DOCUMENT RESUME EA 006 617 TITLE Educational … · TITLE Educational Plan of the West York Area [Pennsylvania] School District: Administrative Accountability. ... Under the aegis

DOCUMENT RESUME

ED 099 998 EA 006 617

TITLE Educational Plan of the West York Area [Pennsylvania]School District: Administrative Accountability.

INSTITUTION West York Area School District, York, Pa.PUB DATE May 74NOTE 117p.

EDRS PRICE MF-$0.75 HC-$5.40 PLUS POSTAGEDESCRIPTORS Administrator Guides; *Administrator Responsibility;

Administrator Role; *Educational Accountability;Educational Administration; Educational Objectives;*Educational Planning; Elementary SecondaryEducation; Evaluation Criteria; Management;Management by Objectives; *Management Systems;Objectives; *Performance Criteria; SystemsApproach

IDENTIFIERS Program Planning Budgeting Systems; *West York

ABSTRACTBy virtue of the educational process, there exists a

literate electorate that wants a voice in what the educational systemis producing and that knows how to articulate its demands. Schoolsare faced with Federal, State, and district expectations. Along with'these expectations there are internal and external forces that weighon the educational decisionmaking process and thus establishpriorities regarding the action to be taken. To accomplish the fullinvolvement and accountability of all levels with input into theeducational program, the educational plan presented here includesinstructional and managerial goals for the following levels:community, district, school, and department/unit. These goals are/translated into performance objectives and set out in matrix form'with workplans and monitoring criteria, (NM)

I I

BEST COPY iv:141AMU S DEPARTMENT OF HEALTH

EDUCATIONS WELFARENATIONAL INSTITUTE OF

EDUCATIONOWN MK k,v1 N tiA to I N wF PWO

()(K I- 0 F *A( 11 V A, wFI ( 1,r( 0 I NOWI it PF W SON OW ORGAN A ! ION OwI(,Iii

ATINO IT P01 NI'. (11 of ',A Ow OPINION'.STATE() 00 NOT NF(FSSANILV WIPHFSENTOFFICIAI. NA T,L,NA, 'N` r To T OFED'. CATION POSH ION OR P01 ICY

BEST COPY AVAILABLE

rest Durk Area District

Vuvk, Pritutigluaitia

ADMINISTRATIVE

ACCOUNTABILITY

BEST COPY AVIVIA911BEST COPY AVA!i Ani r

EDUCATICNAL PLAN

OF THE

WEST YORK AREA SCHOOL DISTRIC.,

Compiled by:

SUPERINTENDENT OF SCHOOLS

BOARD OF EDUCATION

Nay

, 197

4

WEST YORK AREA SCHOOL DISTRICT

BOARD OF EDUCATION

Richard L. Kohler, President

Carl E. Jacobs

Ellsworth Drais, Jr.

Francis C. List

Paul C. McCleary, Jr.

Prepared by

Raymond R. Troxell, Jr.

Superintendent of Schools

Ray E. Sands

Norman A. Tr!mmer

W. Arthur Welcomer

Paul A. Young

grt.T

M"

119f

1Jitt

ir

INTRODUCTION

Education is experiencing a thrust toward "accountability."

The West York Area

School District is in philosophical concurrence with this thrust and has taken advantage

of it to institute a developmental management system which will accomplish the goals of

accountability in education.

Based on our experience with new management systems and rapid n:ogram change within

the District, and further based on interaction with the local community regarding their

educational expectations, a new concept in the field of accountability has emerged.

It is the desire of the staff that this educational plan represent thd efforts of

the entire team to provide a student delivery system which will be designed to meet

community goals.

'Ss

EDUCATIONAL PLAN

OF THE

WEST YORK AREA SCHOOL DISTRICT

PURPOSE OF AN EDUCATIONAL PLAN

RFT

?' r

n"=

1114

'1E

9E

As early as education became part of the public domain through the compulsoryattendance

laws of the State of Massachusetts, communities have been dealing with the purposes,

intent,

and expectations of what an educational system should produce in end results.

National com-

missions and committees were formulated by three Presidents, with the Wh;te House Conference

on Education of 1956 producing the most comprehensivelist of expectations.

Education itself has emergcd from a transitional period of traditional instruction

characterized by the "little red school house" to the era of education via media andindi-

vidualized instruction.

Neither the teacher nor the community can afford to take a step

backward.

Both educators and the community are becoming more sophisticated in the formula-

tion of an educational program - -and each is asking for a more effective voice.

Under the aegis of accountability, the people providing the resources to carry out an

educational program are asking for results, cost effectiveness, and improvezients in the

educational structure.

Most educators agree that this type of accountability has been long

overdue.

Accountability as it was originally proposed to the educational ccmmunity was done in a

"shotgun" approach with many sectors providing the pressure for the implementation of expected

results overnight.

What the community was seeking was a new management system which would be

able to provide results.

Instead, many people jumped onto bandwagons to develop various

accountability systems under terms such as:

1.

Perfor.mance Objectives

2.

Progran7 planning Budgeting Systems

3.

Centralizd Y.anagement

4.

Particioatory Nanagement

1" "

LE

Each represents some of the directions that educators took.

In most cases, these early attempts

dealt with segments of the problem instead of the whole problem and lacked accentance of the educa-

tional community.

Political pressures managed to retain the concepts of accountability in the

forefront of educational planning--and now the product is beginning to bear fruit.

7_he end re-

sult should be an educational model which is more capable of delivering to community expectations.

EX

TE

RN

AL

AN

D I

NT

ER

NA

L P

RE

SSU

RE

S O

N L

N E

DU

CA

TIO

NA

L 1

7/1,

1:N

A school district can no longer operate in a vacuum, ignoring the soundings formulating

in the wings.

By virtue of the educational process, a literate electorate czists which vents

a voice in what its system is producing and that electorate now knows

h:w to articulate its

demands.

Schools are faced with a number of forces which must be considered in the decision-

making process:

1.

Federal Expectations:

The federal government is now providing close

to

of some state and district educational budgets.

Due to this

backing and legislative pressure or national concern regarding the

product of the school, demands are bein:: made on the system which

can be felt all t:he way to the classvoom level.

2.

State Expectations:

The state, in turn, supplies cpproximateiy 42%

of a district's educational budget.

Through the State Department of

Education and legislative mandates expressed in law, state expecta-

tions are placed. upon the schools and felt directly in the operation

of classes.

2

PirT C-7 `..'".!CABLE

3.

District Expectations:

The remaining share of the budget comes

from local sources.

Because of this and the resultant effect

that the educational product has on the community, an accounta-

bility expectation regarding the school's product has become a

potent force.

In processing each of these demand levels, there are internal and external forces which

weigh on the decision-making process and, thus, establish priorities regarding the action to

be taken:

1.

Demands Outside of District (Outside of Education):

This would

represent innut from governmental agencies, the business com-

munity, or others who do not have close contact with the District.

2.

Demands Outside of District (Inside of Education):

This input

would coin

from federal or state educational agencies, profes-

sional educational associations, and other educational groups

which do not have a direct voice in the District.

3.

Demands Inside District (Outside of Education):

These groups

and oersons represent the segments of a local community which

will make direct demands on the educational system and its

end product.

4.

Demands Inside District (Inside of Education):

These are the

demands on the staff which are based on their own perceptions

of all the previous pressures, including the needs of the

students themselves.

As illustrated in CHART A, these pressures are hierarchical with the decision -making

process or reaction to the demands being weighed against each of these pressures.

If these

demando are not placed into perspective, the result is chaos.

It is for this reason that

educational administrators have given their attention to improved management systems which

will allow for increased interaction to resolve educational demands.

3

FED..: RA L

DISTRICT

CliART A

1)7..:M.".IE.:7 FOR .:1.!;.".2:af,TALI ITLRACTION

11

BEST COPY P,,,'P,11/1131_E.

aMaM11.11.1044111....1.

,,J

.............NoMaWam.,...../..

4

A BVONIIMMV14011. .. .41110410.111

C

(...UV .... .....,........ .................A

N ° MNADE!!ADS EDUATIC= COOTTY)UPANI:S LDUCATJUIAL calniTy

C PrWN!:h Ot:TPT7, rFITTrlt:11

D =MIX; nqIC.1-; nUCATION )

Ji

osta.ra......f./.01.1111.4.111....IMA1.411411111°,/\

OOTIDE DISTRICT

INSjPY DISTP1CT

9

BEST COPY ?nftABLE

One of the results which can he seen in this management mode is the use of "advisory

committees" which can focus on the demands and place them into perspective as they relate

to the existing resources and needs of the community and the District.

advisory committees allow for the study of the demands of the educational system as

measured in student outcomes based on community-determined standards.

This type of demand

might' be expressed as "goals" which the community wishes

have achieved.

The educator's

role then exists in interpreting these goals into instructional programs which reflect the

learning patterns of students.

TAXONOMIES OF EDUCATION

THE EDUCATIONAL DOMAIN

A number of behavioral scientists have developed extensive theories about how a student

learns, but none have vet discovered exactly what happens when the student reaches the 'rah ha"

level of true comprehension.

The closest we have been able to come has been in the measurement

of intelligence. or, better yet, achievement when measured against prevailing standards.

One of the most brilliant works of modern education was the classification of levels of

learning into a taxonomy of educational objectives.

Benjamin S. Bloom and others created the

tn-.-conomy while working on the tefinement of college entrance examinations where it was felt

is.portant to know the levels of attainment reached by the student regardina his ability to

learn. Teachers' later use of the taxonomy proved that very ineflfectiva learning was taking place

since most teacher-designed tests did not measure what the teacher exr.)ec_ted of the class.

This,

in turn, led to manv changes i n att5tu:i.es related to instruction, including stated performance

co-.Jjectives, so students kn-aw what war.; expected ef them in tha educational envj.rc.e.aent.

Bloom's original taxonomy is csmposed Qf three domains:

the Cog.aitive 1Y,ain, first

printed in 1956; the Affective Dr-.main, printed in 1964; and the Psychomotor Domain, printed

in .972 and edited by Anita Harrow.

Wichin each of these three classificatio.as are represented

BE

ST C

OPY

A','

,LIL

AB

LE

the levels of learning which a student rust acquire.

These have an effect on two other domains

which will be further illustrated.

The Cognitive Domain and the Affective Domain as classified

have the following hierarcy:

Cognitive Dc

in 1

I.

Knowledge - Xnowledge is defined as the learner's recall of previously

acquired material, ranging from snecific facts to theories.

Knowledge

represents tha lowest level of cognitive outcome

2.

Ccmnrehension - Comnrehension is defined as the learner's ability to

know what is being communicated and his ability to make use of the

communication.

Comorehension represents the lowest level of under-

standing in the cognitive domain.

3.

Application_ - Application is defined as the learner's ability to use

abstractions in concrete situations.

Abstractions include such things

as general ideas, rules, methods, principles, and theories.

The

ability to apply learned material represents a higher level of under -

standing than comnrehension.

4.

Analysis - Analysis is defined as the learner's ability to break down

a communication into its constituent parts such that the organizational

structure of the communication is made explicit.

5.

Synthesis - Synthesis is defined as the learner's ability to integrate

parts to form a new whole.

It is the process of finding new ways in

which facts, rules, and principles can be interrelated.

1Richard L. Derr, A TaxonomY of Social Purooses of Public Schools

David McKay Company, Inc.,

New York, 1973, p. 7.

?

6

BE

ST n

-s"

""91

'BL

E

Affective Domain 2

1.

Receiving - Receiving is defined as the learner's willingness to attend

to certain stimuli and phenomena.

It represents the lowest level of

affective outcomes in the learner's behavior.

2.

ResPondinc - Responding is defincd as active participation on the part

of the learncr.

i'vt this second level, the learner is not only attending

to a particular phencrenon but he is reacting to it in score way.

3.

Valuing - Valuing is defined as the learner's assignment of value or

worth to some phenomenon.

It represents a commitment on the part of

the.learner to zehave in a particular manner.

4.

Organization - Organization is defined as the establishment of inter-

relationships among values acquired by the learner.

It represents the

beginning of the process of building an internally consistent system of

values.

ZO

5.

Characterization by a Value or Value Complex - Characterization is

defined as the development of a characteristic life style by the

learner.

At this highest level of internalization, the values

acquired and organized by the individual have controlled his be-

havior for a sufficiently long tine so as to characterize his way

of behaving.

2.

p. 8.

BE

ST C

C`

=Y

PV

AIL

AB

LE

The psychomotor classification was not available tothe District at the tine of this

writing.

The domain has importance particularly in light of the

increased demands for sale-

able skill preparation_ which often call 1Ton leaFninglevels from this domain.

The expertise sup plied to the educ2tional system in

assisting students to develop these

learning levels formulates the classroom teacher andcurriculum designer's most important

roles in education.

The community itself expresses its expectations in two

other domains

(learning & social).

THE LEARNING DOMAIN

Communities have often called this domain the "three R's," and manytraditionalists feel

that these are the only areas the schools should deal with.

Modern classification systems now

place the learning domain into what is called the

"four C's.

1.

Communications - All the processes of learning which involvereading,

writing, speaking, and visual communications with each other..

2.

Comprehension - The processes of understanding what we havelearned,

including the ability to relate that information to life

situations

in a nositive manner.

3.

Computatixn - The ability to deal with simple and complex

figures as

they relate to daily activities and work.

4.

Covina - The ability to interact with peers, adults,

and critical life

situations in a changing environment.

The above areas can be considered processes whichinterlace themselves throughout all

subject matter areas that are offered in a school system.

In addition. education is carried

cut by a man to pass on his heritage.

The community reflects its desires of the educational

system in this area through the "social domain." 8

BE

ST C

OPY

AV

Allf

iBir

TF=" SOCIAL DOMAIN

More and more, the school system has been asked to assume the burdens of society which were

previously assumed by the family unit or the church.

Education has been expected to provide the

panacea for all the social ills.

Although the relevancy of this approach can be challenged, the

demands still exist.

Until recently, no domain existed in this area to assist educators in

structuring educational programs.

In the previously cited text written by Richard

A Taxonomy of Social Purposes of Public Schools, the

Since a taxonomy usually places a hierarchical level

incomplete.

It is Derr's contention that the actual

L. Derr of Case Western Reserve University,

rudiments of a taxonomy have been structured.

on the terms thus classified, this work is

classification using his system has to be

completed at the local school level.

The text still represents a monumental piece of work pro-

viding the following four "individual-in-society" educational purposes:

1.

Citizenship - The student acquires the elements of heritage, learns

responsible citizen roles, and respects the rights of others as

elements cf this domain.

2.

Worker - The student develops a work ethic which is consistent with

changing technology and continued learning.

It includes the acquisi-

tion of career competencies in a productive society.

3.

Farilv Membership - The student develops attitudes appropriate with

family unity, moral values, and a social ethic which recognizes the

dignity of others.

4.

Leisure Time Use - In changing times when extensive leisure time may

be available to the student during his life, he needs to develop a

life style which is consistent with his career choice and.which will

allow him to return benefits to the society he serves.

9

BE

ST"r

LA

BIf

Each of ,the three principal domains listed, Educational, :Learning, and Social, interact

on the student in the educational process.

How this is achieved can be expressed in an

Educational Plan as part of the total learning process.

CHART B illustrates the interaction

of these domains on the student in this process.

THE TF_ACHER AS A MANAGER

Tlie role expectation of the modern teacher is far removed from the profile which is

remembered from the days of the "Little Red School House."

Although the teacher time is

dedicated to the instruction of students, educational theory and economic necessity have

changed roles significantly.

The modern teacher is also a manager--more and more the

expectations of the educational community are providing for him to become a member of the

management team..

This does not mean that administration of schools is being usurped or replaced by

!"1

teacher teams, but that the resources available to teachers and the need fox participatory

development in accomplishing a variety of goals calls for a more effective team management

approach.

These management changes are being experienced by educators in many ways:

1.

'Self-Directed Management (SDM) - A management system where the

employee and supervisor plot out a course of action for specific

goals and objectives in a manner agreed upon by the person to

perform the duties.

2.

Irplementation - A system of teacher evaluation which draws upon the

rcliNe-t?le-5 of accountability.

3.

Participatory Management - An opportunity for all the participants

who provide the end product to have a voice in determining how they

will achieve the educatibnal program goals.

10

BEST COP? AVAILABLE

COMMUNICATION

4111.114. .1~1

CIt2 \H.T B

raucivriont, DOMAIN INTERACTION

100.4=1111111140111.1.0

COMPRE HENS ION

.11.110MIN.M.

CO MP U 'TAT I ON

\ °N. / I\ \ /' I..#-'ce // I

/°.\ \ /..1 .4104 ?WOO samoramyeeasZltilLIOMMIMOMOMMakl

COGNITIVE AFFECTIVE

/

I \ >

/\ >43. OCIALD2a(V.r\IN "4.>

CITIZEN

\ /PSYCHOMOTOR

16

II

BE

STco

NP:

:.1.1

131 As illustrated in CHART C, the teacher in modern decision-making processes has to deal

with a number of outside pressures which affect him more directly than the internal/external

pressures related earlier.

