Introductory Section. District School Board of Volusia County

Introductory

Section

Volusia County is located on the east coast of Central Florida and covers 1,207 square miles, with 47 miles of beachfront on the Atlantic Ocean. With a population of approximately 470,770, Volusia is ranked the 11th largest county in Florida. Volusia is home to a diverse range of ages with approximately 21% of the population age 65 or older and 21% under 18. The median age is 43.3 years. According to the U.S. Census Bureau, there are over 191,000 households throughout the county with a median income of $36,724 and a per capita income of $21,587. Among Volusia residents age 25 or older, 87% graduated from high school and 21% have obtained a bachelor’s degree, including 7% that have also earned a master’s or doctorate degree. Although tourism is a significant contributor to Volusia County’s economy, services, including education and health, are the primary industry. In September 2004, the Florida Research and Economic Data Base estimated Volusia’s unemployment rate to be 4.5%, which was below the national average.

Background on the Volusia County School District

Volusia County is the 11th largest school district in the state with 71 schools and over 65,306 full-time equivalent students. For management purposes, the county is divided into three areas: Northeast, Southeast and West. Each area has an assigned Area Superintendent who supervises the schools in their area. Volusia County Schools offer a wide variety of educational programs to all ages. In addition to the many programs offered in traditional school settings, the dis-trict also operates 20 alternative education sites for special needs students with physical or emotional limitations. The Teen Par-ent program furnishes day care to allow young parPar-ents the opportunity to complete high school and receive their diploma. The English for Speakers of Other Languages (ESOL) pro-gram imparts specialized instructional techniques for students who speak a foreign language. The Advanced Technology Center, a charter technical career center, provides high cost technical programs in a single location, and it is open to all 11th and 12th grade students countywide. It was created as a collaborative effort between the Daytona Beach Community College, the Volusia and Flagler county school districts, business and community leaders, and the Florida Legislature. This facility, which opened in August 2001, is designed to provide the area with a center devoted to technology training that is available to both high school and adult students. This partnership is indicative of the community spirit in the area and the awareness of the importance of technology to our students.

Demographic Information

Educational Programs Offered

The School Board of Volusia County offers a comprehensive and rigorous K-12 curriculum designed to meet the needs of all students. This comprehensive curriculum includes both core and specialized programs and services, and is aligned with state standards. All Volusia County schools are fully accredited by the Southern Association of Colleges and Schools. In addition, Volusia County provides certified art, music, guidance and physical education teachers at all schools. The following is an instructional program summary, highlighting program offerings for the 2004-2005 school year:

Advanced mathematics and science courses of study are offered at all middle schools for grades 6-8.

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International Baccalaureate programs are offered at two Volusia County high schools.

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Multiple Advanced Placement programs are offered at all nine Volusia County high schools.

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In 2006, graduating seniors will have the opportunity to receive the Superintendent’s Diploma of Distinction, which recognizes outstanding academic achievement.

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All Volusia County high schools offer career and technical education magnet programs ranging from Aero Space Science to Law and Government.

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A full range of Exceptional Student Education services is offered in all Volusia County elementary, middle and high schools.

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A wide variety of alternative education programs, services and school locations are offered.

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The PSAT program is offered at no charge for all students in grades 8 through 11.

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All Volusia County middle and high schools offer a variety of foreign language programs.

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All Volusia County high schools have a Reading Coach designed to support a wide variety of literacy grams.

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Supplemental reading services are provided through Exceptional Student Education at all grade levels.

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Volusia County Schools provide Title I supplemental services to more than forty elementary and middle schools.

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Volusia County Schools provide math, science and writing “Fusion” programs at selected elementary schools.

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Volusia County Schools provide intensive reading and math programs of study for at-risk students at all middle and high schools.

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Eight (8) middle and high schools are implementing the College Board’s Springboard program in language arts and mathematics to accelerate achievement for all students.

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Twelve (12) schools are piloting the elementary Plus One Extended Day program

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Expanded staff development for all new teachers.

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Increased utilization of on-line staff development for all employees.

Volusia County’s comprehensive curriculum is supported with specific academic goals, essential indicators, best practices and benchmarks in the area of academic excellence, access and equity, high performing instruc-tional staff, and involved families and community.

District Accomplishments

There have also been numerous accomplishments among students, teachers, schools and the district as a whole:

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Thirty-one Volusia County schools have been recognized as recipients of the Florida Department of Education Five Star School Award for all areas of community involvement.

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A total of 150 Volusia County teachers are National Board Certified, having completed the National Board for Professional Teaching Standard for excellence in teaching.

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Mary Bruno, Director of Career, Technical and Community Education, received the 2004 Florida Association of Career and Technical Educators Hall of Fame Professional Award.

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For the second straight year, 89% of Volusia schools received a rating of “A” or “B” on the school accountability report, with 93% of Title I schools achieving “A or “B.” For the first time in the history of the accountability system, 100% of Volusia County elementary schools received a grade of “A” or “B.”

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The district’s SAT score remained above the 1000 mark for the fourth consecutive year at 1003.

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Volusia is the first and one of only four charter school districts in the state of Florida, which allows our schools to remove unnecessary rules and regulations in order to significantly accelerate student

achievement. To date, over 200 waivers have received school board approval.

• Results from the ½-cent sales tax include the opening of Spirit Elementary School in Deltona and the current construction of David C. Hinson, Sr. Middle school in Daytona Beach. Three replacement schools for New Smyrna Beach High in New Smyrna Beach, Taylor Middle-High in Pierson and Mainland High in Daytona Beach are also under construction. In addition, many renovation projects are occurring throughout the district.

Executive Summary

Each spring, students in grades 3 through 10 take the Florida Comprehensive Assessment Test in reading and mathematics. This test measures students’ ability to read critically, to solve real-world mathematical problems and to apply higher level reasoning skills. In 2004, Volusia’s FCAT scores in both reading and mathematics continued to exceed state averages.

Since 1991, Florida’s public school students in grades 3 through 10 take the Assessment Test in writing. Writing scores range from 1 to 6 and are based on four criteria: focus, organization, conventions and supporting details. The increase of students who achieve a level 3 or higher has increased dramatically since the inception of the assessment program. In 2004, approximately 89% of students have reached a level 3 and the new district goal is to increase the percentage of students scoring at level 4 or higher.

Graduation rates are important public school accountability measures. Volusia ranks among the top performing districts in the state.

Student Achievements

Since 1999, the state of Florida has rated schools based on student performance on the Florida Comprehensive Assessment Test in reading, writing and mathematics. Ratings are based on the percentage of students meeting high academic standards in each subject area as well as on the percentage of students making yearly gains in reading and mathematics. Over the last six years, the percentage of A and B schools has increased from 25% in 1999 to 89% in 2004 and the percentage of D and F schools decreased from 18% in 1999 to 0% in 2004.

