BOARD OF EDUCATION Attachment: Discussion 10 PALO ALTO UNIFIED SCHOOL DISTRICT Date: 08.25.15 TO: FROM: SUBJECT: Board of Education Glenn Max McGee, Superintendent Board of Education Goals for the 2015-16 Academic Year STRATEGIC PLAN INITIATIVE This item covers all areas of the Strategic Plan. RECOMMENDATION It is recommended the Board of Education discuss this item and provide additional feedback for finalizing the goals, measures, and deliverables. This item will return for final discussion and action on September 8, 2015. BACKGROUND At the Board s annual retreat in June, the first draft of goals for the 2015-16 academic year were developed. Working with the Leadership Team and other stakeholders, the Superintendent and Board members revised the goals and drafted measures and deliverables. A detailed draft (enclosed) was reviewed and edited at the Board workshop on Friday, August 21, and the Board discussed the time horizon for achieving each goal. The revised work product is available as a handout. At tonight s meeting, the discussion continues and staff seek to reach closure on the goals, measures, and deliverables for formal approval at the September 8 regular Board meeting. The draft goals were distributed at the All Staff event held in August and sent to the principals for further distribution. Once finalized, they will be shared with all stakeholders and posted on the website. As was customary last year, the Superintendent will report on progress toward each goal on a quarterly basis. The report from the final quarter of the 2014-15 academic year is attached. This was presented to the Board at the June retreat. The same format for color coding and summary comments will be used this year, provided this plan is acceptable to the Board. 1
PALO ALTO UNIFIED SCHOOL DISTRICT DRAFT OF DISTRICT GOALS FOR 2015-16 VISION: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students knowledge, critical thinking and problem solving skills, nurture their curiosity, creativity, and resilience empowering every child to reach his or her fullest intellectual, social, and creative potential. DRAFT GOALS: 1. Encourage and support teachers to design, implement, and evaluate innovative teaching methods that will deepen conceptual knowledge, understanding, and applications for every child and assure that every student s individual educational experience is engaging, challenging, purposeful, and ensures mastery. (A1) Measures, Deliverables A. Increase in student mastery of academic standards as measured by the Teacher s College Writing Assessment, SBAC, and other normed assessment instruments B. Increase use of best practices in Special Education co-teaching as measured by improvement in survey results C. Establish baseline for student feedback from student end of course surveys D. Improve students educational experience as measured by increased parent satisfaction on the Strategic Plan and District surveys, as well as reported reductions in parental complaints from principals E. Support innovation for administrative and faculty professional development through participation in and written reflections on learning walks, peer and administrative observations, instructional rounds, etc. and when teachers and administrators will observe each other s practices and engage in pre- and post-observation dialogue F. Support for innovative teaching methods as measured by increased faculty grant applications and funding and by an increase in new course proposals 2. Create conditions that provide a coherent District approach to align sites on key areas including course consistency, grading practices, and summative assessment instruments. (E2 and C2) Measures, Deliverables A. Demonstrate improvement in commonalities of primary materials, assessment practices, and grading practices as measured by an analysis of student course surveys and strategic plan surveys B. Document six to ten common learning outcomes and three common assessments for high school classes C. Create a common curriculum framework D. Departments develop a common syllabus format E. At least 50% of IS agendas and meetings include these topics as measured by a random sample of agendas reviewed F. Calibrate and validate summative assessment and placement rubrics 1 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
3. Enjoin site and District leadership for collecting, analyzing, understanding, and using formative assessment data (and other information) to teach to students needs. (C1) Measures, Deliverables A. Improvement in student academic achievement as measured by SBAC, a g completion, SAT and ACT results, and other normed assessment instruments B. PK 8 Wednesday meetings and high school instructional/ed council agendas and minutes will reflect discussions around data C. Grade level and department PLCs have at least one meeting each month to review relevant formative assessment data and other information related to student academic achievement as compiled and by Chief Academic Officers D. Report on effectiveness of Schoolzilla pilot prepared for Board 4. Significantly raise the achievement of historically underrepresented (HUR) students by ensuring equity of preparation, access, opportunity, and support from Pre-K to grade 12 and by implementing essential recommendations of the Minority Achievement and Talent Development Advisory Committee (MATD) with fidelity. (A3) Measures, Deliverables A. Decrease the percentage of students at each school not meeting