These include:

1.

Community Expectations

as they relate to the specific subject matter

being taught by that teacher.

2.

Student Expectations - regarding the services aid the quality of instruc-

tion which will be provided in the class.

3.

Administrative Expectations - regarding the operational functions of

the school plant.

4.

Peer Expectations - as they relate to the total teaching environment

and individual economics.

Participatory *management takes place in modern education for the teacher in dealing with:

1.

The Educational Plan - and the means by which he or his department

.can make a contribution to the end product.

2.

Curriculum Resources

assistance in the selection, monitoring, and

maintenance of effective curriculum resources for his subject field.

Para-Professionals - the use of para-professionals to assist in the

instruction is growing.

This provides a means of offering more

individualized instruction to students.

4.

Data Resources - the management and retrieval of data relative to

learning will be more commonplace in the classroom in future years.

With the inception of baseline information and instructional

information on the computer, the instructor will have the capabil-

ity of identifying priorities and providing more effective instruc-

tion.

BEST COPY AVAII E

samammmommirmo =111mMo10

CURRICULUMRESOURCES

\\

lonim am%

CHART C

MANWMIAL PROFILE

mows our

/ COMMUNITYEXPECTATIONS *

1

)

PARA**PROFESSIONALS

MamMaNrormmr.........arnown.1..

STUDENTEXPECTATIONS TEACHER/MANAGER

.6.211 MN. MM. Mem. Almm MN%

STUDENTLEARNING

mmaammosay..0

N STRATI VE1

I EXPECTATIONS1

me. as% on.. ..

CS

S MEW

.0,0Im ar. 4%.% wolo %. r. `1/ N

tPEER

\

I EXPECTATIONSi

\ /gS a% 0.4°

DATARESOURCES

0.114.M.1.

.11411ramorer

* EXTERNAL PRESSURES** PARTICIPATORY MANAGEMENT

BE

ST C

OPY

AV

AIL

AB

LE

5.

Student Learning - With all the advances in learning practices and the

tearing down of barriers which previously existed between disciplines,

the management of student learning as it relates to an educational plan

or to learning theory will demand increased management skills.

THE ACCOUNTABILITY MODEL

Teachers and administrators have become more accountable for the prDduct they produce.

We have discussed Self-Directed Manaacment and Participatory Management as elements of an

accountability model.

Further illustration is shown through CHART D cf the two directions

accountability takes in the system to achieve student results.

1.

Individual Accountability - Each member of the educational team is

answerable to a supervisor in relation to his assignment.

Indi-

vidual accountability encompasses all members of the team.

2.

Program Accountability - In relation to the expectations of the

community, specific programs have been designed to achieve the

stated goals.

Accountability for these program goals is measured

ColD

in a "program mode."

To communicate this mode to the community

and to provide for assessment, the Educational Plan has been

developed.

DEVELOPMENT OF THE EDUCATIONAL PLAN

One of the tenets of Participatory Management is that "program expectations" will be

followed by "program fullfillment," with each member of the organization being responsible

for his "piece of the action."

Since a case has already been established for full community

involvement, any model to carry out the expectations must include input from all segments

interacting in the model.

BEST CY.1 !,`PAtiBLE

Imerwor

INDIVIDUAL

LIROCRAM

CHART D

ACCOUNTABILITY MODELS

SUPERVISOR

)pISSIGNMENT

I./I

I

I

UNIT

r1 I

I 1 1

1

COMMUNITY

I

TEACHER/ADMINISTRATOR

p =moo 4.olow yonse.......1. MON.

2'0

STUDENT RESULTS

To accomplish full involvement, the Educational Plan which is being presented includes

levels as illustrated in CHART E.

These levels are:

1.

Community - many individuals who establish thrusts relating to the Community

Instructional and Yanagerial Goals.

2.

District - which must provide the support services and resources to

carry out and manage the Plan.

3.

School - which throuch its sub-community and administrative resources

must provide for the overall goals as they relate to that school com-

nunity.

4.

Department /Unit - which in reference to the community expectations

provides for its contribution.

At this time, this constitutes the educational plan levels which will support the Program

accountability aspects of the program.

The individual class could make program contributions

but due to the cross-referencing of activities by teachers in more than one area of responsi-

bility, the class level as a level of the procram has been assigned to the accountability model

for individual accountability.

16

BE

ST

CO

PY

AM

LAB

LE

CHART E

DEVELOPMENT OF EDUCATIONAL PLANS

PROGRAM FULFILLMENT

DISTRICT

SCH

OO

L

PRO

GR

AM

MT

EC

TA

TIO

NS

PROGRAM

ACCOUNTABILITY

17

. CLASS

DEPARTMENT

BE

ST C

S7: i

V.7

.03,

1311

COMMUNITY INSTRUCTIONAL GOALS

PHILOSOPHY

The West York Area (School District) believes that the schools and the community are

partners in the education of youth, but that the primary responsibility rests with the schools.

The West York Area School District believes that the schools and the community should provide

an atmosphere where there is an active commitment to further each individual's natural desire to

learn, realizing that the ultimate responsibility for the education of any individual rests with

the individual himself.

The West York Area School District believes that each individual student, regardless of sex,

race, color, religion, ability, wealth, or background, must be prepared for effective living as a'

contributing citizen in a rapidly-changing society where life-long learning must be viewed as a

normal expectation.

The District believes that the educational progrz-m should promote excellence based upon the

optimum fulfillment of each individual's capabilities as determined by his experiences, needs,

and incentives.

It accepts the responsibility to provide the maximum opportunity for its students

to acauire the basic skills and knowledge to be intellectually curious and aesthetically aware,

to think and work creatively, to live healthfully, to achieve self-discipline and economic effi-

ciency, to understand the obligations of democratic living and learn to live in harmony with nature

and with others.

accomplishment of its philosophy, the District shall strive for constant improvement

of the educational program; help each student develop into a well-adjusted, useful, intelligent,

contributing citizen; maintain constant involvement with all segments of the community; and provide

efficient and effective management and utilization of human and financial resources.

BEST CO. 'f 7: :::BLE

COMMNITY INSTRUCTIONAL GOALS (cont'd.)

The following goals were adopted in order to provide more specific direction in the implementation

of District philosophy.

They fall into four major categories:

Self-realization, Human Relationships,

Economic Efficiency, and Civic Responsibility.

In listing these goals, no priority order is intended.

1.0

SELF-REALIZATION

1.1

Adaptability - To provide an educational program which encourages each student

to learn how to think and develop modes of inauiry in order to adapt to any

of life's challenges with confidence and effective behavior.

1.2

Accumulation of Knowledge

To provide the opportunity for each student to

acauire the basic skills, information, and concepts in order to be intellec-

tually curious; to develop habits of listening, observing, and reasoning

effectively; and to think and work creatively.

1.3

Communication and Transmission of K--,w edge -

provide each student the

opportunity to develop both verbal and non-verbal skill in communication.

1.4

Use and Evaluation of Knowledge - To provide each student the opportunity

to develop skill in intelligent, constructive, critical, and creative

thinking so that he may develop the ability to analyze situations,

recognize resources, evaluate alternatives, make judgments, accept

responsibility, and take intelligent action.

1.5

Desire for Knowledge and Continuing Education - To provide each student the

opportunity to recognize the value of developing intellectual curiosity

and of accuiring a positive attitude toward learning as a life-long process

by engaging in educational experiences which are relevant to his present

and future needs.

19

Bcci

"PRE

COMMUNITY INSTRUCTIONAL GOALS (conted.)

1.0

SELF - REALIZATION

1.6 Aesthetics - To provide each student the opportunity to cultivate an

appreciation

for beauty in various forms and to encourage the development of

individual

creative self-expression and talent through various media.

1.7

Avocational and Leisure - To provide each student the opportunity to pursue and

develop personal interests and to develop skills which will encourage a

creative, projective, and enjoyable use of leisure tine.

1.8

Physical Health and Safety - To nrovide each student with an awareness of the

importance of physical fitness and sound personal habits of health and safety,

and the opportunity to develop positive attitudes toward the conservationof

human resources, both for the individual and for society.

1.9

Mental Health - To provide an atmosphere conducive to good mental health and

to provide each student the opportunity to develop his individual

feelings

of self-worth, self-understanding, and self-confidencP.

2.0

HUMAN RELATIONSHIPS

2.1

Character Development - To assist the home in providing for each studentthe

opportunity to develop a sensitivity to moral standards which will provide

firm support for ethical behavior.

2.2

Inter-relationships of Peoples - To provide each student the opportunity to

develop an appreciation and respect for the cultural heritages ofother

peoples of the world, a respect for the worth and dignity of each person

in a scciety, and an awareness of how each enriches the world.

2.3 Peer Relations - To provide each student the opportunity to

increase his

urderstanding and acceptance of himself so that he will learn to accept,

understand, and appreciate others.

20

BEST C7-7

7,,$)

4.0

CIVIC RESPONSIBILITY

COMMUNITY INSTRUCTIONAL GOALS (cont'd.)

2.0

HUMAN RELATIONSHIPS

2.4

Home Life - TO provide each student the opportunity to appreciate the

significance

of a stable family unit to an enduring society so he can develop wholesomeand

responsible attitudes and skills necessary for functioning within the family

structure.

3.0

ECONOMIC EFFICIENCY

3.1

Economic and Consumer Efficiency -

understand economic principles;

develop an understanding of the

resources.

To provide each student the opportunity to

to become a well-informed consumer; and to

effective use of economic, human, and natural

3.2

Career and Occupational Selection and Preparation - To provide each student

the opportunity to make nature and apnropriate educational and occupational

choices and to develop the skills and flexibility necessary for economic

competency in a rapidly-changing society.

4.1

Democratic Principles - To provide each student the opportunity to develop an

understanding and appreciation of our American heritage and the corresponding

civic obligations, responsibilities, and laws of our governing bodies.

4.2

Individual Ralationships with Government

To provide each student the oppor-

tunity to develop an awareness and appreciation of an individual's rights and

responsibilities toward all levels of his government and to encourage each

student to exercise those rights through individual participation and involve-

ment to the fullest extent.

:

COMMUNITY MANAGERIAL GOALS

This list of goals includes the thrusts of the District in providing operational efficiency

to better attain the educational goals of the District and to provide the mechanism whereby

diverse talents can work as a team to reach common objectiveS:

1.0 ADMINISTRATIVE SUPPORT

1.1

Self-Directed Management (stn) - To develop and consolidate a management system

which will provide top-down direction while allowing bottom-up development.

1.2

Evaluation - To consolidate the personnel evaluation instruments which will

measure effectiveness in reaching performance objectives.

1.3 Affirmative Action - To develop and implement a program of affirmative action

which will ensure the fair and impartial selection and treatment of all

employees-

1.4 Public Information - To expand the public information network of the District

evolving in better staff and community communications within the schools,

between the schools, and between the District Office and the schools.

1.5

Governmental Resources - To improve the cooperative relationships between the

District and other governmental units leading to program sharing, operational

efficiency, and instructional growth.

1.6

Boz.rd and Administrative Policies - To consolidate and revise the District's

Board and administrative policies, thereby increasing managerial effectiveness.

1.7

District and School Procedures - To study and consolidate District and school

procedures of various types to improve administrative efficiency.

22

BEST

2.0

INSTRUCTIONAL SUPPORT

COMMUNITY MANAGERIAL GOALS (cont'd.)

2.1

In-service Education - To improve and consolidate the in-service education programs

for all personnel of the District leading to more effective utilization of

individual talents.

2.2

Counseling and Guidance - To develop a counseling and guidance operation in the

District oriented to increased student service and support.

2.3

Educational Plan

To develop an articulated and comprehensive educational plan

for the District.

2.4 Community Involvement - To utilize the talents of individuals and organizations

within the community in the educational process of the District and the schools.

2.5

Educational Evaluation - To develop an educational evaluation system which identifies,

analyzes, and reports data for educational planning.

2.6

Year-Round School - To study and implement possible designs for year-round school

operation along with other alternatives providing instructional flexibility.

3.0

OPERATIONAL SUPPORT

3.1

Centralized Budget - To centralize the budget operation and to allow supervisors

more voice in determining budget development and control as it affects their

school operation.

3.2

Cost Effectiveness - To develop a cost accounting procedure for the District to

further measure effectiveness of educational programs in relation to operational

costs.

.9

23

BE

ST C

rr"(

r7.

4ti r

mF

COMMUNITY MANAGERIAL GOALS (cont'd.)

Z.0

OPERATIONAL SUPPORT

3.3 Housing Needs - To provide adequate housing needs for the educational programs

through

internal development and utilization of community resources.

3.4

Transportation Network - To provide a cooperative and efficient transportation system

for school educational programs through data information and sharing of transportation

systems.

UNIT IMPLEMENTATION OF THE MODEL

For the purposes of the Educational Plans, each of the levels illustrated in CHART E are re-

ferred to as Units.

Following this pattern, a Goal Matrix has been developed which will include

the implementation of each unit's contribution to the community expectations.

(See CHART F.)

Each unit studies its resources to deliver the community instructional and managerial goals:

staff competencies, student population, operational resources, and existing programs and student

evaluation information, including baseline data. Eased on this needs assessment, the unit will

select specific goals to which it can make a contribution and state that contribution on the

Educational Plan Goal Matrix.

Upon completion of a unit plan, I will have shown my contribution to the community

expectations; and the community will have a means of knowing what to expect in end results.

These

individual units are combined into a package (District Educational Plan and individual school

Educational Plans) to show a total team effort.

24

Br-ST

. CO

PY in'r.!L

A.B

LE

LE

AATRIX

(CHART F)

BE

ST C

OPY

AV

AIL

AB

LE

G 0 A L :

(modified from community statements to align withunit operation.)

Page No.

COMMUNITY INSTRUCTIONAL GOAL REF NOS:

(1.0)

PERFORMANCE INDICATORS:.

2.

3.

(what is to be measured)

COMMUNITY MANAGERIAL GOAL REF NOS:

CD

PERFORMANCE OBJECTIVE

WORKPLAN AND MONITORING

ri-

4 . ;as0.4-)

0->

10

'.=r3

..00.3.4

r.'

.i-i

! I-.'

Z:

>1

t

0C--t

.

1,4

al

._.1

5;-:----

:.--

',..1...

CD

.c....)

Cla

U.2

co

,

(statement showing expecte

outcomes)

(C.I.G. 1.2

-

-

..

.

RFST

CO

PY A

VA

ILA

BL

E

(TIThE OF PROGRAM)

(Description of workplan and

evaluation.).

-

..

'

(CHART F)

XX

(date of

X]

implemen

.

-.

atida)

I

BE

.

COP

I INM

.

1i

1

LE

1I

PFST f'C:Y 17nPABLE

I

The units are further identified in this manner:

DISTRICT UNIT:

1.

Business /Educational. Services

2.

Certificated Personnel

3.

Educational services S Research

4.

Management and Operations

5.

Pupil Personnel Services

ca

SCHOOL UNIT(S):

1.

Administrative Unit (management team)

2.

Departmental Unit(s)

PERFORMANCE OBJECTIVE EY2BASIS

As a writer is preparing his Educational Plan unit, the role he plays in the implementation

of the Plan will determine the emphasis upon which he writes his objectives.

Roles are identi-

fied as

1.

Instructional

2.

Managerial

All make contributions to the community instructional and managerial goals in

reference to their assignments.

An administrator (who provides a support service) might prepare

an objective and work plan designed to interact on an instructional goal la_ managerial terms.

Conversely, a teacher might express a managerial goal in terms of how it would affect instruction.

26

UST

T-.

-11.

3LE

CHART G is included to illustrate this emphasis and shows that it is difficult to have a

pure managerial or instructional goal--each relates to the other.

However, for clarification

of plan writing and referencing of the activity, this separate identification system becomes

necessary.

Because of the broader roles of units as they affect the management chain, it may appear

some program features are omitted.

Each unit has taken on full commitment to the total list

of 17 instructional goals and 17 managerial goals via the needs assessment.

The stated District

"thrusts" emphasis in a given year will be oriented to the specific programs which are shown on

the goal matrix.

EFFORTS TOWARD "CONSOLIDATION"

For the last few years, the District has been experiencing rapid change as well as growth.

The development of an Educational Plan will give us a chance to consolidate efforts of ea.-.:h of

the units interacting to provide a more efficient delivery system for students--a delivery

system meeting community expectations.

It will give us a chance to focus on programs and to

provide district-wide unity of effort.

Future assessment of the Educational Plan will provide a base for cost effective opera-

tion as schools and departments share their methodology to meet community commitment.

A ELIINNING EFFORT

This Plan as presented is a beginning document in a rather rough and formative stage.

The

District and school-plans will require review and input to polish these efforts.

The press of

time in getting the effort off the ground has restricted completion of many of the desired com-

ponents in the development of a complete educational plan.

