
CPS
Pare
nt P
orta
l
Repo
rts on
pa
rent
en
gage
men
t ac
tiviti
es an
d ty
pes o
f m
ater
ials
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
Quan
titat
ive-
type
an
d num
ber o
f m
ater
ials
distr
ibut
ed
Esta
blish
ed in
-sc
hool
Par
ent
Enga
gem
ent
strat
egies
on
care
er
awar
enes
s, pl
anni
ng an
d hi
gher
ed
ucat
ion
finan
cing.
Esta
blish
ed
com
mun
ity-
base
d Par
ent
Enga
gem
ent
strat
egies
on
care
er
awar
enes
s, pl
anni
ng an
d hi
gher
ed
ucat
ion
finan
cing.
Pare
nt fo
cus
grou
ps an
d sa
tisfa
ction
surv
ey
Num
ber a
nd ty
pe
of in
-scho
ol ev
ents
and a
ctivi
ties
Com
mun
ity
mem
ber f
ocus
gr
oups
Pe
er-P
eer
com
mun
ity
conv
ersa
tions
Ever
y stu
dent
gr
adua
tes p
repa
red
for h
is or
her
posts
econ
dary
choi
ce-
for c
olleg
e or c
aree
r, an
d life
Al
l par
ents/
care
giver
s of
5 St
ar H
igh Sc
hool
stu
dent
s are
activ
ely
enga
ged a
s def
ined
by
the p
aren
t en
gage
men
t sca
le an
d un
ders
tand
the
impo
rtanc
e of h
igher
ed
ucat
ion a
nd co
llege
an
d car
eer r
eadi
ness
.
To in
crea
se gr
adua
tion
rate
from
76.5%
in 20
13
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to
3.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r re
ady f
rom
51.3%
in 20
13
to 72
.4% in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
2016
Desig
n and
ex
ecut
e aw
aren
ess
cam
paign
for
the J
CPS
Pare
nt P
orta
l, Pa
rent
Ho
tline
, and
Pa
rent
Co
nnec
tion
with
high
er
educ
atio
n and
co
llege
and
care
er
read
ines
s to
ols
Broc
hure
s and
so
cial m
edia,
an
d web
m
ater
ials (
use
stude
nt
storie
s, hi
ghlig
ht
neigh
borh
ood
leade
rs w
ho
are w
orki
ng to
he
lp st
uden
ts)
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
Pa
rent
ut
iliza
tion
of JC
PS
Pare
nt
Porta
l in
crea
ses b
y 10
%
Quan
titat
ive-
type
an
d num
ber o
f m
ater
ials
distr
ibut
ed
Pare
nt us
e rat
e
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
Cons
ult w
ith
Prich
ard
Com
mitt
ee,
Natio
nal
Cent
er fo
r Fa
mily
Li
tera
cy,
Unite
d Way
W
orld
wide
an
d Wall
ace
Foun
datio
n on
pare
nt
enga
gem
ent
tact
ics
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
Pa
rent
en
gage
men
t m
easu
res a
nd
indi
cato
rs
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
In
crea
se
num
ber o
f pa
rent
s pa
rticip
atin
g in
activ
ities
by
5%.
Quan
titat
ive-
type
an
d num
ber o
f m
ater
ials
distr
ibut
ed
Mea
sure
s and
in
dica
tors
Num
ber a
nd ty
pe
of co
mm
unity
-ba
sed e
vent
s and
ac
tiviti
es
Num
ber o
f St
uden
t Am
bass
ador
s in
each
scho
ol.
Num
ber a
nd ty
pe
of ev
ents
Stud
ent
Amba
ssad
ors
parti
cipat
e in.
Com
mun
ity-b
ased
pa
rent
enga
gem
ent
prog
ram
s on h
igher
ed
ucat
ion a
nd co
llege
an
d car
eer r
eadi
ness
ar
e con
siste
ntly
activ
e
Cons
ult w
ith
loca
l lead
ers
that
inclu
de
pare
nts,
busin
esse
s, civ
ic lea
ders
, an
d the
faith
ba
sed
com
mun
ity on
di
ffere
nt
tact
ics su
ch as
St
uden
t Am
bass
ador
s.
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
Pa
rent
en
gage
men
t m
easu
res a
nd
indi
cato
rs
Pare
nt
Enga
gem
ent
Info
rmat
ion
Distr
ibut
ion
Plan
In
crea
se
num
ber o
f pa
rent
s pa
rticip
atin
g in
activ
ities
by
5%.
Quan
titat
ive-
type
an
d num
ber o
f m
ater
ials
distr
ibut
ed
Mea
sure
s and
in
dica
tors
Defin
e par
ent
enga
gem
ent
scale
and
timeli
ne
Defin
ed
pare
nt
enga
gem
ent
scale
and
activ
ities
ba
sed o
n inp
ut
from
stud
ents
and p
aren
ts.
