jamestown school district 3-5 year plan · goal 6 the jamestown school district will develop and...
TRANSCRIPT
School board plan for approval on June 18, 2018
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TH
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AN
D F
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-YE
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PL
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2018
JAM
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SC
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TABLE OF CONTENTS
INTRODUCTION.......................................................................................................................... 3
THREE-AND FIVE-YEAR PLANNING REQUIREMENTS .......................................................................................................... 3
MISSION, VISION, AND STRATEGIC GOALS......................................................................................................................... 4
FALL ENROLLMENT TRENDS....................................................................................................... 5
STUDENT ASSESSMENT DATA .................................................................................................... 6
NORTH DAKOTA STATE ASSESSMENTS............................................................................................................................... 6
ACT RESULTS FOR HIGH SCHOOL JUNIORS......................................................................................................................... 7
APPROVAL, ACCREDITATION, AND CURRICULAR OFFERINGS..................................................... 8
ADVANCED REVIEW............................................................................................................................................................ 8
COURSE OFFERINGS............................................................................................................................................................ 9
STUDENT SERVICES AND SUCCESS INDICATORS....................................................................... 10
STUDENT SERVICES........................................................................................................................................................... 10
STUDENT INTERVENTIONS................................................................................................................................................ 12
STUDENT SUCCESS INDICATORS....................................................................................................................................... 12
DISTRICT FINANCIAL DATA....................................................................................................... 13
GENERAL FUND REVENUES, EXPENDITURES, BALANCES ................................................................................................. 13
EXPENDITURES/STUDENT................................................................................................................................................. 13
MILL LEVIES....................................................................................................................................................................... 13
STATE/FEDERAL AID AND OTHER REVENUE SOURCES ..................................................................................................... 14
STAFFING ................................................................................................................................. 15
FTE INSTRUCTIONAL STAFF............................................................................................................................................... 15
FTE SUPPORT STAFF.......................................................................................................................................................... 15
ADMINISTRATIVE STAFF ................................................................................................................................................... 15
FACILITY PLANNING ................................................................................................................. 16
OUTCOME OF THREE-AND FIVE-YEAR DEMOGRAPHIC PLANNING........................................... 17
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INTRODUCTION
THREE- AND FIVE-YEAR PLANNING REQUIREMENTS 15.1-07-26. School district demographics - Long-term planning process.
1. Between January first and June thirtieth of every even-numbered year, the board of each school
district shall invite the public to participate in a planning process addressing the effects that
demographics might have on the district in the ensuing three-year and five-year periods, and
specifically addressing potential effects on:
a. Academic and extracurricular programs;
b. Instructional and administrative staffing;
c. Facility needs and utilization; and
d. District tax levies.
2. At the conclusion of the planning process, the board shall prepare a report, publish a notice in the
official newspaper of the district indicating that the report is available, and make the report available
upon request.
The school district presents an annual superintendent report each year. Much of the data provided in this
biennial report can also be found annually as part of this report. It is generally presented to the board between
November – January. See Appendix A for the most recent annual superintendent report. Hardcopies can also
be requested from the Central Office.
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Mission, Vision, and Strategic Goals Mission Statement
Learning for All
Vision
A safe, orderly environment Clear and focused academic goals for each student Frequent monitoring of each student’s learning Additional opportunities to learn for those who initially struggle A collaborative culture High expectations for each student Strong Leadership Effective partnership with parents
Strategic Goals
GOAL 1 THE JAMESTOWN SCHOOL DISTRICT WILL REVIST AND CLARIFY ROLES AND RESPONSIBILITIES OF THE BOARD OF EDUCATION AND SCHOOL ADMINISTRATION AND ADJUST BOARD PRACTICE AS APPROPRIATE.
GOAL 2 THE JAMESTOWN SCHOOL DISTIRCT WILL REVISIT AND UPDATE PLANS RELATED TO TECHNOLOGY AND SCHOOL SAFETY/SECURITY.