Accountability Grades - All Schools

25 61 18 56 42 1 48 48 3 70 27 3 89 11 0 89 11 0 0% 20% 40% 60% 80% 100% A+B C D+F 1999 2000 2001 2002 2003 2004 60 70 62 75 64 77 68 82 69 80 0% 20% 40% 60% 80% 100% 1999 2000 2001 2002 2003

District Graduation Rate

District Strategic Plan

A 2003-2008 Strategic Plan for the School District of Volusia County was adopted on July 15, 2003. There are six areas of focus through which district goals were generated: Academic Excellence; Access and Equity; High Performing Instructional and Non-Instructional Staff; Involved Families and Community; Safe and Orderly Environment; and Effective Operations. There are 19 goals and 20 objectives that have guided the allocation of financial resources for the district.. The objectives were established with annual benchmarks that would indicate progress toward achieving the district goals. The goals are listed below with the complete strategic plan provided as an addendum to the budget.

Academic Excellence

Goal 1

: We will continue to support and implement a comprehensive curriculum, which incorporates the arts, foreign language, health and physical education, language arts, mathematics, science, social studies, career and technical education, character education, technology, and social development. Access and Equity

Goal 2: We will promote responsible citizenship and prepare all students for work, post-secondary education, and adult living.

Goal 3: We will increase achievement for each and every student as measured by rigorous national, state, and local standards.

Goal 4: We will address the diverse educational needs of all students. Goal 5: We will ensure effective access to rigorous programs for all students.

Goal 6: While continuing to raise all student academic performance, we will close the achievement gap between the No Child Left Behind Act identified sub-populations and the general population as a whole.

High Performing Instructional and Non-Instructional Staff Goal 7: We will be strong advocates for public education.

Goal 8: We will continue to recruit, develop, and support outstanding and highly qualified personnel. Goal 9: We will continue to foster a climate that promotes professional development for instructional and

non-instructional staff.

Goal 10: We will maximize efforts to protect instructional time.

Executive Summary

Involved Family and Community

Goal 11: We will continue to provide and encourage a climate in which the involvement of families and community members from diverse backgrounds is valued and welcomed.

Goal 12: We will increase our commitment to family and community partnerships to provide resources and programs to maximize student achievement.

Goal 13: We will involve families and community in our proactive effort to provide a safe, orderly, and well-disciplined environment in our schools and during school activities.

Goal 14: We will communicate district expectations and work collaboratively to support the family’s responsibility to foster academic achievement and appropriate behavior for all students. Safe and Orderly Environment

Goal 15: We will promote an emotionally, intellectually, and physically safe environment for all students and staff.

Effective Operations

Goal 16: We will focus on excellence in individual and organizational performance.

Goal 17: We will maximize and allocate federal, state, and local resources to implement the District’s Strategic Plan.

Goal 18: We will continue to improve managerial and operational efficiency and effectiveness. Goal 19: We will foster a climate that promotes open communication, ethical behavior, shared

responsibility, accountability, mutual respect, and lifelong learning.

2004-05 District Budget

One of the most important functions for any school board is the establishment of the budget for the school district. The allocation of available resources presented in the budget reflects the goals and priorities that we developed as a district. The accompanying recommended 2005 budget continues to emphasize meeting the needs of our students. This is our fifth budget as a charter district, which continues to allow us to focus our resources toward accelerating student achievement as we prepare students for their future roles in our democratic society.

The following provides a brief description of the various phases of the budget process and timeframes in which budget preparation takes place.

Planning Phase

The planning stage of the budget process begins in December. The budget calendar is created listing activities and key dates. Concurrently, the senior staff meets to discuss goals and initiatives for the coming year as well as challenges and opportunities facing the district. Finally, projections and assumptions crucial to the budgeting process, such as program changes, enrollment projections and anticipated changes in funding levels, are evaluated.

Budget Development Phase

Based upon the School Board’s priorities and strategic plan, departments develop goals and objectives for the budget period. Base salary and benefit budgets, which represent existing service levels, are adjusted for anticipated compensation, health insurance, retirement and tax changes. Division heads are also asked to evaluate staffing levels necessary to meet their goals and objectives, which may include shifting, eliminating, adding and changing funding on positions. A zero-based budget philosophy is used for department non-salary budgets.

School staffing is calculated based on established formulas and projected enrollment numbers. The deputy superintendents, area superintendents, and program staff meet and review each school. Changes are made and the staffing sheets are provided to the school principals for their review. School non-salary budgets are allocated based on an established formula using the guidelines provided in the budget manual. The principal and their school budget committee design a spending plan based on the school’s goals and objectives. (Complete formula sheets can be found in the Informational Section.)

Budget submission is accomplished electronically for both schools and departments. The Budget Department compiles the information and compares it with the forecasted revenues to ensure a balanced budget. The budget is then reviewed with the Deputy Superintendent for Financial and Business Services and the Superintendent.

Budget Adoption Phase

The preliminary budget is presented in a workshop to the School Board allowing them to make adjustments or request further information concerning the district spending plan. The tentative budget is advertised in the newspaper and then approved after a public hearing in July. All final revisions are made and the budget is officially adopted after a hearing held in September.

Budget Amendments Phase

Appropriations are controlled at the object level (e.g., salaries, purchased services, and capital outlay) within each functional activity (e.g., instruction, pupil personnel services and school administration) and may be amended at any School Board meeting prior to the due date of the annual financial report.

Executive Summary

Budget Highlights

Class Size Reduction Amendment

In November 2002, Florida voters passed Constitutional Amendment 9, requiring the state Legislature to provide funding to reduce the maximum class size in Florida’s public schools. The goals set by the amendment to be reached by 2010 are 18 students per pre-kindergarten class through grade 3, 22 students per class in grades 4 through 8, and 25 students per class in grades 9 through 12. The amendment specified a two student per year reduction from district averages to school averages and finally to individual classroom averages. This year, the state allocated $23.7 million towards meeting the requirement in Volusia County schools. The staffing formula for grades K-3 was reduced by 4.7 adding 130 teachers in the elementary schools, while $1.05 million was reserved to meet any additional school class size issues. The baseline data was captured from the 2003 February FTE survey and was measured against the data from the 2003 October FTE survey. If Volusia did not meet the requirements of the amendment, a proportionate share of FEFP revenue would be moved to the capital fund.

For the 2004 October FTE survey, districts were once again under a 2 student reduction requirement in district class size averages as compared to the 2003 October FTE survey unless under the class size cap. Volusia was under the district average class size requirements for all three grade groupings as of the 2004 October FTE survey, thus, avoiding any penalties. District average requirements will be calculated again for the 2005 October FTE survey. Requirements will change to a school average for class size for the 2006-2007 school year.

Summer Reading Allocation

The Legislature provided $25 million in nonrecurring lottery funds to provide support and assistance to students who have not mastered skills necessary for promotion or graduation. The funds are to be used by each district for summer reading programs or for students needing supplemental instruction during the school year to reduce the need for summer remedial programs. Volusia County received $624,952 which was used for remediation program development, teacher training and materials for 3rd, 10th, 11th, and 12th grade students. The remaining funds will be used in FY05 to provide summer remediation and FCAT remediation.

