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TABLE OF CONTENTS

School Board and Division Administration.........................................................................................3Strategic Framework Development and Comprehensive Plan Review Committee............................4PTA/PTSA/PTO Presidents..................................................................................................................5Principals........................................................................................................................................... 6RCPS Vision and Mission Statements................................................................................................7Overview of Roanoke County Public Schools.....................................................................................8Description of the Planning Process..................................................................................................11Digital C-Change Strategic Framework.............................................................................................13RCPS Organizational Model for Implementation of the Strategic Framework....................................15Department Strategic Plan: Instruction.............................................................................................17Department Strategic Plan: Administrative Services.........................................................................51Department Strategic Plan: Budget and Finance..............................................................................66Department Strategic Plan: Human Resources.................................................................................74Department Strategic Plan: Operations.............................................................................................84Instructional and Information Technology.. ….

…………………………………………………………………………………………….94Community Input and Family Involvement........................................................................................118Appendix A: Student membership and forecast of enrollment changes............................................120Appendix B: Regional programs........................................................................................................126Appendix C: Plans and Reports for Specific Areas.............................................................................128Appendix D: State assessment performance....................................................................................129

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School Board of Roanoke County Public Schools

Donald Butzer, ChairmanTim Greenway, Vice Chairman

Jason MoretzDavid Linden

Mike Wray

Division AdministrationDr. Ken Nicely, Superintendent

Dr. Rebecca Eastwood, Assistant Superintendent for Instruction and LeadershipDr. Jessica McClung, Assistant Superintendent for HR and Student Services

Dr. Rhonda Stegall, Executive Director of AdministrationMike Riley, Executive Director of Secondary Instruction

Stephanie Hogan, Executive Director of Elementary InstructionBen Williams, Director of Assessment and Research

Jason Suhr, Director of Career and Technical EducationSusan Peterson, Director of Finance

Jeff Terry, Director of TechnologyJim Bradshaw, Director of Human Resources

Beth Harman, Director of Special Education and Pupil Personnel and Student Services

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2014 Strategic Framework Development and Comprehensive Plan Review Committee

Dr. Ken Nicely, ChairmanLisa Coleman

Dr. Rebecca EastwoodDiane Herchenrider

Todd KagealsDr. Paul LineburgChuck Lionberger

Dr. Jessica McClungDominick McKee

Mike RileyLeigh Smith

Dr. Rhonda StegallBen WilliamsLori Wimbush

Dr. Linda Wright

Many other staff members in the various departments made significant contributions to this plan.

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2014 School PTA / PTSA / PTSO Presidents

ELEMENTARY SCHOOLS MIDDLE SCHOOLSBack Creek Vikie Hassall Cave Spring Jay GlennBonsack Kim Hylton GlenvarBurlington Susan Lugones Hidden Valley Terry CaricoCave Spring Erica Carter Northside Sandy SloaneClearbrook Shelley Clemons William Byrd Lisa StoverFort Lewis Barb FraticelliGlen Cove Gwynn Weaver HIGH SCHOOLSGlenvar Stephanie ButlerGreen Valley Lisa Walters Cave Spring Prina McTiegueHerman L. Horn Kellay Harnish Glenvar Lenora DowningMason’s Cove Erin Tice Hidden Valley Melissa Puckett

Mount Pleasant Michele Dollberg NorthsideChristine Hendron

Mountain View Amy Foster William Byrd Karen HanleyOak Grove Samantha GetzPenn Forest Rebecca MuzzyW.E. Cundiff Diane Eades

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School Principals

ELEMENTARY SCHOOLS MIDDLE SCHOOLSBack Creek Virginia Sharp Cave Spring Fiona HillBonsack Leanne Leftwich Glenvar Josh WhitlowBurlington Beth Grim Hidden Valley Sammy FudgeCave Spring Jodi Poff Northside Dr. Paul LineburgClearbrook Julie Noell William Byrd Todd KagealsFort Lewis Kim Hires-SmithGlen Cove Will Krause HIGH SCHOOLSGlenvar Matt Johnson Burton Center Christian KishGreen Valley Kim Bradshaw Cave Spring Steve Spangler

Herman L. Horn Julie Sandzimier GlenvarDr. Corie Franklin

Mason’s Cove Amy Phelps Hidden Valley Lori WimbushMount Pleasant Dana Stevens Northside Jason Breeding

Mountain View Kathi Foley William ByrdTammy Newcomb

Oak Grove Cindy KlimaitisPenn Forest Karen PendletonW.E. Cundiff Ashley McCallum

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OUR VISION

OUR MISSION

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Preparing every student,in every school, and

in every classroom to be OPPORTUNITY READY

Roanoke County Public Schools provides a safe, nurturing, and engaging environment in which students are empowered by knowledge, skills, and experiences to thrive as tomorrow’s leaders, workforce, and citizens.

OVERVIEW OF ROANOKE COUNTY PUBLIC SCHOOLS

Roanoke County is located in the southwestern part of the Commonwealth of Virginia at the southern tip of the Shenandoah Valley and is surrounded by the Allegheny and Blue Ridge Mountains. With a total are of 248 square miles, it is the suburban hub of the Roanoke Valley and has a provisional population of 94,409 (2015), with 311, 835 in the Roanoke MSA. Roanoke County is within 500 miles – a day’s drive -- of two-thirds of the business, economic, and population regions of the United States. Its proximity to major interstate highways, easy airline flight connections, major railway corridor (including passenger rail service), cultural amenities, and extensive greenway system make Roanoke County an ideal place to live and do business.

Roanoke County Public Schools is the 17th largest of 132 school systems in the Commonwealth of Virginia. Located in the largest urban area west of Richmond, RCPS is the largest employer in Roanoke County. RCPS has 27 schools: 16 elementary, five middle, five high, and one specialty center. RCPS schools continue to rank among the best in Virginia for student achievement and other measures of success.

Having all schools fully accredited is our primary accountability goal, and we are pleased to report that Roanoke County had all of its 26 reporting schools fully accredited. The division aligned well with the new mathematics assessments given this year, with large achievement gains across the board led by a 7-point increase on the 3rd Grade Math SOL. Additionally, our students scored in the top 10 in the state in several Standards of Learning tests, including EOC Reading, Algebra I, 8th Grade Science, 7th Grade Math, and World History I. To complete their Roanoke County experience, RCPS seniors had the second-highest on-time graduation rate in the state among districts our size or larger.

RCPS is also known for its outstanding technology program. As an early adopter of a 1:1 digital learning environment, all high school and middle school students are provided laptops to use in school, as well as at home – access to these laptops allows teachers to integrate interactive lessons within their curricula and to personalize learning for each student. High school students access more than 90% of their textbooks from laptops. All RCPS also have a 3-D printer and many schools compete in robotics competitions. Promethean boards are in all core classrooms. Also, RCPS has had an online high school program for over 12 years and high school students can take one online class during the school year using their Blackboard Learn environment. RCPS understands that teaching is more than just preparing students for end-of-year assessment tests. Acting upon feedback gathered from the business and higher education communities the school district is focusing on helping students develop Opportunity Ready Skills (creativity, collaboration, critical thinking, communication and citizenship) as part of its Profile of a Graduate.

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For the sixteenth year, Roanoke County Public Schools was named as one of the Best Communities for Music Education. This honor is awarded to school districts from across the nation whose commitment to quality music education has enabled them to stand out despite the many pressures on music and arts programs across the country. With testing and accountability requirements, it is becoming increasingly difficult to maintain resources for student access to music education. The schools selected for the list consider music education integral to a quality education and an important part of the learning process.

The Government Finance Officers Association of the United States and Canada (GFOA) awarded a Certificate of Achievement for Excellence in Financial Reporting to Roanoke County Public Schools for its comprehensive annual financial report (CAFR) for the fiscal year ended June 30, 2016. This was the fifteenth consecutive year that the School System has received this prestigious national award recognizing conformance with the highest standards for preparation of state and local government financial reports.

The Association of School Business Officials International (ASBO) awarded a Certificate of Excellence in Financial Reporting to the School System for its CAFR for the fiscal year ended June 30, 2016. This certificate was also awarded for the fifteenth consecutive year. The Certificate of Excellence program is similar to the GFOA Certificate of Achievement program recognizing excellence in the preparation and issuance of school system financial reporting. In order to be awarded a Certificate of Achievement or a Certificate of Excellence, a school system must publish an easily readable and efficiently organized comprehensive annual financial report, whose content conforms to the standards of both programs. A Certificate is the highest form of recognition awarded in the fields of governmental financial reporting and school system specific financial reporting.

Three schools in Roanoke County (Cave Spring High School, Cave Spring Elementary School, and Green Valley Elementary School), earned the 2016 Board of Education Excellence Award for advanced learning and achievement. Also, seven schools earned the Board of Education’s Distinguished Achievement Award: Back Creek Elementary School, Bonsack Elementary School, Cave Spring Middle School, Clearbrook Elementary School, Fort Lewis Elementary School, Hidden Valley Middle School, and Penn Forest Elementary School. Green Valley

Elementary School was named a national Blue Ribbon School for 2016 and Mount Pleasant Elementary School was named a Distinguished Title I School.

Three Roanoke County high schools were named to the U. S. News and World Report best high schools. Hidden Valley High School (28th in Virginia and 693 in the nation); Cave Spring High School (29th in Virginia and 793 in the nation); and Glenvar High School (47th in Virginia and 1,916 in the nation) all made the list for 2014. All three schools earned Silver medals. Schools are evaluated on

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Green Valley Elementary School: a National Blue Ribbon School

overall student performance on state-mandated assessments, as well as how effectively schools educated their black, Hispanic and economically disadvantaged students. Performance on Advanced Placement and International Baccalaureate exams was then used to determine the degree to which schools prepare students for college-level work.

Four RCPS middle schools (Hidden Valley Middle School, Northside Middle School, Glenvar Middle School, and William Byrd Middle School) are among more than 380 exemplary middle-grades schools across the nation

recognized as “Schools to Watch” as part of a recognition and school improvement program developed by the National Forum to Accelerate Middle-Grades Reform. These schools are selected based on academic excellence, responsiveness to the needs and interests of young adolescents, and a commitment to helping all students achieve at high levels. In addition, these schools have strong

leadership, teachers who work together to improve curriculum and instruction, and a commitment to assessment and accountability to bring continuous improvement.

Masons Cove Elementary school was awarded a Gold LEED Certification by the U. S. Green Building council (USGBC). LEED is the most recognized certification program for green buildings in the United States. Masons Cove is the only school in the western half of Virginia to receive a Gold LEED certification.

Roanoke County Schools is on the move and its employees believe excellence should be the norm.

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DESCRIPTION OF THE PLANNING PROCESSThe Standards of Quality for Public Schools in Virginia require that each local school board adopt a division-

wide comprehensive, unified, long-range plan. Beginning with the 2011 Leadership Retreat with RCPS division and school administrators, a forward-thinking vision for what learning should look like for students in Roanoke County was articulated. With support from the School Board, the superintendent challenged school leaders to continue promoting student success on state tests, but to also move beyond knowledge-based assessments by focusing on the 21st century skills and mindset that prepare students for their future.

In Spring 2013, the work began to incorporate this vision into a revision of the RCPS Comprehensive Plan. A committee was formed with representation from the elementary, middle, high school, and division levels to develop a plan that would (1) implement the overall vision and mission of the school division, and (2) be produced in a streamlined format to promote clarity, transparency, actionability. Using an envisioning process that has also been done in various ways with stakeholder groups such as County Council of PTAs, business leaders, teachers, and administrators, the committee brainstormed ideas about what students should know and be able to do as a result of being in RCPS classrooms. Ideas were also generated about related topics such as what school and classroom environments should be like and what support tools and services are needed to create the desired environments and learning outcomes. A research-based coding process was used to synthesize the ideas and identify common themes from which descriptive statements could be generated. The committee further developed the descriptive statements and produced a draft of a foundational document called the C-Change Strategic Framework, reflecting the C’s of 21st century skills and the emphasis on technology articulated by the RCPS Vision Statement. To help with branding and clear messaging of the central ideas of the Strategic Framework, committee members developed a logo symbolizing the centrality of the 21st century skills to the idea of deeper, innovative learning as well as the supporting conditions needed to sustain this balanced approach to learning. The design of the logo with the connecting C’s and RCPS seal, are reminiscent of a dogwood flower, symbolizing the mountain flora surrounding Roanoke County.

In Summer 2013 and throughout the 2013-2014 school year, school and division leaders began working with the ideas expressed by the Strategic Framework. The rationale of the C-Change Strategic Framework and its implications for instructional technology use were shared with the School Board in June 2013. The C-Change ideals were also presented to the Roanoke County Council of PTAs and the various principals groups in Fall 2013. Along the way, feedback was sought and welcomed leading to further iterations of the document to improve clarity. During the 2013 Leadership Retreat, administrators began to develop an understanding of the Strategic Framework by practicing and modeling design challenges. This work expanded through the ongoing implementation of the

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Elementary Engineering Plan and the initiation at the secondary level of cohorts of teachers within each school to make meaning of the Strategic Framework and support its implementation through sustainable, grassroots professional development. Recognizing the need for accountability and valid assessments to measure and evaluate 21st century learning, these agents of change (informally known as “C-Change Agents”) at the secondary level began developing rubrics to help teachers and administrators understand the extent to which teachers’ lesson design and delivery help students demonstrate 21st century skills. School and division leaders also connected with likeminded school systems across Virginia and the United States for additional support and collaboration.

With an understanding of the principles of the Strategic Framework continuing to develop and take root, school and division leaders acknowledged the need to revise the internal system of strategic accountability known as the Roanoke County Accreditation Process (RCAP). With the emphasis of the Strategic Framework on classroom-level learning and teachers working together, school and division administrators began developing a revised process for aligned, systems-based accountability reflective of industry standards in organizational management and quality control. In Summer 2014, staff in each division-level department developed strategic plans with specific goals aligned with the Strategic Framework and measurable strategies to achieve the goals. These Department Strategic Plans were designed to guide and support the performance of the school division and each of the twenty-seven schools within the school division. In Fall 2014, the Strategic Framework Development Committee reconvened to review the Department Strategic Plans and provide feedback. This feedback was used to further revise the plans which are presented here as a major component of the 2014 RCPS Comprehensive Plan, along with the Strategic Framework and the other required elements of the comprehensive plan. RCPS schools will use the 2014 RCPS Comprehensive Plan to develop School Strategic Plans in such a way to maintain system-wide alignment while meeting the individual needs of the school.

The 2014 RCPS Comprehensive Plan was presented to the community for public comment and feedback via school PTA/PTO organizations, the Salem-Roanoke County Chamber of Commerce, the RCPS website, and a hearing of the School Board. The School Board approved the 2014 Comprehensive Plan at its meeting on December 18, 2014.

Since the adoption of the current Comprehensive Plan, progress toward implementation of the goals and strategies has been reported through bi-annual reports. Accountability has been maintained through organizational structures initiated in 2016, centered on interdisciplinary decision making and reporting through the Instruction Core Team and Operations Mission Team. These groups have increased communication and collaboration at the division level. In 2015-2016, a Curriculum, Instruction, and Assessment (CIA) Team consisting of teachers, administrators, parents, and students, began advancing the ideals of the C-Change Strategic Framework and developed a Profile of

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a Graduate. Opportunity Ready pathways are reflected in the Profile of a Graduate and emphasize the validity and relevance of CTE programs, apprenticeships, and certifications, as well as various options for college.

RCPS C-Change FrameworkA long-time leader in state measures of student achievement and investment in instructional technology, Roanoke County Public Schools has aligned with groups of K-12 school districts across Virginia and the nation that are undergoing a sea change in the way curriculum, instructional design, and instructional tools are leveraged to transform the learning experience of students in all RCPS classrooms toward deeper learning: learning that is engaging and purposeful. By shifting the learning focus toward a balance between content knowledge and the equally important process of developing Opportunity Ready skills, RCPS affirms its mission to ensure students are equipped with collaborative problem-solving skills and are able to think and communicate creatively about their learning. The RCPS Profile of a Graduate was developed by stakeholders to represent the skills that graduates need to be Opportunity Ready, i.e. prepared to navigate evolving life and career pathways and successfully take advantage of the favorable possibilities (opportunities) that come their way. None of this happens within a vacuum; rather, students successfully achieve within a carefully cultivated climate and culture conducive to learning and with educators and support staff fully prepared to collaboratively meet the needs of each student. RCPS takes seriously its obligation to develop excellence in teaching and leadership and promote joint ownership of professional growth. The comprehensive RCPS vision, values, and beliefs that serve as the foundation of what we aspire to do and the manner in which we do it are articulated in the C-Change Framework.

DEEPER LEARNING is at the heart of the C-Change Framework. Deeper learning produces students who utilize content knowledge, are innovative, and are prepared with a variety of Opportunity Ready skills which include: content knowledge, communication, collaboration, creativity, critical thinking and citizenship.

Deeper learning is: learning that is engaging and purposeful. moving beyond memorization into application and transfer. student-centered and differentiated to meet the needs individual of students. produced through the purposeful use of a variety of instructional strategies. Strategies

that engage students in authentic problem solving (e.g. inquiry-based learning, project-based learning, anddesign challenges) should be a regular part of the instructional toolbox.

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achieved through student self-reflection and a growth mindset. enhanced when technology is used to activate the Opportunity Ready (“C”) skills.

The components and conditions needed to sustain deeper learning are:

Balance• The school community strives for an instructional balance between preparing students for standardized tests and

developing Opportunity Ready skills that are equally crucial to their future success.• A variety of assessments is used to measure student achievement; including rubrics, performance- based

assessments, and traditional assessments such as Standards of Learning tests.• The curriculum provides for a whole-child approach to learning across a variety of disciplines.School and Classroom Climate• The school community cultivates a physically, emotionally, and intellectually safe environment in which students

experience a sense of belonging.• Schools are positive, welcoming communities built on a foundation of mutual respect and equity of opportunity.• Students exhibit a high standard of citizenship in both face-to-face and online interactions.• Students and staff exhibit collaboration and communication skills that contribute to a positive school climate.Professional Growth• Professional growth is developed through active participation of each staff member within a professional

learning community.• Division and school leaders commit to staff professional growth through planning, funding, and program

evaluation.• Multiple delivery modes and differentiation are employed to meet individual needs of staff.• Professional development incorporates job-embedded approaches such as instructional coaching and professional

learning communities.• School and division professional development priorities are aligned with the teaching and learning goals of the

division.• Professional development requires a personal commitment to demonstrating content knowledge and best practice

pedagogy.• Professional development builds staff capacity to meet current as well as future challenges.Support Tools and Services• School facilities and operations support environments in which children thrive.• Staff exercises ethical and transparent stewardship of public funds and resources.• Technology services support the instructional program and business functions of the school system.• Recruitment and retention of a diverse workforce reflective of the student population and community are valued as

a means to meet the unique needs of all students.14

Learning Culture• Leadership is team-oriented and visionary.• Student and school success are celebrated.• Resilience toward problem solving is fostered by viewing failure as a learning opportunity.• Collaboration is a primary conduit for skill growth for students and adults.• Adults exhibit a positive attitude and optimistic expectations regarding student potential. Intellectual curiosity is

modeled by adults and cultivated in students. Adults and students practice evidence-based decision making.• Adults and students are accountable to themselves and the learning community for their contribution to student

achievement.

RCPS Organizational Model for Implementation of the Strategic FrameworkThe Strategic Framework serves as the primary focus for school growth and student achievement within the RCPS Comprehensive Plan. The following graphic and accompanying explanation describe the interconnectivity among the

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school division, schools, and classrooms within this model. The vehicle for implementation of the model within the schools is the RCPS Strategic Planning Process.

