2011-2012 Board / Superintendent / District Priorities

PLAN OF ACTION FOR ADDRESSING THIS PRIORITY:

• Define exactly what and how we expect students to learn.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue to ensure that all students receive core curriculum and instruction via District-adopted curriculum and materials.	Professional learning community (PLC) work grounded in core curriculum and instruction. Matrix of adopted curriculum, including approved interventions for Tiers 1, 2, and 3. DIMC procedures are followed. Decision-making process clearly defined for the review and selection of all curriculum and materials. Teachers trained to effectively use district-adopted curriculum and materials. Pacing guides or scope and sequence as needed. Teachers use district adopted materials as intended. Special education and ELL students have access to core curriculum.
Continue to develop and implement power standards and common academic vocabulary for each grade level content area and class to ensure that students are college or career	Build a common understanding of the purpose of district power standards. Development of P-6 district science power standards. Development of P-6 district writing power standards. Development of 7-12 district science power standards. Development of 7-12 district language arts power standards. P-6 district reading power standards used to guide instruction and focus interventions. P-12 district math power standards used to guide instruction and focus interventions.
Review grades 6, 7, 8 math materials, P-6 science, and 7-12 language arts materials and adopt for 2012-13.	Middle school math adoption. Secondary language arts adoption. P-6 science adoption.
Continue the process of aligning programs and courses at all levels.	Classes aligned with new graduation requirements, which are the same at both high schools. Special Education alignment of math courses at the secondary level. Options for third high school math credit defined. Shoreline Virtual Learning implemented to ensure consistency and accountability to defined graduation requirements.

• Define how we will know when students have learned what we expect.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue to develop, implement and refine common assessments designed to measure student achievement of state and district performance expectations.	Teachers begin or continue to develop district common assessments and/or school level formative assessments to measure power standards (elementary reading, P-12 math & secondary science). Teachers begin to use common assessment data in their professional learning communities (PLC) to determine a consistent level of rigor and to improve instruction. Teachers use performance level descriptors to analyze student work in mathematics.
Continue to expand, adapt, and utilize District infrastructure (i.e., testing tools Dashboard) for collection and reporting of district achievement data aligned with current assessment practices.	Teachers and principals work in professional learning communities to use data to support instructional decisions. Dashboard expanded to include data from elementary reading assessments (CORE Phonics, multi-syllabic words, high frequency words). Suggested improvements to Dashboard are prioritized as resources are available: Dashboard expanded to include data from new End-of-Course assessments in mathematics; Dashboard expanded to include state assessment data for special education students; Dashboard expanded to include data from common district assessments.
Analyze achievement gaps to determine instructional needs of students in subgroups and special programs.	SMART goals articulated in School Improvement Plans with action steps and strategies to address achievement gaps and common assessments to measure progress throughout the year. Documented achievement increases for students in subgroups and special programs.
Continue to align assessments and standards-based reporting.	Data graphs developed for grades 3-6 showing alignment between standards based reporting and student achievement on MSP. Data graphs are used by grade level professional learning communities to adjust the content and rigor of instruction.

• Define what we will do when students have not learned what we expect.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue to develop and implement a sustainable and embedded system of Response to Intervention (RtI).	Common district-wide protocol for Student Study Teams. Menu of Tier 1 and Tier 2 classroom intervention strategies. Instructional matrix outlining core curriculum, intervention materials and models of delivery to be used in the instruction of reading and math. Meetings led and/or coordinated by the Intervention coaches at each building at least 2x/year to review intervention/progress monitoring data and determine intervention progress/adjustments. Classroom models and structures for effective small-group instruction are defined.
Align most effective models and strategies for Tier 1 and Tier 2 intervention systems.	Sheltered Instruction Observation Protocol (SIOP) strategies are used by SIOP-trained teachers to support ELL and struggling learners' access to core content. An additional 20 teachers are trained and begin using Guided Language Acquisition Design (GLAD) strategies in elementary classrooms to support ELL students. Teachers previously trained in GLAD receive refresher training and regularly use GLAD strategies to support ELL students. Secondary core math teachers are trained around differentiated instruction for ELL and struggling learners. Articulated models of delivery for elementary programs (ELL, Title I, LAP) and secondary special education reading and writing classes are implemented.