Incr
ease
nu
mbe
r of
pare
nts
parti
cipat
ing i
n ac
tiviti
es by
5%
.
Pare
nt
enga
gem
ent r
ate
incr
ease
.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
Enga
ge
mid
dle-
scho
ol
and f
irst
gene
ratio
n stu
dent
s and
pa
rent
s in
mea
ning
ful
oppo
rtuni
ties
to ex
pres
s th
eir
pers
pect
ives
an
d be d
irect
ly in
volve
d in
deve
lopi
ng th
e pl
an.
Defin
ed
pare
nt
enga
gem
ent
scale
and
activ
ities
ba
sed o
n inp
ut
from
stud
ents
and p
aren
ts.
Incr
ease
nu
mbe
r of
pare
nts
parti
cipat
ing i
n ac
tiviti
es by
5%
.
Pare
nt
enga
gem
ent r
ate
incr
ease
.
Enga
ge
stude
nts a
t ea
ch sc
hool
to
parti
cipat
e in
a Stu
dent
Am
bass
ador
Team
to
prom
ote l
ocal
scho
ol
acad
emic
prog
ram
s and
op
portu
nitie
s.
A un
iform
ap
plica
tion
and s
elect
ion
proc
ess i
s de
velo
ped f
or
stude
nts t
o ap
ply t
o be a
n am
bass
ador
fo
r the
ir sc
hool
. Be
nchm
ark o
f th
e num
ber o
f am
bass
ador
s en
cour
aged
fo
r eac
h sc
hool
es
tabl
ished
. St
uden
t Am
bass
ador
s pa
rticip
ate i
n
Appl
icatio
n Fo
rm
publ
ished
. St
uden
t Am
bass
ado
r sele
ctio
n ru
bric
deve
lope
d. St
uden
t Am
bass
ado
r Lead
ersh
ip
Deve
lopm
e
Num
ber o
f stu
dent
s app
lying
to
be St
uden
t Am
bass
ador
s Nu
mbe
r of S
tude
nt
Amba
ssad
ors
selec
ted f
or th
e Le
ader
ship
De
velo
pmen
t Pr
ogra
m
Stud
ent
Amba
ssad
or
satis
facti
on su
rvey
.
Esta
blish
ed
Stud
ent
Amba
ssad
or
Prog
ram
. Es
tabl
ished
St
uden
t Am
bass
ador
Le
ader
ship
De
velo
pmen
t Pr
ogra
m
Spon
sors
hips
.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
a lea
ders
hip
deve
lopm
ent
expe
rienc
e pr
ior t
o the
ir se
rvice
. St
uden
t Am
bass
ador
s re
lay re
levan
t in
form
atio
n ab
out c
aree
r-th
emed
pr
ogra
ms a
nd
colle
ge
read
ines
s for
sc
hool
age
child
ren.
Adul
ts an
d pa
rent
s in t
he
broa
der
scho
ol
com
mun
ity
inte
ract
with
pr
oduc
ts of
ca
reer
them
e pr
ogra
ms.
nt P
rogr
am
launc
hed.
Stud
ent
Amba
ssad
ors
are
enga
ged i
n re
layin
g in
form
atio
n ab
out t
he
prog
ram
s to
othe
r stu
dent
s an
d the
co
mm
unity
. Co
mm
unity
pa
rtner
s su
ch as
, but
no
t lim
ited
to, F
und f
or
the A
rts,
Acto
r’s
Thea
ter,
KYA,
YM
CA,
OST
Coor
dina
ting C
ounc
il Yo
uth
Sum
mit
enga
ged i
n th
e de
velo
pmen
t of t
he
leade
rshi
p de
velo
pmen
t expe
rienc
e.
The n
umbe
r and
ty
pe of
com
mun
ity
partn
ers
parti
cipat
ing i
n de
velo
ping
the
Stud
ent
Amba
ssad
or
Lead
ersh
ip
Prog
ram
.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
Spon
sors
hips
fo
r the
lea
ders
hip
deve
lopm
ent
expe
rienc
e.
Com
mun
ity
partn
ers
prov
ide
spon
sors
hip
s for
St
uden
t Am
bass
ado
rs.
Num
ber o
f Stu
dent
Am
bass
ador
sp
onso
rshi
ps.