School Recognition Funds

The School Recognition Program recognizes the high quality of many of Florida’s public schools. Schools that receive an A or schools that improve at least one performance grade category are eligible for school recognition funds. Over the past six years, the percentage of A and B schools in Volusia County has increased from 25% to 89%. The 2004 Legislature provided $263.4 million with Volusia estimated to receive $5.4 million . After the obligations for the School Recognition program were met the remaining funds were allocated based on each district’s k-12 base funding. Volusia County was awarded $3.2 million. The award is based on $100 per student for each qualifying school. After the obligations for the Florida School Recognition Program have been met, the remaining funds shall be allocated for District Lottery to all school districts based on each district’s K-12 base funding.

Executive Summary

Issues

The District faced many budgetary issues this year. The school district’s current impact fee is $1,138. It is proposed to increase to $3,165, effective February 1, 2005, and a vote is scheduled by the Volusia County Council on January 20, 2005 to adopt the fee.

Contract negotiations with the three unions are settled with each receiving an overall 3% increase. The health insurance costs have been increasing each year and this year was no exception. The budget includes a provision to cover a 5.3% increase in health insurance costs. The John McKay Scholarship program for students with disabilities cost the district

$1.1 million in FY04 and is estimated to increase by 3.5% to $1.5 million in FY05.

During August and September, power outages, hazardous conditions, fallen trees and other debris were a part of daily life in Volusia County. Hurricanes Charley, Frances and Jeanne have caused damages at many school facilities totaling $17.5 million. Although claims have been submitted to the insurance company and FEMA, they are still in the process of determining how much will be reimbursed. Volusia County did not attract many new students from out of state or other counties during this time which slightly depressed growth in

student enrollment and state funding. DeLand Middle School

The No Child Left Behind (NCLB) act has been impacting both the operating and the federal program budgets. Schools that fail to meet the Adequate Yearly Progress (AYP) for two consecutive years require the school district to offer parents, whose students attend those schools, the choice of another school in the district or an opportunity to attend an approved learning center. This requires more bus routes and increases the district’s transportation costs. All paraprofessionals in Title I schools are required to have a two year degree or have passed a certification test. The district has funded the test and training.

Basis of Accounting

Basis of accounting refers to when revenues and expenditures, or expenses, are recognized in the accounts and reported in the financial statements. Basis of accounting relates to the timing of the measurements made, regardless of the measurement focus applied.

Governmental fund financial statements are prepared using the modified accrual basis of accounting. Revenues, except for certain grant revenues, are recognized when they become measurable and available. Revenues are considered to be available when they are collectible within the current period or soon enough thereafter to pay liabilities of the current period. The District considers revenues to be available if they are collected within 90 days of the end of the current fiscal year. When grant terms provide that the expenditure of resources is the prime factor for determining eligibility for Federal, State, and other grant resources, revenue is recognized at the time the expenditure is made. Under the modified accrual basis of accounting, expenditures are generally recognized when the related fund liability is incurred. The principal exceptions to this general rule are: (1) prepaid items are generally not accrued; (2) interest on general long-term debt is recognized as expenditures when due; and (3) expenditures related to liabilities reported as general long-term debt are recognized when due. Allocations of cost, such as depreciation, are not recognized in governmental funds.

The Proprietary Funds are accounted for as proprietary activities under standards issued by the Financial Accounting Standards Board through November 1989 and applicable standards issued by the Governmental Accounting Standards Board. Proprietary funds distinguish operating revenues and expenses from non-operating items. Operating revenues and expenses generally result from providing services and producing and delivering goods in connection with the proprietary funds’ principal ongoing operations. The principal operating revenues of the District’s internal service funds are charges for workers’ compensation, general liability, property insurance and fleet. All revenues and expenses not meeting this definition are reported as non-operating revenues and expenses.

When both restricted and unrestricted resources are available for use, it is the District’s policy to use restricted resources first, and then unrestricted resources as they are needed.

Basis of Budgeting

The board follows procedures established by State statutes and State Board of Education rules in establishing budget balances for governmental funds as described below.

Budgets are prepared, public hearings are held, and original budgets are adopted annually for all governmental fund types in accordance with procedures and time intervals prescribed by law and State Board of Education rules.

Appropriations are controlled at the object level (e.g., salaries, purchased services, and capital outlay) within each activity (e.g., instruction, pupil personnel services, and school administration) and may be amended by resolution at any School Board meeting prior to the due date of the annual financial report.

Fund Types

The District reports the following governmental funds:

General Fund - used to account for all financial resources except those required to be accounted for in another fund. The General Fund is supported by taxes, fees and other revenues that may be used for any lawful purpose. Also called the Operating Fund.

Debt Service Fund - used to account for the accumulation of resources for payment of interest and repayment of principal to holders of debt instruments.

Capital Outlay Fund - to account for financial resources to be used for the acquisition, construction and renovation of capital facilities. Major capital outlay fund sources include loacal capital millage, sales tax, impact fees, PECO, and Classrooms for Kids(Class size reduction).

Special Revenue Funds - used to account for the proceeds of specific revenue sources (other than special assessments, expendable trusts, or for major capital projects) that are legally restricted to expenditures for specific purposes.

Additionally, the District reports the following proprietary fund type:

Internal Service Funds – to account for the District’s individual self-insurance programs.

General Fund

This fund provides for the day-to-day operations of the District and is used to account for all financial resources except those that must be accounted for in another fund. Local ad valorem taxes, Florida Education Finance Program (FEFP) and State categorical programs constitute the primary revenue sources of the General Fund.

The General Fund budget for the 2004-2005 school year is $418 million, an increase of 7.4% over the previous year’s budget. Federal sources account for less than 1% of the revenue. State sources account for 61%, with the remaining 39% coming from local sources. Additionally, funds are transferred in accordance with State guidelines, from capital funds to assist in supporting ongoing maintenance operations. The majority of the transfer from Capital Outlay funds is used to fund maintenance costs.

General Fund Actuals Budget Increase/ Revenues 2003-2004 2004-2005 (Decrease) Federal $ 1.59 $ 0.99 $ (0.60) State FEFP 185.08 186.94 1.86 Categoricals 29.63 42.57 12.94 Miscellaneous State 2.26 1.39 (0.87) Property Taxes 131.39 142.46 11.07 Interest 0.65 0.60 (0.05) Indirect Cost 2.12 1.85 (0.27) Miscellaneous Local 6.03 1.01 (5.02) Transfers In 11.08 10.80 (0.28) Sale of Fixed Assets 0.06 - (0.06) Beginning Fund Balances 19.36 29.40 10.04

Total $ 389.25 $ 418.01 $ 28.76

Executive Summary

Debt Service Funds

These funds are used to account for the accumulation of resources for the payment of principal and interest on general long-term debt. Major sources of revenue for these funds include the voter-approved millage levy, non-voted capital outlay millage levy, State Board of Education revenue, impact fees and the one half cent Sales Tax revenue. The Debt

Service budget for 2004-2005 is $62.85 million.

Debt instruments are issued to finance new school construction, renovate existing facilities, as well as facilitate major purchases such as computers and phone systems. In addition, the District is continually reviewing opportunities to reduce existing debt service by restructuring or refinancing existing obligations. Also, the School Board has approved a line of credit arrangement using sales tax collections to defer bonding of the sales tax proceeds.

