CANDIDATE FILE FOR NIKOLAI VITTI 9 9 :999. 9.99:9? W99 9:99 999.:9 DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT Superintendent Search 2017-18 Please accept this letter as my of?cial application to serve as the superintendent of Detroit Public Schools Community District I am applying for this extraordinary challenge and opportunity because of my deep and unwavering belief in urban public education and my love for my home city of Detroit. The city?s voters have demanded and received an elected School Board. The School Board?s success will rest upon its decision to select the right leader who has the vision, track record, experience, commitment, strength, and perseverance for the job. I believe that I am that leader who is ready to collaboratively own the success of future with the Board. - I offer the Board a child-centric and seemingly outside, objective perspective of how we can build the district into the best urban school district in the nation, while simultaneously doing that work with the empathy and sensitivities of a Detroiter. Growing up in Metro Detroit, my family and I have directly experienced the challenges of immigration, single motherhood, teenage pregnancy, unemployment, alcoholism, and foreclosures. My immediate and extended family represents the spirit and diversity of Detroit as we are a collection of ethnic Whites, African-Americans, Latinos, Whites, and Arab- Americans.'From delivering the Detroit Free Press at 5 am. or parking cars on Michigan Avenue for the Tigers? game to supplement our family?s income, to my grandmother working for Ford as an hourly cashier or my grandparents and father working in the factory at the River Rouge plant, to my mother earning her GED alter dropping out of high school as a teenage mother and working to this day as a hairdresser, to my father eventually graduating from Wayne State University or my family running a pizaeria. . ..Detroit is in my blood and I am eager to return home and serve the city. An unbridled passion and drive to catch up to my peers, along with the work ethic and pride of my family, led me to focus my college experience exclusively on reading, studying, and writing to better understand myself and the world. Despite struggling through my experience due to undiagnosed dyslexia and a family home structure that did not always feel comfortable advocating for academic excellence, I quickly realized that my college education was a vehicle to my own self-actualization and empowerment. It was there where I also reunited with my father. However, empowerment did not mean more for myself, it meant building my capacity and con?dence to empower others. Alter considering law, medicine, and even ?lm, I decided that the greatest vehicle for social justice and transformation, at scale, was public education. I began that work as a teacher and eventually as a superintendent to assume greater responsibility and ownership for the learning environments that all of our children deserve. Traditional public education is at a perceived crisis, whether that crisis is truly legitimate or exaggerated for political and ideological reasons, we must conduct our work with greater strategy, e?iciency, and transparency in order to produce strongerouteomes. I offer the Board and community an expansive track record of-success with transforming some of the most challenged learning environments at the classroom, school, district, and state levels that mirror those in Detroit. This work has occurred as a practitioner in the Bronx, Miami, in several urban communities in Florida, and most recently in Jacksonville, FL. I have only served in traditional public schools because of my deep belief that this is where our work is most important. The only way our nation can meet its professed ethos of equal opportunity is to ensure a strong public education system is ever present. Detroit can only restore its greatness with a strong public school system. My initial contract in Jacksonville was from November, 2012 to June, 2016. It was renewed early on a 7-0 School Board vote for a three year extension. I am in the first year of that three year extension. i admit that our work in Jacksonville is incomplete but at the same time lean con?dently state that I will leave the district in a better place than I assumed it four years ago. This is evidenced through historic achievement levels and improvement in graduation rates, the National Assessment in Educational Progress (NAEP), district grade, and post-secondary readiness among several other indicators. Four years ago Duval County was seven percentage points from the state average, today it is nearly one percentage point away with an improvement of over it percentage points. To day our African-American graduation rate leads all large urban school districts in Florida, our achievement gap between White and A??ican-Amcrican students is the narrowest in reading, math, and Algebra among the largest districts in Florida and one of the narrowest among the largest districts in the nation according to NAEP. We have increased post-secondary college readiness in reading by 11 percentage points from 73% to 84%, and a 17 percentage points in math from 55% to 72%. African-American post-secondary readiness for reading has improved from 67% to 81%, and in mathematics from 39% to 66% over the past four years. We have been a district for consecutive years for the ?rst time in years. The performance of nearly all groups of students have improved in the vast majority state assessments after the second year of new standards, and performance is due to improve again this year based on mid-year intemal assessments. I would leave Duval County with an infrastructure that has been solidi?ed in the areas of technology, blended learning, budget alignment to a Strategic Plan, art and music programming, data systems, curriculum selection and adeption for the new standards, school programming with an emphasis on STEM, accelerated courses, and Career Academies, leadership development at the school and district level, alternative and over-age schools, schools avoiding state sanction, redesign of low enrolled and struggling schools, and the concentration of stronger leaders and teachers in struggling schools. I apply for this position knowing that I am returning home and that the School Board and community need leadership sustainability. have been asked to apply to several superintendent positions, charter networks, and private companies over the years; Jacksonville was the only district in which I applied for my ?rst superintendency and i am now only applying for this opportunity. I fully embrace and would only request a long~tcnn commitment with the School Board to begin the problem solving process to improve the school district. The School Board is seeking a leader with the capacity, con?dence, and experience to work with the State and local communities to turnaround lower performing schools. I have demonstrated this ability as a teacher, principal, assistant superintendent, chief academic officer, state administrator, and superintendent in several large urban school districts throughout the country. As a cabinet member who served three National Superintendents of the Year and as an essential member of a district team that won the Broad Prize in Educational Excellence while being highlighted for turnaround work by the USDOE and FLDOE, I will be able to provide the State of Michigan with the assurance that we can be trusted to improve student achievement and ensure ?nancial transparency. We will regain the right to govern our school district independently. envision a school district where all students are college ready or well prepared for high level employment. This will occur because our students will learn to be criticalthinlrers, problem solvers, and leaders. We will support and develop our current and future leaders and teachers, and support them with the right tools, curriculum and data systems, and wraparound services to address our