GOAL 3 THE JAMESTOWN SCHOOL DISTRICT WILL DEVELOP AND IMPLEMENT A FACILITIES AND LAND MASTER PLAN THAT ADDRESSES MAINTENANCE AND UPGRADE OF EXISTING FACILITIES, EXAMINES PRESENT SCHOOL CONFIGURATION, IDENTIFIES NEEDS FOR POSSIBLE NEW FACILITIES/STRUCTURES, AND ENSURES THAT FACILITES AND LAND ARE UTILIZED EFFECTIVELY AND EFFICIENTLY
GOAL 4 THE JAMETOWN SCHOOL DISTRICT WILL REVIST AND REVISE ITS MISSION AND VISION STATEMENTS AND ADDRESS SOCIAL/CULTURAL CHANGES
GOAL 5 THE JAMESTOWN SCHOOL DISTRICT WILL DEVELOP AND IMPLEMENT A PLAN TO ASSESS AND PRIORITIZE NEW STAFFING NEEDS.
GOAL 6 THE JAMESTOWN SCHOOL DISTRICT WILL DEVELOP AND IMPLEMENT A PLAN TO REVIEW AND REVISE THE SYSTEM FOR SUPERVISING AND EVALUATING ALL SCHOOL PERSONNEL
GOAL 7 THE JAMESTOWN SCHOOL DISTRICT WILL DEVELOP AND IMPLEMENT A PLAN TO ASSESS AND PRIORITIZE NEW AND EXISTING PROGRAMS AND SERVICE NEEDS.
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ENROLLMENT TRENDS
Enrollment Data
The current enrollment data is actual attendance on May 25, 2018. The projected enrollments are based upon
the enrollment study conducted by RSP & Associates presented to the Jamestown School Board on January 16,
2017. RSP has been contacted to update the projections based on present economic conditions in Jamestown
and North Dakota. A complete copy of the RSP Enrollment Study can be as Attachment B.
Based on current projections, the growth trends continue for Gussner Elementary and Louis L’Amour.
Regardless of facility needs, redistricting of elementary boundary areas will be necessary to operate within
capacity limits.
Enrollment by Category Current 2019/2020 Projected
Enrollments
2020/2021 Projected
Enrollments
2021/2022 Projected
Enrollments
Gussner Elementary 223 268 280 294
Lincoln Elementary 226 228 221 214
Louis L’Amour Elementary
113 130 136 143
Roosevelt Elementary 240 205 194 196
Washington Elementary 106 112 117 116
Jamestown Middle
School
546 576 561 538
Jamestown High School 673 717 727 747
Enrollment totals Current 2019/2020 Projected
Enrollments
2020/2021 Projected
Enrollments
2021/2022 Projected
Enrollments
K-5 Total 923 943 948 963
6-8 Total 546 576 561 538
9-12 Total 673 717 727 747
K-12 Total 2142 2236 2236 2248
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STUDENT ASSESSMENT DATA
NORTH DAKOTA STATE ASSESSMENTS (Required by NDCC Section 15.1-21-08) Percentage of Proficient and Advanced Students in English Language Art (ELA), Math and Science: Grades 2014-15 2015-16 2016-17
ELA ELA ELA
Third D: 53% S: 48% D: 69% S: 51% D: 58% S: 46%
Fourth D: 49% S: 44% D: 59% S: 52% D: 57% S: 45%
Fifth D: 51% S: 49% D: 55% S: 50% D: 56% S: 49%
Sixth D: 52% S: 42% D: 58% S: 51% D: 58% S: 47%
Seventh D: 55% S: 43% D: 58% S: 50% D: 59% S: 47%
Eighth D: 53% S: 42% D: 64% S: 49% D: 63% S: 44%
Eleventh D: 68% S: 56% D: 78% S: 55% D: 65% S: 55%
D= District average S=State average
Grades 2014-15 2015-16 2016-17
MATH MATH MATH
Third D: 59% S: 52% D: 67% S: 51% D: 51% S: 48%
Fourth D: 58% S: 44% D: 48% S: 46% D: 49% S: 44%
Fifth D: 36% S: 38% D: 39% S: 37% D: 38% S: 37%
Sixth D: 41% S: 37% D: 39% S: 39% D: 41% S: 36%
Seventh D: 50% S: 39% D: 56% S: 39% D: 40% S: 36%
Eighth D: 49% S: 35% D: 56% S: 36% D: 42% S: 34%
Eleventh D: 48% S: 38% D: 43% S: 38% D: 47% S: 33%
D= District average S=State average
Grades 2014-15 2015-16 2016-17
SCIENCE SCIENCE SCIENCE
Fourth D: 83% S: 67% D: 75% S: 67% D: 78% S: 66%
Eighth D: 73% S: 60% D: 72% S: 61% D: 72% S: 62%
Eleventh D: 72% S: 65% D: 67% S: 63% D: 67% S: 62%
D= District average S=State average
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NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) (Required by 34 C.F.R 200.11)
Grades 2015 2017
Reading Math Reading Math
Fourth S: 225 N:223 S:245 N:240 S: 222 N:222 S: 244 N:240
Eighth S: 267 N:265 S: 288 N:282 S: 265 N:267 S: 288 N:283
D: State average N: National average
ACT/WORKKEY RESULTS FOR HIGH SCHOOL JUNIORS (Required by NDCC Section 15.1-21-19)
Test Averages 2014-15 2015-16 2016-17
ACT District: 20.2 State: 20.6 District: 21.0 State: 20.3 District: 20.3 State: 20.3
% Meeting Profile Criteria in 2014-15
% Meeting Profile Criteria in 2015-16
% Meeting Profile Criteria in 2016-17
WorkKey Applied Math: 100%
Reading: 100%
Applied Math: 100%
Reading: 100%
Applied Math: 100%
Reading: 100%
Work Keys is administered only to students that qualify for the ND CTE Scholarship with an ACT score of less than 24. The WorkKeys results are based on the fact that all students that qualified for the scholarship through WorkKeys have met the requirements. Therefore 100% of the students taking this test in 14-15, 15-16, and 16-17 met profile criteria requirements for Applied Math and Reading.