• Define what we will do for students who have already learned.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Provide research-based professional development for teachers to support their work with students who have met the standard.	Defined extensions of academic standards for students who have already reached benchmark. District definition of rigor. Professional development for teachers on strategies to support student achievement of rigorous content in various contexts (e.g., regular classroom, self-contained highly capable program, honors/AP classes).
Revisit program review of self-contained elem. highly capable program - develop and implement timeline for addressing recommendations.	Investigation of current highly capable program with timeline for implementing recommendations.
Develop a plan for using data from administration of PSAT for 10th graders to support underrepresented populations in high-level courses.	Plan for counselors and secondary administrators to use PSAT data to advise students regarding course placement and advanced course work.

• Support educators to improve student achievement.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue to cultivate and sustain District and school-level professional learning communities.	Training and district support for effective implementation of professional learning communities (PLC). School SMART goals, PLC minutes and measurable outcomes reflect effective staff collaboration in professional learning communities. Published successes at each school. Continue K-5 implementation of the enVisions program.
Develop a deeper understanding of effective instructional practices. Learn about good instruction and good systems of instruction.	CEL workshops, trainings, and walk-through observations. Certificated staff in all schools will be able to articulate an awareness of the Five Dimensions of Teaching & Learning (5D) and how they have begun to reflect on their practice through that lens. 5D is used as a common language for discussion around instruction within our instructional teams. Administrators and instructional specialists analyze the quality of classroom instruction through the lens of 5D with greater consistency. PLC and RtI meetings discuss implications for instruction using the language of the 5 Dimensions of Teaching and Learning.

• Update the budget process to allow for more input and earlier budget hearing and adoption.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Revise system for the personnel budgeting process in the WESPaC system to start earlier in order to have information to share with programs and departments in early spring.	Completed budget ready for adoption by July 10.
Meet with program managers in the winter/spring of 2012 to review 2011-2012 expenditures and develop input and priorities prior to the allocation of 2012-2013 funding.

• Develop levy proposals and bond sale proposals that are fiscally responsible both short and long term.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Prepare supplemental levy resolution for November election.	Election results.
Develop a bond sale proposal and sell bonds in the fall of 2011; give consideration to using a competitive bid process.	Completed bond sale.
Create a structure for selling bonds now and in the future that minimizes taxpayer costs and provides options for future decision making.	Bond repayment schedule that provides for future 2006 bond sale.

• Realign responsibilities across and within the support and operations areas in order to maintain efficient/responsive systems.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Review alignment and span of control of the Food Service, Business Services and Warehouse operations. Consolidate functions as appropriate to provide back up delivery systems for food service, courier and warehouse.	Realignment of the Support and Operations Staff org chart so that all delivery and warehouse operations report to one manager allowing for the coordination of delivery activities and a system contingency plan.
Review alignment of Maintenance and Custodial supervision, staffing, operations/priorities and training.	Development of a maintenance and operations organizational structure and modified organization chart.
Transportation – clarify and implement the restructured position roles and responsibilities that were developed in 2009-2010.	The HR director and transportation manager will have met with the payroll specialist, the dispatch office, and the mechanics to clarify roles and responsibilities.
Review and modify as needed the alignment of responsibilities within the Conference Center.	A modified organization chart to respond to the needs of the Shorecrest Theater closure and the impacts on the Conference Center.
Continue to clarify and refine positions/job descriptions within the central kitchen as facility operations evolve.	Comparison of September and June Central Kitchen and food service staffing.

• Continue to improve communication within departments, between departments and with stakeholders.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Clear communication with departments and buildings with timely budget and expenditure updates.	Calendar of reporting timelines and training for buildings and departments on online report access.
Revise and update the district spending graphs to show current comparisons with other WA state school districts.	Updated graphs for Board presentation when the state 2010-2011 year-end school district report is available.
Provide administrative training to access budget and expenditure information online.	Principal meeting and administrative team meeting agendas and elimination of sending out Business Services financial reports.
Provide regular head custodian training and information dissemination opportunities.	Annual training calendar.