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The C-Change Strategic Framework identifies specific outcomes associated with the learning focus articulated by the Vision and Mission statements. These outcomes describe the types of deeper learning experiences that should be readily evident in every classroom, in every school within the school division. Every RCPS student deserves the opportunity to learn from educators who are committed to preparing, planning, creating, implementing, and evaluating for these outcomes. The C-Change Strategic Framework also articulates five essential components and conditions that must be nurtured and developed in order for the outcomes to become reality in each classroom: Balance, School and Classroom Climate, Professional Growth, Support Tools and Services, and Learning Culture.

The C-Change Strategic Framework is effective and meaningful in promoting consistent, sustained improvement only to the extent that it leads to change in schools, cohorts of teachers and staff, and individual classrooms. RCPS believes that reform relies on the work done individually and collaboratively by teachers, staff, and leaders in each school to put into practice the ideals of the C-Change Strategic Framework through goals adopted at the school and classroom level. Individual teachers and staff understand the nature of 21st century classrooms and accept responsibility for the professional growth needed to make it happen. Teachers and staff then join together within professional learning communities1 (PLC) to develop common goals and plans and mutually support their implementation within the PLC. The collective work of teachers within PLCs serves as the primary conduit of change implementation required by the overall School Strategic Plan which is developed through the continuous assessment of needs within the school in alignment with the C-Change Strategic Framework. The Strategic Planning Process represents the cycle of continuous improvement expected at each school and is an internal and external means of accountability to stakeholders, including accountability within the Roanoke County Strategic Planning process.

RCPS is a system of individual schools and central departments aligned to a common vision and mission. Just as individual schools are accountable to stakeholders for continuous improvement, so, too, is RCPS accountable to stakeholders as a school division. Each RCPS department develops standards of excellence and short-term goals in support of the learning focus of the school division and the individual schools. These standards and goals include every aspect of the operation of the school system including instruction, nutrition, human resources, facilities, technology, student services, administration, and finance. Performance goals and evidence of achievement are

1 See DuFour and Fullan (2013) to learn more about the importance of PLCs and how to use them to change and sustain school learning culture.17

reported regularly to the School Board, the Virginia Department of Education, and other accrediting agencies, and are made public to RCPS stakeholders through various media.

DEPARTMENT STRATEGIC PLAN

INSTRUCTIONKEY PERFORMANCE INDICATORS ACHIEVEMENT SUMMARY

GOAL 1

Students will attain a high level of knowledge and skills as assessed by multiple measures of achievement that reflect a balance between SOL and performance-based formats.

2015 All RCPS schools were accredited for 2015-2016 school year based on SOL assessments. All students in grades 3, 6, and 7 participated in performance-based assessments for which skills are demonstrated.

2016 All RCPS schools were accredited for the 2016-2017 school year based on SOL assessments. All students in grades 3, 5, 6, and 7 participated in state-mandated performance-based assessments for which skills are demonstrated.

2017 All RCPS schools were accredited for the 2017-2018 school year based on SOL assessments without relying on the 3-year average. All students in grades 3, 5, 6, and 7 participated in state-mandated performance-based assessments for which skills are demonstrated.

2018 All RCPS schools were accredited for the 2017-2018 school year based on SOL assessments without relying on the 3-year average. All students in grades 3, 5, 6, and 7 participated in state-mandated performance-based assessments for which skills are demonstrated. All level I and II world language students completed a skills-based end-of-year assessment. All PreAP science students completed and independent research project.

2019 All RCPS schools were accredited for the 2018-19 school year based on SOL assessments. All high schools participated in the Freshman Cornerstone Project designed to lay the foundation for building opportunity ready skills. Instructional department worked with division and school leadership to recalibrate the C-Change Framework and clearly defined RCPS’ Comprehensive Mission/Vision. CTE Expanded Work-Based Learning (WBL) activities with a focus on Registered Apprenticeships. ELs exceeded the State’s growth goal and met subgroup benchmarks. The WL skills-based end of year assessments continue. An optional

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third year assessment has also been added.

GOAL 2

RCPS students in grades K-12 will progressively develop the skills needed to be college and career ready upon graduation.

2015 All students taking high school Personal Finance earned an industry credential in the 2014-15 school year with all 2017 graduates now on track to earn a credential.

2016 The RCPS Profile of a Graduate was developed to identify the skills necessary for college and career readiness. The elements of the RCPS Profile of a Graduate are being backward designed into the curriculum. Efforts have been made to increase partnership with community business for student internships and apprenticeships.

2017 The elements of the RCPS Profile of a Graduate are continually integrated into the curriculum. Expansion of business and industry partnerships via multiple modes including Registered Apprenticeship and The Future Professionals Tour.

2018: The emphasis for 2018-19 was the push for more active engagement in secondary classrooms. Walkthrough tools were developed to allow the administrators to gather data regarding engagement in the classrooms. Data was analyzed and used to foster conversations during teacher post-observation conferences to implement strategies to promote active engagement and movement in the classrooms. PLCs were focused on the implementation of active engagement strategies. Students can show proficiency in a second language by attaining the Seal of Biliteracy.

2019: During the 2018-19 school year, district and school level administration reviewed and revised the C-Change Framework to ensure understanding and agreement that the identified aspirations lay the foundation from which students may progress and develop the necessary skills to be college and career ready.

Added Introduction to Nursing Careers at BCAT and Cyber Security Level I at base High Schools; NHS conducted a career fair for students & The Viking Connection in which students presented; Titan 21- Authentic Experiences and Activities; HVMS participated in a student led expo for community; growth of Apprenticeships Program and celebratory “signing day” for new students; Change to DLEA GOAL; GHS hosted a Career Expo for students; NHS hosted a career fair for students; continued use of Major Clarity (interest inventory completed by students)- generates the academic and career plan; all MS Geometry students participate in EverFI- career interest modules; at least 1 counselor from each secondary school has attended ACTE Conference (Association for Career and Technical Education) continuation of INSIGHT Internship Program-via Secondary Gifted; Expansion of

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Work-Based Learning (WBL) activities with a focus on Registered Apprenticeship.

ELL (by pointing out employment needs) and counselors (through senior interviews) are encouraging more students to consider the Seal of Biliteracy.

H/PE 10 conducts an exploratory unit on careers available in the health/medical/fitness fields.

GOAL 3

RCPS students and staff will demonstrate effective 21st century skills (communication, collaboration, creativity, citizenship, and critical thinking) to achieve learning and instructional goals.

2015 RCPS schools made gains in implementing strategies to meet this goal. The timeline for extensive curriculum and assessment revision and development has been established.

2016 Professional development opportunities have been offered through Dell partnership to support the continual work towards implementing 21st century skills in the classrooms. The 21st century skills have been integrated into the RCPS Profile of a Graduate and work has begun to systematically integrate them into the curriculum.

2017 The fifth C was added, citizenship, by the state of Virginia and has been integrated into the RCPS curriculum and Profile of a Graduate. RCPS staff and students demonstrate effective use of 21st century skills to achieve learning and instructional goals.

2018 RCPS had several schools begin the implementation of the Reflective Friends process in an effort to spread the use of instructional strategies and the integration of the 5C’s into curriculum. The primary focus for RCPS was on implementing strategies for student engagement and authentic learning.

2019: groundwork around C-Change Framework- recalibration- PNAT deeper learning aligned to develop school strategic plan goals; supervisors are gathering evidence of Deeper Learning Experiences/Activities in each content area.

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GOAL ACTION PLAN

GOAL 1: Students will attain a high level of knowledge and skills as assessed by multiple measures of achievement that reflect a balance between SOL and performance-based formats.

RATIONALE / EVIDENCE OF NEED: Please describe the evidence used to identify this goal as a priority. Your description should include empirical data and a brief explanation of how the data was collected.

State and federal mandates require school districts to ensure student achievement, especially that of at-risk students. Students need to pass SOL tests to earn verified credits to graduate with a standard or advanced studies diploma. Assessment balance is necessary to equip students with the skills that make them college and career ready. Balanced assessments support RCPS Digital C-Change Strategic Framework. Assessment practice has been overwhelmingly dominated by multiple-choice format, which lacks real-world application. Balancing assessment to include tasks such as essays, performance and project-based components promotes deeper

learning.C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.

x The “C’s” of 21st century learning

x Balance x Learning Culture x Support Services and Tools

x Deeper Learning x School and Classroom Climate

x Professional Growth

ANTICIPATED OBSTACLES: Please briefly state anticipated obstacles or threats to accomplishing this goal.

1. Pressure to achieve on traditionally structured state and federally mandated assessments. 2. Fear of change.3. Teachers will need professional development in order to be able to design assessments reflective of 21st Century Skills

and deeper learning.4. Time constraints for teachers on creation, delivery and evaluation.5. Parents need to understand how student achievement is measured and how data may be interpreted.

KEY PERFORMANCE INDICATORS: Please describe how performance will be measured, the research or professional resources used to guide the development and implementation of an action plan,

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and strategies adopted within the action plan. The action plan should include a timeline for implementation with benchmarks, a description of who is facilitating the strategies, and how progress will be reported and evaluated.

ACTION PLAN TIMELINE REFERENCES

FACILITATOR

BUDGET EVALUATION ANNUAL PROGRESS DATA

STRATEGY 1.1

All schools will meet state accreditation benchmarks for student achievement.

Annually

July 2018

Virginia accreditation benchmarks

Director of Testing and Remediation

Directors of Instruction

Operating budget

Student assessment results

2015: All RCPS schools were accredited for 2015-2016 based on Spring 2015 results.





STRATEGY 1.2

RCPS students will meet or exceed SOL achievement of other Virginia school divisions with similar demographics.

Annually

July 2018

Division report cards

Director of Testing and Remediation


Operating budget


2015: RCPS monitors progress with nine other peer school divisions. RCPS has top scores in 6 of 28 SOL tests and ranks in the top 5 in 26 of 28 SOL tests.

2016: RCPS had top scores in 5 of 28 SOL tests. Of 9 identified peer divisions, RCPS ranked 3of 9. The two divisions that were higher had lower free/reduced

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lunch percentages.

2017: RCPS ranked 3rd of 9. Because one school district had a stellar year, RCPS had the top score in one test. The two divisions that were higher both had lower free/reduced lunch percentages.

2018: RCPS improved with regard to divisions with similar characteristics, with only York County higher than RCPS. York is increasing affluent in comparison to RCPS, so this may not be an appropriate comparison if that trend continues.

2019: RCPS improved with regard to divisions with similar characteristics, with only York County higher than RCPS. York is increasingly affluent in comparison to RCPS, so this may not be an appropriate comparison if that trend continues.

STRATEGY 1.3

Create a written intervention plan for the division multi-tiered

Spring 2018


Director of Testing and

Operating Budget

Completed tier one of the plan, tier 2 and 3 needed to be expanded upon

2016: Strategy has been completed through the toolbox and efforts to highlight levels of intervention. All administrators have been trained.

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systems of support in the areas of reading, math, and behavior.

Remediation

Director of Special Education

2017: Reading intervention is part of the RCPS Literacy Plan. The RCPS Toolbox, available to teachers in the Learning Resource Zone, provides Tier 1, Tier 2, and Tier 3 resources for general instruction. Next steps include development of specific tiers for math, reading, and behavior.

2018: An initial stand-alone MTSS plan has been created. The next steps are to address some concerns over whether Tier 3 should be only special education or be more inclusive of all students who are not showing progress in Tier 2. We also need to get feedback from stakeholders on the plan.

2019: District level initiative to incorporate PBIS to be integrated with the MTSS plan.

STRATEGY 1.4

Teachers will participate in professional development for building 21st century instruction and assessments.

Summer 2014 to Spring 2019

RCPS Strategic Framework

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EdLeader21


Operating budget

Professional development documentation

2015:

PD completed:

All 3rd grade science teachers on use and scoring of performance assessments

All 21 art teachers at Taubman Museum on smart phone apps for photography

All 21 art teachers on children’s engineering and art shows

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PD on social studies performance for all 3rd, 6and 7th grade ss teachers

PD for 26 librarians on how libraries need to change

All 16 elementary PE teachers on children’s engineering

All 30 secondary PE teachers on unpacking the new SOL

Children’s engineering for all 16 elementary music teachers

All 9 secondary band teachers on raising music standards in 7th and 8th

All 5 secondary choir teachers on raising music standards for 6th and 7grade

All 32 world language teachers on performance and proficiency assessments

PD for 24 Algebra 1 and 10 Math 8 teachers on digital resources

Livescribe Pencasts created and made available to all Geometry teachers

PD for all 1st grade teachers on revised Literacy Plan implementation

PD for all 6th grade English teachers on Literacy Plan implementation

SOL alignment PD provided in English at 5 elementary schools, 3 middle schools, and 1 high school.

2016:

PD for all K and 2nd grade

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teachers on revised Literacy Plan implementation

PD for all 7th and 8th grade English teachers on Literacy Plan implementation

All 3rd grade science teachers on use and scoring of performance assessments

World Geography teacher workshop

Changing libraries workshop Civics and Economics

teacher online resources workshop

Copyright in-service 2015 SOL revisions in social

studies Common assessment in

math grades 3rd-5th

2016 November: 30 WL teachers and 11 ELL teachers shared language acquisition strategies

2017:

PD Completed

Elementary/Secondary Share Fair

WHII and Chemistry ongoing PLC

Student Digital Portfolio training for team

and ITRTs by Blackboard Secondary Principal PD

provided by Dell and Advanced Learning Service Partners

Secondary Principal visit to Warrior Tech in Henry County

Number Talks for every elementary math teacher

26

Share Fair for all World Language and ELL teachers

PD for all 3rd grade teachers on revised Literacy Plan implementation

Workshop on aligning assessment to instruction in social studies

Developed common math assessment for K-2nd

World Language and ELL teachers met after school small groups to learn about technology and assessments to improve language acquisition

2018

PD Completed

September 11 ELL teachers met to share language acquisition techniques and to assist with planning for 38 general education teachers. World language teachers met after school in small group workshops to develop strategies for the new Intercultural Communication standards.

All K-5 teachers completed training on the Math Workshop model of teaching.

PD was provided for all 4and 5th grade teachers on the revised Literacy Plan implementation.

2019: PD offered to all CTE

teachers through summer 27

conferences/ professional organizations to stay current with VDOE initiatives and business and industry updates and needs.

August 6 32 WL teachers participated in a regional Share fair focusing on Communicative standards;Sept 16, 31 WL teachersmet to work on alignment,and daily lessonplanning linked to back-wards designs and essentialquestions. Content teachers are being invited to VDOE

workshops for teachers of ELs.

Select SS teachers created performance assessments in each course, grades 6-12.

A team of 3rd grade teachers redesigned the state required performance assessments.

All MS math teachers were trained on the use of the Mathematics Vertical Articulation Tool developed by the VDEO.

All MS Math teachers were trained on the Math Workshop Model

All K-5 Math teachers

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were provided PD on developing resources for use in the math classroom.

Math K-Algebra II teachers attended the VDOE Mathematics SOL Institutes

All Math K teachers were trained to administer the VKRP assessment.

All 24 Art Teachers at the Taubman Museum of Art on STEAM-based lesson planning.

STRATEGY 1.5

Increase the percentage of 3rd grade students reading on grade level to 83%.

Fall 2014- Spring 2019

Virginia Index of Performance bonus criteria

RCPS Literacy Plan

Baseline performance in Fall 2013 was 78%

Coordinator of English

Director of Elementary Instruction

Associate Director of Testing and Remediation

Operating budget

Reading Inventory (RI)

On Grade Level is Defined as a Fall 3rd Grade Lexile of ≥420.

(25th% tile based on Scholastic National Measures)

2015: The percentage of 3grade students reading on grade level in Fall 2014 was 75% as measured by F&P assessments. With the 2015 revised Literacy Plan, reading levels are now based on a more objective measure: Scholastic Reading Inventory. Fall 2015 baseline data indicates a new baseline of 50% of 3rd grade students reading on grade level. This remains an area of primary focus in the Literacy Plan.

2016: 66.6% of students were reading at grade level at the beginning of 3rd grade.


2018: 69.4% of students were reading at grade level at the

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beginning of 3rd grade.


STRATEGY 1.6

Increase the proficiency rate on statewide assessments for students with disabilities for English/reading and math.

Annually

July 2018

Special Education Performance Plan (Indicator 3: Participation and Performance on Statewide Assessments)

Director of Special Education and Pupil Personnel Services

Associate Director of Testing and remediation

Special Education Operating Budget


State Performance Plan results of Indicator #3: Participation and Performance on Statewide Assessments

2015: 2013-2014 Division Performance (based on data from 2012-2013)

State Target- >42%

RCPS Performance- 58%

Met/exceeded state target- Yes


State Target- >49%

RCPS Performance- 60%


2014-15 Division Performance

Reading Performance

Indicator 3B- Percentage of Students with Disabilities Participating in Statewide Assessments (Target >95%)

Roanoke County- 99%. Exceeded state target.

Indicator 3C: Performance of Students with Disabilities on

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Statewide Assessments (Target >54%)

Roanoke County- 60.56%. Exceeded state target.

Mathematics Performance

Indicator 3B: Percentage of Students with Disabilities Participating in Statewide Assessments (Target >95%)

Roanoke County- 100%. Exceeded state target.

Indicator 3C: Performance of Students with Disabilities on Statewide Assessments (Target >57%)

Roanoke County- 64.48%. Exceeded state target.

READING

Spring 2014: 58%

Spring 2015: 61%

Spring 2016: 58%

Spring 2017: 57%

Spring 2018: 56%

Spring 2019: 57%

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MATHEMATICS

Spring 2014: 60%

Spring 2015: 63%

Spring 2016: 65%

Spring 2017: 63%

Spring 2018: 59%

Spring 2019: 62%

STRATEGY 1.7 (New Strategy 2018-19)

Develop building level plans to distribute Digital Citizenship lessons, including information on Cyberbullying, Privacy, Digital Footprint, Healthy Social Media use, and Information Literacy.

January 2020

Virginia Internet Safety requirements

RCPS school board policy 6.42 Acceptable Computer Systems Use

Director of Technology

Director of Secondary Instruction

Coordinator of Technology Integration

Associate Director of Schools Counseling

Operating Budget

Building level Digital Citizenship plan

Lesson Plans

Recognition from Common Sense Media or other Digital Citizenship resource.

2018: Digital Citizenship lessons taught in all RCPS buildings.

Parent outreach in all middleschools by RCPS staff and the Roanoke Prevention Council.

Evaluate and implement Digital Citizenship programs like Common Sense Media or Everfi.

School leadership teams to determine where lessons will be implemented and develop a method to verifying student mastery.

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2019 – a middle school Common Sense Lesson planwas designed and lessonsassigned to various subjectsin all grades

33

GOAL 2: RCPS students in grades K-12 will progressively develop the skills needed to be college and career ready upon graduation.


The Virginia College and Career Readiness Initiative requires college and career readiness skills be taught in every classroom. The Virginia Standards of Accreditation (SOA) require that students in the cohort beginning 9th grade in 2011-12 and beyond earn

an industry certification as a requirement for a standard diploma. The Virginia SOA require that students be CTE completers if they are using Computer Math as their third math course for earning a

standard diploma. Students will need information to prepare them for the changes occurring in Spring 2016 in college entrance exams such as SAT. Providing students opportunities to complete college-level work through AP and dual enrollment continues to be a state and

national trend. Students in the cohort beginning 9th grade in 2013-14 and beyond are required to successfully complete a virtual course and

modern academic, workplace, and social environments increasingly require digital competence. Input from CTE General Advisory Committee. Federal Carl D. Perkins Career and Technical Education Improvement Act of 2006 Virginia Career Pathways Initiative

C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal1 by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.

x The “C’s” of 21st century learning x Balance x Learning Culture Support Tools and Services




Stakeholders may need education to understand the 21st century economic and occupational outlook. There may be a lack of a common definition and understanding of college and career readiness. There may be financial constraints with regard to test fees. Measuring college and career-ready skills effectively may be challenging and may rely on proxy data points and anecdotal

evidence.