DRA benchmarks in first and second grade B. Proportional enrollment in honors and AP classes C. SBAC scores reflect decrease in achievement gap D. GPA of HUR population improves E. a g completion rate improves F. Equity Administrator s report regarding progress on the twelve MATD recommendations G. Student and parent survey results reflect satisfaction in addressing academic, behavioral, and mental health issues related to HUR population H. Algebra I completion is proportional for HUR I. Increase number of teachers, administrators, and classified staff completing equity training and gather their reflections on the value of the training J. Documented site implementation and measurement of intervention programs that support minority achievement K. Parent survey results indicate HUR parental engagement is similar to that of other groups L. District committees have student, parent, and/or staff HUR representation M. Increase in leadership clubs and mentor programs for HUR students 2 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
5. Based on the recommendations from the Enrollment Management Advisory Committee (EMAC) to design, develop, and begin implementing a strategic enrollment management plan which includes expanding or enhancing choice programming, reorganizing schools and spaces within them aligned with community values (in BP 7110), and developing Cubberley and/or other District-owned facilities in an innovative manner aligned with the District s vision and Strategic Plan goals. (A, B, D1, and D2) Measures, Deliverables, A. Obtain Board approval of EMAC recommendations (or modifications to them) B. Achieve a 90% reduction in overflows out of cohort within three years C. Achieve a 90% applicant placement rate into choice programs placing them within three years D. Initiate Cubberley discussions with City and draft a new master plan that may include incorporating a new school 6. Foster school environments that address social, emotional, and physical health of our students and staff. (B2) Measures, Deliverables A. Decrease incidents of bullying and harassment as measured in our annual report B. Realize a positive trend in reduction of bullying, drug and alcohol use, and self-harm ideation; increase connections with caring teachers, personal resilience, and a sense of belonging as indicated in survey results from CHKS, PARC, and Development Assets C. Improve support for social, emotional, and physical health as measured by student and staff survey results D. Revise, implement, and monitor Homework Policy through student surveys and IS collaboration E. Implement mandatory check-ins with counselors F. Convene quarterly meetings for elementary principals using common programs (e.g. Project Cornerstone and Life Skills) to share implementation ideas, resources, and outcomes 3 Palo Alto Unified School District Vision Statement: We support all PAUSD students as they prepare themselves to thrive as global citizens in a rapidly changing world. We develop our students knowledge, critical thinking, and problem solving skills, and nurture their curiosity, creativity, and resilience, empowering every child to reach his or her fullest intellectual, social, and creative potential.
PALO ALTO UNIFIED SCHOOL DISTRICT 25 Churchill Avenue Palo Alto, CA 94306 Telephone: (650) 329-3737 FAX: (650) 321-3810 OFFICE OF THE SUPERINTENDENT TO: FROM: Board of Education Glenn Max McGee, Ph.D. RE: Quarterly Goals Update DATE: June 14, 2015 The Board met in its annual retreat on August 12 and 13, 2014, to discuss its goals for the 2014-15 academic year and approved the goals on August 26, 2014. At that time the Board also reached consensus on the wording for the measures and deliverables for each goal. Using the template discussed last November, presented in December, and updated in March, this report lists each measure and deliverable followed by a sentence or two indicating the progress in completing the task. Green shading means the measure or deliverable is complete, no shading means we are on schedule for completion, yellow means we are bit behind but we will catch up, and red means we will not be able to provide the measure or deliverable. Back up materials are available at the request of Board members. 1. To prepare students for a future that necessitates global collaboration and competition, cultivate support for a district-wide culture that expects, advances, inspires, and promotes academic excellence, hard work, active engagement, and perseverance for every student. (Aligns with Strategic Plan Goal Area A.) Measures, Deliverables, and Leader a) Revised District website that reflects district vision, mission, goals, and values.* (Chief Technology Officer CTO) 12/9 Phase I of the project is complete, which included the wireframes and information architecture (site map). These two items are the blueprint for the site. We are currently in the process of looking for firms to contract with for phase II, which includes the construction of the site as well as the migration of existing content into the new site. 3/1 Update: We have selected Trellon, LLC as the vendor for Phase II of this project, which includes launching the new district website in July. Some examples of their work that impressed us included http://goglobal.stanford.edu and http://admissions.cornell.edu/. We will be presenting initial prototypes and mock-ups at the March 24 board meeting to gather additional input and comments from the board and public.