• Use technology to improve our access to information that supports data driven decision-making.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Transportation – the department is responsive to schools for daily routes and field trips. Additionally, the department will be able to provide timely and accurate maintenance and fuel usage information for individual buses.	Extra curricular/activity run routing and scheduling software is in place and responsive to school and program needs. A fueling and bus maintenance integrated software upgrade has been implemented. Mileage, maintenance and fuel usage is available by vehicle.
Integration of the sub calling system with payroll	The manual input of monthly substitute timesheets is reduced by 75%.
Update the online employee application program in the HR department to be applicant friendly.	New online employee application process.
Expand the ability for parents and customers to make online payments for fees, lunches, tuition, child care, facility rental, etc.	Additional online payment options are available to parents/customers.
Provide online employee access to payroll information.	Elimination of the distribution of hard copy pay stubs.

• Continue to manage the district's human and financial resources in a responsible and sustainable manner.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
The Board, State Auditor's Office, OSPI and bond rating agencies continue to recognize Shoreline School District as financially stable and an accountable public entity.	Favorable bond rating and/or upgrade when 2011 bonds are sold. A "clean" 2010-2011 state audit. Fund balance is maintained at a minimum of the Board required 5% level.
Association and union agreements are negotiated in a manner that is fiscally sustainable.	Results of the SEA, SAAA, Maintenance, SEIU, and Children's Center 2011 negotiated agreements.

• Replace/Modernize Shorewood and Shorecrest High Schools.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Complete construction documents and bid both high school projects.	Bid awards for both high schools have been approved by the Board.
Develop systems for timely response to construction changes.	24-hour turnaround on construction change directives (CCD) and modification of the District change order procedure.
Develop/maintain systems for timely construction payments.	Turnaround time on pay applications is timely and predictable.
Establish system/s for furnishing and equipping the new high schools. Standardize furniture and equipment purchases for both buildings.	The initial project is furnishing the Shorecrest gym which is planned to open June 2012.

• Renovate and improve existing school facilities and fields.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Renovate elementary playfields on a schedule of 1- 2 playfields per year.	The Meridian Park playfield is ready to open in September, 2012. Parkwood, Briarcrest fields designed, construction contracts awarded and construction is underway.
Design and complete the remaining secondary athletic fields and facilities from the 2006 bond.	Shorewood baseball/softball fields are completed and in use for the spring of 2012 season. Shorecrest replacement tennis court construction will be completed in the summer of 2012.
Begin heating and ventilating equipment replacement upgrades.	Equipment upgrades for two schools are out to bid for work to be done during the summer of 2012.
Complete exterior painting of elementary schools.	Briarcrest and Ridgecrest painting are scheduled for completion in the summer of 2012.
Pilot keyless entry at one elementary school.	The project will be bid/quoted next spring for installation at Syre in the summer of 2012.

• Implement the evolving technology Capital Levy Spending Plan in accordance with levy resolution.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Budget and evaluate CPF and GF technology spending to assure appropriateness of the expenditures by fund.	Report to the Superintendent/Board on the technology department expenditure allocations between the two funds.
Update and modify the four-year tech levy spending annually.	Report to the Board when/if spending plans are modified.

• Develop and maintain fiscal systems that provide accountability, predictability and are compliant with state requirements.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Implement an accurate monthly Capital Projects Fund reporting by project.	Provide semi-annual reports for the Superintendent and Board.
Develop District capacity to prepare cash flow predictions by project.	2 – 3 year cash flow planning documents.
Maintain compliance with state and federal regulations.	Favorable state audit report.
Conduct a review of the complete 9000 Board policies and procedures.	Recommend policy changes for Board approval as needed and/or required.

• Manage existing capital assets to maximize their value as a District resource.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Take the necessary steps to surplus and sell or lease property that is not currently used by the District.	Accepted offer and/or sale of the Aldercrest Annex property. Continuing long-term lease of the Aldercrest Learning Center. Continued evaluation of opportunities to dispose of or create other income options for surplus district properties.
Take the necessary steps to update the OSPI capital projects inventory of school buildings.	Cedarbrook and other surplus school facilities are removed from the OSPI Inventory and school names are corrected to reflect current building names.