The 2004-2005 ending fund balance of $22.3 million is reserved for future payments on the General Obligation Bonds (GOBs) outstanding and the Sales Tax Bonds. Payments are required early in the fiscal year before collections have accumulated thus a reserve is held to make these early payments. Appropriations total $406.5 million

dollars, which is an increase of 13% above last year’s actual expenditures. Eighty-three percent of the budget is used to cover the cost of employee compensation and benefits. This cost includes a 5.3% increase in health insurance costs and no increase in the Florida retirement rate. The District also anticipated $1.5 million in McKay Scholarship students. The Class size Amendment impacted the budget by increasing 130 teachers in the elementary schools. An appropriation of $1.05 million was also set up to cover any unanticipated class size issues. The district is budgeting 95% of the budget

to cover school costs and 5% for district operations. The functions for district operations include the School Board, General Administration (Superintendent’s Office), Facilities Acquisition and Construction, Fiscal Services and Central Services.

Executive Summary

General Fund Actuals Budget Increase/ Expenditures 2003-2004 2004-2005 (Decrease) Salaries $ 243.92 $ 259.88 $ 15.96 Benefits 68.26 77.14 8.88 Purchased Services 20.21 26.97 6.76 Energy Services 9.66 11.22 1.56 Materials & Supplies 11.82 24.61 12.79 Capital Outlay 1.33 2.19 0.86 Other Expenses 4.64 4.44 (0.20) Total Appropriations 359.84 406.45 46.61 Transfers Out 0.01 0.01 -Ending Fund Balances 29.40 11.55 (17.85)

Total $ 389.25 $ 418.01 $ 28.76

Debt Service Actuals Budget Increase / Revenue 2003-2004 2004-2005 (Decrease) State Sources $ 2.06 $ 2.04 $ (0.02) Local Sources 10.20 9.96 (0.24) Transfers from Capital Fund 28.01 30.35 2.34 Beginning Fund Balances 18.94 20.50 1.56 Adjustment to Beginning Fund Balance - -

-Total $ 59.21 $ 62.85 $ 3.64

Debt Service Actuals Budget Increase / Expenditures 2003-2004 2004-2005 (Decrease) Redemption of Principal $ 23.81 $ 25.35 $ 1.54 Interest 13.59 14.97 1.38 Dues and Fees 0.33 0.20 (0.13) Miscellaneous Expense 0.60 - (0.60) Transfers to Capital Funds 0.38 - (0.38) Ending fund balances 20.50 22.33 1.83

Capital Outlay Funds

These funds are used to account for financial resources to be used for the acquisition or construction of capital facilities and equipment. The anticipated revenues for the school year 2004-2005 are $181.1 million with carryover balances of $211.3 million. The major sources of revenue are local Ad Valorem Taxes $46.8 million, and Half-Cent Sales Tax collections $35.5 million. Other local sources are Impact Fees $9 million and Interest Income $3.2 million, also a new COPs Issue for $30.5 million and the Sales Tax Line of Credit for $40 million. State funding through Public Education Capital Outlay (PECO) funds is $4.6 million for maintenance, and the new Classrooms for Kids program will be $11.2 million, $9 million of that amount is carryover funds designated for projects to reduce class size that have not started. The total Capital Projects Funds budget for the 2004-2005 school year is $392.4 million.

Appropriations comprised of facilities projects for buildings and fixed equipment $136.8 million, remodeling, and renovations $44.4 million, improvements other than buildings $13.8 million, and land for construction projects $11.9 million and are the largest portion of the capital outlay budget. Furniture, fixtures, and equipment to support new construction, district technology initiative and replacement equipment for schools is estimated at $23.8 million. Buses and maintenance vehicles will require $9.8 million.

Transfers to the general fund for state qualified maintenance expenditures and computer equipment total $10.8 million The transfer to debt service for prior years’ construction projects is $30.4 million. The annual appropriation for debt service is determined by the debt service amortization schedules and bond covenants.

Projects in progress are listed in detail in the Capital Project Details portion of the Informational Section. The ending fund balance for school year 2004-2005 is estimated at $110.9 million, but this figure includes funds for contingencies and reserves along with $11.2 million in Classrooms for Kids funds. These funds will have projects identified in the near future to reduce the class size of our schools to meet the new state requirements.

Executive Summary

Capital Outlay Actuals Budget Increase / Expenditures 2003-2004 2004-2005 (Decrease)

Library books $ 0.07 $ 0.17 $ 0.10 Audio visual materials 0.02 0.02 -Buildings and fixed equipment 59.58 136.80 77.22 Furniture, fixtures, and equipment 13.26 23.39 10.13 Motor vehicles 3.68 9.75 6.07 Land 3.53 11.86 8.33 Improvements other than buildings 4.47 13.80 9.33 Remodeling and renovations 31.44 44.38 12.94 Computer software 1.51 0.16 (1.35) To General Fund 11.08 10.80 (0.28) To Debt Service Funds 28.01 30.35 2.34 Interfund (Capital Projects Only) - - -Projects in Progress 157.38 - (157.38) Ending fund balances 53.90 110.90 57.00

Total $ 367.93 $ 392.38 $ 24.45

Capital Outlay Actuals Budget Increase / Revenue 2003-2004 2004-2005 (Decrease)

CO&DS distributed to district $ 0.29 $ 0.25 $ (0.04) Interest on undistributed CO&DS 0.02 0.02 -PECO Fixed Capital Outlay 1.98 - (1.98) PECO Maintenance 3.13 4.58 1.45 School infrastructure thrift 0.08 - (0.08) Classrooms for kids 4.67 11.24 6.57 Other state sources 0.10 - (0.10) Ad valorem taxes 42.18 46.78 4.60 Sales tax 34.14 35.50 1.36 Interest income 3.02 3.20 0.18 Impact fees 8.26 9.00 0.74 Local grants and other local sources 1.13 - (1.13) Transfers In 0.39 - (0.39) COBI Bond 0.56 - (0.56) Certificates of Participation - 30.53 30.53 Sales Tax Bonds 61.90 - (61.90) Sales tax line of credit - 40.00 40.00 Projects in Progress 186.26 157.38 (28.88) Beginning fund balances 19.82 53.90 34.08

Special Revenue - Food Service School Way Café, the food service program for the school district, provides meal service to students through the National School Lunch Program, the School Breakfast Program, the Federal After School Snack Program, and the Summer Food Program. Additionally, an extensive a la carte program is available in secondary schools. The budget for the 2004-2005 school year is $29.63 million, a decrease of $0.31 million over the previous year. None of the SWC budget is derived from local tax dollars.

The School Way Cafe program serves more than 29,000 lunches and 8,000 breakfasts daily, in addition to more than $6.0 million in a la carte and other sales annually. Currently lunch prices are at $1.35 in elementary schools, $1.45 in middle schools, and $1.50 in high schools and breakfast prices at $.75. Free or reduced price meals are provided to students whose families meet the federal income guidelines.