It is intended, as we prepare for the

1974-75 Educational Plans, that the staffwill-be able to implement the following improvements:

27

BEST COPY AVPLABI F

CHART G

PERFORMANCE OBJECTIVE EMPHASIS

INSTRUCTIONALGOAL

1 - esim . - MIN. -

STUDENTRESULTS

//

MANAGERIALGOAL

BE

ST C

C7Y

Pl"

TA

BL

E

1.

Increased Needy Assessment- Each of the schools should base its educational

plan on the assessment of data which shows to what degree they are accomplish-

ing community goals and thrusts.

Since we are just developing evidence and

baseline data during the first writing, new data should provide better input.

2.

Total Staff Input - Beginning documents are difficult for a total staff to

react to, since it is difficult to perceive the finished product.

In the

next year, the staff will have an opportunity to assess and revise their

unit contributions.

3.

Program Accountability - Until the first two steps are completed, it will be

difficult to arrive at true accountability for the product.

Further refine-

ment will develop program levels for which the team can measure its program

progress and report back to the community at a level where they can accept

responsibility for the end result.

4.

Community Identified Managerial Goals - By next year, we hope to have a committee

on Goals input to verify or validate the community managerial goals which are to

be used in the development of educational plans.

The timeline from this report is to start the interaction and planning to produce the

1974-75 Educational Plan in January.

This will provide the staff with the capability of:

1.

Knowing the community expectations upon which programs must be developed.

2.

Having the program input developed and compared before individual self-

directed management plans are completed upon which individual evaluation

will be based.

29

BE

ST C

C;'Y

f!. !

CA

BL

E

It is not the intent of the Educational Plan to become the instrument upon which individual

accountability will be completed.

The merit in having the Educational Plan is to provide focus

and team work on the total educational program -an effort which is long overdue.

SUPERINTENDENT'S ROLE

The role of the Superintendent in the Educational plan has been to provide the leadership

for its development by:

1.

Bringing about the community elements which provide the input to the

program.

2.

Providing the resources through which the Plan can be developed and

impleniented.

3.

Interpreting tne Plan tr the communit7 and to the Board of Education.

4.

Providing an ,dmini-1,-a ive atrr:si:-hcre conducive to the type of team

effort ;,Ilich will make this Educitional Plan effort effective in pro-

viding a delivery systt:- attuned to community needs.

As the Superintendent is accountable directly to the Board of Education for the entire

educational program of the District, the entire Plan represents the effort of the Superintendent

and his team to implement the community expectations.

The specific District Goals for the 1974-

75 school year are:

DISTRICT GOALS

This series of goals represents the District's goal emphasis in meeting the community goals.

As the District administration accepts the resoonsibility for all the goals established in the

community instructional and managerial phases, these goals represent the direction and emphasis

for the 1974-75 school year

30

CEST

1"71!_,BLE

DISTRICT INSTRUCTIONAL GOALS:

1.

Self-Realization - The District will provide an educational atmosphere whereby

students can accumulate knowledge, communicate effectively, develop mental

and physical competency, and rationally determine their needs for leisure

time activity and c'ntinuing education.

2.

Human Relationships - The District will assist the home and the student in the

development and understanding of cultural heritage, peer relationships, moral

values, and individual contributions each student can make to the community.

3.

Economic Efficiency - The District will provide each student with skills which

will lead to economic efficiency, including saleable skills, consumer knowl-

edge, and assistance in career selection.

4.

Civic Responsibility - The District will provide an opportunity for students to

become aware of the democratic process and their relationship to that process

and government.

DISTRICT MANAGERIAL GOALS:

1.

Administrative Support - The District will provide leadership whereby the diverse

talents of its educational team will be able to participate in the decision-

making process; whereby communications, equal opportunity, and governmental

resources will contribute to the viable operation of the schools.

2.

Instructional Support - The District will contribute to the school resources,

assist in evaluation, provide in-service education, and develop means of

support to achieve the educational plans.

3.

Operational Support - The District will provide for the housing needs of the

schools, transportation efficiency, and an effective fiscal operation to the

end that the schools will have a voice in fiscal management as it relates to

their contribution to the educational product.

BE

ST C

27?

1"."

A t

F

SUPERINTENDENT'S.THRUSTS

This needs assessment takes into account the managerial roles which will emanate from the

office of the Superintendent in fulfilling his contributions to the Educational Plan.

No plan

would be accurate in its structure if it did not take into account student results.

Student

results, on the other hand, are expressed in the quality of instructional program being offered.

In this behalf, the thrusts being presented are oriented to improving the instruction provided

in the West York Area School District:

.1.

Research and Development - The District has assumed leadership in

providing funds and resources for a research and development program.

School

administrators and staff should develop systems that will carefully

monitor and evaluate programs in this area.

(C.I.G.

1.1 - 4.2)*

2.

Learning Development Program - We must look carefully at the way we

implement self-directed management, how we allocate and manage our

resources, and how we find the balance between self-direction and'

management--or better, what is the role of participation in manage-

ment.

(C.M.G.

1.1)**

3.

Staffing Units - District administrators have been working on a new

staffing unit concept for the schools and the District.

Plans called

for the finalization of this task by the middle of the first semester.

(C.M.G.

1.2)

*Community Instructional Goal #

**Community Managerial Goal #

32

BE

ST U

.f

AB

LE

4.

Affirmative Action Program - Tremendous progress has been made in the

Improvement of community relations.

The District's Affirmative Action

Program is noted as one of the finest in the state.

It is being used

as a model by not only other school districts, but by municipal govern-

ments as well.

We must continue to maintain the quality of this pro-

gram

(C.M.G.

1.3)

5.

Classification Study - The Classification Study for non - instructional

personnel was negotiated in early December.

It is hoped that this new

pay plan can be kept up to date annually and that it will create higher

morale among all employees.

(C.M.G. 1.3)

6.

School Community Relations - The areas of committee participation,

governmental liaison, and public information all assist us in

being able to improve the effectiveness of the instructional program

at the local school.

We will continue the effort in this direction.

(C.M.G. 1.4, 1.5)

7.

In-Service Education - The quality of a district's performance is

measured by the quality of its staff.

It is imperative that an

effective in-service program be provided for the members of the

team.

Efforts to further develop this service will be a major staff

concern.

(C.M.G. 2.1)

8.

Improvement of Guidance Services - Several new methods of providing

guidance services are to be assessed by the schools this next year.

We plan to concentrate time and resources in an effort to bring

quality services to all students.

(C.M.G. 2.2)

33

11-,

71-

(77

:"."

.TA

BL

E 9.

Educational Plans - We have to analyze ways of accomplishing our general

instructional goals.

Included are how we develop and carry out educa-

tional plans, school and district goals, identification and communication

of performance indicators, and how we coordinate the implementation of

our plans efficiently and effectively.

(C.M.G. 2.3;

C.I.G. 1.1 - 4.2)

10.

Evaluation Systems - Both programs and personnel, if they are to be

effective, must have continuous evaluation.

Through the expansion of

the performance indicator base, new input into the baseline data bank,

and the improvement of the educational processing system, we should

be able to account for our efforts and place improved insights on future

program growth.

(C.M.G. 2.5)

11.

Management Accounting Information - The District will be moving to

project cost down to specific classes and, thus, provide more meaningful

data upon which to base instructional program growth.

(C.M.G. 3.1)

12.

Building Program - We will continue the building programs which have been

approved and which are within the resources of the District.

(C.M.G. 3.3)

k

34

EST C:7Y r."''!fABLE

0

This series of thrusts does not negate the responsibility of any member of the team to

work toward full implementation of the community instructional and managerial goals which

have been developed.

It does provide a focus of emphasis upon which the local schools and

their portion of the community can contribute for the 1974-75 school year.

The administration and staff is proud to present the West York Area School District's

Educational Plan for the 1974-75 school year.

Raymond R. Troxell, Jr.

SUPERINTENDENT OF SCHOOLS

EE

STr,

"!:',

LA

BL

E

CE

NT

RA

L A

DM

INIS

TR

AT

IVE

SE

RV

ICE

S

EDUCATIONAL PLAN FOR 1974-75

1.

UNIT PHILOSOPHY:

BE

ST C

OPY

PIA

ILA

BL

E

Members of the Central Administration Services carry as a prime thrust the ability to provide

maximum support services to the local schools to increase their effectiveness in individually

meeting community expectations and District thrusts, resulting in innovative approaches to

education which will improve student results.

II.

UNIT INSTRUCTIONAL GOALS:

(List in priority)

1)

The Central Administration Services will

provide an educational atmosphere

whereby students can become adaptable,

accumulate knowledge, communicate

effectively, develop mental and physical

competency, and rationally determine

their needs for leisure time activity

and continuing education.

2)

The Central-Administration Services will

provide the necessary support for the

administration and teaching staff at

each school in order that students will

develop to their fullest capability an

understanding of their cultural heritage,

peer relationships, moral values, and

community contributions.

III.

UNIT MANAGERIAL GOALS:

(List in priority)

1)

The Central Administration Services

Division will provide assistance to

the schools in implementation of Self-

Directed Management (SDM), the public

information program, Board and admini-

strative policy, and District and school

procedures.

2)

The Central Administration Services

will increase support services to the

schools to assist in evaluation of in-

struction, to provide and encourage in-

service activities, and to develop other

means of support which will assist the

schools in achieving their educational Sam,

36

3)

The Central Administration Services will provide

support to the schools in order to ensure the

development of students' saleable skills, economic

efficiency, consumer knowledge, and career selection.

4)

The Central Administration Services will assist in

providing an instructional program where students

will gain a knowledge, understanding, and ap-

preciation of their American heritage, their civic

duties, and a sense of responsibility to their

government.

3)

The Central Administration Services will assist

in determining and providing optimum educational

facilities, services, and fiscal management in-

formation required to meet the instructional

needs of our youth.

GOAL MATRIX

Page No.

BELT CITY 17aABLE

G 0 A L :

THE CENTRAL ADMINISTRATION SERVICES WILL PROVIDE AN EDUCATIONAL ATMOSPHERE WHEREBY STUDENTS CAN BECOME

ADAPTABLE, ACCUMULATE KNOWLEDGE, COMMUNICATE EFFECTIVELY, DEVELOP MENTAL AND PHYSICAL COMPETENCY. AND

RATIONALLY DETERMINE THEIR NEEDS FOR LEISURE TIME ACTIVITY AND CONTINUING EDUCATION.

(SELF-REALI7ATION)


1.0


PER

ANCE INDICATORS:

1.

Number of community involvement programs.

4.

Support of counseling and guidance methods

2.

Revised curriculum.

of individualized instruction.

3.

Assistance in educational evaluation.

37

GOAL MATRIX

BE

ST rr"7 riliL

AB

LE

EDUCATIONAL SERVICES AND RESEARCH

Page No.



f'D

.

<C

fl

.

."

a00c

.00G.

34al1...

$4el

1.

Complete a master

plan for Career

Education which will

include skills out-

side the traditional

domain.

(C.I.G. 1.1)

CAREER. EDUCATION MASTER PLAN

a.

Determine available courses now being

offered.

b.

Assess career education efforts

of elementary schools.

c.

Establish a review committee.

d.

Develop components of the plan.-

e.

Establish writing teams for each

component.

f.

Provide time for writing and final

draft.

XX

z.;..i

g.

Presentation of master plan to the

Superintendent.

2.

The number of new

courses or programs

adopted or revised

In 1974-75 will

exceed 1973-74 by15%

NEW COURSES

a.

Prepare proper forms and procedures that

will facilitate adoption of new courses

1(C.I.G. 1.2)

b.

Schedule "new courses" for consideration.

XX

C.

Submit "new courses" that are approved

by Superintendent to the Board of

XX

XX

XX

XX

X

Education.

d.

Implement necessary follow-up procedures

to activate the "new courses" into the

XX

XX

X.

.curriculum.

Ii

38

GOAL MATRIX

BE

ST C

OPY

AV

AIL

AB

LE


Page NO.


.WORKPLAN AND MONITJRING

>1

.4=00C

.)0VI,

tror

.4.)

04

Ca_

V0>Z

0t-1

=CS

P,VCu

kIt'sM

,.

3.

Ensure the District

electronic design and

repair services to the

schools are of accept-

able quality, which

will be effective in

decreasing classroom

-downtime by 25%.

(C.I.G: 1.3)

?,:s.

crl

4.

Improve occupational

instruction through

task analysis and con-

current implementation

in the instructional

program by 30% of the

classes.

(C.I.G. 1.4)

.

AV REPAIR SERVICE

a.

Develop preventive maintenance program

for audio-visual equipment.

b.

Collect and evaluate data of call-back

.

of service tendered.

c.

Develop procedure with staff to decrease

turn-around time.

d.

Inform District staff of advisory service

e.

1n-service training to District staff

on audio-visual equipment operation.

TASK ANALYSIS

a.

Identify programs which have completed

a task analysis.

.

b.

Build preliminary task analysis for other

vocational programs.

c.

Review task analysis information.

4.Disseminate the information to the school

staff and encourage change.

XX

X, X

XXX

XX

XXXXXXX

XXXXX

XXXX

XXX

39

GOAL MATRIX

BE

ST "7": T

.7,1!LA

BL

E


Page No.



-

-i=1-3

-zscC

4.;0En

4-;00

>0268

f

fur,

.0Vrai

1.,riIS

Cy

<

a

5.

:.::

cn

Instructional and

community resources wi

be made available to

the staft resulting in

instructional change

as measured by a

staff survey.

(C.I.G. 1.5)

..

.

e.

Review progress with the committees

f.

Evaluate growth of program through

teacher survey

-

..

RESOURCE SERVICES

a.

Catalog the existing instructional

resources available in Career Education

and distribute catalog list.

b.

Obtain data on program needs which includes:

manpower, available training,

instruc-

tional resources.

c.

Assist staff in program development

through this service.

..

d.

Collect course outlines which have

been updated.

e.

Survey staff regarding resourceservices.

..

.-

.,

XX

XX --X

'

XXX

XXX

XX

X

XX

X

1I

X

40

BE

T- r7Y

1971!LA

BL

EB

EST

CO

PY A

VA

ILA

BL

E



04)pi

0ti)

4.1

0>02

00C0I,

0EL

/

14rtS.e_.

1As measured by judgment

the District's Course

COURSE OF STUDY

a.

Early revision and updating of the Course

of Study will be im-

proved in quantity and

quality over 1973-74.

of Study will be completed during the

summer of 1974 & 1975.

(C.I.G. 1.1)

b.

Draft of the update will be furnished to

the schools in early fall of 1975.

X.

c.

Leadership to Department Chairmen in

updating Course Descriptions will be

provided.

d.

Completed Course Descriptions will be

furnished to the schools in early spring

XX

X

(1976) to ensure maximum use of the

:->

descriptions.

.

...1

e.

The Course of Study will be presentedto

the Board of Education in late spring.

.

p3.2

The results of programs

will be evaluated by

individual random

follow-up and survey

methods resulting in

PROGRAM EVALUATION

a.

Review with Director, Special Services

what data needs to be collected.

.

a district-wide data

report on status.

(C.I.G. 1.4)

b.

Assist in the collection of data.

c.

Assist in interpretation of data.

XX

X

BPS[ C

CFY

17.71iI,BL

E41

BE

ST C

O:

i.'3,1.L.A

3LE

TP

UST

P.MABLE

CA IONAL E VICES AND RESEARCH

Page No.



"4a1'1

tr,

aet

.0a)

tr)

>oz6oa

co.60EL,

4toz

d,

Start random occupational follow-up.

e.

Analyze all data collected

XX

XX

XX

X

XX

3.3

Members of Curriculum

CURRICULUM COUNCIL

Committee will in-

dicate (by a survey)

satisfaction with the

Committee's role in

the development of the

District's

a.

Chair meetings of Curriculum Committee

b.

Conduct meetings in such a fashion that

members will react to, discuss, and suggest

new courses, programs, teaching methods,

and learning strategies.

c.

Implement necessary procedures to activate

ideas and suggestions of committee members

XXX

XXX1

XXX

XXX

::

into the curriculum.

Lt

3.4

Advisory committees w

be maintained to ad-

vise the District

regarding the im-

provemcnt of instruc-

tion as measured by :'s

student follow-up

.i

surveys. (C.I.G. 1.2 1

11ADVISORY COMMITTEES

a.

Establish guidelines for the functions of

the advisory committees.

b.

Determine a program of work and communicate

with committee chairman.

,

X

X

.

.

1.5)

c.

Hold advisory committee meetings.

X

..

42

GO

AL

MA

TR

IX

1377 CO

:"' AM

IAB

LE


Page No.


.


-1=t-)

4.)

ag.

4.o)

.

>o.

u8.

0g.

c'

1.4>

,...,

o1cs.._

d.

Assist members in committee tasks.

e.

Survey committees on progress of the

program.

.

X.

3.5

As measured by judg-

ment, the District's

instructional program

will be maintained and

CURRICULUM COMMITTEE

a.

