Date: February 10, 2016
For ACTION
For INFORMATION X
Board Agenda: Yes No X
FROM: Stacey Johnson, Chief Financial Officer
THROUGH: Alvin L. Crawley, Ed.D., Superintendent
TO: The Honorable Karen A. Graf, Chairman, and Members of the Alexandria City School Board
TOPIC: School Board Questions on FY 2017 Proposed Budget – Packet #1
BACKGROUND: The attached packet contains responses to 73 budget questions from School Board members. With this packet, 73 of 83 questions have been answered.
Also included in this packet is the School Board Budget Question log.
CONTACT PERSON: Stacey Johnson, 703-619-8141
FY 2017 Budget Responses February 10, 2016 Packet #1
Amended February 12, 2016
#B-17-01 Board Member: Margaret Lorber, January 29, 2016 Respondent: Clarence Stukes, Chief Operating Officer Alvin Crawley, Superintendent of Schools
Question: Regarding school capacity: a. How will ACPS deal with the capacity crisis we currently face, even if the new Preschool Center and West End elementary school are approved? How will ACPS alleviate crowding next fall? b. Does ACPS have any plans to provide temporary classrooms at the most crowded schools for SY 2016-17? Will temporary classrooms be set up at Minnie Howard and is there room to place them on the grounds of the most crowded elementary schools, such as John Adams or William Ramsay? c. What is Plan B if the Preschool Center or West End elementary school are not completed either because funding is not approved or the right facilities cannot be acquired? Would ACPS consider trailers as an affordable short term solution?
Response: a. We will address student enrollment issues similar to past years by: looking at each school's projected enrollment and capacity. When required, students will be assigned to nearby schools with grade level capacity based on modified open enrollment (MOE). We will also look at spaces in buildings to determine if there is any flexibility for additional instructional spaces.
b. Our staff will make recommendations about the need for additional Learning Cottages (trailers) at elementary schools no later than March, if necessary. It is our plan to put 6-8 relocatable classrooms on the Minnie Howard Campus for this coming school year using existing FY 2016 funds.
c. At present, we have not recommended the widespread use of trailers as the solution to crowding. In the event we do not receive funding, we will have to pursue other solutions that may include trailers pending School Board approval. We are in the process of looking at leased spaces. I believe that there will be viable leased space options to consider.
#B-17-02 Board Member: Margaret Lorber, January 29, 2016 Respondent: Clarence Stukes, Chief Operating Officer Alvin Crawley, Superintendent of Schools
Question: Is it possible to set up trailers as temporary classrooms for next year's immediate capacity needs and swing space? Should funding be added for trailers or modulars to the FY 2017 budget?
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Response: Given the long-term plan for modernization of several schools over the next ten years and size of our schools, individual trailers are problematic. Ideally, large modular units are the most feasible. However, many of our schools are site-constrained. For example, it would be extremely difficult to put modular units on Douglas MacArthur's site and safely build a new school. There are limited land options in the City to locate the number of trailers on a site that would accommodate an entire school.
#B-17-03 Board Member: Margaret Lorber, January 29, 2016 Respondent: Alvin Crawley, Superintendent of Schools
Question: How will the 0.50 FTE position for residency verification be implemented? Is it possible for the responsibilities to be absorbed by the division-wide parent liaison in the ELL office? While it is not solely an ELL issue, the division-wide parent liaison could work with ELL families and also advise the registrars.
Response: As our school division continues to grow, staff believes that it is critical that we have a dedicated person working with school and central office staff to monitor and follow-up on questionable cases of residency. This work is not confined to any one group of students. Given the size of our school division and the time it takes to follow up on residency verification cases, we have recommended additional human resources. Based on the number of families receiving services through our Welcome Center, staff does not believe that current ELL staff can take on the additional system-wide demands of residency verification. It has been our experience that a position dedicated to residency issues is cost efficient and assures our community that all of the students in our school division meet enrollment requirements in ACPS.
#B-17-04 Board Member: Margaret Lorber, January 29, 2016 Respondent: Alvin Crawley, Superintendent of Schools
Question: Please explain the merits of the new office partnership position. If ACPS wants to switch to an RFP system, can it be accomplished with current staff?
Response: Included as Attachment 1 is a copy of the most recent Partnership Report including funded partners and outcomes, as well as a list of approximately 50 non-funded partners. Please know that we appreciate all of our partnerships, both funded and unfunded. The revised proposal accomplishes the following: moves funding in the amount of $200,000 to Curriculum and Instruction, where proposals for compensating eligible groups are selected based on the instructional needs of our school division; and builds capacity for the school division to coordinate large community-funded capital projects or private/public partnerships. We are also looking at strengthening the alignment and coordination of various partnerships across departments.
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#B-17-05 Board Member: Margaret Lorber, January 29, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Specialized Instruction independent audit: a. What is the status of the Specialized Instruction, aka Special Education, independent audit? b. Where is it currently on the schedule? c. Did the list of scheduled evaluations from the Department of Accountability include a budget for funding the various evaluations?
Response: Two years ago, we laid out a plan to conduct specific evaluations in the school division over five years. This information was shared with the board so that we were clear on which evaluations would be undertaken and how staff resources would be used. This action was necessary given the size and work demands of the Accountability Office. For example, we are currently undergoing a major evaluation of our curriculum in the core subject areas using external evaluators and internal staff resources. These findings will inform our work on behalf of all students.
Unlike most areas, special education has annual and ongoing reporting requirements to meet state and federal indicators of performance that range from timeliness of meetings to graduation outcome data. We would be happy to share with you the massive amount of data that is already collected. Upon review of the new special education plan, you will see additional outcome- driven reporting actions that will be used to address targeted areas of the plan. While staff supports the importance of conducting an external special education evaluation to determine our effectiveness and impact on students, we do not recommend that it is done through the 2017 budget.
#B-17-06 Board Member: Cindy Anderson, January 29, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer Alvin Crawley, Superintendent of Schools
Question: Regarding the proposed deletion of partnership funds, I have the following questions/concerns: a. Where can I find a list of the partners we funded last year and how much each organization received? What kind of application process and/or evaluation process currently exists? b. Who is currently responsible for managing our partners? c. Is there a more effective way to leverage our funding rather than creating another position? d. What will be the impact on the program of having to wait to hire a new employee and have a new program set-up? e. What do the principals and teachers say about the partnership program? Response: The 2014-2015 Partners in Education Report to the Community provides an overview of organizations which received funding, the amount allocated, total students served and the academic outcomes achieved, and attached as Attachment 1. Currently, the partners are managed by the Coordinator of Partnerships, Family and Community Engagement in the Department of Student Services. Under the proposal, the new position would focus on
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Amended February 12, 2016 strengthening partnerships with a major focus on building our internal and external capacity to coordinate large community facility projects and build public/private partnership opportunities. Based on a review of our existing resources and staffing, we believe the creation of the director position is the most effective way to leverage our financial resources. The director will be able increase consistency by developing and implementing efficient work flow processes across multiple departments. Under the proposal, the funded partners that are in the Partnership Report could still apply for funding through an RFP (which we did this year) with dedicated funds held in the Curriculum and Instruction Budget. Staff would work with schools to determine our programmatic needs.
I shared this model with principals prior to the release of the budget and they thought it was a sensible approach. It is highly unusual for a school division to funds its “partner volunteers.” The recommended approach would be aligned with how we purchase educational services or resources in general. This proposal would not result in a year’s delay as the RFP process and timeline would be generated through the Office of Curriculum and Instruction with support from Student Services similar to this year.
#B-17-07 Board Member: Cindy Anderson, January 29, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: Regarding the use of tablets/Chromebooks in elementary schools: a. What is the total cost of implementing the elementary tablet program including hardware, applications, support, and training? What are the periodic and yearly recurring costs? b. What is the plan for teacher training and will it be integrated with instruction? c. Please direct me to the original funding discussion that might include the rationale or the plan for their use and what educational benefits are anticipated. d. Since this is a pilot, was there any evaluation done of the existing sites? If so, what was learned? e. As I understand it, the plan is to expand this to the middle schools. Has this been implemented yet and, if not, why did we start with elementary students instead of middle school students? f. There have been privacy concerns voiced regarding working with Google. What steps are being taken to ensure our students' privacy, will parents be able to opt out of the elementary program, and are there additional liability issues to consider when giving students as young as nine access to devices and email addresses, especially when the plan is for them to take the devices home? g. Has ACPS considered this program through the lens of the Health and Wellness component of the Strategic Plan? ACPS will not be able to control the time spent on these devices when students are not in school. What impact will it have on the health of our elementary school children (physical and socio-emotional)? h. What is the current status of connectivity for all students using ACPS technology away from school buildings? What methods have been devised to help those who have no internet access at home? What are the costs for these methods? What percentage of students still have no access to the internet from home?
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Response: a. This year’s cost for elementary Chromebooks, associated Google management console fee and classroom carts was $349,000. This purchase provided fourth and fifth grade students and teachers Chromebooks at 8 of the 13 elementary schools.
The cost for providing Chromebooks to fourth and fifth grade students and teachers at the remaining elementary schools is approximately $380,000. Google Apps for Education (GAFE) and other software used in the program is either included/free or is already in use under a division license structure. Currently, ACPS replaces student computers every three to four years. It is anticipated that Chromebooks would be replaced on three year cycles. The Chromebook implementation uses existing funding for elementary hardware replacement. This funding is reimbursable from the Virginia Public Schools Authority Act (VPSA). Reimbursement is approximately $400,000.
Teacher professional development is provided by school Technology Integration Specialists (TISs). Technology Services allocates approximately $30,000 a year for professional development for Technology Services staff and teachers.
b. Yes, teacher professional development is an integral part of successful use of Chromebooks in the classroom. Prior to distribution of devices to students, teachers receive a day-long professional development with grade-level teams and administrators. These professional days are provided and scheduled by the individual schools in order to meet the needs of their staffs. The training provides an overview of the Chromebook, basic functionality and troubleshooting, Google Drive documents and presentations, Chromebook applications, and Google Classroom management. Teachers are provided time to explore, share, and develop lessons in preparation for student device distribution. Teachers are provided training and their devices a minimum of two weeks before student distribution. In addition, TISs work with school administrators to schedule additional professional development throughout the year with grade level teams, individual teachers and students.
c. Please see the attached Board memos and presentations - o TC Williams High School’s Transition from Laptops to Tablets, June 9, 2014 (Attachment 2) o Interactive Technology Presentation, January 7, 2015 (Attachment 3) o Technology Services Budget Presentation, January 29, 2015 (Attachment 4) o Amplify Tablet System Status, July 10, 2015 (Attachment 5)
d. At the initial pilot schools, Samuel Tucker, James K. Polk and Douglas MacArthur, focus groups were conducted to gain feedback on a 1:1 instructional environment, best practices, and lessons learned. Many of the concerns raised in focus groups were specific to the tablet and have been addressed with the transition to Chromebooks. Below were common themes shared across three schools that were device agnostic.
o Teachers were able to use more individualized lessons and tools to meet their student’s needs.
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o Each student was able to download and use applications as needed. This allowed for a controlled personalization of student devices that enhanced the student sense of ownership over their devices. o Students developed a sense of ownership of their personal device, took care of the device, and were able to discuss how they used this device for their own learning process. o Computers in the classroom, moved from a scheduled time allotted for students, and moved into the background to become an integral part of the instructional process. o Students discussed how they could personalize their device through apps, turn in their work digitally, and keep themselves organized. o English language learners were to be able to translate into their own language as needed. o Students were able to utilize approved educational games that were assigned by their teachers to meet their instructional process.
Lessons learned: o Student usage was dependent on the teacher proficiency with technology. o Parent communication was necessary to assist with how devices should be used at home, o Students were more responsible with devices than anticipated.
e. The elementary pilot was originally created with the initial 400 tablets that were purchased for a high school pilot. This enabled a pilot in smaller settings with existing hardware. Elementary school administrators expressed interest and support required for a pilot program. This opportunity provided experience and data to expand to additional schools. In addition, the 2014-2015 school year was a major transition for middle schools as they unified under new leadership.
ACPS has not yet distributed Chromebooks at the middle school but a committee has been formed to gain input on how an implementation will work on a daily basis and impact student learning. Staff and administration are beginning to plan how to deploy the devices effectively next year.
f. ACPS started using Google Apps for Education (GAFE) in 2013-2014 when Google Drive and Gmail was enabled for high school students. We expanded this to middle schools and elementary schools in 2014-2015. The use of GAFE is not dependent on a Chromebook, it can be used by any device. We have taken several steps to protect student privacy.
o We have only enabled Google Drive, Google Classroom, Gmail and Maps within the Google Domain. All of these except Maps are FERPA compliant. Popular apps within the domain, such as Blogger, Sites and Hangouts, have not been enabled due to privacy concerns. Although YouTube is accessible, it is not accessible through the Google domain so that individual traffic cannot be tracked.
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o Although elementary and middle school students have Gmail accounts, they exist within a “walled garden", only allowing students to email within the ACPS domain. For example, they can only email someone with an email ending in “acps.k12.va.us”. o The Google’s “sync” feature on Chromebooks was disabled through the ACPS domain before devices were deployed to students. Students are not able to override this security on their Chromebook. o The decision to send Chromebooks home with students is made at the school level. Students are not required to take them home. Parents can opt-out of that decision.
Working with GAFE has its own set of challenges so we try to proceed cautiously. Therefore, GAFE cannot be a sole solution. We don't view our Chromebook distribution and GAFE implementation as one. GAFE can be accessed on a variety of devices and our students and staff use more than GAFE on their Chromebooks.
g. This is a great question and something we are exploring through our developing digital citizenship plans for students, staff and parents.
h. This has been an ongoing concern for ACPS. Through the years, various strategies for connectivity outside of schools have been implemented.
Currently we are piloting a product called Kajeet to provide access for students that do not have connectivity away from school. This new solution works as a 4G hotspot with built-in educational content filters and device management. Students are able to check- out these devices from the student helpdesk for use at home. The pilot of 90 units has been successful, as there is an ongoing waitlist of about 90-100 students. The cost of this pilot is $29,000 for the year.
During the 2013-2014 school year, the division surveyed TC students to identify the need for home Internet access. The results identified approximately 7% of the 968 students who responded did not have home Internet access. A similar survey with a larger response rate in 2009 revealed 24% of students did not have home Internet. It is estimated that the actual percentage of students without home Internet access is 10%- 15%.
#B-17-08 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: ELL · Is ACPS planning to remodel the ELL formula this summer? Is the formula based on SOQs or ACPS parameters? · What changes are being planned at the International Academy (IA)? · What has the first year at Hammond been like? · How do the two models, ELL and IA, work together?
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· How many ELL students attend TC and how many are in IA?
Response: We have revised the formula and are confident that it will meet student needs. We do not anticipate that the formula will require remodeling unless required by SOQ revision. Historically the State SOQ ratio was 59:1 for ELL, and the ACPS staffing methodology has resulted in a ratio of approximately 28:1.
We do not anticipate any ELL teacher staffing changes at the International Academy for FY 17. Current allocations of staffing are sufficient to meet student needs. There is one additional math position being requested at the school level at Hammond. This position will support Math 6 and Math 7 classes where there are very large class sizes.
The model at Hammond has been going exceptionally well, in large part due to the strong, positive, collaborative working relationships among the leadership at Francis C. Hammond Middle School (Principal and International Academy Leader). Success can also be attributed to the excellent content and ELL teachers and the guidance counselor serving students. Noodle Education named the Hammond International Academy one of the 41 most innovative K-12 schools in the United States. The Internationals Network for Public Schools (INPS) conducted a pre-assessment of our implementation of the model and indicated we were further ahead than most schools in the first year of implementation. As soon as the data are available, we will analyze the WIDA Access for ELLs, SOL and student and staff survey data for determining outcomes based upon data.
The International Academy (IA) model of services is designed to meet the unique needs of immigrant students, focusing on language and content integration and language acquisition. IA also incorporates greater project-based learning, acculturation, social worker and guidance counselor wrap-around supports for students, whereas the traditional model of services for ELL students is focused more exclusively on the acquisition of language through content study. The models overlap in the best practices and explicit instruction of language through English language development courses designed to front-load the language required to perform transfer tasks in the general education curriculum.
At T.C. Williams, the total ELL student count is 853 and 651 students receive services through the International Academy model.
#B-17-09 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Special Education (SPED) · What will the average case load be for the elementary SPED teachers if the proposed FTEs are approved? For the secondary SPED teachers? · What is the total number of current licensed SPED FTEs currently in the budget? Total SPED paraprofessionals?
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Response: Each school has a base staffing allocation of three special education teachers and two paraprofessionals. Teachers above this base staffing are allocated based upon the point formulae proposed in the FY17 budget. The number of students on an individual teacher’s caseload may vary due to the intensity of service needs manifested by a particular child. Caseloads averages at both elementary and secondary levels do not exceed 18 students.
There are 147 Special Education Teacher FTEs. There are 101 paraprofessionals not including 9.00 FTE Certified Nursing Assistants or 30.00 FTE IEP mandated assistants.
#B-17-10 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Elementary World Language · How many schools applied? · Please provide the proposal for the program. · Which languages are going to be selected?
Response: As of Sunday evening January 31, 2015, three elementary schools have applied. The schools are James K. Polk, Douglas MacArthur, and Charles Barrett Elementary School. However, the deadline for submitting an application was extended to February 3, 2016, due to the snow storm.
Please see Attachment 6 which outlines the proposed timeline and program development implications. In summary, the five-year sequence would tentatively include the following: 2016-17: Two preliminary sites that will each provide a different language focused upon K-2 students during the first year of operation. 2017-18: During the second year of the program, the initial two sites will be expanded to include a K-5 design in the language selected for that site. 2018-2021: Program expansion will occur with additional sites being added. By 2021, all ACPS elementary schools will offer some form of world language instruction (including this model as well as existing Dual Language models at John Adams and Mt. Vernon and the IB/MYP program at Jefferson-Houston).
The program application for the initial two pilot sites indicated that the school staff and community would help to select the identified languages to be taught. To this point, we have the following results: • Polk: Spanish, Arabic • MacArthur: Spanish or French • Barrett: Spanish, French, or American Sign Language
As the application review process is currently underway, there may be modifications to the program and/or timeline based on feedback from school principals.
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#B-17-11 Board Member: Karen Graf, January 31, 2016 Respondent: Lisa Piehota, Executive Director, Elementary School Instruction Gerald Mann, Jr., Executive Director, Secondary School Instruction
Question: Summer School · Are we expanding the offerings and the programs? How? · What is the summer school plan or proposal? Does ACPS have a five-year plan?
Response: We are expanding summer learning through our recruitment efforts to reach more students in the 3rd – 8th grade summer learning program. We are beginning the process two months earlier than last school year and we will invite all students in Tier 3 and Tier 2 for reading or mathematics. Last year, we only invited students in Tier 3 and the students at the bottom of Tier 2. This summer, we are adding an algebra program for students who will be in 8th grade in the fall of 2017. We are planning to add a STEM experience for high school students and a drama experience for middle school students.
We have a summer school planning team who meets regularly to map out all the programs and sites. We have not developed a five-year plan.
#B-17-12 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: STEM · Is there an expansion plan or a five year plan in place with proposed curriculum and staffing for STEM?
Response: The only program expansion included in this funding request relates to the Minnie Howard and T.C. Williams STEM Academy. As the attached expansion plan will indicate, STEM Academy offerings will be expanded to include an 11th and 12th grade STEM Explorations course. The proposed budget does not include an expansion of the STEM Academy into the middle school.
The $57,126 identified for STEM expansion (included in the budget presentation on Thursday, January 28, 2016), supports two interrelated funding streams: (a) a continuation of support for students’ extension and enrichment experiences in science, technology education, engineering, and mathematics (grades 6-12) and (b) specific funding for the expansion to the 11th and 12th grades for the T.C. Williams STEM Academy (including monies to provide summer professional development for STEM teachers focusing upon modifying existing CTE curricula to meet the needs of STEM participants). Middle school STEM experiences, tasks, and learning are integrated into students’ coursework in Career and Technology Educational (CTE) and science. Middle school STEM funding includes support for such resources as the following: o Field Trips
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o STEM equipment (especially data-collection and analysis scientific probeware) o GIZMOS o Discovery Education Science Tech-books STEM field experiences for grades 6-12 (to be funded in the proposed budget in this category) also include the following: o Forensic Science Explorations o Maryland Science Travelling Exhibits o Meaningful Watershed Experiences (MWEs) o Visits to projects where students investigate and propose solutions to real-life science, technology, engineering, and mathematics problems encountered in the real world
#B-17-13 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: TAG · Will the five year goals of TAG be developed from this evaluation report? · What will be the metrics collected to determine success of the TAG program in the TAG evaluation? Will these metrics align with TAGAC recommendations for measuring progress? · Please provide the KPIs and any other measurements that relate to TAG that ACPS currently collects or uses.
Response: Yes. The results from this evaluation will be used to set future goals and to inform the next revision of the five year plan.
The full program evaluation will be designed to collect and analyze all phases of the Talented and Gifted Program and will fully reflect the recommendations of the TAGAC including these specifics: Identification, screening and referral data o % of students identified for services, disaggregated by ethnicity and gender to determine progress toward equitable representation, grade level, and type of program service (i.e Young Scholars, General Intellectual Ability and/ or Specific Academic Ability). Included in this will be an analysis of the effectiveness of strategies in place to address disproportionality such as Young Scholars, whole grade level screening assessments and practices, teacher training and use of local norms. o % of students referred from various sources (school-level screening and data, parent, teacher, self and/or community members).
Review of assessments used in the process to determine if program goals in student identification are met with current instruments. o % of students identified by each assessment for TAG services, disaggregated by ethnicity, gender, and FARM
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Student achievement as measured by SOL data, SMI (if available), SRI, grades, graduation rate, SAT, ACT scores, college acceptance rates and AP and Dual Enrollment success. Teacher support and professional development as measured by the number of gifted endorsed teachers assigned to work with TAG students and the number of teachers participating in gifted professional development annually.
Service delivery as measured by school scheduling analysis, middle school clustering data and a review of differentiated education plans (DEPs) at both elementary and middle school levels. Stakeholder perceptions of programmatic success – this will include surveys and focus groups of students, parents, teachers, and community members.
Enrollment data is annually reviewed and measured against targets set in the School Board’s Strategic Priorities each year. These are disproportionality measures. Beginning with SY 2015, SOL data is now disaggregated for TAG students. This will allow future achievement to be measured and compared annually.
In the ACPS 2020 Scorecard, the following Key Performance Indicators (KPIs) are to be collected for TAG identified students only: Objective Key Performance Indicator 1.1.9 % of positive responses on an ACPS Insight Survey of families, disaggregated by student status, that asks about awareness and satisfaction related to various program services and access for students, including Talented & Gifted services, Special Education services, English-Language Learner services, etc. 1.3 % Disporportionality between K-5 TAG identification and K-5 enrollment – FARM % Disporportionality between K-5 TAG identification and K-5 enrollment – Black students % Disporportionality between K-5 TAG identification and K-5 enrollment – Hispanic students KPIs collected for the overall division which would include TAG students 1.1 On-time graduation rate % of students taking an AP assessment % of AP scores earning a ‘3’, ‘4’, or ‘5’ % of students taking a dual-enrollment class % of SOL pass rates 1.2 ACT Performance Composite
#B-17-14 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Translation Service · In regards to the addition of a 1.00 FTE position in the ELL office, is there a resource for other departments too? Isn’t this position a higher level service provider?
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· Has there been an evaluation of time/need and is ACPS meeting it? Could ACPS use more than one resource or a service?
Response: The requested 1.0 FTE Spanish/English Translator would be a position that supports all departments and school-based requests for written translations in Spanish and English. This position would ensure consistency of the language (for example, Central American Spanish), and be more cost-effective than utilizing outside service providers for all Spanish translations. Outside service providers for Spanish/English would still be available if needed as additional resources during peak periods, and would also be available to families who require resources in other languages.
Yes, we are closely monitoring all language access services requested and provided, and we surveyed all schools and departments regarding need. Additionally we issued a Request for Proposal (RFP) in the Spring of 2015 and stipulated terms that are more favorable to ACPS, and identified and contracted with seven different providers of services who we are now working with. In this way, when there are multiple needs for services in the same language group, we have multiple vendors through which to seek services. Once the service has been provided, we ask users to complete a survey to help maintain quality control.
#B-17-15 Board Member: Karen Graf, January 31, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Curriculum · In January of 2014, Accountability put out an evaluation schedule. The writing evaluation was to be scheduled for 2016-2017. Will that still be completed in this timeframe?
Response: The Writing Evaluation is tentatively planned for either SY 16-17 or SY 17-18 with the ultimate decision being based on prioritization of this project above or below others in the queue for evaluation.
#B-17-16 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: Student Services Is there enough counseling and nursing staff allotted to the alternative schools to meet the extensive needs of the students?
Response: Given the number of students in the alternative programs, the staffing for counseling and nursing is appropriate to meet the needs of the students. For school counseling it is important for the school counselor to follow the American School Counselor Association (ASCA) National Model within the context of the student needs to ensure our students in these programs receive the quality services and have access to a comprehensive school counseling program as their peers. Additionally, a request has been made for a full-time psychologist for the two
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#B-17-17 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: How does it work from a consistency perspective if the counselors are divided up amongst schools?
Response: The American School Counselor Association (ASCA) National Model is our framework for ensuring that we have consistent understanding of what a comprehensive school counseling program is and what services are to be delivered to students. The model asks counselors to collect and use date to plan and implement services. It provides common language to ensure consistency in practices. Professional development during our monthly meetings occurs around the ASCA National Model and components of the model are collected from counselors according to a schedule for accountability and to determine where additional support is needed. The counselor who supports Change For Change (CFC) and Satellite has extensive collaboration with the rest of the alternative programs student support team, known as SST.
#B-17-18 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: Substance abuse services aren't slotted for a few years. How is ACPS currently addressing those needs and do resources need to be allotted in FY 2017?
Response: While substance abuse is listed as an area for budget consideration for next year, there are substance abuse supports currently available to students. Currently, school-wide prevention activities take place through Red Ribbon Week to promote drug and alcohol awareness. School counselors also work with Health and PE teachers to address substance abuse prevention activities. There are also substance abuse counseling services available at the Teen Wellness Center located at T.C. Williams and there are other city staff members who work with select schools on substance abuse prevention and intervention activities. Student support team members, like social workers, psychologist, counselors and nurses, work with families and students to develop intervention plans and to provide referrals to appropriate substance abuse services through the City of Alexandria. The Department of Student Services, Alternative Programs and Equity are conducting a review of our current supports and will be making programmatic recommendations.
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#B-17-19 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: What staff implements support services such as Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS)?
Response: The ACPS Multi-Tiered System of Support (MTSS) is an evidence-based approach to education that uses data-based problem solving to integrate academic and behavioral instruction and intervention. Addressing the “whole child,’ such a system of education provides instruction delivered to students in varying levels of intensity (i.e., multiple tiers) based upon student need. “Need-driven” decision-making strives to ensure that the division resources reach the appropriate students at the appropriate levels to accelerate their performance to achieve and/or exceed required levels of proficiency. The ACPS MTSS is organized around three tiers of intervention: Tier 1: A universally accessible and developmentally appropriate core curriculum delivered with fidelity in the general education setting, including appropriate differentiation for all students. Tier 2: Supplemental supports (beyond the time allotted for the core curriculum) for students who require targeted interventions with specified instructional approaches and curriculum implemented to ensure skill mastery. Tier 3: Specifically-designed and individualized interventions and supports that extend beyond the instruction provided in the previous tiers.
PBIS is a proactive approach to establish the behavioral supports and social culture needed for all students to achieve social, emotional and academic success. It uses preventative strategies to define, teach and support appropriate student behavior in order to create a positive learning environment. Attention is focused on developing and maintaining school-wide, classroom and individual systems of support to meet the social emotional needs of all students and thereby improve academic and social outcomes.
Successful implementation of the ACPS core curriculum requires an effective balance between academic instruction and classroom management. An engaging and rigorous learning environment requires four essential universal behavioral processes: A school-wide commitment to high expectations for the achievement and behavior of every learner. Clearly articulated and explicitly taught behavioral and social expectations, reinforcing the classroom as a community of learners responsible for their own progress as well as that of their peers. An ongoing system of recognition for students and staff when they are successful in implementing a successful system of behavioral management. Consistent data collection and analysis of classroom and school behavioral patterns.
The implementation of MTSS and PBIS is collaboration across departments, specifically the Departments of Curriculum and Instruction and Student Services, Alternative Programs and Equity, with all schools.
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At the Tier 1 level, every member of a child’s instructional day assists with MTSS and PBIS. As additional tiers are needed, support becomes more targeted and is provided by teacher specialists and student support team members. Examples of the staff who support MTSS and PBIS are:
Special Education Teachers - assist with teaching school-wide behavior expectations through guidance lessons for students with disabilities (Tier 1) - delivers Tier 2 and 3 academic instructional programs and interventions - delivers Tier 2 and 3 behavioral interventions
School Counselors - assist with teaching school-wide behavior expectations through guidance lessons for all students (Tier 1) - assist with behavior intervention planning and delivery of Tier 2 and 3 interventions
School Social Workers - assist with behavior intervention planning and delivery of Tier 2 and 3 interventions - leads intervention planning and delivery for students with attendance issues
School Psychologists - assist with behavior intervention planning and delivery of Tier 2 and 3 interventions - leads intervention planning and delivery for students in need of Tier 3 social, emotional and behavioral supports * Especially those requiring Functional Behavioral Assessments (FBAs) and formal Behavior Intervention Plans (BIPs)
Instructional Specialists (all content and program areas) -support Tier 1 curriculum implementation via: (1) ongoing professional development in strategies for promoting student achievement, (2) academic data analysis and interpretation, (3) customized on-site service delivery, (4) instructional modeling and demonstration lessons, and (5) resource support to ensure successful implementation of every School Education Plan. A major instructional focus of MTSS involves central office staff supporting schools in addressing student achievement gaps, including differentiation to promote the achievement of culturally diverse student populations.
