SDLC Strategic Plan Draft 2014-08-04

School District of Lee County
3-Year Strategic Plan

Initial Draft
August 4, 2014

UPD + Cross & Joftus SDLC Strategic Plan Initial Draft | i

TABLE OF CONTENTS

Letter from the School Board Chairman ............................................................................ 1
Letter from the Superintendent ....................................................................................... 1
Executive Summary.......................................................................................................... 2
Introduction .................................................................................................................... 3
Methodology .................................................................................................................................................... 3
Strategic Plan Principles ............................................................................................................................. 5
District Overview ............................................................................................................. 8
Students and Schools .................................................................................................................................... 8
Governance ....................................................................................................................................................... 8
Finance ............................................................................................................................................................... 9
Needs Assessment Findings ............................................................................................ 10
District-wide Goals and Measures .................................................................................. 12
Summary of Organizing Principles and Objectives .......................................................... 13
Objectives, Objective Measures, and Strategies ............................................................. 16
PRINCIPLE 1: Inspire Students to Think and Learn ...................................................................... 16
PRINCIPLE 2: Engage Families and Leverage Community Partnerships .............................. 20
PRINCIPLE 3: Ensure a Safe and Healthy Environment for All ................................................. 24
PRINCIPLE 4: Hire and Retain the Best Talent ................................................................................ 27
PRINCIPLE 5: Strengthen District Support Systems ..................................................................... 31
PRINCIPLE 6: Drive Decisions with Data ........................................................................................... 34
PRINCIPLE 7: Allocate Resources Strategically .............................................................................. 38
Appendix A: Community Forum Summary ...................................................................... 42
Appendix B: Glossary ..................................................................................................... 47
Definition of Terms .................................................................................................................................... 47
Acronyms ....................................................................................................................................................... 48

UPD + Cross & Joftus SDLC Strategic Plan Initial Draft | 1

Letter from the School Board Chairman
To be provided in the final document.

Letter from the Superintendent


Executive Summary


Introduction
This plan represents a commitment by the School
District of Lee County (SDLC) to provide every
student who walks through the doors of an SDLC
school with a world-class education that enables and
prepares them to reach their full potential. This
commitment defines the vision and mission for the school district.
What does it mean to be a world-class school system?
The district was clear: a world-class school system
prepares every learner to realize personal excellence
and to compete in a global workforce. This vision is
straightforward, and it is rigorous. Although
unprecedented, this is what our students deserve. This is the right vision at the right time
for the School District of Lee County.
This strategic plan is the result of honest feedback and input from numerous Lee County
stakeholders, including parents, students, civic and business leaders, educators, and
administrators. The feedback from the community was clear: they have high expectations
for their school district.
SDLC is prepared to make the difficult decisions and engage in the difficult work to make
this mission a reality. You, the SDLC community, will hold us the Board, Superintendent,
administrators, educators, and staff accountable for successfully achieving our mission.
This work will not be easy; to achieve the outcomes that are reflected in this plan, we will
require a commitment from everyone in the district.
We understand that we must regularly measure, monitor, and report our progress towards
achieving the mission. Because of this, the strategic plan includes clear and measurable
outcomes which clearly define what we expect of our educators, staff, and students. In
order to truly monitor our success, these outcomes go beyond the typical measures of
student success test scores and graduation rates to include measures of college
readiness, career readiness, and life readiness.

Methodology
The Superintendent recognizes that in order to drive continuous improvement to build
SDLC into a world-class school district, it is necessary to formulate a clear vision with
defined goals and priorities. In developing these goals and priorities, district leadership
was committed to a process that ensures that this plan reflects the voices, hopes and
dreams of Lee Countys many stakeholders.
The board hired the team of UPD Consulting (UPD) and Cross & Joftus (C&J) to guide the
district through the development of this three-year strategic plan. The strategic planning
OUR MISSION
To ensure that each student
achieves his/her highest potential
OUR VISION
To be a world-class school system

process spanned approximately four months and was structured to ensure a high level of
collaboration among educators, administrators, and staffand to solicit significant
stakeholder input. The process provided many opportunities for all SDLC stakeholders to
participate, including parents, students, administrators, teachers, staff, community and
business leaders, and members of the greater Lee County community, and included the
following components:
Accreditation Documentation
SDLC engaged in an intensive Accreditation process, which included a three-day site
visit by a sixteen-member Advance-Ed Team in early 2014. Accreditation is a voluntary
method of quality assurance designed primarily to recognize schools adhering to a set
of educational standards. UPD/C&J reviewed all the artifacts and findings from this in-
depth assessment to gain an understanding of the districts identified strengths and
challenges.
District Data
The UPD/C&J team analyzed district data pertaining to a variety of areas including
budgets, organizational charts, student outcomes, and demographic information in
order to gain an understanding of the district.
District Staff Interviews and Focus Groups
Between May 15, 2014 and June 13, 2014 UPD/C&J subject-matter experts conducted a
series of district staff interviews and focus groups to review district systems related to
the following areas: Curriculum & Instruction, Human Capital, Finance, Family and
Community Engagement, Board Governance, and Technology. Over multiple site visits,
the UPD/C&J team interviewed board members, district staff (principals, teachers, non-
instructional staff, central office staff, and leadership), and students.
Community Forums
The UPD/C&J team hosted ten community forums attended by over 360 community
members, including students, parents, teachers, district staff, and other interested
community stakeholders. To reach a wide range of participants, the meeting locations
were dispersed throughout Lee County, and meetings were held at various times of the
day during the week of June 9 through June 13, 2014. A meeting specifically for
community, faith-based, and business organizations was held in the morning on June 9,
2014. During each session, participants were asked to discuss SDLC strengths,
weaknesses, opportunities, and threats, and provide input on top district priorities.
Appendix A provides a summary of the community meeting outcomes, which played a
key role in informing this strategic plan.
In addition to the many interviews, focus groups, community forums, and district
leadership meetings, formal input into the development of the strategic plan was provided
through two advisory groups:

Steering Committee
The district selected committed leaders from business, faith-based and community
organizations, law enforcement, educational institutions, and the communityand
invited representatives from the SDLC Board, principals, and district staffto
participate in the Steering Committee and provide input and guidance on overall goals
and focus areas for the plan. Their commitment to the strategic plan is expected to
continue throughout implementation.
Working Groups
The district invited select central office staff; principals; teachers; business,
government, and organization representatives; parents; and community members to
participate in one of seven working groups. Each working group focused on one
organizing principle and led the development of specific objectives, objective measures,
and strategies that will drive implementation of the plan. Each working group met three
times, including two facilitated work sessions.
We believe this collaborative process resulted in a comprehensive strategic plan that
reflects and balances the priorities of SDLCs varied stakeholders. The hard work and time
commitment of these groups and other stakeholders molded the recommendations of the
needs analysis into an actionable strategic plan with a bold vision and missionand
aligned outcomes, guiding principles, objectives, measures, and strategiesthat will
provide clear direction to the district as it moves forward.