students? socio- emotional challenges. Our students will experience the expansion and exposure of an arts education while gaining a greater appreciation for their culture and community. We will expand business partnerships for internships, while building the capacity of our parents and respecting their voice. Our students will be safe and learn through their mistakes by ensuring a progressive discipline model. We will restore the con?dence and their children who will return from charter and private schools. The resurgence of Detroit is underwa y. As a School Board and superintendent team we will acceierate that progress and ensure its success. - nu. raglan-Gaul Application for Superintendent of Schooie Detroit Public Schools Community District Nam? Nikolai . Paul?Carlo Date: 3/6/2017 Last Firs! Middle 5' Address: Phone: .. .. Home - Business Ce" - w? - Peasant Superintendent of . . County Public Schools; posj?an: Schools School District. Jacksonville, FL "Umbar of - ct ggiglmem- 130* 00? . Certl?adICIaesi?ed 8, 300 teachers .. Staff: Annual Base 33:32:; $1 4 billion Salary (including $275, 000 any annuity): Educational Record Name and Location of Yea?s): Degree: Malaria): I institution Attended: Minors(s): '5 Harvard Graduate Doctorate Education Administration, Planning, and h- SChool of Education 2012 of Social Policy; Urban Superintendents Cambridger Mass. Education Program Harvard School of Education - 2006 Cambridge, Mass. Master of Education Administration, Planning, and Education Social Policy Wake Forest Master of University 2001 Secondary Social Studies I ?imam?Salem: NC ducation Wake Forest Bachelor of University 2000 History A Winston-Salem, NC 1. Do you hold a superintendent license for this position? YES 1 NO 2. Are you eligible fora superintendent license for this position? YES N0 Professional Membershipisecent Community Activities Indicate leadership responsibilities relevant to the position. r?nm hrimr.anrdinnlim Inn; 1n: - nu, I uni-nu! Employment [Experience List in consecutive order beginning Wiih the most-recent position. Dates Positionlinsiitutionito ii Supervisor's Supervisor's . ca 0" NamelTi?e Phone To Pom?on Name (Bushess) Present Superintendent of Schools Duval Co. School Board From: InstilulloniLocatlon - Tille November, Duval County Public Schools; Jacksonville, FL School Board (0mm 2012 Reason For Leaving (Please be speci?c) District Enrollment Opportunity to serve my hometown 'l30,000 To . Position Name iBusiness) I November, Chief Academic Officer Alberto 2012 Carvalho me: Tma (H July, - Miami?Dede County Public Schools Superintendent 0mm 2012 of Schools Reason For Leaving {Please be speci?c) District Enrollment Pursue opportunity as Superintendent of Duval County Public Schools 350,000 To: Fosltlon Name (Business) July, Assistant Superintendent of Curriculum and Alberto 2012 Instruction, School Improvement and Accountability, Carvalho Education Transformation and Performance - From: Ins! itulioniLocaiion Title July, Miami-Dede County Public Schools Superintendent {0mm 2010 . . . of Schools Reason For Leaving (Please be speci?c} District Enrollmonl Promotion to Chief Academic Officer 350,000 To: Posmon I Name (Business) July, Deputy Chancellor: School Improvement and Student 2010 Achievement Frum- nus . . (Home) June, Florida Department of Education . 2009 Reason For Leaving (Piesse be specific) District Enrollment Recruited to Miami Dade County to lead turnaround office 2,500'000 References Provide the names of four persons who can discuss your experience and qualifications in detail. NamelO?icial Position Buslness Phone Home Phone Cell Phone Mrs. Cheryl Grymes School Board Member: Duval County Public Schools grymeschuvalschools.org Bishop John Guns Head Pastor: St. Pauls Church Ms. Nina Waters (904) 356?4483 bon?re-mam mmhaimr-amlimiim I on: \mu Nlnurw prllu?dllu? President: The Community Foundation of Florida NWaterstaxcf.org 'Mrso Iranetta Wright lummnw?mwumy Chief of Schools: Duval County Public SchoolS wrightiGduvalsohools.org r-nrn hiatuannlirn?m lulu-5?: lhdMan-u'JGi lml: QI mom-m vnu. Application Check and information in addition to the following information. a thorough background check may be made at the option of the employer. if is selected in response to any question, please provide a detailed explanation. . Have you ever been convicted of. admitted committing, pleaded no contest. or are you awaiting iriaifor any crime (excluding only minor traf?c violations that do not involve any allegations ofalcohoi. drugs or reckless drivingitor have any civil charges previously or pending involving allegations of child abuse or spousal abuse? You must answer if true. even if the matter was later dismissed. deferred. reversed. or vacated. Ifyou answer you must provide dates ofthe proceedings. the name and address of the court where the proceedings occurred. a statement of the accusation against you and the ?nal disposition otthe case(s). NO YES. please explain below . Have you ever been dismissed (?red) from any Job. or resigned at the request of or pressure from your employer. or left employment while charges against you or an investigation of your behavior was pending or been refused tenure. reappointment or contract from any employer? You mustanswer lttrue. even if the matter was later resolved with any form otsettlement or severance agreement. regardless of its terms. if you answer you must provide the date of tennination or resignation and other action concerning tenure reappointment or continuing contract denial and the name. address and telephone number ofthe employer(s) and a statement of the alleged reasons for termination or resignation. N0 YES. please explain below .Have you ever had any license or certi?cate of any kind (teaching certi?cate or other professional license) revoked, suspended. or reprimanded. or have you in any way been sanctioned by or is any charge or complaint now pending against you before any licensing. certi?cation or other regulatory agency or body. public or private? tf you answer you must provide the dates of proceedings. name. address and telephone number of the agency or body where proceedings took place, a statement of the accusations against you. the ?nal disposition andlor status of the charge or complaint. N0 YES. please explain below .Are you now being investigated for any alleged misconduct or other alleged grounds for discipline by any licensing. certi?cation or other regulatory body (teacher certi?cation or otherwise) or by your current or any previous employer? If you answer you must provide the name, address and telephone number ofths employer or licensing body and statement of the accusation against you. N0 YES. please explain below .Have you ever been involved. or are you currently involved. or do you anticipate involvement in litigation either as the plainti?'lcomplainant or defendantlrespondent? N0 YES, please explain below . Have you ever ?led a grievancelcomplaintofany kind againstan employer? [it] no YES. please explain below th-iirmmc-c-rr- nhnot Ihn?MF-?vnoui IMF answers to the following questions will not necessarily result in denial of an offer of employment. The employer will consider all the circumstances. including the date and nature of events that have led to the actions described below. Your written explanation will assist the employer in determining your eligibility and suitability for an offer of employment. AIR En. NEKGLAI P. Viral Eoncnrion a Doctorate of Education, Harvard Graduate School of Education, Cambridge, MA. Education, Administration, Planning and Social Policy. 