PBIS Coordinator (Division wide) - provides training for teachers, administrators, and SST staff on school wide PBIS and MTSS - provides technical assistance to school-based PBIS and SST teams around consistent school- wide procedures and practices, data collection and analysis, and intervention planning for students.
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#B-17-20 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: How does the new position for cultural competency provide support to the alternative schools?
Response: The coordinator for cultural competence works as an integral part of the team in supporting the alternative programs. This position has supported the programs in different ways depending on their needs. Meetings with administrators as well as observations have been done to pinpoint specific topics. Equity walks for the classrooms and schools have been completed. Professional development has begun with staff and outreach to students within the programs is ongoing. Focus groups are planned for alternative program stakeholders including students, staff and parents.
#B-17-21 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: Are there resources the community could be supplementing that we need to seek out?
Response: ACPS works very closely with the City of Alexandria and other community services. This work is demonstrated through our participation on the Children, Youth and Family Collaborative Commission, the City Schools Staff Group, Alexandria City Human Services Organization and the Mayor’s Campaign to End Bullying. Our collaborative work is further outlined through the crosswalk document for the Children Youth Master Plan and ACPS 2020, see Attachment 7. We are regularly monitoring services to determine if additional community partnerships can support our work.
#B-17-22 Board Member: Veronica Nolan, February 2, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: Chief of Staff Is there a different communications strategy to reach internal stakeholders (i.e. principals, teachers, staff) vs external (i.e. parents, community)?
Response: The ACPS Communications Strategic Plan was developed in early September 2015 with the aim of setting goals aligned with the ACPS 2020 Strategic Plan goals. It is a guiding tool for every decision the ACPS Office of Communications and Public Relations makes. A copy of the full Communications Strategic Plan is available on request. Please see Attachment 8 for a summary of the plan.
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Goal #2.3 of the Strategic Plan: Community Engagement promises to actively engage families, students, staff, and community members regarding school programs and activities, volunteer opportunities and events.
The Communications Strategic Plan addresses both internal and external audiences in order to fulfill this goal. The overall strategy for both external communications and internal communications is similar; however the tactics may be different.
Internal Audience: The overarching goal for internal communications is to engage, inform, build trust and support amongst staff.
Our internal audience is broken down into school principals, staff, the leadership team, Superintendent and School Board.
ACPS Insider is a website blog and eNewsletter was created in September to inform and engage. http://www.acpsk12.org/staff/ It is accessible at all times via the ‘Employees’ button at the top of the ACPS home page. In addition, on Mondays at 5 a.m., an email is sent to all 2,400 staff with all the stories, tips and informational articles that has been published that week. The Insider includes staff kudos, letters from the Superintendent, information directly relevant to staff, tips, information about training sessions, social media training, awards and a list of upcoming events for that week.
In addition, Communications sets up and supports internal staff newsletters for schools such as T.C. Williams High School using the same email newsletter platform as ACPS Express/Insider. Communications coaches, trains and empowers staff to send messages both externally and internally, via both traditional and new media platforms. For example, on Mondays Communications has a drop-in hour for staff who need social media support. Communications also provides internal training videos and presentations and information via the employees’ page on the ACPS website.
In emergencies, Communications uses all-staff emails, and group text messaging to affected school administrative staff, principals and the leadership team on a need-to-know basis.
External Audience: The overarching goal for external communications is to inform, engage, and build support, trust and awareness among external stakeholders.
Our external audience includes ACPS families – both English and non-English speaking, the wider Alexandria community, students, and Alexandria City staff and Council. It also includes the news media.
We aim to translate as much of the material into Amharic, Arabic and Spanish as is possible. We also have interpreters available in Spanish, Arabic, Amharic and other languages as requested at meetings and events.
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ACPS Express is a website and eNewsletter that goes out as either a daily or a weekly email to all ACPS families. This includes news announcements, staff and student profiles, awards, updates on key policy changes or developments, the State-of-Schools message from the Superintendent.
In addition, Communications uses the Blackboard Connect platform to send emails, texts, robocalls (used sparingly), and ACPS App push notifications to individual school communities. This system is also used in emergencies, along with the City’s eNews alert system, a hotline, an ACPS-TV crawl and media tickers/radio alerts.
Fliers for events are sent home in elementary school backpacks in English/Spanish/ Arabic/Amharic.
The ACPS website has a host of information, but requires a redesign and update. Much of the information on these 50,000 pages is out of date and irrelevant. Sorting through this material is part of the website redesign. Pages about current projects such as redistricting, Patrick Henry, the budget etc. are kept rigorously up-to-date.
Standard video is used to record School Board meetings, work sessions, concerts, and events and promote major initiatives. However, ACPS does not have creative storytelling skill-sets in house.
Community meetings are streamed live on Twitter via the Periscope App.
Some sporting events have recently started to be streamed live.
ACPS-TV is broadcast live on Comcast Channel 71. The strategy for ACPS-TV is currently in the process of being revised to make content more engaging, informative and timely. The new strategy, which will focus on a student-led TV channel with student-created programing, is due to be launched late spring, and will include working with two interns from the TV production classes at T.C. Williams.
Communications collaborates with FACE to distribute fliers, PTAC for email distribution to all PTAs and civic associations to distribute information via email.
Email notification about specific projects is sent out via the Patrick Henry Project email bank/redistricting email bank.
Large ACPS-wide events and community meetings are posted in the diary sections of the Alexandria Times and Alexandria Gazette.
We work with news media to publish regular Op-Eds, articles and updates in The Washington Post, Alexandria Times, Alexandria Gazette, AlexandriaNews.org, Patch.com and multiple blogs. Spanish news media including Telemundo also receives notifications.
Word of mouth: Superintendent at speaking events across the City, Superintendent chats, Brown bag lunches.
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ACPS Business Advisory Group: A group of business leaders across Alexandria who get together monthly to discuss how they/we can work together. Social media: We push out notifications and our brand messaging via Twitter and Facebook and have seen enormous growth in social media usage in the past year. We work with staff to create accounts and pages for their own departments and schools and monitor them closely. All staff with an account has to register the account with ACPS Communications.
Combined internal and external audiences: Some of our platforms reach both audiences. These include: Social media: Twitter/Facebook Traditional media: newspapers, television and radio ACPS-TV Website You Tube ACPS Express
#B-17-24 Board Member: Veronica Nolan, February 2, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: How can we establish formal feedback loops so that our community/parents can provide feedback?
Response: ACPS solicits two types of feedback, formal and informal. Communications has a culture of welcoming feedback. It is viewed within our department as a way that we can improve ACPS for our families, staff, students and community. Resolving the issues that are brought to our attention is something we make a top priority so that our audience feels listened to and knows that we are receptive to their comments.
There are multiple ways that our external audience can provide formal feedback.
Via the feedback button on the ACPS App. This can be anonymous or named Via the feedback link on the ACPS website Emails to [email protected] which are answered collaboratively by the Chief of Staff and Communications Surveys: A survey went out widely via various sources including in print to FACE families in September asking respondents how they would like to receive their news and what media sources they valued as a resource. A survey is about to go out on February 15 about the curriculum Feedback at community meetings such as Patrick Henry and redistricting solicited through written comments collected after each meeting. These projects also have specific feedback forms, translated into four languages, on the relevant pages of the website Superintendent chats, held with assistance from interpreters in multiple languages
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School Board Public Hearings Opportunities to speak at every School Board meeting
Staff feedback is solicited every two years via the TELL survey, a survey regarding the satisfaction of licensed staff.
Informal feedback is collected whenever any member of our team is at an event, meetings, in a school - from staff, principals and our external audience. The Central Office culture is one whereby concerns are readily discussed and willingly addressed.
#B-17-25 Board Member: Veronica Nolan, February 2, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: Regarding the School PR liaison position - are these employees who already are staff and will be provided additional responsibilities paid through a stipend or will this be a brand new position?
Response: These would be stipends paid to existing staff – the PR liaison would be an avenue to further the flow of ACPS good news/positive coverage, images, video clips and media coming out of our schools. The school PR liaison would be trained in video clips, twitter, Facebook, schools eNewletters, sound and camera equipment so that they can record concerts, events, and daily educational activities such as field trips. We would continue to cover events as requested, but the liaisons could get messages out to our community that we may not have the bandwidth to cover.
#B-17-26 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: Human Resources What was the retention rate this year and were any trends noticed?
Response: The teacher retention rate for the 2014-2015 school year was 84%. This trend has been consistent over the last several years. Although the trend has been consistent, we are working with schools to increase retention by implementing actions related to information learned from the TELL Survey and exit interviews.
#B-17-27 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: What is the process of how the TELL feedback gets evaluated, disseminated to the appropriate employees and then utilized to make positive changes?
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Response: After the survey is completed and all of the data is compiled, the information is shared with the School Board, schools and the general public. The Leadership Team then works with our TELL partners to understand and discuss the division-wide implications of the data. Webinars are conducted with principals and other school-based administrators to discuss the data and strategies to use to begin the important conversations with staff about improving working conditions in each school. Each school will identify areas that are working well and areas for improvement.
During the Leadership Academy in August, these strategies are discussed and reinforced with school administrators and each school reviews their data as compared to division-wide averages to identify areas for improvement that will be used in the school planning process.
A web site has been constructed at www.tellacps.org that contains a wealth of information about the questions, process and survey completion data. This site also contains the results of the 2014 survey and the results of the current survey will be posted here as well.
#B-17-28 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: Regarding the leadership development plan - There are real opportunities in ACPS to strengthen opportunities to promote from within. In the long run this will ensure a strong culture and ACPS will benefit from prepared leaders who know how to effect change among our unique population. Please outline what is planned.
Response: A major goal of the succession planning initiative is to ensure that we have well prepared leaders to be ready to take on key leadership roles and provide smooth transitions in leadership. As a part of Goal 3 of the Strategic Plan, the Leadership Development Objective contains a key performance indicator to develop a Leadership Development Plan by July 2016. While work on the plan is not yet completed the following outlines major areas of review and consideration:
1. Identification of expectations and standards to form the foundation of the plan 2. Identification of aspiring leadership talent a. Assistant Principals who are identified as having high potential for Principal roles b. Teacher leaders with an Administration and Supervision endorsement c. Teacher leaders without an Administration and Supervision endorsement 3. Gap analysis to identify training and experience needed for each individual 4. Preparation of development plans for each individual 5. Determine supports available to assist employees with development 6. Identification of developmental opportunities to meet individual needs such as: a. Internship Opportunities b. Mentorship by experienced principal/administrator c. Professional Learning Opportunities d. Collegial School Visits/Observations
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7. Identify tasks, assignments and responsibilities which can be designated to be part of the internship opportunities available to grow leaders. Examples are: a. Summer School b. Department Chair c. Recruiting/Job Fairs d. PTA meetings and/or committee assignments
The leadership development plan will focus on both the individual aspects of each person as a leader as well has providing the wide range of experiences necessary to be well prepared to take on advanced leadership roles.
#B-17-29 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: How is staff evaluated now? Does ACPS give them the resources/support to utilize the feedback to strengthen their development?
Response: ACPS has 3 evaluation systems (Teacher, Administrator and Support) and they are designed to provide all employees with increased opportunities for professional growth and development. The evaluation systems are each entitled “Growth and Assessment System” to identify that this is not just an evaluation but also a path for growth. The process is based on a supervisory cycle of reflection, observation, and discussion that leads to employee improvement. Employees are assessed from the beginning of service and the results are reported regularly in an evaluation. Discussions regarding performance occur between the evaluator and the employee throughout the process. Employees have multiple opportunities to refine or enhance their skills.
The assessment system handbooks are available at the following link and provide detailed information regarding the evaluation process: http://www.acps.k12.va.us/hr/employee-relations.php
The Support Staff Growth and Assessment System is in the final stages of redesign to align with the Teacher and Administrator systems. The newly designed system gives both employees and managers the opportunity to identify training and professional development opportunities. The decision on training is determined at the department level based on departmental budgets.
#B-17-31 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: From the Human Resources budget work session presentation, what does ACPS has "positive trends in workplace perceptions" mean? In what areas?
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Response: Based on exit survey data over the last two years, the reason people leave that are related to ACPS are decreasing and the non-ACPS reasons for leaving are increasing. That indicates more positive perceptions regarding ACPS as an employer as compared to the previous year which was the first year comprehensive exit surveys were conducted.
Attachment 11 illustrates this with the blue columns representing school year 2013-2014 and the red columns representing school year 2014-2015. The first columns on the chart show that non-ACPS reasons for leaving increased from 15% to 19%. Corresponding decreases in ACPS related reasons are reflected in the majority of the remaining columns.
#B-17-32 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: How is the data from exit interviews used to better understand why people leave?
Response: Exit interview data is compiled annually and is shared with the leadership team, the School Board and principals. This data forms the basis for discussions by appropriate leadership team members with each individual principal. The objective of these discussions is to understand the perceptions of exiting employees in each school as compared to division wide averages and to set specific action steps going forward to develop strategies to increase retention.
Teacher retention data along with exit interview information is also reviewed as a part of the administrator evaluation process.
Please see Attachments 9-13 which provide comprehensive data regarding employee retention.
#B-17-33 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: Is it true that the exit interviews don't allow room for comments? If so, would it be considered worthwhile to include room for comments to gain a better understanding?
Response: That is not correct and every exit interview includes an opportunity to provide comments. Annually, the individual comments pertaining to each school are communicated to each respective principal. Individual meetings then take place between the appropriate leadership team member and the principals to review the comments and other related data to provide insight in the development of action plans to increase retention.
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#B-17-34 Board Member: Veronica Nolan, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: There is a perception that ACPS has a terrible reputation in responding to applicants in relation to our surrounding jurisdictions. Why is that and what can we do to improve our follow through in an effort to not miss out on losing the top talent in the area?
Response: To be able to hire the best it is essential that we have a responsive process that enables us to hire individuals before they receive offers from other districts. The Department of Human Resources has an internal performance metric of ensuring that employment offers are made within 48 hours of receipt of a request to hire. This level of responsiveness is met with a high level of consistency but the following situations can impact applicant perceptions on responsiveness:
Applying to pooled positions where there is not a specific vacancy Issues with a candidates licensure or references A delay by the principal or program manager in the time from posting the position to interviewing for the position or a delay in submitting the request for hire to DHR
We maintain data on the dates of receipt of all requests to hire and on all offer dates. If specific positions can be identified we can trace back the entire hiring timeline to determine what factors were involved in any delay and work to address them.
In terms of notification to non-selected employees, a new process was implemented two years ago to ensure that all non-selected applicants receive notification of non-selection. Prior to implementing this revised process, notification to non-selected applicants was inconsistent and could create negative perceptions on the part of applicants who did not hear back from us.
#B-17-35 Board Member: Veronica Nolan, February 2, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: Operations: Addressing facilities’ needs seem to be a huge challenge for ACPS. What are the biggest challenges for the facilities department?
Response: The biggest challenges are the aging infrastructure coupled with the increased capacity needs. Both Operations/Maintenance and CIP are tasked to update and upkeep building envelopes, mechanical systems, parking lots and other infrastructure that are reaching life expectancy. Over the past year, these needs have been expressed in leaking building envelopes and failing mechanical systems. Despite the drive to increase preventative maintenance on equipment, facilities remains challenged with playing “catch up,” while simultaneously addressing failing system components.
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#B-17-36 Board Member: Veronica Nolan, February 2, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: Are there any projects currently out there that are cause for concern? There have been complaints about the projects not being done on time or efficiently. What are your thoughts and what are the lessons learned moving forward?
Response: While we were able to reach substantial completion on summer construction projects and get teachers and students in the buildings on time, we experienced some delays in reaching final completions on projects involving off site modular construction. This was partly due to changes in the operations of the company providing the modular units, which impacted their abilities to deliver fully complete units on schedule. Upon further review the issue, we recognize that there are a limited number of qualified vendors who can deliver this type of construction in the region and are analyzing the benefits of offsite modular construction in comparison to conventional construction methods to meet our needs on future summer projects.
#B-17-37 Board Member: Veronica Nolan, February 2, 2016 Respondent: David Rose, Director of Transportation Clarence Stukes, Chief Operating Officer
Question: ACPS has had overcrowding on buses and three students to a seat at the high school level. Does the addition of school bus drivers provide the school system with enough resources to address these concerns?
Response: Yes, along with the two new drivers we have also ordered additional buses to help eliminate the overcrowding on buses for TC Williams.
#B-17-38 Board Member: Veronica Nolan, February 2, 2016 Respondent: Cynthia Hormel, Director of School Nutrition Services Clarence Stukes, Chief Operating Officer
Question: Could ACPS look into the likelihood of having "food centers" throughout Alexandria for free and reduced price meal eligible students should we have another significant snow storm such as the one we just had? Given the high percentage of students who rely on our schools for food, is this something that can be looked into?
Response: We continue to develop programs to support the needs of our student population, and look for creative ways to connect people to some of our outreach programs, such as, “Blessings in Backpacks.”
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In addition, we use a variety of ACPS district communication systems to reach out to our families, and communicate the different food support systems in place and available throughout the city at all times and during emergencies.
Our Student Service department also works closely with many families throughout the district that have been identified as “families in need.” The Student Services department is in touch with these families with open communication, flowing in both directions, addressing and assisting any immediate concerns and needs.
#B-17-39 Board Member: Veronica Nolan, February 2, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: Has the department surveyed every school and budgeted for needs outside of modernization?
Response: Yes, the Educational Facilities Department has contracted with an outside firm to perform facilities condition assessments on all of its education facilities except Jefferson- Houston and Patrick Henry. The department has budgeted for needs outside of modernization based on these assessments and is working to ensure that assessment data bases are updated as work is completed.
#B-17-40 Board Member: Veronica Nolan, February 2, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: How does the department solicit Principal feedback for their facilities’ needs?
Response: Principals offer feedback through meetings with the Department of Educational Facilities, work order requests using School Dude and through building maintenance staff. Facilities is proposing a strategic view of facilities needs this fiscal year. This multi-year approach seeks to first establish a “standard level” of service to be provided to schools. This discussion will be among all Principals and other stakeholders as well as representatives from the Facilities Department. Once established, Facilities will work with the Principals to establish a triage process of 1) identifying schools alteration needs to meet educational requirements; 2) minor repair needs to ensure optimal and equitable learning environments; 3) major repair needs to preserve the ACPS building asset. Having categorized these needs, Facilities can then better allocate resources to address competing demands.
In addition, Facilities is responsible for providing class room school furniture. To ensure timely delivery, Facilities will request school principals submit their furniture needs by the end of February, and categorize the furniture requests into 1) Furniture to meet capacity needs; 2) Furniture for new programs; 3) Replacement furniture. A task group that will include the
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Executive Directors of Elementary and Secondary Instruction will be convened to prioritize furniture requests within the budget allocation.
#B-17-41 Board Member: Ronnie Campbell, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: Please provide the changes in net pay for paras and custodians as shown in the table Impact of Changes on Employee Net Pay on page 19 of the Benefits and Compensation presentation.
Response: Please see the updated table below with the requested position classifications.
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#B-17-43 Board Member: Veronica Nolan, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: Explain the formula for student services positions and student to staff ratios by school. Is it equitable?
Response: There is not one formula for staffing the Student Service positions. Rather, staffing is based on recommendations from the related national organization in the field, analysis of caseloads and assigned work responsibilities, staff input, and comparison with area schools ratios. The comparison of position-to-position ratios is not used in staffing as the positions require different responsibilities and caseloads.
#B-17-44 Board Member: Karen Graf, February 2, 2016 Respondent: Julie Crawford, Chief Student Services, Alternative Programs & Equity Officer
Question: What is the job description for the clinical psychologist? Will it include specialized expertise working with immigrant youth?
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Response: While a formal job description is pending, job responsibilities for the proposed clinical psychologist position would include, but are not limited to, the following:
Conduct individual assessments Provide consultation and technical assistance to school-based teams Develop intervention plans on a case-by-case basis Make programmatic recommendations for services for students with emotional disabilities Conduct professional development to staff on mental health conditions Work as a part of the Department of Student Services, Alternative Programs and Equity team Collaborates with city agencies
Examples of preferred experiences for this position include previous experience working with students with significant mental health needs and their families, and knowledge of trauma informed care. The position would not be specific to working with one population, like students who are immigrants, but the expertise for this position includes training on responding to the needs of students who have a history of trauma.
#B-17-45 Board Member: Karen Graf, February 2, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: What are the resources needed to fully implement the communications plan division- wide?
Response: To answer this question, it is necessary to briefly explain the Communications Strategic Plan. A one-page outline of the Communications Strategic Plan is included at the bottom of this answer. A full copy of the draft Communications Plan is available on request.
To fully implement the Communications Strategic Plan, the School Board would need to fully fund the areas that have already been requested.
These include: The PR Liaisons Program at a cost of $29,500, A budget for creative video at a cost of $70,000 Brand research, development and implementation at a cost of $20,000 Printed Welcome Back Packets accessible in multiple languages $42,000
A full time creative video specialist instead of the $70,000 for outsourcing could be beneficial. This would ensure that we can provide unique, creative content whenever the need occurs as opposed to rationing our usage throughout the year. Engaging content is critical if we are to engage our audience. Audiences only respond when they are engaged. At present, the Office of Communications and Public Relations does not have this skill-set in-house. This is a resource we will need over the course of many years, year-round.
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The goal would be to realign the current TV Manager’s role into a production role – managing coverage of live events, covering School Board meetings and work sessions, community meetings etc.
Both of these roles would share some responsibility for supporting the video needs and live events video needs of the PR Liaisons.
Full implementation of the Communications Strategic Plan would also require the addition of one full time bilingual Spanish/English Public Relations Specialist (writer) with a special focus on conveying ACPS communication messages to non-English speaking ACPS families and specific community groups, such as the business community, and business and educational partners. This position would also have responsibility for day-to-day oversight of the PR Liaisons program that encourages school and community relations. This is a role that is critical given the needs of our population. FACE runs their own community workshops, but does not have the capacity to also do the community engagement work of the Office of Communications in addition to their own. The work we require is more targeted, towards information about specific topics such as Patrick Henry, Summer School programs, summer feeding programs etc. We need to ensure that this messaging is communicated in all the mediums we currently use for our English- speaking audience.
Please see Attachment 8 for the outline of the ACPS Communications strategy.
#B-17-46 Board Member: Karen Graf, February 2, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: When was the last dental RFP completed? Can ACPS add a dental RFP to the goals in FY17?
Response: The current dental plan contract was awarded with a July 1, 2011 effective date. Benefit contracts are reviewed on an ongoing basis and contract date, timing and market factors are considered to determine the appropriate bid cycle. Based on this, the dental plan would be the next benefit plan to go out for bid and we will begin that process this fall with a planned effective date of July 1, 2017.
#B-17-47 Board Member: Christopher Lewis, February 2, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: Please provide the focus group results for the tablets/Chromebooks.
Response: During the 2014-2015 school year ACPS provided approximately 450 tablets that had been previously used by high school students to 4th and/or 5th grade students and teachers at Samuel Tucker, James K. Polk and Douglas MacArthur Elementary schools. These schools were identified to participate in the pilot through an application process.
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In the spring, Technology Services and school administrators worked together to gather feedback from students, teachers and parents. Students were identified at random to participate in focus groups. Parent feedback was sought through a focus group at Tucker, and a parent survey at Douglas MacArthur. A parent group was scheduled for James K. Polk but canceled due to weather.
Elementary Tablet Focus/Feedback Groups 2014-2015
Dates of Focus Groups/Meetings
● Tucker Elementary School - February 9, 2015 ○ student group - 10 students ○ teacher group - 5 teachers ○ parent group - 5 parents
● Polk Elementary School - February 25, 2015 ○ student group -10 students ○ teacher group - 5 teachers
● MacArthur Elementary School- March 9, 2015 o student group - 10 students o teacher group - 10 teachers o parent survey - 12 parents
Summary of information from the teacher focus groups: ● Teachers discussed how they delivered resources differently to students ● Teachers discussed the classroom management tools, along with their benefits and frustrations ● Teachers discussed the convenience of web-based tools (Google drive, SchoolNet and accessibility for research) ● Teachers discussed the ease of deploying classroom and benchmark assessments. ● Teacher use of the tablets and its tools varied among teachers
Summary of information from the student focus groups: ● Students discussed how they were able to organize their work in a virtual space. ● Students discussed how they no longer had to carry heavy books with them. ● Students discussed how they were able to look up and find the answers to questions through the internet. ● Students discussed how they were able to play educational games and read free eBooks when they had free time. ● Students discussed how their ownership of the device. ● Students discussed how they liked knowing their work was saved and stored automatically in Google Drive.
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Summary of parent feedback: Parents discussed their student’s sense of ownership over the devices. Parents discussed concerns about the amount of student screen time. Parents discussed feeling more connected to teachers at school. Parents discussed student’s ability to complete and turn in homework virtually. Parents discussed concerns with students playing games. Parents discussed the decrease in the weight of the student bags. Parents discussed the need for classroom use to be balanced with other traditional instructional tools. Parents discussed the desire for parental access to the Amplify System from a home computer. Parents discussed concerns for student frustration with technical difficulties.
Summary of technical issues described by teachers and students: ● mobile website compatibility* ● touch screen malfunctions* ● broken chargers* ● keyboard malfunctions* ● Wi-Fi connectivity at home ● app availability/selection *These technical issues have been resolved with the transition to Chromebooks.
#B-17-48 Board Member: Margaret Lorber, February 2, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: What resources are required to re-instate the television studios at each of the schools?
Response: Most of the elementary television studios in elementary schools were converted to classrooms due to growing student enrollment. The Technology Services and the Communications departments can work with elementary administrators to determine space and equipment needs for schools to implement broadcasting programs. With changing technology, there may be ways to support schools with this endeavor that are not dependent on traditional studio space and equipment. Additional time is needed to explore opportunities and identify necessary resources.
#B-17-49 Board Member: Veronica Nolan, February 4, 2016 Respondent: Jennifer Abbruzzese, Clerk of the Board and Policy Liaison
Question: Please provide a breakdown of the School Board budget. Please describe the items funded through the purchased services and other charges categories.
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Response: The School Board budget is found on page 234 of the ACPS FY 2017 Proposed Budget, summarized at the major expense category level. The salaries and benefits categories fund compensation for School Board Members, Clerk of the Board and Policy Liaison and Deputy Clerk of the Board. These categories total $0.36 million.
The purchased services and other charges categories are broken out in the table below.
FY 2013 Actual FY 2014 Actual FY 2015 Actual FY 2016 Final FY 2017 Proposed Section Title Character Title ObjectTitle Dollar Dollar Dollar Dollar Dollar School Board Purchased Services Advertising 210.45 197.13 2,816 300 3,000 Auditing/Accounting 100,000 100,000 Management Services 15,000.00 44,386.91 113 55,000 100,000 Medical/Legal 312,318.71 305,995.69 232,034 314,500 257,000 Other Printing & Binding 0.00 2,365 200 200 Other Professional Services 10,000.00 21,409.29 12,981 12,000 22,000 Translation Services 10,000 Purchased Services Total 337,529.16 371,989.02 250,309 482,000 492,200 Other Charges Awards and Grants 128.82 2,537 200 500 Dues/ Association Memberships 21,788.25 19,409.22 24,717 24,000 25,500 Lease/Rent ‐ Buildings 212.50 156.25 200 200 Postal Services 56.06 634.47 513 100 4,000 Travel ‐ Conf/Other Educ 9,212.91 10,484.16 7,121 9,000 10,000 Travel ‐ Mileage 123.21 1,411.83 825 1,500 1,650 Other Charges Total 31,392.93 32,224.75 35,714 35,000 41,850 368,922.09 404,213.77 286,023 517,000 534,050
In the purchased services category, the auditing/accounting line funds division-wide or department audits. Management services funds consultants for the school system in a variety of areas, including redistricting. The medical/legal line item funds legal consulting for the school system and has been reduced based on historic usage. Other professional services funds School Board facilitation services and the Legislative Assistant’s work for the division as an advocate to the General Assembly in Richmond on behalf of ACPS. Increases are primarily related to redistricting, as well as training and professional development for the 2016-2018 School Board.
Internal services funds, totaling $0.01 million, are used to print materials to support communications to families and the community for advisory committees, redistricting and community engagement events. The majority of the materials and supplies budget of $0.01 million funds refreshments and supplies for School Board sponsored meetings and events. The remainder of the materials and supplies are for office and paper supplies to support all of the office’s endeavors.
#B-17-50 Board Member: Veronica Nolan, February 4, 2016 Respondent: Stacey Johnson, Chief Financial Officer
Question: Why is there a decrease in the grant funding projected for FY 2017? Are there opportunities that the school system is not pursuing?
Response: Grant projections are based on recurring grant awards, either those that are awarded for more than one year or one-year grants that ACPS has consistently won. For FY 2017, federal funds are reduced because it is projected that Jefferson-Houston will no longer
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The local funds are reduced by $0.43 million. Funding for the Claude Moore Scholars and STEP Youth Fund has been eliminated. There is a reduction of $0.58 million in the E-rate FCC Universal Service funding, which is pending additional information prior to finalizing. These reductions are offset by the increases to other local grants.
New grant proposals are managed through the Chief of Staff’s Office. Please see the response to question #B17-78.
#B-17-51 Board Member: Veronica Nolan, February 4, 2016 Respondent: Clinton Page, Chief Accountability Officer
Question: Please clarify the decrease in the Accountability Department budget. Are there enough resources for the department to respond to the high demand for reports and evaluations?
Response: The decrease in the Department of Accountability budget is driven by the $50,000 difference in estimated cost between the Curriculum Evaluation ($150,000) in FY 2016 and the TAG Evaluation ($100,000) in FY 2017. Based on ever increasing demands the Department of Accountability has worked in recent years to not only expand internal capacity within the department and overall organization but also to engage in partnerships with external entities to support the needs of all stakeholders. These expansion efforts have come with increased expenditures in each of the past three fiscal years which were taken into account in the creation of the FY 2017 proposed budget.