Strategic Plan Principles
The accreditation process and data collection, along with the community and staff input,
while identifying a number of SDLC strengths, revealed a variety of challenges that must be
addressed in order for the SDLC to realize its vision and goals. This plan aims to leverage
our strengths and address the challenges by developing and sustaining systemic coherence.
This requires SDLC to have a clear set of beliefs for how to achieve the district outcomes,
while aligning systems, structures, policies and processes to support and facilitate these
beliefs.
PELP Coherence Framework
In order for SDLC to successfully implement an improvement strategy, it is important to
strengthen coherence among actions at the district, school and classroom levels. The Public
Education Leadership Project (PELP) at Harvard University developed a framework,
1

researched by the Harvard Graduate School of Education and Harvard Business School,
which was designed to help district leaders strengthen coherence by identifying the key

1
http://pelp.fas.harvard.edu/book/coherence-framework

elements that support an implementation strategy. The framework brings those key
elements into a coherent relationship with the strategy and with each other, and guides the
actions of people throughout the district in the pursuit of high levels of achievement for all
students. The PELP framework is primarily applicable to the public education arena, as it
was developed to fit the distinctive context and challenges of managing in this sector.
The districts focus is to prepare students for
success in the career and/or college of their
choice. This is why the focal point of
the framework is the instructional
core, or the crucial work of teaching
and learning that happens in
classrooms. The core consists of
three components: teachers
knowledge and skill, students
engagement in their own learning,
and academically challenging
content. A theory of change
2
is an
organization's belief about the
relationships between stated
actions and desired outcomes. It is
often a used as a tool that guides the
development of a more detailed
strategy. Enveloping the core is the
strategy. This set of actions is intended to raise student performance by strengthening the
instructional core. This strategy must enhance each of the three components at the
instructional core, but how this is done will vary.
Critical to the successful implementation of a district-wide strategy are five
organizational elements that surround the strategy in the framework. These elements are
culture, structures and systems, resources, and stakeholders. District leadership
directly influences the effectiveness of these elements.
The outermost layer represents the environment that is mostly outside of district control.
The environment includes regulations and statutes, contracts, funding, politics, and other
external factors. This component is included in the framework because it has the potential
to greatly influence district strategy and operations.
Using the coherence framework to structure the strategic plan demonstrates how policies
and actions at the district level lead to improved student performance in the classroom.
The framework facilitates coherence by:
1. Connecting the instructional core with a district-wide strategy for improvement.

2
The term theory of change in this graphic is synonymous with the theory of action.
PELP Coherence Framework

2. Highlighting district elements that can support or hinder effective implementation.
3. Identifying interdependencies among district elements.
4. Recognizing forces in the environment that have an impact on the implementation
of strategy.
Adhering to the guidelines of the coherence framework strengthens planning at the district
level as it ensures that all key factors work together systematically. Achieving systematic
coherence will help to create a district that is fully-functional and structured to provide
optimal support to its students, staff, and stakeholders.
Theory of Action
As part of the strategic planning process the Superintendent developed a theory of action
a belief system for how the central offices actions can drive student improvementand
aligned strategies:
If the School District of Lee County implements core priorities in all schools,
encourages a culture of innovation, and allows principals to strategically direct
resources towards students needs, then student achievement will increase.
Strategic Plan Framework
This strategic plan provides overarching goals for the district and a detailed plan for how
the district can apply the theory of action to achieve those goals. The four district-wide
goals are overall outcomes that clearly define success for the district. Each goal is
supported by measurable indicators, which are quantifiable measurements that provide
evidence of progress towards goals.
The work of the plan is categorized into seven organizing principles, which are high-level
process end results that, if achieved, will enable SDLC to meet its goals. Under each
principle, there are a number of objectives, which are process outcomes that SDLC must
complete in order to meet its mission. Under each objective, the plan defines objective
measures, which provide short-term, actionable data that inform the effectiveness of
implementation. Each objective comprises multiple strategies, which outline a defined
approach and series of actions that, if implemented effectively, will enable SDLC to meet its
objectives and, ultimately, its goals.


District Overview
The School District of Lee County is the ninth-largest district in Florida and America's 37th-
largest school district and one of the largest, fully-accredited school districts in the
nation.

Students and Schools
SDLC proudly educates approximately 85,000 students in grades K-12, with thousands
more adult learners. It is one of the countys largest employers, with approximately 10,000
full- and part-time employeesof those, approximately 5,400 are teachers.
The School District of Lee County has 95 schools, 42 of which are Title I. The breakdown of
schools is as follows:

Elementary Schools 44
Middle Schools 16
High Schools 13
Special Education Centers and Community Schools 14
K-8
th
Grade Schools 5
Vocational Centers 3
TOTAL 95

The School District of Lee Countys 85,000 students represent 159 countries and speak
approximately 98 different languages. The latest figures show that more than 70 percent of
SDLCs K-12 students participate in the Free & Reduced Lunch Program.

Governance
The Lee County School Board is comprised of five members elected through a District-wide
vote of the people. Board Members serve four-year terms on a staggered basis and reside in
one of the five districts from which they are voted. Members annually elect their Chairman
and Vice Chairman.

The Lee County School Board sets policies and rules that govern the administration of the
District. The Board operates according to Florida laws and Florida Department of
Education regulations and it sets policy only when members meet in official session. The
Board appoints the District's Superintendent, who administers the daily operations of the
school system.

Finance
The School District of Lee County has an annual budget of approximately $1.3 billion, which
equates to an average cost of $3 million per day. According to the 2013 SDLC
Comprehensive Annual Financial Report, just over half of SDLCs revenue comes from
property taxes, with the rest from state, federal and other sources.
School Year 2013/14 Budget (Latest Figures)
Budget Categories
2013/14
Budget
General Fund $782.0 million
Capital Fund $220.8 million
Internal Services $127.0 million
Special Revenue $54.8 million
Food Services $59.8 million
TOTAL $1.292 billion

The average per pupil funding for SY2013-14 is as follows (per Florida Department of
Education):
Regular: $6,224
ESE Programs: $9,340
At-Risk: $6,356
Vocational: $6,231