16'h Cohort of the Urban Superintendents Program. Dissertation Topic: Developing Demand Parents: A Study ofMiami?Dade ?s Parent Academy. March, 2012. Presidential Fellowship, 3174,00074 Years, Harvard University, 2004 0 Master of Education, Harvard Graduate School of Education, Cambridge, MA. Education, Administration, Planning and Social Policy. June, 2006 0 . Master of Education, Wake Forest University, Winston-Salem, NC. Professional Specialization: Secondary Social Studies. August, 2001. Masters? Thesis: Social Studies Teachers?Attitudes Toward End-o?Course I Exams. December, 2001 I Master Teacher Fellowship, $30,460/14 months, Wake Forest University, 2000 a Bachelor of Arts, History Major. Wake Forest University, Winston?SaIem, NC. Magna Cum Lands and Phi Beta Kappa. May, 2000. Golden Key Honor Society, 1999 LEADERSHIP EXPERIENCE Superintendent of Schools Duval County Public Schools . November, 2012 - present 0 Manage the day to day operations of the 2.0th largest school district in the country, serving nearly 200 schools, 130,000 students, 12,000 employees, with a $1.7 billion dollar budget. 45% African- American, 35% White, 10% Hispanic, 10% Asian, MultiuRacial, and Native American. 9 Revamped district curriculum, internal assessments, and professional development for leaders and teachers with alignment to the new national standards within one of country?s most rigorous accountability systems that resulted in 77% (10 of 13) state assessment areas improving in pro?ciency (at or above grade level performance), including Reading 6-8 (1 percentage point), Math 3-5 (4 percentage points), Math 6-8 (3 percentage points), Algebra I (6 percentage points), Algebra II (1 percentage point), Biology (23 percentage points), US History 16 percentage points), Civics (16 percentage points), Graduation Rate (11 percentage points), Acceleration Participation/Performance (13 percentage points). 9 Increased district grade from a to a for consecutive years for ?rst time since 2010-11 despite new standards. 75%. of schools earned an or with 90% of schools improving and 68% of and schools improving one or more letter grades. District led the state in the percentage of schools avoiding state sanctions after being identi?ed as lowest performing. - 0 Rank in the top four districts in the nation on the National Assessment of Educational Progress (NAEP) in 3 of 4 categories (4?1 grade reading and mathematics and 8th grade reading and mathematics). African-American students rank areas, Hispanics rank tested areas, and Students with Disabilities rank in Top 2 in all 4 categories. 0 Increased college readiness in reading by 11 percentage points from 73% to 84%, and 17 percentage points in math from 55% to 72%. African-American post-secondary readiness for reading has improved from 67% to 81%, and in mathematics from 39% to 66% over the past four years. a Narrowed the achievement gap in 60% of pro?ciency areas between African?American and NIKUIHJ appricauon Veri?cation Statement {Please read carefully and sign the statement below) The information in the Application for Employment is true, correct. and complete to the best of my knowledge. certify that I have answered all questions to the best of my ability and I have not withheld any information that would unfavorably affect my application for employment. I acknowledge that any misrepresentation or omission of any fact in my application. resume, or any other materials. or during any interviews. may be the cause for my rejection from employment or may result in my subsequent dismissal if I am hired. Nikolai P. Vltti - 3/6/2017 Signature - Date i request that my application file remain confidential pursuant to and in accordance with the State iaws. If i am interviewed. i request that it be held in a .closed session pursuant to State laws. For your information to be reviewed by the Board in closed session. your signature and date is required. Nikolai P. Vitti I 3/6l20?i? Signature I Date .. 51'? . l? Neither the client nor any member of Ray and Associates. Inc. discriminate on the basis of disability. Please Direct All inquiries. Applications and Supporting Materials To: Ray and Associates, inc. 4403 First Avenue SE. Suite 407 Cedar Rapids. lowa 52402-3221 319-393?3115 Phone 313393-4931 Fax E?mail: glr@rayassoc.com Website: DO NOT CONTACT THE DISTRICT 0R BOARD MEMBERS DIRECTLY DEADLINE: 2017 national origin. or age in access to, employment in. or in the provision of any programs, benefits or activities. Minnaorun??alinn lnahlv??3hdir7nm race. religion. sex. on: En. NEKDLAE S. Visits EDUCATMN 9 Doctorate of Education, Harvard Graduate School of Education, Cambridge, MA. Education, Administration, Planning and Social Policy. 16?? Cohort of the Urban Superintendents Program. Dissertation Topic: Developing Bertrand Parents: A Study osz?ami?Dade ?s Parent Academy. March, 2012. Presidential Fellowship, $174,000/4 Years, Harvard University, 2004 a Master of Education, Harvard Graduate School of Education, Cambridge, MA. Education, Administration, Planning and Social Policy. June, 2006 a Master of Education, Wake Forest University, wanton-Salem, NC. Professional specialization: Secondary Social Studies. August, 2001. Masters? Thesis: Social Studies Teachers?Attimdes Torvard End-ofCourse Exams. December, 2001 - Master Teacher Fellowship, $30,460/14 months, Wake Forest University, 2000 a Bachelor of Arts, History Major. Wake Forest University, Winston-Salem, NC. Magna Cum Laude and Phi Beta Kappa. May, 2000. Golden Key Honor Society, 1999 LEADERSHIP EXPERIENCE Superintendent of Schools Duval County Public Schools November, 2012 - present 9 Manage the day to day operations of the .20"1 largest school district in the country, serving nearly 200 schools, 130,000 students, 12,000 employees, with a $1.7 billion dollar budget. 45% A?ican? American, 35% White, 10% Hispanic, 10% Asian, Multi-Racia], and Native American. 0 Revamped district curriculum, internal assessments, and professional development for leaders and teachers with alignment to the new national standards within one of country?s most rigorous accountability systems that resulted in 77% (10 of 13) state assessment areas improving in pro?ciency (at or above grade level performance), including Reading 6-8 1 percentage point), Math 3-5 {4 percentage points), Math 68 (3 percentage points), Algebra I (6 percentage points), Algebra II 1 percentage point), Biology (23 percentage points), US History (16 percentage points), Civics 16 percentage points), Graduation Rate (1 '1 percentage points), Acceleration Participation/Perfonnance (13 percentage points). 0 Increased district grade from a to a fer Concecutive years for ?rst time since 2010?1 1 despite new standards. 75% of schools earned an or with 90% of schools improving and 68% of and schools improving one or more letter grades. District led the state in the percentage of schools avoiding state sanctions after being identi?ed as lowest performing. 9 Rank in the top four districts in the nation on the National Assessment of Educational Progress (NAEP) in 3 of 4 categories (4?1 grade reading and mathematics and 8"1 grade reading and mathematics). A?ican-American students rank areas, Hispanics rank tested areas, and Students with Disabilities rank in Top 2 in all 4 categories. is Increased college readiness in reading by 1 1 percentage points from 73% to 84%, and 17 percentage points in math from 55% to 72%. post-secondary readiness for reading has improved from 67% to 81%, and in mathematics from 39% to 66% over the past four years. Narrowed the achievement gap in 60% of pro?ciency areas between A?-ican-American and Nikoiai Po V??i White students. ACT and SAT performance improved for African?American students. 6 Increased senior scholarship funds earned amount from to a District ranks highest for the narrowest gap between African-American and White students in reading, mathematics, and Algebra among the 7 largest districts in Florida. ?3 Infused a college going culture at all secondary schools through an emphasis on accelerated courses, including Advanced Placement, Dual Enrollment, Cambridge, and Industry Certi?cation leading to an 11.1 percentage point increase in overall graduation rate from 67.7% to 78.8%, a 12.9 percentage point increase in the African American graduation rate (making the district the highest among the largest 7 districts in Florida), a'15.2_ percentage point increase in the Hispanic graduation rate, an 12.4 percentage point increase in the graduation rate for English Language Learners, and a 22.4 percentage point increase for Students with Disabilities. District outpaced state growth overall and among all of the largest districts in Florida, including each subgroup. a Increased dual enrollment participation districtwide from 6,836 to 11,338 with passing rate for A?