KEY PERFORMANCE INDICATORS: Please describe how performance will be measured, the research or professional resources used to guide the development and implementation of an action plan, and strategies adopted within the action plan. The action plan should include a timeline for implementation with benchmarks, a description of who is facilitating the strategies, and how progress will be reported and evaluated.


RESPONSIBILITY

BUDGET

EVALUATION

ANNUAL PROGRESS DATA

STRATEGY 2.1: Fall 2014 to Virginia SOA Associate Operati Student data 2015: This is a requirement beginning 34

All students earning a standard diploma will earn at least one industry credential (or equivalent thereof as permitted by the state).

Spring 2019Virginia College and Career Initiative

Director of School Counseling

Coordinator of CTE

ng budget

from SIS with Class of 2017. All students who took Personal Finance class in 2014-2015 took the Workplace Readiness Skills exam. This exam will change to the WISE Exam for 2015-2016.

2016: Plan involving multiple stakeholders is in full implementation with students being offered ample opportunity to both test and remediate as needed. Finalized data will be available at the end of the school year.

2017: All students who graduated with a standard diploma earned an industry credential or the equivalent thereof.

2018: All students who graduated with a standard diploma earned and industry credential or the equivalent thereof. 98.8% of CTE Completers of all diploma types earned at least one industry credential.

2019: An emphasis is being made to offer additional industry-specific credentials in CTE programs. All students who graduated with a standard diploma earned an industry credential or the equivalent thereof.

STRATEGY 2.2:

Increase the percentage of graduates having taken one or more

Spring 2019

Results from 2014-

College Board

Virginia College and

Associate Director of School Counseling

Operating budget

Student data from SIS

2015: Of the 1,118 graduates in June 2015, 1,966 AP classes were taken and 1,227 dual enrollment courses. Data analysis to determine baseline percentage is underway and will be

35

AP or dual enrollment course by 3%.

15 will be used as baseline.

Career Initiative


completed by January 2016.

2016: Of the 1,179 graduates, 2029 AP

courses were taken and 1742 dual enrollment courses were taken.

2017: Of the 1142 graduates, 1923 AP

courses were taken and 2001 dual enrollment courses were taken. Removed: The increase in cost to the individual student has increased for dual enrollment over the past few years and this creates a variable that will disrupt the data used to support this goal.

2018: Strategy Discontinued

STRATEGY 2.4:

Track student performance on SAT and ACT and study the feasibility of adding a SAT preparation course

Spring 2019 AP Institute, professional development

College Board resources



Operating budget

College Board and ACT score data

2016: Newly implemented strategy

RCPS SAT averages for critical reading

were 524.5 Writing averages were 472.1 and averages for SAT math were 525.6.

RCPS averages for ACT were 22.8.

2017: RCPS SAT averages for critical reading

/writing were 564. Averages for SAT math were 558. RCPS averages for ACT were 24.1

2018: RCPS SAT averages for critical reading/writing were 558. Averages for SAT math were 553. RCPS averages for

36

ACT were 23.0.

2019: RCPS SAT averages for critical reading/ writing were 568. Averages for SAT math were 559. RCPS ACT average 23.7.

STRATEGY 2.5:

All K-5 students will participate in learning activities in accordance

with the Elementary Engineering Plan.

Fall 2014 to Spring 2019

RCPS Elementary Engineering Plan


Director of Elementary Instruction

Operating budget

Principal documentation

2015: All K-5 teachers are required to implement 8 design briefs per year which ensures the opportunity for extensive participation for all students. Design briefs are submitted to principals, with representative samples sent to Dr. Wright for posting on Blackboard.

2016: Accomplished, standard practice

2017: Standard practice

Teachers documented design briefs in district created folder to be shared with principals.

2018: Standard practice

STRATEGY 2.6

All middle and high school students will participate in deeper learning activities as articulated in the RCPS Strategic Framework.




Operating budget

Principal documentation

Student survey data

2015: Principals report that deeper learning activities have started to become a focus in many schools.

2016: Principals report that deeper learning activities are growing and two of the secondary schools have held student expositions of student work. Three of the secondary schools encourage teachers to visit others

37

classrooms when lessons are being taught that have a focus on 21st century skill implementation. Three schools have participated in Lunch & Learns where teachers and students share projects or activities that promote 21st century skills.

2017: Principals report that deeper learning activities are increasing across all schools. Peer classroom observations, Lunch & Learns, reflective friends, and sharing of practice through PLCs have all contributed to growth. Three new schools joined in a partnership with ALP who provides coaching to help leadership teams at the school design a plan to increase quality deeper learning activities.

2018: Principals report the continued emphasis on deeper learning. RCPS had several schools implement the “Reflective Friends” process during the school year in an effort to continue the spread of deeper learning throughout school classrooms. The primary focus of secondary schools was on implementing strategies to increase student engagement and the development and implementation of authentic learning lessons.

2019: District Leadership worked with school administration to “recalibrate” and “refocus” attention to RCPS’ mission by revising the C-Change Framework.

38

All secondary H/PE department chairs are conducting meetings to gather ideas for creating performance activities within units.

STRATEGY 2.7

Develop and implement a uniform RCPS senior exit survey designed to collect college and career data.

Development

2014-15

Implementation

begins 2015

July 2018

Virginia College and Career Readiness Initiative



Operating budget

Exit survey instrument

2015: Means of collecting this data is under development with the goal of having a survey instrument ready for June 2016.

2016: A Google form will be used so students can complete online. Surveys will be completed in class to ensure that everyone submits. Questions still being formed.

2017: Counselors are working in a PLC format to generate questions for survey.

2018: All five schools implemented a uniform RCPS senior exit survey.

2019: Fully implemented.

STRATEGY 2.9

All students will complete an academic and career plan in grades 8 and 11.


Virginia SOA



Operating budget


2015: All students completed academic and career plans in 2014-15.

2016: All students will complete an academic and career plan in grades 7, 8 and 11 (7 was omitted).

2017: 7th graders are working on their ACP. All 8th & 11th graders will have a completed

ACP.

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2018: ACP’s were completed in 8th and 11th grades and emailed to parents through Major Clarity.

STRATEGY 2.10

Conduct a comprehensive evaluation of the RCPS K-12 curriculum and recommend changes to improve alignment with college and career-readiness skills.



P21 Framework



Director of Testing and Research

Operating budget

Committee report

2015: A Curriculum and Assessment Leadership Committee was established in October 2015 and planning has begun in the Instruction Department. Three primary products will be developed: a profile of a graduate; a robust curriculum resource including SOL analysis, exemplar lessons and materials, and assessments; and student portfolios for which students will collect evidence of deeper learning skills.

2016: Following the lead of the Curriculum, Instruction & Assessment (CIA) committee and working with the Instructional Coordinators to integrate 21st century skills into RCPS curriculum as new standards are introduced.

2017: Met with middle school CTE content area teachers and began evaluation and redesign of middle school course offerings.

2018: Curriculum revisions in MS Tech Ed, FACS and Business were completed. Librarians discussed where college ready skills fit into our future vertical alignment. Librarians discussed where college ready skills fit into the future vertical alignment.

2019: Department of Instruction completed book study Leading

40

Modernin Learning (Jay McTighe/Greg Curtis); the book study provided a foundation for supervisors and directors to begin planning toward incorporating exemplary deeper learning experiences and activities within all curriculum. Planning second year of Introduction to Nursing Careers; Development of second year of Cybersecurity content; Family and Consumer Science curriculum review was completed for introductory courses.

The middle school mathematics course sequence was revised to include Prealgebra 6, 7, and 8 to offer more options for students.

STRATEGY 2.11

To increase the percent of youth with Individualized Education Plans graduating from high school with a regular diploma.

Annually

July 2018

Special Education Performance Plan (Indicator 1: Graduation)




State Performance Plan results of Indicator #1: Graduation to exceed the state target each year


Target- >54.21%

RCPS Performance- 62.94%


2016: 2014-2015 Division Performance

Target- > 56.39%


Exceeded state target- Yes

2017: 2016: 2016-2017 Division Performance

Target- > 52%

41



2018:

Target:

RCPS Performance – 71.7%

Exceeded state target – Unknown

2019:


Exceeded state target

STRATEGY 2.12

To reduce the number of students with disabilities in grades 7-12 who drop out of school.

Annually

July 2018

Special Education Performance Plan (Indicator 2: Dropouts)




State Performance Plan results of Indicator #2: Graduation to exceed the state target each year


Target- <1.9%



2016:

Target- <1.80%



2017: 2016: 2016-2017 Division Performance Target- <1.60%


42

Exceeded state target- No

2018: No State data provided at this time.

Target:

RCPS Performance – 3.3% of SWD Students

Exceeded state target – Unknown

2019:

Target:

RCPS Performance- 4.3% of SWD Students

Exceed state target:

STRATEGY 2.13:

Teach Workplace Readiness Skills as delineated in CTE course competencies


Virginia CTE Resource Center

Virginia College and Career Initiative

Director of Career and Technical Education

Operating budget

Student data from Student Competency Records (via SIS in future)

2015: Newly-added strategy

2016: Baseline data will be gathered using EOY Student Competency Record submissions.

2017: All students enrolled in CTE courses receive instruction in Workplace Readiness Skills based on 21 competencies that are integrated into all CTE course curriculum as developed by VDOE. 99.45% of CTE completers met competency requirements for all course competencies including workplace readiness skills.

2018: All students enrolled in CTE courses receive instruction in Workplace Readiness Skills based on 21 competencies that are integrated into all

43

CTE course curriculum as developed by VDOE. 99.04% of CTE completers met competency requirements for all course competencies including workplace readiness skills.

2019: Data to be issued by the VDOE in Spring 2020

STRATEGY 2.14

Collaborate with industry toward providing more career pathway opportunities for students by increasing the number of Registered Apprenticeship sites by three per year.

Spring 2017 to Spring 2021

Virginia CTE Resource Center


VDOLI


Operating budget

General Advisory Feedback

Number of Registered Apprenticeships Year-to-Year

2017 (NEW): Began work with VWCC with mapping career pathways. Began implementation of Registered Apprenticeship opportunities for RCPS students with WVWA

2018: Increased the number of partner sponsors by seven and increased the number of apprentices by 20. 24 RCPS students are participating in the apprenticeship program with 8 businesses for the 2018-19 school year.

2019: Increased the number of new sponsor businesses by five.

STRATEGY 2.14b:

Offer state-approved certifications aligned with RCPS courses in high-demand, high-skill career pathways




Operating budget



2016: Certifications offered are WRS for the Commonwealth, Microsoft Office Specialist, W!SE Financial Literacy, Servsafe, Cosmetology State Boards, ASE Student, CompTIA A+, CompTIA Net+, 1050 certifications were earned by students in the 15-16SY.

2017: Certifications offered are WRS for the Commonwealth, Microsoft Office Specialist, W!SE Financial Literacy, Servsafe, Cosmetology State Boards,

44

ASE Student, CompTIA A+, CompTIA Net+, MT1 (manufacturing) and EMT. 1528 certifications were earned by students in the 16-17SY.

2018: Certifications offered are AAFCS, CDA, WRS for the Commonwealth, Microsoft Office Specialist, W!SE Financial Literacy, Servsafe, Cosmetology State Boards, ASE Student, CompTIA A+, CompTIA Net+, MT1 and EMT. 1520 certifications were earned by 1260 students in the 17-18SY.

2019: Certifications offered are WRS for the Commonwealth, Microsoft Office Specialist, W!SE Financial Literacy, Servsafe Manager, Cosmetology State Boards, ASE Student, CompTIA A+, CompTIA Net+, CompTIA IT Fundamentals, EMT, CNA, CIW. 1577 certifications were earned in the 18-19SY.

STRATEGY 2.15:

Provide staff and administrative professional development opportunities on emerging technologies and strategies that relate to current RCPS CTE course offerings


Carl D. Perkins CTE Act of 2006


Operating budget

Staff travel records


2016: ITEEA Conference, VTEEA Conference, ISTE Conference, ACTE CareerTech Vision, national Masonry conference, VATIE, VATFACS, VBEA, VAME (26 total so far this SY)

2017: American Culinary Federation (ACF), ACTE CareerTech Vision, VATIE, ITEEA (including a presentation), VTEEA Conference (teacher of the year), VACTEA, VATFACS, VBEA, VAME, Teachers for Tomorrow Conference (in

45

S.C.), VSTE

2018: ACTE CareerTech Vision, VATIE, ITEEA (including a presentation), VTEEA Conference, VACTEA, VATFACS, VBEA, VAME, Teachers for Tomorrow Conference, VSTE, CTETE (presentation in Ireland)

2019: ACTE CareerTech Vision (including presentation), VATIE, ITEEA (including a presentation), VTEEA Conference, VACTEA, VATFACS, VBEA, VAME, VSTE, Making Connections Conference, GenCyber Camp, National Masonry Association Conference, Café Leadership, VMI STEM Conference, Microsoft IT Workshop

STRATEGY 2.16:

Conduct annual evaluation of equipment and technological needs based on industry and stakeholder feedback for each CTE content area


Results from 2014-15 will be used as baseline.

Carl D. Perkins CTE Act of 2006

RCPS CTE General Advisory Committee


Operating budget

General Advisory Feedback

VDOE approval of Perkins Plan


2016: Addition of two new programs: EMT and Cyber security. Equipment for each program was written into the Perkins Plan. The Perkins Plan was discussed and approved by the General Advisory Committee and the School Board.

2017: EMT and Cyber security programs were added with equipment being provided by Perkins, local effort and Claude Moore Charitable Foundation. A second year of EMT is being planned. Haas CNC Milling and Lathe machines added to Mechatronics/Robotics program laboratory.

46

2018: EMT 2 program begun. Updated equipment for Tech Ed programs. Began county-wide 3-D printer upgrades. Replaced broken equipment county-wide based on need. Updated required Tech Ed computer labs at NHS and BCAT and Game Design/Cybersecurity lab at BCAT.

2019: Introduction to Nursing Careers program begun. Updated equipment for Tech Ed programs. Finished county-wide CTE 3-D printer upgrades. Replaced broken equipment county-wide based on need. Updated required Tech Ed computer labs at WBHS and HVHS. Ensured learning campus at CSHS was outfit with appropriate equipment during construction.

GOAL 3: RCPS students and staff will demonstrate effective 21st century skills (communication, collaboration, creativity, critical thinking, and citizenship) to achieve learning and instructional goals.


21st century skills are foundational to multiple areas of the strategic framework affecting student learning as well as instructional staff performance.

Wagner (2013) and others cite 21st century skills as critical for creating students who are innovators. 21st century skills are components of authentic problem-solving activities such as Problem-Based Learning and Project-Based

Learning. Maintaining a positive school and classroom climate hinges on student and staff communication, collaboration, creativity, critical

thinking, and citizenship. Professional growth requires job-embedded, collaborative approaches such as instructional coaching and professional learning

communities (PLCs). Building a learning culture that values student and staff use of 21st century skills is affirmed in the strategic framework.


47


x Balance x Learning Culture

Support Tools and Services




Measuring the ability of students and adults to employ 21st century skills effectively will be challenging. Metrics should generate quantifiable data regarding the frequency as well as quality of use of 21st century skills. Rubrics designed by EdLeader21 will be used as a means of evaluating the level of 21st century skills implementation. There may be discrepancies is the data collected by multiple observers due to the use of subjective measures (inter-rater

reliability).KEY PERFORMANCE INDICATORS: Please describe how performance will be measured, the research or professional resources used to guide the development and implementation of an action plan, and strategies adopted within the action plan. The action plan should include a timeline for implementation with benchmarks, a description of who is facilitating the strategies, and how progress will be reported and evaluated.


FACILITATOR

BUDGET EVALUATION


STRATEGY 3.1

Implement a district performance-based rubric to measure student achievement of collaboration, communication, creativity, critical thinking, and citizenship.

Development Fall to Winter 2016

Winter 2017 – Principal training; development of 6-9 rubrics

Spring 2016 – teacher training

EdLeader21/P21

VA Standards of Learning for English

VA Standards of Learning for Computer Technology


Operating Budget

Title II-A Grant

Product:

RCPS version of EdLeader21 performance-based rubrics

2015: Newly revised strategy

2016: Development of a set of RCPS 21st century rubrics for the 4Cs (collaboration, communication, critical thinking, and creativity) grades 9-12.

2017: RCPS 21st century rubrics for the 4Cs have been created for 9-12 and have been implemented at one school to help with rubric design. Feedback was collected from the teachers and a more user friendly rubric was desired as well as a rubric that was more student friendly. A more student and teacher friendly version will be provided to teachers, along with the current RCPSs 21st century rubrics to

48

Fall 2017 – Implementation

July 2018 – Condensed version provided to teachers

VA College and Career Ready Performance Expectations


assist them with rubric design.

2018: No progress made on rubric implementation. Walkthrough tools were implemented by administration to collect data on the implementation of the 5C’s in the secondary classrooms.

2019: Reviewed current drafts of 4/5 C-Rubrics from divisions and organizations nationwide for potential use in 2020.

STRATEGY 3.2

Students in grades 6-12 will increase skill attainment by one level (novice, emerging, proficient, and exemplary) as measured by RCPS/EdLeader21 performance-based rubrics for 21st century skills.

Spring 2019 EdLeader21

VA Standards of Learning for English

VA Standards of Learning for Computer Technology

VA College and Career Ready Performance


Operating budget

Data from RCPS/ EdLeader21 RCPS performance-based rubrics

Student Digital Portfolio

2016: Not yet complete.

2017: RCPS 21st century rubrics were designed grades 6-12.

2018: Status quo.

2019: Discontinued Strategy

49

Expectations


STRATEGY 3.4

All staff in instructional coaching roles will participate in high quality professional development to improve instructional coaching skills relative to 21st century skills.

Explore expansion of secondary department chair role to include instructional coach.

Fall 2014-Spring 2019


VA Uniform Performance Standards for Teachers and Principals

Dell and Advanced Learning Service Partners


Operating budget

Professional learning log

2015: All Instructional Technology Resource Teachers participated in PD on instructional coaching in 2014. All middle school instructional coaches and high school remediation coordinators will participate in instructional coaching PD in 2016. All elementary reading specialists participated in PD on improving coaching skills.

2016: All reading specialists at the

Elementary levels have received coaching PD.

2017: Department chairs were trained on running PLC meetings as documented in meeting minutes on RCPS PLC form.

2018: Secondary Math Department Chairs worked with teachers to unpack the new 2016 SOLs, and analyze and interpret formative assessment data.

2019: High School STCs and Middle School Coaches participated in VASCD training on instructional coaching;

50

STRATEGY 3.5

All schools will establish PLCs and measure implementation and progress annually.

Fall 2014-

Spring 2017

July 2018

RCPS Strategic

DuFour PLC Framework


Framework



Operating budget

Observation log

Report data

PLC Rubric Data

2015: All middle and high school principals will be trained by April 2016 on leadership for PLC’s, including the administration of PLC development rubrics.

2016: All principals were trained on leadership for PLC’s and were required to support PLC development in their schools for the 2016-2017 school year. RCPS PLC form was developed for documentation consistency.

2017: Training completed, PLCs will participate in progress evaluations annually.

2018: Librarians have participated in PLCs at their school in addition to a county wide group. PLCs results were shared with District administration staff.

