2008-2009 Board / Superintendent / District Goals

PLAN OF ACTION FOR COMPLETING THIS GOAL:

• Begin to develop a common set of assessments and data system for accessing data at the district and building level.

  Middle school mathematics teachers and the Assessment Department collaborated to develop common district assessments that were implemented this year. Our assessment director will be meeting this summer with grade level (1-6) teams to develop at least one common math assessment for the first trimester. (Kindergarten has already completed their work.) The English departments at the middle schools worked together to create common power standards and will create common assessments next fall. Several schools are working on common assessments at the building level. For example, the English departments at Shorecrest and Einstein completed a common writing assessment.

  A data dashboard for our district has been developed and introduced to principals who will use it next fall with their teachers. Currently, this dashboard provides access to state assessments (WASL and WLPT) as well as district reading assessments (SRI and DIBELS). Plans for the future include adding additional reading and math assessments, as well as a grading platform. There will be further training this fall.

• Train teachers and administrators to analyze and use data to inform instruction.

  Last August, our Assessment Director taught principals how to facilitate a data driven dialogue. Several principals used this protocol with their staffs during the year. Jack also used this protocol with Shorecrest High School in the fall. The middle school math teachers were taught to analyze data in order to create their common math assessments. In addition, Jack visited several schools, as invited, and shared data with them. He provided achievement data to all district leaders regarding inequalities in achievement along lines of race and income. Consequently, schools will be using this data to create their reading and math school improvement goals for 2009-10.

• Continue to implement a system of instruction, including intervention and support for all Shoreline students.

  The first step in formalizing our instruction system is to clearly communicate what the students need to learn at every grade level and in every content area. This system must also include the assessment of these standards, and what intervention strategies should be in place to support the students who do not meet the standards. We are well on our way to having these power standards in place, district wide, in math, language arts, health, and world languages, and will continue to do this work in the other subject areas. As stated above, we also have the assessments in place in several content areas.

  Our district has a strong foundation of intervention strategies for reading and we continue to refine those strategies. Many of our elementary school grade level groups meet regularly to discuss the interventions and monitor the progress of their students in reading. We have a Response to Intervention Committee that oversees the RTI grant that Shoreline recently received. Many schools have intervention plans in place. Our secondary schools have implemented several intervention strategies, including homework club and tutoring, to support struggling students. Next year, we will have an RTI coordinator who will assist RTI coaches in every school as they implement their intervention system.

  Our system of instruction in Shoreline also includes meeting the needs of those students who are achieving standards above grade level. This year we had two experts in the field of gifted education evaluate our K-6 Highly Capable Program. These consultants, who work across the state, provided valuable recommendations for improvements we can make, such as curriculum alignment, adopting a new report card, and providing appropriate professional development for the teachers in this program.

• Develop a comprehensive review of curriculum and a corresponding adoption cycle with costs and a timeline.

  A document outlining a plan is attached. However, this timeline could change depending on the funding sources for textbooks and other materials.

• Establish a comprehensive, systematic program for professional development based on student learning needs.

  The district Professional Development Committee met four times throughout the year to create the plans that are attached. These are intended to be fluid documents that will change with the needs of our teachers and students.

• Review and recommend changes in high school math and CTE programs.

  The Mathematics Achievement Team met for a year to research effective math instruction, create a math philosophy for Shoreline, and, eventually, selected new math curriculum for Shorecrest and Shorewood. We changed our math program from integrated classes to a traditional series of Algebra I, Geometry, and Algebra 2. The Program Review Team worked at the same time to determine common math pathways. As a result, we eliminated math classes that prevent students from achieving grade level standards, such as Pre-Algebra, and both high schools have systems in place to support students at grade level. We are currently analyzing math offerings at the middle school and will consider a compression class for students that want to accelerate.