-icanwAmerican students increasing item 66% to 95%. Established Early College programs in Cybersecurity, Information Technology, Video Gaming, Sports Marketing and Management, Advanced Manufacturing, Aviation, and Vocational Programming with all programs linked to business internships. - 0 Industry codi?cation increased by 260% to 798 total certi?cates earned. 7 programs obtained model academy status. Redesigned one high school with electrical, carpentry, AC, plumbing, and welding programs. . Named Florida Superintendent of the Year separately for Arts and also Music. Provided music and art teacher at each elementary school, established art or music program at all secondary schools. Highest participation of percentage of students enrolled in arts classes among largest districts in Florida. a Initiated cultural passport program to expose all Title [elementary students to cultural arts programs throughout the city. a Developed a School Allocation Plan focusing on the equitable distribution of resources across all schools. a Increased State Required Class Size compliance by 20 percentage points from 80% to 100% and maintained for four straight years. a Secured $40 million dollars through local private donors to enhance human capital and increase technology access in historic lowest performing schools. 9 Established leadership pipelines for new principals and assistant principals. Developed Jacksonville Teacher Residency program for future STEM teachers in hard to staff secondary schools a Expanded wireless access districtwide from one school to every school. Student to device ratio from 3:1 to 1:1.5. One to one in historic lowest performing schools. 8 Completed District Reorganization which shifted over $7 million dollars in positions and funding from the District to schools a Implemented zero-based budget and established a 5% non-restricted reserve. Provided a step increase for all teachers coupled with no increase in health care costs each of three years. All collective bargaining units closed contract negotiations for consecutive years with reoccurring increases for ?rst time in several years. Recognized for ?nancial transparency and ef?ciency multiple years. Maintained high ?nancial rating. 9 Reduced audit ?ndings and repeat ?ndings by half after initial year. Developed and implemented a new Strategic Plan through extensive stakeholder engagement. as: Developed over age schools for students who are two or more years behind age cohort. Nikolai P. Vi?l Expanded Early Childhood programs in Title I schools and partnered with Head Start to place programs within schools. Developed and implemented multiple district plans approved by the board, including discipline, wellness, literacy, mathematics/science, CTE, marketing, legal, middle school reform, technology, community and parent engagement, gifted and talented, ESE, music and art, staf?ng, low performing schools, and Operations Restructured and expanded ESE programs including the creation of the GRASP Academy program for dyslexic students and Oak Hill Academy for autistic students . Restructured numerous attendance boundaries and school designs to increase student'enrollment, performance, and engagement. Innovative programs included gi?ed and talented, performing arts, military leadership, single gender, vocational trades, and Early Learning Centers. 157% decrease in parents leaving the district for private schools. Revised Code Of Conduct with a focus on progressive discipline. Reduced out of school suspensions by 39% (10,567 to 6,752) and arrests. Increased Restorative Justice Strategies by 288%. Rank 4?1 in nation among large urban districts in lowest out of school suspensions. Expanded mental health training to all employees and placed direct services in three feeder patterns. Placed life coach in all middle schools to provide small group and one on one counseling, problem solving, and support to at-risk students. Named Superintendent of the Year for Communications. Established Marketing Department, engaged parents, the community, and caregivers through town hall meetings, faith based meetings, and the ?Discover Duval? initiative that showcased schools to community members and parents in an e?ort to recapture students and maintain enrollment. Conducted consistent ?Every Voice? sessions with students and employees. Instituted PACT (Problem Solving through Analysis, Coordination, and Teamwork) where Principals and Cabinet meet regularly to discuss data trends, problem solve, and share best practices Established a Parent Academy and engaged over 18,000 parents Chief Academic Of?cer Miami-Dede County Public Schools 2012 0 Winner of Broad Prize for Excellence in Urban Education - Supervised the Education Transformation Of?ce, which leads and manages 66 traditionally lower- performing schools. 26 of these schools were identi?ed as ?persistently lowest-achieving" by the USDOE and FLDOE and were awarded the competitive School Improvement Grant (SIG). 36 elementary schools, 18 middle schools, and 12 high schools. 48,424 students. 65% AfricanwAmerican, 32% Hispanic, 2% White, 1% Other, 14% English Language Learners, 13% Students with Disabilities, and 89% Free/Reduced Lunch. Over $200 million in school budgets. Oversaw curriculum and instruction district-wide for 392 schools in the fourth-largest district in the country with 345,000 students. 65% Hispanic, 24% African-American, 8% White, 3% Other. 21% English Language Learners, 11% Students with Disabilities, and 73% Free/Reduced Lunch. Led and managed the departments of Title 1 ($94 million), Title 11 ($21 million), School Improvement Grants ($20 million), Early Childhood/Head Start, School Improvement, HIPPY, Reading/Language Arts, Mathematics, Science, Social Studies, and Career and Technical Education. Transitioned 127 Head Start Centers from the county to the school district. Recrganized the Education Transformation (ETC) and core academic departments. implemented extended day at'ten elementary schools, and established a targeted reading intervention plan. Assistant Superintendent of Curriculum and Instruction, School Improvement and N?k?id? Po V?il? Accountability, Education Transformation and Performance Miamim?ade County Public Schools 2010-2012 9 90 9606966 690 0 Led and managed the 26 schools identi?ed as ?persistently lowest~achieving" by the USDOE and FLDOE. 9 elementary schools, 7 middle schools, and 10 high schools. 24,000 students. $120,000,000 budget. 