2019: Recalibrated the C-Change Framework. School administrators have been tasked with reviewing their school processes in relation to PLCs and determine if groups are engaging in the process with fidelity.

STRATEGY 3.7

All district instructional staff will model the 5Cs

Fall 2014- Spring 2019


Instruction Dept Instructional Staff

Operating budget

Meeting and professional development log

2015: The Learning Resource Zone in Blackboard has been established as a primary PD and communication hub for teachers. Video tutorials have been posted in the LRZ on the following

51

by conducting meetings and professional development that follows the PLC format and will deliver information via online delivery modes as appropriate.


DuFour PLC Framework


RCPS PLC form as documentation

topics: Discovery Education, assessment alignment, the writing rubric, science alternative assessments, science fair, music techniques, and the Literacy Plan. Distance learning PD was provided to all dual enrollment teachers via Jabber in August 2015. Gotomeeting, Microsoft Mix, Google Hangout and Skype

are regularly used for online collaboration and communication.

2016 - All principal meetings will model a PLC format throughout the 2016-2017 school year. Instructional Coordinators will conduct at least one meeting for professional development activity using the DuFour PLC framework and the RCPS PLC form as documentation.

2017: Standard practice as documented in Supervisors’ calendars and weekly updates

2018: One-half of the secondary mathematics and social studies department chair meetings were conducted via video conference. Multiple webinars were offered via internet for all mathematics, world language, and ELL teachers.

2019: Spring “Reflection” meetings were conducted online for all schools; virtual speakers participated in

52

administrative meetings; CTE intra-departmental collaborative meetings were conducted primarily via the Sysco online/phone system.

One-half of the secondary math dept chair meetings were conducted via video. Training on IXL and textbook resources were conducted via webinar.

The monthly library meetings were conducted via video conference, with the exception of one face to face meeting in the beginning of the year.

53

Strategy 3.8:

A team of teachers will develop plans on how to implement a student digital portfolio used to document student work that shows they have mastered the 5Cs through their work samples.

Began Fall 2016-through Spring 2017

Seniors will create the first student digital portfolio July 2018

Blackboard Presentation

ITRT staff for support

Adobe tools

Directors or Instruction

Operating Budget

Final product examples at the end of the 2015-2016 school year

Plans for implementation for the Spring 2016

2016 – Meetings began in the fall and will run throughout the Spring of 2016. A 9th grade English assignment will be structured to introduce the skills needed for the student portfolio development and will serve as the first upload for students into their personalized digital portfolio.

2017: Teachers will begin prompting students to upload activities and projects into Office 365. Seniors will design a digital portfolio during the 2017-2018 school year.

54

2018: Seniors created digital portfolios for 2017-18 school year.

2019: Imbedded in practice.


ADMINISTRATIVE SERVICES

KEY PERFORMANCE INDICATORS ACHIEVEMENT SUMMARY

GOAL 1

RCPS will maintain a safe, disciplined and healthy environment that nurtures physical and mental well-being of students and staff.

2015 All goals in this area are ongoing and will continue to be a major focus for this department.

2016 Communication and collaboration with Roanoke County Police and Fire and Rescue were enhanced and new protocols developed to assist school and the division effectively respond to threats to school safety. RCPS schools complied with changes made to the Virginia Safety Audit process.

2017 RCPS has partnered with the Virginia Department of Criminal Justice Services to train all administrators and school counselors on student threat assessment. Additional strategies have been added for this goal to evaluate RCPS bullying and substance prevention and education programs and to research systems of positive behavior interventions and support.

2018 RCPS has continued the partnership with the DCJS to train all new threat 55

assessment team members as well as have each team present to their full faculties on the threat assessment process in their schools. All RCPS has trained staff in the Run, Hide, Fight protocol and all new teachers will be trained this year. Continual research around positive behavior interventions and support.

2019 RCPS has partnered with the Virginia Department of Criminal Justice to continue training for the Division Threat Assessment Team as well as the school teams. The Division Threat Assessment Team will attend the National Threat Assessment Conference in November. Each Threat Assessment Team at each school will attend additional threat assessment training that relates to taking the basic knowledge and relating it to scenarios provided by the trainer. All RCPS faculty has been trained in the Run, Hide, Fight training provided by the Roanoke County Police Department. Bullying training will continue with the students and parent meetings during the fall. Speak Up app will be introduced as an anonymous tips program for students and parents to use to share concerning information related to school threats, suicide, or harassment. Life Counselors will continue to be used as a resource for students identifies with a need for counseling.

GOAL 2

Review, develop, and implement policies and administrative procedures to provide guidance and consistent support for instruction.

2015 All goals in this area are ongoing and will continue to be a major focus for this department.

2016 A comprehensive two-year review of all RCPS policies and regulations was initiated with a focus on internal alignment of content across policies and clarity of language.

2017 Over 97 revisions to policies and regulations have been made to improve efficient and consistent operation of the division. The systematic review will continue through 2018. Revised regulations regarding student attendance are designed to support student learning.

2018 VSBA suggested policies are reviewed three times a year and revisions to policies and regulations continue to improve operation of the division.

2019 Policy changes suggested by VSBA will be reviewed three times a year along with additional policy reviews as needed to improve the effective operation of the division.

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GOAL ACTION PLAN

GOAL 1: RCPS will maintain a safe, disciplined and healthy school environment that nurtures physical and mental well-being of students and staff.


A safe and disciplined school environment enhances the students’ ability to focus and is conducive to learning. The Code of Virginia and federal mandates require that school systems prepare for and have plans in place to address

emergency situations in schools. Nationally and locally, bullying reduction remains a topic of concern for parents, students, schools, and citizens. Youth Risk Behavior Survey data indicate student at-risk behaviors such as substance abuse remain a concern in our

community.C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.

X The “C’s” of Opportunity Ready Skills

Balance Learning Culture Support Tools and Services

Deeper Learning X School and Classroom Climate

X Professional Growth


Maintaining effective communication between RCPS and incident response agencies such as Police, Fire and Rescue departments.

Maintaining constant awareness and diligence in adherence to safety and security plans. Practices may be inconsistent across RCPS teams. There may be a lack of understanding of terminology with bullying. Funding restraints when considering major facility renovation.


ACTION PLAN TIMELIN REFERENCE FACILITATO BUDGET EVALUATION PROGRESS DATA

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E S R

STRATEGY 1.1

Develop revised School Emergency Response/Crisis Plan template with input from emergency response agencies.

Embedded

Va Code

§22.1-279.8

Director of Administration

Principals

Operating Budget

Va. School Safety Audit

Annual School Safety Inspection

School Board Crisis Plan Certification

2015: Schools update crisis plans every summer. State law requires that crisis plans are presented to the School Board for their review and approval by August 31 each school year.

2016: VDOE added a new written assessment component to the Safety Audit Process. All schools completed and is now embedded into practice.

2017: Committee formed as a subset of School Safety Taskforce to develop revised School Emergency Response/Crisis Plan template for 2018-2019 school year.

2018: Revised School Emergency Response Crisis Plan was initiated, and all schools submitted for the 2018-2019 school year. Local supporting agencies will receive both a hard copy and digital copy of each school plan. The new version provides a public version that shows our community safety procedures without providing information that could jeopardize safety.

2019: School Emergency & Response Plans were submitted for the 2019-202 school year by each school. Digital copies were provided to the local agencies for review and input.

STRATEGY 1.2 Embedde Va Code Director of Operatin Va. School 2015: Schools must complete the Va.

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All school staff will demonstrate knowledge and skills with crisis management through successful completion of required skills.

d §22.1-279.8 Administration

Principals

g Budget Safety Audit


List of professional development

School Safety Audit each school year. Prior to each school year state law requires that local law enforcement complete a safety inspection for each school in the district.

2016-2017: Extensive professional development was provided to principals throughout the year with an emphasis on purposeful, consistent procedures and accountability measures. All administrators, school counselors, and school psychologists have completed student threat assessment training. New communication and school threat protocols have been developed and implemented at the division level. Crisis planning training is fully embedded into practice at the school level.

2018: New members to the threat assessment teams were trained and school teams presented basic threat assessment protocol to their staffs for a better school-wide understanding of the process. All new staff was trained in the Run, Hide, Fight protocol. PE/Health teachers will be trained in Mental Health First Aid.

2019: Each school threat assessment team will receive additional training based on scenarios this fall. A division threat assessment team will attend the National Threat Assessment Conference in November. The threat assessment document will be provided online and will be uploaded into a school folder to

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be monitored by central administration. All staff was trained in the Run, Hide, and Fight protocol. A new phone system was implemented that allows all staff to make immediate lockdowns from any school phone. This system was implemented and practiced with all staff and students and will become normal protocol for lockdowns.

STRATEGY 1.3

School administrators will demonstrate knowledge of procedures by interaction with emergency response personnel in “emergency situation table-top exercises”.

August 2018

RCPS School Task Force

Ro. Co. Unified Hostile Incident Committee


Principals

Operating Budget



2015: Table top exercises were provided for assistant principals and new principals this school year. In the past, table top exercises were only for principals. We will continue table top exercises in the future.

2016: Roanoke County police and F&R conducted table top exercises with all RCPS administrators in July 2016 and all RCPS athletic directors in November 2016.

2017: Roanoke County police trained RCPS administrators and RCPS central office staff on “Run, Hide, Fight” intruder strategies. RCPS administrators completed table top exercises on student threat assessments in July 2017 and school-based teams will completed table top exercises between November 2017 and July 2018.

2018: New staff will be trained in the Run, Hide, Fight intruder strategies.

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2019: All new staff was trained in the Run, Hide, and Fight intruder strategies. Each school will review emergency scenarios with their school safety team as well as with the entire faculty during the school year. Staff will practice with the new lockdown system.

STRATEGY 1.4

District and school teams will analyze school climate data (i.e. surveys, attendance, discipline) and implement strategies to address needs.

Embedded

Va. Department of Criminal Justice Services (DCJS)

RCPS School Board Policies


Principals

Operating Budget



School Board Crisis Plan Certification

2015: Schools must complete the Va. School Safety Audit each school year. Prior to each school year state law requires that local law enforcement complete a safety inspection for each school in the district.

2016: A written assessment component was added to the School Safety Audit process which drives principals to assess safety from an interdisciplinary perspective.

2017: This strategy is fully embedded into practice.

2018: This strategy is fully embedded into practice and continue to remain an area of focus to promote school safety.

2019: This strategy is fully embedded into practice.

STRATEGY 1.5

Conduct a division wide comprehensive study of current policies, training, and practices

December 2017

Policy 3.16 Sherry Bryant, Administrator on Assignment

Operating Budget

Completed report with recommendations

2017: new strategy; Policies have been reviewed. A survey and interview protocol have been developed and implementation has begun with anticipated completion in December.

2018: Findings were shared by Sherry 61

related to bullying reduction education.


Bryant to Dr. Nicely and school counselors. Findings were shared with Central Administration. Strategy is completed.

2019: Strategy completed.

STRATEGY 1.6Use findings from Strategy 1.5 to consider revising current policies and procedures related to bullying reduction education.

March 2018

Ongoing

November 2018

Policy 3.16 Supervisor of School Counseling

Operating Budget

Proposed list of changes to policies and procedures

2017: new strategy

2018: Reviewed survey results, compared RCPS current bullying policies with VDOE Bullying Model, reviewed additional exemplary bullying models at other school districts. Will develop a working definition of bullying vs conflict and best practices with bullying investigations and interventions. Highlighted changes to policy/admin regulations.

2019: Working definitions and best practices have been developed through the Expect Respect program from PBIS. This program is being utilized to deliver bullying prevention strategies to staff, students, and parents. Bullying contact for each RCPS school will be published online for students and parents. Bullying protocol, report forms, & interview questions have been developed and will be implemented across the county this year. Speak up anonymous reporting tip line will also implemented at RCPS.

STRATEGY 1.7Use findings from Strategy 1.5 to

May 2018 VA Law

22.1-276.01

Supervisor of School Counseling

Operating Budget

Staff development certificates for

2017: new strategy

2018: PD for administration during

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implement professional development for all administrators and counselors related to bullying reduction education.

March 2019

Policy 3.16


counselors ADMIN Retreat, PD for all counselors, life counselors, and social workers to be completed by March 2019. Train the trainer model for all teachers and instructional staff. PD power point available for annual training. PD power point provided for parent training on School

Counseling website and through parent emails from each school.

2019: PD for admin, counselors, social workers, staff, and bus drivers has been completed. PD power point for annual training has been completed. Parent education is scheduled for November 2019 through regional workshops. Power point will be made available to parents on school counseling website in November.

STRATEGY 1.8Establish a school audit procedure to determine level of implementation of bullying reduction program.

December 2018

March 2019

Policy 3.16 Associate Director of School Counseling

Operating Budget

Written procedure

2017: on-going

2018: Checklist to be developed for admin to complete that includes a published reporting contact, annual staff training, parent training, and bullying documentation that is to be sent to Central. Audit also includes an annual survey of students.

2019: Bullying investigation process developed, bullying reporting contact posted online for each school, annual staff training completed, parent training will be scheduled during November 2019. Checklist for admin is

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in progress and will be completed by 2020. YRBS will be utilized to gain current information related to bullying from our middle and high school students. Survey of elementary students regarding bullying will be developed by 2020.

STRATEGY 1.9Conduct a division wide comprehensive study of current level of implementation of SAP services.

May 2018

October 2018

Policies 7.29, 3.22, 3.27


Operating Budget

Report of findings

2017: new strategy; An interview protocol has been developed to be used with all school SAP counselors, school counselors, and principals.

2018: New job description will be developed, and the SAP program will be restructured to Life Counselor Program.

2019: Strategy completed. Program restructured. Ten LIFE counselors were hired to provide mental health services to RCPS students at the middle and high school level.

STRATEGY 1.10Develop a system of accountability for program consistency for SAP counselors.

December 2018

November 2018

Policies 7.29, 3.22, 3.27


Operating Budget

Written plan 2017: new strategy

2018: SAP program will be restructured.

New observation and evaluation tools will be developed for Life Counselor Program

2019: Monthly logs have been developed to report direct and indirect student/parent contact. Spreadsheets have been developed to monitor group and classroom presentations. LIFE job description and evaluation has been developed. LIFE evaluations include at

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least 3 observations of presentations, groups, and core team. LIFE professional goals are consistent with program implementation.

STRATEGY 1.11Identify and implement three major points of program alignment and collaboration among school counseling, health education, and community partners related to curbing student at-risk behaviors.

May 2018

Completed

Policies 3.27, 7.29, 6.46



Supervisor of Health, PE, and Driver Ed.

Operating Budget

Listing of program alignment and collaboration topics

2017: new strategy; Leadership of Administration, Counseling, Health Instruction, and Prevention Council have met regularly since July 2017 to review data and plan programming. Areas of focus include: protective factors, substance abuse, distracted driving, and social media/mental health.

2018: Collaboration between counseling, health education, and our community partners occurred with our Opioid 2.0 parenting series, suicide prevention and mental health parenting series and our Roanoke Children’s Theatre production on distracted driving.

2019: Programming will include SOS education through Health/PE classes, substance education with prevention council and LIFE counselors through Health/PE classes, Roanoke Children’s Theatre will present to middle schoolers on internet safety and addiction. YRBS will also be completed this year for all middle and high school students to obtain current data on student at-risk behaviors.

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STRATEGY 1.12 October 2018

Policies 3.27, 7.29, 6.46


Supervisor of School Counseling

Operating Budget

Presentations 2018: New Strategy

Delete

STRATEGY 1.13Investigate research-based systems of Positive Behavior Interventions and Support (PBIS) and make recommendations regarding implementation.

June 2018 Policy 7.11 Director of Administration



Operating Budget

Research review

List of recommendations

2017: new strategy

2018: Division PBIS Team formed who are receiving training. Schools will be selected to pilot this process beginning the 2019-2020 school year

2019: Cohort I was chosen and is in the process of implementing Tier 1 supports. Currently working on ensuring fidelity through progress monitoring by collecting behavior data SWIS. The SWIS Suite is a reliable, confidential, web-based information system to collect, summarize, and use student behavior data for decision making. In addition the Tiered Fidelity Inventory is administered in each school at least annually to document progress toward fidelity. Cohort 2, which included 10 additional schools, has been selected is preparing to begin implementation of Tier 1 supports in Spring of 2020.

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GOAL 2: Review, develop, and implement policies and administrative procedures to provide guidance and consistent support for instruction.


The School Board’s policies provide definition to the school system’s philosophy, rules, regulations and procedures. It allows for the organization’s own government, management of its official business, and for the supervision of schools, including but not limited to the proper discipline of students.


The “C’s” of 21st century learning X Balance X Learning Culture X Support Tools and Services

X Deeper Learning X School and Classroom X Professional Growth

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Climate


Constantly changing community and state standards, State and Federal requirements, and social change.


ACTION PLAN TIMELINE

REFERENCES

RESPONSIBILITY

BUDGET EVALUATION

PROGRESS DATA

STRATEGY 2.1:

Complete a comprehensive review and revision of RCPS School Board policies and regulations.

Embedded

Va Code

§22.1-78

§22.1-79.3

RCPS Policy Manual


All Department heads

Operating

Budget

Listing of reviewed and revised policies and regulations

2015: Policies are reviewed throughout the school year based on VSBA recommendations. Every May the Director of Administration attends a VSBA policy workshop to review policy revisions and changes.

2016: A comprehensive two-year review of all RCPS policies and regulations was initiated with a focus on internal alignment of content across policies and clarity of language

2017: Over 97 revisions to policies and regulations have been made to improve efficient and consistent operation of the division. The systematic review will continue through 2018. Revised regulations regarding student attendance are designed to support student learning.

2018: Policies will be reviewed three times a year and will be submitted to the school board for approval.

2019: Policies will be reviewed three times a year and will be submitted to the school board for approval.

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STRATEGY 2.2

Develop an accountability system for policy compliance and consistent implementation.

July 2018 Va Code

§22.1-78

§22.1-79.3

RCPS Policy Manual


Operating Budget


2018: Will continue to work on development of an accountability system for policy compliance

2019: Annual policy review is sent to staff as a way of staying updated on policy and changes. The mandatory administration work session will also help with consistent implementation and compliance with policies.

STRATEGY 2.3

Establish a procedure for the delivery of professional development for administrators on policy implementation.

July 2018 Va Code

§22.1-78

§22.1-79.3

RCPS Policy Manual


Operating Budget


2018: Will continue to work on establishing a procedure to provide staff development for administrators on policy implementation.

2019: Administration work sessions will be mandated for all school administrators to help with the understanding of policies and division protocol.


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BUDGET AND FINANCEKEY PERFORMANCE INDICATORS

ACHIEVEMENT SUMMARY

GOAL 1

RCPS will develop financial policies, promote and model good stewardship in financial matters, and prepare financial reports that reflect the financial plans and position of the school division using best practices and compliance with generally accepted accounting procedures and applicable legal regulations.

2015 Budget and actual financial results are documented in an easily readable format, published on the web site, and submitted for national review to ensure that the highest standards of reporting are in place at RCPS. Both GFOA and ASBO (national organizations for government accounting and reporting) have awarded the School Budget and the CAFR with the highest honors for excellence in reporting.

2016 Budget and actual financial results are documented in an easily readable format, published on the web site, and submitted for national review to ensure that the highest standards of reporting are in place at RCPS. GFOA and ASBO (national organizations for government accounting and reporting) have awarded the CAFR with the highest honors for excellence in reporting and the School Budget documentation has been awarded the highest honor by ASBO for excellence in reporting.