Maintain general monthly agenda.

.

XX

XX

improved over the 1973

b.

Chair meetings.

- X

XX

XX

X

74 school year.

(C.I.G. 1.1 - 1.9)

c.

Keep Committee members informed of District

Curriculum Direction and priorities.

d.

Keep Administration members informed of

current research and up-to-date curriculum

information.

e.

Ensure that required reports from the

.

Board of Education, Lincoln Intermediate

Unit, and State Department of Education

are completed.

XX

XX

..

-

f.

Maintain and widely distribute information

from Committee Meetings.

.

,

.

43

GOAL MATRIX

BE

C:=

77. PNA

ILA

BL

E


Page No.

PERFORYANCE OBJECTIVE


>1

r4=I'D

tno<

c

.

0oZ

.

03.4

cc

4.1

4.2.

r..I

CD

Increase the amount of

data available to

counselors for career

guidance resulting in

a 10% growth of career

decisions prior to

graduation. (C.I.G. 1.4)

Total number of client

contracts shall increase

by 10% on an annual

basis for 1974-75 school

year using 1973-74

base data.

(C.I.G. 1.9)

-

.-

GUIDANCE SERVICE PACKAGE

a.

Arrange for Educational And Career

Planning Survey for each school.

b.

Assist schools in communications

c.

Survey students on career decisions and

report results.

MENTAL HEALTH

a.

Publicize services offered at all schools

b.

Personal contacts with school guidance

staffs.

c.

Personal contacts with, community agencies.

.Improve social atmosphere at the schools.

.-

XX

X,

.

44

GOAL MATRIX

BE

ST C

OFY

AV

KA

BL

E


Page No.

PERFOMANCE OBJECTIVE


,>N

I0ion0a

04300

>020Cl)

CI

od

4.3

Contacts with school

counseling staffs will

increase 20% during

1974-75 school year

over contacts made in

the previous-years.

1'

(C.I.G. 1.9)

4.4

District, school, and

community agency re-

ferrals.will increase

75% during the 1974-

75 zchool year with

no previous data.

(C.I.G. 1.9)

rit

.

.

,STAFF CONTACTS

a.

Establish regular informative meetings

with guidance staffs on problems.

b.

Establish regular guidance staff

.

meetings.

JOINT AGENCY PARTICIPATION

a.

Contact community agencies about services.

b.

Personal contacts with school guidance

staff.

c.

Publicize services through school papers

d.

Improve monitoring system of client

referral information.

.

e.

Establish weekly briefings on youth

problems with police arrests.

.

,

.

,

1,II

45

GO

AL

:

GOAL MATRIX

BE

ST C

OM

' P.MA

RIT

Page No.

THE CENTRAL ADMINISTRATIVE SERVICES WILL PROVIDE THE NECESSARY

SUPPORT FOR THE ADMINISTRATIVE AND TEACHING

STAFF AT EACH SCHOOL IN ORDER THAT STUDENTS WILL DEVELOP TOTHEIR FULLEST CAPABILITY AN UNDERSTANDING OF

T:IEIR CULTURAL HERITAGE, PEER RELATIONSHIPS, MORAL VALUES, AND

COMMUNITY CONTRIBUTIONS. (HUMAN RELATIONSHIPS)

CO

MM

UN

ITY

INST

RU

CT

ION

AL

GO

AL

RE

F NO

S:

PER

FOR

MA

NC

E IN

DIC

AT

OR

Ss1,

Humanization of instruction.

2.0

2.

Cultural heritage instruction expansion.

3.

Improve student-peer relationships.

CO

MM

UN

ITY

MA

NA

GE

RIA

L G

OA

L R

EF N

OS:

I


Fie


>I

I-I

01,t%04

4.;

falC)

4

u

4)00>0Z

6004R

Sh

W..t.

4Q4

<z

o=Zt

-1.1

Members of the certificated

staff will participate in

an Interpersonal Communi-

cations Seminar (IPC).

(C.I.G. 2.2)*

-

INTERPERSONAL COMMUNICATIONS

a.

Long-range anc short-range

plans for incorporation of

IPC will be discussed with

administrative staffs at

all schools.

b.

Survey will be designed and

disseminated to partici-

pants 6 months after com-

pletion of project.

.

c. *Studelit questionnaire and

procedures for operation

will be completed with all

school input.

-.

.

C

X

GOAL MATRIX

BE

ST C

OPY

AV

AIL

AB

LE


Page No.


WORXPLAN AND MONITORING

-0I

-pol0m

o>oZ

60o0t,

.6Ic..)

co

cL,

..-.

c!

.,.

d.

Program results will be published and

disseminated.

1.2

Improve the communi-

cation between school

staff and District

personnel so that

better understanding

exists of individual

responsibilities. (C.I

STAFF LIAISON PROGRAM

.

a.

Build schedule of responsibilities for

meeting with staff groups.

b.

Act as liaison at assigned school meetings

G.

as arranged.

..

2.1)

c.

Evaluate effectiveness through a staff

survey instrument.

1.3. As measured by survey

of Seminars in Edu-

cation Training

Session (SETS) par-

rrtticipants, instruc-

,.., tors, and administrato

the SETS Program will

satisfactorily con-

tribute to professiona

development of staff.

SETS

a.

Take steps necessary to establish

procedures to offer several SETS in

October of 1974.

s,

.

1)

Employ instructors

2)

Publish catalog

b.

Monitor program by visiting classes.

iii

XX

XX

XX

XX

x

(C.I.G. 2.1)

c.

Evaluate program.

d.

Continue to offer program as evaluation

dictates.

.

-

47

BE

ST C

M A

VA

ILA

BL

E

E UCATIONAL SERVICES AND RESEARCH

rage No.

PERFOR.Y.ANCE OBJECTIVE


.-.1

Inw000

In

.1J

0

->2:

oc

i

r.

-c;

r;.4,%

t,

2.1

Student participation

in clubs will increase

15% over 1973-74.

(C.I.G. 2.5)

.

-

2.2 Student participation

'A

in a year-round school

.;:.a

program will increase

1

25%

1 3.1


in a law related.

curriculum will in-

crease 50%.

.

STUDENT ORGANIZATIONS

a.

Analysis of information will take place

from previous year's data

b.

Schools will be encouraged to build club

participation.

c.

District assistance will be given to

vocational clubs.

d.

Guidelines will bc established for school

use of funds.

e.

Program evaluation will take place.

a.

Develop a flexible year-round school

program that will offer humanistic

alternative education to the students.

.

a.

Develop a K-12 law-related curriculum for

our students that must be distinguished

from the traditional civics courses:

1.

Analyze issues.

.

2.

Develop understanding of responsibilit

obligations and justice.

3.

Appreciate how the legal system works.

4.

Find relevance in the crucial issues o

our time so school can become relevant

5.

Participate responsibility in the

.political process.

XX

es.

XX

XX

XX

XXX

XX

XX

.

XX

XX

XX

X_X

XXI

48

GOAL MATRIX

BEST COPY PNAUBLE

G 0 A L

THE CENTRAL ADMINISTRATIVE SERVICES WILL PROVIDE SUPPORT

STUDENTS' SALEABLE SKILLS, ECONOMIC EFFICIENCY, CONSUMER

Page No.

03

TO THE SCHOOLS IN ORDER TO ENSURE THE DEVELOPT OF

KNOWLEDGE, AND CAREER SELECTION. (ECON0:4IC EFFICIENCY)

COY.MUNITY INSTRUCTIONAL GOAL REF NOS:

3.0

COMMUNITY MANAGERIAL GOAL REF NOS

PERFORMANCE INDICATORS:.

1.

Stud.rnts in saleable skill courses.

4.

Students in advanced training related to career goals.

2.

Students in consumer-oriented classes.

5.

Classes taught in the community.

3.

Suppart of career guidance services.

6.

Job placement of students and graduates.

La


1.

The number of classes

issaing certificates

skill accomplishment

increase by 60% over

74.

(C.I.G. 3.1)*

for

will

1973-


r4rj

trta

4-34.)

0U)

0

CERTIFICATION PROGRAM

.Establish guidelines for

certification of skills.

.Provide materials to the

teachers:

c.

Assist in development of

certification standards.

X

X

X

.1111111,"

.17,7T C7Y AnnABLE

EeMMT/OrrTERVTas AND RESEARCH

PERFORYANCE OBJECTIVE

.The n:: -her of students

involved in cons riser

education will increase

by 10% over 1973-74

enroll=ents.

(C.I.G. 3.1)

Student enrollments in

advanced placement

through adult school

for career-oriented

courses will be increas-d

r-41 by 107r, over 1973-74.

Cr"

(C.I.G. 3.1)


COMSUMER EDUCATION

a.

Assess the current enrollment.

b.

Assist in curriculum development of areas

having to do with human relationships..

c.

Encourage counseling staff to build

enrollments.

d.

Program evaluation will take place.

ADVANCED PLACEMENT

a.

Counseling staff will be made aware of

previous year's enrollments.

b.

Procedures for enrollment will be reviewed

and communicated along with promotion of

students.

c.

Continuing enrollment will take place.

d.

Assistance will be given to the program in

monitoring student progress.

e.

Evaluation of the program will take place

through counselor and student random curve}

a4,

jj

U)I

o0

r

Page No.

Xa

XXX

50

COAL MATRIX

nrST C

07-1 T7A

RA

BL

E

EDUCATIONAL SERVICIS AND RESEARCH

Page No.

PER3OR:-:ANCE OBJECTIVE


tr

4-;6,

..

I-

la:--: i

>1

- I',1

.-,0

C.;

00

0rz

cl

:ii

V...

1

4.

The n-,17,ber of communit%

COMMUNITY RESOURCE PEOPLE

participants in the

1I

instructional and quid

a.

Analyze the data from previous year.

ance program will be

increased by 20% over

b:

Prepare a resource guide of all available

1973-74.

(C.I.G. 3.2)

people by field.

c.

Assist schools in obtaining additional

jj

resources.

XX

XX

.IX

.

1

1.

I1

!

-d.

In-service staff on use of such resorrce

persons.

e.

Evaluate the progress of this program

x

4.1

The nu7fner of students

VOCATIONAL WORK EXPERIENCE EDUCATION

enrclled in Work

ExT)erience Education

a.

Review the 1973-74 program evaluation.

X1

1

I

cl

will increase by 50%

...1

ow= the 1973-74

b. ,Plan strategies for improving enrollments.

X

1

1

I

school year..

(C-I.G. 3.1)

c.

Evaluate effectiveness of program changes.

Xi1

5.

Exploratory Work Ex-

WORK EXPERIENCE EDUCATION

perence Education will

3be expanded.

a.

Report to the supervisors on areas of

(C.I.G. 3.1)

progran weakness revealed in the year-

i

end report.

11

b.

Assist staff members in the expansion.

1

1

c.

Check Work Experience enrollments.

.X

..

d.

Encourage new enrollments.

X1

1

1

1

II

1

e.

Evaluate expansion

iI

I.

-

A

51

GOAL MATRIX

Page No.

BEST CO7Y =EMU

G 0 A L :

CENTRAL ADMINISTRATIVE SERVICES WILL ASSIST IN PROVIDING ANINSTRUCTIONAL PROGRAM WHERE STUD=S I7,L

CAIN A KNONLEDGE, UNDERSTANDING, AND APPRECIATION OF THEIR AMERICAN HERITAGE, THEIR

CIVIC DUTIES AND A SL::SE

OF RESPONSIBILITY ,TO THEIR GOVERNMENT. (CIVIC RESPONSIBILITY)


PERFORMANCE INDICATORS:

1.2.

Number of courses with similar goals.

4.0

Nunbar of district encouraged events in this goal area.

3.

Encourage school-civic cooperative activities.


PERTORMANCE OBJECTIVE


4,tL

OOz

Ira

-cas

s404

1.

The number of-students in-

volved in municipal city -

school

school cooperative events

will increase by 20%.

CO

(C.I.G. 4.2)*

CITY INTERN PROGRAM

a.

Meet with the municipality

serving the District to

encourage participation.

b.

Develop programs.

Assist schools in getting

programs under way.

.Assist in promotion of the

project.

.Evaluate the progress of the

project.

*Comunity Instructional Goal#

52

4

GOAL NATaIX

BE

ST

CO

PY

. UllILA

BLE


Page No.

,

.


_WORXPLAN AND MONITORING

,o

y..

.

>-

Ao0n

..

.PI.

r0

.-

-,-1

;-.

pf.':,;

:_;-----:.-.1

.,:

d1--J

1.1

1.2.

fri

t.:

2.

Related instruction

units will he develope.

which will emphasize

civic responsibility.

(C.I.G. 4.1)

The nu=ber of courses

that place emphasis

on the American Hari-

tare cnd civic re-

sponsiility will be

-

_Increased :oy 5% in 19

75 over 1973-74.

(C.I.C. 4.1)

The rug her of indi-

via:al and/or group

activities that Promote

civic responsibility

will increase by 10%.

(C.I.G. 4.2)

-

RELATED INSTRUCTION

a.

Research for existing units which emphasize

civic responsibility.

b.

Assist in the development of instruction

in this area.

c.

Implement these units in the programof

related instruction.

d.

Complete student evaluation of the units.

AMERICAN HERITAGE COURSES

a.

Information will be forwarded to teachers

regarding this subject.

4-b.

A careful analysis will be made of NEW

course proposals for the inclusion of

this

unit.

ENVIRONMENTAL PROGRAMS

-

a.

Identify and involve pupils in community

,projects on an individual an/or group basis

(i.e., preparation of environmental impact

statements, design and maintenancr of

community parks).

b.

Encourage the continued maintenanceof

existing ecological recycling programs

at the school levels.

_

c.

Encourage participation by

school staff and

-1,r1m-N-q

17nvi--nnrnental Education_.

-.

X

XXX

XX

X

..

-

XX

XXXX

XXXX

XXY.x

XXXX

XXXXX

r

XXXX

I

XXxX

i1I1II

53

GOP&L MATRIX

BE

ST C

OPY

1...7.!LA

BL

E

EDUCATIONAL SERVICES AND RESEARal

page

PERFOR=CE OBJECTIVE

2.1


in civic activities

will continue to in-

crease over 1973-74

as indicated by ex-

isting baseline data.

(C.I.G. 4.1)

.Students will demon-

strate via traffic and

safety education an

imnrovemcnt in under-

standing and commit-

ment to civic responsi

bility. (C.I.G. 4.2)


4JO

PATRIOTIC EVENTS

a.

Teachers will be notified of speech contests

and other events of this nature.

b.

Strong encouragement will be given to

teachers and students to sponsor and

participate in appropriate celebrations of

national holidays.

STUDENT SAFE DRIVING

a.

Review the potential of adding mini-courses

in Traffic and Safety for 11th and 12ta

graders for Emergency Driving Techniques

included as an elective course for all

students, and particularly for career

educated students.

b.

Review the potential of adding a more

comprehensive two-wheeled driver training

course, including a driving range.

c.

Cooperative agreement with local police

departments to compile accurate statistical

data.

O

54

GOAL MATRIX

BE

ST C

O `r A

VA

ILA

BL

E"

G C

L :

C=T-

A=NISTRATIVE SERVTCES WTLL PROVTD

1.SIST2tTiCE TO SCHOOLS TN TNP717.1t77,7

ION OF SDM, THZ

r:Fom-l_rrieN

PROGP-;14, BOARD AND ADMT.Z.ZISTRPTI

POT ICY PND DISTRICT .7-VND

PROCELYJRZS.

su-0.7,,nRcr)

C...4ITY INSTRUCTIONAL GOAL REF NOS:


PERFORANCE INDICATOR S:

'-nir,mentation of SDM Model in sLhools_

Lffct.":e Public Information Program.

Comc.1,11___on of Lincoln Intermediate Unit and State

required reports.

1.0

4.

Refinement of District and School Proced=c.

5.

Refinement of Board and administrative rolicies.

(77)

PE: =,== OBJECTIVE


>4

I-I'

al.4

.)

L-14'

C)

4-)o

'

>Oc)

C'

i

c,

.4

CJ

3,4

1:-.-,

t.1i11114 1II1,tt

3111i1i1i1

n...

>.

.-.I

1.1

.

T..-.,2-rc-::111 he a minimum

qenerc..1 increase of 10%

direction n

in

a+

and :,-) sinle division or

sc:-.cc,' w411 have a

decre_

(O.::.G. 1.1)*

.

STAFF LTA7SON

a.

Have Central Administrativ-

Service memi-iors snecifv

specific areas in which to

improve facilitation.

.

b.

Have schools and divisions

sDecify areas to improve

facilitation.

c.

Have Central Administrative

Service members analyze

Eroccdures between schools

and District and identify

unnecessary roadbloc?c or

poor procedures and then

review and change them.

.

X

X

X

.

X

I

X1IIiII11

i11 iI

rr

C-0A

.I. MA

T.R

.::"X

BE

ST C

Cri. A

VA

ILA

BL

E

EDUCATIONAL

AND RESEARCH

PERFOR=CE OBJECTIVE


,-;

n17c

.