#B-17-53 Board Member: Margaret Lorber, February 5, 2016 Respondent: Lisa Piehota, Executive Director, Elementary School Instruction Gerald Mann, Executive Director, Secondary School Instruction
Question: The description of plans for 2016 summer school sound excellent and yet the budget summary on p. 242 and p. 245 detail that the cost of the 1 FTE to be shared by Elementary and Secondary School Instruction departments will be offset by “reductions to the elementary ( p.245 says “secondary”) summer learning staffing budget for teachers, paraprofessionals, student support and administrative staff following an analysis of FY 2016 participation and review of anticipated FY 2017 enrollment.”
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Could you provide details to show that there will be adequate teachers, paraprofessionals and administrative staff for program to grow in light of growing enrollment?
Response: The budgets in the Elementary and Secondary School Instruction departments support the grades 3 to 8 summer learning program. The reduction is to align cost with actual spending, while still allowing for enrollment growth. The language in the budget book reflects the budgeted accounts that were reduced, not the actual programs. For FY 2017, all Tier 3 and 50% of Tier 2 students will again be invited to attend the grades 3 to 8 program. Funding will still include teachers, paraprofessionals and other administrative and support staff, instructional supplies, transportation and weekly field trips. Also funded through these line items are band camp, drama camp and the algebra prep program.
Other summer learning programs are funded directly through other departments, such was the Extended School Year (ESY) program through Specialized Instruction and ELL Summer Learning through the ELL department. T.C. Williams Summer Learning/Credit Recovery, Kindergarten Prep and Middle School Prep budgets are included in the school allocations; while Algebra Boot Camp funding is included in the Secondary School Instruction budget, in the middle core program code.
#B-17-55 Board Member: Margaret Lorber, February 5, 2016 Respondent: Clinton Page, Chief Accountability Officer
Question: Please describe briefly how the full scale evaluation of ACPS curriculum has been integrating ELL and Special Instruction in both the review of written curriculum and the phase II covering taught curriculum which will include classroom observations, focus groups and surveys across all stakeholder groups.
Response: The Curriculum Evaluation has a focus area on determining the extent to which the needs of students receiving special education, ELL, and or TAG services are being met through the curriculum. The external evaluator will collect four types of data to triangulate their findings in these areas: data from the written curriculum documents designed to support instruction of these populations, classroom observation data, focus group data (teachers, administrators, and secondary students), and survey data (licensed staff and parents). As a specific example, the parent survey will ask specific questions of parents of students receiving services related to their level of agreement if overall program goals are being attained through the services provided to their student(s).
#B-17-57 Board Member: Margaret Lorber, February 5, 2016 Respondent: Lisa Piehota, Executive Director, Elementary School Instruction
Question: Please provide a breakdown of how schools are spending the $111,000 made available from the State this year for Early Reading Intervention?
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Response: The Early Intervention Reading Initiative (EIRI) funding provides additional reading instruction to students in grades kindergarten through grade 3 who are identified through the Phonological Awareness Literacy Screening (PALS). From the VDOE website, “reading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer-based reading tutorial programs; aides to instruct in-class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these students.”
In ACPS, these funds are used for tutoring of students one-on-one or in small groups either afterschool or by retired teachers during the school day.
#B-17-58 Board Member: Margaret Lorber, February 5, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: What are the plans for immediate relief for schools that are over capacity at the beginning of the SY 2016-17? Where would funds come if temporary classrooms were needed at the elementary level?
Response: Please see the response to question #B-17-01.
#B-17-59 Board Member: Margaret Lorber, February 5, 2016 Respondent: Richard Jackson, Director, Educational Facilities Clarence Stukes, Chief Operating Officer
Question: Do the plans in question B-17-58 have implications for the FY 2017 operations budget? Is the contingency and enrollment adjustment reserve sufficient to account for additional teachers and staff that could be needed?
Response: The FY 2017 Proposed Budget contains funding for 6.00 FTE general reserve teachers, 6.00 FTE special education reserve teachers and a $250,000 contingency fund. These reserves would be used if additional teachers and staff are required.
#B-17-60 Board Member: Cindy Anderson, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: What are the costs associated with providing tablets to elementary schools that have already started implementing the program? How many tablets does this represent?
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Response: The costs associated with providing Chromebooks to elementary students was $349,000. This included 1,500 Chromebooks and the Google Management Console fee. In addition, approximately $50,000 was spent on classroom storage and security.
#B-17-61 Board Member: Cindy Anderson, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: What are the costs in this budget associated with the expansion of the elementary tablet program? How many tablets does this represent?
Response: The cost for expanding Chromebooks to the fourth and fifth grade students at five additional schools is estimated to be $380,000. This is for approximately 1,500 Chromebooks and Google Management Console fees. An additional $50,000 is estimated for classroom storage and security.
#B-17-62 Board Member: Cindy Anderson, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: Can grant dollars proposed for use with the tablet program be used elsewhere? What is the overall time period this particular grant will be available?
Response: The Virginia e-Learning Backpack Initiative is specific to high school students. It provides reimbursement for the purchase of tablets or laptops for 9th graders. FY 16 is the first of four years that ACPS is eligible for this reimbursement.
The Virginia Public Schools Authority Act (VPSA) provides reimbursements for classroom computers, network infrastructure, and handheld computing devices. ACPS receives approximately $400,000 for these specific purchases. The VPSA began issuing reimbursements in 2001 with the goal of improving the instructional, remedial, and SOL testing capabilities of school divisions and increasing the number of schools achieving full accreditation. These funds are part of the Virginia General Assembly’s annual budget.
#B-17-63 Board Member: Cindy Anderson, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: How much would it cost to provide Internet access devices to all high school students who lack Internet access at home?
Response: Based on a high school student survey completed in 2014 and the current mi-fi check-out program at TC Williams, Minnie Howard and Satellite, it is estimated that approximately 300 mi-fi devices would be necessary for students who lack internet access at
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# B-17-64 Board Member: Cindy Anderson, February 5, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: How much money has been proposed for updating the ACPS website?
Response: In the FY 2016 budget, there is $20,000 in the Technology Services Department budget for the technical upgrade. In FY 2017, the Communications Office realigned $20,000 for the website redesign. There is no request for additional funding.
#B-17-65 Board Member: Ramee Gentry, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: Moving to purchase of tablets with estimated 3 year replacement. Going forward, will this result in one larger capital cost every three years, or is the goal to develop a replacement schedule that will have replacement costs stay relatively stable for each year?
Response: The goal is to maintain a relatively stable budget by establishing a replenishment cycle to split expenditures over a three year period.
#B-17-66 Board Member: Ramee Gentry, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: How many Chromebooks do we currently have? Please breakdown the number of Chromebooks needed at each of these levels in order to achieve 1 to 1 at: 4-5th grade 6-8th grade 9-12th grade
Response: There are currently 5566 Chromebooks provided to ACPS students and staff. In order to provide each student a device in grades 4-12, an additional 4774 Chromebooks are needed. All estimates are based on projected student enrollment, include staff Chromebooks and 5-10% overage for increased enrollment, replacement and loaner equipment.
4-5th grade - There are 1500 Chromebooks for elementary students and staff in eight elementary schools. In order to expand to the additional five elementary schools, 1470 Chromebooks are needed.
6-8th grade –
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Chromebooks have not been deployed to middle school students this year. For expansion to middle schools, approximately 3304 Chromebooks are needed for students and staff.
9-12th grade - Currently there are 4000 Chromebooks for high school student and staff.
#B-17-67 Board Member: Ramee Gentry, February 5, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: Chief of Staff: Welcome Back Packet. Has there been any survey/analysis to see if there would be parent interest in having the option of receiving this material electronically? What could be the budget impact of such an option?
Response: The Welcome Back Packet has previously always been distributed as a printed packet to all families. Last year, it was also decided to distribute them in Arabic and Amharic, as well as in Spanish and English as previously done.
This year, there have been multiple options considered for streamlining distribution and ensuring it is more cost effective.
These include:
An email sign up distributed before the end of the school year to all parents asking them to sign up for an electronic version of the Welcome Back Packets. Those that signed up would receive an electronic copy in September.
Label each Welcome Back Packet with each student’s name for the first time this year so that schools cannot request multiple copies in multiple languages for the same child. The family would receive the packet in the language listed as their ‘preferred language’ in PowerSchool. This will reduce the requests for duplicates in different languages.
However, while PowerSchool has the capability for listing the numbers for preferred languages and can indicate exactly how many of each language we need to print, there is no data currently available to see how many parents would be happy to get their Welcome Back Packets electronically.
Communications is estimating that at best in the first year of doing this, even with a targeted campaign around the environment and cost efficiencies, we would see a maximum of 20-25 percent of families signing up for the electronic packet. This may increase in future years.
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#B-17-68 Board Member: Ramee Gentry, February 5, 2016 Respondent: Julie Crawford, Chief of Student Services, Alternative Programs and Equity
Question: Outside Partnerships. Seeking some clarification and elaboration. Please provide the Partner in Education grant amount awarded to each organization in the current year, and where they are reflected in the current year budget. What amount of funds is designated in the proposed 2017 budget to outside partners, and where is it reflected in the budget document? In addition to the additional parent liaison positions identified, are there any increases in other areas that are designed to offset the reduction in funds to outside partners?
Response: Awards for the Partners in Education (PIE) grant funding for FY 2016 can be found in the table below. These FY 2016 funds are reflected in the Partnerships, Family and Community Engagement budget under Partnerships’ “Awards and Grants”.
FY 2016 PIE Grantee Award Amount
Alexandria Redev. Housing Authority $22,000 Alexandria Seaport Foundation $52,300 Alexandria Tutoring Consortium $70,000 Boys and Girls Club $30,000 Campagna Center $35,000 Community Lodgings $105,750 Concerned Citizens Network (CCNA) $15,000 Higher Achievement $23,408 Liberty’s Promise $20,000 Wright to Read $12,000 Total $385,458
Funding for outside instructional partners, such as the previous PIE grants, has been redirected to the Department of Curriculum and Instruction. The allocated amount of $200,000 can be found page 275 of the FY 2017 budget document under Improvement of Instruction, Purchased Services.
In addition to the 2.00 FTE Parent Liaisons, we are requesting an additional $34,838 for FACE programming. The request reflects funding necessary to implement family engagement services at the five (5) additional school communities identified for FACE services in FY 2016. While the FY 2016 FACE budget provided for an additional full-time staff to provide training, supervision and oversight of the school-based Parent Liaisons, no additional funding was allotted for the actual cost of service provision across these additional school communities (i.e. professional development, materials/supplies, printing, mileage, workshop costs, etc.). The FY 2017 requested amount, which nearly restores the FACE Center program to the original FY 2014 budget allotment of $119,378, is a result of the 45% increase in service provision now coordinated through the FACE Center.
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#B-17-69 Board Member: Ramee Gentry, February 5, 2016 Respondent: Stacey B. Johnson, Chief Financial Officer Tammy Ignacio, Chief of Staff
Question: Grants: Please elaborate on the non-government grants and any other grant not already described in pages 65-67 of the budget document. Please provide the name, amount, and purpose of each grant, for this year and projected for next year. p. 249 indicated a goal that “by June 2016, ACPS will increase number of awarded grants” but budget forecasts a reduction in grant revenue. Can you elaborate? Are there fewer number of grants, award amount within the grants, or a combination of both? Response: All federal and state grants are funded through government entities. The chart below shows the non-government grants that are not discussed on pages 65-67 of the budget book. Each is categorized as local funds.
Project FY 2016 Final FY 2017 Proposed Project Type Section Title Description Classification Dollar FTE Dollar FTE Local Funds Adult Detention Center Adult Education Memorandum of Agreement 93,842 0.85 101,631 0.88 (MOA) with the Sheriff's Office to fund a portion of the 1.00 FTE teacher at the adult detention center. The remainder of the funding is paid through federal funds. Adult Ed Revolving Account Adult Education This account is used to record 10,000 10,000 program income from tuition, textbook purchases, etc., for the adult education program. Each year, $0.01 million is budgeted to begin the year and pay any immediate expenses from this account. Claude Moore Scholars Career and Technical This was a private grant that was 89,398 1.00 Education awarded over a two‐year period to create a surgical tech program at T.C. Williams. In FY 2016, carryover funds were used to fund the teacher position for the second cohort of students. The teacher position has been transferred to the operating account. Detention Center‐ELL NVJDC Juvenile Memorandum of Understanding 237,418 2.00 Detention (MOU) with the Northern Virginia Juvenile Detention Center to fund 2.00 FTE ELL teachers. This MOU was first signed in FY 2016 and will carry forward to FY 2017. STEP Youth Fund T.C. Williams High This grant is funded through the 12,000 School City of Alexandria and was used to support the International Academy at T.C. Williams. The biennial grant was not awarded in FY 2016. ACPS will be able to apply again in FY 2018. Local Funds Total 205,240 1.85 349,049 2.88
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When a grant is received, the length of the grant is part of the agreement. In order to project future grant funding, only recurring grants are considered. A recurring grant may be one where the length of the grant spans more than one fiscal year or the school system has won the award on a consistent basis.
Page 249 of the ACPS FY 2017 Proposed Budget refers to the work of the grant officer. The responsibility, in part, of the grant officer is to research and apply for new grant funding. Because these grants are generally received during the fiscal year and have a one-year award period, they are not shown in the final budget or projections; however these funds are reflected in the monthly financial reports. Once the funds are received, responsibility is shared with the Financial Services Department for the management of the grant.
The Financial Services Department works in conjunction with grant managers when projecting future year’s revenue. Based on current year awards, funding for Titles I, II, III, IDEA and Carl Perkins has been increased. Federal funding for the teacher at the Adult Detention Center has been reduced slightly and the McKinney Vento funding has been reduced to the FY 2016 actual award level. Funding for Title I, School Improvement Grant 1003(a) has been eliminated, as it is projected that Jefferson-Houston will exit school improvement status and no longer be eligible for these funds.
The State funding remains relatively stable, with an increase of $0.01 million. This reflects the increase in the transfer from the operating fund to the VPI Preschool account. This increase, and other smaller increases, is offset by small reductions based on the State revenue template, current award levels or projected compensation costs for FY 2017.
The local funds are reduced by $0.43 million. Funding for the Claude Moore Scholars and STEP Youth Fund has been eliminated. There is a reduction of $0.58 million in the E-rate FCC Universal Service funding, which is pending additional information prior to finalizing. These reductions are offset by the increases to other local grants.
#B-17-70 Board Member: Ramee A. Gentry, February 5, 2016 Respondent: Stacey Johnson, Chief Financial Officer
Question: Revenue: Work Session discussion on February 4, 2016 indicated that an analysis was currently underway to determine the impact fee increases have had on rental of our facilities and its relation to our decline in revenue from this source. Has a similar analysis been done (or planned) to study the relationship between fees charged and student participation in summer school and intersession?
Response: Through participation of the summer school and intersession programs, students are provided additional instructional days. Students in grades 9-12 can register for summer school courses which can cost $50.00 to $400.00 per course. For the intersession program, there is a cost of $125.00 per student or $10.00 per student who qualify for free or reduced- priced meal for each enrichment session. The first 2 children in any family are expected to pay the fee and any additional children are allowed to attend tuition-free. No student is prevented
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#B-17-71 Board Member: Ramee A. Gentry, February 5, 2016 Respondent: Terri Mozingo, Chief Academic Officer
Question: Title I Funding: Work Session discussion on 2/4/2016 indicated that due to required reallocation of funding based on student demographics, John Adams will not be designated a Title I funded school in SY2017. Can you elaborate on plans to offset the impact that results from the removal of Title I designation at John Adams?
Response: We do not know for certain at this juncture whether John Adams will be served in SY 2017. We do consider it prudent to share all possibilities as early as possible, but the information is provided with caution as the fall poverty count is not a guaranteed predictor of the spring count. In essence, we use the poverty percentages collected in the fall to illuminate potential trends in demographics, but it is the spring count that is used in the official application for funds.
It is important to note that Title I funds are, and should always be considered, supplemental. By definition, this means that the funds cannot and must not be considered essential to the operation of the school. No required or indispensable positions, services or supplies can be provided by Title I funds and, as such, the loss of these supplemental funds should not impact any critical services. It would be at the district’s discretion to determine whether it would be appropriate to provide supplemental funding to Adams from another, non-grant funded source. To provide additional funds to Adams by formula suggests not only that such funds are a necessity, but that the division may have always had the ability to do so. Both conditions, as such, potentially incur the presumption of past supplanting.
#B-17-72 Board Member: Ramee Gentry, February 5, 2016 Respondent: Julie Crawford, Chief of Student Services, Alternative Programs and Equity
Question: What is the current and projected student enrollment at the Satellite Campus?
Response: T.C. Satellite has a rolling admission. Currently there are 40 students at Satellite with several student referrals pending. We are proud to report that we have had seven T.C. Satellite graduates already this year. Projected enrollment for next year is 75 students.
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#B-17-73 Board Member: Karen Graf, February 5, 2016 Respondent: Julie Crawford, Chief of Student Services, Alternative Programs and Equity
Question: There looks like two volunteers coordinators – one in Exe. Admin. and one in Partnerships, Family and Community Engagement. Please explain the responsibilities of each position and how they differ from the other.
Response: The position located under executive administration is the administrative assistant who supports partnerships, volunteers and FACE-related work. The second position is the coordinator for Partnerships, Family and Community Engagement.
#B-17-74 Board Member: Karen Graf, February 5, 2016 Respondent: Kevin North, Chief Human Resources Officer
Question: Human Resources: What are the training budgets in the operational departments? What steps are needed to develop goals for those areas for training and conferences? Can HR track and develop operational employee training needs? If so, would it need funding?
Response: The chart in Attachment 14 identifies the training and conference budget for each department. Please note that additional training occurs in departments and is conducted with internal resources. Each department head currently determines training needs for the department and aligns them with division and departmental goals.
Steps needed to provide division wide tracking and support include:
Support departments to ensure that specific training needs are identified in writing and aligned to division and department goals. Conduct needs assessments to better understand perceived training needs at the division level, departmental level and individual employee level. Assess training marketplace to identify existing programs that meet identified needs. Monitor training throughout the year to support departments in ensuring that training goals are being met and the desired outcomes achieved. Revise plan to meet changing needs.
Division wide training oversight would require additional support to accomplish the initial steps identified.
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#B-17-75 Board Member: Karen Graf, February 5, 2016 Respondent: Stacey B. Johnson, Chief Financial Officer
Question: Financial Services -Can ACPS consider moving all the finance positions (those that deal with a certain dollar level of funds) to the Finance department? The position should still be integrally set in the department it supports. This is a typical model for these reasons: -Ethically reporting against her/his direct reports -Support within the finance department through peer mentors/training/meeting -Career growth and support for the individual -High risk areas that involve money and contracts
Response: There are jurisdictions that utilize this type of finance staffing model. While ACPS does not currently have the infrastructure in place to fully implement and support this type of restructuring, FSD has implemented processes and activities to strengthen ACPS' financial control environment, particularly with regard to our procurement actions. We have expanded our procurement staff (adding two additional FTEs in FY15, for a total of five FTEs in this office) and provided Virginia procurement law and regulations training to our procurement staff. We have formalized our procurement policies and procedures and provided training and workshops to all department leaders and their financial staff. As a result, all contracts are coordinated and reviewed by our procurement office to ensure competitive solicitations are obtained when required. In addition, we are currently implementing an independently monitored "finance and fraud hot-line" to receive information and tips of potential occurrences of fraud, waste and abuse within ACPS.
However, there are additional steps that can be taken to strengthen and enhance division-wide financial staff's abilities to provide independent and stronger financial support to their department leaders, such as,
Conducting round-table discussions, led by FSD staff, can be held with department financial staff, on a scheduled basis, to provide financial systems and process training, review and discuss ACPS financial policies and procedures and create an internal support network. Establishing recommended professional development courses or other opportunities relevant to various business functions.
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#B-17-76 Board Member: Karen Graf, February 5, 2016 Respondent: Cynthia Hormel, Director, School Nutrition Services Clarence Stukes, Chief Operating Officer
Question: What are the details of the summer food program?
Response: The Summer Food Service Program (SFSP), as defined and funded by the USDA, ensures that low-income children continue to receive nutritious meals when school is not in session. ACPS will be meeting with all agencies involved to determine the locations and sites for this year’s summer feeding program. ACPS have partnered very closely with the City Recreation Centers, our Summer School Sites, and continue to explore outreach opportunities. We also work very closely and rely on the ACPS communications team to provide information regarding summer feeding to the community, throughout the summer.
In addition, I was recently contacted by the First Lady of VA’s office, who alerted us that several YMCA’s in the area have expressed an interest in exploring Summer Feeding. We continue to explore opportunities to expand the program, particularly where the need is the greatest.
#B-17-77 Board Member: Karen Graf, February 5, 2016 Respondent: Elizabeth Hoover, Chief Technology Officer
Question: Can we consider a business application analysis/evaluation to support the operations of the organization in the way of software, training and/or consulting?
Response: Yes, staff recognizes the value in this type of analysis/evaluation. This is usually done by a third-party consulting firm with expertise in business applications. We currently have various applications such as Edulog in Transportation, SchoolDude in Facilities, Munis and TimeClock for Finance an HR, among others. If we were to move forward in this direction, the recommendation would be to do a Request for Information to determine scope, costs and availability of desired expertise. As a point of reference, ACPS used a consulting firm in 2010 to perform similar work around student data systems.
#B-17-78 Board Member: Karen Graf, February 2, 2016 Respondent: Greg Tardieu, Grants Officer Tammy Ignacio, Chief of Staff
Question: Grants: What are the goals and strategies for the grants department in building partners and revenue? Please provide a list of the grants received in FY 2016 through this department.
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Response: This is from our ACPS Grants Webpage:
ACPS Grants Office
Supplemental funding is a critical element of modern school finances, especially during times of reduced budgets at the state level. The mission of the ACPS Grants Office is to coordinate and facilitate teacher and department efforts in acquiring grant funding for unmet student needs.
Grants Office Mission
Alexandria City Public Schools maintains a Grants Office for the purpose of coordinating the following services:
1. Identify a wide range of potential funding sources. 2. Ensures that the district competes effectively for federal, state and local funds. 3. Assists and encourages teachers with grant seeking, writing, and submitting of proposals. 4. Manages and maintains existing grants. 5. Cultivating a relationship with funders by meeting funders' requirements and grant management processes. Ensuring that all progress and annual reports are submitted on time. 6. Building partnerships with Alexandria City Government and Nonprofit Organizations to co-apply for grants. 7. Guiding grant opportunities to programs that are most in need of funding and best fit the funders' priorities.
More Specific Grants Office Updated Goals: 1. Build relationships with local nonprofit foundations as well as local businesses to leverage better grant seeking capabilities. a. Attend Alexandria Chamber of Commerce functions to build business relationships. b. Attend City and School Staff Group to share grant ideas. c. Attend ACPS Business Advisory Council meetings. d. Maintain relationships with previous grant givers: i. Dominion Power ii. Virginia Museum of Science iii. Google Inc. iv. Rebuilding Together Alexandria 2. Bring the various applicable Division departments together with matching applicable community foundations to work together on common projects that focus on: i. Improved student achievement in math and reading. ii. Increased student enrichment for the arts. iii. Other
Currently we are bringing together Dept. of Student Services and Dept. of Curriculum to collaborate on the XQ Grant with The Howard Gardner School.
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3. Work with teachers to increase their abilities to find and win grants. Provide professional development for interested teachers and department heads for finding and writing grants. a. Work with these teachers to proofread and support their efforts for applying for grants.
We have had over 95 teachers receive Donor’s Choose grant this year and have risen over $52 K. We have had 4 other teachers awarded grants this year totaling over $71 K.
4. Manage existing grants to see that all requirements are being followed and documented. a. Create a Grant Spreadsheet with all timelines for meeting deadlines.
5. All Grants will support the ACPS 2020 Strategic Plan: Seek out grants that can support any of the following: a. Goal 1 - Academic Excellence and Educational Equity: Every student will be academically successful and prepared for life, work, and college. i. Closing the achievement gap and offering enrichment to all students. For example, STEM grants to provide robotics opportunities.
b. Goal 2 - Family and Community Engagement: ACPS will partner with families and the community in the education of Alexandria’s youth. i. Working with new families to our country is a critical ingredient to ACPS’s success. 1. Applying in partnership with GMU and GWU for an ELL Grant is a great example of our effort to satisfy this goal.
ii. Partnering with Local Nonprofits and private benefactors to help us access funds not available to school divisions – for example: 1. Jack Cook Kent Grant – partnership with PTAC 2. John DePodesta – Gift to International Academy 3. Noble Cause Grant – partnership with Rebuilding Together Alexandria. 4. Steve Job Grant – partnership with The Howard Gardner School
c. Goal 3 - An Exemplary Staff: ACPS will recruit, develop, support, and retain a staff that meets the needs of every student. 1. Teacher Professional Development is crucial for retaining and supporting our teachers. We are applying for a National Professional Development Grant that is $2.25 million over 5 years to do just that. d. Goal 4 - Facilities and the Learning Environment: ACPS will provide optimal and equitable learning environments. 1. Outdoor Learning and Recreational Opportunities.
We have already constructed an outdoor classroom at George Washington Middle School. Recently we were awarded $40K to construct new as well as improve the Learning Gardens
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John Adams along with their outdoor playground.
e. Goal 5 – Health and Wellness: ACPS will promote efforts to enable students to be healthy and ready and to learn. 1. Safe Routes to Schools ACPS will encourage walking and bicycling to school. Last year, the Grants Office collaborated with Alexandria City and the nonprofit organization Bicycle Pedestrian Advisory Committee to apply for a Safe Routes to School (SRTS) Grant. The grant was denied due to the fact that we had won 4 years ago and other divisions still have not won yet. SRTS team is coordinating another exploratory committee to see if we will apply again.
2. Healthy Meals and Nutrition ACPS will ensure that all students are ready to learn by having the benefit of access to nutritious, appealing school meal.
ACPS just won a Breakfast in The Classroom Grant for $149K for Francis Hammond. Their kitchen will be renovated to accommodate the increased numbers of breakfast and we are excited that almost 1000 more breakfasts will be supplied daily.
6. Seek out grants that provide more enrichment programs in the arts for our students. a. Find and win grants that provide: i. Summer Theater for students. ii. Summer School Art classes. iii. More musical instruments to loan out to students.
Please see Attachments 15 and 16 for the lists of grants received through this office for FY 2015 through January and FY 2016 year-to-date.
#B-17-79 Board Member: Karen Graf, February 5, 2016 Respondent: Tammy Ignacio, Chief of Staff
Question: What are the Business Advisory Council goals? What has been the result of their work to-date?
Response: While in the formative state, the Business Advisory Council was formed:
To inform local business leaders of the mission, goals and work of the Alexandria City Public Schools. To engage local business leaders to support the work of ACPS. To solicit input and feedback from the business community relative to the work of ACPS in both a general and issue related fashion. To utilize local businesses to support selected initiatives of the school division. To develop or solidify relationships with local business leaders.
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To engage local business leaders and businesses to advocate for the school division. To discuss other ways in which we may support one another and the children of Alexandria.
Success to date: We have seventeen active members. Information has been provided and input sought relative to selected issues impacting the school division and our community with a better understanding of both business and school division needs.
Many of our business leaders have already provided services to our schools and students such as landscaping for gardens, jobs for students, fundraising avenues that directly profit our schools.
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Attachment 1
Office of Partnerships, Family and Community Engagement 2014-2015 Partners in Education REPORT TO THE COMMUNITY
Alexandria City Public Schools 2014-15 Partners in Education Report
Attachment 1 Partners in Education | 2014-15 Report to the Community
Alexandria City Public Schools (ACPS) provide funding and in-kind resources to community organizations that serve as partners and share ACPS' mission to ensure each and every student will be academically successful and prepared for life, work, and college. ACPS partners provide valuable services for our students and families. An overview of the total students served and the academic outcomes achieved by partners who were supported in 2014-15 school year by ACPS operating funds via the Partners in Education (PIE) grants are presented in the following pages.
