Orange County Schools Strategic Plan

Orange County Schools Strategic Plan 2015-2020 Version 2

Orange County Schools Strategic Plan 2015-2020 The strategic plan will serve as the roadmap and guide for an ongoing process of continuous improvement. The plan is reflective and informed by our district’s vision and mission. The execution of our strategic planning will be our competitive advantage in the district’s operations and practices. CONTENTS BACKGROUND.................................................................................................................................................................... 6 BELIEF STATEMENTS....................................................................................................................................................... 6 EXPECTATIONS.................................................................................................................................................................. 9 CHALLENGES AND PROCESS……………………………………….............................................................................................. 9 GOALS.....................................................................................................................................................................................10 Orange County Schools will be the first choice for families by accomplishing these goals: GOAL I: Challenge and engage every learner to achieve at his/her full potential.........................................10 GOAL II: Engage in two-way communication with our stakeholders and diverse community…..............12 GOAL III: Create a career destination for employees……………................................................................................1 3 GOAL IV: Provide safe and sustainable operations to support optimal learning............................................14 GOAL V: Accountable, equitable, & transparent management of human and financial resources……......15 IMPLEMENTING THE STRATEGIC PLAN...............................................................................................................18 DISTRICT SCORECARD..................................................................................................................................................19 GLOSSARY .......................................................................................................................................................................... 26Page | 2

December 30, 2016To the Orange County Schools Stakeholders:The education that a student receives in Orange County Schools is the gateway to a life of opportunityand success. All of our students bring unique skills and gifts that our educators and administrators seek togrow and flourish. Our strategic plan is committed to continuous improvement and building on each suc-cess that we experience as we work towards building a better future for all families in the school district.Last year, we brought to you our strategic plan with baseline data from 2015. This year, we are proud tobring you the results for 2016. In many areas, the district has seen marked increases in student achieve-ment. Our district has seen gains in performance by various sub-groups, including our African-Americanstudents and students with disabilities. Our district staff, administrators, and teachers understand that itwill take a unified, consistent effort to continue to realize gains in student achievement. The work that willbe necessary to support our students on a path of success will be difficult and wrought with challenges.We are prepared for those challenges. Orange County Schools embraces its charge from the community togrow all of our students. It is with optimism that we look to the future for what lies ahead. With your helpand support, we can experience excellence together.Thank you for your continued support, and thank you for your time and consideration that you give to theschool district. We are the community’s school system, and with your help, we can ensure that OrangeCounty Schools is the First Choice For Families. Sincerely, Superintendent Dr. H. Todd Wirt Page | 3

Orange County Schools At a Glance Student Enrollment 7484 2015-16 Graduation rate 89.3% Male/Female 52%/48% American Indian <1% Asian 1.3% Black 15% Pacific Islander <1% Hispanic 20% Multiracial 4% White 59%Page | 4

Page | 5

BACKGROUNDIn 2014, a diverse group of Orange County citizens were called together by the Board of Education to envision the future of Orange County Schools (OCS). The community engagement process through which the vision was created was one of two parts of an overall process that yielded our current Orange County Schools five year strategic plan. The mission, goals and strategies of the OCS strategic plan were created by a representative group of OCS Leadership who worked to align the community’s vision with the mission, goals and strategies created through the strategic planning process.It is desired that by undertaking a process to engage both the external and internal OCS communities, a strategic plan with staying power and community support will guide the Board of Education and the Superintendent in their deliberations and decision-making for years to come. BELIEF STATEMENTS WE BELIEVE in learning from our history and each other and striving together to empower all our children by providing them with a high quality education that benefits them as individuals and our community as a whole. WE BELIEVE that Orange County Schools should strive to be an educational system that is designed around children and the ways they learn. WE BELIEVE in Orange County’s rich agriculture and manufacturing heritage and the values it inspires of hard work, self-reliance and craftsmanship passed down to each new generation through our continuously improving and increasingly inclusive system of public education. WE BELIEVE in the power of qualified teachers and all the employees who support teachers and learning, to make a real difference in the lives of our children and in our community. Therefore, we believe that teachers should be respected, supported and fairly compensated based on market rate factors. WE BELIEVE in the importance of engaging the interest and support of a child’s family in achieving high quality educational outcomes. WE BELIEVE in our schools as centers for equality where all students are educated to their fullest and as centers of our community around which we come together in support of the education of all students. WE BELIEVE in the importance of our children, our community, our leaders and ourselves working together democratically to solve problems and create opportunities to enrich our collective future.Page | 6