::

o'X.

o0,,,

..,

rzic .

r.,17)i

::,1:-

I

.,!

:-..i,--

:

-.

>.

c

;::,

: ;17;

<71

-6,

1.2

-

At 13ast 70':; of the

managcrf_al nerformance

obje=tivcs of Central

Ac:miniztrative Service

mcmlLars will have been

=et ..3r exceeded. by

June, 1375.

(C.X.G. 1.1)

Jc.

d.

Meet with school department chairmen,

faculties, and administration to identify

problem areas.

e. -Clarify for schools :here

roadblocks occur

when misinterpretation of level of road-

blocks or reauirements specification exists.

f.

Submit report to schools on facilitation

progress and nroblems.

g.

Identify items from Central Administrative

Service activities of importance or interest

to schools and other divisions and take to

Superintendent.

h.

Conduct Survey and analyze results.

SELF DIRECTED MANAGEMENT IMPLEMENTATION

a.

Identify managerial objectives of Central

Administrative Service members.

b.

Review progress on objectives quarterly.

Identify problems and areas of solution

related to top management team.

d.

Identify problems and areas of solution

perceived at school level.

.

.

X

XXX XXX

X-

XX.

XXX

X

XX

I

XX

X

11

XXXX111

X

I

XX

XX!.XXI

XXX

i

1I X11

X

11 X

1

III

I

XI111I1II1

56

E cST

7-:( r.M ',A

BL

E


141

OBJECTIVE

The Lcarning Develop-

ment Pr-,:r:rar. will be

i=le.:7..:r.ted in the

secon7771-v schools

du,-n-:

he 1S74-75

cchoo7

(C. ..G. 1.1)

7.1

The

a-:-4 co:77-::r.ity will re-

oci:

=ports

on

of the

1.4)


e.

Use SAS "group think" and individual con-

ferences to identify and solve managerial

problem areas.

Evaluate managerial successes for objectives

and determine percentage.

LEARNING DEVELOPMENT PROGRAM

a.

Coordinate the work of the Middle Managemen

Task Force.

Levelon guidelines for the schools to im-

plement the Learning Development Program.

.Monitor the initial development of the

pro gram.

d.

Assist in the evaluation of the program.

BOARD REPORTS

a.

A program for reporting on the nrogress of

the Education Program will be developed.

.The nrogram will be implemented on a

monthly basis.

.A major Board report will be presented.

.The effects of the program will be

evaluated.

S7

GO2'.1.4

BE

ST G

S7 Y it.7',L

AB

LE

EDUCATIOI:AL SERVICES AND RESEARCH

Page : :o.

PE2F3:7_-L-.:::-.7. OLJECTIVE

WORKMAN AND MONITORING

d.1

.iii.

CI

0,

43

1.="

.s. Ig 1

cr!

.1>-9

.0C)

'.

.'-;

r-.-r-.:

.r".:---

41

;C

l

r

2.2

To incre7Ice the numberC0MMUNITY INVOLVEMENT

of cutnit:c agencies re-1

ceivinc information and

or involvement in Dis-

trice 1.7:mject develop-

a.

Maintain liaison with elementary schools

related to special project development.

XX

XX

X:

XX

XX

rent. (C.M.G. 1.4)

b.

Maintain continuous liaison with Lincoln

XX

XX

XX

XX

XX

X

Intermediate Unit, state, and federal agen-

cies.

c.

Disseminate information to news media

relative to existing and/or potential

projects.

XXXXX.

XX

i

X-XXXX

d.

Schedule presentations relative to on-going

or proposed projects with various organi-.

XXXXX

XX

XXXXX

f17;

zations (e.g., Kiwanis, Rotary, Exchange).

.3A

2.3

Incrt-2an! tho number of

roc4tie nr,::ss release

PUBLIC INFORMATION

1

article -.7:and letters

from L;o:munity and

ac:cncie:; related to th

nistric.,: by 50,':. during

a.

Schedule presentations related to on-going

or pronosed 2?rograms with local, civic and

community service-oriented agencies.

XX

XX

XX

XXXXXX1

11

.ìsc-1 1-ar 797A vs.

fiscal year 1973.

(C.M.G. /..q

b.

Maintain continuous liaison with local,

Lincoln Intermediate Unit, state and fedora

agencies.

XX

XX

XX

X:XXXX1i

c.

Generate minimum of two press releases per

year per specially funded projects.

d.

Submit all specially funded nroject

applications and evaluation summaries of

XX

X

X

IXX

District Office to Public Information for

press release

consideration.

i

I

GOAL

r-IAT

Rix

BED

C 7Y

! LAB

F


Page No.

PER

T O

_OBJECTIVE

WO

RK

PL3N

AND MONITORING

.

.-I

1-1

w

.

.

.

>oz

.

c;

wQsr.

'I

.

ix

.

E.

-1

--,

t-

3.1

Complete all project

reports (fiscal and

progress) from the

District on Schedule.

(C.M.G. 1.5 & 1.6)

rncn

4.

Enure the systematic

implementation of a

totally centralized

summer session/extended

year program. (C.M.G. 1

.

FISCAL PROGRESS REPORTS

a.

Identify responsible individuals for

project reports and monitor due dates of

.same.

b.

Establish fiscal and program report dead-

line schedule for all current projects.

c.

Provide for each project relevant in-service

meetings with individuals responsible for

management of such project in order to .

assure proper completion and follow-through

of all reports.

d.

Submit all completed project evaluations

to Superintendent for consideration for

Board agenda.

e_

Develop on-going relations with Director

of Special Services regarding evaluation

framework of all projects.

CENTRALIZED SUMMER SCHOOL

a.

Develop a comprehensive summer session/

extended year policy which will delineate

7)

administrative responsibilities and tasks

of the various departments.

b.

Submit policy for approval of Superintenden

c.

Inform appropriate department heads of

administrative responsibilities and tasks

assigned with the operation of a centralize

summer session/extended year program.

.X.

X

X

.X

XX

59

GO

AL

MA

TR

IXB

EST


Page N



.--(

o

.>oz

oo0or.

--

cz-

a

-

d.

Submit 1975 Summer Session Procedure Hand-

book to District deoartment heads,

Principals for recommended changes,

deletions and/or additions so as to be con-

sistent with on-going policies and procedure-.

e.

Collect and collate revised sections ot

handbook.

f.

Submit Summer Sessions Administrative

X

X

.Handbook.

g.

Schedule date for printing of 1975 Summer

Session -

h.

Deliver manuals to 1975 Summer Session

X

f?)

Cr)

Principals

.Submit application to State Department

Frequiring approval for implementation of

h

1975 summer programs.

-

j.

Prepare and submit final enrollment report t.

XState Department following completion of the

total 1974 Summer Session program.

5.1

The Central

POLICY REVISION

Administrative Service

will assist in the

revision of District

policies resulting in

undated procedures

and imnroved operation

(C.m.C. 1.7)

a.

Identify the policies to be revised.

b.

Assign responsibility for rewriting of the

policies and procedures.

1I.

c.

Review the policies and procedures with

X

,

X

x1

1

Administration.

iI

I

60

C- L MATAIX

EF31 CnAVWBLE


Page No..

I

PERFOR::ANCE OBJECTIVE

WORK2LAN.AND MONITORING

ril

4-:

6o

cr..:1

^:.4

.>i

-:..,)

cu

cu

cu

tr:

'-',1I- ,

-<

,,

041

0,

),LT-. i

n.

r--:.:

''r

d.

Submit the policies and procedures for final

X

approval.

e.

Place the policies and procedures into

X1

active status.

I

..

.

.

11

.

1

1

1

I.

I

i

1

1

II.I

.1

I

61

GOAL MATRIX

Pc.ge No.

BEST C71 =BIT

G 0 A

L:

TH1- CENTEI%L ADMINISTRATIVE SERVICES WILL INCREASESUPPORT SERVICES TO SCHOOLS TO ASSIST

C7

INSTRUCTION TO PROVIDE AND ENCOURAGE IN SERVICE ACTIVITIESAND TO DEVELOP OTHER MEANS OF SUPPORT WHICH

WILL ASSIST THE SCHOOLS IN ACHIEVING THEIR EDUCATIONAL PLANS.

(INSTRUCTIONAL SUPPORT).



PER

FOR

MA

NC

E IN

DIC

AT

OR

S:1,

2.0

4.

Materials and recommendations made for 1.:,1=e in

evaluation of instruction.

2.

nf cony. nr.Z ti ve school & community programs

5.

Suonortive services reauired to aid the individual

and a.--.tivities.

7.75-7-.--,n17 of p. meaningful liaison between high

sezeolf;, feeder schools, and local colleges

in regard

school in achieving their educational pi

s.

971

.

PERZORMANCE OBJECTIVE


:=1

I--

t3

1<

.

43o.,

g4-3

4S

>:g

.

os3

.

z:

.

....

4I

>,

,-,

-:-..,

7.;

I-)

I

1.1

-___ T::e number of District

in-

service training programs

will increase by 15% over thd

n7.3-74 school year.

(C.: :. G. 2.1)*

--

----Y-- ---'

IN-SERVICE EDUCATION PROGRAM

a.

Write and publish an

evaluation of the District

1974-75 Program.

b.

Make recommendations for

Professional Day - 1974-75,

to include programs relate

to the techniques of in-

dividualized instruction

and student motivation.

c.

Set up procedures to

activate requests for Pro-

fessional Days.

d.

Prenare and distribute in-

formation on in-service

meetings monthly.

I

XX

.

X

XXX

.

XX

-

-

XX

1

-X

It

1

X

I I

X

1I..

BE

ST C

C Fi 7:7,:L

riBL

E

PERFORXANCE OBJECTIVE

BE

ST C

OI.; A

VA

ILA

B;

-e

o.

' 1

As measured by survey

of a sr.mnle of teacher

and adrlinistrators, the

schcols' instructional

r3rocrams will be im-

prc-.-e: by otudents and

t2achc= having access

to filrs that are in

harreny with their

instr.,:ctional programs

fA (c.n.G. 2.4)

2.2

Student awareness and

comr%unity awareness of

Child Lahor Laws will

be imnroved over 1974-

75 hv 60t.

(C.M.G. 2.4)


e.

Develop an industry visitation schedule.

f.

Investigate the possibility of a teacher

exchange program and implement program.

g.

Complete evaluation of in-service programs.

NETWORK

a.

Establish procedures and monitor the

selection of files to meet curriculum needs

b.

Establish procedures and monitor the logis-

tics of selecting, processing, and

delivery of films.

c.

Prepare yearly Board of Education report

on the work of the films.

WORK PERMIT PROJECT

a.

Review problems

b.

Promotion of new permit will take place.

c.

Issuance of project permit will continue.

d.

Review of the project and permit

modification will occur.

e.

Project will be evaluated.

X

18

30X

63

BE

ST C

OPY

AV

AIL

AB

LE

gw7=13

porigrpm

rwm

mim

mR

rveg,arm

GOku AATR.1..%

"f

E:

ES

T

SERVICES AND AILSEAiiLit

BE

ST

CO

PY

AV

AILA

BLE

swam

imm

ilsw

umsem

r-7,-

BE

ST

CO

PY

AV

AILA

BLE

igr;-,4N

Pacc

1

PERFOaMANCE OBJECTIVE

WORKPLaN AND MONITORING

--1

=17<

41o4

0M

4-;

0>oZ

c.;

a0A

l,-:oEL-

4.4:.

.2::

4104i

<" l

3.1

As measured by judg-

rIcnt of Media Spe-

MEDIA SERVICES

cialist and principals

a.

Assist the Media Center Coordinator in

XX

XX

XX

X1

curric..aum, the servic.s

provided by the Media

the overall supervision of the Media

Center.

Center will be improve.

over the 1973-74 schoo

year. (C.M.G. 2.3)

b.

Assist the Media Center Coordinator with

the solving of problems (Personnel and

XY.

XX

XX

.

Production).

c.

Quarterly monitor the production schedule

and cost analysis of the Media Center.

.d.

Assist the Coordinator in the continuous

evaluation of the services of the Media

XX

XX

X:

X

Center and help activate procedures that

will improve efficiency.

Te.

Chair meetings with Media Specialist.

XX

X0

f.

Share information and discuss problems

X:

and programs in the Media area.

g.

Take necessary action to implement

suggestions for improvement of Media

materials and Media procedures.

XX

XX

XX

XX

XX

XX

4.1

Pre-Dare an Educational

EDUCATIONAL PLANS

Plan for the District

which will reflect

co=unity thrusts.

(C.M.G. 2.3)

a.

Prepare forms and format..

b.

Write plans.

1

27

a

i1I

64

BE

ST

CO

PY

AV

AILA

BLE

BE

ST

CO

FY

AA

iLliB

LE

.

CO

AL

r-:AT

R-':X

.

BE

SC

C.

'.ì AB

LE


e!o

PERFORZANCE OB JECTIVE

WO-.PLAN AND MONITORING

,

)...

gLi

5105

.

4-$

giM

I

.

00

.'.0g

..

,

*I-

:7,..0 .

1-; '

)1i:1

fi?

:-.r

5.1

.

To increase the

su000r-

e services

bv increasing the

role of ESE A

-

Tit/e. III c0%.

.

c.1I

d.

e.

f.

g.

a.

Review by committee

Review by units.

Presentation to Board.

Revision of plans for 1974-75.

Review of plans by task force.

To increase the role of the school

district in ESE

Title III ill. order to

.effect change in the educational system

by responsibility for all federal money

and design, develop, and prepare all

federal projects that will have the

following characteristics:

1.

An awareness of many approaches;

2.

New and innovative teohnicues;

3.

Shcw proposals of iccomplishing the

objectives of the scLool district;

4.

Competent staffing;

5.

Focus upon our definite needs.

.

.

i1I1

X

'

28

-

20

27X

XX

1

X

I1J1i

X

1XXXX

21I111

XIX

1II

i ,

II1I

1

---

x

tI,

65

G ()

2-1 L :

GOAL MATRIX

Pas;B

EST

CO

PY :n7:L

AB

LE

T11:E CENTRAL ADMINISTRATIVE SERVICE WILL ASSIST IN DETERMINING AND PROVIDING OPTIMUM EDUCATIONALFACILITIES.

s=7:crs AND FISCAL MANAGEMENT INFORMATION REQUIRED TO MEET THE INSTRUCTIONAL NEEDS OF OUR YOUTH.

(OPE2ATIONAL SUPPORT)

CO

:----.;o.ITY

INSTRUCTIONAL GOAL REF NOS:

ERFORMANCE INDICATORS:

Analysis of course enrollments.

2.

Develen::rant and analysis of a course needs survey.

3.

Devalc1-:n.znt and analysis of transportation services

to r:c:T.:

ecucational needs.


3..0

4.

Establishment of unit costs for each instructional

program.

5.

Number of federal, state, municipal projects funded

ana/cr involvement In cost-saving progra.-:::.i

support District priorities.



.?::14

0I'D

di.t;

0<MO

ZL

4

II0

4;00

00A

..7.)

A.

.:-10

;-4

Z.--,.54

og1:

_.1

21. June, 1975, the Central

AcIminis:zrative Service will

determine and analyze the

numl.er of students enrolled

_ii ;

in various courses by school

...

Ld

(C.M.G. 3.3) *

2.1

By ,:unet, 1975, the Central

Adninistrative Service will

assist in determining the

nun:zers and types of courses

and relat-.::d instructional

zunror-: ::ervices and

-

EDUCATIONAL DATA PROCESSING

. a.

Develop program for ana-

.

lyzing class enrollment datp

in concert with each departL

ment.

b.

Request each individual

school to submit course

enrollment data.

c.

Analyze class enrollment

data from schools by

courses ancl departments.

SUPPORT SERVICES

a.

Develop appropriate teacher

student and/or administrat4

survey (s).

.

.

-

.

X

.

XX

i

--

1

XX

X

I

.

0

0 (n o mr, o H ',',a,kJ 1-1 rt. I-0ro < ID HPi 10" :4 Pirr ft) rJ 0N it0 0 0" VI0 0 0 H.pa < HnP1 410,1-" 0 b

0 r-:,- W H.rtII Clj t? it-!.0 tr 0 rt.i N C) v<0 InH rt --' 0

0' 0tri M 0 fl11 Hi0 CI HiLC) P. rt MN 0 ti oCo rt 9,...) cr,

...I ti ri HeGI H. 0 ty. C) 'Cl H.rt 0 fr-0H. ti hi.Ili H it ft

0 Pt '<I01 rrO H. 0

1< 0 tt4 0

W

H

,-*, (D 1t) ti 0 tll0 P. (1 o co o -4. (-:, H. N it P.1:'.% 0 ti ( t t''' Cti0 o c) 0, 11 c0 rt. 0, rr U 0 :i. p. 1 A . 0 I '...;

0 rt. 0 1 0(Al :1 0 :3 0 1

P.1 O.- ! I Htra H !.I fn 0 6 %0.# CO C) U) t'i 4

J (1) N i Cl (..:1m rr < 0 ...M 1.4 rot) PiPI t0 0 14 0tr1, 18 Up) 4 P; *F.?)