TABLE OF CONTENTS Partners in Education 1 At a Glance 3 Demographics 4 Academic Outcomes 6 Program Profiles 11 - Alexandria Redevelopment Housing Authority 12 - Alexandria Seaport Foundation 13 - Alexandria Tutoring Consortium 14 - Boys and Girls Club of Greater Washington DC 15 - Campagna Center—Building Better Futures 16 - City of Alexandria—Project Discovery 17 - Community Lodgings—Brent Place 18 - Community Lodgings—Fifer Center 19 - Concerned Citizens Network of Alexandria—Reach and Rise for Excellence 20 - DreamDog Foundation 21 - George Mason University—Early Identification Program 22 - Higher Achievement 23 - Liberty’s Promise 24 - Parent Leadership Training Institute 25 - U.S. Patent and Trade Office—Blacks in Government 26 - Wright to Read 27 ACPS In-Kind Partners 28
Alexandria City Public Schools 2 2014-15 Partners in Education Report
AT A GLANCE Attachment 1 The chart below provides a snapshot of: 1) total Partner in Education (PIE) grant funds allocated and the proposed number of students to be served per program; 2) the average number of students served per quarter; 3) the number of hours of service received per student each quarter; and 4) the average per pupil cost for each individual hour of service (quarter of PIE grant amount / average number of students served per quarter / average number of hours served per student per quarter). This helps to demonstrate the return on investment, especially when compared to the academic outcomes and taking into consideration the student demographics, as illustrated on the following pages. PIE Grant Amount / Proposed Number to Serve Average Number of Students Served per Quarter Alexandria Tutoring Consortium—$140,000* / 220 Alexandria Tutoring Consortium— 181 Community Lodgings-Brent Place—$80,750 / 60 Liberty’s Promise—158 Alexandria Seaport Foundation—$52,800 / 130 Alexandria Seaport Foundation—129 Campagna Center-Building Better Futures—$50,000 / 140 Community Lodgings-Arlandria—96 City of Alexandria-Project Discovery—$40,000 / 100 Campagna Center-Building Better Futures—95 DreamDog Foundation —$38,000 Higher Achievement—79 - DreamDog Book of My Own—$20,000 / 35** Wright to Read—76 Community Lodgings-Fifer Center—$25,000 / 90 Alexandria Redevelopment Housing Authority—67 Higher Achievement - $25,000 / 90 Boys and Girls Club of Greater Washington DC—49 Boys and Girls Club of Greater Washington DC—$22,800 / 80 City of Alexandria-Project Discovery—48 Alexandria Redevelopment Housing Authority—$22,000 / 65 Community Lodgings-Brent Place—39 Liberty’s Promise—$19,880 / 70 Concerned Citizens Network of Alexandria—23 Concerned Citizens Network of Alexandria—$15,000 / 30 George Mason University-Early Identification Program—23 George Mason University-Early Identification Program—$14,525 / 20 DreamDog Foundation-Book of My Own—22** Wright to Read—$12,000 / 40 Parent Leadership Training Institute—15 Parent Leadership Training Institute—$7,100 / 25 U.S. Patent and Trade Office-Blacks in Government—4* U.S. Patent and Trade Office-Blacks in Government—$4,760 / 110 *USPTO-Blacks in Government programs do not occur during all four quarters and so this number is **DreamDog Foundation is funded to provide services through four separate programs but due reflective merely of the number of students participating in the programs at time of occurrence. to the nature of programs, data is tracked for only Book of My Own. **DreamDog BOMO is a 10-week program that does not serve the same group of kids across the school
Average Hours Served Per Student Per Quarter Average Per Pupil Cost Per Hour Served Boys and Girls Club of Greater Washington DC—96 Boys and Girls Club of Greater Washington DC—$1.21 Higher Achievement—46 Higher Achievement - $1.72 Community Lodgings-Brent Place—37 Community Lodgings-Arlandria—$1.91 Community Lodgings-Arlandria—34 Liberty’s Promise—$3.15 Concerned Citizens Network of Alexandria—24 Wright to Read—$3.95 Parent Leadership Training Institute—22 Alexandria Redevelopment Housing Authority—$4.32 Alexandria Redevelopment Housing Authority—19 Parent Leadership Training Institute—$5.38 Alexandria Seaport Foundation—15 Concerned Citizens Network of Alexandria—$6.79 Wright to Read—10 Alexandria Seaport Foundation—$6.80 Liberty’s Promise—10 Community Lodgings-Brent Place—$13.99 George Mason University-Early Identification Program—$17.54 George Mason University-Early Identification Program—9 Campagna Center-Building Better Futures—$18.80 DreamDog Foundation-Book of My Own—8* DreamDog Foundation-Book of My Own—$28.40 Campagna Center-Building Better Futures—7 Alexandria Tutoring Consortium—$38.67 Alexandria Tutoring Consortium—5 City of Alexandria-Project Discovery—$104.16 City of Alexandria—Project Discovery—2
*USPTO-Blacks in Government programs do not occur during all four quarters and so this number is **DreamDog Foundation is funded to provide services through four separate programs but due reflective merely of the number of students participating in the programs at time of occurrence. to the nature of programs, data is tracked for only Book of My Own. **DreamDog BOMO is a 10-week program that does not serve the same group of kids across the school year and so this number is reflective of the average served per program session.
Alexandria City Public Schools 3 2014-15 Partners in Education Report
Attachment 1
DEMOGRAPHICS ACPS Partners in Education serve students at every grade level across the school division. The emphasis, however, is on those students demonstrating the greatest need, including students who are low-income, English Language Learners (ELL), receiving Special Education services or otherwise academically disadvantaged. The following charts provide a general overview of the students being served by each community partner organization. The percentage represents the actual segment of each program’s total students served that fall within the identified subgroup while the total number demonstrates how many students within each subgroup are actually served by each program. Programs are ranked from highest to lowest and those highlighted in bold indicate programs that fall within the top five for both the highest percentage and largest number of students within each subgroup being served.
Please note that the disaggregated data on the following pages reflects only those students for which the program received a signed parent consent and so may not equate to the total number of students served per program. For the percentage reportable per program, see PIE profiles on pages 11-26.
STUDENTS OF COLOR Students of color represent a variety of racial/ethnic groups that self identify as a member of a sub-group other than white. Categories of identification include American Indian, Asian, Black, Hispanic, Pacific Islander and Multiracial. In 2014-15, 73% of ACPS students were students of color or non-white. Percentage Total Number
Alexandria Redevelopment Housing Authority (100%) Liberty’s Promise (160) Community Lodgings—Arlandria (100%) Alexandria Tutoring Consortium (122) Community Lodgings—Brent Place (100%) Campagna Center—BBF (118) DreamDog Foundation (100%) Community Lodgings—Arlandria (112)
Campagna Center—BBF (96%) Wright to Read (78) Top 5 Liberty’s Promise (96%) Higher Achievement (75) Boys and Girls Club of Greater Washington DC (95%) Boys and Girls Club of Greater Washington DC (72) George Mason University—EIP (95%) Alexandria Redevelopment Housing Authority (52) Higher Achievement (94%) Alexandria Seaport Foundation (52) Wright to Read (93%) Community Lodgings—Brent Place (44) City of Alexandria—Project Discovery (86%) DreamDog Foundation (27) Concerned Citizens Network of Alexandria—RARE (86%) George Mason University—EIP (21) Parent Leadership Training Institute (84%) Concerned Citizens Network of Alexandria—RARE (19) ACPS = 73% Alexandria Tutoring Consortium (67%) City of Alexandria—Project Discovery (18) Alexandria Seaport Foundation (58%) Parent Leadership Training Institute (16)
Alexandria City Public Schools 4 2014-15 Partners in Education Report
Attachment 1 ENGLISH LANGUAGE LEARNER (ELL) STUDENTS Students who are English language learners (ELL) are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. In 2014-15, 28% of ACPS students received ELL services. Percentage Total Number Community Lodgings—Arlandria (72%) Community Lodgings—Arlandria (81) Liberty’s Promise (63%) Liberty’s Promise (77) Wright to Read (52%) Alexandria Tutoring Consortium (58) Community Lodgings—Brent Place (45%) Campagna Center—BBF (40) Top 5 Parent Leadership Training Institute—CLTI (37%) Wright to Read (44) Campagna Center—BBF (33%) Community Lodgings—Brent Place (20) Alexandria Tutoring Consortium (32%) Higher Achievement (11) ACPS = 28% DreamDog Foundation (19%) Parent Leadership Training Institute—CLTI (7) Higher Achievement (14%) Boys and Girls Club of Greater Washington DC (6) Boys and Girls Club of Greater Washington DC (9%) Alexandria Redevelopment Housing Authority (n<5) Concerned Citizens Network of Alexandria—RARE (9%) Alexandria Seaport Foundation (n<5) Alexandria Seaport Foundation (6%) City of Alexandria—Project Discovery (n<5) City of Alexandria—Project Discovery (5%) Concerned Citizens Network of Alexandria—RARE (n<5) George Mason University—EIP (5%) DreamDog Foundation (n<5) George Mason University—EIP (n<5) Alexandria Redevelopment Housing Authority (3%)
SPECIAL EDUCATION STUDENTS Special Education refers to students with disabilities that may be physiological or psychological and who are served through an Individualized Education Plan (IEP). In 2014-15, 11% of ACPS students received special education services. Percentage Total Number Wright to Read (23%) Alexandria Tutoring Consortium (23) DreamDog Foundation—BOMO (22%) Community Lodgings—Arlandria (19) Alexandria Redevelopment Housing Authority (17%) Wright to Read (19) Community Lodgings—Arlandria (17%) Alexandria Redevelopment Housing Authority (12) Community Lodgings—Brent Place (16%) Campagna Center—BBF (10) Top 5 Parent Leadership Training Institute—CLTI (16%) Boys and Girls Club of Greater Washington DC (7) Alexandria Tutoring Consortium (13%) Community Lodgings—Brent Place (7) ACPS = 11% Higher Achievement (7) Boys and Girls Club of Greater Washington DC (10%)
Concerned Citizens Network of Alexandria—RARE (9%) Alexandria Seaport Foundation (6) Higher Achievement (9%) DreamDog Foundation (6) Campagna Center—BBF (8%) City of Alexandria—Project Discovery (n<5) Alexandria Seaport Foundation (7%) Concerned Citizens Network of Alexandria—RARE (n<5) City of Alexandria—Project Discovery (5%) Liberty’s Promise (n<5) Parent Leadership Training Institute—CLTI (n<5) Liberty’s Promise (1%) George Mason University—EIP (0%) George Mason University—EIP (0) Alexandria City Public Schools 5 2014-15 Partners in Education Report
Attachment 1 ACADEMIC OUTCOMES
Extended learning and enrichment opportunities offered by ACPS Partners in Education are designed ultimately to impact the academic outcomes of the students served. While each program maintains individual goals unique to their services, the following pages provide a summary of outcomes demonstrated by traditional indicators of academic success measured by ACPS.
Below provides an overview of programs outcomes. The columns highlight the number of times each partner is iden- tified as having the highest percentile and/or number of students achieving the various academic outcomes when compared against one other, as demonstrated on the following pages. Academic success is best determined when a partner serves a large number of students with a high percentage of those students demonstrating achievement.
Please note that the total number of academic outcome measures relevant to each partner various based on the grade level of students served by each program.
Academic Outcomes Overview
Highest Number of Highest Highest Percentage Academic Percentage of Number of and Number Outcome Students Students Students Measures Achieving Achieving Achieving Alexandria Redevelopment and Housing Authority 6
Alexandria Seaport Foundation 4
Alexandria Tutoring Consortium 2
Boys and Girls Club 6
Campagna Center - BBF 4
City of Alexandria, DCHS - Project Discovery 4
Community Lodgings - Arlandria 6
Community Lodgings - Brent Place 6
CCNA -RARE 4
DreamDog Foundation - BOMO 5
George Mason University - EIP 4
Higher Achievement 4
Liberty's Promise 4
PLTI - CLTI 6
Wright to Read 4 Alexandria City Public Schools 6 2014-15 Partners in Education Report
Attachment 1
ACADEMIC OUTCOMES The charts below provide the percentage and total number of students served by each program that achieved the measurable goals identified. Programs are ranked from highest to lowest and those highlighted in bold indicate programs that have both the highest percentage and largest number of participating students meeting each goal.
Please note that the outcomes data on the following pages reflect only those students who received program services for a minimum of two academic quarters and who also submitted a signed parental consent form permitting the sharing of academic data between parties. GOAL: IMPROVE READING INSTRUCTIONAL LEVEL A reading instructional level is determined quarterly for each student in grades 1 to 5. Students’ instructional level is determined by the teacher providing instruction to the student and includes consideration of the students Phonological Awareness Literacy Screening (PALS) and Scholastic Reading Inventory (SRI) scores as well as any additional classroom and/or diagnostic data available. The below chart indicates the percentage and total number of students per program whose instructional reading level improved across the course of the school year. Percentage Total Number Alexandria Tutoring Consortium (99%) Alexandria Tutoring Consortium (94) Community Lodgings—Brent Place (97%) Wright to Read (62)
Top 3 Community Lodgings—Arlandria (96%) Community Lodgings—Arlandria (52) Wright to Read (80%) Community Lodgings—Brent Place (29) Alexandria Redevelopment Housing Authority (73%) Alexandria Redevelopment Housing Authority (23) Dreamdog Foundation (67%) Boys and Girls Club of Greater Washington DC (16) Boys and Girls Club of Greater Washington DC (52%) Parent Leadership Training Institute—CLTI (3) Parent Leadership Training Institute—CLTI (50%) Dreamdog Foundation (2)
GOAL: MEET PALS BENCHMARK PALS provides a comprehensive assessment of the important literacy fundamentals that are predictive of young children’s future reading success and is the state-provided screening tool for Virginia’s Early Intervention Reading Initiative. PALS tests are administered to students in grades K–2. The below chart indicates the percentage and total number of students per program who met the benchmark for their grade level by the end of the school year. In 2014-15, xxx% of ACPS students met the Spring 2015 PALS benchmark.
Percentage Total Number Community Lodgings—Brent Place (89%) Alexandria Tutoring Consortium (135) Alexandria Redevelopment Housing Authority (86%) Alexandria Redevelopment Housing Authority (25)
Top 3 Parent Leadership Training Institute—CLTI (83%) Wright to Read (17)
ACPS = 82% Alexandria Tutoring Consortium (73%) Boys and Girls Club of Greater Washington DC (13) Boys and Girls Club of Greater Washington DC (72%) Community Lodgings—Arlandria (11) Wright to Read (53%) Community Lodgings—Brent Place (8) Community Lodgings—Arlandria (48%) Parent Leadership Training Institute—CLTI (5)
Alexandria City Public Schools 7 2014-15 Partners in Education Report
Attachment 1
GOAL: MAINTAIN/IMPROVE LANGUAGE ARTS GRADES Letter grades are determined for secondary students in 6th-12th grade. The below chart indicates the percentage and total number of secondary students per program that maintained As or Bs or improved by at least one letter grade in a Language Arts class across the course of the school year. Percentage Total Number City of Alexandria—Project Discovery (89%) Liberty’s Promise (74) Alexandria Seaport Foundation (83%) Campagna Center—BBF (73) Campagna Center—BBF (75%) Alexandria Seaport Foundation (62) Alexandria Redevelopment Housing Authority (73%) Higher Achievement (31)
Top 5 Community Lodgings—Brent Place (73%) Community Lodgings—Arlandria (30) Liberty’s Promise (70%) City of Alexandria—Project Discovery (16) Community Lodgings—Arlandria (64%) DreamDog Foundation (13) DreamDog Foundation (57%) George Mason University—EIP (10) Higher Achievement (57%) Alexandria Redevelopment Housing Authority (8) Parent Leadership Training Institute—CLTI (56%) Community Lodgings—Brent Place (8) George Mason University—EIP (53%) Concerned Citizens Network of Alexandria—RARE (8) Concerned Citizens Network of Alexandria—RARE (40%) Parent Leadership Training Institute—CLTI (5) Boys and Girls Club of Greater Washington DC (33%) Boys and Girls Club of Greater Washington DC (3)
GOAL: MAINTAIN/IMPROVE MATHEMATICS GRADES Letter grades are determined for secondary students in 6th-12th grade. The below chart indicates the percentage and total number of secondary students per program that maintained As or Bs or improved by at least one letter grade in a Mathematics class across the course of the school year. Percentage Total Number George Mason University—EIP (72%) Campagna Center—BBF (57) Alexandria Seaport Foundation (71%) Alexandria Seaport Foundation (54) Parent Leadership Training Institute—CLTI (67%) Liberty’s Promise (49) Community Lodgings—Brent Place (64%) Higher Achievement (32) Top 5 Higher Achievement (59%) Community Lodgings—Arlandria (24) Campagna Center—BBF (56%) George Mason University—EIP (13) Alexandria Redevelopment Housing Authority (55%) DreamDog Foundation (11) Community Lodgings—Arlandria (53%) Concerned Citizens Network of Alexandria—RARE (8) DreamDog Foundation (48%) Community Lodgings—Brent Place (7) Liberty’s Promise (46%) Alexandria Redevelopment Housing Authority (6) City of Alexandria—Project Discovery (38%) City of Alexandria—Project Discovery (6) Concerned Citizens Network of Alexandria—RARE (38%) Parent Leadership Training Institute—CLTI (6) Boys and Girls Club of Greater Washington DC (11%) Boys and Girls Club of Greater Washington DC (1)
Alexandria City Public Schools 8 2014-15 Partners in Education Report
Attachment 1
GOAL: PASS THE READING SOL Each student in grades 3-12 takes the Virginia Standards of Learning (SOL) exams during 4th quarter. These exams measure a student's progress against the Standards of Learning which establish the minimum expectations for what students should know and be able to do at the end of each grade or course. The below chart indicates the percentage and total number of secondary students per program that passed the Reading/English SOL. In 2014-15, 71% of ACPS students passed the Reading/English SOL. Percentage Total Number George Mason University—EIP (100%) Alexandria Seaport Foundation (60) Alexandria Seaport Foundation (79%) Higher Achievement (52) City of Alexandria—Project Discovery (75%) Campagna Center—BBF (28) Parent Leadership Training Institute—CLTI (75%) Wright to Read (16) ACPS = 71% Top 5 Higher Achievement (69%) Alexandria Redevelopment Housing Authority (14) Campagna Center—BBF (67%) Community Lodgings—Arlandria (14) Boys and Girls Club of Greater Washington DC (60%) Boys and Girls Club of Greater Washington DC (12) Liberty’s Promise (60%) Community Lodgings—Brent Place (12) Community Lodgings—Brent Place (46%) Liberty’s Promise (12) Alexandria Redevelopment Housing Authority (40%) DreamDog Foundation (9) Concerned Citizens Network of Alexandria—RARE (37%) Concerned Citizens Network of Alexandria—RARE (7) DreamDog Foundation (36%) George Mason University—EIP (7) Wright to Read (36%) City of Alexandria—Project Discovery (3) Community Lodgings—Arlandria (29%) Parent Leadership Training Institute—CLTI (3)
Percentage Passing Reading/English SOL SY 2013-14 SY 2014-15 SY 2014-15 RESULTS TARGET RESULTS
Grades 3rd-5th—All Students 66% 72%
Grades 3rd-5th—Black Students / Hispanic Students 54% / 52% 65% / 59%
Grades 6th-8th—All Students 62% 67%
Grades 6th-8th—Black Students / Hispanic Students 53% / 49% 59% /53%
Grades 9th-12th—All Students 82% 79%
ELL 45% 51%
Special Education 36% 37%
Alexandria City Public Schools 9 2014-15 Partners in Education Report
Attachment 1
GOAL: PASS THE MATHEMATICS SOL Each student in grades 3-12 takes the Virginia Standards of Learning (SOL) exams during 4th quarter. These exams measure a student's progress against the Standards of Learning which establish the minimum expectations for what students should know and be able to do at the end of each grade or course. The below chart indicates the percentage and total number of secondary students per program that passed the Mathematics SOL. In 2014-15, 69% of ACPS students passed the Mathematics SOL. Percentage Total Number George Mason University—EIP (100%) Alexandria Seaport Foundation (64) Alexandria Seaport Foundation (84%) Higher Achievement (53) Parent Leadership Training Institute—CLTI (75%) Liberty’s Promise (34) Campagna Center—BBF (69%) Community Lodgings—Arlandria (32)
Top 5 Higher Achievement (69%) Campagna Center—BBF (31) ACPS = 69% Boys and Girls Club of Greater Washington DC (62%) Wright to Read (26) DreamDog Foundation (62%) Alexandria Redevelopment Housing Authority (16) Liberty’s Promise (61%) Community Lodgings—Brent Place (16) Community Lodgings—Brent Place (57%) DreamDog Foundation (16) Concerned Citizens Network of Alexandria—RARE (47%) George Mason University—EIP (15) Alexandria Redevelopment Housing Authority (46%) Boys and Girls Club of Greater Washington DC (13) Community Lodgings—Arlandria (51%) Concerned Citizens Network of Alexandria—RARE (9) Wright to Read (50%) Parent Leadership Training Institute—CLTI (9) City of Alexandria—Project Discovery (40%) City of Alexandria—Project Discovery (2)
Percentage Passing Mathematics SOL SY 2013-14 SY 2014-15 SY 2014-15 RESULTS TARGET RESULTS
Grades 3rd-5th—All Students 66% 70%
Grades 3rd-5th—Black Students / Hispanic Students 58% /55% 62% / 60%
Grades 6th-8th—All Students 64% 68%
Grades 6th-8th—Black Students / Hispanic Students 54% / 52% 62% /56%
Grades 9th-12th—All Students 60% 66%
ELL 51% 55%
Special Education 30% 35%
Alexandria City Public Schools 10 2014-15 Partners in Education Report
Attachment 1
PIE Program Profiles
Alexandria City Public Schools 11 2014-15 Partners in Education Report
Attachment 1 Alexandria Redevelopment Housing Authority (ARHA)
2014-15 Partner in Education Grant Amount: $22,000 | Number of Years Serving ACPS: 6 Total Program Cost: $292,957 | Number of Years Funded by ACPS: 6
Program Overview ARHA was funded in 2014-15 to provide 65 students, grades K-8, with after-school homework and tutoring assistance along with a variety of enrichment programming and supportive services at two separate sites: Charles Houston Recreation Center and Ruby Tucker Center. ARHA’s efforts are designed to reduce the disproportionality and education gap that exists between minority students and their non-minority peers and allow every student regardless of race or socio-economic conditions to have the best opportunities to lead a successful life. Programming is provided Monday through Friday from 3:15 to 6:30p.m. and with the assistance of community partners and volunteers, focusing primarily on improving student achievement in the areas of Mathematics and Language Arts. ARHA also serves as a Family and Community Engagement (FACE) Center.
Program Goals 80% reduction in school suspensions by the end of program year <15% of students being held back a grade level Increase in the number of students on grade level to 90% 70% of students will gain proficiency in Math and Reading 20% increase in student attendance rates
Program Services Total Students Served: 88 (90% reportable/signed parent consents) Average Number of Students Served per Quarter: 67 students Average Hours of Service per Student per Quarter: 19 hours Average Hourly Rate for Services per Student: $4.32
Student Demographics Free and Reduced Lunch Students: 98% Special Education Students: 17% Students of Color (non-white): 100% ELL Students: 3%
Schools served Jefferson-Houston, Lyles-Crouch, Matthew Maury Elementary and G.W. Middle School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 69% 29 73% 23
Percentage of students who met PALS Benchmark 82% 23 86% 25
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 63% 5 73% 8
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 50% 4 55% 6
Percentage of students who passed the Reading/Language Arts SOL 30% 7 40% 14
Percentage of students who passed the Mathematics SOL 38% 9 46% 16
Alexandria City Public Schools 12 2014-15 Partners in Education Report
Attachment 1 Alexandria Seaport Foundation
2014-15 Partner in Education Grant Amount: $52,800 | Number of Years Serving ACPS: 5 Total Program Cost: $67,800 | Number of Years Funded by ACPS: 3
Program Overview Alexandria Seaport Foundation was funded in 2014-15 to serve 130 students, grades 6-7, through the provision of two distinct programs: 1) In coordination with ACPS Career and Technical Education program, ninety 6th and 7th grade students are provided project-based, hands-on instruction that teaches basic math concepts during regularly scheduled class time at G.W. Middle and Francis C. Hammond Middle Schools. This program specifically targets students that have been identified as having low math achievement scores. 2) An additional forty 6th and 7th grade students participate in after-school Hammerheads Club once per week for one hour at both middle schools. Hammerheads is designed to teach basic math and engineering concepts through hands -on learning enrichment.
Program Goals Increase 6th and 7th grade students’ competency in basic math skills, prerequisites for learning higher math skills, with an emphasis on students behind grade level Demonstrate the usefulness of math and engineering concepts in students’ achievement of educational and career goals Improve students' organizational skills through the use of project-based exercises Develop students' problem solving and critical thinking skills through the use of project-based exercises
Program Services Total Students Served: 185 — STEM Enrichment: 127 (70% reportable/signed parent consents) — Hammerheads After-School: 58 Average Number of Students Served per Quarter: 83 students - Enrichment / 46 students - Hammerheads Average Hours of Service per Student per Quarter: 15 hours- Enrichment / 6 hours - Hammerheads Average Hourly Rate for Services per Student: $6.80
Student Demographics (STEM Enrichment) Free and Reduced Lunch Students: 45% Special Education Students: 7% Students of Color (non-white): 58% ELL Students: 6%
Schools served G.W. Middle and Francis C. Hammond Middle School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 77% 57 83% 62
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 62% 46 71% 54
Percentage of students who passed the Reading/Language Arts SOL 73% 53 79% 60
Percentage of students who passed the Mathematics SOL 66% 47 84% 64
Alexandria City Public Schools 13 2014-15 Partners in Education Report
Attachment 1 Alexandria Tutoring Consortium (ATC)
2014-15 Partner in Education Grant Amount: 140,000 | Number of Years Serving ACPS: 18 Total Program Cost: $166,315 | Number of Years Funded by ACPS: 7
Program Overview ATC was funded in 2014-15 to serve 220 students, grades K-1, through the provision of two in-school programs: 1) One hundred kindergarten students are tutored one-on one via two 20 minute Reading Readiness sessions until the child is ready to join a regular reading group (60 students are grant-funded and 40 are contractual services); and 2) One hundred and twenty 1st grade students are tutored one-on-one via two 30 minute Book Buddies sessions each week from early November through the end of May (contractual services). ATC utilizes the Curry School of Education's research-driven, peer reviewed and proven Book Buddies program and qualified coordinators to provide training, write the lesson plans and provide the materials for each volunteer to use with the child they tutor. Books are also provided to all children in the program to take home for their own libraries.
Program Goals Improve the literacy skills of each participating student 70% of students will reach grade-level PALS benchmarks
Program Services Total Students Served: 248 (72% reportable/signed parent consents) Average Number of Students Served per Quarter: 181 students Average Hours of Service per Student per Quarter: 5 hours Average Hourly Rate for Services per Student: $38.67
Student Demographics Free and Reduced Lunch Students: 67% Special Education Students: 13% Students of Color (non-white): 67% ELL Students: 32%
Schools served Charles Barrett Elementary, Cora Kelly School of Science, Math and Technology, Douglas MacArthur Elementary, George Mason Elementary, James K. Polk Elementary, Jefferson Houston, John Adams Elementary, Lyles Crouch Traditional Academy, Matthew
Maury Elementary and Patrick Henry Elementary School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 99% 93 99% 94
Percentage of students who met PALS Benchmark 83% 83 73% 135
Alexandria City Public Schools 14 2014-15 Partners in Education Report
Attachment 1 Boys and Girls Club of Greater Washington (BGCGW)
2014-15 Partner in Education Grant Amount: $22,800 | Number of Years Serving ACPS: 79 Total Program Cost: $319,000 | Number of Years Funded by ACPS: 3
Program Overview BGCGW was funded in 2014-15 to provide approximately 80 students, grades K-12, with after-school homework help and tutoring Monday through Friday from 2:30pm – 8:00pm each day after-school. BGCGW is also open 10:00am – 4:00pm on teacher work days and non-holiday breaks and 7:00am – 6:00pm during the summer months. BGCGW encourages club members to become self- directed and offers the academic support system to succeed. In addition, BGCGW offers Goals for Graduation to provide high school students with a specific path for graduation and Career Launch to prepare students for employment after graduation.
Program Goals 80% of students will show improvement in English or Math on their report card 90% of students will advance to the next grade and/or graduate on time 90% of graduating students will have a career or college action plan upon graduation
Program Services Total Students Served: 76 (88% reportable/signed parent consents) Average Number of Students Served per Quarter: 49 students Average Hours of Service per Student per Quarter: 96 hours Average Hourly Rate for Services per Student: $1.21
Student Demographics Free and Reduced Lunch Students: 79% Special Education Students: 10% Students of Color (non-white): 95% ELL Students: 9%
Schools served Cora Kelly School of Science, Math and Technology, Douglas MacArthur Elementary, James K. Polk Elementary, Jefferson-Houston School, Lyles Crouch Traditional Academy, Matthew Maury Elementary, G.W. Middle School, Francis C. Hammond Middle and T.C. Minnie Howard High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 48% 11 52% 16
Percentage of students who met PALS Benchmark 73% 11 72% 13
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 42% 5 33% 3
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 31% 4 11% 1
Percentage of students who passed the Reading/Language Arts SOL 40% 10 60% 12
Percentage of students who passed the Mathematics SOL 40% 10 62% 13
Alexandria City Public Schools 15 2014-15 Partners in Education Report
Attachment 1 The Campagna Center—Building Better Futures (BBF)
2014-15 Partner in Education Grant Amount: $50,000 | Number of Years Serving ACPS: 11 Total Program Cost: $116,569 | Number of Years Funded by ACPS: 3
Program Overview The Campagna Center-BBF was funded in 2014-15 to provide 140 students, grades 9–12, with after-school tutoring, group mentoring, leadership skill building, college preparation, parent education and other enrichment activities three times per week averaging four to six hours per week. BBF serves T.C. Williams High School students who are current/former ELL, and/or first-generation college hopefuls or who face other socio-economic obstacles to college admission and completion.
Program Goals Seniors with 30+ days of participation will graduate on-time Seniors with 30+ days of participation will complete at least one college, scholarship and financial aid application Underclass students with 30+ days of participation will pass courses and SOL exams required for graduation Parent/guardian of student with 30+ days of participation will attend one or more education events sponsored by BBF
Program Services Total Students Served: 135 (91% reportable/signed parent consents) Average Number of Students Served per Quarter: 95 students Average Hours of Service per Student per Quarter: 7 hours Average Hourly Rate for Services per Student: $18.80
Student Demographics Free and Reduced Lunch Students: 84% Special Education Students: 8% Students of Color (non-white): 96% ELL Students: 33%
Schools served T.C. Williams High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 65% 65 75% 73
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 54% 53 56% 57
Percentage of students who passed the Reading/Language Arts SOL 77% 33 67% 28
Percentage of students who passed the Mathematics SOL 67% 35 69% 31
Alexandria City Public Schools 16 2014-15 Partners in Education Report
Attachment 1 City of Alexandria—Project Discovery
2014-15 Partner in Education Grant Amount: $40,000 | Number of Years Serving ACPS: 29 Total Program Cost: $174,168 | Number of Years Funded by ACPS: 24
Program Overview City of Alexandria-Project Discovery was funded in 2014-15 to provide 100 students, grades 9–12, with after-school college preparatory workshops every Tuesday from 3:15-4:15p.m. Project Discovery also takes students on a minimum of four college tours a year and provides opportunities for students to serve in the community. Alexandria is a non-profit college access program, administered by the City of Alexandria Office of Youth Services. Project Discovery’s mission is to help first generation and/or lower income high school students prepare for and continue on to post-secondary education.