Executive Summary

Food Service Fund Actuals Budget Increase/ Revenues 2003-2004 2004-2005 (Decrease)

Federal Through State $ 11.58 $ 11.36 $ (0.22) State Supplements 0.35 0.30 (0.05) Local Sources 8.71 7.73 (0.98) Beginning Fund Balances 9.30 10.24 0.94

Total $ 29.94 $ 29.63 $ (0.31)

Food Service Fund Actuals Budget Increase/ Expenditures 2003-2004 2004-2005 Decrease

Salaries $ 7.08 $ 7.30 $ 0.22 Benefits 3.23 3.36 0.13 Purchased Services 0.75 1.20 0.45 Energy Services 0.07 0.08 0.01 Materials and Supplies 7.31 7.26 (0.05) Capital Outlay 0.62 1.55 0.93 Other 0.64 0.67 0.03 Ending Fund Balances 10.24 8.21 (2.03)

This funding comes from federal sources that are to be used to provide specific educational resources administered by the School Board. The three major programs are the Elementary and Secondary Education Act, Title I Program ($13.2 million), the Individuals with Disabilities Act (IDEA) ($14 million), and the Teacher and Principal Training and Recruiting – Title II, Part A, No Child Left Behind (NCLB) ($3.6 million).

Title I is a federally funded program designed to ensure that all students in poverty situations have an equal opportunity to achieve. It is designed to improve reading, writing, and mathematics. IDEA is a federally funded program that provides services for students with

disabilities that negatively impact educational outcomes. The Teacher and Principal Training and Recruiting grant is a federally funded program that is part of the No Child Left Behind Act (NCLB). The purpose of these funds is to increase student academic achievement through strategies such as improving the quality of teachers and principals, increasing the number of highly qualified teachers and principals, and to hold local educational agencies and schools accountable for improvements in student academic achievement. The Special Revenue – Other budget for the 2004-2005 school year is $39 million, an increase of $3 million, or 8%, over the previous year. Grants will be added or amended to the budget throughout the fiscal year as awards are received. Special Revenue - Other

Self-Insurance Funds

The Self-Insurance funds are used to account for and finance uninsured risks of loss for workers’ compensation, property, liability and fleet claims. One hundred percent of the revenues for these funds are provided from other district funds.

Executive Summary

Internal Service Actuals Budget Increase/ Revenues 2003-2004 2004-2005 (Decrease)

Operating Revenues $ 6.98 $ 7.16 $ 0.18 Transfers In - - -Non-Revenue Sources - - -Beginning Fund Balances 0.64 0.64

-Total Revenues $ 7.62 $ 7.80 $ 0.18

Special Revenue - Other Actuals Budget Increase/ Revenues 2003-2004 2004-2005 (Decrease)

Federal Direct $ 0.89 $ 1.45 $ 0.56 Federal Through State 35.47 37.90 2.43

Total Revenues $ 36.36 $ 39.35 $ 2.99

Special Revenue - Other Actuals Budget Increase/ Expenditures 2003-2004 2004-2005 (Decrease)

Salaries & Benefits $ 24.15 $ 26.17 $ 2.02 Purchased Services 3.80 4.12 0.32 Materials & Supplies 2.37 2.56 0.19 Capital Outlay & Energy Services 3.56 3.82 0.26 Other Expenses 2.48 2.68 0.20

Total $ 36.36 $ 39.35 $ 2.99

Internal Service Actuals Budget Increase/ Expenditures 2003-2004 2004-2005 (Decrease) Salaries $ 0.13 $ 0.15 $ 0.02 Employee Benefits 0.37 0.43 0.06 Purchased Services 3.08 3.37 0.29 Other Expenses 3.40 3.21 (0.19) Transfers Out - - -Ending Fund Balances 0.64 0.64

General Fund Budget Forecast

A three-year budget forecast has been prepared for all governmental funds (see details in the Informational Section). The assumptions are based on historical trends and knowledge of current educational initiatives at the legislative level. Meeting the requirements of the Class Size Reduction Amendment will consume most of the general fund revenue increases over the next several years. There are more and more voucher program offerings such as the McKay Scholarships for Students with Disabilities and Florida’s business-backed scholarships for low-income students to attend private schools, which make it difficult to accurately project student enrollment. Revenues are projected to increase approximately 4.5% per year, while many of the costs such as health insurance, school staffing and utilities will see a much higher increase.

Capital Fund Budget Forecast

The three-year budget forecast for capital expenditures continues to emphasize the construction of new schools, renovations at existing schools and technology and equipment to allow our students and staff the opportunity to function at the highest level. With the safety of our students in mind, we also plan to keep our bus fleet up to date.

The full picture of the capital budget can be seen in the five-year plan in the Informational Section. The Capital Outlay Five-Year Budget Plan is built around the Facilities Five-Year Work Program. The first year of the five-year plan is the budget for the next year and the remaining four years are fiscal forecast of revenues necessary to accomplish the facilities work program. The Public School Capital Outlay Program Act of 1997 requires that the school district prepare a Five-Year District Facilities Work Program before adopting the annual capital outlay budget. The purpose of the district facilities work program is to keep the School Board and the public fully informed as to whether the district is using its capital resources to meet the essential needs of the students.

Executive Summary

Capital Fund Budget Forecast Forecast Forecast Expenditures 2004-2005 2005-2006 2006-2007 2007-2008

New Construction $ 40.95 $ 102.87 $ 94.70 $ 46.97 Projects at Existing Schools & Facilities 21.56 52.56 26.19 15.33 Facilities Management 2.29 2.38 2.47 2.57 Technology 10.61 4.00 8.00 8.00 System Wide Equipment and Vehicles 3.41 3.57 3.74 3.91 Buses 4.14 4.32 4.50 2.88

Total $ 82.96 $ 169.70 $ 139.60 $ 79.66 General Fund Budget Forecast Forecast Forecast Expenditures 2004-2005 2005-2006 2006-2007 2007-2008

Salaries $ 259.87 $ 280.57 $ 295.77 $ 311.50 Benefits 77.14 81.50 88.34 95.76 Purchased Services 26.97 22.59 23.78 24.99 Energy Services 11.22 10.01 10.43 10.84 Material & Supplies 24.61 12.32 12.56 12.81 Capital Project 2.20 1.25 1.08 0.90 Other Expenditures 4.44 5.56 5.94 6.32

Over the next five years, the District plans to have $304 million in new construction projects to add additional new space. As the district’s schools age, it is imperative that proper renovations, repairs and maintenance, along with appropriate remodeling to accommodate current programs, be kept up to date to insure buildings functionality for their useful life. This Five-Year Fiscal Plan provides $131.1 million for these types of projects. In addition, the District is committed to improving its technology capabilities by providing up-to-date equipment for the students and staff to prepare them for the future and make them more productive. The plan calls for $38.6 million to be spent on technology and an additional $37.5 million for replacing buses, maintenance vehicles and equipment throughout the district on a reasonable replacement cycle.

In addition, $12.4 million is provided for facilities management, which will be spread to the various capital projects that are handled by the Facilities Department. This Five-Year Fiscal Plan is balanced and contains reserves for contingencies. The plan is reviewed and modified as appropriate each year.

Mainland High School is just one of the older schools that is undergoing a total make over. Aging School Buildings

The Facilities Work Program and the Capital Outlay Five-Year Budget Plan provide the School Board and the public a detailed plan that will utilize over $841.5 million in estimated capital revenues over the five-year period ending June 30, 2009.

