Superintendent's Goals, 2011-12

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2011-12 BOARD GOALS and ANNUAL AGENDA

Adopted October, 2011

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, continue to 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 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.

These 2011-12 goals are approved in a time of serious financial challenge.  The district has over the past two years cut about $36 million dollars from its operating budget.  Without significant changes in the way we conduct business in the coming years, we will be unable to sustain a strong educational system and move ahead aggressively on the achievement of these goals.  We remain strongly committed to our guiding values and beliefs, and it is through these goals and key results that we will continue to move forward as we embrace excellence, equity and choice. 

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 actively engage in their learning. Some schools may require additional resources to achieve district and state academic goals and close the achievement gap.

Key Results

1. By 2011-12, the district will implement state 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.
2. By April 2012, identify and select measures for tracking college and career readiness that will be used to assess student preparation at all levels for post-high school education and careers.
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.
4. By 2020-21, the overall five-year cohort graduation rate for 4J students will reach 100% with the rates for African American, Hispanic, Native American, multi-ethnic, special education and economically disadvantaged students increasing at an annual rate such that they also reach the 100% target.

II.      STAFF CAPACITY BUILDING

Goal:   Build our staff capacity to perform at a high level.

High quality instruction is integral to student success. Data-informed decision-making processes, collaborative practice and continued systemic professional development are essential to our success as a school district.

1. By June 2012, develop a plan to expand access to robust data and analysis that informs instruction, personalizes learning and better supports district planning and leadership decision-making.
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.
3. By June 2012, design initial pilots of collaborative practices K-12 that have the potential to 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. 
4. By 2012-13, develop and implement a more rigorous and growth-oriented performance evaluation system for all employees with the purpose of developing and retaining a highly skilled and high performing workforce.
5. By June 2013, develop and 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.

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.

Key Results

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 improve student achievement, and increases operational efficiency while reducing long-term capital needs.
2. 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.
3. By March 1, 2012, the board will review and discuss the range of public school choice options for students and potential implications for the district and will adopt a policy addressing the new inter-district transfer option that will be effective in 2012-13. 
4. By June 2012, engage in a review of central office functions to support optimal district operations.

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. 

Key Results

1. In 2011-13, the board will work with other local school districts, the Lane County legislative delegation, the Governor’s education advisor, the Superintendent of Public Instruction, other elected officials, OSBA and other groups to advocate for legislation in support of increased student achievement, our ability to achieve the funding level identified in the Oregon Quality Education Model and the local control of schools.
2. 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.
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.
4. By June 2013, develop a plan for improving parent access to information about grades, assignments, student progress and attendance, so that families can better support student learning and success in school.