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Effective and Collaborative Governance
Board Roles and Responsibilities
Chula Vista Elementary School District
July 19, 2017
Peter Fagen
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Material Covered
Effective and Collaborative Governance
1. Role of the Governing Board, Superintendent, and district administrative staff
2. Board meeting guidelines
3. Board contacts with schools, staff, public
4. Board member collaboration and professionalism
5. Consequences for Board member conduct
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1. Role of the Governing Board, Cabinet and Superintendent
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Why Did You Run for School Board?
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The Board Shall . . .
Set vision for the District
Establish organizational structure
Support Superintendent and staff
Ensure accountability
Provide community leadership
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What Is the Board’s Job?
Create shared vision
Plan for and monitor District fiscal health / budget
Plan for and monitor Student performance
Support the District, students and public education
Educate the public
Support and hold accountable the Superintendent
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What Is the Board’s Job? (cont’d)
Engage parents, faculty and community
Policies
Recognition of students and staff
Allocate and approve funds
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What Is the Board’s Job? (cont’d)
Set goals for collective bargaining and consider union agreements
Ensure a safe and appropriate educational environment for all students
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What Is Not the Board’s Job?
Labor negotiations
Personnel decisions
Handling complaints & concerns
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Role of the Superintendent
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Election of Officers
Annual Organizational Meeting
Elect a Board President
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Board President-SuperintendentPartnership
Confer on matters between Board meetings
Consult on preparation of Board agendas
Work together to ensure Board members have materials and information
Chair Superintendent evaluation
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2. Board Meeting Preparation and Guidelines
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Board Meeting Preparation
Come prepared and familiar with the Board packet
The goal is to have all Board members equally informed when it comes time to make decisions
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Agenda
Agenda items
Consent agenda items
Pulling consent items
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Running an Effective Meeting
Call to order
Proper order / manage the floor
Brown act compliance
Public comment
Parliamentary procedure
Motions on the floor
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3. Board Contacts with Schools, Staff and the Public
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Tips for Effective Communication with the Public
Respect
Discuss rather than debate
Refer questions to Superintendent or District staff
Outside of Board meeting
Confidentiality
Patience
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Public Records Act
Reminder! Public may review business records of public entities.
City of San Jose v. Superior Court of Santa Clara County (Mar. 2, 2017)
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4. Board Member Collaboration and Professionalism
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Tips for Effective Communication Between Board Members
Respect
Disagreement
Represent entire District
Address the entire Board
Have a process and follow the process
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Trust, Civility and Respect: The Cornerstones of Effective
Boardsmanship
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Building Blocks of Trust
No surprises / no secrets
Solutions and common ground
Follow through
Resolution of conflicts
Open minded
Recognize different viewpoints
Do your job
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More Communication Tips
Civility through open, honest and direct Communications
Sticking together through good times and bad
Strength in numbers
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5. Consequences for Board Member Conduct
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Potential Consequences
Informal conference with Board President
Verbal/written censure
Injunctive relief
Civil lawsuit
Criminal liability (Gov. Code§1222)
Grand jury (Gov. Code§3060)
Removal from office (quo warranto)
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Questions?
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Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal advice. We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.
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Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal advice. We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.
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CA CCSS Shifts:
• Build Content Knowledge
• Use evidence from text
• Practice with complex
texts
Balanced Literacy Instruction
Whole Group
Model/Access
Grade-Level Complexity
Small Group
Differentiated
Practice/Application
Program Design
Gradual Release of Responsibility
Teacher
StudentModel
Share
Guide
Apply
Build Content Knowledge
• 50% Fiction
• 50% Non-Fiction
• Social Studies HSS
• Science NGSS
• Literary Units
K 1 2 3 4 5 6Unit Knowledge Strand
1 Government & Citizenship
2 Character
3 Life Science
4 Point of View
5 Technology & Society
6 Theme
7 History & Culture
8 Earth Science
9 Economics
10 Physical Science
Close Reading Lessons – Fisher & Frey
What does the text say?
How does the text work?
What does the text mean?
Engineered for Learning
Text Annotation
CA ELD Shifts:• Meaning-making resource
• Expanded notion of grammar
• Complex, amplified texts
• Strategic scaffolding
Integrated ELD at Point of Use
Substantial
Substantial
Moderate
Light
Into and From the Core
Designated ELD TextsText for Close Reading
Amplify NOT Simplify!
Interacting in Meaningful Ways
How Language Works
Oral practice of using English to make meaning
Designated ELD Lesson: K-6
Grades 3-6 Designated ELDPart 3 ELD Standards
Screening Assessment &
Skill Lessons
Small Group Differentiation
Effective for ALL Students K-6
Text Evidence Question Cards
DOK Levels
Intervention
Assessment
Reports that MATTER!Standards
Special EducationProgress and GoalsREPORT TO THE BOARD OF EDUCATION
JULY 19, 2017
ProgressRSP
Teachers
M/M Teachers
M/S Teachers
Resource Teachers
PrincipalsA team of lead
psychologists
trained staff in
processing areas
and support
strategies.
Progress
We hired Kali Madison as a
District Resource Teacher for
Special Education.
Progress
The STAARS team provided
behavioral support
throughout the District.
The number of agency SLPs has been reduced to 7.8
at a cost savings of $107,544.
Progress
59%
41%
2015-16
District Agency
70%
30%
2016-17
District Agency
88%
12%
2017-18
District Agency
Last year, 1483 of our Students with Disabilities were
English Learners.
Progress
67%
33%
2015-16
SWD EO SWD EL
68%
32%
2016-17
SWD EO SWD EL
71%
29%
2017-18
SWD EO SWD EL
Our Special Day Classes are distributed through the
District.
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Status
Our students with disabilities are now evaluated on a
growth model.
Status
-74.8
-95.8
+8.1
+6.8
Improve student achievement.
Goals
DASHBOARD
INFORMED
PROFESSIONAL
DEVELOPMENT
Very Low
Low
Medium
High
Very High
Reduce due process filings and costs.
Goals
Review Data
Write Guidelines
Meet with Sites
Monitor IEPsCustomer
Service Calls
Questions?
REPORT TO THE BOARD OF EDUCATION
JULY 19, 2017
Chula Vista Elementary
School District
2016-17 Field Trips
July 19, 2017
2016-17 Field Trips Summary
Schools by
Geographic Location # Field Trips
6/2/17
Enrollment
Enrollment
Percentage
Field Trips
Percentage
805 Corridor (13) 320 5,674 20% 24%
Bonita Valley (3) 87 1,460 5% 6%
East Chula Vista (16) 536 12,922 45% 40%
West Chula Vista (9) 327 7,064 24% 24%
So. San Diego Mesa Area
(4)
85 1,719 6% 6%
Totals 1,355 28,839 100% 100%
2016-17 Field Trip Routes Per School
Field Trip Expenditure Per Student
2016-17 Field Trips –
Educational vs. Non-Educational
805 Corridor Bonita Valley
East
Chula Vista
West
Chula Vista
South San Diego
Mesa Area
Educational 99.95% 99.96% 99.95% 99.92% 99.91%
Non-
Educational
.05% .04% .05% .08% .09%
QUESTIONS?