'8 pi f.1 ' ,i<ii0 M v) N0 I I 0

tr 0 I.-3

Z1-11 rt PO tl rt 0 5 (r)c Pi 0 0 o r, (D o Pe0 Cr 11 rr rr tJ (1) Di C)0, O rt 0 H. o' rr 1-1 W

tr) 43 't. 1 8 Pi o 't1 rj0 i.J H. 0 m 1.3kJ N 0 0 0 ti friat rt. 0 at NI N 0 0ti

'cif Lo ti 'i ti 5 g0 H. 0 0 0 0 (t H :V0 0 rt pr 0 1.0 -' 'A2 :3 F. P 2 F.) 2 [} i'.1I-I tt 0 0 rt VI tla H. '<

2 (U U)

Ul [ri;C)

IH-: r-14Pi 0 rri P rt rt Cl)Cl 0 ID 0 '0 til H. 64o 0 o Pi 'Li 0 0n rt '0 ti N 0 0(-: 0 Di 1-.. o a HI0 11 0 < HI Hrt ....... rr 0) 0 He tr0 M 5 V 0, 0 ta 0m H. H ti titkg ke :/ I-' < Pa 00 rt 1i 0) Lo u)U) rt rt tirt '< Pi Cr II

0 0 0 h-.1 H.0 1 ti, HI 0 0K fp C.: rt ri) ()

M rt 0 11 (0 0lo rt ti 0 0 f:24tt Di ra ri in rt0 U) . 0

tr)I '8 H.

11I M

IV

1...'

- U) v) r rr 0 ,..-,n 0 a a. ,-.. )-- C):.1 :j. !I it li 0

....! '(1 C') 4. n ''.' :-Ia 1-- 0 i

H. p.1 itQ H. I-I H. H. -:. i I) ;1 1 '. . (i,

t....1 0 1.r L.:.) 1...;

c 0 Iitl* GI VI (1 PI

IV I-) 51/ ( l' rt. : )* alIi) 0 Sr 13 (r)H. II I'S Pi, qtn. 51t VI t-ti tint. fi

Pa 0 0 r. 00 tt 0 na a)ii l',-,L (D (n

a)

C0)

rt. PA0 V) M0. ., I

0 0*

Pi.111 01-' 064 ptrii Os

0N 0M rt(n m0

. H U)rt.En

0 MHi 64

U) U).....

M6.4

U)

froLii

je )71

04,71

P.'t, 6,

r-..

8VI

0co

C)r-3F-1

.

40(3rirri

r<0t4HHNXGI

......--

.til(D ra

to) ti t.I it Pti tr 4 0, rt. ;1 oioo 1, 11 ti r: i F., ri o ./410 V) He 0 0 PI c.: 9./ 0, SII(,) u 01 Id rti F-1 H. o (I) 0'0 C3 grli S1 0 P 11 tr1

;:s H. H. 0 0 11 i 0 0 0 Mrt. 0 F_-1 <1 rt H N HI

frA) 0 Li P. H. 0 (.1 rt NI

H. iv p :i. 0 U) .'N Cr rt r'(Dp. co, 0 4... 0 VI it 1 frr; 0 P. 0 tr) I- El ta 0 to

til 1.a rt ri S, i ilt 0 ri H.00 0 ,.< rt. H 0 0 Cr171 (V.1 0 S: 11:: H HI Pig lt:'.;

T. ;II. H Al; CIP. S).11 l-'

(tp. I r, U) 0 N 0 6t.'ro0 H. 0 ti, 0 C rt rt.:3 0 0 N HI ",-.1 :1' I' 0(.1. H 0 PI 0.) 0 0 toC,' ch o < 0 0ao ;.i o t' rt 0, rt.

Cl rt He U) 0 0 Hi 0.H. ti (ft H rt H 0 0HO I- H. Gs ti C) H. ti0';'S 'kJ rt. 0' P. Clsia eHO N..., a' 1-i 0 0 0 rt cn0r, 0 N 0 rt. C) rs ....:r 00 0 r.1 I.e. 0,11 1 H "Cl rr 0

i D.) LI 0 N H. 0 fl NI1.....-.) r 0 0 0 HI (Dttl 0 :i PI < 0 H CU(/) H. 1-I H GI He H. I-'

0 rr 0. I-1 0 c4. rt0) < til (.7) t 0 0CD H. Cl '0 N Cl

C) M N 64 00 H I-I 0 01-., so 0. I o rt

0 HI a)

I

Ail.

BEST (--

--""IE


-4.J

.,

PERFORZ--..-2zICE ZBJECTIVE


:,,

p.401

=.::

s-4t-

c'q0

00

U+

mc.,

.ri.

<Cf)

...

0t-,

7-_,

,!

e t

:7-

,-

.

4.1

By June, 1975, the

Cen4,-al

Adni.nic,:rative Service

COST EFFECTIVENESS

division will assist it

the de:r.1107,ment of uni

a.

Ascertain capabilities to develop unit

costs for each in-

costs down to course level.

structional program

as a basis for the

b.

Develop complete unit cost schedule for

XX

X'

Xallocation of funds

each school according to instructional

according to the

program (math vs. metal shop), department

nu hers and types of

and individual course.

couzses offered at

.

each school.

c.

Analyze data-relate to 1.1 above, various

XX

XX

(C.Y.G. 3.2)

other parameters appropriate to study

.under 4.1.

4.2 A minirlun of two

TEACHER INCENTIVE PROGRAM

Teacher Incentive Pro-

jc.c;.:s

;TIP) will be

a.

Distribute the guidelines for TIP t..., the

.i

approved for funding

-g

schools and staff.

1t,,..1

duzin

the 1974-75

1

schcol year.

b.

Meet with schools to provide any

(C.M.G. 3.2)

assistance.

XX

XX

XX

..

c.

Follow and guide projects through

XX

Xadministrative

process.

e.-

.

d.

Evaluate the progress of the TIP system

xthrough teacher survey and financial

review.

-,,

i

.

.

i_

1

.

l_

1I1

68

EDUCATIONAL SERVICES AND RESEARCH'

BE

ST C

OFY

Pale

P1.7RFOR:":_::CE OBJECTIVE


.

r-i>1

1-3<

000017iG

1

4-;oz

0

4

i

1 >2C

II-,

-

.oc,

Ct:...:

s-1

(7_"

2':

-

:..,

r'.= -I

>i

ri .1

.17-7

--

4_3.

By 21nril, 1975, a pilot

sys::e= fer identifyinci

cost 1:efit ratios to

be inc.:Az:7.0d in the

1975-76 educational

,laze ,::11 have :een

determined.

(c.m.c. 3.2)

-

.--

C.A

.1

'1:ne Central

1.c.:minitracive Service

C_iviien will strive

to incrte tIle number

of ccorative and/or

1-1,-)n-Zi-::rict funded

prr)jct.:: dczicnctf.7. to

ir7rc-,-e existing

educational services

and iac:Ilities during

7Y 1S75 Lv 3% vs. FY

1974. (C.M.G. 3.2)

EDUCATIONAL PLANS

a.

Obtain materials on cost benefit systems

and review.

b.

Participate in developing a system

tailored to our management system.

a.

Develop system for data collection_.

d.

Pilot

stem

selected school and distri

system on

nrogram objectives as identifiedin edu-

cational plans.

e.

Revise system and include with instruction

for educational plans development for

1975-76.

FEDERAL PROJECTS

a.

Plan and budget fog District/sc.lool

fiscal support for new projects requiring

matching monies prior to project develop-

rent and submission.

b.

Determine availability of public and

private grant monies for projects under

consideration.

c.

Submit project applications.

d.

Complete and submit all fiscal and

evaluation reports recurred by local,

L.I.U., state and/or federal 7...07en.--7es to

assure receipt of avail=le entitlement

monies (e.g., Voaaticnal Education Act).

t

XXXX

I

,

XXXX

XXXX

c

XXXX

1

XXXX

XX

.

X

XXXX

1

X

I

XX.X

11

XXXXXX

X

1

XXXX

11

XXXIZI

)i i

I4I.i

.11i

Xi

1t

XI

I1i11ii,1

69

BE

ST

C:,t:,;L

ii3LE


Ii

1

..:,J,gl

4se

4.1

16

1.6

$4

:-

>1

cl

P1.-:RITCR.CINCE 03,TECTIVE

woR

xr-LA

N 11:D

MONITORING

ri

g1

;--'

g8i

ag

9.c'il

,-2.-7

1

e.

Conduct follo-through (via letter, tele-

IX

XXX x X XXN-XX

phone and/or meetings with sponsoring

agencies) to assure that no project

applications are rejected due to technical

Ierrors, omissions, and/or misinterpretatio.s.

.

f.

Monitor and maintain continuously close

XX

XXXXXXIXXXX

liaison with project sponsoring agencies

1

by letter, telephone and/or visitations

so as to enhance each project's

-viability.

g.

Establish schedule for total encumbering

1

of all project monies (schedule all final

requisition dates a minimum of 120 days

/

Iprior to termination of all projects).

1

.h.

Prepare and distribute guidelines for

,.I

obtain1ng surplus property.

r*,

.

i.

Obtain updated lists of needed equipment

X1 IX

XXXXXXXX

from schools.

11

1

1

ii1i1

11

I

.J

1I

11

70

BE

ST C

3:'%

1" !

":7.

:1A

BL

E

SPE

CIA

L S

ER

VIC

ES

BE

ST C

O`:

BE

ST C

OPY

!:::

.:LA

BL

E

I.

UNIT PHILOSOPHY:

EDUCATIONAL PLAN FOR 1974-75

BE

STCC7:

P,n!

LA

BL

E

The Special Services of the West York Area School District are oriented to assisting students

to become self-ac.cualized.

Toward that effort the resources and staff of this Division are

dedicated to assisting schools in helping students reach their goals.

II.


1)

To provide a program design through Pupil

Personnel Services whereby students can be-

come adapted to life's challenges, acquire

attitudes appropriate to life-long learning,

develop personal interests to enjoy leisure

time, and develop effective mental health

concepts.

2)

To provide program support to the schools where-

by students can develop sound character traits,

awareness of the-worth and dignity of others,

effective peer relationships, and an understand-

ing of the wholesome roles of the family unit.

III.


1)

To provide the administrative support to the

Pupil Personnel Services Program which will

enable the counseling staff to function

efficiently, effectively, and cooperatively

as a member of the Pupil Personnel Services team.

2)

To assist the counseling staff in personal

development, program development, community

liaison, and program evaluation oriented toward

the established educational plan.

NOTE:

COMPLETE A MATRIX ON EACH GOAL

71

3)

To provide program support whereby each student

will gain the opportunities to make mature and

appropriate educational and occupational choices

and to develop skills and flexibility necessary

for economic competence in a rapidly changing

society.

3)

To participate with all members of the_ educational

team in providing the highest quality Pupil

Personnel Services Program at the lowest possible

cost.

GOAL MATRIX

Page No.

BET COFY t°; ':'U

G0 A L :

TO PROVIDE A PROGRAM DESIGN THROUGH PUPIL PERSONNEL SERVICESWHEREBY STUDENTS CAN BECOME ADAPTED TO

LIFE'S CHALLENGES, ACQUIRE ATTITUDES APPROPRIATE TO LIFE-LONG LEARNING,

DEVELOP PERSONAL INTERESTS

TO ENJOY LEISURE TIME, AND DEVELOP EFFECTIVE MENTAL HEALTH

CONCEPTS.

(SELF-REALIZATION)


PER

FOR

MA

NC

EINDICATORS:,

1.2.

3.

Imoroved special education programs.

1.0

Accreditation

Growth of the TMR curriculum.


4.

Changes in SAM Program.

PER

FOR

MA

NC

EOBJECTIVE

w4

OWORKPLAN AND MONITORING

>%

r401-3

b'V14

3-1

040m4.)00

0Z000

0rei1-3

CJ

w

.

c".e.

.

O.

4>

1Z

o51-3CZ

1.

By June of 1975, all schools

will have identified students

with exceptional needs and

the students will have been

placed in the proper program.

(C.I.G. 1.1)*

IDENTIFICATION OF SPECIAL

:

EDUCATION STUDENTS

a.

Develop procedures for

monitoring individual

school's work plan which

is in progress.

b.

Establish priorities based

on housing availability.

C.

Develop strategy to

strengthen specific,

special education programs.

.Establish a system of

liaison with elementary

schools.

.

.I

*Commutity Instructional Goal

72

BEST CCPY =ABLE


Page No.



v.

.043

4n.

2t;wO

.1.

04

I, m

r.=

:.:

ms.:1

dli

..

.

.

.

e.

Establish a regular ongoing in-service

training for all teachers involved with

exceptional children.

f.

Conduct a comprehensive workshop for

teachers, counselors, and administrators

interested in students with exceptional

needs.

g.

Design a program to meet the needs of

potential drop-outs that is suitable for

other than students qualifying for

Title I compensatory education.

h.

Design a program to rileet the leering

deficiencies of the students profiled by

the guidance department and outline the

requirements, including methods and

equipment.

i.

Develop alternatives to deal with

disruptive students and disruptive

behavior, including suspension, exclusion,

expulsion, etc.

j.

Develop a systematic analysis of data

.that is related to the mobility problem

of students and the drop-out problem of

students:

a.

Obtain

b.

Analyze

c.

Report

.

XXXX

-'

XXXXX

XXXX

XXXXX

XXXXX

XXXX

X

XXXX

XXX

X

73

G O A L :

GOAL MATRIX

Page No

-B

EST

CO

PY Q

UA

KE

TO PROVIDE PROGRAM SUPPORT TO THE SCHOOLS WHEREBY STUDENTS CAN DEVELOP SO= CHARACTER TRAITS,

AWARENESS OF THE WORTH AND DIGNITY OF OTHERS, EFFECTIVE PEER RELATIONSHIPS, AND AN UNDERSTANDING

OF THE WHOLESOME ROLES OF THE FAMILY UNIT.

(HUMAN AWARENESS)

COMMUNITY INSTRUCTIONAL GOAL REF NOS


I.

Effective Health Council

2.0

2.

Home Teaching Program.

3.

Effective Readina Proaram



--4M116.-...-----..-


I

r40t,

-

04v0

, m4.)0o

0Z

.

0tDa

.

00h,.

0wk.0

4044

.0ccZ

1.

80% of the students, teachers,

and parents will express

satisfaction with the Dis-

trict Health Program.

(C.I.G. 2.1)*

HEALTH COUNCIL

a.

Develop an instrument to

survey student, teacher,

parent, and community

attitudes toward the

school's health service

program.

b.

Administer the survey.

c.

Analyze the data, form

conclusions, and make

XX

X

X

.

.

-recommendations for change-

in the program.

.

-d.

Conduct in-service trainin!

program to study new tech -'.

nigues for school health

program.

XX

XX

XX

XX

i

Community Ir.-tructional Goal #

74

I

BE

ST C

O:".! P.1:A

AB

LE


2.

Conduct a Home Teaching

Program for all home-

bound students that

meets the legal require

menu. (C.I.G. 2.4)

.As a result of pre and

post-tests in reading,

the net gain of every

student receiving in-

struc:Lion in reading

CO will be recorded.

The

average net- gain for

the reading-area will b

1.5 gr,ade levels.

When

ever pc).7.ible, objectiv

should '-ze developed

with all students and

articulation should be

translatt!d to either

English or the language

arts at the secondary

level.

AND

Page

BE

ST C

OPY

AV

AIL

AB

LE


.Monitor new programs in each school.

.Conduct monthly meetings with school nurses

HOME INSTRUCTION

Identify the homebound student.

b.

Evaluate his educational needs.

c.d.a.

b.c.

Assign appropriate teacher to students.

Complete and submit State reports for

reimbursement.

Analyze and determine the community's

educational needs in reading and the de-

sired levels of student performance.

Identify skill areas that have a high

correlation with success in reading and

help teachers impart these skills through

the use of activities and exercises.

Increased performance in the area of

reading will contribute directly to in-

creased performance in the areas of social

studies and math.

XXX

X

IIX XX

XX -X

X1

X

XI

X

XX

BE

ST C

OPY

AV

AIL

AB

LE

75

BE

ST C

OPY

AV

AIL

AB

LE

GO

AL

:

GOAL MATRIX

BEST COPY AWAKE

TO PROVIDE PROGRAM SUPPORT WHEREBY EACH STUDENT WILL GAIN THE OPPORTUNITIES

TO MAKE MATURE AND

APPROPRIATE EDUCATIONAL AND OCCUPATIONAL CHOICES AND TO DEVELOP THE SKILLS AND FLEXIBILITY

Page Nb.

NECESSARY FOR ECONOMIC COMPETENCE IN A RAPIDLY CHANGING SOCIETY.