Des
crip
tion
of t
acti
c Ta
rget
Po
pula
tion
Pare
nts/
Care
give
rs
Com
mun
ity B
ased
Ag
enci
es
Com
mun
ity a
nd
Faith
Bas
ed
Yout
h Pr
ogra
ms
Pare
nt N
etw
orks
Expe
cted
Dat
es o
f Im
plem
enta
tion
2014
-201
6 W
ho is
re
spon
sible
: N
ame
and
Title
Pa
rent
&
Nei
ghbo
rhoo
d En
gage
men
t Sp
ecia
list
Desc
ript
ion
The
pare
nt a
nd n
eigh
borh
ood
enga
gem
ent s
peci
alist
will
dev
elop
st
rong
rela
tions
hips
with
com
mun
ity
base
d pr
ogra
ms a
nd o
rgan
izat
ions
to
prov
ide
outr
each
info
rmat
ion
and
to
help
edu
cate
par
ents
and
care
give
rs
on th
e im
port
ance
of h
ighe
r edu
catio
n an
d co
llege
and
care
er re
adin
ess.
Serv
ices
nee
ded
from
the
com
mun
ity
Acce
ss to
net
wor
k of
com
mun
ity b
ased
pro
gram
s and
org
aniz
atio
ns to
pro
vide
net
wor
k op
port
uniti
es fo
r pa
rent
s and
care
give
rs.
Acce
ss to
reso
urce
s to
deve
lop
and
prod
uce
mat
eria
ls to
info
rm a
nd e
duca
te o
n th
e im
port
ance
of h
ighe
r ed
ucat
ion
and
trai
ning
.
3.6 T
acti
cal P
lan
Tem
plat
e Co
mm
itte
e vi
sion
: The
care
er ac
adem
y mod
el is
supp
orte
d by a
n inc
reas
ing n
umbe
r of l
ocal
busin
esse
s in a
ll fiv
e majo
r pat
hway
s Go
al s
elec
ted
from
sch
ool d
istr
ict o
r co
mm
unit
y st
rate
gic
plan
: Goa
l 3:
Pare
nts,
com
mun
ity, a
nd pa
rtner
s enr
ich st
uden
ts’ ed
ucat
iona
l exp
erien
ces a
nd su
ppor
t the
ir su
cces
s. Re
late
d Es
sent
ial P
ract
ice_
3.6_
Des
crip
tion
: The
broa
der c
omm
unity
is aw
are a
nd ac
tively
enga
ged.
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e Sh
ort-
term
ou
tcom
e m
easu
rem
ent
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
3.6.1.
Dev
elop a
m
arke
ting p
lan to
bu
ild su
ppor
t and
ac
tive p
artic
ipat
ion
amon
g fam
ily
mem
bers
, stu
dent
s, an
d the
busin
ess
and e
duca
tion
com
mun
ities
.
Cons
ult w
ith a
loca
l m
arke
ting
firm
to
deve
lop a
m
arke
ting
plan
. De
velo
p a
mar
ketin
g co
mm
ittee
co
mpr
ised o
f CE
O bo
ard,
stude
nts,
pare
nts,
JCBE
an
d JCP
S lea
ders
hip
team
to
deve
lop a
3 ye
ar
mar
ketin
g and
br
andi
ng
awar
enes
s ca
mpa
ign.
Parti
cipat
ion
Mar
ketin
g Pl
an
Clea
r de
adlin
es
esta
blish
ed fo
r sp
ecifi
c ele
men
ts of
th
e mar
ketin
g pl
an.
Incr
ease
d nu
mbe
r of
stude
nts
enro
lled i
n 5 S
tar H
igh
Scho
ol
Prog
ram
s De
adlin
es
for:
Co
mm
itte
e mem
bers
se
lecte
d.
Fund
ing
requ
irem
ent
s
Agen
cy of
Re
cord
id
entif
ied.
Fi
nal
mar
ketin
g pl
an
conc
ept
appr
oved
Num
ber o
f stu
dent
s pa
rticip
atin
g. Nu
mbe
r of p
eopl
e fro
m a
dive
rse
cros
s sec
tion o
f the
co
mm
unity
pa
rticip
atin
g in t
he
mar
ketin
g co
mm
ittee
75
% of
fund
ing
need
ed to
supp
ort
the f
irst y
ear o
f the
m
arke
ting p
lan.
Incr
ease
trad
e sk
ills o
f stu
dent
s An
nual
mar
ketin
g ca
mpa
ign
deve
lope
d to
impr
ove
publ
ic aw
aren
ess o
n ke
y de
velo
pmen
ts,
mile
stone
s or
indu
stry
acco
lades
.
Stud
ent
know
ledge
and
skill
evalu
atio
ns.
Trac
king
of
mar
ketin
g bra
nd
awar
enes
s ca
mpa
ign
pene
tratio
n.