Needs Assessment Findings
The extensive data gathering and needs assessment process provided the UPD/C&J team
with a broad understanding of the issues facing the district from the varied perspectives of
its many stakeholders. This section highlights the districts key strengths and opportunities
that were identified during the needs assessment process and informed the development of
the strategic plan.
Strengths
School-based and central-office staff are talented and consistently go above and
beyond to help students and colleagues.
The student body is diverse, motivated, and talented; families, teachers and the
community take great pride in students achievement and demonstrated ability to
obtain scholarships for college.
The district has demonstrated excellence in its academic and extracurricular programs
(e.g., International Baccalaureate, Cambridge, Dual Enrollment, Odyssey of the Mind,
AVID, Microsoft Certification, etc.).
The central office is making significant progress in standardizing and streamlining
processes (e.g., Hiring the Lee County Way).
SDLC facilities are clean and well-maintained, and provide a safe learning environment.
Concerns about safety stem from national, rather than local, incidents.
Opportunities
Staff and families are optimistic about new leadership and hope it will bring more
consistency and innovation in district-wide practices.
Over the past year the district has improved communication with staff and families; the
district should standardize the most effective approaches and continue to innovate.
The district should do more to build and leverage partnerships with local business,
faith-based, and community organizations and educational institutions to enhance
resources for student learning and growth.
The Student Assignment plan provides many benefits; however, the district should
consider ways to mitigate some unintended consequences, such as the time and cost of
bussing and the challenge of building strong school-community connections.
Administrators, teachers, school-based support staff and central office staff are eager
for professional development opportunities; increasing access to training and
mentoring opportunities would improve staff skills and performance.
The district has strong processes and protocols in place for data collection, monitoring
compliance, and ensuring data accuracy/integrity, and needs to build greater capacity

in analyzing data to evaluate program effectiveness and inform continuous
improvement.
Internal and external stakeholders indicated that support services (e.g., psychologists,
social workers, and counselors) are currently under-resourced in schools, and
expressed interest in leveraging partnerships with businesses and organizations to
expand resources for students.
This plan provides a roadmap for the district to capitalize on these strengths and
opportunities on its journey to become a world-class school district.


District-wide Goals and Measures
As part of the strategic planning process, the School District of Lee County identified four
goals and associated measures that, if met, would indicate that the district is making
progress towards its vision and mission.
Increase student achievement
Increased % of students graduating within 4 years
Increased % students going to college, vocational, trade schools, or jobs within 12
months of graduation
Increased # of co/extracurricular opportunities and the % of students participating
in co/extracurricular activities
Increased % of students on or above grade level in third grade
Decreased achievement gap among all student sub-groups on state accountability
tests.
Increase retention of effective and highly effective employees
Increased % of principals rated effective or highly effective, overall and in hard to
serve schools
Increased % of teachers rated effective or highly effective, overall and in hard to
serve schools
Increased staff and teacher engagement
Increased # of partnerships with colleges, universities, and technical institutions
Increase family engagement and understanding of district initiatives and resources
Increased # of interactive responses to electronic communication (increase email
open rate, click-through rates, survey responses)
Increased # of hours of family/community participation at the school-level
Increased # of community partnerships
Increased # of business partnerships
Increased # of seniors completing the Free Application for Federal Student Aid
(FAFSA) form
Become a model continuous improvement organization
Increased # of schools and departments using the tenants of the Florida Sterling
model to drive continuous improvement within our organization.
Increased # of principal innovations each year


Summary of Organizing Principles and Objectives
The organizing principles highlight seven areas of focus for the next three years:
1. Inspire Students to Think and Learn
2. Engage Families and Leverage Community Partnerships
3. Ensure a Safe and Healthy Environment for All
4. Hire and Retain the Best Talent
5. Strengthen District Support Systems
6. Drive Decisions with Data
7. Allocate Resources Strategically
This section provides a description of each organizing principle and a summary of the
objectives under each principle.
PRINCIPLE 1: Inspire Students to Think and Learn
Use research-based instructional strategies and other innovative strategies to
ensure that all students meet high expectations and become critical thinkers and
engaged citizens.
1.1 Establish and maintain active and engaging learning environments in all schools.
1.2 Provide a standards-based curriculum that is differentiated to meet the learning
needs of all students.
1.3 Use formative and summative assessment data to provide stakeholders timely,
ongoing feedback to inform instruction.
1.4 Provide timely, targeted interventions, enrichments and resources to all students to
ensure their academic and behavioral success.
1.5 Become a leader in the county in providing access to high-quality inclusive early
childhood educational resources.

PRINCIPLE 2: Engage Families and Leverage Community Partnerships
Clearly communicate and build a common understanding of the districts vision and
priorities both within the school system and among families and the community.
2.1 Respect all students and families diverse perspectives, values, cultures, abilities,
and beliefs.
2.2 Develop mutual trusting relationships among parents, students, schools, district
staff, and community.
2.3 Remove barriers to community and family engagement.
2.4 Increase the level of meaningful parent engagement at home, school and the district
level to support student learning.

PRINCIPLE 3: Ensure a Safe and Healthy Environment for All
Ensure that schools are safe and conducive to learning and that students receive the
supports necessary to achieve optimal health and happiness.
3.1 Ensure that all schools are safe and secure.
3.2 Ensure that all students have access to comprehensive student services.
3.3 Ensure that all students and staff have access to health and wellness opportunities.

PRINCIPLE 4: Hire and Retain the Best Talent
Identify, hire, evaluate and retain the most qualified and effective and teachers and
principals with diverse backgrounds and experience.
4.1 Ensure that all schools are led by an effective or highly effective principal and
leadership team.
4.2 Attract and hire highly qualified and effective teachers, administrators, and support
staff.
4.3 Retain and support the growth of high-performing teachers, administrators, and
support staff.

PRINCIPLE 5: Strengthen District Support Systems
Strengthen district systems and structures so that staff can focus on providing
excellent customer service and efficient and effective support to schools, families,
and other district stakeholders.
5.1 Utilize a sustained systemic and systematic approach of continuous improvement.
5.2 Ensure that all employees provide internal and external customers with outstanding
customer service.
5.3 Encourage a culture of innovation throughout the district.

PRINCIPLE 6: Drive Decisions with Data
Develop and implement systems for using clear, consistent and relevant data to
inform classroom instruction and support the continuous improvement of school
and district department practices.
6.1 Develop clear, reasonable and contextual measures of success for every level of the
districts organization.
6.2 Establish mechanisms to ensure that existing and new data systems adequately
support the needs of users across the district.

6.3 Establish systems and processes for ensuring that internal and external
stakeholders have timely information about progress on district-wide performance
measures.
6.4 Build the capacity of stakeholders to understand and effectively apply data to drive
decision-making.
6.5 Implement systems for monitoring, analyzing, and improving performance across
the district.