THE STRATEGIC PLANThe capstone to the engagement and visioning process is the five year strategic plan. The plan has five goals, beginning with a common proposition: Orange County Schools will be the first choice forfamilies. Additionally, the goals share the commonality of diversity. By utilizing “diverse” and “all” and theirvariants, instead of seeking diversity as a goal, diversity transforms as an omnipresent feature of the cultureof Orange County Schools. Giving attention to diversity was not the product of arbitrary action. The inputand information from the engagement and visioning process endowed the strategic plan goals. Each wordof the vision and mission and strategic plan was carefully considered. The expectation that those wordswould spring to life action in the execution of the plan completes the interconnected framework of theBoard of Education’s original charge to the community stakeholders. Page | 7

VISION We envision a public school system that prepares all students tobe creative, constructive thinkers who become healthy, productive and responsible members of our community and the world. MISSION Orange County Schools provides learningopportunities that develop resourceful citizens prepared to engage in an ever changing and diverse world. STRATEGIC PLAN GOALS Orange County Schools will be the first choice for famlies through: 1. challenging and engaging every learner to achieve at his/her full potential; 2. engaging in two-way communication with our stakeholders and diverse community; 3. creating a career destination for employees; 4. the provision of safe and sustainable operations to support optimal learning; 5. the accountable, equitable, and transparent management of human and financial resources.Page | 8

EXPECTATIONSOn February 23, 2015, the Board of Education unanimously approved the Vision, Mission, and Strategic Plan Goals for 2015-2020. The passage of the Vision, Mission, and Strategic Plan Goals affirms theBoard of Education’s commitment to represent and to serve the community.CHALLENGESOrange County Schools faces many challenges — current and upcoming trends and events that have a high potential for exerting significant influence on the future success of our school district. Themagnitude of these challenges is great — they are serious or have the potential to become serious if notaddressed, and they have a high likelihood of impacting the district. Developing appropriate solutions tothese challenges will determine the future quality of education that students experience and thesustainability of the district over time. Some of these challenges are:• Responding to and providing for the population growth and potential population shifts that lay ahead for the future of the school district• Reducing and eliminating the achievement gap between and among different groups of students• Addressing the needs of the parts of our community that are food insecure and/or experiencing poverty• Providing networks of support services and broad-based partnerships with parents and the community to meet the needs of the whole childThese challenges will need to be met by Orange County Schools over the next five years. By meeting these challenges, the district is assuring its students the best possible education to prepare them to besuccessful in their future endeavors.PROCESSAn underlying priority for the goals identified in this strategic plan workbook is gathering, managing, and cultivating data so that it can be used efficiently and effectively as usable information. Our staffdepends on measurement, evaluation, and analysis of performance metrics across a varying rangethroughout the district. Our parents and the community rely on timely and understandable information tomake good choices and hold the school system accountable for reaching its goals. A comprehensive set ofperformance data points (leading and lagging) or indicators aligned to student, stakeholder, andorganizational performance requirements will provide clear information for improving all processes andachieving organizational goals and targets. The means by which our processes will be informed by data andusable information include:• Using technology to comprehend the links between student, teacher, and school data;• Using data and information culled from evaluation systems to focus on staff and student performance; and• Investing in technology that will support collection of evaluation data, and improve the delivery and tracking of professional development and training activities. Page | 9