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APPROVAL, ACCREDITATION, AND CURRICULAR OFFERINGS
Approval and Accreditation The school district is accredited through AdvancED. On October 15-18, 2017 the Jamestown School District engaged with an AdvancED Review team of five individuals. The Review team interviewed 201 educational stakeholders to gather appropriate perspective on the work of the Jamestown School District. This includes 8 board members, 8 district office staff, 15 business/community partners, 33 parents, 8 principals, 78 teachers, and 51 students.
While the full Review Report (See Appendix C) includes a more comprehensive overview of the three components of: 1) AdvancED Continuous Improvement System, 2) AdvancED Standards Diagnostic Results, inclusive of Leadership Capacity, Resource Capacity, and Effective Learning Environments Observation Tool (eleot) results, the focus of this memo is to provide an overview of the overall findings. These can best be organized into the categories of: 1) Powerful Practices, 2) Opportunities for Improvement, and 3) Improvement Priorities (formally known as Required Actions).
Powerful Practices Two powerful practices were recognized by the AdvancED Review Team with both being in the leadership domain (Primary Standard 1.5 and 1.7). As noted by the Review Team, in 2013 the district received a total of 6 Required Actions with 3 directly related to the work of the school board. For that to transition from Required Action to Powerful Practice in the span of one Review cycle is outstanding and representative of a lot of work and commitment to effective governance. Board Education, board meeting assessments, review of board norms, and the data from the Effective Governing Board Observation Tool were all listed as evidences to validate the ranking of Power Practice.
The second powerful practice is the commitment to continuous improvement specifically as it relates to the prioritization of the 2013 AdvancED Review recommendations in the strategic planning process. The vast majority of the goals in the 2014-Present JPS Strategic Plan were directly related to the Required Actions and Opportunities for Improvement of the 2013 AdvancED Review Report.
Opportunities for Improvement The Review Team reported three Opportunities for Improvement, which mean that these are areas that the team felt additional work could be valuable for the continuous improvement of the district.
The Review team felt that the district should examine ways in which to develop, implement, and evaluate the effectiveness of initiatives in a more formal way and that the district should engage in an examination of common grading practices and how those can guide instructional practice.
There was a lack of congruence between the student engagement results and the eleot scores. While both of these are subjective in nature, it is important to remember that the eleot-based observations are one snapshot in time. The scores reflect what they observed in those classroom visits while, I believe, the student responses are more indicative of rigor provided in classrooms throughout the district. The district has made a significant commitment through the Improving Academic Literacy (IAL) initiative that has seen extremely positive results in terms to learning equity and engagement.
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Improvement Priorities The two improvement priorities are areas that, as an administrative team, we had targeted for improvement and are consistent with recent initiatives and planning efforts. These areas are improving our use of data to drive decisions and improve our curriculum development process.
All 6-12 Courses, including AP and Dual Credit See Appendix D
JHS has begun a partnership with Microsoft TEALS focused on incorporating additional field supported opportunities in computer science. In 2018-19 JHS will add the TEALS curriculum and a field based expert supporting Introduction to Coding as a course option. There are currently 10 students enrolled. In the Fall of 2018, recruitment and advertisement of an Advanced Placement (AP) computer science principles (CSP) course will be pursued with training and a lab support model. This course integrates a business professional alongside a teacher the entire year in supporting delivery of the AP CSP course.