PRINCIPLE 7: Allocate Resources Strategically
Allocate the districts resources strategically to ensure that the needs of all students
are being met so that each child has the opportunity to reach his/her full academic
and personal potential.
7.1 Leverage opportunities to generate additional revenues and services.
7.2 Administer a transparent and effective resource-allocation system that aligns
resources with district priorities.
7.3 Maximize the utilization of facilities district-wide and ensure capacity for future
growth.
7.4 Fund attractor/special programs that demonstrate effectiveness in addressing
students needs, interests, and unique talents.
7.5 Establish a district standard for quality facilities and ensure equitable maintenance
district-wide.
7.6 Establish a district standard for technology and ensure an equitable level district-
wide.


Objectives, Objective Measures, and Strategies

PRINCIPLE 1: Inspire Students to Think and Learn
Use research-based instructional strategies and other innovative strategies to ensure that all
students meet high expectations and become critical thinkers and engaged citizens.

Objective 1.1 Establish and maintain active and engaging learning
environments in all schools.
Objective
Measure(s)
% Engaged and Actively Engaged on Gallup Student
Engagement Poll
% Engaged and Actively Engaged on Gallup Employee
Engagement Poll
Increase % of teachers rated effective and highly effective in
Classroom Walk-Through Domains 2 and 3
Increase Student Attendance
Increase Teacher Attendance
Increase % of students who feel their school supports and
empowers them to be successful. (Student
Climate/Engagement Survey and Developmental Assets
Profile)
Increase % of students participating in extra-curricular activities
Strategies 1. Increase opportunities for Authentic Learning (Project-based
learning).
2. Expand opportunities for student and staff recognition.
3. Extend the use of Collaborative Learning Structures (WICOR,
Kagan, Thinking Maps).
4. Pilot innovative teaching and learning techniques (e.g., flipped
classrooms) in select classrooms and schools to identify
effective alternatives for non-traditional learning.
5. Provide opportunities for students to explore options for their
future:

Objective 1.1 Establish and maintain active and engaging learning
environments in all schools.
a. Enhance extra-curricular programs at all schools to
ensure relevant opportunities exist for all students.
b. Ensure all secondary schools offer homeroom or career
academies as a part of their standard schedules.
c. Promote programs that inform and support student
choices around college and career pathways.
6. Assess student engagement through student surveys and
classroom observations.
7. Evaluate the impact of engagement strategies and revise as
appropriate.

Objective 1.2 Provide a standards-based curriculum that is differentiated to
meet the learning needs of all students.
Objective
Measure(s)
% of students making learning gains on state and district
assessments
% of students who leave 3
rd
grade age appropriately, 8
th
grade
age appropriately, and graduate high school with 4-year cohort
% of students with IEPs appropriately served in the general
education classroom
% of ELL students performing at grade level on state ELL
assessment tool
Strategies 1. Implement a Backward Design planning model for curriculum
2. Ensure access to the core curriculum by all students, including
students with disabilities and English language learners, in
general education classrooms as appropriate.
3. Identify up to three research-based instructional strategies for
full implementation.
4. Observe implementation of selected instructional strategies,
analyze implementation and outcome data in PLCs, and adjust
coaching and professional development as appropriate.
5. Promote the use of lesson study among administrators and
teachers in select schools.

Objective 1.3 Use formative and summative assessment data to provide
stakeholders timely, ongoing feedback to inform instruction.
Objective
Measure(s)
% of teachers receiving effective and highly effective rating in
domain 1 and domain 3 indicators of the teacher evaluation
system.
Strategies 1. Develop and consistently implement a framework for school
PLCs.
2. Develop a system-wide assessment process to include:
Formative/summative assessment
Performance-based assessment
Performance task assessment
Pre/post assessment
Standards-based reporting system
Portfolios
Student-led conferences
Student data folders
3. Provide teachers and principals with ready access to data that
can be used to assign students to tiered supports, re-teach
material as necessary, and provide enrichment activities.
4. Provide standards-based intervention/enrichment time in all
schools.

Objective 1.4 Provide timely, targeted interventions, enrichments and
resources to all students to ensure their academic and
behavioral success.
Objective
Measure(s)
% of classrooms/schools implementing multi-tiered system of
supports (MTSS) effectively
Quality of tiered (1,2,3) interventions as determined by
evaluation
Strategies 1. Provide teachers with easy access to data and an electronic
progress-monitoring tool.

Objective 1.4 Provide timely, targeted interventions, enrichments and
resources to all students to ensure their academic and
behavioral success.
2. Identify and provide teachers with research strategies for core
instruction in all subject areas.
3. Identify and provide teachers with research-based academic
and behavioral intervention and enrichment strategies.
4. Develop a system-wide/school-wide MTSS process.
5. Observe implementation of tiered interventions, analyze
implementation and outcome data in PLCs, and adjust
coaching and professional development as appropriate.

Objective 1.5 Become a leader in the county in providing access to high-
quality inclusive early childhood educational resources.
Objective
Measure(s)
% of 4-year olds attending high-quality preschool
% of entering kindergarteners ready to learn as measured by
FLKRS (Kindergarten Readiness Test)
Strategies 1. Develop and promote community partnerships in support of
early childhood education (ECE).
2. Strengthen partnership with Early Learning Coalition.
3. Expand the number of high-quality preschool programs in
schools and local nonprofit organizations.
4. Review current staffing and recruitment efforts to ensure
availability of high-quality early childhood educators.
5. Promote, expand, and enhance parent and family engagement
and access as an integral part of ECE.
6. Implement ECE programs with consideration given to first-
language instruction.
7. Evaluate district and community facilities to ensure adequate
and appropriate facilities.


PRINCIPLE 2: Engage Families and Leverage Community Partnerships
Clearly communicate and build a common understanding of the districts vision and priorities
by engaging all stakeholders families, community, business partners, and district staff.

Objective 2.1 Respect all students and families diverse perspectives, values,
cultures, abilities, and beliefs.
Objective
Measure(s)
% of parents reporting feeling respected and valued
% of families reporting that they trust the school
% of families reporting that they trust the district
% of parents reporting that they have a they have a say in their
childs education
% of parents reporting that the district and school provide
them with the resources to support their childs learning
Strategies 1. Provide school staff with ongoing cultural-proficiency training
to foster respect for students and families of diverse cultures:
Identify relevant evidence-based best practices and
document them in Sharepoint.
Develop cultural competencies and awareness for schools,
focused on their demographics.
Provide customer service training for support staff
(including front office staff) to support to support/embrace
the community.
Include cultural-proficiency training in new hire orientation.
2. Develop tools to help staff overcome language barriers.
Provide translator services via a subscription service.
Maintain a directory of local volunteers who are able to
assist with translation.
Offer language classes for teachers and staff so that they
are able to communicate at a basic level in a variety of
languages.
Provide support and resources for non-native English
speakers.
3. Recruit multi-cultural staff and volunteers to mirror the district
and school population.
4. Embrace, recognize, and celebrate diversity and family

Objective 2.1 Respect all students and families diverse perspectives, values,
cultures, abilities, and beliefs.
structure:
Include cultural holidays on calendars.
Integrate cultures via the fine arts.
Align Food Services menus to cultural-specific holidays.
Include and highlight a selection of titles (including digital)
that embrace diversity in libraries. Reach out to the
community to assist with funding school libraries and/or
providing titles.
Develop a marketing strategy that promotes the district-
wide celebration of cultural diversity.