Program Goals Motivate and encourage students to pursue post-secondary educational and/or training opportunities Engage juniors in activities that prepare them to execute the college admissions process and financial aid Expand parents’/guardians’ knowledge of college access Expand program participants’ knowledge of college campus life
Program Services Total Students Served: 106 (20% reportable/signed parent consents) Average Number of Students Served per Quarter: 48 students Average Hours of Service per Student per Quarter: 2 hours Average Hourly Rate for Services per Student: $104.16
Student Demographics Free and Reduced Lunch Students: 67% Special Education Students: 5% Students of Color (non-white): 86% ELL Students: 5%
Schools served T.C. Williams High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 78% 31 89% 16
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 76% 31 38% 6
Percentage of students who passed the Reading/Language Arts SOL 94% 16 75% 3
Percentage of students who passed the Mathematics SOL 70% 14 40% 2
Alexandria City Public Schools 17 2014-15 Partners in Education Report
Attachment 1 Community Lodgings—Arlandria
2014-15 Partner in Education Grant Amount: $25,000 | Number of Years Serving ACPS: 18 Total Program Cost: $225,251 | Number of Years Funded by ACPS: 7
Program Overview Community Lodgings-Fifer Center was funded in 2014-15 to provide 90 students, grades K–12, with after-school homework help, tutoring and educational enrichment activities. Students attend the program Monday through Thursday from 3:00 to 6:30p.m. and 9:30a.m. to 5:00p.m. Tuesday through Thursday during the summer with field trips on Monday and Friday. Program activities are aligned with ACPS curriculum. Community Lodgings Fifer Center also serves as a Family and Community Engagement (FACE) Center.
Program Goals All students will pass core courses and will be promoted to the next grade 90% of students will receive C or above in all core courses 5% of students or less will be suspended during the academic year Students will average 2 absences or less per quarter 85% of parents will attend the program orientation, back-to-school night, parent-teacher conferences and school events
Program Services Total Students Served: 112 (100% reportable/signed parent consents) Average Number of Students Served per Quarter: 96 students Average Hours of Service per Student per Quarter: 34 hours Average Hourly Rate for Services per Student: $1.91
Student Demographics Free and Reduced Lunch Students: 97% Special Education Students: 17% Students of Color (non-white): 100% ELL Students: 72%
Schools served Cora Kelly School of Science, Math and Technology, George Mason Elementary, Mt Vernon Community School , G.W. Middle School, T.C. Minnie Howard and T.C. Williams High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 86% 55 96% 52
Percentage of students who met PALS Benchmark 72% 27 48% 11
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 54% 23 64% 30
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 64% 28 53% 24
Percentage of students who passed the Reading/Language Arts SOL 41% 26 29% 14
Percentage of students who passed the Mathematics SOL 47% 33 51% 32
Alexandria City Public Schools 18 2014-15 Partners in Education Report
Attachment 1 Community Lodgings—Brent Place
2014-15 Partner in Education Grant Amount: $80,750 | Number of Years Serving ACPS: 2 Total Program Cost: $112,943 | Number of Years Funded by ACPS: 2
Program Overview Community Lodgings-Brent Place was funded in 2014-15 to provide 60 students, grades K–12, with after-school homework help, tutoring and educational enrichment activities. Students attend the program Monday through Thursday from 3:00 to 6:30p.m. and 9:30a.m. to 5:00p.m. Tuesday through Thursday during the summer with field trips on Monday and Friday. Program activities are aligned with ACPS curriculum. Community Lodgings Brent Place also serves as a Family and Community Engagement (FACE) Center.
Program Goals All students will pass core courses and will be promoted to the next grade 90% of students will receive C or above in all core courses 5% of students or less will be suspended during the academic year Students will average 2 absences or less per quarter 85% of parents will attend the program orientation, back-to-school night, parent- teacher conferences and school events
Program Services Total Students Served: 44 (100% reportable/signed parent consents) Average Number of Students Served per Quarter: 39 students Average Hours of Service per Student per Quarter: 37 hours Average Hourly Rate for Services per Student: $13.99
Student Demographics Free and Reduced Lunch Students: 98% Special Education Students: 16% Students of Color (non-white): 100% ELL Students: 45%
Schools served Samuel Tucker Elementary, Francis C. Hammond Middle School, T.C. Minnie Howard and T.C. Williams High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 97% 33 97% 29
Percentage of students who met PALS Benchmark 79% 15 89% 8
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 39% 7 73% 8
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 61% 11 64% 7
Percentage of students who passed the Reading/Language Arts SOL 28% 9 46% 12
Percentage of students who passed the Mathematics SOL 41% 14 57% 16
Alexandria City Public Schools 19 2014-15 Partners in Education Report
Concerned Citizens Network of Alexandria— Attachment 1 Reach and Rise for Excellence (CCNA-RARE)
2014-15 Partner in Education Grant Amount: $15,000 | Number of Years Serving ACPS: 6 Total Program Cost: $75,000 | Number of Years Funded by ACPS: 4
Program Overview CCNA-RARE was funded in 2014-15 to provide 30 students, grades 6–8, with after-school math tutoring and a one-on-one mentoring program Monday through Thursday from 3:15-5:00p.m. Students targeted for this program are at least two years behind grade level in mathematics and many read at grade levels far below middle school expectations. RARE utilizes VMathLive and Sum-Dog online tutoring programs designed to meet the students’ individual needs. In addition to teaching basic math concepts and providing homework help, RARE mentors work with students through a weekly Leadership Development series to help increase their self-esteem, social and leadership skills. Parent engagement workshops are also provided monthly to encourage parents to support their children’s learning.
Program Goals Improve student math skills Improve student leadership abilities Improve student behavior and attitude towards school
Program Services Total Students Served: 31 (71% reportable/signed parent consents) Average Number of Students Served per Quarter: 23 students Average Hours of Service per Student per Quarter: 24 hours Average Hourly Rate for Services per Student: $46.79
Student Demographics Free and Reduced Lunch Students: 81% Special Education Students: 9% Students of Color (non-white): 86% ELL Students: 9%
Schools served Francis C. Hammond Middle School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 68% 15 40% 8
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 50% 11 38% 8
Percentage of students who passed the Reading/Language Arts SOL 33% 4 37% 7
Percentage of students who passed the Mathematics SOL 10% 1 47% 9
Alexandria City Public Schools 20 2014-15 Partners in Education Report
Attachment 1 DreamDog Foundation
2014-15 Partner in Education Grant Amount: $38,000* | Number of Years Serving ACPS: 6 Total Program Cost: $47,500 | Number of Years Funded by ACPS: 2
*Grant Funds = ABS-$5,000; BOMO-$20,000; Conexiones-$4,000; Kids Empowering Kids - $9,000
Program Overview DreamDog Foundation was funded in 2014-15 to provide services through the provision of four distinct programs: 1) Book of My Own (BOMO) Program provided 35 students, grades 4-10, with weekly two hour creative writing sessions during semester-long writing seminars at the end of which students became published authors; 2) Conexiones provided monthly meetings in Spanish at G.W. Middle School to empower Latino parents by connecting them to their children's education, their community and each other; 3) Alexandria Book Shelf (ABS) provided access to over 40,000 free books to ACPS students through regularly stocked book shelves located in 35 sites citywide; and 4) Kids Empowering Kids energized the John Adams student body through music and movement, art creation and writers’ funshops that culminated in a music video made by kids for kids, costarring Superintending Crawley and Mayor Euille, to inspire and influence others students.
Please note: Due to nature of the various DreamDog Foundation programs, program goals and profile data below are for the BOMO program only.
Program Goals Increase writing competency. Students, for example, will learn to write with power verbs instead of using passive voice Enhance self-esteem. Students will feel pride in their writing and accomplishments each week Practice public speaking skills through weekly sharing circles. Students will feel empowered to present their own work Demystify the writing process, making it fun for the students Engage students in their own education because they are having a great time while learning new skills
Program Services Total Students Served: 36 (75% reportable/signed parent consents) Average Number of Students Served per Quarter: 22 students Average Hours of Service per Student per Quarter: 8 hours Average Hourly Rate for Services per Student: $28.40* *includes cost of book publication
Student Demographics Free and Reduced Lunch Students: 95% Special Education Students: 22% Students of Color (non-white): 100% ELL Students: 19%
Schools served Jefferson-Houston, Matthew Maury Elementary, Francis C. Hammond Middle School and G.W. Middle School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 100% 4 67% 2
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 33% 1 57% 13
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 33% 1 48% 11
Percentage of students who passed the Reading/Language Arts SOL 30% 3 36% 9
Percentage of students who passed the Mathematics SOL 56% 5 62% 16
Alexandria City Public Schools 21 2014-15 Partners in Education Report
George Mason University— Attachment 1 Early Identification Program (GMU-EIP)
2014-15 Partner in Education Grant Amount: $14,525 | Number of Years Serving ACPS: 5 Total Program Cost: $17,300 | Number of Years Funded by ACPS: 5
Program Overview GMU-EIP was funded in 2014-15 to provide 20 students, grades 8–12, with academic mentoring designed to ensure students receive the academic assistance as well as the mentorship they need in order to prepare for college. Students who are first generation college bound and low income may experience difficulty in finding strong mentors and receiving academic assistance at home. Therefore, to help overcome this obstacle, EIP offers after-school academic mentoring program for participants every Tuesday at T.C. Williams High School from 3:45 to 5:10p.m. with the support of George Mason University undergraduate and graduate student mentors and teachers. EIP engages the same cohort of students annually beginning in 8th grade. The 2014-15 school year produced the second group of ACPS students to graduate from EIP and enter into George Mason University.
Program Goals Improve access to higher education Provide academic enrichment Provide personal/social development Provide career development Promote community engagement
Program Services Total Students Served: 25 (88% reportable/signed parent consents) Average Number of Students Served per Quarter: 23 students Average Hours of Service per Student per Quarter: 9 hours Average Hourly Rate for Services per Student: $17.54
Student Demographics Free and Reduced Lunch Students: 68% Special Education Students: 0% Students of Color (non-white): 95% ELL Students: 5%
Schools served Francis C. Hammond Middle School, G.W. Middle School, T.C. Minnie Howard and T.C. Williams High School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 58% 11 53% 10
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 68% 13 72% 13
Percentage of students who passed the Reading/Language Arts SOL 100% 8 100% 7
Percentage of students who passed the Mathematics SOL 93% 13 100% 15
Alexandria City Public Schools 22 2014-15 Partners in Education Report
Attachment 1 Higher Achievement
2014-15 Partner in Education Grant Amount: $25,000 | Number of Years Serving ACPS: 9 Total Program Cost: $180,000 | Number of Years Funded by ACPS: 9
Program Overview Higher Achievement was funded in 2014-15 to provide 90 students, grades 5–8, with a 25-week program offering academic enrichment activities three days a week from 3:30 to 7:45 p.m. Students receive homework help, dinner, an elective, and intensive mentoring in math, literature and seminars. The High School Placement Program helps scholars and their families identify and pursue accelerated high school programs. The Summer Academy is a six-week summer program operated from 8:00 a.m.to 4:00 p.m. five days a week, where students are taught math, science, social studies, literature, and an elective. Each Friday scholars participate in programmatic field trips. Summer Academy culminates with a college trip.
Program Goals 70% of scholars will increase a full letter grade or more or maintain an A or B in math or language arts 50% of scholars will score Advanced in math or reading standardized tests 60% of scholars will improve their attendance, or maintain zero unexcused absences or tardies 80% of graduates will advance to honors-track public high school program
Program Services Total Students Served: 91 (88% reportable/signed parent consents) Average Number of Students Served per Quarter: 79 students Average Hours of Service per Student per Quarter: 46 hours Average Hourly Rate for Services per Student: $1.72
Student Demographics Free and Reduced Lunch Students: 79% Special Education Students: 9% Students of Color (non-white): 94% ELL Students: 14%
Schools served John Adams Elementary, Samuel Tucker Elementary, William Ramsay Elementary, Francis C. Hammond Middle School and G.W. Middle School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 55% 31 57% 31
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 57% 32 59% 32
Percentage of students who passed the Reading/Language Arts SOL 60% 45 69% 52
Percentage of students who passed the Mathematics SOL 57% 43 69% 53
Alexandria City Public Schools 23 2014-15 Partners in Education Report
Attachment 1 Liberty’s Promise
2014-15 Partner in Education Grant Amount: $19,880 | Number of Years Serving ACPS: 6.5 Total Program Cost: $101,275 | Number of Years Funded by ACPS: 2
Program Overview Liberty’s Promise was funded in 2014-15 to serve 70 students, grades 9-12, through the provision of two separate after-school programs for immigrant students attending T.C. Williams High School: 1) Civics and Citizenship take place twice weekly from 3:30 to 5:00 pm for 10 weeks. Each semester features at least 30 hours of programming. Students participate in job readiness, college preparation and civic engagement workshops with guest speakers. In many cases, guest speakers are themselves immigrants or children of immigrants, providing a unique, empathic perspective for our participants. 2) CE-BELL is designed for youth with less- than-basic English-language skills and thus, unable to participate in Civics and Citizenship. CE-BELL is offered in Spanish, with an English-language learning component.
Program Goals At least 50% of participants will report volunteering after the program ends Approximately 75% of participants will report a greater sense of community involvement At minimum, 75% of participants will leave the program with a completed resume 75% of participants will graduate high school on time
Program Services Total Students Served: 237 (51% reportable/signed parent consents) Average Number of Students Served per Quarter: 158 students Average Hours of Service per Student per Quarter: 10 hours Average Hourly Rate for Services per Student: $3.15
Student Demographics Free and Reduced Lunch Students: 98% Special Education Students: 1% Students of Color (non-white): 96% ELL Students: 63%
Schools served T. C. Williams High School— International Academy
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 69% 50 70% 74
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 65% 47 46% 49
Percentage of students who passed the Reading/Language Arts SOL 65% 13 60% 12
Percentage of students who passed the Mathematics SOL 54% 33 61% 34
Alexandria City Public Schools 24 2014-15 Partners in Education Report
Attachment 1 Parent Leadership Training Institute (PLTI)
2014-15 Partner in Education Grant Amount: $7,100 | Number of Years Serving ACPS: 9 Total Program Cost: $150,253 | Number of Years Funded by ACPS: 2
Program Overview PLTI was funded in 2014-15 to improve the lives of children by teaching 25 parents how to use the tools of democracy so they can and will advocate for change. In addition to attending an intensive 20-week program, each parent leader creates an individual community project that benefits children. Each class is four hours long. While PLTI primarily targets parents, the program also offers a consecutive Children’s Leadership Training Institute (CLTI) for the school-aged children, grades K-12, of participants, thus providing a two-generation approach to civic engagement and leadership. Academic outcomes are provided below for ACPS students, grades K-12, who participated in CLTI.
Program Goals Empower parents to become civically involved with a commitment to promoting policies that support children Train English Language Learning Parents enabling them to become advocates for the achievement of their children and others Reduce the drop out rate by including in our curriculum factors leading to drop out while mentoring parent-selected community projects that support leadership and academic success Eliminate disproportionality by targeting a population of parents representative of the demographics of ACPS
Program Services Total Students Served: 19 (100% reportable/signed parent consents) Average Number of Students Served per Quarter: 15 students Average Hours of Service per Student per Quarter: 22 hours Average Hourly Rate for Services per Student: $5.38
Student Demographics Free and Reduced Lunch Students: 52% Special Education Students: 16% Students of Color (non-white): 84% ELL Students: 37%
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 58% 7 50% 3
Percentage of students who met PALS Benchmark 63% 5 83% 5
Percentage of secondary students who maintained As/Bs or improved in Language Arts by at least one letter grade 56% 5 56% 5
Percentage of secondary students who maintained As/Bs or improved in Mathematics by at least one letter grade 38% 3 67% 6
Percentage of students who passed the Reading/Language Arts SOL 100% 14 75% 3
Percentage of students who passed the Mathematics SOL 80% 12 75% 9
Alexandria City Public Schools 25 2014-15 Partners in Education Report
USPTO Blacks in Government — Attachment 1 Future Leaders in Government (FLAG)
2014-15 Partner in Education Grant Amount: $4,760 | Number of Years Serving ACPS: 3 Total Program Cost: $19,040 | Number of Years Funded by ACPS: 2
Program Overview USPTO Blacks in Government FLAG was funded in 2014-15 to serve 100 students through the provision of two separate programs: 1) Ten seniors participate in Senior Experience at USPTO; and 2) ninety students secondary students participate in STEM workshops. Four seniors from T.C. Williams High School completed the USPTO chapter of Blacks In Government’s (BIG) Future Leaders Of America’s Government (FLAG) program among thousands of students nationwide who participated in FLAG. USPTO Blacks in Government provided a 3-D Printing exhibit and other hands-on activities to over 300 families at the “Noche de Ciencias” (“Science Night”) at T. C. Williams High School in October 2014. USPTO-BIG, along with other affinity groups at PTO, also invited various elementary and forth grade classrooms from across ACPS to learn about aerodynamics by making and racing CO2 cars.
Program Goals Increase students exposure to federal workforce and career opportunities Expose and pique the interest of ACPS students to STEM career opportunities and other opportunities such as business, personnel management and cyber security at the United States Patent and Trademark Office.
Program Services Total Students Served: Four seniors from T.C. Williams High School completed the USPTO chapter of Blacks In Government’s (BIG) Future Leaders Of America’s Government (FLAG) program
Schools served T.C. Williams High School
Alexandria City Public Schools 26 2014-15 Partners in Education Report
Attachment 1 Wright to Read
2014-15 Partner in Education Grant Amount: $12,000 | Number of Years Serving ACPS: 35 Total Program Cost: $115,300 | Number of Years Funded by ACPS: 2
Program Overview Wright to Read was funded in 2014-15 to provide 40 newly referred students, grades K-5, with regular after-school literacy tutoring and mentoring services based on volunteer and student schedule. Students identified for Wright to Read services are reading at least one-year below grade level. Wright to Read tutors help increase reading fluency and comprehension with their assigned student through tutoring and mentoring services one hour each week.
Program Goals Increase Reading Assessment scores for students. Improve student attitudes towards learning.
Program Services Total Students Served: 88 (95% reportable/signed parent consents) Average Number of Students Served per Quarter: 76 students Average Hours of Service per Student per Quarter: 10 hours Average Hourly Rate for Services per Student: $3.95
Student Demographics Free and Reduced Lunch Students: 88% Special Education Students: 23% Students of Color (non-white): 93% ELL Students: 52%
Schools served Jefferson-Houston, John Adams Elementary, Matthew Maury Elementary and Patrick Henry Elementary School
2014 2014 2015 2015 Academic Outcomes— % # % #
Percentage of elementary students who improved Instructional Reading Level 60% 18 80% 62
Percentage of students who met PALS Benchmark 46% 11 53% 17
Percentage of students who passed the Reading/Language Arts SOL 35% 10 36% 16
Percentage of students who passed the Mathematics SOL 41% 11 50% 26
Alexandria City Public Schools 27 2014-15 Partners in Education Report
IN-KIND ACPS PARTNERS Attachment 1 In 2014-15, ACPS Office of Partnerships and Community Engagement also developed and/or maintained many in-kind partnerships with local nonprofits, private and public entities who provided non-funded services. Those partners include:
Act for Alexandria Alexandria Fire & EMS Explorer Post 1774 Alexandria Health Department Alexandria Police Department Alexandria Sheriff's Department Alfred Baptist Church Alliance for a Healthier Generation American Heart Association American Public University System Beulah Baptist Church Boston University Campagna Center Catholic University City of Alexandria City of Alexandria - Court Services College of William and Mary Commonwealth One D.C. Metro Eastern Kentucky University EducateVA Fairlington United Methodist Church George Mason University George Washington University Global Interventions Grand Canyon University Howard University Indiana University of Pennsylvania INOVA Hospital Liberty University Literacy Council of Northern Virginia Literacy Lab Marymount University Northern Virginia Community College Northern Virginia Juvenile Detention Center Old Dominion University Reading Corps. Literacy Lab San Jose State University SCAN of Northern Virginia Seton Hall University Shiloh Baptist Church U.S. Patent and Trade Office—Society of Hispanic Professional Engineers University of North Florida University of Phoenix University of Southern California University of the Southwest University of Virginia Urban Alliance Virginia Polytechnic Institute and State University Virginia/Maryland WIC Dietetic Intern Program Volunteer Alexandria FOR MORE Westminster Presbyterian Church INFORMATION
Contact Shanna Samson
Office of Partnerships, Family and Community Engagement
703.619.8152
www.acps.k12.va.us/ shanna.samson getinvolved/pie @acps.k12.va.us
Alexandria City Public Schools 28 2014-15 Partners in Education Report Attachment 2
Date: June 9, 2014
For ACTION
For INFORMATION X
Board Agenda: Yes No X
FROM: Elizabeth Hoover, Ph.D., Chief Technology Officer
THROUGH: Dr. Alvin Crawley, Superintendent of Schools
TO: The Honorable Karen Graf, Chair, and Members of the Alexandria City School Board
TOPIC: T.C. Williams High School’s Transition from Laptops to Tablets
BACKGROUND:
During the 2012-2013 and 2013-2014 school years, groups of students, teachers, and administrators in ACPS have evaluated different options for student computing devices. Through a Request for Proposals (RFP) in the fall of 2013, the Amplify Tablet was selected for a pilot study. The selection committee was overwhelmingly impressed by the Amplify device for its unique instructional focus.
The Amplify Tablet was selected primarily because it was the only tablet specifically designed for K-12 education. The Amplify Tablets are unique from an instructional and teacher management perspective. The applications allow for teacher scheduling, student reminders, tracking progress and differentiation of instructional lessons for students based on individual need.
Ten teachers and more than 400 students across the Minnie Howard and King Street campuses participated in the pilot. Teacher and student focus groups were conducted, along with a survey, to gather data regarding the experience around usability, productivity and management. This process allowed for technical and training issues to be identified and immediately addressed or considered for future planning.
The following themes emerged as reasons for deciding to move to the tablets for the 2014- 2015 school year:
• A more personalized experience for students and teachers – Student and teacher tablets are automatically synced with Power School, the student information system. This built- in feature allows students and teachers to easily access and distribute course resources and tools without launching additional software. • More flexibility in selecting instructional applications – Currently, teachers can select additional software to be loaded on the laptops but it requires advanced planning and
Attachment 2
technical approval. The mobile device management built into the Amplify tablets allows applications to be distributed throughout the school year and within minutes. • More student involvement – A student-lead help desk will be formed to take a lead in the technical support of the tablets. This has not been done in the past due to the network access necessary for such support. • Improved instructional and device management – The built-in classroom management tools provide teachers the ability to distribute on-demand informal assessments. In addition, teachers can more easily manage student access and activities during class. The mobile device management provides device tracking, as well as usage statistics. • Lower costs – When the laptop initiative began for all of T.C. Williams in 2004-2005, the laptops cost the division close to $2 million per year. The annual cost of the most recent lease was $1,095,000. Leasing the tablets for the high school will be less than $800,000.
In order to prepare the T.C. Williams teachers for a tablet environment, a two day professional development will be offered during the first week of August for interested teachers. These teachers will have the option of assisting with professional development during teacher back to school week or having additional time in their classroom. During the back to school week, two day professional development will be provided to all T.C. Williams staff. Work will be done through the summer to address student orientation and training during the school year. High school student interns will assist with this work during the summer.
CONTACT PERSON: Dr. Elizabeth Hoover
Attachment 3
Date: January 7, 2015
For ACTION
For INFORMATION X
Board Agenda: Yes X No
FROM: Elizabeth Hoover, Ph.D., Chief Technology Officer
THROUGH: Dr. Alvin Crawley, Superintendent of Schools
TO: The Honorable Karen Graf, Chair, and Members of the Alexandria City School Board
TOPIC: Interactive Technology Presentation: Amplify Tablet System, Data Dashboard, and Alexandria Academic Access (AAA)
BACKGROUND:
The Interactive Technology Presentation will provide School Board members the opportunity to have a hands-on experience with the Amplify System, the upcoming ACPS Data Dashboard and Alexandria Academic Access (AAA).
Amplify Tablet System
The Amplify Tablet System connects to the ACPS student information system to provide every participating student and teacher with a personalized instructional experience. Each participant is provided a ruggedized Android Intel tablet built with classroom instruction in mind. Current participants include students and teachers grades 9-12, grades four and five at Douglas MacArthur and grades five at James K. Polk and Samuel Tucker Elementary Schools. Additional information can be found on the ACPS website. http://www.acps.k12.va.us/technology/tablets/
Data Dashboard
Technology Services and Accountability collaborated to design a public data dashboard that provides easily accessible division and school data. The Data Dashboard will be made available through the ACPS website. It currently includes data in the following categories for the previous three academic years and available data for 2014-2015: Division and school enrollments On-time graduation rates Advanced Placement, Dual Enrollment and SAT participation/performance Average daily attendance Suspension data SOL performance
As work on the Strategic Plan continues, current and future displayed data will be aligned to division goals and metrics.
Attachment 3
Alexandria Academic Access (AAA)
AAA provides parents and guardians academic information for students such as attendance, grades and standardized assessment scores stored in division systems such as PowerSchool, SchoolNet or Blackboard. The specific information available varies depending on a student’s grade level. Comprehensive information is available on the ACPS website. (http://www.acps.k12.va.us/technology/aaa/)
For additional information on ACPS technology, please visit the following urls: Technology & Learning http://blogs.acpsk12.org/technology/ High School Technology http://blogs.acpsk12.org/tctis/ Teacher Leadership Project*Collaborate (TLP*C) http://blogs.acpsk12.org/tlpc/ Tablet-Based Learning Environment http://www.acps.k12.va.us/technology/tablets/ Technology Plan http://www.acps.k12.va.us/technology/techplan.pdf
CONTACT PERSON: Dr. Elizabeth Hoover
Attachment 4
FY 2016 Proposed Budget Work Session: Technology Services
Aligning Resources for Excellence, Effectiveness and Efficiency
www.acps.k12.va.us Attachment 4 Technology Services Overview
Responsibilities: The department aligns and allocates technology resources in a manner that reflects the goals of the department and their relationship to the division’s mission and Strategic Plan.
Goals: • Provide students and instructional staff the technology resources to support a rich learning environment. • Provide all staff effective professional development that supports student learning. • Provide a reliable infrastructure that facilitates the operation of the school division and is transparent to the end user. • Provide access to high‐quality data to support data‐driven decision making.
www.acps.k12.va.us 2 Attachment 4 Technology Services Org Chart
Elizabeth Hoover, Ph.D. Chief Technology Officer
Business & Infrastructure & Instructional Education Record Management Support Services Technology Applications
www.acps.k12.va.us 3 Attachment 4 Budget Overview Expenditures FY 2015 FY 2016 Change % Salaries $4,138,289 $4,296,879 $158,590 3.8% Benefits $1,481,316 $1,473,260 ($8,057) ‐0.5% Purchased Services $1,615,000 $1,320,500 ($294,500) ‐18.2% Other Charges $1,567,600 $1,466,575 ($101,025) ‐6.4% Materials & Supplies $1,361,000 $1,361,000 $0 0.0% Capital Outlay $1,908,912 $2,153,531 $244,619 12.8% Total Expenditures $12,072,117 $12,071,745 ($373) 0.0% FTEs 51.50 52.50 1.00 1.9%
This reflects a reduction of approximately $0.6 million in non‐labor costs from the FY 2015 operating budget, offset by the addition of 1.00 FTE Technology Integration Specialist and capital costs related to Virginia’s eLearning Backpack Initiative.
www.acps.k12.va.us 4 Attachment 4 Major Changes
Change: Additional 1.0 Technology Integration Specialist to support Jefferson‐Houston
Justification: • Funded through E‐Rate in FY 2015 • A PreK‐8 school has a wider range of teacher needs, technology support and professional development than the traditional elementary schools. • Provides consistent support and professional development for the elementary and middle school teachers. • Additional position will allow elementary schools with an enrollment above 700 to have a full‐time TIS. The schools that would continue to share the positions would be Patrick Henry, George Mason, Maury, Lyles‐ Crouch, Cora Kelly and Charles Barrett. • Supports Standards of Quality (SOQ) staffing requirements
www.acps.k12.va.us 5 Attachment 4 Major Changes Change: TC Williams is eligible to receive funds from the Virginia e‐Learning Backpack Initiative • Eligibility is based upon accreditation status, ELL and FARM percentages • Eligible to receive : • a supplemental grant of $400 per student (reported in ninth grade fall membership in a qualifying school) for the purchase of a tablet computer device for that student and • a supplemental grant of $2,400 per qualifying school to purchase two content creation packages for teachers • 2015 e‐Learning Backpack Initiative allocation is estimated to be approximately $400,000 • Eligibility will continue for an additional three years • Funds must be used for purchasing tablets
Justification: • Approximately 900 currently leased tablets would be available for students in other schools • This allows expansion of the Amplify pilot at the elementary level
www.acps.k12.va.us 6 Attachment 4 Future Considerations
• Standards of Quality (SOQ) staffing requirements • one full‐time technology support position per 1,000 students • one full‐time instructional technology teacher per 1,000 students • Infrastructure and support for expanded and enhanced operational systems • Technology requirements for capacity projects
www.acps.k12.va.us 7 Attachment 4 Questions or Comments
Elizabeth Hoover Chief Technology Officer Technology Services Department Phone: 703‐619‐8005 Website: http://www.acps.k12.va.us/technology/
www.acps.k12.va.us 8 Attachment 5
Date: July 10, 2015
For ACTION
For INFORMATION X
Board Agenda: Yes X No
FROM: Elizabeth Hoover, Ph.D., Chief Technology Officer
THROUGH: Dr. Alvin Crawley, Superintendent of Schools
TO: The Honorable Karen Graf, Chair, and Members of the Alexandria City School Board
TOPIC: Amplify Tablet System Status
BACKGROUND
Amplify has notified ACPS that they are no longer investing in new tablets or upgrades to their system. Although they will continue to support current clients, they have halted previously planned updates to the operating and management software. In addition, they will no longer invest in student and teacher requested enhancements.
