MPUSD Board of Trustees Goals & Performance Matrix 2011-2013

Monterey Peninsula Unified School District Board of Trustees Goals – Performance Matrix 2011-2013

1 September 28, 2012 tw

Board Goal # 1: Raise the achievement of all students while closing the achievement gap, ensuring that all students excel and have access to rigorous 21St Century learning opportunities.

Emphasis Performance Measures 2011 2012 2013

English Language

Arts (Accelerate

Achievement)

District ELA CST Proficiency District ELA CST Proficiency English Learner Subgroup District ELA CST Proficiency Special Education Subgroup District ELA CST Proficiency Socio-Economically Disadvantaged CAHSEE ELA Passing Rate 10th Grade Administration 3rd Grade ELA CST Proficiency, broken down by ethnic subgroup 5th Grade ELA CST Proficiency, broken down by ethnic subgroup 8th Grade ELA CST Proficiency, broken down by ethnic subgroup

Goal #1

Mathematics (Accelerate

Achievement)

District Math CST Proficiency English Learner Subgroup District Math CST Proficiency Socio-Economically Disadvantaged CAHSEE Math Passing Rate 10th Grade Administration 3rd Grade Math CST Proficiency, broken down by ethnic subgroup 5th Grade Math CST Proficiency, broken down by ethnic subgroup % of 8th Graders enrolled in Algebra I 8th Grade Algebra Proficiency, broken down by ethnic subgroup

FOCUS AREA:



Emphasis Performance Measures 2011 2012 2013 Goal #1

English Language

Development

% English Learner Students Re-designated (RFEP) % English Learner Students Advance 1 level or more on CELDT % English Learner Students Graduating HS % EL and RFEP Students Completed A-G

Goal #1

College & Career

Readiness

High School Graduation Rate (AYP) Drop-Out Rate % of high school students with either 1 “D” or “F” on report card % of Graduates that have completed A-G Requirements % of 9-12 students taking an AP Course % of 9-12 students completing an AP Course Number of AP exams taken % of AP Exams Passed (Score of 3 – 5) Number of Students enrolled in each AP Course by ethnicity % of 11th graders who take Early Assessment Program (EAP)

% of 9-12 students taking ROP or Career Technical Education classes – break out of special education students

Number of 5th Year Seniors Number of 5th Year Seniors that Graduate Number of 9th grade students who are on track with credits




21st Century Learning

Environments

% of Classrooms with Smartboard Technology % of Classrooms with 100mgb per second internet access Ratio of students to usable computers (District wide) Ratio of computers to students purchased since 2010 % of classrooms that meet District tech standards Available current technology by site % usage of technology in classroom /teacher % implementation of educational software/usage rate by site # of Closed Technology Tickets vs. Open Technology Tickets Annual Update – Technology Plan Progress

Goal #1

Social-Emotional (Decrease behaviors

that lead to suspension/expulsion)

Percent that responds agree or strongly agree to “I feel like I am part of this school” (California Healthy Kids Survey) Percent that responds agree or strongly agree to “At my school there is a teacher or adult who really cares about me” (California Healthy Kids Survey)

Discipline referral rates per 100, broken down by ethnic subgroup Suspensions per 100, broken down by ethnic subgroup Expulsions per 100, broken down by ethnic subgroup



Board Goal #2: Establish systems, structures and processes including the use of data and other evidence to ensure the district is making progress towards achieving board adopted goals.


Use of Data to Monitor Student

Achievement

% of District-wide usage of iResult to analyze data by school site Site/Department data review a minimum of 1 time per month with Cabinet Level Supervisor District and School Sites use data to identify students for targeted interventions based on specific identified need PLC time at school sites dedicated to monthly review of student performance data and strategies for improvement Identification of “Cusp” students and monitoring of progress by site using assessment data

Developed standards for data analysis reports to be utilized at school sites for staff review, including iResults

FOCUS AREA:




Measuring Educational

Program Success

Developed Standards for academic intervention programs and/or services to utilized in decision-making process

Developed outcome measures for each academic intervention used at sites Standardized academic intervention programs/services across all sites

Develop Matrix to review and analyze sustainability of educational programs and services

Goal #2

Efficiency of available resources

Maintenance work orders completed for the year Maintenance work orders in progress Maintenance work orders new requests

Number or Extra Work/School Business agreements not completed within defined District parameters % of implementation of District support software and systems



Goal # 3: Maintain the fiscal solvency of the district by generating additional revenues, achieve greater efficiency in expenditures, and aligning resources to improve student achievement.