2017 Budget and actual financial results are documented in an easily readable format, published on the web site, and submitted for national review to ensure that the highest standards of reporting are in place at RCPS. The School Budget and the CAFR have both been submitted to GFOA and ASBO (national organizations for government accounting and reporting) for review and recognition for excellence in reporting. The FY18 Budget was recognized by ASBO and the FY17 CAFR reviews are pending. The Finance Office successfully implemented a new enterprise-wide financial system for accounting, purchasing, fixed assets, grants/projects, and reporting as of 7/1/16.

2018 The Annual School Budget lays out the planned source and use of public funds and is documented in an easily readable format in accordance best practices. The CAFR reports actual financial results in an easily readable format in accordance with generally accepted accounting procedures. Both the Annual School Budget and the CAFR are published to the website and have been submitted for national review by the GFOA and ASBO (national organizations for government accounting and reporting) to provide assurance they have both been prepared to meet the highest standards of reporting.

2019 The Annual School Budget lays out the planned source and use of public funds and is documented in an easily readable format in accordance best practices. The CAFR reports actual financial results in an easily readable format in accordance with generally accepted accounting procedures. Both the Annual School Budget and the CAFR are published to the website and have been submitted for national review by the GFOA and ASBO (national organizations for government accounting and reporting) to provide assurance they have both been prepared to meet the highest standards of reporting.

GOAL 2 2015 The school nutrition program has transitioned from a three-year deficit to a profit in FY14-15 and restored the fund balance to the state recommended amount. Significant changes have been made in

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RCPS will balance providing appealing and nutritious daily meal choices to students and staff and the operation of a financially self-supporting school nutrition program that complies with state and federal school lunch regulations.

the delivery of breakfast to students in a way that is more accessible and more desired by students. Work continues to improve the quality and choice of menu options to meet the desires of students within the regulations imposed by the federal and state government on school food.

2016 Added breakfast program at last 2 high schools and increased breakfast participation by adding “breakfast on the go” and “2nd chance breakfasts” at several schools. The program was financially stable in 2016 with a net contribution to fund balance of $702,506 which restored the minimum fund balance per DOE recommendations.

2017 Continued to add breakfast programs emphasized by Governor McAuliffe with significant increase in breakfasts served across the district. Added summer school feeding during Summer 2017 and fed almost 1500 free lunches to children in our district at 2 feeding sites. Financial stability of the school nutrition continues to improve with an additional $565,885 added to fund balance. With the minimum fund balance restored, a plan has been submitted to the state to replace critical kitchen equipment which has exhausted its useful life this year.

2018 The financial stability for the program continues with an additional $534,089 added to the fund balance that can be used for salary adjustments and equipment replacements. Continued to expand summer school feeding opportunities by adding two additional sites. During the summer of 2018, provided lunches to 3,935 students through three elementary school programs and one academic summer school program.

2019 The financial stability for the program continues with an additional $770,497 added to the fund balance that can be used for salary adjustments and equipment replacements. Continued the summer feeing program at three elementary sites. Expanded the program hours to include Fridays at Burlington Elementary to accommodate additional participation. During the summer of 2019, provided lunches to 4,733 students through three elementary school programs.

GOAL ACTION PLAN

GOAL 1: RCPS will develop financial policies, promote and model good stewardship in financial matters, and prepare

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financial reports that reflect the financial plans and position of the school division using best practices and compliance with accounting and legal regulations.


Financial policies ensure consistent and accurate application in practice. Stewardship in financial matters allows limited resources to be optimally applied to highest priorities of the school division. Communication of financial plans and position provides stakeholders with evidence of stewardship, progress toward goals, and

accountability for taxpayer assets.C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.

The “C’s” of 21st century learning Balance Learning Culture X Support Tools and Services

Deeper Learning School and Classroom Climate



Significant changes in governmental accounting regulations create a constant need for reassessment of existing practices and development of new and compliant practices and reporting mechanisms.

Funding constraints continue to impact school division ability to adequately budget for School Board priorities.KEY PERFORMANCE INDICATORS: Please describe how performance will be measured, the research or professional resources used to guide the development and implementation of an action plan, and strategies adopted within the action plan. The action plan should include a timeline for implementation with benchmarks, a description of who is facilitating the strategies, and how progress will be reported and evaluated.

ACTION PLAN TIMELINE REFERENCES FACILITATOR BUDGET EVALUATION PROGRESS DATA

STRATEGY 1.1

Prepare Annual Budget plan that meets and/or exceeds regulatory requirements and best practices to communicate financial plan for the following year with stakeholders.

September – June of each year

Annual Budget published to RCPS web site

https://www.rcps.us/Page/1700

Assistant Superintendent of Finance & Operations

All School Budgets

National review of Annual Budget by Association of School Business Officials (ASBO) and award of certificate of excellence

2015: 2016 Annual Budget adopted, published, and awarded national recognition.

2016: 2017 Annual Budget adopted, published, and awarded national review and recognition. Compensation Study completed and implemented in budget.

2017: 2018 Annual Budget adopted, published, and awarded

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national recognition. Compensation Plan maintained in 2nd year.

2018: 2019 Annual Budget adopted, published, and submitted for national recognition. Compensation Study Phase II implemented incorporating increase in Athletic Supplement Rates.

2019: 2020 Annual Budget adopted, published, and will be submitted for national recognition.

STRATEGY 1.2

Prepare annual Comprehensive Annual Financial Report (CAFR) that meets and/or exceeds regulatory requirements and best practices to communicate financial results of the previous year with stakeholders.

June – November of each year

Annual CAFR published to RCPS web site


Governmental Accounting Standards Board (GASB) regulations

Assistant Superintendent of Finance & Operations

All School Budgets

National review of CAFR by Association of School Business Officials (ASBO) and Governmental Finance Officers Association (GFOA) and award of certificates of excellence

2015: 2015 CAFR adopted, published, and awarded national recognition. GASB Standards 67 and 68 implemented in FY14-15 CAFR.

2016: 2016 CAFR adopted, published, and awarded national recognition. Implemented new GASB requirements.

2017: 2017 CAFR adopted, published and awarded national recognition. Implemented GASB Statement 74, Financial Reporting for Postemployment Benefit Plans Other Than Pension Plans, which added certain required disclosures from the Benefit Plan perspective.

2018: 2018 CAFR adopted, published and pending national

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review and recognition. Implemented GASB Statement 75, Accounting and Financial

Reporting for Postemployment Benefits Other Than Pensions, which added the actuarial net liability, deferred outflows, and deferred inflows related to Benefit Plans to the face of the financial statements and added certain required disclosers from the employer perspective.

2019: 2019 CAFR in progress.

GOAL 2: RCPS will balance providing appealing and nutritious daily meal choices to students and staff and the operation of a financially self-supporting school nutrition program that complies with state and federal school lunch regulations.


Several studies show that nutritional status can directly affect mental capacity among school-aged children. Because improvements in nutrition make students healthier, students are likely to have fewer absences and attend class more

frequently. Every student has the potential to do well in school. Failing to provide good nutrition puts them at risk for missing out on meeting

that potential.C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal1 by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.

The “C’s” of 21st century learning Balance Learning Culture X Support Tools and Services

Deeper Learning x School and Classroom Climate

Professional Growth


Impact of Healthy and Hunger Free regulations on foods that can be sold to students.74

Enticing students to purchase healthier food items for school breakfast and lunch. Rising costs out pacing current sales as a result of regulatory changes in menu options.


ACTION PLAN TIMELINE REFERENCES RESPONSIBILITY BUDGET EVALUATION PROGRESS DATA

STRATEGY 2.1:

RCPS will provide appealing and nutritious breakfast and lunch menus daily to encourage students to purchase meals and be better prepared for learning activities.

Fall - Spring

Monthly menus

USDA school food regulations

State Nutrition regulations

Director of Finance School Nutrition Budget

Increase in student participation in the school breakfast and lunch programs

2015: Menus simplified this year to improve efficiency and provide student-friendly options. Feedback from each cafeteria is accumulated and changes are made in next menu cycle.

2016: Breakfast programs added at last 2 schools. New “breakfast on the go” and “2nd chance breakfasts” added this year increasing breakfast participation.

2017: Significant emphasis on providing convenient, appealing student breakfasts this year which increased student participation by 13.41% in FY2017.

Added summer feeding opportunity at 2 schools and provided almost 1500 free lunches to community children.

2018: Traditional Breakfast, Breakfast on the Go, and Second Chance Breakfast has continued to see a steady increase.

2019: Breakfast programs have continued to see an increase with modifications to the Grab and Go alternative method.

STRATEGY 2.2:

RCPS will bring “breakfast to go” programs to more schools which will bring

Fall - Spring

USDA school food regulations

State Nutrition regulations

Director of Finance School Nutrition Budget

Increase in student participation in the school breakfast program

2015: Implemented multiple breakfast on the go programs in 2015 and added two high school breakfast programs. All schools now serve breakfast to students.

2016: Breakfast programs added at last 2 schools. New “breakfast on the go” and

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breakfast to the students at the door thereby removing the physical boundary for participating in the school breakfast program.

“2nd chance breakfasts” added this year increasing breakfast participation.

2017: Now offering traditional breakfast options at all elementary schools along with breakfast on the go opportunities at most. Secondary schools are slowly agreeing to add breakfast on the go although there has been some resistance at this level. The schools that have implemented are seeing significant student participation levels growing year over year.

2018: Migrated from elementary traditional breakfast service to a grab and go service in all 16 elementary schools. Secondary schools have seen fluctuation in the program, with 1 addition and 1 exit from the Second Chance Breakfast.

2019: Elementary and secondary breakfast programs have been able to increase participation due to additional laptops during service. This allows students easier access to multiple lines.

STRATEGY 2.3:

School Nutrition program will generate revenues at least equal to the cost of operating the program thereby keeping the focus of operational budgets on classroom

Fall - Spring

Annual CAFR published to RCPS web site

https://www.rcs.k12.va.us/site/handlers/filedownload.ashx?moduleinstanceid=2274&dataid=5089&FileName=2016_C

Director of Finance Monthly and annual review of profit and loss to evaluate self-supporting status and make adjustments.

2015: FY14-15 financial results reflect operating profit of $487,259 and elimination of three year deficit. Fund balance restored to state recommended amount.

2016: FY15-16 contribution to fund balance of $702,506. Fund balance restored to state recommended amount.

2017: FY2017 revenues exceeded expenses by $565,885 which will be used for critical equipment replacement in aging kitchens.

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https://www.rcs.k12.va.us/site/handlers/filedownload.ashx?moduleinstanceid=2274&dataid=5089&FileName=2016_CAFR.pdf


programs. AFR.pdf 2018: Revenues exceeded expenses by $534,089. Excess funds will used for salary adjustments and equipment replacement. Notwithstanding a reduction of 219 enrolled students, breakfast participation increased 24,979 student meals and lunch participation increased 1,135 student meals.

2019: Revenues exceeded expenses by $770,497. Excess funds will used for salary adjustments and equipment replacement. Notwithstanding a reduction of 54 enrolled students, breakfast participation increased 19,567 student meals and lunch participation increased 7,713 student meals.

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DEPARTMENT STRATEGIC PLANHUMAN RESOURCES

KEY PERFORMANCE INDICATORS

ACHIEVEMENT SUMMARY

GOAL 1

The HR department will recruit and hire highly qualified employees to meet the academic needs of PK-12 students.

2015 All positions filled as of September 2015; Provisional Licenses: 10% of new hires required provisional license; 90% of new hires fully licensed.

2016 All positions filled as of September 2016: Provisional Licenses: 28% of new hires required provisional license:; 72% of new hires fully licensed. Current Overall Teacher we have 95% Fully Licensed; IPAL Report: over 99% of teachers met criteria for licensure.

2017 All positions filled as of September 2017: Provisional Licenses: 16% of new hires that required a provisional license; 84% of new hires fully licensed. Current: IPAL report indicates over 99% of teachers meet criteria for licensure.

2018 All positions filled as of September 2018: Provisional Licenses: 25% of new hires that required a provisional license; 75% of new hires fully licensed. Current: IPAL report indicates over 99% of teachers meet criteria for licensure.

2019 All positions filled as of August 2019: Provisional Licenses: 34% of new hires that required a provisional license; 66% of new hires fully licensed. Current: IPAL report indicates over 99% of teachers meet criteria for licensure.

GOAL 2

The HR department will retain and develop engaged employees who will meet the academic needs of PK-12 students.

2015 Summer of 2015 formed a committee to address employee engagement and culture of respect issue. Committee will develop a plan during 2015-16 to implement in Sept. 2016. Committee may also be involved vetting plan after compensation study completed. Retention Rate: Retained 83% of our 2014 new hires

2016 Spring of 2016 a survey was given to exiting teachers. The results showed that 96.3% said that if they had the opportunity to return to RCPS that they would return. 90% felt they were treated fairly by their administrator/supervisor. Retention Rate: Retained 89% of our 2015 new hires

2017 100% of employees that Retires/Resigns from RCPS are given an electronic Exit Survey through TalentEd. This will provide better data to ensure we are doing everything we can to create a positive and culture friendly working environment. Retention rate: Retained 85% of our 2016 new hires.

2018 100% of employees that Retires/Resigns from RCPS are given an electronic Exit Survey through TalentEd. Retention rate: Retained 88% of our 2017 new hires.

2019 100% of employees that Retires/Resigns from RCPS are given an electronic Exit Survey through TalentEd.

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Retention rate: Retained 91% of our 2018 new hires.

GOAL 3

By September 2020, the HR Department will increase the number of culturally diverse employees from 5% to 8% of total employees working for RCPS.

2017 newThe EEOC report indicates that culturally diverse employees make up 5% of the total employee population in Roanoke County Schools. Human Resources will increase these employees from 5% to 8% of the total employee population for the 2018 school year.

2018 RCPS has 5.25% diverse employees. RCPS hired 7.8% of new teachers/administrators are diverse employees

2019 RCPS has 5.27% diverse employees. RCPS hired 7.9% of new teachers/administrators are diverse employees

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GOAL ACTION PLAN

GOAL 1: The HR department will recruit and hire qualified employees to meet the academic needs of PK-12 students.


According to the VDOE, “The Elementary and Secondary Education Act (also known as Every Student Succeeds Act) requires all teachers of core academic subjects to be “highly qualified.” The federal law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree and has demonstrated competency in each subject taught. Virginia’s licensure regulations – with their emphasis on content knowledge – require new teachers to far exceed the federal highly qualified standard.”

Instructional Assistants providing instruction in Title I schools must also meet the criteria to be deemed highly qualified. Highly qualified teachers and IAs are essential personnel in raising student achievement. Teacher quality includes the following: content knowledge, licensure and certification.

C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the C-Change Strategic Framework is targeted by this goal by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.


x Balance x Learning Culture x Support Tools and Services




Shortage of teacher applicants in CTE, Foreign Languages, Mathematics, and Special Education. Budgetary constraints to support teachers becoming highly qualified and /or content area experts. Budgetary constraints to support IAs in becoming highly qualified. Time needed for teachers and IAs to complete requirements to become fully endorsed.



STRATEGY 1.1The HR Department will hire qualified instructional staff to meet the academic needs of PK-12 students in all Roanoke County Schools.

Jan-August

2019

HR Documentation of newly hired staff

Director of Human Resources

Assistant Supt. of Student Services/HR

HR Budget Spreadsheet identifying licensure requirements of new employees

2015: Provisional Licenses: 18% of new hires required provisional license; 82% of new hires fully licensed.



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STRATEGY 1. 2 The HR Department will hire qualified Instructional Assistants to meet the academic needs of PK-12 students in all Roanoke County Public Schools.

Jan-August

2019

HR Documentation of newly hired staff



HR Budget Spreadsheet identifying licensure requirements of new employees

2015: As of Sept. 2015, all IAs hired are highly qualified.

2016: All IA’s are highly qualified




STRATEGY 1.3 Identify all personnel that lack required course-work/ certifications and schedule a time to meet to create an individual plan.

August 2019

HR Documentation



HR Budget Baseline numbers identifying employees not HQ.

2015: Developed a plan with Special Ed (Spring 2015) to address provisionally licensed SE teachers and a firm path to reach HQ status.

2016: Continuing to implement the plan

2017: Any employee that does not have required course work/ certifications works with our Licensure Manager to finalize coursework.

2018: RCPS Licensure Manager works with any employee to create an individual plan to meet their needs

2019: RCPS Licensure Manager works with any employee to create an individual plan to meet their needs and follows up to ensure they are following the plan

STRATEGY 1.4Create an

September HR Documentatio

Director of Human

HR Established plans /written

2015: Spring 2015; all identified individuals are on a plan.

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individual plan for employees who need to complete required courses to teach.

2019 n Resources


Department documentation of requirements

2016: All identified individuals are on a plan

2017: Any employee needs required coursework works with our Licensure Manager to work towards being fully licensed.

2018: RCPS Licensure Manager works with any employee to meet the required coursework to be fully licensed.

2019: RCPS Licensure Manager works with any employee to meet the required coursework to be fully licensed.

STRATEGY 1.5Create a Special Education cohort in conjunction with Radford University to provide graduate level courses to special educations teachers needing required course work.

January 2019

HR Documentation




Special Education Grant

Title IIA

Finalized document of course requirements

2015: Will modify this strategy to state that RCPS’ Special Education Department will implement Professional Development seminars to address issues encountered by provisionally licensed special education teachers. Each teacher must receive 15 hours of additional training through the SPED department.

2016: No movement

2017: Create a partnership with RU to support our provisional teachers in finishing a bona-fide program for endorsement in special education.

2018: No movement

2019: No longer a goal

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GOAL 2: The HR department will retain and develop engaged employees who will meet the academic needs of PK-12 students.


Employee engagement is “a workplace approach designed to ensure that employees are committed to their organization’s goals and values, motivated to contribute to organizational success, and are able at the same time to enhance their own sense of well-being.” (Engage for Success, 2014; http://www.engageforsuccess.org/about/what-is-employee-engagement)

According to ECS Teaching Quality Research Reports, beginning teachers (those with 5 or less years) are at risk of leaving the profession. Attrition of probationary teachers occurs at a greater rate at the secondary level (high school) than at the elementary level (ECS Teaching Quality

Research) According to Gallup (2013), 30% of the US workforce is engaged, meaning that 70% (employees) are not engaged and not contributing to their

full potential. Need to survey staff to determine employee engagement! Compensation issues may impact retention; research suggests working conditions may trump salary (ECS Teaching Quality Research).


X The “C’s” of 21st century learning X Balance X Learning Culture X Support Tools and Services

X Deeper Learning X School and Classroom Climate



Difficulty recruiting special education teachers who are HQ. School System budgetary constraints. Possible resistance to survey completion Time to implement train/share information to build staff motivation.



REFERENCES

RESPONSIBILITY

BUDGET EVALUATION

PROGRESS DATA

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STRATEGY 2.1: Determine employee engagement by surveying all employees to establish a baseline.

Spring 2016

HR

Documentation


Assistant Supt. of HR/ Instruction

HR

Budget

Survey Results

2015: Change timeline to reflect Spring of 2016

2016: On the Evergreen Survey 71% of employees selected 7 or higher on a scale of 1-10 with 10 being the highest that they felt valued at work. 83% of employees selected 7 or higher on a scale of 1-10 with 10 being the highest that they were happy working for RCPS. 89% of employees stated yes that their talents were well utilized. Goal Completed.

STRATEGY 2.2: Disaggregate data by school level to determine engagement levels of teachers.

April 2019 Survey Results



HR Budget

Disaggregated results from survey

2015: Change timeline to reflect August 2017 to allow committee time to review compensation study and determine best plan for employee engagement /baseline behaviors for employees and employer.

2016: No action

2017: Began the process of identifying a committee and developing what baseline data is required.

2018: VDOE will be providing a survey for all employees to complete

2019: Data received late winter early spring from VDOE

STRATEGY 2.3: Develop “engagement plans” based on data disaggregated from survey.