(ECONOMIC EFFICIENCY)

COMUNITY INSTRUCTIONAL GOAL REF NOS:


Z.

Growth in adult programs.

2.

Expansion of counselor/student contact.

3.0

3.

Reduction in program changes.


4.

Improved career testing services.


>1

WORIUILAN AND MONITORING

r-I01,

-

tr%0ot

4;Wi

0U)

4300oZ

6W0445P)

.

a)

to4ci

"c*

4Cu.

4>

,iv

0=z

Z.

An increase of 25% of

counselor/pupil contacts

will occur. (C.I.G. 3.2)

2.

Student program changes will

be decreased over the 1973-

74 school year by 15% based

on improved career counselin..

(C.I.G. 3.2)

COUNSELOR/STUDENT CONTACTS

a.

Collect baseline data ontht

number of pupil/counselor

1.

contacts during 1973-74.

b.

Analyze the data and in con

junction wilt

Guidance

Chairman, devise a program

to increase counselor/

pupil contacts.

c.

Quarterly, monitor the pro-

gram and implement changes

as needed.

PROGRAM CHANGES

a.

Collect baseline data on th

average number of program'

changes per student for

/973-74.

XX

XX

XX

XX

EICES AND RESEARCH

BE

ST C

OPY

AV

AIL

AB

LE

Page No.


-


it

ep

.4.;

0>z

.0

ria

b.

Meet the counseling staff and obtain

suggestions for decreasing student program

changes.

c.- Implement necessary procedures to activate

program to decrease program changes.

X

X

X

X

X

d.

Continue to monitor and evaluate the

programs during the school year.

XX

XX

3.

The Pupil Personnel

CAREER TESTING SERVICE

Division will

articulate with the

Career Education

.

a.

Determine appropriate tests' to be

administered.

Personnel to provide

rin

adequate career

guidance information

to all students.

b.

Arrange for in-service education.

c.

Assist in administration of tests.

XX

- X

XX(C.I.G. 3.2)

..

d.

Provide interpretation of tests.

e.

Evaluate progress of the program.

XX

.

.

1

77

GOAL MATRIX

Page No.

BE

ST C

CPY

G Q A L :

TO PROVIDE THE ADMINISTRATIVE SUPPORT TO THE PUPIL PERSONNEL SERVICES PROGRAM WHICH WILL

LE THE

COUNSELING STAFF TO FUNCTION EFFECTIVELY, EFFICIENTLY, AND COOPERATIVELY AS A

0:R OF 'TEE PUPIL

PERSONNEL SERVICES TEAM. !ADMINISTRATIVE SUPPORT%


COMMUNITY MANAGERIAL GOAL MF NOS:


.

1.

Improved Pupil Personnel Services.

2.

Completed SDK Matrices.

3.

Articulation of Special Programs.

4.

Community contacts.

1.0


UT


4-1

abt;

a)

cn

o>Z

oGh

.4cu

rzi

4al

Ia.

=

1.

80% of the school staff will

indicate that services pro-

vided by the Pupil Personnel

Division of 1974-75 are more

helpful than during the past

year. (C.M.G. 1.7)*

..

"

PUPIL PERSONNEL SERVICES

a.

Develop and mutually agree

on counseling goals for

each school.

b.

Develop and mutually agree

on objectives for each scho,a.

c.

Provide tier at the Guidanc

Meetings to discuss indivi-

dual school guidance center

objectives.

d.

Construct and administer a

survey of administrator

evaluation of services

rendered.

The survey will

be administered quarterly.

XX

.

.

1

GO

AL

MA

TR

IX-B

EST

CC

:7Y P.1..f.L

;BL

E


Ie..;

By June 1975, all

counselors will have

completed full cycle of

the new Guidance

Program.

(C.M.G. 1.1)

2.

To improve the coordi-

nation of Educable

Mentally Retarded,

Learning Disability

GroLp, Opportunity, and

Transition classes

within the schools.

(C.M.G. 1.7)



Page No.

Review and institute changes as areas that

need improvement are identified.

SUM MATRIX

a.

Each Counselor will have developed his

goals for the year..

b.

Each Counselor will have identified special

areas of interest within the Guidance Pro-

gram, upon which he will concentrate during

the school year.

c.

Revise goals and objectives as needed.

d.

Direct and coordinate the District

Guidance meeting on a weekly basis.

SPECIAL PROGRAMS WITHIN THE COMPREHENSIVE

SCHOOLS

a.With the assistance of the staff, develop

a handbook for each special subject area.

b.

Develop a continuing in-service program for

all Special Education Programs.

c.

Whenever appropriate, secure permission

from the Lincoln Intermediate Unit for

authorization to increase the number of

classes to offered above the regular State

allocation.

d.

Submit State report for reimbursement.

79

GOAL MATRIX

BE

ST-


Page No.


-----

-WORKPLAN AND MONITORING

e4aP3

tii

a<

43AayCA

'oZ

IIa)

C3

0U.

si

111X

'

3.

Increase by 20% the'

personal contacts with

citizens. (C.M.G. 1.4)

..

.

COMMUNITY CONTACTS

a.

Provide special education-oriented programs

to the P.T-A., Service Clubs and local

schools.

..

--

.

-

-

-

.

-

.

..

.

X

.

!

[

1

80

GOAL MATRIX

Page No.

-.BEST CO7Y MIAMI

GOAL :

TO ASSIST THE COUNSELING STAFF IN PERSONAL DEVELOPMENT, PROGRAM DEVELOPMENT, COMMU'..:17 LIAISON,

AND PROGRAM EVALUATION ORIENTED TOWARD THE ESTABLISHED EDUCATIONAL PLAN.

(INSTRUCTIONAL SUPPORT)

COMMUNITY INSTRUCTIONAL GOAL REF NOS :


1.

In-service education obtained.

2.

Changes in guidance services.

3.

Reduced program changes.


2.0

cin

..PER FOR MANCE OBJECTIVE

WORKPLAN AND MONITORIEG

>I

f-i

o1.3

D'

0ec

4.;0,0co

43 *00

>0z60CI

40p,vrli

.140=.}4

4.

a=013

1.

Conduct a Special Education

SPECIAL EDUCATION WORKSHOP

Workshop, focusing on the

exceptional child resulting

in improved program and

staff results.

a.

Establish calendar, locatio

and theme of workshop 1975.

.

(C.M.G. 2.1)*

b.c.

Conduct workshop.

Evaluate workshop.

2.

80% of students, teachers,

and parents will express

GUIDANCE SERVICES

satisfaction with the Distri

Guidance Program.

(C.M.G. 2.2)

-

t a.

Develop an instrument to

survey student, teacher,

parent, and community

attitude toward the

school's Guidance and

.

b.

Counseling Program.

Administer the survey.

'GOAL MATRIX

EDUC

ZONAL SERVICES AND RESEARCH

Page Vb.

BEST CO:

AVAILABLE



c.

Analyze the data, form conclusions and

make recommendations for changes in the

program.

d.- Conduct Guidance Workshop to study new

guidance programs and techniques.

e.

Monitor new programs established in schools

Student requests for

program changes will

be decreased by 20%

(C.M.G. 2.2)

STUDENT PROGRAM CHANGES

a.

Meet with counseling staff and obtain

suggestions for decreasing student program

changes.

b.

Analyze data as to why program changes

are requested.

82

GOAL MATRIX

BEST COPY AVAILABLE

G 0 A L

TO PARTICIPATE WITH ALL MEMMERS OF THE EDUCATION TEAM IN PROVIDING THE :HIGHEST QUALITY PUPIL PERSONNEL

SERVICES PROGRAM AT THE LOWEST POSSIBLE COST. (OPERATIONAL SUPPORT)

COMMtJNIT

INSTRUCTIONAL GOAL REF NOS:


1.

Increase enrollments in programs.

2.

Reduced program cost.

3.


3.0

a.,,


WORT

AND MONITORING

..-I

011

trk

04

.1.;04

IDu)

4.1

00>0

oCI

e

*.3

.a)

1=4

1:as

.e.

1:0,

445

N=

4Ts

12.

1t'l

Q.--

.Decrease the costs of Pupil

Personnel Services through

program monitoring designed

to eliminate waste and

duplication. (C.M.G. 3.2)

.

.

COST EFFECTIVENESS

.a.

Prepare the budget.

b.

Approve budget.

c.

Establish monitoring system.

d.

Meet with staff regarding

problems monthly.

e.

Evaluate progress through

a review of budgetin-

.

formation and prepare a

report.

X

XX

XX

XX-

.

.XX

XX

X

1 1

.

*Cornunity Managerial Goal #

BE

ST C

OPY

AV

AIL

AB

Lr

BE

ST

I.-U

NIT

PH

ILO

SO

PH

Y:

BBL

Agriii_ABLE

The personnel staff is concerned with providing a quality team equipped to

achieve the Education Program

of the West York Area School District.

In its effort to meet this need the staff endeavors tokeep in

focus 113/man relationship and exemplary standard of excellence among this staff.

ZIP


(List in priority -- limit to 6.)

4)

5)

1)

2)

3)

6)

II/.



1)

Ensure employment of persons to meet the

certificated personnel needs of the district.

2)

Ensure the development and revision of policies

and staff rules in the area of certificated

personnel.

3)

Ensure continued development and implementation

of a performance evaluation i ogram.


94

4)

Ensure that the district's employment procedures

rerlain

consistent with fair employment practices.

5)

Accomplish communication between the Personnel

Office, the schools, and other district office

departments.

6)

Provide for such in-service education to develop

personnel competencies required to implement and

carry on personnel programs.

BE

ST C

OF1 A

VA

ILA

BL

E

GOAL MATRIX

Page Nb.

G 0 A

L:

ENSURE EMPLCYMENT OF PERSONS TO MEET THE CERTIFICATED PERSONNEL NE DS OF THE DISTRICT.


PERFORMANCE INDICATOR. S:

.

/.

Nunber of dismissals and resignations in lieu of

2.Ratio of interviews to openings.

3.

Satisfaction of school administrators.

...

CO

MM

UN

ITY

MA

NA

GE

RIA

L G

OA

L ,R

EF N

OS:

1.0


rzWORKPLAN AND MONITORING

>-.

e-40I.)

01Z4

00.

00.

0Z

.

0a)C

I

i.

0es

.

a.

34

n.

ta444

>1

119:

I

0t)

1.1

Annually, dismissals and

resignations in lieu of

dismissal shall number fewer

than .5% of the total

certificated staff.

(C.M.G. 1.7)*

2.1

Rdvertise openings, as

necessary, to secure apool of

c:ualified, desirable appli-

cants in excess of the num-

1.er of openings. (C.M.G. 1.7)

DISMISSALS

a.

Confer and counsel with

employees evaluated as

unsatisfactory in order to

determine possibility of

resignation.

b.

Include program for per-

formance improvement as part

of performance evaluation.

c.

Employ only persons.about

whom there are no reser-

vations.

STAFF OPENINGS

a.

Advertise opening

to

placement offices.

XXXX

XYXX

X%XX

XX

X

XXX

.

.XX-X

XXX

X

X

XX

XX

XXY.

85

BE

ST C

OF-1 A

VA

ILA

BL

E


BE

ST C

OPY

AV

AIL

AB

LE

Page No.



>1

.-.!

1-3

4<Z

14EL

=

)-I

"c"

14

<

b.

Maintain an up-to-date distribution list

for opening announcements.

XX

X

c.

Include sources of minority applicants on

distribution list.

d.

Make recruiting visits to a variety of

local teacher training institutions.

XX

XX

XX

XX

XX

X

12.2

Maintain a ratio of no

more than 10 persons

interviewed by the

personnel office for

each opening and no

more than 5 persons in

terviewed for each

opening. (C.M.G. 1.7)

rz

.:.1

INTERVIEWS

a.

Screen application materials before

scheduling interviews in personnel office.

b.

Interview only for known opening.

c.

Refer to Superintendent for interview only

those candidates rated excellent in the

personnel office interview.

XXX

XXX

XX

X.

XX

XX

XX

xX

X,

d.

LiMit number of candidates referred to

XX

XX

XX

XX

XX

Administration to the minimum possible

while still giving adequate choice.

2.3

Communications, wzitte.

and oral, between the

COMMUNICATIONS

personnel office and

the schools shall

delineate essential

details of openings.

(C.M.G. 1.7)

a.

Certificated "Requisition"and4Recommen-

dation" forms required of school to give

personnel office information about openings

b.

Utilize "Staff Posters" with numbered slots

to ensure accurate communication regarding

openings and assignments.

XX

.

XX

XX

XX.

,44

-.

.

86

BE

ST C

OPY

AV

AIL

AB

LE

BE

ST C

OPY

AV

IUL

AB

LE

ZOAL LATI: X

BE

ST C

OPY

rail AB

LE

ED

UC

AT

ION

AL

SER

VIC

ES A

ND

RE

SEA

RC

H.

Page No.



-1a

u4u

>ouID

4RI

.604re...-

40..rt

3.1 An adequate supply of

substitutes shall be

maintained (C.M.G.

1.7)

_____

Chi

SUBSTITUTES

a.

Form a list of qualified substitutes,

adding to that list as necessary.

.

b.

Maintain procedures to efficiently assign

substitutes and to evaluate their per

formance.

c.

Assign only substitutes maintaining a

satisfactory level of performance...

STAFF RULE REVISIONS

a.

Maintain log.

_

.

.

XX

.

.

XX

XXX

XX

XX

XX

XX

XX

XX

XX

XX

87

GOAL MATRIX

BE

ST C

OPY

AV

AIL

AB

LE

G 0 A L :

ENSURE THE DEVELOPMENT AND REVISION OF POLICIES AND STAFFRULES IN THE AREA OF PERSONNEL.

Paga

.



1.

Num,:e- of policies and staff rules developed and/or

revisec:.

2.

Log of policies/rules sent to E.E.A.

3.

Log of policies submitted to Boardof Education.


1.0


P,Z

ti-------1

>.

WORNPLAN AND NONITCR..:nt

,-f

T0

i1,

b'0a

43cti

m

.ii

0o.

>0Z

.

oW0.

=01,

.

.L0W-

.

140

.1.1

As t:-e necessity arises,

personnel policies and

staff rules shall be

revised, developed, or

removed. (C.M.G. 1.6)*

POLICIES AND STAFF RULES

-a.

Develop or revise personnel

Xpolicies and rules when a

law change or an inequity

appears.

XX

XX

XX

XX

X

2.1 A proclram for review and

revision of existing poli-

cierl and staff rules shall

be completed by July, 1975.

a.

Personnel policies and rule.

needing no revision retyped

in new format before Jan.

1, 1975.

X

(C.X.G. 1 6)

b.

Personnel policies and

rules revised as necessary,

and put into new format

before March 1, 1975.

c.

New policies and rules

developed before July, 1,

1975.

-

GOAL :

GOAL 1.44.T_RIX

BE

ST C

OPY

PAR

AB

LE

Page bib-

FSUPr CnNTINUED DEVE)PMENT AND IMPLEMENTATION OF A PERFORMANCE EVALUATION PROGRAM. TO MEET TEE

REOUIREMENTS OF THE SCHOOL DISTRICT.

COMMUNITY INSTRUCTIONAL GOAL

RE

FNOS:


1.

Approval date of evaluation program.

2.

In-service sessions at schools.

3.

Meetings of Committee on Evkuation.




4

4-1

C,

U)

4JU0

1.0,2.0

1.1

"Meet and "discuss" on the

evaluation program shall be

completed and the program

submitted to the Board of

Education by February, 1975.

(C.m.G. 1.2,2.5)*

1.2

Conies of the approved eval

cation program shall be

distributed to staff within

10 days after approval by

the hoard of Education.

(C.M.G. 1.2, 2.5)

2.1

In-service sessions shall

be held at each school and

the district office within

20 days after distribution

of the orcgram for the pur-

pose of explanation and

EVALUATION PROCESS

a.

Assist in conduct of meet

and discuss.

b.

Prepare materials for Board

of Education.

a.

Prepare and distribute

approved evaluation program

to staff.

IN-SERVICE SESSIONS

a.

Schedule meetings.

b.

Utilize members of Evaluati

Committee.

n

89

GOAL MATP..TX

iL-

BE

ST C

OPY

AV

AIL

AB

LE

EDUCATIONAL SERVICES AND1

Page NO.

PERFORY-11XE OBJECTIVE

WMTSPLAN AND MONITOR=

if-2:ca

.eAe

14cz4

.....- ..4

..-7.

2.1 (Continued) famil-

iarization (C.M.G. 1.2

2 .5)

3.1

Thz Advisory Committge

on Evaluation shall

be reactivated.

(C.M.G. 1.2, 2.5)

3.2

The Advisory Committee

shall .assist with suc'

review and revision

of the evaluation

program as may become

necessary during the

um.-let and discuss".

1 '

exprocess. (C.M.G.

1.2, 2.5)

*

c.

Secure support of Superintendent's Cabinet.

