Transcript Upland Unified School District

Leading Forward
Strategic Plan
for Student
Achievement
2010-2015
Year-End Accountability Report for 2010-11
Vision and Goal Statement
All students will acquire
and apply knowledge
at high levels.
Student achievement results will show
mastery of standards by individual
students as well as by student subgroups…with no significant differences
in performance between groups.
Leading Forward
Creating a professional learning community is
analogous to a “voyage,” and educators must
prepare themselves to be buffeted by
occasional ill winds along the way.
While some schools (and districts) are
content to lie at anchor and accept things
as they are and others simply drift from
fad to fad, the members of a professional
learning community will stay the course.
- Professional Learning Communities at Work. Eaker, Dufour & Dufour
2010-11
2010-2011 TIMELINE
 Data Collection and Input
 Board Study Sessions to review & update Goals/Priorities
 Management End of Year Meetings & Leadership Seminar
 Analysis of Student Performance
 Board Consideration
 Board Sessions: July 12, August 17
 Aligned Action Planning – October
 Goals & Objective Meetings with Sites and Departments
 Mid-Term Progress Report - February
 Interim Accountability Report
 Year End Report – June
 Collection/Reporting of Survey Data
 Accountability Year End Summary Report
Strategic Plan for Student Achievement
Ensure high
achievement for all
students through
disciplined attention
to effective
teaching, ongoing
assessments, and
timely interventions
Disciplined Action
1
High Student
Achievement
Evidence of
Accomplishment
2
Ensure high
achievement for all
students through
dynamic parent
partnerships,
strong community
connections, and
effective board
governance
3
Ensure high achievement for all
students by aligning fiscal, facility, and
human resources in support of our
shared vision, goals and priorities
Priority 1: Teaching + Assessment + Interventions
Implement effective
teaching & learning
strategies to ensure
all students
experience success
in a rigorous,
standards-based
curriculum
Disciplined Action
High Student
Achievement
Evidence of
Accomplishment
Develop and
implement ongoing
assessments for
data-driven
instructional
planning to meet
students’ unique
learning goals
Design and deliver timely intervention
support to ensure student success in a
rigorous, standards-based curriculum
Priority 1: Teaching + Assessment + Interventions
PRIDE
PROGRESS
POTENTIAL
“Institutionalized Greatness”
“Emerging Greatness”
“A Promise of Greatness”
PLC
Special Education
Project Impact
Professional Learning
Community research is
embedded in all 14 schools
with more than 165 teachers
and administrators completing
leadership training in the past
5 years. School communities
engage in structured
conversations to answer
essential questions:
The American Institutes for
Research published a study in
January that identified 8
school districts that showed
unusually high academic
performance with special
education over four years.
Entering its second year,
Project Impact harnessed the
energy and talents of 65
Grade 4-Algebra I teachers in
a partnership with UCR to
improve student performance
in Algebra through: a deeper
alignment with standards;
best instructional practices
that motivate and engage
students; and stimulating
students to pursue careers in
mathematics.
What do we want students to
learn? How will we know
when it’s learned? How will
we respond if they fail to learn
it? How will we respond if they
meet or exceed the standard?
UUSD was one of only four
districts profiled in the report,
citing three primary factors
that contribute to our success:
• Curriculum mapping and
common assessments
•Collaboration and co-teaching
between general and sp ed staff
•Professional development (e.g.,
GLAD, Read 180)
A competitive grant has been
awarded to provide $550,000
per year for three years.
Priority 1: Teaching + Assessment + Interventions
PARENT SURVEY RESULTS - MAY 2011
My child’s school ensures high achievement for
all students through effective teaching,
ongoing assessments, and timely interventions.
Thirteen indicators were identified and 3,862 parents
rated their level of satisfaction in each area.
The total combined average of responses in the
“Agree” to “Strongly Agree” categories in 2010-11 were:
93%
Priority 2: Parent, Community & Board Connections
Strengthen an
inclusive,
responsive,
supportive,
respectful and
collaborative
environment for all
parents
Disciplined Action
High Student
Achievement
Evidence of
Accomplishment
Govern effectively to build unity
and enhance an organizational
culture that ensures a high quality
education for all students
Enhance the
image of the
district through
improved public
relations and
meaningful
opportunities for
involvement
Priority 2: Parent, Community & Board Connections
PRIDE
PROGRESS
POTENTIAL
“Institutionalized Greatness”
“Emerging Greatness”
“A Promise of Greatness”
EVERYChild.ONEVoice.