  Last fall, a CTE Review Committee met to evaluate and review both current and potential Career and Technical Programs for the Shoreline School District’s future. Factors used in the evaluation were King County Labor Statistics that included livable wages and employment demand data, post high school connections, enrollment trends, interest, and space availability. Also considered was program sustainability, based on the student size of Shoreline. Recommendations were made as to which programs should be centralized, maintained or expanded. This review was presented to the Board on December 8, 2008.

• Begin to review and recommend changes in secondary programs.

  As well as modifying our math program, mentioned above, we changed the graduation requirements to reflect three years of math.

  The world language teachers, health teachers, and language arts teachers have met and are in the process of aligning their standards and curriculum so that the middle schools and high schools offer similar opportunities for students and have the same expectations.

  Both high schools successfully completed the accreditation process.

  Next year, plans are in place to examine our other graduation requirements, online learning, and AP/honors opportunities.

ASSESSMENT OF PROGRESS IN ACHIEVING THIS GOAL:

• Increased level of student achievement, particularly in AYP subgroups, on state and district assessments.

  Summary of Preliminary WASL results
  Preliminary WASL results

• District identified system of data management in place and educators trained to use the data to inform instruction.

  See comments above.

• Completed document outlining the future curriculum adoption cycle and costs required.

  See the attached document outlining the curriculum adoption cycle.

• Completed document of the district professional development plan.

  Long-term Professional Development Plan
  Professional Development Plan for New Teachers

• The Mathematic Achievement Team’s recommendation for high school math curriculum.

  The Board approved MAT’s recommendation of Prentice Hall 2011.

• Program Review Committee’s recommendations for the CTE program.

  See comments above.

PLAN OF ACTION FOR COMPLETING THIS GOAL:

• Continue to make progress towards the achievement of the Board adopted targeted fund balance.

  The district has reached the Board goal of 4 – 5% unreserved fund balance.

• Continue to develop and improve the district budgeting process including the prioritization of allocations to include curriculum adoptions and sustained facility maintenance, including general curb appeal of our schools and sites.

  This year the district was able to earmark $650,000 fund balance reserve for the math curriculum adoption. Additionally through prioritization and creative cross program allocation the initial phase of the data dashboard development and implementation has been funded. The maintenance department is focused on ‘curb appeal’ attention before students return to school in September. Additional landscaping enhancements through the 2006 bond are in the planning phase with implementation on the calendar for this fall.

• Develop a long-term (3-5 years) plan for support and operations equipment and vehicle replacement.

  The initial phase of the planning process is underway. Cyclical support and operations equipment purchases during 2008-9 included: copy machines, school buses, floor cleaning equipment up-grades, grounds equipment (mower & trailer), and ovens. The development of a long term plan for all departments continues to be a work in process.

• Implement plans for systematic departmental training.

  The Human Resources, Business Services, Transportation, Maintenance, Custodial and Food Service departments all offered new and additional training opportunities for all their staff members. Copies for the training offered is attached.

• Review community facility use guidelines and review rates using regional usage rate comparisons.

  This remains an area for review and attention in 2009-10.

• Implement a systematic and ongoing evaluation of operational and purchasing efficiencies.

  Business Services and specifically the Purchasing area has focused on and improved purchasing efficiencies in several areas including a rotating copy machine replacement schedule; modification of the laundry service contract, cleaning out, using up and disposal of surplus supplies, paper and equipment at the Aldercrest facility and within the print shop operation.

• Revisit and define maintenance vs. capital projects (bond) activities.

  The Capital Projects Team with the assistance of Jim McNeil has developed a clearer definition of what is/is not appropriate use of bond funding, other capital projects funding and what expenditures need by definition to be charged to the general fund.

• Expand the enrollment projection database to include development of prediction indicators by individual school.

  This is an on-going work in process.

• Develop financial plans for the 2010 Maintenance and Operations Levy, Bond, and possible Technology Levy.

  This work started with the $25 million bond sale in October 2008 and is continuing. The goal is to provide a Board recommendation for one or more ballot measures for February or April of 2010.