Ever
y stu
dent
gr
adua
tes p
repa
red
for h
is or
her
posts
econ
dary
choi
ce-
for c
olleg
e or c
aree
r, an
d life
. Co
ntin
ued s
uppo
rt fo
r th
e 5-S
tar H
igh Sc
hool
Pr
ogra
ms f
rom
fam
ily
mem
bers
, em
ploy
ers,
post-
seco
ndar
y ed
ucat
ors,
and
polit
ical le
ader
s. Co
ntin
ued f
inan
cial
supp
ort t
o pro
vide
re
sour
ces a
nd up
date
te
chno
logy
to m
eet
curr
ent i
ndus
try
stand
ards
. Bu
sines
s com
mun
ity
is co
nsist
ently
en
gage
d with
the 5
St
ar H
igh Sc
hool
Pr
ogra
ms
adm
inist
rato
rs an
d te
ache
rs an
d help
s
To in
crea
se gr
adua
tion
rate
from
76.5%
in 20
13
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to
3.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r re
ady f
rom
51.3%
in 20
13
to 72
.4% in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
2016
3.6.2.
CEO
Boar
d ali
gns r
esou
rces
to
the m
aste
r plan
and
seek
s new
fund
ing
to su
ppor
t the
in
itiat
ive.
Analy
ze
curr
ent
fund
ing
strea
ms a
nd
deve
lop
fund
ing
prop
osals
for
new
fund
ers.
Fina
ncial
Re
sour
ce M
ap
Incr
ease
nu
mbe
r of
dolla
rs to
su
ppor
t the
5 S
tar H
igh
Scho
ol
prog
ram
s
Am
ount
of do
llars
se
cure
d.
Mor
e re
sour
ces a
nd
rece
nt
tech
nolo
gy is
av
ailab
le fo
r stu
dent
lea
rnin
g
Stud
ent
satis
facti
on
surv
ey.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
stu
dent
s with
job
plac
emen
t. Hi
gh Sc
hool
Stud
ents
grad
uatin
g col
lege
and c
aree
r rea
dy.
3.6.3.
Eng
age
empl
oyer
s and
the
com
mun
ity in
pr
ovid
ing
exte
rnsh
ip
oppo
rtuni
ties f
or
teac
hers
and s
choo
l lea
ders
in th
e wo
rkpl
ace.
CEO
Boar
d wi
ll wor
k with
ar
ea
empl
oyer
s and
co
mm
unity
lea
ders
to
iden
tify
learn
ing
expe
rienc
es
for s
tude
nts
and t
each
ers.
Exte
rnsh
ips
for t
each
ers
esta
blish
ed
and s
ched
uled
.
Incr
ease
d nu
mbe
r of
teac
hers
pa
rticip
atin
g in e
xter
n-sh
ips.
Num
ber o
f bu
sines
s/em
ploy
ee p
rovi
ding
:
Stud
ent
learn
ing
expe
rienc
e
Teac
her
exte
rnsh
ips
Mor
e co
mm
unity
lea
ders
and
empl
oyer
s pa
rticip
atin
g in
the 5
Star
Hi
gh Sc
hool
Pr
ogra
m.
Em
ploy
er
evalu
atio
n of
stude
nt
perfo
rman
ce.
3.6.4
. Eng
age t
he
com
mun
ity
partn
ers i
n pr
ovid
ing a
varie
ty
of re
al-wo
rld
learn
ing
expe
rienc
es fo
r stu
dent
s tha
t in
clude
lead
ersh
ip,
know
ledge
and
trade
skill
s, an
d de
mon
strat
e civi
c en
gage
men
t.
CEO
Boar
d wi
ll inv
ite
empl
oyer
s and
co
mm
unity
m
embe
rs to
co
mm
unity
co
nver
satio
ns
on ty
pes o
f lea
rnin
g ex
perie
nces
.
Lear
ning
ex
perie
nces
fo
r stu
dent
s ar
e es
tabl
ished
at
area
em
ploy
ers.
Incr
ease
d nu
mbe
r of
stude
nts
parti
cipat
ing i
n lea
rnin
g ex
perie
nces
at
area
em
ploy
ers.
Num
ber o
f stu
dent
s pa
rticip
atin
g in
learn
ing
expe
rienc
es at
ar
ea em
ploy
ers.
Incr
ease
d nu
mbe
r of
empl
oyer
s pr
ovid
ing
learn
ing
expe
rienc
es at
ar
ea
empl
oyer
s
Em
ploy
er
satis
facti
on
surv
ey.
3.6.5.
Eng
age t
he
com
mun
ity
partn
ers i
n ad
voca
ting f
or st
ate
and n
atio
nal
finan
cial s
uppo
rt
Advo
cate
for
state
fund
ing
and p
olicy
ch
ange
s to
prov
ide
cons
isten
t
Enga
ged
advo
cate
s to
supp
ort
prog
ram
and
stude
nt
supp
orts
with
Polic
y re
com
men
dat
ions
to
supp
ort f
ull
fund
ing o
f stu
dent
Cons
isten
t fun
ding
an
d res
ourc
e str
eam
s fro
m th
e sta
te
Susta
inab
le pr
ogra
ms f
ully
fund
ed.