6/12 Update: Steady progress continues to be made as we march toward the launch of the new site at the end of July. Thank you to the 311 viewers/participants in our online survey at the end of April. As part of the project, we will be incorporating the talents of several student interns in July to assist in our migration and verification of content. Additional mock ups are available for viewing at this link (http://goo.gl/mwkfw0). b) Establishment of baseline data from existing Strategic Plan survey questions and from adding questions to staff, parent, and student surveys specifically designed for this goal. (Director of Research and Evaluation) 12/9 Will start when new Director is employed. We have shared sample student and parent survey questions with the administrators and with the PAEA bargaining team. 3/1 Update: Dr. Young and Mr. Kolar will be designing the questions to add on to the Strategic Plan Survey and/or a larger scale parent survey related to Board goals. 6/12 Update: Mr Kolar will be closing the parent and survesy this week, at this time the response rate for parents is 22% higher than in 2014 and we have over 600 student responses. The student survey remained open through Firday, and students who have not participated are being solicited for their responses when they are checking grades in Infinite Campus. c) Student and Staff Success reports to the Board which show balance among academics, arts, service, and athletics. (Communications Coordinator) 12/9 We are in the process of developing a system to get the news to Tabitha. Thus far, the slide shows for the Superintendent s Report have reflected a balance, but we have not received enough examples of student and staff success for our monthly reports that we had planned to obtain by this date. 3/1 Update: Student recognition at the meetings and in the packet have reflected this balance. We are still seeking more examples from elementary schools. 6/12 Update: We have brought together the arts, athletics and academics in the recognitions during the Superintendent s Report as well as in the Staff and Student Success page of the Board packet. d) Face to Face recognition at Board meetings of students, individuals, and teams that compete and excel in state, national, and international competitions. (Principals) 12/9 We are off to a slow start, but we have started. With the fall math contests and fall sports state tournaments ahead, we should have more opportunities in the next quarter. 2
3/1 Update: It has been inspiring to hear from our students whom we have recognized regularly at Board meetings. 6/12 Update: It continues to be inspirational to hear about the many different ways that our students achieve in the areas where they have talent and passion at the Board meetings e) Staff develops, presents, and pilots a system for compiling, analyzing, and reporting achievement data from receiving schools to sending schools (e.g. the three middle schools to the twelve elementary schools). (Director of Research and Evaluation) 12/9 We have not yet hired a Director yet; however, we have asked candidates for the position how they would accomplish this task. Once an individual is hired, we will get to work on this goal. 3/1 Update: Mr. Kolar has been in the District about ten days and hit the ground running. Given some immediate demands regarding qualitative and quantitative data support for the MATD Advisory Committee, this item is currently on the to do list. 6/12 Update: The district will be piloting the Schoolzilla student data reporting system in 2015-16. This system will support principals and learning communities across the district, it will be the means by which SBAC results are used internally. The Research Department is currently making professional development plans for the end of the summer and will collaborate with the TOSAs on programming. f) Revised 2015-16 SPSA Plan format to show alignment of school goals with District vision, goals, and the Strategic Plan. (Associate Superintendent, Educational Services) 12/9 Dr. Young is making progress in this regard, meeting with each Board member to solicit input. Have discussed with middle school principals and will do so with elementary school principals after they present their SPSA s to the Board. 3/1 Update: Most Board members (including former members Barb Mitchell and Dana Tom), shared their feedback with either Dr. Young or Ms. Harris. The Ed. Services team is processing the input and will share with and solicit feedback from principals, using this information to make modifications to the SPSA format. These changes will be shared with the Board at the next scheduled update. 6/12 Update: Barbara Harris met with all Board members and based on the feedback, will add an executive summary sheet that spotlights key goals and objectives for each plan. Next year s plans will contain more student achievement data than last year including SBAC, beginning and end of year math data, DRA data, and writing data. g) Completed action plan to assure equity of preparation, access, and support for historically underserved students, which includes an analysis of current data regarding student achievement and placements, a professional development component, and a strategy for faculty recruitment. (Associate Superintendent, Educational Services) 3
12/9 I am selecting members for the Minority Achievement and Talent Development Advisory Committee. Because of the volume of applications and the tragic death of a Gunn student, we moved the first meeting back to 12/2, but provided important background reading. 3/1 Update: This goal has become the Superintendent s responsibility and regular updates have been provided in the Superintendent s report at Board meetings. The amount of work and the quality of work the Advisory Committee has completed during and between meetings has given the team a thorough understanding of the major problems underrepresented and under-resourced students face as well as the root causes of these problems. During the next three meetings, the team will focus on solutions and recommendations. 6/12 Update: This goal was completed with the delivery of the report to the Board in May. We are currently incorporating some of the recommendations into our 2015-16 budget. 4