Jan. 2020 HR Documentation of disaggregated data from survey



HR Budget

Engagement plans

2015: Change timeline to reflect August 2016 to allow committee time to review compensation study and determine best plan for employee engagement /baseline behaviors for employees and employer.

2016: The Evergreen Survey results were shared with all employees.

2017: Carilion EAP met with Principals September 2017 to provide PD related to employee engagement.

-Will review Employee engagement with EAC Reps in October of 2017.

2018: Carilion EAP met with Principals and Central Office Staff August 2018 to provide PD related to employee engagement.

2019: Gallagher provide information through the

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Compensation Study

STRATEGY 2.4: Revise mentoring program as needed to address possible concerns from survey.

Aug. 2019 HR Documentation of disaggregated data from survey


Assistant Supt. of Instruction

HR Budget

Final Mentoring program developed for the 15-16 school year (new teacher handbook)

2015: Revised mentoring program for 2015-16 school year by including 4 professional development days to provide new hires and new employees to teaching with an overview of expectations (Sept. 28, 2015) and Meeting the Needs of Diverse Learners (November 2015 and January 2015); as well as an additional training in March.

2016: Continuing the mentoring program for 2016-17. Added Mentoring for new school administrators to support their transition into the new role of school administrators.

2017: Continuing the mentoring program for 2017-18; Met with mentors in June of 2017 to debrief and plan for the 2017 school year. Met with mentors in August of 2017 to review plans for the 2017-18 school year and expectations to meet the needs of new employees.

2018: Continuing the mentoring program for 2018-19 through the Instruction Department; Met with mentors in June of 2018 to debrief. Meet with mentors in August to plan for the 2018-19 school year.

2019: Continuing the mentoring program for 2019-20 through the HR Department; Met with mentors in June of 2019 to debrief. Meet with mentors in August to plan for the 2019-20 school year. We added a mentor to help new employees with technology needs in the classroom and software programs utilized within RCPS.

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GOAL 3: By September 2019, the HR Department will increase the number of culturally diverse employees from 5% to 8% of total employees working for RCPS.


According the EEOC Report (November 2016), the total number of culturally diverse employees working in Roanoke County Schools is 5% of the overall employee population.

According to Synergy, the total number of culturally diverse students in Roanoke County Schools is 22.6% of the overall student population.


X The “C’s” of 21st century learning

X Balance X Learning Culture X Support Tools and Services

X Deeper Learning X School and Classroom Climate



The percentage of applicants from culturally diverse backgrounds is relatively low.



REFERENCES

RESPONSIBILITY

BUDGET EVALUATION

PROGRESS DATA

STRATEGY 3.1:

Recruit prospective employees from identified schools and job fairs to encourage culturally diverse applicants.

Spring 2019

HR

Documentation and Letters of Intent to secure commitment of prospective employees.


Assistant Superintendent of Student Services/HR

HR

Budget

Completed intent letters.

2017: New strategy

2018: Traveled to Pennsylvania and participated in the PERC job fair to recruit potential candidates

2019: Spring 2019 we sent 2 culturally diverse teacher to NC State for a job fair to recruit potential candidates.

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STRATEGY 3.2:

Utilize data and tools to promote the quality of life in the Roanoke Valley to recruit culturally diverse applicants.

Spring 2019

HR Director of Human Resources

Assistant

Superintendent of Student Services/HR

Public Relations Specialist

ROCO Chamber of Commerce

HR

Budget

Completed information for dissemination.

2017: New strategy

2018: Will work with the Public Relations Specialist to create a flyer promoting the opportunities and culture diversity of the Roanoke Valley

2019: Continue to work with the Public Relations Specialist and partner with the Chamber of Commerce to develop information

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DEPARTMENT STRATEGIC PLANOPERATIONS

KEY PERFORMANCE INDICATORS ACHIEVEMENT SUMMARY

GOAL 1

RCPS will perform preventative maintenance on HVAC systems to insure reliability, maintain our BACnet controls system, and analyze our annual utility consumption for efficiency in order to maintain a physical environment conducive to learning.

2015 We are continually monitoring the BACnet controls, and several of our schools are being upgraded with software. An annual report card has been shared with the schools in hopes of improving their energy conservation.

2016 Maintenance is continuing to assess and identify ways of improving reliability of the districts HVAC systems including best practices for preventative maintenance. BACnet controls are continually being assessed and upgraded on an as needed basis.

2017 The FY 18 Capital Maintenance Program includes upgrades to address many schools that have limited or unreliable control over their HVAC system. These are currently ongoing projects. It was determined during the winter of 16-17 that the existing shortened run times and temperature set points were not conducive to a comfortable learning environment. Run times were extended in the mornings and afternoons, and the set points provided greater range for cooling and heating.

2018 The FY 19 Capital Maintenance Program includes more BACnet control upgrades to provide better control over the districts HVAC systems. We are preparing to implement the elimination of the FS Direct HVAC scheduling module and allowing the principal or their designee to schedule after hour’s events. This change will allow the principal or their designee to schedule the after hour’s events directly in their BACnet control. We will continue to analyze our utility consumption with the continuing program modifications.

2019 FS Direct HVAC scheduling module is allowing the principal or their designee to schedule after hour’s events. This change allows the principal or their designee to schedule the after hour’s events directly in their BACnet control. We will continue to analyze ourutility consumption with the continuing program modifications.

GOAL 2 2015 We have upgraded our routing software program to Transfinder, and we are piloting

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RCPS will consolidate bus stops to reduce fuel consumption, explore alternate fuel sources for our buses, and improve on-time performance of bus arrivals.

Propane fueled buses.

2016 Transportation has consolidated bus stops to reduce fuel consumption and fleet size. An unintended consequence has been prolonged bus rides for some students living in remote areas of the county. We are assessing ways to reduce ride time without increasing the transportation budget.

2017 Annually, transportation assesses and modifies lengthier routes by shifting some students on the longer routes to other buses in an effort to reduce their travel time. In a few remote areas of the county, we still have 90 minute bus rides. A remedy is to add buses and drivers to service the remote locations. Prior to the 2017 purchase of replacement buses, Transportation assessed propane fueled buses and compared them with the efficiencies and costs of diesel fuel buses. It was determined that due to the low MPG of propane fueled buses, compared to the diesel fueled buses, that the recommendation is to continue to purchase diesel fueled buses until such time propane buses become more fuel efficient.

2018 Transportation assesses and modifies lengthier routes by shifting some students of the longer routes to other buses in an effort to reduce their travel time. Annually, Transportation assesses the propane fueled buses and compares them with the efficiencies and costs of diesel fuel buses. They continue to investigate new ways of increasing MPG with the propane fueled buses. An example is a change to the gear ratio in the propane fueled buses which provided an MPG increase of 0.8 to 1.5, compared to the previous year. The recommendation is to continue to purchase diesel fueled buses until such time propane buses become considerably more fuel efficient.

2019 Transportation assesses and modifies lengthier routes by shifting some students of the longer routes to other buses in an effort to reduce their travel time. Annually, Transportation assesses the propane fueled buses and compares them with the efficiencies and costs of diesel fuel buses. The recommendation is to continue to purchase diesel fueled buses until such time propane buses become considerably more fuel efficient.

GOAL 3Improve reporting of School Dude – Maintenance Direct work orders to provide target start date; actual completion date; action taken to remediate the maintenance issue; and provide meaningful information on

2018 – New Goal

2019: Reporting hours, job completion rates, dollars spent have been considerably improved over 2018, continued reporting considered essential to facilities reporting.

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maintenance costs by school facility.

GOAL ACTION PLAN

GOAL 1: RCPS will perform preventative maintenance on HVAC systems to insure reliability, maintain our BACnet controls system, and analyze our annual utility consumption for efficiency in order to maintain a physical environment conducive to learning.RATIONALE / EVIDENCE OF NEED: Please describe the evidence used to identify this goal as a priority. Your description should include empirical data and a brief explanation of how the data was collected.

Commissioning HVAC ensures a dependable performance from the equipment BACnet controls allows us to regulate the hours of operation within our schools & save money on utility consumption Including our staff members in the use of our infrastructure will promote education & awareness


The “C’s” of 21st century learning Balance Learning Culture X Support Tools and ServicesDeeper Learning x School and

Classroom ClimateX Professional Growth


With the large amount of HVAC equipment, it is challenging to commission everything BACnet is a relevant software today, but may become out dated with time Changing staff behavior to conserve energy must be reinforced by building administrative staff



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STRATEGY 1.1Maintenance staff will commission & perform preventative maintenance.

Annually School Dude maintenance software

Maintenance Supervisor

Operations

Examination of building logs

2015: Our Maintenance staff is performing preventative maintenance and we are developing a long-term maintenance schedule in several key areas.2016: We have designated two employees to concentrate on performing preventative HVAC maintenance. Additionally, we will include PM as part of the annual CMP. 2017: Commissioning by an insufficient number of HVAC staff is not a feasible strategy. Outsourcing is the only way that proper HVAC commissioning can be achieved but outsourcing will have capital budgetary implications. Commissioning strategy has been discontinued.2018: A Preventative Maintenance program has been implemented. See Strategy 1.3

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STRATEGY 1.2Annual consumption of utilities will be reviewed.

Annually Annual Report from Energy Manager for building performance

Energy Manager Maintenance Supervisor

Operations

Examination of Utility Bills

Long-term evaluation of decade of utility of efficiency

2015: Monthly reports have been sent out per administrative regulation and the entire county staff has been given material highlighting ways to increase savings in our utilities cost avoidance program. In some instances we have saw our actual costs decrease this year despite steady or increased cost per unit of utilities. 2016: Annual consumption of utilities showed a reduction in energy consumption. Concerns about run times of HVAC and temperatures were shared by the schools. It was determined that the existing shortened run times and temperature set points were not conducive to a comfortable learning environment. Run times were extended in the mornings and afternoons, and the set points provided greater range for cooling and heating.2017: Review the fiscal impact on the budget of the extended run times and modified temperature set points2018: A review of the fiscal impact on extending the run times and modifying the temperature set points, along with provided heating and air conditioning for both RCPS and Parks, Recreation, and Tourism during summer and winter athletic training, sports camps, and other programs appear to have had a negligible impact on energy usage. Mild seasonal temperatures may have contributed to the negligible increase. Energy usage will continue to be monitored during the school year.2019: A review of the fiscal impact on extending the run times and modifying temperature set points, along with provided heating and air conditioning for both RCPS and Parks, recreation, and Tourism during summer and winter athletic training, sports camps, and other programs appear to have had a negligible impact on energy usage. Mild seasonal temperatures may have contributed to the negligible increase Energy usage will continue to be monitored

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STRATEGY 1.3Develop a sustainable preventative maintenance program

June 2018 Capital Maintenance Program

Maintenance Supervisor

Operations Fewer work orders, increased efficiency

2017: New in 2017Include Preventative Maintenance in the annual CMP and outsource the PM program to a single contractor. Contractor to document the locations of all HVAC equipment.

2018: A comprehensive assessment that located all of RCPS’s HVAC equipment was completed in the Spring of 2018. This equipment inventory was utilized to procure the services of a Preventative Maintenance contractor. The PM program began in the Summer of 2018 and will continue as long as funding remains available. This program should reduce maintenance costs and maximize the longevity of the mechanical equipment. Additionally, there should be some improvement in air quality because filters will be changed quarterly. 2019: Preventive Maintenance of HVAC equipment utilizing outside contractor has been terminated, services brought back in-house.

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GOAL 2: RCPS will consolidate bus stops to reduce fuel consumption, explore alternate fuel sources for our buses, and improve on-time performance of bus arrivals.RATIONALE / EVIDENCE OF NEED: Please describe the evidence used to identify this goal as a priority. Your description should include empirical data and a brief explanation of how the data was collected.

Less buses on the road saves RCPS money on fuel, maintenance, and wages Alternate fuels may be more efficient & cause less pollution.

DIGITAL C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the Digital C-Change Strategic Framework is targeted by this goal1 by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.




Parents are always concerned about changes bus routes & consolidation of multi-grade levels on the same bus Alternate fuels buses may not be cost effective because of the increased up-front costs of purchase


ACTION PLAN TIMELINE REFERENCES RESPONSIBILITY BUDGET EVALUATION PROGRESS DATASTRATEGY 2.1:Bus routes will be examined for efficiency.

Annually Bus Routes on RCPS website

Supervisor of Transportation

Transportation Budget

Year-end balance to be analyzed

2016: Transportation has consolidated bus stops to reduce fuel consumption, fleet size and staffing. An unintended consequence has been prolonged bus rides for some students living in remote areas of the county. All special education routes were added to Transfinder to improve efficiency 2017: We are assessing ways to reduce ride time without increasing the transportation or HR budgets.2018: Bus routes are continually examined to improve efficiency. 2019: Imbedded in practice.

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STRATEGY 2.2:Request for Proposals will be issued to compare traditional buses using diesel versus buses using alternate fuels.

Annually Specification of RFP

Director of Operations

Capital bus replacement fund

Energy savings versus consumption

2016: Transportation assessed the propane fueled buses and compared them with the efficiencies and costs of diesel fuel buses. It was determined that due to the low MPG of propane fueled buses, compared to the diesel fueled buses, that the recommendation is to continue to purchase diesel fueled buses until such time propane buses become more fuel efficient.

2017: Continuing to monitor new propane bus technology and improvements being made to increases in MPG for propane engines.

2018: A change in the gear ratio of the propane fueled buses has provided an MPG increase of 0.8 to 1.5, compared to the previous year. We are continuing to examine alternative fueled buses. Additionally, new engine, transmission, and gearing of diesel fueled buses are increasing MPG in new diesel powered

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STRATEGY 2.3:Schools will report bus arrival times to ensure students have sufficient time for instruction.

Annually Building schedules and RCPS calendar

Supervisor of Transportation

Transportation Budget

Evaluation of bus arrival times over entire academic year

2016: Periodically surveying all schools to inquire about late buses. Bus drivers are instructed to report late arrivals.

2017: Continuing to survey all schools, throughout the entire academic year, about late runs and encourage principals to contact Transportation with concerns. Implemented notifications system for parents whose children ride buses that are running late, have experienced mechanical failure, etc.

2018: Periodically, modifications to school bus routes are required due to ridership which may impact arrival times. Principals have been working with Operations staff to open elementary school buildings up to 10 minutes early. This cooperation has reduced school buses arriving late at secondary schools. We will continue to evaluate throughout the academic year.2019: Periodically, modifications to school bus routes are required due to ridership which may impact arrival times. Opening elementary school buildings 10 minutes early has helped with this. This change has reduced school buses arriving late at secondary schools. We will continue to evaluate throughout the

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GOAL 3: Improve reporting of and responses to maintenance work orders utilizing the Maintenance Direct software module of School Dude.RATIONALE / EVIDENCE OF NEED: Please describe the evidence used to identify this goal as a priority. Your description should include empirical data and a brief explanation of how the data was collected.

Principals will know when to anticipate when a maintenance request will be addressed. Provide principals with a summary of the work performed to address the maintenance request. Identify costs associated with remediating the maintenance request and track maintenance costs for each school facility.

DIGITAL C-CHANGE STRATEGIC FRAMEWORK TARGET: Please indicate which area of the Digital C-Change Strategic Framework is targeted by this goal1 by typing a “X” in the appropriate box. To verify alignment with the Strategic Framework, please refer to the descriptive statements listed under each element in the Strategic Framework.




Providing relevant information and not a diagnosis when placing a work order. Training maintenance staff to provide timeframe and narratives of work being performed.


ACTION PLAN TIMELINE REFERENCES RESPONSIBILITY BUDGET EVALUATION PROGRESS DATASTRATEGY 3.1:Tracking maintenance requests and summarizing work performed.

Daily School Dude Supervisor of Maintenance

Maintenance Budget

Work order log being completed.

2018: New

2019: Tracking within the department is improving. The department needs to implement PM Direct to fulfill this strategy moving forward.

STRATEGY 3.2:Tracking Maintenance costs at each school facility.

Daily School Dude Supervisor of Maintenance

Maintenance Budget

Run reports that will provide meaningful information on maintenance costs.

2018: New

2019: Tracking within the department is improving. PM Direct will provide details that will allow the department to determine actual costs.

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INSTRUCTIONAL AND INFORMATION TECHNOLOGY COMPREHENSIVE PLAN ALIGNMENT

VDOE TECHNOLOGY PLAN GOAL COMPREHENSIVE PLAN ALIGNMENT

LEARNING: Promote and support student learning experiences to demonstrate workplace readiness by creatively solving complex problems, thinking critically, collaborating, communicating, and demonstrating responsible citizenship.

STRATEGY 1.2: RCPS students will meet or exceed SOL achievement of other Virginia school divisions with similar demographics.

STRATEGY 2.1: All students earning a standard diploma will earn at least one industry credential.

STRATEGY 2.5: All K-5 students will participate in learning activities in accordance with the Elementary Engineering Plan.

STRATEGY 2.6: All middle and high school students will participate in deeper learning activities as articulated in the RCPS Strategic Framework.

STRATEGY 2.9: All students will complete an academic and

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career plan in grades 8 and 11.

STRATEGY 3.1: Implement a district performance-based rubric to measure student achievement of collaboration, communication, creativity, critical thinking, and citizenship.

TEACHING: Promote and support current and emerging technology-based resources that support educators in developing and employing innovate strategies and practices to support student-centric learning models to increase quality of education and equity for students.

STRATEGY 1.4: Teachers will participate in professional development for building 21st century instruction and assessments.

STRATEGY 3.4: All staff in instructional coaching roles will participate in high quality professional development to improve instructional coaching skills relative to 21st century skills.

Strategy 3.8: A team of teachers will develop plans on how to implement a student digital portfolio used to document student work that shows they have mastered the 5Cs through their work samples.

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LEADERSHIP: Promote leadership that supports deeper learning experiences for students and innovative instructional practices by educators through the use of technology.

STRATEGY 1.7: Use findings from Strategy 1.5 to implement professional development for all administrators and counselors related to bullying reduction education.

STRATEGY 2.10: Conduct a comprehensive evaluation of the RCPS K-12 curriculum and recommend changes to improve alignment with college and career-readiness skills.

STRATEGY 2.14b: Offer state-approved certifications aligned with RCPS courses in high-demand, high-skill career pathways.

STRATEGY 2.15: Provide staff and administrative professional development opportunities on emerging technologies and strategies that relate to current RCPS CTE course offerings.

STRATEGY 2.16: Conduct annual evaluation of equipment and technological needs based on industry and stakeholder feedback for each CTE content area.

STRATEGY 3.1: Implement a district performance-based rubric to measure student achievement of collaboration, communication, creativity, critical thinking, and citizenship.

STRATEGY 3.5: All schools will establish PLCs and measure implementation and progress annually.

GOAL ACTION PLAN – RCPS TECHNOLOGY PLAN ALIGNMENT

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Goal 1 - INFRASTRUCTURE: RCPS will promote the continual expansion of broadband capability to support digital learning and innovative education.

RATIONALE / EVIDENCE OF NEED: Please describe the evidence used to identify this goal as a priority. Your description should include empirical data and a brief explanation of how the data was collected (

VDOE requirements - Establish a computer-based instructional and testing system for the Virginia Standards of Learning. VDOE requirements - Develop the capability for high speed Internet connectivity at high schools, middle schools and

elementary schools. FCC requirements - Internet access for schools of at least 100 Mbps per 1,000 students and staff (users) in the short term

and 1 Gbps Internet access per 1,000 users in the longer term. Instructional program offers online learning opportunities for students using Virtual Virginia, RCPS Virtual HS and RCPS

Virtual summer school. Students are required to participate in benchmark testing programs. Instructional program provides most textbooks in a digital format. Students and staff practice 21st Century skills.