GOAL I CHALLENGE AND ENGAGE EVERY LEARNER TO ACHIEVE AT HIS/HER FULL POTENTIAL STRATEGIES Orange County Schools will be the first choice for families through the provision of engaging learning opportunities for all students to prepare them for citizenship, higher education and careers. DESIRED OUTCOMESA|Uphold rigorous 1. Students successfully demonstrate mastery of grade level and standards through clear subject matter material as measured by formative, summative, learning targets that and anecdotal data points. all learners will master 2. Students graduate fully prepared for the workforce or in every grade level and post-secondary education. subject. Provide a com 3. Students successfully complete higher level courses (Honors, AP, prehensive multi-tiered IB, College-level, etc.) that lead to state-approved industry system of support to en certification and/or college credit. sure all learners meet and 4. Students are prepared for success at the next grade or subject exceed these standards. level. Students in all identified groups make academic progress to the extent that there is no longer a need for remediation.B|Engage in effective and 1. Students are active participants in their learning and can speak student-centered to what they are learning and why they are learning it. instructional design. Such 2. Students are personally invested in their growth and achievement instruction puts students and feel their coursework is challenging. first by taking into account 3. Learning inventories are designed and delivered to capture their needs, abilities, students’ needs, abilities, interests, and learning preferences so interests, and learning that choice is a component of learning experiences. preferences. Students are 4. Students apply the life skills of teamwork and collaboration, time responsible and active management, goal setting and self-directed inquiry. designers of their learning.Page | 10

GOAL I CHALLENGE AND ENGAGE EVERY LEARNER TO ACHIEVE AT HIS/HER FULL POTENTIAL STRATEGIES Orange County Schools will be the first choice for families through the provision of engaging learning opportunities for all students to prepare them for citizenship, higher education and careers. DESIRED OUTCOMESC|Design learning 1. Technology is a driving force in our schools that connects experiences through students to their teachers, to each other, and the ever changing the integration of digital world around them. resources that create 2. Technology is an essential building block to connect and innovators, encourage empower our students as self-directed learners. discovery, and foster 3. Students’ curiosity drives them to seek new learning experiences, personalized learning. explore content and design their learning. 4. Digital resources are used an accelerant for academic achievement.D|Provide equitable path- 1. Barriers are eliminated that prevent students from accessing a ways to expand learning comprehensive school experience. opportunities for all 2. Students achieve at the level of their peers, irrespective of race, students. ethnicity, gender, home or native language, disability, or economic background. 3. Enrollment in gifted programs and advanced level coursework (Honors, AP, IB, dual enrollment) is reflective and proportional to that of our student body demographics. 4. Students are provided appropriate program and service options to support and enhance their learning. 5. Students experience culturally competent and growth mindset practices by all Orange County staff and faculty. 6. Students understand and work with people from diverse cultural backgrounds. Page | 11

GOAL II ENGAGING IN TWO-WAY COMMUNICATION WITH OUR STAKEHOLDERS AND DIVERSE COMMUNITY Orange County Schools will be the first choice for families through consistent and effective engagement with our diverse community. STRATEGIES DESIRED OUTCOMESA | Increase opportunities for 1. OCS convenes diverse parent and community advisory groups. public input, response, 2. OCS provides a Parent Academy focused on community need and and involvement. academic support at home. 3. OCS uses Board of Education meetings as a transparent way of B |Recognize and celebrate informing the public. students, employees, and 4. OCS collaborates with school level organizations (PTO, PTA, etc.) community partners. to gather feedback and partner to support teachers and students. 1. OCS recognizes student, faculty, and staff accomplishments during Board of Education meetings, media outlets, social media, and the district website.C |Expand the use of 1. OCS leverages the use of social media and other forms of technology and other technology to provide current and applicable information to all forms of media to stakeholders. communicate with all 2. OCS parents and students are provided training and support OCS stakeholders. regarding the appropriate use of technology as a tool for communication. D |Foster and expand 3. OCS will become more proactive and transparent in its collaborative communication with employees, parents, community members relationships within our and members of the news media. organization and with 1. OCS leverages local media outlets to highlight significant external community accomplishments by our students and staff. partners. 2. OCS regularly conducts needs assessments with OCS students, staff, and families.Page | 12 3. OCS has strong relationships with community partners that allow for the expansion of course offerings. 4. OCS has a strong presence in external community advisory boards and other organizations. 5. Community partners serve and have a presence on OCS advisory groups and committees.