Objective 2.2 Develop mutual trusting relationships among parents, students,
schools, district staff, and community.
Objective
Measure(s)
% of local organizations offering internships, job shadowing
opportunities, and diploma to hire relationships
# of clicks it takes to get to the good news
Strategies 1. Increase community partnerships to provide additional
resources to support schools for:
Staff development
Student opportunities
2. Explore and implement non-traditional methods of
communication to share good news about the district.
Start with the district website is it parent-friendly?
Ask the Chamber and other community partners to share
information via their websites/newsletters.
3. Define expectations and protocols for all levels of leadership to
engage with the community:
Superintendent and Board Members (or representative ) at
schools with common message.
District expectation for school leaders to embrace
community. Be prepared and welcoming.
Maintain program continuity if leadership changes have a
written succession plan.
Speakers Bureau for teachers to share their own expertise.

Objective 2.2 Develop mutual trusting relationships among parents, students,
schools, district staff, and community.
4. Develop and disseminate paper and electronic resources to
help parents clearly understand school processes and policies:
Take a proactive approach to reach out to parents.
Teach families how to use smart mobile devices.
Be open and transparent with schools processes and
procedures.
Provide opportunity for parents to submit questions during
the course of the year that can be addressed at various
school forums.
Schools need to increase communication of their events on
a more regular basis.
5. Increase opportunities for students to engage in hands-on
projects to build real-world connections in the community,
project-based learning opportunities, and higher-order thinking
activities both inside and outside of the classroom.

Objective 2.3 Remove barriers to community and family engagement
[Engagement is defined as a participatory relationship among
family, community and schools].
Objective
Measure(s)
% of parents or community members who are actively engaged
in the schools as measured by mid-year and end-of-year survey
% of parents who feel that schools are welcoming and
supportive
Strategies 1. Identify current barriers to community/family engagement.
2. Inventory and assess the effectiveness of current engagement
strategies at the school and district level.
3. Develop and implement a family/community engagement plan
to remove/mitigate barriers to engagement.
Use Parent Link
Include survey with report card
Identify and share best practices
4. Develop and implement an outreach strategy to engage
community partners in education.

Objective 2.4 Increase the level of meaningful parent engagement at home,
school and the district level to support student learning.
Objective
Measure(s)
% of increased involvement through Parent Link
# of parent volunteer hours
% of parents volunteering
Strategies 1. Conduct a study to determine how and when parents want to
engage.
How do we currently engage parents? Increase/add to what
were currently doing to further engage parents.
Conduct a school-specific needs assessment to determine
what type of engagement parents want/need.
2. Determine how to measure family engagement at the school
level (e.g. total attendance for school events like back-to-
school night, surveys, number of parent contacts)
3. Organize formal and informal social events that encourage
parent participation:
Back-to-School nights
Informal social engagements unstructured
Family nights at schools with a focus on academics and
assessment
Parent University
Use electronic sign-in to document and count parents who
attend their student activities (arts, sports, etc.).
4. Define specific parent outreach activities to be conducted by
schools and teachers to support student learning.
Positive indicator on report card (i.e., teacher adds a
positive comment to note parent involvement).
School staff reaches out to parents for a specific task.
Student Led Conferences - goal setting for child and parent
led by child.
Use social media (Parent Link and Lee County Schools app)
to disseminate and collect information.


PRINCIPLE 3: Ensure a Safe and Healthy Environment for All
Ensure that schools are safe and conducive to learning and that students receive the supports
necessary to achieve optimal health and happiness.

Objective 3.1 Ensure that all schools are safe and secure.
Objective
Measure(s)
# of documented disciplinary incidents
% of students who feel safe when they are at school
Level of compliance with required safety training and drills
Strategy 1. Increase the number of School Resource Officers, assigning
them to elementary schools where needed.
2. Utilize School Resource Officers to assist with delivery of
curriculum related to Physical Education, Health and Wellness
classes (bullying awareness, substance abuse prevention and
cyber bullying safety/awareness).
3. Provide annual security training for security specialists through
the Southwest Florida Public Safety Academy at Fort Myers
Institute of Technology.
4. Implement evidence-based prevention strategies/programs in
all schools.
5. Implement a system to track and monitor at-risk students.
6. Include Safety and Security in design of new buildings and
refurbishing of existing buildings.

Objective 3.2 Ensure that all students have access to comprehensive student
services.
Objective
Measure(s)
% of students who feel that their school supports and
empowers them to be successful
% of students who report a high level of school connectedness
% of students participating in extra-curricular activities
% of students who are referred to social agencies and receive

Objective 3.2 Ensure that all students have access to comprehensive student
services.
services
gap between the % of students who are referred to social
agencies and the % who are referred and receive services
% of parents who are aware of available support services
% of students who are absent 20 or more days
Strategies 1. Create community and business partnerships to support
student services.
2. Increase the ratio of student services personnel (social workers,
counselors, psychologists, etc.) to students.
3. Develop and implement comprehensive school counseling
programs in each school.
4. Increase the number of schools providing information to
parents, students, and other stakeholders regarding:
definition of bullying, harassment, and peer conflict
awareness of and access to services
5. Identify and audit existing peer mediation programs and best
practices used in schools with a formalized program in place.
6. Provide additional peer mediation training.
7. Offer Restorative Justice Circle training to interested schools
through Student Services Prevention Specialist.

Objective 3.3 Ensure that all students and staff have access to health and
wellness opportunities.
Objective
Measure(s)
# of extracurricular activities related to health and wellness
# of student absences
# of teacher absences
Strategies 1. Pursue business and community involvement in providing
extracurricular health and wellness activities.
2. Spread awareness of mini-grants that promote health and

Objective 3.3 Ensure that all students and staff have access to health and
wellness opportunities.
wellness.
3. Expand the resources of current LCPEC gym and identify
community partnerships to assist in this expansion.
4. Increase healthy options for outdoor activities that foster
wellness, a sense of community, and quality family time for all
Lee County School District stakeholders.


PRINCIPLE 4: Hire and Retain the Best Talent
Hire, evaluate, and retain the most qualified and effective employees with diverse
backgrounds and experience.