6. Maintain quantities and specifications for the district technology devices.7. Maintain professional development opportunities for staff on district supported technology.8. Providing ample bandwidth for media rich instruction.9. Ensuring that network infrastructure equipment is secure and operating in climate-controlled environments.


ACTION PLAN TIMELINE REFERENCES FACILITATOR

BUDGET

EVALUATION


STRATEGY 1.1 October 2019

FCC Internet Access Order

Director of Operating

District network

2016: Installed secure Internet connection with 10 Gbps of

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Offer secure high- speed fiber Internet connection for all staff and students.

(34-38)

RCPS C-Change Framework

VDOE Technology Usage Survey

Technology Budget

Erate

monitoring software and firewall hardware provides statistics on the bandwidth usage and availability.

bandwidth for district to share. This service consists of redundant pathways to the RCPS central office location.

2017: Maintain all software patches on Internet hardware to ensure a secure network environment. Continue to monitor Internet usage on division connection to determine bandwidth availability.

2018: Continued network replacement program to ensure adequate wired and wireless broadband access for students and staff.

2019: Upgrade current 10 Gbps Internet circuit to a 20 Gbps Internet service.

STRATEGY 1.2

Provide high speed wide area network (WAN) connections to each school facility with enough bandwidth to meet VDOE and FCC recommendations.

December 2019

VDOE Standards of Learning technology requirements

FCC WAN Order (39-44)


Operating Budget

Erate

VPSA SOL tech grant

District monitoring software provides network traffic data statistics to ensure that RCPS is meeting the bandwidth requirements

2016: Installed dark fiber to each district facility with network hardware to support 10 Gbps of bandwidth. The fiber terminations offer additional expansion opportunities.

2017: Maintain all software patches on WAN hardware to ensure a secure network environment. Continue to monitor WAN bandwidth to determine expansion needs.

2018: Continue to monitor WAN and

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evaluate the need for increasing bandwidth

2019: Monitor WAN and pilot hardware for increasing bandwidth to 100 Gbps

STRATEGY 1.3

Ensure that each classroom has access to robust and secure wired and wireless broadband.

October 2019





Operating Budget

Erate

VPSA SOL tech grant

District technology replacement plan consists of building network hardware for current wired and wireless infrastructure

2016: Replace district network infrastructure to allow for school WAN connectivity of 10 Gbps of bandwidth per location.

2017: Replaced wired and wireless hardware in the district technology rotation plan. The replacement equipment ensures that all building network hardware is under manufacturer support for necessary security updates.

2018: Centralized wireless networking to increase efficiency.

2019: Replaced wired and wireless hardware in the district technology plan. Increased wireless access points (1 per classroom) in several elementary schools.

STRATEGY 1.4

Provide robust server infrastructure for district provided software solutions and state required testing

September 2019



Operating Budget

VPSA

District technology replacement plan consists of server hardware for enterprise

2016: Replaced all school servers for SOL testing proctor caching. Each building has a single server for all building data needs.

2017: Converted all district level enterprise sever deployments to a

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applications. SOL tech grant

applications including student database, DNS services, certificate deployment, and SOL testing delivery.

virtual environment for increased efficiency and reducing hardware needs

2018: Upgraded all mission critical servers to a new hyper-converged virtual server environment to increase reliability and efficiency

2019: Upgraded district backup solution to hyper-converged server environment for scalability

STRATEGY 1.5

Maintain technology systems for school building safety measures.

August 2019

Recommendation from the Roanoke County and Roanoke County Public School Safety Task Force

Recommendation from RCPS Safety Advisory Committee

Recommendations from RCPS Student Advisory Committee


Operating Budget

District technology replacement plan consists of hardware to maintain building security systems including building card access system, surveillance cameras, panic systems and building visitor systems.

2016: Installed card access equipment for many exterior doors in all school district locations. For doors without a card swipe, door monitoring equipment was installed. The door system is accessible to RCPS staff and selected officers of the Roanoke County Police department.

2017: Replaced all analog cameras with digital HD surveillance cameras. All recording devices were replaced and allow for an average of 15 days of camera recording.

2018: Replaced all visitor management systems to improve user experience. Maintained all card access and camera systems.

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2019: Implemented a lockdown notification system for all district locations for phones and intercom. Installed 2-way radio antennas for emergency responders at needed district locations. Implemented a tip-line for all students to report threats or suspicious activities.

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Goal 2 - EQUITY: RCPS will promote equitable access to high quality, effective learning environments for all students by supporting efforts to reduce barriers to technology access.


VDOE requirements - Establish a computer-based instructional and testing system for the Virginia Standards of Learning.

VDOE requirements - Establish a 5-to-1 student computer ratio for high schools, middle schools and elementary schools.

RCPS school board policy 6.36 requires textbook adoptions to provide electronic versions. RCPS instructional program requires technology systems to support RCPS Digital C-Change Strategic Framework. RCPS instructional program utilizes enterprise level software applications to support RCPS Digital C-Change Strategic

Framework. Students and staff practice 21st Century skills.







10. Maintain quantities and specifications for the district technology devices.11. Maintain professional development opportunities for staff on district supported technology.12. Provide enough technology equipment for all instructional programs.13. Ensure that computer equipment is operational for staff and student use.14. Maintain technology staff to support all district devices.

KEY PERFORMANCE INDICATORS: Please describe how performance will be measured, the research or professional resources used to guide the development and implementation of an action plan, and strategies adopted within the action plan. The action plan should include a timeline for implementation with benchmarks, a description of who is facilitating the strategies, and how progress will be reported and evaluated

ACTION PLAN TIMELINE REFERENCE FACILITATO BUDGE EVALUATIO ANNUAL PROGRESS DATA

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S R T N

STRATEGY 2.1

Implementing and supporting a 1:1 laptop program in grades 6 – 12.

July 2020 VDOE Standards of Learning technology requirements




Operating Budget

VPSA SOL tech grant

Special education budget

District technology replacement plan provides in warranty and supported

computer equipment for secondary students

2016: Expansion of the 1:1 laptop program to include grade 7-12

2017: Expansion of the 1:1 laptop program to include grade 6-12

Expansion of secondary technology to include 10 tablet devices per building

2018: Continue equipment schedule in the technology replacement plan. Utilize warranty program to ensure laptop functionality.

2019: Continue the technology replacement plan with replacing 3 grade levels in the 1:1 program. Consider adding tablet devices to the technology replacement plan.

STRATEGY 2.2

Implementing and supporting a laptop

July 2020 VDOE Standards of Learning technology


Operating Budget

District technology replacement plan provides

2016: Expansion of elementary technology to include 5 laptops per core

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program for elementary grade levels consisting of a minimum of 5 devices per core classroom.

requirements


Director of Elementary

Instruction

VPSA SOL tech grant

Special education budget

in warranty and supported computer equipment for elementary students

classrooms

2017: Expansion of elementary technology to include 10 tablet devices per building

2018: Continue equipment schedule in the technology replacement plan. Utilize warranty program to ensure laptop functionality. Evaluate the needs for laptop expansion.

2019: Continue the technology replacement plan with replacing all elementary classroom laptops. Consider adding tablet devices to the technology replacement plan.

STRATEGY 2.3

Provide access to enterprise level applications for all staff and students.

October 2019



Directors of Elementary and Secondary Instruction

Operating Budget

District technology replacement plan provides resources for Blackboard. Microsoft, Adobe, and Cisco district licensing

2016: Introduced Microsoft Office 365 for all student in grades 9-12

Introduced Adobe Creative Cloud for all students in grades 9-12

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agreements are also included Expanded use of Blackboard

Learning Management System to include all students and staff in grades 7-12

2017: Expanded Microsoft Office 365 for all students to include grades 6-12

Expanded Adobe Creative Cloud for all students to include grades 6-12

Expanded use of Blackboard Learning Management System to include all students and staff in grades 6-12

2018: Expanded use of the Microsoft Campus Agreement to include MineCraft for all students.

2019: Expanded Office 365 tools for all elementary students. Expanded the use of Classlink to include identity management, most instructional resources and many textbooks.

STRATEGY 2.4 July 2019 RCPS C- Director of Operatin District 2016: Replacement for non-

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Interactive white board technology for all classrooms.

Change Framework

Technology


g Budget

technology replacement plan provides support for existing equipment and a rotation schedule for aging devices

supported projector equipment. Replacement lamps for Interactive Whiteboard equipment

2017: 3-year schedule created to replace all Interactive Whiteboards with non-projector touch screen panels

Introduced software to begin transitioning users to touch screen devices

2018: Began first year of replacement schedule to provide new panel technology for aging interactive white boards.

2019: Implemented second year of the replacement schedule to provide new panel technology for most secondary schools.

STRATEGY 2.5

Mobile devices for special education program.

November 2019




Operating Budget

Technology rotation plan for Special Education department included replacement of non-supported

2017: Replaced aging tablet technology with new devices. The funding supported 10 new devices per school location

Provided MDM solution to manage tablet devices

2018: Provided technical and

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devices instructional support for existing devices.

2019: Continued support for tablets in special education. Offer assistance in planning for a replacement schedule.


Goal 3 - DATA AND SECURITY: Adhere to best practices that comply with federal, state, and industry guidelines and recommendations to minimize network threats and vulnerabilities and protect educational data.


Ensure student and staff data is secure. Use best practices that comply with federal, state, and industry guidelines to minimize network threats and

vulnerabilities and protect educational data. The district must comply with FERPA and HIPAA regulations. RCPS network users will understand the importance of security awareness training. RCPS network users will comply with the RCPS Acceptable Use Policy. With area collaboration, RCPS should help to organize more robust network security in Virginia districts. Nationally and locally, bullying reduction remains a topic of concern for parents, students, schools, and citizens. Social media awareness is needed.


x The “C’s” of 21st century x Balance x Learning Culture x Support Services and Tools

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learning




15. Maintaining constant awareness and diligence in adherence to network security plans.16. Funding restraints when considering network upgrades.17. Internet Safety education practices may be inconsistent across RCPS schools.18. Network users falling victim to cyber threats.19. Network users lack of protecting user credentials.


ACTION PLAN TIMELINE REFERENCES FACILITATOR

BUDGET

EVALUATION


STRATEGY 3.1

Maintain current security patches and protect user

credentials on network infrastructure.

October 2019




Operating Budget

RCPS technology staff utilizes enterprise software reporting to ensure that network equipment has the proper updates.

2016: Technology staff implemented Microsoft patching tools to distinguish the proper level of device security.

RCPS introduced a new web filter for on-site and off-campus devices to add protection for web filtering, advanced malware and ransomware attacks.

2017: RCPS adjusted school board policy 6.42 to include a more defined password policy for staff.

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RCPS introduced a more secure method for student passwords.

2018: RCPS changed student password practices to allow students to choose and change their own passwords.

2019: All elementary students will have unique computer logins and passwords to reduce the need for generic logins.

STRATEGY 3.2

Implement security awareness program for all staff network users.

September 2018



Operating Budget

District network users occasionally require assistance on recovering from data breaches.

2017: RCPS technicians began a pilot program to discover the need for security awareness training. Most targeted users displayed a pattern that requires network security remediation.

2018: RCPS acknowledged the need for security awareness training during the annual budget process. Security awareness program was kicked off.

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2019: RCPS continues to provide security awareness program for all staff members. User feedback has offered positive results of knowledge transfer.

STRATEGY 3.3

Ensure that information systems procedures follows HIPAA, FERPA and CIPA guidelines.

September 2019

FCC Internet Access Order (34-38)




Operating Budget

Student and staff devices require protection against harmful web sites, malware and ransomware.

Staff email accounts require safeguards to maintain data privacy

standards

2017: RCPS exceeds CIPA compliance with the use of the district web filtering solution. This provides on-site and off-campus protection against inappropriate web sites, malware and ransomware.

2018: RCPS staff moves all district email users to Microsoft Office 365 services. Data protection is more advanced and HIPAA guideline rules are implemented.

2019: RCPS reviews all enterprise applications in the Instructional Technology Adoption Committee to ensure the each comply with COPPA and FERPA guidelines. One example is Microsoft Office 365 for elementary users.

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STRATEGY 3.4

Conduct continuous network threat assessments to identify vulnerabilities.

June 2020 RCPS Technology Plan 2016-2018


Operating Budget

RCPS computer users deserve the opportunity to use division provided network services without fear of data theft

2017: RCPS IT staff worked with Sycom Technologies to provide a continuous network penetration test for the district network services.

Testing of division firewall and enterprise servers are included in this continuous network threat tests.

2018: Contractor delivered a threat assessment report to RCPS technology department. Recommendations were provided to better secure the division network services.

2019: RCPS encouraged other Virginia district to follow in conducting network threat protection as a host in the Making Connections Conference.

Red Spy 365 is contracted to perform continuous network threat assessments.

STRATEGY 3.5

Develop plans and procedures for division wide network outage.

December 2019

RCPS Technology Plan 2016-2018


Operating Budget

As critical instructional and safety services become more reliant on network

2017: RCPS network manager has worked with network partners to discuss emergency plans. IP surveillance cameras are configured to operate with a failover recording device.

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Director of Operations

infrastructure, alternate plans are required for power failures or WAN outages

2018: Internet and WAN partner has provided portable generator capabilities during major power outages. Analog phones are installed in all schools for emergency calling.

2019: District network equipment is monitored for real-time outage reports. Investigate outside DNS services for redundancy. Continue to stock critical network components for emergency replacement.

STRATEGY 3.6

Collaborate with other Virginia districts on cyber security planning and protective measures.

April 2019 RCPS Technology Plan 2016-2018



Operating Budget

To be good digital neighbors, RCPS has offered to assist other Virginia divisions for technology planning and long range cyber security plans.

2017: RCPS hosted the first state of Virginia Cyber Security Conference. It was attended by 58 Virginia public school districts and 8 higher education facilities.

2018: RCPS technical staff met with several local districts to help strategize 1:1 laptop programs and network security plans.

2019: RCPS hosted the state-wide Making Connections School Safety Summit. The focus of the

111

conference was cyber and physical security.

STRATEGY 3.7

Develop building level plans to distribute Digital Citizenship lessons, including information on Cyberbullying, Privacy, Digital Footprint, Healthy Social Media use, and Information Literacy.

January 2020

Virginia Internet Safety requirements




Coordinator of Technology Integration

Associate Director of Schools Counseling

Operating Budget

Building level Digital Citizenship plan

Lesson Plans

Recognition from Common Sense Media or other Digital Citizenship resource.

2018: Digital Citizenship lessons taught in all RCPS buildings.Parent outreach in all middleschools by RCPS staff and the Roanoke Prevention Council.

Supervisor’s curriculum guides will need to reflect gold standard lessons.

2019: Evaluate and implement Digital Citizenship programs like Common Sense Media.

School leadership team to determine where lessons will be implemented and develop a method to verifying student mastery.

William Byrd Middle will pilot a school wide Common Sense Media digital citizenship program.

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GOAL 4 -HUMAN INFRASTRUCTURE: Provide access to technical and human resources that enable the effective evaluation of infrastructure costs and other considerations necessary to promote the adaptation and integration of current and emerging technologies into teaching and learning.


VDOE requirements - Code of Virginia § 22.1-253.13:2 states that Virginia public school divisions must adhere to SOQ requirements and employ 2 technology position per 1000 students. One position serves as technology support. One position serves as an instructional technology resource teacher.

The SOQ technology teaching positions need professional development to model correct instructional technology practices.

The SOQ technical positions require professional development to properly support division technology programs. To provide exemplary support and adhere to the RCPS C-Change Framework, technology staff must communicate with

other departments.







20. Maintaining focus of the support responsibilities of the ITRT and IT employees.21. Funding restraints in providing quality professional development opportunities for ITRT and IT staff.22. Scheduling conflicts when organizing departmental meetings.23. Providing advice to other districts with different support needs.


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FACILITATOR

BUDGET

EVALUATION


STRATEGY 4.1

Provide funding and support to maintain or exceed the SOQ requirements for Instructional Technology Resource Teachers and technical support staff.

May 2020 Code of Virginia § 22.1-253.13:2




HR Operating Budget

As the district instructional technology

needs increase, the technology staff should be available for support.

2016: Budgeted and hired additional technology staff to support the expansion of the 1:1 laptop program.

2017: Maintained the SOQ requirements of 14 Instructional Technology Resource Teacher staff and 14 IT support staff.

2018: Provided information to state representatives for possible future expansion of the SOQs for ITRT and IT staff.

2019: Maintained the current SOQ requirements for ITRT and IT staff.

STRATEGY 4.2

Provide professional development opportunities for ITRT and technical staff.

May 2020 RCPS C-Change Framework

RCPS Technology Plan 2016-2018



Operating Budget

To provide quality and effective instructional technology support, our technology team will need proper training

2016: Provided ITRT and IT staff with professional development during departmental meetings from major district partners including Blackboard, Promethean, Microsoft and Cisco.

2017: Provided ITRT and IT staff with professional development during departmental meetings from

114


major district partners Adobe, Blackboard, Cisco, Microsoft and Promethean.

2018: Provided ITRT staff and teachers with Microsoft MineCraft training. Provided IT staff with Cisco and Microsoft training. Provided learning opportunities for ITRTs in state and national conferences.

2019: Provide ITRT and IT staff with professional development during departmental meetings from major district partners Adobe, Blackboard, Cisco, Microsoft and Promethean. Microsoft MineCraft coding training, Microsoft Teams and OneNote training will be provided. Provide learning opportunities for ITRTs in state and national conferences.

STRATEGY 4.3

Support communication and collaboration with technology, administration, special education and

May 2020 RCPS C-Change Framework

RCPS Technology Plan 2016-


Directors of Elementary and Secondary

Operating Budget

The level of technology integration among all RCPS departments crates the importance of

2016: The technology meetings are regularly attended by both ITRT and IT staff. The focus was to build strong collaboration within the department.

2017: The technology

115

instruction departments.

2018 Instruction collaboration among the team

meetings were expanded to include guidance, all instruction content areas and special education.

2018: Technology meeting included all instruction content areas. Instruction Supervisors and Directors delivered topics and participated in all aspects of the meetings.

2019: Technology meetings will include all instruction content areas. Meetings will focus on the C-Change Framework and how it relates to our responsibilities.

STRATEGY 4.4

Support collaboration of instructional and technical practices with other school divisions.

May 2020 RCPS Technology Plan 2016-2018



Operating Budget

Many of the technology offerings in RCPS are modeled in other public school divisions

2016: RCPS technology staff met with Roanoke City to discuss classroom interactive whiteboard technology.

2017: RCPS hosted several meetings with Roanoke City on the deployment of our 1:1 laptop program.

2018: RCPS collaborated with several districts on the transition to Microsoft Office 365. RCPS was modeled on an international level at the Adobe World-wide sales conference on the C-Change

116

and the adoption and use of Adobe products.

2019: RCPS regularly meets with Virginia region 6 school districts to offer assistance in deploying and imbedding instructional tools in Microsoft products. RCPS is sharing cyber security best practices in Region 6 meetings. RCPS will work with neighboring districts on implementation and training for our formative assessment program.

117

CHILDREN

COMMUNITY INPUT AND FAMILY INVOLVEMENTEffective communication involves informing as well as listening. RCPS uses various media such as

RVTV, the RCPS website, family instant alert system, newsletters, and social media to inform the community about events in our schools; more importantly, though, RCPS seeks to listen to its stakeholders. In addition to the monthly opportunities afforded citizens to speak at School Board meetings or Board member-initiated community meetings, RCPS regularly employees the practice of seeking community and family input via surveys and school-based meetings such as PTA meetings. Parents, students, and employees have been invited to complete surveys, for example, regarding homework practices, a superintendent search, and technology usage. Parents, students, and employees are also surveyed regularly as part of the strategic planning process to gather input regarding important topics such as school climate and academic performance.