71% African-American, 25% Hispanic, 1% White, 3% Other, 12% English Language Learners, 13% Students with Disabilities, and 91% Free/Reduced Lunch. Of 19 schools originally served, 7 schools were 10 were and 2 were Afterschools served, reading pro?ciency has increased by 7 percentage points; math pro?ciency by 32 percentage points; Algebra pro?ciency by 10 percentage points; science pro?ciency by 25 percentage points; reading learning gains by 24 percentage points; reading learning gains for the lowest 25% by 41 percentage points. Reduced days of outdoor and indoor suspension from 19,180 days to. 1 1,533 days. Each of 10 high schools improved graduation rate by an average cf 12 percentage points, to an overall average of 78%. College reading readiness improved by 36 percentage points and math readiness by 16 percentage points; Accelerated Participation (dual enrollment, industry certi?cation, and Advanced Placement) improved by 49 percentage points and performance improved by 35 percentage points. Developed and led the Education Transformation Of?ce (ETD) consisting of turnaround experts in reading, math, and science who directly support schools instructionally, Of?ce streamlines and spearheads instructional, professional development, operational, budget, personnel, maintenance, and facility functions. Led three annual Instructional Reviews at each school to strategically tier instructional support and invest resources for improvement. Coordinated the commitment of War a million dollars of investment from businesses to expand dual enrollment and mentorship opportunities for students. Secured 20 million dollars in competitive School Improvement Grant (SIG) funds. Negotiated three Memorandums of Understandings (MOUs) with the union to provide incentive and performance pay, common planning,- lesson study, use of assessments for progress monitoring, extended learning opportunities, and additional hours for parent-teacher conferences. Redesigned and remarketed high school Career Academies that lead to Dual Enrollment, Advanced Placement, . or Industry Certification. Developed and implemented new enrichment courses including Freshman Experience, Sixth Grade Foundations, Creative Writing, Science Double Dosing, Algebra Readiness, and I111 and 12th grade college readiness classes. - Paired each principal with a business CEO. Created an Enriclment/Intervention Plan for all students based on interim assessments. Expanded mentorship and internship opportunities for students. Upgraded technological infrastructure of schools. Expanded Parent Academy classes. Implemented Positive Behavior Support in all schools. Designed Project Lead initiative to develop future principals and assistant principals for urban schools through resident and internship process. Developed ETO Task Force to bring together community stakeholders to support turnaround process. Introduced Coaching and Teacher Academies focusing on effective instructional delivery, data analysis, lesson study, New Sunshine State/Common Core Standards, and use of technology to improve student engagement. Coordinated networking visits with principals, assistant principals, instructional coaches, and teachers to showcase best practices and provide job-embedded professional development through Partnered with Teach for America, City Year, and College Summit. Served as adviser to Superintendent as Florida's Chair of Race to the Top MOU conunittee. Recognized as district model for turnaround by USDOE, FLDOE, and districts throughout country. Served as media contact for turnaround effort for the district. Two-time Broad Finalist for Excellence in Urban Education Deputy Chancellor of School Improvement and Student 2009-2010 Nikolai P. Vitti Achievement Fiat-Eda Department of Education 9 Reorganized and supervised Bureaus of School Improvement, Title I, Federal Programs, Of?ce of Equal Opportunity, Guidance, Just Read, Floridal, Early Learning, and Community and Parent Outreach. Managed nearly $800 million in various federal and state programs and initiatives. Served as Florida?s lead for struggling schools throughout the Race to the Top and-School Improvement Grant application and initial implementation process. Provided professional development and technical assistance to superintendents, district administrators, principals, and teachers on numerous school improvement and Federal Program initiatives. Initiated and developed policy for Florida?siDiiferentiat' Accountability Plan, which was the state?s school improvement plan that improved 79% of the lowest-perfonning schools by one or more letter grades for two consecutive years. . Led, trained, supervised, and expanded ?ve regional offices throughout the state consisting of a Regional Executive Director, Instructional Specialists, and Reading Coordinators who directly supported the state?s lowest performing schools and their districts. Served as the media contact for Differentiated Accountability. Bureau Chief of School Improvement/Regional Executive Director for Region One/Lead Executive Director-for Differentiated Accountability Florida Department of Education 2008 2009 Spearheaded the implementation of Differentiated Accountability?s Pilot, which merged existing No Child Left Behind (NCLB), state statute, and State Board requirements related to school improvement and accountability under one system. Initiative led to 79% of targeted schools improving their school letter grade by one or more grades. Some of which went ?om to ?As" and made AYP. Supervised ?ve regional of?ces each consisting of a Regional Executive Director and four Instructional Specialists who provided direct support to the state?s lowest performing schools and their districts. Developed an Instructional Review process to conduct instructional reviews at the state?s lowest~perfomring schools. Developed the Knowledge Capture Project to identify the effective practices that were implemented statewide to turnaround the state's lowest performing schools. Redesigned the state?s School Improvement Plan, District Improvement Plan, Restructuring Plan, and id-Year Report. Developed and presented status reports on the state?s lowest-performing schools to the State Board of Education. Supervised four Instructional Specialists to provide direct assistance to Region One?s lowest-perfomring schools. Support resulted in increasing the school grades of 6 out of 7 targeted schools by one or more letter grades. Two schools increased their letter grade from an to an and made AYP. Assisted superintendents and district leadership teams in mobilizing resources and personnel to target the speci?c needs of their lowest-performing schools. Conducted Instructional Reviews to targeted schools in Region One. Provided professional development on instructional leadership and the development of School Improvement Plans to school site and district administrators in Region One. Reviewed School Improvement, District Improvement, K-l2, and Title 1 Plans for the lowest-performing districts and schools in Region One. Coordinated school site and district professional development on effective teaching in the content area, data - analysis, differentiated instruction, writing, and effective instructional coaching in Region One. Nikolai P. 9 Led 25 directors or specialists in the Bureau of School Improvement on various projects and initiatives including outreach programs to low-performing schools, Pupil Progression Planning, Career Academics, and School Advisory Councils. Managed nearly $15.5 million in grants and general revenue for numerous programs within the Bureau. Principal; Homestead Middle School Mined-Dado County Public Schools - 2007-2008 8 6 OQQOQ 6 0 Increased FCAT Letter Grade from a to a high Increased pro?ciency in reading by 7 percentage points, mathematics by 10 percentage points, science by 18 percentage points, and writing by 3 percentage points. Increased ?learning gains? in reading by 8 percentage points and mathematics by 15 percentage points. Increased growth of ?lowest 25%? in reading by 3 percentage points and mathematics by 16 percentage points. Implemented International Baccalaureate (13) Program. Instituted uniform policy. Named strongest Langllage Arts/Reading Program in Region VI by district. Reduced outdOor suspension rate by 7 Increased student attendance by 3 percentage points (led district in the highest increase in attendance). Assisted both assistant principals in being admitted to the Principal Preparation Program. Maintained ?nancial status without exemptions. Two time City of Homestead ?Certi?cate of Recognition? Recipient, 2007?2008 Knowledge Management Of?cer Miami-Dada County Public Schools 2007 0600909 Served on Senior Cabinet. Co-planned and facilitated COM STAT meetings among Senior Staff and Regional Superintendents to strengthen district?s lowest-performing schools, which led the district to increase its attendance rate and decrease its suspension rate. - Analyzed data to identify problem areas in schools and conducted instructional to provide principals with instructional support. Aligned and coordinated district and Regional Center resources and strategies to address problem