2. Create conditions that assure consistent high quality and fairness in curriculum, instruction, and assessment while affording individual schools autonomy to design, develop, implement, and evaluate innovative practices and programs aligned with the District s Strategic Plan. (Aligns with Strategic Plan Goal Area E, initiatives E2 and E3.) Measures, Deliverables, and Leader a) Submission of a written analysis of Strategic Plan Survey questions and additional questions regarding innovation, if needed, to evaluate the extent to which Board policies and administrative regulations are implemented with fidelity both vertically and horizontally throughout the District. (Director of Research and Evaluation) 12/9 The Director of Research and Evaluation will be working on this task once the Survey is administered and the individual is hired. 3/1 Update: Because we did not hire a Director until late February, work on this deliverable is behind schedule and probably will not be completed until the summer or next fall. 6/12 Update: Questions regarding innovation were added to the student and parent surveys. Analysis will be completed this month. b) Analysis of school-level survey questions regarding innovation design, delivery, and innovations (Director of Research and Evaluation) 12/9 The Director of Research and Evaluation will be working on this task once the Survey is administered and the individual is hired. 3/1 Update: Smita Kolhatkar completed a thorough evaluation of the Barron Park Maker s Studio. Her work is a model for evaluating other innovative programs and practices. She and Mr. Kolar will be working with the principals on evaluating innovations. 6/12 Update: Questions regarding innovation were added to the student and parent Strategic Plans Surveys, and analysis of them will be completed this week. c) Schools feature innovative programs on school web pages and internal publications.* (Communications Coordinator CTO) 12/9 This has not been systemically addressed. 3/1 Update: We will be addressing this systemically as part of Phase II of the web design project. Some innovations are being noted on some websites and some e-news on an episodic basis. 6/12 Update: We improved in this area as principals were required to bring and share their success stories (when asked) more regularly at the K-12 meetings. The website redesign team has considered the need for a spot on each school s page that can highlight their 5
accomplishments and will be wrapping it into the design and communications as sites roll out in the future. The CTO and web team will be incorporating this deliverable into their plans. d) Website templates for home pages enable schools to illustrate individual messages while maintaining a common look and feel as well as using specific language from the District s Mission and Vision statements.* (CTO) 12/9 These templates will be included in phase II of the district website project, as it's largely dependent upon the successful execution of district website update. Once the templates are complete, the process will begin to apply the templates to our school websites and mold the existing information into the new templates. 3/1 Update: There is currently no status change, as this deliverable directly relates to the delivery of the district website, including the template. 6/12 Update: The template development process is also on track to be delivered by the end of July. The first site we will use the template with is the school construction/bond website, as it will be launching shortly after the main district website at the end of July. In addition, Palo Verde and Briones will start the new year with refreshed websites. e) Preparation of written proposal for external review of selected programs to assess their efficacy. (Associate Superintendent, Educational Services) 12/9 We have received a research framework from Hanover Research which Dr. Young and I have approved. Dr. Young will receive their cost proposal for the K-12 World Language program evaluation this month. 3/1 Update: The focus of this world language feasibility study is well underway. The survey instrument, that will be given to staff, students and parents, is ready to be administered with the goal of completing this process by the end of March. We are working with Hanover Research to organize focus groups as part of the data collection process. 6/12 Update: The world language feasibility study data has been collected and compiled. The report will be completed by 7/6/15, and the Board will receive a report on the study for their August workshop. Mr. Kolar will work with Hanover to prepare a Board presentation to be made in open session in the fall. f) Present and pilot a system for internally evaluating the impact of hybrid classes, new programs, and practices on teaching and learning. (Associate Superintendent, Educational Services) 12/9 We have received a research framework from Hanover Research which Dr. Young and I are currently analyzing. After we submit recommended revisions to Hanover, Dr. 6