GOAL III CREATE A CAREER DESTINATION FOR EMPLOYEES Orange County Schools will be the first choice for families through retaining, recruiting and developing a diverse professional team accountable for the learning opportunities for all students. STRATEGIES DESIRED OUTCOMESA|Strengthen recruitment 1. OCS has a strategic recruitment program focused on attracting and retention. OCS will a diverse professional staff and members equipped to work with attract, recruit, and hire all students. a diverse and highly 2. OCS provides recruitment profiles and interview protocols for qualified professional hiring supervisors. team. OCS will enhance 3. OCS offers competitive salaries and compensation packages. systems that retain and 4. OCS demonstrates a nurturing professional environment that support highly effective results in high levels of employee satisfaction and positive morale. professional employees.B|Strengthen professional 1. OCS employees are provided with differentiated professional development (PD) and development for all employee groups based on role and professional learning communicated needs. communities (PLC). OCS 2. OCS employees exercise a level of choice and ownership of their strategically designs own professional growth through diversified PD offerings. professional development 3. Professional Learning Communities (PLC) are utilized as an offerings for staff based employee driven form of professional development and upon data and need collaboration. communicated by staff. Staff are given regular op portunities to collaborateC|Utilize multiple measures 1. OCS has multiple measures and tools to evaluate staff, which to evaluate staff that include performance evaluation instruments, surveys, student promotes a growth model data, etc. for employee development. 2. OCS will target and identify emerging leaders and other talented individuals at all levels and provide them with targeted experiences, opportunities, and professional development. Page | 13

GOAL IV SAFE AND SUSTAINABLE OPERATIONS TO SUPPORT OPTIMAL LEARNING Orange County Schools will be the first choice for families through the provision of safe and sustainable operations for all students. STRATEGIES DESIRED OUTCOMESA|Manage resources 1. Leverages grant money and other collaborative opportunities effectively and efficiently with external stakeholders. to support student 2. Well developed process which utilizes facilities care best practices to project, fund, and execute facilities management. learning. 3. Maintains project capital needs and facility assessment data. 4. Established TCO (Total Cost of Ownership) budgeting in securing approval for projects. 5. Post-implementation monitoring to ensure goals are being met. 6. Essential building systems such as HVAC, plumbing, and electrical are kept fully-functional through a systematically applied preventative maintenance schedule.B|Communicate Orange 1. Regular and systematic assessment and maintenance of older County Schools processes, facilities. focused on customer service 2. Consistent and predictable communications with the community. and responsiveness to feed 3. Intranet ensures that staff has easy and consistent access to back. information. 4. Stakeholder feedback is consistently sought and action plans are developed to respond to operational needs.Page | 14

GOAL V ACCOUNTABLE, EQUITABLE AND TRANSPARENT MANAGEMENT OF HUMAN AND FINANCIAL RESOURCES STRATEGIES Orange County Schools will be the first choice for families through the accountable, equitable and transparent management of human and financial resources. DESIRED OUTCOMESA|Implement customer ser- 1. Regular and ongoing reporting to internal and external vice standards to provide stakeholders. the highest quality of 2. Report identified opportunities for improvement to internal and support to our students, external stakeholders. staff, and community. 3. Provide opportunities for customer service feedback on an established timeline.B|Develop, refine and 1. Utilize Intranet for communication to OCS staff via finance communicate processes for manual. the management of 2. Budget managers are well-informed regarding their financial financial resources. status. 3. Utilize the internet to share with the community budget and finance information. 4. Budget manager training is developed and delivered to all budget managers as a part of the induction process. 5. Design sustainable capital improvements that allow for growth, capacity, and flexible learning spaces.C|Develop and implement 1. Defined equity-based budget process focused on current and long-range plans focused long-range needs. on equitable distribution of 2. Funding priorities are reported annually and aligned to the resources, financial and Strategic Plan. human. 3. Conduct a year end review to determine past funding alignment to Strategic Plan goal attainment. Page | 15