ASSESSMENT OF PROGRESS IN ACHIEVING THIS GOAL:

• Significant progress towards a 4-5% unreserved ending fund balance at the close of FY2008-2009.

  Achieved!

• A schedule of Support & Operations Departmental Training opportunities.

  Completed!

• Equipment and vehicle inventory replacement plans.

  Partially completed; a work in process.

PLAN OF ACTION FOR COMPLETING THIS GOAL:

• Complete conceptual and schematic design for the two district high schools.

  The conceptual designs for Shorecrest and Shorewood High Schools were completed in June 2009. Schematic design is underway in anticipation of running a bond in February or April, 2010.

• Upgrade elementary playfields.

  An evaluation of all the elementary playfields has been completed and the four-year implementation plan is underway starting with the playfields at Highland Terrace, Lake Forest Park and Syre in the summer of 2009.

• Plan, design and begin implementation of the central kitchen facility.

  McGranahan Architects have been hired and are in the process of completing the central kitchen design and construction documents. The current timeline includes bidding the project in the fall/winter of 2009 with completion and occupancy of the new facility in July 2010.

• Develop a long-term financing plan for Debt Service Fund and Capital Projects Fund with targeted bond sales to maintain stable tax rates.

  The October 2008 bond sale achieved that goal for 2009 and beyond. This is an on-going work in process as the district plans for levies and bonds in 2010 and beyond. A particular challenge is the current economy and the price deflation of real property. The assumptions regarding assessed values for future years will require rethinking the model used for predicting future tax rates.

• Prioritize and implement fire alarm upgrades.

  This has been completed. The first four up-grades are underway this summer at Briarcrest, Echo Lake, Parkwood and Highland Terrace.

• Evaluate and prioritize exterior painting and interior floor coverings.

  These evaluations have been completed. Walk-off mats at all facilities K-8 will be completed this year along with all the floor coverings at Briarcrest and Echo Lake. Exterior painting is underway this summer at Kellogg, Parkwood and Brookside.

• Upgrade parking lots, fencing, and landscaping.

  These projects are in the initial planning phase currently. It is anticipated that the first landscaping projects will begin in the fall of 2009.

ASSESSMENT OF PROGRESS IN ACHIEVING THIS GOAL:

• Progress documented on Capital Projects Matrix.

  3 Year Bond Project Matrix

• Bond sale and planning schedule for future and sales and tax rate projections

  Bond planning schedule.

• Regular capital projects progress reports for the Board

  Completed and ongoing as reflected in Board minutes

ADDITIONAL ACCOMPLISHMENTS BY THE SUPPORT AND OPERATIONS TEAM:

• A ‘Clean’ 2007-2008 audit report with no findings and a single management letter item.

• Meeting all the safety standards set by Washington Schools Risk Management Pool and thus qualifying for the maximum 5% premium reduction.

• Strengthening the Support and Operations Team with the addition of several new faces: Mark Spangenberg, Sharon Suver-Jones, Patti Weidkamp, and Dan Payne.

• Strengthening the maintenance labor relations through a successful bargain last summer, regular participation in their ‘pay day’ meetings and periodic labor management meetings to clarify expectations.

PLAN OF ACTION FOR COMPLETING THIS GOAL:

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

  • District personnel attended a number of recruiting events, including both career fairs and mock interviews.

    • WWU & SPU mock interviews for administrators

    • WWU special services recruiting fair

    • SPU and UW Career Fairs, Seattle University Mock interviews for teachers

    • Washington Educators Career Fair (Tacoma)

    • Seattle University information session for prospective teachers (approximately 45 teachers attended the Shoreline session).

      Note: UW and Seattle University tend to have more diverse candidates, and WWU has a strong special education program.

    • Conducted strategic recruiting at Willamette University (for Japanese teachers)

• Promote dialogue and functional relationships with our employee groups.