IMPACT
Technology Services and TC administration are concerned about investing valuable professional development time in a product that will be discontinued in the following school year. In addition, a critical software update that was planned for this summer now has been canceled. This update was essential for new applications anticipated by teachers and for applying technical solutions for device management.
As part of the Amplify implementation, teachers and students were provided Google for Education accounts. As a result, this establishes some foundation for ACPS to select a Google device to replace the Amplify tablet. In addition, many of the instructional applications used on the tablet would be available on a Google device.
Although it is an aggressive timeline, through multiple meetings with Technology Services, Dr. Dingle, Mr. Mann and TC staff, consensus has been reached that moving to another device for the 2015-2016 school year would be the best option. A timeline has been attached that includes additional student and teacher input in the device selection, student training and teacher professional development.
Changes made to Google devices and Google Classroom in the last year would provide students and teachers a similar customized environment that was provided through the Amplify tablet.
Amplify has agreed to release ACPS from the lease at no additional cost. The tablets that were originally purchased for the pilot can remain at Polk, Tucker and Douglas MacArthur. Given the smaller scale of implementation, professional development needs and difference in technical requirements between elementary and high school students, Technology Services and elementary staff agree on this course of action.
Attachment 5
Through the summer staff will work with the five elementary schools selected for the expansion of the Amplify pilot to determine next steps.
CONTACT PERSON: Dr. Elizabeth Hoover
Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Attachment 6 Alexandria Children and Youth Master Plan and ACPS 2020: Attachment 7 A crosswalk comparison
Children and Youth Master Plan ACPS 2020 Goal 1: Every child will be physically safe and healthy. ACPS 2020 is one of the first school district strategic plans to have an explicit goal focused on the health and wellbeing of its students. As the “why this is important” Many city agencies, organizations, nonprofits and programs on the local, statement for Goal 5 states: state and federal levels target the health and wellness of children and youth. This plan recommends that the City and youth-serving organizations Students who are healthy are better able to learn and attend school than support and expand these efforts. The City, ACPS and related organizations those who are not. Students with high levels of such “developmental assets” can support efforts to decrease child abuse, exposure to drugs and vio- as family support, relationships with caring non-family adults, an ethos that lence, and other factors that put at risk the healthy development of chil- promotes service to others, and safe environments are more likely to engage dren and youth throughout the city. The comprehensive approach envi- in positive social interactions and exhibit respect, tolerance, and self-discipline. sioned by this plan will identify risk factors and encourage enrollment in Families that are knowledgeable about health and wellness activities are able wrap-around, 360-degree services from the City and its partners. The Part- to encourage their students to make healthy decisions and pursue active life- nership for a Healthier Alexandria has been leading important work in this styles. area and its work is strongly endorsed. 1.1 Support the related efforts of public and private entities to improve Objective 5.1 Student Physical, Social, and Emotional Health the health, wellness and safety of children, youth and families. ACPS will develop, implement, and monitor effective programs that promote phys- 1.1.1 Endorse and support initiatives of the Partnership for a ical, social, and emotional wellness in order to maximize students’ learning poten- Healthier Alexandria and its affiliate subcommittees, such as the tial. Alexandria Childhood Obesity Action Network (ACOAN), that pro- Strategy 5.1.3*: Expand the offerings of the FACE Center and Parent Resource mote the health of children, youth and families, including nutrition Center to include education for families on healthy habits. awareness and physical activity. Strategy 5.1.5: In collaboration with community organizations, ensure that 1.1.2 Promote the resources provided to residents by the Sub- ACPS students have access to appropriate and affordable health care and in- stance Abuse Coalition of Alexandria (SAPCA), the Alexandria Cam- surance. paign on Adolescent Pregnancy (ACAP) and the Gang Prevention Strategy 5.1.6: Implement a comprehensive and evidence-based family life ed- Community Task Force, and expand the offerings of the FACE Cen- ucation (FLE) curriculum for all students, including those with cognitive disabil- ter to include education on healthy habits. ities. 1.1.3 Promote and support ACPS’ operation of its mobile health van. Objective 5.2 Values, Experiences, Relationships, and Qualities that Benefit 1.1.4 Increase and support efforts to address unmet child oral Young People† health needs in Alexandria. ACPS will help students develop positive attitudes, self-confidence, and self-
* ACPS 2020 Strategies are recommendations of the Stakeholder Committee; they are not part of the plan adopted by the School Board at its meeting on June 11, 2015, but are being taken into consideration by the Superintendent’s Leadership Team as it implements the Goals and Objectives. † These elements are collectively known as “Developmental Assets,” a set of skills, experiences, relationships, and behaviors that enable young people to develop into successful and contributing adults. 9/11/2015 - 1
Attachment 7 Children and Youth Master Plan ACPS 2020 1.1.5 Support the efforts of organizations working to decrease and direction by increasing the values, experiences, relationships, and qualities that mitigate the effects of child abuse and exposure to violence, and to have been identified to benefit young people. improve the safety of environments for children. Strategy 5.2.3: Collaborate with community groups to promote the develop- ment of specific student values, experiences, relationships, and qualities on which to focus division-wide and in all youth-serving groups and within fami- lies. Strategy 5.2.4: Conduct workshops in middle and high schools on the effects of alcohol, tobacco, and marijuana on brain/body and future consequences.
Objective 5.3 Physical Fitness, Recreation, and Play ACPS will promote activities and curricula designed to promote lifelong commit- ments to active, healthy lifestyles among its students and to creative expression.
Objective 5.5 Healthy Meals and Nutrition ACPS will ensure that all students are ready to learn by having the benefit of access to nutritious, appealing school meals and that lessons on the importance of nutri- tious foods are included in the curriculum. Strategy 5.5.3: Promote the Wellness Policy‡ adopted by the Alexandria City School Board and the accompanying Wellness Guidelines.§ 1.2 Increase access to services that support the health, wellness and safe- Objective 1.6 Early Childhood Education ty of children, youth and families, particularly those most vulnerable. ACPS will continue to participate with the Early Care and Education Work Group to 1.2.1 Focus resources, particularly information about and access to create an early care and education (ECE) system focused on improved access, qual- prenatal care, in areas of the city where the percentages of births ity, and public awareness of ECE services available for children and families. to single mothers, mothers with less than a high school education and mothers not receiving prenatal care are higher than the city, Objective 2.6 Collaboration with Social Service Organizations state or national averages. ACPS will promote the general welfare of its students, their families, and members 1.2.2 Ensure that City-supported, out-of-school time programs in- of its community by collaborating with local and state agencies and non-profit or- clude adequate access to health, wellness, sports and fitness activ- ganizations. ities in all areas of the city; are free or low-cost; and are located at Strategy 2.6.1: Maximize use of existing teams made up of staffers from ACPS, neighborhood schools/recreation centers. social welfare and judicial agencies, and human services organizations to co- 1.2.3 Increase access to available public or subsidized health insur- ordinate resources and support to families in need. ance for uninsured children. Strategy 2.6.2: Implement a cross-agency performance management system 1.2.4 Collect reliable demographic and outcome data for use in to assess quality, share data, monitor progress, manage referrals, and report monitoring the impact of culturally and linguistically-appropriate outcomes of family-focused programs. health equity services and to inform service delivery.
‡ www.acps.k12.va.us/board/manual/jhcf.pdf § www.acps.k12.va.us/board/manual/jhcf-r.pdf 9/11/2015 - 2
Attachment 7 Children and Youth Master Plan ACPS 2020 1.3 Advocate for and endorse policies that promote the health, wellness Objective 5.1 Student Physical, Social, and Emotional Health and safety of children, youth and families. ACPS will develop, implement, and monitor effective programs that promote phys- 1.3.1 Advocate for health promotion policies, including the Medi- ical, social, and emotional wellness in order to maximize students’ learning poten- caid expansion option under the federal Affordable Care Act and tial. smoke-free policies for multi-unit housing. Strategy 5.1.5: In collaboration with community organizations, ensure that 1.3.2 Increase the number of Alexandria farmers’ markets that ac- ACPS students have access to appropriate and affordable health care and in- cept payments through the federal Supplemental Nutrition Assis- surance. tance Program (SNAP). 1.3.3 Work with Alexandria’s business community to expand sup- port for breastfeeding and awareness of its benefits. 1.3.4 Support and endorse policies that provide for safe and healthy housing for families in the city and that include mecha- nisms for supporting the healthy development of children who re- side there. Goal 2: Every child will be academically successful and career ready. The Mission Statement adopted by consensus of the School Board at the outset of the strategic planning process highlights the high expectations that the Board holds This plan is designed to ensure that every child will be prepared to enter for the school division: school, succeed academically and ultimately be prepared for a career. Pre- Every student succeeds: Educating lifelong learners and inspiring civic re- paring the children and youth of Alexandria to be academically successful sponsibility. and vocationally prepared has been the single-minded focus of ACPS and its leadership for many years. This focus needs to be augmented by a The Vision Statement is three-fold: community-wide effort to support our children and youth in public, paro- Our students achieve at high levels, are well-rounded, critical thinkers, and chial and independent schools by promoting high expectations and have a passion to learn. achievement for all of the city’s students. This plan emphasizes that ACPS, ACPS has an engaging and collaborative climate that promotes ethical be- City programs, private schools and the business community must com- havior and values diversity. municate, share data and work together to encourage parent engagement ACPS is a vital part of the fabric of our community, and Alexandria resi- and student achievement for all of Alexandria’s children and youth, from dents and businesses take pride in our schools. birth to 21. 2.1 Support the development and alignment of, and access to, an early Objective 1.6 Early Childhood Education care and education system that prepares young children to enter Kinder- ACPS will continue to participate with the Early Care and Education Work garten. Group** to create an early care and education (ECE) system focused on improved 2.1.1 Create an integrated and aligned early care and education access, quality, and public awareness of ECE services available for children and strategy that focuses on access (no wrong door/single point of en- families. try), quality (National Association for the Education of Young Chil- Strategy 1.6.1: Focus the ECE plan on improved access, quality, and public
** ACT for Alexandria convened the Early Care & Education Work Group comprised of representatives from the Alexandria City Public Schools, Alexandria Health Department, Bruhn-Morris Family Foundation, early childhood care providers, and the Children, Youth & Families Collaborative Commission. The Early Care & Education Work Group is focused on educating and engaging the com- munity about the importance of investing in early childhood services, sharing best practices and highlighting bright spot research. 9/11/2015 - 3
Attachment 7 Children and Youth Master Plan ACPS 2020 dren accreditation, Quality Rating and Improvement Systems) and awareness of services available for children and families, emphasizing a public awareness (all who qualify participate, all parents under- smooth transition process for pre-school through 3rd grade. stand the value of preschool, all parents are aware of the rating Strategy 1.6.2: Create professional development opportunities for ACPS and system). external ECE personnel, working with subject matter experts, to ensure max- 2.1.2 Ensure that high-quality early care and education programs imum ECE teacher effectiveness, recognition, and opportunities for ad- are both geographically and culturally accessible, particularly in ar- vancement. eas of the city seeing higher than average increases in children ag- Strategy 1.6.3: Work to ensure a thoughtful planning process to safeguard es 0–5 (i.e., West End). current facilities for ECE and engage in planning to address areas of the city 2.1.3 Create a plan to strengthen early childhood/elementary with the highest need. school alignment to support the transition from preschool to kin-
dergarten for children, parents and educators. Examples might in- clude regular meetings between early childhood program leaders and principals/district leadership on ways to improve curriculum alignment, assessment and professional development. 2.1.4 Provide parents with resources to support early literacy learning, starting when their children are born. 2.2 Provide every child access to consistent, quality K-12 learning experi- The first strategic goal of ACPS 2020 is Academic Excellence and Educational Equi- ences. ty: Every student will be academically successful and prepared for life, work, and 2.2.1 Coordinate with and support the efforts of ACPS and other college. schools to demonstrate that every student achieves at least one Why this is important: The preparation of students for post-secondary life is a year of academic progress annually in reading, writing and math, fundamental purpose of PK-12 education. ACPS pledges to educate students in and greater than one year of progress for each student who is be- an atmosphere of excellence and educational equity, and to ensure that stu- low grade-level in those areas. dents are challenged to stretch their talents and aspirations. Upon graduation, 2.2.2 In instances where students are not meeting grade-level ex- students will be ready to pursue college, or a career, or independent living. pectations, align in-school and afterschool programs that deliver Although educational equity does not mean that all students will have the academic/social enrichment with the school curriculum. same experiences or the same results, it does mean that the education provid- 2.2.3 Develop community-based programs for children with special ed by ACPS will respond to each student’s individual challenges, interests, and needs in order to reduce the number of children in out-of- abilities, and that each student will be provided with the tools needed to excel. community care and to increase opportunities for all students with disabilities. Objectives: 2.2.4 Identify and eliminate the barriers that inhibit high expecta- 1.1 Educational Excellence: ACPS will regularly assess and respond to the tions and achievement for all children and youth, regardless of needs, interests, and abilities of individual students. ability, class, citizenship, ethnicity, gender identity, race, religion or 1.2 Achievement Gaps: ACPS will target academic achievement gaps and in- sexual orientation. crease positive educational outcomes across race/ ethnicity, income, disabil- 2.2.5 Examine the assessment practices that lead to disproportion- ity, and language subgroups. ate rates of students of color in Special Education and in Talented 1.3 Disproportionality: ACPS will focus on increasing representation of minor- and Gifted programs. ity students in talented and gifted programs and in Honors and Advanced 2.2.6 Establish mechanisms (such as working groups, conferences Placement courses; decreasing suspension rates of minority students, particu- 9/11/2015 - 4
Attachment 7 Children and Youth Master Plan ACPS 2020 and dialogs) to allow educational leaders to coordinate their pro- larly males; and preventing over-identification of racial/ethnic minorities for grams to ensure that children are appropriately prepared to move remedial or special education services. ACPS will also focus on eliminating from one educational level to another. Provide cross-training for gender and racial/ethnic disparities among students enrolling in science, educators and others involved in supporting children and youth technology, engineering, math, and literature classes and in advanced classes across these key transitions, focusing on developing cross-system such as honors and Advanced Placement. communication, sharing/using data and strengthening/continuing 1.4 Educational Equity: ACPS will provide each student with opportunities to parental engagement. be challenged and supported. 2.3 Ensure that all youth have access to the resources they need for Objective 1.1 Educational Excellence educational and career success. ACPS will regularly assess and respond to the needs, interests, and abilities of indi- 2.3.1 Identify and address barriers to successful transitions vidual students. for secondary school students moving to higher education, Strategy 1.1.9: Provide enhanced support to students as they transition be- career pathways and/or independent living. tween elementary and middle school and between middle and high school. Strategy 1.2.4: Annually assess the need for and implement strengthened 2.3.2 Provide mentoring, coaching and leadership develop- mentorship programs at each school for students with special needs, at-risk, or ment for youth (including youth with disabilities) that foster identified for talented and gifted services, and self-selected students. job readiness/workforce skills and that help youth find and Strategy 1.2.5: Support tutoring at every school, facilitated by licensed teach- maintain employment. Engage the business community to ing professionals or by evidence-based and fully-vetted community programs. support these efforts. 2.3.3 Increase the number of partnerships between busi- The second strategic goal of ACPS 2020 is Family and Community Engagement: nesses and public/private entities to create job opportunities ACPS will partner with families and the community in the education of Alexan- and encourage entrepreneurship among youth, especially in dria’s youth. employment sectors that might be growing (i.e., health/elder Why this is important: The education of Alexandria’s young people is a shared care and green housing audits). responsibility of families and schools, and by recognizing the important role that families play and by assisting families to understand curricula and ways they can support children, we all benefit. By recognizing the role of the com- munity in its public schools, we can extend the reach of the school division and strengthen the supports we provide to students. By nurturing welcoming envi- ronments at school facilities, we can help make schools centers of civic activity and help develop pride in school facilities. Community engagement, including outreach to the business community, can expand the number of partnerships that provide services to schools, including tutoring, internships and jobs, and other opportunities for students.
Objective 2.4 Partnerships and Civic Engagement ACPS will partner with external organizations to extend its services and programs, to encourage a sense of community ownership of our schools, and to support the development of the academic, social, physical, creative, and emotional needs of students. 9/11/2015 - 5
Attachment 7 Children and Youth Master Plan ACPS 2020 Strategy 2.4.2: Promote formal, renewable partnerships with businesses and civic organizations. 2.4 Advocate for and endorse public policies that promote quality Objective 1.6 Early Childhood Education learning experiences across the age continuum. ACPS will continue to participate with the Early Care and Education Work †† 2.4.1 Advocate at the city and state level for the recommen- Group to create an early care and education (ECE) system focused on im- dations offered by the Virginia Early Childhood Foundation proved access, quality, and public awareness of ECE services available for chil- around the creation of an integrated early childhood longitu- dren and families. Strategy 1.6.1: Focus the ECE plan on improved access, quality, and public dinal data system. awareness of services available for children and families, emphasizing a 2.4.2 Support and advocate for efforts at the state level to smooth transition process for pre-school through 3rd grade. ensure effective measurement of children’s readiness and Strategy 1.6.2: Create professional development opportunities for ACPS growth through a comprehensive kindergarten assessment. and external ECE personnel, working with subject matter experts, to en- 2.4.3 Advocate for the City Planning and Zoning Commission sure maximum ECE teacher effectiveness, recognition, and opportunities to create viable incentives for developers to include early for advancement. child care and education space in all new developments. Strategy 1.6.3: Work to ensure a thoughtful planning process to safeguard current facilities for ECE and engage in planning to address areas of the city with the highest need.
Objective 1.7 Adult Education and Services for Adult English Language Learners In pursuit of its desire to provide life-long learning opportunities, ACPS will facilitate English-language education programs in support of individual eco- nomic advancement and civic engagement in Alexandria. Strategy 1.7.1: Canvass citizens’ groups and City agencies to identify tar- get populations, appropriate course curricula, staff and other resource re- quirements, and venues for instruction; also reach out to students and families to determine other groups that could benefit from these services. Strategy 1.7.2: Ensure English Language Learners have the curriculum needed to meet their academic needs.
Goal 3: Every child will be socially connected, emotionally secure, The second half of the first strategic goal focuses on An Inclusive Organizational and culturally competent. Culture: Every student will develop habits and attitudes that reflect the principles of cultural inclusiveness, civic responsibility, and ethical and respectful behavior. Success throughout life depends upon a child becoming socially con- Why this is important: In the change-dominated and technology-driven world nected, emotionally secure and culturally competent. Our city cares of the 21st century, students must “see themselves” in the curriculum they
†† ACT for Alexandria convened the Early Care & Education Work Group comprised of representatives from the Alexandria City Public Schools, Alexandria Health Department, Bruhn-Morris Family Foundation, early childhood care providers, and the Children, Youth & Families Collaborative Commission. The Early Care & Education Work Group is focused on educating and engaging the com- munity about the importance of investing in early childhood services, sharing best practices and highlighting bright spot research. 9/11/2015 - 6
Attachment 7 Children and Youth Master Plan ACPS 2020 about its children and youth, and the thousands of hours logged by study. They must be challenged and supported to maximize their achievement. volunteers to support children and youth in their “out-of-school” This process requires that the demographic diversity of the school division time is one of the best assets for supporting the personal develop- guide and inform educators’ commitment to cultural competence and building ment of young people. This Children and Youth Master Plan seeks to an atmosphere of mutual respect in every school and office. In addition to a strengthen the city’s myriad out-of-school programs and to learn rigorous, relevant, and engaging curriculum, students must also have access to a range of school and community service opportunities that promote civic en- from the best practices of other communities in order to improve gagement. Finally, ACPS must set expectations for the habits and behaviors positive outcomes for children and youth. that every student needs to succeed, laying the foundations for students’ ex- ploration and demonstration of ethical conduct.
Objective 1.9 Cultural Competence‡‡ and an Atmosphere of Respect ACPS will implement practices that maximize the benefits of cultural, linguistic, racial, ability, religious, gender, gender-identity, and ethnic diversity within the student body to ensure optimal levels of cultural competence among staff mem- bers and students, and that engage every student in a respectful school environ- ment.
Objective 5.1 Student Physical, Social, and Emotional Health ACPS will develop, implement, and monitor effective programs that promote phys- ical, social, and emotional wellness in order to maximize students’ learning poten- tial. Strategy 5.1.2: Collaborate with community groups to develop in-school and out-of-school programs that build student skills in healthy decision-making, anger management, coping, and problem-solving.
3.1 Support the development and alignment of programs that fos- Objective 5.1 Student Physical, Social, and Emotional Health ter social-emotional development of children and youth in and out ACPS will develop, implement, and monitor effective programs that promote phys- of school. ical, social, and emotional wellness in order to maximize students’ learning poten- 3.1.1 Create an integrated and aligned out-of-school time tial. system that includes review of best practices/quality, as- Strategy 5.1.2: Collaborate with community groups to develop in-school and out-of-school programs that build student skills in healthy decision-making, sessment of needs and preferences, identification of service anger management, coping, and problem-solving. gaps, access (no wrong door/single point of entry), afforda-
bility and opportunities to develop civic responsibility. Objective 5.2 Values, Experiences, Relationships, and Qualities that Benefit 3.1.2 Expand, coordinate and align youth mentoring pro- Young People§§
‡‡ Cultural Competence, or culturally responsive teaching practices, uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. 9/11/2015 - 7
Attachment 7 Children and Youth Master Plan ACPS 2020 grams to ensure that all children have a relationship with a ACPS will help students develop positive attitudes, self-confidence, and self- responsible mentor. direction by increasing the values, experiences, relationships, and qualities that 3.1.3 Develop programs, in partnership between the City and have been identified to benefit young people. schools, that build skills in healthy decision making, anger Strategy 5.2.1: Through cultural competency and other training workshops, management, coping and problem-solving. ensure that every student has at least one adult in whom he/she can confide. Strategy 5.2.2: Provide training to all members of the ACPS staff on how to build into their practice ways to sup-port the development of the values, expe- riences, relationships, and qualities in students that help them gain positive at- titudes and self-confidence and to become self-directed. Strategy 5.2.3: Collaborate with community groups to promote the develop- ment of specific student values, experiences, relationships, and qualities on which to focus division-wide and in all youth-serving groups and within fami- lies.
3.2 Increase access to opportunities for social-emotional develop- Objective 5.1 Student Physical, Social, and Emotional Health ment, particularly for the most vulnerable children and youth. ACPS will develop, implement, and monitor effective programs that promote phys- 3.2.1 Create awareness of and promote therapeutic recrea- ical, social, and emotional wellness in order to maximize students’ learning poten- tion services and sports programs for children with disabili- tial. ties (e.g., the Miracle League). Strategy 5.1.2: Collaborate with community groups to develop in-school and out-of-school programs that build student skills in healthy decision-making, 3.2.2 Seek resources to expand mental health/substance anger management, coping, and problem-solving. abuse prevention and treatment programs in a variety of set- Strategy 5.1.4: Implement guidelines for differentiated support for students tings. with social/emotional needs. 3.2.3 Train trainers in Youth Mental Health First Aid and de- velop a plan for educating the youth-serving community. Objective 5.6 Persistence and Resilience ACPS will provide opportunities and motivations for students to develop the at- tributes, dispositions, social skills, attitudes, and intrapersonal resources that high- achieving individuals draw upon to succeed. Strategy 5.6.1: Discuss in classrooms and out-of-class activities throughout the school year the importance of persistence and overcoming adversity; pro- vide examples of others who have done so; “normalize” failure by helping stu- dents understand that starting over is a common part of life; improve “frustra- tion tolerance” by helping students work through emotional situations.
§§ These elements are collectively known as “Developmental Assets,” a set of skills, experiences, relationships, and behaviors that enable young people to develop into successful and contributing adults. Additional in-formation is available from the Search Institute, with which ACPS collaborates. 9/11/2015 - 8
Attachment 7 Children and Youth Master Plan ACPS 2020 3.3 Advocate for and endorse public policies that promote the so- Objective 1.10 Civic Engagement and Civic Responsibility cial-emotional development of children and youth. ACPS will engage with its students in an atmosphere conducive to mutual respect, 3.3.1 Educate boards, commissions and neighborhood asso- civic engagement, and good citizenship. ciations about the importance of involving youth in decision Strategy 1.10.1: Create opportunities at least annually for students to partici- making. pate in voluntary community service activities and internships, and recognize them for such activities. 3.3.2 Use education, recruitment and incentives to encour- Strategy 1.10.2: Support and encourage active involvement of students in stu- age youth participation in decision-making bodies. dent government, club activities, team sports, and other school groups. 3.3.3 Increase funding to support more accessible programs Strategy 1.10.3: Maximize potential opportunities for collaboration with non- for children with special needs and other vulnerable popula- profit and arts groups to create opportunities for creative experiential learn- tions. ing.
3.4 Cultivate cultural competence and connections among children and The second half of the first strategic goal focuses on An Inclusive Organizational youth and those that serve them. Culture: Every student will develop habits and attitudes that reflect the principles 3.4.1 Create a subcommittee of the CYFCC to focus on cultural of cultural inclusiveness, civic responsibility, and ethical and respectful behavior. competence. Activities of the committee could include: developing Why this is important: In the change-dominated and technology-driven world a report about what cultures exist in Alexandria; researching best of the 21st century, students must “see themselves” in the curriculum they practices for increasing cultural competence and equity in schools study. They must be challenged and supported to maximize their achievement. and other youth programs; identifying and evaluating measures of This process requires that the demographic diversity of the school division cultural competence and connection; and making recommenda- guide and inform educators’ commitment to cultural competence and building tions about the use of those measures. an atmosphere of mutual respect in every school and office. In addition to a 3.4.2 Promote awareness of opportunities for the community to rigorous, relevant, and engaging curriculum, students must also have access to support the special needs population, such as volunteering at Mir- a range of school and community service opportunities that promote civic en- acle League games or attending “Family Day” at therapeutic recre- gagement. Finally, ACPS must set expectations for the habits and behaviors ation programs. that every student needs to succeed, laying the foundations for students’ ex- 3.4.3 Advocate for an expanded definition of culture beyond “col- ploration and demonstration of ethical conduct. or” to determine the culturally, linguistically, racially and ethnically diverse groups within the Alexandria community. Objective 1.9 Cultural Competence*** and an Atmosphere of Respect 3.4.4 Provide diversity training for all City and school staff, focused ACPS will implement practices that maximize the benefits of cultural, linguistic, on developing skills for cross-cultural awareness, understanding racial, ability, religious, gender, gender-identity, and ethnic diversity within the and communication. student body to ensure optimal levels of cultural competence among staff mem- 3.4.5 Host a series of Courageous Conversation sessions to engage bers and students, and that engage every student in a respectful school environ- the Alexandria community in a dialogue about diversity and to ment. promote an understanding of diversity. 3.4.6 Offer a variety of training programs for youth and families
*** Cultural Competence, or culturally responsive teaching practices, uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. 9/11/2015 - 9
Attachment 7 Children and Youth Master Plan ACPS 2020 that focus on the development of an inclusive culture and respect- ful school climate by addressing issues of bias and inclusion. 3.4.7 Support opportunities to diversify afterschool programs and intergroup contact for youth. Goal 4: Every family will be equipped and empowered to support The second strategic goal is Family and Community Engagement: ACPS will part- the well-being of their children. ner with families and the community in the education of Alexandria’s youth. Why this is important: The education of Alexandria’s young people is a shared The well-being of children and youth in Alexandria begins at home – responsibility of families and schools, and by recognizing the important role with strong, loving families who are supported by the community that families play and by assisting families to understand curricula and ways they can support children, we all benefit. By recognizing the role of the com- and equipped with the tools to advocate for their kids. A critical goal munity in its public schools, we can extend the reach of the school division and of the Plan is ensuring that the city, ACPS and private and nonprofit strengthen the supports we provide to students. By nurturing welcoming envi- institutions are welcoming and supportive of Alexandria families, ronments at school facilities, we can help make schools centers of civic activity and strive to provide parents, grandparents, guardians and other and help develop pride in school facilities. Community engagement, including caring adults with the services they need to raise healthy, strong and outreach to the business community, can expand the number of partnerships aspirational children. Achieving this goal of family engagement re- that provide services to schools, including tutoring, internships and jobs, and quires coordinated action and clear accountability. other opportunities for students. 4.1 Support high-quality, coordinated services for parents and Objective 2.1 Family Engagement guardians to be leaders in the learning and development of their ACPS will collaborate with parents and guardians in providing the high-quality children. services they need to be leaders in the education of their children. 4.1.1 Support parenting programs, services and support Strategy 2.1.1: Develop school-specific plans in collaboration with individual groups by helping to eliminate barriers to participation (i.e., school communities to engage families in student learning. Strategy 2.1.2: Provide information about access to parenting classes and transportation, child care, interpreter services, outreach and parent support groups across the school division. facilities) and to coordinate joint efforts. 4.1.2 Implement a cross-agency performance management Objective 2.2 School Engagement system to assess quality, share data, monitor progress, man- ACPS will create an atmosphere of mutual trust and respect to ensure effective age referrals and report outcomes of family-focused pro- communication in schools, enhanced engagement with families, and culturally re- grams. sponsive relationships. 4.1.3 Develop an early warning system among schools and Strategy 2.2.1: Personal contact made by classroom teachers to every stu- other child-serving/social service agencies to identify prob- dent’s family within the first three months of each school year to build rapport lems early and engage families in addressing such problems. and initiate appropriate conversations about curriculum expectations and supporting learning at home. Strategy 2.2.2: Parent’s Bill of Rights and Responsibilities to be posted in mul- tiple languages on website and at entrances to all ACPS schools/departments and made available to parents at registration and Back-to-School events. Strategy 2.2.3: Schedule parent-teacher conferences—telephonic or in- person—at times that are convenient for parents and guardians and teachers. 9/11/2015 - 10
Attachment 7 Children and Youth Master Plan ACPS 2020 Strategy 2.2.4: Provide translation and interpretation services for parent meet- ings and important documents. 4.2. Increase awareness of and access to programs and services for Objective 1.1 Educational Excellence families. ACPS will regularly assess and respond to the needs, interests, and abilities of indi- 4.2.1 Implement a cross-agency outreach campaign to in- vidual students. crease awareness among underserved populations of local, Strategy 1.1.1: Collaborate with family members, foster a student’s “owner- state and federal supports available to them. ship” of his/her learning goals, and ensure equitable access to a curriculum aligned with School Board policies and Virginia State Standards; and provide 4.2.2 Explore ways to identify early those children most at all students with educational services appropriate to their interests, abilities, risk (i.e., those with multiple risk factors) and enroll them in and needs. all services for which they are eligible. 4.2.3 Provide the families of students with special needs with Objective 1.3 Disproportionality the information they need to access services, programs, ac- ACPS will focus on increasing representation of minority students in talented and tivities and supports. gifted programs and in Honors and Advanced Placement courses; decreasing sus- 4.2.4 Implement a comprehensive language support system pension rates of minority students, particularly males; and preventing over- for all city programs. identification of racial/ethnic minorities for remedial or special education services. ACPS will also focus on eliminating gender and racial/ethnic disparities among stu- dents enrolling in science, technology, engineering, math, and literature classes and in advanced classes such as honors and Advanced Placement. Strategy 1.3.3: Reach out to parents/guardians of minority students through school leadership teams and counseling staffs to encourage them to discuss with their students the benefits of enrolling in challenging courses, and the importance of providing support to students who do enroll in such courses. 4.3 Endorse and advocate for public policies and economic opportunities Objective 2.3 Community Engagement that equip and empower families. ACPS will actively engage families, students, staff, and community members re- 4.3.1 Establish and fill seats on relevant city commissions for youth garding school programs and activities, volunteer opportunities, and events. and their families, improve recruitment strategies for those seats, Strategy 2.3.1: Actively encourage Alexandria citizens to serve on school- promote participation, and provide appropriate orientation to new related advisory committees. members and returning commission members. Strategy 2.3.2: Encourage parents and community members to volunteer in 4.3.2 Designate members of various city-wide committees – includ- schools or central office. ing the CYFCC, the Affordable Housing Advisory Committee and the Alexandria Transportation Committee – to serve as liaisons to each other’s committees in order to ensure coordination in plan- ning and advocacy. 4.3.3 Promote the expansion of current economic development opportunities for youth and families by supporting the work of other city commissions focused on economic development, eco- nomic opportunity and housing. 9/11/2015 - 11
Attachment 7 Children and Youth Master Plan ACPS 2020 4.4 Ensure that services and programs for families are client- Objective 2.1 Family Engagement centered, culturally responsive and welcoming to all families. ACPS will collaborate with parents and guardians in providing the high-quality ser- 4.4.1 Provide professional development and customer ser- vices they need to be leaders in the education of their children. vice training for all staff across ACPS and City programs that Strategy 2.1.1: Develop school-specific plans in collaboration with individual serve families. Training should include the idea of “no wrong school communities to engage families in student learning. Strategy 2.1.2: Provide information about access to parenting classes and par- door,” so staff are prepared to offer excellent customer ser- ent support groups across the school division. vice beyond their specific departments. 4.4.2 Develop and adopt a Parent’s Bill of Rights and Respon- Objective 2.2 School Engagement sibilities to be posted in all ACPS and City facilities, reflecting ACPS will create an atmosphere of mutual trust and respect to ensure effective the City’s commitment to parental engagement and parents’ communication in schools, enhanced engagement with families, and culturally re- value as partners in their children’s education and healthy sponsive relationships. development. Strategy 2.2.1: Personal contact made by classroom teachers to every stu- 4.4.3 Identify meaningful metrics to evaluate City programs dent’s family within the first three months of each school year to build rapport and services for families to ensure that they are client- and initiate appropriate conversations about curriculum expectations and centered, culturally responsive and welcoming to all families. supporting learning at home. 4.4.4 Create an annual satisfaction survey of City-provided Strategy 2.2.2: Parent’s Bill of Rights and Responsibilities to be posted in mul- tiple languages on website and at entrances to all ACPS schools/departments and City-funded services, with results incorporated into all and made available to parents at registration and Back-to-School events. relevant performance metrics. Suggested Key Performance Indicators†††: (1) Regularly conduct a satisfaction sur- vey of family engagement services with results incorporated into relevant perfor- mance metrics. (2) Regularly conduct an ACPS Insight Survey to measure family and community perceptions of and knowledge of the school division; benchmark first- year results and set goals for out-years. Goal 5: Alexandria’s systems and institutions will be responsive, coordi- nated, efficient and effective in service to children and families.