Objective 4.1 Ensure that all schools are led by an effective or highly effective
principal and leadership team.
Objective
Measure(s)
% of schools led by an effective or highly effective principal
Strategies 1. Develop principals to be instructional leaders and hold them
accountable for implementation of academic priorities and
increased student performance.
2. Enhance the training of teachers, principals, and principal
supervisors on teacher and principal evaluation processes and
procedures by incorporating inter-rater agreement and
external evaluation professional development.
3. Provide meaningful feedback to all teachers, delivered in a
timely manner through informal observations, coaching, and
feedback conferences.
4. Provide frequent, standardized, and consistent messaging
around teaching and learning.
5. Provide feedback for continuous growth to administrators,
coaches, and teachers.
6. Design and implement a principal-support model:
Define job responsibilities and continue to develop principal
supervisors
Develop a clear theory of action, grounded in expectations
around what effective principals are accountable for in the
district (including what the negotiable vs. non-negotiable
factors are for their leadership and autonomy).
Design and implement the feedback, support, and coaching
model between the principal and principal supervisor.
Design and implement the feedback, support, and coaching
model between the principal and principal supervisor.
7. Identify highly effective principals, placing them in high-need

Objective 4.1 Ensure that all schools are led by an effective or highly effective
principal and leadership team.
schools, and allowing them to select a cohort of staff.
8. Create succession plans to develop a pipeline of highly effective
principals.
9. Identify ineffective teachers and principals and develop a plan
of support; remove ineffective teachers and principals if
development plan is unsuccessful.

Objective 4.2 Attract and hire highly qualified and effective teachers,
administrators, and support staff.
Objective
Measure(s)
Increase the % of teachers hired by June 1.
Increase the % of teachers, administrators, and staff reporting
satisfaction with recruitment, hiring, and onboarding processes
Strategies 1. Establish and document a standardized approach for the
application, interviewing, and selection of all employees
(expand Hiring the Lee County Way).
2. Develop a recruitment plan.
3. Establish partnerships with colleges and universities nationally
and internationally:
Establish an employee referral program for potential
applicants with incentives.
Establish an alumni retrieval program.
Establish an employee college of education connection
(have alumni attend recruiting events).
Establish SDLC marketing programs with local universities
to attract college students to local teaching positions early
in their college careers.
4. Develop a hiring and retention plan to maximize opportunities
to increase staff diversity.
Explore ways to increase the diversity of the staff.
Send out recruitment teams that reflect the population/age
we are trying to attract (make sure they research the area
for local information).
5. Develop a New Hire On-boarding Program.

Objective 4.2 Attract and hire highly qualified and effective teachers,
Establish a support system for new/current educators to
provide peer mentoring and coaching.
Establish community and living assistance/ support for new
educators.
Provide more introductions to Lee Culture during the
face-to-face time with new employees.
Conduct and review new-hire feedback surveys to further
improve how new hires are received and on-boarded.
6. Use paraprofessional career ladder opportunities to identify
and develop a bilingual and diverse teaching staff.

Objective 4.3 Retain and support the growth of high-performing teachers,
Objective
Measure(s)
% of high-performing teachers and administrators who
continue
% of high-performing teachers and administrators in high-
poverty schools who continue
% of teachers, administrators, and staff reporting satisfaction
and self-efficacy
% of all staff (teachers, administrators, support) receiving
satisfactory or excellent performance evaluations
% of administrators, teachers, and staff reporting satisfaction
with professional development and feedback
Strategies 1. Develop job descriptions for all staff that reflect all
responsibilities and are aligned to performance-evaluation
standards.
2. Regularly conduct evaluations of support staff that are aligned
to job descriptions.
3. Acknowledge the performance of highly effective teachers,
principals, and staff as determined by evaluations.
4. Use a career ladder to engage high-potential staff (instructional
and non-instructional).
5. Provide new-teacher support through the second year of
teaching.

Objective 4.3 Retain and support the growth of high-performing teachers,
6. Create and implement high-quality induction programs and
mentor programs for classified staff. Add new-hire feedback
surveys for classified staff.
7. Provide varied opportunities for professional development:
Embed professional development during the school day.
Use alternative scheduling scenarios to increase
opportunities for professional development.
Continue to expand professional learning opportunities in
partnership with postsecondary and college (credit and
non-credit) continuing education programs.
Involve teachers in multi-year professional development
opportunities and/or extension activities.
Involve teachers and staff in the planning and facilitating of
professional development opportunities.


PRINCIPLE 5: Strengthen District Support Systems
Strengthen district systems and structures so that staff can focus on providing excellent
customer service and efficient and effective support to schools, families, and other district
stakeholders.

Objective 5.1 Utilize a sustained systemic and systematic approach of
continuous improvement.
Objective
Measure(s)
% of Departments and schools utilizing the Baldrige/Sterling
approach as a long-term management system
% of staff completing Baldrige/Sterling PD
Quality of product or service
# of schools eligible for Sterling award
Strategies 1. Define and implement a model of continuous improvement
(Baldrige/Sterling) and build awareness throughout the district.
2. Implement and sustain a Strategy Deployment Department to
monitor and support implementation of DSP, including the
Baldrige/Sterling governance model
3. Provide PD around continuous improvement model so that it
becomes the expectation.
4. Develop dashboards to track in-process measures.
5. Leverage technology to meet system goals and monitor
progress.
6. Redefine job descriptions to include quality management
competencies.

Objective 5.2 Ensure that all employees provide internal and external
customers with outstanding customer service.
Objective
Measure(s)
% of customers reporting that they receive outstanding
support, segmented by group (e.g. principals, teachers, support
staff)

Objective 5.2 Ensure that all employees provide internal and external
customers with outstanding customer service.
% of community members and/or parents reporting that they
have favorable impressions of district central office
Central office response time for requests or questions from
schools, community members, parents
% of complaints handled satisfactorily
% of customer satisfaction with:
o Service
o Cost
o Time
Strategies 1. Establish a common vocabulary of the Lee County Way for
customer service:
Establish consistent measures
Collect baseline data
Develop a system-wide process for handling complaints
2. Reduce variation through consistent training (job instruction
training).
3. Collect and report on-going satisfaction data.
4. Cross-train staff within departments to build redundancy and
expand staff skills.
5. Increase employee engagement through professional
development and team building activities.