areas. Spearheaded Senior Cabinet?s ?Collegial Collaborative? meetings. Vetted District initiatives prior to implementation. Incorporated feedback from all district departments. Served as Superintendent?s representative on Early Learning Coalition and Homeless Trust boards. Conducted instructional audit of the district?s Early Childhood Programs. Assisted in the development and negotiation of innovative professional development for district?s non- instructional personnel. Prepared district staff for the development and presentation of Board items. Broad Prize Finalist for Excellence in Urban Education. intern to Superintendent Po V?t? Miami-Blade County Public Schools 2006 Participated on Senior Cabinet. Served as Project Leader of District Assistance Team onned over ?fty Focus Teams toconduct instructional of schools district-wide. Designed classroom wa tool for districbwide school visits. - Trained Focus Teams on use of tool and school visit protocol. Developed professional development menu for Focus Teams. Coordinated Focus Team visits to schools. Reviewed, compiled, and assessed feedback from Focus Team visits. Met with Deputies and Regional Superintendents to review feedback from Focus Team visits and determine school-site intervention. Assisted Superintendent in the selection of A-Items for School Board Meetings. Broad Prize Finalist for Excellence in Urban Education 6 69 Head Dean of Students; Fordham Leadership Academy High School New York City Public Schools . 2003-2005 Opened smaller high school within former 4,000 student high school. 9 Designed and implemented innovative discipline strategies which united the roles of guidance counselors, deans, teachers, principals and parents to signi?cantly improve student achievement, increase attendance, and reduce suspension rate. - 0 Supported ?rst and second year teachers by creating individualized classroom management models. a Represented school at Regional Suspension Hearings. TEACHING 200.3?05 Fordham Leadership Academy High School New York City Schools TR. Educational Campus, 500 East Fordham Road, Bronx, NY 10458 2002-03 Joseph Wade Middle School (Professions and Careers Academy) New York City Public Schools 1865 Morris Avenue, Bronx, NY 10453 2001-02 Carver High School County Schools 3545 Carver School Road, Winston-Salem, NC 27105 2001 Parkland High School County Schools 1600 Brewer Road, Winston-Salem, NC 27127. NATIONAL AND STATE PRESENTATIONS Nikolai P. Vi?l November, 2016 ?a K12 Facilities Forum Keynote: ?The Challenge and Opportunity for Facility Use in the New Age of Public School Competition" Ponte Vedra, FL . September, 2016 - My Brother?s Keeper Virtual Forum ?Implementing an Equity Agenda in Duval County Public School 5? July, 2016 -- Bethune Cooktnen Educational Justice Conference Keynote: ?Narrowing the Achievement Gap in Duval County Public Schools? Orlando, FL . July, 2016 - Summer Standards Institute Keynote: ?Bringing the Standards to Life with Aligned, Meaning?il Curriculum? Fort Lauderdale, FL March, 2016 - Arkansas Department of Education Dyslexia Conference Keynote: ?Breaking the Status Quo for Dyslexic Students: The Creation of the GRASP Academy in Duval County Public Schools" - Hot Springs, 2015 Florida Organization of Instructional Leaders ?Closing the Achievement Gap? Lake County, FL .1 uly, 2015 Bethune Cookman Educational Justice Conference Panel Discussion on Narrowing the Achievement Gap Orlando, FL - May, 2015 - American Reading Company?s Super?ntendent Summit Keynote: ?Systems to Create a College-Going Culture for All" King of Prussia, PA February, 2015 - The Florida Council on the Social Status of Black Men and Boys Panel Discussion Daytona'Beach, FL November, 2014 - K42 Education Congress Keynote: ?Preparing for New Standards in a Large District? Dallas, TX - May, 2014 - Florida Sterling Council?s Education Summit Keynote: ?Transformation for the New Customer? Orlando, FL February, 2014 Florida Educational Facilities Planners Keynote: ?Marketing our Public Schools? Nik?i?i Po Vii?i Amelia Island, FL October, 2013 K42 Education Congress ?Transformation at Scale? San Diego, CA September, 2013 - Florida State Board of Education ?Transformation at Scale? West Palm Beach, FL May, 2013 - Florida Sterling Council?s Education Summit ?Producing Skilled, Knowledgeable Graduates Using the Common Core Standards? Orlando, FL February, 2013 - Florida House of Representatives ?Multiple Pathways to Graduation? Tallahassee, FL October, 2012 Association of Latino Administrators and Snperintendents (ALAS) ?The Education ransfonnation Of?ce: Building, Sustaining, and Accelerating Mimi-Dede County?s Lower Performing Schools? Miami, FL October, 2012 - Teach for America (TFA) Conference ?Partnering to Affect Change? Miami, FL May, 2012 - Florida Sterling Leadership Conference ?Succession Management in Struggling Schools: Building the Bench for Urban Instructional Leadership in Miami-Dade County Public Schools? - Orlando, FL May, 2012 - National City Year Conference ?Insight to Action: Effective District?wide Approaches to Turning around Low Performing Schools? Washington, DC. April, 2012 - Symposium on Response to intervention (Rtl) ?The Education Transformation (ETO) and Rd? Fort Lauderdale, FL April, 2012 - University of Miami Education Symposium ?The Effects of High-Stakes Testing with Al?e Kohn? Miami, FL -March, 2012 Florida International University STEM Conference ?Aligning STEM Initiatives Across K-lz, University, Non-pro?t, and Business Entities? Miami, FL January, 2012 - Miami Fellows ?Challenge of Turning Around Lower-Perfonning Schools? Nikoiai Po V??i Miami, FL October, 2011 Carnegie Learning Sellout improvement Summit ?School Improvement, New Standards, Accountability, and Technology" Washington, DC. September, 2011 McGraw Hill Innovation in Education Summit 1 6 Digital Solutions: Are they Capable of Driving Student Achievement and are they Scalable? New York City, NY I - August, 2011 - Aspen institute Senior Congressional Retreat - ?Implementing the School Improvement Grant: Successes and Challenges at the State, District, and School Level? Queenstown, MD June, 2011 - Florida Department of Education?s Leadership Conference ?Education Transformation Of?ce: Build, Sustain, and Accelerate" Tampa, FL June, 2011 - National Association for the Advancement of Colored People ?Debate on History of Florida?s Education Reforms? Miami, FL June, 2011 - Title i Conference ?Education Transformation Of?ce: Build, Sustain, and Accelerate" Orlando, FL May, 2011 - City Year National Conference" Panel Discussion on School Turnaround Washington, DC. February, 2011 - United States Department of Education National Wehinar ?The Miami-Dade County Public School Story? December, 2010 Cambium Learning Superintendents5 Solutions Summit ?Overcoming the Odds: All Systems Go! Increasing Student Achievement in Miami?Dade County Public Schools? Washington, DC. July, 2010 - Florida Department of Edutation?s Leadership Conference ?Lessons Learned: Two Years of Leading School improvement in Florida? Tampa. FL duty, 2010 North East Florida Educational Consortium Conference ?Instructional Leadership in Low-Performing Schools? Daytona Beach, FL June, 2010 - Florida Association of Management Information Systems Conference ?Update on Differentiated Accountability" Tallahassee, FL May, 2010 - Southern Regional Educational Board Panel Discussion on School Improvement, Race to the Top, and School Improvement Grants Nikolai Po Vitti Washington, DC. May, 20M) - Florida Negotiators Conference ?Differentiated Accountability Requirements and Negotiating with Unions" Daytona Beach, FL - May, 2010 - Florida Organization of Instructional Leaders Conference ?Curriculum Changes through Differentiated Accountability" Lake Mary, FL April, 2010 - Association of State and Federal Education Program Administrators Conference ?Update on School Improvement Grants and Differentiated Accountability" Orlando, FL March, 2010 - Gadsden County School Board ?Effective and