Annu
al pr
ogra
m
repo
rts.
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
for p
rogr
ams a
nd
stude
nts.
finan
cial
supp
ort f
or
prog
ram
s and
stu
dent
s.
cons
isten
t fu
ndin
g at t
he
state
leve
l.
supp
orts
and
prog
ram
s
Des
crip
tion
of t
acti
c Ta
rget
Po
pula
tion
Mar
ketin
g Fi
rms
Fund
ers
Com
mun
ity
Empl
oyer
s Co
mm
unity
le
ader
s Co
mm
unity
bas
ed
agen
cies
Co
mm
unity
bas
ed
Yout
h pr
ogra
ms
Polic
y m
aker
s
Expe
cted
Dat
es o
f Im
plem
enta
tion
2014
-201
6 Po
licy
Anal
ysis
Eval
uatio
n Sp
ecia
list
Desc
ript
ion
The
Polic
y An
alys
is w
ill d
evel
op p
olic
y st
rate
gies
and
dev
elop
stro
ng
rela
tions
hips
bet
wee
n ke
y co
mm
unity
st
akeh
olde
rs a
nd le
gisla
tors
.
Serv
ices
nee
ded
from
the
com
mun
ity
Acce
ss to
reso
urce
s to
supp
ort t
he tw
o po
sitio
ns.
Acce
ss to
reso
urce
s to
supp
ort m
arke
ting
mat
eria
ls an
d pr
ofes
siona
l ser
vice
s.
Rela
ted
Esse
ntia
l Pra
ctic
e (e
nter
num
ber)
_3.7
Des
crip
tion
: St
akeh
olde
rs a
re m
utua
lly a
ccou
ntab
le fo
r im
plem
enta
tion
of t
he m
aste
r pl
an
Stra
tegy
Ta
ctic
(s)
Out
put(
s)
Shor
t-te
rm
outc
ome
Shor
t-te
rm
outc
ome
mea
sure
men
t
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
3.7.1.
Colle
ctio
n of
stude
nt da
ta
3.7.2
Cont
inuo
us
impr
ovem
ent
Ensu
re th
e dat
a da
shbo
ard i
s de
signe
d an
d ke
pt u
p to d
ate
Stud
ent d
ata i
s de
term
ined
by
othe
rs an
d su
bmitt
ed to
th
e CEO
co
mm
ittee
for
appr
oval
and
publ
icatio
n
Data
dash
boar
d de
signe
d wi
th
inpu
t and
ap
prov
al fro
m
the C
EO
com
mitt
ee.
Item
s to b
e in
clude
d:
stude
nt
dem
ogra
phic
and
perfo
rman
ce
data
, CC
R pr
ogre
ss
data
, Bus
ines
s in
volv
emen
t an
d ce
lebra
tions
Re
view
ing t
he
data
for
cont
inuo
us
impr
ovem
ent
The c
omm
unity
is
prov
ided
data
on
our s
ucce
ss
and p
rovi
ded
targ
eted
su
gges
tions
and
oppo
rtuni
ties t
o su
ppor
t the
wo
rk of
our
care
er-th
emed
sc
hool
s Th
e rev
iew of
th
e dat
a an
alysis
resu
lts
in id
entif
ied
impr
ovem
ent
Fall o
f 201
4 the
da
sh bo
ard
is av
ailab
le on
the
JCPS
web
site
1-
3 tea
cher
in
struc
tion
impr
ovem
ents
are m
ade a
nd 1
im
prov
emen
t in
the l
earn
ing
envi
ronm
ent
Base
line d
ata
will b
e pos
ted
to
the d
ashb
oard
Ba
selin
e and
goal
esta
blish
ed to
m
easu
re
adva
ncem
ent
and g
rowt
h of
in
divi
dual
them
es.
List
the b
usin
ess
nam
es an
d af
filiat
es w
ith th
e th
emed
pr
ogra
ms o
n the
da
shbo
ard.