Objective 5.3 Encourage a culture of innovation throughout the district.
Objective
Measure(s)
# of new ideas submitted each week
# of new ideas implemented
# of open ideas
Strategies 1. Develop a system-wide process to encourage, collect, evaluate
and implement innovative ideas from district stakeholders:

Objective 5.3 Encourage a culture of innovation throughout the district.
Develop tools to gather and report innovative ideas
(Department huddle boards)
Develop evaluation process to identify ideas for
implementation
2. Share stories of successful innovations to recognize and inspire
staff:
Success
Best Practices


PRINCIPLE 6: Drive Decisions with Data
Develop and implement systems for using clear, consistent and relevant data to inform
classroom instruction and support the continuous improvement of school and district
department practices.

Objective 6.1 Develop clear, reasonable, and contextual measures of success
for every level of the districts organization.
Objective
Measure(s)
% of departments and schools that have at least two
performance measures that support the goals of the strategic
plan
% improvement on those measures
Strategies 1. Form a workgroup to develop short- and long-term measures
for central office:
Timeliness
Efficiency
Customer service
2. Form a workgroup to develop short- and long-term measures
for schools:
Proficiency
Growth (formative and summative)
Climate
3. Adopt a common language across the district for describing
progress towards and success in meeting district-wide goals.
4. Develop protocols for ensuring accurate and timely data can be
collected to inform progress on measures.

Objective 6.2 Establish mechanisms to ensure that existing and new data
systems adequately support the needs of users across the
district.
Objective
Measure(s)
% of users who believe the data tools/systems that are
available to them enable them to use data effectively to

Objective 6.2 Establish mechanisms to ensure that existing and new data
systems adequately support the needs of users across the
district.
inform/support their work
Strategies 1. Assess existing systems ability to meet the functional needs of
users and identify gaps in functionality or system capability.
2. Identify and prioritize system changes and/or new systems or
tools necessary to support data needs throughout the district.
3. Develop and implement an improved process for engaging user
representatives in the development process for new or
improved data tools.
4. Conduct a review process to assess the effectiveness of existing
systems and tools in supporting district/school data needs.

Objective 6.3 Establish systems and processes for ensuring that internal and
external stakeholders have timely information about progress
on district-wide performance measures.
Objective
Measure(s)
% of stakeholders reporting that they have timely information
about progress on district-wide performance measures
Strategies 1. Engage internal and external stakeholders in dialogue about
the types of data that they are interested in and how they can
use the data.
2. Design and develop data dashboards for key stakeholders with
differentiated view, access, and functionality based on user
needs. Determine content and timeline for proactively sharing
performance data to various stakeholders.
3. Develop and implement processes to push relevant data to all
stakeholders, including effective communications with
stakeholders.


Objective 6.4 Build the capacity of internal and external stakeholders to
understand and effectively apply data to drive decision-
making.
Objective
Measure(s)
% of stakeholders who applied data to meet the identified
measures
% of stakeholders using the available technologies and
measures
Strategies 1. Focus on developing school leadership capacity for using data
to inform decisions about the types of interventions and
supports for teachers, and facilitating staff collaboration and
use of data to inform instructional planning.
2. Engage user representatives in the design/development of
training on new systems/tools, to ensure that the rollout of
these tools lead to adoption of new practices in using data.
3. Engage a subset of schools and/or individuals as early
adopters to test and provide feedback on the systems and
training and inform district-wide deployment.
4. Establish and grow a network of qualified data experts willing
to serve as a resource to other staff or to schools.
5. Establish regular communication (e.g. newsletter, staff
meetings) about using data to stakeholders throughout the
district:
Best practices
Tips and techniques
Case studies/Success stories
Availability of training and support

Objective 6.5 Implement systems for monitoring, analyzing, and improving
performance across the district.
Objective
Measure(s)
% of department/schools showing improved performance on
measures identified in objective 6.1
Strategies 1. Establish a district-level performance management process that
emphasizes and continually reinforces a district-wide culture of

Objective 6.5 Implement systems for monitoring, analyzing, and improving
performance across the district.
data-based decision making.
2. Train district-level managers on the skills associated with
interpreting and discussing data, and using those data to
hypothesize about strategies and tactics that will change short-
term indicators of performance.
3. Identify critical areas of district operation or programming to
undergo detailed program evaluation/return on investment
analysis.


PRINCIPLE 7: Allocate Resources Strategically
Allocate the districts resources strategically to ensure that all children have the opportunity to
reach their full academic and personal potential.

Objective 7.1 Leverage opportunities to generate additional revenues and
services.
Objective
Measure(s)
% increase in revenue from grants
% increase in grant applications and awards
% increase in revenue and services from partners
% increase in revenue generated from use of facilities
% increase in the number of facilities used to generate revenue
Strategies
1. Identify and implement appropriate and allowable
opportunities to build revenue sources using current fixed
assets.
2. Create streamlined processes that promote the use of district
assets for financial return.
3. Explore and procure grant opportunities to fund programs.
4. Explore and increase private/public/community partnerships
and endowments as sources of alternative funding.
5. Increase special program offerings that generate income for
the district.
6. Explore and implement Board/County/voter initiative and lobby
for legislative action to generate additional sources of revenue
by 2018.

Objective 7.2 Administer a transparent and effective resource-allocation
system that aligns resources with district priorities.
Objective
Measure(s)
Program evaluation (statistics on successful program
completion)
Enrollment counts and demographic breakdown of students
participating in attractor and special programs

Objective 7.2 Administer a transparent and effective resource-allocation
system that aligns resources with district priorities.
Rubric to assess all resources given to schools, and the
alignment of resources with SIP
Strategies
1. Create/maintain an equitable school funding formula that
provides maximum flexibility to meet student needs and is
aligned with the strategic plan.
2. Develop evaluation systems that effectively assess the
allocation of resources to schools and departments.
Conduct an analysis of actual class size (number of students
in each class/section) to identify opportunities to better
target resources to at-risk students and to support core
subjects.
Conduct an analysis of actual teacher and other staff
profiles by school to ensure equitable staffing across
schools.
3. District departments define metrics for performance
assessment.

Objective 7.3 Maximize the utilization of facilities district-wide and ensure
capacity for future growth.
Objective
Measure(s)
Average class size
School enrollment vs. capacity
Strategies
1. Analyze and update the student assignment plan to maximize
current available seats.
2. Analyze grade configurations at schools to maximize available
seats.
3. Create a three-year plan to ensure seat availability for all
projected students.
4. Evaluate current capacity use in each building.
5. Research and utilize creative scheduling to maximize available
seats.