No single entity has the resources or authority to bring about the im- provements envisioned by this Children and Youth Master Plan. Alexandria can be a community that celebrates and honors organizational initiative and innovation. However, in a climate of diminished financial resources and urgent need, efforts must be focused and cumulative in their impact. Coordination, collaboration and accountability will be the key to the suc- cess of the Plan.
††† KPI’s were suggested by the Stakeholder Committee; actual KPI’s are being developed by the Superintendent and his Leadership Team (“Goal Owners”). 9/11/2015 - 12
Attachment 7 Children and Youth Master Plan ACPS 2020 The experiences of other communities that have sought to improve out- comes for children, youth and families in ways similar to those in this Youth Master Plan show the need for highly structured and persistent col- laborative efforts. Research points to the need for public and private agen- cies working in Alexandria to have a common agenda, shared measure- ment processes and organizational support in order for the goals of this Children and Youth Master Plan to be fully realized.
The City and ACPS must first become better aligned and coordinated to provide better outcomes. Alexandria is taking significant steps to improve the accountability of its publicly supported programs, through the efforts of the City Manager to align the budget process with performance expec- tations of the City government. Program and service alignment toward the common goals defined in this Youth Master Plan needs to be expanded in a structured, supported fashion to include nonprofit organizations, private enterprise and other governmental agencies. 5.1 The City Council and ACPS School Board, by approving and adopting this Children and Youth Master Plan, take responsibility for its timely im- plementation and the positive outcomes for children, youth and families.
5.1.1 City and ACPS staff shall use the Youth Master Plan goals, ob- jectives and strategies to modify their work plans and determine the amount of outside support needed to implement the strate- gies. 5.1.2 City Council should direct the City Manager to incorporate the Goals, Strategies and Action Steps in this Youth Master Plan as part of the Healthy and Thriving Residents Focus Area of the City Manager’s Performance Plan for Fiscal Year 2015, and work with all City departments and agencies to develop and to report on a schedule for implementing this Plan. 5.1.3 The School Board should direct the Superintendent to fully implement this Children and Youth Master Plan and to develop a schedule for its implementation. 5.1.4 The City Council/School Board Sub-Committee – which in- cludes the Alexandria Mayor and the Chair of the ACPS board, and the City and Schools Staff Group – should prioritize the implemen- tation of this Children and Youth Master Plan and monitor the re- lated progress. 9/11/2015 - 13
Attachment 7 Children and Youth Master Plan ACPS 2020 5.1.5 The City Manager and the Superintendent of Schools should work together to ensure timely and effective cross-department coordination and collaboration to carry out this Plan, and commit to inviting, learning from and collaborating with nonprofit youth and family-serving programs in the city. 5.1.6 The Children, Youth and Families Commission should report on a regular basis and in its Annual Report to the public and the City Council on the progress made on the action steps contained in this Youth Master Plan. 5.2 Utilize incentives and build capacity for alignment and collaboration among public and private organizations and systems serving children, youth and families in Alexandria.
5.2.1 The City should offer a competitive opportunity to select an entity or entities responsible for facilitating and structuring an ap- proach that fosters collaboration among public and private agen- cies serving Alexandria children, youth and families. Such an entity or entities should have the ability to raise funds from public and private sources to support the collaborative efforts in this Plan, as well as to conduct research and hire skilled staff. 5.2.2 Require that private organizations that receive funds or sup- port from the City or ACPS, and that serve children, youth and/or families, review and support the implementation of this Children and Youth Master Plan. 5.2.3 Advocate for federal and state reporting requirements that allow cities to be more flexible in the use of funding and in report- ing results. 5.2.4 Strengthen the Children, Youth and Families Collaborative Commission to ensure it has the capacity and expertise to effec- tively support and monitor the implementation of this Plan. 5.3 Develop and use a common system of measurement to im- The fifth strategic goal is Health and Wellness: ACPS will promote efforts to ena- prove the delivery of services. ble students to be healthy and ready to learn. 5.3.1 CYFCC, with the support of its Data Subcommittee, will Why this is important: Students who are healthy are better able to learn and prepare a report of best practices from other communities attend school than those who are not. Students with high levels of such “de- and recommend strategies for moving forward with a com- velopmental assets” as family support, relationships with caring non-family adults, an ethos that promotes service to others, and safe environments are mon system of measurement. more likely to engage in positive social interactions and exhibit respect, toler- 5.3.2 Advocate and work with state level agencies to improve ance, and self-discipline. Families that are knowledgeable about health and 9/11/2015 - 14
Attachment 7 Children and Youth Master Plan ACPS 2020 both access to and quality of key metric data. wellness activities are able to encourage their students to make healthy deci- 5.3.3 Support and advocate for ACPS (and other schools sions and pursue active lifestyles. when possible) to administer the Developmental Assets and Youth Risk Behavior surveys on a recurring basis. Objective 5.2 Values, Experiences, Relationships, and Qualities that Benefit Young People‡‡‡ ACPS will help students develop positive attitudes, self-confidence, and self- direction by increasing the values, experiences, relationships, and qualities that have been identified to benefit young people.
Suggested Key Performance Indicators§§§: (1) Number of Developmental Assets re- ported by middle school and high school students. (2) Number of risky behaviors reported by middle and high school students in the Youth Risky Behavior Survey.
5.4 Engage with the public to ensure long-term successful implementa- The sixth strategic goal is Effective and Efficient Operations: ACPS will be efficient, tion of this Children and Youth Master Plan. effective, and transparent in its business operations. 5.4.1 To create maximum transparency for all stakeholders, by Fis- Why this is important: To maintain the confidence and trust of stakeholders, cal Year 2016 the City Finance Department shall create a section of an organization must be responsible for implementing, and accountable for the City and ACPS budgets that clearly enumerates all funding maintaining, sound business practices. As a steward of taxpayers’ funds, ACPS streams and expenses that support services for children, youth and must implement fiscal, administrative, and personnel practices that meet both families. The Commission shall work with the City Manager, City legal requirements and accepted professional standards. All procedures re- budget officials, ACPS budget officials and the Budget and Fiscal Af- garding current and future budgets must be transparent, and ACPS must live fairs Advisory Committee to develop a recommended structure for within its means. ACPS must protect Alexandria’s financial investment in its the Children and Youth Budget and regularly recommend a clear children and, in so doing, maintain its credibility and integrity through the use set of priorities that aligns with the Children and Youth Master of a comprehensive performance management system. Plan for the use of funds allocated to public and private agencies. 5.4.2 The Commission shall communicate regularly with other Objective 6.1 Fiscal Policies and Practices Boards and Commissions, community groups and the public re- ACPS will plan, manage, monitor, and report spending to provide decision-makers garding the status of implementation of this Plan and the impact of and the community with a reliable, accurate, and complete view of the financial implantation on key indicators, using all available means of com- performance of the educational system at all levels. munication. 5.4.3 The Commission should hold regular hearings regarding the status of Plan implementation by the City, ACPS and private agen- cies.
‡‡‡ These elements are collectively known as “Developmental Assets,” a set of skills, experiences, relationships, and behaviors that enable young people to develop into successful and contributing adults. Additional in-formation is available from the Search Institute, with which ACPS collaborates. §§§ KPI’s were suggested by the Stakeholder Committee; actual KPI’s are being developed by the Superintendent and his Leadership Team (“Goal Owners”). 9/11/2015 - 15
Attachment 7 Children and Youth Master Plan ACPS 2020 5.5 Provide effective, equitable, understandable and respectful quality Objective 2.2 School Engagement care and services that are responsive to diverse cultural beliefs and prac- ACPS will create an atmosphere of mutual trust and respect to ensure effective tices, preferred languages, levels of literacy and other communication communication in schools, enhanced engagement with families, and culturally re- needs. sponsive relationships. 5.5.1 Provide easy-to-understand print and multimedia materials and signage in the languages commonly used by the populations in Strategy 2.2.2: Parent’s Bill of Rights and Responsibilities to be posted in mul- Alexandria. tiple languages on website and at entrances to all ACPS schools/departments 5.5.2 Partner with the community to design, implement and evalu- and made available to parents at registration and Back-to-School events. ate policies, practices and services to ensure cultural and linguistic Strategy 2.2.4: Provide translation and interpretation services for parent meet- appropriateness. ings and important documents. 5.5.3 Implement a measure of cultural competency across all city departments and schools in order to demonstrate organizational Objective 1.9 Cultural Competence**** and an Atmosphere of Respect capacity to (1) value diversity, (2) conduct self-assessment, (3) ACPS will implement practices that maximize the benefits of cultural, linguistic, manage the dynamics of difference, (4) acquire and institutionalize racial, ability, religious, gender, gender-identity, and ethnic diversity within the cultural knowledge and (5) adapt to diversity and the cultural con- student body to ensure optimal levels of cultural competence among staff mem- texts of the communities they serve. bers and students, and that engage every student in a respectful school environ- ment.
**** Cultural Competence, or culturally responsive teaching practices, uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. 9/11/2015 - 16
Attachment 8
OFFICE OF COMMUNICATIONS AND PUBLIC RELATIONS
SUMMARY OF THE STRATEGIC COMMUNICATIONS PLAN SY2016‐17
The ACPS Communications Strategic Plan was developed in early September 2015 with the aim of setting goals aligned with the ACPS 2020 Strategic Plan goals and with budget requests for the following school year. It sets out a medium‐term vision and has been the guiding tool for every decision taken since that date by the Office of Communications and Public Relations. A full plan is available on request.
Key drivers or goals:
Strengthening branding, both visual and written; Increasing content that is perceived as engaging and informative, by improving the quality of material posted on social media and the website. Owning the message by focusing on expanding the reach of positive communications. Building a team that can harness the message and deliver it across a multiple channels and audiences. Measuring engagement to ensure our strategic communication goals and the goals of the ACPS 2020 Strategic Plan are met.
Key tactics/deliverables
PR Liaisons Program: Encourages schools to be responsible for telling their own stories by harnessing their own messages and developing individual school brands. Each school would have a PR Liaison who would be responsible for posting school news to social media and eNewsletters, taking video footage of concerts and covering individual school events. This enables ACPS to better manage our messaging and promote our brand and reduces our dependence on traditional media sources to do so.
Development of creative video:
1. Meets the audience where they are by proving information they need that is relevant to them in ways that are emotionally engaging (YouTube, Social Media, Website, Comcast). 2. Reaches the non‐English‐speaking audience by conveying our messages through visuals. 3. Tells our own stories visually (as opposed to reliance on media) through genuinely engaging material. 4. Strengthens our brand by creating material that supports and explains the brand.
‐ The Main ACPS 2020 Strategic Plan Video has had more views than most of our videos ever get on YouTube.
Every Student Succeeds Attachment 8
‐ ACPS is also looking to create videos for Kindergarten Registration, the Dual Language Program, promotion of our business partnerships and education partnerships, powerful records of important events such as the ACPS 2020 launch event, promoting success in the classroom, profiling staff who win awards, training staff in best communication practices including social media and training PR liaisons, supporting other departments to create videos to train their staff, videos for individual schools to promote their strengths and help create strong brands for each school, major initiatives.
‐ To get these messages across effectively, you have to have the ability to tell stories with which our community can identify and relate.
Brand research, development and implementation:
Rebranding is a fundamental foundation for other communication changes. If ACPS is going to redesign the website, it makes sense to complete the brand research, development and implementation now: 1. The website is about to undergo a redesign, in collaboration with IT. 2. The adoption of the 2020 strategic plan makes this timely. 3. The ACPS logo is outdated and no longer reflects what ACPS stands for – it no longer IS our brand.
Benchmarking success:
Communications, in collaboration with Accountability, has created a draft Communications Data Dashboard to benchmark our success. The intention is to refine this and make it available to the School Board and Superintendent’s Leadership team, so that the impact of communications can be tracked.
Expansion of targeted communications:
‐ Continue development and growth of ACPS Express with three criteria for publication: 1. division‐wide interest, 2. division‐wide relevance, 3. promotes the ACPS brand of Every Student Succeeds; ‐ Continue development and growth of ACPS Insider: eNewsletter for ACPS staff; ‐ Ensure all schools have their own School eNewsletters: enhance their own brand and target their families with their news/information that is hyper‐local to their specific school (G.W, Hammond, T.C. Staff eNewsletters); ‐ Rebrand and relaunch ACPS‐TV as a student TV channel with fresh content produced by students, regular broadcast of LIVE sporting events and concerts; programing and program schedule that is current and relevant; ‐ Redesign the website; this is the first impression most people get of ACPS. Its branding is critical; ‐ Increase social media engagement: largely done through the PR Liaisons Program (see Arlington’s data), increase use of Periscope to transmit meetings online, create social media accounts in Spanish; ‐ Increase FACE center collaboration to ensure that the central messages of ACPS reach the non‐ English speaking population; ‐ Increase translation of all materials, printed, video, website, social media accounts. This includes the Welcome Packet and crisis communication materials.
Every Student Succeeds Attachment 9
Date: November 2, 2015
For ACTION:
For INFORMATION: ___X___
Board Agenda: Yes ______No ___X___
FROM: Kevin North, Chief Human Resources Officer
THROUGH: Alvin Crawley, Ed.D., Superintendent
TO: The Honorable Karen A. Graf, Chairman, and Members of the Alexandria City School Board
COPY: Executive Staff
TOPIC: Employee Retention
BACKGROUND:
In June 2013 an exit survey process was put into place to gain better insight as to the reasons for position turnover. This insight will be used to guide future actions to address concerns and reduce turnover. Attached is a chart that provides school by school licensed staff turnover trends for the last 5 years. Total turnover including retirements for 2014-2015 was 16% and has remained consistent over the last 4 years (Attachment 1).
All departing employees were contacted to complete the exit survey. Multiple options are provided to complete the survey including telephone, web and by mail. The survey has an overall response rate of 73%. Attachment 2 is a bar chart that depicts the reasons licensed employees identified as contributing to their departure and compares results with the prior year. The blue and red shaded columns reflect the percentage of employees that identified each cause as a reason for their leaving. Please note that more than one reason could be identified.
Attachment 3 provides school-by-school information from the exit survey, for each exit interview question, as reported by licensed employees. Attachment 4 provides the same information for support employees. The data capture period for the exit interview data is from October 1, 2014 through September 30, 2015. Included in this report are comparisons as to how turnover responses for each school compare to district averages and the national norms of all ExitRight clients. Please note that the national norm data primarily pertains to businesses and only two K-12 districts use the exit survey instrument at this time.
Attachment 9
MAJOR FINDINGS:
On a district wide level, the following reasons were identified as contributing causes for turnover in order of percentage of responses. The first percentage value represents the 2013-2014 school year results and the second percentage listed represents the 2014-2015 school year:
1. Reasons unrelated to ACPS (15%/19%) 2. Principal or manager (13%/11%) 3. District policies and/or practices (12%/11%) 4. Lack of recognition, appreciation and respect (12%/12%) 5. Excessive workload or work hours (9%/8%) 6. Required teaching methods and curriculum (7%/8%) 7. Concerns about job security, position elimination or performance evaluation (7%/5%) 8. Training, development or continuing education required (5%/5%) 9. Job duties – disliked the type of work (5%/6%) 10. Concerns about personal safety (4%/6%) 11. Lack of promotional opportunities (4%/3%) 12. Compensation, pay (4%/3%) 13. Parent or student conflicts (3%/3%) 14. Benefits (3%/1%)
Discussions will be held, both individually and collectively, with principals and program managers to generate ideas and share best practices to improve retention and continue our work toward building and maintaining a great workplace.
CONTACT PERSON: Kevin North, Chief Human Resources Officer ACPS - Separations - Data from October 1 through September 30 Attachment 10Attachment 1
5-yr 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 AVG
LOCATION FTE RESIGN RETIRE OTHER TOTAL % FTE RESIGN RETIRE OTHER TOTAL % FTE RESIGN RETIRE OTHER TOTAL % FTE RESIGN RETIRE OTHER TOTAL % FTE RESIGN RETIRE OTHER TOTAL % ADAMS 77 6 4 2 12 16% 85 9 2 1 12 14% 71 16 4 0 20 28% 88 16 3 1 20 23% 87 13 0 2 15 17% 18% BARRETT 31 4 1 1 6 19% 34 3 1 0 4 12% 39 3 0 0 3 8% 40 6 0 2 8 20% 42 1 0 0 1 2% 14% CORA KELLY 44 7 2 1 10 23% 45 14 3 1 18 40% 44 16 1 0 17 39% 51 16 1 2 19 38% 43 7 1 0 8 19% 32% GEORGE MASON 38 5 1 0 6 16% 41 5 2 1 8 20% 39 4 2 0 6 15% 45 3 2 1 6 13% 45 3 0 1 4 9% 14% JEFF-HOUSTON 47 5 0 2 7 15% 49 11 1 1 13 27% 46 8 0 1 9 20% 50 7 1 1 9 18% 49 17 1 0 18 37% 20% LYLES-CROUCH 36 1 2 1 4 11% 35 1 1 0 2 6% 37 1 3 0 4 11% 41 7 0 0 7 17% 39 4 1 0 5 13% 12% MACARTHUR 52 4 0 2 6 12% 53 1 3 1 5 9% 50 2 3 0 5 10% 54 8 0 0 8 15% 55 5 5 0 10 18% 11% MAURY 33 4 2 0 6 18% 36 3 0 0 3 8% 34 4 0 0 4 12% 42 3 1 0 4 9% 39 5 1 0 6 16% 12% MOUNT VERNON 62 9 0 5 14 23% 70 11 2 1 14 20% 64 14 1 0 15 23% 75 5 1 1 7 9% 72 9 0 0 9 13% 18% PATRICK HENRY 41 3 2 0 5 12% 45 9 3 1 13 29% 47 4 1 1 6 13% 62 9 1 1 11 18% 60 10 0 1 11 18% 15% POLK 48 2 1 0 3 6% 52 2 3 0 5 10% 53 4 3 0 7 13% 59 4 0 1 5 8% 62 6 2 0 8 13% 10% RAMSAY 61 8 3 1 12 20% 66 7 3 2 12 18% 64 16 5 2 23 36% 73 14 0 1 15 21% 75 10 0 1 11 15% 20% SAMUEL TUCKER 56 9 4 8 21 38% 56 2 2 1 5 9% 57 1 2 0 3 5% 59 5 0 1 6 10% 60 7 1 0 8 13% 14% G.WASHINGTON-1 57 9 0 1 10 18% 57 9 4 0 13 23% 56 3 2 0 5 9% 113 11 0 0 11 10% 122 14 2 0 16 13% 12% G.WASHINGTON-2 57 8 1 1 10 18% 57 4 3 0 7 12% 56 8 0 0 8 14% 15% HAMMOND-1 43 5 1 4 10 23% 45 9 1 1 11 24% 47 6 2 0 8 17% 136 29 5 0 34 25% 134 26 1 2 29 22% 19% HAMMOND-2 46 4 0 2 6 13% 45 7 0 0 7 16% 45 5 0 0 5 11% 15% HAMMOND-3 46 4 0 1 5 11% 46 3 0 0 3 7% 45 13 0 0 13 29% 16% TCW-MAIN 243 25 6 2 33 14% 235 20 11 3 34 14% 227 15 9 1 25 11% 219 17 6 0 23 11% 236 26 3 0 29 12% 11% MINNIE HOWARD 71 7 1 2 10 14% 73 8 5 0 13 18% 63 7 1 0 8 13% 60 7 1 0 8 13% 59 14 2 1 17 29% 14% DETENTION CENTER 10 1 1 3 5 50% 10 0 0 0 0 0% 10 0 1 0 1 10% 10 1 0 0 1 10% 11 2 0 1 3 27% 19% ALTERNATIVE ED 11 0 0 0 0 0% 16 2 1 3 6 38% 7 2 1 0 3 43% 20 1 0 2 3 15% 14 2 0 1 3 21% 26% CENTRAL OFFICE 81 8 5 2 15 19% 75 3 1 5 9 12% 79 11 5 0 16 20% 79 5 5 1 11 14% 101 10 0 2 12 12% 16% TOTAL 138 37 41 216 17% 143 52 22 217 16% 163 46 5 214 16% 174 27 15 216 16% 191 20 12 223 16% Alexandria City Public Schools Turnover Causes Attachment 2 Oct 2014 – Sep 2015 Attachment 11 Percent Selecting "Yes" this contributed to my leaving 2015 Total Responses: 141 Teachers
20%
18%
16%
14%
12%
10% School Years 2013 - 2014 2014 - 2015 8%
6%
4%
2%
0%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Division-Wide Teachers Completed interviews: 141
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 82 19% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 26 6% 6% 6% 3 School district policies and/or practices 47 11% 11% 7% 4 Required teaching methods and curriculum 35 8% 8% 5 Excessive workload or work hours 37 8% 8% 8% 6 Principal or Manager 47 11% 11% 12% 7 Parent or student conflicts 14 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 27 6% 6% 5% 9 Lack of recognition, appreciation and respect 54 12% 12% 9% 10 Training, development or continuing education required to perform the job 21 5% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 22 5% 5% 7% 12 Employee benefits 5 1% 1% 3% 13 Compensation, pay 13 3% 3% 11% 14 Lack of advancement or promotional opportunities 13 3% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 443 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 9 11% 11% 8% 2 Return to school 4 5% 5% 15% 3 Commute 4 5% 5% 11% 4 Personal or family health reasons 9 11% 11% 26% 5 Family relocation 38 48% 48% 20% 6 Retired 16 20% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 80 100% 100%
Attachment 12 Attachment 3
Division-Wide Teachers
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 66 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 4 3% 3% 5% 3 School district policies and/or practices 12 9% 9% 6% 4 Required teaching methods and curriculum 1 1% 1% 5 Excessive workload or work hours 5 4% 4% 6% 6 Principal or Manager 19 14% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 5 4% 4% 2% 9 Lack of recognition, appreciation and respect 6 5% 5% 2% 10 Training, development or continuing education required to perform the job 1 1% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 4 3% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 5 4% 4% 11% 14 Lack of advancement or promotional opportunities 5 4% 4% 9% Total Responses to Single Most Important Turnover Cause 133 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 10 27% 27% 2 Non-instructional demands; demands unrelated to teaching 27 73% 73% Total Responses to Causes for Excessive Workload or Work Hours 37 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 84 61% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 9 7% 7% 29% 3 Not working after leaving ACPS 45 33% 33% 31% Total Responses to Employment Status After Leaving 138 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 94 67% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 87 62% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Cora Kelly Elementary School Completed interviews: 5
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 4 22% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 2 11% 6% 6% 3 School district policies and/or practices 2 11% 11% 7% 4 Required teaching methods and curriculum 2 11% 8% 5 Excessive workload or work hours 2 11% 8% 8% 6 Principal or Manager 2 11% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 2 11% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 6% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 1 6% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 18 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 1 25% 5% 11% 4 Personal or family health reasons 1 25% 11% 26% 5 Family relocation 2 50% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
Cora Kelly Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 3 60% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 2 40% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 5 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 2 100% 73% Total Responses to Causes for Excessive Workload or Work Hours 2 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 5 100% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 0 0% 33% 31% Total Responses to Employment Status After Leaving 5 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 4 80% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 3 60% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Douglas MacArthur Elementary School Completed interviews: 5
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 5 45% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 9% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 1 9% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 1 9% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 9% 6% 5% 9 Lack of recognition, appreciation and respect 0 0% 12% 9% 10 Training, development or continuing education required to perform the job 1 9% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 9% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 11 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 2 40% 11% 26% 5 Family relocation 0 0% 48% 20% 6 Retired 3 60% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 5 100% 100%
Attachment 12 Attachment 3
Douglas MacArthur Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 5 100% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 5 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 0 0% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 5 100% 33% 31% Total Responses to Employment Status After Leaving 5 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 3 60% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 2 40% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA James K. Polk Elementary School Completed interviews: 8
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 5 21% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 5 21% 6% 6% 3 School district policies and/or practices 1 4% 11% 7% 4 Required teaching methods and curriculum 3 13% 8% 5 Excessive workload or work hours 4 17% 8% 8% 6 Principal or Manager 1 4% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 4% 6% 5% 9 Lack of recognition, appreciation and respect 2 8% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 4% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 1 4% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 24 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 17% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 4 67% 48% 20% 6 Retired 1 17% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 6 100% 100%
Attachment 12 Attachment 3
James K. Polk Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 4 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 1 13% 3% 5% 3 School district policies and/or practices 1 13% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 1 13% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 1 13% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 8 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 1 20% 27% 2 Non-instructional demands; demands unrelated to teaching 4 80% 73% Total Responses to Causes for Excessive Workload or Work Hours 5 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 4 50% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 4 50% 33% 31% Total Responses to Employment Status After Leaving 8 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 6 75% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 6 75% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Jefferson-Houston School Completed interviews: 7
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 4 13% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 3% 6% 6% 3 School district policies and/or practices 4 13% 11% 7% 4 Required teaching methods and curriculum 2 6% 8% 5 Excessive workload or work hours 3 10% 8% 8% 6 Principal or Manager 4 13% 11% 12% 7 Parent or student conflicts 1 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 3 10% 6% 5% 9 Lack of recognition, appreciation and respect 5 16% 12% 9% 10 Training, development or continuing education required to perform the job 2 6% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 3% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 1 3% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 31 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 1 25% 5% 15% 3 Commute 1 25% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 0 0% 48% 20% 6 Retired 2 50% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
Jefferson-Houston School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 3 43% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 3 43% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 1 14% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 7 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 1 33% 27% 2 Non-instructional demands; demands unrelated to teaching 2 67% 73% Total Responses to Causes for Excessive Workload or Work Hours 3 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 4 57% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 3 43% 33% 31% Total Responses to Employment Status After Leaving 7 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 3 43% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 3 43% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA John Adams Elementary School Completed interviews: 10
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 5 16% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 4 13% 6% 6% 3 School district policies and/or practices 3 10% 11% 7% 4 Required teaching methods and curriculum 1 3% 8% 5 Excessive workload or work hours 4 13% 8% 8% 6 Principal or Manager 3 10% 11% 12% 7 Parent or student conflicts 1 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 2 6% 6% 5% 9 Lack of recognition, appreciation and respect 5 16% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 2 6% 5% 7% 12 Employee benefits 1 3% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 31 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 1 25% 11% 26% 5 Family relocation 3 75% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
John Adams Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 5 56% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 1 11% 3% 5% 3 School district policies and/or practices 2 22% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 1 11% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 9 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 4 100% 73% Total Responses to Causes for Excessive Workload or Work Hours 4 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 6 60% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 4 40% 33% 31% Total Responses to Employment Status After Leaving 10 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 6 60% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 7 70% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Lyles-Crouch Traditional Academy Completed interviews: 4
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 4 80% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 0 0% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 1 20% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 5 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 1 25% 11% 26% 5 Family relocation 2 50% 48% 20% 6 Retired 1 25% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
Lyles-Crouch Traditional Academy
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 4 100% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 4 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 2 100% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 0 0% 33% 31% Total Responses to Employment Status After Leaving 2 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 4 100% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 3 75% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Matthew Maury Elementary School Completed interviews: 4
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 6% 6% 3 School district policies and/or practices 11% 7% 4 Required teaching methods and curriculum 8% 5 Excessive workload or work hours 8% 8% 6 Principal or Manager 11% 12% 7 Parent or student conflicts 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 6% 5% 9 Lack of recognition, appreciation and respect 12% 9% 10 Training, development or continuing education required to perform the job 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 5% 7% 12 Employee benefits 1% 3% 13 Compensation, pay 3% 11% 14 Lack of advancement or promotional opportunities 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 11% 8% 2 Return to school 5% 15% 3 Commute 5% 11% 4 Personal or family health reasons 11% 26% 5 Family relocation 48% 20% 6 Retired 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 100%
Attachment 12 Attachment 3