  • District administrative staff members and collective bargaining units regularly join one another for Labor-Management meetings in which information and communication are shared and problems are resolved. All collective bargaining groups have had LM meetings this year (unlike previous years when some groups did not meet, i.e. mechanics, maintenance, etc.)

  • SEA and SESPA regularly met with the Superintendent and selected Superintendent’s staff members to discuss overarching District direction and issues.

• Build a departmental team through training of skills, improved customer service and outreach to other departments with which we work.

  The Human Resources Team has two new members this year. These members have participated in professional development to help them adjust to their positions. The team has conducted initial planning regarding the WESPAC/WISE system conversion. Cross training is occurring within the department so that the team can better support one another.

• Monitor the evaluation process and provide training throughout the district for effectiveness and timeliness.

  • Professional development was conducted at Principal’s Academy regarding supervision and evaluation

  • A Critical Friends Group seminar was held with all elementary principals to review and critique observation write-ups and evaluations.

  • Routine reminders were provided for principals/supervisors regarding timelines for evaluations.

  • Bargaining proposals are being discussed regarding strengthening the Professional Growth Plan process for evaluation.

  • The Executive Director for Schools and Human Resources Director are reading all instructional and school evaluations. The Deputy Superintendent is reading all Support and Operations Evaluations.

  • Individual consultation was provided by the Human Resources Director to principals/supervisors who need additional support and assistance with supervision/evaluations.

  • All new principals and assistant principals received additional training regarding District evaluation procedures.

• Improve the quality and quantity of the substitute pool for both certificated and classified staff.

  • The substitute coordinator had conducted ongoing recruiting for substitute teachers. (rather than just once or twice per year), and maintains good relations with our substitute pool.

  • The teaching and learning department and substitute coordinator work together to arrange schedules so that demand for substitutes can be balanced.

  • Our principals have made efforts to make sure that school offices, lunchrooms, and colleagues are helpful and welcoming for substitutes.

• Implement a thoughtful strategy for increasing the diversity of our workforce.

  • To recruit a more diverse work force we selected staff for career fairs who are reflective of the community we serve.

  • The Director for Human Resources spoke to the Teaching Academy class at Shorewood High School (in which diverse students are enrolled who already live in our community . . .this is a long-term strategy)

  • We brought diverse students to the Washington Educators Career Fair (We are the only district who brings students, and candidates respond quite well to this.)

• Negotiate open contracts with employee organizations that both meet mutual interests where possible and allow the district to sustain financial stability.

  Collective Bargaining is still in progress. The District Bargaining Team has worked closely with the District Administrative Team to learn the issues that need attention through the collective bargaining process. These issues include maintenance of financial stability and improved system-wide structures to support student learning.

ASSESSMENT OF PROGRESS IN ACHIEVING THIS GOAL:

• Evaluation documents accurately reflect quality of work performed by employees.

• Sub-fill rate higher with less complaints (96% sub-fill rate for 2007-2008).

• Increased diversity of staff.

Results:

• We have found quality candidates for hard-to-fill positions (EBD and Japanese, in particular)

• We have reduced the number of specialists who we need to hire on a “contractual services agreement” due to no applicants.

• Our substitute fill rate is 99.8% since December 1 (even thought our substitute pay rate is below several nearby districts).

• Our administrative team is more diverse than in previous years.

• Our principal team is well-balanced based on gender.

• While our staff is more closely reflective of our student populations as a result of staff recruitment and selection, we still have some room for growth with Asian / Pacific Islander representation and significant growth needed with Latino and African-American representation.

• SEA and the District are working collaboratively on a Professional Learning Communities initiative.

PLAN OF ACTION FOR COMPLETING THIS GOAL:

• Identify and articulate necessary refinements of laptop program for future initiatives.