Objective 7.5 Establish a district standard for quality facilities and ensure
equitable maintenance district-wide.
Objective
Measure(s)
# of documented safety violations
Rubric for facility assessment to document equity among all
school facilities
Strategies
1. Define minimum standards for facilities and safety.
2. Define ideal staffing, equipment, cleanliness and facility needs
to maximize learning.
3. Determine policies, staffing, and equipment required to
maximize safety at each school.
4. Conduct a formal facilities assessment for all schools
periodically and assess compliance with minimum facility and
Objective 7.4 Fund attractor/special programs that demonstrate effectiveness
in addressing students needs, interests, and unique talents.
Objective
Measure(s)
Amount of alternative funding for programs
Proportion of funding dedicated to programs at schools,
reflecting cost and need
Strategies
1. Develop an effective method to determine program placement.
2. Create/maintain an allocation method to be used to
appropriately and uniformly fund attractor and special
programs.
3. Increase the amount of support received from community and
business partnership for programs:
Leverage community and business partners to support
programs
Identify at least one champion from business partners to
support programs
4. Develop effective marketing processes to inform stakeholders
about programs.
1.

Objective 7.5 Establish a district standard for quality facilities and ensure
equitable maintenance district-wide.
safety standards.

Objective 7.6 Establish a district standard for technology and ensure an
equitable level district-wide.
Objective
Measure(s)
Student to device ratios
# of help desk requests for equipment failure
Documented adherence to appropriate refresh/replacement
schedule
Strategies
1. Determine technology needs based on state mandates, district
initiatives, and program requirements for all schools.
2. Develop a technology infrastructure that supports instructional
requirements.
3. Develop a three-year plan to identify funding to acquire and
support defined technology needs.
4. Provide resources for appropriate and sustained training to
integrate technology and instruction.


Appendix A: Community Forum Summary
The process by which UPD/Cross & Joftus develops a strategic plan relies, in part, on
feedback received by all school district stakeholders. In order to give the School District of
Lee County (SDLC) community the space to offer this feedback, ten Community Forums
were held during the week of June 8
th
, 2014. These meetings were held in ten different
regional locations: LCPEC, Franklin Park Elementary, Riverdale High, Pine Island
Elementary, Cape Coral High, Island Coast High, Tice Elementary, Heights Elementary,
Bonita Springs Middle and Veterans Park Academy. The district advertised the meetings on
its website, through the press and directly to parents via principals in order to encourage a
level of participation that would represent a truly inclusive snapshot of the communitys
concerns. The agenda for each meeting was intentionally consistent and consisted of the
following three components:
1. Trophies participants worked in
groups to identify what they are
most proud of in the district,
focusing on four key areas:
students, teachers and
administrators, programs, and
facilities
2. SWOT Analysis participants
worked in groups to identify
Strengths, Weaknesses,
Opportunities, Threats (SWOT) for
the district.
3. Dotocracy participants were
asked to use dots to individually
vote on their priorities for the
district.
Notes from each session were captured and duly noted. The outcomes of each of these
sessions are outlined below (Trophies are incorporated into the Strengths section of the
SWOT Analysis).
SWOT ANALYSIS
All attendees participated in a S.W.O.T. analysis where they highlighted what they believed
to be the strengths, weaknesses, opportunities, and threats with regard to SDLC. For the
purposes of this report, the responses were consolidated into groups so that the
information was effectively aggregated.


24
22
20
19
17 17 17
15 15
10 10
0
5
10
15
20
25
30
N
u
m
b
e
r

o
f

M
e
n
t
i
o
n
s
Strengths
20 20
19
16
15
14 14
12
11 11
10
0
5
10
15
20
25
N
u
m
b
e
r

o
f

M
e
n
t
i
o
n
s
Weaknesses

14
10
9
7 7
6 6
5 5 5
4
0
2
4
6
8
10
12
14
16
N
u
m
b
e
r

o
f

M
e
n
t
i
o
n
s
Opportunities
10 10
9
8
7 7
5 5
4 4 4
0
2
4
6
8
10
12
N
u
m
b
e
r

o
f

M
e
n
t
i
o
n
s
Threats

DOTOCRACY
The dotocracy activity allowed participants to vote on issues that they wanted the Strategic
Plan to address. Nine categories or areas of concern were posted around the room on chart
paper:
1. Transportation
2. School Choice*
3. Rigor & Curriculum
4. Community Engagement
5. Technology
6. Equity
7. Safety & Security
8. Early Childhood Education
9. Alternative Education
10. Family Engagement
11. Image & Perception
12. English Language Learners & Cultural Competency
* For the purposes of the dotocracy, School Choice was the term used to describe the Student
Assignment plan.
Participants were then given a specific number of dots that they could place under any
category. They could distribute their dots evenly among a few different categories, or, for
example, they could place all their dots under Equity.
Note: Some attendees left the Community Meetings early and did not participate in
this exercise.
Some findings from this exercise include:
Rigor and Curriculum had the largest percentage of total votes, with 15.3 %.
Family Engagement was the second area of most concern, receiving 11.3% of the votes,
followed closely by Community Engagement (10.2%).
ELL and Cultural Competency came in 11th with 5.8% of the total votes, however there
were very few non-English-speaking participants in attendance at the meetings.
Total participation numbers are included in the following tables.


0
50
100
150
200
250
300
350
400
Community Forum Prioritization

Appendix B: Glossary
Definition of Terms
Term Definition Example
Mission Statement of the broad, timeless
purpose of the organization; its
reason for existing.
To ensure that each student
achieves his/her highest personal
potential
Vision A short, concise statement of the
organizations future that describes
where the organization is going and
what it will look like.
To be a world-class school system

District-wide
Goal
Overall outcome that clearly defines
success for the district within the
prescribed timeframe, when
supported by measurable indicators
(see below).
Increase student achievement.
Indicator A quantifiable measurement that
will provide evidence of progress
towards goals.
Increased percentage of students
graduating from high school in four
years.
Organizing
Principle
High-level process end results that,
if achieved, would enable SDLC to
meet defined outcomes.
Inspire Students to Think and Learn
Objective Process outcomes that SDLC must
achieve if we are to meet our mission.
Provide a standards-based
curriculum that is differentiated to
meet the learning needs of all
students.
Objective
Measure
Provide short-term, actionable data
which inform the effectiveness of
implementation.
Percent of students with IEPs
appropriately served in the general
education classroom.
Strategy A defined approach and series of
actions that, if implemented
effectively, will enable SDLC to meet
objectives.
Implement a Backward Design
planning model for curriculum.

Acronyms

Abbreviation Definition
C&J Cross & Joftus
ELL English-Language Learner
ESE Exceptional Student Education
FAFSA Free Application for Federal Student Aid
FLKRS Kindergarten readiness Test
IEP Individual Education Plan
LCPEC Lee County Public Education Center (District offices)
MTSS Multi-tiered System of Supports
PD Professional Development
PLC Professional Learning Community
SDLC School District of Lee County
SRO School Resource Officer
UPD Urban Policy Development, LLC

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School District of Lee County

3-Year Strategic Plan

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