JH Sports and the “Y”
GAMUT
The district has 13 active PTA
units, representing 14 schools,
coordinated by a dynamic Upland
Council of PTAs. By the numbers,
2010-11 projects included:
At a time when districts are
eliminating after-school
sports’ programs due to
crippling budget cuts, the
district formed a partnership
with the Scheu Family YMCA
that actually increased
student involvement. To date,
more than 385 students have
enrolled in football, volleyball,
basketball and track seasons.
A minimal fee was collected and no student was turned
away based on an inability to
pay… thanks to generous
community donations.
The Board ’s adopted
Governance Standards
identify “setting direction and
establishing the structure” as
major responsibilities. In
support of these goals, board
policies will now be available
and updated regularly using
the district’s new CSBA
GAMUT subscription. This
will save labor, time, and
paper and printing expenses while increasing accessibility.
• Policy Audit Program
• Fiscal contributions - $661,744
• Reflections Program - 200+
• Honorary Service Awards - 35
• Clothes Closet - 13,511
• Holiday Food Baskets - 318
• Membership - 3,932
• Volunteer Hours - 81,303 PTA
volunteer hours have been reported
this year alone. At the IRS rate of
$20.25 an hour, these services bring
more than $1.6 million in resources!
•Policy Development Workshop
•GAMUT Online
Priority 2: Parent, Community & Board Connections
PARENT SURVEY RESULTS - MAY 2011
My child’s school ensures high achievement for
all students through dynamic parent partnerships,
community connections, and effective board governance.
Six indicators were identified and 3,862 parents
rated their level of satisfaction in each area.
The total combined average of responses in the
“Agree” to “Strongly Agree” categories in 2010-11 were:
90%
Priority 3: Align Resources to Support Shared Vision
Maintain inviting,
safe, clean, orderly
and attractive
school buildings
and grounds that
promote student
learning and
wellness
Disciplined Action
High Student
Achievement
Evidence of
Accomplishment
Recruit, develop,
evaluate, recognize
and retain
employees who are
committed to high
quality performance
for every child,
every day
Utilize the best of business practices to
maximize existing funds and acquire new
resources to make our vision a reality, while
operating within a balanced budget
Priority 3: Align Resources to Support Shared Vision
PRIDE
PROGRESS
POTENTIAL
“Institutionalized Greatness”
“Emerging Greatness”
“A Promise of Greatness”
Return on Investment
Measure K – 2008
UHS Gymnasium
The district continues to
receive highest marks for
Measure K projects through
external measures and audits:
Originally estimated at $7+
million in construction costs,
the project was aggressively
bid at $4.9 million. With the
promise of $3.5 million in
state matching funds – our
contribution for the gym and
classroom complex will come
in at less than $1.4 million.
A nationwide study that
included almost every major
school district in the United
States measured the
academic achievement of
school districts relative to its
spending.
UUSD was 1 of only 17
districts in California to fall
into the highest productivity
band – with just 5% of
districts earning this
distinction. Bottom line? We
continue to allocate
increasingly scarce resources
effectively and efficiently.
• Performance Audit
contained commendations
• Fiscal Audit also positive
• Rating agencies affirmed the
district’s high ratings
• Bond sales were brisk and
successful in a tough market
•Summer projects are off
and running!
On May 10, 2011
The completed UHS Gym &
Classroom Complex held a
Grand Opening and
Dedication to celebrate
the new facility
Priority 3: Align Resources to Support Shared Vision
GYMNASIUM AND CLASSROOM FACILITY DEDICATION
MAY 10, 2011
Priority 3: Align Resources to Support Shared Vision
COMPARATIVE ANALYSIS OF DISTRICT INCOME & EXPENDITURE
School Services of California, Inc.
The CADIE Report of 2011 provides comparative financial data to be used
to monitor income and expenditure. The following data provide a
comprehensive analysis of Upland USD’s revenues, expenditures, and
staffing as compared to TWO pre-selected groups of districts:
GROUP A “Local Comparison” = 8 districts historically used as our local comparison
districts at the bargaining table. (Hesperia, Walnut Valley, Covina Valley, Apple Valley, Azusa,
Bonita, Arcadia, and West Covina Unified School Districts.)
