Board of Trustees
| Month | Day | Type | Packet | Agenda | Minutes |
June
| 22 | Special Session | | Agenda | |
| June | 17 | Regular Session | | | |
| May | 28 | Regular Session | | | |
| May | 14 | Special Session | | | |
| April | 16 | Regular Session | | | |
| April | 1 | Special Session | | | |
| March | 19 | Regular Session | | | |
| March | 4 | Special Session | | | |
| February | 19 | Regular Session | | | |
| February | 2 | Regular Session | | | |
| January | 15 | Regular Session | | | |
Wright School District Governing Board Members 2008-2009
- Karen Irwin Magee, President
- Robert Giffin, Clerk
- Carolyn Dixon
- Robin Jackson
- Stan Greenberg
The Board meets the 3rd Thursday of every month at 5:00 pm at the District Office, 4385 Price Ave., Santa Rosa and can be reached by phone at (707) 542-0550, by Fax at (707) 577-7692.
| Scheduled Board Meetings for the 2009-2010 School Year*
| Regular Meetings
| August 20, 2009
| September 17, 2009
| October 15, 2009
| November 19, 2009
| December 10, 2009
| January 21, 2010
| February 18, 2010
| March 18, 2010
| April 22, 2010
| May 20, 2010
| June 17, 2010
| *Special Session meetings will be posted no later than 72 hours prior to start time.
**Regular and Organizational Meeting. Schedule for 2010 will be finalized at that time.
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District Goals for 2008/2009
Overview
The Wright District Governing Board is dedicated to focusing District-wide efforts in the Strategic Goal Area of Curriculum, Instruction, and Assessment. Furthermore, the Wright District Board believes that student literacy is the first and most essential goal at the elementary level, as it establishes the foundation for all learning. Thus, teaching students to read is the highest priority of the District.
The District is dedicated to supporting students who are at risk of failing to achieve academically. To this end the District will provide a cohesive, integrated network of early intervention and support services at each site that is designed to identify and serve students who are not gaining the skills required to perform at grade level in the core curriculum content areas, focusing first on reading and literacy, and then mathematics.
The strength of its staff is the District's most vital asset, and it is crucial to dedicate time and resources to ongoing professional development. Staff development opportunities will focus on improving instruction in order to maximize student achievement, and will primarily occur outside the instructional day, in order to minimize encroachment into student learning time.
The District will continue its work on the basic tenets of good governance and accountability, providing for involvement of affected constituencies in decision-making, effective communication across the District and within the community, and sound fiscal management. The District values open, honest and respectful communication with all constituents. Innovative ideas and constructive dialog are encouraged.
The District will strive to create the best possible learning environments at its three school sites, move forward with planning for a fourth site, and will continue to evaluate the current and future facilities needs of its students. The District will ensure that the sites run at optimal capacity, and that the District focuses resources on supporting the sites as comprehensive learning centers.
Strategic Goal Area #1 - Curriculum, Instruction, and Assessment
Long-Term Goal:
Provide for a comprehensive, integrated system of curriculum, instruction, and assessment that has as its central and driving purpose the continuous improvement of student performance.
Success Indicators:
- Increase in the % of students who score proficient or advanced in English/Language Arts, Math, and Science (5th Grade) on the California Standards Test (CST)
- Increase in the % of students who meet standards in Language Arts, Math, and Writing on the end of year District benchmark tests
- All English Learners will gain one level on the California English Language Development Test (CELDT) each year in listening and speaking
- English Learners will be reclassified as fluent English proficient within five years of enrolling in our schools
- Attain the Academic Performance Index (API) targets for each school in the District
- Attain the API target for all statistically targeted subgroups at each site
- Meet Annual Yearly Progress (AYP) goals under the No Child Left Behind (NCLB) act at each site
- Increase the statewide similar school ranking for each school until a 10 is achieved
- Increased student participation in music and the arts
Action Plan:
- Maintain an instructional program and materials at each school site aligned to adopted District content and performance standards in each of the identified core curriculum areas
- Implement new mathematics curriculum at all grade levels K – 6. Provide training at beginning of the year.
- Complete implementation of the new Science adoption.
- Review and revise District benchmark assessments for reading, writing, and math at all grade levels
- Monitor benchmark assessment results each trimester and make adjustments to support programs as needed
- Continue training for teachers on use of Edusoft, and evaluate the disaggregating of the results, to make better use of state and district assessment results
- Review and revise English Language Development (ELD) and Academic Language Development (ALD) program at each site, using supplemental materials when needed
- Monitor and adjust student placement in ELD/ALD groups using assessment results as a guide
- Provide additional direct teaching by ELD teachers and assistants to English Learners with the lowest CELDT scores
- In August each school staff will analyze CST and benchmark results from 2008 and develop classroom and intervention plans for students who measured below grade level standards
- Each school will develop their Single School Plan and School Accountability Report Card with measurable goals and action plans aimed at assisting all students to reach grade level standards
- Implement music program with classroom music in grades 4, 5, and 6, as well as instrumental and/or choral music in grades 5 and 6.
- Review PE program at all grade levels and develop PE program
Strategic Goal Area #2 - Support Services
Long-Term Goal:
Promote programs that support schools in their efforts to bring systematic and targeted services to children and their families with a goal of optimizing student success. Develop a comprehensive program to support and encourage all students to succeed.
Success Indicators:
- Intervention plans are put in place in the Fall for students who are identified as being at risk of not meeting grade level standards
- Students with intervention plans in place show an increase in performance on benchmarks at the end of each trimester
- Each site will develop a plan showing how all students are given opportunities to maximize their school success
- IEP goals are tied to the grade level standards
Action Plan:
- Each site develops and implements intervention programs to support students who are currently working below grade level. These intervention programs are described in each school’s Single Plan for Student Achievement.