Students, parents, business leaders, employees and community members actively participate on a variety of advisory committees to provide input into decision making and RCPS programs. The Student Advisory Committee (SAC) is made up of middle and high school student representatives that meet monthly with an advisor, the superintendent, and members of the School Board to provide input and make recommendations about a variety of topics. Stakeholders participate on two advisory panels required by the Code of Virginia: special education and career and technical education. The School Board and superintendent have established advisory committees to provide input on a number of other topics: Gifted Education, School Health Advisory Board, Technology, STEM Academy, Engineering Specialty Center, Diversity, and Employee Advisory. The RCPS School Health Advisory Board, for example, is organized by the Coordinator of Health services and consists of representation from parents, students, health professionals, educators and others. The Board assists with the development of health policy in the

118

school division and the evaluation of the status of school health, health education, the school environment and health services.

Family and parental involvement is a valued component of the school community and each student’s success. Parents and families are encouraged to be active participants in the life of the school through volunteerism, attendance at school functions, service on advisory committees, fundraising, and involvement in PTA/PTO. For students in programs such as Gifted, Special Education, Title I, and English Language Learners (ELL), parental input is critical to the process of ensuring students’ needs are met.

Title I is a federal grant the funds for which are used to provide supplemental services to qualified schools and parent activities for parents of Title I-eligible students. These sessions are designed to increase parent engagement in their child’s education and topics are derived from surveys of parents to identify needs. Parenting workshops, for example, such as the “Love and Logic” program have been provided as one way to support family involvement. Title III is a federal grant that supports English Language Learners and immigrant students and families. These families are invited to participate in the family involvement programs offered through Title I. In addition, parent outreach is conducted through programs like the Bilingual Backpack program.

Family involvement is also accomplished through the Partnering for the Privilege Safe Teen Driving program, a parent/teen educational initiative for the RCPS Driver Education program. It is a cooperative effort between the Roanoke County Public Schools, the Roanoke County Police Department and the Allstate Foundation. The purpose of this program is to develop and improve safe driving habits for our teen drivers, increase parental involvement in the education of our teen drivers, create awareness of the parent’s responsibilities in the student’s driver education and licensing process, create opportunities for better partnerships between teens and their parents in developing responsible drivers, and develop a better understanding of the impact of driver behavior on the community. This program in includes parent/teen meetings for each of the five high schools with the potential of reaching over 1200 students and their families.

RCPS provides several technology-related services to families to encourage strong connections between home and school. Parent access to student assignments and grades at the secondary level through Blackboard and Synergy help parents monitor the academic progress of students. Parents are able to see current and upcoming assignments, access instructional materials, and view current grades. Sessions are offered through the schools to help parents understand how to access this information. For

119

those families unable to attend high school graduation ceremonies, Graduation Live provides live streaming of the ceremonies via the internet.

The Prevention Council of Roanoke County has close ties to RCPS and serves as an important vehicle for family involvement. The Prevention Council partners with school, business, law enforcement, faith, and other community leaders as well as parents and youth to provide information on the risks and challenges facing Roanoke County families and brings community members together who have a stake in healthy futures for our youth. The RCPS Student Assistance Program (SAP) works closely with the Prevention Council.

The School Counseling program likewise values active involvement from families to work together for student success. This is especially important during the transitional years between school levels as students prepare for the next phase. Orientation meetings for kindergarteners, fifth graders preparing for middle school, and eighth graders preparing for high school include time for parents to not only to get to know new faces and new buildings, but also how parents can understand and assist children as they continue to grow and develop. Programs such as sessions on financial aid, College Night, and college applications assist parents through the culminating transition as seniors prepare for graduation.

Appendix A

Student Enrollment Projection (Source: Budget Book Pages 93-94)

120

Method for Projecting Student ADM for 2018-2019

2017-2018 2018-2019Virginia Department of Education

13,721 13,652

GradeProgression

13,645 13,676

DemographicStudy

13,646to

13,887

13,609to

13,887

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

March 31 ADM

①

14,474 14,259 14,081 13,958 13,929 13,909 13,982 13,830 TBD na na na naBudgeted ADM

②

14,400 14,200 14,074 13,835 13,835 13,801 13,712 13,950 13,700 13,700 13,699 13,705 13,737Annual Budgeted Growth -1.20% -1.39% -0.89% -1.70% 0.00% -0.25% -0.64% 1.74% -1.79% 0.00% -0.01% 0.05% 0.23%

Student enrollment projections are a major consideration when developing the School Board budget since approximately 50% of the revenues are based on enrollment. Inaddition, enrollment drives the number of instructional and support staff needed to provide quality programs to students. Because the majority of the school budget hinges uponthe stability of the enrollment projection, the School Board uses the following methods to arrive at the projected enrollment for the buget year.

<<<<<<<Projections>>>>>>>>

The state uses the Weldon-Cooper Center to project enrollment for each school system in the state. As qualified by the state,“although we have confidence in the accuracy of our ADM projections on a statewide basis, experience has shown that the accuracy ofour projections for individual divisions may vary.” We have seen large variances in VDOE accuracy in some years using this method.

Using student data in Synergy through October, we project enrollment for the next year based on existing students moving up onegrade and estimating new kindergarten enrollments. If we use a 3-year average of kindergarten enrollments, we are estimating that936 new students in kindergarten will replace 1,140 graduating seniors. In addition, we have determined that historical trends show ahigher number of rising 6th graders and rising 9th graders than is represented using grade progression. On average for the pastfour years, there were 106 additional rising 6th and 9th grade students.

The Perkins + Will study conducted in 2016 projects enrollment by school and grade for the next 10 years with a 2% margin of error.The demographer projected enrollment of 14,007 in 2018-2019. With a 2% margin of error and approximately 120 students includedin the demographic study that are not eligible for SOQ funding, the worst case calculation from the study would be 13,609 (14,007 -120 x 98% = 13,609) and the best case scenario would be 13,887 (14,007 - 120 = 13,887).

The final approved ADM to be used for budgeting 2018-2019 revenues and staffing will be based on 13,700, which is level with the prior year. This amount, although higher thanthe Virginia Department of Education and Grade Progression, is within the range as provided by the Perkins + Will Demographic Study.

121

The following graph shows the budgeted ADM versus the realized March 31 ADM, along with the three projected years to show the trend of what to expect in future years.

Method for Projecting 2019-2020 through 2021-2022

Sources:①

Virginia Department of Education, March 31 Counts② Department of Finance

During 2016, Perkins + Will performed a demographic study to forecast student enrollment trends through school year 2025-2026. The forecast takes into consideration factorsthat may impact the extrapolation of historical trends into the future. Data was pulled from School System attendance records from 2011 through 2016; Virginia Department ofHealth birth and death rates from 2000 through 2014; IRS migration reports from 2000 through 2011; and other sources. Population and migration historical data and trendsprovide a basis for enrollment forecasts. Perkins + Will claims forecast results within a 2% margin of error.

Since the School System bases its estimate of ADM on multiple calculations as noted on the previous page, the forecasts noted on this page reflect the application of the Perkins + Will future annual percent of change applied to the 2017-2018 budgeted ADM. This incorporates expected future trends from the Perkins + Will study using current budgetedADM as a starting point.

13,600

13,700

13,800

13,900

14,000

14,100

14,200

14,300

14,400

14,500

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5

2015

-201

6

2016

-201

7

2017

-201

8

2018

-201

9

2019

-202

0

2020

-202

1

2021

-202

2

Average Daily Membership (ADM)Actual vs. Budgeted Trend

March 31 ADM ①Budgeted ADM ②

122

Appendix A continued: 2019 Student Enrollment Projection (Source: Budget Book Pages 93-94) Word table pasted from Excel

Method for Projecting Student ADM for 2018-2019

Student enrollment projections are a major consideration when developing the School Board budget since approximately 50% of the revenues are based on enrollment. In addition, enrollment drives the number of instructional and support staff needed to provide quality programs to students. Because the majority of the school budget hinges upon the stability of the enrollment projection, the School Board uses the following methods to arrive at the projected enrollment for the budget year.

2017-2018

2018-2019

Virginia Department of Education

The state uses the Weldon-Cooper Center to project enrollment for each school system in the state. As qualified by the state, “although we have confidence in the accuracy of our ADM projections on a statewide basis, experience has shown that the accuracy of our projections for individual divisions may vary.” We have seen large variances in VDOE accuracy in some years using this method.

13,721 13,652

GradeProgression

Using student data in Synergy through October, we project enrollment for the next year based on existing students moving up one grade and estimating new kindergarten enrollments. If we use a 3-year average of kindergarten enrollments, we are estimating that 936 new students in kindergarten will replace 1,140 graduating seniors. In addition, we have determined that historical trends show a higher number of rising 6th graders and rising 9th graders than is represented using grade progression. On average for the past four years, there were 106 additional rising 6th and 9th grade students.

13,645 13,676

DemographicStudy

The Perkins + Will study conducted in 2016 projects enrollment by school and grade for the next 10 years with a 2% margin of error. The demographer projected enrollment of 14,007 in 2018-2019. With a 2% margin of error and approximately 120 students included in the demographic study that are not eligible for SOQ funding, the worst case calculation from the study would be 13,609 (14,007 - 120 x 98% = 13,609) and the best case scenario would be 13,887 (14,007 - 120 = 13,887).

13,646to

13,887

13,609to

13,887

123

The final approved ADM to be used for budgeting 2018-2019 revenues and staffing will be based on 13,700, which is level with the prior year. This amount, although higher than the Virginia Department of Education and Grade Progression, is within the range as provided by the Perkins + Will Demographic Study.

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

20142014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

2021-2022

<<<<<<Projections>>>>>>>

March 31 ADM ①

14,474

14,259

14,081

13,958

13,929 13,909 13,982 13,830 TBD na na na na

Budgeted ADM ②

14,400

14,200

14,074

13,835

13,835 13,801

13,712

13,950

13,700 13,700 13,699 13,705 13,737

Annual Budgeted Growth

-1.20

%

-1.39

%

-0.89

%

-1.70

%0.00

% -0.25% -0.64% 1.74% -1.79% 0.00% -0.01% 0.05% 0.23%

The following graph shows the budgeted ADM versus the realized March 31 ADM, along with the three projected years to show the trend of what to expect in future years.

124

2009

-...

2010

-...

2011

-...

2012

-...

2013

-...

2014

-...

2015

-...

2016

-...

2017

-...

2018

-...

2019

-...

2020

-...

2021

-... 13,600

13,700 13,800 13,900 14,000 14,100 14,200 14,300 14,400 14,500


March 31 ADM ①

Method for Projecting 2019-2020 through 2021-2022

During 2016, Perkins + Will performed a demographic study to forecast student enrollment trends through school year 2025-2026. The forecast takes into consideration factors that may impact the extrapolation of historical trends into the future. Data was pulled from School System attendance records from 2011 through 2016; Virginia Department of Health birth and death rates from 2000 through 2014; IRS migration reports from 2000 through 2011; and other sources. Population and migration historical data and trends provide a basis for enrollment forecasts. Perkins + Will claims forecast results within a 2% margin of error.

Since the School System bases its estimate of ADM on multiple calculations as noted on the previous page, the forecasts noted on this page reflect the application of the Perkins + Will future annual percent of change applied to the 2017-2018 budgeted ADM. This incorporates expected future trends from the Perkins + Will study using current budgeted ADM as a starting point.

Sources:

① Virginia Department of Education, March 31 Counts

② Department of Finance

125

2009

-...

2010

-...

2011

-...

2012

-...

2013

-...

2014

-...

2015

-...

2016

-...

2017

-...

2018

-...

2019

-...

2020

-...

2021

-... 13,600

13,700 13,800 13,900 14,000 14,100 14,200 14,300 14,400 14,500


March 31 ADM ①

Appendix A continued: 2019 Comprehensive Annual Financial Report Table 15 Pictures pasted from Excel

Roanoke County Public SchoolsStudent EnrollmentLast Ten Fiscal Years

English Average Special as a Second Per

Fiscal Daily Education Language PupilYear Membership Enrollment Enrollment Cost

(1) (2) (3) (4)2010 14,474 2,192 401 $9,3482011 14,259 2,152 407 9,5212012 14,081 2,164 397 9,5062013 13,958 2,181 381 9,6272014 13,929 2,159 352 9,7012015 13,909 2,167 331 9,8322016 13,982 2,236 389 10,0812017 13,830 2,276 393 10,3942018 13,779 2,328 453 10,8782019 13,671 2,301 454 11,095

Sources:(1) Roanoke County Public Schools' Administration Department(2) Roanoke County Public Schools' Special Education Department(3) Roanoke County Public Schools' Instructional Department(4) Superintendent̓ s Annual Report Table 15. For fiscal year 2019, the per pupil cost was estimated from the Annual School Report and is not considered final until the Virginia Department of Education officially publishes the Table 15.

Note: ADM is average daily membership calculated as of March 31 each year and used by the Department of Educationin the state funding formulas.

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APPENDIX BRegional Programs and Services

RCPS recognizes the benefit and increased efficiencies inherent to regional cooperation with neighboring school divisions. RCPS staff members meet monthly with their counterparts in Region VI to share information and consider areas of cooperation. These regional meetings include meetings of Region VI superintendents, instructional leaders, special education directors, CTE directors, finance directors, and human resources directors. Informal regional cooperation among school districts occurs frequently through mutual site visits to programs and schools within neighboring school districts. RCPS leaders have toured, for example the CEED Center in Franklin County Public Schools, while middle school teachers from Franklin County have completed site visits in RCPS middle schools. Similar informal site visits have been conducted between RCPS sites and sites in Botetourt County, Roanoke City, and Montgomery County.

On a more formal basis, RCPS meets the needs of individual, exceptional students on both ends of the academic spectrum through placements in regional programs. For students with high achievement in math and science, RCPS funds participation in the Roanoke Valley Governors School for Math and Science (RVGS). A member of the School Board and the superintendent sit on a governing board for RVGS along with representatives of neighboring school districts. Other students benefit from participation in regional academies offered by Virginia Western Community College, with whom RCPS also has a formal agreement to offer dual enrollment courses in our high schools.

As deemed appropriate by IEP teams, some students with low-incident disabilities may be placed in programs offered regionally through neighboring school divisions. These programs include a program for the hearing impaired offered through Roanoke City Schools and specialized programs for students with

emotional disabilities. In previous years, RCPS has formally partnered with neighboring school divisions to provide regional programs jointly, but RCPS currently is able to meet its students’ needs more effectively within the school division.

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During the 2012-13 school year, a group of fourteen health PE teachers from Roanoke County were invited to participate in five full days of professional develop with the Salem City Schools as part Salem’s implementation of the federal Carol E. White Physical education Program Grant. The training focused on the delivery of content based physical education curriculum called Five for Life. All Physical Education teachers in Roanoke County have access to the Five for Life Curriculum and currently use this content as an additional resource.

Adult learners from Roanoke County and Salem City are included through ESL services offered through a partnership between Adult Education programs in Region V.

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Appendix C: Plans and Reports for Specific Areas

Current plans and reports for the following specific areas may be accessed on the RCPS website.

Annual Budget https://www.rcps.us/Page/1700

CTE Annual Performance Report

http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/division_reports/2017-2018/index.shtml

Local Gifted Plan https://www.rcps.us/Page/2054

School Counseling Program


Special Education Performance Report

http://www.doe.virginia.gov/special_ed/reports_plans_stats/special_ed_performance/division/2017-2018/spp-app/roanokeco.pdf

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Roanoke County Public SchoolsStandards of Learning Test Scores (SOL's)

Last Ten Fiscal Years

Course RCPS VA RCPS VA RCPS VA RCPS VA RCPS VA RCPS VA RCPS VA RCPS VA RCPS VA RCPS VAGrade 3 English RLR 87 83 94 83 95 86 78 72 72 69 83 75 81 76 84 75 82 72 80 71Grade 3 Mathematics 96 92 96 91 73 64 73 65 71 67 81 74 81 77 85 75 82 73 88 82Grade 3 History 97 93 91 90 90 87 90 87 86 86 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aGrade 3 Science 95 91 96 85 94 90 87 84 85 83 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aGrade 4 VA Studies 92 87 94 87 95 89 93 87 90 85 93 87 92 87 93 87 89 85 81 81Grade 4 Reading 94 88 93 89 94 88 81 70 79 70 84 77 85 77 85 79 85 76 80 75Grade 4 Mathematics 93 88 93 87 83 70 84 74 87 80 89 84 88 83 89 81 86 79 89 83Grade 5 English RLR 93 90 94 89 93 89 86 73 84 73 85 79 85 81 87 81 86 80 83 78Grade 5 English Writing 90 88 90 87 92 87 79 71 75 71 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aGrade 5 Mathematics 95 90 95 89 80 67 82 69 85 73 86 79 86 79 85 79 85 77 88 81Grade 5 Science 95 88 93 87 95 88 85 75 86 73 88 79 89 81 89 79 87 79 87 79Grade 6 Reading 93 88 94 87 95 89 83 73 83 73 87 76 83 77 84 78 86 80 84 77Grade 6 Mathematics 77 77 85 73 89 74 91 77 91 76 94 83 92 82 93 82 90 79 87 78Grade 6 U S History to 1865 83 78 91 81 89 81 91 83 94 81 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aGrade 7 Reading 91 90 94 89 94 88 83 74 86 76 92 81 90 82 87 82 86 81 86 79Grade 7 Mathematics 81 75 89 77 86 58 86 61 87 65 92 72 93 72 87 71 85 69 89 78Grade 7 U S History 1865 to present 91 91 89 85 88 84 89 82 90 81 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aGrade 8 English RLR 93 90 94 90 95 89 84 71 80 70 85 75 87 75 83 76 81 77 80 76Grade 8 English Writing 92 91 90 88 92 88 78 70 77 70 79 72 78 71 80 73 73 73 74 70Grade 8 Mathematics 93 87 89 82 74 60 76 61 80 67 85 74 81 73 81 74 80 71 82 77Grade 8 Civics 92 86 91 89 91 84 93 85 91 83 91 86 92 87 93 87 88 86 89 82Grade 8 Science 96 92 95 92 97 92 92 76 81 74 85 78 86 79 88 79 82 78 87 78

End of Course English RLR 95 94 96 94 95 94 95 89 94 90 95 89 92 89 92 87 89 87 93 86End of Course English Writing 95 92 97 93 96 93 90 87 91 84 87 83 88 83 90 84 93 84 91 81Algebra I 98 94 97 94 86 73 88 76 91 79 89 82 91 83 92 82 91 81 94 86Algebra II 96 91 97 91 68 69 83 76 88 82 86 87 94 89 94 90 90 89 96 91Geometry 92 88 92 87 83 74 89 76 90 77 90 80 89 80 85 78 87 77 91 83Earth Science 94 88 94 89 94 90 93 83 93 83 90 83 89 84 90 82 89 81 86 81Biology 94 89 93 90 96 92 91 83 89 83 89 84 90 84 85 82 88 82 89 83Chemistry 95 93 97 93 96 93 87 86 85 87 89 88 87 88 90 89 86 89 80 88World History to 1500 98 93 94 81 98 84 98 84 98 85 97 85 96 84 98 85 99 82 98 80World History from 1500 95 92 85 82 88 85 92 85 89 86 94 87 89 86 91 87 92 84 88 81World Geography 87 86 n/a n/a n/a n/a 91 86 88 n/a n/a n/a 85 86 87 83 86 82 81 80US & VA History 96 95 92 83 88 85 93 86 92 87 90 87 89 86 89 86 87 84 75 68

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