Young will obtain their cost proposal for evaluating the impact of hybrid classes. We expect to have this evaluation proposal ready for approval in December. 3/1 Update: After further analysis regarding the scope of the alignment and world language feasibility studies, we will be utilizing internal data gathering tools, rather than work with Hanover at this time, to evaluate the effectiveness of our hybrid classes. The goal is to gather and evaluate the data by the end of this school year. 6/12 Update: This item needs to be picked-up in the fall as we were not able to complete it by the end of this school year. Mr. Kolar was new to his position and will be able to provide needed guidance with this evaluation process. g) Present report on parent and staff responses to newly implemented elementary report card. (Director of Research and Evaluation) 12/9 The Director for Elementary Instruction has worked diligently with the tech leads, support staff and principals to assure that the new Progress Reports will be completed on time, with fidelity and distributed seamlessly. The evaluation of them will not take place until the spring. 3/1 Update: We have collected survey data from the first semester and plan on collecting additional information at the end of the academic year. 6/12 Update: The data have been collected from teachers and parents. Ms. Harris completing the analysis, and results will be available at the end of June. h) Analyze and report on course consistency within and between high schools regarding grading practices, homework policies, expectations, and summative assessments. (Associate Superintendent, Educational Services) 12/9 We have received a research framework from Hanover Research which Dr. Young and I have approved. Dr. Young will receive their cost proposal for their work this month, and we will roll out the plan to the principals, instructional supervisors and councils, etc. in November, December and January. We expect the data to be gathered in the third quarter and analysis completed by the fourth quarter. 3/1 Update: Like the World Language feasibility study, the survey instrument is ready to be administered, the focus group process being organized and course documents collected and sent to Hanover for review. Recent events at the high schools have slowed our progressess a bit with both projects, but we are working hard to finish by spring so we can utilize information from both studies to establish goals and actions for the 14-15 school year. 6/12 Update: The high school alignment study data have been collected and compiled, and are being analyzed. We have received some of the data in tabular form, and the full report with the analysis will be completed by 7/6/16. The Board will receive a report on the study 7
in advance of the August workshop. Mr. Kolar will work with Hanover to prepare a Board presentation to be made in open session in the fall. i) Presentation of a staffing plan aligned with District Vision, Mission, Goals, and the Strategic Plan. (Assistant Superintendent, Human Resources) 12/9 We are compiling our lists with the rationale on an ongoing basis and will be prepared to present recommendations in time for the second interim budget report. 3/1 Update: We will be ready to present this item at the March 24 th Board meeting. Additional staffing related to the MATD Advisory Committee recommendations may be requested in late May. We are eager to bring forward current recommendations in order to post positions during the prime hiring season. 6/12 Update: Staffing plans have been presented to the Board and are being incorporated into the budget that will be presented for approval on 6/23/16. The report showed how new positions were aligned with Strategic Plan Initiatives. 8
3. To provide all students the highest quality learning environment in every District school, assure that all certificated and classified staff are continuously engaged in Professional Learning that is aligned with specific, strategic school improvement goals that are tied directly to the District Strategic Plan. (Aligns with Strategic Plan Goal Area C) Measures, Deliverables, and Leader a) Analysis of fidelity in faculty completion of My Learning Plan. (Coordinator of Professional Learning) 12/9 Dr. Bikle has trained principals and staff in the use of My Learning Plan and it is being used widely and as intended. A report and analysis will be forthcoming in the spring. 3/1 Update: Dr. Bikle and Dr. Young updated the Board of Education on My Learning Plan in February. The report included an overview of the software and usage to date. Since that report we have activated additional features in My Learning Plan including a common feedback and evaluation survey attached to all PAUSD workshops as well as customized evaluation surveys for workshops that address key district initiatives (i.e. Professional Learning Communities, K-5 Writing). In addition, we have begun to pilot the Team Room feature to increase collaboration and ongoing learning for participants. 6/12 Update: Currently we have a lot of activity on My Learning Plan as teachers are seeking pre-approval for summer professional learning activities. Teachers are using the system to request approval to use the hours for units for salary advancement, and for the professional learning stipend. We have eliminated the paper forms and created one process simplify the process for teachers. Over the summer we will update the forms based on teacher feedback and complete an analysis of the first year. b) Survey of participants in Columbia Teachers College Writing Workshop. (Coordinator of Professional Learning) 12/9 This was completed and some results were shared with the Board. Data is being used to guide development of further work this next spring. 3/1 Update: We have contracted with Teachers College to provide summer workshops to K-5 teachers in two areas. We will offer an Advanced Writing Institute focused on informational writing (a key genre in the Common Core State Standards). This is the first time Teachers College has offered an Advanced Institute and offers us the opportunity to continue to focus on the complexities of teaching writing. We will also offer a smaller Reading Institute. The Reading Institute is open to teachers who have a good understanding of writing workshop and are ready to begin work in a new area. Attendees will work closely with TOSAs to grow their skills next year and to serve as teacher leaders at their sites in the area of reading. 6/12 Update: Currently, plans are underway to consider options for sustaining the writing work. We will provide training to our new teachers and those returning from leave. We will also consider how we can leverage TOSA expertise and our project school sites to continue to develop the skills of all teachers in this area. 9
