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Effective and Collaborative Governance

Board Roles and Responsibilities

Chula Vista Elementary School District

July 19, 2017

Peter Fagen

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Material Covered

Effective and Collaborative Governance

1. Role of the Governing Board, Superintendent, and district administrative staff

2. Board meeting guidelines

3. Board contacts with schools, staff, public

4. Board member collaboration and professionalism

5. Consequences for Board member conduct

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1. Role of the Governing Board, Cabinet and Superintendent

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Why Did You Run for School Board?

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The Board Shall . . .

Set vision for the District

Establish organizational structure

Support Superintendent and staff

Ensure accountability

Provide community leadership

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What Is the Board’s Job?

Create shared vision

Plan for and monitor District fiscal health / budget

Plan for and monitor Student performance

Support the District, students and public education

Educate the public

Support and hold accountable the Superintendent

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What Is the Board’s Job? (cont’d)

Engage parents, faculty and community

Policies

Recognition of students and staff

Allocate and approve funds

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What Is the Board’s Job? (cont’d)

Set goals for collective bargaining and consider union agreements

Ensure a safe and appropriate educational environment for all students

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What Is Not the Board’s Job?

Labor negotiations

Personnel decisions

Handling complaints & concerns

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Role of the Superintendent

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Election of Officers

Annual Organizational Meeting

Elect a Board President

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Board President-SuperintendentPartnership

Confer on matters between Board meetings

Consult on preparation of Board agendas

Work together to ensure Board members have materials and information

Chair Superintendent evaluation

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2. Board Meeting Preparation and Guidelines

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Board Meeting Preparation

Come prepared and familiar with the Board packet

The goal is to have all Board members equally informed when it comes time to make decisions

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Agenda

Agenda items

Consent agenda items

Pulling consent items

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Running an Effective Meeting

Call to order

Proper order / manage the floor

Brown act compliance

Public comment

Parliamentary procedure

Motions on the floor

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3. Board Contacts with Schools, Staff and the Public

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Tips for Effective Communication with the Public

Respect

Discuss rather than debate

Refer questions to Superintendent or District staff

Outside of Board meeting

Confidentiality

Patience

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Public Records Act

Reminder! Public may review business records of public entities.

City of San Jose v. Superior Court of Santa Clara County (Mar. 2, 2017)

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4. Board Member Collaboration and Professionalism

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Tips for Effective Communication Between Board Members

Respect

Disagreement

Represent entire District

Address the entire Board

Have a process and follow the process

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Trust, Civility and Respect: The Cornerstones of Effective

Boardsmanship

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Building Blocks of Trust

No surprises / no secrets

Solutions and common ground

Follow through

Resolution of conflicts

Open minded

Recognize different viewpoints

Do your job

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More Communication Tips

Civility through open, honest and direct Communications

Sticking together through good times and bad

Strength in numbers

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5. Consequences for Board Member Conduct

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Potential Consequences

Informal conference with Board President

Verbal/written censure

Injunctive relief

Civil lawsuit

Criminal liability (Gov. Code§1222)

Grand jury (Gov. Code§3060)

Removal from office (quo warranto)

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Questions?

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Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal advice. We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.

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Information in this presentation, including but not limited to PowerPoint handouts and the presenters' comments, is summary only and not legal advice. We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances.

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CA CCSS Shifts:

• Build Content Knowledge

• Use evidence from text

• Practice with complex

texts

Balanced Literacy Instruction

Whole Group

Model/Access

Grade-Level Complexity

Small Group

Differentiated

Practice/Application

Program Design

Gradual Release of Responsibility

Teacher

StudentModel

Share

Guide

Apply

Build Content Knowledge

• 50% Fiction

• 50% Non-Fiction

• Social Studies HSS

• Science NGSS

• Literary Units

K 1 2 3 4 5 6Unit Knowledge Strand

1 Government & Citizenship

2 Character

3 Life Science

4 Point of View

5 Technology & Society

6 Theme

7 History & Culture

8 Earth Science

9 Economics

10 Physical Science

Close Reading Lessons – Fisher & Frey

What does the text say?

How does the text work?

What does the text mean?

Engineered for Learning

Text Annotation

CA ELD Shifts:• Meaning-making resource

• Expanded notion of grammar

• Complex, amplified texts

• Strategic scaffolding

Integrated ELD at Point of Use

Substantial

Substantial

Moderate

Light

Into and From the Core

Designated ELD TextsText for Close Reading

Amplify NOT Simplify!

Interacting in Meaningful Ways

How Language Works

Oral practice of using English to make meaning

Designated ELD Lesson: K-6

Grades 3-6 Designated ELDPart 3 ELD Standards

Screening Assessment &

Skill Lessons

Small Group Differentiation

Effective for ALL Students K-6

Text Evidence Question Cards

DOK Levels

Intervention

Assessment

Reports that MATTER!Standards

Special EducationProgress and GoalsREPORT TO THE BOARD OF EDUCATION

JULY 19, 2017

ProgressRSP

Teachers

M/M Teachers

M/S Teachers

Resource Teachers

PrincipalsA team of lead

psychologists

trained staff in

processing areas

and support

strategies.

Progress

We hired Kali Madison as a

District Resource Teacher for

Special Education.

Progress

The STAARS team provided

behavioral support

throughout the District.

The number of agency SLPs has been reduced to 7.8

at a cost savings of $107,544.

Progress

59%

41%

2015-16

District Agency

70%

30%

2016-17

District Agency

88%

12%

2017-18

District Agency

Last year, 1483 of our Students with Disabilities were

English Learners.

Progress

67%

33%

2015-16

SWD EO SWD EL

68%

32%

2016-17

SWD EO SWD EL

71%

29%

2017-18

SWD EO SWD EL

Our Special Day Classes are distributed through the

District.

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Status

Our students with disabilities are now evaluated on a

growth model.

Status

-74.8

-95.8

+8.1

+6.8

Improve student achievement.

Goals

DASHBOARD

INFORMED

PROFESSIONAL

DEVELOPMENT

Very Low

Low

Medium

High

Very High

Reduce due process filings and costs.

Goals

Review Data

Write Guidelines

Meet with Sites

Monitor IEPsCustomer

Service Calls

Questions?

REPORT TO THE BOARD OF EDUCATION

JULY 19, 2017

Chula Vista Elementary

School District

2016-17 Field Trips

July 19, 2017

2016-17 Field Trips Summary

Schools by

Geographic Location # Field Trips

6/2/17

Enrollment

Enrollment

Percentage

Field Trips

Percentage

805 Corridor (13) 320 5,674 20% 24%

Bonita Valley (3) 87 1,460 5% 6%

East Chula Vista (16) 536 12,922 45% 40%

West Chula Vista (9) 327 7,064 24% 24%

So. San Diego Mesa Area

(4)

85 1,719 6% 6%

Totals 1,355 28,839 100% 100%

2016-17 Field Trip Routes Per School

Field Trip Expenditure Per Student

2016-17 Field Trips –

Educational vs. Non-Educational

805 Corridor Bonita Valley

East

Chula Vista

West

Chula Vista

South San Diego

Mesa Area

Educational 99.95% 99.96% 99.95% 99.92% 99.91%

Non-

Educational

.05% .04% .05% .08% .09%

QUESTIONS?