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2009-10 BOARD GOALS & ANNUAL AGENDA
Excellence,
equity and choice are the core values that have shaped
the board's direction and actions over the last ten years. These core values,
described in more detail during the Shaping 4J's Future process of 2006-08,
drive board goals and the outcomes that the district strives to attain.
In
School District 4J, we believe that every student in every school can excel and
that it is our responsibility as a board to ensure that all students have that
opportunity. While our district has many
strengths and successes to build on, we also must improve in a number of areas
to make this vision a reality. In
our current system, inequalities exist among schools in terms of their ability
to address students' educational needs.
These inequalities affect student performance and contribute to an
achievement gap.
The agenda for the Eugene School District 4J Board of
Directors is established in accordance with district policy as a statement of
those issues that the board believes are the highest priority for action in the
coming year and beyond. It is also a statement of the outcomes and results
against which the board will evaluate the district's and the board's success,
and reflects the expectations consistent with state and federal requirements.
The agenda will be reviewed, and as appropriate, modified at the beginning of
each school year. We recognize that
implementing the agenda and achieving
the board goals will be affected by the availability of district financial and
staff resources.
KEY
RESULTS are the specific changes in behavior, knowledge, skills, status and
level of functioning that will be observable and measurable and should allow us
to answer the question: "How will we know we were successful?" Our outcome
goals should be attainable within 1 to 4 years, while longer-term goals should
be achievable within a 4 to 7 year timeframe.
These outcome goals
and key results are about helping us focus our efforts where improvement is
most needed. It does not describe
everything we are dedicated to doing. Though not all programs and services are
specifically addressed in these goals and key results, we are committed to
providing a comprehensive education that meets the needs of each student. In order to reach this ultimate goal, we need to
set incremental key results and hold ourselves accountable for achieving them.
These Board Goals
and Key Results and the subsequent superintendent's outcome goals will allow us
to focus our attention on a few key priorities to ensure that we can succeed;
that we continue to work within our means; and that we can measure our progress
along the way. Upon the
board's adoption of these goals and key
results, the superintendent will develop district, department, and school-level
outcome goals that will help achieve the key results.
I. STUDENT ACHIEVEMENT
Goal:
Increase achievement for all students and close the achievement gap.
The board is committed to providing equal
opportunities for all students to succeed. Every school must focus on improving
teaching and learning to increase achievement for all students. All students should have the support needed
to reach their full potential. And, all
students should graduate from high school prepared to succeed in postsecondary
education and chosen careers, and to participate actively as citizens in a
democratic society. Some schools may
require additional resources to achieve district and state academic goals and
close the achievement gap.
Key Results
- By
2011-12, the district will implement state-adopted content and performance
standards, and outline the knowledge and essential skills that students
will demonstrate at the critical transition stages of elementary and
middle school, in order to achieve the Oregon diploma.
- By
2012-13, the district will provide targeted resources for elementary and
middle school students who are not on track to demonstrate the knowledge
and essential skills needed upon entry to high school, and for high school
students needing additional support to meet the new graduation
requirements.
- By 2012-13, the district's overall
percentage of 4J students who meet the Oregon Assessment of Knowledge and
Skills (OAKS) benchmarks in reading and math will increase to 90% and 85%
(currently 80% and 76% respectively), and the gaps for racial/ethnic
subgroups - African American, Hispanic, and Native American - will be cut
in half (currently 10-20%).
- By 2013-14, the overall graduation
rate for 4J students will improve by 50%, based on the formula used for
calculating high school graduation rate for the 2008-09 school year, with
the rates for African American, Hispanic, and Native Americans increasing
at an accelerated rate to narrow the gaps for racial/ethnic subgroups.
II. STEWARDSHIP OF DISTRICT RESOURCES
Goal: Provide prudent stewardship of district
resources to best support student success, educational equity and choice.
The board will
direct district resources to support the instructional core and to provide
educational equity and choice while maximizing administrative and operational
efficiency within a sustainable budget. The district must also respond to
declining enrollment, regional enrollment patterns, a student population with
more diverse needs, uncertain revenue streams and escalating costs.
Key Results
- In 2009-10, the district will
review and update the facilities long-range plan and establish a time line
for a capital bond measure in 2011 or after.
- By 2012-13, the district will
implement a sustainable budget that maintains reserves at or above board
targets, minimizes the use of one-time funds for ongoing expenses, and
optimizes the use of short-term resources to improve student achievement
and increase operational efficiency while reducing long-term capital needs.
- In 2009-10, the district will
complete the district's workforce diversity plan and by 2012‑13, will
increase the representation of minority teachers to 10% of licensed staff
(currently about 6%), to make progress toward meeting the goals of the Oregon
Minority Teacher Act.
- By June 2012, the district will
implement the Shaping 4J's Future adopted recommendations related to
enrollment transfers for middle and high schools and differentiated
staffing.
III. STAKEHOLDER ENGAGEMENT
Goal: Engage the community, staff, families,
students, elected officials and other stakeholders in supporting our schools
and improving educational outcomes for all 4J students.
In order for the
board to provide effective leadership, it must communicate with and establish
working relationships with the community, other governmental agencies, staff,
families, and students, and engage these stakeholders in supporting our
students and schools.
Key
Results
- In the 2009-11
biennium, the board will work with other local school districts, the Lane
County legislative delegation, the Superintendent of Public Instruction,
other elected officials, OSBA and other groups to secure adequate and
stable state school funding for the 2009-11 biennium and to advocate for
legislation in support of increased student achievement and the local
control of schools.
- The board and staff
will work with community stakeholders and organizations to increase the
opportunities for all 4J students to receive the public education and
related services that they need to succeed in school.
Approved: September 16, 2009