• Recruit attract, hire, and retain quality instructional and support staff.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Update the online application system.	Identify and list the changes we want to our current application system. Research and compile information about systems that provide desired format changes. Submit (to Supt. Staff) proposal that outlines potential vendors to supply system changes, benefits, and costs associated by the end of 2011-2012.
Develop Interview pools early for probable opening, as appropriate.	Create and implement a 2012-2013 HR staffing timeline. Work with building administrators and Position Control to identify and list the 2012-2013 staffing needs.
Contact and create relationships with university programs that specialize in "hard to fill" areas (e.g. SpEd, ELL).	Identify select universities to specifically focus Shoreline SC recruiting on students graduating with credentials in "hard to fill" areas. HR will maintain contact and participate in these universities' recruiting fairs or invite the universities to bring prospective graduating students to visit the Shoreline SD. Discuss developing a plan to place cadet teachers in "hard to fill" content areas in the Shoreline SD.
Research and target transportation and custodial classified staffing vacancies in areas that attract experienced/qualified candidates (e.g. local bus companies, retired police and military sites, etc.)	HR will identify, list and implement recruiting strategies that specifically address our need to attract experienced Transportation and Custodial employees.

• Improve staff selection process for all staff positions.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Provide training to administrators and hiring committees regarding required procedures & strategies for the hiring process.	Develop a training video for administrators to use in reviewing hiring procedures. The video will include but not limited to: identifying your hiring needs; what to look for during the paper screening (HQ status); how many are too many to interview; how to prepare your interview committee; legal requirements of the interview process; creating effective questions; how to reach consensus.
Develop a pool of interview questions related to our core values and district priorities.	HR will seek input from Administrators and Supt. Staff regarding core values and district priorities for Shoreline teachers. These will be used for inclusion with teacher interview questions.
Develop and incorporate performance tasks and skill testing for all interviews of certificated and classified hiring procedures.	Developed "task oriented" questions and performance testing/evaluation tools.

• Implement strategies to increase the diversity of our workforce.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Conduct recruitment programs at universities with diverse student populations.	Identify and contact universities with diverse student populations. Participate in these universities' recruiting fairs and/or invite the universities to bring prospective graduating students to visit the Shoreline SD. Collaboration with these universities will include developing a plan to expand the diversity of cadet teachers placed in the Shoreline SD.
Coordinate an "in-district" advisory committee selected from diverse staff (classified and certificated) to discuss and determine how to better connect with diverse workforce populations.	Agendas from meetings; resulting suggestions or active projects will be collected for review.

• Improve departmental efficiency and knowledge through cross training and professional development of HR staff.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue job-alike partnerships so critical HR knowledge is duplicated (esp. with regard to Substitute Coordinator, Application System, Highly Qualified standards, Credits/Clock hours procedures, WESPaC competencies).	HR Staff assignments exhibit crossover of job duties and responsibilities. HR Staff demonstrate a diversity of knowledge and skills across various HR departments.
Provide professional development for HR staff as necessary.	Staff engage in cross training within the department and/or through planned staff development opportunities.

• Monitor the evaluation process and provide training to District administrators.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Implement an evaluation procedure review/training for all administrators and district program managers.	Agenda and notes from the August 31 District Administrative Workshop. Agenda and notes from the workshop regarding "Evaluation Procedures" for all central district administrators/program managers.
Continue to monitor and support administrators/program managers with evaluation needs throughout the year.	Ongoing correspondence and support (evidenced through notes) with district administrators/program managers.

• Monitor the Investigation process and provide training to District administrators.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Implement an investigation procedure review/training for all administrators and district program managers.	Agenda and notes from the August 31, 2011 District Administrative Workshop. Agenda and notes from the investigation procedures review workshop for all central district administrators/program managers is scheduled and completed. (Date TBD).
Continue to monitor and support administrators/program managers with investigation needs throughout the year.	Ongoing correspondence and support (evidenced through notes) with district administrators/program managers.
Develop and implement a chronological database of all district investigations that can be sorted by category/date.	Database is active for use and review by the end of 2011.

