Goal #1 - INCREASE STUDENT ACHIEVEMENT
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STUDENT ACHIEVEMENT,
ELEMENTARY SCHOOLS (K - 6)
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Completion
Date
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| Quality Instruction |
97-98 |
98-99 |
99-00 |
00-01 |
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1. Implement a comprehensive district-wide K-6 Literacy Plan with the goal of having nearly allstudents read
proficiently by end of 3rd grade, including:
- Early diagnostic assessment procedures to be reviewed and adopted by the Board.
- Increased early intervention
assistance for struggling readers, in accordance with
district-wide and site-by-site plans to be reviewed
and adopted by the Board.
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X
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| 2. Adopt an effective, comprehensive reading/language arts program, including a staff development plan and appropriate
English Language Development materials. |
X
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| 3. Evaluate the effectiveness of Mathland in grades 4 through 6. Modify curriculum if necessary. Implement a district-wide
K-6 additional computational program, supplementing Mathland. |
X
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| 4. Take steps through Board policy to establish longer uninterrupted instructional time blocks for language arts
and mathematics allowing teachers to focus on academics. |
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X
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| Standards/Assessments |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Establish multi-year, school-by-school student performance expectations in language arts and mathematics Based
on 3rd-grade reading proficiency rates, 6th-grade exit test proficiency rates, other standardized scores, and other
measurements. Take into account socioeconomic and student mobility factors in establishing these expectations. |
X
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| 2. Adopt clear, rigorous K-6 subject-area content and performance standards for each grade level. Begin with language
arts and math. Link standards to 6th-grade exit standards. Apply standards to all schools. |
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X
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| 3. By policy, end social promotion for children who fail to meet grade level standards. Establish Saturday, vacation
and summer school academic support courses for children at risk of retentiion. Promote students who have taken
such courses if they then meet grade-level standards. |
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X
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| Student Services |
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| 1. Evaluate, improve, and expand, as funding is available, elementary (K-6) counseling services. |
X
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| 2. Review existing child care programs and consider expansion and/or reorganization. |
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X
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STUDENT ACHIEVEMENT, MIDDLE SCHOOLS (7 - 8)
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| Quality Instruction |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Offer accelerated English and math courses in 7th and 8th grades. Develop appropriate standards of entry into
such courses. |
X
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| 2. Conduct a comprehensive evaluation of middle school course offerings, and decide on needed additions or deletions. |
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X
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| 3. Evaluate alternatives to current six-period day and semester system. Make changes as needed. |
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X
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| Standards/Assessments |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Establish 7th-grade entrance standards in writing, reading comprehension, math, and possibly other subjects.
Assess all 6th graders against these standards. |
X
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2. Establish early intervention and remedial plans for student who:
(a) Fail 7th grade entrance standards.
(b) Are at risk of retention in 7th grade.
(c) Are at risk of failing to earn entrance into the regular high school program. |
X
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These plans may include the following as are fiscally and legally possible:
a. Extensive student/parent counseling/parent counseling.
b. Remedial courses (after-school, on Saturdays, and during summer school)
c. Small group tutorials. |
X
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| 3. Establish multi-year, school-by-school performance expectations based on 8th-grade proficiency results (as measured
by 8th-grade exit/9th-grade entry test), course external assessment pass rates, successful remediation rates, standardized
scores (expressed as both percentile and mastery of objective performance), and other measurements. Take into account
socioeconomic and student mobility factors in establishing these expectations. |
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X
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| 4. Require middle school students to meet minimum academic standards for entrance into the regular high school
program, or for promotion from 7th to 8th grade, including no F’s in any course and 2.0 GPA or better in required
courses. In addition, for entry into a regular high school program, students would also have to pass a middle school
exit/high school entrance test in writing and reading comprehension, math, and possibly other subjects. The Board
will evaluate whether students failing these entrance standards should be retained at middle schools or placed
in an alternative high school program. |
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X
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| 5. Establish detailed district-wide content and performance standards for all courses, paying particular attention
to linking to high school courses and expectations. |
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X
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| 6. Establish improved procedures for ensuring that teachers inform parents of substandard student performance. |
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X
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| Student Services |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Evaluate and improve as needed counseling services, especially academic and career counseling. |
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X
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2. Take steps to increase student achievement and motivation. Include the following:
(a) Deny work permits to students who fail required courses or maintain a GPA lower than 2.0.
(b) Establish Board policy on sanctions for cheating or plagiarism.
(c) Adopt a targeted counseling outreach plan for students from disadvantaged neighborhoods.