Executive Summary

-10 2 0 3 0 4 0 5 0 6 0 0 - 10 11 - 2 0 2 1 - 3 0 3 1 - + A g e o f S c ho o l s ( Y e a rs ) 16 % 17 % 15 % 5 2 %

The current debt levels for the district are very low. The remaining GOB that was approved in 1986 has been refunded twice to save the taxpayers interest expense. The last refunding was done in 2001 and the public realized a savings of approximately $2.6 million in interest cost over the balance of the bond. This GOB will be paid in full in fiscal year 2006-2007. The millage rate to repay these bonds generally goes down each year as the property value increases. The millage rate necessary to meet the debt service payments is .426 mills for fiscal year 2004-2005.

The state requires the district to bond the CO&DS motor vehicle tax because we took advantage of a special bonding of capital outlay lottery funds in 1999. These COBI bonds are handled by the state as the district has funds available to bond. The bond repayment is handled by the state from proceeds of the CO&DS tax. At the present time we have five (5) COBI bonds outstanding.

The district plans to enter into additional COPs in fiscal year 2004-2005 for $30.5 million to move ahead on construction projects. The district currently has two (2) COPs outstanding. One is scheduled to mature in fiscal year 2010-2011 and the other in 2023-2024. The payments are primarily made from the capital outlay two mill funds but other sources of funds can also be used to make payments on these issues. The district utilizes the school impact fees to pay COPs debt service. Up to seventy-five percent of the approved capital outlay millage can be used for COPs payments. If the full debt service for COPs was paid from the capital outlay millage this year, it would total twenty-two percent, but with the other sources of payment taken into consideration, the actual percentage is less than two percent.

Two sales tax revenue bonds are outstanding and the payments are made from sales tax collections. The term is for the duration of the approved special half-cent sales tax, which is set to sunset in fiscal year 2015-2016. The School Board previously approved a $90 million line of credit secured by the sales tax revenue. This gives the district additional capacity to continue with projects while waiting on additional cash collections. During the next five years, no new bonds are anticipated.

Certificates of Participation (COPs) were issued to replace the Campbell Middle School campus. Debt Levels

Revenue and Expenditure Trends

Over the past four years, expenditures have exceeded revenues resulting in a decrease in fund balance and an increase in the capital transfer for maintenance. There has also been a reduction of some services and programs. Some of the major budget reductions were the elimination of the middle school planning period, adjustments to the high school staffing formulas, the elimination of elementary resource teachers, a reduction in guidance counselors to one at every elementary school, adjustments to the kindergarten paraprofessional formula, and a reduction in the ese paraprofessionals. These reductions have also allowed us to increase salaries by 22.7% over this 5-year period with the goal of increasing teacher salaries to the national average. Both this year and last the district has made class size reduction its major issue. More than 250 teachers have been added to help achieve the 1 to 18 ratio in K-3.

During the same timeframe, inflation increased over 13%, student growth by 5.8% and per pupil spending increased 14%.

Executive Summary

Five Year Trend (% Change)

0% 5% 10% 15% 20% 25% Inflation

Salaries Per Pupil Costs Students Employees 319324 315 332 334345 359 360 378 406 $-$100 $200 $300 $400 $500 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 Revenue vs. Expenditure (in millions) Revenue Expenditures

Tax Base and Rate Trend The proposed millage rate is 8.517 mills. The 6.091 mills operating budget portion of the millage includes the required local effort of 5.441 mills set by the State, in order for local districts to participate in the Florida Education Finance Program (FEFP). Also included are the discretionary millage (.510 mills) and additional discretionary (.140 mills) levies. The additional

discretionary millage is capped by statute at the rate that would produce $50 per full-time equivalent student. The total millage levy is .182 mills below last year’s millage.

Florida Statutes require the computation of a percentage increase over the rolled-back millage rate. The rolled-back millage rate is defined as the property tax levy that would, after the value of new construction is deducted, produce the same amount of revenue as last year. The FY05 millage rate is 7.41% above the rolled-back rate. Debt service millage is not included in this calculation.

The 1986 general obligations bonds funded by the debt service millage will be retired in 2006 and the debt service levy will cease. The bonds have been refunded twice to take advantage of lower interest rates in 1991 and again in 2001 for a total net present value savings of $6.6 million in debt service payments, saving the taxpayers millions in property tax assessments.

Inflation Trends

We are all familiar with inflation and how it impacts our lives in the prices we pay for goods and services such as food, clothing and appliances, medical care and utilities. Inflation has the same effect on the school district budget, as it does on household budgets, but on a much larger scale. It increases the cost of books, paper, utilities, and maintenance and repair costs. During the past five years, inflation has averaged more than 2.69% annually. The District has provided salary increases for the past five years that have exceeded the rate of inflation as shown in the chart below.

Executive Summary

Salary Inflation 1999-2000 4.50% 3.73% 2000-2001 6.00% 3.25% 2001-2002 2.40% 1.07% 2002-2003 6.30% 2.11% 2003-2004 3.50% 3.27%

Salary Increases vs. Inflation

Millage 2000-01 2001-02 2002-03 2003-04 2004-05

Required Local Effort 5.687 5.712 5.695 5.565 5.441 Discretionary Millage 0.510 0.510 0.510 0.510 0.510 Add'l Discretionary Millage 0.194 0.184 0.173 0.152 0.140 Capital Outlay 2.000 2.000 2.000 2.000 2.000 Debt Service 0.767 0.609 0.521 0.472 0.426

Student Demographic Trends

Changes in student demographics from September 1999 to September 2004 are highlighted by a decrease in the percentage of students that are White (-.35%) and an increase in the number of students that are African American (.57%); Hispanic (37.74%); American Indian (18.06%); Asian (21.23%) and Middle Eastern (69.5%). Approximately 30% of the district’s students are minority members.

There has been a 19.82% increase in students with disabilities and a 39.55% increase in students receiving services for English for Speakers of Other Languages (ESOL). The gifted population has decreased by 3.69%, which reflects the offerings of other programs for students who are gifted at the high school level. The number of students qualifying for a reduced charge for lunch has increased by 17.15% and those qualifying for free lunch by 10.53%.

Student Enrollment Trends

Volusia County Schools grew by 9,653 students during the ten-year period of 1994-1995 through 2004-2005, or 14.8 %. In 1994-1995, the growth rate was 2.71%. The growth rate begins to slow down after 1997-1998 to less than 2%. During the 2004-2005 school year, the growth is 1,248, which is suspected to be depressed by the three hurricanes that affected Volusia County. If this premise is correct, the error in the forecast may be magnified in FY 2006 - 2010, which means the growth rate is likely to exceed 2% once again. Some of the variables that may affect the growth rate are as follows:

• Economy and Security (migration) and natural occurences such as weather

• Corporate and McKay Scholarships (leaving or returning to public school)

• Enrollment in Home School/Non-Public School

• Birth rate

• Graduation Requirements

• Driver’s License Requirements

• AYP-Adequate Yearly Progress (Choice)

• High school credit requirements

F=Forecast

Executive Summary

Student Enrollment & Forecast

54,000 56,500 59,000 61,500 64,000 66,500 69,000 71,500 95 96 97 98 99 00 01 02 03 04 05 06 F 07 F 08 F 09 F 10 F Fiscal Year Students

Personnel Resource Allocations

As the largest employer in Volusia County, the District employs 8,566 full-time and 143 part-time employees. Approximately 96% of these employees reside in Volusia County. Of these employees, about 83% are in schools directly serving the needs of our students.