  Identification of refinements (and implementation where possible) has been an ongoing process and will continue beyond the fall rollout as we approach the 2010 levy. Perhaps the biggest issue is the need for a more durable model of device, and we'll be taking a close look at the "netbook" line of laptops regardless of whether or not Apple develops one of these; one consideration is whether students should have the option to purchase an approved device rather than borrowing a school-owned one for four or more years. A second is the labor-intensity of managing the program, from tech support to impact on building admins, business offices, counselors, etc.; the activity involving movement of laptops into and out of repair is disruptive to classroom plans for using technology; related to this is the annual effort to hang onto insurance coverage - this spring, four technicians spend three weeks full-time doing in-house repairs to lessen the scale of insurance claims, and we're still at an 85% claim/premium rate (half of last year, but still at the threshold of cancellation and/or increased rates. We hope to accomplish a task this summer that will increase IT efficiency by consolidating several laptop databases into one comprehensive system. A third issue/refinement is the repackaging of the terms of the program (Family Option).

• Educate staff on available district resources (software, online subscriptions, etc.) as they relate to standards and curriculum goals.

  Some progress was made here, but reduced staffing of TISs limited this progress to that percentage of staff who sought the TIS services. We did publish monthly newsletters that showcased various resources and how they could be effectively used. There is still much work to be done in terms of making explicit linkages between digital tools and curriculum standards.

• Publicize examples of effective instructional strategies that utilize technology.

  Beyond the newsletters and TISs sharing at their sites, there was not as much prominent publicity of good practice as we'd intended involving the full K-12 range. However, we were quite successful at helping 5th-6th grade teachers expand and refine their skills in implementing Achieve3000 through site visits and release time to work with the Achieve trainer.

• Identify resources to adequately sustain current and future technology projects.

  Continued efforts to identify and access ways to utilize CPF to support current initiatives and maximize opportunities with future projects (e.g. P-4 Tech); problem-solving funding sources to allow for at least minimal integration support (.8 specialist); strategic use of Title II-D funds for professional development.

• Refine and expand online payment capabilities to include more products/fines/fees (pending adequate support and performance by system developer).

  Presently investigating this with the assistance of Sharon Suver-Jones with goal of broader (and more successful) implementation by August 1.

• Review current delivery models for tech support and professional development to identify opportunities for greater efficiency within existing budgetary constraints.

  Mentioned Title II-D above; plans to develop podcast resources internally for distribution via district web site; will explore use of video chat (now available to cert staff) as a means of doing "remote" consulting between teachers and integration specialist(s); encouraged staff to make greater use of training resources embedded within online resources rather than sole reliance on TIS support (mixed success - more work needed here).

• Begin construction of internal online repository of exemplary activities, lessons, units, and other resources that all staff can access.

  Great intentions with this one, but I (JG) got delayed in actually processing the work. The resources are the collected archives of guides, samples, plans, etc developed by the TISs over the past three years and housed on a server space called "the Abyss". I have weeded through the thousands of items to a manageable and relevant selection, and have sorted these by grade level and curriculum area. The last step remaining is to process them for web publication and post - currently on my July to-do list.

• Explore and pilot alternative delivery models for professional development that amplify current work of TIS/TOSA staff.

  See entry in item before last above.

ASSESSMENT OF PROGRESS IN ACHIEVING THIS GOAL:

• Regularly review usage stats of district-purchased online resources.

  Have done this several times throughout the year and have identified resources for renewal and non-renewal based on district and school usage patterns.

• Monitor development of online resource bank.

  See above - development still a work in progress.

• Publish in early Spring 2009 the recommendations by Joint SEA-District Tech Committee.

  Done - May 2009.

• Evaluation of reception to and effectiveness of alternative PD models.

  Most have not been tested extensively enough to accurately gauge their promise or potential; some of the online help features existing within our subscribed sites have been accessed more in recent months.

• Increased use of online payment system. - TBD in August/September.