Strategic Use of Title I Funds to Drive School Improvement? Gadsden County, FL November, 2009 - Florida Organization of Instructional Leaders Conference ?Update on Differentiated Accountability? Orlando, FL November, 2009 - Florida Charter Conference ?Update on Differentiated Accountability? Orlando, FL October, 2009 - Florida Education Association Conference ?Differentiated Accountability and Union Concerns and IssueS? Orlando, FL September, 2009- Florida Association of District School Superintendents ?Changes to School Improvement Grant? Orlando, FL . . . September, 2009 - Florida Association for Staff Development Conference ?Implications for Professional Development through Differentiated Accountability" Tampa, FL - September, 2009 - Exceptional Student Education Conference ?Implications for Exceptional Student Education through Differentiated Accountability" Tampa, FL September, 2009 - National Association for the Advancement of Colored People ?School Improvement Successes and Challenges in Florida" Miami, FL August, 2009 - Differentiated Accountability Rule Development Workshops Tallahassee, Miami, and Tampa August, 2009 - Madison County District and School Administrators ?Instructional Leadership and School Improvement? Madison County, FL July, 2009 - Gadsden County District and School Administrators ?Instructional Leadership and School Improvement" Nikolai Po Vitti Gadsden County, FL July, 2009 Walton County District and School Administrators ?Instructional Leadership and School Improvement? Walton County, FL July, 2009- Gulf County District and School Administrators ?Instructional Leadership and School improvement? Gulf County, FL July, 2009- Calhoun County District and School Administrators ?instructional Leadership and School Improvement" Calhoun County, FL June, 2009 ., Panhandle Area Education Consortium Conference ?Instructional Leadership and School Improvement? Chipley, FL May, 2009 - FOIL Conference ?Update on Differentiated Accountability? Tampa, FL May, 2009 - Leon County District and School Administrators ?Instructional Leadership and School Improvement? Leon County, FL May, 2009- Escambia County District and School Administrators ?instructional Leadership and School Improvement? Escambia County, FL April, 2009 - Title Conference ?Update on Differentiated Accountability? Daytona, FL Febrnary, 2009 .- Title Conference ?Update on Differentiated Accountability? Tampa, FL February, 2009 - Florida Reading Supervisors Conference ?Reading Strategies for School Improvement? Tampa, FL January, 2009- Franklin County School Board Workshop ?instructional Leadership and School Improvement? Franklin County, FL July, 2008 - Just Read, Florida Conference ?Literacy Leadership Team and Improving Literacy instruction at Homestead Middle School? Miami, FL July, 2008 Nova Southeastern University ?Effective Principal Leadership in Low-Performing Schools? Miami, FL REFERENCES (CONTACT INFORMATION pnovmso upon REQUEST) Nikolai Po Vitti Din. Dorothy Member Miami-Dado County School Board Mrs. Terrie Brady, President Duval Teachers United Mr. Alberto Corvaibo; Superintendent of Schools Miami-Dado County Public Schools Mr. William Clark, President Miami Central Senior High School Alumni Association Mr. Tim Cost, President Jacksonville University Mr. Lenny Curry, Mayor City of Jacksonville Mir. Addison Davis, Superintendent of Schools Clay County, Former DCPS Chief of Schools Dr. John Deasy, Former Superintendent Los Angeles Uni?ed School District . Mr, Erik Fresen, Former Florida House of Representative Former Chair of Education Appropriations Dr. Steven Gallon ill, Member Miami-Dade County School Board Mr. Nat Glover, President Edward Waters College Dr. John Guns, Pastor/Bishop St. Paul ?5 Missionary Church Mrs. Cheryl Grymes, Member (Former Chair) Duval County Public School Board Mr. Warren Jones, Member Duval County School Board Mr. Fred Lee, Former Member and Chair Duval County Public Schools Mrs. Rebecce Fishman Lipsey, Member Niki?i?i Pa Vi?i Fiorida State Board of Education Mr, Robert Martinez; Former Member Florida State Board of Education Dr. Thelma Melendez; Former Assistant Secretary of Education/Current Superintendent United States Department of Education/Santa Ana Uni?ed School District Ms? Adora Nweze; President State of Florida NAACP Mr. Scott-Shine, Member Duval County Public School Board Mro Darnel Smith, President Jacksonville Chamber of Commerce Mrs. Monique Tookes, Chair School Advisory Committee for Young Women?sMen?s Leadership Academy Joanne Weiss, Former Chief of Staff Former Secretary of Education Arnie Duncan Mr. Michael Ward, CEO CSX and City Year Jacksonville Mrs. Nina Waters, Executive Director Jacksonville Community Foundation Mr" and Mrs. Wayne and Delores Weaver, Former Owner of Jacksonville Jaguars and Chair of Quality Education for A3 Mr. Larry Williams; President Miami Northwestern Alumni Association Mrs. lranetta Wright, Chief of Schools Duval County Public Schools . Mrs. Sonita Young, Chief of Human Resources Duval County Public Schools Ms. Sabrina Zinamon, Chair Duval County District Advisory Committee Dr. Nikolai P. Vitti is Superintendent of Duval County Public Schools (DCPS) in Jacksonville, Florida. As the nation's 20?? largest school district, he serves nearly 130,000 students within 200 schools through a $1.7 billion dollar budget. Since his arrival in November, 2012, the school district has reached a historic high in graduation and college readiness rates through the expansion of accelerated programming and early warning systems. also surpassed all Florida urban districts in African-American graduation rates while ranking among the ?rst to fourth highest performing urban districts throughout the nation on the National Assessment for Education Progress (NAEP) in the vast majority of assessment categories. The district has been recognized for its expansion of the arts, foreign languages, innovative school programming, school choice options, mental health and progressive discipline strategies, school level leadership development, instructional material selection, and ?nancial transparency and ef?ciency. Dr. Vitti also success?illy secured over $40 million dollars in local philanthropy to transform the district?s historically lowest performing schools with a_ focus on human'capital and technology infusion. Over the last four years, the superintendent has been named Florida Superintendent of the Year for the Arts, Music, and Communications. His initial November, 2012 three and a half year contract was extended for an additional three years after two years of work through a 7-0 school board vote. A summary of accomplishments include: Academic Improvement: Despite a new set of national standards and assessments, the district?s grade increased to a and was maintained for consecutive years for the first'time since 2010. 