ADVISORY COMMITTEE

.- appointment of replacementmembers

.Meeting for review of proposed evaluation

program revisions.

ADVISORY COMMITTEES

a.

Meetings as necessary during meet and

discuss.

..

..

.

.

Xi

X

.

/

,

90

GOAL MATRIX_

BEST COPY AVAILABLE

G 0 A L :

ACCOMPLISH COMMUNICATION BETNEEN THE CERTIFICATED PERSONNEL OFFICE, THESCHOOLS, AND

°IR DISTRICT

Page 146.

ET/CE DEPARTMENTS.



1.

Personnel office publications.

2.

Frequency and adequacy of school contacts.

3.

Satisfaction of superiors.

PER:FORMAXCE OBJECTIVE


1.0


4;C)

U)

06a)

ti

A staff handbook summa-

rizing essential and useful

information shall be de-

velsped and distributed to

staff by September, 1974.

(C.M.G. 1.4) *

2.1

The superintendent shall be

kept informed, in writing

and orally, regarding per-

sonnel matters.

(C.M.G. 1.4)

*Comunity Managerial Goal #

STAFF HANDBOOK

.Develop handbook.

.Distribute to staff.

PUBLIC INFORMATION

.Meet with Superintendent

daily.

.Inform Superintendent of

X'important matters as they

occur.

Submit confidential memo

to Superintendent regard-

ing legal personnel matters

prior to each meeting of

the Board of Education.91

BE

ST. C

OPY

AV

AIL

AB

LE


2.2

The Personnel Office

shall periodically'

issue informational

memoranda to help en-

sure staff awareness

of important deadline

legal changes, and so

forth. (C.M.G. 1.4)


Page 'No.


STAFF AWARENESS

"Newsletter" for staff as important law and

policy changes, announcements, deadlines,.

etc., occur.

b.

Issue specific memos or bulletins, as

necessary.

3.1 'Personal contact with SCHOOL/DISTRICT COMMUNICATIONS

each school principal

shall help ensure kno -a.

Contact each principal weekly in person or

ledge of the schools'

by phone.

needs. (C.M.G. 1.4)

Continually evaluate

the progress of the

negotiated contract

and assist in

continually

renegotiating as

required.

b.

Maintain written contact for details or

openings at schools.

NEGOTIATIONS

a.

Staff meetings.

b.

Organizational meetings.

C.

Regional meetings.

X

XX

92

BE

ST C

OPY

AV

AIL

AB

LE

G O A L

PROVIDE FOR SUCH IN-SERVICE EDUCATION TO

PERSONNEL COMPETENCIES REQUIRED TO IMPLEMENT

AND CARRY ON PERSONNEL PROGRAMS.


PER

FOR

MA

NC

E IN

DIC

AT

OR

S:1.

Nrrber of in-service programs.

2.

Principals' and superiors' satisfaction.

3.


..111MIR

M

2.0

.



>I

.-'aI,

trt

a4)040

-ja0

>0

.

o0CI

c03

I',

.

0tz4

.

$4

ns

"v

.

$404

0cae,

1.1 An in- service meeting will

be held for principals

before Christmas vacation,

1974, regarding new legal

requircments for personnel

dismissals. (C.M.G. 2.1)*

1.2

In-service sessions shall

be held during the school

IN SERVICE EDUCATION

a.

Schedule meetings with

principals, by school.

b.

Prepare materials for these

meetings..

a.

In-service for implemen-

tation of new absence

year, as necessary, for

informational as well as

skill development purposes.

accounting system.

b.

Superintendent's Cabinet.

lX

-

(C.M.G. 2.1)

c.

School administrators and

responsible clerical staff.

d.

District office secretaries

X

*ComMunity Managerial Goal #

BE

ST C

OPY

AV

AIL

AB

LE

BU

SIN

ESS

/ R

..DU

CA

TIO

NA

L S

ER

VIC

ES

TE

AM

I.

&MIT P

Within budgetary constraints, BEST is committed to the most modern, innovative, systematic approaches

to providing the very best service-audit-regulatory assistance for all components of the District.

III.

NNW

HILOSOPHY:

BE

ST C

OPY

P.T

.IL

AB

LE

UNIT

INSTRUCTIONAL GOALS:


1)

2)

3

To provide facilities, support, and resources

4)

which will enable other units to meet community

instructional goals within budgetary constraints.

5)

6)



1)

Establish an organizational climate that will

4)

enable the staff to integrate personal

objectives with unit objectives.

2)

Ensure business and educational services that

5)

meet the needs of students, staff, and community.

3)

Develop and maintain user and patron support.,

6)

NOTE:


94

GOAL MATRIX

BE

STA

VA

ILA

BL

E

0 A L :

TO PROVIDE FACILITIES

SUPPORT AND RESOURCES WHICH WILL ENABLE OTHER UNITS TO MEET COMMUNITY

INSTRUCTIONAL GOALS WITHIN BUDGETARY CONSTRAINTS.

Page Nb.

COMMUNITY INSTRUCTIONAL GOAL REF NOS: 1.0 - 4.0


3.0

PERFORMANCE INDICATOR:Ss

1.

Facility planning procedures.

2.3.

Educational specifications.

Economic use of facilities.

4. _Successful tax election. .


'plk


>I

r4P3 0I,

4;(/)

00

04=1, 4

Di

w

.14

Z

.$4o=011

C.>

i?"Study, consolidate, and

FACILITY PLANNING

.when necessary, develop

District and school pro-

cedures dealing with facil-

ity planning and constructi

Collect materials for review

and rewriting.

(C.I.G. 1.1 - 4.2)*

Rewrite and develop

procedures.

Develop handbook for both

XX

District and schools on

facility planning and con-

struction.

1.2

As a member of a task force

under the direction of the

ILIZATION OF FACILITIES

-

Superintendent, to develop.

Meet on a bi -weekly basis

program out-put leading

to

better utilization of prese

and future District edu-

cational facilities.

with Superintendent.

Meet with task force personnel

to develop output.

XX

XX

XX

XX

(C.M.G. 1.0 - 1.9)


BE

ST C

OPY

AV

AIL

AB

LE

Page NO.



81to

01,0

.Meet with individual school's to review

and explain program.

d.

First phase operational.

va

2.1

As chairman of the

EDUCATIONAL SPECIFICATIONS TASK FORCE

Educational Specifi-

cations Task Force to

a.

Develop procedural plan.

develoo educational

specifications for

b.

Select task force.

new District facilities.

(C.I.G. 2.0)

c.

Develop educational specifications by

departments.

vl

3.1

Insure completion of

present District

building projects as

per published time

line.

4.1 To assist in every

way in the passage of

a tax increase to

enable the District

building program to

move forward through a

sound arrangement.

d.

Submit final report.

BUILDING PROGRAM

a. Establish specific dates for architectural

reports, inspector reports and contractor

reports.

.Agendize for board information bimonthly

progress reports on all construction

projects.

SPECIAL TAX PROBLEMS

.Obtain legal opinions.

.Assist in preparation of proposal for

board information.

.Assist in preparation of proposal for

board action.

XXXX

X

96

EDUCATIONAL SERVICES AND RESEARCH.

BE

ST C

OPY

AV

AIL

AB

LE

Page No.


.WORKPLAN AND MONITORM

ID,

...

17

a0mm

4;0

0Zo0CI

C0340U

.

341,3..t.

$40or

1

.

..

.

11.

Meet with individual school faculties.

e.

Initiate tentative educational specifi-

-

cations for fac...lities on a departmental

basis..

.

..

-

.

,

XX

I

XX

G 0 A L :

GOAL MATRIX

BEST COPY AnftABLE

ESTAB ISH AN ORGANIZATI NAL CLIMATE THAT WILL ENABLE THE STAFF TO INTEGRATE PERSONAL OBJECTIVES

W TH UNIT OBJECTIVES.

(ADMINISTRATIVE)

Page Vb.



1.

SDM Models complete.

2.

Public information program.

3.

New Eo4rd policies.


1.0

4.

New departmental procedures.



r'l0P5

.d+04

i4;0U

)

4.63

000Z

60040."

.0rz.

.k0Za

a;gZ

1.

By June, 1975, a questionnai

completed by a random sample

of staff will indicate in-

-

creased job satisfaction.

..

-

- SELF DIRECTED MANAGEMENT

a.

Provide staff in-service

training.

b.

Make B.E.S.T. Council

members available to staff

for consultation.

.

c.

Develop and implement

supervisor/supervisee

monitoring conference

system.'

.

d.

Encourage and attend de-

partmental and division

meetings.

e.

Implement program of regula

meetings by department and

division.

XX

X

X

X

X

XX

X

XX

X

XXX

Y.

98

GOAL MATRIX

BE

ST copy A

VA

ILA

BL

E


.Insure student, staff

and community support

for each District

building project.

(C.M.G. 1. 4)

3.

To consolidate and

revise the District's

Board Policies and

staff rules dealing

with all phases of

facility planning and

construction.

(C.M.G. 1.6)

EDUCATIONAL SERVICES AND RESEARCH.


PUBLIC INFORMATION

.Meet with school staff to explain projects.

.Prepare and submit articles for publication

.Visit each school 4 or more times.

Assign one or more B.E.S.T members priority

responsibility for coordinating an

aggressive internal and external infor-

mation system consisting of at least, but

not limited to the following:

1.

Press releases.

2.

B.E.S.T. Briefs.

3.

Departmental/Division progress report.

4.

Printed Budgets.

5.

Board presentations.

6.

Financial rei.oxt of the District.

7.

Fingertip Facts.

BOARD POLICY REVIEW

a.

Collect and review all existing policies

and staff rules.

b.

Rewrite existing policies and rules when

necessary.

c.

Add to or delete from existing policies

and rules.

d.

Submit for final approval.

X

U00

a

Page 14b.

41) 3r3

X

X

99

AT, X

EDUCATIONAL SERVICES AND RESEAR01.

Page

BEST CON AMIABLE



.Update and modernize

departmental procedures

resulting in more

efficient support

services to schools.

OC.M.G. 1.7)

Departmental Procedures

.Implement "File It Right" system throughout

B.E.S.T.

.Begin implementation of files retention,

microfilming and District procedures in the

District office operation.

To exercise responsibility for securing

funds from private avenues by writing

proposals.

To increase school system productivity

maintaining a program on item by item cost

analysis and developing a basis for

relating such costs to the teaching -

learning process.

To be able to account for all expenditures

in terms of school programs and learning

results.

To develop a sound basis for al"

expendi tures.

X

To employ systematic and validated

methods to assess the results of teaching

to learning.

100

GO

AL

MA

TR

IX

BEST COPY AVAaABLE

G 0 A

L :

ENSURE BUSINESS AND EDUCATIONAL SERVICES THAT MEET THE NEEDS OF STUDENTS, STAFF AND COMMUNITY.

Page tb.

CO

MM

UN

ITY

INST

RU

CT

ION

AL

GO

AL

RE

F NO

S:

PER

FOR

MA

NC

E IN

DIC

AT

OR

S:1,

Centralized maintenance program.

2.

New

budgetprocedure.

3.

Bus load factor.

COMMUNITY MANAGERIAL GOAL REF

NO

S:2.0

4.

Dollar value purchase orders.

5.

Dollar value of work orders.

61


0W

OR

KPL

ANAND MONITORING

r40lat04

430CD

4.7a0oZ

0oac0P3

.0cA.

I.)4o...

14o,

4fr.

ft.:.

= o-r,

1.1 Make operational a central-

ized maintenance system.

(C.M.G. 2.3)*

2.1

Complete modernization of

District budget format by

June of 1975. (C.M.G. 2.5)

--

,_

._

...

..

CENTRALIZED MAINTENANCE

a.

Develop procedural plan.

b.

Meet with Administration

to review proposed

procedures.

c.

Meet with maintenance

personnel, both District

and school, on individual

building basis to explain

and review procedures.

d..

Put centralized maintenance

into operation.

FINANCIAL SYSTEMS

Develop new budget format.

---

.-

.-

, X

Aa

a


BE

ST C

C3,77 .7.À

ILA

BL

E

Page NO.

it



,-4

r.

.

wt

i Eil

tl

b.

Develop new budget development procedures

and guidelines

c.

Expand management information system.

XX

XX

XX

XX

XX

X

d.

Develop and implement in-service program.

X

e.

Develop new financial allocations policies

and procedures.

2.2

To become completely

BIDDING PROCEDURES

.

familiar with Distric

bidding procedure

a.

Develop an outline and time sequence of

and letting of contras

.bidding procedure and the letting of con-

(C.M.G. 2.3)

.tracts.

(

'..k

b.

Review outline and time sequence.

i"

.

..

..

.

r

.

.

._

102

BE

ST C

OPY

AV

A:L

AB

LE

PLA

NN

_IN

G A

ND

MA

NA

GE

ME

NT

I.

UNIT PHILOSOPHY:

BEST CO Fe f.AIIABLE

To offer consultive assistance to all staff members in the optimization of planning and management

and

to assure that management information is rapidly and accurately available to personnel and patrons using

the best system identified by systematic developmental research.

II.



1)

Expand 9-week instructional unit concepts

to include multiple access.

4)

2)

Upgrade all access by students and

5)

teachers in classroom environment.

3)

6)

III.


(List in priority --

limit to 6.)

1)

Accomodate pupil population growth through

optimum facility utilization.

2)

Upgrade capability of district to

prepare for inquiry and update of business,

personnel and management information.

NOTE:


103

8)

Foster a systematic analysis of organization and

decision making through study and revision.

4)

Reorganize research thrust in District to Improve

involvement of all decision elements and evaluate

resultant.

-5)

Improve policy procedures and expand liaison with

other policy-making governmental agencies.

GOAL MATRIX

age No.

BE

ST C

OPY

ATT

AB

LE

G 0 A L :

ExpAND 9-wEEK INSTRUCTIONAL UNITS, TO INCLUDE MULTIPLE ACCESS.


1.0


1.2.

3.

Expansion of Quarter-length courses.

Increased entrance and exit student opportunities.

Str.rt-,r school 1975 includes 9-week courses.


2.0.3.0

,


1-4


8-1obI;04

0I

u:0

.o6ocl

4113

1.2

.

r=4

..

1.4

PI44

>,

AS

1:

o

7...11

1.1 Quarter-course numbers

increase.

(C.M.G. 3.3)*

2.1

Graduates and new regis-

trants spread from current

peaks to 5 times annually.

(C.I.G. 1.1, 1.2)

3.1 Restructure Summer School

'75. (C.M.G. 2.6)

,-

YEAR ROUND SCHOOL

.

a.

Obtain Quinmester catalog

data.

b.

Disseminate via Curriculum

personnel.

a.

Gather historical data.

b.

Report resultants.

a.

Quantify Summer School

'74 costs and program.

b.

Develop 9-week model

C.

Contact all R & D lab

oratories to insure that

the latest innovative tech-

are considered and

encouraged for applicationby the

school

dist

X

act

X

-

XXX

-

XX

mmuna y Ins ruc aona

nageraa

oa

104

BE

ST C

OPY

TA

ILA

BL

E

GLOSSARY OF TERMS

Adm.

Administrative Assistant

EEA

Education Evaluation Advisory Committee

AAP

Affirmative Action Program

EP

Educational Plan

BEST

Business Educational Services Team

EPGM

Educational Plan Goal Matrix

BD

Baseline Data

ESR

Educational Services & Research

CAS

Central Administrative Service

GM

Goal Matrix

CIG

Community Instructional Goal

HR

Human Relationships

CM

Centralized Management

IA

Individual Accountability

CMG

Community Management Goal

IPC

Interpersonal Communications Seminar

CR

Civic Responsibility

LDP

Learning Development Program

Director of Educational Programs

LIU

Lincoln Intermediate Unit

DIG

District Instructional Goal

Management Accounting Information

DM

Director of Media and Library Services

Needs Assessment

DMG

District Managerial Goal

Personnel

DR

Director of Reading

PA

Program Accountability

DSS

Director of Special Services

PAP

Personnel and Production

DT

Director of Transportation

PM

Participatory Management

EE

Economic Efficiency

PO

Performance Objectives

BE

ST C

07(

f'71B

LE

GLOSSARY OF TERNS - CONT'D

PPBS

Program Planning Budgeting Systems

SETS

Seminars in Education Training

PPS

Pupil Personnel Services

SR

Self Realization

R&D

Research & Development

TIP

Teacher Incentive Projects

SSuperintendent

TMR

Trainable Mentally Retarded

SAM

Staff and Management

UIG

Unit Instructional Goal

SDM

Self Directed Management

UMG

Unit Managerial Goal

BE

ST

CO

{ 11

7.1

LECONCLUSION'

"THIS IS ONLY A BEGINNING, NOT AN END."

"Responsibility is null when nobody knows who is

responsible."

John Stuart mill,

Representative Government

Documents

DOCUMENT RESUME EA 006 617 TITLE Educational … · TITLE Educational Plan of the West York Area [Pennsylvania] School District: Administrative Accountability. ... Under the aegis