PLAN OF ACTION FOR COMPLETING THIS GOAL:

• Begin monthly “Community Connections” targeted toward Shoreline and Lake Forest Park households through advertising in the Shoreline Journal.

  We will have published nine Community Connections October through June. It is hoped that this relationship with the Journal will be renewed for 2009-2010.

• Continue monthly district communications to families through the Update newsletter, annual calendar published in August, and proactive media relations.

  Update was also published October through June and has been well received by families and the community.

  Media relations-wise, the coverage of the Shorewood choir live on KING5 in March was a major highlight; a national Associated Press story on a Shorecrest student’s story of survival as a youngster in Rwanda is still to come this spring. We continue to have district-related items celebrating our student’s achievements in the Enterprise each week.

  We published our first two-color calendar in seven years, it continues to be the “Bible” for our families.

• Produce a quality annual Report to the Community, summarizing the district’s work during the previous 12 months.

  We have not published an annual report—but the monthly Journal pages have filled much of this gap, as it is mailed to 12,000 District homes.

• Build use of SchoolMessenger system to enhance district communications with families.

  We have made excellent use of this system, sending numerous communications to families such as Update, messages from the Superintendent, reminders and advisories. Principals in many of our schools routinely use School Messenger to inform families of upcoming events, snow closures and emerging situations in their buildings.

  Two key uses were the emergency closure of Parkwood due to a power failure, and providing continuing information about the H1N1 flu.

• Leverage the quality neighborhood relationship between the communities of Shoreline and Lake Forest Park and the district, as evidenced by twice-annual events such as Embrace Shoreline Schools.

  Embrace Shoreline Schools continues to grow and develop; we will have every school covered on May 16; and combining this effort with the Back to School Consortium efforts is wonderful.

  I would add to this our presence at Celebrate Shoreline in August and community outreach to our neighborhood associations around the high school design process as well. And, ironically, the proposed jail at Aldercrest Annex has helped the relationship between the District and that neighborhood.

• Emphasize Shoreline’s selection as “Seattle’s top neighborhood” whenever possible in District communications.

  This remains a fixture on our Web site and that of the city of Shoreline. I believe it has only helped in attracting families to our District. The city’s econ development committee I represent the District on will be working on a branding plan for the city that will be helpful as well.

• Expand use of Channel 26 as a communications tool.

  There is a bulletin board of key District information that it is updated each week for the TV channel. We continue to primarily use free educational programming from outside the District to fill our four days a week, but we have had discussions with the Live Video Production classes at SW and SC about helping us expand our offerings. Jason Maher has a capital funds request in to Marcia and Jim Golubich that would help in this effort.

• Create a flipchart of emergency procedures for use in all District classrooms.

  This has been completed and awaiting installation in the classrooms by the maintenance staff.

• Increase the ability to translate all district communications across the necessary languages to serve the district.

  A good example to this has been the H1N1 flu materials, which are available in eight languages. Ellen Kaje has been helpful in getting her interpreters to translate materials as well.

• Enhance District employee communications with the creation of an intranet site.

  This is still in development, but Brent Degenhardt has talked to departments about what could be included on such a site.

ASSESSMENT OF PROGRESS IN MEETING THIS GOAL:

• Survey the community regarding their level of support of the Shoreline School District including programs, facilities, areas of concern, celebrations, and level of support for the upcoming bond.

• Have building and district leaders communicate the feedback from the stakeholders and community groups regarding areas of concern and celebration.

• A coordinated system of instruction including intervention and support.

• A sustainable curriculum review and adoption cycle.

• A sustainable professional development plan that improves instruction and student achievement.

• An assessment system used to inform instruction.

• A high quality diverse staff.

• Technology which is integrated into instructional program and delivery models.

• A stable 4-5% unreserved ending fund balance.

• A systemic approach to support and operations district-wide.

• A long-term financing plan for Debt Service and Capital Projects Funds.

• Maintain and enhance the District’s reputation as a quality learning community.