susd review of data

Review of SUSD Data:Assessing internal STRENGTHS

and WEAKNESSES of the district

Results from Strategic Planning Survey

Select which language you prefer to continue with this survey.

Answer Options Response Percent

Response Count

English 96.8% 609

Español 3.2% 20

answered question 629

What is your relationship to the Sunnyside Unified School District (SUSD)? (Mark all that apply.)

Answer Options Response Percent Response Count

Parent/Guardian 23.6% 141

Teacher 58.0% 347

Instructional Support Staff 6.0% 36

Administrator or supervisor (school-based or central office) 9.2% 55

Other SUSD staff 10.7% 64

Other community member (not listed above) 7.2% 43



What school level(s) does your child(ren) attend and/or what level do you serve as a district employee? (Mark all that apply.)

Answer Options Response Percent Response Count

Elementary 53.7% 318

Middle School 18.4% 109

High School 33.8% 200

All Levels (District Employee) 6.6% 39

N/A (Community or Business Member) 4.1% 24



What are the greatest challenges or issues SUSD will face over the next five years? (Mark no more than five items from this list.)


Response Count

Providing a rigorous educational program that will prepare students for college and career 43.1% 225

Hiring and retaining high quality educators in an increasingly competitive market 75.9% 396Meeting the educational needs of English language learners 18.4% 96Maintaining physical facilities (e.g., aging buildings and systems, athletic fields and courts, managing and conserving resources) 36.8% 192

Accommodating capacity needs in the face of increasing enrollments 27.4% 143Meeting the broadening academic and social needs of our student population 27.2% 142Maintaining manageable class sizes 68.6% 358Keeping up-to-date with technology hardware, software, applications, and support 25.3% 132Meeting the educational needs of students with disabilities 20.5% 107Providing quality training and professional development opportunities for all staff 28.9% 151Addressing the growing stressors on families that impact parental support, student work and behavior 23.9% 125

Eliminating the achievement gaps between different groups (e.g., racial/ethnic, English language learners, students with disabilities) 22.8% 119

Responding to local, state and national economic conditions that affect district financial support 33.5% 175

Creating and sustaining active partnerships between parents and their respective schools 21.5% 112

Other (Please specify in the box below) 11.5% 60answered question 522


What are the most important skills and abilities students must master to be prepared for a successful future? (Mark no more than five items from this list.)


Response Count

Reading and mathematics 80.2% 408Science and engineering 36.1% 184Social studies and history 15.1% 77

Communication skills (i.e., writing, public speaking, listening) 66.4% 338Ability to locate information and use it appropriately (i.e., research, study, and learning skills) 31.6% 161

Ability to use computer technology to extend learning and master subjects 30.6% 156

Volunteerism, community service, and civic responsibility 12.8% 65Ability to be a creative, analytical, and critical thinker 49.3% 251Consumer and financial management skills 11.0% 56Learn a language in addition to English 10.2% 52The arts (i.e., visual, music, dance, theater) 13.9% 71Ability to collaborate, work productively with others, and resolve conflicts and challenges 47.5% 242

Ability to organize, prioritize, set goals, and manage time (i.e., executive leadership skills) 36.0% 183

Self-reliance, independence, personal responsibility, ethics, and accountability 52.3% 266Ability to understand and work with people from different cultural and language backgrounds 16.3% 83



What evidence should SUSD use to evaluate the quality of education in the district? (Mark no more than five items from this list.)


Response Count

Extent of parent/community involvement in school and student activities and advisory groups 19.4% 94

Number of students in each class per teacher (i.e., class size) 50.3% 244

How district students perform in high school (e.g., graduation rates, SAT/ACT scores, course grades) 34.8% 169

Test scores (i.e., Arizona Career & College Ready state assessment, national standardized tests) 37.1% 180Comparison to other school districts achievement results (i.e., state, national, international comparisons) 25.8% 125

Parent, student, community, and staff satisfaction with schools as measured through surveys, focus groups, and forums

32.2% 156

Number and nature of discipline problems/issues 21.9% 106

Measurement of individual growth over time as students progress through the grade levels 62.9% 305Student participation and performance in rigorous, advanced courses (e.g., AP, honors, dual enrollment) 18.6% 90

Student success after high school (e.g., college acceptance and performance, employment) 37.5% 182

Alternative academic assessments (e.g., qualitative, project-based, authentic, portfolios) 25.6% 124Evaluations of teacher and administrator performance 21.2% 103Number and quality of special programs to meet all student needs (e.g., English language learners, special education, gifted and talented)

20.8% 101

Gaps in participation and achievement that impact students from different groups (e.g., racial/ethnic, English language learners, students with disabilities)

16.3% 79

Information from program evaluations 5.8% 28Other (Please specify in the box below) 4.1% 20



What should be the financial priorities for SUSD during the next five years? (Mark no more than five items from this list.)