Fiscal Stability

Positive Ending Balance Required Financial Reserve Percentage 3 year Positive Certification Continuing grant funds New Grant funds % of decreased Deficit Spending

% of ADA Ratio of Expenses to Revenue

Goal #3

Aligning Resources

Statistical Analysis of data to measure program effectiveness and related costs

$ spent on recruitment of employees

FOCUS AREA:




Efficiency of

Fiscal Resources

$/% of budget for personnel - unrestricted $/% of budget for personnel - restricted $/% of budget for personnel – Total $/% of budget for site administration – unrestricted $/% of budget for site administration – restricted $/% of budget for site administration – total $/% of budget for District administration – unrestricted $/% of budget for District administration – restricted $/% of budget for District administration – total $/% of budget for outside contractors $/% of budget for direct classroom support $/% of budget for utilities $ utilities savings



Goal #4: Strengthen the communication systems and processes to increase engagement of community, staff and other stakeholders and to report on progress towards achieving school and district goals.


% of parents graduating PIQE Number of Parent trainings available Number of Parents using Parent Portals

Goal #4

Student Engagement

% of students engaged in the arts % of students engaged in activities % of students engaged in athletics

Goal #4

Public Information

Review of Web Pages to ensure they are current Review of Board Policies to ensure they are current Number of “hits” to District websites Number of media contacts Number of press releases

FOCUS AREA:




District Satisfaction

Survey

% of families that respond “Agree or Strongly Agree” to family survey instrument “I feel respected and welcomed at my child’s school” % of families that respond “Agree or Strongly Agree” to “When I have a concern I know whom to contact” % of families that respond “Agree or Strongly Agree” to “This School provides a safe and secure environment for students to learn”

Number of parent conferences by level Number of parents involved in parent conferences by level



Goal # 5 Build the capacity of leaders at all levels to lead initiatives to improve student learning by developing and modeling trust, integrity, and coherence of direction and purpose throughout the District.

Emphasis Performance Measures 2011 2012 2013 Develop and

Build Leadership

Capacity

Number of opportunities for leaders to contribute to District processes, procedures, organization

Number of participants in professional development opportunities for District leaders

Number of leaders that participate in professional development opportunities

Number of District leaders promoted from within the organization

FOCUS AREA: Set the direction for the community’s schools

· Focus on student learning · Assess needs/baseline data · Generate, review or revise setting direction documents (beliefs, vision, priorities, strategic goals, success indicators) · Ensure an appropriate inclusive process is used · Ensure these documents are driving force for all district efforts

Establish an effective and efficient structure for the school district · Employ and support the superintendent; set policy for hiring of other personnel · Oversee the development of and adopt policies · Set a direction for and adopt the curriculum · Establish budget priorities, adopt the budget and oversee facilities issues · Provide direction for and vote to accept collective-bargaining agreements

Provide support through our behavior and actions Ensure accountability to the public

· Evaluate the superintendent · Monitor, review and revise policies and serve as a judicial and appeals body · Monitor student achievement and program effectiveness and require program changes as indicated · Monitor and adjust district finances · Monitor the collective-bargaining process

Act as community leaders

· Involve the community · Communicate clear information about policies, programs and fiscal condition · Advocate for children, district programs and public education to the general public, community leaders and local, state and national



Develop and Build

Leadership Capacity (con’t)

Number of staff that participate in Tier 1 administrative training Number of staff that participate in Tier 2 administrative training Number of certificated managers involved in State/National leadership opportunities

Number of classified managers involved in State/National leadership opportunities

Number of Classified and Certificated in District that are offered Managers/Administrative positions

Goal #5

Building Leadership at all Levels

PLC’s and Student Achievement Number of open positions Number of open positions are filled by in-district employees

Goal #5

Strengthening the Work of

the Governance

Team

Implement Annual Board Self Evaluation Review Board Goals Performance Matrix



Goal #6 Develop comprehensive human resources strategies to ensure that the District hires and retains a diverse, high quality staff.


Hiring and Assignment

% of teachers that reflect student ethnicity % of administrators that reflect student ethnicity % of classified staff that reflect student ethnicity Number of Highly qualified applicants per general teaching position Number of highly qualified applicants per teaching position classified as “hard to fill”

% of teaching positions filled by July 1st Number of applicants for administrative vacancies with appropriate leadership experience: Internal & External

Number of positions appointed Number of positions advertised and appointed

FOCUS AREA:




Professional

Development

Number of certificated teachers participating in at least one professional development offering

Number of classified staff participating in at least one professional development offering

Goal #6

Evaluations

% of summary evaluations of staff completed on time Annual retention rate for all employees

Goal #6

Building

Leadership at all Levels

Number of certificated teachers participating in at least one professional development offering

Number of classified staff participating in at least one professional development offering

MPUSD Board of Trustees Goals & Performance Matrix 2011-2013

Documents

Transcript of MPUSD Board of Trustees Goals & Performance Matrix 2011-2013