2012-13 BOARD GOALS and ANNUAL AGENDA
Excellence, equity and choice are the core values that have shaped the board’s direction and actions over the last ten years.
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 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 it reflects expectations consistent with state college and career readiness goals and federal requirements. The agenda is reviewed and modified at the beginning of each school year.
We recognize that implementing the agenda and achieving the board goals maybe affected by the availability of district financial and staff resources. Despite reductions in staff and school days, we are setting ambitious goals for student achievement. We are actively aligning our resources to enhance learning and deliver the best possible results for all students.
These outcome goals and key results help us focus our efforts where improvement is most needed. It does not describe everything we are dedicated to doing. Although 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.
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 board 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 superintendent, 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 ensuring that all students graduate and are college and career ready. Every school mustimprove teaching and learning with a focus on the Common Core State Standards. Our expectation is that every student will make at least one year of academic growth in each school year. All staff shall provide the support needed to actively engage students in their learning. Some schools require additional resources to achieve district and state academic goals and close the achievement gap.
1. By 2015-16, the district will implement the Common Core State Standards, providing clear goals for student learning in English language arts and math and focusing instruction on the knowledge and essential skills that all students will demonstrate for college and career readiness and to achieve the Oregon diploma.
Sponsor: Sara Cramer
2. In 2012-13, begin tracking both formative academic growth and college and career readiness measures that will be used to assess student preparation at all levels for post-high school education and careers, including:
- the proportion of ninth graders earning six credits,
- the percentage of students fully scheduled at each grade level,
- attendance rates by grade level,
- EXPLORE college and career readiness results for eighth and ninth grade students,
- PLAN college and career readiness results for tenth grade students,
- OAKS (Oregon Assessment of Knowledge and Skills) and essential skills performance for all students and for subgroups,
- graduation rates for four-year and five-year cohorts,
- the number and percentage of graduates who enter two-year and four-year colleges; and
- the number of graduates who are still enrolled in postsecondary education 16 months following their high school graduation.
Sponsors: Laurie Moses and Oscar Loureiro
3. By 2013-14, the district’s overall percentage of 4J students who meet the Oregon Assessment of Knowledge and Skills (OAKS) benchmarks in reading, writing and math will increase by 12% from 2007-08, with the target adjusted for the change in the passing score. The gaps for African American, Hispanic, Native American, multi-ethnic, special education and economically disadvantaged students will be cut in half, with the target adjusted for the change in the passing score. Given the requirement that the class of 2014 must meet or exceed the standards in order to graduate, that will be target for the 2014 graduating class.
Sponsors: Sara Cramer and Laurie Moses
4. By 2020-21, the overall five-year cohort graduation rate for 4J students will reach 100%. Students with disabilities will have a 100% completion rate resulting in a regular, modified, extended diploma or a certificate of program completion.
Sponsor: Brad New
II. STAFF CAPACITY BUILDING
Goal: Build our staff capacity to perform at a high level.
Staff capacity to deliver high quality instruction is a key lever to student success. Collaborative, data-informed decision-making processes and practice and continued systemic professional development are essential to our success as a school district.
1. By June 2013, implement a plan to expand access to robust data and analysis that informs instruction, personalizes learning and better supports district planning and leadership decision-making.
Sponsors: Oscar Louriero and Matt Hayes
2. By June 2013, develop and implement a plan that strengthens our staff’s capabilities to use student data to inform instruction and personalize learning and to support collaborative practices and decision-making within grade levels, departments and schools.
Sponsors: Marilyn Williams and Marlee Litten
3. By June 2013, implement collaborative practices K-12 that lead to a more systemic and flexible approach to teaching and learning, such as job/school embedded professional development, common planning time, lesson study and instructional teaming strategies.
Sponsor: Laurie Moses
4. By 2013-14, pilot and fully implement a more rigorous and growth-oriented performance evaluation system for all teachers with the purpose of developing and retaining a highly skilled and high performing workforce. Improve alignment of our principal evaluation and teacher evaluation.
Sponsor: Celia Feres-Johnson
5. By June 2013, implement a comprehensive professional development plan for all K-12 teachers and administrators resulting in Talented and Gifted (TAG) student and building plans and reporting procedures, use of data to identify TAG students and to monitor their rate and level of learning, and knowledge of effective instructional differentiation strategies to meet the diverse academic needs of gifted learners.
Sponsor: Cheryl Linder
6. By June 2013, design a coherent, consistent and systemic approach to deliver professional development that strengthens teacher expertise district-wide in best practices that enhance instruction, student achievement and college and career readiness.
Sponsor: To be decided
III. 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.
1. By 2014-15, the district will implement a sustainable budget strategy that maintains reserves at or above board targets, minimizes the use of one-time funds for ongoing expenses, optimizes the use of short-term resources to reach student achievement goals, and increases operational efficiency while reducing long-term capital needs.
Sponsor: Simone Sangster
2. By June 2013, the district will monitor and evaluate the effectiveness and impact of providing resources to schools based on our school needs index.
Sponsor: Oscar Loureiro
3. By January 2013, build upon data, analysis and public input, to adopt an updated long-range facilities plan and determine whether to refer a bond measure to voters in May 2013.
Sponsors: Jon Lauch and Barb Bellamy
4. By June 2013, evaluate the cost effectiveness and efficiency of greater centralized purchasing and of shared services with Lane ESD and Springfield and Bethel School districts.
Sponsors: Simone Sangster, Cheryl Linder, and Peter Tromba
IV. 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.
1. In 2012-15, the board will work with other local school districts, the Lane County legislative delegation, the Governor’s Chief Education Officer and education advisor, the Deputy Superintendent of Public Instruction, the City of Eugene, other elected officials, OSBA and other groups to advocate for legislation in support of increased student achievement envisioned in Oregon's 40-40-20 goal, the funding level identified in the Oregon Quality Education Model and the local control of schools.
Sponsors: Shelley Berman and Jennifer Geller
2. The board and staff will work with the 4J Equity Committee to create community partnerships and connections that increase the opportunities for all 4J students to meet college and career readiness goals receive the related services that they need to succeed in school.
Sponsors: Shelley Berman and Carmen Urbina
3. In 2011-13, the board and staff will work with post-secondary education and business community leaders to expand opportunities for students to prepare for a range of college and career choices including trades and two-year degree programs.
Sponsors: Brad New and Donna Somerville
4. By June 2014, provide timely parent access to all of their student’s information about grades, assignments, progress and attendance through the district’s student information system, so that families can better support student learning and success in school.
Sponsor: Peter Tromba
Adopted: September 19, 2012
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