Stud
ent
impr
ovem
ent i
s po
sted
on th
e da
ta da
shbo
ard
annu
ally
Begin
relea
sing
info
rmat
ion t
o th
e com
mun
ity
usin
g the
data
da
shbo
ard
Cont
inue
d im
prov
emen
t in
the t
arge
ted
outc
omes
id
entif
ied
Reco
gnize
and
celeb
rate
mos
t ad
vanc
ed th
eme b
y Oc
tobe
r 30,
2014
St
uden
t im
prov
emen
t is
poste
d on
the d
ata
dash
boar
d ann
ually
An an
nual
repo
rt on
the
prog
ress
of th
e 5 St
ar
scho
ols a
nd ou
r stu
dent
s pro
gres
s Th
is re
port
inclu
des;
Cont
inuo
us
impr
ovem
ent p
rogr
ess
Busin
ess c
omm
unity
en
gage
men
t and
ef
fect
iven
ess
It is
the f
ocal
poin
t of t
he
celeb
ratio
n
Ever
y stu
dent
grad
uate
s pr
epar
ed fo
r his
or he
r po
stsec
onda
ry ch
oice
- fo
r col
lege o
r car
eer,
and
life.
(201
2-13
CDI
P Ob
jectiv
e 2
To in
crea
se gr
adua
tion
rate
from
76.5%
in 20
13
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to
3.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r re
ady f
rom
51.3%
in 20
13
to 72
.4% in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
2016
3.7.3
Parti
cipat
ion o
f bu
sines
s and
civi
c m
embe
rs of
the
Mas
ter P
lan
Partn
ersh
ip on
ac
adem
y eva
luat
ion
team
s 3.7
.4. C
lear
expe
ctat
ions
3.7
.5.Ce
lebra
tion
of
succ
ess
3.7.6.
Re
view
of
busin
ess a
nd ci
vic
leade
rshi
p ef
fect
iven
ess
Form
atio
n of 1
-3 a
cade
mic
evalu
atio
n te
ams w
ith u
p to
3 m
embe
rs
from
the C
EO
coun
cil
parti
cipat
ing
Deve
lopm
ent o
f a M
OU fo
r be
twee
n the
ev
aluat
ion t
eam
an
d the
CEO
co
uncil
, sch
ool
adm
inist
ratio
n an
d the
co
mm
unity
De
velo
pmen
t of
the a
nnua
l co
mm
unity
ce
lebra
tion
high
light
ing
succ
esse
s and
da
ta re
sults
sh
ared
De
velo
p an
annu
al 36
0 re
view
pro
cess
Mee
ting h
eld
annu
ally
utili
zing s
tude
nt
dash
boar
d da
ta
and
reco
mm
enda
tions
mad
e for
im
prov
emen
t Th
e agr
eem
ent
is sig
ned
betw
een t
he
partn
ers
Annu
al co
mm
unity
ce
lebra
tions
Im
plem
ent a
n an
nual
360
revi
ew p
roce
ss
Impl
emen
t and
m
easu
re 1-
3 re
com
men
datio
ns a
nd re
port
to
CEO
coun
cil
1-3
Reco
mm
enda
tions
are
impl
emen
ted
and e
valu
ated
Im
prov
e co
mm
unity
pe
rcep
tion
of 5
St
ar H
igh S
choo
ls
Analy
sis of
the
360 d
ata f
or
impr
ovem
ents
Annu
ally
evalu
ate t
he
effe
ctiv
enes
s of
evalu
atio
n tea
ms
Evalu
atio
n of
impr
ovem
ents
impr
ove s
tude
nt
succ
ess b
ased
on
the d
efin
ed
mea
sure
10
%
impr
ovem
ent o
f co
mm
unity
pe
rcep
tion
of 5
St
ar Sc
hool
s Im
plem
ent 1
-3
reco
mm
enda
tion
s fro
m th
e 360
re
view
pro
cess
Cons
tant
im
prov
emen
t of
care
er
path
ways
base
d on
data
resu
lts
and e
valu
atio
n
Cons
tant
im
prov
emen
t of
care
er
path
ways
base
d on
data
resu
lts
and e
valu
atio
n Co
nsta
nt
impr
ovem
ent o
f co
mm
unity
pe
rcep
tion
of 5
St
ar H
igh
Scho
ols
Cons
tant
im
prov
emen
t of
the
effe
ctiv
enes
s of
the s
uppo
rt an
d en
gage
men
t
Impr
ovem
ents
are
poste
d on
data
dash
bo
ard
Im
prov
emen
ts ar
e po
sted
on da
ta da
sh
boar
d ___
% im
prov
emen
t of
com
mun
ity
perc
eptio
n of
5 St
ar
Scho
ols
Cont
inue
d im
prov
emen
t of t
he
effe
ctiv
enes
s of t
he
supp
ort b
ased
on
annu
al re
view
and
impl
emen
tatio
n of
reco
mm
enda
tions
Des
crip
tion
of t
acti
c Ta
rget
Pop
ulat
ion
Expe
cted
Dat
es o
f Im
plem
enta
tion
Desc
ript
ion
Serv
ices
nee
ded
from
the
com
mun
ity
Com
mun
ity,
busin
ess l
eade
rs
and
scho
ol
adm
inist
rato
rs,
teac
hers
and
st
uden
ts
Data
das
h bo
ard
spri
ng 2
014
Cele
brat
ion
of
succ
ess f
all 2
014
Form
atio
n of
ev
alua
tion
team
su
mm
er 2
014
Eval
uatio
n of
the
Mas
ter p
lan
for c
onst
ant
impr
ovem
ent a
nd th
e m
onito
ring
of
stud
ent s
ucce
ss.