Page | 16

Page | 17

IMPLEMENTING THE STRATEGIC PLANThe responsibility of implementing the district’s strategic plan is a shared responsibility by all of the roles within the Orange County Schools system. Ensuring that our strategic plan activities and departmental work is aligned to the vision and mission of the district is the pledge at all levels of leadership- from teacher to operations staff to the Superintendent -must undertake to execute the strategic plan.The strategic plan provides the map and plan for the district leadership to achieve the goals inspired by the community engagement process. All OCS staff and the Board of Education play key roles in communicating the district’s mission, vision, core values, and goals to community members, parents, and students. Along the way, the district will capture the data sources and analyze our desired outcomes in order to evaluate and measure the implementation of the strategic plan.DISTRICT SCORE CARDThe District score card (beginning on page 15) identifies key indicators that district staff and stakeholders will monitor to determine what progress is being made toward specific goals in the strategic plan. On the score card, the first column listed is of a performance area. From there, key performance indicators are listed. The data from year 2015 is the baseline data mark. Annual performance data will be included in the chart as it becomes available. Evaluation of performance indicators will utilize the baseline status as annual performance data is generated.Page | 18

Performance Area Key Performance Baseline Annual Performance Target Indicator Status 2015 2016 2016 2017 2018 2019 2020Elementary School Percentage of students in 57.4 58.2Reading Grade 3 - 5 scoring proficient or above 62.0 67.5Mathematics Percentage of students in 64.4 69.9Science Grade 3 - 5 scoring proficient or above Percentage of students in Grade 5 scoring proficient or aboveMiddle School Percentage of students in 60.0 58.5English/Reading Grade 6 - 8 scoring proficient 52.3 57.3 or above 71.8 76.6Mathematics Percentage of students inScience Grade 6 - 8 scoring proficient or above Percentage of students in Grade 8 scoring proficient or aboveHigh School Percentage of students scor- 64.3 59.2English II ing proficient or above on the 59.8 67.3 English II EOC 50.5 56.9Math I 60.1 67.4 Percentage of students scor- 88.0 89.3Biology ing proficient or above on the 52.1 51 Math I EOC 21.9 20.3ACT 75.7 76.8 Percentage of students scor- 15.9 17Graduation Rate ing proficient or above on theIB/AP Enrollment Biology EOCIB/AP Performance Percent of students scoring a composite score of 17 orWorkKeys above on the ACTDual Enrollment Percent of students graduat- ing in 4 yrs Percentage of graduates completing at least one IB/ AP course Percentage of graduates earning at least one IB/AP qualifying score Percentage of students earn- ing a silver certificate Percentage of graduates com- pleting at least one college level course Page | 19

Performance Area Key Performance Indicator Baseline Annual Performance Target Status 2016 2016 2017 2018 2019 2020Elementary SchoolReading 2015 Percentage of student in Grade 3 - 5 62.6 62.9 scoring proficient or above 58.9 54.0 34.6 39.9 Female 37.4 36.8 Male 72.6 71.2 African American 22.6 19.4 Hispanic 16.7 16.1 White 38.2 37.9 Students With Disabilities Limited English Proficiency Economically Disadvantaged StudentsMathematics Percentage of student in Grade 3 - 5 62.4 69.5 scoring proficient or above 61.6 65.7Science 38.6 48.3 Female 48.3 57.4Middle School Male 72.7 75.8Reading African American 25.4 30.8 Hispanic 30.6 41.6 White 43.9 52.6 Students With Disabilities Limited English Proficiency 64.5 68.8 Economically Disadvantaged Students 64.3 70.9 32.0 42.5 Percentage of student in Grade 5 scor- 50.0 62.9 ing proficient or above 78.2 78.5 Female 29.2 33.7 Male 24.4 30.0 African American 48.3 56.3 Hispanic White Students With Disabilities Limited English Proficiency Economically Disadvantaged Students Percentage of student in Grade 6 - 8 62.9 63.3 scoring proficient or above 56.9 54.1 36.3 31.8 Female 38.3 39.6 Male African American HispanicPage | 20