75% of schools are ?As-Cs" and 70% of state assessment areas demonstrated improvementand outpaced statewide improvement. Graduation Rates, Post-Secondary Readiness, and Acceleration: The district?s graduation rate has improved from 67% in 2012 to 78.8% in 2016. The gap between the district and state has been narrowed from 7% to postsecondary readiness levels in reading have increased from 75% to 84% and mathematics from 53% to 72%. This means that high school graduates avoid college remediation classes. Lastly, the district now ranks ?rst among the largest urban school districts in FL and. third among all FL districts for the participation and performance of students enrolled in acceleration courses such as dual enrollment, industry certi?cation, Advanced Placement, international Baccalaureate, and Cambridge. - improving Low Performing Schools: Through innovative human capital strategies, in partnership with the Quality Education for All (QEA) a local private funding initiative, 75% of identi?ed QEA schools have maintained or improved their school grade to a or higher. in addition, 90% of schools districtwide improved their letter grade, as did 67% of and schools when combined. Narrowing the Achievement Gap: The district now ranks ?rst among the largest 7 urban districts in FL in African-American graduation rate and second for English Language Learners. The district ranks l" to 4'h among the largest urban districts nationally in reading and mathematics performance on the NAEP for African-American and ESE students. African- American post-secondary readiness for reading has improved from 67% to 81% and in mathematics from 39% to 66% over the past four years. The district also possesses the narrowest gap between African-American and White students in reading, math, and Algebra among the 7 largest urban school districts in Florida. The graduation rate for students with disabilities has improved by 20 percentage points over the last four years. Expansion of the Arts: With its refreshing focus on the Whole Child, the district has restored art and music classes and programs to each of its 160 schools while dramatically increasing Jacksonville cultural experiences to museums and live performances. The district now leads all of the largest 7 urban school districts in FL in the percentage of students partieipating in the arts. Technology: Whereas only one school had wireless access three years ago, each school now Supports high-density wireless. The district?s ratio of computers to students has improved 1:3 to 1:1.5 over three years. Blended learning platforms are offered to all students in each school with access provided for home use. Ochicw, a state-of-thc-art portal system, has also been developed and launched to provide all stakeholders, including parents and students, with one-stop access to student academic and hehavidr data to improve?support and intervention. increased Parent and Community Engagement: During the last two years, over 10,000 parents attended courses through the Parent Academy, and a record 18,000 families shopped schools at'the School Choice Expo. Thousands of stakeholders were also engaged this past year in multiple communities throughout the county with over 12 ?Chat with the Expansion of School Choice Options and Innovative New Programming: Almost 40% of DCPS parents new exercise their opportunity to select the school or program of their choice. Since 2013-14, this has led to a 157% decrease in parents leaving the district for private schools. The district is well positioned for more choice options through the creation of early learning centers, a trade high school, single gender schools, military leadership schools, a distinct and innovative school for students with dyslexia, and another school her students with autism. Leadership Development and Improvement of Instructional Culture and Morale: A pipeline of over 200 new school based leaders has been developed through internal and external training programs with a focus on instructional leadership and human capital development. In an effort to increase instructional time there has been a signi?cant reduction in assessments being given. Since the 2013-14 school year, elementary assessments have been reduced by sixteen going from menty-three to seven, while secondary assessments have been reduced by twenty-one from twenty-nine to eight. Cemmon planning from elementary to high school was negotiated to provide teachers time to share best practices, develop lessons, and analyze student data. The use of research based and third party surveys has been used to problem solve and re?ect on how to improve instructional culture and morale atschools through a reduced principal to principal supervisor ratio of 34:1 to 12:1 to increase feedback and support. Since beginning to assess school culture and staff engagement during the 2013-14 school year, the district has made signi?cant improvement. The Instructional Culture Index has improved nearly a point from 7.0 in 13-14 to 7.9 in 16-17; any growth on the Index over 0.25 points is considered strong and growth of 1 point or more is considered exceptional. The Grand Mean for employee engagement grew from 3.73 to 3.95 from 13-14 to 15-l6; on that survey, any change of 0.1 points on the Grand Mean is considered signi?cant. Expansion of Wrap Around Services: Through the annual engagement of a broad representation of stakeholders, the district has continually re?ned the Code of Conduct to progressively support students over the last three years. in school suspension teachers and classes, along with the staffing of Deans of Discipline. was implemented in each secondary school to proactively improve student behavior, which has led to the reduction of major violations and student arrests. Since 2012-13, the number of Restorative Justice strategies have increased from 26 to 8753. Through a partnership with the Non Violence Project, life coaches have been placed in all secondary schools to SUpport the most aturisk students and the 5000 Role Models program was implemented to directly mentor African-American and Hispanic males. Prior to being named Superintendent of DCPS, Dr. Vitti was the Chief Academic Officer of Miami- Dade County Public Schools (M-DCPS), the nation?s largest school district, which won the Broad Prize for Excellence in Urban Excellence. Prior to serving as the district?s Chief Academic O?cer, he was the Assistant Superintendent of the Education Transformation Of?ce (ETD) where he autonomously led a region of 26 schools identi?ed as ?persistently lowest-achieving." Under his leadership, the ETC schools improved their performance in nearly each area of school accountability and avoided state sanctions. Under his leadership, ETO was recognized as a model for turnaround by both the USDOE and FLDOE. - Before returning to Miami to lead ETO, Dr. Vitti served as Deputy Chancellor of School Improvement and Student Achievement at the FLDOE as well as Bureau Chief of School hnprovement/Executive Director for Region One/Lead Director. In these roles, he led the state?s school improvement and accountability efforts by seeking to build the capacity of superintendents, district administrators, principals, and teachers on school improvement initiatives. He also guided the work of ?ve regional offices that directly served the state?s lowest performing schools and their districts. He managed the Bureaus of School Improvement, Federal Education Programs, Family and Community Outreach, Federal Programs, Early Learning, Just Read Florida!, and Equal Educational Opportunities. - Before joining the FLDOE, Dr. Vitti served as principal of Homestead Middle in M-DCPS, where he moved the school from a to a high and improved the school in each accountability area. Before his appointment as principal, Dr. Vitti joined the cabinet of as the Knowledge Management Officer, where he was responsible for coordinating multiple district-wide initiatives. Prior to working in Miami, Dr. Vitti played an instrumental role in transforming the educational culture of a 4,000 student high school in the Bronx, New York as a Dean of Discipline. Dr. Vitti began his educational career as a teacher at both the high school and middle school level in North - Carolina and New York City where he notably raised student achievement in the classroom. Dr. Vitti received the prestigious Presidential Scholarship from the Harvard Graduate School of Education, and was a member of the Urban Superintendent Program, which has developed a number of successful superintendents throughout the country. He has served on the cabinet of three National Superintendents of the Year, and is currently a- member of the 2017 Broad Leadership Academy. In 2012, he completed his doctorate from Harvard in Education, Administration, Planning and Social Policy. He received his Masters in the same ?eld from Harvard. Dr. Vitti also holds a Masters'in Education from Wake Forest University where he was awarded a Master Teacher Fellowship, and a BA. in History. As an undergraduate, he earned Magna Cum Laude and Phi Beta Kappa recognition. Dr. Vitti is married with four school-age children who attend public schools