Part
icip
atio
n in
succ
esse
s and
invo
lvem
ent b
ased
on
data
and
resu
lts o
f eva
luat
ion
Rela
ted
Esse
ntia
l Pra
ctic
e: 3
.8
St
rate
gy
Tact
ic(s
) O
utpu
t(s)
Sh
ort-
term
ou
tcom
e Sh
ort-
term
ou
tcom
e m
easu
rem
ent
Inte
rmed
iate
ou
tcom
e In
term
edia
te
outc
ome
mea
sure
men
t
Long
-ter
m O
utco
me
Long
-ter
m o
utco
me
mea
sure
men
t
3.8.1
Busin
ess
and c
ivic
leade
rs
prom
ote t
he
bene
fits o
f pos
t-se
cond
ary
educ
atio
n fo
r stu
dent
s.
The C
EO A
dviso
ry
Boar
d and
Indu
stry
Co
uncil
s ens
ure t
hat
educ
ator
s and
stu
dent
s util
ize
curr
ent, a
ccur
ate d
ata
abou
t pos
t-sec
onda
ry
oppo
rtuni
ties a
nd
work
forc
e nee
ds th
at
lead t
o stu
dent
care
er
fulfi
llmen
t in
our
regi
on.
Loca
l 5-S
tar S
choo
l an
d pos
t-sec
onda
ry
insti
tutio
n te
ache
r te
ams a
nd bu
sines
s co
mm
unity
mem
bers
wi
ll col
labor
ate t
o en
sure
that
ther
e is a
cle
ar co
nnec
tion
betw
een
what
is
taug
ht in
5 St
ar
CEO
Advi
sory
Bo
ard a
nd In
dust
ry
Coun
cils
accu
mul
ate a
nd
revi
ew
Annu
al re
ports
fro
m m
ajor
agen
cies l
ike,
but
not l
imite
d to,
Kent
ucki
anaW
orks
, GL
I, 55,0
00
Degr
ees a
nd po
st-se
cond
ary p
artn
er
data
. 5-
Star
Scho
ols
care
er pa
thwa
ys
align
with
post-
seco
ndar
y re
quire
men
ts.
Accu
rate
and
up-to
-dat
e po
st-se
cond
ary
oppo
rtuni
ty
and w
orkf
orce
ne
eds d
ata i
s co
mm
unica
ted
to ed
ucat
ors
and s
tude
nts.
5-St
ar Sc
hool
s Ca
reer
pa
thwa
y do
cum
enta
tion
align
s with
po
st-se
cond
ary
requ
irem
ents.
Syste
m is
in
plac
e to
com
mun
icate
up
-to-d
ate p
ost-
seco
ndar
y and
ca
reer
in
form
atio
n to
educ
ator
s and
stu
dent
s on a
t lea
st a b
ienni
al ba
sis.
All c
aree
r pa
thwa
ys
docu
men
tatio
n ac
cura
tely
re
flect
pos
t-se
cond
ary
requ
irem
ents.
All b
usin
ess
com
mun
ity
mem
bers
in
tera
ctin
g with
stu
dent
s will
co
mm
unica
te
curr
ent
info
rmat
ion a
bout
po
st-se
cond
ary
oppo
rtuni
ties t
hat
lead t
o car
eer
fulfi
llmen
t in
our
regi
on.
Stud
ents
will r
each
an
atta
inm
ent l
evel
that
will
allo
w th
em to
ente
r co
llege
with
no
rem
edial
wor
k.
All e
duca
tion a
nd
non-
prof
it pr
ogra
m
prov
ider
s will
ut
ilize
the s
ame,
up-to
-dat
e dat
a wh
en gu
idin
g stu
dent
s on
care
er
expl
orat
ion.
__%
of st
uden
ts gr
adua
ting f
rom
th
e 5-S
tar s
choo
ls wi
ll not
have
to
enga
ge in
re
med
ial w
ork t
o pu
rsue
their
pos
t-se
cond
ary
educ
atio
n to
ward
Ever
y stu
dent
gr
adua
tes p
repa
red
for h
is or
her
posts
econ
dary
ch
oice
- for
colle
ge or
ca
reer
, and
life.