*Amounts shown are in full-time equivalents rather than head counts

In the past five years, there have been several significant changes in staffing:

• Decreased the formulas in grades K-5 to meet the requirements of the Class Size Reduction Amendment, resulting in an increase of approximately 250 teachers in the Elementary schools • Reduction in the number of middle school teachers due to the elimination of a second planning period

• Reduction in the number of guidance Counselors in the Elementary schools • Reduction in Kindergarten Paraprofessionals

• Reduction in ESE Paraprofessionals

• Increased clerical staff due to the implementation of new clerical formulas in the schools • Implementation of a new Co-teaching Model in the Middle and High Schools for students with disabilities.

Recent federal legislation entitled “No Child Left Behind” requires higher education standards for paraprofessionals. By January, 2006, all of the paraprofessionals must meet one of the following criteria: (1) completed at least two years of study at an institution of higher education (e.g., community college, college, or university); (2) obtained an associate’s or higher degree; or (3) demonstrated that they met rigorous standards of quality through a formal state or local assessment.

Executive Summary

Positions 83% 17% Schools/School-wide Departments Positions 2000-01 2001-02 2002-03 2003-04 2004-05 Elementary 3,100.3 3,053.2 3,015.9 3,097.8 3,206.4 Middle 1,437.2 1,428.3 1,445.8 1,469.7 1,453.3 High 1,744.0 1,768.9 1,782.1 1,832.3 1,920.9 Special Centers 335.0 351.4 345.7 352.7 345.2 School-wide 12.0 27.0 91.7 99.2 118.3 Department 1,350.3 1,341.7 1,349.4 1,386.7 1,421.7 Total 7,978.8 7,970.5 8,030.6 8,238.4 8,465.8

School Board Members

Ms. Judy Conte

Ms. Conte graduated from Seabreeze High School and received her bachelor’s degree from Florida State University. She has served for over 20 years as a PTA and school advisory council leader. She was an English teacher at Seabreeze High School and was coordinator of FUTURES’ Volusia Compact: Adopt-A-Future program. In addition, Ms. Conte was also the president of Florida’s School Board Association, June 2002. Ms. Conte represents District 4, Western Daytona Beach, Holly Hill and Ormond Beach and north to Flagler County.

Ms. Candace Lankford

Ms. Lankford graduated from Stetson University in 1999 with a bachelor’s degree in political science. She has served since 1992 as a school advisory council member at the elementary, middle, and high school levels. She also served as a member of the West Volusia Hospital Authority Board and chairman of the Stetson University School of Business Foundation Board. Ms. Lankford represents District 1, West Volusia east of I-4, bordered roughly by State Road 15A, Nova Road, and the Seminole County Line.

Mr. Earl C. McCrary

Mr. McCrary is a 32-year veteran of the Volusia County School District having served as assistant principal of Southwestern Middle School and principal of Campbell Middle School. Mr. McCrary earned his bachelor’s degree in mathematics from Florida A & M University, a master’s degree from Stetson University, and a specialist in education degree from Rollins College. Mr. McCrary represents District 2, Central Halifax Area.

Mrs. Vicki Bumpus

Mrs. Bumpus is the mother of 10 children all of whom are graduates or currently enrolled in Volusia County schools. She has been a volunteer for 18 years at both the school and district levels. She has served on school advisory committees and parent-teacher groups at many area schools and on several countywide committees including; Book Review, Transportation Discipline, Superintendent’s Search, Grant Advisory, School Calendar, Book Adoption, Elementary Report Card, Teacher of the Year, Community Schools, and Take Stock in Children. She has been a PTA/PTO officer at several schools and was chairman of the District Advisory Committee. Mrs. Bumpus represents District 5, Southwest Volusia including the cities of DeBary and Deltona.

Ms. Judy Andersen

Ms. Andersen is business manager for Ravenwood Veterinary Clinic. She was also the Mayor and councilwoman for the city of Port Orange and served as member of the Port Orange Planning Commission. She was chair of the Volusia County Metropolitan Planning Organization, as well as chair of the Volusia Council of Governments. In addition, Ms. Andersen was a volunteer for Volusia County Schools for 15 years. Ms. Andersen represents District 3, Southeast Volusia from Taylor Road/Dunlawton Avenue in Port Orange to the Brevard County line.

Dr. Margaret A. Smith

S

UPERINTENDENTOF

S

CHOOLS

Dr. Chris Colwell

Deputy Superintendent

Instructional Services

Tim Huth

Deputy Superintendent

Operations and Governmental Affairs

William C. Kelly Jr., CPA

Deputy Superintendent

Financial and Business Services

Dr. Mary Patt Kennedy

Area Superintendent

Dr. Robert Moll

Area Superintendent

Stanley Whitted

Area Superintendent

Peromnia Grant

Assistant Superintendent

Personnel Services

Fred Miller

Assistant Superintendent

Administrative Services

Richard Kizma, Esquire

Chief Counsel for Labor Relations,

Contract Services, and Policy Development

Patricia Drago

Executive Director

Facilities Services

Bill Tindall

Executive Director

Management Information Services

James Hollins

Director

Professional Standards

Nancy Wait

Director

Community Information Services

________________________________________________________________________________

Principal Officials

Organizational

Section

Each of the 67 school districts in the state of Florida can levy taxes to support their budgets and are therefore considered fiscally independent. Each district is governed by public law as well as Florida School Laws con-tained in the Florida Statutes.

Volusia County is located on the East coast of Central Florida and covers 1207 square miles, including 47 miles of beachfront. Volusia County School District is the 11th largest district in the state with 71 schools and 65,306 full-time equivalent students in Pre-Kindergarten to twelfth grade. The schools and centers are listed below.

Educational Programs

The School District of Volusia County offers a K-12 curriculum designed to meet the needs of all students. This comprehensive curriculum includes both core and specialized programs and services, and is aligned with student needs. All Volusia County schools are fully accredited by the Southern Association of Colleges and Schools and the District provides certified Art, Music, Guidance, and Physical Education teachers at all schools. There are a variety of programs offered to K-12 students such as:

• International Baccalaureate program at two high schools • Advanced Placement programs at the high schools • Foreign language programs at all middle and high schools

• Intensive reading and math programs for at-risk students in middle and high schools • A wide variety of literacy programs at all high schools

• Title I supplemental services for many elementary and middle schools.

Besides the various programs offered to K-12 students, Pre-kindergarten services include: programs for the babies of teen parents who are progressing toward achieving high school diplomas; programs for three and four year old disabled children; students and services for selected low prevalence students.