Matthew Maury Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 3% 5% 3 School district policies and/or practices 9% 6% 4 Required teaching methods and curriculum 1% 5 Excessive workload or work hours 4% 6% 6 Principal or Manager 14% 14% 7 Parent or student conflicts 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 4% 2% 9 Lack of recognition, appreciation and respect 5% 2% 10 Training, development or continuing education required to perform the job 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 3% 2% 12 Employee benefits 0% 3% 13 Compensation, pay 4% 11% 14 Lack of advancement or promotional opportunities 4% 9% Total Responses to Single Most Important Turnover Cause 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 27% 2 Non-instructional demands; demands unrelated to teaching 73% Total Responses to Causes for Excessive Workload or Work Hours 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 61% 41% 2 Working for another organization but not in the teaching or education industry/field 7% 29% 3 Not working after leaving ACPS 33% 31% Total Responses to Employment Status After Leaving 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Patrick Henry Elementary School Completed interviews: 8
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 5 24% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 5% 6% 6% 3 School district policies and/or practices 1 5% 11% 7% 4 Required teaching methods and curriculum 3 14% 8% 5 Excessive workload or work hours 1 5% 8% 8% 6 Principal or Manager 3 14% 11% 12% 7 Parent or student conflicts 1 5% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 5% 6% 5% 9 Lack of recognition, appreciation and respect 2 10% 12% 9% 10 Training, development or continuing education required to perform the job 1 5% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 2 10% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 21 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 25% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 1 25% 11% 26% 5 Family relocation 2 50% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
Patrick Henry Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 5 63% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 2 25% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 1 13% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 8 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 1 100% 73% Total Responses to Causes for Excessive Workload or Work Hours 1 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 4 50% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 13% 7% 29% 3 Not working after leaving ACPS 3 38% 33% 31% Total Responses to Employment Status After Leaving 8 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 7 88% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 7 88% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Samuel Tucker Elementary School Completed interviews: 7
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 5 23% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 5% 6% 6% 3 School district policies and/or practices 2 9% 11% 7% 4 Required teaching methods and curriculum 2 9% 8% 5 Excessive workload or work hours 2 9% 8% 8% 6 Principal or Manager 2 9% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 5% 6% 5% 9 Lack of recognition, appreciation and respect 1 5% 12% 9% 10 Training, development or continuing education required to perform the job 3 14% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 5% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 1 5% 3% 11% 14 Lack of advancement or promotional opportunities 1 5% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 22 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 20% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 3 60% 48% 20% 6 Retired 1 20% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 5 100% 100%
Attachment 12 Attachment 3
Samuel Tucker Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 3 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 2 33% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 1 17% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 6 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 2 100% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 2 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 1 14% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 14% 7% 29% 3 Not working after leaving ACPS 5 71% 33% 31% Total Responses to Employment Status After Leaving 7 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 4 57% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 4 57% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA William Ramsay Elementary School Completed interviews: 10
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 4 11% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 3 8% 6% 6% 3 School district policies and/or practices 3 8% 11% 7% 4 Required teaching methods and curriculum 4 11% 8% 5 Excessive workload or work hours 4 11% 8% 8% 6 Principal or Manager 6 16% 11% 12% 7 Parent or student conflicts 1 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 3% 6% 5% 9 Lack of recognition, appreciation and respect 5 14% 12% 9% 10 Training, development or continuing education required to perform the job 2 5% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 3 8% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 1 3% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 37 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 25% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 3 75% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 4 100% 100%
Attachment 12 Attachment 3
William Ramsay Elementary School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 4 40% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 1 10% 4% 6% 6 Principal or Manager 4 40% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 1 10% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 10 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 2 50% 27% 2 Non-instructional demands; demands unrelated to teaching 2 50% 73% Total Responses to Causes for Excessive Workload or Work Hours 4 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 8 80% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 10% 7% 29% 3 Not working after leaving ACPS 1 10% 33% 31% Total Responses to Employment Status After Leaving 10 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 7 70% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 7 70% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA George Washington Middle School Completed interviews: 12
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 7 17% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 5 12% 11% 7% 4 Required teaching methods and curriculum 2 5% 8% 5 Excessive workload or work hours 2 5% 8% 8% 6 Principal or Manager 4 10% 11% 12% 7 Parent or student conflicts 2 5% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 3 7% 6% 5% 9 Lack of recognition, appreciation and respect 7 17% 12% 9% 10 Training, development or continuing education required to perform the job 4 10% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 3 7% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 1 2% 3% 11% 14 Lack of advancement or promotional opportunities 1 2% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 41 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 2 29% 11% 8% 2 Return to school 1 14% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 3 43% 48% 20% 6 Retired 1 14% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 7 100% 100%
Attachment 12 Attachment 3
George Washington Middle School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 7 58% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 3 25% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 1 8% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 1 8% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 12 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 1 50% 27% 2 Non-instructional demands; demands unrelated to teaching 1 50% 73% Total Responses to Causes for Excessive Workload or Work Hours 2 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 8 67% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 4 33% 33% 31% Total Responses to Employment Status After Leaving 12 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 11 92% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 7 58% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA Francis C. Hammond Middle School Completed interviews: 3
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 2 25% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 13% 6% 6% 3 School district policies and/or practices 2 25% 11% 7% 4 Required teaching methods and curriculum 1 13% 8% 5 Excessive workload or work hours 1 13% 8% 8% 6 Principal or Manager 0 0% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 0 0% 12% 9% 10 Training, development or continuing education required to perform the job 1 13% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 8 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 50% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 1 50% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 0 0% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 2 100% 100%
Attachment 12 Attachment 3
Francis C. Hammond Middle School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 1 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 1 50% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 2 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 1 100% 73% Total Responses to Causes for Excessive Workload or Work Hours 1 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 2 67% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 33% 7% 29% 3 Not working after leaving ACPS 0 0% 33% 31% Total Responses to Employment Status After Leaving 3 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 2 67% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 2 67% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA TC Williams High School – Minnie Howard Campus Completed interviews: 10
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 3 9% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 3% 6% 6% 3 School district policies and/or practices 6 19% 11% 7% 4 Required teaching methods and curriculum 1 3% 8% 5 Excessive workload or work hours 4 13% 8% 8% 6 Principal or Manager 2 6% 11% 12% 7 Parent or student conflicts 1 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 3 9% 6% 5% 9 Lack of recognition, appreciation and respect 2 6% 12% 9% 10 Training, development or continuing education required to perform the job 2 6% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 2 6% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 2 6% 3% 11% 14 Lack of advancement or promotional opportunities 3 9% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 32 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 2 67% 48% 20% 6 Retired 1 33% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 3 100% 100%
Attachment 12 Attachment 3
TC Williams High School – Minnie Howard Campus
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 2 22% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 1 11% 3% 5% 3 School district policies and/or practices 1 11% 9% 6% 4 Required teaching methods and curriculum 1 11% 1% 5 Excessive workload or work hours 1 11% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 11% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 2 22% 4% 9% Total Responses to Single Most Important Turnover Cause 9 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 2 67% 27% 2 Non-instructional demands; demands unrelated to teaching 1 33% 73% Total Responses to Causes for Excessive Workload or Work Hours 3 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 6 60% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 10% 7% 29% 3 Not working after leaving ACPS 3 30% 33% 31% Total Responses to Employment Status After Leaving 10 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 6 60% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 3 30% 62% 68%
Attachment 12 Attachment 3
2014-2015 TURNOVER DATA TC Williams High School Completed interviews: 24
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 13 17% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 3 4% 6% 6% 3 School district policies and/or practices 9 12% 11% 7% 4 Required teaching methods and curriculum 8 10% 8% 5 Excessive workload or work hours 5 6% 8% 8% 6 Principal or Manager 10 13% 11% 12% 7 Parent or student conflicts 2 3% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 4 5% 6% 5% 9 Lack of recognition, appreciation and respect 11 14% 12% 9% 10 Training, development or continuing education required to perform the job 3 4% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 2 3% 5% 7% 12 Employee benefits 3 4% 1% 3% 13 Compensation, pay 3 4% 3% 11% 14 Lack of advancement or promotional opportunities 2 3% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 78 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 1 8% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 1 8% 5% 11% 4 Personal or family health reasons 1 8% 11% 26% 5 Family relocation 6 46% 48% 20% 6 Retired 4 31% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 13 100% 100%
Attachment 12 Attachment 3
TC Williams High School
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 8 36% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 2 9% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 4 18% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 5% 4% 2% 9 Lack of recognition, appreciation and respect 2 9% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 1 5% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 3 14% 4% 11% 14 Lack of advancement or promotional opportunities 1 5% 4% 9% Total Responses to Single Most Important Turnover Cause 22 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 5 100% 73% Total Responses to Causes for Excessive Workload or Work Hours 5 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 16 70% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 2 9% 7% 29% 3 Not working after leaving ACPS 5 22% 33% 31% Total Responses to Employment Status After Leaving 23 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 16 67% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 18 75% 62% 68%
Attachment 13 Attachment 4
2014-2015 TURNOVER DATA Cora Kelly Elementary School - Support Completed interviews: 4
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 2 22% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 1 11% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 2 22% 12% 9% 10 Training, development or continuing education required to perform the job 1 11% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 1 11% 3% 11% 14 Lack of advancement or promotional opportunities 2 22% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 9 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 1 50% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 1 50% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 2 100% 100%
Attachment 13 Attachment 4
Cora Kelly Elementary School - Support
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 2 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 1 25% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 1 25% 4% 9% Total Responses to Single Most Important Turnover Cause 4 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 0 0% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 3 100% 7% 29% 3 Not working after leaving ACPS 0 0% 33% 31% Total Responses to Employment Status After Leaving 3 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 2 50% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 2 50% 62% 68%
Attachment 13 Attachment 4
2014-2015 TURNOVER DATA John Adams Elementary School - Support Completed interviews: 5
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 4 40% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 1 10% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 0 0% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 0 0% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 2 20% 1% 3% 13 Compensation, pay 1 10% 3% 11% 14 Lack of advancement or promotional opportunities 2 20% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 10 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 2 67% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 1 33% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 3 100% 100%
Attachment 13 Attachment 4
John Adams Elementary School - Support
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 2 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 1 25% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 1 25% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 4 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 2 40% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 2 40% 7% 29% 3 Not working after leaving ACPS 1 20% 33% 31% Total Responses to Employment Status After Leaving 5 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 5 100% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 5 100% 62% 68%
Attachment 13 Attachment 4
2014-2015 TURNOVER DATA TC Williams High School - Support Completed interviews: 4
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 1 9% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 2 18% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 1 9% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 2 18% 12% 9% 10 Training, development or continuing education required to perform the job 1 9% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 1 9% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 2 18% 3% 11% 14 Lack of advancement or promotional opportunities 1 9% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 11 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 0 0% 11% 26% 5 Family relocation 0 0% 48% 20% 6 Retired 1 100% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 1 100% 100%
Attachment 13 Attachment 4
TC Williams High School - Support
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 1 25% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 1 25% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 1 25% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 1 25% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 4 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 1 25% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 2 50% 7% 29% 3 Not working after leaving ACPS 1 25% 33% 31% Total Responses to Employment Status After Leaving 4 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 2 50% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 1 25% 62% 68%
Attachment 13 Attachment 4
2014-2015 TURNOVER DATA School Nutrition - Support Completed interviews: 3
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 3 100% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 0 0% 11% 12% 7 Parent or student conflicts 0 0% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 6% 5% 9 Lack of recognition, appreciation and respect 0 0% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 3 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 1 33% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 1 33% 11% 26% 5 Family relocation 0 0% 48% 20% 6 Retired 1 33% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 3 100% 100%
Attachment 13 Attachment 4
School Nutrition - Support
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 3 100% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 0 0% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 0 0% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 3 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 0 0% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 0 0% 7% 29% 3 Not working after leaving ACPS 3 100% 33% 31% Total Responses to Employment Status After Leaving 3 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 2 67% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 2 67% 62% 68%
Attachment 13 Attachment 4
2014-2015 TURNOVER DATA Pupil Transportation - Support Completed interviews: 4
Contributing Turnover Causes (Employees may select more than one turnover cause.) # Yes Yes District Norm 1 Reasons Unrelated to ACPS 3 60% 19% 13% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 6% 6% 3 School district policies and/or practices 0 0% 11% 7% 4 Required teaching methods and curriculum 0 0% 8% 5 Excessive workload or work hours 0 0% 8% 8% 6 Principal or Manager 0 0% 11% 12% 7 Parent or student conflicts 1 20% 3% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 20% 6% 5% 9 Lack of recognition, appreciation and respect 0 0% 12% 9% 10 Training, development or continuing education required to perform the job 0 0% 5% 5% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 5% 7% 12 Employee benefits 0 0% 1% 3% 13 Compensation, pay 0 0% 3% 11% 14 Lack of advancement or promotional opportunities 0 0% 3% 12% Total Responses to Contributing Turnover Causes (Employees may select more than one turnover cause.) 5 100% 100% Itemization of Question 1 - Reasons Unrelated to ACPS # Yes % Yes District Norm % 1 Child care 0 0% 11% 8% 2 Return to school 0 0% 5% 15% 3 Commute 0 0% 5% 11% 4 Personal or family health reasons 2 67% 11% 26% 5 Family relocation 1 33% 48% 20% 6 Retired 0 0% 20% 20% Total Responses to Itemization of Question 1 - Reasons Unrelated to ACPS 3 100% 100%
Attachment 13 Attachment 4
Pupil Transporation - Support
Single Most Important Turnover Cause # Yes % Yes District Norm % 1 Reasons Unrelated to ACPS 2 50% 50% 36% 2 Job duties - you disliked the type of work your position required you to perform each day 0 0% 3% 5% 3 School district policies and/or practices 0 0% 9% 6% 4 Required teaching methods and curriculum 0 0% 1% 5 Excessive workload or work hours 0 0% 4% 6% 6 Principal or Manager 0 0% 14% 14% 7 Parent or student conflicts 1 25% 0% 8 Unsafe conditions in the workplace; concerns about my personal safety 1 25% 4% 2% 9 Lack of recognition, appreciation and respect 0 0% 5% 2% 10 Training, development or continuing education required to perform the job 0 0% 1% 2% 11 Concerns about my job security, position elimination or performance evaluation 0 0% 3% 2% 12 Employee benefits 0 0% 0% 3% 13 Compensation, pay 0 0% 4% 11% 14 Lack of advancement or promotional opportunities 0 0% 4% 9% Total Responses to Single Most Important Turnover Cause 4 100% 100% Causes for Excessive Workload or Work Hours # Yes % Yes District Norm % 1 Instructional demands related to teaching 0 0% 27% 2 Non-instructional demands; demands unrelated to teaching 0 0% 73% Total Responses to Causes for Excessive Workload or Work Hours 0 100% 100% Employment Status After Leaving # Yes % Yes District Norm % 1 Working for another school system or organization in the teaching or education field 0 0% 61% 41% 2 Working for another organization but not in the teaching or education industry/field 1 25% 7% 29% 3 Not working after leaving ACPS 3 75% 33% 31% Total Responses to Employment Status After Leaving 4 100% 100% Recommendation as Employer # Yes % Yes District Norm % Would you recommend ACPS as an employer to others? 3 75% 57% 72% Rehire Interest # Yes % Yes District Norm % Would you consider working for ACPS in the future? 3 75% 62% 68%
Attachment 14
FY 2013 Actual FY 2014 Actual FY 2015 Actual FY 2016 Final FY 2017 ProposedChange, FY 2016 to FY 2017 Section Title ObjectTitle Dollar Dollar Dollar Dollar Dollar Dollar Chief Operating Officer Staff Development Services 2,000 2,000 ‐ Travel ‐ Conf/Other Educ 3,000 3,000 ‐ Chief Operating Officer Total 5,000 5,000 ‐ Human Resources Staff Development Services 1,123 ‐ 834 12,000 5,000 (7,000) Travel ‐ Conf/Other Educ 2,235 5,825 2,135 1,200 2,400 1,200 Human Resources Total 3,358 5,825 2,968 13,200 7,400 (5,800) Financial Services Staff Development Services 239 790 4,500 4,500 ‐ Travel ‐ Conf/Other Educ 5,407 11,016 14,514 29,600 35,000 5,400 Financial Services Total 5,407 11,255 15,304 34,100 39,500 5,400 Pupil Transportation Staff Development Services ‐ ‐ Travel ‐ Conf/Other Educ 1,953 493 4,554 1,000 1,000 ‐ Pupil Transportation Total 1,953 493 4,554 1,000 1,000 ‐ Educational Facilities Staff Development Services 10,580 10,000 75,000 65,000 Travel ‐ Conf/Other Educ 2,398 13,502 25,208 20,000 20,000 ‐ Educational Facilities Total 2,398 24,082 25,208 30,000 95,000 65,000 Communications and Public Relations Travel ‐ Conf/Other Educ 924 3,966 7,073 8,500 9,500 1,000 Communications and Public Relations Total 924 3,966 7,073 8,500 9,500 1,000 Chief of Staff Staff Development Services 15,921 1,129 14,000 3,000 (11,000) Travel ‐ Conf/Other Educ 4,592 ‐ 722 5,000 2,000 (3,000) Chief of Staff Total 20,513 1,129 722 19,000 5,000 (14,000) Grand Total 34,552 46,749 55,829 110,800 162,400 51,600 Attachment 15
Every Student Succeeds
ACPS Grant Management February 2, 2016
Total Grant Awards for 2015 - 2016 = $355,968.82
Funding Principal School Grant Amount Requested Amount Awarded Purpose Status Notes/Description Agency Manager Year
Back to School FACE Backpack Sent in application for $2,500 for 1 $2,500.00 $500.00 Walmart Awarded Greg Tardieu 2015-16 Backpack Supply Drive backpacks on May 11, 2015.
Community April Rodgers from John Adams Circus Foundation for 2 Healthy Kids $2,000.00 $2,000.00 Awarded April Rodgers Elementary submitted her application on 2015-16 Extravaganza Northern June 2. Winners announced in September. Virginia
Submitted June 16, deadline June 19. Teen Youth Academy Jodie Peters/ Greg Academy will target students with 3 $67,854.91 $67,897.00 Teen Titan Summit VDOE Awarded 2015-16 Grant Tardieu academic potential to be given college experience and exposure.
Expanding the FCH Mr. Williams, through his friendship International program and John DePodesta/ connected Mr. DePodesta to ACPS to fund 4 $25,000.00 $25,000.00 Awarded Marc Williams 2015-16 Academy Improving the TCW ECMC the International Academy - an area he has program. passion for.
This is a grant that ACPS used to Expansion of ACPS Tardieu/Teri participate in. PIVA replaced these funds 5 ISAEP Grant $31,434.00 $31,434.00 Adult Education VDOE Awarded 2015-16 Barnett for the past few years. ISAEP has been program reinstated for FY 2015-16.
Science partnership with 3 GMU VDOE provided professors to provide Prof. Dev. To 10 Science reallocation of State Tardieu/Daniel ACPS elementary teachers. ACPS Science 6 $13,928.70 $13,929.00 VDOE Awarded 2015-16 Partnership Title II, Part B Alcazar-Roman curriculum is matching $5,500 toward this Funds professional development grant for a total of $19,429 in training. Attachment 15 Funding Principal School Grant Amount Requested Amount Awarded Purpose Status Notes/Description Agency Manager Year
Ms. Lagnaoui applied for and won a grant to help improve ELL student literacy. The Improve student grant amount covers cost of materials, literacy for ELL 7 Literacy Grant $2,500.00 $2,500.00 Phi Kappa Phi Awarded Mary Lagnaoui including bilingual dictionaries and 2015-16 students at George picture books for ELL children Gr 3 - 5. Mason The children will be able to keep the materials.
Provide raised beds Annie's Garden will help to start or expand 8 Garden Grant $1,500.00 and irrigation for Annie's Garden Submitted Tardieu school gardens. Announcement will be 2015-16 William Ramsay made on February 15.
Eliza Beth Engle in partnership with Complete Garden ACPS applied for $5,000 to complete the 9 Garden Grant $5,000.00 Lowe's Submitted Engle 2015-16 Project garden and garden shed proposed for Jefferson-Houston
FCH is being promoted as a model for Partners for Provide Universal Tardieu/Hall transforming into a PBIC school. VDOE 10 Breakfast in the $149,862.82 $149,862.82 Breakfast in the Walmart Awarded 2015-16 /Hormel Documentary film will be made to show Classroom Classroom this process to all schools in Virginia.
Provide After Senior who are missing a few credits will Project 11 $68,733.03 $9,478.00 School Tutoring for VDOE Awarded Tardieu/ McGreevy have the opportunity to make up the credit 2015-16 Graduation Seniors after school during the school year.
John Adams has room for expanding their learning garden, but not enough room for a Upgrade and community garden. RTA has approved Improve Learning Rebuilding the new learning gardens in the front of the 12 Learning Grants $40,000.00 $40,000.00 Gardens and Together Awarded Tardieu 2015-16 school as well as upgrades to existing Communitiy Alexandria courtyard gardens. They will also upgrade Gardens Little Tots playground and parent/teacher picnic area and bus waiting.
Upgrade and William Ramsay has room for expanding Learning and Improve Learning Rebuilding their learning garden and a community 13 Community $2,269.46 $0.00 Gardens and Together Denied Tardieu garden RTA - stated in their response that 2015-16 Grants Communitiy Alexandria they are applying for two grants to fulfill Gardens this request. Attachment 15 Funding Principal School Grant Amount Requested Amount Awarded Purpose Status Notes/Description Agency Manager Year
Retrofit 11 buses Environmental EPA provide $3,000 incentives for 14 Bus Retrofit $243,000.00 $0.00 and rebate 10 Protection Denied Tardieu/ Rose emission upgrades and up to $25,000 for 2015-16 replacment buses Agency replacement buses.
Google Cutting Edge Google provided 2 classroom sets of Cardboard - 15 $1,019.00 $1,019.00 Innovative Viirtual Google Inc. Awarded Greg Tardieu Google Cardboard Virtual Reality Goggles 2015-16 Virtual Reality technology. for Minnie Howard to experiment with. Goggles Upgrade and Improve Learning Rebuilding Together Alexandria is William Ramsey Noble Cause Katharine 16 $50,000.00 Gardens and Submitted partnering with ACPS applying for a grant 2015-16 Learning Garden Grant Dixon/Tardieu Communitiy to upgrade William Ramsey. Gardens
Implementing This is a repurposed left over money that Technology and Virginia VMS has allowed ACPS to use for Minnie 17 FEED Grant $10,349.24 $10,349.00 online learning with Museum of Awarded Tardieu Howard Social Studies Teachers. This 2015-16 new chromebooks at Science money was going to be returned, but now Minnie Howard we are going to put it to good use.
This foundation promotes giving one salad bar per school if awarded (Cambro Versa All 17 ACPS have Food Bar Combo). Ms. Hormel is Let's Move Salad been included in this Chef Ann 18 $38,066.00 Submitted Tardieu/Hormel working on a plan to roll this equipment 2015-16 Bars to School grant request for one Foundation starting with pilot schools. We are salad bar each. ordering 14 salad bars - one for every elementary and two for Jefferson-Houston.
This is a 501 (C) (3) grant. Ms. Peters worked with several local partners to get this grant going. Ultimately, they all This will be the dropped ACPS in order to apply for their pilot program to Jodie Peters/ Greg own purposes. In the eleventh hour ACPS Cora Kelly AVID Jack Kent Cook 19 $26,418.00 expand the ACPS Submitted Tardieu and Marie PTAC came through. With a superhuman 2015-16 Expansion Foundation AVID program into Randall effort by Ms. Peters and Ms. Randall we 4th and 5th grade got the grant submitted and now will find out the answer the first week of March. Grant plus In-Kind matching puts this grant at $55,460. Attachment 15 Funding Principal School Grant Amount Requested Amount Awarded Purpose Status Notes/Description Agency Manager Year
Aquistion of Musical Fender Music Fourt ACPS Teachers applied for this 20 $2,000.00 $2,000.00 recorders and Awarded Debra Lindsay 2015-16 Instruments Grant Grant grant last year. guitars.
Barbara Acosta has provided the ACPS draft of Dual Language Strategic Plan to ELL/Dual GWU. ACPS has provided a Letter of ELL Partnership Language Support and they are completting the with George US Dept. of 21 National $2,250,000.00 Pending Tardieu/ Acosta applicatiion. This grant provides 2016-17 Washington Education Professional $450.000 each year for 5 years. All Universtiy Development ELL/Dual Language teachers wll received Prof.Dev. and our program will expand into the middle grades.
Barbara Acosta has provided the ACPS draft of Dual Language Strategic Plan to ELL/Dual GMU ACPS has provided a Letter of Language ELL Partnership US Dept. of Support and they are completting the 21 National $2,250,000.00 with George Mason Pending Tardieu/ Acosta 2016-17 Education applicatiion. This grant provides Professional University $450.000 each year for 5 years. All Development ELL/Dual Language teachers wll received Prof.Dev.
Howard Gardenr School is a local private ACPS and Howard secondary school with 60 students. This Garder School Tardieu/ Brown/ grant will model the Gardner schoo with 22 XQ Grant $2,000,000.00 Steve Job Grant Writing 2016-17 Alternative School Bryant about 125 ACPS students. Students who Partnership have difficulty navigating a large school like TCW. 23 24
Total $7,283,435.16 $355,968.82 Attachment 16
ACPS Grant Management January 29, 2015
Amount Located Amount Funding Principal School Grant and in the pipeline Purpose Status Notes/Description Awarded Agency Manager Year for Application
Install video VDOE Security VA Dept. of Announcement of award in mid $100,000.00 $41,668.00 cameras at all Awarded Tardieu / Groot 2014-15 Grant Education september. Award announced 9/26/14 elementary schools Professional development for Science Museum Teachers have been planning already, FEED Grant $20,000.00 $16,000.00 TCW 12th social Awarded Jessica Hillery 2014-15 of Virginia started in June. studies to implement tablet technology. Non Competitive Grant - Annual renewable grant. Anderson contacted. Summer school James Application put in the mail 10/31/14. Project credit make up for VA Dept. of $25,000.00 $19,663.00 Awarded Anderson/Bria Should hear back around December 1. 2014-15 Graduation Grant seniors close to Education n Parke FCPS has asked for more money and has graduating. received it - we need to expand our program and ask for more. Year Round VA Dept. of This grant has been extended into 2014-15 $37,913.00 $15,000.00 Awarded Rene Paschal 2013-15 Planning Grant Education due to its late start. 1.0 FTE for a Virginia Application personally delivered 8/15/14. PBIS Grant $132,000.00 $65,543.00 middle school PBIS Department of Awarded Tardieu / James Announcement of award in mid 2014-15 On Site Coordinator Education september. Physical exercise Pathways to opportunities to 75 Community Shanna Health Wellness $1,800.00 $1,800.00 students at Cora Foundation for Awarded Awarded the Grant 8/29/14 2014-15 Samson Grant Kelly and Jefferson Norther Virginia Houston. GW PTA, Priscilla Jeanne Underwood at Dominion has Outdoor Expand science $6,000.00 $6,050.00 Dominion Power Awarded Pilshker, Kathy approved GW as one of three Nothern 2014-15 Classroom (STEM) curriculum and Home Depot Stenzel Virginia schools to win the grant.
Total $322,713.00 $165,724.00