(201
2-13
CDI
P Ob
jectiv
e 2
Busin
esse
s act
ively
su
ppor
ts an
d are
en
gage
d in
the J
CPS
Scho
ols o
f Stu
dy
prog
ram
s and
an
nuall
y eva
luat
es
the r
esul
ts of
the
trans
form
atio
nal
mod
el
To in
crea
se gr
adua
tion
rate
from
76.5%
in 20
13
to 83
.7% in
2016
To de
crea
se dr
opou
t rat
e to
3.8%
by 20
16
To in
crea
se th
e per
cent
of
stude
nts c
olleg
e or c
aree
r re
ady f
rom
51.3%
in 20
13
to 72
.4% in
2016
To ha
ve al
l stu
dent
s at t
he
5-St
ar Sc
hool
s enr
olled
in
a Sch
ool o
f Stu
dy by
2016
scho
ols i
s alig
ned
with
po
st-se
cond
ary
requ
irem
ents
*
****
***
-Sta
r Sch
ools
will
impl
emen
t a C
omm
on
Appl
icatio
n Pr
oces
s fo
r sch
olar
ship
s **
****
***
Mon
itor a
nd su
ppor
t th
e wor
k of 5
5,000
De
gree
s.
A sc
holar
ship
re
view
com
mitt
ee
will r
esea
rch a
nd
coor
dina
te
Awar
enes
s ca
mpa
ign fo
r sc
holar
ship
s 55
,000 D
egre
es
repr
esen
tativ
es
will r
epor
t high
sc
hool
grad
uate
co
llege
-goi
ng
benc
hmar
ks to
CE
O Ad
viso
ry
Boar
d on a
n an
nual
basis
PSI
invo
lvem
ent a
t all
leve
ls Id
entif
icatio
n of
fund
ing
oppo
rtuni
ties
for
scho
larsh
ips
Distr
ict
pers
onne
l will
pa
rtner
with
PS
Is to
des
ign
an on
line
clear
ingh
ouse
PS
I mem
bers
wi
ll be
assig
ned
to
liaiso
n rol
es
with
high
sc
hool
s pr
ovid
ing a
qu
ick-li
nk to
in
form
atio
n. Bu
sines
s co
mm
unity
’s ro
le in
pr
omot
ing t
he
bene
fits o
f po
st-se
cond
ary
educ
atio
n fo
r stu
dent
s will
Num
ber o
f PSI
fa
culty
on
com
mitt
ees (
%)
# Sc
holar
ship
do
llars
bein
g aw
arde
d
List
of P
SI
mem
bers
, the
insti
tutio
ns th
ey
repr
esen
t, and
th
e sch
ools
they
wi
ll ser
ve as
a lia
ison.
Mas
ter P
lan w
ill
be up
date
d to
su
ppor
t cur
rent
ne
eds o
f 55,0
00
Degr
ees
cam
paign
.
Cont
inue
d w
ork o
n th
e onl
ine
clear
ingh
ouse
de
velo
pmen
t 1.
Incr
ease
the
perc
ent o
f gr
adua
tes
asso
ciate
d with
a sc
hool
of st
udy
in IC
from
34%
(2
013)
to 7
5%
2. In
crea
se th
e nu
mbe
r of
tech
nica
l car
eer
read
y gra
duat
es
(as d
efin
ed by
KD
E) fr
om 1
83
(c/o
2012
) to
1000
stud
ents
in
the c
lass o
f 201
5 (a
vera
ge 55
ad
ditio
nal
stude
nts p
er
scho
ol)
Incr
ease
the
perc
enta
ge of
gr
adua
tes e
arni
ng
at le
ast 3
cred
its in
al
igne
d co
llege
co
urse
s to 1
0%
their
chos
en
care
er.
Grap
hic
simul
atio
n of
onlin
e cle
arin
ghou
se an
d re
sear
ch fr
om
iden
tified
in
stitu
tions
for
refe
renc
e on
the
clear
ingh
ouse
sit
e. 1.
A re
port
from
IC
deta
iling
the #
&
% of
stud
ents
in G
R 9-
12
atta
ched
to a
SoS
2. (a
) A re
port
from
TED
S de
taili
ng th
e #
& %
of
stude
nts
reac
hing
Pr
epar
ator
y an
d Com
plet
er
Stat
us fo
r CTE
m
ajors
.(b) A
re
port
from
IC
deta
iling
the #
be re
view
ed
and u
pdat
ed, if
ne
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Expe
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Desc
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Serv
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ded
from
the
com
mun
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ATHERTON
BALLARD
DOSS
EASTERN
FAIRDALE
FERN CREEK
IROQUOIS
JEFFERSONTOWN
MOORE
PLEASURE RIDGE PARK
SENECA
SHAWNEE
SOUTHERN
VALLEY
WAGGENER
WESTERN
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