c) Report on analysis of Teacher s College writing assessment and rubrics and middle school writing assessment. (Director of Research and Evaluation) 12/9 The writing assessments are being collected and shared, but analysis will not be completed until the Director is hired. 3/1 Update: The district wide writing assessment process is proceeding on schedule as planned and results should be ready to share in the spring. 6/12 Update: Faculty completed scoring the writing assessment on June 5 th. The Research Department is now working with the TOSAs on compiling, analyzing and synthesizing the information to prepare the evaluation report to be delivered in late June. d) Develop baseline of Professional Learning Community (PLC) activities at school sites and perceived value of participants on teaching and learning. (Coordinator of Professional Learning) 12/9 Dr. Bikle completed this deliverable and submitted the data to me. There are beginnings of PLC work in most schools and broad evidence of staff support for moving forward with more well-designed, systemic PLC work. 3/1 Update: In January, principals had the opportunity to dive into school and district level data to understand the perception of Professional Learning Communities at their sites. We have utilized the data to plan professional learning activities for principals at each K-12 Leadership meeting and also to share with Austin Buffum, our consultant, who will join us in March for another full day workshop. 6/12 Update: At our last K-12 leadership meeting Dr. Bikle presented and received feedback on a draft plan for district-level support plan for PLC work based on the principals analysis. The plan includes a focus on strengthening collaboration; providing professional learning opportunities in strategic areas; supporting administrators to deepen knowledge; and supporting site implementation. e) Summary of faculty and staff reflections on how Austin Buffum s professional development presentations have specifically improved teaching and learning. (Coordinator of Professional Learning) 12/9 Dr. Bikel and Dr. Young have collected the reflections and will be following up later in the year to see if his professional development work with teams from each school led to changes in teaching practices. 3/1 Update: We are completing the design of our reflection tool to capture the outcomes of our two days with Austin Buffum (workshops are March 4 and 5). We will have the results of this year s work analyzed and ready to share in early April. 6/12 Update: In March principals reviewed the outcomes data from the work with Austin Buffum. They identified key areas of strength and need and made recommendations from next steps. Dr. Bikle worked with this analysis to create the PLC plan mentioned above. 10
f) Final report to Board that provides evidence that District s Professional Learning: (Coordinator of Professional Learning) focuses on student learning goals and outcomes based on data; strengthens content knowledge and instructional strategies to meet the needs of all students; is collaborative and fosters a sense of collective responsibility focused on improved student performance, PK-12; is ongoing and embedded in our daily work, with an emphasis on inquiry and reflection to improve practice; is regularly evaluated to ensure experiences are high-quality, research-based, and effective in meeting intended goals and are aligned with site and District goals. 12/9 This will be a capstone report. Data is currently being collected throughout the system. 3/1 Update: focuses on student learning goals and outcomes based on data; Elementary: We are continuing our focus on K-5 writing as a result of Strategic Plan survey data and Board interest. Additionally, we will begin to expand to reading in the next few years. Plans are also underway to expand our support for NGSS, STEM and Mathematics professional development. Secondary: We are working to expand the available offerings to secondary teachers beginning this summer. Katherine Baker and Kelly Bikle surveyed secondary teachers to identify topics of interest. Topics were identified from WASC reports and site goals. strengthens content knowledge and instructional strategies to meet the needs of all students; Elementary: Teachers College provides a balance of content knowledge (teacher analyzing their own writing and studying writing development), with instructional strategies mini-lessons, small group and conference strategies). This summer we are considering options for workshops in mathematics that balances teacher content knowledge with instructional strategies to support all learners. In science inquiry groups have spent time over the year studying the NGSS standards; building their own content knowledge; and participating in lesson design and hands-on activities. Secondary teachers have focused much of their efforts on better understanding instructional approaches to CCSS/NGSS. This focus represents a shift from previous years where teachers delved deeply into the content of the standards and to ensuring content was taught in the appropriate course or grade. This year the professional learning has focused on instructional design (i.e. integrating engineering practices in science; math practice standards). This summer we have plans to offer workshops that draw teachers together across departments to focus on instructional strategies (exact content TBD). is collaborative and fosters a sense of collective responsibility focused on improved student performance, PK-12; We have had a focus on strengthening the collaborative structures and processes at school sites this year. With the support of a consultant (Austin Buffum) we have begun to 11