- After review of results of 1st Trimester Benchmarks, intervention groups will be adjusted as needed.
- After review of results of 2nd Trimester Benchmarks, intervention groups will be adjusted as needed.
- Counseling program implemented at each site using interns.
- GATE program at each site providing direct teaching to identified GATE students in grades 4-6
- GATE teachers provide resources for classroom teachers at each site
- GATE teachers provide some services for students in grades 1 -3
- Continue to support and monitor the preschool program at Wright School and J.X. Wilson, which are run by the California Rural Indian Health Board in conjunction with Migrant Education and Head Start
- Continue to evaluate and improve programs for the education of our special needs students in the District.
- With support from Behavioral Specialist develop behavioral plans as needed to support student success in the classroom
- Train teachers in implementation of behavior support plans
- Continue monitoring district students who are in the Redwood Consortium for Special Services (RCSS)
- Special Education Coordinator will meet with each special education teacher and principal to monitor progress of students and program
- Provide training to Special Education staff on how to write IEP goals that are tied to grade level standards
- Improve quality and articulation of curriculum across the Special Day Class learning levels
Strategic Goal Area #3 - Learning Environment
Long-Term Goal:
Provide an environment that is conducive to learning.
Success Indicators:
- Progress made on inspection and testing of 4th school site so purchase can be finalized and approved by the State during the 2008-09 school year
- All teachers demonstrate use of technology in at least one area (lesson plans, newsletters, class presentations, use of Edusoft, or report cards)
- Results of school climate survey for parents, students, and staff indicate improvement of school climate
Action Plan:
- Superintendent oversee testing and inspection of 4th School site property
- Educational Specifications Committee meet with architect to develop plans for 4th school
- Custodial and maintenance staff address emerging safety issues as they occur
- The Admin Team will review and revise each school’s Safety plan in March
- Continue to maintain libraries as comprehensive learning centers, and integrate multiple technologies in order to more fully serve students and support their learning within budget constraints.
- Each school uses School and Library Improvement Block Grant to fund additional library resources
- Continue the implementation of the comprehensive District-wide Technology Plan
- Retain Technology Coordinator to maintain computer hardware and software so they function reliably
- Provide training to teachers for full utilization of laptops
- Teach upper grade students internet search strategies
- Develop / revise school climate surveys
Strategic Goal Area #4 -Staff Development
Long-Term Goal:
Provide a comprehensive and cohesive staff development program for District personnel that focuses on continuous improvement in instructional strategies and student achievement.
Success Indicators:
- A year-long Staff Development plan, for certificated, classified, and administrative staff is developed that incorporates District goals as well as goals in each school’s Single Plan for Student Achievement
- High participation rates at all planned professional development activities
- Increase in the % of students who score proficient or advanced in English/Language Arts, Math, and Science (5th Grade) on the California Standards Test (CST)
- Increase in the % of students who meet standards in Language Arts, Math, and Writing on the end of year District benchmark tests
- All English Learners will gain one level on the California English Language Development Test (CELDT) each year in listening and speaking
Action Plan:
- Plan the three optional Staff Development Days for certificated staff around District goals:
- Continued implementation of Writing by Design
- Implementation of new mathematics curriculum
- Implementation of new Science curriculum
- Review of assessments and planning for support and intervention groups
- Year-long plan for use of the District Staff Development on Wednesdays that tie into District goals
- Plan Staff Development for classified staff on November 10th, that reinforces District goals
- Each site team continue the implementation of Professional Learning Communities
- Technology Committee will develop a year-long Staff Development plan that will provide opportunities for staff to learn how to better use technology tools and integrate technology into their classroom teaching
Strategic Goal Area #5 - Governance, Decision-Making, and Communications
Long-Term Goal:
Use an inclusive, decision-making process which encourages open communication with all stake holders, focuses on improving student learning, maintaining fiscal responsibility, models democratic behavior, and supports the District’s Mission, Vision and Values.
Success Indicators:
- Opportunities for community members to participate in District meetings such as PACT, Governing Board meetings, and Educational Foundation
- District Website kept current with calendar and District news updated at least monthly
- A balanced budget that demonstrates fiscal solvency
- Increase in District’s API
- Results of climate survey with parents and staff indicate effective communication within the District
Action Plan:
- Continue to promote collaborative bargaining with the Wright Educators Association (WEA) and the California School Employees Association (CSEA)/Wright Chapter 835. Ensure that the agreements meet the current and future financial requirements of the District while providing effective programs and services for students.
- Continue use of our translation “pool” of qualified Spanish translators so all notes, report cards, bulletins, and newsletters are translated into Spanish
- Send Bi-weekly school newsletters home with students
- Develop a district newsletter and mail to all district residences at least three times in the year
- Keep the district website current and promote it as a tool for communication with the public
- Each site will maintain their websites with current information
- Maintain a District Fiscal Plan that ensures the fiscal integrity of the District.
- Implement technology upgrades and training to allow sharing and transfer of information, access to records, processing of documentation, improved communication throughout the District and greater community
- Implement use of email with all teachers
- Explore opening a 7th and 8th grade Charter School at one of our current sites
- Explore strategies to attract and keep students in our schools until the completion of the sixth grade
- Promote an organizational culture that is open, honest and respectful
- Prepare and adjust for probable decline in State and Federal revenue
- Refine work order process with weekly updates to schools