Performance Area Key Performance Indicator Baseline Annual Performance Target Status 2020Reading cont… Percentage of students in grades 6 – 8 2016 2016 2017 2018 2019 scoring proficient or above 2015 Target 71.0 2020 White 72.0 20.5 16.8 6.7 Students With Disabilities 3.0 37.2 38.4 Limited English Proficiency Baseline Annual Performance Status Economically Disadvantaged Students 2016 2016 2017 2018 2019 2015Performance Area Key Performance Indicator 60.9 54.0 54.1Mathematics Percentage of student in Grade 6 - 8 50.3 29.0 scoring proficient or above 24.7 43.9 Female 35.9 68.0 Male 63.4 17.6 African American 15.4 13.3 Hispanic 5.0 36.6 White 29.7 Students With Disabilities Limited English Proficiency Economically Disadvantaged StudentsScience Percentage of student in Grade 8 scor- ing proficient or above Female 74.9 79.1 Male 68.9 74.3 African American 53.1 57.3 Hispanic 50.5 60.9 White 83.7 84.7 Students With Disabilities 32.2 34.0 Limited English Proficiency 13.0 27.0 Economically Disadvantaged Students 50.2 59.3High School Percentage of students scoring profi-English II cient or above on the English II EOC Female Male 72.8 67.6 African American 56.5 51.2 Hispanic 41.5 36.3 White 58.6 45.6 Students With Disabilities 71.5 69.2 Limited English Proficiency 11.4 12.6 Economically Disadvantaged Students 3.0 NSR 45.0 35.0 Page | 21

Performance Area Key Performance Indicator Baseline Annual Performance Target Status 2020Math I Percentage of students scoring profi- 2016 2016 2017 2018 2019 cient or above on the Math I EOC 2015 2019 Target 70.9 2020 Female 63.7 74.3 56.2 37.5 Male 36.6 45.2 47.6 80.2 African American 67.5 15.2 11.5 8.8 Hispanic 18.2 41.3 32.7 White Baseline Annual Performance Status Students With Disabilities 2016 2016 2017 2018 2015 Limited English Proficiency 57.0 55.9 56.8 Economically Disadvantaged Students 44.9 26.1 23.3 43.3Performance Area Key Performance Indicator 39.3 68.4 59.5 18.6Biology Percentage of students scoring profi- 12.4 NSRIB/AP Enrollment cient or above on the Biology EOC 3.0 33.7 28.3 Female 52.0 Male 26.56 48.0 African American 25.55 NSR Hispanic 0.20 3.0 White 4.63 5.0 SWD 5.03 44.0 LEP 40.44 1.0 EDS 1.81 NSR Percentage of graduates completing at 0.80 NSR least one IB/AP course 0.00 NSR 6.64 Female Male Asian African American Hispanic White Multi Students With Disabilities Limited English Proficiency Economically Disadvantaged StudentsIB/AP Performance Percentage of graduates earning at least one IB/AP qualifying score 12.47 20.4 Female 9.46 20.4 Male 0.2 NSR AsianPage | 22

Performance Area Key Performance Indicator Baseline Annual Performance Target Status 2020IB/AP Performance Percentage of graduates earning at 2016 2016 2017 2018 2019cont… least one IB/AP qualifying score 2015 Target 2020WorkKeys African American 1.21 2.2 Hispanic 0.8 11.1 Multi 0.4 NSR White 19.32 26.7 Students With Disabilities 0.4 NSR Limited English Proficiency 0 NSR Economically Disadvantaged Students 0.4 NSR Percentage of students earning a silver certificate 75.4 75.9 Female 74.3 77.4 Male 50 58.3 African American 90.9 75.9 Hispanic 77.9 80.9 White 31.3 23.1 Students With Disabilities 66 70.1 Economically Disadvantaged StudentsPerformance Area Key Performance Indicator Baseline Annual Performance StatusDual Enrolment Percentage of graduates completing at 2016 2016 2017 2018 2019 least one college level course 2015 4 Female 8.05 5 7.85 1 Male 2.62 0 1.81 7 African American 10.66 0 0.81 NSR Hispanic 0.2 NSR 0.2 NSR White 3.82 Multi Students With Disabilities Limited English Proficiency Economically Disadvantaged Students Page | 23