• Continue to update all district positions with accurate job descriptions on file and online.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Conduct an internal audit to identify which positions have accurate job descriptions and which do not (and need updating).	Out-of-date job descriptions are identified and listed.
A timeline and plan of action will be developed and initiated to have current job descriptions completed by the conclusion of the 2011-12 school year.	Timeline and plan is completed outlining: process for determining "out-of-date" job descriptions, process for updating job descriptions, process for compilation and continued monitoring of job descriptions.

• Evaluate our current EAP (Employee Assistance Program) provider services and make changes if appropriate.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Review current APS Healthcare program, services, employee use and related costs. Determine if other providers have programs that meet our employee interests, needs, standards of service, and are competitively priced.	Review annual report of employee use of current APS services. Compile research that compares other EAP provider services and prices. Change EAP contracted services as necessary.

• Continue to explore instructional technology initiatives.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Support Shorewood staff and students with transition to iPads as primary classroom learning tools: ongoing training on apps and procedures; tutorial videos and documents for easy reference; in-class support for new procedures/activities using new hardware/software.	Usage statistics on digital resources (where available). Recorded dates/times/attendance of training sessions. Online library of tutorials and guides for iPad use.
With completion of final phase of K-4 interactive technology installation, train new staff and reinforce usage with previous users: interactive whiteboard hardware and software; student response devices; curriculum-based opportunities for using new tools.	Online resources for interactive K-4 technologies. Explicitly defined curriculum applications for interactive tools. TOSA logs of site inservice sessions and individual/team coaching.

• Expand and refine support structures related to digital resources.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Educate staff on available district resources (software, online subscriptions, etc.) as they relate to standards and curriculum goals, with heightened focus on K-4 technology (to be fully deployed) and new initiative with iPads for high school students RM Easiteach (K-4) ExploreLearning Learn360 MyBigCampus Google Apps Pearson e-texts	Usage statistics. Anecdotal and survey data on perceived strengths and weaknesses of the resources. Record of training sessions/services offered.
Increased coordination of efforts between Instruction Specialists and Technology Specialists on available instructional tech resources	Meeting schedules and agenda. Evidence of joint professional development efforts. Debrief of specialists re: successes, challenges, needs.
Continue to develop, expand, and refine digital methods of making integration and technical support accessible to staff	Development of K-4 wiki, Tech Support Blog, Web Help Desk.

• Increase online learning opportunities for students.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Begin initial implementation of Shoreline Virtual Learning partnership with Spokane Virtual Learning program.	Enrollment statistics. Completion and pass/fail rates. Student end-of-course surveys.

• Continue refining and implementing 2010-2014 technology levy plan.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Conduct ongoing appraisal of iPad program at Shorewood	Completion of 2011-2012 tasks.
Distribute updated computer technology for libraries and classified staff at school sites	Development of any necessary refinements to plans for subsequent years.
Reassess and finalize plans for 2012-2013 tech levy projects

Continue monthly District communications to families and the community at large.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Flagship newsletter District-wide 3x a year.	Communications survey to better determine where families and the community receive their information about the District.
Community Connections Journal Newspapers 9x a year.
Update email newsletter to families 6x a year
Regular high school construction updates in District publications and to the community at large.

Create and implement a communications plan related to information efforts for the Supplemental Levy planned for the November 2011 ballot.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
District-wide supplemental levy information to be sent October 2011.	Nov. 8 supplemental levy results.

Explore use of social media and expand use of School Messenger to enhance District communications.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Establish District presence on Facebook and Twitter	Many fans and followers.
Explore use of a unified calendar system for the District.

Continue to build and maintain the quality relationship between the District and the communities it serves.

Actions for 2011-12	Outcomes and Indicators for Success 2011-12
Continue participation in annual events including Celebrate Shoreline, Back to School Consortium and Embrace Shoreline Schools.
Expand original programming on Shoreline Education Access TV.
Utilize Federal REMS grant to inform families about emergency preparedness.	Report to families on District progress using grant funds.
Continue to expand use of translated documents for non-English speaking families.