Over the last year, JHS has added Dual Credit Probability and Statistics and provided updated AP training for AP government and AP Language and Composition. In 2018-19, JHS will be working to partner with Microsoft TEALS to add an AP Computer Science Principles and within district requirements to train a teacher and add an AP Psychology course for the 2019-20 school year.
In 2017-18, JHS implemented an internship/capstone model that was developed by looking at models from around the country. This first cohort of 7 students completed internships over the course of a semester supported by professionals in automotive technology, OBGYN, Speech Pathology, Economic Development, Business Management and Photography. In 2018-19 JHS has 9 students registered going to internships in the medical field, Industrial/Manufacturing Engineering, Ag Extension/Agribusiness, Veterinary Technician, Business Management and Wildlife Biology.
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STUDENT SERVICES AND SUCCESS INDICATORS
STUDENT SERVICES Services
Unless Otherwise Specified,
Services are Optional
Currently Offered Number of Students Utilizing Service
K-5 6-8 9-12
Adult education X Yes No N/A N/A 12
Athletics – See Appendix C X Yes No
If yes, list:
1.
Co-op
2. Co-op
3. Co-op
4. Co-op
5. Co-op
6. Co-op
7. Co-op
8. Co-op
9. Co-op
10. Co-op
Chemical abuse
prevention/dependency counseling
Yes X No
School-sponsored student
organizations (e.g., honors society,
yearbook, student newspaper, etc.)
See Appendix C
X Yes No
If yes, list:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Counseling
(required by NDCC 15.1-06-19)
X Yes No All All All
Online Courses Taken X Yes No 0 0 129
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Early childhood education Yes
If yes, how many students?
X No
Gifted and talented program X Yes No 81 0 0
Kindergarten (required by NDCC
15.1-22-01)
X Yes No 169 N/A N/A
X Offered in District
District pays for students to attend
kindergarten in another district (list):
Library/media X Yes No 923 546 673
Other extracurricular or co-
curricular activities (e.g., debate,
speech) – See Appendix C
X Yes No
If yes, list:
1.
Co-op
2. Co-op
3. Co-op
4. Co-op
5. Co-op
6. Co-op
7. Co-op
8. Co-op
9. Co-op
10. Co-op
School resource officer X Yes No 923 546 673
Social worker X Yes No N/A N/A 673
Special education (required by
NDCC 15.1-32-08)
X Yes No
X District participates in Jamestown and
Jamestown Valley Special Education Unit
Student performance strategist
(required by NDCC 15.1-07-32)
X Yes No 923 0 0
Transportation (regular education) X Yes No 443 187 104
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STUDENT INTERVENTIONS In the 2014/2015 School Year, the Jamestown School District implemented a pilot program at Jamestown
Middle School to support students achieving significantly below grade level in reading. Utilizing the structure
of Multi-Tiered Systems of Support (MTSS), pathways were created to move students from below benchmark
(grade level) to benchmark. Based on the success of this intervention program in reading in grades 6-8, the
district expanded the MTSS pathways to students K-12 in both reading and math.
Percentage of Students Required to Repeat a Grade 2014-15 School Year 2015-16 School Year 2016-17 School Year
17 13 10
Dropout Rate (report as a percentage) 2014-15 School Year 2015-16 School Year 2016-17 School Year
16% 11% 14%
Total Absences 2014-15 School Year 2015-16 School Year 2016-17 School Year
16,674.90 16,725.84 16,088.68
*Inclusive of all days missed, including time placed in residential placements, care facilities, and days absent
from JPS prior to formal acceptance from another education institution.
Suspensions and Expulsions 2014-15 School Year 2015-16 School Year 2016-17 School Year
57.5 20 30
*There were no expulsions within the reported time period. Suspensions represents Grades 9-12 only as
reported through the Suspension, Expulsion Report submitted to the Department of Public Instruction.