(d) Develop at all schools programs of academic awards, competitions, and special recognition. |
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X
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STUDENT ACHIEVEMENT, HIGH SCHOOLS (9 - 12)
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| Quality Instruction |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Review all existing and planned career/occupational programs and Pathways. Require programs to be Board-adopted
with detailed, assessable content and performance standards. Ensure that they either lead to continued post-high
school training (such as SRJC 2+2, labor apprenticeships; private business schools; four-year college work) or
provide students with sufficient technical skills for trade or paraprofessional employment at graduation. |
X
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2. Adopt specific steps to ensure that more students take and pass Advanced Placement or International Baccalaureate
exams. Include the following actions:
(a) Add more AP course sections.
(b) Provide financial assistance for exam fees.
(c) Require all enrolled students to take the AP exam.
(d) Make sure counselors encourage students to take AP courses.
(e) Make sure 9th and 10th grade course content prepares as many students as possible for AP courses.
(f) A district-wide grading policy shall be established requiring enrolled students to obtain a score of 3 or better
on the AP test in order to receive the grade of "A". |
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X
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3. Establish and implement a remedial/intervention plan for students who are at risk of failing graduation requirements,
including the following:
(a) Voluntary summer school, Saturday school, and extended-day school.
(b) Mandatory summer school, Saturday school, and extended-day school, as allowed by law. |
X
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4. Adopt a Career/Vocational Plan for the district.
a. Establish business/labor/community college advisory committees for all career/occupational programs and Pathways.
b. Coordinate Pathways with ROP and other district career/occupational programs.
c. Ensure that all high schools offer adequate career/vocational programs accessible to all students.
d. Maintain, or where necessary establish, comprehensive career centers at all high schools accessible to all students. |
X
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X
X
X
X
X
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| 5. Review the Necessary Small High Schools and make adjustments as necessary, including program revisions or deletions,
after (a) defining mission, (b) evaluating program success against mission, (c) doing a cost/benefit analysis. |
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X
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| 6. Use senior high school class size reduction funding for 9th-grade English classes, if fiscally advisable. |
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X
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| Standards/Assessments |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Establish detailed district-wide content and performance standards for all courses. |
|
X
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| 2. Make graduation proficiency tests in reading, writing, and math more rigorous. Evaluate adding other subjects. |
X
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3. Review graduation course requirements and:
(a) Add new courses as needed.
(b) Decide whether to increase units needed for graduation.
(c) Decide whether to deny credit for required courses to students who receive a "D" in such required
courses.
(d) Evaluate graduation diploma standards and the possibility of differential certifications.
(e) Evaluate adding community service to graduation requirements. |
X
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| 4. Establish multi-year, school-by-school performance expectations based on SAT scores (as measured per total senior
enrollment), graduation proficiency test pass rates, course external assessment pass rates, numbers of students
obtaining career/vocational exit certifications, successful remediation rates, standardized scores (expressed as
both percentile and mastery of objective performance), and other measurements. Take into account socioeconomic
and student mobility factors in establishing these expectations. |
X
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| 5. Establish district-wide, end-of-course examinations for selected academic courses. Require students to pass
externally-graded examinations in order to receive course credit. Provide summer and Saturday remedial classes
for those who fail required courses. |
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X
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| 6. Establish improved procedures for ensuring that teachers inform parents of below average student performance. |
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X
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| 7. Establish assessment measurements skill for certification in career/occupational programs. |
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X
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| 8. Establish procedures for periodically evaluating the effectiveness of district career/vocational programs. |
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X
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| Student Services |
97-98 |
98-99 |
99-00 |
00-01 |
1. Take steps to increase student motivation to achieve. Include the following:
(a) Deny work permits to students who fail required courses or maintain a GPA lower than 2.0.
(b) Establish Board policy on sanctions for cheating or plagiarism.
(c) Adopt a targeted counseling outreach plan for students from disadvantaged neighborhoods.
(d) Develop for the schools programs for academic awards, competitions, and special recognition. |
X
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| 2. High Schools: Take steps to ensure that all students develop, with parent and counselor, beginning with the
freshman year, a Personal Education Plan (PEP) that guides course selection and other decisions. |
X
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| Implement steps ensuring that all students develop, with their parents and counselor, a career/vocational or college/university
transfer component to their PEP. For students who do not expect to get a four-year degree, the PEP will lead to
an exit-level certification documenting successful completion of the high school level of the career plan. |
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X
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| 3. Review the drop-out rate, school-by-school, and adopt school-by-school plans accordingly. |
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X
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| 4. Evaluate and improve as needed counseling services, especially academic and career counseling. |
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X
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STUDENT ACHIEVEMENT, K - 12
|
| Quality Instruction |
97-98 |
98-99 |
99-00 |
00-01 |
1. Adopt a master plan for educating English language learners:
(a) Evaluate the effectiveness of district bilingual/ESL programs.