build a shared knowledge about the power of professional learning communities to support all learners. In addition, the work of TOSAs at the elementary sites has been a tremendous support in this area as they have been able to support sites and grade levels in developing common language and common understandings about writing. is ongoing and embedded in our daily work, with an emphasis on inquiry and reflection to improve practice; See above. In addition, when offering workshops at the district level we have made an effort to step away from the one-time workshop. We continue to pilot hybrid designs, to offer workshops in a series, and to combine workshops with coaching. These designs are intended to support teachers in applying what they learn, reflecting on outcomes and developing expertise over time. is regularly evaluated to ensure experiences are high-quality, research-based, and effective in meeting intended goals and are aligned with site and District goals. All district workshops are connected to Strategic Plan goals to ensure they are in alignment with our work. We have recently incorporated a common evaluation survey to better understand the impact our work is having on teacher knowledge. In addition, we design evaluation methods for our larger initiatives, such as new hire orientation, our work with Teachers College in writing, and our work with Austin Buffum around PLCs. We evaluate with the intent to understand participant experience, but also with an eye for continuous improvement and to identify next steps in our initiatives. 6/12 Update: focuses on student learning goals and outcomes based on data; and strengthens content knowledge and instructional strategies to meet the needs of all students; Secondary: we have expanded our options for secondary professional learning this summer to include a workshop focused on unit design (Understanding by Design); an online course focused on school climate; a course focused on collaboration (Language of Collaboration). Additionally, we have worked collaboratively with teams of teachers to support professional learning in key areas. For example, the Social Justice Pathway group and the Speech and Language Pathologists submitted proposals that are focused on their goals, and bring their teams together to deepen knowledge. is collaborative and fosters a sense of collective responsibility focused on improved student performance, PK-12; We are offering the Language Of Collaboration workshop this summer to target tools and skills for working together. Additionally, we revised the secondary team-designed project structure to highlight key aspects: collaboration; identifying key teacher learning goals ; and focus on intended impact on student learning. is ongoing and embedded in our daily work, with an emphasis on inquiry and reflection to improve practice; Implementation of PLCs will be a major area of focus next year. We will be providing district level support to teachers and administrators in the area of 12
PLCs as well as in key components that contribute to successful collaboration (using student data; formative assessment; collaboration skills; and PLC bootcamps) g) Analysis of ERB and Writing Assessment Program results disaggregated by school, grade, and student demographics (e.g. gender, free and reduced lunch, etc.) results. (Director of Research and Evaluation) 12/9 ERB results have not been received and the new Director will begin work on this deliverable when he or she is hired. 3/1 Update: We have ERB results and will be presenting an analysis of them later this spring. 6/12 Update:: The Research Department has been working with the TOSAs, teachers, and principals on the use of ERB test results in light of the adoption of the TC writing progressions and the first SBAC measurements of the district Common Core ELA adoption. An update on the writing program and recommendations will be ready for the 6/23/16 Board meeting. h) Analysis of Strategic Plan Survey results. (Director of Research and Evaluation) 12/9 This will be completed by the new director. 3/1 Update: Because we did not hire the Director until ten days ago, we are behind schedule on adding any new questions to the survey. Mr. Kolar will be working with Dr. Young to finalize the Strategic Plan Survey administration. 6/12 Update: Strategic Plan Surveys have been completed and the initial analysis will be presented for use at the leadership retreat in June. i) Board presentation on Safe and Welcoming Schools metrics including: (Associate Superintendent, Educational Services) a. Percentage compliance with Board Bullying Prevention Policy BP 5131.2 and Student Conduct Policy BP 5131 and their administrative regulations training; b. Launch of a Safe and Welcoming School space on the district website; c. Design, development, implementation and evaluation of bullying reporting flow chart; d. Baseline data on bullying incidents and case disposition; e. Survey results from annual California Healthy Kids Survey (CHKS) and Palo Alto Reality Check Survey (PARC); f. Results from relevant questions from Strategic Plan Survey. 13
12/9 We are still waiting for results from PARC (we have them for CHKS) and will be presenting the reports to the Board in January. We Safe and Welcoming School space on the district website is part of the redesign project under Goal 1. 3/1 Update: We have had one Board presentation on this matter and have a second scheduled for our next meeting. In addition, we have discussed matters related to safe and welcoming schools in other forums. 6/12 Update: The Board presentation of this item was givin on March 24: Additional information to add to this update includes the attendance review study completed by Ms. Carrillo. Through Measure A and Board action, new staff have been added to support mental health and wellness. 14