The Superintendent works closely with three Deputy Superintendents, three Area Superintendents, the Assistant Superintendents and the Senior Staff to oversee the day-to-day operations of schools and departments. Schools are supported by seven district-level divisions that provide a broad range of services including Curriculum and School Improvement Services, Administrative Services, Financial Services, Facilities Services, Management Information Services, and Personnel Services.

Organization

Elementary Schools 46

Middle Schools 11

High Schools 8

Middle-High 1

Alternative Education Schools 1

Charter Schools 3

Special Education School 1

Total 71

Division Organization

Futures, Inc.

Community

School Board

Leasing Corp School Board

Charter School Board Attorney Superintendent Margaret A. Smith D irector Professional Standards James Hollins

Chief Counsel for Labor R elations/Contract Serv. Policy Development R ichard Kizma Director Community Information Services Nancy W ait Area Superintendents Dr. Mary Patt Kennedy

Dr. Robert Moll Stanley W hitted

Deputy Superintendent Instructional Services

Dr. Chris Colw ell

D e p u t y S u p e r i n t e n d e n t F inancial and Business

Services W illiam C. K elly, Jr. E x e c u t i v e D i r e c t o r F a c i l i t i e s S e r v i c e s P a t r i c i a D r a g o D e p u t y S u p e r i n t e n d e n t O p e r a t i o n s a n d G o v 't A f f a i r s T i m H u t h A s s i s t a n t S u p e r i n t e n d e n t P e r s o n n e l S e r v i c e s P e r o m n i a G r a n t A s s i t a n t S u p e r i n t e n d e n t A d m i n i s t r a t i v e S e r v i c e s F r e d M iller Executive Director Management Information Services Bill Tindall

District Mission Statement

DISTRICT SCHOOL BOARD OF VOLUSIA COUNTY

VISION STATEMENT

“Through the individual commitment of all, our students will graduate with

the knowledge, skills, and values necessary to be successful contributors to our

democratic society.”

(School Board approved and adopted January 14, 1997)

CHARTER SCHOOL DISTRICT INITIATIVE

MISSION STATEMENT

The mission of the charter school district of Volusia County is to develop

and implement a plan to increase student achievement significantly. This will

be accomplished by removing unnecessary rules and regulations and by

seeking exemptions for restrictive state statutes.

Strategic Plan

The District’s Strategic Plan forms the groundwork on which the District’s Operating Budget is based. The Superintendent recommended to the School Board six areas of focus through which goals are generated. The six areas are:

• Academic Excellence • Access and Equity

• High Performing Instructional and Non-Instructional Staff • Involved Family and Community

• Safe and Orderly Environment • Effective Operations.

The School Board convened a group of district leaders representative of all stakeholders including students, parents, community leaders, teachers, administrative personnel, and non-instructional employees. The respon-sibility of this group was to suggest, develop, and refine appropriate goals for each of the areas of focus. The School Board approved the 2003-2008 goals on November 11, 2003. Following the adoption of the goals, the Superintendent asked each respective department to identify research-based best practices associated with the department’s function. Each department reviewed appropriate professional literature or focused on indus-try standards to identify those best practices related to their respective functions.

One important component of the strategic planning was to identify indicators to implement the best practices. These indicators provide another means to chart the departments’ paths toward goal achievement. Each de-partment established measurable objectives with annual benchmarks that will indicate progress toward achiev-ing the district goals. Each department selected goals that are appropriate to its function. By developachiev-ing the strategic plan in this manner, the areas of focus will run like a ribbon across traditional department lines. The School District of Volusia County was one of 24 winners of the American School Board Journal’s Magna Award for its Best Practices Strategic Plan. The Strategic Plan is provided as an addendum to the budget. The strategic plan sets the direction from the areas of focus, district goals, departmental responsibilities through specific objectives, best practices and benchmarks of each division. Some of the specific items to be accom-plished this next fiscal year are:

• By the end of the 2004-2005 school year, 85% of graded schools will achieve “A” or “B” status. • By the end of the 2004-2005 school year, 48% of African American, 53% of Hispanic, and 61% of economically disadvantaged grade 3 students will score at level 3 or higher on the grade 3 FCAT reading test.

• By the end of the 2004-2005 school year, 40% of the secondary teachers needing the reading endorsement, as mandated by the No Child Left Behind Act, will have earned the reading ment or reading certificate.

• By the end of the 2004-2005 school year, 140 classroom teachers will have achieved National Board certification.

• By the end of the 2004-2005 school year, a recording announcing district highlights will be heard when callers to the school district are placed on hold.

• By the end of the 2004-2005 school year, the number of employee accidents will be reduced 10% through training and site based safety programs.

• By the end of the 2004-2005 school year, the 10-year building program will be amended to meet the 10-year construction program schedule.

Strategic Plan

• By the end of the 2004-2005 school year, the actual ridership program will be implemented reducing the number of routes by four resulting in a cost savings of $120,000.

• By the end of the 2004-2005 school year, research will be completed on methods to maximize invoice discounts.

• By the end of the 2004-2005 school year, 90% of the teachers in the district will be highly qualified as defined by the No Child Left Behind Act of 2002.

• By the end of the 2004-2005 school year, the district technology plan will be revised to include the previously defined measurement indicators and the initial total cost of ownership for computing resources.

Academic Excellence

Goal 1:

We will continue to support and implement a comprehensive curriculum, which incorporates the arts, foreign language, health education and physical education, language arts, mathematics, science, social studies, career and technical education, character education, technology, and social development. Goal 2: We will promote responsible citizenship and prepare all students for work, post-secondary

education, and adult living.

Goal 3: We will increase achievement for each and every student as measured by rigorous national, state and local standards.

Access and Equity

Goal 4: We will address the diverse educational needs of all students. Goal 5: We will ensure effective access to rigorous programs for all students.

Goal 6: While continuing to raise all student academic performance, we will close the achievement gap between the No Child Left Behind Act identified sub-populations and the general populations as a whole.

High Performing Instructional and Non-Instructional Staff Goal 7: We will be strong advocates for public education.

Goal 8: We will continue to recruit, develop, and support outstanding and highly qualified personnel. Goal 9: We will continue to foster a climate that promotes professional development for instructional and

non-instructional staff.

Goal 10: We will maximize efforts to protect instructional time.

District Goals

Involved Family and Community

Goal 11: We will continue to provide and encourage a climate in which the involvement of families and community members from diverse backgrounds is valued and welcomed.

Goal 12: We will increase our commitment to family and community partnerships to provide resources and programs to maximize student achievement.

Goal 13: We will involve families and community in our proactive effort to provide a safe, orderly, and well-disciplined environment in our schools and during school activities.

Goal 14: We will communicate district expectations and work collaboratively to support the family’s responsibility to foster academic achievement and appropriate behavior for all students.

Safe and Orderly Environment

Goal 15: We will promote an emotionally, intellectually, and physically safe environment for all students and staff.

Effective Operations

Goal 16: We will focus on excellence in individual and organizational performance.

Goal 17: We will maximize and allocate federal, state, and local resources to implement the District’s Strategic Plan.

Goal 18: We will continue to improve managerial and operational efficiency and effectiveness. Goal 19: We will foster a climate that promotes open communication, ethical behavior, shared

responsibility, accountability, mutual respect, and lifelong learning.