GROUP B “Statewide Comparison” = 20 districts selected by School Services as being
similar to UUSD in demographics and finances. (Bellflower, Covina Valley, Turlock, Apple
Valley, Inglewood, New Haven, Livermore Valley, Yuba City, Chico, Palos Verdes Peninsula,
Vacaville, Las Virgenes, Santa Monica-Malibu, Ceres, San Lorenzo, Azusa, Carlsbad, Gilroy,
Monterey, Lucia Mar Unified School Districts.)
All comparative financial data was provided by the California Department of Education’s most
current update, reflecting the 2009-10 fiscal year.
Priority 3: Align Resources to Support Shared Vision
CADIE KEY FINDINGS
School Services of California, Inc.
Group ‘A’ Ranking
Group ‘B’ Ranking
Student Enrollment per Certificated
Non-Administrator Employee
2nd of 8
13th of 20
Total Certificated Non-Administrator
Salary Expenses per ADA
4th of 8
13th of 20
INDICATOR
 Student enrollment per non-admin certificated employee compared favorably at 20:1
 Salary expenditure per ADA for this group fell into the middle at 48.61% of total spent
Student Enrollment per Classified NonAdministrator Employee
8th of 8
19th of 20
Total Classified Non-Administrator
Salary Expenses per ADA
8th of 8
20th of 20
 There are more students per classified employee in UUSD than comparison districts
at 65:1
 As a result, salary expenditure per ADA for this group compared negatively at 11.7%
Priority 3: Align Resources to Support Shared Vision
INDICATOR
Group ‘A’ Ranking
Group ‘B’ Ranking
Student Enrollment per School Level
Administrator
4th of 8
12th of 20
Student Enrollment per District Level
Administrator
6th of 8
17th of 20
Site and District Administrator Salary
Expenses per ADA
8th of 8
19th of 20
 Student enrollment per School Administrator fell into the middle at 456:1
 Student enrollment per District Administrator was higher than most at 1,803:1
 Salary expenditure per ADA compared negatively at 4.74% of total spent
Total Employee Benefit Expense
Total Employee Salary and Benefit
Costs (Total Compensation)
2nd of 8
2nd of 8
7th of 20
4th of 20
 Health and welfare benefits’ contribution compared at the high end at $893 per ADA
 UUSD invests a higher amount of revenue on people at 87.52% of Total Expense
Priority 3: Align Resources to Support Shared Vision
INDICATOR
Group ‘A’ Ranking Group ‘B’ Ranking
Total Students per Computer Used
for Instruction Only
2nd of 8
2nd of 20
Home to School Transportation
Expense per ADA
3rd of 8
5th of 20
Special EducationTransportation
Expense per ADA
7th of 8
18th of 20
Books/Supplies Expense per ADA
8th of 8
16th of 20
80.18% of total is spent on K-12
Regular Education
1st of 8
1st of 20
16.4% of total is spent on K-12
Special Education
7th of 8
19th of 20
THE BOTTOM LINE: The district effectively aligns its resources to maximize student
learning by investing in an inclusive, dynamic regular education program that
promotes high achievement for ALL students. No district spent a higher percentage
on Regular Ed, and few districts spent less to deliver high quality Special Ed services.
Priority 3: Align Resources to Support Shared Vision
PARENT SURVEY RESULTS - MAY 2011
My child’s school ensures high achievement for
all students by aligning fiscal, facility and human
resources in support of our shared vision and priorities.
Nine indicators were identified and 3,862 parents
rated their level of satisfaction in each area.
The total combined average of responses in the
“Agree” to “Strongly Agree” categories in 2010-11 were:
91%
2011-2012 TIMELINE
 Data Collection and Input
 Board Study Sessions to review & update Goals/Priorities
 Management End of Year Meetings & Leadership Seminar
 Analysis of Student Performance
 Board Consideration
 Board Sessions: July 19, August 16
 Aligned Action Planning – October
 Goals & Objective Meetings with Sites and Departments
 Mid-Term Progress Report - February
 Interim Accountability Report
 Year End Report – June
 Collection/Reporting of Survey Data
 Accountability Year End Summary Report
BOARD OF EDUCATION
Linda Angona
Wes Fifield
Steve Frazee
P. Joseph Lenz
Michael Varela
Dr. Gary Rutherford, Superintendent