4. Develop clear accountabilities for ensuring implementation of key strategic plan initiatives. (Aligns with focused goals from each of the five Strategic Plan goal areas.) PLEASE NOTE: Because all of these items directly relate to the Strategic Plan and all are in Dr. Young s domain, I have asked him to prepare a final report. He is currently working on completing it and has assured me it will be finished before June 30th. Measures, Deliverables, and Leader a) Board informational report on work plan for focused goals that includes evidence based measures. (Associate Superintendent, Educational Services) 1/27 Much of this work will be included in the LCAP report which will be presented to the Board, along with new goals in the spring. b) Quarterly updates on work plan. (Associate Superintendent, Educational Services) 1/27 The first one will be presented to the Board on December 9. c) Administrator s evaluations include extent to which individuals accountable for specific focused goals achieved them. (Associate Superintendent, Educational Services) 1/27 Goal setting conferences are all nearly completed and goals are related to specific accountabilities in Strategic Plan and Focused Goals. 3/1 Update: Mid year reviews were completed. 6/12 Update:: All evaluations are complete. 5. Anticipate, respond, and promptly resolve potentially distracting and disruptive issues in order to maintain focus on the District s vision of developing our students knowledge, critical thinking, and problem-solving skills, deepening their knowledge, and nurturing their curiosity, creativity, and resilience empowering every child to reach his or her fullest intellectual, social, and creative potential. (Aligns with Strategic Plan Goal Area E.) Measures, Deliverables, and Leader a) Calendars and counts of outreach events such as second cup of coffee, special presentations, and the like for leadership team and Board members.* (Communications Coordinator) 12/9 First second cup series is completed along with additional coffees for Chinese families, Buena Vista, neighborhood home association leaders, Rotary and the like. Several more special presentations are already scheduled through spring. 3/1 Update: I have continued to be very active and present with numerous presentations including the Women s Club, Kiwanis, student forums, DreamCatchers, and more. 15
6/12 Update: This past quarter I continued to meet with several groups, some related to Measure A, some for formal presentations, and still others for collecting information during formal and informal forums and even classroom sessions. b) Creation of a baseline of positive, neutral, and negative media reports related to the District. (Communications Coordinator) 3/1 Update: At the December 9 th Board meeting, it was recommended we not continue using this metric. My personal perception is that media coverage has been generally fair, balanced, and accurate. 6/12 Update: By Board request, this measure was dropped. Media coverage continues to be fair, balanced, and mostly accurate. I have only had two occasions to write requesting a correction, and in one other case, I decided that the matter was not significant enough to request a correction. c) Analysis of response time to Board level correspondence, Open Forum comments, and other sources where stakeholders register complaints. (Communications Coordinator) 3/1 Update: At the December meeting we noted that this was not a problem. One Board member asked if we consider using response to PAR requests as a metric. We can do so if this is the will of the entire Board. 6/12 Update: We are up to date on PAR requests except for the correspondence between cabinet and board. We have posted July, August, and September, and a paralegal is still working on redactions to bring us into full compliance with this standing request. d) Completed leadership team 360 evaluations. (Superintendent) 12/9 Scott has taken the lead in designing the document base on conversations at Cabinet and Council and examining models used in other districts. 3/1 Update: We will be administering an instrument next month. 6/12 Update: These closed on 6/12 and will be presented to the Board during my evaluation session on 6/22. e) Design, development, and delivery of a proactive communications plan incorporating multiple media and messengers.* (Communications Coordinator) 12/9 Tabitha has developed and is currently implementing the plan. 3/1 Update: The Social Media aspect of the plan has been drafted as policy and will be returning to the BPRC after Board discussion. 6/12 Update: The revised draft of the Social Media BP and AR have been completed as has a draft of an exhibit with some pieces of technical information for the Board of Education to consider. The staff guidelines have also been drafted based on feedback 16
from a focus group including administrators, teachers, and classified staff members from all grade sections. f) Design, develop, and implement a means for communicating Board decisions promptly and broadly. (Communications Coordinator) 12/9 We are using Max Mail once a month and video News You Can Use once a month in addition to press releases when relevant. 3/1 Update: This deliverable is now a part of regular operations. 6/12 Update: We continue to use Max Mail and News You Can Use each month to communicate regularly to our community. In May, we also produced our own show at the Titan Broadcast Network studio (Gunn HS) with the student PAUSD TV team handling all the technical aspects. This PAUSD TV team has been formed over the last 2 years and provides critical support for communicating PAUSD s achievements and challenges to our broader community. The team handles the monthly News You Can Use broadcasts as well as providing coverage of district and school events such as the Escondido Science Night, and the Sweetheart Awards. The PAUSD TV Team also creates informative and documentary-style videos about various district projects. This year the team created several videos including the new PAUSD Registration Video, Ohlone s Acts of Kindness Project, and Walter Hays Inclusion Initiatives and a video highlighting the partnership between Adult Education and the Garden Court Hotel. 17