Leading Forward

Strategic Plan for Student Achievement

2010-2015

Mid-Year 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 sub groups…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

LEADING FORWARD, PART 2

Doing

MORE

With Less …while staying the course

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

1 Disciplined Action High Student Achievement Evidence of Accomplishment 2 3

Ensure high achievement for all students by aligning fiscal, facility, and human resources in support of our shared vision, goals and priorities Ensure high achievement for all students through dynamic parent partnerships, strong community connections, and effective board governance

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

“Institutionalized Greatness”

PLC 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: 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?

PROGRESS

“Emerging Greatness”

Project GLAD Introduced in 2007, 269 teachers have now completed GLAD training to promote English language acquisition, academic achievement, and cross-cultural skills. Tied to standards, the model trains teachers to provide access to core curriculum using local district guidelines and curriculum. GLAD training has resulted in teachers’ renewed commitment to high expectations and high standards for all students – while also increasing joy and engagement in the classroom.

POTENTIAL

“A Promise of Greatness”

Project Impact Entering its second year, Project Impact harnesses 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. A competitive grant has been awarded to provide $550,000 per year for three years.

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

“Institutionalized Greatness”

Parent Survey In spite of the disruptions, reductions and distractions caused by a state fiscal crisis - the district has maintained an enviable level of parent endorsement and support:

95%

report their school is well organized and runs efficiently;

95%

agree that teachers hold high expectations for learning;

94%

would recommend UUSD to friends and neighbors;

94%

report that the educational program at their school is of high quality.

PROGRESS

“Emerging Greatness”

JH Sports and the “Y” 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 355 students have enrolled in football, volleyball, and basketball. A minimal fee was collected - and no student was turned away based on an inability to pay… thanks to generous community donors and sponsors.

POTENTIAL

“A Promise of Greatness”

GAMUT 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 •Policy Development Workshop •GAMUT Online

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 V ision

PRIDE

“Institutionalized Greatness”

Return on Investment 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.

PROGRESS

“Emerging Greatness”

Measure K – 2008 The district continues to receive highest marks for Measure K projects through external measures and audits: • Performance Audit contained commendations and documented compliance • Fiscal Audit was similarly affirming • Standard & Poors and Moody’s both confirmed the district’s high ratings • Bond sales were brisk and successful in a tough market

POTENTIAL

“A Promise of Greatness”

UHS Gymnasium 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.

COMING SOON!

UHS Gym Complex Grand Opening and Dedication Date TBD – Late April

BOARD OF EDUCATION

Linda Angona Wes Fifield Steve Frazee P. Joseph Lenz Michael Varela Dr. Gary Rutherford, Superintendent