(b) Increase the number of students being redesignated from LEP to FEP.
(c) Evaluate means of reducing general fund encroachments.
(d) Establish ongoing external assessment teams.
(e) Include outreach programs to families of English language learners.
(f ) Focus the master plan on the development of English language skills. Include English Language Development
materials in the adoption of a district-wide language arts program. |
X
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| 2. Evaluate district summer school and other extended-year programs in light of Board goals and district needs.
Implement changes as needed. |
X
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3. Implement the District Technology Plan.
a. Take steps to ensure that technology is used to increase student achievement.
b. Provide training for staff in classrooms and other uses of technology. |
X
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| 4. Adopt and implement a Library Improvement Plan based on some or all of the recommendations of the Library Task
Force. |
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X
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5. Review and improve, as needed, procedures governing the submission of School Improvement Plans by Site Councils
and review and approval of SIP documents by the Board. Ensure that:
(a) SIP’s are consistent with Board goals, including school performance objectives.
(b) District and SIP expenditures are well-coordinated. |
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X
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| 6. Obtain multi-agency collaboration and grant funding to improve programs for at-risk youth at all grade levels. |
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X
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| 7. Evaluate the effectiveness of Title I programs. Make changes as needed. |
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X
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| 8. Provide early intervention programs designed to help students with special learning needs to be academically
successful. The number of non-severely handicapped students able to exit special education programs and to succeed
in the regular education program will be one measure of success. |
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X
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| Standards/Assessments |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Establish multi-year district performance measurements. Compile results into a "State of the District"
Report released in connection with annual Education Town Hall and revisions of Board goal/action document. |
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X
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| 2. Evaluate other selected categorical programs. Make changes as needed. |
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X
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| Student Services |
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| 1. Obtain resources for more elementary, middle and high school counseling |
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X
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STUDENT ACHIEVEMENT, ADULT
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| Standards/Assessments |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Evaluate the Adult Education program. Implement changes as needed. |
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X
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Goal #4 - IMPROVE COMMUNICATION AND INVOLVEMENT
IMPROVE COMMUNICATION & COMMUNITY INVOLVEMENT |
Completion Date
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| |
97-98 |
98-99 |
99-00 |
00-01 |
| 1. Publish a Board newsletter four or five times per year. Establish a Board web site which will include newsletters,
agendas, and Board goals. |
X
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| 2. Use the Community Media Center to cablecast Board meetings, a monthly call-in Q and A show with Superintendent
and one or more Board members, the annual Town Hall, and Board agenda and district event bulletin board. |
X
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| 3. Ensure that district ad hoc and citizen advisory committees emphasize parent and teacher representation. |
X
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| 4. Institutionalize communication and collaboration with feeder districts. |
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X
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| 5. Collaborate with feeder districts in examining transition problems of entering 7th graders, and take collaborative
steps to deal with issue. |
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X
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| 6. Enter into articulation arrangements with SRJC and possibly other higher education institutions, defining student
achievement expectations which will be reflected in graduation proficiency standards, the district’s Career/ Vocational
Plan, AP classes and other areas which are linked to entry placement at these institutions. |
X
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| 7. Establish procedures ensuring regular visits by Board members to all school sites. |
X
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| 8. Enact and implement a Parent Involvement Policy, which welcomes parents into the classroom, facilitates communication
between parent and educator, and involves parents as active participants in the educational process. |
X
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| 9. Hold an annual Education Town Hall to review the State-of-the-District report, proposed revisions to Board goals,
and hear from teachers, Site Council people, and public. |
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X
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| 10. Create a joint agreement to clarify the relationship and communication between the Board and site councils. |
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X
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| 11. Evaluate use of district surveys of parents, students, teachers, and other community members for feedback to
Board. |
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X
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| 12. Assign Board members to serve on a rotating basis as liaisons with high school/middle school/feeder elementary
communities, including site councils and parent groups. |
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X
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| 13. Evaluate Board decision-making, and adopt policy clarifying site decision-making authority. |
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X
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| 14. Solicit partnerships with community organizations to help turf and irrigate the remaining unimproved athletic
fields at school sites. |
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X
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| 15. Review policies and practices governing community use of school facilities and the use of these facilities.
Take steps, if needed, to ensure that school facilities are as available as possible to neighborhood and community
groups. |
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X
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| 16. Enact and implement a district Volunteer Policy. |
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X
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