STUDENT SUCCESS INDICATORS High School Graduation Rates (report as a percentage)
Year District % State %
2016-17 graduation rate 86% 88.56%
2016-17 graduates receiving alternative diploma 0 Not available
2017-18 projected graduation rate 89% Not available
2017-18 graduates projected to receive alternative diploma 0 Not available
College Enrollment Rate for High School Seniors 2014-15 School Year 2015-16 School Year 2016-17 School Year
College/University: 53.7% Vocational/Technical: 23.9%
College/University: 62.3% Vocational/Technical: 20.1%
College/University: 60.8% Vocational/Technical: 16.2%
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DISTRICT FINANCIAL DATA
GENERAL FUND REVENUES, EXPENDITURES, BALANCES Year Revenues Expenditures Balances
2012 to 2013
$23,558,288 $24,376,807 ($818,519)
2013 to 2014
$24,661,228 $25,301,222 ($639,994)
2014 to 2015
$26,166,047 $26,635,190 ($469,144)
2015 to 2016
$27,577,214 $28,042,434 ($465,220)
2016 to 2017
(Last Completed
Year)
$28,901,905 $29,133,291 ($231,386)
EXPENDITURES/STUDENT Year General Fund Expenditures Student by Average Daily
Membership (ADM)
Expenditures/Student
2012 to 2013
$21,600,279.00 2255.00 $9,578.84
2013 to 2014
$22,475,957.72 2243.79 $10,016.96
2014 to 2015
$23,283,510.92 2325.17 $10,013.68
2015 to 2016
$24,554,457 2331.98 $10,484.49
2016 to 2017
(Last Completed
Year)
$25,254,365 2229.26 $11,328.59
MILL LEVIES Year General Misc. Special
Reserve
Tuition Building Sub-Total Excess
Mills
Total Total $
2013/2014
62.24 N/A 0 6.7 9.57 78.51 23.31 101.82 $4,996,545
2014/2015
62.54 12 0 7.02 10 91.56 24.41 115.97 $5,959,802
2015/2016
61.71 12 0 7 10 90.71 3 93.71 $5,563,270
2016/2017
64.70 12 0 7 10 93.70 1 94.70 $5,918,982
2017/2018
(Current
Year)
69.01 12 0 7 10 98.01 1 99.01 $6,723,580
See NDCC Sections 57-15-13, 57-15-14.2, 57-15-16
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STATE/FEDERAL AID AND OTHER REVENUE SOURCES
School Year Amount
State Federal Other Revenue Sources
2014-15 $19,575,733 $1,567,721 $5,022,593
2015-16 $20,377,485 $1,613,789 $5,585,940
2016-17 $21,142,381 $1,535,084 $6,224,440
2017-18 (estimated) $20,007,453 $1,444,050 $7,048,497
2018-19 (projected) $20,500,000 $1,734,212 $6,840,456
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STAFFING
Note: All staffing are estimates based on enrollment projections on page 4
FTE INSTRUCTIONAL STAFF Current FTEs Projected
2016-17 Projected 2018-19 Projected 2020-21 Projected
K-5 84.76 84.76 84.76 84.76
6-8 43 43 43 43
9-12 50 50 50 50
FTE SUPPORT STAFF
Current FTEs Projected
K-5
6-8
9-1
2
Total
2019/2020 2020/2021 2021/2022
K-5
6-8
9-1
2
Total
K-5
6-8
9-1
2
Total
K-5
6-8
9-1
2
Total
Food Services 9.7 4.4 6.2 20.3 9.7 4.4 6.2 20.3 9.7 4.4 6.2 20.3 9.7 4.4 6.2 20.3
Maintenance 8.5 4 8 20.5 8.5 4 8 20.5 8.5 4 8 20.5 10.4 4.4 5.6 20.5
Aides 37.2 6.7 13.3 57.2 37.2 6.7 13.3 57.2 37.2 6.7 13.3 57.2 37.2 6.7 13.3 57.2
Secretarial/ clerical 5 1.9 4.9 11.8 5 1.9 4.9 11.8 5 1.9 4.9 11.8 5 1.9 4.9 11.8
Transportation N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Extracurricular (only
off-staff counted)
.3 .2 3.5 4 .3 .2 3.5 4 .3 .2 3.5 4 .3 .2 3.5 4
Other 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ADMINISTRATIVE STAFF Grade levels Current Staff Projected
2016-17 Projected 2018-19 Projected 2020-21 Projected
K-5 5 5 5 5
6-8 2 2 2 2
9-12 3 3 3 3
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FACILITY PLANNING
Facility Name Grades Date Built / Additions Site Size (sq feet) Capacity Enrollment % of Cap
Washington Elementary School* K-5 1929, 1960, 1989 33,992 150 106 71%
Lincoln Elementary School K-5 1955, 2000 35,133 250 226 90%
Roosevelt Elementary School K-5 1958, 1974 39,265 275 240 87%
Gussner Elementary School K-5 1965, 1971 42,100 275 223 81%
Louis L'Amour Elementary School K-5 1990 21,405 150 113 75%
Middle School 6-8 1953,1962,1967,2005 200,000 700 546 78%
Jamestown High School 9-12 January 2004 204,000 1000 673 67%
*Note: The Washington Elementary School capacity is based on usable classrooms
The Jamestown School District has spent the last few years assessing and developing plans to enhance facilities throughout the district. To ensure that any planning respects the needs and desires of the community, the Jamestown School Board formed a Citizen’s Advisory Committee made up of a cross-section of stakeholders. The board empowered this group to review all resources, gather perspectives from the community and ultimately make a recommendation to the school board on any future facility needs. The Citizen’s Advisory Committee operated with three objectives: 1) Ensure the plan supports high-quality 21st Century learning, 2) Ensure the plan addresses facility needs throughout a district with aging facilities, and 3) Provide a plan that the community will support. Committee members have toured facilities, reviewed needs assessment data, held listening sessions, created and revised priorities, wrestled with tax impacts, and developed priorities that addresses the short-term and long-term needs of our district. The following areas have been targeted by the Citizen’s Advisory Committee:
1. Targeted Capital Projects Identified Through Facility Planning
2. HVAC
3. Safety and Security
4. Replace Washington Elementary School
5. Districtwide technology/electrical enhancement
6. Transition House Upgrade
7. Relocate Activities to the HS Campus (Football, Track, and Gymnastics)
8. Small Group Learning Spaces at Elementary to Accommodate 21st Century
Learning
9. Furnishings and Equipment
10. Small Group Learning Spaces at MS 11. Renovate HS Library Commons for Flexible Learning Spaces
The process has been incredibly powerful and has already guided decisions by the district. While technology and furnishings are generally not considered in referendums, at least not beyond a specific facility upgrade, the district opted to conduct external reviews of those areas. The result of those audits has shaped our budget and planning already in those areas.
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OUTCOME OF THREE- AND FIVE-YEAR DEMOGRAPHIC PLANNING
Feedback was gathered through an online survey. A total of 21 respondents provided perspective for the
following themes in the areas of Academic and Extracurricular Programs, Instructional and Administrative
Staffing, Facility Needs and Utilization, and District Tax Levies.
Academic and Extracurricular Programs:
Areas of Strength Targeted by Respondents:
The district provides many high quality options in both academic and extracurricular areas.
The district employs many high quality staff in both academic and extracurricular areas.
The district provides opportunity to take many Advanced Placement (AP) and Dual Credit classes.
Interventions are provided to support students that are below benchmark.
The district focuses on research-based initiatives to improve the school district.
The district’s focus is on student growth for all students.
Areas of Potential Development Targeted by Respondents:
The district could provide more technology with a higher amount of technology integration.
The district could build stronger relationships with community partners.
The district could improve extracurricular activities by moving high school activities to the high school campus.
Instructional and Administrative Staffing:
Areas of Strength Targeted by Respondents:
The teachers and administrative staff are high quality, approachable, available, and concerned for students.
The district supports teacher quality and professional growth through a research-based teacher evaluation
system and support model.
Areas of Potential Development Targeted by Respondents:
The district could improve compensation for all staff.
The district could ensure all initiatives and programs have appropriate resources to meet expectations (time,
funds, staffing, and training).
The district could devote more resources to supporting personalized learning.
Facility Needs and Utilization:
Areas of Strength Targeted by Respondents:
The district works to provide effective technology.
The district and district staff have effectively maintained current facilities.
The district does have a plan for future needs.
Areas of Potential Development Targeted by Respondents:
The district should improve and update facilities to meet current needs.
The district should focus on the most significant needs as opposed to wants.
The district should improve Heating, Ventilation and Air Conditioning (HVAC).
The district should pursue a referendum that addressed facility needs with the priority on the highest needs.
The district could work to alleviate traffic safety concerns.
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District Tax Levies:
Areas of Strength Targeted by Respondents:
The district tax levies are respectful of the public’s capacity.
The district has addressed budget issues.
Areas of Potential Development Targeted by Respondents:
The district should consider timing of levy increases.
The district should focus on communicating needs for budget increases.
The district should pursue a referendum to meet the needs of students.
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