Page | 24

Page | 25

GLOSSARY AIG- Academically or Intellectually gifted AP- Advanced Placement; Advanced Placement courses provide a challenging college-level curriculum and the opportunity to place out of an introductory college course. AP courses are designed by the College Board. In May, students take a test for each AP course in which they are enrolled; students who achieve a certain score may receive college credit. Benchmark- Benchmark assessments are short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards. Regular use of benchmark assessments is seen by many as a tool to measure student growth and design curriculum to meet individual learning needs Capital Improvement Plan (CIP)- a planning and fiscal management tool that identifies capital projects (generally: land, buildings, infrastructure, equipment), a schedule for the location and timing of projects, and funding sources. A CIP plays an important role in the execution of a strategic plan CCP- Career and College Promise; Career and College Promise is a program with guidelines on how high schools will collaborate with community colleges. This collaboration allows students to take community college courses while a Junior and Senior in high school Creative- ability to create new ideas or think of new ideas; resourceful; making connections between seemingly different concepts CTE (Career and Technical Education)- programs and courses that empower all students to be successful citizens, workers and leaders in a global economy by combining technical knowledge and skills with core academic knowledge Curriculum and Instruction Department- oversees and is responsible for what is being taught in the class- room, support services for students, student discipline, and extracurricular activities DPI- North Carolina Department of Public Instruction EOC/EOG- End-of-Course/End-of-Grade tests EVAAS- Education Value-Added Assessment System; a reporting system that tracks student growth and achievement and tracks predictive data about students; used as a tool to monitor teacher effectiveness Equitable- in terms of resource allocation, based on need and not arbitrary notions of equality Evergreen- sustainable and lasting Formative- Formative assessment; monitors student learning and informs teaching practices to address spe- cific areas of need in order to improve student learningPage | 26

GLOSSARYIB- International Baccalaureate; International Baccalaureate is a demanding course of study that is designedfor highly motivated secondary school students (Juniors and Seniors) with an interest in internationalism,service, academic rigor and independent learning. The school district’s IB program is housed at Cedar RidgeHigh SchoolLearning opportunities- occurrences and happenings that afford students growth in or out of theclassroom; includes an individual’s experience within the school systemmCLASS- a program that measures reading development of studentsNSR - Not Statistically ReportableOperations Department- plans and coordinates student transportation, meals for students, repairs to build-ings, student assignment and transfers, and safety practices throughout the districtParent Academy- a program designed to increase parent involvement in the schools and empower parentsthrough knowledge and advocacy to support children to be successful in school and in life.Parent-Teacher Conference- an opportunity to meet in person to continue an ongoing dialogue about astudent’s growth, needs, and plan for successPD- Professional development; a process of continuous improvement that supports and adds to anemployee’s knowledge, skill, and capacity to achieve and advancePLC- Professional Learning Community; a group of educators or administrators that meet regularly to shareexpertise and data to improve work performance and increase student achievementResourceful- ability to be or become self-reliant; aware of resources and opportunities; can adapt and growResponsible- accountable; understanding of how individual actions interplay with community and societySAPFO- Schools Adequate Public Facilities Ordinance; Orange County ordinance that deals with schoolcapacitySchool Improvement Plan (SIP)- a document that identifies strategies and practices designed to increasestudent achievement at a particular school. Each school’s plan is unique to the needs of the students at thatparticular schoolStrategic Plan- a short-term plan designed to guide all operations and functions of the school district;includes goals and work plans for continuous improvement across all district functions; provides forevaluation and measurement of achieving goals and outcomesSummative- Summative assessment; evaluates student learning at the end of an instructional unit bymeasuring against a standard or benchmark Page | 27

GLOSSARY Technology- the body of knowledge applied in order to develop tools, actions, and processes Title I- Federal funding that provides financial assistance to schools and school systems with high numbers or high percentages of children from low-income families to help ensure that all children meet state academ- ic standards. Walk-through data- Observation data collected during visits to classrooms WorkKeys- a job-skills assessment systemPage | 28

Page | 29

Special note: Orange County Schools would like to thank members of the community,parents, students, staff members, and everyone involved in the creation of the districtvision, mission, and strategic plan. Together, we can deliver on our promise to makeOrange County Schools the First Choice for Families.

Page | 31

Orange County Schools 200 East King Street Hillsborough, NC 27278 www.orangecountyfirst.com Twitter @OrangeCoSchools facebook.com/OrangeCountySchools/Page | 32