Response Count

Maintain clean, well-repaired, and energy-efficient buildings 47.1% 225

Provide up-to-date, state-of-the-art technology for all students and staff 24.3% 116

Provide training and development opportunities to keep staff skilled and competent 38.5% 184

Allocate resources equitably to provide a quality education for all students 31.6% 151

Ensure that business operations are efficient and cost-effective 14.4% 69

Provide world language instruction in elementary and middle schools 6.3% 30

Provide sufficient facilities to accommodate increasing enrollment and reduce overcrowding 21.5% 103Maintain manageable class sizes 62.1% 297Sustain salaries and competitive benefits to attract and retain high quality staff 81.2% 388

Ensure students have quality up-to-date educational materials in classrooms and media centers 26.2% 125

Support effective teaching practices and staff training to maximize student learning outcomes 32.2% 154

Maintain support for instruction in the arts (i.e., visual, music, dance, theater) 29.1% 139

Support data-driven decision-making through program evaluation and data management systems 14.0% 67

Expand and strengthen school programs for parent education and engagement 13.2% 63Provide support for all special needs populations (i.e., English language learners, students with disabilities, gifted and talented) 21.3% 102



Sunnyside Unified School DistrictJanuary 10th, 2015

CASE Technology Framework

Growth

• 14 point increase in the CASE score

• All but 4 schools have seen significant growth over the last year

• The Frosh Academies are advanced

The Classroom Domain

• Looks at the 4Cs

• Continued progress in this area

A Closer Look

Things to Consider

• Collaboration is a strength

• Instant feedback is a strength

• More authentic writing and problem solving is needed

• Teachers want more professional learning

• One of the most researched educational intervention, yet no clear consensus on effectiveness.

• Most researchers agree…• Most effective in primary grades• Largest gains when class size below 20

• Class size and student-teacher ratio are not synonymous

Class Size

• Funding implications• Increase in physical space• Additional teachers

• Teacher shortage• Not a silver bullet…non-negotiables

• Well-trained, enthusiastic teachers• Appropriate and challenging curriculum• Physical environment

Considerations…

Federal Funds: Title I and Title

II

Purpose and Scope of Allowable Expenditures

Close the skill gap in reading, writing and

mathematics between children from low-income households (urban and rural) and those from middle class households (suburban)

Available for students attending public and private schools

Purpose of Title I Funds

Support Personnel Support Classroom Materials Parent Engagement Support Extended Day Learning Opportunities Stipends for additional work hours Professional Development Travel Early Childhood Homeless / McKinney Vento Administrative Expenses to manage Federal Programs CANNOT be used for Regular Classroom Teachers

Allowable Title I Expenses

Increase academic achievement by improving

teacher and principal quality. Increase the number of highly qualified

teachers, principals and assistant principals Increase the effectiveness of teachers and

principals by holding LEAs and schools accountable for improvements in student academic achievement

Purpose of Title II Part A

Recruitment of HQ Teachers and Principals

Recruitment stipends, recruitment fees, job fairs, travel for recruitment

Retention of HQ teachers and Principals Retention stipends

Teacher Reimbursements: AEPA Core Content exam to become HQ

Professional Development Personnel including Academic Coaches ties to identified

student academic needs in core content areas AND focused on enhancing teacher effectiveness

Technology Capital: Not an allowable expense

Allowable Title IIa Expenses

Identify Pathways to Realize Mission & Vision

Identify Pathways to Realize Our Mission & Vision

• Where are we? Based on the data points, what are the greatest challenges?

• ACTIVITY #6

Our today is their future!

Identify Pathways to Realize Our Mission & Vision

• What priorities do we focus on within our strategic plan to prepare students with 21st Century skills for college and career success?

• ACTIVITY #7


Next Steps: Creating the Action Plan

Sub-Committees

Sub-committee Themes– Ensure educational excellence and equity for

every student.– Recruiting and Retaining Personnel – Improve systems District wide to support

academic outcomes and meet students’ needs. – Enhance Governance & Communication

Time Commitment– Approximately 8-10 hours– Flexible Hours

We Need You!

Please take a minute to sign up for a sub-committee.

Connect to all of today’s resources

bit.ly/susdplan2015

Every Child Career and College Ready!


In Closing: A message from Kid President


Thank you for your contributions!


susd review of data

Education

strategic planning survey

answered question

educational needs of

high school

school levels

susd staff

district financial support

middle school